The Dropping Off the Edge report commissioned by Jesuit Social Services in 2007 positioned the Rosebud West postcode within the band of highest disadvantage across the state. Rosebud West Australian Early Development Index (AEDI) data, which is collected when students enter their first year of school on a triennial basis, shows that more than twice the proportion of children are developmentally vulnerable in two or more domains compared with the state. In 2012, a much higher percentage of children in the area were developmentally vulnerable when compared with 2009 figures, and fewer students were attending kindergarten.
Educational research identifies the fundamental importance of learning in children’s first years of life, and that children who start school (and kindergarten) with developmental delays are at significant risk of underachievement in school. Despite the fact that education has the capacity to break the cycle of generational poverty, if children begin school without key early-childhood skills and understandings, ‘catching up’ to more advantaged peers can be extremely difficult.
Research from previous iterations of the Abecedarian Research Project demonstrates the impact on children’s parents through involvement in this project. A national study commissioned by the US Department of Education’s Institute of Educational Sciences (Judkins Judkins, St Pierre, Gutmann, Goodson, von Glatz, Hamilton , 2008) found that an Abecedarian Parent Program increased parent responsiveness to children (correlated with child literacy and social outcomes), as well the likelihood of teen mothers accessing education and training themselves (Ramey, Campbell, Burchinal, Skinner, Gardner, 2000).
Nobel Prize-winning economist James Heckman demonstrates the benefit of investment in early childhood learning. The impact of improved early educational outcomes has a significant cost saving to the whole community through reductions in crime, improvements in health and reduction in the need for special education in schools. The social benefits of increased efficacy of parents and families are enormous.
Many students start formal education at Seawinds Childcare Centre, Rosebud Kindergarten and the co-located Eastbourne Primary School without the skills necessary to be successful at learning. Despite our excellent programs and the progress that we make with children, there are still children who do not achieve outcomes to break the cycle of generational poverty.
REFERENCES:
Judkins, D., St. Pierre, R., Gutmann, B., Goodson, B., von Glatz, A., Hamilton, J., et al. (2008). A study of classroom literacy interventions and outcomes in Even Start. [NCEE 2008-4028]. Washington, DC: U.S. Department of Education.
Ramey, C. T., Campbell, F. A., Burchinal, M., Skinner, M. L., Gardner, D. M., & Ramey, S. L. (2000). Persistent effects of early intervention on high-risk children and their mothers. Applied Developmental Science, 4, 2–14.
Vinson, Tony (2007). Dropping off the Edge, Jesuit Social Services <http://www.australiandisadvantage.org.au/> [accessed 30/03/2015 ]
