Book Review of The Early Advantage: Early Childhood Systems That Lead by Example by Sharon Lynn Kagan (Ed.)

This review critiques Sharon Lynn Kagan’s The Early Advantage: Early Childhood Systems That Lead by Example (2018). Kagan posits that early childhood education and care (ECEC) systems throughout the world are complex and fragmented. Burgeoning neuroscientific research and shifting political ideologies acknowledge the economic and social value of investing in ECEC and beg re-examination of outdated narratives (Kagan 2018). Responding with a timely analysis, The Early Advantage details the results of a comparative international research project designed to analyze six strategically chosen jurisdictions with successful ECEC systems. A thorough account of each country’s structural, fiscal, and ideological components provides context for systemic challenges and triumphs. Kagan’s concluding synthesis connects ideas for the reader and reveals emerging narratives to guide ECEC leaders in moulding high-quality delivery systems that are equitable, efficient, and context specific.

Mini-Review on Capacity-Building for Data-Driven Early Childhood Systems: The Consortium for Pre-primary Data and Measurement in Sub-Saharan Africa

Low- and middle-income countries (LMIC) are increasing investments in early childhood development programs, including early childhood education. As programs reach scale, there is increasing demand for evidence on impacts of investments. Little work to date has examined capacity required to effectively use data at scale in LMIC, including opportunities and barriers to integrating data into ongoing program implementation and tracking child development and quality of services at scale. Below, we outline the rationale and approach of the Consortium for Pre-primary Data and Measurement in Sub-Saharan Africa, focused on building capacity for data-driven decision-making in early childhood systems. Themes from the first phase include the importance of building diverse groups of stakeholders to define priorities for data and measurement, the need for coordinated and strategic investments in data and measurement, and the value of long-term investments in government/civil society/university partnerships to generate locally relevant data on early childhood education.

Policy levers to promote cultural competence in early childhood programs in the USA: recommendations from system specialists

The purpose of the study was to investigate ways in which early childhood systems that rate and license child care programs, known as Quality Rating and Improvement Systems (QRISs), might incorporate requirements related to cultural competence into the system, including incentives, supports, and rewards for programs that foster cultural competence of the early care and education (ECE) workforce. The study employed a focus group design to consider the research problem from the vantage point of key informants such as coaches and other system staff who routinely support ECE programs to meet system requirements and to engage in quality improvement work. Three focus groups were convened, with a total of N = 28 participants. The meetings were audio-recorded, transcribed, and analyzed using the constant comparative method. Emergent themes were noted and grouped into four categories: QRIS requirements; system alignment; ECE progrm administrator training; and ECE teacher training and technical assistance. Focus group members advocated for incorporation of system-level requirements related to cultural competence as well as program supports to ensure that ECE providers could succeed in meeting new requirements. Policy recommendations to support cultural competence development in the ECE workforce and to embed cultural competence in ECE systems are discussed.