The Evaluation of
HighScope in
Co-Mayo
1
Terms of Reference
i) Provide a comprehensive account of the initiative ‘HighScope in Mayo’
ii) Using implementation science, examine the extent to which the HighScope
model of practice is embedded in ten early years’ settings in Co. Mayo.
iv) Identify the barriers to and supports for implementation
v) Document individual ‘ inspirational stories’
vi) Make recommendations for further development for both 0-3s and 3-5yrs
2
Background
• International data
• National context
• Formation of TUSLA
• National Framework for Children and
Young People
• Local provision
3
Implementation Science
• Mixed methods design accessing primary
and secondary data
• Secondary data: Inspection reports,
training evaluations, monitoring of
HighScope training
• Primary data: Online survey, focus
groups, interviews, PQA
assessment, filmed sessions,
narrative story telling, significant
change accounts
4
Conceptual Framework for
Implementation Fidelity
5
Sample and Methods
Stakeholder
Number
Parents
75
Children
36
HighScope
practitioners
62
Currently undertaking
HighScope training
4
Representatives from
HighScope Ireland
3
Representatives from
TUSLA, statutory,
community and
voluntary agencies
Total
1
1
1
1
3
1
1
1
1
195
Method
Focus groups in 10 settings with parents whose children attended the HighScope
programme
Interviews with parents about most significant moments of change as a result of their
child attending the HighScope programme to be recorded on film
With consent, recording of children engaged in HighScope activities in order to produce
a DVD of inspirational stories about impact of engaging in the HighScope programme
Focus groups with HighScope practitioners in the 11 settings and inclusion of
inspirational stories from their perspective
Online Survey
Focus groups with HighScope practitioners in the 11 settings and inclusion of
inspirational stories from their perspective
Online Survey
Interview with representatives from HighScope Ireland about implementation of the
programme in Co-Mayo since 2007
Interviews with representatives from TUSLA, statutory, community and voluntary
agencies such as;
Early Years Inspectorate
Child Care Manager
Early Years Services Manager
Early Years Development Team Leader
HighScope Trainers
Childcare County Council
Border Counties Childcare Network
Start Strong
Early Intervention Team-Western Care
6
Training Analysis
Programme Type
Number of Participants
Number of Courses
0-3
40
2
3-5
168
10
Child Minders
19
1
7
Online Survey
Component
All of the time
Some of the time
Wheel of Learning
Learning Environment
85%
15%
Daily Routine
100%
Adult Child Interaction
85%
15%
Active Learning
85%
15%
Approaches to Learning
85%
15%
Language, Literacy and Communication
92%
8%
Social and Emotional Development
92%
8%
Physical Development, Health and Wellbeing
100%
Arts and Science
85%
Curriculum Content
8
15%
Practitioners
Supports required:
•More cluster group meetings, more frequent individualised support, refresher training,
visits to other HighScope settings and specific support with assessment
•Support received from the EYDWs had been invaluable but felt a network could be
created involving HighScope practitioners who could meet to offer advice, guidance and
experience.
•
Support linking the HighScope key developmental indicators and assessment tool with
Síolta, The National Quality Framework and Aistear, The National Curriculum Framework.
•General capacity building around child observation records, note taking and curriculum
planning.
•More parental involvement initiatives
9
Children’s Voices
“The teachers talk to us like adults,
we're important too”
“We know what happens next because we look at the
directions on the wall”
“Teacher can I do the planning with the children today”
asked one child
“We have a problem...how can we solve it”
10
Engaging Parents
•Open evenings,
•Inviting parents into setting during sessions,
•Information pack starting,
•Having informal chats at pick up and drop off time,
•Sharing COR with parents,
•Parents notice board - display evidence of children’s work, anecdotes etc,
•Hold parents courses and have formal family feedback meetings at the end of the
year
11
PreSchool Programme
Quality Assessment
12
Development Workers
Observations
• Working with individual groups
• Peer facilitated learning
• Supporting groups to support parents
13
Parental Responsiveness
• 90% of parents in focus groups could
provide an explanation, description or
example of the HighScope model.
• The most frequently cited component of the
approach offered by parents was ‘conflict
resolution’.
• 93% transferred practices to the home
environment
• 11% had direct experience of HighScope in
sessions
14
Key Stakeholders
•Recognition of cross cutting impact;
•Promoting health
•Promoting education
•Preventing problems early
•Providing family support
•Developing communities
•Stakeholders were not denying that HighScope was one example of a quality approach
and that it emerged from a rigorous evidence base.
•The potential removal of support currently offered by the development workers and early
years team was perceived to be completely detrimental and ultimately lead to the
obliteration of the HighScope pedagogy
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Conclusion
Implementation
-Moderators
-Driving Forces
-Restraining Forces
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Recommendations
17
1. HighScope Ireland should allocate
substantial resources to cultivate
relationships with new commissioners in the
Child and Family Agency
to confirm the future fit of the HighScope
approach within the ECCE sector in County
Mayo. This should involve supporting
commissioners to understand the alignment
of HighScope with National objectives for
Prevention and Early Intervention
18
2. Training should be offered to the Inspectorate
to increase awareness and understanding of
how the HighScope approach can support their
role in raising quality provision in ECCE setting.
19
3. The capacity of the Early Years Services team to
contribute to Local Area Pathways should be
clearly communicated and demonstrated within
the Agency to identify the fit between Early
Years Services and the future direction of the
Child and Family Agency.
20
4. A network for HighScope practitioners, linked to
HighScope Ireland, should be established which
supports their professional development while
acting as a forum to promote good practice at a
local, national and international level.
21
5. HighScope Ireland and Early Years Services in
County Mayo should create a support structure through
training in fidelity measurement to improve adherence to
full implementation
22
Inspirational Stories
Ardnaree
The Neale
Curious Minds
23