Ibn Sina Foundation - Child Development Center
Concept Outline
Education is a race to be won, those who start first are more likely
to finish ahead
A Case for Support
Each day in the U.S. 2019 babies are born into poverty. Almost
80% of poor children live in working households. One in five children
is poor during the first 3 years of life – the time of the greatest
brain development. An American child is born without health insurance
every minute (National Center for Children in Poverty, 2004).
Poverty is associated with substandard housing, homelessness, inadequate childcare, unsafe neighborhoods and under resourced schools. Poor children are at greater risk than higher income children for a range of problems including detrimental affects on IQ, poor academic achievement, poor socioeconomic functioning, developmental delays, behavioral problems, asthma, poor nutrition, low birth weight and pneumonia. The reality of child poverty can have lasting, negative, affects: It can impede children’s cognitive development and their ability to learn as well as contribute to behavioral, social, and emotional problems as well as lead to poor heath among children (National Center for Children in Poverty, 2004).
Poverty is most prevalent among black and Hispanic children. Having immigrant parents increases a child’s chances of being poor: 26% of children of immigrants are poor. Poverty rates are highest for very young children: 20% of children in the U.S. under the age of 6 live in poor families (National Center for Children in Poverty, 2004).
Of the ten most populated states, the percent of poor children is highest
in Texas at 29%. Hispanic children in this country disproportionately
lack healthcare coverage. According to a 2004 report by Covering Kids & Families,
there are 2.9 million uninsured Latino/Hispanic children in the U.S.
One out of every five under the age of 18 lacks healthcare insurance.” This
information is significant for Houston on many levels. Currently 75%
of Houston children between the ages of 0-17 are either African American
or Hispanic (Dr. Stephen Klineberg, Rice University).
In Texas
Low-Income Children: 49% (3,097,951) of children live in low-income
families (National: 39%), defined as income below 200% the poverty
level ($20,000 annual for a family of 4).
Poor Children: 23% (1,451,358) of children live in poor families
(National: 18%), defined as income below 100% of the federal poverty
level.
24% (574,119) of white children live in low-income families
58% (461,934) of black children live in low-income families
69% (1,992,124) of Latino children live in low-income families
74% (1,024,818) of children of immigrant parents live in low-income
families including Asians
41% (1,819,883) of children of native-born parents live in
low-income families. (National Center for children in poverty, Columbia
University, School of Public Health 2005)
In Houston
Top 3 state for children and adults living in poverty (Congressional
Quarterly, Inc., 2007).
Negative Effects of Poverty
In a recent world ranking of infant mortality rates (one of the
measures by which a country’s health and well-being is evaluated)
by the U.S. Department of State and the CIA World Fact Book, the United
States currently ranks 36th in the world with 6.62 deaths per 1000
births. Thirty-seventh and eighth are Taiwan (6.52/1000) and Cuba (6.45/1000)
respectively.
Children born into poverty often experience a number of negative
affects on their cognitive development. Lack of access to regular health
care, dental care, good nutrition and/or quality day care can all contribute
to a child’s early development. Because in Texas, the majority
of children living in poverty hail from non-English speaking families,
securing medical care through federal programs like the Children’s
Health Insurance Program (CHIP), does not happen as often as it should.
Even though CHIP has experienced budget cuts over the past three years
some children and their families do qualify (Texas Health and Human Services
Commission, 2005).
Unfortunately, the first reductions since the program was adopted in 1999, affected the program’s benefits, eligibility and operation. The cuts eliminated income deductions that families could use to qualify for CHIP; imposed higher co-payments and monthly premiums; instituted a 90-day waiting period before children could be covered; and did away with mental health, dental and vision coverage. Other barriers such as language and/or documentation often prohibit parents from accessing the program. Awareness of the program and/or the often intimidating process of registration are other issues.
The “Achievement Gap”
Academics for a child from an impoverished family can be a challenge.
The “achievement gap” is often used when talking about
the gap between the minorty student entering pre-K and his/her white/affluent
counterpart. The “achievement gap” is a matter of race
and class. Across the U.S., a gap in academic achievement persists
between minority and disadvantaged students and their white counterparts.
This is one of the most pressing education-policy challenges that states
currently face. By the time minority students reach 12th grade, if
they have not dropped out of school, their achievement levels are about
four years behind other young people (U.S. Department of Education,
Closing the Achiement Gap, 2006).
Lack of Child Development Initiatives – Influence
on Violence
A 1996 Harvard and Berkley study examined income inequality in
all 50 states. Both studies found that states with higher income inequality
have the following social problems: higher death rates for all age
groups; higher rates of homicide; higher rates of violent crimes; higher
costs per person for police protection; higher rates of incarceration;
higher rates of unemployment; a higher percentage of people receiving
income assistance and food stamps; higher high school dropout rates;
less state funds spent per person on public education; fewer books
per person in schools; higher infant mortality rates; higher heart
disease; higher cancer rates; a greater percentage of people without
medical insurance; a greater number of babies born with low birth weight;
a greater number of people unable to work because of disabilities;
higher tobacco use; higher costs per person for medical care (Escobar,
G., 1999).
Immigrant Families
On average, “recent immigrants earn about one-third less than natives,” according
to George Borjas of Harvard University. He found that 21% of immigrant
households are on welfare, compared to 14% of native households -- with
immigrants tending to stay on welfare longer. He estimates that 30% of
the growth in the gap between rich and poor in America can be attributed
to the impact of immigrants.
Mark Regets, an economist with the National Science Foundation, reports that “after about ten years in the U.S., recent immigrants are earning wages about equal to those of natives with similar levels of schooling. But since they don't have the same educational levels of Americans overall, an earnings gap may persist for up to four generations (Bray, A. J., 1996). Lack of education and employment opportunities are seen as primary causes of poverty in the United States and better education is said to be the single best way to permanently break the cycle of poverty.
Background
Why Child Development Center is required?
What is Early Childhood Development (ECH)?
In recent years researchers have learned that the human brain develops the vast majority of its neurons, and is at its most receptive to learning, between birth and three years of age. Early education can play a critical role during this important developmental period.
Research linking early intervention to both cognitive and socio-emotional gains has fueled the proliferation of early childhood programs since the early part of the twentieth century.
The last four decades in particular have produced many new practices and principles for use in the classroom with young children, as well as countless books, videos, and activities to enrich the home environment.
Importance of Early Childhood Development
The rate of child poverty in the U.S. is twice higher than
other industrialized nations
Infant mortality is more than double in African Americans
Minority children under the age of 5 have a higher mortality
rate
Children under age 18 – 16% (11 million) live below federal
poverty level
Low family income and education levels leads to racial and
ethnic achievement gaps
Currently, 71% white children enter kindergarten compared to
only 57% of African American
Early academic failure and school behavior problems are more
common in minority population due to the lack of supervision, single
parenting and/or the lack of early development and interaction
Lack of early childhood development leads to high dropout rates,
delinquency, and unemployment
Many children that lack early childhood development are from
single parent families
62% (10 million) working mothers had children < 6 years of
age
Unstructured day care or babysitting leads to the lack of early
childhood development because there is no structured interaction and/or
learning involved
Children watch more TV because many parents are not at home
in the day time – this leads to a lack of early development
Many of these children suffer from nutritional deficiencies
i.e., America’s poor children
Why are these Children at-risk?
Language and literacy problems due to the lack of early interventions & development
Consequently, children enter the school system with smaller
vocabularies and fewer critical skills
These children start out behind, they are less able to benefit
from the instruction presented to them by their teachers
The academic gap between their performance and that of more
affluent students widens each year
Consequences- High absenteeism, low performance, class retentions,
delinquency
Many attend remedial/ special ed classes, and have high failing
grades which ultimately leads to dropouts
Because these students are behind, failing and do not understand
their lessons, they have a lack of motivation for learning and suffer
from low self-esteem and low-self confidence
High dropout, failure to complete high schooling – 80%
of Texas Department of Corrections prisoners are high school dropouts
Because these students become high school dropouts, many are illiterate and unskilled, this group suffers high unemployment
Children Targeted for Intervention
Early Childhood Development Program in Southwest Houston
43% live 200% under the federal poverty level (e.g., 2006 federal
poverty level is $20,000 for a family of 4).
More than 30% of children less than 4 years of age are not
going to pre-school (in the SW Houston area).
Compounding the problem, underprivileged families in SW Houston
rely on untrained baby sitters
The Ibn Sina Pilot Community has identified at least 200-300
children within its immediate service area as the target population.
Ibn Sina Child Development Center
Program Objectives
Provide high quality, accessible, affordable early care and
education options by supporting and strengthening families to promote
healthy growth and development of our children
Vision
To develop long term programs for families to see our children
in the leadership role
Objectives
To enhance children’s growth and development
To provide children with educational, health and nutritional
services
To strengthen families as the primary nurture of their children
Premise
Academic success, health and general well being of children
Program Goal
100% high school completion of the pilot population by 2020
Philosophy
Early childhood Family Education
Nursery, Childcare
Pre-kindergarten, Kindergarten
Head Start for elementary school
Support working parents
Strategies
Maternal Services, clinical and nutritional support to mothers
during pregnancy
Child Care 0-2 years well baby clinic; nutrition, immunization
and growth monitoring
Child Care 2-4 years educational programs, prepare children
to succeed in elementary and secondary school
Program Design
Plan
1. Health Maternal and Child Health services at Ibn Sina Community
Clinics
2. Education Early Childhood Education – Pre school language and
literacy
3. Social Support Encourage women to work for the family well-being
Governance
Ibn Sina Foundation Board of Directors
Comprehensive Primary Health Care Program; Management and Advisory
Comprehensive Early Childhood Development; Management and Advisory
Community Participation
Identification of disadvantaged children
Support program’s funding
Participate in family strengthening
Volunteer – in child care programs
Support staff & management in executing the early childhood
development programs
Decision making in child welfare activities
Implementation
MCH clinical and nutritional program will be implemented in
new building facility
Early Childhood Program will be started in rental premises
100 children will be registered for 3 years program, children > 2
years of age
300 children will be housed in next 3 years
New building facility will be planned in next 3 years
After success capacity will be doubled in next 6 years
Child Development Center’s Components
Cognitive; increase preschool child’s cognitive and intellectual
performance
Family; support home environments, promoted by parents participation
in educational, social, and health opportunities
Social; improve preschool child’s social competence and
social interaction skills
Health; increase child’s use of preventive health screening
and medical care
Program Policy
Quality; as soon as child is admitted developmental & learning
skill so that child is ready for schooling with high academic performance.
Curriculum; language and literacy, telling, writing, phonemic
awareness, alphabets awareness, basic mathematical concepts, number recognition,
comparisons, color patterns, scientific explorations and logical thinking.
Assessment, methodological testing, continuous ongoing performance
monitoring.
Student Teacher Ratio 20 students per class with 1.5 teacher
ratio
Methods and materials, to be developed and purchased
Activities, Ibn Sina land/ property for children to use for
extra curricular activities.
Potential Community Impact of Program
Outcomes
Short-term
Better working public schools, with competent students produced
through ECHD program
Better academic learning - reduce difficulty in school learning
Reduction in retentions and expenses on make up/special classes
teaching
Better school grades, less chances of failure and less ESL
expenses
Reduction in high school dropout
Social benefit; more than 25 female staff would be employed – opportunity
Long-term
High number of school gradates, motivated for higher learning
Entry of underserved and minority children into professionals
institutions
More educated workers
Quality of life for families due to better earnings
Reduce poverty level and low birth weight children
Reduction in the occurrence of developmental disabilities
Reduction in crime in the society
Success Indicators
IQ Scores; testing
Scholastic Achievements; high flyers
Scholastic Placement; academic placement in high caliber institutions,
such as MIT
Non-cognitive development; social responsibility and effectiveness
Sustainability
Refer operating budget 2007-2011
Footnotes
Bray, Anna (1996). "Is the U.S. Importing Poverty?" Investor's
Business Daily
Borger, C., et al., (2006). "Health Spending Projections Through
2015: Changes on the Horizon,"
Health Affairs Web Exclusive W61
Congressional Quarterly, Inc., 2007
Escobar, Gabriel (1999). "Immigrants' Ranks Tripled in 29 Years," Washington
Post
Texas Health and Human Services Commission, “Texas CHIP Enrollment,
Renewal and Disenrollment Rates by County, 2004
Hegstrom, Edward, (2000). Immigrants lacking health coverage Houston’s
rate worst in nation. The Houston Chronicle
National Center for Children in Poverty (NCCP), Columbia University
Mailman School of Public Health 2004
Texas Health and Human Services Commission, 2005
U.S. Census Bureau’s Annual Demographic Survey, 2004
U.S. Department of Education, Closing the Achiement Gap, No Child
Left Behind 2006
U.S. Department of State and the CIA World Fact Book 2002-2006
Geography IQ