Investing in Children s Services, Improving Outcomes ESN Peer Review

(1)

Investing in Children’s Services,

Improving Outcomes

ESN Peer Review

Antonietta Bellisari

Lazio Region

Antonella Ciocia

National Research

Council-Institute for Research on

Population and Social Policies

(2)

Split system

0-2 years nurseries not compulsory education focused 3-5 years kindergartens not compulsory part of the education system EARLY CHILDHOOD EDUCATION AND CARE

State

Regions

Municipality

(3)

Professionals

Pedagogical Coordinator, Master degree level

Specialised educator, bachelor’s degree level

Support educator for children with disabilities

Child placement

 Duration: roughly 2-4 weeks

 Parents can be present together with professionals

 Involvement of parents according to the needs of the child

EARLYCHILDHOOD EDUCATIONAND CARE ECEC Approach

Universal but in practice: Nurseries 54,6% , on demand from family / Kindergarten, 95%

Access criteria:

1) Working Parents 1) Large families

2) Low income families

3) Presence of brothers in the same school

Co-payment to the fees

according to family income - ISEE

Quality

Lazio is the first region that is experimenting a mechanism based on a Common Assessement Framework (CAF)

Children from disadvantaged backgrounds

(4)

Trends in unequal distribution 43,9 43,9 40,0 35,2 40,0 39,6 30,7 20,0 25,0 30,0 35,0 40,0 45,0 50,0 2008 2009 2010 2011 2012 2013 2014 Fondo infanzia e adolescenza

Decline in funding and services

ECEC COVERAGE FOR 0-3

(5)

ECEC COVERAGE FOR 0- 3 Regions - unequal distribution

Source: ISTAT (2012-2013)

(6)

5.506 6.004 7.704 5.493 6.947 1.646 1.703 1.524 810 648 _North-West North-East Centre South Islands a) Nursery average spending per user

238 320 680 64 311 _{North West} North East Centre South Islands

b) Other services average spending per user

EARLY CHILDHOOD EDUCATION AND CARE

(7)

The

percentage of

areas covered

by the service

54.6% of Italian municipalities is covered by a nursery service Other services 15,2%

Provision

Public 53,8% Public but delivered by third sector 38,1%

a) coverage and type of management

43.487 11.598 North East 47.576 15.616 North West 39.397 15.414 Centre 12.078 1.458 South 10.311 1.770 Islands b) mix public and third sector (absolute value)

ECEC COVERAGE PER PROVIDER

public

third sector

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Support learning teacher: 1 every 2 students (law 244/2007)

60.4% support learning teachers work at the same school (only 39.6% have to

work in more than one schools)

Full time in the same school -60% of teachers. 3 to 9 hours support for

each child according to the assesment of their situation

The participation of children with disabilities in extra curricular activities is low;

in activities outside school is extremely low

scuola più a lungo

Children with disabilities INCLUSIVITY OFTHE EDUCATION SYSTEM

N. children with disabilities

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Personalised Learning Plan (PEI) INCLUSIVITY AND INTERSECTOR COLLABORATION

School professio nal Health services Social Services Parents Expert

It includes

•

educational goals

•

educational path

•

technology support

•

methods, techniques and

periodical assessment

•

ways to involve the families

•

timetable

Identification of the functioning profile

ICF – CY WHO Observation

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• 2014 – 2015 • 2013 – 2014 Years • 36 -> 88 • 23 -> 42 Schools & Classes • 1936 • 924 Children • 294 • 158

RGT

Activities in schools:

Training for teachers Cooperative learning Learning by doing To strengthen: Inclusivity of schools Participation Learning environment

Activities with families in (non-) /authorised camps:

Support and dialogue between school-families

Socio-educational support to children

Empowerment in accessing services

Maintenance & specific interventions to camps

INCLUSION AND INTEGRATION OF ROMA, GIPSY AND TRAVELLER CHILDREN (RGT)

OUTCOMES 1

st

year

 Increase in school attendance between 10% and 20% and in participation in extracurricular activities

 Greater presence of parents

 Positive change in the relationship between professionals and families

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Risks – the reading of the risks is made on the basis of a theoretical approach

Family Increase in households in absolute poverty

Growth of fragile families

Relatively poor but not candidates for public interventions of social protection

Reduction of food expenditure especially in families with children

Increase in teen mothers Geographical differences Place of residence Ethnicity National Health Service (SSN)

Public expenditure on health

Lower presence of social and health services

Decrease of demand for diagnostic checks

Waiting lists Mix health and social

services

Unequal coordination and continuity between health services and local services

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REASONS TO TAKE A CHILD INTO CARE PROTECTIONAND CARE

Source: National Center of Education and Analysis for children and Youth (2012)

Reasons % Total

Inadequacy of parenting skills and relationship problems in the family

45,5

due to Family

81,7% Other problems of the parents: legal, health, addiction 21.9

Presumed neglect of child 3,6

Abuse, witnessing violence 10.7

Behavioral problems 2.7

due to Child

6,9% Behaviors of serious deviance / alternative measures to detention 2.2

Health problems of the child 0.7

School problems 0.6

Addiction problems 0.2

Single mother if minor 0.5

Economic difficulty of the family 6,0

(13)

PROTECTIONAND CARE CHILDREN IN RESIDENTIAL / FOSTER CARE

Children taken into care Family foster

(14)

P

ROGRAMME

OF INTERVENTION FOR

P

REVENTION OF

I

NSTITUTIONALISATION PROTECTIONAND CARE

PIPPI

Families in the low to moderate risk category Children from 0 to 11 years of age

Local, regional and national institutions with the scientific support of the University of Padua

Activities oriented to:

improving parenting skills, promoting full involvement in children’s school life and strengthening the family’s social networks

Underlying the ecological model which emphasises the complexity and diversity of the family’s world and places emphasis on family strengths rather than weaknesses

making efforts to enable children to be full participants Strongly involves child and family especially in co-building assessment of family situation and care planning RPMonline for professionals

4

• years

18

• Regions

100

• Districts

1233

• Families

1320

• Children

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Hearing children in protection system and judicial proceedings

PROTECTION AND CARE

Protected Hearing in criminal proceedings

Children’s Rights in civil proceedings

The Judge establishes place, time and adeguate procedure according child’s needs.

Procedures:

• Preliminary investigation -

interlocutory witness examination

• Judicial hearing during trial Suitable environment:

• Rooms equipped with one-way mirror, video recording systems

• Questions asked by a psychologist

• No questions about child’s private and sex life unless indispensable to establish facts

•

Speak and express their opinion

•

Be informed of the proceeding

that concerns them

•

Get explanation in order to know

what is going to be determined

for their life so that they can give

meaning to what they are

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•

Thanks for your attention.

•

Thanks to all the contributors

:

Giulia Angeli, Lorella Baggiani, Margherita

Camarda, Antonella Caprioglio, Adriana Ciampa and her staff, Vera Cuzzocrea, Maria Girolamo Caruso, Carla Ceci, Centro di documentazione

Istituto Innocenti, Agnese D'Alessio, Silvia D'Amore, Patrizia Di Tullio, Florido Falcioni, Rita Gelmini,

Salvatore Geraci, Raffaella Grosso, Gian Luigi Lepri, Letizia Lorenzini, Rita Lucidi, Valentino Mantini, Isabella Orsini, Andrea Paolillo, Patrizia Patrizi, Marisa Persiani, Cesare Pierdominici, Federica Pochesci, Francesco Russo, Ferdinando Tucci, Daniel Velasco, Germana Villetti, Flora Viola, Patrizia Zammiti.