Understanding the Early Years - Early Childhood Development in Hampton/Sussex, New Brunswick - April 2003

V. Looking forward

Overall, the children of Hampton/Sussex showed strong signs of positive development and readiness for learning. The communities are comprised of high quality and safe neighbourhoods, even though there are a number of neighbourhoods of low socioeconomic status. Families in Hampton/Sussex have a relatively low availability of resources for children, but families make more use of them. These factors undoubtedly contribute to Hampton/Sussex's success in preparing children for school.

Although many Canadian communities share at least some of these broader characteristics, each community also exhibits a variety of unique features that sets it apart from others.

This is one of the reasons community-based research is so important. Research allows a community to understand how well its youngest citizens are developing and lends insight into how the obtained results came about. Investments for families and children, as well as for children's development, can be monitored over time so that effectiveness and efficiency of community effort can be improved.

This community can take pride in the success of its youngest children. Children were directly administered two assessments, one pertaining to their overall development and the other to their receptive vocabulary. On these tests, their scores were virtually identical to national norms. These results, however, are inconsistent with teachers' rating using the EDI, which indicated lower-than-average performance in emotional health and maturity, and language and cognitive development. Also, a large number of children were considered to have very low scores in these two domains, as well as in social competence. This may mean that the teachers have relatively high expectations, which can be positive. But it may also be a signal that there are several children who could benefit from interventions in these areas.

A. What makes Hampton/Sussex unique?

Several features of Hampton/Sussex stand out as unique. First, its children have scores on the developmental assessment and receptive vocabulary which are very close to national norms, even though Hampton/Sussex is a relatively low SES community. Second, Hampton/Sussex received very high ratings from parents on measures of both family and community processes. Hampton/Sussex's scores on eight of the ten measures were above the average of all 2001-02 UEY communities. Third, although the families in Hampton/Sussex made relatively good use of community resources, families had poor access to resources compared with other communities.

B. Summary

Hampton/Sussex is one of twelve communities participating in the UEY initiative. Through this initiative, valuable lessons are being learned about the needs and strengths of communities with different economic, social, and physical characteristics. With respect to early childhood development, we are also learning how they are working to improve children's outcomes, as well as the relative success (or lack thereof) of their efforts.

Communities will determine how their citizens will work together to improve children's early developmental outcomes based on research evidence. Results from the UEY initiative will inform the discussion in the community for future action plans.

At the same time, it is a societal responsibility - of governments, educators, community agencies, neighbourhoods, and families — to make sure improvements take place for all children. Strategies that require the community to look at itself as a whole community, as well as neighbourhood by neighbourhood, will likely have more enduring effects. UEY is able to provide research results to support both.

For example, neighbourhood by neighbourhood, families may improve their outdoor play-spaces, and on a community level, concerned agencies and organisations could improve community-wide strategies to integrate disadvantaged groups. As communities document their efforts, as well as their results, effective practices will be identified.

Any community's response must consider its unique features. The importance of a coordinated approach involving families, teachers, and all community members must be emphasised because each has been shown to be important in enhancing a child's development. Governments, community institutions, schools, and the voluntary sector in Hampton/Sussex must continue to work together, as each can make a valuable and important contribution. Support for families with children from the larger community network is critical.

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