{"id":2431,"date":"2012-03-27T16:01:15","date_gmt":"2012-03-27T16:01:15","guid":{"rendered":"http:\/\/content.scienceofecd.com\/third-edition\/?page_id=2431"},"modified":"2026-04-17T21:46:12","modified_gmt":"2026-04-17T21:46:12","slug":"dh-2-4-tracking-development-over-time","status":"publish","type":"page","link":"https:\/\/content.scienceofecd.com\/third-edition\/dh-2-4-tracking-development-over-time\/","title":{"rendered":"DH 2.4 Scaling early child development programs"},"content":{"rendered":"\n
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There is a critical missing link in the evidence-based policymaking process: understanding how to scale evidence-based programs (EBPs). The incredible promise of a 13% ROI [return on investment], not to mention the life-altering effects of participating in a high-quality early- childhood program, only hold true if the programs found to produce such results can be scaled up to serve a broader population.\u201d (Center for Early Learning + Public Health, n.d., p. 2).<\/p>\n<\/blockquote>\n\n\n\n

As we have learned throughout the modules, quality interventions, prenatally and in the early years, can have long term positive impacts. The Lancet Early Child Development Series of 2007, 2011 and 2016 all highlight research and programs that make a difference to the developmental health of children.<\/p>\n\n\n\n

The evidence from neuroscience, from epigenetics and from several interventions such as the the Carolina Abecedarian Project, Aboriginal Head Start and others is clear – quality early childhood interventions have long term positive outcomes. Scaling such programs is vital to supporting the developmental health of all human beings. The complexities of how to scale successfully and economically, building on existing systems is a dominant discourse in the global early childhood sector.<\/p>\n\n\n\n

Implementation and innovation<\/h3>\n\n\n\n

The debate is shifting from “why” invest in early childhood to “how” to invest in ways that are effective and far reaching. Scaling effective early child development (ECD) programs may begin by replicating an effective local program in multiple communities. If a program can demonstrate benefits for children and families and can operate within existing resources, it is often efficient to use the lessons learned and start up the same program in many other locations. However, each context is different; the challenge is not so much to replicate as to capture the key elements that make a program effective and know how to make them happen in various settings.<\/p>\n\n\n\n

Scaling often involves tensions and trade-offs. The quality of programs may diminish as programs grow in scope and numbers but, without growth, it is not possible to reach the majority of children and families. Is it better to get something to everyone or something of high quality to a few? Or can both be accomplished? The study of how to do both well is called implementation science. The definition below comes from the health sector but is relevant to early child development programs.<\/p>\n\n\n\n

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Implementation science is the study of methods to promote the adoption and integration of evidence-based practices, interventions and policies into routine health care and public health settings. Implementation research plays an important role in identifying barriers to, and enablers of, effective global health programming and policy making, and leveraging that knowledge to develop evidence-based innovations in effective delivery approaches” (Fogarty International Center, 2025, para. 1).<\/p>\n<\/blockquote>\n\n\n\n

Listen to Dr. Maureen Black explain implementation science in the next clip.<\/p>\n\n\n

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\n VIEW<\/span>\n Black \u2013 implementation science (4:41)<\/span>\n \n <\/div>\n <\/div>\n
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