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You've heard the claims from the famous HighScope Perry Preschool and Abecedarian studies about the tremendous payoffs of early education for disadvantaged U.S. families, but did you know that Canadian researchers are also amassing unique results documenting the cost-benefits of preschool here?

By age 4, 40% of Quebec youngsters are attending a full-time, publicly-supported learning and care program. Pundits point to the high cost, but new work by economist Dr. Pierre Fortin of the University of Québec at Montréal reveals the benefits begin immediately and the payoffs are more far-reaching than speculated. Award-winning economist Robert Fairholm of the Centre for Spatial Economics shows that almost all Canadian governments make the wrong decision when allocating their economic stimulus dollars. At a panel discussion, moderated by Dr. Lars Osberg, McCulloch Professor of Economics at Dalhousie University, these researchers presented their findings and provided some new ways of thinking and talking about the public's interest in early childhood.

Held on April 11, 2012.

The recent release of Early Years Study 3 reinforces the bridge between science, policy and practice. The earliest years of development is a sophisticated interplay between genetics and environment, a convergence that brings together parents, educators, researchers and policy leaders.

The 9th Summer Institute on Early Child Development will examine evidence-based approaches to developing a comprehensive children’s and family support system starting in utero. It brings together experts, practitioners and key stakeholders who are committed to innovative collaboration to ensure the best possible outcomes for young children and their families.

This year, we are pleased to recognize the contributions of Jane Bertrand, a leader amongst leaders and an accomplished early childhood educator and advocate.

This conference examines models of early childhood service integration and their impact on ECE practice and public policy; with experts from across Canada, the UK, Australia and the Organization for Economic Cooperation and Development.

Event organized by the Manitoba Child Care Association, November 22, 2012.

Presented by Kerry McCuaig, Atkinson Centre, 91����/UT.
Presented at Early Childhood Instrument (EDI): From Data to Action event on February 1, 2013.

This one-day event provided an opportunity to share experiences and plans on how to optimize the dissemination and use of early childhood development data to promote change and action.

The objectives were: To increase our knowledge of the related scope, limits and opportunities in order to enhance use of early childhood development data by a range of stakeholders: the general public, local groups and coalitions, advocates, regional, provincial and national decision-makers and the media. To share examples of effective use of early childhood indicators that led to action and change. To explore how early childhood indicators can be used in conjunction with other sources of data to mobilize stakeholders around planning (situational and needs analysis, priority-setting), implementation and action, as well as monitoring and evaluation.

On February 8, 2012, Kerry McCuaig, Atkinson Fellow Early Childhood Policy presented on the Early Years Study 3: Making Decisions, Taking Action at a Human Development and Applied Psychology Colloquium. The Early Years Study 3 documents the social, economic and scientific rationale for increased investments in early childhood education. It also introduces the Early Childhood Education Index to monitor the funding, policy, access and quality of early education programming.

Presented by Alison S. Fleming, Ph.D., FRSC, Professor of Psychology, Canada Research Chair in Neurobiology, University of Toronto at Mississauga (UTM), at the Atkinson Colloquium.

Cindy Blackstock is the Executive Director of First Nations Child and Family Caring Society of Canada, an Atkinson Charitable Foundation Fellow and has recently joined the Faculty of Extension at the University of Alberta.

Dr. Blackstock will share her advice and knowledge on how every person can make a difference in the lives of thousands of First Nations children in under two minutes.

A small percentage (10 to 15%) of typically developing children exhibit stable fear responses and wariness to unfamiliar and familiar stimuli from infancy through childhood. These children are cautious and reticent in social interactions and have been characterized as temperamentally shy and socially withdrawn. In a series of studies over the last 15 years, we have shown that temperamentally shy children display a number of distinct psychophysiological responses at rest and in response to social challenges. These patterns are evidenced across a range of biological measures and contexts, making some of these children vulnerable to anxiety and depression.

On November 10, 2010, The Department of Human Development and Applied Psychology and the Atkinson Centre for Society and Child Development hosted a colloquium featuring Louis Schmidt, PhD, Director, Child Emotion Laboratory, Offord Centre for Child Studies, McMaster University. Dr. Schmidt focussed on the origins, development course and outcomes of this temperamental style. He discussed how work on the phenomenon of temperamental shyness informs basic theory regarding brain‐behaviour relations and practice regarding the management of fearful children within the family and educational settings.

Presented by Zeenat Janmohamed, Janette Pelletier, and Carl Corter at the AECEO conference, May 27, 2010.

Presented by Jane Bertrand, Zeenat Janmohamed, and Kerry McCuaig at the Canadian Association for Research in Early Childhood, May 26, 2012, Wilfred Laurier University.