Local opinion: Early childhood care, education fights crime

As Chief of Police for Tucson, I have seen firsthand the impact of early childhood experiences on the path kids take in life. Many of the challenges our city faces with public safety often have roots that can be traced to the earliest years of life. It is this experience that has shown me the importance of high-quality early childhood education, not just as a beneficial investment in our children’s futures but as a critical strategy for crime prevention.

As a member of Fight Crime: Invest in Kids, a group of law enforcement leaders that promote programs that keep kids on the right path, I have seen compelling evidence that supports the link between early childhood education and reduced crime rates.

Research points to the importance of early character development as a significant factor for deterring later involvement with the criminal justice system. A study examining 800 kindergarteners found that those with high levels of these executive functioning skills were less likely to later have involvement with police or be held in a detention center.

A recently released report outlined how children who have access to high-quality early childhood education are also less likely to engage in criminal activities later in life. These programs offer more than just academic preparation; they provide the foundations upon which successful and law-abiding lives are built.

Despite their effectiveness, Arizona’s current early childhood system falls short of meeting the needs of our youngest children, their families, and the educators who serve them. Many families, especially those with low incomes, struggle to find childcare. The services that are available are often too expensive or do not meet the standards of high-quality care. This not only places a burden on parents but also compromises the potential benefits of early education experiences that facilitate healthy development.

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SDGs, Targets, and Indicators

1. Which SDGs are addressed or connected to the issues highlighted in the article?

• SDG 4: Quality Education
• SDG 5: Gender Equality
• SDG 8: Decent Work and Economic Growth
• SDG 16: Peace, Justice, and Strong Institutions

2. What specific targets under those SDGs can be identified based on the article’s content?

• SDG 4.2: By 2030, ensure that all girls and boys have access to quality early childhood development, care, and pre-primary education.
• SDG 5.4: Recognize and value unpaid care and domestic work through the provision of public services, infrastructure, and social protection policies.
• SDG 8.5: By 2030, achieve full and productive employment and decent work for all women and men, including for young people and persons with disabilities, and equal pay for work of equal value.
• SDG 16.1: Significantly reduce all forms of violence and related death rates everywhere.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

• Indicator for SDG 4.2: Percentage of children enrolled in quality early childhood development, care, and pre-primary education programs.
• Indicator for SDG 5.4: Proportion of time spent on unpaid care and domestic work by women and men.
• Indicator for SDG 8.5: Average hourly earnings of employees, by sex, age group, and persons with disabilities.
• Indicator for SDG 16.1: Number of victims of intentional homicide per 100,000 population, by sex and age.

SDGs, Targets, and Indicators Table

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Source: tucson.com

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