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ECD Forum Regina SK

May 13, 2010

Debra Mayer MA
Early childhood consultant
We All Contribute to Children’s
Children are ―nested‖ in multiple environments:
– The child within the family
– The family within the larger community of
neighbourhoods and workplaces
– Communities with geographic and political
boundaries the social nests in which children and
families are nurtured
– Public institutions  community
infrastructure (e.g., schools, recreation facilities)
– Governments resources & policies allow all
parts of the ―nest‖ to function well
http://www.cprn.org Sharon Stroick, 2001
What is the State of the
Societal Nest?
Around the world

 In 2001, a 20-country, landmark report by the

Organization for Economic Co-operation and
Development (OECD) identified a "strong and
equal partnership" between schools and early
childhood education and care as a key success
marker in programs for young children.
 The study found that "the diverse perspectives
and methods of both" were strengthened by
working together.
Around the world

 International trend towards full

coverage by the education system for
children age three to six.
 Many countries are working towards
offering two years of free (publicly
funded) early learning before Grade 1.
Joining-up and scaling-up
 consistent with analyses of best
practices in ECEC policy and practice
 draws on OECD recommendations to
extend ECEC programs to make them
universally accessible.
Martha Friendly, 2010 in Education Canada
France and public funding

There are no fees for full-school day programs for 2-
6 year olds.
Parents pay a small fee for after-school programs,
and small income-related fees for children < 2.
Sweden and Early Learning
& Child Care

 Universal entitlement to services, at least from

12 months, an integrated ministry, with clear
evidence in Sweden of a narrowing of
inequalities in access as well
 Parent fees are low (2% of the national child
care budget.)
 Middle-income families pay fees which
correspond to 6% their gross income, for the
first child
It’s a small world!
 FINLAND: Since 1996, a child care space is
guaranteed as a right to every family that wants one;
and, as of 2001, free voluntary pre-school education
is provided in every municipality.
 The CZECH REPUBLIC provides early education
and care as a public service. 86% of children aged
3-6 years old are in public, full-day preschool.
 PORTUGAL expanded its ECEC system in the late
1990s to achieve spaces for almost 75% of pre-
 JAMAICA spends over $1 billion annually to fully
integrate childcare with ECEC, including a focus on
training early childhood educators.
 In a review of 14 OECD (Organization for
Economic Cooperation and Development)
countries, Canada, investing just 0.25 % of its
GDP, ranked last in terms of spending on early
childhood education and care.
 By comparison, Denmark topped the chart at 2%,
eight times more than Canada.

 In UNICEF's Report Card on early child education

and care in the world's 25 affluent most nations,
Canada was last again.
The funding pie
Until recently, public spending in
Canada totalled $3.53-billion
 $1.9-billion for regulated child care
 $1.5-billion for kindergarten
 $138.5-million in direct federal
spending for aboriginal child care
 Parents pay 50% of overall national
spending on ECD services
 A year of childcare=a year of
Federal role?
 Recent federal government approach to ECD: tax
measures and $100 taxable monthly income
supplements per child < six yrs.
 Approach attributed by the federal government as
result of the jurisdictional roles of the F/T/P
 Advocates stress that tax measures and payments
to parents have not resulted in the creation of
adequate or affordable child care spaces.
Canadian Early Learning
& Child Care

 Per cent of 0-5 year olds for whom there was a

regulated child care space in 2008: 20.3%
 Range for 0-5 year olds by province/territory —
from 9.1% in SK in to 41% in PE (20.6% in MB)
 Number of provinces/territories in which
kindergarten for five year olds is full school-day in
2009: 3 (+ 3 > in the works)
Canadian Early Learning &
Child Care

 “Early childhood educators with at least a

bachelor’s degree and specialized training in
early childhood are best able to promote the
development of the cognitive and social/
emotional skills young children need to be
ready for kindergarten.”

A Matter of Degrees: Preparing Teachers for the Pre-K Classroom (March

2010), by Marisa Bueno, Linda Darling-Hammond and Danielle Gonzales
Canadian Early Learning &
Child Care

 # of provinces/territories that require a 4 year

early childhood related degree for any centre-
based staff: One (Manitoba—for directors
 Number of provinces/territories that set early
childhood requirements for certified
kindergarten teachers: None
Early Childhood Education and Care in Canada 2008 Jane
Beach, Martha Friendly, Carolyn Ferns, Nina Prabhu, Barry Forer,
2009. www.childcarecanada.org
What do the people say?
 Harris/Decima poll reports that 71% of
Canadians believe government plans to
support full-day kindergarten and daycare
programs for 4 and 5 year olds is a

good idea.
ECD Integration efforts
 Canadian provinces are beginning to
respond to the international criticisms and
advice and to parent, service provider and
informed expert recommendations
Ontario June 2009
 Charles E. Pascal, Ontario‘s Special Advisor on Early
Learning releases With Our Best Future in Mind:
Implementing Early Learning in Ontario.
 integrated, universal, publicly funded
program for 4 and 5 year olds with child
focused curriculum, planned and delivered
by team of certified teachers and early
childhood educators, using common space
and resources in schools.
 Families have option of enrolling their 4 and 5 year olds
for the full school day or half day.
 Extended-day options provided but funded by parent
 Services for children under 4 to be developed through
school based ‗hubs‘ under municipal jurisdiction.
Ontario fall 2010
 full-day learning for 4- and 5-year-olds in
Ontario, begins fall 2010 with a first rollout
for 35,000 students across 600 schools, with
all children to have the program within six
BC and curriculum
 British Columbia‘s Ministry of Education in
partnership with the Ministry of Health and the
Ministry of Children and Family Development
released an Early Learning Framework, ―intended
to guide and support early childhood educators,
StrongStart facilitators, early years professionals,
service providers, communities and governments‖
as well as inform families, kindergarten, primary
school teachers/educators, and administrators
(Government of British Columbia, 2008, p. 2).
Curriculum responses
 In Saskatchewan, the Ministry of Education
launched Play and Exploration: Early
Learning Program Guide Government of
Saskatchewan, 2008 to the early learning
and child care sector
 New Brunswick‘s Department of Social
Development produced the Early Learning
and Child Care Curriculum
ECD: Next door in MB

Healthy Child Manitoba
What works?
 Multiyear, early intervention for families: prenatal
to 6 years, including home visiting and nutrition
 High quality child care and preschool experiences.
 A holistic, accessible, integrated system, involving
partnerships with parents, children and youth, and
HCM Vision
 The best possible outcomes for all of Manitoba's
Manitoba snapshot
 1,150 licensed child care facilities with almost
26,000 spaces.
 > 30,000 children, including over 1,300 with
disabilities use these spaces each year.
 Some attend part-time licensed nursery schools.
 Others attend licensed child care centres or
homes part-time or full-time.
 There are almost 2,000 early childhood educators
with diplomas or degrees in early childhood care
and education working in centres
 over 550 family child care providers
2008 Family Choices: Manitoba’s Five-Year Agenda for
Early Learning and Child Care was launched
It increases funding by an estimated 84% by 2013 and
An additional 6,500 funded child-care spaces (a 28%
Nursery school for an additional 1,300 children (a 33%
Early Learning and Child Care
(ELCC) in Schools
Early Learning and Child Care in Schools Policy
 Views schools as the first choice location for child
care centres, especially where surplus school
space exists.
 Recommends cost recovery rent only.
 Considers the child care needs of the community
first when a new, renovated or replacement school
is under construction.
 if the building of a new child care centre is
warranted, funding is provided through the Public
Schools Finance Board.
 30 centres to date!
Manitoba curriculum framework

 Age-appropriate curricula and enhanced program

 Each licensed program is to implement play-based
learning with provincial criteria and a new act;
 Learning is to include literacy, numeracy,
interpersonal skills, emotional and physical
 Parent information on expected learning
 Enhanced enforcement of standards.
Educaring Vision: Child and Family First
 All children, in their families, communities,
schools, child care facilities, have a right to
caregivers who serve the child's best
interests, who collaborate and communicate
to meet the child's developmental needs
with coordinated services and consistent
"Good education cares,
good child care educates"
Strengthening Partnerships Between Schools and Child
 establish relationships and create supports that
enable children to learn and succeed and help
families to thrive.
 bring together diverse individuals and groups,
including principals, teachers, school boards, centre
directors, early childhood educators, child care
boards and parents, to expand opportunities and
improve outcomes for children and families.
 center programs around families, share resources,
cooperative staff development, create safe, secure
places for children.
"Good education cares,
good child care educates"
Strengthening Partnerships Between Schools and Child
 continuity in a range of services for children from
infancy to the high school years.
 partnerships between parents, child care and
education for communicating, cooperating,
helping, sharing, learning about and supporting
each other.
 decisions are made in the best interest of children
and families in an environment of trust, respect
and inclusion.
Recipe for Success
Jerome Bruner writes
compellingly about what
helps children
relationships, our
capacity to listen and to
hear their stories
…constructive activities.
We develop a sense of self
not in a vacuum but in
relation to others.