All the programs are according to the needs and interests.

One of the fascinating things about this centre

is that on this location (heart lake), they have maximum all the programs available scheduled once, or twice in a

week. Also, they provide indirect career help to the parents by providing them information (posted on the

bulletin board and brochures). They also provide guidance to the moms for prenatal support as mothers come

and participate in the workshops specialized for them.

However, the two great programs that I found during the most information in the interview were: “The

Discovery Time” and “The Tales n’ Tunes”.

To talk about “Tales n’ Tunes”, it is found that this “The Discovery time” is another program that is

program also engages families to bring songs of explored as it was being planned one of the

their choice and even if the other families do not RECEs. It was interesting to see that the RECE

speak their languages, They try to engage the other was planning the program for the preschoolers

families with toddlers by helping them learn some to give them small challenges that they can face

simple words of their language so that they can feel and learn basic science by exploring. For

connected. It is evident that the inclusiveness of this example, sink and float, telephone making,

program is based on pure engagement of each and exploring auditory, sensory and other senses etc.

every person. I also observed a basic but practical are some examples of the science activities that

thing that all the staff members use the word ‘family’ are planned in “The Discovery Time”. This

instead of ‘parent’ or ‘relative’ etc. This gives a sense program is facilitated by one RECE at a time, for

of equality, inclusiveness and respect towards every the preschoolers and involve families too to

family. In this program particularly, all the families participate.

 are invited irrespective of the languages they know

and it was interesting to see that they were singing

some lines of the songs from another language too.

Fig. 2: Children using a telephone making

technique

Fig.1: Toddlers singing and dancing with families and

staff

KEY LEARNINGS

I have learned that the Bridgeway Family Centre provides services to all the families including teen

mothers, prenatal knowledge to mothers, infant massage, direct and indirect counselling to parents regarding

career or development of their children. I have learned about their programs that are entitled to educate

preschoolers according to the expectations in kindergarten etc.

 Prenatal support: I have learned that this centre provides information to the parents about the

care and development for the children by organizing their workshops, counselling and guidance

sessions. Sometimes there are teen mothers or single mothers who get supported the most, by

such sessions.

 Emotional support to parents: Through one-on-one interactions, parents get emotional support

for the development, care and trust bonding ideas with their children. Also, when sometimes

mothers (also other family members) feel distressed or need direct counselling for the
 appropriate development of their to-be-born or newly born children, this centre provides

information sessions to them.

 Career counseling and support: This centre provides the counseling regarding the career

development for the parents as well because mostly parents have the concern about the

appropriate financial backup so that they can support the developmental needs of their children.

The centre organizes the workshops for the direct counselling and keep posting the information

on their website as well as in the form of brochures, in their centre.

The stakeholders for Bridgeway Family centre are the contributors and employees who collaborate

together for the success of the programs planned for the centre. The management at Bridgeway Family centre

constitutes of the higher, middle or lower level of management inclusive of all the employees. The biggest

funder and contributor of the centre is ‘Peel region’.

Fig. 3: Peel region logo

The highest authorities incorporate 12-14 board of directors. Directors visit the centres occasionally but

the other level management, which is generally present in each centre, engage in managing the centre activities,

programs and other practices. After board of directors, there come the senior managers and managers, then after

there are supervisors who engage in planning and implementing programs. Overall, the leadership group

includes the supervisors who have team meetings once in every month and individual trainings often. However,

volunteers also contribute to the success of the programs and they also take part in the trainings and meetings.
 Strengths/assets of the participants

Bridgeway Family centre focuses on building relationship with families as well as children. Most of

their programs are based on collaborative planning with families. For example, in the program Tales n’ Tunes

(Bridgeway Family Centre, 2019), families interact to sing and recite different songs and rhymes with their

children. This way the community which mostly includes families either parents, or grandparents, nannies or

caretakers get involved with their children in an inclusive environment.

The centre works on all the 6 principles of community capacity i.e. Focus on Community needs,

Bottoms-up practice, Strengths-based practice, inclusive practice, investment in community capacity,

sustainability (Macdonald, Week 5, 2019). The centre builds on the strengths of the families by providing them

cultural aspects in different programs. Also, to provide a sense of inclusion, the centre provides various

resources like brochures, and pamphlets to the caregivers or families so that they may build their knowledge.

Further, they are asked to bring their cultural aspect in the programs (Australian Institute of Family Studies,

2019). On the monthly evaluation of each program to maintain sustainability (Australian Institute of Family

Studies, 2019), it is decided whether or not, the implementation of each program has been held successfully or

what improvisations can be brought furthermore. For example, in Tales n’ Tunes program, families are

welcomed to bring the flavor of their cultural songs or songs in their language. They share with each other, how

to sing in their languages. This way the centre promotes collaborative and shared learning through play, not just

for the children but also for the families. After the program, a general evaluation is done by both supervisors

and families (Bridgeway Family Centre, 2019).

Team meetings are held to find what improvisations can be made including ECEs, volunteers, staff

members, supervisors etc. According to my observation and evidence in the meeting with the supervisor, one of

the principles that this organization connects exactly to, is ‘Strengths-based approach’ as “Services can

contribute to this by harnessing and building upon the talents and contributions of individuals and families so
that these community members can be better equipped to respond to their own issues” (Australian Institute of

Family Studies, 2019) because parents bring their cultural aspects in the centre and share them collaboratively.

Also, whatever evaluation they do, is also considered in the further planning of the programs.

Fig. 4: Unity and equality

 References

Australian Institute of Family Studies. (2019). Applying community capacity-building

approaches to child welfare practice and policy. Retrieved from

https://aifs.gov.au/cfca/publications/applying-community-capacity-building-approaches-child-welfare-

practice-and-po/export

Bridgeway Family Centre. (2019). About us. Retrieved from https://bridgewaycentre.ca/location/heart-lake/

Children using a telephone making technique, n.d. [Online image]. Retrieved from

https://cdn.shopify.com/s/files/1/0279/1725/articles/resized-big-boys-with-string-

phone_1024x1024.jpg?v=1523291167

Macdonald, L. (2019). Community development and capacity building week 5. [PowerPoint presentation].

Retrieved from

https://learn.humber.ca/webapps/blackboard/execute/content/file?cmd=view&content_id=_6987669_1&

course_id=_121875_1&framesetWrapped=true

Peel region logo, n.d. [Online image]. Retrieved from https://artessay.ca/wp-

content/uploads/2015/08/Peel_District_School_Board_Logo1.jpg

Toddlers singing and dancing with families and staff, n.d. [Online image]. Retrieved from

https://www.google.com/url?sa=i&source=images&cd=&cad=rja&uact=8&ved=2ahUKEwjUiMLFsNH

hAhWGneAKHZafBu0QjRx6BAgBEAU&url=https%3A%2F%2Fwww.youtube.com%2Fwatch%3Fv

%3DkC3NA6QpvhU&psig=AOvVaw3wiJhidVPgaQkPXxTJDShR&ust=1555392929673310

Unity and equality, n.d. [Online image]. Retrieved from

http://mediad.publicbroadcasting.net/p/kedm/files/styles/medium/public/201709/hop_e.png