Early Learning and Aboriginal Children - Ministry of Education · These changes are rooted in...
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1 Early Learning and Aboriginal Children Jim Grieve, Assistant Deputy Minister Early Learning Division Ministry of Education November 14, 2011
Early Learning and Aboriginal Children - Ministry of Education · These changes are rooted in exemplary practice originating from the research \൩nto the very best instructional
Early Learning and Aboriginal ChildrenJim Grieve, Assistant Deputy Minister Early Learning Division Ministry of Education November 14, 2011
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I came across this great little story in The Telegraph. It seems that Chinese scientists have discovered that baby pandas in captivity develop better if the human caregivers dress up like pandas. So, every morning, the workers who feed and care for the panda cubs suit up before starting their work. The scientists have found this helps the cubs survive and, later on, adapt to life in their natural habitat. I thought this story was a terrific metaphor for the workshop I’m going to present today. I certainly don’t see myself as an expert on Aboriginal education or culture. From your responses in the pre-survey, it’s clear that many of you don’t feel like experts either. But that should not stop us from doing the best work we can in this important area.
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The focus of this workshop is early learning. And I want to start by talking briefly about the overall importance of the work we’re doing. We know that early human development affects every part of our society and our world. Health, educational attainment, economic well-being and so much more depends on what kind of start we give to our youngest members. The health of our communities depends on our capacity to care for them, to support them, to teach them, to help them grown and develop in a healthy way that allows all of their potential to flourish.
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Early learning affects
children’s development
and future well-being
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Children's early learning experiences have a profound effect on their development and their future well-being. There is a large and growing body of research that substantiates the positive effect of early learning on children's overall academic attainment, on their financial stability and well-being as adults, and on their abilities to make meaningful contributions to their community. There’s also a clear link between those early experiences and an individual’s health throughout life.
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Early learning
pays long- term
dividends in better health
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Early learning pays long-term dividends in better health. A recent study published in the American Journal of Public Health found that children who received age-appropriate early learning from infancy had significantly better health and mental health. With some of the recent news, the prospect of improving children’s mental health seems especially important. I know that I’m preaching to the converted, as the saying goes. In the pre-survey that you completed, 84% of you indicated that you understand the vision of early learning. That’s very encouraging for me, because I know you are in a position to explain that vision to colleagues, friends, neighbours, relatives. So, I think it always helps to remind ourselves about the solid foundations of this program.
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So, for a moment, let’s imagine we can look into the future. Imagine it’s September 2015. Full-day kindergarten has been full implemented for a year now. In fact, we’re just calling it kindergarten now. Child care and kindergarten are integrated into a more seamless early learning system. The modernization of child care is well underway. What’s different as result of what we’ve accomplished? more children ready for school grade 3 EQAO scores higher more parents in the workforce impact on children’s mental and physical health reduced poverty greater public confidence in public education, reduced achievement gaps greater equity and justice for Aboriginal communities
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I wish I was a messenger
and all the news was good
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When I took on the role of ADM of early learning, in the months leading up to the start of full-day kindergarten, there were a lot of questions, issues—and frankly problems. I went out travelling across Ontario, to explain the program and the approach the government was taking. I started my remarks with a line from a song by Pearl Jam. “I wish I was a messenger, and all the news was good.” Not to be outdone, this year, I’m also going to start with some lyrics. Have a look and listen:
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In year 2,20% of four-and five-year- olds are enrolled in full-day kindergarten across Ontario
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Full-day kindergarten offered in about 2,000 classrooms in nearly
800 schools
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• $200 million committed for full-day kindergarten in year 1
• $300 million committed year 2
• to date, $500 million allocated for capital and equipping costs
• over 5 years, capital costs could be $1.7 billion
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In year 3, 2012-13, 49% will be enrolled in full-day kindergarten
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By September 2012, we’re aiming to have 49 per cent of four- and five-year-olds in the full-day kindergarten program. I know there is extensive work underway in boards to prepare for year 3—planning, construction, renovation, hiring and much more. Year 3 schools were announced last March. Year 4 and 5 schools were announced on June 1.
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Full-day kindergarten will be fully implemented by September
2014
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We have begun a formal, two-year evaluation of the full-day kindergarten program. But we’ve certainly not been sitting back and waiting for those results in order to get a sense of how the program is doing. I’ve been travelling across Ontario, visiting communities from Kenora and Red Lake to Ottawa and Smith Falls, from Windsor and Chatham to Moosonee and Moose Factory. I’ve been to every region and almost every school district. You know, I read an article that the CEO of The Gap wears out 15 pairs of running shoes a year because he spends so much time walking through his stores. I can’t say that I go through quite that much shoe leather, but I’m starting to think I would have struck a better deal if I’d negotiated to be paid by the kilometre.
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And I’m not the only one who’s been out on visits. Certainly, the Premier and the former Minister of Education have each visited several programs. I know our new education minister is also eager to visit FDK classes. And, of course, our early learning education officers are on the road constantly to make those all-important face-to-face connections with the schools in their region. But I think it’s important for you to know that pretty much all of the staff in the Early Learning Division have been on a least one school or child care visit. Everyone from policy staff and administrative folks to those responsible for implementation have personally seen the program up close and personal. Some of those visits have been to First Nations. We have—all of us—crawled around on the floor with the kids, discovered how high a tower of blocks can be built before it falls over, and learned to play tic tac toe by a kindergartner’s rules. You could say we’ve engaged in a little play-based learning of our own.
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I speak for all of us when I say we can describe our experience in FDK classrooms and child care centres in just one word. Awesome! I know the word’s been overused, especially recently. Much of the blame—or credit—goes to Neil Pasricha, whose bestsellers The Book of Awesome and The Book of Even More Awesome have really given the “A” word a real workout. But I could write my own Book of Awesome just based on what I’ve seen and heard this year in classrooms and child care centres. That’s not to suggest that everything is perfect or that we have nothing left to learn. I learn so much from every single visit about how to make the program better.
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From what I’ve seen and observed on my visits to FDK classes, there are three factors that make all the difference in the success of any program. These factors are: a strong professional relationship of trust and respect between ECE and teacher a deep understanding of the curriculum centred on play-based learning the strong instructional leadership of the principal
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[ECE/Teacher roles] We made a deliberate choice not to define in detail the roles of the ECE and the teacher in the full day kindergarten. It was important that the two professionals have time to work together and bring their training and experience to their joint work with the children. In the vast majority of cases that I’ve experienced and observed, these partnerships have developed into remarkably strong and positive facilitators of children’s learning, enabling much deeper and much more frequent and less hurried contact with each child.
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[Draft curriculum] The draft curriculum has been a tremendous success. Both kindergarten teachers and ECEs found immediate comfort in seeing the elements of Kindergarten 2006 combined with the developmental focus of ELECT within their document. The focus on inquiry-based learning (intentional play-based learning), while challenging to some former practice, is becoming much more embedded within the FDK program. The training provided by the Ministry and extended by many board teams, has given strong rationale for this change in instructional strategy. These changes are rooted in exemplary practice originating from the research into the very best instructional practices for early learning.
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[Leadership] The role of the principal along with the direct support and encouragement of the superintendent, Director of Education and trustees have proven to be key factors in the successful roll out of year one. The principal’s role in providing direct support and leadership to the early learning team in the school has been essential. It has been truly gratifying the experience the tremendous growth in comfort and understanding of the program intentions in the principals across the province. Conversations that started in January 2010 that focused on principals’ anxieties with the proposed implementation changed dramatically over the first year to deep discussions about quality programming, professional growth of staff and a desire to know more about inquiry-based instruction. The positive impact that year one principals have had on their year two colleagues assures a much smoother implementation process but with considerable professional dialogue required. Your leadership as trustees is also crucial. It’s important that you also have a deep understanding of the program and what play-based learning looks and sounds like.
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FDK teams can play the most important leadership roles in your schools and boards. They are the ones who will need to help facilitate that transition, help grade 1 teachers and primary teams find ways to bring intentional play-based learning into their programs. I already see it happening at some schools. In one school, the grade 1 team has for some months been running a program where every afternoon the classrooms are organized completely as learning centres. You know, last year I got myself into a bit of trouble when I jokingly punked a Leonard Cohen song, saying “first we take kindergarten, then we take grade 1.” Of course, I didn’t mean it literally. What I anticipated is exactly what’s happening—that educators will naturally adopt elements of play-based learning in the grade 1 program and beyond.
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Is grade 1 ready for full-day kindergarteners?
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Last year, before the program started, people sometimes asked, will children in FDK be ready for grade 1? But since I visited the first FDK class, I’ve been wondering—will grade 1 be ready for these FDK students? They are so engaged and empowered as learners, so secure and confident as co-constructors of knowledge. Grade 1 classrooms will, I feel, need to adapt to the strengths these children will bring with them from the full-day kindergarten program.
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When these three factors are in place—a strong professional relationship of trust and respect between ECE and teacher, a deep understanding of the curriculum centred on play-based learning, and the strong instructional leadership of the principal—then the program can’t help but be a success.
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A thousand
conversations
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From the aboriginal communities, I have learned this concept of “a thousand conversations.” I believe it’s true. Wherever I go, I talk about the need for a thousand conversations, as we build relationships and understanding. In the pre-survey, 79% of you felt that the Ministry of Education communicates well with its early learning partners and that we’re responsive to the needs of those partners. That’s good to hear, though I realize there’s always room for improvement. Only 61% felt that we’re responsive to the needs of our Aboriginal partners. So, the conversations and relationship building clearly needs to continue.
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Ministry of Education is responsible for child care
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In the survey, 74% of you agreed that the transfer of child care to the Ministry of Education is an important step in creating a more seamless and integrated system for children and their families. I can tell you that it’s exciting to have child care as part of the Ministry of Education.
Responsibility for child care
child care policy and program – May 2010
funding and contract management – January 2011
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First time Ministry of Education has had a funding relationship with municipalities. 2011-12, $869 million committed for child care ($269 million federal funds) Most funding is cost-shared 80-20 (80% provincial). Funding to CMSMs/DSSABs for fee subsidies, wage subsidies, wage improvements, special needs resourcing, admin. CMSM and DSSAB—explain what this means
First Nation child care contract management
April 1, 2011
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57 First Nations The 1965 Welfare Agreement provides reimbursement for on-reserve child care services delivered under the DNA for children of working parents and Ontario Works recipients with young children in First Nation communities. First Nations child care funding is cost shared on an 80% provincial / 20% municipal basis (municipal amount is paid by the federal government on behalf of First Nations). The federal government reimburses the province for approximately 93% of the provincial expenditure for approved services.
child care quality assurance andlicensing
January 1, 2012
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There are many issues for us to consider: Day Nurseries Act needs modernization we need to look at the issue of licensed vs unlicensed care—with only 14% of children in licensed care
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This is the outdoor playground of the Marathon Children and Family Centre in Margaret Twomy School. There is a Best Start hub, child care centre and FDK classes all under the same roof. This is an example of the types of partnerships that can develop locally.
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Our partners• child care providers• Best Start networks• child care advisory committees
• municipalities• parents
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In every aspect of our work, our success depends on our partners—partners like you. We regularly meet with, consult with and provide information to our partner groups. We have formal relationships with our partners through groups such as our advisory and reference groups and many others. We also meet one-to-one with groups like the Coalition for Better Child Care, the College of ECEs and others. We also connect with our partners informally in many ways. Our child care advisors are in constant contact with many groups in their regions. We’re committed to working collaboratively with all of our partners and to continuing to build positive relationships.
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Partnerships in your communities
1. Brainstorm ideas for partnerships in your community to serve the needs of young Aboriginal learners
2. Identify local resources3. Identify supports and resources
you need from the Ministry of Education
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At their tables, participants discuss the questions on the screen.
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At this point, I want to turn it over to you for a few minutes—for your questions and comments.
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I want to conclude my remarks by sharing a story from the Michael J. Fox bestseller, Always looking up—adventures of an Incurable Optimist. In the book, Fox tells the story of driving across country with his wife and four children. And right in the middle of the middle of nowhere, one of the kids asks the inevitable question…”Are we there yet?” Well, Fox stops the car, has everyone get out and turns the question back to the kids. “Take a look around,” he says. “Are we there yet?”
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Are we there yet?
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It was a fitting analogy for the implementation of full-day kindergarten and the transfer of child care. It’s also a fitting analogy for our work with our Aboriginal partners.. Are we there yet? Well, as Fox says in his story, “we are where we are.” Right here, right now, is vitally important. We are where we are. As long as we’re progressing, we’re in a good place. And, if we keep moving together, we'll reach to our goals. We'll know when we get there. It depends on us—on all of you and on me—to make sure we go forward together. Our progress depends on us moving forward together. It will be our legacy, yours and mine. It will be the most enduring and significant contribution we can have made.
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Thank you for your generous time, attention and participation this afternoon. Have a wonderful conference tomorrow.
