4TH REPORT OF THE CHILD CARE ADVISORY COMMITTEE

Children Served New Applications

Ineligible Applications

Meeting held on September 26,2007, commencing at 1:00 p.m.

PRESENT: S. Ryans (Chair), J. Blaxall, A. Brown, S. Carter, C. Chapman, N. Cole, G. Doerr, D. Gordon, M. Hoff, J. Larsh, C. Wagg and A. Wittstein and H. Lysynski (Secretary).

ALSO PRESENT: R. Johnson.

REGRETS: H. Gerrits and L. Livingstone.

July August 2781 2834 100 168 8 24

I YOUR COMMllTEE RECOMMENDS:

Waiting List 1. (1) That the Mayor BE REQUESTED to write a letter to the Ministry of Children and Youth Services requesting additional funding to reduce the waiting list for child care spaces; it being noted that the City of London's funding allotment was exhausted by September 1,2007.

II YOUR COMMITTEE REPORTS:

Chiid Care 2. (1) That the Child Care Advisory Committee (CCAC) received a verbal report from R. Johnson, Manager of Community Supports, concerning statistics for the months of July and August, 2007, as follows:

statisucs

Children's 3. (2) That the Child Care Advisory Committee (CCAC) heard a verbal presentation and received the attached communications from R. Johnson, Manager of Community Supports, with respect to an update on children and youth, an update on Best Start and an update on the Child Care Waiting List. The CCAC asked that a delegation consisting of S. Ryans. M. Hoff, C. Chapman and J. Blaxall attend the October 29, 2007 Community and Protective Services Committee (CPSC) meeting to provide the CPSC with more information on this matter, requested R. Johnson to provide an update at its next meeting with respect to the waiting list and vacancies in relation to Ontario Works and also requested a.copy of the report from the General Manager of Community Services that was presented to the Community and Protective Services Committee meeting on September 24,2007 with respect to the Ontario Works Participant Profile.

Vamncies 4. (3) That the Child Care Advisory Committee (CCAC) reviewed and received the attached report from N. Cole, ChildReach Early Childhood Education resource Centre for January

Centres to September, 2007, with respect to licensed child care vacancies; it being noted that the vacancy information includes London Bridge Child Care information.

services Update

in Child Care

YMCA Child 5.

Vacancies

School Age 6. ( 5 ) That the Child Care Advisory committee (CCAC) postponed consideration of the report from H. Gerrits, London Children's Connection with respect to school age program vacancies to its next meeting.

(6) That the Child Care Advisory Committee (CCAC) received and noted the 3rd Report of the CCAC from its meeting held on May 23, 2007: it being noted that in part (d) of clause 6 the word "Westmount" was deleted and replaced with 'Merrymount" and in clause 10 after the word "following" the word "recommendation" was added; and the word "third" was added in part (c) of clause 10 before the word "apprenticeship"; it being further noted that discussion of the website has been deferred to the November CCAC meeting.

(4) That the Child Care Advisory Committee (CCAC) heard a verbal presentation from Care A. Brown with respect to the YMCA child care vacancies.

Vacancies

3rd Repod 7. Of me

Referendum 8. (7) That the Child Care Advisory committee (CCAC) heard a verbal update from M. Hoff with respect to the upcoming referendum.

Best Start

Child Care Fundlng Crisis

Ministry of Chlldren 8 youth Services' Websne

For Goodness Sake

9. received the attached communication from J. Blaxall with respect to an update on Best Start.

10. (9) That the Child Care Advisory Committee (CCAC) heard a verbal update and received the attached communications from J. Blaxall with respect to investing in quality policies, practitioners, programs and parents.

11. S. Ryans with respect to the Ministry of Children and Youth Services' website.

(8) That the Child Care Advisory committee (CCAC) heard a verbal update and

(1 0) That the Child Care Advisory Committee (CCAC) heard a verbal presentation from

12. That the Child Care Advisory committee (CCAC) heard a verbal presentation from N. Cole with respect to the "For Goodness Sake" presentation that ChildReach is holding at their offices on November 6,2007 from 6:45 p.m. to 8 9 5 p.m. at a cost of $5.00 per person.

13. Wednesday, November 28,2007.

That the next meeting of the Child Care Advisory Committee will be held on

The meeting adjourned at 3:04 p.m.

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Lmdon C X W h 0 . I

CHILD CARE FEE SUBSIDY - CITY OF LONDON

WAIT LIST INFORMATION

Since the introduction of the Provincial Income Test for child care fee subsidy (January 2007) demand for child care fee subsidy has increased significantly causing the need to create a wait list for subsidy assistance.

WAIT LIST TO BEGIN SEPTEMBER I, 2007:

Effective September 1, 2007, a wait list will begin for child care fee subsidy.

The Child Care Fee Subsidy Wait List Policy approved by Municipal Council on July

”Within the approved annual budget for the child care fee subsidy program, eligible child(ren) on the wait list will be considered for approval by priority and date of eligibility:

2007 states:

(i) Siblings of child(ren) of eligible families already receiving child care fee subsidy be approved on a first-come, first-served basis:

Children of eligible families be approved on a first-come, first-served basis.” (ii)

Therefore, an eligible family will be considered as either Prioritv #I OR Prioritv #2 on the wait list:

1. Prioritv #I: brothers and sisters of ongoing subsidy children will be placed at the front of the wait list line on a first-come, first-served basis

Example: Young preschooler is already subsidized at a child care centre. The parent asks to have the child’s older brother and sister attend child care for the week of March break. These two older children are placed at the front of the wait list line on a tirst- come, first-served basis

Prioritv #2: children of all other eligible families will be considered on a first-come, first- served basis

2.

WAIT LIST PROCESS:

A fee subsidy application is date-stamped the day it is received in the child care fee subsidy office. This date will be used for the wait list. An application will be reviewed by fee subsidy staff and if eligible, the eligible child will be placed on the wait list.

As child care fee subsidy funding becomes available (through children leaving subsidy) eligible applicants will be contacted on a first-come first-served priority basis from the wait list.

Unfortunately, fee subsidy staff will be unable to tell an applicant how long the family will have to wait for child care fee subsidy assistance.

City of London Child Care Fee Subsidy Office: 519 661- 4834 Fall 2007

Child Care Policies 24@) CHILD CARE FEE SUBSIDY WAiT LIST POLICY

GOAL:

To provide a standard approach for managing the fee subsidy wait list

G- C P E :

every child is important and should have access to quality child care; continuity of care for eligible families currently on child care fee subsidyshouid be supported; and

9 access be provided an a first-come, firskewed basis

ELIGIBILIlY

1. For parents who are determined to be ellglble through an Income test and who are :

a) worklng or working towards improving their employability (academic upgrading or Job-oriented tralnlng): or ,

b) parents whose children need sociallzatlon (referral required): or

c) parents or children with a speolal need; and

d) Notlng that children who qualify in one of the follow In g prioritles be provided either full-time or part-time child care fea subsidy depending on need and that this placement be based on their order of application uslng their date of eligibility.

Notwithstanding the existence of a wait list for elislble parents. immediate placement is ghen to children assessed by a recognized referral agency to be at a iwl of risk.

Notwlthstanding the existence of a wait list for eligible parents, immediate placement Is given to children whose parent(s) leave the social assistance system for employment

-:

Within h e approved annual budget for the chlld care fee subsidy program, ellgible child(ren) on the wait list will be considered for approval by priority and date of eligibility.

(i) Siblings of child(ren) of eligible families already receiving chlld care fee subsidy be approved on a first-come. first- served basis

Children of eligible famllles be approved on a flrSt-COme, ilrsbsewed basls

(ii)

Ministry of Community and Ministhe des S~NICES soclaux S O d d SeNlc0S et communautalrea Minlstry of Chlidrsn and MlnIslSre des Serrlces a I'enfance Youth Services st A la jevnessa

SOUTH WEST REGION REGION DU SUD-OUEST Suite 204 217 Y a k Street 217. rue Yoh, bureau 203 P.O. Box 5217 C.P. 5217 London ON N6A 5R1 London ON N6A 5R1 Tel: 519-438-51 11 TBI: 519-438-5111 Fax: 519-438-7702 TbIBc: 519-438-i702 Toll Free: 1-800-265-4197 Sans frais: 1-800-2654197 'IW 519-663-5276 ATS: 5194635276

September I O , 2007

Ontario

VIA E-MAIL

Memo to: South West Region

0 OEYC Managers Early Literacy Specialists Data Analysis Coordinators Child Care Managers

Re: Making and Keeping Connections Meeting -October 16,2007

It is with pleasure that I invite you to the South West Regional meeting "Making and Keeping Connections". The purpose of this meeting is to have an understanding of,each groups work plans and priorities. We will also be discussing ways to work more coilaborativeiy together. We are thrilled that Dr. Jean Clinton is our guest speaker for the day!

The meeting has been planned by a subcommittee consisting of Wendy Richardson, Bev Fellows, Brenda Wilton, Carrie Myers, Cindy Mussio, Eileen Smith, Evy McDonagh, Laura Dibbs, Lisa Lanthier, Lynn Cook, Diane McCahill, Meredith Maywood, Rosita Johnson, Ruth Anne Payler, Samantha Kohn, Tiffany Attewell, Helen Jewell, Joanne Brown and Binita Gandhi.

OEYC Managers, we would ask you to please forwardlshare this invitation with the Early Literacy Specialists and the Data Analysis Coordinators in your respective offices. We are in the process d updating our ELS and DAC contact lists and will be sending them to you in the near future for your assistance in this regard.

We hope that you are able to join us on October 16, 2007. The meeting will be held at the Best Western Lamplighter Inn in London and is from 1O:OO am - 3:OO pm. Please RSVP to Marc Roberts' emaii account at marc.roberts@ontario.ca by October 5,2007. An agenda will be sent out shortly.

If you have any questions about this event, please contact Helen Jewell at helen.ieweil@ontario.ca. We look forward to seeing you on October 16, 2007.

Original signed by Marc Roberts

Marc Roberts Program Manager MunicipailFirst Nations Services South West Region

C. Program SupervisorslProgram Liaison Officers Karen Calllgan Dr. Jean Clinton

P

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~. ., ~ . . . . . . , .~ .. .. ~ ^

The Expert Panel members collaborated to create Early Learning for Evev Child Today. At the beginning of its mandate, the panel members identified their shared beliefs about early learning that guided discussions and the development of Early Learning for Every Child Today.

A comprehensive international review of early childhood curricular approaches in fourteen jurisdictions drew attention to components that were particularly relevant to the Ontario context (Dickinson, 2006). The review considered approaches that espoused a developmental approach, were prepared within the last 10 years and recognized specific needs of diverse groups including newcomers, refugees, special needs, additional language, and Indigenous populations.

The findings of the review guided the panel to: 'Acknowledge that care and learning are inseparable concepts. Since all quality early childhood settings provide both care and education, a caring, nurturing environment that supports learning and early development is and essential component of a framework for early learning IMaintain a focus on a framework for curriculum and pedagogy rather than develop a specific curriculum. .Focus on commonly used, broad categories of development: physical, social, emotional, communicatiodlanguage and cognitive. .Situate children within the context of a developmental continuum that extends from birth to age eight years rather than evaluate their performance against age-related expectations

Ixperl Panel Members' Shared Bellefs - spring 2005 :very experience in a child's early life has an mpact on hislher development now and in he future. Parents and families are the first md most powerful influence on children's ?arly learning and development. Young :hildren and their families live in communities .hat shape early experiences. Early learning xograms need reciprocal partnerships with Darents, families and communities. D Acknowledge children's individual and

diverse development and natural disposition to team;

0 Be inclusive, supporting meaningful engagement and equitable outcomes for ALL children; Recognize that families, early childhood professionals and healthy communities are key to quality, effective early childhood programs; Use the evidenceof research, bwiedge of professionals, the wisdom of practice and the context of communities.

0

.Recognize multiple sources of evidence and points of view about children's growth and learning

.Prepare a practical document for early childhood professionals working in all types of early childhood settings. 'Align the framework with the revised Kindergarten Program, Guidelines for Ontario Early Years Centres, Guidelines for Preschool Speech and Language Programs, and the 18-Month Well Baby Visit.

Panel members contributed their professional expertise and research findings to the project. Additional working papers summarized research findings about early brain development, family involvement in early childhood programs and schools and issues related to diversity, inclusion and equity and early learning. The development of Early Learning for Every Child Today coincided with the review of the Kindergarten Program by the Ministry of Education. The panel members

J

...

had opportunities for input into that process and were able to align the framework with the revised Kindergarten Program. Working groups with members of the Expert Panel on Quality and Human Resources and with the Chair of the Expert Panel on the 18 Month Well Baby Visit contributed to the knowledge based use to prepare Early Learning for Every Child Today. The Joint Working Group on Diversity, Equity and Inclusion prepared a report (Bernhard, Lero & Greenberg, 2006) that informed the development of this document. Two other working papers provided additional background material - Parent Involvement (Pelletier, 2006) and Experience-based Brain Development: A Summary (Mustard, 2006a).

In fall 2006 the Panel presented components of the framework to the three Ontario Best Start demonstration sites and to representatives of early childhood provincial institutions and professional organizations. Feedback from these sessions was incorporated into Early Learningfor Every Child Today.

Form Early Learningfor Every Child Today is a practical document intended to guide practitioners in early childhood settings. It is organized into five sections. ’

A statement of principles is based on beliefs, values, experience and current research findings. The deliberations of the panel converged on six overarching principles that orient Early Learning for Eve ry Child Today:

1. 2.

3.

4. 5.

6.

Early child development sets the foundation for lifelong learning, behaviour and health. Partnerships with families and communities strengthen the ability of early childhood settings to meet the needs of young children. Respect for diversity, equity and inclusion are prerequisites for honouring children’s rights, optimal development and learning, A planned curriculum supports early learning. Play is a means to early learning that capitalizes on Children’s natural curiosity and exuberance. Knowledgeable, responsive early childhood professionals are essential.

Understanding children’s development begins with an understanding of the sequence of how development proceeds. Human development is complex and varied but skills are likely to emerge in a predictable continuum. Early childhood practitioners need to know what comes earlier and later and as well as understand that individual development proceeds at different rates within the contexts of family, community and culture. The arc of possibilities for human development is wide but the progression of children’s development can be anticipated.

6 A Framework lor Ontario’s Early Childhood Settings

. ~ . ~ , . . ... . I-

Early Learning for Every Child Today includes a tool to support practitioners understanding of child development. The Continuum of Development‘ is a central component of the framework. It outlines the sequence of skills that children at difYerent ages can be expected to acquire across broad developmental domains (physical, socid emotional, communicatiodlanguage and cognitive). It also provides examples of interactions that support early learning and development. The Continuum ofDevelopment supports the abilities of early childhood practitioners to observe and document children’s activities and interactions in order to plan the curriculum and talk with families and other caregivers.

Into Practice helps early childhood practitioners anchor what they do with respect to the six principles and an understanding of child development. Practice guidelines recognize that the framework is intended to complement and support curriculum and pedagogy in a variety of early childhood settings.

Assessment, evaluation and monitoring approaches outline possible strategies to support the use of Early Learning for Every Child. For this purpose, “assessment” is used to focus on individual children and their development. “Evaluation” refers to early childhood setting and the implementation of the framework. “Monitoring” is associated with identifying the impact of the Early Learning for Every Child at a community or provhcial level.

The final section is a glossary of terminology that brings forward a shared understanding of the terms and concepts used in Early Learning for Every Child. It is informed by academic, researched-based de f~ t ions as well as including defmitions from Best Start documents and other Expert Panels.

An international review of early childhood programs is in the Appendix.

The Continuum of Development Is adapted Goulet, M. & Shroeder, 8. (2004) Early Learning and I

Development Resources: lnfants Through School-Age. Toronto: Centre of Early Childhood Development. George Brown College.

A Framework for Ontarlo’s Early Chlldhood Smlngs 7

Development and Values, Beliefs and the Context ofChildren’s Lives Values and beliefs about childhood influence ideas about child development (Friendly, Doherty 62 Beach, 2006). Children’s development happens within the context of children’s daily lives in families and communities. Early development and learning patterns are shaped by a complex array of environmental and biological factors. Genetic make- up, quality of interpersonal relationships within and outside the family, the quality of environment and experiences, and range of progams and supports available to enable optimal development and learning impact on the pattern and timing of development. Children’s development happens within families, who can be supported by informal networks, programs and services, which in turn can be supported by community and government infrastructures.

The idea of including broad developmental domains and pathways to organize a curriculum framework has been questioned by some recent initiatives (for example, New Zealand’s innovative Te Whariki approach, Cam, 2001; Dickinson, 2006; Moss, 2004). The idea of culturally agreed upon values are promoted as the organizing framework in New Zealand and elsewhere. In Early Learning f o r Every Child Today, the six principles are shaped by values about childhood, early development and the role of families and communities. Understandings about human development are incorporated with the principles to create and apply the Continuum ofDeveZopment.

Continuum of Development3 The Continuum of Development describes predictable sequences of development within broad domains of development. It helps early childhood practitioners observe and document children’s emerging skills, based on an understanding of children’s development. The primary purpose is to use that information to plan cumculum that is meaningful for individual and groups of children because it is grounded in an understanding of child development. The Continnuurn of Development is not a tool to assess children’s progress against a set of benchmarks or child outcomes. Nor is it a screening tool to identify developmental difficulties.

The Continuum of Development outlines the sequence of steps along developmental trajectories that are typical for the majority of children. The continuum of development is not a locked step, universal pattern of skills that that should be achieved according to a specific timetable. Rather, it is a guide that identifies sequences of development as a foundation to implementing early childhood curriculum and pedagogy in a variety of settings. It is a base for observation and discussion of children’s growth and learning. It

The references used to develop the Continuum ofDevelopment are listed in a subsection of the Reference section.

22 A Framework tor Ontarlo’s Early Childhood Senlngs

helps adults see individual growth, strengths, and challenges and supports planning for individual children as well as the group. Each age and domain of development is equally valued. Children’s abilities, experiences, rights, and needs are respected. It describes the predicable progression of social, emotional, language, cognitive, and physical skills in young children.

The Continuum ofDevelopment is a tool that can help early childhood practitioners and families exchange information about children’s growing skills. Families have knowledge of how and what their child has learned at home and in the community, The early childhood practitioner has knowledge and observations of that child in an early childhood program. The Continuum provides a reference point for discussions about the child‘s development.

When particular communities have important values and needs, they may emphasize them by adding items to the continuum of development. For instance, Aboriginal communities may emphasize their connection to nature. Rural and urban values may be recognized in the continuum. Early childhood settings in Francophone communities may wish to put more emphasis on language learning. When a community includes immigrant and refugee families, early childhood settings may add more items on culture, language, security, and transition. In high-density communities where families live in high-rise buildings, early childhood programs may add more items to the physical development section to ensure children have the opportunity to practise important motor skills that are not fully supported in the community. School-age settings may want their programs to include peace and global issues. These indhidualised items would reflect the circumstances of particular families and communities and be grounded in evidence from professional expertise and current research.

The Continuum of Development describes the progression of development for infants, toddlers, preschoolers, and school-age children. There is overlap in the age ranges, reflecting that the sequence of developmental skills will be achieved within a broad range of time. The continuum is made up of root skills and their indicators organized into developmental domains. Interactions describe experiences that support children’s development.

,

Domain A domain is a broad area or dimension of development. There are many ways to organize development into domains. The social, emotional, language, cognitive, and physical domains were chosen for the continuum because they reflect areas of significance in the early years and are the most commonly used domains in early childhood education curricula in Canada and internationally. Though presented separately, the five domains of children’s development are interrelated and no one domain is more important than another.

23 A Framework tor Ontario’s Early Childhood SetpIgs

Root Skills Root skills that emerge and are practised in the early years are important both in their own right and as foundations of later development. Pathways for learning, behaviour, and health are constructed in the early years. The continuum identifies the root skills that predict later learning, behaviour and health.

Root skills are specific capacities, processes, abilities, and competencies that exist within a domain. When adults understand and observe emerging skills they can create individual strategies to support the practice and extension of the skill. A skill may appear in all four age groups, indicating pathways that emerge early and are elaborated over time. Attention to root skills supports children’s learning in early childhood settings using different curricula.

Indicators Indicators are markers of what a child knows or does which show that the skill is emerging, being practised, or being elaborated. Indicators are given in progression within each root skill. Early childhood practitioners observe children’s behaviour and can use the indicators to identify the related skill, set goals, and plan appropriate curriculum.

Interactions Interactions are examples of adult-child communications, contacts and joint activity that support the child’s accomplishment of the indicators and related skill development. The examples also describe why the example interactions are effective.

24 A Framework for Ontario’s Early Chlidhood Settings

.. . . ~ . . ....

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0 0 0 0 0 0 0 . 0 0 0 0

Investing in Quality Policies, Practitioners, Programs and Parents

A Four-Point Plan to Deliver High Quality Early Learning and Care Services in Ontario

Report of the Expert Panel on Quality and Human Resources March 2007

httD://www.childreii.gov.on.ca/NR/CS/Publications/OHRReuo~ en.odf

re: Policies, funding and infrastructure

“The regulatory environment and funding for child care services -the foundation for early learning and care- were developed at a time when early learning and care services were viewed primarily as a support for parent who work or are in school (paid for by parents) and or as a support for low income families and children at risk, rather that as a form of early childhood education that promotes young children’s development.

The current funding approach (limited public funding with a heavy reliance on parent fees) puts regulated child care services -the only services that are monitored and required to meet certain minimum requirements for quality - out or reach for many families.

The current regulatory environment focuses primarily on child health and safety, rather than on the quality of early learning and care programs or the qualifications of practitioners.

Some municipalities and p r o g r k s have developed innovative initiatives to improve quality, but there are no province-wide standards for program quality, quality assurance mechanisms beyond licensing inspections, or standards for the profession.” p 7

One of the essential building blocks for High Quality Early Learning and Care is “Provincial quality program standards and strong municipal management/quality assurance programs.” P. 10

Roles for the Municipalities include:

By 2010-2012 “All municipalities have quality assurance tools, routinely monitor early learning and care programs and allocate funds for quality improvement initiatives” p. 12

By 2008-2009 “MCYS and municipalities clarify their relationship, roles, mandate and funding obligations to ensure consistent, high quality, inclusive early learning and care services.’’ P. 14

Also need for a standing interministerial group, sector council and task force to address issues. By 2008-2009 “Municipalities have established appropriate wage scales” p. 14

By 2010-2012 “Municipalities establish expectations for working conditions that support quality, including time fro program planning, paid professional development time and attractive working hours.

1. Strengthen policies, funding and infrastructure

1.1

1.2

1.3

1.4

1.5

1.6 1.7

Develop a regulatov environment that supports high quality, inclusive, integrated early learning and care services

Increase and transform public funding for early learning and care programs

Develop province-wide quality standards for early learning and care programs and local systems to monitor quality

Establish education requirements for the profession that reflect the increasingly complex demands of practice

Provide opportunities for practitioners to obtain and upgrade education and credentials

Gather data and conduct research to guide workforce and service planning

Develop partnerships and collaborations to address quality, human resources and other systemic issues

2. Improve education, compensation and career opportunities for practitioners

2.1

2.2

2.3

2.4

Provide wages, benefits and working conditions that will attract and keep knowledgeable practitioners

Invest in the knowledge, skius and competencies of early learning and care directors, supervisors and pedagogical leaders

Invest in the knowledge, skills and competencies of early childhood practitioners

Attract, recruit and retain knowledgeable, skilled and engaged early childhood educators

3. Deliver high quality, Inclusive, evidence-based programs

3.1

3.2

3.3

Provide the resources, environments and supports necessary for inclusive, evidence-based programs

Develop learning frameworks and curricula that reflect young children’s distinct learning needs Develop integrated programs for four and five year olds

4. Forge strong partnerships with parents

4.1 Develop and support staffing models that enable effective, ongoing communication with parents

Investing in Qua&: Policies, Practitioners, Programs, Parents 9

Table 1: Timetable for Investing in Quality

1. Strengthe:

Policy and Regulatory Environment

Funding

Quality Program Standards

Professional Standards/ Education Requirements

?olicies, Funding, and 1 By 2008-2009 ... The Day Niuxsies Act and Education Act are revised to support high quality early learning and care

Provincial funding for regulated child care programs has increased substantially to reflect the true costs of providing high quality program

Ontario has province-wide quality standards for early learning and care programs. and conimunicates them to practitioners and parents

The College of Early Childhood Educators has education requirements for practitioners that reflect the increasing complexity of their roles in delivering high quality programs

All early childhood assistants are enrolled in an accredited ECE, ECA or apprenticeship program

rastructure 3y 2010-2012 ... lntario has a consistent iolicy and regulatory mvironment for all regulated :arly learning and care :ervices and supports to ‘acilitate the integration of :arly learning and care and cindergarten programs

3ntario has a :omprehensive, streamlined bunding model for early learning and care programs !hat promotes high quality

All municipalities have quality assurance tools, routinely monitor early learning and care programs and allocate funds for quality improvement initiatives

All directors and supervisors of centre-based early learning and care programs have a degree in early childhood education/ development or equivalent as well as management training.

All pedagogical leadershsistant supervisors, resource educators and supervisors of child care centres and OEYCs have a degree or are enrolled in a degree program in early childhood educatiod development

All home child care providers have completed an recognized post-secondary course in health, safety, child development or early childhood education

All teachers in kindergarten programs without pre- service education in early

Investing in Quality: Policies, Practitioners, Programs, Parents

By 2013-2015..

Parents pay no illore than 20 to 25% of the cost of early learning and care programs

All early childhood assistan& have completed year one of their ECE or an ECA certificate or apprenticeship program

All teachers newly hied to work in kindergarten programs have specific course work in early childhood education/ development

All early childhood practitioners participate in ongoing professional education and development

12

Post-secondar) Education and Infrastructure

Data and Research

All post-secondary institutions that provide education in early childhood educationl development incorporate the Early Learning Framework into their programs

All accredited post- secondary institutions ensure consistent quality standards and best practices for all education programs, inclnding apprenticeship and distance education programs.

Post secondary institutions have funding and a new funding model to support high quality, inclusive laboratory school programs.

All students have at least one mandatory practicum or placement in a lab school setting

Post-secondary institutions receive funding to support the development of a leadership and management credential in early childhooc services

MCYS funds a mininium of 11 additional professional child care resource centres across the province - including at least one Francophone and one Aboriginal centre with satellite outreach programs

Ontario develops and maintains a province-wide infonnation system on early learning and care programs and the early childhood workforce to support qua& and accountability

childhood development are enrofled in an appropriate course

All post-secondary institutions that provide education in early childhood educationl developnient have innovative programs with the capacity to meet the demand for increased credentials - including Ontario college graduate certificate and degree programs to meet the needs of Francophone and Aboriginal communities, management programs, and graduate programs

Post-secondary institutions offer a leadership and management credential in early childhood services

Post-secondary institutions have a systeinic approach to articulation agreements that gives practitioners a choice of education pathways and ensures high quality, articulated professional education with no dead-end mining

Ontario has 47 adequately funded and staffed professional child care resource centres across the province (one in each municipality)

Ontario develops partnerships with researchers and post-secondary institutions, and supports the development of a research agenda to improve quality and HR planning and management.

Ontario provides fundmg for policy and practice-relevant research

Investing in Quality: Policies, Practiiioners, Programs, Parents

Post secondary institutions offer :ollaborative education programs and a common xedential for practitioners working in integrated early learning md cardcindergarten program

13

Collaborative Partnerships

.. . ... .. .~ I ___..I_-

MCYS and municipalities clarify their relationship, roles, mandate and funding obligations to ensure consistent, high quality, inclusive early learning and care services

A standing intenninisterial group reviews issues affecting service integration and needed supports

Ontario forms a sector council that provides ongoing advice to all relevant ministries on qualiry and human resource issues

A separate task force is established and submits a report on strategies to improve quality and address HR issues in home child care

Child care programs receive

Working funding to support Conditions appropriate wages and

benefits.

The Minishy of Children and Youth Services has provincial guidelines for compensation.

Municipalities have established appropriate wagescales.

support for Enhancing Leaders' Qualifications

~~ ~

Support for Enhancing Prsctition ers' Quallfications

Ontario has incentive programs that support supeivisors and directors in upgrading their

Ontario has bursaries. forgivable loans, development grants, replacement staff and other incentive programs to help

nd Career Opportunities By2010-2012 ... All early learning and care practitioners belong to a pension plan.

All practitioners receive wages and benefits comparable to other professionals with similar education, experience and responsibilities

Municipalities establish expectations for working conditions that support quality, including time for program planning, paid professional development time, and attractive working hours

Programs with mom than seven staff have an additional degree- prepared pedagogical Ieadedassistant snpervisor

Programs are required to devote 4% of their budgets to ongoing professional development and are funded appropriately to meet that requirement

r Practitioners By 2013-2015 ...

Investing in Quality: Policies, Practitioners, Programs, Parents 14

practitioners upgrade their Employers recognize qualifications Dractitioners who have obtained

Attraction, Recruitment and Retention Programs

additional qualifications (e.g., increased wages)

Ontario has a province-wide Employers and/or professional attractionhecmitnt organizations provide program that targets high mentorship programs that help school students, guidance new graduates make a connselors, parents, students successful transition to the entering post-secondary workforce institutions, and newcomers with education in early childhood developmentleducation.

Ontario provides funding to develop and support a systematic approach to evaluating educational equivalency, credential assessment and bridging programs.

3. DeliverHi

Environment and Resources to Support Inclusive programs

Early Learning Framework

lntegrated Programs for Four and Five Year Old#

I Quality, Inclusive, Ev BYZOOS-2009 ... All ECE practitioners have a minimum of two hours of paid planning time per week.

Ontario has established a fund to support practitioner development and resources (including additional stafo for programs with children with special needs

Practitioners have access to the training and resource# they need to meet the needs of all children

Province-wide training is available on the Early Learning Framework.

All early learning and care programs receive training and support to implement the Early Learning Framework

An interministerial committee reviews the experience of pilot and demonstration sites and addresses key issues

lence-based Programs C

By 2010-2012 ... Structural changes have been made to early learning and care environments to support inclusive programs. All new programs are purpose-built and accessible.

The system has mechanisms to provide ongoing consultation and support to ensure effective inclusion

The use and impact of the Early Leamiog Framework is nionitored, and pre-service and ongoing education programs adjusted accordingly

The committee’s recommendations are implemented systematically

Investing in Quality: Policies, Practitioners, Programs, Pai-enfs

. Children By 2013-2015 ...

Integrated program are in place in all Ontario communities

Quality assnrance tools are developed and used

15

including governance, integration of cultures, compensation, qualifications, ratios, environmental issues and hours of operation.

to assess quality and recommend quality improvements in individual programs

By 2013-2015 ... Partnerships with Parents

Working Collaboratively

By 2008-2009 .._ By2010-2012 ... All programs are required to maintain ratios of qualified

All early learning and care programs facilitate linkages

Investing in young children's early education and development is the most economically efficient investment society can make. The Ministry of Children and Youth Services has the opportunity to provide the leadership to enable Ontario to reap the social and economic rewards of investing in quality programs for our children - but it cannot create a high quality early learning and care system on its own. The ministry will need the commitment and collaboration of all partners, including:

other provincial ministries responsible for policies, regulation and funding that affect early learning and care services, including the Ministry of Education and the Ministry of Training, Colleges and Universities the municipalities that plan, manage and fund child care services and the Best Start networks and hubs that are working to integrate early learning and care services and to support quality programs in their municipalities the colleges and universities that educate practitioners

early learning and care programs -particularly directors and supervisors - who play the key role in creating supportive, rewarding working environments, attracting and keeping knowledgeable committed practitioners, supporting parents, and enabling all children to achieve their full potential.

professional and advocacy associations

staff throughout the day to support effective communication with and

Investing in Quality: Policies, Practitioners, Programs, Parents 16

for parents to other community services they may need

The Expert Panel urges all partners and stakeholders to begin the important work of creating a high quality, inclusive, evidencebased early learning and care system that will give all Ontario children the opportunity to achieve their full potential.

Investing in Quality: Policies, Practitioners, Programs, Parents 17

.. .. .~~ ~ . . .. . . . . . .. . .. . , . .

E e r

P w

s'

.. ~ .. . __

. . ,

e P

0 11 m r ) m cn

W

the Ministry and the proposed College of Early Childhood Educators determine the qualifications required to fulfill different roles in the early learning and care system, and provide ouuortunities for education and career development

providing home-based child care - be required to have some post- secondary education in early child development programs continue to retain entry- level positions (Le., early childhood assistant) that will enable new people to enter the field and support them to obtain credentials as they work the two-year diploma in early childhood education from an accredited community college be the base credential for entry into the proposed College of Early Childhood Educators education requirements for all practitioners - including teachers and teaching assistants in kindergarten classrooms and regulated home child care providers -be based on the knowledge and skills they need to Nfill their role in a high quality early learning and care system all directors and supervisors be required to have a degree in early childhood education or equivalent as well as management training all practitioners be required and supported to participate in ongoing professional development to maintain their standing in their profession.

Table 2 sets out proposed roles for early learning and care practitioners, and the education required to qualifl for and maintain that role.

all practitioners -including those

~ ~ -~ Who rhe proposed College of Early Childhood Educators and the College of Teachers in zollaboration with the Ministry of Children and Youth Services, Ministry of Education and Ministry of Training, Colleges and Universities

When By 2008/09: ' The College of Early Childhood Educators has

established education requirements for practitioners that reflect the increasing complexity of their roles in delivering high quality programs. . All early childhood assistants are enrolled in an accredited ECE, ECA or apprenticeship program.

By 2010-12 * All directors and supervisors of centre-based

early learning and care prograins have a degree in early childhood educationl development or equivalent as well as management training.

= All pedagogical leaders/assistant supavisors, resource educators and supervisors of child care centres and OEYCs have a degree or are enrolled in a degree program in early childhood educationl development. - All home child care providers have completed an recognized post-secondary course in health, safety, child development or early childhood education. . All teachers in kindergarten programs without pre-service education in early childhood development are enrolled in an appropriate course.

By2013-15: . All early childhood assistnut8 have completed year one of their ECE or an ECA certificate or apprenticeship program. - All teachers newly hired to work in kindergarten programs have specific course work in early childhood education/ development.

ongoing professional education and development.

- All early childhood practitioners participate in

Investing in Qfcality: Policies, Practitioners, Program, Parents 42

. . ., . , . .. . , . __-____-_.

Association of Early Childhood Educators Ontario

Frequently Asked Questions: College of Early Childhood Educators (October, 2006)

When the College of Early Childhood Educators is established, Early Childhaod Educabrs will become o self-regulated profession. Whot does this mean? As defined by the Ontario Regulbtori for Access, a self regulated proferrion "has a regulatory body with statutory authoriiy to establish requirements for entry to the profession or professional designation as well os standards of practice and competence. To practice as a member of a regulated profession or use o professional designation, 011 applicants-whether Canadian trained or international-must meet the requirements of the relevant regulatory body which often requires obtaining 0 license to practice."

In becoming a selkreguloted profession, Early Childhood Educators will join oher profesrionr such midwkes, nurses, phormocisk, physicians and surgeons,

lawyers, social workers and social service workers and teachers.

ISource: rvmv.regulotors4a~~~~,~/hhl/infmreg. h h J

Will students currently graduating from ECE programs hove to take additional training to belong to the College? Though the AECEO. thmugh ik own practices i.e. AECEO Certification Process, har always promoted the need for on entry to prodice stodord and ongoing prafsrsional development, the proposed model for the College did not stipulate an enhy to practice examinotion or training after gmduotion fmm an ECE program. Howwer, this regishotion requirement may still chongs os it is still to be determined and finolized by the appointed Transitional Council that will be set up aher he bill to establish a College of ECEr is passed. The AECEO will be port of he Tranritionol Council and will continue to advocate for this criteria. if not at he onset at lenst in he near future. In order for a profession to be perceived as occountoble and credible, here must be guarantees that an indviduol meats professional stondards and has kept current with herlhis field. Without his assurance, the label of "babyritter" will prevail.

Will there be o fee to being part of the College ond if so why? An annual fea will be required for individuals to maintain heir registered or licenred r t o ~ s with the College. Eke other regulatory bodies, the College of ECEs will be sdf-5ustoining and be funded by the fees they receive from their members to perform their required duties. The AECEO ha5 and will continue to odwcate for a fee structure that considers h e current wages of ECG and hot, until wages reflect he responsibilities of the proferrion, the provincial government provide the necessary supports (financial and troininglto ensure the profession remains viable ond healthy.

Who will be required to register in the College of ECE? Will ECEs working outside of licensed child care senings such os resource teachers, early interventionirk, community program e.g. OEYC be required to register? The College of ECEs, like a11 other professionol Colleges, will regulate the probssional designation of "Early Childhard Educator" or "Registered ECE". That is, just as RN denotes Registered Nurses and implies hat they are licensed to practice in their field no mater what he locotion or progrom, so too will ths title ECE. To legally use the tide ECE will man hat on idividuol must be in g w d stmding with Ihe College of ECEs. legislations such as the Day Nurseries Act which requires on ECE credential will meon hat h e perron must hwe an ECE or be deemed equivalent by h e governing regulatory body to work in a program under h e DNA act. For places of employment not regulated by the DNA. it will be up to the hiring plicies of the organization to determine he required quolificotions for positions. For programs that require o multi-disciplinary teom, ECE may be m e of the credentials accepted.

Whot will happen to Early Childhood Assistants (ECAs) and other non-credentialed stoff in the field? Does this mean they will be our of a lob? Individuals who have no ECE training or credentials currendy working in he regulated field 1.e. Child care or other regulated early learning programs) will not be out of a job. Many ECAs and non-credentialed staff currently are n vital part of the teaching and coring team. However, it is necessary for the qualiiy of the program hot anyone working directly wih the children should hove the proper training and credentials. Therefore ECA, and non-credentialed staff will continue in the same position but will be encouraged to begin the process OF gaining their ECE credentials either through schwling or equivalenv. The propored College OF ECE model suggested o period of 5-7 years for individliolr b gain the hining or credentials fo register as members of the College. The AECEO, through its projects and its nefworkr, will continue to demand as part of h i s mandatory regishy, the provincial government provide the necessary supports ifinancia1 and accessible and akrdoble training options) that will allow non-credentialed staff to achieve h e required benchmarks.

This College of ECE FAQ sheet will be part of o series distributed by the AECEO. To comment or contribute to this FAQ sheet, please contact AECEO Provincial Office email: aeceo@bellnet.ca Tel:( 416) 487-31 57 Fax:[416) 487-3758

.. a W 3

m VI m L u 3 VI U

h 0 0 N

Transitional Council Members College of Early Childhood Educators

Lois Mahon Zxecutive Director, Child Care Resource Centre Sudbury

Mary Fisher =hair, School of Early Childhood Education, Seneca College

Dale Shipley Pormer Director of the School of Early Childhood Educators, Ryerson University

Leah Yuyitung AECEO

Lu Ann Hill Aboriginal Institutes’ Consortium

Elizabeth Matte L’Association francophone B 1’Cducation des services B l’enfance de l’ontario

Christine Forsyth Lawyer Former Chair Transitional Council for The College of Social Workers and Social Service Workers

.I

Suzanne Dufour Reseau des intervenant(e)s francophones en santi et services sociaux de I’Ontario

Brenda Stagg Associate Dean, School of Community and Liberal Studies, Sheridan College

This listing was confirmed by MCYS ak the public appointments €or the Transitional Council. This information has been made available to AECEO

members through the Members Only area of m.aeceo .ca

9/2007

'(I 95"

Minlstry of Communlty and Social Services

777 Bay Street, Suite 601A Toronto ON M7A 2J4

DimMs office

Accessibility Dimtmte of Ontario Ph 416-314-7290 Far: 416-326-9725

Education and Parmaships

September 25,2007

Mlnistkre des Services roclaux et communautalres

777, rue Bay. Suite BO1A Toronto ON M7A 2J4

Bureau du directice Partenariats et sensibilisation Dimtion gh6mle de I'acccsaibilitd paw I'Ontario T61Cphone: 416-314-7290 T6I&opieur: 416-326-9725

Dear, Ms. DeCicco-Best,

Thank you for forwarding the City of London's response to the initial proposed standard on accessible transportation being developed under the Accessibility for Ontarians with Disabilities Act, 2005 (AODA).

Your comments on behalf of the City of London regarding the proposed standard will be forwarded to the standards development committee to be considered along with other feedback received through the public review process when it reconvenes to finalize the proposed standard before submitting it to the Minister.

You may also wish to visit the Accessibility Directorate of Ontario's website, listed below, for the latest updates on the progress of the accessibility standards being developed under the AODA.

Sincerely,

Scot Weeres Director Standards Development and Compliance Branch Accessibility Directorate of Ontario

.- . .-

I

.I .. .. . , .

Accessibility Directorate Website:

httD://www.mcss.aov.on.ca/mcss/enalish/Dillars/accessibilitvOntariol

42-051

@ Ontario Ministry of Community and Social Services et communautaires

777 Bay Street, Suite 601A Toronto ON M7A 2J4

Director's Office Bureau du directrice Education and Paltnerships Accessibility Directorate of Ontario P h 416-314-7290 Fax: 416-326-9125 T6leCopiwr: 416-326-9725

Ministere des Services sociaux

777, rue Bay. Suite 601A Toronto ON M7A 2J4

Paltenariats et sensibilisation Direction g h h l e de I'accessibilitb pour I'Ontario Ttl6phone: 41 6-3 14-7290

September 25,2007

Dear Ms. DeCicco-Best,

Thank you for forwarding the City of London's response to the initial proposed standard on accessible transportation being developed under the Accessibility for Ontarians with Disabilities Act, 2005 (AODA).

Your comments on behalf of the City of London regarding the proposed standard will be forwarded to the standards development committee to be considered along with other feedback received through the public review process when it reconvenes to finalize the proposed standard before submitting it to the Minister.

You may also wish to visit the Accessibility Directorate of Ontario's website, listed below, for the latest updates on the progress of the accessibility standards being developed under the AODA.

Sincerely,

Scot Weeres Director Standards Development and Compliance Branch Accessibility Directorate of Ontario

Accessibility Directorate Website:

http://~.mcss.qov.on.ca/mcss/en~lish/pillars/accessibilitvOntario/

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