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Schools at the Centre Case Studies of Seamless Early Learning

Schools at the Centre Case Studies of Seamless Early Learning. Zeenat Janmohamed Emis Akbari Romona Gananathan Kerry McCuaig September 30 2014. Background. E xplores the impact of full day kindergarten and extended hours programming on educators, families and early years administrators

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Schools at the Centre Case Studies of Seamless Early Learning

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  1. Schools at the Centre Case Studies of Seamless Early Learning Zeenat Janmohamed Emis Akbari Romona Gananathan Kerry McCuaig September 30 2014

  2. Background • Explores the impact of full day kindergarten and extended hours programming on educators, families and early years administrators • Three Ontario regions with 4 school boards • Mixed Methods including surveys, interviews, focus groups and text analysis • Research partnership between Atkinson Centre and School Boards

  3. Preliminary ResultsParents • The parent component was carried out in Waterloo • We aimed to examine – how the availability of FDK and EDP impact family life, access and affordability of child care and parents’ ability to work and/or study. • Used two methods: • Surveys • Focus Groups

  4. Surveys • Surveys were accessed online through the WRDSB - with a paper option • First draw resulted in 133 parent responses in Waterloo

  5. Surveys Marital Status Country of Birth Home Language Employment Status

  6. Services Percentage (%) Strongly Agree Disagree Agree Not Sure Strongly Disagree

  7. Services Percentage (%) Strongly Agree Disagree Agree Not Sure Strongly Disagree

  8. Broadening parent input • Surveyed parents in Waterloo via the child subsidy list – 253 parents respondents • Currently waiting approval in another region via subsidy list

  9. Preliminary Results: Parents with Child Care and Parents on Wait list NO YES

  10. Preliminary Results Percentage (%) Want FDK to Continue FDK Provided More Family Support Strongly Agree Disagree Agree Not Sure Strongly Disagree

  11. Parent Focus Groups • Parents are generally happy with FDK • Children seem happy with the program in general • Parents are able to participate in workforce earlier • Relieve family stress – including marital stress • Happy that their daily schedules are predictable (vs. every other day) • Value play based learning – notice the link between play and what children learn

  12. Parent Focus Groups Continued… • Concerns include increased ratios and quality of food • Parents of younger kindergarten children (i.e. December babies) – more concerned about length of day and hurried lunches • Some of the classes are too structured for 3-5 year olds • Inconsistent communication regarding FDK program • Some parents report decreased involvement • Would like additional support for family – seems specific to families with higher needs

  13. Preliminary Educator Findings

  14. Profile of Survey Participants RECE • 433 Educator Survey respondents • RECEs work school hours more frequently in Waterloo, and more morning and afternoon shifts in Ottawa Percentage (%) Percentage (%)

  15. Profile of Educators RECE OCT Number of Years Percentage (%) • Average experience and years at board of OCTs greater than RECEs • Significant number of RECEs have a Bachelor’s degree in addition to their diploma

  16. Role Clarity RECE OCT Literacy Numeracy Special Needs Percentage (%) • Differences in the way that RECEs and OCTs understand their roles in the program

  17. Role Clarity RECE OCT Toileting Hygiene Transitions Percentage (%) • Differences in the way that RECEs and OCTs understand their roles in the program

  18. Compensation for ECEs Benefits Salary Percentage (%) • A significant number of RECEs salaries decreased • Benefits have increased for most RECEs

  19. Working Conditions Having a union Professional status Percentage (%) • More RECEs agree that having a union has improved their working conditions • Almost all RECEs felt their professional status increased or stayed the same

  20. Interviews with Key Informants • Educator team relationships vary • Boards are handling it in different ways: • Principal specific • ECE manager • Professional development difficult for ECEs because of lack of supply staff – causes further strain on educator teams • Special Needs • Educational assistant during the core day, do not extend to EDP • Day can be too intense for SN children and often they are sent home • When Region tries to provide support staff in EDP, daily price higher than community providers

  21. Summary of findings: • Over 30% of the RECEs have Bachelors degrees or higher • More ECEs working school hours in Waterloo • More RECEs working before and after school in Ottawa • Uneven development of an effective working relationship between RECEs and OCTs • Wages and/or benefits have increased – yet some wages have decreased • Professional status has increased or stayed the same • Special needs children may not be receiving the support they need in EDP

  22. Schools at the Centre: Case Studies of Seamless Early Learning Thank you to: Lyle S. Hallman Foundation Atkinson Charitable Foundation Lawson Foundation Elementary Teachers Federation of Ontario Atkinson Centre, University of Toronto

  23. Contact Contact Information: zeenat.janmohamed@utoronto.ca kmccuaig@rogers.com emisakbari@gmail.com romona.gananathan@gmail.com smudie@rogers.com http://www.oise.utoronto.ca/atkinson/

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