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ONTARIO FIRST NATIONS Early Learning: 2004-05 Asset Mapping Highlights; Considerations for 2013 and Beyond

ONTARIO FIRST NATIONS Early Learning: 2004-05 Asset Mapping Highlights; Considerations for 2013 and Beyond. Presentation to the Building Bridges Gathering Whitefish River First Nation Mar. 20, 2013. This presentation covers:. 1. Ontario First Nations ECD Roll-up 2004

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ONTARIO FIRST NATIONS Early Learning: 2004-05 Asset Mapping Highlights; Considerations for 2013 and Beyond

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  1. ONTARIO FIRST NATIONS Early Learning: 2004-05 Asset Mapping Highlights; Considerations for 2013 and Beyond Presentation to the Building Bridges Gathering Whitefish River First Nation Mar. 20, 2013

  2. This presentation covers: 1. Ontario First Nations ECD Roll-up 2004 • Highlights from a 2004-05 early childhood development (ECD) “asset mapping” process as noted in Ontario First Nations Early Childhood Development Roll-up Report, Jan. 2005 2. Key considerations: • First Nations early learning: 2013 and beyond

  3. Ontario First Nations ECD Roll-up

  4. Ontario First Nations ECD Roll-up 2004 Introduction • Ontario First Nations participated in an “Early Childhood Development” asset mapping process 2004-05 • Regional Advisory Committee with PTO/IFNs supported by FNIHB-OR; coordinated through HCU • First Nations facilitators met with most First Nation communities and did the asset mapping session with them • The Ontario First Nation ECD Roll-up Report: asset mapping exercise, results, findings related to effective practices and gaps and future ECD needs • Summary of all available First Nations funding for early childhood development programs (child daycare, AHSOR etc.)

  5. Ontario First Nations ECD Roll-up 2004 Why “Asset Mapping”? • Health Canada had developed an asset mapping process for FASD across the regions • The asset mapping process would help a community identify whether their assets included resource people, community programs, physical infrastructure and/or economic assets • The Ontario Regional Advisory Committee for ECD adapted the asset mapping process for First Nations in Ontario • The Regional Advisory Committee added another layer to the Asset Wheel so that First Nations could look at their assets and decide in what way they help a child develop – eg. not just physical or intellectual growth and development but also emotional/social and spiritual or cultural development

  6. Asset Wheel Physical DEVELOPMENTAL NEEDS OF THE CHILD: Physical, Spiritual/Cultural, Emotional/Social, Intellectual Economic Physical Community People Spiritual/ Cultural Intellectual Child & Family ECD ASSETS: Resource People, Community Programs, Physical Assets/Infrastructure, Economic Assets Emotional/Social

  7. Ontario First Nations ECD Roll-up 2004 ECD ASSET MAPPING PROCESS: • First Nation facilitator teams received training on ECD asset mapping and how to conduct the asset mapping process with a community • They visited a total of 102 First Nation communities, working in teams of two • Most sessions were 2 days long and participants included a mix of teachers, daycare providers, health workers, parents and elders • Agenda at each session included the community defining what ECD means to them and brainstorming to identify their assets already available in the community

  8. Ontario First Nations ECD Roll-up 2004 ECD ASSET MAPPING PROCESS cont. • By plotting these on the Asset Wheel they could see where they had assets and areas where they needed more assets • They developed a rough draft plan for expanding ECD programming building on existing assets and filling in gaps where few assets • 102 sessions were held in First Nation communities • Two additional group sessions were held for First Nations to attend, in Sudbury and Thunder Bay – 16 First Nations came • A province-wide ECD roll-up report was produced based on all the work done in the communities (total of 118 communities)

  9. Ontario First Nations ECD Roll-up 2004Top Four Findings: ECD Asset Mapping 1. DEFINING ECD Ontario First Nations defined Early Childhood Development as: a)First Nations children age 0 - 6 with the tools for life & b) First Nations parents and families, supported by communities, with the capacity to provide the tools for life to their children

  10. Ontario First Nations ECD Roll-up 2004 Top Four Findings: ECD Asset Mapping a) “Tools for life” for First Nations children 0-6 included: • Strong self-esteem, identity & belonging, understanding of the language, customs and cultural world views of the community • Loving care, nurturance, safety, guidance, opportunities to learn and positive experiences to remember • Encouragement of health development and growth to the fullest potential in all aspects (physical, intellectual, emotional/social and spiritual/cultural) • All requirements for health provided, conception to age 6: healthy pregnancy, nutritious food and prenatal care, breastfeeding, immunization, healthy home environment, good nutrition and healthy lifestyle, regular check-ups and preventive care, early screening and referral to a full range of quality services as needed

  11. Ontario First Nations ECD Roll-up 2004Top Four Findings: ECD Asset Mapping b)Parent and family capacity to provide the tools for life to their children 0 - 6 included: • Awareness of the importance of the early years and meeting the developmental needs of children from conception to age 6 and beyond • The skills, commitment, tools and resources to provide the healthiest, most loving, safe and nourishing environment possible • Support, encouragement and responsibility for their children And community support for parents and families to provide all of the above

  12. Ontario First Nations ECD Roll-up 2004 Top Four Findings: ECD Asset Mapping 2.SUCCESSES: First Nations identified a wide range of successes in their current ECD programming for age 0 – 6 although in many communities the number of programs for this age group was minimal Successes were identified in terms of human resources, program coordination, program elements and the role of community leadership

  13. Ontario First Nations ECD Roll up 2004Top Four Findings: ECD Asset Mapping First Nation communities said that their ECD programming was working well when there was: • A wide variety of program activities (31% of communities) • Strong internal networking, collaboration (23%) • Well-qualified, committed, professional staff with expertise or special training (20%) • Programs supporting community priorities such as language learning, cultural awareness days, community events (16%) • Parent involvement and extended family support (14%) • Dynamic leadership through Council support and collaboration with staff, good program accountability, resource sharing and joint planning and problem solving (11%) • Strong partnerships and linkages with outside agencies through case conferencing, referrals or participation on boards/authorities (7%)

  14. Ontario First Nations ECD Roll-up 2004: Successes

  15. Ontario First Nations ECD Roll-up 2004Top Four Findings: ECD Asset Mapping 3. CHALLENGES First Nation communities identified a wide range of areas needing improvement in their ECD service delivery for age 0 – 6 Challenges were identified in terms of human and physical resources, coordination, program elements and the role of community leadership

  16. Ontario First Nations ECD Roll-up 2004 Top Four Findings: ECD Asset Mapping First Nation communities said that their ECD programming needed to be improved through: • More funding for sustained program staffing, equipment, resources and capital to implement, support and house ECD programming (64% of communities) • More space for ECD programming, given current inadequate facilities – poor heating/ventilation, facilities that were unsafe, too small – or lack of facilities (48%) • More parent and community involvement/participation (44%) • More well-qualified, trained, dedicated ECD staff/HR (44%) • Outreach to non-participating families and support/awareness for single parents, young parents, high risk families (31%) • Language programs, cultural/spiritual programming (27%)

  17. Ontario First Nations ECD Roll-up 2004: Challenges

  18. Ontario First Nations ECD Roll-up 2004 Top Four Findings: ECD Asset Mapping 4. FIRST NATION PRIORITIES FOR ECD PLANS A roll-up of the draft ECD plans for Ontario First Nations found six main priorities for further ECD activity in communities: • Culture and Language Activities: 72% of communities • Parenting Skills and Support: 54% • Community Health and Nutrition: 47% • Special Needs (assessment, diagnosis, treatment): 27% • Capital for facilities to house ECD programming: 26% • Staff training: ECE, ECD, FASD, special needs: 17%

  19. Key Considerations: First NationsEarly Learning 2013 & Beyond

  20. Key Considerations: First Nations Early Learning 2013 and Beyond First Nations population in Ontario is YOUNG and GROWING • First Nations people in Ontario make up less than 1.5% of Ontario’s total population of 12,851,821 (Source:2011 Census) • The First Nations population is growing at a much higher rate – approximately 18% from 2006 to 2011 compared with a 4.7% increase for Ontario (Sources: AANDC, Statistics Canada) • The total Ontario First Nations population grew from 161,718 in 2003 to 186,825 in 2011 • About 46% of First Nations people across Ontario are under age 25 compared to about 32% of Ontarians (2006 Census) • Assuming these growth rates remain constant, the Ontario First Nations population should reach almost 260,000 by 2024 and should surpass 100,000 on-reserve. Data from AANDC also indicate that First Nations life expectancy is continuing to improve

  21. Key Considerations cont. First Nation STUDENT SUCCESS in Ontario has been low • In Ontario for all age groups, 54% of the First Nations population on-reserve had less than a high school diploma, compared to 18% of the non-Aboriginal population in Ontario (Source: 2006 Census) • First Nations people in Ontario (186,825 in Dec/2011) make up less than 1.5% of Ontario’s total population (12,851,821 acc.to the 2011 Census) • The First Nations population is growing at a much higher rate – approximately 18% from 2006 to 2011 compared with a 4.7% increase for Ontario(Sources: AANDC, Registered Indian Population by Sex and Residence 2011; Statistics Canada)

  22. Key Considerations : First Nations Early Learning 2013 and Beyond EDUCATION is a determinant of health. Therefore:

  23. Key Considerations cont. It is critical to equip First Nations children with the “tools for life” by ensuring their optimal growth and development and by preparing them for parenthood It is critical to educate and inform families and improve health and social conditions overall to ensure First Nations children receive the “tools for life” It is important to continue working with the available funding streams while supporting continued strategic planning in First Nation communities to further develop early learning programming and plans

  24. Key Considerations cont. GROWING FULL DAY KINDERGARTEN • ECD data show number of First Nation Sr K programs grew from 71 in 2001 to 78 in 2010 • Total of 66 First Nations now have full-time Sr K Many First Nations are already implementing full-day kindergarten

  25. Key Considerations cont. FUNDING overall for First Nations early learning in Ontario HAS NOT GROWN • While some significant new initiatives have been launched, the total overall funding (federal and provincial combined) remains about the same* • Given population growth and increasing costs for program operations, this results in less net funding overall • This leaves First Nations with fewer dollars to support their ECD plans and increased responsibilities as they undertake new initiatives * Based on First Nations research

  26. Key Considerations: COST of Implementing Full Day Kindergarten in Ontario • Ontario has indicated an additional “$1.5 billion will be needed to prepare schools to offer full-day kindergarten” over & above the $1.5B/yr it will cost to operate the program (staff salaries, books, supplies etc) • The total capital cost to build and renovate the space needed for FDK (most are currently half-day) – for the program’s first three years (it will roll out in five) was estimated at $450M but the full capital costs of all-day kindergarten were later estimated to be about $1.5B • The province’s roll-out of FDK thus far is using teachers for a greater part of the day than Charles Pascal had recommended, costing an extra $500M/yr (SOURCE: TORONTO  SUN, April 26, 2011, Moira Macdonald)

  27. Key Considerations: First Nation Planning for Early Learning EARLY LEARNING: COMMUNITY PLANNING • The asset mapping process was developed for OFN use in health promotion • It is one of many planning processes that could assist individual FN communities to carry out further planning around early learning • The asset mapping process or other processes could be revised to support First Nations early learning planning • Pros: It would assist them in identifying the range of resources available to the community and seeing where there are shortfalls • Governments might view this as a credible means of identifying needs and developing First Nation plans for early learning • Cons: It takes time and resources to go through this exercise • It could raise expectations and there is no guarantee of funding

  28. Key Considerations: Supporting Enriched First Nation Early Learning • As more First Nation communities develop full-time JK/SK programs this could free up space in First Nation daycare programs • First Nations could use these daycare spaces to accommodate children on waiting lists including younger children • First Nation communities could seek out more provincial government resources and supports for early learning to inform and assist First Nation communities in providing innovative and enriched early learning (eg. research findings, best practices, resource tools and expertise)

  29. Early Learning – Full Day Kindergarten On Track In Education: Full-day Kindergarten (EXCERPT from “Progress Report 2011”, Government of Ontario) As of September 2010, about 35,000 four- and five-year-olds in nearly 600 schools benefited from full days of learning and play. Full-day kindergarten is helping families by: • Giving our youngest students their best start academically and socially. • Saving families money on child care for the school year. • Helping lift more children out of poverty. • Helping busy parents balance work and family life. An additional 200 schools will offer full-day kindergarten starting in September 2011, with more locations added each year. Our plan will put full-day kindergarten in every elementary school by 2014–2015 (to an estimated 250,000 four and five-year olds).

  30. Next Steps - Early Learning Asset Mapping Update Project

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