ARCQE-IVES Fall 2012 • issue 1 report Catch the Wave! First Edition Highlights How to Fill a Bucket Carol McCloud National Child Day Greeting Don Giesbrecht What is a Curriculum Framework Mt. Royal & MacEwan Universities Coaching Research ARCQE Coaching Building Capacity Professional Development Mentorship Supporting Quality ARCQUE-IVES REPORT Best Practice winter 2013 1 message from the board chair... On behalf of the Alberta Resource Centre for Quality Enhancement (ARCQE) I am delighted to extend greetings to all of you on behalf of the organization’s Board of Directors. The ARCQE team has been extremely active in their efforts to provide continuous support and training for Early Childhood Educators throughout the province over the past 8 years. The ARCQE-IVES Report highlights major strides taken in this area in identifying alternative program delivery strategies and increased accessibility of the organization’s services (i.e. increased virtual presence). Our goal is to move forward with the development and implementation of new initiatives that continue to enhance quality care in early learning and child care programs. The Board of Directors would like to take this opportunity to thank the ARCQE staff for their dedication and commitment in meeting the needs of programs across Alberta working to support and enrich the lives of young children. We invite you to join us as we prepare to celebrate National Child Day on November 20th – an important day that we as a community, province and nation take time to celebrate our youngest resources – the children! Sincerely; Marilyn Boisvert, ARCQE Board Chair What are people saying about ARCQE’s services? As part of our ongoing commitment to supporting quality and building capacity, we ask participants and programs to submit feedback at the completion of each service or workshop... here are some of the words they have shared in creatively describing the value of technical assistance provided by ARCQE. Accreditation growth appreciate arcqe supportive dedicated Timely team effective practice encouraging staff wonderful helpful Coach professional educational multi-dimensional beneficial facilitating patient dynamic strength-based 2 winter 2013 Best Practice Focused resourceful ARCQUE-IVES REPORT ARCQE-IVES REPORT Owned & produced by The Alberta Resource Centre for Quality Enhancement ARCQE Provincial Office: Alberta Resource Centre for Quality Enhancement (ARCQE) Suite 54, Commonwealth Building 9912-106 Street, Edmonton, AB T5K 1C5 Ph: 780-421-4930 Toll Free 1-866-429-4930 Fax: 780-421-1730 Email: arcqe@telus.net Website: www.arcqe.ca Publisher Alberta Resource Centre for Quality Enhancement Editor Corine Ferguson – Executive Director ARCQE-IVES Report Advertising Opportunities Beth Arbuckle ARCQE-IVES Cover Theme Development Cathryn Seifrit Article/Content Contributors Laura Brinker & Aradhna Abraham Project Management/Writer/Consultant Dorine P. Kielly Graphic Production Rage Studios Inc. Important Stuff The ARCQE-IVES Report is a resource publication for supporting quality practice in programs/agencies, serving early learning and care. This publication is designed to be an informational and educational publication for programs/agencies, working with children 0-12 years. Alberta Resource Centre for Quality Enhancement has all rights reserved. We retain the right to edit all material in our publication. Reproduction in whole, or part, of this publication, without the express written consent of the Alberta Resource Centre for Quality Enhancement is strictly prohibited. Table of contents Message from the Board Chair Marilyn Boisvert............................................................. 2 Message from the Executive Director Corine Ferguson............................................................. 3 What’s in the ARCQE-Works?.................................. 4 Feature National Child Day Greeting CCCF President Don Giesbrecht ............................. 6-7 Feature “How to Fill a Bucket” President Profile-Carol McCloud ................................. 8 greetings from the director’s desk... Hello friends and colleagues near and far~ As I look out the window this time of year at the colourful change of seasons taking place; I ponder the ironic contradiction fall brings with all things in nature slowingas the world of child care becomes increasingly active and alive! Certainly as a provincial agency providing technical assistance and support to the child care sector, this is also true of ARCQE as we set sail forward on many innovative and exciting fronts this year such as the launch of our newest community resource, the ARCQEIVES publication! While traditionally ARCQE has developed and circulated organizational progress reports outlining services and statistics to date, increased program involvement and number of new programs evolving annually seeking technical assistance has provided a timely juncture from our current format to reflect an “eyes forward” focus rather than a sharing of perspectives past. As an organization focused on “enhancing quality and building capacity” in the sector, ARCQE continues to explore new leadership directions and innovative approaches in supporting best practice based on the 5 service pillars by which ARCQE services are established: • A virtual classroom as a means of better meeting individualized professional development plans, • Unveiling of new and emerging resources: Supporting Inclusive Approaches in Play (SIAP) materials and curriculum guide developed in partnership with Alberta Education, • New directions in Coaching and Mentoring with Reflections on Practice training for Family Child Care and Occupational Standards Checklist observations for front line staff • Broadening involvement in research and development in areas such as exploration of cultural and professional practices in early learning and care, and in looking forward what a curriculum framework will bring to the sector (via a presentation at the ARCQE conference & a Q. & A. article in this publication) • Enhancing community building and networking opportunities through new and innovative communication directions such as Facebook and the ARCQE-IVES publication! ARCQE Virtual Training Work-shops ..................... 9 Creating Curriculum Frame Work............... 10-11 LandmARCQE Program Practice.......................... 12 The ARCQE-Gallery................................................. 12 Who’s on Board the ARCQE?................................. 13 Bench-mARCQE Professional Development........ 14 ARCQE-Aid Coaches................................................ 15 ARCQUE-IVES REPORT No doubt this year on board the ARCQE appears to be another interesting journey as we “make waves” forward broadening technical assistance horizons! Respectfully, Corine Ferguson, Executive Director, ARCQE winter 2013 3 What’s in ARCQE-works? What’s new relative to services and resources on offer from ARCQE… C ertainly the past year at ARCQE has been one of many new and innovative services introduced in an effort to maintain continuous quality improvement strides forward relative to expressed needs of the sector. Following is a run down of the more recent services developed which may be of interest to various programs and agencies. Reflections on Practice Training in FCC: Last year ARCQE initiated Reflections on Practice training using the CIS tool with a specific focus in supporting agency visitors in strengthening interactions between providers and children in family child care environments. This is a 4-part training series offering an Introduction to CIS, with a three part follow up series based on Adoption of sensitive interactions, Application of best practice with intention and Adherence toward continuous quality improvement practices! To date, two regions in Alberta have enlisted both phase 1 and 2 of this four part series in implementing this cutting edge practice for agency visitors! 4 winter 2013 Occupational Standards: Individual Professional Practice Observations ARCQE is pleased to be launching a follow up to its ever popular CIS—Reflections on Practice- service by way of providing individual professional practice observations for both front line practitioners and also administrators! This new service is based on the Occupational Standards developed by CCHRSC and training provided by the Mentor Pairs group out of Ontario as a means of offering programs going forward into years 2 and 3 of the accreditation process a more detailed and comprehensive approach to supporting individual staff/provider practice goals. This also assists in building of professional competencies in preparation of annual self-reflection reports, and objectives and goals aligned with higher standards of practice during “ReAccreditation”… Each participant receives a formal copy of the Occupational Standards checklist outlining annual goals, strategies and professional development plans to support accreditation portfolios. For more information on this new and innovative service contact the ARCQE office! Supporting Inclusive Approaches in Play (S.I.A.P.) ARCQE is pleased to share the latest new curriculum resource series launched recently in partnership with Alberta Education. This latest assortment of toys and materials is intended to assist early ARCQUE-IVES REPORT learning and care service programs in addressing inclusive practices through thought provoking enriched self reflection, supportive curriculum strategies, activities and learning stories, and supporting materials to enhance best and promising practices in our work and interactions with young children and their families. The resources have been designed to complement 9 program areas of daily planned experiences with children. The name of this resource “Supporting Inclusive Approaches in Play” is intended to reinforce a ‘way of being’ (practice driven), rather than simply serve as a onedimensional resource kit/tool. In this way, materials and resources provided support the beginning of what we hope will become a continuum of inclusive culture and best practice in supporting children and families. With an emphasis on “Play” rather than on disability, the focus then becomes centered on a common ground where all children can relate without barriers and limitations. This series has also been established with an accompanying Portfolio Resource sheet as supporting evidence for programs in accreditation! For more information visit the arcqe website at www.arcqe.ca and click on the Resources tab! All you need to sign out resources is an ARCQE R.A.P. card! Contact the ARCQE office for more information. ARCQE Coffee Table Conversation Starters… Introducing: Mini-Resource Booklets Frequently we at ARCQE are asked if we might formalize best practice articles circulated monthly to Resource Access Pass (RAP) card holders and/ or individuals who are members of the Passport to Learning (PTL) program with ARCQE in order that agencies be able to use them as a learning resource for staff/providers. In an effort to be more responsive to community needs, ARCQE is pleased to share that it has recently compiled an array of information relating to Supporting Outdoor Play and Supervision which has been collated into a quick reference booklet. For programs interested in adding to their resource collections we currently have the following resources available as a means of promoting short sound bites of best practice information that staff can leaf through on coffee breaks or to support staff meeting discussions! • Supporting Outdoor Play & Supervision • From Vision to Action: Managing projects with greater long term potential… All coffee table Conversation Starter booklets are available for $5.00 each plus postage while supplies last! Another great way to ensure staff/providers remain abreast of new and emerging best practice is to sign up for an annual subscription of the new ARCQEIVES report, now available twice a year! Fall/Winter and Spring Summer… watch for the next edition scheduled for release some time in early Spring! Who are the Animals on the ARCQE? As part of our spin on the children’s book series “Where’s Waldo?” ARCQE staff and board have all indentified themselves with a certain animal that might appear on board the Arc... In each upcoming publication, somewhere among the pages, one tiny animal will be camouflaged among the pages for you to find! Once you find the animal, go to the ARCQE website www.arcqe.ca under our “Meet the Staff, Meet the Board” tab, and complete an “Animal on the ARCQE” entry form, identifying what page number you found it on... the successful entry submitted will receive a prize... this time around it is a Free Virtual Lunch ‘N Learn Workshop being delivered December 03, 10th & 17th, 12:30 to 1:30 p.m. The session is Promoting Sensitive Interactions with Children, and is part of a 3 part series. [N.B. must attend all three sessions to receive P.D. Certificate!] Watch for the answer to our animals on the ARCQE search in our next circular. Submit entries to: laurab.arcqe@telus.net ARCQUE-IVES REPORT winter 2013 5 greetings from the President of the,CCCF Canadian Child Care Federation... M ay I extend a warm welcome to all attendees at ARCQE’s the 3rd annual Alberta 2012 conference celebrating National Child Day with their inspirational theme “What Fills Your Bucket”. And on behalf of the CCCF, we would like to take this opportunity to congratulate and acknowledge the Alberta Resource Centre for Quality Enhancement, (ARCQE) on launching their inaugural publication “ARCQE-ives”. Any communication tool that promotes quality and the furthering of information in our sector is a good thing. We are all working for the common goal. Working and promoting together is always in our sectors best interest. Don Giesbrecht & Family Giesbrecht, President /CEO of the CCCF. But first and foremost, he is Don the husband and best friend to wife and industry partner Racquel, and Don the proud Father and biggest fan to dance artist daughter Jane, (16) and Don, the sports fanatic Dad and Hockey Coach, to up and coming Hockey star son Ben (14). And as Don describes himself with a chuckle in his voice… “I am way cooler than my kids give me credit for”. Ironically, Don and his wife Racquel never met as a result of being in the same occupation, in fact they met in University. Racquel currently manages the child care program in the largest hospital in Manitoba called, the Health Sciences Center. This National Child Day across the country is couple share a lot in common. Don himself th taking place on November 20 , 2012. This managed a child care program while acting year’s theme is: “The right to practice own as the Federation President until the board culture, language and religion”, article 30 of approached him about taking the reins ‘fullthe UN convention on the rights of the child. time’ and adding CEO to his title. This gave For example, in Manitoba there is a national him the green light to head up the organization conference planned right around the same (now in its 25th year) in a focused hands-on time. Their theme is focused on first nations mission. Between the two of them, you could aboriginal Inuit people. We think the theme of say “they get it” they get the sector, they know National Child Day ties in perfectly with what’s the same people, the movers and shakers, happening here at the Manitoba conference.” jointly, they support each other and united they truly understand the issues. Safe to say Don Giesbrecht is always impressed when this couple is uniquely empowered as Early people take the time from the jobs that Childhood Power Couple Ambassadors! they do and commit to investing into ECE Over the last several years, the importance conferences. “It’s learning; networking and and the value of professional development growing opportunity says Don”. Of course it’s always so impactful to see caring industry and associations has become an extremely professionals take the time to invest in oneself. important link in the Early Childhood industry. Not just for their own benefit, but obviously Organizations such as ARCQE (Alberta for the children and the families that they care Resource Center for Quality Enhancement) and for and work with day in and day out”. ACCA the (Alberta Child Care Association) This genuine and caring attitude best and AELCS (the Alberta Association for describes the profile of this professional, Don Early Learning Child Care Services) a.k.a. 6 winter 2013 the Alberta accreditation organization, has become critical. Don and the CCCF are huge proponents of the work and commitment of these groups since they have truly helped to further professionalize and make the sector and the people working in it better educated and more informed. One of the challenges then becomes how do organizations like these sustain themselves. “You’re in a sector where the work force is not paid the market competitive salaries that they should be. In turn we need to support this infrastructure which helps further their professionalization, knowledge and quality. The question is “how do we do that?” Don has been championing this issue in the sector and rallying around these points. “Not only is the Canadian Child Federation a benefactor of that kind of thinking, but the sector and these provincial and territorial organizations in Canada benefit. It’s so important” says Don. “I know this is cliché but I’ve said, no profession…not one will achieve what it wants to achieve if it doesn’t look after itself.” For example, looking to the education and nursing professions, they are similar in that they are female dominated. We don’t mean that they are comparable, but they resonate with people. These professions have their provincial, regional and national professional organizations that really enhance what they do. Early Childhood professionals are really newer, in its present form, probably 25 to 30 years old (not that it hasn’t been around for a lot longer) but when it really started to become a mass need of society. When the roles of men and woman began to merge and change. “If we value what we do and we really want to aspire to be better than we are today, we need to support provincial, ARCQUE-IVES REPORT regional and national organizations. Without support they will struggle, unable to fulfill their mandates, unable to accomplish what they need to do. Ultimately when this happens, people will not be able to progress and learn the way they are today. Children and the support we’re giving families… this is about an aspiration and goal to be better tomorrow then we are today. I think that’s an incredible powerful goal that we all need to keep in mind and not to just dismiss what the value of these goals are. It would really be the wrong way to look at these issues. This is a career in a profession, in a sector, worth doing our very best. It’s about the well-being of children, and if you don’t want to pursue quality and excellence in the well-being of children, then that to me is a much more troubling question then supporting organizations.” The reality is that the political goals of a province, territory or region (in some provinces in Canada, child care is regulated on a regional level) is different. For example what counts as a qualification for an early childhood educator in one province isn’t necessarily what it is in another province. And what is curriculum in one province isn’t curriculum in another province. But…if we use the education system as a benchmark, you’ll find, say grade 10 curriculum in Winnipeg, Manitoba is going to be pretty close to the same curriculum as grade 10 in Edmonton, Alberta. So, having said this…we’ve figured this out for ages 6 to 18, Kindergarten to grade 12, we haven’t figured it out yet for ages 0 to 5 years. Certainly some provinces are doing some good things and really investing heavily and recognizing the power of the ARCQUE-IVES REPORT early years and their critical time for brain development in young children and what can we do for them during that time to optimize it, but across Canada is a real mix. From province to province or city to city for that matter, your level of service & availability of care varies dramatically. Again as a society and a country we just haven’t figured this out yet. The answers are there, but we need the political buy in to make this happen. The 0 to 5 year age group are the youngest most vulnerable people in our society, that being young children. Bottom line, we owe it to young children to do the best we can. It’s not just about hanging a sign that says “I provide childcare” or plopping children in front of a TV. It’s got to be more than that! “We Value Children…We Value Our Early Childhood Professionals!” therefore, the time is now for all organizations in Canada that support Early Childhood, be it ARCQE, ACCA or AELCS, or the provincial or territorial organizations across the country, they are all such important pieces of this big wheel that spins around in Canada. We all need to work together and really keep impressing upon the sector how important it is to be furthering your practice, knowledge and being the best visionary organizations that support the work force. These are all critical pieces. Our roles and responsibilities are that of harmonized partnerships coming together for what is best practice across Canada. Looking back over the past 8 years, Don recalls ARCQE in its infancy stages. The CCCF had an integral role partnering and mentoring the agency in the early years, with project management and professional development of best practice services. ARCQE’s mandate to operate as an organization providing technical assistance to the early learning and care services community in Alberta has grown by leaps and bounds. “We certainly look at Alberta and the work that’s happening there, again since we have deep roots, we look with great pride and I think what they’re doing in Alberta certainly is applicable and holds lessons for the rest of the country. I have a great connection with ARCQE, and I think the world of Corine in particular, ARCQE’s first Executive Director. We make a point to stay connected and we find out what’s going on and what’s happening. I am proud of ARCQE’s journey and the other Child Care professional organizations in Alberta, (ACCA & AELCS) for the work they’ve done over the years. Corine continues to lead her team with great energy, vibrancy and together they have created a phenomenal work & study environment for the clientele and the sector. We applaud the work they’ve done to enhance quality and bridge the learning gap people have coming out of accreditation. ARCQE being that resource continues to enhance quality and professionalism in our industry. What can we do to support children and families? The amazing thing is that people get that in our sector. We don’t have a sector of ego’s rather it’s a sector that works together and it’s important to always remember that and realize what we are working for…the children. Whatever setting they may be in, be it a home care setting, formal childcare center…whatever it happens to be in. In fact, Don explains, “I’d go on to say (and it’s not my quote but many have said it) that the Early Childhood sector leads with their hearts and not with their heads. Their head would have told them long ago to move on since you can make more money doing something else, somewhere else. But the people who work in this field are for the most part passionate, energetic, dedicated committed individuals who are there for the children and the families without a doubt! This is such a critical and valuable work, I’m so proud to be a part of it”. ~ Dorine P. Kielly CANADIAN CHILD CARE FEDERATION We Value Children winter 2013 7 O k, we’ve all heard of a “Bucket by caring adults, especially during the earliest List”….but have you heard of years of life. She saw how quickly and easily the “Bucket Lady?” children responded to the concept. As their buckets were filled, they also wanted to hear You have to admit, kids call it as they see it! that they were bucket fillers. And that’s exactly how a very enthusiastic little boy, bubbling over with joy, described Fast forward a dozen years to 2005. After to his parents meeting Miss McCloud. “Hey discussing bucket filling with another teacher Mom, Dad…guess what? The Bucket Lady Carol wondered why no one had yet taught came to our school today to talk to us kids this amazing concept to young children about the bucket fill-osophy and how we can in book format. Refusing to let go of this become bucket fillers”. And so it came to be, dream vision, she pushed onward. Carol she’s now fondly referred to as “The Bucket tried desperately to convince a friend/author Lady”. to create the concept by providing her with a rough draft over a casual lunch meeting. Introducing Carol McCloud, a.k.a. as the Carol’s friend took one look at the draft and “Bucket Lady” from Brighton, Michigan, said “Carol, YOU NEED TO DO THIS!…. whose sweeping the continent, captivating you’ve already written the book and the audiences of all ages and encouraging them message is fabulous!” Empowered by her to become daily bucket fillers since her first friend’s reaction, and the love and support of book, Have You Filled a Bucket today? was her husband, Carol proceeded with purpose published in 2006. and spirit to complete the children’s book, Have You Filled a Bucket Today? A Guide to A graduate of Oakland University’s school Daily Happiness for Kids (published in 2006). of Education and Human Services, Carol Carol envisioned the healthy bucket as being has spent 20 years in education as a teacher, filled with hearts (happy feelings) and stars counselor, youth mentor, and early education (positive thoughts). Carol wrote this book to director. Carol was engaged in her career be instructional, one that simply explained the as an early childhood educator in the 1990’s concepts of bucket filling and bucket dipping when she herself attended an early childhood and called readers to daily action as bucket conference and was first introduced to fillers. the concept of bucket filling. After that conference experience, she took the ideas (be a Within a month of publication, teachers bucket filler to children and also teach them to began to discover this new children’s be bucket fillers) back to her child care center. book, seeing the ease with which children She was amazed…it worked so well, better understood the bucket concept, and spreading than any concept she had ever used, with the message to teachers in elementary children and staff. It all made sense. Carol schools. Principals and counselors were understood more clearly the intense need that excited about the concept that combined all children share to have their buckets filled character development and bully prevention. 8 winter 2013 They started to request Bucket Fillers assemblies and workshops based on the book. With the help of a small team of experienced classroom teachers and youth counselors, Bucket Fillers Inc. was born and began visiting schools across the U.S. and Canada to teach bucket filling. In celebration of National Child Day, ARCQE is extremely pleased to present early childhood educator and specialist keynote speaker Carol McCloud, a.k.a. as the “Bucket Lady” on a first time visit to western Canada. Carol is thrilled to have this opportunity to spread the BUCKET FILL-OSOPHY 101. “Early childhood is my passion. Those early years are so important and yet, this profession is so undervalued and underpaid. I will do whatever I can to raise it!” explains Carol, who is excited for this unique ARCQE conference opportunity to fill the buckets of Canadian colleagues. Recently, I had the privilege of a “sneak preview”, an actual candid conversation with Carol in anticipation of her visit to Alberta for ARCQE’s conference. From the moment I heard her voice on the phone, I felt a warm and friendly tone, the kind of comfort you get when talking to an old friend. Already, Carol was effortlessly filling my bucket to the brim with sincere joy and enthusiasm. It was obvious that Carol really does ‘walk the talk’. She truly lives and breathes what she teaches. When asking her how Bucket Filling has impacted her life she responded without hesitation, “there’s nothing better than teaching, living and loving life as a Bucket Filler. A Bucket Filler ‘is’ who I aspire to be every day! I work and live ARCQUE-IVES REPORT with bucket fillers and we daily practice the three rules of bucket filling. Our mission is to produce caring, responsible, motivated individuals who thrive in bucket filling families, schools, communities and workplaces around the world. The message is spreading as we practice, 1) be a bucket filler 2) try not to dip and 3) use your lid to protect your bucket. Soon I found myself reading and lapping up the pages of all (5) books published by Bucket Fillers Inc., including a journal on bucket filling, all of which have won more than 30 book awards. Have You Filled a Bucket Today? Is recognized as a top seller on Amazon.com and is printed in (7) different languages, including French . You don’t have to be an early childhood educator to benefit from Bucket Filling, it’s a way of life. Sign up for the regular newsletter available through the Bucket Fillers website at www.bucketfillers101.com and make a commitment today to start implementing bucket filling in daily life and work places. “It’s not cliché” says Carol: “Our most precious resource is our children. Our best investment is in children and it has the greatest payoff. Children are 100% of our future. Our words and actions affect them deeply. They need their little buckets filled by us. With their bucket full, they can accomplish anything and overcome any Bucketfilling is very simple, it’s the little things challenge. In order to be a good bucket you say and do every day, i.e. using people’s filler, you must also keep your own bucket names, being a good listener, expressing sincere filled and know how important it is to be a appreciation etc…Carol says she makes it bucketfilling parent, grandparent, teacher, a habit to fill a stranger’s bucket with every employer, co-worker or friend!” opportunity. “I might buy lunch anonymously, pay for a box of diapers at the checkout, leave I’m in!… today I’m going to try and change a surprise gift for someone, funny thing ,says the world, one bucket at a time….join me and Carol…”It always comes back to you as a add bucketfilling to your bucket list! wonderful feeling of joy”. ~ Dorine P. Kielly Top Reasons to use Technology for Professional Development training • Flexibility: ARCQE Virtual Workshops offer flexibility for students who have other commitments • Designed for You: Virtual Workshops are created expressly for Early learning professionals and administrators • Work Hours: Many of ARCQE’s virtual workshops are scheduled during work hours so participants have the option of completing online workshops during the day such as over the lunch hour • Networking: Connect with fellow administrators, and ECE colleagues from all over Alberta, nationally across Canada and on a global level beyond borders on broader leadership issues of child care. • Convenience: ARCQE Virtual Workshops allow you to complete Professional Development training from the comfort of home or your place of work • Easy to Use: Logging onto an online workshop is as simple as using E-mail • Cost Effective: Save time and money on travel! Just log on from wherever you may be • Credibility: All ARCQE workshops are aligned with quality standards from accreditation and leading best practice research SIGN UP NOW! LIMITED SPACES AVAILABLE To view the ARCQE Virtual Workshop Schedule visit our website at www.arcqe.ca Aradhna Abraham at: 780-421-4930 • Toll Free: 1-866-429-4930 ARCQUE-IVES REPORT winter 2013 9 Creating a CurriculumildFramework Care in Alberta for Early Learning and Ch A curriculum framework is different from a traditional curriculum ten suggest. The content of children’s learning will continue to be developed using children’s interests and daily experiences. Why do we need a curriculum framework? Each child care center and family day home is as unique as each family and child in In Canada, Quebec, Ontario, Saskatchewan, Alberta. A curriculum framework will not British Columbia, New Brunswick and PEI change the uniqueness that makes us who have already created early learning and child we are – a province that is proud of its dicare curriculum frameworks that reflect the versity. A curriculum framework, grounded values, principles and goals of each individual in research and reflective of Albertan’s province. Several international models of early values, will guide the decisions that educalearning and child care curriculum frametors make every day in providing care and works (Te Whariki in New Zealand, New learning experiences for children in centerSouth Wales in Australia, Switzerland, Finbased child care and family day homes. The idea of a curriculum framework for young land, and the unique philosophy of the Reggio children might bring to mind a traditional Emilia infant-toddler centers and preschools) A curriculum framework will help us to curriculum – the kind you remember from may also offer inspiration for Alberta’s curcreate a common language across programs, grade school, where there are specific learnriculum framework. Each of these curriculum one that respects our diversity and uniqueing outcomes for subjects such as language frameworks is grounded in current theories of ness, but also makes clear the underlying arts, mathematics, science and social studlearning and research and informs responsive values, principles and goals that guide reies. In early learning and child care however, teaching practices. sponsive routines, learning experiences and curriculum is focussed on the uniqueness of interactions with children and families: childhood, considering learning and care with The decision to create a made in Alberta Values are the ideals held by all Alberbroad holistic goals for children’s develEarly Learning and Child Care Curriculum tans, such as fairness, inclusion, and opment, and with the importance of play, Framework is a response to the increasing respect, relationships and family diversity. This is why recognition of the importance of early we call it a curriculum framework, instead of a experience to later development and the Principles are statements that reflect what curriculum. A curriculum framework is broad- significance of the work that you, as child we accept as truths in our work with early ly focussed on the process of our work and the care educators, do to create responsive early learners and their families, such as: “A decisions that we make everyday, rather than learning and care environments for children in child’s life-long health, well-being, learnbeing focussed on the content of children’s centre based child care and family day home ing and behavior are strongly connected learning, as traditional ideas of curriculum of- programs.. to their early childhood experience.” A statement of the values and goals that should guide early childhood centres… an outline of the knowledge, skills, dispositions and values that children at different ages can be expected to master… and guidelines outlining the processes through which children achieve these goals, and how educators should support them (OECD, 2004. P. 11). • • 10 winter 2013 ARCQUE-IVES REPORT • Curricular goals are grounded in research and express what we know to be important for responsive care and optimal learning experiences for young children such as: “Play & Playfulness - Children experience open and flexible environments where exploration and play are encouraged and purposefully planned.” are going to go outside next and reminds him of the big trucks in the sandbox. Noticing that Frank is still holding onto the small car, she asks, “Do you want to save that car on the shelf or in your cubby?” He smiles as he holds her hand and heads towards the coat area to put the car in his cubby. Invisible in this interaction is the tremendous anxiety that Frank often With the implementation of an Alberta experiences in daily transitions. The Early Learning and Child Care Curriculum educator came from a place of knowledge Framework we should feel a shift in our and respect for Frank as she approached understanding of practice – from doing what we do because it feels right and we’ve him, modelled cleaning up the cars and encouraged him to hold onto a treasured always done it that way, to practice that is object, she created ‘gentle’ transition from intentional, grounded in research and that one activity to the exemplifies for ourselves and others what responsive early learning and care for young next for him. She also highlighted children looks like. what was going to happen next (going How will a curriculum outside to play with framework support early trucks) and assured learning and child care him that he could educators? An early learning and child care curriculum save the treasured item (the small car) framework will guide the early learning in a place of his and child care educator as they consider choice, allowing holistic goals for early learning and care in his anxiety to ease. the development of nurturing daily rouThis is an example tines, responsive learning experiences and of the best of what environments, and thoughtful interactions with each child and family. Following is an we already do to support children’s example of the kind of curricular decision learning and making process that might be included in a development curriculum framework. as child care educators. Connected to values of inclusion and reA curriculum spect and the guiding principle: “A child’s framework will help us to build a common life-long health, well-being, learning and language around these kinds of interactions, behavior are strongly connected to their early childhood experience,” an interaction to document and share and reflect on these as the essence of our curriculum planning between a child and a child care educator and to make our thinking visible to others. might unfold in the following way: Frank is playing with the small cars. “Cleanup time” is called by the child care educator. Frank continues to play with the small cars and when the educator approaches, she suggests to Frank that he hold onto one of the cars while she models putting the other cars into the box. Frank uses the one car to drive the other cars into the box. When the cars (except the one in Frank’s hand) are in the box, the educator reminds Frank that they ARCQUE-IVES REPORT Who is creating the curriculum framework? A team of faculty from Grant MacEwan University and Mt Royal University was invited by the Ministry of Human Services, Early Childhood Development Branch to lead this project. The first step is to create a made in Alberta early learning and curriculum framework for child care educators working with children birth to 5 years in centre based child care and family day homes. This framework will build on the emergent program planning process that already guides the practice of many Alberta child care educators. We are using a participatory approach to develop the curriculum framework. Front line child care educators from both centre based programs and family day homes will be involved on the advisory committee, in developing support materials and in piloting the curriculum framework. Summary An Early Learning and Child Care Curriculum Framework will bring clarity to the values and principles of early learning and care in centre-based child care and family day homes in Alberta. It will be designed to enhance the program planning standards in Accreditation. If we do it well, it will deepen and refocus some of the work of accreditation on everyday interactions with children and families, making our work more meaningful and rewarding, as well as more understandable to others. The opportunity for early childhood educators to lead the development of a curriculum framework is significant. It will provide a strong foundation for the goals we share for all children and support us in responsive and reflective practice. The curriculum framework will provide educators with guidelines and reflective questions that support planning daily routines, learning environments and experiences, as we participate with children and communicate with families about significant everyday moments that relate to learning, health and wellness. Footnote: ARCQE looks forward to continuing to share information on this new and exciting initiative in upcoming editions of the ARCQE-IVES Report! winter 2013 11 LandmARCQE P program practices rogressive Academy Day Care and Out of School Care, Edmonton, AB. This dynamic program located in Edmonton, features a team of professionals who are dedicated to providing quality child care to three and four year olds. All four rooms at Progressive Academy are set up to promote exploration and discovery and the staff ensures the programming is child focused and the environment in child centered. The majority of the equipment in the rooms is made of natural materials and there are items from nature integrated throughout. The program designed and of children and then create environments and materials that not only built on their identified interests but encouraged them to think outside the box. constructed unique water and sand tables that allowed children to explore with pulleys, buckets, and balance. Their plan was to first observe and see things through the eyes In every ARCQE-Ives publication a new program will be showcased... if you have a unique program component you wish to share, please contact ARCQE. Take a tour of our “ARCQE” GALLERY... S o often we hear from programs in the sector that they would love to visit other child care programs to get insight and new ideas to inspire their respective agencies. Given child/ staff ratios we know touring other agencies even just down the street is a challenge let alone across the province. That being said, ARCQE coaches and mentors tour 100’s of programs every year and as such witness a wealth of innovative practices daily! So… how do we bring what we have collectively seen to all of you in building critical knowing and learning communities of practice? A picture is worth a 1,000 words… On the ARCQE website [www.arcqe.ca] you will find a tab on our home page titled “photos”. In our effort to give all of you a 12 winter 2013 “window” in on practice in other programs around the province, we are featuring the development of a number of virtual photo albums on various topics… best of all with real life samplings and images that provide creative practice ideas to share with one another! To continue to help us “grow” the provincial ARCQE-gallery we will feature a photo-shoot theme in each upcoming publication whereby we invite you as “community” to submit photos on these seasonal topics… one image of all those received will then be featured in the next publication as a way of introducing and launching the newest photo collection, with all others being featured in a new virtual album on the ARCQE website! In this way, all of you will also benefit from the many great ideas unfolding via a virtual window to practice taking place around the province! In honour of National Child Day, November 20th, 2012 and the date we are launching this first edition of the ARCQEives publication, we are aptly making our first theme, “Honouring Children in Action” and asking that you aim your sights on capturing photos you think best depict this theme… Please remember… any photos featuring children and/or staff will require photo consent before submission so if you are considering submitting photos please ensure you complete the consent form that will be posted on our website under our photo tab! Peek in on... Innovative practice ideas in action around the province! ARCQUE-IVES REPORT Who’s on Board the Members of the Board: Marilyn Boisvert, Chair (Grande Prairie) • Cathy Smey-Carston, Past Chair, (Calgary) Heidi Flaman, Treasurer, (Red Deer) • Manna Middleton, Secretary, (Lethbridge) Ilene Fleming, Director (Edmonton) • Jane Hewes, Director, (Edmonton) Joan MacDonald, Director, (Edmonton) Resource Access Pass (RAP) Members: 93 NOW PROGRAM PARTICIPANTS & GROWING! Passport to Learning (PTL) Members: NOW 59 PARTICIPANTS & GROWING! Staff Members: Corine Ferguson, Executive Director • Cathryn Seifrit, Financial Administrator Beth Arbuckle, Child Care Services Administrator • Laura Brinker, Workshop Coordinator Aradhna Abraham, Virtual Classroom Coordinator • Kelly Jans, Administrative Coordinator ARCQUE-IVES REPORT winter 2013 13 BENCH M- ARCQE Professional Development what is it? And why do I need it? W orkshops, Conferences, In-services, Mentoring, Training sessions and formal study often come to mind when researching professional development. Although these certainly can be some of the activities associated with professional development, so too are the in-depth discussions, problem solving, sharing of ideas and reflecting critically on experiences that take place within our teams. (Child Care Staff: Learning and Growing through Professional Development 2008, p6). Professional development provides opportunities for questioning our own experiences and views (not just simply validating them). It also provides opportunities for us to think critically about the values and assumptions underlying our practice and consider events and situations from different perspectives. It also provides information and knowledge about alternative practices / perspectives at both academic and practical levels which engages us in investigating real life examples in our own settings. Early childhood educators may use a variety of methods for self-study and informal professional development, depending on their individual learning style, needs, and circumstances. Examples include reading professional journals and 14 winter 2013 books; viewing professional multimedia presentations, taking online courses, and participating in staff meetings and in-house workshops; receiving reflective supervision and mentoring by more experienced practitioners; discussing issues with peers and supervisors; visiting and observing in other classrooms; and using professional development websites as well as attending professional development institutes and conferences. For early childhood professionals, ongoing professional development is the key to keeping themselves up to date with advances in early childhood education and care; improve skills and practice, and in so doing enhancing the positive development of the children in their care. Be sure your professional development path is designed to advance both your personal and professional growth! ARCQE offers 4 styles of professional development, that works to support agencies QEP’s and Individual goals. 1) Regional Workshops which allows the participant to meet and mingle with other professionals in their community typically held on a weeknight. 2) On site Workshops allow the staff to share in the learning in the privacy of their own centre, also provides an opportunity to address specific agency goals usually organized for an evening after the centre has closed. 3) Specialized Professional Development Day’s are designed to allow for two workshops which are done in one full day at either a specific professional development day in which the centre is closed or held on a weekend. 4) Our newest are Virtual Workshops which allows participants to log in and learn from anywhere in the province! Provided during morning, lunch hours and evenings. ARCQE’s Passport to Learning, Onsite request applications, Regional registration forms and ARCQE’s workshop menu can be accessed through our website www.arcqe.ca or by contacting me directly at laurab.arcqe@telus.net Laura Brinker Professional Development Coordinator References; Russell A, .2008, Resource Centre Consultant Lady Gowrie Child Centre SA, Learning and Growing Through Professional Development Published by the Professional Support Coordinator Alliance (PSCA) Carter M., 2003, Growing a Vision, Growing Your Staff in Neugebauer B. & R., the Art of Leadership: Managing Early Childhood Organisations, Exchange Press Redmond, WA ARCQUE-IVES REPORT MEET OUR COACHES Lois Jardine (Region 01) Nikki Grunwald (Region 02) Monica Kirk (Region 03) Jessica Popp (Region 03) Heather Howard (Regions 03 & 04) Laura Mihailides (Region 06) Dorothy Commandeur (Regions 05-09) Q. What is the ARCQE Coach’s role? A. The Coach’s role is to provide Child Care Centres, Family Child Care and Outof-School Care Agencies opportunities to enhance their practice with children and families. This is accomplished by providing support to programs and agencies working on the Accreditation process, providing workshops and coaching of best practice strategies to caregivers, consultants, providers and staff. They also work to personalize supports to meet both program and caregiver needs of the child care sector. Q. How do I access assistance with the Accreditation self study process? A. Currently ARCQE provides an array of support to programs working on the Accreditation process. This includes assistance with Checklist support, writing Quality Enhancement Plans, and program/ agency Portfolios. Currently Out of School Care programs if new to the process are eligible to receive 20 hours of sponsored support by way of the technical assistance contract ARCQE holds with the Human Services ministry. Otherwise, ARCQE also provides support to child care and family child care programs working on accreditation or re-accreditation which can be contracted individually by programs on a fee for service basis. To find out more about services available contact ARCQE’s Child Care Services Administrator – Beth Arbuckle at 780-421-4930. Q. Where do I find the forms to complete my annual report for Accreditation? A. The forms are located on the AELCS website – www.aelcs.ca, under the heading Child Care Centres and then under the tab “forms” – the same information is located ARCQUE-IVES REPORT ARCQEAID under the heading Family Child Care and Out of School Care. If you need assistance with the development of your Annual report – ARCQE Child Care Coaches and mentors are available to assist you with this process on a fee for service basis. If you do not as of yet have an ARCQE Coach contact the Child Care Services Administrator as noted above. Q. I would love see how other programs organize their environments but I am unable to leave my program due to ratios, etc – any suggestions? A. Did you know ARCQE has a photo gallery on their website – www.arcqe.ca? Check out the array of albums featured on Creative Play Environments in Family Child Care, Infant rooms and Outdoor play spaces, and many more- all of which have been generously shared by members of the child care sector across Alberta and highlighted as a resource to the community via ARCQE’s website! This is a tremendous free resource sure to generate many innovative and creative ideas for programs and agencies. Q. Dear Coach… Our program is looking for increased evidence relating to health & hygiene practices to support our Accreditation Portfolio. Is there a workshop for my staff regarding hand washing? A. Yes, ARCQE and Alberta Health Services have been working in partnership to offer the newly revised “Do Bugs Need Drugs” workshop series, with one of the components of the series focusing solely on hand washing. If you would like to book it for your program please contact ARCQE’s Program Delivery Specialist – Laura Brinker at 780-421-4930. Q. Dear Coach; I am a program administrator interested in professional development that addresses leadership. Does ARCQE currently have any support specifically for Administrators on this topic? A. ARCQE currently has a workshop called “Leading People the Right Way”; this workshop is designed for leaders at all levels within the child care field who wish to enhance their skills in leading their organization towards continuous quality improvement. Accreditation standards are reflected as part of the leadership series. This workshop will be delivered as a full-day training session with the potential of on-site expansion – based on your organization’s individual needs - to book this workshop, please contact Laura Brinker – Program Delivery Specialist at 780-421-4930. Also, if you are in a region that currently has Director’s Groups and/or Sector meetings, another possibility might be to organize a regional Leadership Series where ARCQE can tailor modules for your group every other month or so in lieu of regular meetings as a way to provide P.D. Q. Does my program have to be involved in the Accreditation process to access ARCQE’s services? A. No, programs do not have to be in the Accreditation process to access support from ARCQE. ARCQE is an agency dedicated to providing technical assistance to the Early Learning and Care Service sector through provision of supporting quality and building capacity to those it serves. Any program or agency providing services in support of children 0-12 years of age and their families can contact ARCQE for support and assistance. Types of programs/ agencies accessing ARCQE services include: child care, family child care, out of school care, playschools, ECS programs, parent link centres, elementary schools, Director’s groups, even suppliers and consultants such as Discovery Toys! winter 2013 15 Naturally Inspired building blocks! NEW Bamboo Building Blocks Designed to help preserve Earth’s resources, the blocks are made of rapidly renewable bamboo that is both durable & lightweight— making them perfect for block play. And the pieces come in a variety of imagination-inspiring shapes, including natural-looking columns, roofs, bridges and more. Nature Blocks Bring the great outdoors right into the classroom—with all-natural wood blocks crafted to retain the look and feel of real branches! Children can build natural-looking structures and towers, examine textures & knots—even count tree rings. Plus, the blocks are carefully sanded, so they’re smooth and safe for little hands. The set includes 36 blocks, all proportioned for frustration-free building. For more information contact Marcel Gagne marcel@wintergreen.ca 16 Exclusively Check out WINTERGREEN.ca and see our full line of Block Play items and Manipulatives! www.WINTERGREEN.ca • 1-800-268-1268 winter 2013 ARCQUE-IVES REPORT