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