Early Childhood Development Training Evaluation
Final Report
October 2011
Prepared by Lutra Associates Ltd., Yellowknife with Dr. Jessica
Ball, University of Victoria, School of Child and Youth Care.
TABLE OF CONTENTS
PAGE
Executive Summary
i
1. Introduction
1
2. The Evaluation
2
Scope
2
Methodology
4
Literature and Internet Review
4
Instrument Design, Testing, and Administration
5
Limitations
7
3. Early Childhood Training in Canada
9
An Overview
9
Credentialing and Occupational Standards
12
Selected Program Profiles
13
Best Practice Trends – Content and Delivery
15
4. Views of Early Childhood Students, Practitioners, and Education Leaders
in the NWT
21
4.1 The NWT’s Early Childhood Workforce
21
Education and Training of Early Childhood Practitioners
21
A Qualified Early Childhood Practitioner
23
Skills and Competencies Sought by Early Childhood Employers
25
Changes in the Skills and Competencies Required by Early Childhood
Employers
27
Demonstrating and Measuring Skills and Competencies
29
Occupational Standards
32
Attrition of Early Childhood Staff
33
Addressing the Attrition of Early Childhood Practitioners
36
Recommended Actions to Increase and Retain Early Childhood
Practitioners
4.2 Training an Early Childhood Workforce
38
40
Training to Meet Early Childhood Needs
40
Early Childhood Training Barriers and Supports
42
Training the Existing Early Childhood Workforce
46
Training to Meet Aboriginal Language and Cultural Needs
48
Occupational Standards and Training
52
Prior Learning Assessment and Recognition (PLAR)
53
Improving Early Childhood Training
54
Early Childhood Training Delivery
60
Recommended Changes to Early Childhood Training
63
5. Moving Forward
68
Appendices
A: References
75
B: Research Instruments
77
C: Interviewees
91
D: Summary of Child Care Human Resources Sector Council Occupational
93
Standards
E: Selected Program Profiles
96
#1: Early Childhood Development Program, Aurora College
96
#2: First Nation Partnership Programs, University of Victoria
103
#3: Aboriginal Early Childhood Education Certificate and Diploma Program,
Nicola Valley Institute of Technology
#4: Early Childhood Education Program, Native Education College
112
118
#5: Aboriginal Early Childhood Education Partnership Program, College of New
Caledonia
#6: Early Childhood Education, Northwest Community College
123
129
#7: Early Childhood Development Program, Early Childhood Development
Virtual University
137
#8: Indigenous Early Childhood Educator Apprenticeship Program,
Northwest College of Applied Arts and Technology
#9: Child and Youth Care First Nations, Vancouver Island University
143
145
#10: Child Development Practitioner Apprenticeship Program, Canadore College 151
Final Report: October 2011
Executive Summary
The Government of the Northwest Territories Department of Education, Culture and
Employment (GNWT ECE) is updating the Early Childhood Development Framework for
Action and Action Plan (2001). Early childhood development programs serve children six
years of age and younger and their families. They include child care centres, day homes,
family resource centres, preschools, kindergartens, and head start programs. Quality
early childhood programs need skilled early childhood practitioners.
This evaluation was commissioned to:
1. Determine if the current early childhood education delivery model and the
Aurora College Early Childhood Development Program (ECDP) are meeting the
needs of students, parents, children, and communities in the NWT, and
2. Learn about other models, content, and best practice trends in education delivery
to remote Aboriginal communities.
Almost 120 early childhood students, practitioners, educators, and leaders participated
in the evaluation. Ten profiles were prepared of early childhood training programs.
These profiles describe innovative and diverse approaches and practices to training
early childhood practitioners in Aboriginal communities.
While the evaluation faced several limitations, the high degree of consensus and
experience with the Aurora College ECDP mitigates issues of validity and credibility.
Findings
There are three main types of early childhood practitioners in the NWT:
1. Baccalaureate trained professionals,
2. Older women who have a commitment to the care of children but often little formal
training, and
3. Unskilled workers who turn over regularly and who represent about half of the
workforce in any given early childhood program.
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The demand for trained early childhood practitioners in the NWT exceeds the supply.
Demand is especially great for qualified practitioners who are skilled in Aboriginal
language and cultural instruction, and working with young children with special needs
and those experiencing trauma.
In eight Canadian jurisdictions early childhood practitioners must have postsecondary
credentials, adhere to occupational standards, and be registered to work in early
childhood settings. In the NWT, no training or registration is required to work in the
early childhood field. The absence of these requirements negatively impacts on the
ability to provide quality early childhood programming throughout the NWT.
Attracting, retaining, and training northerners for early childhood work is also
challenged by:
Low wages and benefits,
Lack of pay scales that recognize skills and knowledge,
Job and family responsibilities,
Too few appropriate training opportunities particularly at the community level,
Low literacy levels,
Past educational experiences,
Lack of job security,
The low value placed on early childhood work,
Too little promotion of early childhood work and training,
Workplace demands and stress, and
Lack of capacity among early childhood employers to assess and support the
development of practitioner’s skills.
Most practitioners seek training after they have a job in early childhood. Early
childhood employers are a main source of information on training. Early childhood
practitioners benefit from, and are attracted to training because it helps them to:
Help children be successful,
Feel more comfortable/confident to work with young children,
Get more skills and knowledge,
Have more self-esteem,
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Better manage workplace demands and stress, and
Build stronger networks.
Employed early childhood practitioners seek training through various organizations
including the Aurora College’s distance education Early Childhood Development
Program (ECDP). The ECDP graduates an average of four certificate level practitioners
each year and has an estimated annual enrolment of 35. The ECDP enables practitioners
to learn while working and improves their confidence and abilities. The ECDP’s
strengths are its:
Broad appeal to students from a variety of backgrounds,
Transferability of credits, and
Instructor/tutoring supports.
In some cases, ECDP students including graduates may not be applying their
skills/knowledge in the workplace. Further, the ECDP does not prepare individuals to
help young children acquire strong Aboriginal language and cultural skills. It is unclear
whether the ECDP trains practitioners to national occupational standards.
Several changes were recommended to improve early childhood training in the NWT,
including:
Integration of Aboriginal language and cultural perspectives,
More emphasis on occupational standards in the training curriculum,
More varied use of technologies,
More regional workshops and intensive summer sessions,
Regulatory and accountability frameworks,
More partnerships,
More attention to student supports, and
Implementation of prior learning assessment and recognition (PLAR).
Guidance for change can be taken from the ten early childhood training programs
reviewed for this evaluation.
Language and Culture: The University of Victoria’s First Nation Partnership
Programs for early childhood training follow a bi-cultural model that integrates
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indigenous and Western theory and methods. The involvement of Elders and
other community partners enhances cultural and language relevance. The British
Columbia Registry of Early Childhood Educators recognizes First Nation
perspectives and content in training curriculum and the work of practitioners.
Language Acquisition: Early childhood training programs don’t seem to have
courses focusing on language acquisition. Courses offered by the Native
Education College and College of New Caledonia address language acquisition
within other courses dealing with language.
Delivery Modalities: Distance (video and teleconferences, web-based and real
time on-line), classroom, presentations, seminars, workshops, and practical
fieldwork are examples of the multi-mode delivery formats used by some
programs serving remote, First Nations communities. Partnerships are a way to
vary and expand delivery modalities, enhance the curriculum, achieve cost
efficiencies, and maximize student success. Training programs in British
Columbia are exemplary for their partnership practices.
Training Standards: Eight Canadian jurisdictions register and certify early
childhood practitioners. Common requirements enable practitioner mobility
among these jurisdictions. Provincial registries monitor early childhood
curricula to ensure that standards/requirements are met. Some registries also
recognize Aboriginal expectations and values as well as national occupational
standards. The British Columbia Aboriginal Child Care Society is an effective
advocate for the inclusion of Aboriginal perspectives.
Measures to Increase and Retain Qualified Practitioners: Early childhood
training programs tend to work closely with community partners and
employers, and provide mentorships and laddering opportunities within the
field to increase and retain qualified practitioners. Northwest Community
College and the First Nations Partnership Programs are good examples of these
efforts. Linking early childhood, cultural and language training through a
common curriculum as has been done by the College of the Rockies also has
potential to support recruitment and retention strategies.
Overcoming Barriers and Providing Supports: Early childhood training
programs seek flexibility and compatibility with community schedules. They
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often look to Elders, role models, and community partners to help students
overcome barriers to training. These relationships help students to succeed.
The evaluation puts forth 16 recommendations in five areas to improve the quality of
early childhood training in the NWT. Many of these recommendations were also made
in research conducted in 2007 (Wright).
1. Investment
It is recommended that:
1. the GNWT Department of Education, Culture and Employment continue to
invest in the Aurora College Early Childhood Development Program.
2. the GNWT Department of Education, Culture and Employment and Aurora
College work with early childhood practitioners to establish a professional early
childhood association.
2. Policy and Process
It is recommended that:
3. the GNWT Department of Education, Culture and Employment establish
standards for early childhood practitioners that reflect both national
occupational standards and Aboriginal perspectives and interests.
4. the GNWT Department of Education, Culture and Employment establish
processes for credentialing and registering early childhood practitioners that are
supportive to existing early childhood staff and compatible with processes in
other Canada jurisdictions.
5. the GNWT Department of Education, Culture and Employment establish
regulations to ensure fair and equitable treatment of registered early childhood
practitioners in the NWT.
6. the GNWT Department of Education, Culture and Employment establish and
support the implementation of a standard NWT-wide pay structure that
recognizes varying levels of early childhood practitioner education and training.
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7. Aurora College establish criteria and train assessors to implement PLAR in the
ECDP and provide supports for students to help them demonstrate prior
learning.
3. Program Design and Delivery
It is recommended that:
8. the GNWT Department of Education, Culture and Employment and Aurora
College work together to enhance the ECDP curriculum to: integrate Aboriginal
culture, language and worldviews, improve practitioners’ ability to respond to
children with special needs and those dealing with trauma and stress; reflect
early childhood standards; and strengthen mentoring and supervision of
practitioners.
9. Aurora College expand the use of technologies in the ECDP program beyond
teleconference to include on-line chat/study groups, video conferencing, and
Skype/videoconferencing. Further, Aurora College should offer more face to face
regional and intensive learning opportunities to encourage in-depth discussion
and practical application of theory and best practices, and provide more
opportunities to acquire course credits and garner onsite support.
10. Aurora College investigate partnerships with various groups involved in
training early childhood practitioners to share the delivery of the Early
Childhood Development Program curriculum.
11. the GNWT Department of Education, Culture and Employment and Aurora
College work together to investigate ways to link ECDP with the Aboriginal
Language and Culture Instructor Program (ALCIP) and Teacher Education
Program (TEP).
12. the GNWT Department of Education, Culture and Employment and Aurora
College work together to put student supports in place to address the issues that
prevent northerners from enrolling in early childhood training.
4. Promotion
It is recommended that:
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13. the GNWT Department of Education, Culture and Employment and Aurora
College work together to promote the value and importance of skilled early
childhood practitioners and quality early childhood programs.
14. the GNWT Department of Education, Culture and Employment and Aurora
College work together to promote the Early Childhood Development Program to
potential students, highlighting the supportive nature of instructors/tutors and
the benefits of training, professional development, and networking.
5. Monitoring and Evaluation
It is recommended that:
15. the GNWT Department of Education, Culture and Employment and Aurora
College work together to develop an evaluation framework for the ECDP and
annually account to the public on the performance of the Program.
16. the GNWT Department of Education, Culture and Employment and Aurora
College work together to monitor and share information with various groups
related to the implementation of recommendations made in this evaluation.
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1. Introduction
The Government of the Northwest Territories (GNWT) 2001 Early Childhood Development
Framework for Action and Action Plan envisioned that NWT children would be born
healthy and raised in safe and respectful families and communities that support their
development to their fullest potential. Quality early childhood education and care are
central to achieving this vision.
Early childhood education and care are provided in a diverse array of settings in the
NWT. Child care facilities, community centres, family resource centres, libraries,
schools, medical and social services facilities, and private homes are some of these
settings. In 2010, there were approximately 120 licensed early childhood programs in
the NWT.1 The majority of early childhood programs are located in Yellowknife and
regional centres. Many small, isolated, predominantly Aboriginal communities in the
NWT have few, if any, early childhood education and care programs/services. Even if
early childhood education and care programs are available, they may lack the resources
necessary to deliver quality services.
The GNWT Department of Education, Culture and Employment (ECE) is updating the
Early Childhood Development Framework for Action and Action Plan. ECE recognizes that
quality early childhood programs and services that are accessible and relevant to all
northerners require skilled workers. To continue to improve the quality of early
childhood education and care experiences, ECE called for this evaluation of early
childhood training. ECE contracted with Lutra Associates Ltd. of Yellowknife to
conduct the evaluation. Lutra Associates Ltd.’s evaluation team was comprised of Lois
Little, Sandy Auchterlonie, Amanda Mallon, and Dr. Jessica Ball.
1
Education, Culture and Employment. Request for Proposals – Evaluation of Early Childhood Development
Training. November 2010.
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2. The Evaluation
The evaluation had two goals:
1) To determine if the current early childhood education delivery model and the
Aurora College Early Childhood Development Program (ECDP) are meeting the
needs of students, parents, children, and communities in the NWT.
2) To learn about other training models within the NWT and in other Canadian
jurisdictions, the content of other early childhood training programs, and best
practice trends in educational delivery to remote Aboriginal communities.
Four objectives were established to achieve these goals:
1) Conduct an environmental scan of early childhood training programs,
particularly those with an Aboriginal focus and in western Canada.
2) Research postsecondary and other early childhood training across the country.
3) Exam the qualifications of early childhood staff.
4) Evaluate the existing early childhood development training program in the
NWT.
Scope
The scope of work was shaped by the following 15 questions set out in the Request for
Proposals.
1. Does the current early childhood development training program provided in the NWT
produce graduates who meet occupational standards identified in the Canadian Child
Care Federation’s Occupational Standards for Child Care Practitioners?
2. Does the current early childhood development training program provided in the NWT
meet the unique learning needs of residents of the NWT?
3. How are early childhood development training programs in other jurisdictions delivering
training based on the language and culture of local communities?
4. How are early childhood development training programs in other jurisdictions delivering
an adult language acquisition component to their training programs?
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5. Given the internet technology restrictions in the NWT, what are practical modalities to
expand distance learning in early childhood development training beyond
teleconferencing? What are examples of other modalities utilized in other jurisdictions?
6. Is the NWT training enough early childhood education graduates to meet staffing needs
of early childhood education and care facilities? Are graduates of the Aurora College
certificate ECDP seeking further education in the field of early childhood education and
care (i.e. diplomas, bachelors and postgraduate degrees)?
7. What proportion of early childhood education and care staff in the NWT have completed
either a diploma (two year) or certificate (one year) training from an accredited early
childhood development training program in the NWT or another jurisdiction?
8. What is the attrition rate of early childhood education and care staff from the field in the
NWT? Where are early childhood education and care staff seeking alternate
employment/training?
9. Can early childhood education and care staff working in the NWT who have not
completed early childhood development training from an accredited early childhood
development training program demonstrate the core knowledge, skills, and abilities
required to perform the job in a competent fashion and following the standards of ethical
practice expected in the occupation?
10. What are the methods to measure the competencies of early childhood education and care
staff who have been working in early childhood education and care without training from
an accredited early childhood development educational facility?
11. Are individuals working in the early childhood education and care field or who are
interested in working in the field in the NWT aware that recognition of prior
learning/work experience can be obtained toward diploma/certificate credits from an
accredited early childhood development training program?
12. What are the training standards in early childhood development education, including
field placement and coursework pertaining to the management of early childhood
education and care facilities across Canada and in the top three Organization for
Economic Cooperation and Development (OECD) rated international countries?
13. What changes are recommended to increase and retain the number of qualified early
childhood education and care staff in the NWT? Is there a jurisdiction in Canada that has
successfully implemented measures to address this issue, what are the measures and what
is the success of the measures?
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14. What changes are recommended to improve the quality of early childhood training in the
NWT?
15. What barriers/supports exist in the NWT to assist prospective students in accessing
training in the NWT or other jurisdictions in the field of early childhood education and
care?
The evaluation was conducted under the guidance of a Working Group made up of
individuals from Education, Culture and Employment (ECE), Health and Social
Services (H&SS), Aurora College, the NWT Literacy Council, Inuvialuit Regional
Corporation (IRC), and community-based early childhood programs in the NWT. Three
members of the Working Group brought Aboriginal perspectives but unfortunately
these individuals either did not attend or participated very little in the six meetings
held. The Working Group provided feedback on contextual/background information,
draft program profiles, and research instruments. The research contributing to this
evaluation is licensed under the Aurora Research Institute of the NWT.
Methodology
An appreciative inquiry approach shaped research and analytical methods. This
approach affirms and builds on the best qualities of early childhood development
training particularly related to being community-based, and inclusive and respectful of
human rights and dignity, and Aboriginal perspectives and cultural knowledge.
Following this approach, both a literature and internet review and primary research
were undertaken.
Literature and Internet Review
A review of pertinent literature and internet materials provided:
1. The context for developing primary research instruments,
2. Information to select and draft profiles of relevant early childhood training
programs including the Aurora College Early Childhood Development Program,
and
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3. Information to assist in the analysis of findings in light of the main evaluation
objectives and questions.
The review focused on documentation related to early childhood training programs that
seek to respond to similar social, cultural, and remote geographic circumstances as
those found in the NWT. A summary of the literature and internet materials reviewed
and selected program profiles are provided in the next chapter. Main references are
listed in Appendix A.
Instrument Design, Testing, and Administration
Three primary research instruments were designed and tested, then reviewed and
revised by the Working Group.
1. An interview guide targeted representatives of early childhood training
programs in other jurisdictions. The guide was accompanied by a draft program
profile developed from published information.
2. An interview guide targeted NWT informants including selected Aurora College
staff/contractors, early childhood policy makers and program developers,
directors/coordinators of licensed early childhood programs/services, and
individuals who are/were students of the Aurora College ECDP.
3. A structured questionnaire designed for self-administration, targeted past and
current early childhood students and practitioners.
Over the course of the evaluation, a fourth instrument, a focus group guide, was
developed. The focus group guide was a condensed version of the interview guide for
NWT informants. The research instruments are appended (Appendix B).
The process of designing and testing research instruments occurred over a protracted
period mainly due to the need to build consensus within the Working Group about:
1. Inquiry that targeted early childhood training programs in general rather than
the Aurora College Early Childhood Development Program specifically, and
2. Expanding the survey beyond students of the Aurora College ECDP to include
all early childhood practitioners in the NWT and the methods to do this.
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Research instruments were tested in face to face sessions in Yellowknife, Ndilo, and
Dettah, and electronically among a small number of early childhood practitioners in
other NWT communities.
Individuals invited to participate in the evaluation were mainly recommended by
Working Group members. The protocol for engaging informants was to:
Contact potential informants by telephone or e-mail, and provide (via fax or email) an introductory letter and the pertinent research instrument. If an
individual/group was unable or unwilling to participate due to the method
proposed, researchers offered optional ways for the individual to engage in the
evaluation.
Inform all individuals invited to participate that their contributions would be
confidential and not attributed to them in the report. Persons participating in
focus groups were asked to hold the views of others in confidence.
On-site interviews were conducted in Yellowknife, Ndilo, Dettah, Behchoko, Fort
Smith, and Inuvik. All other interviews were conducted via telephone. Individuals
participating in interviews and focus groups are listed in Appendix C.
The self-administered student/practitioner questionnaire was e-mailed or faxed to
managers/supervisors of all licensed early childhood programs for distribution to staff.
The evaluation team has no way of knowing whether all staff of licensed early
childhood programs had an opportunity to participate. Questionnaires were also
distributed in three training sessions led by the Coordinator of the Aurora College
ECDP - one in each of Yellowknife (May 5-6th), Inuvik (May 14-15th), and Hay River
(June 11-12th). Fourteen (or 20% of the total) questionnaires were completed in these
training courses/workshops. Although data from these questionnaires may represent a
bias in favour of the Aurora College ECDP, responses on these questionnaires did not
differ significantly from the views of other early childhood practitioners/students
completing questionnaires.
In total 119 people participated in the evaluation through in-depth interviews, focus
groups, and completed student/practitioner questionnaires. These participants were:
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73 students and early childhood practitioners who completed questionnaires. Of
these individuals, 59% had participated in Aurora College courses or workshops
or in training in the Tlicho Region (3%); 27% had no training; and 11% had
training from a southern Canadian jurisdiction or Yukon College.
41 individuals in the NWT participated in interviews or focus groups.
5 individuals from other early childhood training programs in Canada
participated in interviews.
Participation was impacted by the condensed timeframe for field work which resulted
from the challenges involved in achieving consensus about the research instruments
and target groups. Although the evaluation project began in late January, field work did
not commence until May and a preliminary report was issued in late June. The late
start-up of the field work limited the time available to contact and gain commitments to
participate from potential informants prior to the summer season when most training
institutions are less active and many early childhood programs are closed.
Limitations
There are several limitations associated with this evaluation. Readers should be aware
that:
No evaluation framework exists for the Aurora College’s Early Childhood
Development Program. Expected outcomes/outputs are unknown. Clear
outcomes/outputs along with consistently reported performance measures
would enable a more robust evaluation.
Little background documentation was available on the Aurora College’s ECDP
beyond information in the annual program calendar and a proposal for
integrating Aboriginal language and culture (Wright, 2007). An end of year
activity report was provided to the evaluation team after the draft final report
was issued. The absence of program documentation limited the ability to verify
information provided through primary research.
The evaluation team did not have access to recent, relevant program evaluations,
specifically evaluations of the Aurora College Teacher Education Program (TEP)
and the Aboriginal Language and Cultural Instructor Program (ALCIP). Lack of
access to these evaluations limited the opportunity to learn from these
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experiences and discuss opportunities to develop relationships with these two
programs, as suggested in the literature and by some NWT informants.
For confidentiality reasons, the evaluation team did not have access to a
complete list of persons who had enrolled in Aurora College’s ECDP since 2004.
Lack of access to this information limited the degree to which statements could
be made or primary information verified with respect to program outputs.
Similarly, it was not possible to determine the extent to which the student/
practitioner questionnaire captured persons who had been exposed to the
program. Further, persons who left the program without graduating and/or
persons with program experience who are not working in the early childhood
field may be under-represented in the evaluation.
There is no comprehensive listing of unlicensed child care facilities. As such,
early childhood staff in these facilities were not included in the student/
practitioner survey.
The above factors pose serious limitations with respect to the extent to which the
effectiveness of the Aurora College Early Childhood Development Program could be
evaluated, particularly in terms of achieving educational outcomes, meeting labour
force/community needs, or cost effectiveness. Issues of credibility and validity that may
be associated with this evaluation were to a large extent mitigated by:
The high degree of consensus among individuals participating in the evaluation.
The informed perspective brought by the large number of early childhood
students and practitioners with training and/or experience with the Aurora
College ECDP.
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3. Early Childhood Training in Canada
This chapter draws mainly from published and internet references to provide an
overview of early childhood training programs in Canada, occupational standards,
selected program profiles, and best practice trends for program content and delivery
appropriate to remote, Aboriginal communities.
An Overview
Early childhood programs serve children six years of age and younger and their
families. They include child care centres, family day homes, family resource centres,
preschools, kindergartens, and head start programs. The demand for early childhood
programs in the NWT is high in part due to the:
More that two-thirds (68%) of women who work outside the home.
Large number of single parent families. In 2006, 21.4% of families in the NWT
were headed by a lone parent.2
Number of families and children who live with low income. In 2006, 22% of
NWT families had incomes below $35,000.3
The NWT’s young population also drives the demand for early childhood programs. In
2009, approximately 38% of the population was 24 years of age or younger and 10%
were six years of age or younger. It is estimated that only one-fifth of young children
attend licensed child care facilities.4 A 2006 survey of a sample of licensed child care
facilities in most NWT regions5 found that facilities tend to operate at full capacity and
two-thirds have waiting lists (Lutra Associates Ltd., 2006).
Another factor driving the demand for quality child care and early childhood programs
is the growing body of research and public awareness of the relationship of early
childhood experiences and life outcomes including educational successes and socioeconomic safety and security. Early childhood programs can foster physical, cognitive,
2
NWT Bureau of Statistics
ibid.
4
Request for Proposals – Education, Culture and Employment, November 2010.
5
All regions participated except the Tlicho Region.
3
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social, and emotional development and positively influence circumstances later in life
(Wilkinson and Pickett, 2009). In the NWT, quality early childhood programming is
seen as a way to help:
Narrow the academic achievement gap between Aboriginal and non-Aboriginal
students, and between students in small and large communities.6
Address stresses associated with poverty, family conflict, and disruption in the
home that may impact on the healthy development of young children. For
example, a recent report stated that ‚any effort to address poverty must include
quality, accessible, affordable and reliable child care and early childhood
development options‛ (Alternatives North and YWCA Yellowknife, p. 19, 2010).
While the need and demand for quality child care and early childhood programs are
high in the NWT, there is unequal access to these programs across the territory. Access
to quality early childhood programs is impacted by several factors including the
availability of skilled practitioners.
Early childhood practitioners in the NWT are required to complete a criminal records
check and have First Aid (including CPR) certificates. They are not required to have
completed an early childhood training program. Education, Culture and Employment
estimates that 70%-80% of workers in licensed early childhood facilities in NWT have
not completed training.7 Estimates of the number of trained early childhood workers are
consistent with previous research. For example in 2000, approximately 29% of early
childhood educators and assistants in the NWT had achieved an early childhood
certificate or diploma (Beach and Costigliola, 2004). A 2005 survey of licensed facilities
in the NWT found that only 26% of staff had achieved an early childhood certificate or
diploma and 18% had no early childhood training (Lutra Associates Ltd., 2006). In the
same survey, it was reported that more than three-quarters of licensed child care
facilities provided some professional development for their staff but only 27% of child
care staff had completed some early childhood courses and approximately one-quarter
had completed an early childhood certificate or diploma program (Lutra, 2006). But
6
Early childhood programming and child care are a focus of the GNWT Education, Culture and Employment’s
Aboriginal Achievement Initiative.
http://www.ece.gov.nt.ca/Whats_New/ASA%20Interim%20Report%20May%202011%20final.pdf
7
Estimates provide in response to questions about the November 2010 Request for Proposals issued by ECE.
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early childhood staff may have other skills. For example, the Lutra survey found that
45% of early child care workers speak an Aboriginal language.
A Canadian study reported that factors impacting the development of an early
childhood workforce are not improving across the country nor is the quality of
programming (Canadian Resource and Research Unit, 2006). Uncertain or weak public
policy and financial support result in a patchwork of early childhood programming and
initiatives to support practitioners, the central players in quality programming. In the
NWT early childhood programs and staff are challenged by a lack of training
opportunities at the community level, costs, and low literacy levels. A 2003 report also
identified job and family responsibilities and lack of plans to stay in early childhood as
barriers to training as well as to early childhood practitioner recruitment and retention
(Education, Culture and Employment, 2003). A later report found that low pay was the
main factor contributing to turn-over of early childhood staff (Lutra, 2006). The same
research found that the average tenure of child care staff was 24.5 months.
In 2006, the average employment income in the NWT was $47,856 but a survey of
licensed NWT early childhood facilities found that centre-based programs paid their
staff a full-time equivalent of approximately $30,990 annually (Lutra, 2006). In 2008, the
Manitoba Child Care Association issued a market competitive salary scale for early
child care practitioners. In that province, a competitive rate for a level one or entry level
practitioner was $32,386 annually and $36,434 for an experienced level three
practitioner.
A recent anti-poverty report in the NWT said that ‚training and adequate pay for early
childhood workers are needed. The Aurora College training program needs to be
streamlined to increase the number of qualified early childhood workers‛ (Alternatives
North and YWCA Yellowknife, p. 30, 2010). The report seems to suggest that greater
efforts are needed to engage northerners in training and to ensure their success. The
2006 Lutra report recommended that education and training opportunities for early
childhood staff be provided in the community and that financial supports be available
to backfill positions while staff are in training.
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Credentialing and Occupational Standards
Credentialing refers to the practice of documenting an individual’s qualifications and/or
competency in order for them to practice their profession. The certification and
registration of early childhood practitioners are provincial/territorial jurisdictional
responsibilities. In Canada, there are eight provinces/territories that certify/register
persons seeking to work in the child care sector (Child Care Human Resources Sector
Council, no date).8 There is no national certification system or body for early childhood
practitioners but through the Agreement on Internal Trade, the eight provinces/
territories recognize each others’ certification programs. This facilitates mobility and
credential recognition across jurisdictions. Currently, there is no early childhood
practitioner registration/certification in the NWT.
The eight Canadian jurisdictions registering early childhood practitioners require
postsecondary credentials. They may also require other certification. The three main
types of credentials required to register/certify early childhood practitioners are:
1) A certificate, diploma, or degree from a recognized postsecondary institution,
2) A license, certificate, or registration with a government or other regulatory body,
and
3) Industry recognized certification (Child Care Human Resources Sector Council,
2009).
Prior learning assessment and recognition (PLAR) is a process that helps individuals
reflect on, identify, organize, and describe their lifelong and life-wide learning. This
record of learning can be presented in a way that others can recognize and value.9 PLAR
can be used in early childhood practitioner credentialing processes. Most often PLAR is
used to assess individuals without formal postsecondary education in early childhood,
individuals with related postsecondary education, or those with international
credentials. The literature urges the use of a variety of methods to assess competencies
in a PLAR process (Child Care Human Resources Sector Council, 2009).
8
Newfoundland and Labrador, Prince Edward Island, Ontario, Manitoba, Saskatchewan, Alberta, British Columbia
and Yukon.
9
http://www.priorlearning.ca/
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Occupational standards describe what an individual working in a particular job must
know and be able to do to be considered ‘capable’ (e.g. level of skills and knowledge
required to do their job effectively, safely, and properly) (Child Care Human Resources
Sector Council, 2010). Occupational standards for early childhood educators are not a
legislated requirement in the NWT but they are a valuable resource. Standards can
inform job descriptions, performance appraisals, training curriculum, professional
development needs, licensing requirements, and other factors related to quality early
childhood programs/services.
Occupational standards developed in 2003 for child care practitioners were updated in
2009 to reflect current roles and responsibilities. A summary of these standards
developed by the Child Care Human Resources Sector Council is attached in Appendix
D. In the NWT, GNWT’s early education consultants provide information on
occupational standards to early childhood programs but there is no formal requirement
to implement them.
Child Care Human Resources Sector Council standards mainly reflect mainstream/
dominant cultural values. Aboriginal communities and organizations in Canada have
long advocated for early childhood competencies to include cultural knowledge and
relevant life experiences. Culturally-specific competencies would include an ability to
support the cultural identity of the child, use and teach the child’s mother tongue, and
encourage active parent and grandparent involvement to enhance the pursuit of
culturally specific goals for child development. The British Columbia Aboriginal Child
Care Society is a strong advocate for the inclusion of culturally-relevant competencies in
occupational standards.
Selected Program Profiles
Ten early childhood training program profiles were developed through a literature and
internet review and interviews with program personnel. The profiles are a sample of
education and training programs that primarily serve rural/remote populations,
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Aboriginal communities, and deal with challenges similar to those experienced in the
NWT. The programs profiled are:
1. Early Childhood Development Program, Aurora College. Based in Fort Smith,
NWT but offered as a distance learning course.
2. First Nations Partnership Programs, University of Victoria. Community-based
partnerships with seven First Nation communities/organizations in British
Columbia and two in Saskatchewan.
3. Aboriginal Early Childhood Certificate and Diploma Program, Nicola Valley
Institute of Technology. Onsite delivery in Merritt, British Columbia and
community-based delivery through partnerships mainly with First Nations.
4. Early Childhood Education Program, Native Education College. Onsite in
Vancouver and by contract in other locations in British Columbia.
5. Aboriginal Early Childhood Education Partnership Program, College of New
Caledonia. Based in Prince George, British Columbia but offered as a blended
and distributed distance learning program in conjunction with BC Campus
(online support services), Nicola Institute of Technology in Merritt/Vancouver,
Yukon College in Whitehorse, and Northern Lights College in smaller BC
communities such as Chetwynd, Fort Nelson, and Fort St. John.
6. Early Childhood Education, Northwest Community College. Onsite in Terrace,
BC and through distance education.
7. Early Childhood Development Program, Early Childhood Development Virtual
University. Distance and onsite delivery in various African and Middle East
countries.
8. Indigenous Early Childhood Educator Apprenticeship, Northern College of
Applied Arts and Technology. Onsite at Haileybury, Moosonee, Kirkland Lake,
and Timmins, Ontario.
9. Child and Youth Care First Nations, Vancouver Island University. Onsite at the
Cowichan Campus in Duncan, British Columbia.
10. Child Development Practitioner Apprenticeship Program, Canadore College,
North Bay. Primarily based in the workplace.
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These profiles are attached in Appendix E. The profiles describe innovative and
diverse approaches and practices that can be referenced to improve the quality of early
childhood training in the NWT.
Over the course of this review, other programs were brought to the attention of the
evaluation team. Given the timeframe and scope of the review, it was not possible to
thoroughly investigate these programs. The programs included:
The College of the Rockies in Cranbrook, British Columbia which has developed
a common diploma curriculum for early childhood education, cultural
immersion, and Aboriginal education support workers, and First Nations
language teachers. The diploma has the potential to ladder into a degree
program. The use of a common curriculum to link these four related fields of
study is unique in Canada.
Studies in Aboriginal Child Care Certificate Program, Red River College,
Winnipeg.
Early Childhood Education with an Aboriginal perspective, University College
of the North, The Pas.
Native Early Childhood Education Diploma, Anishnabek Educational Institute,
North Bay.
Native Early Childhood Education, Cambrian College, Sudbury.
Best Practice Trends – Content and Delivery
Several evaluation questions sought to glean best practice trends in early childhood
training in Canada that might be considered in the NWT. These questions related to
how early childhood training institutions/programs in other jurisdictions:
1. Deliver training based on the language and culture of local communities.
2. Deliver an adult language acquisition component to their training programs.
3. Use various modalities to deliver training.
4. Address training standards including field placement and coursework pertaining
to the management of early childhood facilities.
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5. Successfully implement measures to increase and retain the number of qualified
early childhood practitioners.
6. Overcome barriers and provide supports to students/trainees.
Selected program profiles provide some insights into these questions.
1. Language and Culture of Local Communities
The Aurora College Early Childhood Development Program has been criticized as
having little Aboriginal cultural content in its curriculum and delivery (Wright, 2007).
Other programs serving Aboriginal populations have made great strides to meld
Aboriginal and Western theories and practices, and respond to the language and
cultural needs of local communities. For example, the First Nations Partnership
Program (FNPP) involving the University of Victoria and nine First Nation
communities in British Columbia and Saskatchewan successfully follows a bi-cultural
model to deliver early childhood training. The partnerships have evolved a generative
curriculum model in which cultural knowledge about child development and rearing
practices are considered alongside Euro-Western theory. The Early Childhood
Development Virtual University (ECDVU) program follows a similar model within a
multi-cultural context.
Vancouver Island University’s strategic and research focus is on strengthening the
cultural relevance of early childhood education and training. Its two-year diploma
Child and Youth Care First Nations Program also follows a generative curriculum to
combine First Nations’ philosophies, practices, and cultural content with Western
theory and practices. An Elder engages the community in the program and stresses the
value of linking the institution and its programming with community needs and
interests.
The Nicola Valley Institute of Technology program is based on traditional Aboriginal
perspectives. The Northwest Community College’s program was recognized in 2011 by
the BC Registry of Early Childhood Educators as providing First Nations perspectives
throughout its curriculum.
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2. Language Acquisition
Adult or child language acquisition is not a central feature of any early childhood
program reviewed. For the most part, language acquisition is addressed as one
dimension of child growth and development courses. The Native Education College
and the College of New Caledonia ‘Language and Literature’ courses focus on ways
children acquire language and become familiar with the importance of sensory
perception in the acquisition of language. Aboriginal oral tradition is considered within
these courses.
3. Delivery Modalities
Early childhood programs reviewed use various delivery models. Some programs such
as Northwest Community College use several modalities. Many programs engage
partners in order to vary delivery modalities, enhance the curriculum, achieve cost
efficiencies, maximize student learning experiences, and support success among
students from remote communities. When early childhood training programs involve
community groups, they engender support for local students/trainees, and encourage
successful program completion and the transfer of skills/knowledge to community
workplaces. Local partnerships improve the relevancy of course content and delivery
methods through for example, on-site learning experiences and engagement with local
children and families in practice sessions. Partnership examples include the College of
New Caledonia’s on-line/teleconference/practicum program, the University of Victoria
First Nations Partnership Programs’ bi-cultural community-based delivery, Nicola
Valley Institute of Technology’s community-based delivery of the Aboriginal Early
Childhood Education Certificate program, and the ECDVU partnership with its
distributed model of delivery modalities.
Partnership models help to address cost issues. For instance, the College of New
Caledonia collaboration brings the program to communities through funding secured
by First Nation Councils. First Nation investment in early childhood programming
indicates the priority given to this work.
Non-partnership models vary in delivery method. For example, the Nicola Valley
model includes both campus-based and community-based delivery with the former
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being mainly institutionally driven. Northern College and Native Education College
offer both class-based and workplace programs. Aurora College and Northwest
Community College run similar programs in that they combine distance, weekend
seminars/ workshops, and practical field work.
Canadore College in North Bay, Ontario offers the workplace centred Early Childhood
Education Apprenticeship Program to meet the needs of small and/or isolated
communities in Northern Ontario. All courses are print-based correspondence and/or
evening distance education classes. The program can be completed in three years. This
program is the only apprenticeship program in the country.
4. Training Standards
All programs running in jurisdictions where a process exists to register/certify early
childhood students conform to provincial/territorial requirements. For example, the BC
Registry of Early Childhood Educators requires training programs to link national
occupational standards and course competencies as part of the credentialing process.
Students are required to submit a list of courses, letters of reference, and evidence of 500
hours completed in a child care centre within the first year of completing courses to
become registered in the province. Training programs are evaluated every year as
mandated by the BC Registry. Yearly articulation meetings involving all colleges and
government and Registry representatives ensure that all players understand and
comply with training requirements. The importance of adhering to standards is
evidenced in Ontario where the Northern College of Applied Arts and Technology had
to refocus its program because its apprenticeship program did not meet standards set
by the provincial College of Early Childhood Educators. Northern College now offers a
pre-apprenticeship program for high school students. Pre-apprenticeship courses are
accredited by the College’s early childhood education program.
Beyond meeting national/provincial/territorial training standards, several programs
ensure that content and delivery methods are seen by prospective students and
community members as being culturally relevant, and do in fact, offer community
members relevant and culturally appropriate training that is interesting, meaningful,
and worthwhile. The UVic FNPP, the Vancouver Island University, Northwest
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Community College, and the Nicola Valley programs are examples. These programs
engage Elders in the classroom, honour students’ experiences, follow a bi-cultural
curriculum, and/or modify course work to ensure culturally relevant perspectives and
practices. The British Columbia Aboriginal Child Care Society has been an influential
force in efforts to integrate Aboriginal perspectives in training programs and early
childhood practices.
5. Measures to Increase and Retain Qualified Early Childhood Practitioners
Several programs profiled work with community partners and employers to increase
and retain the number of qualified early childhood practitioners. Links to the
community are key to the success of these efforts.
Program delivery and design considerations contribute to the effectiveness of efforts to
recruit and retain early childhood trainees/staff. Northwest Community College’s
unique mentorship approach assists both transition into the workplace and application
of learning. These efforts improve retention. The Native Education College’s
accreditation and credit transfer policy facilitates laddering within the occupation,
thereby fostering growth and development. The First Nation Partnership Programs
report that 95% of graduates are working in the community; 65% of graduates have
introduced new programs in their communities; and 11% have taken their education to
a degree level. These successes are largely attributed to the fact that programs are based
in the community.
6. Overcoming Barriers and Providing Student Supports
Each program reviewed has taken steps to overcome barriers preventing students from
accessing or succeeding in early childhood training. For example, the UVic FNPP has
flexible scheduling where the program can start at times that the community deems
most likely to work for prospective students. Further, the scheduling of courses in terms
of the number of courses per term and the start and end dates are not limited by the
usual academic calendar but rather negotiated with the community so that students can
take part in traditional ceremonies and harvesting, and avoid periods of very difficult
transportation due to weather. The FNPP also encourages the local community to
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identify suitable candidates and provide ongoing support and recognition of their
success at every step in the student’s learning journey.
Vancouver Island University’s program engages an Elder and has a male and female
instruction team to provide gender and culture-based teachings. The program has
flexible scheduling (full or part-time) and an opportunity to ladder into a baccalaureate
program in child and youth care. The Native Education College has an Elder in
residence to provide student supports. Northwest Community College encourages peer
support through group exercises and uses a work-based mentorship approach to
supporting students. The Aurora College Early Childhood Development Program
provides student tutors. Nicola Valley’s experience is that one or two strong role
models result in higher student retention and overall successes in the program.
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4. Views of Early Childhood Students, Practitioners, and Education
Leaders in the NWT
This chapter draws from the survey of early childhood practitioners and students and
interviews and focus groups to address evaluation questions. Interviews and focus
groups involved Aurora College staff/contractors, early childhood policy makers and
program developers, directors/coordinators of licensed early childhood programs/
services, and individuals who are/were students of the Aurora College Early Childhood
Development Program (ECDP). Survey and key informant findings are presented in
two main sections:
1. The NWT’s early childhood workforce, and
2. Training an early childhood workforce.
4.1 The NWT’s Early Childhood Workforce
Education and Training of Early Childhood Practitioners
The evaluation sought to determine the proportion of early childhood staff in the NWT
with training from an accredited early childhood training program. The ratio of
students/practitioners completing questionnaires with and without training is the
inverse of previously documented rates of education and training among early
childhood staff in the NWT (Lutra, 2006). Among early childhood students and
practitioners surveyed, 59% had participated in Aurora College courses or workshops
or in training in the Tlicho Region (3%). One-quarter (27%) had no training. The
remaining students and practitioners had taken training in a southern Canadian
jurisdiction or from Yukon College. The large number of survey participants with
training and Aurora College ECDP experience provides a good basis for assessing
training in the NWT but not an accurate picture of the proportion of accredited early
childhood practitioners in the NWT.
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Respondents with Early Childhood Training
27%
Yes
No
73%
n=66
The current Aurora College ECDP follows a curriculum adopted in 2004 from Yukon
College.10 Approximately 38% of students and practitioners surveyed had begun their
training before 2004 and 62% had begun their training in 2004 or after. A similar
proportion of students surveyed completed their training before or after 2004. The
average time that survey respondents took to complete their training was about four
years. Among students and practitioners who have not yet completed their early
childhood training, 43% were unsure when they would complete their training. Two
percent had quit before completing their training.
Individuals participating in informant interviews and focus groups said that early
childhood staff come into the workplace with a mix of education and experience. Most
often, entry level workers have Grade 12 or less, and little or no early childhood or
work experience. Older workers may have some formal education, extensive life
experience, and language and cultural skills and knowledge. An example given was of
language nest teachers who tend not to have Grade 12 but strong language skills. In
larger centres, more individuals come into the workplace with early childhood training
and/or experience and First Aid training than in small communities.
In the Beaufort-Delta Region, most practitioners have completed some early childhood
courses and some have certification. Coordinators in the Region’s centre, Inuvik, tend to
10
See Appendix E – Program Profile #1
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have a baccalaureate in education or early childhood. In the Tlicho Region, most early
childhood staff are older (45+ years of age). Although many of these individuals have
early childhood education certificates and strong language and cultural skills/
knowledge, informants in the Region suggested that staff tend to lack confidence and
literacy skills to integrate early childhood methods/approaches. In particular, two years
ago the early childhood employer in the Region, the Tlicho Community Services
Agency (TCSA), introduced and trained staff in the curriculum ‘Growing Great Kids for
Child Caregivers’ but some staff were/are unwilling/uncomfortable following this new
curriculum. Young staff (18 to 35 years of age) in the Tlicho Region tend to have high
school or an equivalent level of education but lack strong language skills and cultural
knowledge or experience in early childhood development.
In the NWT, early childhood practitioners tend to develop skills/knowledge through
training on the job including First Aid/CPR, occasional workshops or other professional
development opportunities, and Aurora College courses. ‚The process is often that the
worker gets into the workplace and then starts taking the training available.‛ Several
informants agreed that ‚once an individual has had some training they are more
employable. It shows that they are stable and responsible. They have basic knowledge.
Also, it builds confidence.‛ This may be a reason that some individuals are noticing
‚more and more people are asking for more training opportunities.‛
A Qualified Early Childhood Practitioner
Informants described a ‘qualified early childhood practitioner’ as someone with early
childhood training (e.g. level three provincial certification with up to date safety and
First Aid), good with the children, and aware of how young children learn. A qualified
early childhood practitioner requires formal training to understand and practice:
the broader concepts of child development and development delays,
opportunities for brain development, learning, and growing,
the importance of play, and
implementing intervention strategies.
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‚The more skills and training they (practitioners) have the more confident they are and
the more prepared they are to respond to different situations well.‛
Key informants also described a qualified early childhood practitioner as a person who
has the attributes that employers seek, namely:
A balance of child centred practical experience and understanding of early
childhood development (e.g. promising practices, basic theories), and able to
apply knowledge on-the-job.
Open, willing, and committed to ongoing learning and implementing new
approaches and strategies.
A passion for working with, and an ability to positively interact with young
children.
Responsible, respectful, strong language skills, and a good communicator (e.g.
good communications/relationships with parents, other staff, and children).
Healthy and able to create a loving, stress-free, educational environment for
young children.
Potential to become a program director. Program directors need to have
financial and planning skills, the ability to ‘wear many hats’, and supervise and
mentor staff.
Some informants also described a qualified early childhood practitioner as ‚a person
who is recognized in the community as conducting themselves in such a way that it is
appropriate to work with small children and having that patience and understanding
and respect for the whole child as well as having some formal education, probably at a
certification level, a one year postsecondary program… I don’t expect early childhood
workers to spend more than one year of time in training. The basic salary level is not a
good return on their investment.‛
In the Tlicho Region, a ‘qualified early childhood practitioner’ is ‘strong like two
people’. This means that the individual has a solid grounding in the Tlicho language
and culture and formal education/training to be able to implement a program
curriculum. Early childhood programs in the Tlicho and in other regions of the NWT
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have difficulty recruiting staff with strong language and cultural skills and formal early
childhood education/training.
Skills and Competencies Sought by Early Childhood Employers
Informants said that employers seek to hire managers who have a baccalaureate with a
focus on early childhood as well as experience running a program. They agreed that
non-competitive salaries and benefits, and a dearth of individuals with these
qualifications mean that it is difficult to recruit early childhood program managers.
Employers seek to hire early childhood staff who have a certificate and practical
experience. ‚I have hired teachers with and without early childhood education and it
really does make a difference. Early childhood training is very important.‛ Some
informants said that employers are not interested in hiring individuals ‚who have
achieved their certificate online because they may not have any practical experience.‛
Employers in the NWT also look for early childhood staff with formal training and
skills in the community’s language, and who know how to facilitate child development
within the context of the family and community (e.g. social and language skills). For
example, the Tlicho Community Services Agency (TCSA) looks for individuals with
good literacy skills or Grade 12, strong Tlicho language skills, First Aid/CPR, and no
criminal record. They look for patience, dedication, passion and a love of children, and
an openness to learning new skills and techniques. TCSA recognizes that early
childhood staff need formal training to understand and do the work but a main factor in
recruitment is the individual’s philosophy about child development.
When trained, experienced early childhood staff cannot be recruited, employers look for
individuals with good references and pertinent skills derived from other work/life
experiences. Many of the skills employers seek are consistent with the 2009 standards
developed by the Child Care Human Resources Sector Council (summarized in
Appendix D). Employers look for staff who have experience and/or some knowledge of
brain development and early literacy, learning through play, and safety or a willingness
to get safety training (First Aid, CPR). However most often the main quality employers
seek is a natural gift to positively interact with children or an ability, enthusiasm,
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energy, interest, and tolerance for working with young children. Early childhood
employers seek employees who have common sense, flexibility, patience, creativity,
good communication skills and the capacity to foster strong, positive relationships with
children, parents, and other staff. They look for people who are reliable and consistent,
can follow directions, are self-motivated/work without direction, take constructive
criticism, willing to learn, open to new ways of doing things, and work well with
others. They seek staff with positive self-esteem and an appreciation of a child’s whole
environment. ‚ECE workers have to have a good understanding of where our kids are
coming from – a lot of our children come from homes with abuse and trauma.‛
In many NWT communities, it is difficult to recruit staff with the appropriate education
and experience. As a result, some employers have lowered their requirements in order
to fill vacancies …‛now we are just looking for a ‘warm body’, hopefully someone with
First Aid‛ or someone with some experience working with children. As an example, in
one facility with 10 staff there are currently only three employees with early childhood
education certificates. Last year, there were four.
Informants overwhelmingly agreed that the demand for qualified early childhood staff
is greater than the supply. ‚It is a bit shocking how few trained workers there are.‛
More than one informant noted that the availability of skilled practitioners will become
a much more serious issue in the future if new legislation requires at least one staff
member in each early childhood facility/program to have early childhood training.11
The demand for qualified early childhood staff is impacted by year to year and/or
inadequate funding for early childhood development programs and services,
particularly within the non-profit organizations that often run them. Due to lack of ‘roll
over’ contracts, many programs continue to lay off stable employees each year (e.g.
May/June) and restaff positions prior to restarting the program later in the year (e.g.
September). Delays and reductions in funding allocations contribute to similar actions
that negatively impact the supply of qualified early childhood staff.
11
The 1994 NWT Child Care Act is out of date. New child care regulations are under consideration by the GNWT
Department of Justice. At this time, the content of the regulations and a timeframe for review and enactment are
unknown but a small number of informants did speculate on possible changes expected as a result of these
regulations.
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Changes in the Skills and Competencies Required by Early Childhood Employers
Key informants had mixed views about changes to the skills/competencies required by
early childhood employers in the last five years. Some said that early childhood
practitioner skills/competencies have ‚gone down because now some programs are just
looking for ‘warm bodies’.‛ These informants said that they have observed a dearth of
qualified applicants for early childhood positions and have ‚come to expect that
workers will not be fully educated.‛ ‚I’ve had to lower my standards because of lack of
applicants… I look to see if they have competencies and experiences in place of the
formal education.‛ ‚There are more trained early childhood workers out there, yet the
majority are not working in the field.‛
Other informants said that early childhood employers have more awareness of the
public’s growing understanding of the importance of early childhood development.
More employers are looking for practitioners with strong skills/competencies and in
some cases, specialist skills. ‚I have noticed an overall tightening up by employers.
They are seeking more trained workers. They want to see that standards are met and
the workers have experience.‛ Others commented that changes in the skills and
competencies are related to a greater school focus to early childhood programs. ‚I’ve
seen a lot of change particularly for preschools housed in schools. The expectations are
different. There is more focus on readiness skills because of knowing what lies ahead
for kids in the school system. Other daycare centres are focused on zero to five, not so
much on school readiness.‛
Informants also observed three main changes over the last five years in the skills/
competencies required by early childhood employers:
1. A greater demand for staff with skills to respond to children with special needs
(e.g. FASD, autism, and behavioural, speech and other developmental issues).
‚Early childhood workers need to know how to observe and identify
developmental delays…because children come into programs with no speech.‛
2. Much more expertise to respond to children in trauma. One informant said that
‚a child needs 72 hours to feel safe after a traumatic event and for some of our
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children, they are always stressed. They need a safe place and they need to be
safe here! Some of our kids arrive with anger issues and trauma.‛
3. More emphasis, awareness, and expectations to provide Aboriginal language
and cultural instruction. ‚There is a demand to include Aboriginal language and
culture (but) not so much from the parents. They just want their kids to be ready
for kindergarten. There is a real push from the Band to include culture so we
have to balance that.‛ ‚The GNWT wants programs to include more cultural
activities, but no guidelines are provided by the GNWT.‛ ‚Early childhood
programs that are rooted in peoples’ values and languages and identity are going
to provide them with a stronger foundation through which they can be more
successful in school.‛
Informants also said that in recent years there has been more concern among both early
childhood employers and practitioners about the lack of benefits, poor working
conditions (e.g. long hours and intense work), and burnout rates.
Some informants expressed frustration about the lack of change in the past five years to
address early childhood practitioner skills and competencies. These informants said
that there are still no regulations that require early childhood staff to take training.
Others said that while the demand for early childhood practitioners has increased, there
has been little if any change in investment or infrastructure support for early childhood
work. ‚The most important education is early childhood education yet it is not
recognized as an important profession like a college professor or high school teacher…
Legislation is a critical piece… Early childhood workers are not a legislated profession
and there is no legal vehicle for accreditation… Without legislation, it is unlikely that
people are going to choose a career that has no defined pay levels, no professional body
to support it or advocate for it when it is a very demanding profession.‛ While there is
general frustration with the lack of effort to professionalize the occupation, there is
some recognition that school boards are doing a better job of attracting higher educated
early childhood staff – ‚schools have better resources, better wage/benefit package, and
job security.‛
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Informants said that there have been some changes in health and safety standards for
early childhood facilities that have impacted on the skills of early childhood staff. These
standards are regularly applied in larger centres but less so in smaller communities.
While health and safety standards are applauded, there is some concern about the
applicability of these standards in facilities that prepare traditional foods given that
preparation methods may not conform to standards. Some informants worry that health
and safety standards could be barriers to ‚early childhood workers who are supportive
of cultural approaches or approaches that are more relevant to the community they are
working in.‛
Demonstrating and Measuring Skills and Competencies
The evaluation sought to determine if early childhood staff in the NWT particularly
those who have not completed an accredited early childhood training program, can
demonstrate the core knowledge, skills, and abilities required to perform the job in a
competent fashion and follow the standards of ethical practice expected in the
occupation. The evaluation also sought to uncover the methods used to measure worker
competencies.
Most (94%) early childhood students and practitioners with some training who were
surveyed said that the program(s)/course(s) taken had given them the ‘right’ skills to
more confidently work with young children.
Training Gives the 'Right' Skills to Confidently Work with
Young Children
4% 2%
Yes
No
Not Sure
94%
n=47
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Most (70%) early childhood students and practitioners with some training felt that with
a certificate/diploma they would be able to get a job in an early childhood program
anywhere in Canada. This assertion was supported by their experience working in
other jurisdictions and their awareness of the high demand for early childhood
practitioners across the country. One individual stated that certificate level training in
the NWT is similar to level three early childhood practitioner training in Canadian
provinces. Close to one-quarter (24%) of early childhood students and practitioners
were unsure whether a diploma/certificate would enable them to get a job in an early
childhood program anywhere in Canada. They were unsure about the transferability of
the Aurora College certificate, or had never tried or not thought about working
elsewhere in Canada.
Able to Get a Job Anwhere in Canada with a
Certificate/Diploma
24%
Yes
6%
70%
No
Not Sure
n=46
Individuals participating in informant interviews and focus groups said that assessing
the skills and competencies of early childhood staff in the workplace takes time and
capacity that many programs, especially those run by volunteer boards, do not have.
Assessment processes in early childhood workplaces in the NWT are mainly informal
or ad hoc, if there are any processes at all. Staff turn-over, annual seasonal shut-down
and personnel layoff, and lack of appropriately trained program coordinators/
supervisors also limit the assessment of workers’ skills. Some informants agreed that
school affiliated early childhood programs likely have greater capacity to implement
more formal assessment processes than child care programs.
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Some programs complete yearly performance appraisals based on occupational
standards, performance appraisals (after courses), self-evaluations, or annual
evaluations (e.g. board performance appraisals with the director and assistant director).
Others provide ‚feedback in the moment.‛ Some do appraisals when there is a problem
within the program, when staff are experiencing challenges, or when staff are first
hired. Some programs assess staff as part of a program evaluation/review or concurrent
with program planning processes. Some employee assessments may be undertaken in
conjunction with monitoring visits by GNWT ECE Early Childhood Consultants
although informants said that these visits tend to focus on facilities rather than the
program or staff.
Several programs have monthly staff meetings and/or regular weekly ‘check-ins’ with
employees. ‚I have my own expectations … I sit down with each staff for a daily
debriefing. We work on setting scenarios and asking questions... ‘What would you do in
this particular situation’?‛ ‚On Fridays, when the kids are not here, the staff plans the
activities for individual kids based on their needs.‛ One informant noted ‚an
improvement in my staff through daily debriefings and regular staff meetings. I can see
what is happening in my centre all day and I keep a constant dialogue with my
workers. We work on team building in the staff.‛ In other situations, informants
identified weekly meetings and informal observation of staff as the tools used for
assessment. In another program, an informant mentioned having ‚regular meetings as
well as yearly performance evaluations. These evaluations are based on the employee’s
annual work plan. I give the employee a written copy of my evaluation and then meet
with them to see if they have any issues. This hasn’t really been working as I find
people are reluctant to speak up so I am looking for a better way of doing this. I’m
going to look at job descriptions and find a different way to evaluate.‛ In other
programs, parents may be invited to provide feedback through meetings with staff. In
the Tlicho Region, all Tlicho Community Services Agency employees complete a selfevaluation each year and review the evaluation with their supervisor. The selfevaluation process began last year. Currently, the TCSA is developing a performance
appraisal template for managers.
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Occupational Standards
Key informants said that GNWT Education, Culture and Employment (ECE) Early
Childhood Consultants and Aurora College early childhood instructors and students
are or should be familiar with national occupational standards. This assertion is based
on the assumption that the Aurora College ECDP reflects national standards and ECE’s
Early Childhood Consultants are aware of the contents of the information package that
they provide to all early childhood programs. The information package includes
national occupational standards.
Several informants were unaware of national standards or said that they had heard
about them but don’t apply them. ‚… this is a problem in the north… There is an
attitude that because it is the north the same rules do not apply.‛ Rather than national
standards, informants more often referred to program standards associated with for
example, Aboriginal Head Start or Community Action Program for Children (CAPC)
funding, or the Early Childhood Environment Rating Scale (ECERS), a scale consisting
of 43 items used by ECE’s Early Childhood Consultants to assess programs for
preschool/kindergarten-aged children (e.g. two to five years of age). 12
Some informants noted that early childhood employers may be more concerned with
licensing and adhering to licensing guidelines rather than national occupational
standards which may be perceived as too broadly based. Others said that ‚it is hard to
know where the drive to follow national standards is coming from given the absence of
a professional early childhood association or any representation from the NWT on
sector councils.‛ There is also a view that there is little support for national occupational
standards among early childhood programs for fear that adherence to standards ‚will
end up increasing operating costs, which they can’t afford.‛
Early childhood programs that use national occupational standards are endeavouring to
reflect them in policy manuals, job descriptions, performance appraisals, and pay scales.
‚There is one centre that follows through on all the occupational standards. It is built
into daily programming and is evident in the communications with staff and families.
12
http://ers.fpg.unc.edu/
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This centre works well with all the various partners and support teams.‛ Early
childhood programs in the Dehcho Region are intending to adopt national occupational
standards. A long-time early childhood practitioner13 is expected to provide training to
raise awareness of the standards among early childhood programs in the Region.
Key informants said that national occupational standards tend not to influence hiring
and personnel assessment practices in early childhood programs in the NWT largely
due to the absence of regulation requiring adherence. Job descriptions or program
specific requirements more often guide these practices. Programs that have adopted
national occupational standards may tie them to performance appraisals.
Attrition of Early Childhood Staff
The evaluation sought to determine the attrition rate among early childhood staff in the
NWT, where they are seeking alternate employment/training, and if early childhood
graduates are seeking further education in the field.
Most (90%) early childhood students and practitioners completing questionnaires were
working in an early childhood program at the time of the survey. Among these
respondents, the shortest period of employment was three months and the longest was
20 years. The overall average was almost seven years. Most (89%) individuals surveyed
planned to continue working in early childhood. Going back to school or the lure of
higher paying jobs were the main reasons that early childhood students and
practitioners are not working or not planning to continue to work in the field.
Plans to Continue Working in Early Childhood
9%2%
Yes
Not Sure
89%
No
n=63
13
Elaine Tambour, personal communications.
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Informants said that like many other occupations, some early childhood practitioners
stay in the field while others leave. They described stable practitioners as:
early childhood professionals with a degree in education or a related field.
‚They probably work in a school or manage/coordinate a facility/program. This
is their career.‛ They are very committed to, and have a deep understanding of
children’s needs. They work in communities in every region and ‚are probably
compensated a little more appropriately for their years of experience and
professional qualifications than shorter term workers.‛
older, mature long-term early childhood staff who are ‚willing to work at a
lower pay because of the opportunity to care for their children, grandchildren, or
other children in the community.‛ ‚Many women see this as their role in the
community.‛ ‚There are Elders and older women who work in ECE (early
childhood education) centres and that is their contribution to their community.‛
Informants commented that baccalaureate educated professionals and older women
stay in the early childhood field for several years or for their whole working life. ‚I
know women who love this work so much, they take on additional jobs to make enough
money but they do not want to leave early childhood work.‛
Entry level or unskilled personnel come into early childhood work because they are
unemployed, lack skills to take on other jobs, and/or have experience babysitting or
parenting. They may view early childhood work as babysitting and have low
expectations of these jobs. They often stay in the field for a short period of time. ‚Other
people that do have the skills have to spend a fair amount of time training and
supporting these less skilled workers to ensure it is a safe and healthy environment for
the children. Some of those workers flower and it turns out that they are very
committed … and for others, it’s an in-between situation and they don’t stay.‛ ‚They
will stay if they begin course work within four months of starting, otherwise the
turnover is high.‛
A general estimate of attrition rates in the early childhood field was offered through
examples shared by several key informants.
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One informant estimated that approximately 20% of early childhood personnel
have been in the field for ten or more years because it is their life’s work; 40%
stay two to five years, get most of their training and then move on; and 40% start
working, perhaps take one or two courses, and are gone within a year.
Another informant estimated that ‚75% who start in early childhood work go on
to do other things. The other 25% do make a career out of it.‛
Another informant said that ‚60% stay and 40% move on.‛
In a program with ten practitioners, four (40%) had been with the program for
five or more years, one (10%) for two years, and five (50%) for less than a year.
In another program with seven staff, one (14%) practitioner had been with the
program for eight years, two (29%) for six years, one (14%) for four years while
the remaining positions (43%) experience lots of turnover.
In another program one (25%) practitioner had been with the program for 20
years, one (25%) for four years, and in two (50%) positions people come and go.
While a very small sample, these estimates suggest that half the workforce is stable. But
as many informants noted, it depends so much on community needs and circumstances.
In the Tlicho Region, most early childhood staff are older women who have been in
their jobs for 10 or more years. Turnover is low. Of the some 19 early childhood staff in
the Region, only two (10%) have left in the past three years. Some informants in the
Tlicho said that turnover of early childhood personnel is low because programs are
relatively well-resourced and offer lots of training opportunities compared to those in
other regions. Further, early childhood work is considered a good job even though staff
‚are paid less than school janitors.‛ Informants in the Tlicho also said that most staff
stay in their positions because they are nearing retirement and likely have few other
employment options. If this is true, the employer (Tlicho Community Services Agency)
can expect to have ‚a real problem over the next five years as most of these long-term
employees get ready for retirement.‛
Informants said that early childhood practitioners leave the field for a variety of
reasons. Some leave to go to school, for higher paying or less demanding jobs (e.g. less
stress, more flexible work days, easier work) or for jobs with better benefits. Some early
childhood staff move on to other jobs once they are trained or have developed
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confidence and specific skills. In one community, early childhood practitioners leave to
work in the school – ‚it is easier to work there, the day is shorter, and they are seen as
professionals.‛ ‚Some get government jobs, work in the school as classroom assistants.
Some see early childhood as ‘filler jobs’.‛ Informants also said that individuals leave
the early childhood field due to burn-out which is a factor of lack of skills and training.
Underfunded programs and facilities, and lack of job security (due to year to year
funding) also contribute to attrition. ‚It is not surprising that people go to where the
benefits are.‛ ‚We have lost lots of workers to schools and other government jobs.‛
Addressing the Attrition of Early Childhood Practitioners
Individuals participating in informant interviews and focus groups said that there are
three main factors that would encourage early childhood practitioners to stay in the
field:
1. Better wages and benefits,
2. More training, and
3. More value placed on early childhood work.
Early childhood practitioner wages and benefits are extremely poor and rarely reflect
the education or training the individual has achieved. There are no standardized or
territorial-wide pay levels or parity among early childhood positions in NWT
communities (e.g. between non-profit child and family resources centre and schoolbased early childhood staff). Also, working conditions are challenging. Early childhood
staff:
Are often not paid for time spent on program planning,
Have limited job security,
Have little workday flexibility or breaks, and
Often endure unstable management and funding arrangements.
Many non-profit agencies running early childhood programs are not in a position to
address wage and benefit issues nor are there opportunities to raise user fees, which are
already beyond the means of many northern families. ‚Some communities do try to pay
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their early childhood workers fairly but it is hard for them. They have to fundraise in
many cases just for the necessities.‛ Nevertheless, some early childhood agencies are
endeavouring to address wage and benefit issues mainly through fundraising or giving
greater priority to early childhood. An example of the former is the Inuvik Child
Development Centre which recently introduced a pay scale that establishes wage
equality between classroom assistants and non-school based early childhood
practitioners. The Tlicho Community Services Agency and the K’atl’odehche First
Nation accord a high priority to early childhood. One of the ways they recognize this
priority is through pay scales to acknowledge staff training/skills.
Training was identified by informants as a second factor that would keep early
childhood practitioners in the field. ‚Trained early childhood workers are less likely to
burnout if they have the skills and knowledge to appropriately respond to the needs of
children and provide fun learning opportunities.‛ Training is also a good way to build
support networks to retain staff. ‚I find PD is a good incentive particularly when it is
paid for. This profession can be quite lonely in term of contact with other workers so the
networking and contact with others is important.‛ Attrition rates would also be reduced
by more opportunities for practitioners to continue with their education (e.g. to obtain a
diploma and/or degree) and for managers/program directors to upgrade their skills
because of the impact they have on whether staff stay or not. ‚Sometimes when workers
get education it can be threatening to program directors, who can make life difficult for
the worker.‛
Informants tended to agree that it is unrealistic at this time to expect all staff to have
early childhood training before beginning work in the field. But if early childhood staff
were required to participate in training within a certain period (e.g. four to six months)
of commencing their employment and wage increases or other financial incentive were
tied to training, more individuals would be encouraged to get training. Informants also
suggested that efforts are needed to ensure that all practitioners regardless of where
they work have access to training and professional development opportunities. ‚I’m
lucky I can access PD funding for my conferences but many others can’t.‛ ‚Several
programs join together and pool PD resources to share the costs of bringing individuals
up to the north… I just don’t know how a day home can afford any PD.‛ ‚It is very
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frustrating for workers in non-profit programs because they don’t get these
opportunities.‛
The third factor that would address early childhood practitioner attrition is greater
societal/community value placed on this work. ‚It would be nice if there was some
acknowledgement of the important work they do and the skills and knowledge that
they have. Even within the government early childhood workers are not seen as
professionals.‛ ‚We need to value our early childhood workers and we need to value
the education that our children are receiving from zero to six.‛ Informants said that
better understanding/awareness of the role and responsibilities of early childhood staff
and a professional organization that works with government and communities to
promote the value of this work are needed to retain people in this profession.
Recommended Actions to Increase and Retain Early Childhood Practitioners
The evaluation sought recommendations to increase and retain the number of qualified
early childhood staff in the NWT. Informants recommended several actions. Common
to these actions was the need to heighten the profile and value of early childhood
development and early childhood practitioners. They said that governments,
communities, and practitioners need to understand the positive benefits of quality early
childhood programs and qualified staff, and value ‚this work as a legitimate profession,
an essential service. ‚ At the moment, ‚most community and government agencies view
early childhood programs as babysitting.‛
Recommended actions to increase and retain early childhood practitioners in the NWT
expanded on suggestions to address attrition among staff in this field. Key informants
recommended:
Establishing a standard pay structure to reflect education/training (e.g. for early
childhood practitioners at level one, two, and three) and encourage individuals
to enrol in and successfully complete early childhood training. ‚There needs to
be a government pay scale for different levels of early childhood workers. In the
provinces, they have guaranteed pay scales and financial incentives.‛
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Establishing minimum standards, clearly defining a ‘qualified’ early
childhood practitioner, and promoting the standards/qualifications and how to
get them. ‚The GNWT needs to promote early childhood work as a viable
industry.‛ ‚The only real way is to mandate that workers have minimum
education. A number of provinces have mandated this.‛ ‚We need to follow
other provinces and require that early childhood workers have minimum levels
of training.‛ ‚In some provinces, workers need a 40 hour orientation course
before beginning work in a centre. The course is over four weeks and includes
introduction to early childhood learning, food safety training, CPR, First Aid,
and ‘teacher talk’ (Hanen Centre Training on speech/language).‛ ‚If you are
going to introduce standards, you have to provide support to put them into
practice.‛ ‚Are you going to pay individuals to attend training? If individuals
are going to be required to have certification, then as an industry we are going to
have to pay them a higher wage.‛
Implementing on-site/on the job prior learning assessment and recognition
processes that credit and recognize skills and competencies practitioners bring
to, and develop in the workplace. ‚PLAR is very relevant for many child care
workers as they will discover they have many more skills than they realized. It is
a lot of work for the evaluator and supervisor. I would hope the individual
(assessor) would have experience working in a child care facility.‛
Greater focus on training to enable existing early childhood practitioners to meet
minimum standards of quality programs and complete training in a shorter
period of time. ‚I have heard good things about the Aurora College program but
six years to achieve a certificate is too long. They need to speed up the process,
maybe through partnerships.‛ ‚ECE (Early Childhood Consultants) delivers
monthly workshops. It would be nice if these workshops could count toward
early childhood certificate credits.‛ Training needs to emphasize co-worker or
team approaches to create a supportive learning and working environment and
facilitate integration of new approaches/learning. Further, more variety and
types of training are needed (e.g. a broader range of courses offered at any one
time, including more higher level courses, rather than only one entry/lower level
course in the fall and one in the winter, as has been Aurora College’s practice).
‚To be successful in training, especially while working, people need supports,
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incentives, and motivation. There needs to be recognition of their efforts.‛ ‚Our
reality is that we are not going to find workers with prerequisites. We have to be
flexible and develop qualified early childhood workers after workers have been
hired. The big question is, who pays?‛
Emphasizing an ethic of learning and workplace growth and change among
supervisors/managers so they are encouraged rather than intimidated by
training and on-the-job application of skills among co-workers.
Establishing a professional organization similar to Alberta and Manitoba to
increase the profile and respect for the profession, oversee the introduction of
standards, create a sense of community among early childhood practitioners,
promote training programs and job opportunities, and encourage/motivate
individuals to become qualified practitioners. ‚This profession needs to build
respect for this work. This is not a ‘fall back’ job.‛
Promoting early childhood work at job fairs and career shows and among
school and employment councillors. ‚We need to encourage students to take
First Aid and the other safety courses. If they recognize that these are also job
skills for early childhood education, this may encourage them to investigate
early childhood work. We need to develop the idea that early childhood
education can be a rewarding career.‛ ‚We need to catch people out of high
school. We need to promote this profession to younger people.‛ ‚We need to
attract more men into the field.‛ ‚Kids are not aware of all the opportunities
open to them as an early childhood worker.‛ It would be helpful ‚if Aurora
College came to the programs to make connections, encourage participation, and
develop relationships.‛
4.2 Training an Early Childhood Workforce
Training to Meet Early Childhood Needs
The evaluation investigated whether enough early childhood practitioners are being
trained in the NWT to meet the demand for skilled workers. To address this question,
most informants spoke about the Aurora College Early Childhood Development
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Program (ECDP). The ECDP produces an estimated four graduates per year and has an
enrolment of about 35 at any given time (see Appendix E– Program Profile #1). ‚Most
courses have approximately 24 students and an average of 10 students doing field
placements.‛ Informants were clear that the ECDP is not producing enough trained
early childhood practitioners each year to meet the demand for skilled workers in the
NWT.
Although difficult to measure, informants suggested that the ECDP has contributed to:
More northerners with some early childhood training.
Less burnout among staff.
Less staff turnover.
Higher quality early childhood programs in some communities.
A growth in practitioner self esteem and confidence. ‚One worker has gained a
lot of confidence; has changed her views and approaches. I see a positive change
in her, see her very excited, interested and invested in her work. Her enthusiasm
has created a positive buzz, which has encouraged others.‛
Greater collaboration, support, and application of learnings in the workplace
particularly among staff taking courses at the same time. ‚I have seen some
positive change within early childhood programs especially when groups of staff
from a particular program take training together.‛
While the ECDP has contributed to the NWT’s early childhood workforce, some key
informants expressed concern that graduates and others enrolled in the ECDP do not
always apply the knowledge and skills acquired in training in the workplace. Reasons
for these difficulties may be related to:
The protracted nature of training or the length of time it takes to complete a
course or become certified.
Lack of onsite assessment where students can demonstrate the skills and
knowledge acquired.
Lack of ‘hands-on’/experiential learning opportunities.
Lack of mentoring, modeling, and/or supervisory supports and encouragement.
Practices that are incompatible with cultural norms.
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Early Childhood Training Barriers and Supports
The evaluation sought to uncover the barriers and supports to accessing early
childhood training. Throughout the review, key informants agreed that northerners are
not attracted to early childhood training because ‚there are no incentives to get training
for this underpaid profession.‛ Early childhood training prepares people for an
occupation for which no preparation is required and where there are no standards or
regulation. The Aurora College ECDP and other early childhood training were
described as non-credited program(s). This means that there are no monetary
outcomes/salary increases or upward mobility resulting from training. The lack of
requirement or benefit from early childhood training sends the message that these skills
are not valued and not a priority of government or communities. ‚Participants have to
see the value of taking training.‛ ‚We are still seen as babysitters.‛ ‚I just don’t see
early childhood being valued the way it should be. Legislation determines what jobs are
considered a skilled profession and what aren’t.‛
The lack of requirement for training for early childhood work in the NWT and the fact
that the vast majority of students in the Aurora College ECDP are already employed in
an early childhood program (Appendix E – Program Profile #1) were identified as likely
reasons that getting a job is not a main motivator for enrolling in early childhood
training. The main reasons that early childhood students and practitioners surveyed
enrolled in an early childhood training program were:
1. To help children be successful (71%).
2. Be comfortable/confident in the job (67%).
3. Update/improve skills and knowledge (67%).
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Reasons for Enrolling in Early Childhood Training
80%
70%
60%
50%
40%
30%
20%
10%
0%
n=49
Early childhood students and practitioners surveyed identified several reasons why
more people don’t enrol in early childhood training programs. Not wanting to leave the
community (52%) or having too many other responsibilities (51%) were the two main
reasons. Well documented barriers related to lack of support and educational
background and awareness issues were also identified. Although the numbers are
small, personal issues related to confidence and education/literacy issues were
particular issues for survey participants with no training.
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Reasons People Don't Enrol in Early Childhood Training Programs
Other
No academic background
Takes too long to finish
Didn't do well at school
Lack confidence
Not aware of training
Think don't need training
Poor literacy skills
No financial/personal support
Too many other responsibilities
Don't want to leave community
0%
10%
20%
30%
40%
50%
60%
n=67
Early childhood students and practitioners said that more people would be encouraged
to train as early childhood practitioners if more training was delivered in all
communities (74%) and the Aurora College ECDP was better promoted (65%).
Consistent with the views of key informants, students and practitioners surveyed also
said that better wages/benefits, standards, linkages with teacher training, and more
emphasis on language/culture would also encourage individuals to seek early
childhood training.
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How to Encourage More People to Train as Early Childhood Workers
Expand Aurora College program
Emphasize language/culture in training
School credits for volunteering in EC
Set standards for EC workers
Link EC and teacher training
Better wages/benefits
Training in more communities
Promote Aurora College program
Early childhood training in all communities
0%
10%
20%
30%
40%
50%
60%
70%
80%
n=69
Information is fundamental to attracting northerners to training. Most (59%) early
childhood students and practitioners surveyed learned about early childhood training
from their employer. This is not surprising given that most respondents were employed
at the time of the survey and as key informants agreed, most early childhood
practitioners tend to seek training after they get a job. The important role that
employers have in encouraging training points to a need to ensure that the Aurora
College ECDP is well-promoted to this group. This does not negate the need to provide
information on training to individuals who are not in the early childhood workforce.
Finding Out About Early Childhood Training
Other
High school Guidance Counsellor
Poster
Word of Mouth
College Website/Calendar
Employer
0%
10%
20%
30%
40%
50%
60%
70%
n=46
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Training the Existing Early Childhood Workforce
Key informants tended to agree that early childhood training should target the existing
workforce given that individuals in the NWT can get a job in early childhood without
training or certification. Training the existing workforce would improve the quality of
programs and staff retention. Training as a retention strategy is a particularly high
priority among programs operated by non-profit agencies. While most early childhood
programs encourage their employees to upgrade skills and competencies, non-profit
organizations are challenged to release employees and to backfill positions. Early
childhood staff often have to take training (e.g. First Aid) on their own time and at their
own cost. In the past the GNWT Education, Culture and Employment reimbursed
workers for First Aid training but this is currently not the practice.
Informants said that building on the methods practitioners use now to refresh/update
skills is a good approach to training the existing early childhood workforce. These
methods are a combination of distance courses, on-the-job/in-service training, and
workshops, in as much as they fit into a worker’s schedule. ‚Aurora College needs to
change their teaching approaches. Aboriginal people learn so much by observing and
‘hands-on’ practice.‛
Informants said that the mix of training offered by the Aurora College ECDP could be
enhanced. For instance, Aurora College could offer a summer intensive module for
practitioners with programs that are not operating (and other options for child care
centres that operate all year). ‚If there were intensive, short-term courses, then people
can see the end… but it has to be course only, not course plus work.‛ They also said that
delivery strategies should be coordinated in a way that assists workers to complete
certification programs at a faster rate while recognizing work demands. ‚Now courses
are stretched out. It is hard to plan, because of change, family responsibilities, illness,
and other life changes.‛ Aurora College could also expand accredited training beyond
its own courses and workshops to include sessions offered by the NWT Literacy
Council, ECE’s Early Childhood Consultants, the Canadian Prenatal Nutrition Program
(CPNP), Aboriginal Head Start, and others (e.g. through language nest training, the
Canadian Child Care Federation, speech/language therapists, and schools). ‚Aurora
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College needs to recognize that other organizations deliver quality training.‛ For
instance, early childhood staff might receive credit for completing workshops led by
ECE’s Early Childhood Consultants.14
Key informants were clear that early childhood practitioners need policy-based,
consistently implemented supports to pursue training and professional development.
Because NWT Student Financial Assistance is unavailable for part time study, early
childhood training could be supported by:
Training subsidies,
Lieu time for after hours study, and
Implementing PLAR in ways that practitioners can see and understand so they
‚get the benefit of their hard work so they wouldn’t have to go through the
training again.‛
Some early childhood programs are innovative in their efforts to support training for
early childhood staff. For instance, some programs use community initiatives funding
from the Canada/NWT Labour Market Development Agreement for training. Programs
that are part of a network such as the coalition of organizations in the NWT ‚that are
bound together by virtue of receiving funding from CAPC‛ (Community Action
Program for Children) or through the National Aboriginal Head Start organization
have access to training sessions and workshops both in the north and elsewhere in
Canada. In the Beaufort-Delta Region, early childhood programs have access to a
professional development fund supported by the Inuvialuit Regional Corporation
(IRC).
The Inuvik Child Development Centre’s education policy allows for reimbursement of
up to $1,000 annually for each employee successfully completing training courses,
subject to board approval. Similarly, the Tlicho Community Services Agency
reimburses individuals for the cost of courses upon successfully completion. TCSA’s
Early Childhood Manager also delivers annual week-long workshops onsite in each
14
The most recent ECE workshops introduced ECERS – Early Childhood Environment Rating Scale. Workshops
are delivered onsite and the estimated $1,000 resources/supplies purchased for each workshop are given to the host
program. Workshops provide learning opportunities as well as an occasion for workers to network.
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centre in the Region. Early childhood staff in the Tlicho also participate in the annual
teacher orientation sessions and may attend workshops within the community such as
language development sessions delivered by speech/language and occupational
therapists.15 Each early childhood practitioner is also given the opportunity to attend
two conferences outside the Tlicho. Workers have for example, attended the
educational assistants conference and a conference for teachers from Aboriginal
language immersion programs. ‚When one worker in the facility enrols in training, it
encourages others.‛
Training to Meet Aboriginal Language and Cultural Needs
The evaluation investigated whether current early childhood training prepares
practitioners to meet the unique needs of young children, particularly related to
Aboriginal language and culture. Early childhood students and practitioners
completing questionnaires were mixed in their views as to whether early childhood
training prepares individuals to help northern young children acquire strong language
and cultural skills. For many, training is incidental to the inclusion of Aboriginal
language and culture within early childhood programs. Those who believe that training
prepares practitioners (48%) tended to agree that language and culture are part of
community programs and would be, regardless of training. Those who don’t believe
(22%) or are unsure (30%) whether training prepares practitioners to help language and
cultural acquisition among young children said they had not had training in this area or
that there were no distinct culture/language elements in their training.
15
Informants in the Tlicho said that most developmental delays in the Region are related to language. They also said
that it is important that early childhood practitioners have skills to follow-up and support the work of
speech/language specialists.
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Whether Early Childhood Training Prepares Practitioners to
Help Young Children Acquire Strong Language and Cultural Skills
30%
Yes
48%
No
Not sure
22%
n=60
Linkages between early childhood and Aboriginal language instructor training
programs (66%), more emphasis on culture/language in training programs (65%), and
more Elder involvement (65%) would strengthen early childhood training and better
prepare practitioners to help young children acquire language and cultural skills. Other
factors
Better Preparing Early Childhood Staff to Help Young Children
Acquire Language and Cultural Skills
70%
60%
50%
40%
30%
20%
10%
0%
n=71
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that would better prepare individuals to help young children acquire language and
cultural skills include linkages with teacher training, local courses, implementing
PLAR, and standards.
Key informants said that the Aurora College ECDP does not prepare early childhood
practitioners to meet the language and cultural needs of young children. ‚Out of ten
courses, one course and an elective‛ may address language/cultural issues in a limited
way. The lack of language and culture specific focus is ‚a problem when we have
individuals from language nest centres and we don’t have either the language training
or the immersion training.‛ Some informants noted that while the ECDP doesn’t
specifically deal with language, it creates opportunities for students to share
experiences about language development and culture, and to reflect this knowledge in
assignments and on the job. Other informants noted that ‚what Aurora College doesn’t
cover, students get from workshops for language nest teachers, literacy workshops, and
other workshops.‛ Others suggested that it may be more of ‚a program responsibility
than a College responsibility.‛ That is, practitioners need to have skills to apply
learning within the language and cultural context of the children and families they
serve. As an example, ‛some of the centres are full of culture because of where they are
and who runs it… In Uluhaktok, it is a total immersion program with drums on the
walls. They have a full time language speaker. She takes small groups of two-three kids
and spends 15 minutes with them working on the language. They might be cutting up a
duck (and) using that experience to use the language.‛
Several informants commented that lack of training focused on young children’s
acquisition of Aboriginal language and cultural skills challenges early childhood staff
and diminishes the quality of programs. These challenges are compounded by a lack of
relevant resource materials. ‚There are so few early childhood resources that are
culturally and linguistically appropriate.‛ ‚Materials, support with resource
development, and teaching methods for working with small children is one area that is
requested a lot by early childhood workers.‛ If programming addresses Aboriginal
language and cultural needs at all, programs tend to favour cultural rather than
language-based activities. Lack of practitioner skills and resources are likely reasons for
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this. Informants agreed that ‚it’s tough to say that we meet the cultural aspects without
addressing the language capacity.‛
Some informants commented on the challenges associated with preparing early
childhood practitioners to respond to Aboriginal language and cultural needs. They
said that these challenges can be exacerbated by development delay - ‚when our kids
arrive at four years old, many of them are already two years behind in their language
development. The question is how do you integrate culture and match their
developmental needs?‛ They can also be challenged by uncertain or conflicting
messages from parents. ‚I know that some of my parents would like to have this
addressed but on the other hand other parents want me to get their kids ready to move
across the road. They want their children to be successful. They don’t want me taking
that time away. I have to find the right balance – I know I haven’t yet.‛
Informants offered several suggestions for improving training to better prepare early
childhood practitioners to meet the language and culture needs of young Aboriginal
children. They suggested:
‚A truly integrated program that includes early childhood development, whole
language acquisition (e.g. a true language nest approach)‛ and draws from the
experiences of the Dene Kede curriculum and Aboriginal Head Start in-service
approaches. They said an integrated program would make Aboriginal language
and culture explicit so that practitioners develop the skills to deliver a language
and culture-based program that reflects ‚Aboriginal child rearing practices and
Aboriginal philosophies.‛ This would require changes both in the philosophical
orientation and delivery of early childhood training. Some informants said that
this direction would need to come from the Department of Education, Culture
and Employment which funds the Aurora College ECDP.16 Recommendations to
emphasize culture and language within the Aurora College ECDP program were
also made in 2007 (Wright).
Linking the Aurora College ECDP with the Aboriginal Language and Cultural
Instructor Program (ALCIP). ‚…that would be a good program.‛ ‚What should
16
Education, Culture and Employment funds the Aurora College ECDP in the amount of $240,000 annually.
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be happening is the Aboriginal language teachers who have completed or are
enrolled in the ALCIP should have early childhood training.‛
Linking the Aurora College ECDP, ALCIP, and Teacher Education Program
(TEP) to ‚focus primarily on whole language and culture within early childhood
components.‛ This training is badly needed for language nest and Aboriginal
Head Start staff.
‛Getting into communities and providing some local support in terms of
training and combining it with other workshops … a discussion of languages
and culture is a necessary component for growth.‛ This would suggest that early
childhood training would benefit from more local partnerships and greater
promotion of the benefits of learning another language as well as English.
Occupational Standards and Training
The evaluation sought to determine if the current Aurora College ECDP produces
graduates that meet occupational standards described by the Canadian Child Care
Federation. Due to lack of familiarity with national standards, most informants had
difficulty assessing whether early childhood training, specifically the ECDP, produces
practitioners who meet national standards. Those more familiar with the standards had
conflicting views on this subject. Some suggested that the ECDP curriculum is current,
complies with relevant legislation, and meets national standards. These informants
made this assertion even though there is no publicly available evidence of compliance
with national standards or territorial legislation requiring early childhood practitioners
in the NWT to meet specific occupational standards. Others said that ‚we don’t see
what we should see out of good quality grads‛ in terms of national standards. This
would suggest that the standards are not reflected in the current curriculum. Others
stated that the ECDP curriculum does not reflect standards because ‚EC workers
trained up here, their skills are not transferable across Canada. They have been given a
bare bones education, a snapshot of strategies and training… There have to be
consistent expectations and we can’t water them down nor should we have to.‛
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Prior Learning Assessment and Recognition (PLAR)
The evaluation investigated awareness of PLAR among individuals interested in
accessing early childhood training. Among early childhood students and practitioners
surveyed who had taken with training, none identified PLAR as a positive element of
their program. Ten percent identified lack of recognition of prior learning/skills as an
element that they liked least about their early childhood training program.
Among most informants there is some confusion as to whether Aurora College
implements PLAR. Several said that the College has a system for assessing prior
learning based on courses taken (e.g. literacy courses and workshops) but it is only
implemented ‚to a point‛ and ‚can be strengthened.‛ Others said that the College
doesn’t do ‚a very good job of assessing prior learning/work experience‛ or doesn’t use
this process in the ECDP. Other informants suggested that PLAR is used only for those
students coming from other programs, elsewhere in the country, or from other
countries or institutions. One informant said that Aurora College has a committee
working on PLAR. The confusion around PLAR likely indicates that this process is not
in place for the ECDP.
Informants overwhelmingly supported the inclusion of PLAR in early childhood
certification processes but they recommended caution when implementing it. They
were clear that the PLAR process requires very careful assessment of work experiences
and skills, formal and informal learning, and years of experience working in an early
childhood program. ‚An individual’s experience and knowledge needs to be looked at
carefully.‛ The process requires ‚a lot of work developing the criteria,‛ skilled
assessors, and ‚support for early childhood workers to develop their portfolios to be
considered for PLAR. That’s where the support for PLAR needs to be put in place.‛
Informants said that the PLAR process needs be holistic and integrated rather than
linear, and sufficiently flexible and innovative to enable individuals to demonstrate
what they know now/core competencies and how they learned/acquired these skills.
‚We have to ask, ‘what is it we want them to be able to do’ and be able to assess/
evaluate that.‛ PLAR processes might involve on-site observation. Informants agreed
that prior learning, skills, and experiences must be relevant and closely tied to what
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early childhood programs value, for example, language abilities and connection to
culture/skills and should recognize formal training and experience in a helping field
(e.g. working with families, wellness services, literacy, cultural and language work, and
community-based delivery of social, health or education programs). ‚Experience is
more than having children, babysitting, or parenting.‛
Improving Early Childhood Training
The evaluation queried changes needed to improve the quality of early childhood
training in the NWT. Some direction on needed changes was provided by early
childhood students and practitioners completing questionnaires. Given that most
respondents with training had taken Aurora College ECDP courses/workshops, many
of the comments are likely related to this program.
Early childhood students and practitioners with some training identified the fact that
they can work and learn at the same time (72%) and improved confidence and ability
(72%) as that factors they liked best about their early childhood training. These factors
Best Things About Early Childhood Training
80%
70%
60%
50%
40%
30%
20%
10%
0%
n=46
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correlate strongly to the reasons that individuals enrol and don’t enrol in early
childhood training. Other factors that were highly satisfactory were instructors, course
materials, and being able to apply new learning.
Making time for course work was the single element that most students (63%) liked
least about their training. This was also a significant factor among the small number of
respondents who had quit early childhood training prior to completion. It is
noteworthy that by comparison to finding time for course work, distance from
instructors/other students, comprehension, length of time to graduate, technological
issues, and issues of financial/personal support were less problematic for
students/practitioners taking training.
Things Liked Least About Early Childhood Training
70%
60%
50%
40%
30%
20%
10%
0%
n=41
As a basis for discussing changes needed to improve the quality of early childhood
training in the NWT, informants were asked about their familiarity with training
opportunities including the Aurora College ECDP. Informants had varying levels of
understanding of the ECDP. One long time early childhood practitioner was unaware of
the College program. Some informants were more familiar with training programs in
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other jurisdictions (e.g. Lethbridge College and Yukon College), training delivered by
the Inuvialuit Regional Corporation, and various in-service and workshops delivered
by ECE’s Early Childhood Consultants.
Based on their knowledge of early childhood training, informants characterized a
successful program as having:
A good understanding of who practitioners/learners are and how they learn,
Lots of ‘hands-on’ learning opportunities,
Mentors, and
Learners work as a group in a comfortable, supportive learning environment.
The content of a successful early childhood training program:
Includes safety, hygiene, learning through play, early literacy and language
development, preschool readiness skills, gross/fine motor skills, and childfamily-early childhood practitioner communications and accountability. ‚I’m in
this business to help children. But parents don’t always face up to their children’s
difficulties… There should be a program in place for assessment. There should
be some built in PD for assessors. Parents don’t know a lot about developmental
levels. It is up to the child care providers to talk to the parents.‛
Is linked to the stages of child development,
Uses appropriate interventions to address development delays and disability
(e.g. FASD).
Uses interesting, fun, and culturally relevant materials and approaches where
culture and language are imbedded in every aspect to reflect the program’s
philosophy. Where Aboriginal populations are served, the program focuses on
Aboriginal language literacy skills in recognition that ‚every program should be
a language nest.‛
Is based on current knowledge, materials, and approaches.
Incorporates a self-care component and stresses the importance of early
childhood staff practicing self-care.
Instruction in a successful early childhood training program:
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Balances theory, practical ‘hands-on’/experiential, and on-the-job learning that is
supported by mentors.
Demonstrates and models teachings.
Nurtures supervisors and mentors. Because the ‚practicum piece is very
important, we need to prepare supervisors and learners for practicums. Students
need opportunities to observe, then practice the activity and receive feedback.‛
Has student assignments that fit every way of learning, for example, written and
‘hands-on’ demonstrations.
Has high quality instructors who build networks and connections among
students, have facilitation skills, and are flexible. ‚It’s very important to have
someone respected with a lot of knowledge providing the skills and training.‛
‚The instructors must be credible and know what they are talking about. We
need instructors that have ‘walked the talk’.‛
Involves Elders in meaningful ways.
Follows consistent approaches so ‚everyone comes out with similar
philosophies/approaches, skills, and ethics.‛
Is linked to related programs (e.g. education and Aboriginal language
instruction) to provide opportunities to broaden skills, gain further education,
and acquire a professional designation.
Student supports in a successful early childhood training program:
Pairs students with skilled, committed mentors.
Maintain ‘in between class’ contact with students. ‚It helps students if they have
someone to talk to and brainstorm with. They know that someone out there cares.‛
Ensures that each student receives needed financial support.
Is well supported by early childhood employers.
Informants recommended several successful early childhood training programs that
could be modeled in the NWT, including:
Early childhood programs developed by the Samis of northern Scandinavia
which link early childhood and teacher education programs and embrace
decolonization theories and practices.
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The school-community counsellors training program implemented in the NWT
in the late 1980s which involved candidates who were identified by, and had
basic skills/attributes that were valued by their communities.
Family literacy training which is very ‘hands on’ and appreciative of different
ways of transmitting knowledge.
Community-based programs developed through the First Nations Partnerships
Program and University of Victoria.
Community-based programming coordinated/delivered by Marcia Dean in the
Tlicho Region from 1996 and 2002. The training followed the Community
Teacher Education Program (CTEP) model. Courses were delivered in the
evenings and on weekends, and supplemented with on-the-job training.
Informants in the Tlicho Region said that of all the people who participated in
the training, only two have left the field.
Red River College which has a solid curriculum for infant and early childhood
development; has credits that are transferable across Canada; serves remote
Aboriginal communities; and has a high rate of success.
The Aurora College Aboriginal Language Certificate Instructors Program
(ALCIP) that enables students to combine classroom and community work and
engage with Elders.
Most often, informants identified the Aurora College ECDP as a model of a successful
training program. Informants hold this view even though graduation is a protracted
process and rates are low (an average of four graduates per year). While data are
unavailable to determine what might be an acceptable graduation rate, national
averages indicate that programs with graduation rates that are lower than 60% are
likely not as effective and efficient as they should be.17
Informants offered several reasons for identifying the ECDP as a model training
program. Most agreed that the ECDP is the ‚best that’s out there and it fits the students
the best. You can’t just uproot women from a community.‛ ‚The average student is not
a young woman. She has five or seven children or grandchildren; she does the literacy
program, probably runs community bingos, (and) opens and closes the daycare. These
17
Personal communications Dr. Jessica Ball.
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are busy women. It would leave a hole in the community if you removed them.‛
Informants also agreed that the ECDP has an ability ‚to reach out to all of the
communities‛ and practitioners ‚do not have to leave their community to take courses.‛
In addition, informants said that the ECDP is a model because:
It attracts a broad array of students. There are an estimated 168 active students
who have taken two or more courses. In addition, a number of students have
taken only one course. Many of these students are from other parts of Canada or
another country (e.g. Philippines, Caribbean, Japan, Sri Lanka, or Australia).
About 75% of ECDP students have completed secondary school.
While the Program’s attrition rate is 26%, most students are very committed. ‚All
but one of the women taking the course are working‛ (e.g. at a day home, a child
care centre, or a Head Start program). ‚The curriculum focuses on front line
workers and is made for the situations they are in and they see results right away
and what works for them.‛ ‚Workers say that they like the courses.‛ ‚These
students have a huge sense of commitment. I can’t imagine doing what they are
doing for three years just to get a certificate. That’s a lot of dedication. I applaud
every single one of them doing it.‛
ECDP’s curriculum responds to the needs of a variety of students and recognizes
that an estimated 95% have English as a second language and/or weak English
literacy skills.
Course credits are transferable for example, to diploma level training at another
institution. Three ECDP students are currently taking second year training
through Lethbridge College via distance education.
One course is offered each semester so students ‚don’t feel overwhelmed with
work and family. They are able to cope with just that one course.‛ A ten week
course is offered before Christmas and a twenty week course after. While the
pace of the program may be appreciated by some, a recurring theme in the
evaluation was the need for more opportunities to enable students to achieve
certification more quickly.
Program students often study alone without support or other resources and most
have jobs in the early childhood field. The ECDP has strong coordination,
consistent and skilled instructors, and ‚very good‛ tutors who check in weekly
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with students and offer support. Instructors ‚build trust so that participants feel
comfortable in discussions. They are friendly and personable.‛ Tutorial support
is provided through teleconferencing and depending on the community, there
are some onsite courses. ‚It is unlikely that students would get this level of
support anywhere else.‛
It is the view of several informants that ‚compared to other programs across Canada,
the Aurora College program is better than most, but it is not recognized as such.‛ They
said that the ECDP is not well promoted and successes are not well known. ‚It’s tough
to build on a program that takes five to six years to complete. How do you grab that
immediate feeling of completion and success? It’s different than a group of students
that start a program in the fall and graduate together in the spring.‛
Early Childhood Training Delivery
The evaluation sought to identify practical modalities to expand distance learning in
early childhood development training beyond teleconferencing while recognizing the
limitations of internet technology in the NWT. Early childhood students and
practitioners completing questionnaires identified the need for more varied ways and
Best Ways to Learn New Things and Apply Exisiting Skills/Knowledge
70%
60%
50%
40%
30%
20%
10%
0%
n=68
approaches to the delivery of training. Most (63%) said that the best way for them to
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learn new things and apply existing skills/knowledge is through a combination of
‘hands-on’, visual demonstrations/observation, lectures, and text-based learning.
Similarly, early childhood students and practitioners (54%) said that the best way to
provide early childhood training to people in the NWT is a combination of on-site,
classroom and distance learning.
Best Way to Provide Early Childhood Training to People in the NWT
60%
50%
40%
30%
20%
10%
0%
n=68
Informants agreed that a combination of approaches and modalities is a desirable way
to deliver early childhood training in the NWT but costs can be a limiting factor. They
said that distance is not the most effective modality for a highly interactive field of
study such as early childhood but ‚it has been the best solution for those people who
are looking for professional development while they’re working.‛ It is also the most
cost effective solution for a territorial program that doesn’t have the number of learners
to warrant delivery at a community or regional level. ‚Weekly conference calls, as
much as students don’t like them, they start to see benefits and networking does
happen.‛
Most informants said that current distance delivery methods could be enhanced
through:
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More varied use of current technologies (e.g. video conferencing,
teleconferencing, and web-based content) with ‘on the ground’ supports to
access and use them (e.g. staffed community learning centres, libraries, schools,
and health centres) and eliminate barriers (e.g. computer literacy and access).
‚Most learners are visual, multi-modal learners and listening to someone talk is
not an effective way to learn.‛ ‚It is very important that Aurora College utilize
these new technologies to create face to face situations, and drop boxes where
people can share information.‛ ‚If the College continues with the conference call
format or if they use video calls, they could record them and load them onto a
website for people who missed the session.‛
More active government support to ensure equal access to technology including
adequate band width to access distance learning in real time.
More skilled use of technologies so that students can deal with course materials
in a more in-depth way and participate in telephone lectures and seminars. Three
hour per week courses tend to be inadequate to engage an enrolment of 15-20
students in meaningful discussion.
While students can stay at home or go to the learning centre or another
community facility to participate in teleconferences, where there is more than
one student in a community collaborative learning should be encouraged. ‚Some
students are uncomfortable speaking out, especially when they don’t know the
other members of the group.‛ ‚These five women sitting and listening together
were a support system for each other.‛
More innovative ways of assessing distance learning are needed to recognize that
some students demonstrate their knowledge in ways other than through written
assignments.
Bringing distance learning to early childhood facilities or imbedding it in day to
day work to maximize opportunities to apply learning, legitimize training, and
garner employer support (e.g. ‚a mixture of half day action, half day learning
versus let’s get on the phone tonight‛).
Continued active tutor support. Currently, Aurora College ECDP tutors contact
each student once a week. ‚No student goes for more than one week without
speaking to the tutor or the instructor. It’s a lot of phone calls, emails, faxes.‛
‚Contact and feedback are really important to the students.‛
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From a pedagogical view, informants agreed that every program should have
opportunities for face to face peer networking and interaction. Regional workshops are
costly but seen as an effective way to supplement a distance program. Workshops
provide opportunities to deliver short term courses to ‚people who can’t leave their
jobs and families for too long.‛ They also provide tremendous networking
opportunities.
Throughout the review, the need was identified for some type of residency component
to support distance education. A summer institute like the Education Leadership
Program/principal’s course, that has access to an early childhood facility ‚for that
essential hands-on component‛ was suggested. An onsite summer course would
provide an option for people who want to achieve their certificate at a faster pace. The
success of a summer course would however be contingent on ‘buy from’ early
childhood practitioners and ‚some sort of sponsorship or an outright grant‛ to offset
costs. Practitioner ‘buy-in’ is also needed. ‚People, who have spent all year working
with kids, may not want to spend any of their summer doing course work. They can be
pretty spent by then... You have to be cautious about what the potential participants say
they will do and what they will be encouraged to participate in.‛
Recommended Changes to Early Childhood Training
Early childhood students and practitioners surveyed recommended changes to
improve early childhood training in the NWT. Their recommendations focused on:
Offering more courses at any one time (e.g. more than one per term) to increase
opportunities for certification to be achieved in a shorter period of time.
Offering more varied delivery options (e.g. teleconferencing, online, ‘hands-on’,
on-site, exchanges, weekend workshops/seminars) to provide more choices and
opportunities for learners.
Linking training to occupational standards and professional recognition.
Ensuring mentorships are in place to support student success.
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Key informants also recommended changes to early childhood training, particularly the
Aurora College ECDP. Their recommendations are summarized in the following five
areas.
1. Regulatory and Accountability Frameworks
Legislative supports are needed that recognize and value early childhood
practitioners and link training to national standards. ‚Make sure the certificate or
diploma is at least transferable to Alberta. Make sure it is a true accreditation.‛
Legislative support should be phased in to limit negative impacts to existing
early childhood staff and programs. ‚Governments need to address the issue of
having untrained people in the workplace while not penalizing existing workers
or moving people from the workforce in an already tapped out field.‛
The public should be educated about the achievements and benefits of early
childhood training.
2. Partnerships
Stronger ties are need with communities and early childhood workplaces in
order to engender ownership, support, and involvement in early childhood
training. ‚It’s also important to know that there is a job at the end of the
program.‛
3. Curriculum
The curriculum should be updated based on ‘leading edge’ research, community
priorities, and the need to integrate Aboriginal worldviews and ways of being
and learning. ‚The courses need to be up to date. We need a Canadian textbook
that reflects all of the peoples up here, specifically Aboriginal people.‛
Curriculum change should also focus on brain development, the foundations for
lifelong learning, and the importance of loving and nurturing environments.
‚If instructors don’t expect professionalism within the Aurora College Program
these students are not going to be professional in their jobs.‛ Courses are needed
that foster a basic work ethic (e.g. coming to work on time), understanding of
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community environments, and strong relationships among children, parents, and
co-workers.
‚The Aurora College Program needs to develop/prepare supervisors to mentor
students and support the application of learning.‛ Courses are needed to
develop supervisory skills among program managers/ coordinators, including
the skills to complete performance appraisals and effectively mentor staff.
4. Delivery Model
Efforts are required to strengthen the transfer of knowledge and skills acquired
through study to applications in the workplace. This might be addressed through
a practicum component that is supported by mentors, more visual
demonstrations, and more onsite ‘hands-on’ opportunities to practice and receive
feedback in non-threatening ways. ‚Early childhood education is a real ‘handson’ field. It is important to have ‘hands-on’ learning as well.‛ ‚Mentors would
really benefit the students.‛
The current distance program should be restructured to provide more
opportunities to complete the certificate program at an accelerated pace (e.g.
running more courses concurrently).
Current telephone delivery of course material should be supplemented with
more regional workshops. Regional workshops could modularize course
materials (e.g. if a course is 45 hours long, three weekend workshops a year
could equal one 45 hour course). Additional training opportunities would assist
students to practice skills and provide opportunities to complete the certificate
program at a faster pace.
Teleconference and workshop delivery should be enhanced through greater use
of current technologies (e.g. MOODLE/on-line chat/study groups, video
conferencing). ‚It needs to be more visual and ‘hands-on,’ use videos. People in
the north are visual learners.‛ Partnerships with other organizations were
suggested (e.g. using telehealth or another community access point).
A ‘travelling classroom’ with an early childhood development team who could
delivery intensive onsite training should be investigated. ‚The self-esteem course
should be delivered onsite because the course can stir up emotional issues.‛
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Better communications are needed with existing students to inform them of
upcoming courses.
5. Student Supports
The value and supportive nature of the ECDP should be better promoted to
potential students.
Students need to be subsidized to attend intensive modules that could be held
during summer months when many programs close down.
PLAR should be implemented to recognize student skills and knowledge and the
way that learning is used/expressed (e.g. assessing knowledge demonstrated
over a period of time rather than in written assignments).
More than one informant recommended that Aurora College pilot a full time campusbased ECDP. A campus-based program would be affiliated with an early childhood
program so that students could apply/practice their learning. 18 At least one informant
suggested that a campus-based program should be based in Yellowknife where there
are lots of early childhood programs to engage as learning sites. ‚Students need to have
access to existing early child care programs so that they have ‘hands-on’ experiences.
They can lose learning if they don’t have a chance to practice it.‛
Some informants questioned the efficacy of creating a full-time campus based program
in light of the lack of occupational standards and requirement for training. Others
agreed that ‚it would be very interesting to see how that (a full time program) would
change the students’ feelings of success and readiness for the workplace.‛ A full-time
program would require new investment but would enable students to access NWT
Student Financial Assistance (NWT SFA) and more quickly achieve certification.
Most informants recommended that early childhood should be a priority of northern
governments and communities. Further, the Aurora College ECDP should strengthen
partnerships particularly with government departments, and government/non-
18
The College tried onsite delivery in Inuvik in 2002 in partnership with Aboriginal groups. The approach was
unsuccessful as many students dropped out or did not want to leave their communities. The current enrolment of 35
students is significantly greater than when the program was run full-time.
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government agencies responsible for education, health, and social services. ‚We can’t
operate in silos. We need to look across the different partners and areas of expertise in
our communities and institutions‛ to:
Maximize funding and financial resources,
Fast track training, and
Create opportunities to ladder to diploma and degree program.
Informants agreed that Aurora College needs to work with other organizations
delivering early childhood development training (e.g. NWT Literacy Council, ECE
Early Childhood Consultants, federally funded programs such as CAPC/CPNP and
Aboriginal Head Start, and speech language pathologists, and FASD and other
specialists working with young children) and accredit this training. Partnerships would
benefit from stronger relationships and clearer roles and responsibilities for early
childhood development between Aurora College and the GNWT Education, Culture
and Employment. ‚What is Aurora College’s role in providing training? Are they
simply a mechanism for the GNWT to provide training?‛ ‚The value of early
childhood is not reflected in the College … In their calendars previously, they have not
published the ECD program‛ ‚If there is value that Aurora College is not promoting,
the College and the sector have to promote it.‛
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5. Moving Forward
Annually the Aurora College Early Childhood Development Program (ECDP)
graduates an average of four certificate level early childhood practitioners and has an
enrolment of about 35 students. Data are unavailable to determine if these are
acceptable graduation and enrolment rates.
Among early childhood students and practitioners, and prominent educators and
leaders in the field, there is agreement that the ECDP has strong non-academic benefits
for students. The benefits include:
More confidence,
More skills or updated skills to work with young children,
More opportunities to get a job,
Less burn-out,
Greater job retention, and
In some communities/regions, higher wages.
Many informants identified the ECDP as a model for training early childhood staff in
the NWT. Still, significant improvements are required in order for the ECDP to better
meet the needs of early childhood programs and staff, and families and communities.
Improvements required are broader than changes to the curriculum or delivery model.
Changes are required to public policies regarding early childhood in the NWT.
Training for specific roles in the community and within the workforce cannot and
should not occur in isolation of the broader values and priorities of society or
community and workforce needs. In the NWT, early childhood practitioners and early
childhood training are not valued. This is evidenced by the absence of standards,
regulation, and legislation to guide, develop, or recognize early childhood practitioners.
The absence of an overall policy framework for early childhood negatively impacts
training and limits the potential of any training program to produce qualified early
childhood practitioners.
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Sixteen recommendations in five areas are offered to improve the quality of early
childhood training in the NWT. Many of these recommendations were also made in
research conducted in 2007 (Wright).
1. Investment
The current ECDP does not meet the demand for qualified practitioners in the NWT but
it does improve the confidence and skills of early childhood staff and is supportive to
the learners enrolled in the Program. The Program is attractive to a wide variety of
individuals, particularly those who cannot leave their job, families, and/or communities
to participate in a training program.
It is recommended that:
1. the GNWT Department of Education, Culture and Employment continue to
invest in the Aurora College Early Childhood Development Program.
Early childhood practitioners are not valued or recognized in the NWT. A professional
association is needed to increase the profile of this work, oversee the introduction of
standards, create a sense of community among practitioners, promote training
programs and job opportunities, and encourage/motivate individuals to become
qualified practitioners. Professional early childhood organizations exist in several
Canadian jurisdictions. In the NWT, the GNWT has provided initial support to facilitate
the establishment of professional associations.19
It is recommended that:
2. the GNWT Department of Education, Culture and Employment and Aurora
College work with early childhood practitioners to establish a professional
early childhood association.
19
In the 16th Legislation Assembly support was provided to a film industry association.
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2. Policy and Process
Standards can professionalize an occupation; minimize risk, burn-out, and attrition;
positively influence training programs; and recognize Aboriginal perspectives and
interests. There are no occupational standards for early childhood staff in the NWT.
It is recommended that:
3. the GNWT Department of Education, Culture and Employment establish
standards for early childhood practitioners that reflect both national
occupational standards and Aboriginal perspectives and interests.
Credentialing and registration processes for early childhood practitioners in eight
Canadian jurisdictions influence early childhood training curriculum and ensure that
individuals are qualified to work in early childhood settings. The NWT does not have
processes for credentialing and registering early childhood practitioners.
It is recommended that:
4. the GNWT Department of Education, Culture and Employment establish
processes for credentialing and registering early childhood practitioners that
are supportive to existing early childhood staff and compatible with
processes in other Canada jurisdictions.
There are inequities in the working conditions, remuneration, and supports available to
early childhood practitioners in the NWT. Inequities contribute to risk, burn-out, and
attrition and dissuade northerners from entering the early childhood field. There are no
regulations in place to ensure that practitioners are treated fairly and equitably.
It is recommended that:
5. the GNWT Department of Education, Culture and Employment establish
regulations to ensure fair and equitable treatment of registered early
childhood practitioners in the NWT.
Linking wages to education and training is a way to encourage individuals to enrol in
and complete early childhood training. It is also a way to achieve equality among early
childhood practitioners in public, private, and non-profit workplaces. Elsewhere in
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Canada and in some early childhood workplaces in the NWT, the pay structure is
linked to education and training. Financial incentives are one way to increase and retain
early childhood staff.
It is recommended that:
6. the GNWT Department of Education, Culture and Employment establish and
support the implementation of a standard NWT-wide pay structure that
recognizes varying levels of early childhood practitioner education and
training.
Education and training programs can support learner achievement and more quickly
produce qualified practitioners by implementing prior learning assessment and
recognition (PLAR) processes that credit the learning that individuals bring to and
develop in the workplace. Currently, PLAR processes are not in place for the Aurora
College ECDP.
It is recommended that:
7. Aurora College establish criteria and train assessors to implement PLAR in
the ECDP and provide supports for students to help them demonstrate prior
learning.
3. Program Design and Delivery
The quality and responsiveness of early childhood programs in the NWT relies on
qualified early childhood practitioners. There are gaps in the Aurora College ECDP
curriculum that impact the ability of students/practitioners to address the needs/issues
that regularly confront them in the workplace and deliver quality programming.
It is recommended that:
8. the GNWT Department of Education, Culture and Employment and Aurora
College work together to enhance the ECDP curriculum to: integrate
Aboriginal culture, language and worldviews; improve practitioners’ ability
to respond to children with special needs and those dealing with trauma and
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stress; reflect early childhood standards; and strengthen mentoring and
supervision of practitioners.
The Aurora College ECDP is primarily a distance education program that delivers
course material via weekly teleconferences. Occasional workshops are also held. Early
childhood students and practitioners like the ECDP because it allows them to work and
live in their own community while learning new things that give them more confidence
in their early childhood work. But they said that the best way for them to learn new
things and apply skills and knowledge is through a combination of ‘hands-on’,
observation/visual demonstrations, lectures, and text-based learning onsite, in the
classroom, and by distance. A mix of accredited learning opportunities would also
increase opportunities to more quickly achieve certification.
It is recommended that:
9. Aurora College expand the use of technologies in the ECDP program beyond
teleconference to include on-line chat/study groups, video conferencing, and
Skype/videoconferencing. Further, Aurora College should offer more face to
face regional and intensive learning opportunities to encourage in-depth
discussion and practical application of theory and best practices, and provide
more opportunities to acquire course credits and garner onsite support.
Early childhood practitioner training programs elsewhere in Canada enter into
partnerships to improve capacity to vary and expand delivery modalities, enhance
curriculum, achieve cost efficiencies, and maximize student success. The Aurora
College ECDP does not work in partnership with the many organizations that provide
training for early childhood practitioners.
It is recommended that:
10. Aurora College investigate partnerships with various groups involved in
training early childhood practitioners to share the delivery of the Early
Childhood Development Program curriculum.
Communities and governments are looking to early childhood development programs
as a source of Aboriginal language and cultural skills, and to prepare young children
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for school. These expectations require early childhood practitioners to have Aboriginal
language instruction skills that are not taught in the Aurora College ECDP. The College
of the Rockies has developed a common curriculum to link four related fields – early
childhood education, cultural immersion, Aboriginal education support workers, and
First Nation language teachers. The indigenous population of northern Scandinavia also
link early childhood practitioner and teacher training.
It is recommended that:
11. the GNWT Department of Education, Culture and Employment and Aurora
College work together to investigate ways to link ECDP with the Aboriginal
Language and Culture Instructor Program (ALCIP) and Teacher Education
Program (TEP).
Northerners don’t enrol in early childhood training because they don’t need training to
get a job in the early childhood field, don’t want to leave their communities, or have
other responsibilities. Other well-documented factors that keep northerners from
enroling in early childhood training are: lack of financial and personal support, poor
literacy skills, lack of awareness of the need for or availability of training, lack of
confidence, past education experiences, and lack of academic background.
It is recommended that:
12. the GNWT Department of Education, Culture and Employment and Aurora
College work together to put student supports in place to address the issues
that prevent northerners from enroling in early childhood training.
4. Promotion
Northerners are not attracted to the early childhood field due to low wages, lack of
value accorded to the profession, and a host of other factors that cast a negative light on
this work.
It is recommended that:
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13. the GNWT Department of Education, Culture and Employment and Aurora
College work together to promote the value and importance of skilled early
childhood practitioners and quality early childhood programs.
14. the GNWT Department of Education, Culture and Employment and Aurora
College work together to promote the Early Childhood Development
Program to potential students, highlighting the supportive nature of
instructors/tutors and the benefits of training, professional development, and
networking.
5. Monitoring and Evaluation
This evaluation was impacted by the absence of an evaluation framework with
consistently reported outcomes/outputs, and the lack of historic monitoring records of
ECDP’s performance. The absence of performance monitoring and evaluation
ultimately impacts the accountability of both the GNWT Department of Education,
Culture and Employment and Aurora College.
It is recommended that:
15. the GNWT Department of Education, Culture and Employment and Aurora
College work together to develop an evaluation framework for the ECDP and
annually account to the public on the performance of the Program.
Early childhood employers play a main role in efforts to increase the number of
qualified early childhood practitioners in the NWT. It is important that employers along
with prominent early childhood educators, students, and practitioners are kept well
informed of efforts being made to improve training in this field.
It is recommended that:
16. the GNWT Department of Education, Culture and Employment and Aurora
College work together to monitor and share information with various groups
related to the implementation of recommendations made in this evaluation.
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Appendix A: References
Alternatives North and YWCA Yellowknife. October 2010. No Place for Poverty: AntiPoverty Workshop Report. Yellowknife: Alternatives North.
http://www.alternativesnorth.ca/pdf/NoPlaceForPovertyReport_email.pdf
Ball, Jessica. 2004. Early Childhood Care and Development Programs as Hook and Hub:
Promising Practices in First Nation Communities. University of Victoria, School of Child
and Youth Care, Early Childhood Development Intercultural Partnerships Programs.
Beach, Jane and Bozica Costigliola. 2004. Child Care Wages and Quality Child Care System,
2001 Census of Canada. Ottawa: Child Care Human Resources Sector Council.
BC Aboriginal Child Care Society. 2006. Quality Care: It’s in Our Hands. Report on the
Annual Training Conference. http://www.acc-society.bc.ca/files_new/documents/
Reportonthe2006ACCSAnnualTrainingConference NCCAHreport.pdf
Canadian Resource and Research Unit. 2006. Trends and Analysis 2007: Early Childhood
Education and Care. http://child carecanada.org/sites/child
carecanada.org/files/Trends_Analysis07.pdf
Chalmers, Jennifer, Liz Cayen, and Sharon Snowshoe. 2007. Ten Years of Aboriginal Head
Start in the NWT 1996-2006. Ottawa: Public Health Agency of Canada.
Child Care Human Resources Sector Council. 2009. Pathways to Early Childhood
Education Credentialing in Canada. Ottawa.
2009. A Portrait of Canada’s Early Childhood Education and Care Workforce. Ottawa.
2009. Understanding and Addressing Workforce Shortages in Early Childhood
Education and Care (ECEC) Project. Ottawa.
2010. Occupational Standards for Early Childhood Educators. Ottawa.
no date. Occupational Standards for Early Childhood Educators ‚How to Guide‛.
Ottawa.
Desai, Nikita, Ziba Saadati, Jon Belcher, Andy Mong, Jessica Chan, Maryann Alisch,
and Laurie Hermiston. 2009. Evaluation of Indigenous Early Childhood Development
Training Program. Mothercraft College.
Education, Culture and Employment. November 2003. Towards Quality Early Childhood
Experiences in the Northwest Territories. Yellowknife: Government of the NWT.
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Jamieson, Kathleen. November 2005. Valuing the Community Voice: The Coordination and
Integration of Aboriginal Early Childhood Development Programs. BC Aboriginal Child Care
Society. http://www.acc-society.bc.ca/documents/ValuingCommunityVoice.pdf
King, Emily F. 2009. A Training Curriculum for Early Childhood Educators in Aboriginal
Head Start in Urban and Northern Communities Program Working with Aboriginal Children
with Special Needs. Lakehead University: Centre for Excellence for Children and
Adolescents with Special Needs.
http://www.coespecialneeds.ca/uploads/docs/curriculumforECE.pdf
Lutra Associates Ltd. June 2005. Community Action Program for Children (CAPC) and
Canadian Prenatal Nutrition Program (CPNP) – A Study of Needs in the NWT. Yellowknife:
CAPC/CPNP NWT Coalition.
Lutra Associates Ltd. June 2006. Investing in Our Future: The Alternatives North NWT
Child care Survey. Yellowknife: Alternatives North.
http://www.alternativesnorth.ca/pdf/Child careReport.pdf
Manitoba Child Care Association. 2008. Market Competitive Salary for Group Child Care
Centres. Winnipeg.
Morris, Joanne. 2002. Education and Training as Factors that Affect Recruitment and
Retention of Staff in Early Childhood Care Programs. College of the North Atlantic.
Wright, Sarah. (2007). A proposal to integrate Aboriginal language & culture into the Aurora
College Early Childhood Development Program. Government of the NWT: Education,
Culture and Employment.
Wilkinson, Richard and Kate Pickett. 2009. The Spirit Level: Why Equality is Better for
Everyone. London: Penquin Books.
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Appendix B: Research Instruments
Early Childhood Students and Practitioners Questionnaire
The GNWT Department of Education, Culture and Employment has contracted Lutra
Associates Ltd. to evaluate early childhood training in the NWT. The evaluation results will
inform future training efforts in the NWT.
Please take a few minutes to read and sign the attached consent form and return it
along with your completed questionnaire to Lutra Associates Ltd. before May 27, 2011.
There are three ways to return this questionnaire and consent form:
1. By e-mail to sandylutra@ssimicro.com
2. By fax to 867-873-8368
3. By mail to Box 1866, Yellowknife, NT X1A 2P4
All information is confidential. No one will know what you said because nothing in the
evaluation report will identify you.
If you would like assistance completing the question, please call 867-920-2177 collect
and Sandy or Lois at Lutra Associates will be pleased to help you.
Because your input is so important to future early childhood training in the NWT, we
will contact you by telephone if we have not received your questionnaire before May
27, 2011.
_____________________________________________________________________________
1a. I am (was) a student in the ________________________________________________ or
(name of your early childhood training program)
I have not taken any formal early childhood training.
If no formal training go to Q8
1b. I began my early childhood training in _______ (year).
1c. I completed or expect to complete my early childhood training program in
_______ (year) not sure
quit before completing program
1d. If you quit an early childhood training before completing the program, please
explain why you quit?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
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2. I learned about my early childhood training program: (Check one.)
from a poster in my community
on the radio
in a newspaper advertisement
from my employer
by word of mouth
from the college website or calendar
high school guidance counsellor
other (explain) __________________________________________________________
3. The main reasons that I enrolled in an early childhood training program were to:
(Check all that apply.)
get a job
advance in/get another type of job in early childhood development
update or improve my early childhood development skills/knowledge
learn new skills without leaving home
get a job working with young children
be able to comfortably and competently work with young children
help our children be successful
make sure our children know their language and culture
other (explain)_________________________________________________________________________________
other (explain) ________________________________________________________________________________
4. The things I like(d) most about my early childhood training program are (were):
(Check all that apply.)
learning on my own time
learning without leaving my community
being able to work and learn at the same time
distance education instruction practices
being able to immediately apply new skills/knowledge
having my family’s support
having my employer’s support
helpful instructors
interesting and relevant materials
improving my confidence and ability to work with young children
weekly instruction schedule
getting help from a tutor
other (explain) ____________________________________________________________
other (explain) ____________________________________________________________
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5. The things I like(d) least about my early childhood training program are (were): (Check
all that apply.)
learning at a distance from the instructor(s) and other students
online learning
leaving home
making sense of and applying course materials
finding assignments too difficult
finding discussions and assignments boring
not having my family’s support
not having my employer’s support
making time to do course work
not having access to financial or counselling support
not getting extra help when I need(ed) it (e.g. mentoring /tutoring support)
dealing with computer/other technology issues
not getting recognition for my prior skills/knowledge
taking too long to graduate
not being able to find a suitable field placement
a weekly instruction schedule that didn’t work for me
other (explain) ____________________________________________________________
________________________________________________________________________
other (explain) ____________________________________________________________
________________________________________________________________________
6a. Does (did) your early childhood training program give you the right skills to
confidently work with young children?
Yes
No
Not Sure
b. Why do you say this?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
7a. With a certificate/diploma from your early childhood training program, are you
able to get a job in an early childhood program anywhere in Canada?
Yes
No
Not Sure
b. Why do you say this?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
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8. Why don’t more people enrol in early childhood training programs? (Check all that apply.)
don’t think they need training to work with young children
don’t know that there are early childhood training programs available
don’t have the financial or personal support to take training
don’t have the confidence to take training
don’t want to leave their community to take training
have too many other responsibilities to take training
don’t have strong literacy skills
don’t have the academic background
didn’t do well in school
takes too long to get a certificate
other (explain) ___________________________________________________________
________________________________________________________________________
other (explain) ____________________________________________________________
9a. Are you working with an early childhood program now? Yes
No
b. If yes, how long have you worked with this or another early childhood program?
_________years
c. If yes, do you plan to continue working in early childhood?
Yes
No
Not Sure
d. If yes, what would help you to keep your skills/knowledge up to date and learn new
skills?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
10. If you said ‘no’ to 9a or 9c, what are the reasons that you are not working or not
planning to work in early childhood? (Check all that apply.)
no early childhood jobs in my community
don’t have the skills that early childhood employers are looking for
don’t like working in early childhood
could make more money working in another kind of job
want to go back to school to take ______________________________ (type of training)
other (explain) ____________________________________________________________
________________________________________________________________________
other (explain) ____________________________________________________________
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11a. Northern people look to early childhood programs to help young children acquire
strong local language and cultural skills. Does/did your early childhood training
program prepare early childhood workers to meet these needs?
Yes
No
Not Sure
b. Why do you say this?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
c. How could early childhood training better prepare workers to help young children
to acquire language and cultural skills? (Check all that apply.)
link early childhood and Aboriginal language instructor training programs
give course credits to people with Aboriginal language skills and knowledge
emphasize language and culture in early childhood training programs
involve elders in early childhood training programs
include language and culture courses as part of early childhood training
have local people design and deliver some early childhood training courses
set territorial guidelines or standards for all early childhood workers
link early childhood and teacher education training programs
other (explain) ____________________________________________________________
________________________________________________________________________
other (explain) ____________________________________________________________
________________________________________________________________________
12. How could more people in the NWT be encouraged to become trained as early
childhood workers? (Check all that apply.)
high school credits for students volunteering in early childhood programs
have early childhood programs in all NWT communities
set standards for all early childhood workers
offer early childhood training in more communities or regions
link early childhood and teacher education training
put more emphasis on language and culture in training programs
increase wages and benefits of early childhood workers.
promote the Aurora College Early Childhood Development Program
expand the Aurora College Early Childhood Development Program by (explain
how) __________________________________________________________________
other (explain) ________________________________________________________
other (explain) ________________________________________________________
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13a. What is the best way to provide early childhood training to people in the NWT?
(Check one.)
On-site in an early childhood program
Community-based modules
Classroom
Distance
Combination of on-site, classroom, and distance
Other (explain) _________________________________________________
______________________________________________________________
b. What is the best way for you to learn new things and apply existing skills/
knowledge? (Check one.)
Lectures/explanation using audio tools
Demonstrations using video/other visual aids
Hands-on/experiential
Text-based/reading
Watching others/site visits
Combination of all of the above
Other (explain) _________________________________________________
______________________________________________________________
14. If you could make three changes to improve early childhood training in the
NWT, what would they be?
1. __________________________________________________________________________
__________________________________________________________________________
2.___________________________________________________________________________
___________________________________________________________________________
3. ___________________________________________________________________________
___________________________________________________________________________
15. Is there anything else you would like to say about training for early childhood
workers?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Thank you for taking the time to complete and return this questionnaire.
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Consent Form
(Please return with your questionnaire)
I have been invited to participate in an evaluation of early childhood training in the
NWT. I understand that the evaluation has two purposes:
3) determine if the current early childhood education delivery model and the
Aurora College Early Childhood Development Program are meeting the needs of
students, parents, children, and communities in the NWT, and
4) learn about other early childhood training programs including best practices for
delivery to remote Aboriginal communities.
I understand that the information I provide will be kept confidential and that no one
will know what I said or be able to identify me as a result of my participation.
I understand that I have the right to refuse to participate in the evaluation and the right
to withdraw at any time. If I withdraw from the study, all information I provided will
be destroyed.
I understand that the evaluation report that is produced is the property of the GNWT
Department of Education, Culture and Employment.
I understand that as a result of participating in this evaluation that I will receive a
summary of the evaluation report. I also understand that I can get a copy of the
evaluation report if I request it from the Department of Education, Culture and
Employment.
If I have any questions or concerns about this evaluation, I can contact:
Linda Kalbun, Early Childhood Coordinator,
Education, Culture and Employment,
Box 1320, Yellowknife, NT X1A 2L9
(867) 920-3193 (phone) (867) 873-0109 (fax) linda_kalbun@gov.nt.ca
Or
Lois Little, Principal Investigator,
Lutra Associates Ltd., Box 1866, Yellowknife, NT XIA 2P4
(867) 873-8903 (phone) (867) 873-8368 (fax) loislutra@ssimicro.com
____________________________
Signature
________________________
Print Name
_________________________
Witness
____________________
Date
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Interview Guide – NWT Informants
The GNWT Department of Education, Culture and Employment has contracted Lutra
Associates Ltd. to evaluate early childhood training in the NWT. The evaluation results will
inform future training efforts in the NWT.
Early Childhood Workers
Early childhood workers might work in child care centres, day homes, family resource centres,
preschools, kindergartens, head start programs, or other environments with programs and
services for children 0 to 6 years of age.
1a) What skills and competencies do early childhood program employers look for in
their workers (e.g. knowledge of brain development, Aboriginal language skills,
learning through play, teaching early literacy skills, First Aid, supervisory skills)?
b) What education do most early childhood workers bring to the workplace (e.g. less
than high school, high school, early childhood certificate, diploma, degree)?
2. How are skills and competencies of early childhood workers assessed in the
workplace (e.g. regular meetings with the supervisor, yearly performance
evaluations, self-evaluation, compared to occupational standards)?
3a) Are early childhood employers in the NWT/your community aware of national
occupational standards issued by the Child Care Human Resources Sector Council
and the Canadian Child care Federation? What evidence do you have of this?
b) How are hiring and worker assessment practices influenced by occupational
standards that call for example for, promotion of safety and health, warm responsive
relationships with children, planning of activities to promote development,
observational skills, relationships with families, and recognition of developmental
delay?
4. What changes if any, have you seen in the last five years in terms of the skills/
competencies required by early childhood employers (e.g. more expertise to deal
with special needs, greater demand for language and cultural skills, more adherence
to standards, more emphasis on child safety)?
5a) How would you describe a ‘qualified early childhood worker’ (e.g. someone
certified by a recognized early childhood training program or government, someone
recognized as capable in the community)?
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b) Are there enough qualified early childhood workers to meet the demand of
programs/facilities in the NWT/your community?
c) What action(s) should be taken to increase the number of qualified early childhood
workers in the NWT?
6a) Are early childhood workers in the NWT staying in this occupation? Why do you
say this?
b) On average, how long do most early childhood workers work in early childhood
development (e.g. usually life time workers, depends on the support for the early
childhood program, until a higher paying job comes along)?
c) If early childhood workers are leaving this occupation, what are they leaving to do
(e.g. get more education in another/same field, work at the mines, work elsewhere in
the community)?
7a) What would encourage early childhood workers to stay in the field of early
childhood development (e.g. more training, more job opportunities, better wages
and benefits)?
b) What would encourage more people to enrol in early childhood training/
certification programs (e.g. mentorships, outreach to high schools, work experience/
CTS courses, community-based training, workplace training)?
Early Childhood Training
8a) How do early childhood workers in the NWT/your program refresh and update
their skills and knowledge (e.g. training on the job, on-line, occasional workshop)?
b) What would encourage more early childhood workers to refresh and update their
skills and knowledge (e.g. credit for existing skills/recognition of prior learning, onsite training, financial support, better wages/benefits, workplace training)?
9.
In your opinion, what are the main elements of a successful early childhood
development training program in terms of content? Instruction? Delivery methods?
Student supports?
10a) Are you aware of any successful early childhood development training programs
that should be modelled to encourage and support current and potential early
childhood workers throughout the NWT?
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b) Why should this program(s) be modelled in the NWT?
Improving Early Childhood Training in the NWT
11a) What early childhood training are you aware of that is available to people in the
NWT?
b) How do you know about this training (e.g. have taken it, seen it advertised, fund
it)?
c) What changes have you seen as a result of this training (e.g. more early
childhood workers with the necessary skills, more workers available to community
programs, higher quality early childhood programs)?
d) Is this training helping to meet the demand for skilled early childhood workers in
the NWT? Why do you say this?
12. Does the early childhood training that you are familiar with produce workers who
meet national standards? What evidence do you have of this?
13. Northern families and communities look to early childhood programs to
strengthen local language and cultural practices. Does the early childhood training
that you are familiar with meet these needs? What evidence do you have of this?
14a) Would you support an early childhood certification process that would credit a
student’s prior learning/work experience?
b) If yes, what prior learning/work experience should be recognized in admission
and certification processes?
15. Would you recommend any specific changes to how early childhood training is
provided to NWT residents in terms of content? Instruction? Delivery methods?
Student support services?
16a) Is distance learning an effective way to deliver early childhood training in the
NWT? Why do you say this?
b) Are there particular courses, situations, or groups of students where distance
learning is particularly appropriate? Particularly inappropriate?
17. Is there anything else you would like to say about early childhood training in the
NWT?
Thank you for your time and perspectives.
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NWT Informant Focus Group Guide
The GNWT Department of Education, Culture and Employment has contracted Lutra
Associates Ltd. to evaluate early childhood training in the NWT. The evaluation results will
inform future training efforts in the NWT.
Early Childhood Workers
1) What skills and competencies do early childhood program employers look for in
their workers (e.g. knowledge of brain development, Aboriginal language skills,
learning through play, teaching early literacy skills, First Aid, supervisory skills)?
2) Are early childhood employers in the NWT/your community aware of national
occupational standards issued by the Child Care Human Resources Sector Council
and the Canadian Child care Federation? What evidence do you have of this?
3a) What changes if any, have you seen in the last five years in terms of the skills/
competencies required by early childhood employers (e.g. more expertise to deal
with special needs, greater demand for language and cultural skills, more adherence
to standards, more emphasis on child safety)?
b) On average, how long do most early childhood workers work in early childhood
development (e.g. usually life time workers, depends on the support for the early
childhood program, until a higher paying job comes along)?
4a) How would you describe a ‘qualified early childhood worker’ (e.g. someone
certified by a recognized early childhood training program or government, someone
recognized as capable in the community)?
b) Are there enough qualified early childhood workers to meet the demand of
programs/facilities in the NWT/your community?
c) What action(s) should be taken to increase the number of qualified early childhood
workers in the NWT?
5a) What would encourage early childhood workers to stay in the field of early
childhood development (e.g. more training, more job opportunities, better wages
and benefits)?
b) What would encourage more people to enrol in early childhood training/
certification programs (e.g. mentorships, outreach to high schools, work experience/
CTS courses, community-based training, workplace training)?
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Early Childhood Training
6) In your opinion, what are the main elements of a successful early childhood
development training program in terms of content? Instruction? Delivery methods?
Student supports?
7) Are you aware of any successful early childhood development training programs
that should be modelled to encourage and support current and potential early
childhood workers throughout the NWT?
Improving Early Childhood Training in the NWT
8a) What early childhood training are you aware of that is available to people in the
NWT?
b) How do you know about this training (e.g. have taken it, seen it advertised, fund
it)?
c) Is this training helping to meet the demand for skilled early childhood workers in
the NWT? Why do you say this?
9) Northern families and communities look to early childhood programs to
strengthen local language and cultural practices. Does the early childhood training
that you are familiar with meet these needs? What evidence do you have of this?
10) Would you recommend any specific changes to how early childhood training is
provided to NWT residents in terms of content? Instruction? Delivery methods?
Student support services?
11a) Is distance learning an effective way to deliver early childhood training in the
NWT? Why do you say this?
b) Are there particular courses, situations, or groups of students where distance
learning is particularly appropriate? Particularly inappropriate?
12) Is there anything else you would like to say about early childhood training in the
NWT?
Thank you for your time and perspectives.
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Interview Guide – Early Childhood Training Program Providers
The GNWT Department of Education, Culture and Employment has contracted Lutra
Associates Ltd. to evaluate early childhood training in the NWT. The evaluation results will
inform future training efforts in the NWT.
A draft profile of your program is attached. It has been prepared mainly from information
available on the internet. We would like to verify and expand this information wherever possible.
1. Are there specific milestones or events that should be mentioned in the history of
the program?
2. The program description focuses on: 1) pedagogical approaches, 2) program goals
and objectives, and 3) responsiveness to local cultures, language, and lifestyles.
What more can you tell me about each of these program elements, particularly in
terms of how they apply to the circumstances of First Nations and the remote
communities that you serve?
3. The Child Care Human Resources Sector Council and the Canadian Child care
Federation have issued occupational standards as a guide to early childhood
program employers and workers. In some jurisdictions, government ministries
certify early childhood workers.
a) What standards or requirements are considered in the design and delivery of
your program?
b) How are local needs and First Nation perspectives and language considered in
the program design and delivery?
4. What is the duration of your program?
5a) How much of your program is delivered in the classroom? By distance? Group
seminars/meetings/workshops? Practicum/work placement? Apprenticeship?
Mentorships? Other formats?
b) How many staff are required to deliver the program?
c) What skills and qualifications do you look for in program staff?
6. What does it cost on a per graduate basis to deliver the program?
7a) Who are your students (e.g. demographic characteristics)?
b) Are the eligibility requirements in the draft program profile accurate?
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8a) Is there a high demand for your program?
b) How many students are enrolled in any given year?
c) What steps if any, does your program take to facilitate admission (e.g. prior
learning assessment, preparatory courses, personal or financial supports)?
9a) How is your program promoted to potential students?
b) Does your program do any outreach or work with high schools to recruit students
(e.g. career and technology or work experience courses, volunteer opportunities)?
10a) Are the program completion requirements described in the profile accurate?
b) How long does it usually take for a student to complete the program?
c) What credits earned through this program are transferable to other programs or
institutions?
11a) We have summarized the program curriculum. Is it accurate?
b) How would you generally describe the curriculum model or framework?
c) Why has your institution taken this approach to the curriculum?
12a) When was the last time your program was evaluated? Can you share this
evaluation with us?
b) How many graduates does your program produce each year?
c) Do you track graduates to monitor transition from training to the work place?
d) If so, how successfully are students making the transition from training to work?
13a) Are graduates from your program staying in the early childhood field?
b) What is the attrition rate among program graduates?
14. Overall, what would you say are the main strengths of your program?
15. The NWT is considering training options that would improve our ability to meet the
demand for qualified early childhood workers. Based on your program experience,
what lessons, practices, or advice can you offer with respect to:
a) attracting First Nations individuals to early childhood training?
b) responding to the need for qualified early childhood workers in remote
communities?
16. Is there anything that I have missed about your program or other thoughts you
would like to share?
Thank you for your time and perspectives.
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Appendix C: Interviewees
1. Deb Heron, Nihkanis Aboriginal Head Start
2. Marcia Norris, Fort Smith Cooperative Nursery School
3. Lesli Ann Tourangeau, Beans Sprouts Family Day Home
4. Terry Roberts, Enchanted Learning Family Day Home
5. Sylvia Tardoff, former student
6. Sarah Wright-Cardinal, Aurora College
7. Dave Porter, Aurora College
8. Joan Langevin, Aurora College
9. Colette Labine, Aurora College
10. Kerry Robinson, Aurora College
11. Reanna Erasmus, Ndilo Aboriginal Head start
12. Ruth Adamchik, Yellowknife Playschool Program
13. Leslie Caines, early childhood practitioner
14. Marcia Dean, early childhood consultant
15. Gillian Moir, GNWT Education Culture and Employment
16. Terri Douglas, Tlicho Community Services Agency
17. Louise Richardson, Tlicho Community Services Agency
18. Josephine Mackenzie, GNWT, Department of Health and Social Services
19. Patricia Davison, tutor, Aurora College
20. Joyce Palsson, graduate, Aurora College ECD
21. Shona Barbour, GNWT, Department of Education, Culture and Employment
22. Paula Guy, Inuvik Child Development Centre
23. Sister Celeste, Sister Celeste Child Development Centre
24. Helen Balanoff, NWT Literacy Council
25. Sandra Bevington, GNWT, Department of Education, Culture and Employment
26. Sherri Hughson, GNWT, Department of Education, Culture and Employment
27. Elaine Tambour, Kat’lodeeche Early Childhood Program
28. Tanya Klassen, Kids Corner Daycare
29. Patty Male, graduate, Aurora College, ECD
30. Jolene Donovan, student, Aurora College, ECD
31. Maryssa, early childhood practitioner, Inuvik
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32. Rita, early childhood practitioner, Inuvik
33. Rena, early childhood practitioner, Inuvik
34. Joyce, early childhood practitioner, Inuvik
35. Jill Vaydik, NWT Literacy Council
36. Kathryn Barry Paddock, NWT Literacy Council
37. Marianne Bromley, NWT Literacy Council
38. Katie Randall, NWT Literacy Council
39. David Buchanan, NWT Literacy Council
40. Ann Keizer, GNWT, Department of Education, Culture and Employment
41. Angela Littlefair, GNWT, Department of Education, Culture and Employment
42. Kate Quinn, Northern College of Applied Arts and Technology
43. Denyse Oswald-Finch, Nicola Valley Institute of Technology
44. Sylvia Scow, Vancouver Island University
45. Jessica Hrechka Fee, Northwest Community College
46. Inga Kossoroukova, Native Education College
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Appendix D:
Summary of Child Care Human Resources Sector Council Occupational
Standards
A: Child Development, Learning and Care
1. Facilitate the development and behaviour of children including using a variety of
observation and documentation techniques; and facilitate cognitive, language, social,
emotional, creative, and physical development and acceptance of diversity.
2. Develop, implement and evaluate programs including research curriculum models,
implement inclusion policy, develop infant, toddler, preschool, kindergarten-age,
school-age, and multi-age program, modify environment to provide accessibility,
and implement and evaluation a program.
3. Support the holistic development of all children including build meaningful
relationships, identify/expand on learning opportunities/teachable moments,
identify/support individual leaning and development, identify/support diversity,
equity and inclusion, and maintain documentation on the child’s development .
4. Meet health, safety and well-being needs including accommodating allergies,
administer medication/follow procedures, implement preventative health and safety
measures, develop/implement safe travelling practices, provide first aid and CPR,
implement emergency and evacuation plans, implement security procedures, review
safety-related issues, follow safe toileting and diapering procedures, identify/report
suspected child abuse and neglect, promote a healthy lifestyle, promote
environmentally-sound practices, actively supervise children, and supervise
children during outings and field trips.
5. Meet nutritional needs including plan/provide nutritious meals and snacks,
prepare/provide infant nutrition, promote healthy eating, and accommodate special
nutritional requirements.
6. Guide children’s behaviour including fostering an environment for positive
behaviour, implement positive behaviour guidance, guide/observe children,
facilitate appropriate language, conflict resolution, empathy, problem solving and
coping skills, use/promote active listening skills, use natural/logical consequences,
and protect children from physical and emotion harm.
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B: Equipment and Facilities
1. Develop and maintain a safe environment including checking for physical hazards,
maintaining/implementing safety standards/protocols, use developmentallyappropriate equipment, and adapt programming/equipment to unique
settings/situations.
2. Operate and maintain facilities including maintaining equipment/materials and
furnishings, maintaining indoor/outdoor physical environment, and monitoring
cleanliness and sanitation.
C: Family and Community Relations
1. Form collaborative partnerships with families including building and maintaining
meaningful relationships, orienting families, communicating, collaborating, and
providing family resources.
2. Use community resources including accessing and engaging community resources,
facilities and services, raising awareness of community events, and involving
volunteers.
3. Advocate for children and families including make connections between families
and resources, and respect the rights of the child.
4. Provide an inclusive environment including collaborate with parents to identify the
child’s strengths, needs and interests, and collaborate with parents and other
professionals to develop and implement inclusive plans.
D: Professional Relationships
1. Work as a member of a team including create partnerships with colleagues,
participate in meetings, liaise with stakeholders, demonstrate leadership, and
follow policies and procedures.
2. Mentor others including support and guide colleagues and students, facilitate
mentees’ professional development, and act as a resource.
E: Personal and Professional Development
1. Conduct self professionally including maintain professionalism, follow policies
and procedures, use a code of ethics to guide practice, maintain confidentiality,
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maintain required professional certifications and/or registrations, and keep
current with legislative requirements.
2. Maintain a work-life balance including engage in ongoing self-assessment, and
maintain physical health and mental well-being.
3. Participate in professional development including develop/implement a
professional development plan and evaluate progress, participate in professional
workshops/courses/ongoing learning opportunities, and network with peers.
4. Advocate for the profession including participate in professional organizations
and promote the profession.
F: Record Keeping
1. Maintain records for legislation and regulations including record daily/monthly
attendance, accidents/incidents/occurrences, cleaning procedures, ill health,
medical procedures/administration, maintain current children’s records, record
facility maintenance and safety checks, and complete child’s daily log for parents
and the daily program log book.
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Appendix E: Selected Program Profiles
Program Profile #1
Name: Early Childhood Development Program
Name of Learning Institution: Aurora College
Location: The program is based at the Fort Smith Campus but is offered as a distance
learning course with students enrolled from across the north.
Program Description: The Early Childhood Development Program is designed to train
students to work with children from infancy to the age of six, with an emphasis placed
on the preschool years.
The Program is a distant learning program that involves on-line discussion, lectures,
practical training, and opportunities to develop teaching materials and guidance skills
and design, deliver and/or evaluate programs and services in the community.
Principles of the Program include:
Addressing the needs of children pre-natal to six years of age;
Enhancing child, family and community development;
Supporting the role of parents/guardians by being family centred;
Stressing wellness and the promotion of a healthy lifestyle;
Following a holistic approach to foster a healthy environment for children and
families;
Community-based and community-sponsored early childhood development;
Offering an introduction to the services available in the community, region and
territory;
Adhering to culturally appropriate traditions guided by Aboriginal perspectives;
Stressing practical application of classroom theory; and
Developing and relying on community support systems for the student.
Upon successful completion of the program the student will be able to:
Recognize and describe normal patterns of growth and development in infants,
toddlers, preschoolers and young school-age children.
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Plan safe and appropriate living and playing environments for children in group
care.
Set up and maintain a secure, healthy home daycare environment for young
children.
Develop and practice the skills necessary for the operation and management of
home child care.
Understand and implement GNWT legislation and standards for family home
care, including First Aid and CPR.
Be knowledgeable of basic child health and safety practices and promote them.
Support healthy children by identifying, developing and designing appropriate
programs and services.
Recognize that traditional knowledge, language and values are important for the
growth and development of healthy children.
Understand the skills for working with families and building strong centre-home
ties.
Be knowledgeable of needs identification and intervention techniques.
Learn about the various agencies, their roles, responsibilities and the
partnerships which exist at the local, regional, territorial, national and
international levels.
Develop appropriate communication skills (facilitation, counselling, report and
letter writing) and use problem-solving strategies.
Delivery Method: Distance.
One instructor coordinates distance learning courses as well as does some
instruction. Other instructors are contracted.
The Aurora College campus in Inuvik recently offered an onsite, eight-week
introductory course in Early Childhood Development. The introductory course is
a pilot funded through a division of GNWT Education, Culture and
Employment. Other short-term programming has been available in the past in
Yellowknife and Aklavik.
Courses are offered by telephone in the evenings. All students receive the text
books and a binder of all the information they need to complete the course. The
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binder is written in plain language and includes instructions and suggestions,
particularly for students working in isolation in small communities. An
instructor and tutor are available at every session. The tutor checks in with each
student once a week. In 2010/11, the Introduction to Early Childhood and
Learning Through Play courses were offered as a morning and evening course.
Courses are offered on a rotation basis over six years. The Aurora College
Coordinator keeps a list of all students and can remind individuals when a
required course is scheduled.
Lessons/Best Practices Relevant to the NWT:
A Proposal to integrate Aboriginal language & culture into the Aurora College Early Childhood
Program prepared by Sarah Wright in 2007, found that the principles of the program are
strong but the curriculum and approach need to be revised to ensure that these
principles are met specifically with respect to adhering to Aboriginal perspectives,
stressing practical application of classroom theory, and community support systems for
students. The 2007 document also identified the need to address technological issues
associated with distance learning, and strengthen linkages and transferability of courses
with other programs (e.g. TEP, ALCIP, Nursing), redefine the role of adult educators
and community learning centres, strengthen linkage in the communities.
Compliance with Occupational or Other Standards: Compliance with occupational
standards not documented.
Students who successfully complete the program receive an Early Childhood
Development Certificate and are eligible to work in child care settings.
Opportunities for Future Employment:
Students who successfully complete the Early Childhood Development Certificate can
potentially find work as assistants in child care centres, nursery schools, playgroups, or
as operators of their own daycare homes, or seek employment with Bands, Hamlets,
Municipalities, Regional Health and Social Services, health-related fields, Aboriginal
organizations, community agencies or the Government of the Northwest Territories.
Working titles include child care worker, child care teacher, family daycare provider,
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nursery teacher, special needs worker, kindergarten assistant or aide, child life worker,
early childhood worker, and more.
Program Length: Various – start and end dates throughout the academic year.
Generally one fall course begins in September and completes by Christmas; the second
course begins mid-January and ends the beginning of May. Aurora College indicates
that on average students take three years to complete the program. Other information
indicates that completion time averages from five to six years.
Admissions: Based on the program's eligibility requirements, the applicant's
assessment results, and whether or not they display a genuine interest in young
children. The ability to communicate with other adults and children and the ability to
work as part of a team are also important.
If students have already completed the first year or part of a first year of an early
childhood program elsewhere, courses may have transferability into this program.
Applicants with good Aboriginal language and English language skills are given
preference. An interview with the Program Coordinator to explore the applicant's
interest in working with children may be required. A general medical certificate of
fitness is required. A one-page written statement giving reasons for wanting to study
Early Childhood Development must be submitted. Two letters of recommendation, one
from an educator and one from a member of the community attesting to the applicant's
honesty, reliability, and suitability, are required.
Based on a school transcript, course outlines, and an interview, students can be
evaluated for advanced standing.
Completion Requirements:
For certificate completion, students registered in the Program before September 2005
must successfully complete the eight core courses; 14 additional credits; and First Aid
and CPR-C. For certificate completion, students registering in the program on or after
September 2005 must successfully complete the eight core courses and five additional
courses, for a credit total of 38, and First Aid and CPR-C. Overall, the certificate consists
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of 13 courses, including a communications or English course and two practicum
placements.
Curriculum Overview: (see course descriptions pages 155-158)
Program material is based on content from Yukon College which in turn comes from
Grant McEwan. A
016-110 Health, Safety and Nutrition
016-111 Child Growth and Development I
016-112 Introduction to Early Childhood
016-113 Field Placement I
016-114 Integration Seminar
016-115 Understanding Self-Esteem
016-121 Human Growth and Development II
016-122 Learning Through Play
016-108 Special Topics
016-116 Early Childhood Communication Skills
016-123 Field Placement II
016-124 Integration Seminar II
016-125 Building Self-Esteem
Program Evaluation:
No formal evaluation has been completed although a discussion of the program was
undertaken by Sarah Wright (2007). The program is funded by GNWT Education,
Culture and Employment in the amount of $240,000 annually. Activity reports are
submitted annually.
What is known about the Program is:
The number of program graduates varies each year. Between 2004-2010, 16
students graduated with ECD certificates (an average of 4 per year).
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The average annual enrolment is 35 students.
In 2005/06, there were 82 part time registrants from 17 communities; 36 in Child
Growth and Development, and 35 in Health Safety and Nutrition.
In 2006/07, there were 75 part-time registrants.
In 2008-09, the Aurora College Early Childhood Education Training Program had
68 registrations and 55 successful course completions by students from 14
communities.
In 2010/11, there were 72 registrants and 20 withdrawals/cancellations/
incompletes. 72% of registrants had Aboriginal ancestry. All were women. All
were employed prior to and following the program. 32% were self-sponsored
and the rest were sponsored by a Band, the Inuvialuit Regional Corporation or
an association. A further 24 students attended workshops.
There are currently 168 students who have taken two or more courses.
Attrition is estimated at 26%.
95% of students have English as a second language and/or low English literacy
skills.
75% of students have Grade 12 or equivalent education.
Issues associated with the Program relate to:
Lack of adequate numbers of trained early childhood practitioners.
Competencies of graduates.
Length of time required to graduate and the extent to which this contributes to
program attrition rates.
Limited Aboriginal language and cultural content.
Lack of access to technology or appropriate technology (e.g. adequate band
width).
Lack of access to on-the-ground/community-based face to face support (e.g.
involvement of community-based Aurora College Community Learning
Centres).
Uncertain application of prior learning assessment and recognition (PLAR).
Strength of applicants’ foundational skills (e.g. literacy).
Adequacy of program supports including financial support.
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Uncertain connections with other early childhood development training such as
family literacy training institutes run by the NWT Literacy Council.
Lack of linkages with other education programs such as the Teacher Education
Program (TEP) and the Aboriginal Language Instructors Certification Program
(ALCIP).
There is interest in some quarters in an apprenticeship approach to the Program.
Brief Program History: Since 1998, Education, Culture and Employment has funded the
College to deliver Early Childhood Development training. The Early Childhood
Development Program curriculum was adopted from Yukon College in 2004 after a
four-year working relationship. Yukon College's program, in turn, shares a similar
history as both Aurora and Yukon College adopted standardized Early Childhood
Development curriculum from Alberta in the 1980s.
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Program Profile #2
Name of Program: First Nations Partnership Programs
Name of Learning Institution: University of Victoria (UVic)
Location: The Program has been offered in partnership with the following First Nations
organizations:
Meadow Lake Tribal Council, Saskatchewan.
Cowichan Tribes, British Columbia.
Mount Currie First Nation, British Columbia.
Nzen'man Child and Family Services, British Columbia.
Onion Lake First Nation, Saskatchewan.
Tl'azt'en Nation, British Columbia.
Treaty 8 Tribal Association, British Columbia.
Little Shuswap Indian Band and associated communities, British Columbia.
Penelakut Tribe, British Columbia.
Program Description:
The Generative Curriculum Model supports the active participation and co-delivery of
training within a geographical location, and brings cultural content and considerations
of community life into the curriculum. First Nations partners work with the UVic
curriculum team to develop and deliver community-based, culturally sensitive course
work leading to a diploma in Child and Youth Care. Traditional knowledge and the
role of Elders in creating and teaching students about child care and development are
key elements of the Program. Elders and other community resource people work
alongside mainstream instructors to ensure bi-cultural, community-relevant,
community-involving processes and outcomes.
Guiding Principles of the Generative Curriculum Model:
Support community initiative in a community-based setting.
Promote respect "all ways" (multicultural inputs).
Draw upon community and individual strengths.
Ensure a broad ecological perspective (awareness of the child in the context of family and
community).
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Provide education and career laddering for students such that credit for this coursework
will be fully applicable to future study and practice.
Engage in co-construction of a bi-cultural curriculum, in which Elders and other
community resource people figure prominently.
Provide the basis for broader child, youth, family and community-serving training and
services, while the immediate focus is on early childhood care and development.
Distinctive Features of the Generative Approach:
Take education and training to students in their home communities rather than requiring
them to leave home to attend the training program.
Involve a cohort of students to move through the program together, rather than
individually, creating peer support, an Indigenous learning community, and cost savings
for delivery.
Assert the power of 'not knowing' where the road less traveled leads rather than
maintaining the colonialist presumption of 'knowing' what's best for indigenous people.
Respect the culture(s) embodied in the community as a valuable source of knowledge
rather than elevating the authority of Euro-Western theories and research on child care
and development.
Ground teaching and learning in consideration of many voices rather than relying
principally on the modernist approach of 'universal' truths and 'best practices' for
children and families.
Encourage participatory processes at every stage of program design and delivery rather
than offering pre-packaged curricula developed by 'experts' in early childhood education.
Work consciously to promote social inclusion for students and communities rather than
accepting the exclusivity that has often been imposed by dominant cultures on less
dominant cultures.
Delivery Method:
Every First Nations organization delivered preparatory programs including
upgrading students’ academic skills and introductions to early childhood
education. Preparatory programs ranged from two weeks to one year.
In some cases students travelled for a few days at a time to access suitable child
and youth care programs for practica. In one partnership involving six
geographically dispersed communities, students chose to move to a town that
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was centrally located among the participating communities in order to avoid
hazardous winter driving.
Lessons/Best Practices Relevant to the NWT:
Partnership programs are unique and reflect the culture, location, and
individuals involved. What is common between programs is a commitment to
build capacity and enhance conditions (i.e. early childhood development and
workers).
The principles of the Generative Curriculum Model guided each partnership and
are key determinants of the success of each program.
Compliance with Occupational or Other Standards: The Program leads to a Diploma
in Child and Youth Care granted by the University of Victoria. The Program also meets
the requirements of the Ministry of Health in British Columbia for Basic Certification in
Early Childhood Education (ECE), following a required period of supervised work
experience. The Diploma is recognized in four Western provinces in Canada for ECE
certification at a supervisory level.
Program Length: Diploma in Child and Youth Care (2 years). Students can leave the
Program after one year with a certificate in Early Childhood Education and/or continue
with third and fourth-year studies – either through distance education or on-campus
courses – leading to a degree in Child and Youth Care.
Admissions: A special admissions procedure using flexible prior learning criteria was
arranged to enable 10 to 22 students to be registered for each training program.
Students have ranged in age from 21 to 50 years. First Nations organizations conducted
their own recruiting, screening and preparatory programs for students based on locally
established criteria. Common student selection criteria included:
academic readiness and verbal and written fluency in English;
personal wellness;
known to have supportive relationships with children through work and/or
family; and
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strong interest in Early Childhood Care and Development as a career.
Completion Requirements:
Diploma Program:
20 courses, including practica five terms of full-time study; and four 'strands' or themes:
ECCE/CYC (Early Childhood Care and Education / Child and Youth Care),
Communications, Child and Youth Development, and Practica.
Curriculum:
A description of courses is included on pages 159-165.
Child and Youth Care
CYCB 120:
Term Introduction to Play
1
Communication Skills
CYCB 150: Interpersonal
Communications
Child Development
Practica
CYCB 141: Child
Development 1
CYCB 110: Practicum 1:
Community Care
Settings for Children and
Youth
CYCB 121 Foundations CYCB 151:
of Curriculum Planning Communicating with
Term (ECCE)
Children and Guiding
2
Children's Behaviour
CYCB 142: Child
Development 2
CYCB 111: Practicum 2:
The Whole Child (block)
CYCB 122 Curriculum
Design and
Term Implementation
3
(ECCE)
CYCB 123: The Caring
and Learning
Environment (ECCE)
CYCB 140:
Introduction to Human
Behaviour
CYCB 112: Practicum
3:The Child in the
Curriculum (block)
CYCB 230 The
Ecology of Health,
Term
Safety and Nutrition for
4
Children
CYCB 250: Introduction
to Planned Change
CYCB 222: Program
Development for Infants
and Toddlers
CYCB 210: Practicum 4:
Development
Specialization (block)
CYCB 231
Administration of Child
Term
Care Facilities
5
CYCB 251:
Communication Skills for
Professional Helpers
CYCB 240 Introduction
to Supported Child Care
for Children with
Special Needs
CYCB 211: Practicum 5:
Supported Child Care for
Children with Special
Needs (block)
Electives:
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CYCB 220: Introduction to School-Age Care
CYCB 221: Introduction to Programs for Adolescents
Additional requirement to receive Diploma: One university accredited English course
Other Program Characteristics:
Four of the nine partnerships were three-way, involving:
o the First Nations organization (which implemented and directed the
Program);
o UVic (which supplied the Generative Curriculum Model and curriculum
resources); and
o a community college with ties to the community (who supported program
implementation, e.g. instructors were recruited among existing faculty,
and students had access to library and computer resources and
counselling supports).
The original partnership and most recent partnerships have been two-way (i.e.,
the First Nations organizations and UVic).
In all partnerships there was a pre-program development phase ranging from
one to five years. Elements required for program delivery were established
during the pre-program phase, including: selecting students; recruiting
intergenerational facilitators, instructors, elders, and practicum supervisors; and
establishing a budget and securing funding.
Several factors affected the length of the pre-program development phase,
including:
o Level of prior knowledge among community leaders about possible training
models, affecting time required for program selection and mobilization.
o Community organization and availability of leaders to become involved.
o Accessibility of funding needed by the community to mount the program.
o Number of competing interests or initiatives in the community.
o Frequency and severity of disruptive events in the community affecting the
pace and focus of pre-program preparation.
Steering committees of approximately five individuals were created to oversee
the Program and put the elements required for delivery in place. Each First
Nations organization had one or two primary liaisons between the
community/program and UVic (and, where applicable, third party partners).
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The Program required the equivalent of two full-time instructors over five terms.
Often three or more people taught program strands or subject areas.
Most partners employed an Intergenerational Facilitator who liaised with and
asked Elders to participate in the Program. Elders joined in the teaching process
either in the classroom or by allowing students to visit them in their homes to
discuss topics that were part of each course.
Program Evaluation:
An evaluation of the First Nations Partnership Programs conducted in 2000 determined
that there is the public will and the social cohesion in First Nation communities to take
the lead in this type of training. Despite considerable differences among partner First
Nations organizations in terms of their infrastructure, location, economic status, and
existing services for children and families, all of the partnership initiatives engendered
success for students and for the community as a whole.
The Program demonstrates what can happen when early childhood training is
envisioned and implemented as a community development tool, and how the pieces fit
together to meet community-identified goals and strategies. The Generative Curriculum
Model is:
Bi-cultural;
Construes children within the broad ecology of the community;
Relies on local knowledge, perspectives, and experiences contributed by Elders
and other community resource people; and
Furthers community development through program delivery entirely in and by
the community, with support as needed from a university-based team.
Program Outcomes: Personal and Community
In communities participating in the evaluation, success was gauged by the positive
development of students - even those who did not complete the whole program - and in
community mobilization and organization to improve conditions for children and
families. Also, 95% of program graduates remained in their communities, thereby
strengthening community capacity to provide culturally appropriate services for
children and families. Program graduates viewed 'success' in terms of both academic
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achievements and their emerging roles as community advocates and respected
resources for family members and friends. Program graduates reported direct effects of
program participation including:
Enhanced self-esteem;
Restored cultural identity and pride;
Improved parenting effectiveness; and
Greater self-confidence with respect to their abilities as learners and as leaders in
the field of children's services and children's development.
Program instructors linked the training program to:
Positive growth in students' critical thinking, communication skills, and selfconfidence;
Social cohesion, particularly among students within the Program and between
students and Elders;
Cultural revitalization; and
Cultural healing.
Instructors cited the integral participation of Elders in curriculum development and
teaching as the catalyst both for new or rekindled intergenerational relationships and
for reinstatement of traditional social structures which would ensure cultural
transmission.
Community-based administrators and facilitators identified 'ripple effects' within their
communities. Their comments addressed the broad theme of capacity building,
including:
Empowerment arising from the community's sense of ownership and
involvement in all stages of the training programs;
Enhanced advocacy for programs to support the well-being of children and
families; and
The legacy created by new services introduced by program graduates
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Participation and Graduation Data
86.4% of students completed one year of full-time, university-accredited study
resulting, for students in British Columbia, in Early Childhood Education (ECE)
certification issued by the Ministry of Health;
77.3% of students completed a full two years to achieve a Diploma in Child and
Youth Care, compared with a national completion rate of 40% and below among
First Nations students in other post-secondary programs;
95% of program graduates remained in their own communities;
65% of graduates introduced new programs for children, youth and families;
13% of graduates joined the staff of existing services; and
11% of graduates continued on the education career ladder, working towards a
university degree.
A follow-up study of three partner groups found significant positive change four years
after program completion. Nearly all graduates were employed in child and family
serving agencies or schools in their home communities. Goals had been achieved for
providing community-based services for children and families, drawing upon cultural
traditions as well as knowledge from Western science.
Some Program Considerations/Challenges
Retention of instructors who relocated to the partner community was a challenge
in the two most remote partnerships.
Community participants emphasized the need for preparatory programs
developed according to the principles of the Generative Curriculum Model and
delivered by the institutional partners as a way of building relationships and
trust and involving the community in the learning.
Three-way partnerships were more complex and required more time to clarify
purposes and procedures. They also created a broader network of parties for the
capacity building endeavour and created positive examples of effective
partnering. (This was especially true for the local community colleges where
many program arrangements guided by the Generative Curriculum Model
including the involvement of Elders broke new ground.)
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Brief Program History: In 1989, Saskatchewan's Meadow Lake Tribal Council
approached Dr. Alan Pence of the University of Victoria to cooperatively develop a bicultural curriculum to prepare First Nations students to deliver quality child care
programs both on and off reserve. The Tribal Council wanted community-based
training that would incorporate and ensure the transfer of cultural practices, values,
language, and spirituality. The partnership resulted in a 'Generative Curriculum
Model' of creating curriculum in which cultural knowledge about child development,
child-rearing practices, and community life are considered alongside Euro-Western
theory, research, and practice. The resulting program - a two-year, university-accredited
program delivered at the community level - is delivered in partnership with nine First
Nations organizations in Western Canada.
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Program Profile #3
Name: Aboriginal Early Childhood Education Certificate (AECEC) and Diploma
Program
Name of Learning Institution: Nicola Valley Institute of Technology (NVIT)
Location: Onsite in Merritt, BC and community-based delivery.
Program Description:
The AECEC Program emphasizes knowledge, skills, and standards relevant to both
Aboriginal and mainstream individuals, families, and communities. It was developed
to reflect the traditional circle with the child in the centre. The Program is guided by an
Elders’ Council who helped shape course content and who share their knowledge with
students.
Delivery Method:
Students enrol in the onsite Program from across BC and represent the Province’s 35
Aboriginal communities and languages. Students are encouraged to reflect their
cultural background in their assignments and in the application of learning. Elders are
involved in the Program as advisors, mentors and instructors and a circle session is
included as part of one of the final exams.
The Certificate Program is also delivered off-campus through partnerships with First
Nation communities. In this approach the First Nation applies for funding, promotes
the Program, recruits students, and usually provides employment opportunities for
graduates. Generally the cohort consists of 12 students - the smallest group has been
eight - at an overall cost of approximately $180,000. The Program is currently being
offered in High Level to eleven (11) students, of which, six are employed in the field.
The delivery approach is based on the needs of the community. For example, the
Program can be delivered through weekend/evening courses (if, for example, the
majority of the students are already working full-time in the field). Most often,
however, the Program is delivered through six-day segments, once per month. Using
this approach, the Certificate Program can be completed in two years, with time off
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during the summer. One instructor usually delivers the Program, which helps to build
strong mentor/tutor relationships. Community-based support systems are also
important and there is higher retention and overall success in the Program if students
are supported by one or two community-based role models/mentors.
Thirteen students will graduate from the onsite Program this year. In the fall of 2011/12,
there will be 25 new students, the highest enrolment so far. Maximum enrolment is set
at 22, but allowance has been made for students who leave the Program prior to
completion. Most graduates of the Program stay in the field. Many students, especially
those enrolled in the community-based delivery of the Program, are already employed,
and, as noted above, employment opportunities are provided to other graduates.
Program instructors are hired based on their experience, awareness of national,
provincial and community needs and standards, awareness of new approaches in the
early childhood education field, and commitment to early childhood education.
Students range from young women just out of high school to older women; the average
age is approximately 35, although students are getting younger. Students generally
come with personal issues and instructors often become mothers to the younger ones
and a confident and mentor to the older ones. Family issues, in particular a lack of
family support to leave their community to attend the onsite program, are the biggest
barriers facing students.
The Program is evaluated every year as mandated by the BC Ministry of Children and
Family Development, Early Childhood Educator Registry.
Strengths of the Program
The Program is flexible and can be easily adapted to meet First Nation and
community needs.
Strong relationships and partnerships are developed between NVIT and First
Nation communities.
Community support systems and good community-based role models/mentors
help students be successful.
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Lessons/Best Practices Relevant to the NWT:
Establish an Early Childhood Educator Registry similar to BC and Ontario.
Hire qualified, up-to-date instructors.
Develop awareness, relationships, support and ’buy-in’ for early childhood
development training at the community level.
Students need to have access to meaningful practicum opportunities under the
direction of strong role models/mentors.
Build connections and develop networks with representatives from other
educational institutions, government, and early childhood programs to share
information on current issues, support early childhood development training
programs, and encourage student success.
Student Supports:
AECEC Program faculty/staff provide and/or facilitate access to supports to help
students with personal issues such as daycare and other family demands, as well as
educational needs. The Student Success Centre helps all NVIT students face the learning
demands of post-secondary education. The Student Success Centre offers workshops to
help students acquire effective learning and study skills, including time management,
reading textbooks, learning from lectures, note taking, exam preparation and writing.
Individual and group sessions are also available to help students with numeracy and
literacy, for example:
writing abilities: how to interpret assignments, generate ideas, organize, revise,
and edit, including grammar and punctuation;
reading comprehension;
basic mathematics and statistics; and
basic computing.
Elders provide counselling and support to NVIT students. In addition to their role in
the classroom, resident and community Elders are available for individual or group
counselling sessions.
Compliance with Occupational or Other Standards: The AECEC Program meets
provincial licensing standards, national occupational standards, and community and
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First Nations standards. The Aboriginal Early Childhood Education Certificate is
approved by, and meets all program and course requirements set out by the BC
Ministry of Children and Family Development, Early Childhood Educator Registry.
(NVIT is required to articulate the specific competencies of the Occupational Standards
for Early Childhood Educators that each course covers.) Successful completion of the
program allows graduates to work with children 0 to 12 years of age as well as
supervise children up to a kindergarten level.
Program Length: The Certificate Program is the equivalent of one year of full-time
study. As mentioned above, community-based delivery of the Certificate is usually
over a two-year period.
Admission Requirements:
Grade 12 Diploma or mature status (19 years of age).
English 12 or ENGL 060. (Applicants may be admitted with English 11 or 050 but
will be required to take ENGL 060 as part of their program.)
40 hours of volunteer and/or work experience with 20 hours being in a licensed
group, pre-school or child care facility and under the supervision of a qualified
Early Childhood Educator and the remaining 20 hours being in a private setting
(e.g. sports camp, babysitting, daycamp) working with children from the ages of
3-12 years of age.
Medical Reference form available from NVIT.
Immunization Record form available from NVIT.
A professional letter of reference from an individual working in the child care or
education field.
In the entrance process, students are evaluated for PLAR.
The Program is open to all learners, in particular those wishing to explore and
experience Early Childhood Education from an Aboriginal perspective. All applicants
must attend an interview with program personnel in August preceding the start of the
Program. All admitted students are required to obtain a current clear Criminal Record
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Check from the Ministry of Public Safety and Solicitor General.
Completion Requirements: An Aboriginal Early Childhood Education (AECE)
Certificate is awarded upon the successful completion of the equivalent of one year of
full-time study (48 credits) with an overall minimum GPA of 2.33, letters of reference,
and evidence of 500 hours completed in a child care centre within the first year of
completing courses. Graduates of the certificate program have the option of continuing
on to the second year diploma program.
Curriculum (Overview of Courses): A description of courses is included on pages 166169. In addition to the courses listed below, students will also complete First Aid
certification.
Year 1 Fall
•AECE 101 - Child Development I
•AECE 110 - Foundations of ECE (Early Childhood Education)
•AECE 130 - Early Childhood Guidance
•ENGL 110 - College Composition
•PSYC 131 - Applied Interpersonal and Career Development Skills
Year 1 Spring
•AECE 105 - Child Development II
•AECE 120 - Early Childhood Programming
•AECE 135 - Observing & Recording Behavior
•AECE 140 - Music and Art in ECE
•AECE 145 - Children's Literature
•AECE 148 - Introductory Practicum
Year 1 Summer
•AECE 125 - Curriculum Development in ECE
•AECE 149 - Practicum
•AECE 150 - Health, Nutrition and Safety
Brief Program History:
The AECEC Program was established in September 2002 in cooperation with the
University College of the Fraser Valley.
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The current coordinator was hired in 2003. (At that time, the Program had been
put on hold due to lack of demand/enrolment.) The Program recommenced in
2006 as a result of her efforts to raise awareness and develop community and
other partnerships. Since 2006, demand for the Program has increased each year.
Other Notes:
NVIT is a First Nation governed public post-secondary institution with
educational programs and services that are reflective of Aboriginal perspectives,
values and beliefs. NVIT prides itself in having knowledge and expertise relative
to local, national, and international, and historic and contemporary Aboriginal
issues. It offers a learning environment that allows for the free expression and
practice of Aboriginal values and ways, and it has the ability to deliver programs
in communities. Elders are on campus to guide and support staff and students.
The majority of staff are Aboriginal.
In fiscal year 2009/10, NVIT had full and part-time enrolment of close to 1,300
students. Approximately 84% of full-time equivalent students are of Aboriginal
descent. In programs delivered off campus, close to 100% of students are
Aboriginal.
NVIT has two campuses – one in Merritt and one in Vancouver. The overall
programming focus of NVIT is on the development of Aboriginal communities
through program linkages to community social, economic, land and governance
development.20
There is a trend in BC to create pre-kindergarten programs within the school
system. This means that some early childhood practitioners are operating in the
school system along side much higher paid teachers. The early childhood
practitioners are still required to complete their training but they are not valued
as highly as the teachers in the same building.
20
Nicola Valley Institute of Technology. July 2010. 2010/11 – 2012/13 Accountability Plan and Report.
http://www.aved.gov.bc.ca/framework/docs/NVIT.pdf
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Program Profile #4
Name: Early Childhood Education (ECE) Program
Name of Learning Institution: Native Education College (NEC)
Location: Onsite at the NEC in Vancouver and by contract in other locations in BC.
Program Description/Delivery Method:
The ECE Program provides a combination of classroom-based activities and workplace
practicum experience. Classroom activities follow the principles and methods of
Aboriginal education, including Aboriginal content, learning methods, perspectives and
ways of relating. Two full-time and four part-time instructors include practicing
childcare educators and cultural resource people who deliver a positive philosophy of
Aboriginal early childhood education and utilize proven best practices to support
Aboriginal learners.
The ECE program includes eleven weeks of practicum placement in licensed child care
centres (primarily Aboriginal Head Start programs). This practical component of the
program allows students to demonstrate mastery of skills in different areas of their
learning. It also provides students with basic employment skills, networking
opportunities, and a guided transition into employment.
The Early Childhood Education Program has the following major goals:
To train Aboriginal people in an integrated approach to early childhood education, and
the background knowledge essential to working in Aboriginal communities;
To teach the specialized knowledge essential for working within the cultural values and
belief systems of the Aboriginal community as professional early childhood educators and
human service workers;
To assist students in understanding their own history, developing their identity and
integrating traditional knowledge and skills into their professional practice; and,
To develop an understanding of Aboriginal and non-Aboriginal organizations and
agencies, including models to successfully meet community needs for early childhood
education within Aboriginal communities.
The objectives of the Early Childhood Education Program are to:
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deliver the ECE program to best meet the personal and professional development needs of
the students;
develop the ECE program to meet the changing understanding of early childhood
education needs and the special history and culture of Aboriginal peoples;
set up and monitor practicum work placements to introduce ECE students to the
community organizations which provide ECE services to Aboriginal families and
children;
sponsor a Community Advisory Committee of the ECE program to maintain a network of
professionals and to seek input into the program content and delivery;
contract with qualified professional staff including a full-time Program Coordinator and
part-time Instructors with successful experience working with Aboriginal communities;
recruit and select students who have the skills for employment success and a commitment
to personal and Aboriginal self-determination;
promote the personal and professional development of students through counselling,
referral and access to resources;
provide resources to Aboriginal communities on early childhood education issues and
resources;
provide graduates with accreditation and credit laddering routes to advanced ECE
programs and related programs in the human services; and,
provide a safe, nurturing and supportive environment where the Aboriginal student is
valued and develops high self-esteem and confidence in beginning their professional
career.
All students are of Aboriginal descent. Students come from across BC and other parts
of Canada and most are from urban environments. In 2011, there were 21 students
enrolled in the Certificate Program. 100% of graduates find employment in the field
and many move into supervisory positions. Most students come to the Program
through word of mouth. The College also markets the Programs to First Nations
organizations.
Strengths of the Program:
The Program endeavours to create a supportive ‘community of learning’ and
utilizes respectful approaches that empower students.
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The Program focuses on the healthy development of students, in particular their
self-esteem and self-confidence, which helps students realize their full potential
and succeed in the workplace and in life.
The Program strengthens cultural identity. Students learn about and develop
pride in their cultures.
Lessons/Best Practices Relevant to the NWT:
The Program has been successfully delivered in smaller centres (e.g., Prince
Rupert, Prince George/Vanderhoof) in partnership with First Nations
Organizations.
NEC has developed a course/workshop (not sure if it is one or a series of
them) that qualify graduates to register as ECE assistants.21
Support Services:
On the NEC campus, support services are delivered within an Aboriginal cultural
atmosphere.
The NEC has an elder-in-residence who teaches traditional skills such as music
and drumming.
The NEC’s Counselling Department offers on-site crisis and short term one-toone counselling for NEC students.
The NEC maintains a listing of community resources including housing, daycare,
emergency food, employment other resources for students. A Learning
Facilitator is available for free drop-in tutoring in the following areas:
o Writing Skills: Improving writing skills to earn higher marks on reports
and papers.
o Learning Strategies: Free one-on-one personalized coaching on how to be
an effective learner.
21
From the BC Ministry of Child and Family Development: Early Childhood Educator Assistant: An individual
who has been licensed as an early childhood educator assistant by the Early Childhood Educator Registry by
meeting the following requirements:1) Successful completion of one course of a basic early childhood education
training program offered at an approved educational institution, in child development; child guidance; or health,
safety and nutrition, or equivalent training, and 2) Demonstrated he/she is of good character and has the
personality, ability and temperament necessary to manage or work with children.
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o Specialized English Tutoring: Clarify assignments, brainstorm and
outline, get grammatical hints and tips, help with proofreading and
editing as well as help in sharpening writing skills.
Compliance with Occupational or Other Standards: After completing 500 hours of
work experience, ECE graduates may register as a licensed early childhood educator
with the Community Care Facilities Branch of the Ministry of Health in Victoria.
Program Length: One year (certificate). The ECE certificate program is typically offered
as a 10.5 month (42 week) full-time program. The instructional and practicum work of
the program can be completed in 40 weeks. The hours of course work (27.5 hours per
week) and practicum (40 hours per week) can be completed in this time. The College
also offers a two-year post-basic diploma, and has developed community-based
workshops/courses that enable graduates to register as an ECE Assistant.
Admissions:
Grade 12 Diploma or equivalent or over 21 and meeting Mature Applicant
requirements.
TB test.
Criminal Record Check.
Two letters of reference.
Completion Requirements: 58 credits, 610 hours of instruction, and 420 hours of
practicum. (Responsibility of student: 500 additional hours for Provincial Certification
needed upon completion of BASIC ECE.)
Curriculum (Overview of Courses): The ECE program consists of three courses in child
development, three courses in planning ECE programming, five courses in ECE
curriculum and one course in each of health and communicating with the community.
There is also a prescribed set of workplace practicum and practicum preparation
courses.
Course No.
Course Name
Comm 100
Communications for the Human Services
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ECE 101
Human Growth & Development I
ECE 102
Foundations of Early Childhood Education
ECE 103
Creative Arts for Children
ECE 104
Observing & Recording Young Children
ECE 105
Practicum Preparation Seminar I
ECE 106
ECE Observation Practicum
ECE 107
ECE Block Practicum I
ECE 110
Creative Movement & Music
ECE 111
Guiding & Caring for Young Children
ECE 112
Human Growth & Development II
ECE 113
Health, Safety & Nutrition (including First Aid)
ECE 114
ECE Individual Study
ECE 115
Practicum Preparation Seminar II
ECE 116
ECE Block Practicum II
ECE 120
The Learning Child
ECE 121
Interpersonal Skills & Community Relations
ECE 122
Socials, Science and Math
ECE 123
Language & Literature
ECE 124
ECE Individual Project
ECE 125
Practicum Preparation Seminar III
ECE 126
ECE Block Practicum III
A description of courses is included on pages 170-175.
Brief Program History:
The NEC is registered and accredited as a private post-secondary training institute. The
College is in the process of becoming a public institution. NEC has been delivering its
Early Childhood Education (ECE) Program since 1988. Prior to 2008, accreditation of
the Program was through an agreement with Vancouver Community College (VCC).
Graduates of the Program received a block transfer credit to VCC.
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Program Profile #5
Name: Aboriginal Early Childhood Education (AECE) Partnership Program
Name of Learning Institution: College of New Caledonia in collaboration with Nicola
Valley Institute of Technology, Northern Lights College, and Yukon College and
assistance from BC Campus.22
Location: Various
Program Description:
The Aboriginal Early Childhood Education (AECE) Partnership Program is led by the
College of New Caledonia and consolidates AECE online courses into one program
delivered completely online. The Program prepares early childhood educators to work
in urban and rural Aboriginal communities. While the focus is on teaching young
children in Aboriginal settings, graduates can also work in mainstream programs.
The Program values the wealth of knowledge and tradition of Aboriginal peoples and
recognizes that Aboriginal cultures are diverse and distinct. The Program embraces the
knowledge, skills, abilities, and practices of Aboriginal communities and Aboriginal
people in their desires to care for and educate their children. Students’ life experiences
are valued and they are encouraged to draw conclusions based on the connections
made between personal life experience and academic learning.
"The student is the expert in the cultural content of the AECE program - that's why students
are expected to teach the cultural component of the program to each other. Aboriginal students
are asked to share their own experiences, stories and experts from their own communities. NonAboriginal students are expected to develop relationships with people in Aboriginal
communities, and share those resources with others in the program."(College of New
Caledonia)
22
BC Campus is a publicly-funded organization that uses information technology to connect the expertise, programs,
and resources of all BC post-secondary institutions under a collaborative service delivery framework. BC Campus
promotes collaboration between two or more institutions who consolidate courses and offer them as one program.
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Delivery Method:
The Program is completed by full and part-time students through distance education
using a blended model of online and teleconference modes of delivery. Students
complete the required practicum within their own communities. Students unable to
locate suitable practicum placements in their own community may need to relocate to
another community to fulfill this requirement.
Students are admitted to and receive a credential from the college or university they
choose as their Home Institution23 and take courses from a number of institutions other
than their Home Institution. Courses lead to a certificate in Aboriginal Early Childhood
Education.
Students who have taken similar AECE courses can receive credit for those courses.
The AECE has approximately 20 full- and part-time students enrolled in courses with
the College of New Caledonia, Nicola Valley Institute of Technology, Northern Lights
College, and Yukon College as the current partners. CNC will begin its third year of
delivery in September 2010. Northern Lights College will also start offering courses in
September 2010, and the Nicola Valley Institute of Technology (NVIT) is targeting a
start in January 2011.24
Strengths of the Program:
The Program provides a more flexible schedule and better access to AECE
courses and provides students with the opportunity to complete courses more
quickly.
The Program fosters a community of learners across colleges and universities.
The student is the expert in the cultural content of the Program and together
students teach the cultural component by sharing experiences, stories and
experts from their own communities.
23
Home Institutions share their students with other colleges or universities that teach courses. Teaching Institutions the college or university that delivers each course - share their instructors with students of other home institutions.
24
http://www.bccampus.ca/aboriginal-early-childhood-education
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Lessons/Best Practices Relevant to the NWT:
"The advantage to delivering this program as a collaborative is that the institutions can
combine their resources to enhance the curriculum and share delivery costs." says Dr.
Lynn Jacques, Vice-President Academic, at CNC. "An individual post-secondary
institution has limited resources to reach out to the large numbers of dispersed
communities in its region. However, several institutions working together have a
unique opportunity to accommodate small numbers of students in one particular
location."25
Student Supports:
Students have access to their Home Institution’s student support services. For example,
students who enter the Program through the College of New Caledonia have access to
services for Aboriginal students for example, the Aboriginal Resource Centre (ARC)
(Prince George).
Compliance with Occupational or Other Standards: Upon completion of the certificate
and 500 hours working in the field, learners will become eligible for licensing as Early
Childhood Educators in the province of British Columbia and Yukon Territory.
Program Length: 38 weeks (1010 hours) for full-time students
Admissions: Entry requirements for admission to a Home Institution and programs
vary slightly from institution to institution.
Students admitted into the AECE Program require proficiency in English
including reading, comprehension, vocabulary, and grammar achieved through:
o
Grade 12 (with English 12 with a minimum ‚C‛ grade), or
o ABE/CCP Advanced Certificate plus English 050 with a minimum ‚C‛
grade, or
25
http://www.bccampus.ca/aboriginal-early-childhood-education
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o GED certificate plus completion of an English assessment, administered
by the college (students, whose assessments show difficulties in English,
must participate in English upgrading before entering the program), or
o Mature Student Status plus completion of an English assessment,
administered by the college (students, whose assessments show
difficulties in English, must participate in English upgrading before
entering the program).
A comprehensive letter stating background, interest, and goals for taking the
Aboriginal Early Childhood Education Partnership Program.
Two current letters of reference (must be written and dated within the last year),
attesting to the applicant's personal suitability for working with young children.
Documents certifying current immunization, TB screening, and a health
examination.
Criminal Record Check (CRC) Proof of application for a criminal record search must
also be provided. Students must provide documentation of successful completion of a
First Aid course, accepted by the Provincial Early Registry, before they begin the first
practicum. The student’s First Aid certification must remain valid for each practicum
placement. Entrance to the program is based on a ‘first qualified first accepted’ model.
Targeted funding, from the Ministry of Advanced Education, ensures 15 seats are
reserved for Aboriginal learners (self declared) who meet the entrance requirements.
Program Intake Dates: Full-time: September - June, September - August or January December. Part-time students may begin their studies in September, January or April and may take up to ten years to complete. A ten month, full-time Certificate program is
possible with a September start and June completion. The duration of study for the
certificate program with an intake date, other than September, will vary in length due to
course offerings schedules and student course selection
Completion Requirements: 1010 hours total - 570 hours of course work and 440 hours
of practicum. Required Minimum Grade 60% (C). Upon completion of a program,
certificates are awarded by the Home Institution.
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Curriculum (Overview of Courses): A description of courses is included on pages 176180. (Each Home Institution may have its own blend of individual courses that make up
different certificate options.)
TRIMESTER #1 ( 12 weeks)
Hours
Credits
Prenatal Infant and Toddler Development
45
3
Guiding and Caring for Young Children
45
3
Program Planning I
45
3
Historical Perspectives in Early Childhood
45
3
129 hrs
4
Hours
Credits
Preschool and School-aged Child Development
45
3
Program Planning II
45
3
Professional Interactions
45
3
Curriculum Development
45
3
129 hrs
4
Hours
Credits
45
3
Working with Families
45
3
Observing and Recording Children’s Behaviour
45
3
Health Safety and Nutrition
45
3
Education
Practicum I (9 hour seminar)
TRIMESTER #2 (12 weeks)
Practicum II ( 9 hour seminar)
TRIMESTER #3 (14 weeks)
Language and Literature in Early Childhood
Education
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Practicum III (12 hour seminar)
Totals
212
6
1010hrs.
50 Credits
AECE Online Collaborative Program Graduation Requirements:
While not all post-secondary institutions require that students have a cumulative grade
point average (GPA) of 2.0, meaning a C average, in order to graduate from the
program, many require that students also complete all courses in the program. Students
should consult with an advisor at their Home Institution for full requirements.
Many institutions require that students complete all courses within two years of starting
the program.
Brief Program History:
The mainstream CNC Early Childhood Education program was previously delivered to
remote communities as a face-to-face program. However, small enrolments and
difficulty attracting instructors willing to fly to remote areas posed challenges. In
response to these challenges and the need to address the needs of Aboriginal children,
the College of New Caledonia developed an online Aboriginal program and invited
other institutions to participate in a collaborative delivery model.
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Program Profile #6
Name: Early Childhood Education (ECE)
Name of Learning Institution: Northwest Community College
Location: Onsite in Terrace, BC and through distance education
Program Description: Northwest Community College’s Early Childhood Education
program targets students in BC’s Northwest. The Program follows the College’s values
and operating principles that reflect First Nations’ heritage and culture. The Program is
mindful of peoples’ ways of living and caring for their traditional territory, and reflects
the culture, history and traditions of regional First Nations groups. In 2011, the
Program was recognized by the Province of BC’s Early Childhood Education Registry
as providing First Nations perspectives throughout its curriculum.
The College offers three levels of Early Childhood Education:
Basic Level Certificate,
Post Basic Certificate (Infant/Toddler, Special Needs, and First Nations Program
Specialization), and
ECE Diploma.
Students who successfully complete the Basic Level Certificate may choose to continue
their studies to a Post Basic Certificate or an ECE Diploma. (The Infant/Toddler
certification prepares students to care for infants and toddlers (up to three years old).
The Special Needs certification prepares students to establish and work in programs for
children who require extra support, from infancy to school age. The First Nations
Certificate reflects First Nations cultural values and attitudes.) Students who
complete two of three certificates at the Post Basic level will earn an NWCC ECE
Diploma: Infant/Toddler, Special Needs and First Nations Programs Specialization.
Virtually all students who enrol in the Program are female and 60% to 70% are of
Aboriginal descent. Students range in age from late teens/early twenties to older
workers and come from different backgrounds, from those with years of experience in
the labour force (within early childhood development programs or in other sectors of
the economy) to recent high school graduates to older learners who do not have
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extensive work histories. ‚Generally students who come to the program with experience
working in an early childhood program lack insight in early learning.‛
Delivery Method: The Program is offered onsite and in a distance format consisting of
audio teleconferences, weekend seminars, practical field work and online learning. This
multi-mode format recognizes the importance of students remaining in their own
communities and supports different learning styles.
Tele-conference - Each course has a phone-in component where learners call into
a global phone line approximately once each week. The educator facilitates the
teleconference classroom learning by encouraging student discussions, group
and face to face discussions with other learners.
Weekend Workshops - Most courses have a weekend workshop. These
workshops are for two full days and usually take place in Terrace. On-the-land
learning activities are also provided.
Website - Learning is enhanced with a web program called Desire to Learn- D2L.
This website allows learners to hand in and receive feedback on their
assignments in a timely fashion. It also gives students resources and allows for
course discussion.
Face-to-face - When registered in Practicum Courses (3), the students’ time is
spent in a child care program, under mentor direction, working on assignments.
Students also receive visits from their instructor to assess progress. There are
teleconferenced seminars attached to practicum courses to support students’
practicum progress.
The Program is delivered by one full-time instructor and other contract instructors who
make up one part-time (40% of full-time) position. Instructors have a minimum of
master’s degree. Preference is given to candidates with an early learning background.
Strengths of the Program:
The Program provides options for students to complete their studies in their
home communities.
The Program is designed for bi-cultural learners and is reflective of the First
Nations cultures in the region.
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The Program has a history of developing and sustaining positive relationships
with communities, early childhood education programs, and other
organizations.
The Program provides a high quality of education and involves First Nations’
communities as guest speakers, in on-the-land activities and in other culturebased learning activities.
The unique contribution of this Program has been its use of a work-based,
mentorship approach.
‚The Program creates opportunities for Aboriginal students with weak connections to their
culture to begin a journey of discovery.‛
Lessons/Best Practices Relevant to the NWT:
Develop and sustain positive relationships and partnerships with communities,
early childhood programs, and other organizations. Partnerships strengthen and
enhance the Program and help develop workers who are well-suited to early
childhood programs in the region.
Educate, raise awareness, and garner support and ‘buy-in’ from college
administration on the value and positive impact of early childhood learning and
early childhood development training and the role it plays in the healthy
development of children and youth, to support economic development, etc.
Develop a program that is meaningful to students and reflect the cultures in your
delivery area.
Recruit instructors who are committed to the Program’s philosophy/guiding
principles.
Allow the Program to evolve and grow to reflect current, evidence-based
approaches while still meeting the needs of students and communities.
‚NWCC’s offering this specialized certificate, along with the fact the ECE department
uses the 100- page Aboriginal Early Childhood Education Guide created by Joan
Turecki to guide best practices in the program, were factors taken into consideration by
the provincial registry with its official acknowledgment‛ (J. Hrechka-Fee).
Supports for Aboriginal Learners:
Northwest Community College serves 28 First Nations bands in BC. Approximately
44% of students are of Aboriginal descent - the College has the largest number of
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Aboriginal students of any BC college. The College supports its Aboriginal students by
creating a welcoming and respectful environment, and providing the programming and
student services relevant to educational needs.
The Student Services Team is available across the College region. It consists of
Educational Advisors, First Nations Access Coordinators, Accessibility Services
Coordinators and Learning Assistance Specialists.
Educational Advisors are located at the Smithers, Prince Rupert, Kitimat,
Hazelton, and Terrace campuses with outreach to the Houston campus. They
provide students with information on College services, policies, procedures,
facilities, programs and courses and how to access sources for financial aid.
Educational Advisors have knowledge of all College programs, programs and
courses at other educational institutions, and are trained to assist students with
developing educational plans.
Learning Assistance Specialists work from Learning Centres located at Smithers,
Prince Rupert and Terrace campuses with outreach to the Houston, Hazelton and
Kitimat campuses. The Learning Centre provides Student Success courses,
assessments and assistance for students experiencing learning difficulties.
First Nations Access Coordinators are located at the Hazelton, Terrace, Smithers,
Houston and Prince Rupert Campuses. First Nations Access Coordinators
support First Nations students with personal and educational matters. They
assist First Nations students in their transition to the College, and often act as a
liaison between the College and First Nations Band Education Coordinators.
They also work with the NWCC community to provide a welcoming and
supportive environment for First Nations students.
Compliance with Occupational or Other Standards: The Program meets the
requirements of the Ministry of Health in British Columbia for Basic Certification in
Early Childhood Education (ECE), following a required period of supervised work
experience.
Program Length: In 2012/2013, the certificate Program will be offered over a two-year
period (instead of one year). It is unknown at this time how this change will affect
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enrolment as students will not be able to access funding to attend the Program on a
part-time basis.
Students learn about the Program through College recruitment drives and press
releases and resources. Most learn about the Program through partner organizations
such as early childhood programs, First Nations groups, and other organizations at
community and regional level.
Admission Requirements:
Basic Level
English 12 or First People’s English 12, or ENGL 050 or ENGL 055 or equivalent
and CAT 3 assessments.
Three current letters of reference.
Minimum 45 hours of satisfactory work or volunteer experience in the ECE field.
Resumé, plus a written statement (300 - 500 words) outlining career goals and
reasons for seeking entrance into the ECE Program.
Successful Criminal Record Review.
Submission of a medical certificate attesting to good physical and mental health.
Credit for prior learning/experience can be awarded for the Practicum 1 course.
NOTE: All admitted students are required to take the CAT 3 English Placement test. Those
who do not receive a satisfactory score are advised to take a modified course load and English
upgrading.
Post Basic Level:
ECE certificate, Basic Level or BC registered Early Childhood Educator License to
Practice.
Official transcript of Basic Level ECE (If a Northwest Community College
graduate, students do not have to submit a transcript.)
Brief resume that highlights work in the Early Childhood field with at least one
reference letter from the child care field (educator, parent, instructor, supervisor).
Interview that focuses on the student's career goals, program information and
field placement arrangements.
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Diploma Level:
Students must successfully complete all Post Basic courses required for two of
three certificate both Infant/Toddler and Special Needs certificates.
Completion Requirements:
All courses are credited and lead to a Basic Level ECE Certificate, Post Basic Level ECE
Certificate and ECE Diploma. In order to work in an early childhood program,
individuals must successfully complete the Basic Level Certificate. Most students
achieve the Basic Level ECE Certificate and enrol part-time to achieve a Post Basic Level
ECE Certificate and ECE Diploma. Unfortunately because there is no requirement or
incentive to go beyond the Basic Level Certificate, most students do not complete the
more advanced levels.
Over the past two years the Program has produced an average of nine graduates per
year. Most graduate with the basic certificate. Approximately half of the students who
enrol in full-time studies change their status to part-time as they find employment. In
2010/11, there were 12 full-time and 28 part-time students enrolled in the program.
Graduates are not formally tracked. Generally all graduates find work in the field.
Curriculum: Students who start in the fall of 2011 will complete a Basic Level ECE
Certificate in April of 2013. The following courses lead to a Basic Level Certificate.
Fall 2011
120: Introduction to Early Childhood Education
124: Interpersonal Communication
125: Practicum I
162: Curriculum I
Winter 2012
104: Health, Safety and Nutrition
141: Environments I
165: Child Development I
169:Working With Families I
Fall 2012
126: Practicum II
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142: Environments II
163: Curriculum II
167: Guiding Young Children
Winter 2013
127: Practicum III
168: Professional
Development
164: Curriculum III
166 Child Development II
A description of courses is included on pages 181-189.
Post Basic Certificates Courses
Note: Not all Post Basic courses are offered each semester.
Core Courses: The following core courses are required for Infant/Toddler, Special
Needs Certificates.
ECE 205-3: Advanced Child Development
ECE 206-3: Working with Families II
ECE 208-3: Professional Development II
Infant/Toddler Certificate
ECE 220-3: Infant/Toddler Programs
ECE 221-3: Infant/Toddler Environments
ECE 222-6: Infant/Toddler Practicum
Special Needs Certificate
ECE 240-3: Inclusion in Early Childhood Settings
ECE 241-3: Supporting Children with Special Needs
ECE 242-6: Special Needs Practicum
First Nations Programs Specialization Certificate
ECE 260–3: First Nations Programs
ECE 261–3: First Nations Environments
ECE 262–6: First Nations Practicum
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Diploma Program
Students who complete two of three certificates at the Post Basic level will earn an
NWCC ECE Diploma: Infant/Toddler, Special Needs and First Nations Programs
Specialization.
Brief Program History: The establishment of Aboriginal Head Start programs in the
mid-1990s initiated significant change when it became apparent that the Euro-Western
approach of the Program was not readying students to deliver head start programs.
Over a fifteen year period the coordinator, Joan Turecki, developed relationships and
partnerships with First Nations and other groups, and adopted and integrated content
and teaching practices that reflected First Nations’ knowledge, philosophies and
culture. In 2008, Joan completed the ‚Aboriginal Early Childhood Education Instructors’
Guide‛, which guides the Program.
In the mid-1990’s the Program was delivered onsite in communities in the region, an
approach referred to as ‘the travelling road show’ by the College. Unfortunately, this
delivery method proved to be ‚too hard on instructors‛ and was discontinued. The
Program is currently undergoing a cut that will result in the basic certificate being
offered over two years instead of one year.
Other Notes:
Over the years numerous cuts have been made to the Program, which have
reduced its scale. For example, in the 1980’s the College ran a daycare, which
was also a demonstration project open to students and other early childhood
professionals. The daycare is now operated by a non-profit organization and is
not utilized by the College.
In 2009/10 the College opted out of the Aboriginal Early Childhood Education
(AECE) Partnership Program (see Program Profile # 4). The Program was seen
by the College as having a provincial rather than a regional perspective.
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Program Profile #7
Name: Early Childhood Development Program
Name of Learning Institution: Early Childhood Development Virtual University
(ECDVU)
Location: Africa, Middle East
Program Description: Launched in 2000, this University of Victoria initiative in Africa
is intended to address early childhood education leadership needs by building the
capacity of Africans working in the ECD field. Practitioners nominated for admission to
the Early Childhood Development Virtual University (ECDVU) by inter-sectoral incountry committees have done graduate (or undergraduate) work using face-to-face
communication and technology. Through reliance on networking and communication,
the ECDVU hopes to continue to facilitate the creation and support of other African
Early Childhood Development (ECD) capacity-building activities which also focus on
partnership, inter-sectoral collaboration, communities of learning and development,
and hearing and responding to the voices of children, parents, and communities. A
central strategy is focusing course offerings on ECD professionals from across Africa.
The ECDVU is based on a partnership model that encourages collaboration across
institutions, governments, non-governmental organizations (NGOs), learners, and
teachers. Some of the ECDVU partners participate in advisory groups, international and
Africa-based, that provide technological and pedagogical expertise to the Program.
Others are 'Friends of the ECDVU' who are committed to the objectives of the capacitybuilding initiative and are prepared to offer advice and support as needed.
A key feature of the Program is that the practitioners, who hail from countries in SubSaharan Africa as well as the Middle East and North Africa region, continue to live and
work in their own country while they study. By encouraging learners to apply what
they are learning directly to their daily work, it is expected that students will facilitate
the work of their employers and contribute to ECD capacity development within and
across participating countries.
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Delivery Method: The Program is a unique training and results-oriented approach that
uses face-to-face and distributed learning methods including residential seminars, webbased instruction, CD-Rom and print material support, and a 'community of learners'
strategy within and among cohort countries.
Learners, who are nominated, participate in a face-to-face seminar component (a two-to
three-week seminar is held every six-seven months), with mentorship; a computerassisted learning (CAL) component (pre- and post-seminar); and the use of additional
technologies, such as video tele-conferencing (as required). The student maintains her/
his ECD employment, and communicates with an ECD "community of learners" incountry. Most assignments are complementary to ECD employment responsibilities and
are negotiated individually at the conclusion of each seminar.
To promote familiarity for the learner, each course has a similar format. Two core
companion courses are offered at the same time over a period of approximately six
months via a WebCT platform (an integrated set of tools for developing and delivering
courses over the World Wide Web). The next two courses commence a week after the
completion of the previous two courses.
Each core course has three primary components: Pre-Seminar, Seminar and PostSeminar. All three of these components involve interaction between the instructor(s)
and the learners (also referred to as participants), as well as the opportunity to share
information with other learners in the course. Some interaction is at a distance using
WebCT (the Pre- and the Post-Seminar components), while the seminar itself is face-toface over a period of 12-14 days (2 weeks). There are assignments and activities
associated with each of the three components.
Seminars include essential, course-related content for the two courses, key information
and negotiation around the major assignments that are due after the seminar, as well as
activities related to two additional courses necessary to complete the program.
For maximum flexibility in pursuing studies while continuing with day-to-day family
and work life, the ECDVU academic program is based on a mixed model of web-based
delivery with face-to-face seminars at six month intervals. Distributed learning can be
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described as taking place when the instructor and the learner group are separated by
physical distance and various technologies are used to bridge the instructional gap.
The first cohort completed the Program in December 2003; a second African cohort
program took place during 2004 through 2006; a program in the Middle East/North
Africa region was delivered between 2003 and 2005; and a Nigeria specific cohort
program is currently underway.
Lessons/Best Practices Relevant to the NWT:
While the Program is designed as a professional development and masters level
program, it can be adapted for any level.
The program builds capacity through promoting regional ECD networks,
identifying indigenous knowledge, stimulating local solutions, and delivering
meaningful training.
Compliance with Occupational or Other Standards: The ECDVU courses are fully
accredited and are part of the School of Child and Youth Care, University of Victoria,
Victoria, BC.
Program Length: Delivered as a one year (professional development) and a three year
(Master's degree) program.
Admissions: Typically ECDVU participants have been nominated by ECD country
committees. Committee nominations are based on achieving inter-sectoral
representation and evidence of individual commitment to child well-being and broader
social and economic development within the country. Nominees accept responsibility
for promoting ECD capacity within their country, their region, and internationally.
Completion Requirements: For those participants with a recognized undergraduate
degree, successful completion of the ECDVU Sub-Saharan Africa (SSA) Program will
result in the granting of a Masters of Arts in Child and Youth Care. Other students
work toward a Bachelor of Arts in Child and Youth Care through the completion of the
ECDVU courses along with some additional undergraduate requirements.
Curriculum (Overview of Courses): Courses and seminars are designed to address ECD
leadership skills and ECD capacity development. They focus on themes like "The Past,
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Present and Future of ECD: Understanding Children, Families, Programs and
Communities over time and across cultures", "Child Development in Eco-Cultural
Context: Appreciating the Importance of Culture and the Holistic Development of the
Child", "Effective Leadership and Change in ECD: Case Studies and Current Literature",
and "Research and Evaluation in ECD". International and African leaders in ECD
develop and deliver the courses; additional leaders are invited to participate in the
seminars.
Technology is a tool used to support and inform learners separated from each other
geographically.
While readings and discussions cover a broad base of established literatures, the
importance of local voices and perspectives are also addressed. A "generative approach"
to curriculum and community development are central. Participants base their learning
on their own experiences while also cultivating sensitivity to their ecological, historical,
and cultural context. In other words, they collaborate and build networks as part of an
effort to draw on both provided materials and the knowledge grounded in their own
countries and communities. To that end, assignments and theses focus on addressing
pressing ECD issues within countries and on building capacity through ECD literature
that is responsive to context.
Note: Detailed course information is unavailable.
The ECDVU ‘generative curriculum’ encompasses the following characteristics:
A learner-focused approach drawing as much as possible on the learner's
experiences in their personal and professional lives.
An ecological approach placing individuals, programs, and policies into an
interactive and dynamic context and seeking to plan activities and interventions
to maximize resonating impact throughout the larger ecology.
A capacity building approach aiming to strategically strengthen the capacities
of participants to effectively fulfill their mandates in their professional position
and to be accountable to their constituents and the broader ECD community in
their countries. Although most education activities claim this as a general
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'purpose', the ECDVU program addresses capacity development in a specific,
strategic manner.
A co-constructive approach encouraging each learner to draw upon curriculum
material as well as their own in-country experience and data to derive their
own perspectives and applications.
A multicultural approach considering ideas, research, and goals pertaining to
child care and development from many different cultural sources, including
(but not limited to) Middle East North Africa and Euro-Western sources.
A cohort driven approach encouraging collaboration, reciprocal learning
among peers, and consolidation of networks within and between learners
representing each participating country.
An historical approach exploring 'how we came to be here' vis à vis the
evolution of various theories and constructions regarding children and their
care and more recent international development activities focusing on
children's care and development.
Program Evaluation: A hallmark of the ECDVU international program is a high
completion rate and a high country retention rate (90% and 96% respectively for SSA
and 88% and 100% for Yemen).
What participants have to say:
LEARNING AND SHARING
"ECDVU affords the opportunity to be on the job, to directly apply what one is learning, and to
share with other learners.... This is the program we have been waiting for!"
NIGERIA: Olive Akomas
COST-EFFECTIVE USE OF TECHNOLOGY
"ECDVU represents a paradigm shift in education, both in the mode of delivery and also in
content. ECDVU joins the cultural, ecological setting of children, their parents, and caregivers
with principles of child development and growth. The mode of delivery uses technology in a costeffective way for advanced education in the poorest countries of the world." MALAWI:
Charlotte Day
LEADERSHIP and CAPACITY-BUILDING
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"ECDVU is not just a community of learners but also a community of leaders and capacity
builders, which is aimed at addressing leadership needs in African ECD."
GHANA: Felix Agorsah
PROMOTING ECD ADVOCACY
"The acquired knowledge enables us to speak out confidently when advocating for children in our
country."KENYA: Samuel Ngaruiya
COMMUNITY PARTICIPATION
"I have already started seeing the impact that the ECDVU course will have on Malawi. I am
using the knowledge and skills that I am gaining from the course in my work with colleagues as
well as with communities in my work area." MALAWI: Chalizamudzi Matola
IN SHORT
" I think ECDVU is the best thing to have happened to early childhood development in Africa."
NIGERIA: Uche Ezirim
Brief Program History: ECDVU grew out of a series of two to three-week ECD training
seminars initiated by the United Nations Children's Fund (UNICEF) in 1994. At the
urging of participants, an initiative to expand the reach and impact of these seminars
was implemented. In 2000, the World Bank, using Norwegian Educational Trust Funds,
supported the development phase of the ECDVU. Other partners joined the effort to
organize an initial three-year graduate degree ECDVU project in Sub-Saharan Africa.
In 2001, the Middle East-North Africa (MENA) region of the World Bank requested the
delivery of a one-year professional development program based on the ECDVU model.
As a result, the ECDVU MENA program was developed in 2002.
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Program Profile #8
Name: Indigenous Early Childhood Educator Apprenticeship Program
Name of Learning Institution: Northern College of Applied Arts and Technology
Location: Northern Ontario at Haileybury, Moosonee, Kirkland Lake, and Timmins
Important Note: The Indigenous Early Childhood Educator Apprenticeship Program
began as an apprenticeship program and was a partnership between the apprentice, a
sponsor/employer, and the Government of Ontario. The Government of Ontario paid
for approximately 85% of the tuition for the in-school training component and the
apprentice paid the balance of tuition fees. Apprentices worked in child care centres or
facilities and pre-schools. The first cohort of 12 students was all Aboriginal women. Of
these students, five completed the Program, one went on to complete her diploma and
two are continuing through distance education.
In 2008/09 the College of Early Childhood Educators26 changed the qualifications for
early childhood educators. In order to work as a qualified early childhood educator in
Ontario, individuals are required to complete a certificate, diploma, or degree program
recognized by the College of Early Childhood Educators. The Apprenticeship Program
did not meet these new standards and no grandparent clause was included. This
change made it difficult to justify the extra time to complete the work portion of an
apprenticeship program plus the required courses required by the College of Early
Childhood Educators and a decision was made by the Northern College of Applied
Arts and Technology to change the Program to a pre-apprenticeship program for high
school students.
Program Description: There are four courses that students in the High School
Apprenticeship Program can enrol in. Students who successfully complete these
26
The College of Early Childhood Educators is a self-regulatory body. The Government of Ontario, through
the Early Childhood Educators Act, 2007 (the Act), has given the profession of early childhood education the
privilege and responsibility of regulating itself in the public interest. The College, by law, is authorized to set
qualifications and requirements for those who wish to work as early childhood educators (ECEs) and register those
who meet them. http://collegeofece.on.ca/en/AboutUs/Pages/Purpose-and-Mandate.aspx
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courses are awarded three college credits that can be applied toward a college-level
early childhood education program.
Delivery Method: Each school board employs an apprenticeship youth coordinator to
coordinate various apprentice programs, apply for funding from the Government of
Ontario to resource the program, and registering students. The Program is promoted
throughout the school system and five of eight high schools in the region have
participated in it to-date and interest in the Program is growing
Strengths of the Program:
The Program raises awareness and understanding of the importance of early
childhood education and training among high school students.
The Program helps high school students transition into a college or university
early childhood education program.
Lessons Learned:
Establish a registry of early childhood educators and develop territorial
standards and level of professionalism.
Use national standards as a guide when creating a program.
Make sure employers are involved in the setting standards to ensure ‘buy in’.
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Program Profile #9
Name of Program: Child and Youth Care First Nations (2-Year Diploma Program)
Name of Learning Institute: Vancouver Island University
Location: Offered at the Cowichan Campus, Vancouver Island.
Program Description: The Child and Youth Care First Nations Program delivers early
childhood development training with an Aboriginal perspective. The Program is
continually evolving with involvement from the First Nations communities of the
Cowichan area, as well as from the First Nations students who bring the teachings of
their communities into the Program. Students are mostly females in their 20’s and of
Aboriginal descent; most live on Vancouver Island.
The Program uses the generative model, which combines First Nation philosophies,
practices, and cultural content with western research, theory, and professional
experiences. The model engages students, instructors, and community in a coconstruction of knowledge to be applied in the Program and in students’ and graduates’
practice in Aboriginal communities.
‚VIU’s holistic, grassroots approach to Early Childhood Development (ECD)
curriculum supports students to generate their own ideas about culturally relevant ECD
practice and ways to implement it. The importance of spirituality is emphasized
through attention to ceremony and tradition. The Elders in residence and other
community Elders provide grounding for students, faculty and staff. The Elders also
share their own knowledge, reinforce local ways of teaching and learning, and mentor
students. This community learning environment and generative approach offer many
benefits.‛ 27
Delivery Method: The Program is offered at the Cowichan Campus in Duncan. Three
teachers are attached to the Program – an Elder and a male/female team. Instructors
27
Vancouver Island University. 2009. Building on the Strengths of Children, Family and Community – A
Chair for Aboriginal Early Childhood Development. Nanaimo: Vancouver Island University
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provide different, gender and cultural-based perspectives. The Elder also sits on the
University’s First Nations Advisory Committee. The Elder is an instructor, a mentor
and an advisor who is fluent in her Aboriginal language. She engages other members
of the community in the Program to make presentations, help deliver teachings, and
build relationships with and mentor students. Other instructors have achieved a
master’s level of education, and have demonstrated, positive working relations working
with Aboriginal communities.
Strengths of the Program:
Duncan is a smaller community with a large Aboriginal population. The
Cowichan Campus is small and not overwhelming to students. The Campus has
a majority of Aboriginal students and numerous targeted activities and supports.
Aboriginal students see themselves reflected in the Program and throughout the
campus.
The inclusion of Elders in the Program and campus-based activities further
incorporates traditional knowledge and promotes awareness for both First
Nations and Non-Aboriginal students. The Elder who is attached to the Program
is caring and easy to approach, develops strong relationships with students, and
enjoys her role.
Instructors (the elder and non-Aboriginal instructors) are very committed to the
Program, students, and Aboriginal communities. Instructors endeavour to create
an environment where students feel connected and supported and students feel
comfortable bringing personal and program-related issues forward.
Class sizes are small.
It is a long-running, successful Program.
Graduates are prepared and can work with both First Nations and non-First
Nations children, youths and their families, and are able to work cooperatively
with other community professionals.
‚Students build family.‛
Lessons/Best Practices Relevant to the NWT:
It is important to meet with communities, listen and be respectful of their views,
and build relationships and partnerships.
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The individual who is the link between the University and communities is very
important. He/she must be respectful of Aboriginal cultures, and understand
that all communities are different. It is very important that he/she be able to
‘work in both worlds’.
Good support systems for Aboriginal students are needed.
Smaller campuses/communities help students make successful transitions into
programs.
Compliance with Occupational or Other Standards: The Program meets the
requirements of the Ministry of Health in British Columbia for Basic Certification in
Early Childhood Education (ECE), following a required period of supervised work
experience.
Program Length: The Child and Youth Care First Nations Program is offered on a fulltime and part-time basis. Core courses must be taken concurrently and are offered over
a two-year period and most students complete the Program within this two-year
period. Program intake is every two years and approximately 25 students enrol in the
Program. The University employs a recruiter who targets Aboriginal students. He/she
visits communities, high schools, career fairs on Vancouver Island and other locations
within and outside of the Province, and has visited the NWT.
Admission Requirements:
General admission requirements for Vancouver Island University apply.
English 12 with minimum ‚C+‛ grade or equivalent.28
Resume describing the applicant’s education and employment background.
Two completed reference forms.
Experience (volunteer or paid) with children/youths in a child/youth
oriented setting, minimum 150 hours.
An interview, following receipt of the above items.
Acceptable alternatives to English 12 include First Peoples' English 12 or VIU's ENGL 067. Students
who do not have these requirements may write the Language Proficiency Index (LPI). A Level IV or
better on the essay part, plus a minimum average of 50 percent on the additional sections of the LPI is
considered by VIU to be equivalent to English 12 with a grade of "C+".
28
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Notes:
Electives must be approved by the CYC First Nations Coordinator in
consultation with the CYC department. Some of these university credit
requirements can be met by the Arts One—First Nations program.
Field work practicum may require a satisfactory completion of a criminal
record check prior to placement commencement.
Eligible applicants of First Nations ancestry are given priority for admission.
The University eliminated their prior learning assessment position a couple
of years ago. Students wishing to have their prior learning assessed speak to
departments directly.
Upon admission, students are expected to be familiar with and adhere to the Code of
Ethics of the Child and Youth Care Association of British Columbia
Completion Requirements: Students must successfully complete the two-year
Program, including 300 hours of practicum. Upon completion students will be eligible
for VIU’s Diploma in Child and Youth Care. Students successfully completing the
diploma Program may apply their earned credits toward a Bachelor of Arts in Child
and Youth Care at VIU or another university. Most students who decide to continue
their studies stay with VIU.
‚This is not a ‘watered down’ program, but it is reflective of Aboriginal culture, perspectives,
and approaches.‛
Curriculum: Following are the CYC First Nations core courses which are offered over a
two-year cycle. Elective requirements (including English) may be completed prior to,
concurrent with and/or following completion of the CYC core courses. A description of
courses is included on pages 190-192.
YEAR 1
Credits
CYCL 111 - (Child Development I)
3
CYCL 112 - (Child Development II)
3
CYCL 131 - (Practicum I: Preparation & Intro to CYC Professional Practice)
4.5
CYCL 132 - (Practicum II: Introduction to Professional CYC Practice)
4.5
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CYCL 252 - (Fundamentals of Change)
6
CYCL 263 - (Elder Teachings in Child and Youth Care)
3
Degree English Requirement
6
(All students in degree programs at VIU are required to complete 6 credits of first–year
English composition and literature courses.)
YEAR 2
CYCL 152 - (Communicating with Children)
3
CYCL 234 - (Practicum III & Professional Foundations for Child and Youth Care) 4.5
CYCL 235 - (Practicum IV & Professional Foundations for Child and Youth Care) 4.5
CYCL 261 - (Introduction to Family Development and Support)
3
CYCL 262 - (Adolescence and Adolescent Issues)
3
CYCL 264 - (Elder Teachings in Child and Youth Care II)
3
CYCL 362 - (Abuse in the Family from a First Nations Practice Perspective)
3
Two Electives
6
Aboriginal students are also eligible to attend ‚Pathways to Learning‛ offered at the
Nanaimo Campus two weeks prior to the start of the academic year. The Program
provides an introduction/orientation to the Campus and supports for Aboriginal
students. Students meet Elders and other students, receive tips for success, and
participate in cultural activities.
Brief Program History: Vancouver Island University (formally known as Malaspina
College) began collaborating with First Nations groups in 1970 to deliver courses and
programs using a First Nations’ perspective. The Child and Youth Care First Nations
Program began in 1995. The curriculum was developed in partnership with Chowichan
Tribes, Vancouver Island University, and the University of Victoria.
Other Notes:
In 1989, Malaspina/Vancouver Island University was the first college or
university to create a position and hire an Aboriginal person to support
Aboriginal students.
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The University’s First Nations Advisory Committee was created in the 1980’s
and includes representation by the First Nation groups on Vancouver Island. Six
Elders sit on the Committee. Three Elders are attached to specific programs, the
others lead cultural activities, counsel and mentor students. The Committee
meets three times per year. Its mandate is to ensure that opportunities for all
students to learn and succeed are maximized and that respect for First Nation,
Metis and Inuit cultures, traditions and diversity is maintained. To do this,
Committee members provide peer support, brainstorm, and advise the
University on Aboriginal issues, e.g., how the university can better reflect
Aboriginal perspectives, and engage and support Aboriginal students.
In 2005, the Office of the Director of Aboriginal Education was created to help
improve educational opportunities for Aboriginal students by guiding programs
and services and providing direction to the University in matters related to
Aboriginal peoples.
In 2007, the College was one of 11 institutions in BC that received funding from
the BC Government to develop an Aboriginal Service Plan to help close the gap
for Aboriginal learners.
In 2010, more than 1,700 Aboriginal students – approximately 10% of the student
population - were registered in VIU programs.
In 2010, the University highlighted Aboriginal education as an area for further
development as part of their strategic priorities.29
In 2010, Vancouver Island IU received $2.5 million in funding to establish a B.C.
Regional Innovation Chair in Aboriginal Early Childhood Development. The
goal of the Chair is to strengthen the cultural relevance of training for early
childhood education by creating innovative, culturally relevant and practical
resources for early childhood educators and students. The research and
innovation agenda will be collaborative and will include the active involvement
of Aboriginal communities, practitioners and educators in research and
curriculum development.
29
Vancouver Island University. July 2010. Accountability Plan and Report 2010/2011 – 2012/13.
http://www.aved.gov.bc.ca/framework/docs/VIU.pdf
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Program Profile #10
Name of Program: Child Development Practitioner Apprenticeship Program (ECA)
Name of Learning Institute: Canadore College
Location: North Bay, Ontario
Program Description/Delivery Method: The apprenticeship model is centered on the
workplace. Training takes place predominantly on the job. In Ontario, the on-the-job
portion of apprenticeship training is measured as performance objectives. Once the
required objectives are met the apprentice is considered ready to write for certification.
In most cases this can take from two to five years.
The theoretical component of apprenticeship training is usually delivered onsite in a
learning institution. The traditional in-school delivery of apprenticeship is called block
release, where students attend classes for a fixed block of time, typically eight weeks. At
Canadore College, theoretical training is offered onsite via night classes (called Contact
North) and through alternative delivery modes (e.g. via the Internet, and through printbased correspondence formats).
Strengths of the Program:
The Program enables apprentices who currently work in the field to remain
employed without disruption to their income. All courses are offered by distance
education and/or night classes via Contact North.
Alternative delivery modes create flexibility for the apprentice and employer,
and help meet the needs of smaller and/or isolated communities.
Instructors are experts in the field of child care and early childhood education.
Instructors for all courses are varied so that students experience diverse teaching
methods and approaches.
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Lessons/Best Practices Relevant to the NWT:
Involvement, cooperation and participation between the sponsor educator and
college supervisor are vital to the success of the apprentice.
Compliance with Occupational or Other Standards: not documented
Program Length: The Program, which can be completed in three years, consists of two
levels and follows a typical college calendar year. Fall semester is from September to
December; the Winter semester is from January to April; and the Spring semester is
from May to June/August. Students may choose to register in any number of courses
they wish in a given semester; two per semester is recommended. There are six
placement courses associated with specific theoretical courses in the ECA Program. It is
strongly recommended that they be taken concurrently.
Admission Requirements: Students must enrol through the Ministry of Training,
Colleges & Universities (MTCU) - Apprenticeship Branch. Students who confirm their
registration, will receive specific program information about course load, textbook
requirements and transfer credit/PLA process. This typically occurs two weeks prior to
the commencement of the given semester.
There is a classroom fee payable to the institution for each of the courses in the
program. Generally, theory courses are $70. Each while placement courses are $20 each.
Once an apprentice pays the classroom fee she/he becomes registered/enrolled with the
College as an ECA student. Students may choose to register in any number of courses
they wish in a given semester; two per semester is recommended (plus the applicable
placement course).
Completion Requirements: Students enrolled in the apprentice program with
Canadore College are able to achieve an Early Childhood Education diploma. To do so
however, students are required to take approximately six additional courses beyond the
required program courses within a one-year period. Additional courses include:
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ECE250 - Children’s Technology; two, communication courses (CMM125 & CMM180);
and three general education courses (PSY100, SOC100, & HUM115).
Curriculum: No detailed course descriptions are available.
Delivery
Method
ECA100: Child Development I
ECA105: Health, Safety, and
Nutrition
ECA110: Creative Arts
ECA115: Child Development II
ECA125: Preschool Learning
Environment I
ECA140: Preschool Learning
Environment I Placement
Offered
Fall
Winter Spring/Summer
CN
X
IL
X
X
X
IL
X
X
X
CN
X
CN
X
IL /
Placement
X
Year 2
ECA120: Advocacy and Bias-Free
Practice
ECA130: Preschool Learning
Environment II
ECA145: Preschool Learning
Environment II Placement
ECA135: School Age Learning
Environment
ECA150: School Age Learning
Environment Placement
IL
X
CN
X
IL /
Placement
X
X
X
CN & IL
X
IL /
Placement
X
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CN
ECA200: Child Development III:
Assessment and Inclusion
X
ECA205: Administration
IL
X
X
X
ECA225: Interpersonal
Communication
Year 3
IL
X
X
X
CN
X
IL
X
X
X
IL /
Placement
X
X
X
ECA210: Child, Family, &
Community
ECA215: Infant/Toddler Learning
Environment
ECA240: Infant/Toddler Learning
Environment Placement
CN
X
IL /
Placement
X
ECA220: Pre-School Learning
Environment III
ECA245: Pre-School Learning
Environment III Placement
IL
ECA230: Philosophy of Early
Childhood Education
ECA235: Advanced Curricula
CN & IL
ECA250: Advanced Curricula
IL /
Placement
Placement
*CN = Contact North (Night Classes)
**IL = Independent Learning/Correspondence/Web
X
X
X
X
X
Brief Program History: not documented
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DESCRIPTION OF COURSES
Profile #1: Aurora College
Courses:
016-125 - Building Self-Esteem 2 credits 30 hours
This course focuses on the processes and skills that enhance or build self-esteem. In
particular, the class sessions and homework assignments provide opportunities to
foster development of healthy self-esteem. Opportunities are provided for the student
to work on enhancing personal awareness, and students will be encouraged to
contribute to a class environment conducive to risk-taking and personal growth. This
course is psycho-educational in nature. It focuses on the skills of creating self-esteem,
wellness and healing, rather than the resolution of personal issues.
016-111 - Child Growth and Development I 4 credits 60 hours
In conjunction with 016-121 Human Growth & Development II, this course provides the
student with a basic understanding of child development relevant to him/her
facilitating the growth and development of young children. Emphasis is placed on the
uniqueness of individuals.
016-116 - Early Childhood Communication Skills 3 credits 45 hours
This course examines the theory and practice of communications in an Early Childhood
Development context with emphasis on both oral and written communications. The
classes and assignments focus on the development of effective communication skills
that are necessary for professional communication by Early Childhood educators.
Examples of communication may include communication with parents, community,
stakeholders, partners, and boards.
016-113 - Field Placement I 4 credits 240 hours
This course provides students with an introduction to the practical field of Early
Childhood Development and the opportunity to observe children in a variety of
settings. For each of the classes, students observe children in a variety of settings.
The students complete the practicum by working with children in one setting. In
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conjunction with the Integration Seminar, students have the opportunity to discuss and
integrate these observations in relation to theoretical concepts obtained from the prerequisite courses, 016-112 Introduction to Early Childhood and 016-111 Child Growth
and Development I. This course also helps to prepare the student for the profession.
016-123 - Field Placement II 4 credits 240 hours
Students are placed in cooperating community agencies in a variety of early childhood
settings such as child care centres, family day homes, kindergartens, hospital paediatric
wards, parent day-out centres, and centres for exceptional children. Under supervision
of trained and experienced personnel, students have an opportunity to integrate theory
and practice in the development of skills for working with young children and their
families. The students progress through a developmental sequence of experiences
throughout the term. Students are also encouraged to evaluate themselves in terms of
strengths and weaknesses. Students are encouraged to complete 016-122 Learning
Through Play prior to commencing Field Placement II. They may, however, take it
concurrently with their placement.
016-110 - Health, Safety and Nutrition 2 credits 30 hours
This 30 hour course focuses on exploring the unique health, safety and nutritional needs
of children. Emphasis is placed on the integral role caregivers play, in collaboration
with parents, in maintaining and improving children's overall health status. The health
and safety component highlights developing an understanding of current concepts of
health and wellness, promoting health in children and their caregivers, creating and
managing safe and healthy environments, and managing illness in children. The
nutrition component stresses the development of good nutritional practices by
identifying the characteristics of a nutritious diet, reviewing safe food handling
practices and preparation, and planning nutritious meals and snacks for children. Also
included is an exploration of the importance of including developmentally appropriate
health, safety and nutrition experiences in your child care program.
016-121 - Human Growth and Development II 3 credits 45 hours
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In conjunction with 016-111 Child Growth and Development I, this course provides the
student with a basic understanding of child development relevant to him/her
facilitating the growth and development of school age children through adolescence.
016-114 - Integration Seminar 1 credit 15 hours
The 15 hour Integration Seminar provides a bi-weekly session with the student’s
College Field Coordinator and other students to discuss field placement experiences
and further integrate class work with the field experience. The seminar provides
opportunities to discuss issues and explore topics in Early Childhood Development that
are not specifically dealt with in the classroom. The seminar also focuses on
developmentally appropriate practices in Early Childhood Programs.
016-124 - Integration Seminar II 1 credit 15 hours
The 15 hour Integration Seminar provides a bi-weekly session with the student’s
College Field Coordinator and other students to discuss field placement experiences
and further integrate class work with the field experience. The Seminar provides
opportunities to discuss issues and explore topics in Early Childhood Development that
are not specifically dealt with in the classroom. The Seminar also focuses on
developmentally appropriate practices in Early Childhood Programs.
016-112 - Introduction to Early Childhood 4 credits 60 hours
This 60 hour course provides a beginning for students who seek to understand the goals
and philosophy for an individualized, play-oriented, child-centred program for young
children. Students examine the role of an adult in facilitating a quality, early childhood
program.
The art experiences provide students with the opportunity to explore and experiment
with a wide variety of materials being used in early childhood programs. By using these
materials, students gain skills to enable them to design and implement creative
experiences for young children.
The art experiences workshop is presented to the instructor by video-tape. It is expected
that each community will choose a topic and work as a group to meet the assignment
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outcomes. Communities with 6 or more participants are expected to divide into groups
with 3 – 5 students per group. Instructions and procedures for implementing these
experiences will be discussed and clarified in class.
016-122 - Learning Through Play 4 credits 60 hours
In this course, students explore the nature and development of play in the lives of
children. Students learn how to organize and to prepare meaningful play experiences to
enhance the growth of individual children and are exposed to a diversity of play
activities suitable for children. Attention is also directed toward appropriate equipment
and materials, and the organization and utilization of indoor and outdoor space and
time to foster play.
016-108 - Special Topics 4 credits 60 hours
This course is offered in workshop modules, and successful completion of four modules
will mean course completion. These modules provide short, intense, professional
development training in several topics (e.g. Exceptional Children, Inclusive Care, FASD,
Stress Management, Planning a Child’s Day). Sessions are typically delivered in
workshop format by the Department of Education, Culture and Employment and a
variety of education related organizations, in 2-3-day modules, and further integrate
class work with field experiences.
016-115 - Understanding Self-Esteem 2 credits 30 hours
This 30 hour course is designed to foster a theoretical and experiential understanding of
self-esteem. Aspects of interpersonal communication as they relate to self-esteem are
introduced. Students explore their own self-awareness, and the child development
worker’s role in fostering self-esteem in children and adults.
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DESCRIPTION OF COURSES
Profile #2: First Nations Partnership Programs, Collaboration between
UVic and First Nations Partners
Strand: Early Childhood Care and Education/Child and Youth Care
CYCB 120 Introduction to Play (ECCE)
This course introduces students to program planning for young children and the
concept of learning through play. The course explores the relationship between play
and child development, the stages of children's play and factors that influence play. It
encourages students to incorporate theories and research findings about play into a
description of appropriate practice. In addition to text information, throughout the
course Elders and students generate insights about play from the perspective of their
own First Nation's culture.
CYCB 121 Foundations of Curriculum Planning (ECCE)
This course builds on the knowledge students acquired in Introduction to Play (CYCB
120). The course provides students with the foundation knowledge and skills needed to
plan culturally and developmentally appropriate programs for young children in their
communities. Students are introduced to the guidelines for curriculum planning.
Students explore three common philosophies of program planning with an introduction
to specific contact areas while discussing the role of the child, the educator and the
parent. Throughout the course Elders and students generate insights into program
planning from the perspective of their own community and culture. (Prerequisite:
CYCB 120).
CYCB 122 Curriculum Design and Implementation (ECCE)
This course builds on the knowledge students acquired in Introduction to Play (CYCB
120) and Foundations of Curriculum Planning (CYCB 121). It provides students with
expanded experiences in designing and implementing programs for preschool children.
Specific curriculum content areas of art, music, math, science and social studies are
further developed in the context of refining program planning developed in the two
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previous courses. Throughout the course Elders and students generate insights into
planning for children from their own community and culture. (Prerequisites: CYCB 120,
CYCB 121).
CYCB 220 Introduction to School-Age Care (CYC)
This course provides students with an overview of school-age care. Students explore the
needs and interests of children, families, and care providers regarding school-age care.
They explore the developmental needs of school-age children, and consider the
implications of children's developmental needs for school-age practice. In addition,
students are introduced to planning and implementing a program of care for diverse
groups of school-age children. The course acknowledges and builds on the knowledge
that students already possess, and includes activities intended to elicit students'
perspectives based on their own experience. Throughout the course Elders and students
generate insights into the care of school-age children from their own community and
culture.
CYCB 221 Introduction to Programs for Adolescents (CYC)
This course provides students with an overview of adolescent development and
supportive work with youth. Students learn the importance of understanding the
psychological and sociological context within which youth live. They learn how to
identify issues to which workers might be required to respond, how to become
informed about these issues, and how they relate to the cultural context in which
particular adolescents live. In addition, students explore intervention possibilities and
how these interventions relate to specific issues in particular cultural contexts. The
course acknowledges and builds on the knowledge of adolescents that students already
possess, and includes activities intended to elicit students' perspectives of their
experience. Throughout the course Elders and students work from the perspective of
their own community and culture to generate knowledge about supporting adolescents.
CYCB 230 The Ecology of Health, Safety and Nutrition for Children
Methods of meeting children's needs for health, safety and nutrition vary according to
culture and environment, so this course explores the needs of children in the
communities where learners plan to work. Traditional ways of ensuring health and
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safety are considered alongside strategies for educating and working with parents,
families and community members. Students identify a community health issue, identify
health indicators, and explore community-based solutions.
CYCB 231 Administration of Child Care Facilities
The essentials of administering a child care facility on and off reserve will be explored
including: staffing management; program development; budget management;
implementing statutory regulations and meeting regional health standards. Students
are required to plan and design a new child care facility, including identifying and
meeting all appropriate regulations and standards for quality. Students formulate an
illustrative set of policies to establish practice principles appropriate to the context of
their community.
STRAND: COMMUNICATIONS
CYCB 123 The Caring and Learning Environment (ECCE)
This course, taken either concurrently or after Curriculum Design and Implementation
(CYCB 122), studies the total environment of a child care facility and the integration of
these environmental elements. Students investigate theories of building environments
that nurture and educate, design and plan such environments, and examine ways of
administering and managing these environments. The course acknowledges and builds
on the knowledge of learning environments and content areas that students have
previously studied, and it includes activities intended to elicit from them the
perspectives of their own experience. Throughout the course Elders and students
generate insights into learning environments from the perspective of First Nations
cultures. (Pre- or co-requisites: CYCB 122).
CYCB 150 Interpersonal Communications
This course introduces students to the characteristics and dynamics of interpersonal
communications. It provides an opportunity for students to consider their own
communication practices, and gain personal awareness. They also improve their skills
in the areas of self-concept, personal learning styles, perception, verbal and nonverbal
communication, active listening, understanding of relationships, and the expression of
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feelings. Throughout the course Elders and students give insights into interpersonal
communications from the perspective of their own culture. Students also produce a
portfolio that represents their reflection on and integration of the course material.
CYCB 151 Communicating with Children and Guiding Children's Behaviour
This course introduces students to methods of communicating with children that help
foster positive child development. It provides an introduction to three theoretical
approaches to guiding children. Students identify and practice effective methods of
communicating with children within the context of various theoretical approaches.
Throughout the course the perspectives of the First Nation's community regarding
communicating with children and guiding children's behaviour are elicited from Elders
and students.
CYCB 250 Introduction to Planned Change
This course introduces students to the components of helping relationships and models
of helping used by professional child and youth care practitioners and provides
opportunities to understand planned interventions within historical First Nations
contexts. Students explore the interpersonal dimensions of child and youth care practice
in relation to supporting children, youth and families. Throughout the course Elders
and students generate insights into professional helping skills from the perspectives of
their First Nations culture(s).
CYCB 251 Communication Skills for Professional Helpers
This course acknowledges and builds on prior knowledge of communication skills and
includes activities that elicit perspectives emerging from their own experience. This
course is designed to provide students with opportunities to learn and practice helping
skills used by professional child and youth care workers in situations requiring
interventions. Throughout the course the perspectives of the aboriginal community re:
communication skills for professional helpers are elicited from Elders and students.
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Strand: Child and Youth Development
CYCB 140 Introduction to Human Behaviour
This course provides students with an overview of the principles that guide the
scientific study of human behaviour. The child and youth care profession rests on a
large and constantly expanding base of research. This course introduces students to
some of that research. Students learn the terminology and theories that serve as a
foundation for future coursework in child and youth care. This course is intended to be
taught generatively. Throughout the course Elders and students generate insights into
human behaviour from the perspective of their own culture.
CYCB 141 Child Development 1
This course introduces students to normative child development from conception to
toddlerhood. It includes an overview of the major themes and theories in child
development addressing research in the areas of physical, intellectual, and psychosocial
development. As well as including insights from major researchers and theorists whose
roots lie in Western traditions, the course builds on traditional practices and theories of
the First Nations community by including Elders' teachings and experiences of the
students.
CYCB 142 Child Development 2
This course continues the study of child development from early childhood to late
adolescence addressing perspectives on physical, intellectual, psychosocial and moral
development of children and youth. The course acknowledges and builds on the
knowledge of child development that students already possess, and it includes
activities intended to elicit from them the perspectives of their own experience.
Throughout the course Elders and students generate insights into child development
from the perspective of their own community and culture. (Prerequisite: CYCB 141).
CYCB 222 Program Development for Infants and Toddlers
Developing child care programs for children (0-2 years) is the focus of this course.
Theories of caring and attachment as a foundation to care routines are studied. Students
explore culturally specific approaches through consultation with respected community
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members. Using an ecological model that situates child care within social systems,
students develop partnerships with families and community networks and explore
ways to access resources within and beyond their communities.
CYCB 240 Introduction to Supported Child Care for Children with Special Needs
This course explores a range of methods for meeting the needs of children who require
additional supports. The focus is on planning for inclusive child care while
incorporating environmental and contextual supports, including the family. Students
examine the principles of inclusive child care within the current policy and statutory
environment. Students locate resources within the context of rural practice and critically
examine the principle of cultural responsiveness in inclusive child care.
Strand: Practica
CYCB 110 Practicum 1: Community Care Settings for Children and Youth
This course orients students to the field of child and youth care. Students have
opportunities to meet local members of the profession and visit local programs and
agencies serving children, youth, and their families. The structure of services and
supports to children, youth and their families is explored within the context of a specific
community. Elders and helping professionals address the service needs and current
responses within the community. Students also learn and practice methods of obtaining
information about children's development through direct observation in formal and
informal settings and will be supervised in making informed interpretations.
CYCB 111 Practicum 2: The Whole Child
This course provides students with opportunities to begin participating with young
children in early childhood care and education settings. Students focus on observing
young children across physical, emotional, social, cognitive and spiritual areas of
development. While observing children, students begin to develop an understanding of
how to respond to children's needs and interests by planning and implementing
activities that are developmentally and culturally appropriate. Students become familiar
with the roles and responsibilities of the early childhood practitioner by participating as
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a team member with staff and interacting with children and their families in
communities under supervision. (Prerequisite: CYCB 110).
CYCB 112 Practicum 3: The Child in the Curriculum
This course provides further opportunities to learn about early childhood care and
education settings. Students take increasing initiative and develop self-evaluative skills
in planning and conducting activities and creating effective learning environments.
Students gain understanding of the roles and responsibilities of professional work by
planning and implementing programs. The objectives also include developing
awareness of practice in a variety of settings, learning appropriate care routines and
developing good interpersonal skills for working with children. (Prerequisite: CYCB
111).
CYCB 210 Practicum with Developmental Specialization
Students develop programs and routines that are specialized for supporting healthy
development with specific age groups, such as infants and toddlers, school-age
children, or adolescents. Students study practical aspects of care such as safety and
appropriate guidance. Students learn how to build program curriculum based on
developmental needs and use evaluation to amend and enhance programming. The
development of resources and community contacts are also an essential part of the
practicum.
CYCB 211 Practicum in Supported Child Care for Children with Special Needs
This practicum focuses on meeting the specific needs of a child or children in the
context of culture, community and family. Students may choose options such as
creating inclusive curriculum, working through the steps of developing support plans
in consultation with team members, or implementing aspects of existing support plans.
Students are required to investigate and work with local resources, including
professionals who provide specialized support, which are culturally appropriate and
enhancing.
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DESCRIPTION OF COURSES
Profile #3: Aboriginal Early Childhood Education Certificate (AECEC)
and Diploma Nicola Valley Institute of Technology (NVIT)
AECE 101 - Child Development I
The overall goal of AECE 101 is to introduce students to child development, learn
popular theories, and explore Aboriginal birthing practices and Aboriginal childrearing practice to age two. AECE 101 ensures that students are aware of development
within a holistic framework.
AECE 105 - Child Development II
The overall goal of AECE 105 is to introduce students to child development, learn
popular theories, and explore Aboriginal child-rearing practices from age two, through
to adolescence. AECE 105 ensures that students are aware of development within a
holistic framework.
AECE 110 - Foundations of ECE (Early Childhood Education)
AECE 110 forms an integral and unique part of NVIT's Aboriginal Early Childhood
Education by introducing the students to the history, philosophies, program models
and quality of Aboriginal Early Childhood Education programs. This course introduces
students to parents, children, and Early Childhood Educators and their roles in an early
childhood setting as well as the basics of how to run an early childhood center. This is
the foundation course that all other courses evolve from.
AECE 120 - Early Childhood Programming
The overall goal of AECE 120 is to introduce students to the learning environment as
related to programming in a mainstream and Aboriginal context. The students are also
introduced to the legal, fiscal, and social realities of running a early childhood center as
well as how to incorporate play into the program that enhances development in the
social, cognitive, physical, emotional, language, and spiritual domains.
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AECE 125 - Curriculum Development in ECE
The overall goal of AECE 125 is to introduce students to curriculum planning and
development by learning teaching methods of math, science and social studies with a
particular challenge of attaining or creating culturally appropriate and specific learning
tools. AECE 125 ensures that students are aware of development within a holistic
framework.
AECE 130 - Early Childhood Guidance
In the AECE 130 – Early Childhood Guidance course students are introduced to the
discipline of Early Childhood Development. The course foundation focuses on planning
programs and learning environments for groups of young children, and on the role of
early childhood education. By becoming competent in methods of program planning
and concepts of guiding and caring, students enhance their knowledge of measuring
how young children respond to early childhood developmental environments. The
uniqueness of this course is that is it presented from both an Aboriginal and nonAboriginal context.
AECE 135 - Observing & Recording Behaviour
In the AECE 135 – Observing & Recording Behaviour course students become aware of
how proficient observation skills reveal a range of behaviours in two to five year old
children that is relevant to changes in their growth and development. By becoming
competent in the method of observing and recording, students become aware of how
young children respond to adults, peers, and to an early childhood development
environment. This course is designed to focus on six aspects of child development:
emotional, social, physical, cognitive, language, and creative. Students become
knowledgeable and skilled in the areas of observing and recording children’s
behaviours. This course has been designed using both an Aboriginal and non-aboriginal
perspective of early child development.
AECE 140 - Music and Art in ECE
AECE 140 provides students with an introduction to the study of music and art in
relation to early childhood education.
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AECE 145 - Children's Literature
The overall goal of AECE 145 is to make students aware of how quality literature
supports child development in all areas, through their active engagement in books,
drama, poetry, puppetry, storytelling and emerging literacy in a mainstream and
Aboriginal context.
AECE 148 - Introductory Practicum
AECE 148 provides students with the opportunity to interact with young children at a
variety of venues like preschools, daycares, and family daycare centers. The practicum
provides students with eighty hours of contact time with children in the second term.
The course gives the student a practical experience that will enhance their classroom
studies. AECE 148 ensures that students are introduced to the connection between
theory and practice.
AECE 149 - Practicum
The course provides 320 hours of contact time with children in a registered child care
center for a period of ten weeks. The overall goal of AECE 149 is to give students
practical experience that enhances their classroom studies. AECE 149 ensures that
students are keenly practicing the connection between theory and practice.
AECE 150 - Health, Nutrition and Safety
The overall goal of AECE 150 is for students to be thoroughly introduced to the concept
of preventative health, nutrition and safety particularly in an Aboriginal context. The
course includes exploring traditional use of plants as food and medicines in a local
context. AECE 150 ensures that students are aware of the current health issues within
Aboriginal communities.
ENGL 110 - College Composition
English 110 prepares students to write successful college essays. This course focuses on
the writing process. Students learn how to develop, organize, write, revise, document,
and edit essays.
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PSYC 131 - Applied Interpersonal and Career Development Skills
This course presents a comprehensive view of the theory and research in interpersonal
communication, and at the same time, guides students to improve a wide range of
interpersonal skills and to apply these to personal, social and workplace relationship.
Coverage of cultural diversity, leadership, job skills, ethics and personal productivity
and stress management make this course the best choice for students to communicate
successfully.
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DESCRIPTION OF COURSES
Profile #4: Early Childhood Education (ECE) Program, Native Education
College (NEC)
ECE 101
Human Growth & Development I
This course is an in depth study of child development and learning from the prenatal
period through the first two years of life. Historical perspectives and theories of child
development as well as current research findings are discussed. Practical applications of
child study are thoroughly examined and students will form their own theoretical
perspective on child development and learning. Aboriginal child development is a
significant part of this course. The role of the caregiver, ethics and different research
strategies for child study are examined.
ECE 102
Foundations of Early Childhood Education
This course outlines the field of ECE as a profession, the definition of the young child,
the diversity of programs, the teacher’s role in the education process, and trends in
ECE. This knowledge empowers students to apply fundamental ECE theories to their
practice and to form their own perspective and philosophy of early childhood
education and development. Students examine ECE ethics, methods to promote the
healthy development of young children, school readiness and the current licensing
practices and regulations for ECE in British Columbia.
ECE 103
Creative Arts for Young Children
The powerful self-expression of Aboriginal Art is a significant source of inspiration for
this course. The great value of expressive art for the development of the creative process
and the creative young child is explored. Students learn how to create emergent indoor
and outdoor art activities, how to evaluate different art media, art elements, and
learning environments for children.
ECE 104
Observing & Recording Young Children
Observing young children and recording their behaviour and development is
considered essential practice in every quality child care setting. The course examines the
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ethics of child study and methods for comparing behaviour to established
developmental norms. The course focuses on professional writing skills geared
specifically to recording children’s behaviour, integrating data from portfolios into
forms and reports, interpreting and analyzing child developmental levels, producing
summaries, interpretations, making recommendations and developing program
strategies.
ECE 106
ECE Observation Practicum
During this placement in a daycare setting, students develop some knowledge of the
child care field through direct observations. They familiarize themselves with an ECE
centre and some ECE practices. Students also practice and refine their skills in
observing the behaviour and development of preschool children. In this first practicum,
the student learns first-hand about scheduling, daily routines, and observes activities
and conversations.
ECE 113
Health Safety & Nutrition
This course focuses on the aspects of health, safety and nutrition related to early
childhood centres. Issues include abuse and neglect, hygiene, emergency procedures
and the recognition and management of childhood illness and allergies. Aboriginal
traditional health practices are discussed. Dental care and its contribution to overall
health are stressed. The importance and the ways of creating and maintaining safe
environment in a child care setting are discussed. Nutrition and its contribution to
health are taken into account in meal planning.
ECE 114
Individual Project
The students are assigned an early childhood education setting - a preschool or a
daycare - where they have a chance to observe a child and work on the developmental
profile of that child in order to accomplish their assignments #2 and #3 for ECE 112
Human Growth & Development course.
ECE 111
Guiding and Caring For Young Children
Throughout this course students learn and practice the developmentally appropriate
principles and techniques of the guidance approach to the discipline of young children.
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Students learn ways of dealing with mistaken behaviour and promoting self-discipline
in young children. The use of positive guidance language is practiced. The students
learn to create the environment that reduces mistaken behaviour. The course empowers
students to guide young children, acquaint parents with the concept of mistaken
behaviour, and the influence of the environment on child behaviour.
ECE 112
Human Growth & Development II
This course focuses on the interrelationship of the physical, affective and cognitive
domains of development and learning during early childhood, middle childhood and
adolescence (stressing preschool age development). Students expand their personal
perspective on early childhood development. The highlight of the course is putting
acquired theoretical and practical knowledge of child development and learning into
practice while working on a developmental profile of a child.
ECE 115
Practicum Preparation
Students’ and teachers’ expectations for the practicum are discussed together with the
goals and tasks for Block Practicum II and the practicum evaluation procedures. The
ECE Profession Code of Ethics and confidentiality issues are reviewed. The students
prepare their own teaching props, visual aids and materials to use during their
practicum. The students practice and prepare for a job interview. The students discuss
and develop their own time management techniques.
ECE 116
ECE Block Practicum II
The students are assigned an early childhood education setting – a preschool or a
daycare – where they have a chance to put their theoretical knowledge into practice.
Students observe teacher and child interactions and participate in creating stimulating
learning environments for the children. During the second practicum, students start
planning, implementing and evaluating small group and individual activities. They
work on developing confidence for implementing full group activities such as learning
circles.
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ECE 120
Program Planning
The focus of this course is the Play-Based Developmental-Interaction approach to ECE
curriculum. This course enables students to understand and practice the process of ECE
curriculum development, implementation and evaluation. The course discusses
developmental goals, developmental outcomes and performance objectives as the basis
for ECE curriculum planning.
ECE 121
Interpersonal Communications
This course builds an understanding of the communication process, including
Aboriginal communication practices, for positive interpersonal communication between
children, teachers and parents. Students practice and build an arsenal of
communication techniques and choose effective skills or techniques for given situations.
The course discusses the influences of gender and culture on interpersonal
communication and how to create a positive communication climate based on respect
and inclusion.
ECE 110
Creative Movement & Music
Aboriginal musical and dance traditions are an excellent way for young children to
develop perception and thinking skills as well as creative self-expression. This course
empowers students to incorporate music and movement, as natural elements, into the
early childhood curriculum, into physical activities, active role-play and dramatic play
by developing and implementing music and movement activities. The students learn
how to encourage children’s appreciation for the aesthetic value of making many kinds
of music, including songs.
ECE 122
Socials, Science & Math and Technology
Students explore the elements of math, socials, science, and technology in an ECE
curriculum in order to acquire the knowledge and skills for planning these curriculum
activities. It is essential for early childhood educators to plan activities and
environments that promote this learning. In practice these activities are integrated
throughout a well developed ECE curriculum. During this course students develop,
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implement, and evaluate learning activities of math, science and social studies skills,
including First Nations Studies.
ECE 123
Language & Literature
During this course the students review the ways children acquire language and become
familiar with the importance of sensory perception in the acquisition of language.
Aboriginal oral tradition is a significant component of this course. Students evaluate
children’s literature, develop materials and resources for teaching language and literacy
and discuss the importance of the early pre-verbal years for success in language
acquisition.
ECE 125
Practicum Preparation
The instructor organizes the ECE activity brainstorming and sharing among the
students. The students prepare their own teaching props, visual aids and materials to
use during their practicum. The students produce a current and effective resume and
write an informative cover letter to facilitate their employment search. They also
practice and prepare for a job interviews. The students discuss and develop their own
time management techniques.
ECE 126
ECE Block Practicum III
During this practicum the students are expected to work as staff team members to help
create a stimulating learning environment for young children. They develop and
coordinate the implementation of developmentally appropriate ECE curriculum in the
practicum centre, based on the children’s learning needs and interests. The students
start planning, implementing and evaluating small group and individual activities in all
the areas of ECE curriculum. They also start implementing full group activities and will
develop three weekly activity planners.
ECE 127
Family and Community Relations
This course focuses on the parent and teacher partnership in early childhood education
settings and the importance of parent education and parent involvement in the centre.
The students learn how to make reports to parents. They understand the diversity of
families and the needs of families with atypical or mainstream children. Students
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develop their knowledge of the community, how to access community services as well
as how to positively contribute to their community. The main goal of this course is to
enable students to help parents to be the best parents they can be.
ECE 128 ECE Advocacy
This course develops the student’s understanding of Early Childhood Education as a
profession and the duty of an ECE teacher to advocate for the well-being, adequate care
and quality education of young children. The course encourages family support,
feedback, education and networking with others. The current work by local, provincial
and federal child care advocacy groups to improve quality child care will be supported.
The students realize the urgent need to make ECE stronger, better understood and more
respected by government and the community.
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DESCRIPTION OF COURSES
Profile #5: Aboriginal Early Childhood Education (AECE) Partnership
Program, College of New Caledonia in collaboration with Nicola Valley
Institute of Technology, Northern Lights College, and Yukon College
and assistance from BC Campus.
AECE 152 Prenatal Infant and Toddler Development
This course focuses on growth and development from conception through
toddlerhood. Students who successfully complete this course learn to apply knowledge
of prenatal, infant, and toddler development to Aboriginal and mainstream ECE
settings. Aboriginal beliefs and child-rearing practices regarding children aged birth to
two are explored. Emphasis is placed on genetic and environmental factors that may
influence the holistic development of the child. Foundational and contemporary
research related to child development is covered.
AECE 154 Guiding and Caring for Young Children
The course provides learners with practical skills for use in early childhood education
programs. Learners create strategies and develop skills for showing care and guiding
young children's behaviour. Both mainstream and traditional Aboriginal concepts of
guidance are explored.
AECE 156 Program Planning I
This course prepares learners to evaluate and design early childhood education
programs for developmentally appropriate practice and holistic child development
within mainstream and Aboriginal contexts. Topics covered include learning through
play, develop-mentally appropriate practice, anti-bias curriculum development, and
creating early childhood education programs that support diversity and inclusion.
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AECE 157 Historical Perspectives in Early Childhood Education
This course prepares learners to create quality ECE experiences and programs rooted in
Aboriginal beliefs and foundational theories of child development. Topics covered
include the history, foundations, and philosophies of contemporary and Aboriginal
early childhood education programs as well as the contemporary and historical role of
the teacher in Aboriginal communities.
AECE 161 Preschool and School-aged Child Development
This course focuses on the growth and development of children aged three to eleven.
Students who successfully complete this course have the ability to apply knowledge of
preschool and school-aged child development to Aboriginal and mainstream ECE
settings. Aboriginal beliefs and child rearing practices regarding children aged three to
eleven are explored. Issues related to the development of children aged three to eleven
are discussed from the perspective of the Aboriginal community. Emphasis is placed on
genetic and environmental factors that influence the holistic development of the child.
Foundational and contemporary research related to child development is covered.
AECE 166 Program Planning II
This course provides learners with experience in evaluating and designing early
childhood education programs to support the well-being and inclusion of young
children. Emphasis is placed on observation based planning. Learners explore ways to
create a supportive learning environment from both a mainstream and Aboriginal
perspective.
AECE 164 Professional Interactions
This course provides an opportunity for learners to develop skills related to active
listening, reflection, self-challenge, and appropriate self-disclosure. Furthermore,
learners develop skills in showing appreciation for and enjoyment of others as well as
being patient and professional. Learners are expected to articulate their personal values
and assess their own strengths and weaknesses as well as explore giving and receiving
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constructive criticism. In addition, setting personal limits, exploring growth and
change, and developing skills in self-care are covered.
AECE 167 Curriculum Development
This course focuses on developing, planning, and implementing activities for young
children and building skills within the learner to ensure the needs of individual
children are being met. Learners explore topics such as promoting creativity within an
Aboriginal context, supporting play in culturally sensitive programs, using appropriate
dialogue, and developing group times that are inclusive of Aboriginal culture.
AECE 175 Language and Literature in Early Childhood Education
Through the use of quality Aboriginal and Canadian literature, this course focuses on
promoting the development of language and literacy in young children. Learners
develop skills in promoting language development, providing a literacy-rich
environment for young children, and recognizing the role of culture and first language
in language development.
AECE 177 Working with Families
This course provides an opportunity for learners to develop effective culturally
inclusive skills for use in working with children and families. Learners explore the
importance of valuing the diverse nature of families and promoting family involvement
in early childhood education programs. The United Nations Convention on the Rights
of the Child is discussed.
AECE 170 Observing and Recording Children’s Behaviour
This course encourages learners to observe and record children’s behaviour in order to
evaluate children’s developmental abilities and assess their needs. Learners discuss the
relationship between the seven major areas of development and Aboriginal culture.
This course provides learners with the opportunity to use mainstream theories and
traditional Aboriginal beliefs to evaluate the development of an individual child.
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Learners have the opportunity to use an unbiased and non judgmental approach to
observing and recording the development of young children.
AECE 172 Health Safety and Nutrition
Learners develop skills in creating healthy programs for young children. Strong
emphasis is placed on the use of universal precautions, illness prevention, modeling
healthy behaviours, and the inclusion of traditional Aboriginal foods in daily menus.
Learners gain basic understanding of nutrition and traditional Aboriginal medicine.
Furthermore, the current and historical role of social service agencies in Aboriginal
communities is explored and community resources for families and children are
identified.
AECE 190 Practicum I
This is an introductory practicum to the work of being an early childhood educator.
Emphasis is placed on gaining the skills needed to become a competent early childhood
education assistant while under the direction of a qualified supervisor. Learners are
provided the opportunity to apply their recent learning to the daily practice of working
in an early childhood education setting. Learners are expected to take a hands-on
approach to working with and caring for children in their placement setting. This
course includes 120 hours in a practicum setting plus nine hours of practicum seminar
where learners will reflect upon their practicum experience.
AECE 191 Practicum II
This is an intermediate-level practicum. Learners are expected to progressively take on
more responsibility in the second practicum. Emphasis is placed on demonstrating
respect, acceptance, an attitude of inclusion, and professionalism. Learners supervise
small and large groups of children and apply developmentally appropriate guidance to
children’s behaviours while under the direction of a qualified supervisor. This course
includes 120 hours in a practicum setting plus nine hours of practicum seminar where
learners reflect on their practicum experience.
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AECE 192 Practicum III
This is the final practicum for the Aboriginal practicum provides the learners with
experience in applying theory to practice. Learners take on the role of the early
childhood educator while having the direction and support of a sponsor teacher. This
course includes 200 hours in a practicum setting plus 12 hours of practicum seminar
where learners will reflect upon their practicum experience. Learners are expected to
progressively take on more responsibility in the third practicum.
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DESCRIPTION OF COURSES
Profile #6: Early Childhood Education (ECE) Program, Northwest
Community College
ECE 104 - 3: Health, Safety and Nutrition
This course provides students with an understanding of the basic principles of health,
safety and nutrition for adults as well as children. The course focuses on nutrition, signs
and symptoms of communicable diseases, disease and injury prevention, emergency
preparedness, signs of abuse and neglect and assessing a facility for safety. This course
encourages a holistic approach to health by encouraging the provision of a healthy and
safe environment for young children and by reflecting on personal health and
nutritional issues as they apply to early childhood educators. (45 hours)
Prerequisites: English 12, ENGL 045 or ENGL 050 or satisfactory performance on the CAT 3
English Placement test.
Corequisites: Access to a Licensed Child Care Centre.
ECE 120 - 1: Introduction to Early Childhood Education
This course provides the student with a brief overview of the Early Childhood field.
Students are introduced to the theories and principles that guide the development of
quality early childhood programs and practice in Canada. The day to day work of
professionals in the field is also explored. (22.5 hours)
Prerequisites: Entry into the Distance ECE Basic Level program.
ECE 124 - 3: Interpersonal Communication
This course provides a foundation in effective communication knowledge and skills.
Basic communication theory as well as receptive and responsive communication skills
are explored. A practical focus is used to engage ECE students in the development of
critical skills that are necessary for communication across cultures and working
effectively in a team setting. (45 hours)
Prerequisites: English 12, ENGL 045 or ENGL 050 or satisfactory performance on the CAT 3
English Placement test.
Corequisites: Access to a Licensed Child Care Centre.
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ECE 125 - 3: Practicum I
This practical course provides students with the opportunity to work as a team in a
licensed child care setting. During this practicum students develop positive
relationships with children and adults, prepare simple materials, assist children in
routines and utilize their observations to implement activities that reflect emergent
curriculum principles. (120 hours)
Prerequisites: Minimum GPA of 2.0 or higher in all previously completed ECE courses.
Corequisites: Access to a Licensed Child Care Centre.
ECE 126 - 3: Practicum II
This course provides the ECE student with practical opportunities to develop skills in
observing, planning, implementing and evaluating learning experiences that respond to
children’s interests and developmental needs. The student is also required to
demonstrate the ability to effectively communicate with adults and children and apply
positive guidance strategies consistent with the role of an assistant. (150 hours)
Prerequisites: With completed practicum portfolio, minimum GPA of 2.0 or higher in all
previously completed ECE courses.
Corequisites: Access to a Licensed Child Care Centre.
ECE 127 - 3: Practicum III
This course provides the ECE student with the practical opportunity to develop and
demonstrate the ability to carry out a range of program responsibilities as an ‘acting’
supervisor. While under the direction of a licensed supervisor, the student
demonstrates competency in program and curriculum planning, communication,
positive child guidance, supporting safe and healthy environments for children and
their professional role. (180 hours)
Prerequisites: with completed practicum portfolio, minimum GPA of 2.0 or higher in all
previously completed ECE courses.
Corequisites: Access to a Licensed Child Care Centre.
ECE 141 - 3: Environments I
This course provides the necessary introductory level knowledge and practical skills to
effectively set up and facilitate developmentally appropriate environments that
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encourage play as a means of learning. The student develops skills in observing,
documenting, planning, creating, facilitating and evaluating quality program
environments. (45 hours)
Prerequisites: English 12, ENGL 045 or ENGL 050 or satisfactory performance on the CAT 3
English Placement test.
Corequisites: Access to a Licensed Child Care Centre.
ECE 142 - 3: Environments II
This course follows ECE 141, and continues to provide the necessary knowledge and
skills to effectively set up and facilitate developmentally appropriate environments that
encourage play as a means of learning. The student develops skills in observing,
documenting, planning, creating, facilitating and evaluating quality program
environments. Attention is also paid to identifying and responding to challenging play
needs arising in a play environment. (45 hours)
Prerequisites: ECE 141.
Co-requisites: Access to a Licensed Child Care Centre.
ECE 162 - 3: Curriculum I
This course provides the knowledge and skills to develop a meaningful and varied
curriculum for young children that supports their social and emotional growth. In
addition the student examines a developmentally appropriate arts curriculum exploring
their own artistic style and methods in order to effectively support and enhance
children’s artistic expression. (45 hours)
Prerequisites: English 12, ENGL 045 or ENGL 050 or satisfactory performance on the CAT 3
English Placement test.
Corequisites: Access to a Licensed Child Care Centre.
ECE 163 - 3: Curriculum II
This course examines current research and theories as well as practical strategies that
support the creation of interesting and varied language arts curriculum for young
children. While exploring developmentally appropriate language and literacy goals and
experiences students develop their resources in reading children’s’ literature,
storytelling, group times, poetry, puppetry, drama, and music. (45 hours)
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Prerequisites: English 12, ENGL 045 or ENGL 050 or satisfactory performance on the CAT 3
English Placement test.
Corequisites: Access to a Licensed Child Care Centre.
ECE 164 - 3: Curriculum III
This course provides the knowledge and skills to develop meaningful and varied
curriculum for young children that fosters their physical and cognitive growth. While
exploring emergent curriculum the student develops resources, such as outdoor play
designs and experiences, math and science experiences found in the everyday life of a
child, creative movement experiences. (45 hours)
Prerequisites: English 12, ENGL 045 or ENGL 050 or satisfactory performance on the CAT 3
English Placement test.
Corequisites: Access to a Licensed Child Care Centre.
ECE 165 - 3: Child Development I
This course provides students with a knowledge base in early childhood development,
focusing on prenatal to preschool development. The student begins with an overview of
the young child – how they learn and grow, developmental and learning theories, and
how to study young children. Course emphasis is on connecting child development
theory and research to practice through child study in inclusive settings, field work,
reflection and discussion. (45 hours)
Prerequisites: English 12, ENGL 045 or ENGL 050 or satisfactory performance on the CAT 3
English Placement test.
Corequisites: Access to a Licensed Child Care Centre.
ECE 166 - 3: Child Development II
This course follows Child Development I, providing students with a knowledge base in
early childhood development, focusing on the preschool through primary years. The
student explores cognitive and affective growth and development from ages three to six
as well as the growth and development of the primary child. The course ends with
students examining the whole child within a contextual framework in order to support
optimal child development and inclusive, best practices. (45 hours)
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Prerequisites: ECE 165.
Corequisites: Access to a Licensed Child Care Centre.
ECE 167 - 3: Guiding Young Children
This practical course provides the essential components of a positive guidance
relationship. The student understands how to establish an emotionally safe and
nurturing climate and learn to develop genuine and trusting relationships with children
and other adults. A range of guidance techniques are practiced that support children’s
healthy development of self concept and self esteem. (45 hours)
Prerequisites: English 12, ENGL 045 or ENGL 050 or satisfactory performance on the CAT 3
English Placement test.
Corequisites: Access to a Licensed Child Care Centre.
ECE 168 - 3: Professional Development I
This course introduces the student to the Early Childhood profession in Canada: the
history, program models, regulations, standards, organizations, educator roles and
dispositions, ethics and responsibilities that guide the Early Childhood profession. The
student develops skills and strategies to work effectively as a team with staff, families
and community. Throughout the course students have the opportunity to explore
professional practice, accountability and ethics while developing skills in self-reflective
practice, assessing and developing professional goals. (45 hours)
Prerequisites: English 12, ENGL 045 or ENGL 050 or satisfactory performance on the CAT 3
English Placement test.
Corequisites: Access to a Licensed Child Care Centre.
ECE 169 - 3: Working With Families I
This course provides the early childhood education student with the necessary
knowledge and skills to work within a family-centered context. Students examine and
practice strategies for establishing and maintaining effective partnerships with families.
(45 hours)
Prerequisites: English 12, ENGL 045 or ENGL 050 or satisfactory performance on the CAT 3
English Placement test.
Corequisites: Access to a Licensed Child Care Centre.
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ECE 205 - 3: Advanced Child Development
This course provides students with a knowledge base in early childhood development
as it relates to including children with diverse abilities. Organized around the
developmental domains of a child, the course focuses on the diverse abilities that most
frequently require adaptations and accommodations. Students understand the process
of assessment and early intervention and will develop strategies for adapting the
program, the environment and specific curriculum activities in order to support
children with diverse abilities. (45 hours)
Prerequisites: ECE Basic Level Certificate or Certificate of License to Practice in BC.
ECE 206 - 3: Working With Families II
This course is a continuation of Working With Families I which provided early
childhood educators with the necessary knowledge and skills to work within a familycentered context. Students develop the knowledge and skills to effectively collaborate
and communicate with diverse families. Emphasis is placed on examining current
practices, moving from family-centered rhetoric to effective collaborative approaches to
working with family diversity. (45 hours)
Prerequisites: ECE Basic Level Certificate or Certificate of License to Practice in BC.
ECE 208 - 3: Professional Development II
This course is a continuation of Professional Development I, focusing on the
administrative and management knowledge and skills necessary for operating quality
early childhood centres. The student examines the organization of their current child
care program in order to develop effective strategies to improve centre operations and
professional practice. (45 hours)
Prerequisites: ECE Basic Level Certificate or Certificate of License to Practice in BC.
ECE 220 - 3: Infant/Toddler Programs
This course provides a theoretical and practical foundation for organizing quality Infant
and Toddler care programs. The student examines the characteristics of quality care;
care that involves the child’s total development, the child’s family and positive,
nurturing caregiver relationships. (45 hours)
Prerequisites: ECE Basic Level Certificate or Certificate of License to Practice in BC.
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ECE 221 - 3: Infant/Toddler Environments
This course provides the practical strategies for creating a quality learning environment
for Infants and Toddlers, utilizing an observation and assessment process. The student
learns how to effectively respond to children’s emerging developmental needs, play
themes and interests by carefully planning the environment, experiences and activities
and by encouraging the involvement of families. (45 hours)
Prerequisites: ECE Basic Level Certificate or Certificate of License to Practice in BC.
ECE 222 - 6: Infant/Toddler Practicum
This field based course provides opportunity for the student to observe, assess, plan,
practice and evaluate: infant and toddler learning experiences, guidance approaches
and collaborative team work with families and caregivers. The student also job shadows
the program supervisor in order to develop and practice necessary administrative and
management skills for quality Infant and Toddler centres. (240 hours)
Prerequisites: ECE 205, ECE 206, ECE 208.
Co-requisites: ECE 220, ECE 221.
ECE 240 - 3: Inclusion in Early Childhood Settings
This course provides a theoretical and practical foundation for organizing quality
supported child care programs. The student examines and reflects on supported child
care philosophy, models, government legislation, historical trends and societal values.
Specific attention is given to the planning of a supported child care program along with
problem solving strategies for guiding children’s behaviour. (45 hours)
Prerequisites: Admittance to Post Basic Program.
Corequisite: Child Care Field Placement or Work Site.
ECE 241 - 3: Supporting Children with Special Needs
This course provides the practical strategies to create quality inclusive learning
environments for young children. The student develops the necessary observation and
problem solving skills in order to effectively respond to individual children’s needs
within a group play-centred environment. Specific attention is paid to facilitating young
children’s communication. (45 hours)
Prerequisites: Admittance to Post Basic Program.
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ECE 242 - 6: Special Needs Practicum
This field based course provides opportunity for the student in an integrated setting to
observe, assess, plan, practice and evaluate learning experiences and environments for
children requiring extra support. The student also practices appropriate guidance
strategies and work collaboratively with families who have children requiring extra
support. In order to develop and practice necessary administrative and management
skills for running quality supported child care programs the student job shadows the
program supervisor. (240 hours)
Prerequisites: ECE 240, ECE 241.
ECE 260 – 3: First Nations Programs
This course provides an overview of First Nations Early Development programs and
examines the guiding principles that inform quality First Nations early childhood
practice. Students explore ways to create community-based Early Childhood programs
that reflect First Nations cultural values and attitudes. There is an opportunity for
students to apply their course knowledge in their work settings.
Prerequisites: must be admitted to the ECE Post Basic Program, or by instructor permission
Co-requisite: Access to a licensed Child Care Centre
ECE 261 – 3: First Nations Environments
This course provides students with practical knowledge and skills to create, adapt or
enhance Early Development programs that reflect First Nations cultural values and
attitudes. Students explore ways to create culturally relevant play spaces, routines, and
planned experiences that utilize daily observations, family and community
involvement, documentation and an emergent curriculum, project approach. There is
an opportunity for students to apply their course knowledge in their work settings.
Prerequisites: must be admitted to the ECE Post Basic Program, or by instructor permission
Co-requisite: Access to a licensed Child Care Centre
ECE 262 – 6: First Nations Practicum
This field course provides the student with an opportunity to practice and demonstrate
competence when creating, sustaining or enhancing quality Early Development
programs that reflect First Nations cultural values and attitudes. Specifically, students
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are required to demonstrate field competence as it relates to First Nations cultural
values in the following areas: family/elder/community involvement, program
principles and policies, team work, child relationships-guidance, daily life – space, time
and rhythm, and the development and documentation of experiences.
Students are required to visit other First Nations child care programs during their
practicum in order to complete individual learning goals related to cultural practices.
Prerequisites: ECE 205, 206 & 208
Co-requisite: ECE 260, 261
LPAT 100 - 1: Student Success
This 15 hour course is designed to introduce students to strategies and concepts to
successfully complete a college program of studies. The course is designed to
complement other courses within college program content.
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DESCRIPTION OF COURSES
Profile #9 Child and Youth Care First Nations, Vancouver Island
University
CYCL 111 (3) Child Development I
A study of child development and the lives of children from conception through
toddlerhood. Included are both traditional teachings and cultural practices in First
Nations communities and major themes and theories from the study of human
development. (3:0:0) Prerequisite: Admission to program or permission of Coordinator.
CYCL 112 (3) Child Development II
A continuation of the study of child development from early childhood through to the
end of adolescence. Included are both traditional teachings and cultural practices in
First Nations communities and major themes and theories from the study of human
development. (3:0:0) Prerequisite: CYCL 111.
CYCL 131 (4.5) Practicum I: Preparation for CYC Professional Practice
An overview of child and youth care practice in various settings, including preparation
for academic and field work. Elders and practitioners address resources and current
issues within the context of a traditional territory. The course introduces perspectives,
principles, theories and models, as well as ethical decision making. (1.5:2:0 —10)
Prerequisite: Admission to program.
CYCL 132 (4.5) Practicum II: Introduction to CYC Professional Practice
A continuation of CYCL 131 providing the opportunity for students to work with
children, youth, and families in a variety of settings at an introductory level. Students
develop observation and recording skills and become familiar with the roles and
responsibilities of child and youth care practitioners. (1.5:2:0 —100) Prerequisite: Min.
"C+" in CYCL 131.
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CYCL 152 (3) Guiding the Behaviour of Children
An examination of skills, at an introductory level, required for communicating with
children in ways that foster positive development. The perspectives of First Nations
peoples regarding communicating with and guiding children are elicited from Elders
and students. (3:0:0) Prerequisite: Second-year standing in the CYC First Nations Diploma.
CYCL 234 (4.5) Practicum III and Professional Foundations for Child and Youth
Care
A study of issues impacting practice with opportunities for students to take initiative
and develop self-evaluative skills in planning and conducting purposeful interventions
with children, youth, families, and communities. An understanding and application of
models consistent with First Nations culture(s) and child and youth care professional
practice is emphasized. (1.5:2:0 —100) Prerequisite: Second-year standing in the CYC First
Nations Diploma.
CYCL 235 (4.5) Practicum IV and Professional Foundations for Child and Youth
Care
A continuation of CYCL 234 providing further opportunities for students to integrate
core concepts into their child and youth care professional practice; to develop practice
skills and to engage in the design and delivery of individual and/or group programs
with agency supervision and faculty contact. (1.5:2:0 —100) Prerequisite: CYCL 234.
CYCL 252 (6) Fundamentals of Change
An examination of self, change, and relationships in child and youth care practice.
Students learn and practice interpersonal communication skills and purposeful
intervention approaches. First Nations cultural perspectives will guide skill
development. (3:0:0 for 30 weeks) Prerequisite: Admission to program.
CYCL 261 (3) Introduction to Family Development and Support
An introduction to the developmental tasks of families; historical and emerging themes,
particularly of First Nations; relevance to one's own family and ways to support
families in meeting developmental and situational needs. CYCL 261 was formerly called
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CYCL 260B; credit will not be granted for both courses. (3:0:0) Prerequisite: Second-year
standing in the CYC First Nations Diploma.
CYCL 262 (3) Adolescence and Adolescent Issues
An exploration of the cultural, psychological, and sociological contexts within which
Aboriginal youth grow and mature, that builds upon student understanding of
adolescent development. Skill development in identifying needs and resources of youth
and strategies for working with young people are explored. CYCL 262 was formerly
called CYCL 260C; credit will not be granted for both courses. (3:0:0) Prerequisite:
Second-year standing in the CYC First Nations Diploma.
CYCL 263 (3) Elder Teachings in Child and Youth Care I
A learning experience in which invited elders from First Nations communities in South
Vancouver Island relate cultural knowledge and traditions in relation to semester
curriculum. CYCL 263 was formerly called CYCL 260D; credit will not be granted for
both courses. (1:2:0 for 30 weeks) Prerequisite: Admission to program.
CYCL 264 (3) Elder Teachings in Child and Youth Care II
An examination of the current semester's curriculum in relation to cultural knowledge
and traditions as shared by invited Elders from First Nations communities on Southern
Vancouver Island. CYCL 264 was formerly called CYCL 260E; credit will not be granted
for both courses. (1:2:0 for 30 weeks) Prerequisite: Second-year standing in the CYC First
Nations Diploma.
CYCL 362 (3) Abuse in the Family from a First Nations Practice Perspective
An overview of responsibilities that citizens, including practitioners, have to observe,
identify, and respond to the occurrence and effects of child abuse and neglect. Topics
include: definitions and contexts of abuse and neglect, the range of service responses,
resources available to the community, and students' evolving readiness to practice.
CYCL 362 was formerly called CYCL 360A; credit will not be granted for both courses.
(3:0:0) Prerequisite: Second-year standing in the CYC First Nations Diploma.
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