1. Early Learning Care Journey LEADS - October 2009 Saskatoon Public Schools

2. Strategic Planning and Priorities Early Learning and Literacy Learning Priority Early Learning Care Centres Full Day Literacy Enhanced Kindergarten Literacy for Life

3. Early Learning Care Centres Infant Toddler Preschool aged School aged Prekindergarten Kindergarten Grades One to ??? Before and After School Care Parent Services A seamless blend of care and learning partners

4. Early Learning Care Chronology Early Learning Care Interagency Committee (2005 - 2009) –University of Saskatchewan –SIAST –Communities for Children –KidsFirst –Saskatoon Public Schools –Childcare Branch of Ministry (Saskatoon) Study of literature, research and site visitations –Toronto First Duty –CUPS Centre in Calgary –Reggio Emilia, Italy –Pan Canadian and Regional Conferences

5. Early Learning Care Chronology Addressing Brutal Facts –UEY and EDI –Research –Poverty and Immigration –Leveling and raising the bar –Families in need of support with child development/care –Childcare is more than a women’s issue Support from Board of Education Proposal to Ministry for an ELCC (2006) Networking and information evening for care providers in our schools (2008) Vision paper created (January 2009)

6. Early Learning Care Vision We envision a community centre that brings together infants through to school-aged children and their parents into a singular location to meet the seamless learning and care needs of children, and the broader support needs of their families. We believe parents deserve universal access to supports that will enhance their self-efficacy, all the while improving their opportunities to meet the potentials of their children. We believe in parental engagement. We desire to use high quality philosophical approaches that draw upon the most promising practices. We believe our children have inherent worth and should be valued for who they are as much as who they will become.

7. Early Learning Care Chronology Construction and opening of ELCC’s at: –Fairhaven School / Preston Daycare Toddlers to School-Age (50 spaces) Opened in June 2009 –Lester B. Pearson School / Spadina Daycare Infants to School-Age (50 spaces) Opened in July 2009 –Queen Elizabeth School / Open Door Society Infants to School-Age (46 spaces) Anticipated opening of spring 2010 Several ongoing smaller scale centres and applications All at “cohabitation” stage of integration

8. Early Learning Care Chronology Schools on their way to having full ELCC’s include: –Confederation Park –Mayfair –Pleasant Hill –John Lake –Alvin Buckwold

9. Reggio Emilia / Emergent Curriculum Professional inquiry for all PreKindergarten, and some Kindergarten teachers and principals –Book study –Learning modules –Visitations –Conference attendance

10. PreKindergarten Programs 26 programs 14 schools (1, 2 or 3 programs) –10 community schools –4 other schools Determine locations using available data –Kindergarten indicators –UEY data –EDI data –Interagency advice –Health “birth numbers” –City of Saskatoon community mapping information Family challenge: half day program

11. Full Day, Literacy Enhanced Kindergarten Board authorization and support in 10 schools Five year examination –Children show more growth in FDK than in HDK in all seven EYE areas (i) awareness of self and the environment, ii) cognitive development, iii) languag e, iv) physical development, v) anxiety, vi) physical aggression, and vii) inattention /hyperactivity). Results were statistically significant for cognitive development, ph ysical development, and physical aggression. –Dr. Doug Wilms constructed a “vulnerability score” for each child from the data set. Our findings for impact on vulnerability are as follows: Overall, there was a reduction in vulnerability across both FDK and HDK programs. 21% of all Kindergarten children made a “successful transition” from being vulnera ble to being vulnerable no longer (12.4% of children were still vulnerable in May – a figure which is consistent with typical percentages of children considered to have special needs). Children in FDK were more likely to make a “successful transition” as com pared to their counterparts in HDK. –Family and staff enthusiasm (Observations and Conversations) –Grade One perceptual data Countless requests from community for full day programs

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13. A Few Next Steps 1.Policy development 2.Education / Care networking opportunities 3.Continued and intensive learning about Emergent Curriculum / Reggio Philosophy (the tie that binds learning with care) 4.Capturing the enthusiasm! 5.Responding to provincial supports

14. Promising Indicators 1.Converging information from many sectors of research 2.Daycare waiting lists 3.Expressions of interest from community 4.Expressions of interest from schools 5.Ministry restructuring and funding of spaces and capital 6.Early successes at current Saskatoon Public Schools sites 7.Energy!

15. The diagnosis is clear. Today we must move from discussion and analysis to concrete actions aimed at this important sector of the population. This is our task. Fraser Mustard (2007) Early Years Study ll