Parents as Trainers, Kids as Creative Capital? UK Report Worth A Read if You Can Get Beyond the Weird Stuff

Parenting Lab

A new report published by the UK think tank Demos zeroes in on the important role that parents play in teaching kids about culture and creativity. We're the trainers of the next generation of cultural workers.

Perhaps I should mention that Demos is a Progressive Conservative think tank. While a lot of the points they make have a lot of validity, the way they phrase things can get a little creepy. Sometimes they seem to forget that most of us became parents for reasons other than to meet the future staffing needs of employers.

Parents as trainers, kids as cultural capital...and the family as a development site

"Educational and cultural institutions will play their part in aiding the transition to ‘thinking jobs’, but the development of the new skills required for future jobs is also dependent on the home environment," Making of Me study co-authors Jen Lexmond and Shelagh Wright write. "Evidence from developmental psychology tells us that soft skills – creativity, application and social skills – are developed in the earliest years. The family is therefore a key site for creative and cultural development."

But wait! - there are dividends, too!

Initiating the creative and cultural education of their kids also reaps major dividends for the family, the authors note: "Families that engage in creative and cultural learning activities together become more resilient. As an institution, the family becomes more meaningful and adolescents acquire better coping strategies for problems in later life."

The good stuff

When the report gets down to the real nitty-gritty, valuable points are made.

Here's Paul Collard, Chief Executive at Creative and Cultural Education, UK, for example, being quoted on the invisible barriers that keep families away from participating in creative and cultural learning opportunities (and, I would argue, from participating in other types of "free" community programs as well):

"Cost remains the most fundamental barrier to families engaging in creative and cultural learning. Even when opportunities are free of charge, there remains a stubborn suspicion among some families (especially low-income families) that such opportunities will not remain free. Then, added to this suspicion, are a multitude of anticipated risks: the risk not being able to afford it; the risk of added costs (for example, entry to a museum might be free but then what about food, the gift-shop etc?); the risk of being made to feel dependent on someone else; the risk of embarrassment etc. Therefore, there remains a real need for ‘low-risk’ invitations. Ultimately, creative and cultural learning opportunities need to be designed from a family perspective." (p. 18)

You can download a copy of the full report from the Demos website. Bizarre "parents-as-trainers-of-future-workforce" overtones aside, it really is worth checking out.

H1N1 Obsessed? Join the Club: How H1N1 Anxiety is Affecting the Lives of Canadian Parents

Every parent I know is H1N1 obsessed right now. And, judging by these newspaper headlines, the parental obsession is pretty much country-wide. Here's a quick snapshot of how H1N1 anxiety is affecting the lives of Canadian parents from coast to coast.

Newswire

The Toronto Star: Got Baby Brain? Your Vaccine Guide, Simply Put
The Toronto Star 's Catherine Porter translates the lingo of Dr. David Butler-Jones, Canada's chief public health officer, into messages a pregnant woman can deal with, without hitting the panic button.

The Globe and Mail: The H1N1 dilemma: Parents Agonize Over Vaccinating Kids Yes? No? Maybe? Yes?
Parental pillow talk across the country is dominated by the pros and cons of vaccinating children against swine flu reportsThe Globe and Mail's Erin Anderssen.

Vancouver Sun.com: Doctors' Offices and Walk-in Clinics Overwhelmed by H1N1 Demands
Doctors’ offices and walk-in clinics in B.C. are being inundated with calls from people demanding the H1N1 vaccine but they don’t have enough doses to meet the demand in the first roll out of the national vaccination program.

Montreal Gazette: Parents flood ERs for H1N1 testing
Authorities at two Montreal hospitals are holding a news conference this morning to address parents' concerns about H1N1 flu.

Halifax Daily News: Influenza Assessment Centre Opens Today at Noon
In Halifax, health authorities are opening an influenza assessment centre to ease congestion and help prevent the spread of flu or other communicable diseases in hospital emergency departments. 

Edmonton Journal: Schools Scramble for Teachers as H1N1 Tightens its Grip
The wave of germs that is keeping a growing number of Edmonton area students at home sick now appears to be thinning the ranks of staff at some schools, the Edmonton Journal reports.

CBC.ca: Nunavut Starts Swine Flu Shots Nov. 1 
The H1N1 shot will be offered to everyone eligible to get it (as opposed to priority groups such as pregnant women and those with chronic conditions), starting November 1. Nunavut expects to "be able to finish its vaccination program ahead of most other provinces and territories," chief medical officer Isaac Sobol told the CBC. 

Related:

Healthzone.ca: Where to Get Your Shots in the GTA
An interactive map that is updated as information changes.

New Scientist: Swine Flu: Eight Myths That Could Endanger Your Life
New Scientist magazine went back and looked at the research -- and found that even some government  agencies are missing the mark on a few key points.

Resource Swap

How is your family dealing with the H1N1 issue? Have you blogged about it? Do you have a useful resource to share? Please comment below so that others who are struggling with this issue can benefit from your insights and experience. Thanks.

What Early Childhood Educators Have to Say About the Move to Full-Day Kindergarten: A Three-Part Series

After reading Kristen Rushowy's article last week and discovering how close the Ontario government is to making its final decisions about full-day kindergarten, I felt that we needed to hear more from early childhood educators. (We've heard a lot from the teachers and the politicians and policy-makers, but I don't think we've head as much from the early childhood educators about the role they hope to play in the early learning classroom of the future, circa September 2010.)

The result is this three-part series of blog posts:

• Part I: An interview with Julia Lipman of the Association of Early Childhood Educators of Ontario (AECEO) about what early childhood educators bring to the table - and why they deserve to be treated as full partners in our kids’ education.
• Part II: An interview with early childhood education professor Pat Dickinson about the traditional power imbalance between certified teachers and early childhood educators, and how the McGuinty government has the opportunity to right this wrong.
• Part III: The correspondence file: What others who are passionate about early learning are saying about the role that early childhood educators should play.

First up: Part I.

The Correspondence File: Letters About Early Childhood Educators, Teachers, and Early Learning in Ontario (Part III)

Part III in a three-part series about the move to full-time kindergarten in Ontario. Part I featured an interview with Julia Lipman of the Association of Early Childhood Educators of Ontario. Part II featured my interview with Pat Dickinson, program director for the Bachelor of Early Childhood Studies, Charles Sturt University (Ontario).

The following letters highlight the strengths of early childhood educators and/or urge the government to proceed with full-day kindergarten programs with early childhood educators and teachers working as equal partners.

ECEs HAVE A SPECIAL TALENT IN COMMUNICATING WITH PARENTS AND CHILDREN

My experience with ECE’s is through the Best Start Hubs. I have been able to recognize that ECEs have a special talent of communicating with parents and children. If an ECE has a concern about a child and they bring it up to a parent,  a parent is more apt to act. A parent feels less threatened by an ECE than a teacher.  ECE’s have more experience with children having behavioural or health issues. I believe that the ECE’s would be a definite asset in bridging the gap between parents and the health of children. ECE’s seem to be better trained in dealing with and understanding children. They also have more time to focus on the children and their difficulties than on the work that must be accomplished by the teachers’ mandate.
 
Sheri Johnson Purdon
Community Mental Health Worker - Postpartum Depression
Canadian Mental Health Association - Sudbury/Manitoulin Branch


WHY IS THE GOVERNMENT BENDING TO PRESSURE FROM TEACHERS?

As an early childhood educator and Professor of Early Childhood Education at our college, I feel that the qualifications and general opinion of ECE teachers are not taken seriously and are still considered "babysitters".

As a Professor of Early Childhood Education, I can tell you that the ECE teachers have a 2 year concentration in child development and are very capable of teaching in a Kindergarten setting. Do the primary teachers have the same education necessary for this age group? ECE teachers also belong to the College of ECEs.

Why is the government bending to pressure from the teachers when the study clearly states that the children/program would benefit from a blend of primary teachers and early childhood educators? Would you not want to put the best combination of teachers together for the benefits of the children/program? A good boss/team leader puts the best people in the positions for maximum benefit. Do you want teachers who are not educated in child development to plan a program for the children? ECE teachers know how to do this and are taught by very qualified professors.

It is time to listen to the ECE teachers and to give them the recognition they deserve.

Judy Rose, R.E.C.E.
Director
A Child's Secret Garden Daycare Inc.and
Professor of Early Childhood Education
St. Lawrence College
Cornwall, Ontario


ABOUT TURF PROTECTION

To me this issue is about protectionism/turf protection, and the union exerting pressure to protect what they believe is an opportunity for new jobs. Meanwhile, I believe that relationships could be damaged and there needs to be a big push on the ECE side. (College/university ECE teachers need to advocate for the way the system can work.)

Beth Anne Currie
works with many early childhood educators and has provided workshops, training, and support to early childhood educators over the past 5 years

RESENT INCREASED COST TO TAXPAYERS WHEN ECES HAVE EXPERTISE

Hello Ann,
I am the Nipissing Best Start coordinator.
Here is a copy of the letter I sent to [my] MPP when I saw this article.
Karen Cobb
 

Monique Smith,
Member of Provincial Parliament

Dear Monique:
Today’s article in the Toronto Star regarding the favouring of implementation of full-day learning for four year olds by certified elementary teachers deeply concerns me and I wanted to take a minute to express my views from the perspective of a parent, a teacher and now the Nipissing Best Start Coordinator.
 
It has been my very great pleasure to work with many community partners including teachers and early educators in the child care system during my time as Nipissing Best Start Coordinator. From that perspective and from the perspective of a working parent whose children did not have the advantage of an early learning system and who entered school at the SK level for half days, I am disheartened that the expertise of early educators who have been entrusted with the early learning and care of our children for many many years is now being diminished under pressure from teachers who feel that their expertise should supersede that of early educators. Each educator brings to the child very specialized skills that together enrich the early learning environment for the child who may be as young as three years eight months.
 
There are many examples of early learning environments in schools now where the responsibility for the child and his or her early learning is shared extremely effectively by JK teachers and Early Childhood Educators including one in our own area at EW Norman Public School which I invite you to visit at your earliest convenience. During the past year responsibilities for curriculum, care, parent contact, referrals and many other classroom teaching strategies are planned and handled cooperatively and effectively. Together with the parent, the children’s optimal development is supported holistically and together with our specialized community partners extra help is provided as required.
 
As a taxpayer I resent the anticipated increased cost to taxpayers. These dollars would be better used to support children with identified needs where early educators and teachers are being highly challenged to provide the extra contact, intervention and reporting that may be required. Yes, many schools have been providing full day early learning for some time but this was a decision made by school boards at a time when other more cost effective options were not available.
 
Dr. Pascal’s report is well researched and suggests a model that will meet the needs of all families and children effectively and this should be implemented using the cost effective strategies described in the plan and that certainly do not compromise the education of our children.
 
I would welcome the opportunity to arrange a visit for you to EW Norman Public School where you can witness for yourself how well the model proposed by Dr. Pascal can work and at which time we can discuss this in more depth with the educators at that school location. You will then be able to provide extensive and accurate feedback to Premier McGuinty about a very successful shared teaching arrangement right here in North Bay.
 
I look forward to sharing a few moments with you about this topic at this year’s Let the Learning Begin Family Conference.
 
Sincerely,
Karen E. Cobb
 
P.S. The content of this email is the opinion of the writer only.
 


SUCCESS REPORT FROM ONTARIO'S LARGEST FRANCOPHONE DAYCARE PROVIDER

Hello,

The Centre de ressources familiales de l'Estrie is proud to inform you that
we are the largest francophone daycare provider in Ontario.

We would like to share with the public the we have established and
maintained successful partnerships with the two school boards in our region.
We are proud to collaborate with them in offering the full day learning
program.

Our qualified early childhood educators and the teaching staff have worked
in collaboration since 2000, to offer the best possible program for the
children and their families. We continue to build ont that success. Parents
are elated with this approach.

On day one the child attends class with the teacher and on day two he
attends class with the educator. Both staff complement each other in the
common goal to help the child attain his or hers developmental milestones.

Each professional has their own defined role: the teacher works with the
ministry's curriculum and the educator teaches through play-based activities.

The model that we have implemented in the Stormont, Dundas and Glengarry
region is proof that a partnership between the two professionals can be
successful and rewarding for all involved.

Thank you,

Manon Tailleur
Directrice générale- Executive director
Centre de ressources familiales de l'Estrie
1500 boulevard Holy Cross
Cornwall, Ontario
K6H 2X1

Le CRFE est fier d'être le plus gros pourvoyeur des services de garde
francophones en Ontario.

Finally, this blog post contains another correspondent's views:

Ontario's McGuinty Urged to 'Do The Right Thing' for Ontario's Children

ECEs Eager to Work in True Collaboration with Teachers: Early Childhood Educator (Part II)

Part II in a series examining the changes to early learning in Ontario from the perspective of early childhood educators (ECEs). Part I featured an interview with Julia Lipman of the Association of Early Childhood Educators of Ontario. Part III will allow others who are passionate about early learning to have their say as well.

In part II in this series, Pat Dickinson, program director for the Bachelor of Early Childhood Studies, Charles Sturt University (Ontario), shares her views on the future of early learning in Ontario. Her responses focus on the power imbalance between certified teachers and early childhood educators and the fact that the McGuinty government has an opportunity to resolve this long-standing power imbalance.

What would ECEs consider to be the ideal staffing arrangement for full-day kindergarten?
 
PAT DICKINSON: I think ECEs would accept any staffing arrangement that reflects a true partnership between themselves and the kindergarten teachers.  The recommendations in the Pascal report [a.k.a. Early Learning Advisor's report] were a big step in helping to resolve the power imbalance between certified teachers and early childhood educators which is a pervasive international issue in this field.
 
What do ECEs want parents to know about the strengths/capabilities of early childhood educators?
 
PAT DICKINSON: Early Childhood Educators have had two years or more of intensive education and practice working with children in this age group and have earned a diploma or a degree that is an indication they have demonstrated competence in this regard. They have entered this profession because of the satisfaction they receive from interacting with children and parents on a daily basis, as opposed to other rewards such as financial remuneration or status.

"In order for the profession to continue to attract Early Childhood Educators
and to help them better meet your needs and those of your children,
they need to be given professional recognition and status for the specialized education
they have received and the competence that they demonstrate on a regular basis."

What do ECEs want to say to parents as the Ontario government is set to make really key decisions about the future of education in this province?

PAT DICKINSON: In order for the profession to continue to attract Early Childhood Educators and to help them better meet your needs and those of your children, they need to be given professional recognition and status for the specialized education they have receive and the competence that they demonstrate on a regular basis.
 
Have ECEs and teachers traditionally functioned as allies/partners? Do you think a misstep by the Ontario government has the potential to damage relations between members of the two professions? What would be your advice to the people who making these decisions?
 
PAT DICKINSON: There has always been tension between these two groups because they both feel that they have rights and responsibilities in relationship to this age group of children. It is hard to enter into true partnerships unless there is a recognition of equal status, or at the very least, the respective strengths of both groups.

It is critical that the issue of staffing of full day early learning programs take these tensions and imbalances into account when making decisions for the future.  Early Childhood Educators are eager to create partnerships that will better meet the needs of children and families, and would welcome working in a true collaboration with Kindergarten teachers.
 
Do you think ECEs’ knowledge of the very early years and the holistic approach they take to understanding the needs of the entire family would serve them well in the kindergarten setting?
 
PAT DICKINSON: I have taught four and five year olds in both kindergarten and preschool settings and I have worked with early childhood educators and kindergarten teachers throughout my professional career. I have met exceptional early childhood educators and exceptional kindergarten teachers, but I have long advocated for the need for more specialized education for kindergarten teachers that is consistent with the type of education provided to early childhood educators. I know from working in both faculties of education and colleges of early childhood education that teachers receive very little specialized education in how to best support the growth and learning of four and five year olds.   

We've Heard from Teachers, Politicians: Now Let's Hear from Early Childhood Educators (Part I)

We’ve heard from the teachers. And we’ve heard from the policy-makers and the politicians. But how early childhood educators (ECEs) feel about the changes that are being made to early learning isn't being heard quite as often or as loudly.

After reading Kristen Rushowy's article last week and discovering how close the Ontario government is to making its final decisions about full-day kindergarten, I felt that parents really needed to hear what early childhood educators have to say about the role they hope to play as the province acts on the recommendations of the Early Learning Advisor (the so-called Pascal Report). This three-part series is the result.

PART I: INTERVIEW with JULIA LIPMAN, AECEO

Julia Lipman, Communications and Marketing Manager for the Association of Early Childhood Educators of Ontario (AECEO), responded to a series of questions I posed about the future of early learning in Ontario. Her answers focus on the professionalism of early childhood educators; the specialized training they have received in dealing with young children; and the long-established tradition ECEs have in working in partnership with teachers.

What do ECEs want parents to know about the strengths and capabilities of early childhood educators?

JULIA LIPMAN: In addition to their commitment to parental engagement and play-based learning, registered early childhood educators work in a regulated profession. Early Childhood Educators, under the newly legislated Early Childhood Educators Act (2007), must be registered members of the College of Early Childhood Educators to use the professional title of Early Childhood Educator or Registered Early Childhood Educator. Members of the College are held accountable to a complaints and disciplinary process and standards of practice. Under the Act, registered early childhood educators have a mandated scope of practice to plan and deliver “inclusive play-based learning and care programs for children in order to promote the well-being and holistic development of children.”

Have ECEs and teachers traditionally functioned as allies/partners? Do you think a misstep by the Ontario government has the potential to damage relations between members of the two professions? What would be your advice to the people who making these decisions?

"The two professionals ultimately have a shared interest in
what is best for children, and registered early childhood educators
embrace the potential to serve children and families through
an equal partnership with certified teachers in a
full-day early learning environment."

JULIA LIPMAN: There are many examples across the province of learning environments in which registered early childhood educators and certified teachers work together in equal partnerships for the benefit of children and families. These programs result in happy learners and families, but have also produced very positive and professionally fulfilling relationships between registered early childhood educators and teachers. The two professionals ultimately have a shared interest in what is best for children, and registered early childhood educators embrace the potential to serve children and families through an equal partnership with certified teachers in a full-day early learning environment. The AECEO strongly urges the Ontario government to respect the research and expertise of the Early Learning Advisor’s report by implementing the vision of a blended team approach.

What do ECEs want to say to parents as the Ontario government is set to make really key decisions about the future of education in this province?

JULIA LIPMAN: Ontario’s families are diverse in many ways, and their needs are individual. The new early learning and care system outlined in the Early Learning Advisor’s report would support children and families with a continuum of learning and one-stop resources including health and nutritional guidance, developmental assessment and support resources, community connections and parental engagement strategies. These services would be widely available and open to all those involved in the care of young children, not just to families who utilize full-day learning programs for four and five-year-olds.

The time has come to take a fragmented system of valuable programs and resources and turn it into a cohesive system that works for Ontario’s families. In order to do that, the Early Learning Advisor’s Report must be implemented in its entirety. This is an interdependent systems approach. If the Ontario government follows through on this plan, our province will become an example of innovations in early learning and care on the world stage.

Wonder Fuel: Raising Curious Kids

“The cure for boredom is curiosity. There is no cure for curiosity.”
- Dorothy Parker

“I have no special talents. I am only passionately curious.”
- Albert Einstein

From the moment we are born, curiosity fuels our desire to learn about the wider world.

As we grow older, our initial fascination with human faces expands into a fascination with anything and everything. We use our entire body -- each of our senses -- to take in information about the world of wonder we encounter. Our excitement is often palpable. We gasps and wriggle with excitement as we encounters a new and unexpected sensation for the very first time.

Curiosity comes naturally to all human beings. It powers the cycle of learning: our delight in learning something new encourages us to want to learn even more. The easiest way to raise kids who love to learn is to fuel our kids' sense of wonder and curiosity. Here are a few practical things you can do.

Create a loving bond with your child. That bond will give your child the confidence to take the risks that learning entails.

Expose your child to a sensory-rich environment, both at home and in the community. Pay attention to your child’s reaction to the new stimuli she is encountering and ramp it up or tone it down to avoid overwhelming or over-stimulating your child.

Encourage exploration and welcome questions. Allow your child to experience the joy that comes from first-hand discovery (within safe and age-appropriate limits, of course).

Celebrate the different creative paths different people follow. Understand that your child’s attempts to find the answers to her questions may result in her following a different creative path to find the answer than the path that you would take. Delight in that difference.

Raise brave and resilient children (as opposed to children who are so afraid of the world beyond their own bedrooms that they dampen their own sense of curiosity out of self-defense).

Related:

Carol Koechlin and Sandi Zwan. How to Empower Students to Ask Questions and Care About Answers   (.pdf)

Mindstretchers: Curiosity and Wonder

FamilyAnatomy: Make-Believe Play Important to Developing Self-Regulation in Kids

* * * If you haven’t had a chance to fill out the blog reader survey yet, here’s the link. I look forward to hearing what you have to say. Thanks for your feedback.

Best Summer Ever: Day 61

August 30
Get Yourself Back on Track Sleep-Wise

Most of us aren’t getting nearly enough sleep -- and we’re paying a hefty price as a result. We’re moody, we can’t concentrate, we’re having more car accidents. We’re even gaining weight because we’re not getting our zzzs—as University of Chicago researchers discovered when they studied the link between sleep deprivation and weight gain.

Starting to think that you should take sleep a little more seriously?

Here are some tips on maximizing your opportunities for sleep. (Of course, if you have a baby, those opportunities can be frustratingly elusive. You may need some additional strategies to help you get some sleep.)

Create a sleep environment that is sleep-enhancing: cool, dark, and quiet.

Reserve your bedroom for sleep and sex. No TVs, laptops, or other electronic gadgets. Otherwise, your brain will be wired to stay awake, not fall asleep.

Stick to a regular sleep and waking schedule. If you sleep in on weekends, you’ll end up suffering the sleep world equivalent of jet lag come Monday morning. (Not a great way to start the week.)

Limit your intake of caffeine after noon, and pass on the nightcap. Both caffeine and alcohol can interfere with a good night’s sleep.

Skip late-night workouts, hefty bedtime snacks, and late night-TV. They're anything but sleep-inducing. The Sandman is more likely to heed your call if you take a warm bath an hour or two before bed, and then listen to some relaxing music or read something that will lull you off to Dreamland.

Related:

University of Maryland: Sleep Hygiene: Helpful Hints to Help You Sleep

Best Summer Ever: Day 59

August 28
Become the Poster Parent for the Joy of Learning

One of the most powerful things you can do to raise a child who is is to model that excitement yourself.

You want your child to see you reading books, newspapers, and magazines on a daily basis; researching issues that matter to you; and watching documentaries on topics that you are passionate about.

With you as a living example of the joy of learning, how can your child help but get the message that learning is something that takes place anytime, anywhere; and that it continues throughout your entire life?

Image: Created using the motivator tool at BigHugeLabs.com.

Best Summer Ever: Day 58

August 27
Plan a Play Date

Kids getting restless? Maybe it's time to invite some extra kids over so that they can eliminate the boredom factor. Here are some tips on planning a play date. (PS: Don't forget to invite the parents, too.)

Choose your time of day with care. Young children tend to be at their best first thing in the morning when they’re well-rested. Having an afternoon play date can be a bit riskier because it may mean that some of the youngest children will miss out on a much-needed nap -- not exactly the best way to guarantee play date success.

Move your child’s favorite toys (for example, the teddy bear he sleeps with) from the family room to his bedroom before the guests arrive so that he won’t be obligated to share his most prized possessions.

Encourage the children who are visiting to bring along a toy to share. That way, the "host kid" won’t be the only one who has to share his toys.

Come up with creative solutions for dealing with toy-related conflicts. An egg timer can work wonders:  even very young children will quickly learn that the tell-tell "ding" means that it’s time to let the next person have their turn with the toy.

When you’re planning activities for the play date, be sure to include some neutral activities that don’t revolve around the sharing of toys: for example, playing with watering cans or sidewalk chalk in the backyard or doing crafts together as a group.

Make sure that the area where the parents congregate for coffee allows everyone to keep an eye on the children. If not, take turns supervising. (You don't want to become so caught up in the conversation that no one notices that one of the toddlers has gone AWOL or if a fight erupts over a toy.)