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 38
4.2 Training an Early Childhood Workforce 40
Training to Meet Early Childhood Needs 40
Early Childhood Training Barriers and Supports 42
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 112
#4: Early Childhood Education Program, Native Education College 118 #5: Aboriginal Early Childhood Education Partnership Program, College of New
Caledonia 123
#6: Early Childhood Education, Northwest Community College 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 143 #9: Child and Youth Care First Nations, Vancouver Island University 145 #10: Child Development Practitioner Apprenticeship Program, Canadore College 151
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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.
ii Lutra Associates Ltd. 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,
iii Lutra Associates Ltd. 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
iv Lutra Associates Ltd. 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
v Lutra Associates Ltd. 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
vi Lutra Associates Ltd. 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
vii Lutra Associates Ltd. 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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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
- 6 - Lutra Associates Ltd. 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 mail, and provide (via fax or e-mail) 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:
- 7 - Lutra Associates Ltd. 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
- 8 - Lutra Associates Ltd. 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 socio-economic safety and security. Early childhood programs can foster physical, cognitive,
2 NWT Bureau of Statistics 3 ibid.
4
Request for Proposals – Education, Culture and Employment, November 2010.
5
- 10 - Lutra Associates Ltd. 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
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- 11 - Lutra Associates Ltd. 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 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
- 13 - Lutra Associates Ltd. 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,
- 14 - Lutra Associates Ltd. 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.
- 15 - Lutra Associates Ltd. 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.
- 16 - Lutra Associates Ltd. 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.
- 17 - Lutra Associates Ltd. 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
- 18 - Lutra Associates Ltd. 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
- 19 - Lutra Associates Ltd. 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
- 20 - Lutra Associates Ltd. 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.
- 21 - Lutra Associates Ltd.
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.
- 22 - Lutra Associates Ltd.
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
10See Appendix E – Program Profile #1
73% 27%
Respondents with Early Childhood Training
Yes No
- 23 - Lutra Associates Ltd. 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
- 24 - Lutra Associates Ltd. ‚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
- 25 - Lutra Associates Ltd. 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,
- 26 - Lutra Associates Ltd. 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.
11The 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.
- 27 - Lutra Associates Ltd. 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
