Go Back to Previous Page

Diane Corbett

The Hamilton Spectator
Date Published: Wednesday, January 27, 2010
View printable version

Having read the "questions for consideration" article on this page about full-day kindergarten (Jan. 21), here are the responses I thought might be worthy of consideration from another perspective.

I would like to address the format of the points mostly beginning with "How can...?", to which I passionately respond "Can we ... ?"

1. Can we negotiate space to divide the children according to age and developmental readiness into groups as we always have in licensed child care and work on a rotation between gym/ outdoor time/ class time?

2. Can we recruit more help like we do in licensed child care through student placements and volunteers to assist with the important direct attention to each child we serve?

3. Can we not "manage" the challenge by brainstorming with our new partners on how to anticipate things such as behavioural challenges and work the schedules, room arrangements and curriculum around those needs? We can adapt them as needed through regular team meetings with our new partners. If we don't have team meetings, we can call them.

4. Can we as Early Childhood Educators (ECE's) bring our knowledge of child development and understanding of a young child's specific needs (such as rest) to the table for discussion at the board level? The invitation to us as ECEs to the school board should be considered an honour to share our expertise and provide optimal partnership with teachers working side by side with us. It is up to us as Registered Early Childhood Educators to promote our skills as highly trained professions.

5. Can we look at opportunities for growth in gaps of services from the Ministry of Education in our child care centres and community partners?

6. Can we look into developing a transportation committee with representatives from all sides of this issue to work on budgets and solutions for busing? As it stands currently, most parents already are responsible for transporting their young children as most child care centres do not provide busing.

7. Can we remember that in times of financial constraints (even in our own families), children are the last ones who should bear the brunt of our mismanagement of funds? Our governments have failed children and early childhood educators repeatedly over the years for various reasons. This mandate is long overdue, let's leave the financial restructuring of this government up to the people who caused it.

8. Can we appreciate that in traditional child care settings, children do stay in care in the same building typically from 8 a.m. to 5 p.m.? This is due to the fact that both parents and single parent mothers require this service in order to work. The same rule will apply at the schools (extended care programs); therefore it is our challenge to maintain the good work we have done in this regard for many years. Women are in the workforce to stay.

9. Can we value the fact early education should not be a business? Children are not commodities. All children have the right to receive the same benefits of early education and intervention regardless of income and/ or subsidy eligibility of their parents.

10. Can we remember that we currently work collaboratively and very well with community partners such as the Children's Aid Society, social service agencies, children's mental health agencies and many agencies supporting children with special needs? This is a transferable skill. If the "sandbox" isn't working, perhaps we should change the tactile!

11. Perhaps Dalton McGuinty has reviewed the Fraser Mustard report of 2007. I presume the Ontario government has studied it. It is my understanding that this government is in agreement with this research based on this new mandate.

Here is a quote to support McGuinty's notion of children and lifelong learning with regards to early childhood.

"There is strong evidence now to suggest that investments made in the early years of a child's life result in better returns than those made later on. Specifically, economic analyses conducted by Heckman and colleagues revealed that a dollar invested in early childhood (0-6 years) yields three times as much as for school-aged children (6-18 years) and eight times as much as adult education (over 18 years). In addition to direct economic benefits, early investments in child development programs help to overcome socioeconomic disparities by levelling the playing field."

Together as a united front of ECEs we can debate, expand on ideas, brainstorm and come up with motions to create new best practices to present at the Board level. This is the time for action. Advocacy can be done at our local levels of association such as the AECEO (Association of Early Childhood Educators, Ontario).

Let us also remember that in many parts of Europe children start school in this same or similar format, (turning 4 years of age before the end of the calendar year). This is not a new practice and highly regarded as quality educational standards in those areas.

Since this is a time of great change in our profession, it is natural for us to have fears of the unknown. Let me leave all of you with some quotes to remember while facing change.

"Be the change you want to see in the world." -- Mahatma Gandhi.

"God, grant me the serenity to accept the things I cannot change, the courage to change the things I can, and the wisdom to know the difference." -- Reinhold Niebuhr.

"Yes, We Can."-- Barack Obama.

Diane Corbett is a registered early childhood educator. She lives in Port Dover.