Schools at the Centre Case Studies of Seamless Early Learning

Schools at the Centre Case Studies of Seamless Early Learning

Zeenat JanmohamedEmis Akbari

Romona GananathanKerry McCuaigSeptember 30 2014

Background

• Explores the impact of full day kindergarten and extended hours programming on educators, families and early years administrators

• Three Ontario regions with 4 school boards• Mixed Methods including surveys, interviews,

focus groups and text analysis• Research partnership between Atkinson Centre

and School Boards

Preliminary ResultsParents

• The parent component was carried out in Waterloo– We aimed to examine – how the

availability of FDK and EDP impact family life, access and affordability of child care and parents’ ability to work and/or study.

• Used two methods:– Surveys– Focus Groups

Surveys• Surveys were accessed online

through the WRDSB - with a paper option

• First draw resulted in 133 parent responses in Waterloo

Surveys

Marital Status

Home Language

Country of Birth

Employment Status

Services

Strongly Agree Agree Not Sure Disagree Strongly Disagree

Pe

rce

nta

ge

(%

)

ServicesP

erc

en

tag

e (

%)


Broadening parent input

• Surveyed parents in Waterloo via the child subsidy list – 253 parents respondents

• Currently waiting approval in another region via subsidy list

Preliminary Results: Parents with Child Care and Parents on Wait list

NO YES

Preliminary Results

Want FDK to Continue

FDK Provided More Family Support

Pe

rce

nta

ge

(%

)


Parent Focus Groups

• Parents are generally happy with FDK• Children seem happy with the program in

general• Parents are able to participate in workforce

earlier• Relieve family stress – including marital stress• Happy that their daily schedules are

predictable (vs. every other day)• Value play based learning – notice the link

between play and what children learn

• Concerns include increased ratios and quality of food• Parents of younger kindergarten children (i.e.

December babies) – more concerned about length of day and hurried lunches

• Some of the classes are too structured for 3-5 year olds

• Inconsistent communication regarding FDK program• Some parents report decreased involvement • Would like additional support for family – seems

specific to families with higher needs

Parent Focus Groups Continued…

Preliminary Educator Findings

Profile of Survey Participants

• 433 Educator Survey respondents• RECEs work school hours more frequently in Waterloo,

and more morning and afternoon shifts in Ottawa

Pe

rce

nta

ge

(%

)

Pe

rce

nta

ge

(%

)

RECE

Profile of Educators RECEOCT

• Average experience and years at board of OCTs greater than RECEs• Significant number of RECEs have a Bachelor’s degree in addition to their

diploma

Nu

mb

er

of

Ye

ars

Pe

rce

nta

ge

(%

)

Role Clarity

Literacy Numeracy Special Needs

• Differences in the way that RECEs and OCTs understand their roles in the program

RECEOCT

Pe

rce

nta

ge

(%

)

Role Clarity

Toileting Hygiene Transitions

RECEOCT

Pe

rce

nta

ge

(%

)

• Differences in the way that RECEs and OCTs understand their roles in the program

Compensation for ECEs

Salary Benefits

• A significant number of RECEs salaries decreased• Benefits have increased for most RECEs

Pe

rce

nta

ge

(%

)

Working Conditions

Having a union Professional status

• More RECEs agree that having a union has improved their working conditions• Almost all RECEs felt their professional status increased or stayed the same

Pe

rce

nta

ge

(%

)

Interviews with Key Informants• Educator team relationships vary • Boards are handling it in different ways:

– Principal specific– ECE manager

• Professional development difficult for ECEs because of lack of supply staff – causes further strain on educator teams

• Special Needs– Educational assistant during the core day, do not extend to EDP– Day can be too intense for SN children and often they are sent

home– When Region tries to provide support staff in EDP, daily price

higher than community providers

Summary of findings:• Over 30% of the RECEs have Bachelors degrees or

higher• More ECEs working school hours in Waterloo• More RECEs working before and after school in

Ottawa• Uneven development of an effective working

relationship between RECEs and OCTs• Wages and/or benefits have increased – yet some

wages have decreased• Professional status has increased or stayed the same• Special needs children may not be receiving the

support they need in EDP

Schools at the Centre: Case Studies of Seamless Early

LearningThank you to:

Lyle S. Hallman FoundationAtkinson Charitable Foundation

Lawson FoundationElementary Teachers Federation of

OntarioAtkinson Centre, University of Toronto

Contact

Contact Information:[email protected]@[email protected]@[email protected]

http://www.oise.utoronto.ca/atkinson/

Schools at the Centre Case Studies of Seamless Early Learning

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