Walk the Walk...

This time of year is a good time for our Board of Directors to take stock of where we are at, in regards to our goals and values. Central to our mission as an organization is the goal of raising the awareness of the importance of early learning within our community. In a nutshell, Why do young children need to be taking part in early childhood programs and attending preschool?Why does it matter? What will they gain? What will we, as a community gain? When we look at relevant research and data it is clear that we are not where we need to be. We can do more and we are asking YOU to do more as well. If we are going to best support our community, we need your help. If you want to know how this all affects you and your children, just stick with me here for a few minutes!

 

So, what numbers have got us so fired up? We have talked about these numbers before; on the blog, at parent information sessions and to other concerned community members. One thing is clear. We have to talk less and do more because we are not being heard. We are not reaching the families we need to reach.

The birthrate in the City of Brooks has been an average of 386 for the last three years and even higher the three years prior. There are approximately 800 preschool aged children in Brooks & area and less than half of them are accessing preschool. This is taking into consideration BELA, the Brooks Preschool and pre-k programs in both school systems

Why does it matter that so many are not taking part in early childhood programs or experiencing any formal education until Kindergarten? Here’s why:

Data collected in the last five years in Kindergarten classes in Alberta, indicates that a higher percentage of children in our region are experiencing difficulty in one or more of the five developmental domains, than the provincial average!

32.7% of children in Brooks & Newell County are experiencing great difficulty in one or more of the 5 early learning developmental domains, supporting early childhood development.

 This is higher than the provincial average. EDMap results 2009-2014 indicate that 28.9% of children in Alberta are experiencing Great Difficulty in at least one of the 5 Developmental Domains.

 (EDMap Project, June 2014)

To read all the data regarding our City please click here. Or you can visit the ECD Coalition website. There you can find out more about the project and the people working hard to share this information and make a difference!

We know that the early learning years (birth to age 8) are of vital importance. If children are not attending school or other early childhood programs until age 5 they are missing opportunities.  The years before age 5 last a lifetime!

 “Quality early child development, learning and care have been shown to promote physical, language and motor skills; and social, emotional and cognitive development.” - The Early Years Study: Three Years Later

So, What are we going to do? We are going to collaborate. We are going to work with others in our field to get our message heard and reach the families that need to hear it. We will work to educate parents about the importance of early learning. Together we will show families all the programs and people that are here to support them. We are excited to partner with BCIS & SPEC to bring this campaign, guided by the ECMap Project to life. For five weeks, starting next Friday, we are going to share some very important stories and with the help of other colleagues and organizations doing the same, we hope to reach as many people as possible. 

If you are asking yourself, or us, "why you should help?" I think I can answer that for you. The two most common concerns we hear from parents, as their child gets ready to enter Kindergarten, or regarding their older children in school are:

• There are so many children in the class who struggle with their language and communication skills, that the teacher (and /or assistant) has to spend the majority of their time with those students. My child gets less attention than I want them to have.

• How are teachers supposed to “teach to the average” when there is such a huge range of abilities? The children who are developing “normally”, or excelling do not get challenged enough.

If YOU want your child to have the best education then WE, as a community need to support the classroom teachers and assistants by sending them children who are ready for school! They cannot do it on their own. If you want your child to get the attention and support you desire for them, then you need to help other children in our community!!

What are we asking you to do? Talk to other parents, and grandparents! Do you know families that do not send their child to preschool or any early childhood programs? Do you tell them why you send your child and what your child has gained from it? Do you know parents who are not aware of all the programs/resources in the community? Point them in the right direction, or send them to talk to us and we will!  Share the blog. Share your stories. Start a conversation!!

Other community stakeholders; municipal government, educators, healthcare professionals; we are asking you to take action as well!  Share this information with others. Post the stats to your social media sites. Share the stories we will be sharing with you. Join the conversation!

Together we can raise awareness regarding the importance of early learning! We can change these statistics in our community and in turn change the relationship and experience our children have with their education!

- CP

" Please Mom (Dad, Grandma, Grandpa) would you play with me?"

If we are lucky, we get to hear this request often, and should take it as a compliment!  Most children only ask people to play with them, who they think are fun to play with.  But parents, and grandparents, are often unsure what their role is when asked to play.  Are we there simply to keep them safe, as supervisor?  Do we act as a referee, to make sure everyone plays nicely?  Should we tell them what to do, and organize their play?  The answer to these questions is yes,  sometimes, all that & so much more!

Psychologists suggest that play is the ideal context for acquiring social skills & forming friendships.  Trawick-Smith, in the book, Interaction in the Classroom – How Do We Facilitate Play? describes three important types of play: make believe; group games; and outdoor motor play; all of which are important in the development of social skills and forming friendships.  The National Association for the Education of Young Children (1986) summarizes the benefits of play, “Knowledge is not something given to children as if they were empty vessels to be filled.  Children acquire knowledge about the physical and social world in which they live through playful interaction with objects and people.  Children do not need to be forced to learn; they are motivated by their own desire to make sense of their world (p.20)”.  

Trawick-Smith tells us there are developmental benefits to play:

·      stress reduction & reduction of anxiety

·      ideal context for acquiring social skills and forming friendships

·      important contributions to cognitive development & intellectual growth

·      problem solving ability

·      language development

·      creativity

·      healthy personality development

·      early reading skills

 So how do we capitalize on this natural desire of early learners, to play, learn, and make sense of their world?  There are 4 important times to play with children:

·      when a child doesn’t play; by playing with or around a child who doesn’t

interact with materials or peers, an adult can offer gentle invitations to participate, increase social contact, promote friendships and enhance social skills

·      when children need support; Yawkey, Smilansky et al (1987, 1968) found

 that it is not enough to simply provide more opportunities and materials to engage in social pretend play, only when adults joined in the play, were gains achieved in play and language development

·      when a teachable moment arises; when opportunities arise as children

 are learning a new concept, or are thinking about a problem in a new way, an adult may intervene and take advantage of the moment by adding new information to an exploration, give hints to help solve a problem, or ask questions to guide thinking.

·      when a child invites you to play; an adult who joins in the play has the

opportunity to learn more about a child’s social competence, their anxieties, concerns, or interests.  It is during play that children show us what they know, and how they think.

So the answer to the question about how we can enhance and extend the play of our children, is to see ‘play’ as their ‘work’, and be present.  Be present, to watch and observe, to invite or join in, ask questions, make suggestions, share in their joy and celebrate their eagerness to grow and learn. 

Anita Wadley’s poem “Just Playing” provides a wonderful reminder of the importance of play!

‘When you ask me what I did today,

And I say, “I JUST Played”,

Please don’t misunderstand me.

For, you see, I’m learning as I play.

I’m learning to enjoy and be successful in work.

I’m preparing for tomorrow.

Today, I’m a child and my work is play’

In response to questions from parents at BELA , our staff  have devoted our Professional Learning time this year to learning more about effectively facilitating play.  April 20 @ 1:00- 2:30, Ms. Flynn and Mrs. Parenas will be offering a workshop for parents designed to provide information about facilitating play, and opportunities to practice different ways to facilitate play with your own child. Please join us!

- JR

Jody Rutherford

Director of Education & Programming

Obviously Lasagna Won't Fix Anything....a post by Tara Stogre

When life goes sideways, people close to me know they’ll usually find me in the kitchen.   When I don’t have the answers, feel helpless, or the “waiting game” seems endless, it gives me something to focus on…something to DO.  Obviously, lasagna isn’t going to fix anything, but it’s just what I do.  When I don’t have the words, it gives me a way to say to someone, “I’m here, I care about you, I’m sorry you’re hurting or scared, and I promise to support you in any way I can.”

When my Mom's cancer returned after 10 years, it was scary and heartbreaking, and very hard not to get angry and stay that way.  My Grandma was also facing her own battle with breast cancer at the time, giving our family more unwanted perspective on the disease, the treatment, and the progression.  Always thankful for my family, there was some added comfort in the fact that my sisters and I have all ended up back in Brooks with our growing families close to Mom and Dad.  Our little support system was in place, but dealing with all of this, staying positive, and supporting Mom, Grandma, and each other was going to require a lot more than muffins.

We were lucky growing up to always have amazing support from our family.  My mom modeled the importance of helping others and always being there to give support when and where we’re able.  Her lifelong support of her girls continues as we navigate marriage, motherhood, and achieving a balance between chasing our own dreams and raising happy, healthy families.  We grew up asking “What can we do? How can we help?”…Now the questions became more focused… “What can we do to show our support to Mom?  How can we help create a future without breast cancer?”

This ingrained need to do something and show my support is a big part of what drives me to work on the Pink Ribbon Project.  I was so grateful to be able to work alongside my sisters and our dedicated team last year to bring the vision for this event into a glowing pink reality.  Rather than letting feelings of fear or helplessness take over, the event gave me a focus for my energy, allowing me to do something that had the potential to have a positive impact in many different ways.  We gathered our team and our resources; we made plans, we made lists, we made contacts.  We were making a promise of support – to our moms & grandmas, to our families, to the Foundation, and to ourselves.  We were a small group that was determined to make a difference and contribute in some way to raising awareness, supporting progress, and providing hope.

My hopes for the Pink Ribbon Project were many and varied that first year.  I hoped the women we set out to show our support to would really feel the love, and understand how many people are cheering them on.  I hoped that our guests that night would have a memorable, inspiring and fun evening.  I hoped that we would raise a respectable amount of money in support of the Canadian Breast Cancer Foundation  I hoped that just talking about breast cancer, the event, the screening programs and other resources available, that even one person would quit waiting to get that lump checked and be proactive about their health.  I can’t know for certain about that last hope, but as for the others…the feeling at the event that night was incredible: the beautiful room, the great people, and the positive energy all contributed to a wonderful night and a successful event in every respect.

As we head towards our second Pink Ribbon Project, my hopes are much the same.  My brave and colorful Grandma lost her battle with breast cancer in November, surrounded by her family, comforted by baby snuggles, and entertained by her GGs up to her final days. 

My courageous and inspiring Mom continues her second fight and we are thankful for every day we have together and every memory we make.  My mind sometimes wanders to what the future might hold for me or my sisters, or my beautiful daughter.  I hope it is a much different story, but all of these personal motivations only strengthen my resolve to do what I can.  

Photo Credit : Rachel Boekel

My commitment to the Pink Ribbon Project is my promise of support, not just to my people, but to anyone’s Mom, Grandma, sister, daughter, friend…anyone’s anyone.  It is my way of finding the good, embracing the hope, and making a difference.

This year’s event promises to be another great night, and our team is so grateful for the incredible response & support we have received already.  From our generous sponsors and donors, to the hard working people who help put on the event, and all those who attend, we thank you! Visit our event's webpage for more info on how to get tickets. Follow us on Facebook, Twitter,  or Instagram to get your pink ribbon info where you want it! 

- TS

We Don't Like to Pick Favourites....

We don’t like to pick favorites as far as our themes at BELA go but I can’t help it!  Since I am not part of the teaching staff I also feel that I can get away with it! Community Helpers is my fave! There, I said it. Sorry, Farmyard Friends & Forrest Creatures, Dinosaurs and ‘Amazing Me’….. I just don’t feel the same about you. You are all special and fun in your own way but…..

It is so neat to see how during this theme, our students play is rooted in reality.  Rooted in our world; a world of adults who know how all the pieces fit together. A world full of adults who, for the most part are no longer amazed and excited by how a community works together and functions.  A world of adults who may have gotten so caught up in our day to day that we forget to thank those who make our community run smoothly. We may have forgotten all the great people who are there to help us if we need them.

 

Our students are seeing a lot of this ‘behind the scenes’ work for the first time! They are starting to see that there is a big world out there, beyond that of their family and close circle of friends. They are just beginning to get an understanding of what the word community means.  It is really cool to watch them as they put all the pieces together. My son, Paxton will point out things that he noticed before and always asked questions about but now he might say, “ Look, Mom! That’s the construction crew. They are community helpers too!” (Same goes for the snowplow driver and the garbage man and sometimes a random skateboarder ;) ).

Our students are starting to see that they too play a role in our community. They will interact with all these people and may experience the services they provide! And oh are they interested in these people! So many questions!! Luckily we are blessed to live in a community where, our helpers will come in and teach our students about what they do! Over the past few years we have had visits from Nurses, Teachers, Physiotherapists, Firefighters, Doctors, Policemen and more! There is nothing better than watching these students try to wrap their brain around the role these community members play and then see them apply what they have learned in their play at BELA.

 Paxton asked me the other day, “ Ya, Mom but why are Firefighters and Police so brave? they just know how?  It's just part of the job?”

 Part of the job?!  ( this is the part where my heart might explode with love for this guy. He is so serious about work!!) Those words are something Pax heard, repeated to me and asked for deeper understanding about because they resonated with him! He feels so excited to be part of the world outside our home and family! He waves to the garbage man and yells, “ Great job, see ya next time!” He wants to tell everyone about the community helpers he met at the Emergency room last weekend. He wears his Auntie’s stethoscope around the house and listens to all our hearts. He is dreaming about becoming a community helper himself when he grows up.

So many reasons to love this theme! This is just the beginning for our little learners. When they reach Kindergarten and Grade 1 they will spend even more time learning about communities. I hope they will continue to feel amazed and grateful! I hope, as adults that we can pause once in awhile and feel amazed and grateful too! We, at BELA appreciate all the helpers in the City of Brooks and surrounding area that make our community a great place to live!  Thank you to those who came in to see our students.  They are enlightened, they are inspired and they are dreaming big dreams of being like you!!

- CP

It's Not a Report Card....and other important things to know!!

Prior to opening BELA we gathered community members together as a Focus Group to find out what parents were looking for in a preschool! We gathered a lot of valuable information from this experience, and it led us to do, or NOT do, many things at BELA!

One thing we heard from our focus group was that they weren’t sure “where” their child should be at, developmentally. They also expressed that in their past experiences at preschools, that they sometimes didn’t have a clear understanding of what their child was learning at school and how they were learning it!  Parents also mentioned that they felt they didn’t have much interaction with their child’s teacher.  Further, the parents asked,  “How will we know what to work on at home or what areas we should be focusing on?” and “ How will I know if my child is ready for Kindergarten?”  

The focus group result was  that 74% of parents indicated that a “variety of communication methods, including: in person and written formats throughout the year to update parents on student progress.” was very important to them. 82% of parents also rated the following as very important “Time to meet with teachers (specified times, feedback, emails) particularly for working parents,”

Communication is of the utmost importance to us and we strive to communicate often and in different ways. The focus group data sharpened our focus on communication and led us to create three specific experiences for our parents.

Twice per year we invite our parents and students to take part in Family learning Celebrations. On these evenings our excited little students get to show their families what they have been learning and teach them about their daily routines at BELA. It is a time for parents to watch, listen and learn as their child “teaches” them!  The children have a chance to share their Learning Portfolios with their parents.  This collection of work samples, collected over time, allows parents to gain information about their child’s developing skills and knowledge. Parents also have a chance to look through the class Science & Math Journals and see photos and descriptions of what our students have been learning. It is so much fun and we always look forward to these evenings.

 Additionally, twice per year we send our Learning Outcomes Checklists home for our parents. Our checklists, describe the specific learning outcomes for the three year olds, or for the four year olds, depending on the age of your child. These checklists are meant to inform the parents about learning outcomes appropriate for children at a particular age, or developmental level. This is not a report card, but rather is a checklist highlighting what a ‘typically developing child’ could be expected to know/do at this age. The learner outcomes are a combination of our BELA Program Statement, which is adapted from the Kindergarten Program Statement provided by Alberta Education, and current research regarding developmental milestones for children ages three and four years old. The checklist provides information for each individual child’s progress with the learning outcomes they are working on in their class, at this time.

We hope you enjoy these experiences, as they were specifically developed for you and for your BELA student.

 While we strive to communicate effectively we, at the same time put responsibility on the parents as well. It is both your right and your responsibility to come to us with concerns. The staff can only support you if we are aware of concerns you have. It is your responsibility to ensure you are aware of the details of daily life at BELA. We support you by notifying you in various ways. When our BELA parents needs to know something, we generally tell you in three ways or even four. We send a notice home or include it in the newsletter, post it on ourFacebook Page ,our Twitter account & and sometimes on our website We use different mediums to offer you choice in where you get your information. It is up to you what medium you use most often to check into the happenings of the school. Our Parent Handbook that you received at orientation is also a great source of information for policies and practices that are permanent.

Our door is always open. If you have concerns or questions about your child’s learning or about our practices at BELA, please come and see us. Thank you for communicating with us and being open to the information we are providing! 

- CP