Hajdu-Vaughn, Susan, Ed. - ERIC

DOCUMENT RESUME

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AUTHOR Hajdu-Vaughn, Susan, Ed.; Coyle, Barbara, Ed.TITLE Interaction, 1996-1997.INSTITUTION Canadian Child Care Federation, Ottawa (Ontario).REPORT NO ISSN-0835-5819PUB DATE 97NOTE 311p.; For 1995-96 issues, see ED 401 999.AVAILABLE FROM CCCF, 120 Holland Avenue, Suite 306, Ottawa, Ontario

K1Y OX6 Canada; phone: 613-729-5289; fax:613-729-3159; 1-800-858-1412.

PUB TYPE Collected Works Serials (022)Multilingual /Bilingual Materials (171)

LANGUAGE English; FrenchJOURNAL CIT Interaction; v10 n1-4 Spr 1996-Win 1997

EDRS PRICE MFO1 /PC13 Plus Postage.DESCRIPTORS Child Caregivers; Child Development; *Childhood

Needs; Child Rearing; *Day Care; Early ChildhoodEducation; Educational Improvement; Family Day Care;Foreign Countries; Infant Care; Mainstreaming; MotherAttitudes; Program Improvement; Young Children

IDENTIFIERS Canada; *Canadian Child Care Federation; *Child CareNeeds

ABSTRACT

This collection includes four quarterly issues of"Interaction," a publication of the Canadian Child Care Federation.Each issue addresses several topics and is arranged in four sections:opinions, practice/pratique, focus/a propos, and news/nouvelles. Theopinions section includes letters and editorial/review columns, thepractice section contains items relating to practical child care (forexample, how to deal with head lice), the focus section containsitems focusing on a common topic, and the news section cent-0;nsresearch updates, news items, and a calendar. These 1996-97 issuesfocused on infant/toddler care (spring), family day care (summer),the Canadian Child Care Federation (fall), and special needsinclusion (winter), with research updates describing First Stepsneeds assessment (spring), the Atlantic Day Care Study (summer), theHIV/AIDS Education Initiative (fall), and how child care affectsmothers' well-being (winter). Separately numbered resource sheetsaccompany each issue, devoted to topics such as helping childrenrespect and appreciate diversity (spring) and communicating with achild who has special needs (winter). (EAJ)

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1-ok rat' VOL. 10 NO. 1 SPRING 1996

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PUBLICATION OF THE CANADIAN CHILD CARE FEDERATION

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Infant andToddler Care

Confessions ofa Nitpicker

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RESOURCE SHEET

Canadian Child Care Federation Spring 1996 #35

Helping Children Respect and Appreciate Diversity

Rationale and GoalsIn Canada today, families come from manydifferent backgrounds and reflect a widevariety of cultures, languages, lifeexperiences and lifestyles. This trend willcontinue throughout the 1990s and beyond:diversity is a key dimension of our past,present and future. Given this reality,children are likely to live and learn withpeople who may be very different fromthemselves. To prepare children for life in adiverse society, and to help protect themfrom bias and discrimination, families andteachers can encourage children's positivefeelings about themselves while alsofostering understanding and acceptance ofdiffering beliefs, values and traditions.

Principles and StrategiesGiven the positive attitudes and behaviourswe would like to promote, when and howshould we help children learn about humansimilarities and differences? LouiseDerman-Sparks, an internationallyrenowned author and researcher, suggestswe can begin in the toddler years. Of course,our words and actions in support ofdiversity will differ depending on children's"age and stage." Yet some commonprinciples and strategies apply throughoutthe early years:

In order to help children feel good aboutthemselves, we can give them positiveencouragement about who they are, whatthey look like and what skills they arelearning. This can be done withoutmaking comparisons to others, sincepositive self-identity does not have to beat someone else's expense.

"What beautiful brown skin and browneyes you have."

"I really like the picture you made."

"I enjoy it when we talk together and youtell me about your thoughts and feelings."

When discussing diversity, we can stresshuman similarities first and then helpchildren appreciate people's differences.

"Everyone needs food, shelter, friendshipand love but people have many differentways of meetings their needs. Our family'sway is just one way. If we try out otherchoices, we might enjoy them just as muchas what we're used to. People have all sortsof ways of doing things that are differentand interesting it would be boring ifeveryone did exactly the same things!"

Families and teachers can provide childrenwith many positive examples of humandiversity. Select books, pictures, toys andgames showing people of different races, allages, both genders and differing abilities ascapable and involved in all types ofactivities. Model, through your words anddeeds, interest in a variety of people anddiffering beliefs, behaviours and customs.

"I've never tried sushi before, here goes!"

"I wonder why our neighbour has those redbanners beside her door let's ask her"

"We've never celebrated Hallowe'en, it'snot part of our culture. Let's ask yourteacher more about it."

As part of fostering critical thinking aboutbias, we can encourage children to considerwhat is "untrue" and "unfair."

"How do you think you'd feel if otherchildren wouldn't let you play because ofhow you look, or what you wear, or how youtalk?"

Adults can help children understand theirrights, make choices and act in ways thatreject bias.

"If someone calls you a name that hurts yourfeelings, you can tell them they're wrong andthey shouldn't do that. You can ask theteacher for help if anyone does that to you,or if you see someone doing that tosomebody else."

"These example suggest ways to supportanti-bias learning in young children. As with allother learning, repetition is important. Childrenwill need many opportunities to exploresimilarities and differences, to try out newexperiences from different traditions, to meetand get to know people from otherbackgrounds, and to ask questions evenembarrassing ones that we might not have easyanswers for!

Adults don't need to have "all the answersready" before discussing anti-bias topics. Ourown positive self-identity, our interest in andcuriosity about others, and even our ignoranceor misunderstandings, are all part of thejourney toward honouring diversity. Aschildren first watch and then join us on thisjourney, they will gain attitudes, knowledgeand abilities for respecting and appreciatingdiversity. These are essential skills for us allfor today, tomorrow and beyond into the 21stcentury.

Reference

Derman-Sparks, Louise et al (1989). Anti-Bias CurriculumGoals. Washington, D.C.: NAEYC. Available from LouiseDerman-Sparks. Pacific Oaks College, Pasadena,

California.

This information was prepared by Ruth Fahlman from material in Honouring Diversity Within Child Care and Early Education: An Instructor's Guide, by Gyda Chud andRuth

Fahlman, published by the Open Learning Agency of B.C. for the Ministry of Skills, Training and Labour Province of British Columbia, 1995. ISBN 0-7718-9429-5. ThisResource

Sheet may be photocopied and/or material inserted in other publications if credit is given and a copy forwarded to the Canadian Child Care Federation, 120 Holland Avenue, Suite

306, Ottawa, Ontario, K1Y OX6. Telephone: (613) 729 -5289. l- 800 - 858 -1412. Fax: (613) 729 -3159.

4 BEST COPY AVAILABLE

F EUILLE -RESSCDURCES

Federation canadienne des services de garde a I'enfance Printemps 1996 #35

Aider les enfants a respecter et a apprecier la diversiteBut et objectifsAujourd'hui au Canada, les families sontd'origines tres diverses et refletent une vastegamme de cultures, de langues, d'experienceset de modes de vie. Cette tendance sepoursuivra tout au long des armies 90 etau-delA : la diversite constitue une dimensionimportante de notre passé, de notre present etde notre avenir. Face a cette realite, les enfantssont susceptibles de vivre et d'apprendre avecdes gens qui seront ties differents d'eux. Pourles preparer a vivre dans une societeheterogene et contribuer a les proteger contreles prejuges et la discrimination, les families etles educatrices peuvent stimuler les sentimentspositifs chez les enfants tout en encourageant lacomprehension et ('acceptation d'opinions, devaleurs et de traditions differentes.

Principes et strategiesEtant donne les attitudes et comportements quenous voudrions promouvoir, quand etcomment pouvons-nous aider les enfants a enapprendre sur les similitudes et les differenceschez les humains? Louise Denman- Sparks,auteure et chercheuse de renommeeintemationale, affirme que ce travail peutcommencer pendant la petite enfance.Naturellement, nos paroles et nos actionsvisant a appuyer la diversite differeront selon«rage et le stade» atteint par !'enfant.Cependant, certains principes et certainesstrategies elementaires doivent titre appliquéstout au long de Ia petite enfance.

Pour aider les enfants a se sentir bien dansleur.peau, nous pouvons les encourager ausujet de qui ils sont, de leur apparence et desaptitudes qu'ils acquierent. Cetencouragement peut se faire sans etablir decomparaison avec les autres, etant donnequ'une image positive de soi n' a pas besoinde se faire au detriment de son prochain.

«Tu as une belle peau brune et de superbesyeux bruns.»

«J'adore ton dessin.»

«J'aime quand nous parlons ensemble etque tu me dis ce que tu penes et ce que turessens.»

En abordant Ia question de la diversite, nouspouvons mettre avant tout l' accent sur lessimilitudes, puis aider les enfants a apprecier lesdifferences.

«Tout le monde a besoin de se nourrir de selogex d'amitie et d'amour mais chacunsubvient a ses besoins a sa facon. La facon dontnotre famille s'y prend en est une parmid'autres. Si nous essayons d'autres facons defaire, nous les apprecierons peut -titre autant queles notres. Les gens ont toutes sortes demanieres de faire les choses et qui sont a la foisdifferentes et intiressantes ce serait ennuyeuxsi tout le monde faisait exactement les mimeschoses!

.0.0.0.0.0 0 0.0.0.0.0err,7-7777Npr° 0 se00

Les families et les enseignantes peuvent dormerplein d'exemples positifs de la diversite humaineaux enfants. Choisissez des livres, des images,des jouets et des jeux montrant des personnes derace, d'age, de sexe differents et ayant diversesaptitudes comme etant des gens capables quis'adonnent a toutes sortes d'activites. Donnezl'exemple par vos paroles et vos gestes, parl'interet que vous manifestez a regard dediverses personnes ayant des coutumes, desconvictions et des comportements differents.

«Je n'ai jamais essaye le sushi auparavant,allons-y!»

«Je me demande pourquoi notre voisin a desbanderoles rouges a cote de sa portedemandons-lui.»

«Nous n'avons jamais celebre l'Halloween, celane fait pas partie de notre culture. Demandonsnotre enseignante de nous en parler»

Pour stimuler la reflexion critique au sujet desprejuges, nous pouvons encourager les enfants aexaminer ce qui est «faux» et ce qui n'est pas«juste».

«Que ressentirais-tu si d'autres enfants ne tolaissaient pas jouer uniquement a cause.de tonapparence, de ce que tu porter ou de comment tuparles?»

Les adultes peuvent aussi aider les enfants acomprendre leurs droits, a faire des choix et a luttecontre les prejuges.

«Si une personne vous denigre, dites-lui qu'elle atort et qu'elle ne devrait pas agir ainsi. Vouspouvez demander !'aide de reducatrice siquelqu'un agit ainsi a votre egard ou si vousvoyez quelqu'un agir de la sorte avec une autrepersonne.»

Ces exemples montrent des facons d'aider les jeunesenfants a lutter contre les prejuges. Comme dans toutautre processus d' apprentissage, Ia repetition estimportante. Les enfants auront besoin de beaucoup d.possibilites d'explorer encore et encore les similitudeet les differences pour essayer des experiencesd'ailleurs, rencontrer et connaitre des gens dedifferentes origines et poser des questions mimesembarrassantes auxquelles it serait difficile derepondre!

Les adultes n'ont pas besoin d'avoir reponse a toutimmediatement avant de parler des prejuges. Uneimage de soi positive, notre interet et none curiosite i.regard des autres et mime notre ignorance ou nosmeconnaissances font partie du processus deglorification de la diversite. Comme les enfantsregardent d' abord avant de nous imiter, ils vontacquerir des attitudes, des connaissances et desaptitudes respectueuses de la diversite. II s'agitd' aptitudes essentielles pour tout le mondeaujourd'hui, demain et au-delA du 21e siecle.

References

Derman-Sparks, Louise et al (1989).Anti-Bias CurriculumGoals. Washington, D.C.: NAEYC. Disponible aupres de Loin.Derman-Sparks. Pacific Oaks College, Pasadena, Califomie.

Cette information a ere preparee par Ruth Fahlman sur la base du document Honoring Diversity Within Child Care and Early Education: An Instructor's Guide, par Gyda Chud etRuth Fahhnan, publie par the Open Learning Agency of B.C. pour le compte du ministere de la Formation, du Pofectionnement professionnel et du Travail, province de la Colombie-Britannique, 1995. ISBN 0-7718-9429-5. La presente feuille-ressources peut etre photocopiee ou insiree dans d'autres publications a condition d'en mentionner la source et d'en adresserune copie a la Federation canadienne des services de pale a l'enfance, 120, avenue Holland bureau 306, Ottawa (Ontario) K 1Y OX6. (613) 729 -5289, 1-800-858-1412;

telec. : (613) 729-3159.

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InteractionVOLUME 10 NUMBER 1 SPRING 1996

PUBLISHED BY THECANADIAN CHILD CARE FEDERATION

Editor

AdvertisingDesign

TranslationPrinting

Susan Hajdu-VaughnGaetane HuotJohn Atkinson

SodesM.O.M. Printing

CANADIAN CHILD CARE FEDERATION

BOARD OF DIRECTORS

Executive Council

PresidentTreasurer

SecretaryPast-President

British Columbia

Alberta

SaskatchewanManitoba

OntarioQuebecNew BrunswickNova ScotiaP.E.I.

NewfoundlandYukon

Northwest Territories

Dianne BascombeAnne MaxwellDanielle Be lair

Susan Hajdu-VaughnJennifer Murphy-HupeGaetane HuotLyne Flansberry

Gail SzautnerMilton Sussman

Sandra BeckmanCathy McCormack

Directors

Linda. McDonell

Karen CharltonKaren Troughton

Frances EversTess Ay les

Daniel BerthiaumeLynda HomerJoAnne HurstCynthia Rice

Helen SinclairSandra Beckman

Gillian Moir

STAFF

Executive DirectorDirector of Information Services

Administrative CoordinatorEditor Interation

Information OfficerMembership Officer

Administrative Assistant

The overall mission of the Canadian Child CareFederation is to Improve the quality of child care

services for Canadian families.

THE FEDERATION'S GOALS INCLUDE:providing information to and facilitating "networking" among abroad range of target groups. Our services and programs aretargeted to direct service providers, child care organizations,educational institutions, government policy makers and public

opinion leaders.

supporting initiatives that increase the skill, expertise andawareness of the target groups in their respective roles in

support of improved quality of child care services. This focus oneducation is built into many of its initiatives and actions.

increasing its focus on policy and research, influencing the childcare policy framework and supporting research to improve the

quality of child care services.

CCCF/FCSGE receives funding fromHuman Resources Development Canada

GST Registration No. R 106844335

ISSN 0835-5819

CON TENTSO PINIONS

Behind the Scenes 2

Letters 2

From Where I Sit National Symposium on Community Action for Children 3by Gail Szautner

Journey of a Lifetime 4by Tess Ayles and Beverly Matto

Meet the Affiliates Profile: AECENL 5by Joanne Morris and Corriene Murphy

Environmental Tobacco Smoke 6by Rebecca Last and Patricia Walsh

Taking Care: Information on Smoking for Child Care Providers 8by Jane Chapman

Children's Right to Child Care:

The United Nations Convention on the Rights of the Child 10by Sandra Griffin

Video Review The Early Childhood Training Series: Diversity 14by Judith K. Bernhard

Children's Book Reviews 15by Marina Lamont

P RACTICEEffective Management Confessions of a Nitpicker 17

by Barbara Kaiser and Judy Sklar Rasminsky

Program Ideas Beginnings and Beyond: The Caregiverand Kindergarten Readiness 20

by Wayne Eastman

Ask Your Health Professional Sudden Infant Death Syndrome (SIDS) 23by Deborah Kemested

FOCUSThe Transition of Infants to Toddler Programs: From Philosophyand Theory to Practice 25

by Patricia Robertson

DAEDAP: Making Sensitive Assessments of the Developmentof Infants and Toddlers 28

by Sue Martin

N EWSResearch Update First Steps Needs Assessment: A Collaborative Process to

Yield Relevant Educational and Resource Materials for Practitioners and Parents 32by Linda McDonell, Valerie S. Kuehne, Beverly Boisseau and Lee Harrison

Across Canada 38

Calendar 38

Resources 39

Cover photo was taken by Alida Jansen at the Narnia Daycare Centre in Westmount, Quebec.

INTERACTION is published quarterly for distribution to Federation members. All advertising is subject to editorialapproval. The Canadian Child Care Federation assumes no responsibility for any statement or representation of factor opinion appearing in any advertisement in INTERACTION, nor does acceptance of advertising imply endorsementof any product or services by the Federation. Advertising Rates are available on request Circulation: 2,500 Opinionsexpressed in this publication are those of the contributor and do not necessarily reflect the views of the Federation.Except for copyright material, contents of this publication may be copied with full credit given to the Canadian ChildCare Federation. If contents are incorporated into another publication, please forward copy of same. Letters to theeditor should be addressed to: Editor, INTERACTION, Canadian Child Care Federation, 306-120 HollandAvenue; Ottawa, Ontario KlY 0X6, (613) 729-5289 or 1-800-858-1412, FAX (613) 729-3159.

6BEST COPY AVAILABLE

Behind the ScenesThis issue of Interaction featuresarticles on infant/toddler care inthe Focus. News and Practice

sections. Developmentally AppropriateEvaluation (DAE) and DevelopmentallyAppropriate Practice (DAP) arediscussed in the Focus article MakingSensitive Assessments of the

Development of Infants and Toddlersby Sue Martin. Also in this section.

you'll find The Transition of Infants to

Toddler Programs: From Philosophy

and Theory to Practice. written by

Patricia Robertson. an early childhoodeducator in the Infant Program at theAlgonquin College Early LearningCentre in Nepean. Ontario. And, in ourResearch Update column, be sure to read

First Steps Needs Assessment: ACollaborative Process to YieldRelevant Educational and ResoutreMaterials for Practitioners andParents by Linda McDonell. Valerie S.Kuehne, Beverly Boisseau and Lee .

Harrison. This article describes a uniqueproject that began in British Columbia in1994 with the goal of developingcurriculum for early intervention andearly childhood practitioners workingwith infants and toddlers at risk. andresource materials for the parents ofthose children. in Ask Your HealthProfessional, Deborah Kernestedprovides an update on Sudden InfantDeath Syndrome (SIDS).

Also included in this issue isinformation on the dangers ofEnvironmental Tobacco Smoke i ETSand some suggestions for quittingsmoking. Confessions of a Nitpicker by

Judy Sklar Rasminsky and BarbaraKaiser details the trials and tribulationsof one day care centre in eradicating alousy pest and offers a Head Lice Policyfor those in need. Of course, all of ourregular columns and a 'variety of otherinteresting articles can also be found in

this Spring issue. Happy reading!

Susan Hajdu-Vaughn. editor

2 INTERACTION SPRING 1996

JPINIONS

LettersOn behalf of the Honourable Jack W.

Ady. Minister of Advanced Educationand Career Development. I thank you foryour letter...and the copy of the NationalGuidelines for Training in Early Child-hood Care and Education.

In reviewing these guidelines, wenoted the clear distinction made betweenguidelines and standards and the recogni-tion of provincial jurisdiction with re-spect to the latter. The draft guidelines donot appear to conflict with the programprotocols we developed for colleges fol-lowing the 1989-90 implementation ofrevised day care staffing standards by Al-berta Family and Social Services. We willdiscuss the document with the coordina-tors of early childhood development pro-grams. and advise you of any concernsthey may raise.

We expect that your organization'snational initiative would contribute to thegeneral information base for policy de-velopment in this area and serve as a pro-gram development guide for training in-

stitutions. We are pleased to learn of theinitiative and we look forward to receiv-ing the final guidelines and self-assess-ment tool as well as the results of the pro-posed Human Resources DevelopmentCanada sectoral study.

Thank you for the opportunity tocomment on the draft guidelines. We sup-port the move towards consistency in

programming across provinces, and weencourage your continued work in this

area.Neil Henry

Assistant Deputy MinisterSystem Funding and Accountability

Alberta Advanced Education and CareerDevelopment

This letter is concerning your excel-lent print resources. The information isvery well written and very current.

As a Public Health Nurse in theHealthy Children Program at this Health

Unit. I liaise with the child care commu-nity around health issues. I have foundyour resources very timely, concise andto the point.

Recently. the Health Unit orderedcopies of a beautiful resource calledUniversal Precautions to Prevent Trans-

mission of Blood-Borne Diseases

(adapted for child care settings). Wehave sent copies to each day care, nurs-ery school and private home day careagency within our two counties. Thankyou again for all your hard work and ex-cellent products.

Beth BaxterPublic Health Nurse

Hastings and Prince Edward CountiesHealth Unit

Belleville. Ontario

At the November 20 and 21. 1995meeting of the British Columbia EarlyChildhood Education Articulation Com-mittee. Gyda Chud. Western RegionalRepresentative for the Training Com-mittee, reported on the consultativeprocess that culminated in the National

Guidelines for Training in Early Child-hood Care and Education and the ac-

companying self-assessment tool.

Active discussion ensued aroundArticulation members' reactions to these"living documents." A motion was thenpassed unanimously that the Articula-tion Committee endorse both documentsas highly useful guidelines in the self-

assessment and development of qualitytraining programs.

On behalf of the E.C.E. ArticulationCommittee, we would like to take thisopportunity to thank the Canadian ChildCare Federation and training committeemembers for their hard work and com-mitment to this valuable process.

Pat McKenzie & Pat BrownCo-chairpersons

BC E.C.E. Articulation Committee

BEST COPY AVAILABLE

OPINIONSFROM WHERE I SIT

National Symposium onCommunity Action forChildren

by Gail Szautner

From November 5 to 7, 1995, 140 indi-viduals from across Canada gathered inWinnipeg at the National Symposium on

Community Action for Children. The sympo-sium was sponsored by The Canadian Institutefor Advanced Research, The Centre for Studiesof Children at Risk, Health Canada, HumanResources Development Canada, and the Ste-wart Fund of the Vancouver Foundation. Theevent was co-chaired by Dr. Fraser Mustard ofthe Canadian Institute for Advanced Researchand Dr. Don Offord of the Centre for Studies ofChildren at Risk.

Delegates to the symposium came fromcommunity groups, provincial organizations,national associations and the business sector, aswell as the municipal, provincial and federalgovernments. The purpose of the symposiumwas to emphasize the importance of healthychild development in determining the well-be-ing of society as a whole and the economicprosperity of our country, and to develop a planto move forward. "Our health status, social andcoping skills are set in early childhood," statedDr. Mustard in his opening address. "Wherefamilies fail, schools cannot succeed."

In his opening remarks, Dr. Dan Offord ofthe Centre for Studies of Children at Risk fo-cused on the importance of providing inclusiveprograms for children. "Taking behaviour-prob-lem children out of the regular classroom towork with them doesn't work," explained Dr.Offord. "Programs have to be universal with away to meet the needs of high-risk children."He stressed that equal access and equal partici-pation lead to equitable outcomes "All kidshave to have equal chances for participation incommunity activities."

Developing a collaborative approach tomeeting children's needs was the thread that ranthroughout the symposium. Participants dividedinto eight action-planning groups that focusedon desired results what outcomes needed tobe achieved to move the community action

agenda for healthy child development for-ward? On the second day, the action-plan-ning groups focused on what strategieswould get us to where we wanted to go andwho needed to be involved to make it hap-pen. The results of the groups were broughtto a final plenary session as a collaborativeSymposium Action Plan. The Action Planwill be supported through the developmentof a cross-Canada interactive network.

The symposium featured 15 commu-nity poster sessions. The displays high-lighted a variety of community initiativesacross Canada that are working to improveopportunities and outcomes for children and

youth. Time was allocated during the

symposium for participants to visit the postersessions and find out in greater detail howsome communities were proceeding in build-ing healthier environments for families.

As I walked through the poster sessionsand spoke to the symposium participants, Iwas encouraged by how much is happeningacross the country in community action forchildren. With a more collaborative approachacross sectors, this can only increase. Al-though a number of good things are happen-ing, many communities are still strugglingwith funding and other support issues. Weneed to examine how we can all play a roleand partner with each other in our commit-ment to improve healthy outcomes for chil-dren.

Our role as early childhood educators iscrucial in ensuring that quality programs areoffered to the children and families withwhom we work. The Canadian Child Federa-tion is committed to working with other or-ganizations and individuals to supporthealthy child development.

Gail Szautner is president of the Canadian ChildCare Federation.

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SPRING 1996 INTERACTION 3

OPINIONS

Journey of a Lifetime...

A Trip to Clyde River onBaffin Island

by Tess Ayles in consultation with Beverly Illauq

Clyde River is a small settlement of550 Inuit and 27 southern Canadians.The community is situated on the

eastern coast of Baffin Island in the shelter ofPatricia Bay, off Clyde Inlet a fiord thatstretches west to the tip of the Barnes IceCap. The mountainous landscape of the re-gion surrounding the settlement is spectacu-lar.

Most Clyde River families are involvedin traditional hunting and camping activities.Government jobs and handicrafts are also im-portant sources of income. Although youngpeople communicate quite well in English,most residents over the age of 40 and underthe age of 10 speak primarily Inuktitut. Staplefoods consist of frozen arctic char, muktalc (awhale-skin delicacy), sealmeat and caribou.Wildlife is both abundant and diverse. Polarbears are evident in the area all year round.Narwhals can be seen in Patricia Bay and the

La ocoster Sow,.

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rare, almost extinct, Bowheaded Whalesbreed nearby in Isabella Bay. Arctic hare,arctic foxes and lemmings populate the land.

I arrived in Clyde River on August 10,1995, courtesy of a Human ResourcesDevelopment Canada Brighter. Futuresgrant. The purpose of my visit was to helpvillagers plan a child care centre and a homechild care agency. My arrival was an-nounced in Inuktitut and English over CBCNorthern Service radio. I was made to feel athome immediately.

I spent one week visiting homes, gettingto know people and helping 15 Clyde Rivervolunteers run a vacation bible school for 60children of all ages. The Clyde River nativesand I had a lot of good information ex-changes. As always, I learned more than Itaught. Then, I got started on a three-weekhome child care course, with enthusiastichelp from translator Geela Tigullaraq.

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BEST COPY MAKE9

Tess Ayles and baby Anna explore Clyde River.

Participants attended the course in the ClydeRiver adult education building and receiveda certificate upon completion.

I specialize in the facilitation of non-profit, community-based child care pro-grams. My goal is to help community groupssuccessfully formulate and articulate theirvision, mission and strategic plan even ifthey are unfamiliar with child care and par-ent training models or have never been in-volved in the set-up of a comMunity basedorganization. I try to bring resources andideas, while always remembering that theownership remains with the group.

Home child care providers in Clyde suf-fer from inconsistent income and long hours.They often overextend themselves trying tomanage household work and the care of sev-eral extra children. The Clyde River ChildCare Committee hopes to establish a pre-school program that provides children withaccess to nursery school or full-time daycare, and a range of age-appropriate learningmaterials. Almost all the women interestedand actively involved in this committee areover-extended themselves, and yet theymanaged to get a Brighter Futures grant toinitiate the project. In 1986, a preschool li-brary program was established in ClydeRiver to help prepare children for theirschool years.

OPINIONSThe vision of the Child Care Committee is

as follows:

To set up a child care/preschool educationfacility to make consistent and responsibleday care available to parents who work orgo to school in Clyde River.

To extend the training of those trainees al-ready interested in child care and to givehome child care providers an opportunity tolearn about early childhood education.

To make the future of the children of ClydeRiver brighter by providing an early child-hood education facility that not only hascare but also education and literacy as itspurpose. This facility would also be avail-able on a drop-in basis to homemakers andtheir children and would have a kitchenfrom which to serve nutritious, culturally-appropriate meals.

To give child care in Clyde River a focus sothat the village has a learning environmentespecially designed for preschoolers.

To help strengthen family life in ClydeRiver by providing appropriate supports.

How can we keep nurturing our children?Sippora Piungnituq and Piungnituq Qil laq led adiscussion on this topic. This is what came outof our talk:

Give our children top priority.

Don't use scare tactics to make children dothings you want them to do.

Don't keep them in the house all the time.

Teach them "how to fly."

Through example, teach them the ways tolive.

Don't bawl out your children a lot be

positive.

Kids without a schedule can get really tiredand grouchy.

What a privilege it was for me to spend amonth sharing and learning with these wise andwonderful, determined people. I feel confidentthat the child care centre will happen. I am gladthat the federal government has made it clearthat they understand the importance of earlychildhood education and are willing to providefinancial support to facilitate good child careprograms.

Tess Ay les is executive director of Umbrella Central DayCare Services in Toronto and is the CCCF board mem-ber for Ontario. Beverly Malty is a mother and programsupport teacher at QuIttaci school in Clyde River.

MEET THE AFFILIATES

Profile

The Association of EarlyChildhood EducatorsNewfoundland andLabrador (AECENL)

by Joanne Morris and Corriene Murphy

Throughout the autumn of 1988, peo-ple working in early childhood edu-cation voiced concern about the lack

of support for early childhood educators andthe lack of networking opportunities forthose working in various capacities withinthe field. In January 1989, a small group ofindividuals who had been discussing thisconcern informally, decided to hold a meet-ing to brainstorm answers to the question, "Ifan association of early childhood educatorswas formed, what would you want it to do?"The outcome was common agreement onthree major functions, which were:

to provide workshops on a variety of top-ics;

to share resources, books and materials;and

to develop an awareness in the commu-nity for early childhood education andthe significant role of the educator.

This small group then sought input froma larger group of early childhood educatorswho further reaffirmed the benefits of form-ing an association. From this point, workinggroups were formed to research and developsome form of a constitution and by-laws thatwould describe what we were going to be-come. Even at this early stage, colleaguesfrom the Canadian Child Care Federationprovided help by sharing their experiences informing an organization. After extensivemeetings, and many re-writes, the workinggroups brought together a constitution, by-laws, a logo and membership flyers. Theyalso decided on a first membership drive totake place in May 1989. Many of those origi-nal members comprised an appointed board

for the next 18 months, until the first AGMin January of 1991.

Over the last five years, AECENL hasgrown to almost 200 members, and flour-ishes through the involvement of memberson volunteer committees led by a director ofthe board. Those committees consist of Pro-fessional Development and Resources,Newsletter, Fundraising and Social, PublicRelations and Membership, and Conference.The Executive shares responsibility amongstthe Co-chairpersons, Treasurer and Secre-tary to lead the Board of Directors forwardin realizing our mission and goals. In June1995, thorough a strategic planning process,the board reaffirmed our mission statement:

AECENL is a non-profit organiza-tion dedicated to quality care andeducation for young children andprofessionalism in early child-hood education.

The objectives of AECENL are:

to promote a sense of pride in and com-mitment to the profession of early child-hood education;

2. to provide awareness of what constitutesquality care and education for children;

3. to inform parents, the community andpolicymakers of the value of early child-hood education;

4. to be a strong voice for quality child careand education on behalf of children andtheir families;

5. to provide a forum for discussion ofissues pertaining to the well-being ofchildren;


OPINIONS6. to facilitate communication of issues related

to the profession;

7.. to provide ongoing professional develop-ment;

8. to advocate for improved wages and workingconditions for early childhood educators;

9. to encourage the development of, and providesupport for, regional branches; and

10. to liaise with other related organizations.

AECENL is actively providing consultationto the provincial Departments of Social Servicesand Education on issues related to quality, acces-sibility and affordability of services in child care,as well as training. A brief was submitted on theproposals for a new Child Care Act and Regula-tions and, most recently, a brief and presentationwere made to the Select Committee on Chil-dren's Interests.

Over this past year, AECENL, in partnershipwith the Department of Social Services, pilotedthe new model for certification, which we antici-pate will be implemented for all practising earlychildhood educators. Our organization is a strongproponent of mandated qualifications for thoseindividuals working in the field. At a time whenthere are very few funding resources that can beinvested in child care programs, AECENL's ef-forts around training are seen as one very impor-tant route to upgrading the quality in the centres.

Being the only remaining province/territorywithout regulated services for children under twoyears of age, much effort is put into increasingpublic awareness about the importance of ensur-ing services for this age group. Another priorityis to address the lack of licensing for family childcare, which is a viable alternative for infant care.

For the last three years AECENL has held aprovincial conference, which is organizedthrough the hard work of our volunteer confer-ence committee members. This annual event hasincreased membership, improved networkingopportunities and brought about a terrific senseof pride in our profession. Eventually, we hopeto have an office and staff so that we can betteraddress issues and achieve our goals for the field.

Our vision for the future is to have a systemof high quality child care, and to achieve publicrespect and recognition of early childhood edu-cators. We intend to work with our colleagueswithin our province, as well as across the coun-try, in the hopes that this vision will become areality.

Written by AECENL co-chairpersons Corriene Murphyand Joanne Morris.


Environmental TobaccoSmoke

by Rebecca Last and Patricia Walsh

The Facts:

Environmental tobacco smoke ETSis the most common and harmful form of in-door air pollution. ETS contains over 4000chemicals, at least 50 of them known to causecancer in humans. ETS is made up of twokinds of smoke second-hand andsidestream. Second-hand smoke is the smokethat is exhaled into the air. Sidestream smokecomes from the burning end of a cigarette, andcontains more tar, nicotine, carbon monoxideand other chemicals that cause cancer than thesmoke inhaled from filtered cigarettes.

Each day, an estimated 2.8 million Cana-dian children under the age of 15 are exposedto tobacco smoke in their homes.' And mil-lions more are forced to breathe ETS inschools, restaurants, child care settings, cars,buses and public places. Children are espe-cially vulnerable to ETS because:

being smaller, they often sit near or on par-ents, family members or caregivers, closerto the source of the pollutant than other pas-sive smokers;

children's bodies absorb proportionallymore substances than adults;

children usually breathe more rapidly thanadults, thus taking in more air and pollut-ants per pound of body weight thanadults;

a child's biology is less developed than anadult's, so their immune system is less pro-tective;

the cells in children's bodies are still devel-oping and are more vulnerable to chemicalalteration than adult cells that are fully de-veloped.

ETS damages children's health. Childrenliving in a smoke-filled environment are moresusceptible to:

coughs and wheezing;

ear infections, runny noses and throat infec-tions;

bronchitis, pneumonia and asthma (seriousenough to cause hospital visits).

11

They are more likely to:

have reduced lung function; and

sore eyes, noses and throats.

Babies who are exposed to ETS are morelikely to be:

irritable and cranky; and

refusing feedings and spitting up.

ETS has also been shown to be a sig-nificant risk factor in SIDS (Sudden InfantDeath Syndrome)? Children whose parentssmoke are at greater risk of death or injuryfrom house fires caused by careless smok-ing. And children who grow up with par-ents who smoke are more likely to becomesmokers themselves.

The figures on juvenile smoking arealarming3:

' 29 per cent of children aged 15-19 smokeand two-thirds of these smoke every day.

10 per cent of children aged 12-14 yearssmoke, about half of them on a dailybasis.

OPINIONSgirls aged 12-14 years are three times morelikely to smoke than boys.

The Addiction Research Foundation oftenrefers to tobacco as a "gateway drug;" chil-dren who begin smoking at a young age aremore likely to use other drugs.

Canadian children have an extra high riskof exposure to ETS. Our children spend agreat deal of time indoors due to cold weather.Canadian homes designed to prevent heat-lossalso have less ventilation, so more smokestays inside the home.

What Can You Do?

Children can be exposed to smoke fromcaregivers other than their parents. Fourteenper cent of day care staff, 12 per cent of li-cenced home child care providers and nineper cent of unlicenced home child careproviders are daily smokers and often theysmoke where children can see them or be af-fected by ETS. 4

As a caregiver, whether or not yousmoke, you can play an important role inhelping to reduce children's exposure to ETS.Your role begins with ensuring that you pro-vide a smoke-free environment for the chil-dren in your care. You can also talk to parentsabout the dangers of ETS and tell them howimportant it is not to smoke around their chil-dren. It is important to give this message toboth parents, not just the mother, because:

Almost one-quarter of women who do notsmoke during their pregnancy have aspouse who does.5

Families are more likely to enforce smok-ing restrictions in the home when both par-ents support the restrictions.6

Stress the importance of not smoking inthe family car, even with the window openand even if children are not present. Evensmall amounts of smoke can be very danger-ous. Recent research in homes where some-one had smoked found levels of some ETScomponents, such as benzene, higher than thelevels known to be safe in industrial settings!?And smoke lingers in the closed environmentof a car; even after you can't see or smell it,those harmful chemicals are still there.

You can also talk to children about thedangers of ETS. Very young children are ca-pable of understanding messages about to-bacco smoke. You can help empower children

to speak out for themselves and ask others notto smoke in their presence. Educating the chit-dren in your care may also help encourage theirparents to quit smoking.

If you smoke, there are several things youcan do to reduce the ETS exposure of childrenin your care. The best solution is to quit, buteven before you make that decision, here aresome things you can do:

Smoke only outside, preferably where thechildren cannot see you, provided you main-tain adequate staff/child ratios.

If you are a lone caregiver and must supervisethe children while you have your cigarette,take them out for a walk while you smoke.

If you care for children in your home, restrictsmoking to outside the home, or to a well-ventilated room that is not used by thechildren.

If you must smoke in the room when childrenare present, do so beside an open window andkeep the children in view, but on the otherside of the room.

Remove ashtrays from children's reach. Eat-ing even one or two cigarette butts can makea baby seriously ill.

Rebecca Last is a project consultant with the CanadianInstitute of Child Health. Patricia Walsh is the ETSProject Manager with Health Canada.

Endnotes

I. Health Canada (1995). Survey of Smoking inCanada. Cycle 4. Original analysis by InformationAccess and Coordination Division.

2. Cohen-Klonoff H.S., Edelstein S.L., Lelkowitz E.S..Srinivasan I.P.. Kaegi D., Chang J.C., Wiley K.J.(1995). The Effect of Passive Smoking and TobaccoExposure Through Breast Milk on Sudden Infant DeathSyndrome. Alma; 273:795-798.

3. Stephens, T. and Mitchell. B. (1995). Reducing ETSExposure in Public Places Frequented by Children: ADiscussion Paper. Presented at the Strategic PlanningWorkshop to Reduce ETS. Ottawa. October 19-20.Figures based on analysis of National PopulationHealth Survey, 1995.

4. Price Waterhouse (August 1995). Assessment ofChild Care Providers' Knowledge, Attitudes andPractices Towards ETS. Report prepared for HealthCanada.

5. Health Canada (February 1995). Survey on Smokingin Canada. Cycle 3.

6. Ekos Research Associates Inc. (March 31, 1995). AnAssessment of Knowledge. Attitudes and PracticesConcerning Environmental Tobacco Smoke. FinalReport. Submitted to John Horvath, Health PromotionDirectorate, Health Canada.

7. Ashley, M. J. and Ferrence R. (1995). EnvironmentalTobacco Smoke in Home Environments. A discussionpaper prepared for the Strategic Planning Workshop toReduce ETS. Ottawa, October 19-20.

BEST COPY AVAILABLE12

The Canadian Coalition for

ETS Reduction (CCETSR)

The good news is that removing thesmoke removes a lot of the harm. To helpreduce children's exposure to ETS,Health Canada and the CanadianInstitute of Child Health (CICH) arelaunching the Canadian Coalition for ETSReduction (CCETSR). Volunteers,representing national and communityorganizations working in healthpromotion and tobacco use reduction, willprovide guidance and serve as resourcepeople for a three-pronged program to:

educate the public about thedangers of ETS, especially forchildren:

stimulate community action toreduce smoking in public places: and

reach individual families with supportto help them create smoke-freehomes.

The campaign has five main components:

to build on public awareness of thedangers of smoking by focusing onETS and children;

to promote and enhance existingsmoking cessation programs;

to give care providers tools for ETSrisk assessment and reduction touse as part of their ongoing workwith children and families;

to offer options so people whosmoke will become willing partnersin the campaign; and

to lobby for change to restrict oreliminate smoking in public places

CICH and Health Canada are producingan ETS kit for community organizers tohelp them develop ETS ReductionPrograms in their communities. The kit,including information, strategies, tipsheets and resource lists, will be tested in

pilot sites across Canada. Based onevaluations from the pilot sites, a revised

kit will be published in both languagesand will be available for distributionsometime after April 1996.

To find out more about the ETS Reductioncampaign, contact Rebecca Last or LyneSt. Charles at the Canadian Institute ofChild Health. tel: 613-224-4144. fax:613-224-4145, or Patricia Walsh at HealthCanada, tel: 613 941 -0970. fax:613-952-5188.


OPINIONS

Taking CareInformation on Smoking for Child Care

Providers.

by Jane Chapman, Nicholson Consultants,

for the Women and Tobacco Reduction Program, Health Canada

Women today are smoking morethan ever before, and they'repaying the price

Every 35 minutes, a womandies a preventable deathdue to smoking. The rea-sons why womensmoke in the face ofsuch risks include thestresses of work and familyresponsibilities and social pres-sures to stay thin. Women work-ing in the child care professionface a myriad of pressures on thejob. For home child care providers, there areoften the added stresses of isolation and alack of formal support. This article examinesthe health risks associated with smoking,some of the reasons why women smoke, andwhy child care providers may be particularlyvulnerable. It also suggests some common-sense alternatives to smoking.

Why Women Smoke

When so much is known about its dan-gers, and when it is less and less socially ac-ceptable, why do so many girls and womentake up smoking and continue to smoke?

The reasons why women smoke arecomplex and interrelated. Smoking is oftenused to help deal with everyday stresses, in-cluding women's double workload of joband family responsibilities. Many womenrely on smoking to help manage negativefeelings of anger or frustration, as a means ofgaining control when other areas of theirlives seem out of control, or to nurture them-selves when they're lonely or bored. In fact,some women identify smoking as one of thefew things they do in the course of the daythat is actually "for themselves." It's thefriend who is always there, never makes de-mands and delivers the expected.


*04

Maintaining an acceptable body weightis one of the main reasons women cite forboth starting and maintaining the smokinghabit. There are strong cultural pressures onwomen to be thin, and advertising and pro-gramming on television, in magazines andon billboards help to convey the "thin is in"message. Tobacco advertising and promo-tion have a long tradition of playing onwomen's desire to conform to perceivedideal images of feminine beauty particu-larly the ideal of slimness. Ads targetinggirls and young women also emphasize fun,youth, freshness, independence and a senseof control. Some tobacco products, such as"slim" or "light" cigarettes, are designed tohave special appeal to women.

Social and family relationships have astrong influence on determining whetherwomen smoke. For women trying to quit orreduce smoking, living or spending timewith people who smoke can make kickingthe habit that much more difficult.

Smoking may also be used as a copingstrategy or release valve for the ef-fects of inequality that many women expe-rience. Many women are in jobs that are un-der-valued by society. Women in

13.:,.

low-paying jobs and those looking for workhave very high smoking rates. Other

high-priority groups, including francophoneand aboriginal women, also have higher-than-average smoking rates.

What About Child Care

Providers?

Perhaps more than most, child careproviders have the proverbial "full plate."Caring for children, running a household,raising their own children, operating a daycare business and managing clients allthese place tremendous demands on a childcare provider's time and patience. Not tomention the demands of being a partner,friend, daughter-in-law and member of thecommunity. It's not surprising that manywomen feel that there isn't much left to giveto themselves.

With increased responsibilities generallycome higher stress levels. Add to that the factthat women tend not only to take on theworld's problems, but take personal responsi-bilty for them as well. In this way, it becomestheir fault if one child can't seem to get alongwith the others, or if another child doesn't getinvited to a certain party.

Centre-based child care providers havethe advantage of being able to communicatewith colleagues on a daily basis. Caregiverswho work out of their homes have the addedstress of being isolated from other adults.

What's at Risk

For Women:

Now the leading killer of women in

Canada, smoking affects women's

general and reproductive health. It

increases the incidence of: .

heart disease

lung cancer

stroke

cervical cancer

osteoporosis

premature birth, miscarriage and

stillbirth

chronic lung diseases

throat cancer

, S

OP.INIONSSmoking can sometimes help to fill a void andprovide a sense of adult activity in a day filledwith children and child-related activities.Working at home also presents special chal-lenges for women wanting to quit. For self-employed child care providers, there aren't anyemployer rules and policies to help restrict to-bacco use, forcing child care providers to takeon the extra task of setting non-smoking rules

and implementing them.

The Stages of Change

When you get right down to it, reducing orquitting smoking is an individual thing themethod that works best will depend on you.Many ex-smokers quit on their own. For oth-ers, self-help or group programs, nicotine re-placements or alternative therapies such ashypnotism or acupuncture are the answer. Agood starting point is to talk to a family doctor,or go to a community medical clinic or publichealth office. The local and provincial officesof the Lung Association, the Canadian CancerSociety, Gild the Canadian Heart and StrokeFoundation are also excellent sources of infor-mation. If you're searching for a group or self-help program, look for one that is woman-cen-tred, that is, sensitive to women's particularneeds and life experiences.

Regardless of the method used, all smok-ers pass through five basic stages of change inattempting to quit. It's important to rememberthat it isn't normally a straight path from onestage to the next. Most people cycle throughthese stages several times before quitting forgood. Here's a brief look at the five stages ofchange:

1. Smokers at the precontemplation stage arenot thinking seriously about quitting and, ifchallenged, will generally defend theirsmoking behaviour. They may be discour-aged with previous attempts to quit or be-lieve they're too addicted to change.

2. At the contemplation stage, people whosmoke are considering quitting sometimein the near future (probably six months orless). They are aware of the personal con-sequences of their smoking, but may stilldoubt that the long-term benefits associatedwith quitting will outweigh the short -termcosts.

3. People in the preparation stage have madethe decision to quit and are getting ready toactually stop smoking. They see the cons of

smoking as outweighing the pros andare taking small steps toward cessation.For example, they may be delaying theirfirst cigarette of the day, or smokingfewer cigarettes.

4. The action stage is where the "rubberhits the road." People in this stage areactively trying to stop smoking, maybeusing short-term rewards to sustain theirmotivation, and are likely looking tofamily and friends for support. Thisstage lasts about six months and seessmokers at the greatest risk of relapse.

5. Smokers in the maintenance stage havelearned to anticipate and handle tempta-tions to smoke and are able to use newways of coping. Although they may slipand have a cigarette from time to time,they try to learn from the slip so itdoesn't happen again.

Some Positive Alternatives

As a child care provider and a woman,it's easy to feel that life is actually living.you, instead of the other way around. Keep-ing balance and control in a busy life re-quires taking action in positive, healthyways, such as setting personal goals forachieving physical, intellectual and emo-tional well-being. A positive attitude is cru-cial to quitting: tell yourself "I can quit!"and leave notes reminding yourself whyyou want to quit. Following are some im-portant ways that child care providers cancare for themselves and help reduce or quitsmoking too.

Healthy HabitsEating well and taking part in some

type of regular physical activity are thefoundations for good physical health. Goodnutrition means eating the kinds of foodthat will provide energy for daily living,promote growth and repair, help preventdisease, and promote a sense of well-being.

Canada's Food Guide to HealthyEating is a useful guideline to help makesensible food choices. It emphasizes a vari-ety of foods from all four food groups andindicates a recommended number of serv-ings per day as well as appropriate servingsizes. Following the Food Guide can alsohelp women manage the relatively smallweight gain that may occur after quitting

142

smoking without resorting to ineffectiveand often unhealthy "crash" diets. (Canada'sFood Guide is available free of charge fromHealth Canada call Publications (613)954-5995 or Nutrition Programs (613) 957-8329.)

Drinking plenty of water (six- to eight-glasses per day) can help flush the nicotineout of your system. Try drinking from astraw or chewing crushed ice to satisfy youroral cravings.

Physical fitness is one of the keys tooverall well-being. In addition to strengthen-ing the heart, lungs, bones and muscles,being fit lessens anxiety and stress, and helpsmanage weight. The time demands ofcaregiving both professional and personal

can make physical activity a low priority.Fortunately, child care provides plenty of op-portunities for being physically activefrom taking a brisk walk around the blockwith the younger children in a stroller orwagon to joining the children in skating andsliding activities during the winter. Morethan most people who work, child careproviders can take advantage of their worksituation to stay fit.

In addition to exercise, relaxing yourbody with some deep breathing 10 deepbreaths at a time can also help you copewith the urge to smoke.

Be Good to YourselfTo a large degree, emotional well-being

depends on having a healthy attitude aboutyourself. To build positive self-esteem, lookfor opportunities to learn and grow by at-tending workshops, courses and conferences.Spend time doing things you enjoy, includingbeing with friends or reading a book. Ifyou're a home child care provider, don't staycooped up with the children all day takethem out to a resource centre or communitydrop-in program, or arrange to get togetherwith another care provider.

Get SupportFor the home child care provider, one of

the biggest stresses is dealing with problemsand making decisions all on her own: thereare no co- workers on hand to talk over aproblem or share a laugh with. Talking topeople with shared interests and concernscan go a long way in supporting home childcare providers. Many communities may


OPINION Salready have a child care provider associationor support group. If not, try contacting govern-ment day care offices, child care resource cen-tres, child care registries, home care agencies,child care support programs, toy libraries orlocal play groups and ask for the names ofother caregivers in the.area.

Talking to Children about

Smoking

Whether your smoke or not, as a child careprovider you're well-placed to exert a positiveinfluence on children. Take the time to talk tothe children in your care about the benefits of

staying smoke-free better health, moremoney to buy the things they want and theenergy to take part in all kinds of physicalactivities. If you do smoke, be open andhonest about why you started and how diffi-cult it is to quit once you begin. Encouragechildren to think ahead and plan how theywill say "no" to smoking.

A primary source of information for this article wasCaring for the Caregiver, Lee Dunster (1995), ChildCare Providers Association, a project funded by theWomen and Tobacco Reduction Program, Health Can-ada. For copies, write to: Child Care Providers Asso-ciation, 333 Churchill Avenue, Ottawa, ON, K1Z 5B8.

Nicholson Consultants is a private consulting firmcontracted to assist Health Canada with the develop-ment of information materials on women and smoking.

Children's Right to ChildCareThe United Nations Convention on the Rights

of the Child

by Sandra Griffin

Introduction

On January 15, 1996, the day this articleis due to be submitted to the Interaction edi-torial staff, the provinces are to have indi-cated their interest in the federal govern-ment's recent proposal for a national childcare funding 'initiative. The proposal hasgone forward in a climate of political changethat has seen many of the gains in child careover the last decade eroded in a number ofprovinces due to provincial governments'debt management strategies, which are de-priving thousands of children of their rightto decent quality child care. These are chil-dren who have been in good quality childcare but no longer have access to the care be-cause their families cannot afford the fees;these are the children who can no longer at-tend the centre because it was closed due tofunding losses; these are the children whosefamily child care provider can no longer of-fer the care at a cost that can be managed inthe family budget; and these are the children


who have never had access to good qualitycare and their chances of doing so have nowdiminished even further.

At this time, we are having heated de-bates about the rights of citizens to own un-registered guns, or to own assault weaponslike the rapid repeat firearm that was able tokill so many young female engineering stu-dents in Montreal so quickly versus therights of law abiding citizens to own weap-ons as a hobby, as protection, as a means ofputting food on the table. We are arguing inthe courts about the rights of protestors topicket clinics where women have made per-sonal choices regarding the termination ofunwanted pregnancies versus the rights ofthese women not to run the gauntlet of con-demning fellow citizens upon entering or ex-iting such clinics. We are fighting over therights of provincial and municipal govern-ments to install radar cameras to assist incatching drivers who exceed posted speedlimits. We continue the long debate on therights of individuals to access pornographic

15

material...and the list goes on. Yet, we arelargely silent on the rights of children to de-cent quality child care.

This is not to say that we have been si-lent on the issue of the need for good qualitychild care in this country. Our advocacycommunity has been fighting a long hardbattle to increase public and governmentawareness on the pressing need for qualitychild care and the consequences of ignoringthis need. The child care field has been ex-traordinarily active in its fight to improve thequality of child care in Canada. Countlessvolunteer hours have gone into this contin-ued battle to make Canadians aware of theticking 'developmental' time bomb of poorquality care and the future consequences ofhaving generations of children grow intoadulthood coping with the effects of inade-quate or negligent care as young children.

No...we have not been silent on the childcare issue, but we have been silent on the is-sue of the child's right to a level of quality inchild care necessary to the child's well-beingand in which the best interests of the child isthe primary consideration (UNCRC, Article3). Why? Because few of us are aware of thefact that in 1991 Canada signed an interna-tional convention that gave Canadian chil-dren this right. Few of us realize that theUnited Nations Convention on the Rights ofthe Child (UNCRC) is a legal instrument thatCanada has to respect. While the United Na-tions cannot impose sanctions on Canada fornot adhering to the convention, as noted byTeresa Albanez, special advisor to the execu-tive director of the United Nation's Chil-dren's Fund, when commenting on Canada'scompliance with the convention in the areaof child poverty, "the accusation of a viola-tion of human rights should be a big concernto Canada...It is more important than acharge in the International Court at theHague" (Globe and Mail, November 25,1995). It is time for us to promote thisawareness because "...whenever these rightsare abridged or denied, it is the duty of a justpeople to protest...In the name of the chil-dren" (Miles, 1990).

Background

A position paper produced by the Cana-dian Coalition for the Rights of Children pro-vides a brief history on the development ofthe UNCRC, which identifies the initial

OPINIONSrecognition of children's rights beginning in1924 with the Geneva Declaration of theLeague of Nations (Canadian Coalition forthe Rights of Children, 1994). The GenevaDeclaration identified five basic principlesto guide society in providing for children:

1. The child must be provided with therequisite means to develop both materi-ally and spiritually.

2. The child that is hungry must be fed, thechild who is sick must be nursed, thechild that is backward must be encour-aged, the delinquent child be reclaimed,the orphan waif must be sheltered andsuccoured.

3. The child must be the first to receive re-lief in times of distress.

4. The child must be able to earn a liveli-hood and must be protected from everyexploitation.

5. The child must be raised in the con-sciousness that its talents must be de-voted to the service of his fellow-man(reprinted in Goulet & Rothwell, 1995).

The notion of children's rights has al-ways been closely aligned with the recogni-tion of the critical role and responsibility ofthe family in children's lives. In 1948, theUniversal Declaration of Human Rights ac-knowledged the family as the primary sup-port system for children by stating that thefamily is "...the natural and fundamentalunit of society...and [has] the right to beprotected by society and the State" (Univer-sal Declaration of Human Rights, 1948,cited in Canadian Coalition on the Rightsfor Children, June 1994, p.1).

The United Nations adopted the Uni-versal Declaration of the Rights of the Childin 1959. It was this document that intro-duced the concept of the best interests ofthe child being of primary importance. OnNovember 20, 1989, The United Nationsadopted an international legal document,the UN Convention on the Rights of theChild (UNCRC), which combined thechild's civil, social, political, economic andcultural rights. As noted by the CanadianCoalition for the Rights of Children, thismarked "the first time in history that thechild's right to protection, survival and de-velopment is guaranteed in an internationallegal document" (June 1994, p.1). Canadabecame a signatory to this convention inDecember 1991.

"We have seen

where the family

ethics do tend to

protect children, but

what has been very

slow to come has

been an obligation

on society to protect

a child and make it

easier for a family

to exercise its

obligations."

Now, for the first time in history, interna-tional law has been developed which will en-sure that:

the basic needs of children are met;

children are protected from harm; and

children are provided with the necessaryservices, institutions and freedoms thatwill support them in growing into healthy,competent, responsible and contributingmembers of society (International CatholicChild Bureau, 1992). The corollary is thatthe UNCRC must be implemented andthen monitored to ensure that children ac-tually receive the quality of care they de-serve, that they have a right to receive.

Common Misperceptions

In a course recently developed by theSchool of Child and Youth Care, Universityof Victoria, on implementing the UNCRC inpractice, common misperceptions regardingthe UNCRC are explored and discussed asfollows (Goulet & Rothwell, 1995).

Children have too many rights alreadyWebster's Dictionary defines a right as

"something to which one has a just claim;something that one may properly claim as

1G

due." There are certain minimum require-ments that must be due to children if they areto grow up to lead healthy and productivelives. The UNCRC identifies that childrenhave the right to a name, nationality, familylife, health, education and decent affordablehousing. It acknowledges that children need tobe protected from harm and require certainfreedoms in preparation for responsible adult-hood.

The purpose of human rights treaties is toplace the obligation on the State Parties (i.e.the governments) to secure the well-being oftheir constituencies, in this case children. TheUNCRC mandates that governments:

recognize that children have basic rights;and

make every effort to make provisions forthese, given their resources.

The UNCRC undermines the rights ofparents

In the preamble of the UNCRC, theimportance of the family is made eminentlyclear:

"Convinced that the family, as thefundamental group of society andthe natural environment for thegrowth and well-being of all itsmembers and particularly children,should be afforded the necessaryprotection and assistance so that itcan fully assume its responsibilitieswithin the community...[Pream-ble]."

However, as noted by James Grant,UNICEF, "We have seen where the familyethics do tend to protect children, but what hasbeen very slow to come has been an obliga-tion on society to protect a child and make iteasier for a family to exercise its obligations."

What the UNCRC does is support thehealthy development of family and commu-nity, thus supporting the healthy developmentof .children. Within this regard, the UNCRCrecognizes:

the primary role of parents or guardians inraising children consistent with the evolvingcapacities of the child;

the right of the child to know and be caredfor by his/her parents;

the right of the child to preserve identity, in-cluding nationality, name and familyrelations;


OPINIONS

Creating the Convention

1924 Adoption of the Geneva Declaration ofthe Rights of the Child.

1948 Adoption of the Universal Declaration onHuman Rights by the UN General Assembly.

1959 Unanimous adoption by the UN GeneralAssembly of the Declaration on the Rights ofthe Child, November 20.1978 In anticipation of the International Year ofthe Child (1979), Poland submits original text ofthe Convention.1979 United Nations Commission on HumanRights starts work on redrafting of Convention(42-nation working group).

1982 Federal/provincial/territorial workinggroup of the Committee of Officials on HumanRights (consultative body) set up to provideadvice on the text of the CRC to Canada'sdelegation to the UN working group.

1989 UN working group reaches consensus ontext.CRC adopted by the UN General Assembly onNovember 20.

1990 CRC open for signature January 26. Arecord 61 countries sign.September 2, CRC enters into force on the30th day following the date of deposit with theSecretary-General of the UN of the 20thinstrument of ratification or accession andbecomes legally binding for the first 20 States.

Ratification Process in Canada

1982 The federal/provinciaVterritorialContinuing Committee of Officials on HumanRights review progress on drafting of CRC andprovide advice on draft text to Canadiandelegation at UN.1989 CRC adopted by UN General Assembly.CRC open for signature and ratificationNovember 20.

1990 Further to consultations amongfederaVprovincial/territorial governments,Canada signs CRC May 28, indicating intentionto ratify.CRC becomes international law after 20countries ratify it on September 2.

1991 Following review offederaVprovincial/territorial legislation todetermine compliance with CRC results in 2reservations and 1 statement of understanding.

1991 December 11, Canada signs ratificationinstrument.December 13. Canadian accession instrumentdeposited with Secretary General of the UN.

1992 January 12, CRC enters into force inCanada (30th day after deposit with SecretaryGeneral of the UN).1994 January 12, Canada's first report to UNCommittee on the Rights of the Child due.May, Canada submits its first report.

1999 Subsequent reports due every five yearsthereafter.

Source: University of Victoria, School of Child andYouth Care (course CYC360), UN Convention on the

Rights of the Child.

the rights of parents to guide religiousdevelopment of children; and

. that both parents have a common re-sponsibility for raising their children.

. The UNCRC emphasizes the family asan ideal support system for the child andseeks to protect this unit as being in thebest interests of the child. The UNCRCalso recognizes that it is not always in thechild's best interest to be with his/her fam-ily in cases such as child abuse and neglectand sets out conditions under which a childmay be separated from the family, includ-ing supporting the right of the child tomaintain personal contact with both parents(Canadian Coalition for the Rights of Chil-dren, 1994).

The UNCRC does recognize that theneeds of family and community must bemet so that the physical, psychological, so-cial, educational and spiritual growth of thechild is supported. Therefore, the State hasan obligation to introduce just economicconditions and social policies that meetthese needs. The UNCRC calls on govern-ments to:

render appropriate assistance to parentsin their performance of child-rearingresponsibilities;

recognize that the parents have the pri-mary responsibility to secure the

child's living conditions; and

take measures to assist parents to im-plement this right and, in cases of need,provide material assistance and supportprograms, particularly with regard tonutrition, clothing and housing. .

The UNCRC and Child Care

The articles of the UNCRC cover sec-tors such as basic health and welfare, edu-cation, leisure and cultural activities, andchildren in conflict with the law. They in-clude general measures of implementingthat outline the process by which State Par-ties make the UNCRC a reality (Goulet &Rothwell, 1995). The two articles of par-ticular concern and interest to the child carefield are:

ARTICLE 31. In all actions concerning children,

whether undertaken by public or private

12 INTERACTION SPRING 1BEST COPY AVAILABLE 17

social welfare institutions, courts of law,administrative authorities or legislativebodies, the best interests of the childshall be a primary consideration.

2. State Parties undertake to ensure thechild such protection and care as is nec-essary for his or her well-being, takinginto account the rights and duties of hisor her parents, legal guardians, or otherindividuals legally responsible for himor her, and, to this end, shall take all ap-propriate and administrative measures.

3. State Parties shall ensure that the institu-tions, services and facilities responsiblefor the care or protection of childrenshall conform with the standards estab-lished by competent authorities, particu-larly in the areas of safety, health, thenumber and suitability of their staff, aswell as competent supervision.

ARTICLE 181. State Parties shall use their best efforts

to ensure recognition of the principlethat both parents have common respon-sibilities for the upbringing and devel-opment of the child. Parents or, as thecase may be, legal guardians, have theprimary responsibility for the upbring-ing and development of the child. Thebest interests of the child will be theirbasic concern.

2. For the purpose of guaranteeing andpromoting the rights set forth in the pre-sent Convention, State Parties shall ren-der appropriate assistance to parents andlegal guardians in the performance oftheir child-rearing responsibilities andshall ensure the development of institu-tions, facilities and services for the careof children.

3. State Parties shall take all appropriatemeasures to ensure that children ofworking parents have the right to benefit

from child care services and facilities for

which they are eligible.

These articles quite clearly lay out the

right of children to decent quality childcare. In ratifying the UNCRC, Canada hasacknowledged its obligation to respect thisright as evidenced in the following articleon implementation:

ARTICLE 4: State parties shall

undertake all appropriate legislative,

OPINIONSadministrative and other measures for theimplementation of the rights recognized inthe present Convention.

While we struggle to manage growingprovincial and national debts and seek tobring stability to an economy which oftenfeels on the brink of collapse, we cannotforget our obligations under the UNCRC.These obligations are best captured in theprinciples of first call. Coined by UNICEFfor the World Summit for Children, theprinciple of first call means that in timessuch as these, when resources are limited,the best interests of the child must be a pri-ority, that the needs of children must havefirst call on the resources of a nation be-cause children are really the only future anation has at the end of the day. If we donot invest in that future, we will not have ahealthy society that we all desire and thatour children deserve. First call can be con-sidered an extension of the best interests ofthe child and should not depend on whetheror not:

a particular party is in power;

the economy has been well managed;

interest rates rise or fall; or

a country is at war [UNICEF, 1990, p.5].

Generally speaking, what childrenneed to grow and thrive can be consideredcommon knowledge in society today. Thechild care field knows that an increasinglycritical factor is access to good qualitychild care. What still seems to be lacking isthe overall political and societal will tomake that happen. As noted by Heather-jane Robertson (Director, Professional De-velopment Services, Canadian Teacher'sFederation) at the international conferenceon children's rights, Stronger Children,Stronger Families, "...we seem unpre-pared to make the necessary investment. Ifwe wanted more children to succeed, wewould ensure that the greatest share of re-sources goes to early-childhood education,and to ensuring that every child has the bestpossible start in life" (June, 1994, p. 23).

In a fact sheet on the UNCRC pro-duced by the United Nations, it is clear thatthe States which ratify the UNCRC are le-gally accountable for their actions towardschildren within the context of the UNCRC.States must review national law to makesure it is in line with the provisions, and be-comes answerable to the international corn-

munity if it fails to comply with them (UnitedNations, 1994).

We know that the economic ride in thenext while will be a rough one. It is impera-tive that we not only maintain the gains thatwe have made in child care over the past dec-ade, but we must also continue to progress asthe quality of life for so many children is stillat risk in poor quality child care. As a country,we have "signed on the dotted line" with re-spect to the rights of these children to betterthan poor quality child care. We in the fieldmust now take the country at its word and ex-pect better, even in these difficult times es-pecially in these difficult times.

Summary

As of September 2, 1990, the UNCRCcame into force. As of April 11, 1995, 180countries have either signed the Conventionor have become State Parties to it by ratifica-tion or accession. Richard Reid, (Director, Di-vision of Public Affairs, United Nations Inter-national Children's Fund), noted in hiskeynote address at the Stronger Children,Stronger Families conference:

BEST COPY AVAILABLE

It has been four years since theworld's countries adopted, unani-mously, the Convention on theRights of the Child at the GeneralAssembly of the United Nations.Looking back across the world overthose few years at the avalancheof stepped-up violence against chil-dren, at the burned-out villages ofthe scores of savage new ethnicwars, at the streets of the big cities,and at dysfunctional homes all ofthis mayhem played out, somehow,side by side with wonderfully steadygains in child health and solid ad-vances in basic education cananyone...tell where the hands of theworld's crisis clock for childrenstand at this moment? Does theclock say dawn, with daylightahead of us, or are we approachingmidnight? ...In all this uncertainmix of hope and bleakness, there isone thing we can be sure of. Andthat is that the Convention on theRights of the Child is here to stay,each day more steadily afoot in theworld. While other national treaties

18

languish, the children's Conven-tion has swept the world in fouryears; more countries have boundthemselves to it than any otherglobal humanitarian treaty in his-tory. It is a rising tide that soonenough will begin to lift all boats.All of us who work for childrenneed to capitalize on this gather-ing force (June 1994, p.29).

All of us who work for children in needof good quality child care must begin tofeed this growing tide.

Sandra Griffin is founding president of the Cana-dian Child Care Federation and past president ofEarly Childhood Educators of B.C. She is associatecoordinator of the Unit for Child Care Research,School of Child and Youth Care, University of Vic-toria. She is currently on secondment to the Minis-try of Women's Equality, Child Care Branch.

References

Canadian Coalition on the Rights for Children(June 1994). Draft Position Paper: TheImportance of the Family within the UNConvention on the Rights of the Child. Ottawa:Author.-

International Catholic Child Bureau (1992). "TheUN Convention on the Rights of the Child," iccbNeivs, 2, p.2.

Goulet, Liza & Rothwell, Kathy (course writers),(1995). Children's Rights Come Alive. Victoria,BC: School of Child and Youth Care and theProvince of British Columbia.

Miles, Keith (June 1990). The Children's Bill ofRights. New Hampshire: Children's Alliance ofNew Hampshire.

Reid, Richard (1994). "The UN Convention on theRights of the Child: Stronger Protection forChildren in the 1990's." Giving Voice, p.19-20.Conference proceedings for the 1994 InternationalYear of the Family Conference on the UNConvention on the Rights of the Child, Victoria,British Columbia. Victoria: School of Child andYouth Care, University of Victoria.

Robertson, Heather-jane (1994). "StrongerChildren, Stronger Schools." Giving Voice, p. 23.Conference proceedings for the 1994 InternationalYear of the Family Conference on the UNConvention on the Rights of the Child, Victoria,British Columbia. Victoria: School of Child andYouth Care, University of Victoria.

UNICEF (1990). State of the World's Children'Report on the Occasion of the World Summit forChildren. New York: Author.

United Nations (1994). UN Publication FactSheet 10 The Rights of the Child. New York:Author.


OPINIONSVIDEO REVIEW

The Early Childhood Training Series:

DiversityCo-producer: Janet Gonzalez Mena

Among early childhoodeducators there is some-times too much agree-

ment on "optimal practices"for young children. Wespeak of "developmen-tally appropriate" or"child-centred", practice andteach our students norms of ac-cepted practice labelling these ascorrect, objective and universal. Many ofour students are uncomfortable with am-bivalence and want recipes for the rightways of working with children and families.Too often, dissent is ignored among earlychildhood educators. The consensuschanges from one decade to the next butwithin that period, it is overwhelminglyagreed upon. The Diversity Video Seriesprovides us with a mechanism and frame-work for questioning the values behindthese accepted practices and ultimately thebelief of the universal superiority of particu-lar ways of caring for children.

The four modules of the video serieswere developed by a team of multi-ethnicearly childhood educators who met over anine-month period to struggle with issues ofwhat quality care means in a culturally di-verse context. The team is shown reacting tovarious examples of child-rearing practicesthat have the potential to generate discussionand disagreement among participants. Inshowing their honest dialogue, sharp dis-agreements and efforts to resolve their dif-ferences, viewers get the picture of howcomplex the issues are. The videos do notprovide an easy answer, a bag of tricks orrecipes to follow. The series is not about theone correct way of doing things. Rather, thevideos show provoking episodes that aresure to elicit discussion and honest emo-tional reactions in viewers. Once we exploreourselves, our beliefs and values, we areable to start negotiating and collaboratingwith parents in supporting their parentingroles.

S.


The first module examines how thevalue of independence and individuality af-fect our practices in ECE. The examples offeeding, sleeping and toileting episodes areanalyzed in terms of the parents' views aboutindependence and individuality. We arechal-lenged to reconsider whether certain ele-ments of accepted practice are really in thebest interest of the children and families en-roled in child care centres. The second mod-ule elaborates on contrasting perspectives inchild-rearing practices and shows the com-plexity of the issues involved. The episodesencourage us to pose divergent viewpointsand suspend judgement until we can under-stand the family's goals for a particular child.The third and fourth modules show exam-ples of miscommunication and effectiveproblem solving. Through role-play situ-ations, viewers learn to identify elements ofthe problem solving process that can be ap-plied in working out conflicts betweencaregivers and families.

The strength of the video series is thepresentation of situations early childhoodeducators can identify with and the candid-ness and honesty of the team as they try tograpple with complex issues. We see situ-ations where communication barriers are notsuccessfully resolved and also examples ofparents and caregivers creating connectionsunder difficult circumstances. I use thephrase connections instead of reachingagreement because in real life, as opposed totextbooks, coming to a neat agreement is notalways possible.

19

Magna Systems has produced a work-book for 12 videos including the four underreview. I will now talk about the one-third ofthe book that deals with diversity. The work-book provides a service to the ECE commu-nity by giving a framework for thinkingabout the various issues that emerge in thevideos. A series of specific questions aregiven, which in my experience were veryuseful in getting a discussion started. For ex-ample, one question asks, "Did anythingabout the toileting scenes bother you?" Sug-gested goals and points for each video arealso provided in the workbook.

In general, this video series is of thehighest quality and raises critical questionsthat need to be addressed to improve earlychildhood education. There is much valuablediscussion with which viewers can easilyidentify and it will certainly help faculty andstudents become better prepared to deal withthe many challenges we face.

Reviewed by Judith K. Bernhard, Ph.d. Dr. Bernhardis associate professor at the School of Early Child-hood Education at Ryerson Polytechnic Universityin Toronto.

The Early Childhood Training Series: Diversityis available from Wilbur S. Edwards Publisher,Magna Systems Inc., 101 N. Virginia St. Ste 105,Crystal Lake, Illinois, U.S.A.60010. Each video is$89.95 (U.S. funds); the series of four is $295 U.S.A free workbook comes with each order. For a30-day, free evaluation, fax (815) 459-4280.

The Canadian ChildCare Federation

now has a toll-freetelephone number:

1-800-858-1412

OPINIONS

Children's Book Reviews

Gifts

Written by Jo Ellen BogartIllustrated by Barbara ReidNorth Winds Press 1994

"My grandma went to Africa. said:

'What would you have me bring ?' Just abaobab seed that's all I need, and a roarfrom the jungle king. As grandma's wan-derings take her around the world on foot,

in a jeep and in a wheelchair grandmapresents her growing granddaughter witheverything from a "sunrise kissed by themorning mist" to "an iceberg on a string."But the best gift is yet to come. On the lastpage, two new travellers set off on their ownquest: her grown-up granddaughter andbrand new baby.

Gifts is a verbal as well as visual romparound the world. Four- to seven-year-oldswill be intrigued by such wishes as"billabong goo" and "a sitar'stwang and zing." As in Ten forDinner and Sarah Saw a BlueMacaw. Jo Ellen Bogart tells hertale in rhyme with no more than30 words to a page. Barbara

Reid's plasticine creations (TheNew Baby Calf Two by Two)need no introduction. From peri-patetic grandmothers bestridingthe globe. to Mayan pyramids andIndian bazaars, her illustrationswill send everyone, if not aroundthe world, at least to the nearest

play dough pots to create their own "plasti-scene." A great gift for home or school!

Gifts won the 1995 Amelia HowardGibbons Award, given by the CanadianAssociation of Children's Librarians to thebest illustrated Canadian book published forchildren.

A Hat For Minerva Louise

Written and Illustrated by JanetMorgan StoekeDutton 1994

Minerva Louise is back! That ever-curi-ous hen is determined not to spend the win-ter in the chicken coop but she finds feathersjust aren't enough to keep out the cold. Inher search for suitable clothing, she rejects agarden hose as a scarf (too long), gloves aswinter boots (too big) and a flower pot as ahat (too heavy). At last, she finds the perfectwinter attire a pair of mittens that sheuses as a hat for her head and a hat for hertail. Suitably bemittened and snugly smug,the fashionable fowl struts off into thesnowscape.

Stoeke's humourous snowflake-dottedillustrations are the perfect vehicle for thisengaging winter's tale. With its bold colours.uncluttered layout and short, easy-to-readtext. A Hat for Minerva Louise will be apopular selection for group as well as familystorytimes. A worthy sequel to MinervaLouise (Dutton. 1986), this book is guaran-teed to chase away the lost-mitten blues.

Marina Lamont is a librarian in the Children'sDepartment of the Ottawa Public Library.

nnrixt Al IA 11 Ant 20

NationalChild payNovember 20, 1996

The Canadian Child Care

Federation will feature

a special report on

National Child Day in the

Fall issue of Interaction.

We need your help.

How did you celebrate

this event last year?

What are your plans

for this year?

Reports on past and

future celebrations

will help us cover this

important day. Good

quality colour or black &

white photographs

are welcome.

Please mark your

submissions "Attention:

Interaction Editor." The

deadline is April 30.


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With an A.S.A.P. concert, participating artists do not askfor a guaranteed fee, only a percentage of the ticket sales, sothere is no risk of losing money. And, promotional material isincluded to keep presenters costs as low as possible.

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PR A C TICEEFFECTIVE MANAGEMENT

Confessions of aNitpicker

. by Barbara Kaiser and Judy Sklar Rasminsky

/t 's been a lousy month literally. Thedreaded insect has arrived at the day carecentre. How can such a small and rela-

tively harmless creature cause so much pan-demonium?

Day 1, 11 am. We hear a rumour thatthere are head lice at a nearby elementaryschool, where some of our children have sib-lings. Time to check heads at the centrewhen people talk, it usually means an infes-tation. I am not overly concerned. We've hadlice before, and we've always managed tocope.

The great nit search is on. I rememberfrom our last bout with these critters thatthey depend on human warmth andspread by scampering from head tohead (or from head to hat or coat orhairbrush to head, and they pre-fer clean heads to dirty ones). Itherefore plan to begin my in-spection with the most likelycandidates, those children withbrothers and sisters at the localschool.

female louse favors for laying her eggs (callednits). Sarah is lice-free. Hallelujah! I feel bet-ter already.

But Richard, who keeps scratching hishead, has at least a dozen nits. Unlike dan-druff, which they resemble, these guys sticktenaciously to the hair. There are just twoways to remove them: use my first finger andthumbnail to pull them along the length of the

swimming! So what if Richard looks ridicu-lous? He's only four; he won't care.

"What do you mean you won't put on thislovely bright orange cap? I'm sorry, but youdon't have a choice." What about all thosemethods we learned in school? What aboutself-esteem? Let's get our priorities straight:we can't let this menace spread. "Hey, Richard,you can be the first member of the pumpkin-head team." There, it's on.

Then I post a notice "One case of headlice reported" and phone his parents.

The search continues. Richard's friend Pat-rick has several nits and becomes membernumber two of the special club. In just over anhour I've checked all the children, recruitingseven members for the orange team. When wecall the parents, no one freaks out. I am re-lieved that having lice no longer carries thestigma it once did.

As the parents arrive, we hand them theWell Beings fact sheet on head lice. They

take their infested children home pro-mising to treat them and other family

members with a recommended anti-louse formula, vacuum their houseand car, wash all bed linens, towelsand clothes worn in the last two

days in hot water (including hats,scarves, jackets and sweaters),and soak hair brushes andcombs in the lice treatmentovernight. Stuffed animals, pil-

lows, and other items that don'tgo in the washing machine can

take a 20-minute ride in the dryerat the hottest setting, or go to thedry cleaner. Though the parents

are annoyed, there is no doubt in mymind that we have their good will.

The parents of the uninfectedchildren will receive the fact sheet to-

night.

By the end of the day, we have washed thecots and sheets, bagged and sent blanketshome, and packed all pillows, stuffed animals,dolls and dressup clothes that can't be washedinto plastic bags, where they will stay for twoweeks (long enough to kill the eggs) or untilthe centre has been lice-free for two weeks. Myoffice looks like the city dump. I've also ar-ranged to remove and steam-clean the rugs andsteam-clean the furniture in the office and staffroom overnight.

Day 2. Though the centre has no formalHead Lice Policy, I make a rule that children

I lay in a supply of new popsi-cle sticks (one for each child), plas-tic bags, black construction paperand scotch tape, and set up shop. Be-cause our children have been togetherall morning, there is no point in segre-gating them now. But to avoid alarm, I

want to bring a few at a time into my officeand let life go on as usual in the playrooms.

This doesn't happen. The minute I givethe staff the news, they seem incapable ofgetting on with normal activities and startchecking the children's heads.

Sarah stands still as I part her hair with apopsicle stick and move methodically fromone side of her head to the other. I am look-ing for small white ovals that cling to thehair near her scalp. I pay especially close at-tention to the back of her neck, behind herears, and the top of her head, spots the

hair and off, or pull the hair out completely. Iuse the second method, then carefully tape thehair to black construction paper which I showto Richard so he understands what's happen-ing. Afterwards the paper goes into a plasticbag to show his parents what to look for whenthey take over this chore.

Though it's hard to see the lice becausethey're so small and fast, I catch a glimpse ofa couple of creatures scrambling throughRichard's fair hair. What do I do now? Quick

grab the latex bathing caps we use for

22SPRING 1996 INTERACTION 17

PR AC TICEwho have been treated may remain if theyhave six or fewer nits. Because the recom-mended treatment, MX (a pyrethiin withpiperonyl butoxide or its synthetic version,permethrin) kills all adult lice and most nits, Iam assuming that we will be safe.

All of the children who had nits yesterdayseem clear today except for Richard, who hasat least 10. Fortunately his mother is still

around. Her lower lip quivers when I tell hershe must take him home. Not only is she ex-hausted from washing and cleaning until 2a.m., but also she has an important meeting at9:30 and no backup. As much as I would liketo accommodate her, I can't.

When I finish, the staff and I check thechildren whose heads were clear yesterday.We find four more cases, cap them and calltheir parents. In the meantime the staff are allscratching their heads and waiting to bechecked.

Day 3. I am still finding nits. Perhaps itisn't enough to treat just the infected children.The nurse at the elementary school suggeststreating everyone, preventively, at the sametime. Though other experts we consult don'tagree, this idea makes sense to me becauseunlike the Kwellada (lindane) shampoo weused to use NIX (in either creme rinse orshampoo form) is not toxic. I prepare a newnotice requesting that all families treat theirchild (whether infected or not) plus the rest oftheir family. I remind the parents that they stillhave to remove the nits by hand and thatthose allergic to ragweed and chrysanthe-mums shouldn't use pyrethrin or permethrin.

I also inform the parents that the nextmorning they may not leave their children atthe centre until I after have checked them. Igo home exhausted, feeling that I have dealtwith the problem and it will only be a shortwhile before we're back to normal. Little do Iknow.

Day 4. I am at the centre at the crack ofdawn. The first few arrivals appear to be nit-free, but I find seven nits in Sarah's hair.Since Sarah was nit-free yesterday, her fatherargues that the lice must be coming from theday care, and he is going to work. It takes allof my rhetorical powers to persuade him totake her home. By the time I have combed 53heads, I have turned six children away. Fourare repeat cases, and the parents are either fu-rious or close to tears.

When I finally get out of the office andonto the floor, I discover that some parents


have brought their children directly to theteachers, bypassing me completely. Some ofthem have nits, so the orange caps come outagain, and I fruitlessly try to contact theirparents to see if they've been treated.

The parents are . even more outragedwhen they arrive at the end of the day andsee this swim team again. They insist thathead checks upon arrival should insure thatchildren with nits or lice do not remain at thecentre, and of course they are right. It's hardto explain what's happening.

Day 5. My day begins at 7:45 again.Because I can see how hard it is for someparents to take their children home, and be-cause all of the children have supposedlybeen treated, I make the assumption that thenits I'm seeing are dead and try to pick themout so that I can let the children stay. Butwhen I find a live louse in Jeremy's hair, Irealize I will have to find a way to enforcethe rules.

Day 8. The staff is going into panicmode. The centre prides itself on its profes-sionalism, its stimulating, warm and lovingcare, and in each classroom the children arewandering around, the toys are scattered andthe teachers are busy combing through eachother's hair with popsicle sticks! By nowfive out of eight educators have found nits intheir own hair, and we are treating them inthe sink in the staff bathroom so that wedon't have to send them home.

Subs? Well, should I be honest andwarn them that the centre has lice, or shouldI let them know when they arrive? Since Iam a decent person at heart, I tell the truth.Guess what? No one wants to sub. Not onlydo we have lice, but we also have a ratioproblem. Because I am spending so muchtime checking heads, I am less available thanusual. And our newest recruit, who is en-countering these beasties for the first time,finds her thick, curly red hair infested andflees the centre, never to return.

Day 9. As I check the children's heads,I discover that the daughter of the most irateparent, who has complained to several otherparents and the board of directors about howpoorly I have handled this problem, has notbeen treated, and she has a nit. Does themother respond cooperatively? No. Shesays she can't take her daughter home. I ex-plain that there is no reason to check thechildren if the parents don't comply with therules. Grudgingly she leaves with her child

23

in tow, but she's back an hour later and doesnot wait for her to be checked again.

The parents are getting more angry andimpatient every day. They are late for workbecause it takes so long to check everyone.They blame the day care, convinced thatwe're doing either too much or too little; theyblame each other because their children mustbe getting lice from someone. Two parentsthreaten to remove their children from thecentre and not pay their fees until the lice aregone.

Why are the lice still here? I have talkedto a dozen experts and read numerous articles,and everyone gives different advice. Some saythe lice can't live away from the scalp and itisn't necessary to treat clothing or furniture.But I'd rather err on the side of caution. Whenour public health officer speculates that thecoats and hats are rubbing against one anotherin the cloakroom because we don't have sepa-rate cubbies, we respond by giving each childa large labelled plastic bag to stow jacket, hat,mitts and scarf.

Day 10. The nits continue. The publichealth nurse suggests there must be a "missinglink;" perhaps some people aren't applyingthe treatment correctly.

The parents find this suggestion insulting.But as they yell at me, the answer to the riddleemerges.

"I followed the directions carefully andused a capful of NIX."

"I bought a bottle and used it on thewhole family."

But the treatment requires an entire bottlefor each person! Several parents have madethis mistake, perhaps because the NIX is soexpensive.

It is clear that the success of the treatmentdepends on using enough. Very, very shorthair may not require a whole bottle, but adultsand children with long and thick hair shoulddefinitely use it all, down to the last drop. Af-ter screaming at me for three days, one fatherfinds 35 nits on his wife's long hair followinga half-bottle treatment. (When the crisis isover, he gives the centre a Macintosh com-puter.)

We also discover that the NIX takes 12- to24-hours to kill the lice, so our sink treatmentsof the staff probably didn't help the situation.

Day 15. At our monthly board meeting,lice tops the agenda. We devote hours to

P R A C T I C E

developing a policy, a communique fromthe board, and a research document on thelife cycle and transmission of head lice.(They can live for as long as a month, lay-ing five to nine eggs a day. The nits be-come adults 19 days later. No wonder thereare so many and the job of eradicatingthem seems endless. It takes just one livenit to escape our careful checks and theprocess begins all over again.)

The key item is a zero tolerance policy:one nit and a child is out for 24 hours.Clearly, our vaunted flexibility toward theneeds of the parents does not work. For theduration, parents must stay each morninguntil their child has been declared nit-free.

To make it financially possible for eve-ryone to follow the policy, the board willoffer the louse medication free to parentswho can't afford it. And to give the policyclout, we decide to hire a health profes-sional to check the children's heads eachmorning for two weeks.

Day 16. We inform every parent aboutthe zero tolerance policy and the requiredmorning checks, which are scheduled tobegin on Monday. Everyone will haveplenty of warning, and I'll have enoughtime to locate a nurse.

Day 21. Day 1 of zero tolerance. Thenurse isn't any better at finding nits thanwe are by now, but her white coat and offi-cial status lend her the authority that weseem to lack. No one yells; no one leavesbefore his or her child has been pro-nounced clean: no one refuses to take achild home.

Day 22. Jared, who is too young toremember snow, says, "Look, Mom, nitsare falling."

Day 23. Four parents have shavedtheir children's heads to pass the zero nittest. This finally cures Colin, whose bangswere so long and thick that we thought thenits had nestled in his eyebrows. Altogetherabout a dozen children have had haircuts,including two with waist-length hair.

Day 24. The children are asking forpopsicle sticks and checking each other'sheads in the dramatic play corner. Perhapsthe parents were traumatized by the lice,but the children weren't. They seem to likethe gentle one-on-one contact and the nicefeeling of having their heads strokedlike monkeys grooming each other.

Day 31. A week without lice! We are al-most home free. Although some kinds oftreatment stay on the hair for 10 days, killingthe nits as they hatch, not all do. Besides, wemay not be perfect treatment-appliers or nit-pickers. For that reason we ask everyone tohave a second treatment seven days after thefirst.

Day 38. Two louse-free weeks. Givenwhat we know about the life cycle of thislousy creature, we will check all the childrenon Mondays and Fridays for another twoweeks. (Except the children with more stub-born cases, whom I'll check every morning.)Then we'll switch to spot checks, and thenurse will return after the Christmas holidays.

The board has approved my request tobuild individual cubbies in the cloakrooms.

Head Lice Policy

This episode has turned out to be very expen-sive for everyone.

In hindsight I know what I should havedone differently. It's difficult to balance theneeds of the parents against the nuisance ofhead lice, but there's no doubt that it wouldhave been useful to implement a policy themoment the problem arose. No one needslice for a month when they can be finishedoff in a week! In the hopes that you neverneed one, we offer a Head Lice Policy in thebox below.

Barbara Kaiser is the founder and director of NarniaDaycare Centre in Westmount, Quebec. She and writer

Judy Sklar Rasmin.skv are co-authors of The DaycareHandbook: A Parents' Guide to Finding andKeeping Quality Daycare in Canada. [Les serv-ices de garde pour votre enfant published by LesEditions Libre Expression./

Head lice are tiny insects that live on the scalp. They lay eggs, called nits, which cling to the hair

very close to the scalp. Head lice spread from person to person by direct contact or on items

like hats, combs, sweaters, etc. They are easily transmitted in a child care setting.0

1. If a child has either nits or lice, parents are required to inform the centre at once. The centrewill then post a notice indicating the date and the number of cases, and send homea letterdescribing what parents are to do.

2. As soon as a case is reported, the centre will wash all cots and sheets, send the children's .

blankets and pillows home to be washed, remove and wash dressup clothes, steam-cleanrugs and upholstered furniture, and bag all pillows, stuffed animals and dolls. They will staybagged for two weeks or until the lice are gone.

3. All parents will be required to treat their child and their entire family with an appropriateproduct immediately. Many physicians recommend NIX. Follow the directions on the bottlecarefully and use the suggested amount, which is usually one bottle per person.

4. In addition, parents must check the child's hair and remove all nits before bringing the childto the day care. Nits are removed by running the hair strand between the thumb andforefinger or by gently pulling out the hair. Put the nits or strands of hair in a plastic bag, tie itup and throw it away.

5. At the same time parents must vacuum their houses and cars and wash all bed linens.towels, and clothes worn in the last two days in hot water (including hats, scarves, jacketsand sweaters). Stuffed animals, pillows, and other items that don't go in the washingmachine can be put into the dryer at the hottest setting for 20 minutes, or be taken to the drycleaner. Hair brushes and combs should be soaked overnight in the lice treatment.

6. Upon arrival at the centre, all children will be checked in the office before joining the otherchildren.

7. Parents may not leave their child at the centre until she/he has been checked.

8. The centre has a zero tolerance policy. Therefore, if one nit or louse is found, the child willbe sent home and may not return for 24 hours. During that time, the parents are expected toremove all nits and, if a louse is found, to repeat the treatment with NIX.

9. This procedure will be followed until there are no nits or lice found in any child's head for aperiod of one week. Then everyone will be required to treat the family one more time to besure that all the nits are dead.

10 Parents should continue to check their child's head whenever they wash their hair.

11 Throughout the year, the centre will conduct spot checks in the director's office on allchildren and staff.

BEST COPY AVAILABLE 24SPRING 1996 INTERACTION 19

PR AC TICEPROGRAM IDEAS

Beginnings and BeyondThe Caregiver and Kindergarten Readiness

by Wayne Eastman

To teach is to allow children to think for themselves, to discover andto create. To teach is to lead children to respect their thoughts.

discoveries, relations and the thoughts of others.

(Newfoundland Teachers' Association, 1994).

Most early childhood educatorsbelieve that it is through playand social interactions that

young children begin to develop their self-concept. Play also provides an opportunityfor children to learn new skills and add totheir knowledge. The ultimate goal of mostday care centres is to ensure that childrengrow and learn at their own level of deve-

lopment.

The early years are essential in a youngchild's development. By the time a childenters kindergarten, Live years of education

have transpired. The importance of the pre-

school years in the learning continuum isaccentuated by the fact that "some experts

believe a child's intellectual developmentis as great from birth to age four as it isfrom four to 18. This means that by agefour, half of a child's intelligence has al-ready been formed" (World Book. 1987).

The kindergarten readiness skills de-scribed in this article are best taught in anearly childhood setting where children donot have to adhere to a rigid schedule andwhere they can learn through play. It mustbe remembered that every child has his/her

own learning clock. Hence, how do young

children learn?

Young children don't learn likeolder children and adults. Theirintellectual growth is connectedto and dependent on their social,physical and emotional develop-ment. In fact, they can't helplearning. Much of what theylearn about the world comesfrom the hands-on experiencethey get while playing (Eberts,

1991).


The role of early childhood educators inpromoting kindergarten readiness skills is

synthesized in Joanne Frantz's (1993) article

How Preschool Really Prepares Your Child

for Kindergarten. She writes:

The subject of school readinessconcerns parents today long beforetheir child is old enough for kinder-garten. Parents want to knowwhether their child's preschool orchild care centre provides the cur-riculum necessary to promote suc-cess in kindergarten, and what theycan do at home to ensure that theirchild will be prepared to startschool.

Although young children love to learnand kindergarten teachers want eager lear-ners, Eberts (1991) cautions caregivers andparents not to destroy this eagerness by forc-ing academics on children before they areready. Furthermore, Eberts (1991) states,

"There is absolutely no evidence that formalinstruction at an early age has any lasting aca-

demic advantage." Thus, to avoid kindergar-ten burnout, the preschool centre should fo-cus on a rich variety of activities andmaterials that encourage young children toexplore and discover rather than force feeding

academic subjects.

The caregiver plays an important role in a

child's "learning ladder." Through play and a

child-centred curriculum, early childhoodeducators can stimulate a preschooler's natu-

ral instinct to learn and, consequently, en-hance kindergarten readiness skills in a low-

pressure environment. As Eberts (1991)states. "Each bit of learning is a buildingblock for future learning."

25

Kindergarten Readiness

Caregivers and parents can develop kinder-

garten readiness skills without turning theircentres or homes into formal classrooms andwithout turning themselves into academicteachers. This article will focus on examples ofactivities that help ensure children are ready to

learn when they begin school.

Size

Skills in this category include the basic dif-ferentiation of big and small, related size con-cepts, and matching predicated on size. Exam-ples of activities to enhance readiness in this

area include: neighbourhood or centrewalks have the children walk around theneighbourhood or child care centre looking forobjects they can compare in size (e.g. trees);

sizing boxes provide boxes of varyingsizes and have the children sort objects accord-

ing to their size into the appropriate boxes: and

block building ask children to construct a

house using various sizes of blocks (WorldBook, 1987).

Colour and Shapes

Activities to develop colour and shapeawareness include: colour walks walk

around the centre or neighbourhood and find as

many things of a certain colour as possible;

PR AC TICEcolour touch ask the child to find andtouch certain objects (e.g. the red bean bagchair); clothespin sticker match stickdots of various colours around the outside ofa plastic cup, colour the clothespins tomatch the dots and have the children clip theclothespins to the appropriate dots; shaperecognition have the children locatevariously shaped objects (e.g. a rectangulartable); and felt shapes cut out pieces offelt in different forms, such as triangles, cir-cles and squares, and have the childrenname the shapes as they place them on aflannel board (World Book, 1987; Charmer,1993; Wilmes, 1984).

Numbers and Math ReadinessThe groups of skills included in these

two categories are counting, matching ob-jects one-to-one and quantity. Examples ofactivities to promote math readiness include:counting from one to 10 in the bottomof each pocket of an empty egg carton,place different quantities of items such asbuttons or beans and ask the child to counthow many are in each pocket; "WhatTime Is It Mr./Mrs. Lion" have thechildren ask Mr./Mrs. Lion what time it is. Ifthe lion says it's three o'clock, the childrentake three steps forward, but if the lion saysit's dinner time then he/she chases the chil-dren back to a predetermined line; one-to-one matching have the children set thelunch table by placing a fork, cup, plate andnapkin at each seat; math cooking ac-

tivities such as making popsicles (using fruitdrinks and popsicle sticks), help childrendevelop skills in number awareness, count-ing and measuring; "Five Little Ducks"song use colourful pieces of felt tomake five little ducks, including a motherand father, and act out the song on a flannelboard; and matched cards make a setof numbered cards and a set of object cardsand then match each numbered card with anobject card (World Books, 1987; Stravos,1987; Inderbaum, 1985).

Reading ReadinessReading readiness or emergent literacy

describes the early stages in a child's devel-opment toward literacy, that is, it precedesthe conventional reading of print (Spodek,1991). The group of skills contributing to asuccessful start in reading awareness in-clude: basic vocabulary, verbal expression,awareness of letters, sentence sense, storycomprehension and storytelling (World

Book, 1987). Activities that contribute to emer-gent literacy skills include: "Simon Says"and the "Hokey Pokey" game; storytelling

find magazine pictures that show childrenengaged in interesting activities and encouragethe children to discuss what is happening;writing centres give children daily oppor-tunities to write by making pencils, pens, mark-ers, paper and other writing materials readilyavailable; the foot path to emphasize thereading readiness foundation skill of directions,such as left and right, draw child-sized foot-prints from bristol board, colour code the prints(e.g. yellow for left and blue for right) andplace the prints in a pattern the children canfollow; greeting cards help the childrenmake greeting cards for special occasions;magnetic or wooden alphabet lettershave children use magnetic or wooden lettersto spell words; regular visits to the library;junk mail sorting collect junk mail andhave the children sort through it; readinggames make a game of finding letters hid-den in the kitchen on soup cans, cereal boxes,etc.; and making up riddles for example,"I rhyme with cool. You can swim in me. Whatam I?" (World Book, 1987; NTA, 1994).

Position and DirectionThe group of skills needing consideration

in this category include word meanings, rela-tive positions, left-to-right and top-middle-bot-tom progression, and descriptive language, in-cluding opposites (World Book, 1987).

Examples of activities that contribute to the en-hancement of these skills include: "SimonSays" use this game to have children followsimple directions, such as front/back, un-der/over; understanding descriptive words

for (e.g. hot/cold, fast/slow) have thechildren cut out and sort magazine pictures ofanimals according to fast and slow; markingtime provide each child with a ruled con-struction paper attendance chart and have themmark the squares in a left-to-right order foreach day of attendance (this process helps chil-dren internalize left-to-right progressions);"Worm Through the Apple" game havethe children stand close together in a line withfeet apart and let one child be the worm whowiggles through the spaces between the legs(World Book, 1987; Schiller, 1990; Inderbaum,1985).

TimeCaregivers and parents can help young

children understand the concept of time byteaching them the time of day, time of year and

2

birthdays. Activities that contribute to timeawareness include: illustrating the conceptof day and night have the childrenbrowse through magazines with pictures ofboth daytime and nighttime activities and helpthem find clues that indicate the time of day(e.g. people eating breakfast); matching sea-sonal items cut out various patterns foreach season (e.g. mittens for winter, flowersfor spring, trees for summer and leaves forfall) and have the children match the patternswith the season of the year; creating a birth-day calendar the children's birthdays canbe indicated on a large calendar and cele-brated when they occur (World Book, 1987;Charmer, 1993).

Listening and SequencingEberts (1991) states that, "Teachers rank

understanding of the spoken word as the num-ber one skill area in which parents should helptheir children prepare for kindergarten." Fur-thermore, she says that listening is more thanhearing, "...it involves learning basic sounds,words, phrases, sentences and the relationshipbetween objects and their use." In the contextof the preceding remarks, skills in this cate-gory should include sound recognition, storyrecall and paying attention. Examples of ac-tivities that enhance listening and sequencingskills include: listening walks have thechildren listen to both quiet and loud sounds,help them identify the different sounds, andsee if they can remember any of the soundswhen they return from their walk; retellingsimple stories in sequence read a famil-iar story to the children and ask them: whathappened first? what happened next? andwhat happened last?; following directions

play the game "Simon Says"; and recog-nizing rhyming sounds introduce rhym-ing sounds through rhymes and stories, forexample The Cat in the Hat by Dr. Seuss(World Book, 1987; Eberts, 1991).

Motor SkillsMotor skills can be classified under:

large-muscle or gross motor activities that in-clude skills such as jumping, hopping andthrowing a ball; and small-muscle or fine mo-tor activities skills such as colouring, cutting,drawing, buttoning and zipping. Activities toenhance a child's motor skill developmentcould include the following: animal imita-tion have the children imitate various ani-mals by jumping like a frog or hopping like arabbit; kicking and running turn thechildren loose in an open area to play; follow

SPRING 1996 ORTEEINICV0 NI 21

PR AC TICEthe leader have the children dance like aballerina, waddle like a duck, or walk astraight line like a tightrope walker; riding abroomstick horse a broom with a bagover the top can be the transportation for acowboy or cowgirl; shadow tag on asunny day in the playground have the chil-dren try to step on the shadows of other chil-dren; buttoning and zipping attach thefollowing items to a sturdy board: a sneakerwith laces, a zipper from a pair of pants, abelt with a buckle, and a row of buttons andbuttonholes from a shirt; dressing up in

the dramatic play centre, or at home, providethe children with plenty of adult wardrobeclothing so they can practice learning how todress; and cutting with safety scissors, al-low a child ample opportunities for Cutting(World Book, 1987; Ebert, 1991; Hammett,1992).

Socio-Emotional DevelopmentSkills to be developed in this category

are: self-help, knowing one's full name andaddress, the ability to work independentlyand cooperation. Activities that contribute tosocial-emotional development include: help-ing with centre or family chores givechildren special jobs, such as setting the tableor putting away the toys, and praise them af-terwards; cooperative games such asparachute play; "Sharing my Sandwich"

ask children and guide them on how theywould solve the problem of dividing a

sandwich amongst three people; and leaderand follower games encourage childrento play games such as "Farmer in the Dell"and "Mother, May I" (World Book, 1987;Schiller, 1990; Eberts, 1991).

Speaking SkillsBy the time a child enters a kindergarten

classroom, he/she should be able to take anactive part in conversations with the teacherand classmates. Activities to help youngchildren develop speaking skills include:answering questions parents andcaregivers can stimulate a child's conversa-tional skills by asking open-ended ques-tions; direction games have childrenrun an obstacle course; sequencing events

following a visit to an interesting place,such as the fire station, have the child createa story by describing the experience; andstarting a scrapbook have childrenmake a scrapbook of recent events (Eberts,1991).

Summary

Caregivers and parents play an impor-tant role in preparing children for kindergar-ten success. Formal teaching is not the wayto develop kindergarten readiness skills.Centres that promote a variety of interestinghands-on activities that help a child developsocially, emotionally, physically and

intellectually through a child-centred curricu-lum, do much to prepare preschoolers for a kin-dergarten classroom. Remember, "Whether. at apreschool or at home, the best education foryoung children occurs in a warm and caring en-vironment that provides them with a variety ofnew experiences" (Eberts, 1991).

Wayne Eastman, Ph.D. is Department Coordinator ofEarly Childhood Education and Access Programs atWestviking College of Applied Arts, Technology andContinuing Education in Corner Brook, Newfoundland.

References

Charner, K. (1993). The Giant Enclopedia of ThemeActivities for Children 2 to 5. Mt. Rainier, Maryland:Gryphon House.

Eberts, M. and Gisler, P. (1991). Ready for School?New York: Meadowbrook Press.

Frantz, J., Rotttmayer, S., Trickett, M. and Waters, J.(1993). "How Preschool Really Prepares Your Child forKindergarten." Parents, December 9.

Hammett, C. (1992). Movement Activities for EarlyChildhood. Champaign, Illinois: Human KineticsBooks.

Indenbaum, V. and Shapiro, M. (1985). The EverythingBook. Mt. Rainier, Maryland: Gryphon House.

Newfoundland Teachers' Association NTA (1994).Literacy for Life. St. John's, Newfoundland: NTA.

Schiller, P. and Rossano, J. (1990). The InstantCurriculum. Mt. Rainier, Maryland: Gryphon House.

Spodek, B. Sharacho, 0. and Davis, M. (1991).Foundations of Early Childhood Education. NewJersey: Prentice Hall.

Stavros, S. and Peters, L. (1987). Big Learning for LittleLearners. Livonia, Michigan: Partner Press.

Wilmes, L. (1984). Felt Board Fun. Elgin, Illinois:Building Blocks Publication.

World Book Inc. (1987). Getting Ready for School.Chicago: Author.

Attention Members of:Early Childhood Coalition Petite EnfanceEarly Childhood Educators of British ColumbiaSaskatchewan Child Care Association

The above provincial organizations have recently joined the affiliate structure with the Canadian Child Care Federation.When you become a member of an affiliated provincial organization, you automatically become a member of the CCCF.

If you have paid membership fees directly to the CCCF, you may be eligible for a refund on your CCCF membership fees.

The refund is calculated as follows:

CCCF Membership Expiry Date Refund

April to June 96 $ 10.00July to September 96 $ 20.00October to December 96 $ 30.00

Be sure to keep your membership in

your provincial affiliate organization

up-to-date in order to receive

Interaction regularly.

To apply for your refund, send proof of membership in your provincial affiliate organization to the CCCF.


27

PR A C TICEASK YOUR HEALTH PROFESSIONAL

Sudden Infant DeathSyndrome (SIDS)So Many Missing Puzzle Pieces

id you know that SIDS is the lead-ing cause of death of children underone year of age? Every week in

Canada, six infants die of SIDS. Seeminglyhealthy babies fall asleep in their cribs, stroll-ers, car seats or parents' arms and neverwake up.

There are no tests to predict a child'ssusceptibility to SIDS and there are no de-tectable warning signs. Death is the first signof SIDS. Sudden Infant Death Syndrome, asa cause of death, can only be confirmed afteran autopsy rules out any possible reason forthe baby's death. Researchers do not knowwhat causes SIDS or how to prevent it.

So far, this is what we do know aboutSIDS

The peak age for SIDS is between two andfour months of age, although it can occuranytime during the first year of life.

SIDS occurs more often in the winter.

Aboriginal infants' risk of SIDS is to threeto four times higher than it is for non-abo-riginal infants.

SIDS is not:contagious or infectious

considered hereditary

caused by neglect or abuse.

Those most likely to be at risk of SIDSelude:

low birth weight babies

children of multiple births

boys, slightly more than girls

who die thisfactors.

way show none of these risk

Several practices have been identified thatmay reduce the risk of SIDS in all infants:

Position infants on their backs or sides forsleep, not on their tummies. There are cer-tain health conditions that may warrant po-sitioning on the tummy and physicians willinstruct parents in these instances. It is notnecessary to place infants in this sleepingposition once they are able to turn on theirown from back to tummy.

Attempt to eliminate infants' exposure tosecond-hand smoke before and after birth.

Keep children comfortable but not over-in- heated. If the room temperature is comfort-

able for you, then an infant should fine, too.Avoid overdressing babies or coveringthem with too many blankets while theysleep.

Breastfeeding has significant benefits.

or (Health Canada, et al., 1993).

babies born to mothers who did not re-ceive prenatal care, or who smokedabused drugs during their pregnancy

children of teenage mothers.

(The Canadian Foundation for the Studyof Infant Deaths, 1994).

It is important to keep in mind that, eventhough some infants may be more at risk,they still make up the smallest percentage ofall the infants who die of SIDS. Most infants

BEST COPY AVAILABLE

Why any of these practices may reducethe risk of SIDS is still unknown. Even whenthese reduction factors are in place, infantshave died from SIDS.

Researchers have made some headwayinto understanding the central nervous systemand the regions of the brain that controlbreathing, heart' rates and the monitoring of

carbon dioxide and oxygen levels in the body.Unfortunately, their findings cannot answerparents' questions about why their healthybaby died. SIDS research has much to explore.

Considerations for Centre

Caregivers

Caregivers, like parents and physicians,cannot do anything to prevent a SIDS death.Parents must be reassured that centre staff andemergency response personnel did everythingpossible to try to save their child's life.

Infants nap once or twice a day, usually formore than an hour at a time. Caregivers shouldregularly check sleeping infants don't relyon baby monitors. An autopsy should not re-veal that an infant had been dead for sometime before he/she was found by caregivers.Of course, no one is suggesting that parentsget up throughout the night to check on theirsleeping babies.

When an infant is found dead, caregiversmust start cardiopulmonary resuscitation(CPR) and call 911 (or the emergency medicalservices' phone number in their commmunity).Caregivers and directors are encouraged to re-fer to Well Beings for recommended proce-dures on dealing with the death of a child in aday care centre (pages 240 to 244).

For more information about SIDS, bereavement sup-port groups, local chapters, October SIDS AwarenessMonth and the 1995 video SIDS: A Special Report,contact The Canadian Foundation for the Study of In-fants Deaths, National Office, 586 Eglinton AvenueEast, Suite 308, Toronto, Ontario M4P 1P2. Tele-phone: (416) 488-3260 or I -800-END-SIDS. Fax:(416) 488-3864. Also check your local telephone di-rectory.

Written by Deborah Kernested, RN, Health Consult-ant, Toronto, Ontario. Telephone: (416) 536-9349. Co-author of Healthy Foundations in Child Care (1996)with Barb Pimento. Toronto: Nelson Canada.

References

The Canadian Foundation for the Study of InfantDeaths (1994). Information about Sudden InfantDeath Syndrome [SIDS].

Canadian Paediatric Society (1992) Well Beings.Toronto: Creative Premises Ltd., p. 240-244.

Health Canada, et al. (1993). Joint Statement:Reducing the Risk of Sudden Infant Death Syndromein Canada. Ottawa: Author.

Mandell, K. (September 1995). "Pediatric Alert." The

Baby's Breath, 22, 3-5.

Pimento, B. and D. Kemested (1996). HealthyFoundations in Child Care. Toronto: Nelson Canada,p. 316.


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29

FOCUS

The Transition of Infantsto Toddler ProgramsFrom Philosophy and Theory to Practice

by Patricia Robertson

/n day care centres across this country,quality early childhood educational prac-tice is taking place. What may not be

readily observable on the surface is thephilosophical and theoretical underpinningssupporting that practice. One of the areaswhere this is most evident is in the facilita-tion of the smooth transition of children frominfant to toddler programs.

From Philosophy and Theory

to Practice

At the Algonquin College Early Learn-ing Centre (ACELC), early childhood educa-tors follow developmentally appropriatepractice in structuring not only each pro-gram's curriculum, but in designing all otheraspects of the supervision and observation ofthe children. This practice acknowledgesboth age and individual differences in sup-porting each child's growth and develop-ment. The former acknowledges the univer-sal, sequential stages that occur throughoutearly childhood, while the latter recognizesthe unique qualities inherent in each child(Bredekamp, 1987, p. 2). This practice issupported by the theories of such experts asDavid Elkind, Erik Erikson, Magda Gerberand Jean Piaget.

We can learn much from these child de-velopment theories as they pertain to transi-tioning infants to toddler programs. First,

continuity should be maintained by providingdevelopmentally appropriate curriculum andpractice across programs throughout the cen-tre. Secondly, communication should be on-going between the staff involved, betweenstaff and parents, and between staff, parentsand the centre's supervisor. Finally, carefulplanning should take place prior to the child'stransition in order to prepare him for thechanges that lie ahead (Ibid, p 60-61).

Factors for Consideration

The following discussion will examinethe variables of continuity, communication,and planning and preparation as they relate tothe transition of infants to toddler programs.

ContinuityIt is easy to pay lip service to the need for

a centre-wide philosophy towards qualitychild care when examining the transitioningof children from one program to the next.What exactly does it mean, however, to put"developmental appropriateness" into prac-tice? In part, it refers to the creation of com-mon ground between the ongoing develop-mental requirements of each child and thestructure within each centre.

"Infants" and "toddlers," as well as "pre-schoolers," can run the risk of being separatedby more than just nomenclature, legislativedictates and walls. To the extent that the staff

30

of individual programs within each centrework in isolation in designing curriculum,daily schedules and routines, the greater thedifficulty there will be in transitioning childrenand families into subsequent programs. Theteachers at the ACELC attempt to avoid thisthrough ongoing formal (i.e. staff and teammeetings) and informal (i.e. lunch break chats)dialogue. We don't always agree on certainpractices, but we find it is easier to solve prob-lems and to come to consensus on various is-sues (such as infant to toddler transitions) withall staff in agreement on the philosophy behindthe practice. At this point, I will examine thefactor of communication, arguably the mostcritical of all.

CommunicationIn order to facilitate as smooth a transition

as possible from infant to toddler programs, itis imperative that open lines of communica-tion, both verbal and written, be maintained.This communication should flow between thestaff involved, as well as among the staff, theparents, and most important of all, the chil-dren. Ideally, the supervisor of the centreshould be kept apprised of information beingshared. Not only is she in a "need-to-know"situation, but she is also in an ideal position tofacilitate problem-solving if the lines of com-munication break down.

Files are maintained on each child in thecentre. They are stored in the main office areaand contain all records pertaining to each fam-ily. As needed, written communication is en-tered into the file by any staff member, and/orthe supervisor. Through this practice, a com-prehensive record is maintained on each childpertaining to all aspects of his care. In addi-tion, memoranda are used between the staff,between the staff and the supervisor, and withthe parents in order to expedite the sharing ofinformation.

At the ACELC, the infant program staffare kept up-to-date on potential openings


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within the toddler program through dialoguewith and memos from the supervisor. Move-ment from one program to the next can onlytake place if a toddler leaves the centre ormoves to the preschool program, and if thereis an infant in the program who is chronologi-cally and developmentally ready to proceed.If there is no infant ready for transition underthose circumstances, parents of toddler-agedchildren on the waiting list are contacted.

It is essential to ensure that the fledglingtoddler remains a part of the communicationsurrounding the transition process. Althoughparents act as advocates in the best interests oftheir child, verbal interaction and modellingwith the child keeps him an active participantin the transition process. Elaboration on thisissue follows in the section on planning andpreparation.

The infant program operates under thesystem of "primary caregiving." Two of theteachers have three families each, and thethird teacher accommodates four. Thesegroupings are not necessarily organized bythe child's age or stage of development. Eachchild's primary caregiver is responsible fordaily written summaries on that child's rou-tines and behaviours, new-parent interviews,verbal and/or written communication of a se-rious and/or confidential nature, observations,and child developmental profiles. After an in-fant of 'any given primary caregiver moves tothe toddler program, she accepts the next in-fant/family to enter the program.

Invariably, strong emotional bonds arecreated over time between the infant and fam-ily members, and the primary caregiver.These relationships, predicated on mutualtrust and respect, support an environmentconducive to communication on many levels.Physical and emotional preparedness for thepotential program shift is underway long be-fore an infant transfers to the toddler program.With that in mind, I will look at how theACELC infant and toddler program staff planand prepare for infant to toddler transitions.

Planning and PreparationThe infant program comprises 10 chil-

dren and three full-time teachers. The toddlerprogram accommodates 15 children, alongwith three full-time teaching staff. In addition,there are morning and afternoon "floater"teachers as relief staff. Each toddler program


I

teacher is responsible for a group of fivechildren. While the five eldest toddlers com-prise one group, in part to facilitate eventualtransition to the preschool program, the re-maining 10 children are organized less byage, and more by their individual develop-mental status. Consequently, greater flexibil-ity can be maintained in deciding into whichgroup the transitioning infant will be placed.

The staff of the infant and toddler pro-grams at the ACELC have devised an instru-ment, or tool, that can be used by the staffwith all infants and their families that arefacing the prospect of transitioning from theinfant to the toddler program (see page 27).The purpose of this tool is to offer a consis-tent and comprehensive framework bywhich the staff involved may communicatethe necessary information across programsand with the parents. The tool has been de-signed to allow for the uniqueness of eachchild and his family.

This transition tool is not intended to beused independently, but rather in conjunctionwith the infant's personal developmentalprofile. These profiles, which are organizedby developmental domains and based uponinformation gathered from a variety ofongoing observations of the children, arecompleted by the child's primary caregiverin the infant program every three to fourmonths, and finally, within the month priorto the infant's transition to the toddler pro-gram. They are compiled in order to trackthe child's progress for the benefit of bothteacher and parent, and to influence curricu-lum design. The information contained in theprofile is consolidated with ongoing detailsgathered from the parents on the child's be-haviour, routines, and daily schedule athome. The information provided by this 24-hour overview of the child's day is synthe-sized for use in the transition tool. The tod-dler program teacher who is accepting theinfant into the toddler program is then af-forded a comprehensive picture of both thechild and his family.

As has been previously indicated, the in-fant program staff do not wait for an openingin the toddler program to prepare the olderinfants and their families for potential transi-tion. Lines of communication remain openfor discussion between the two programs'staff and the parents of the eldest two or

31

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three infants. That fact, combined with asound understanding on the part of the infantstaff of the routines, daily schedule, and cur-riculum of the toddler program, conspires toprovide an environment conducive to in-formed decision-making and thorough prepa-ration for each child's move.

Since an opening in the toddler programcan materialize anywhere from within a fewdays to a few months, this preparedness isnot a luxury but a necessity. For example, aninfant could be demonstrating signs of readi-ness for the toddler program in his cognitive,social/emotional, receptive/expressive lan-guage, and physical developmental domains,but not be showing evidence of strong self-help skills, such as eating independently witha spoon or settling to sleep by himself. Theprimary caregiver would share her observa-tions with the child's parents and her co-workers, inviting discussion. Based upon thatcommunication and her own observations,the primary caregiver would modify the cur-riculum of the infant program for that childin order to incorporate opportunities for in-creased learning in those particular areas.

An infant and his family also need to beprepared for the realities of the toddler pro-gram's curriculum, daily schedule and rou-tines. Although the infant, toddler, and pre-school programs at the ACELC acknowledgethe needs of the individual child in planningcurricula and schedules, realistically certainexpectations of each child are anticipatedprior to transition in order to facilitate hisfeelings of belonging and acceptance in thetoddler program.

If the toddlers are sleeping on cots in-stead of cribs, which is a developmentallyappropriate practice, then efforts should bemade to allow the infant to sleep on a cotwhile still a member of the infant program,and well in advance of the transition. If theparents choose to introduce their child to abed at home at approximately the same time,this new skill is reinforced. Another examplemight entail the infant's shifting from the useof a high chair during snack and lunch timesto sitting at a table and chair. The provisionof these resources and the establishment ofthese routines for the older infants in the in-fant program will result in fewer disruptionsto each child's routine once transition hastaken place.

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Special Considerations

Special attention and consideration should be given to thechild with exceptional needs, especially if these needs incorpo-rate developmental delays. It is imperative to keep all commu-nication current, especially between the primary caregiver andthe child's parents. A parent who is in denial about her child'scapabilities may misunderstand a teacher's inclination to keepthe child in the infant program in order to best meet his needs,although the child may be of toddler age. This difficulty can becompounded if children younger than her child are transi-tioned into the toddler program ahead of her own. In this in-stance, a sensitive caregiver will empathize with the parent'sconcerns, and will make decisions upon which they can mutu-ally agree. It is with situations such as this that the supervisor'smore objective perspective and input can prove to beinvaluable.

On occasion, a family may experience stressors that mayor may not have been anticipated, such as a sudden illness inthe family. With this disruption comes the realization that, de-spite careful planning, the expected date for the transition ofthis particular child to the toddler program is best delayed foran indefinite period of time (at least until the family has re-gained its equilibrium). Once the stressor within the family hasbeen alleviated, that child can take the next available openingin the toddler program. Since the infant program's curriculumis designed to meet the needs of each of the ten children at anygiven time, it would be anticipated that the delay would not re-sult in any adverse effects on the child and family.

Sound early childhood educational practice is supportedby identified philosophy and theory. The teaching staff at theAlgonquin College Early Learning Centre use the philoso-phies and theories that serve as a foundation for developmen-tally appropriate practice to influence the transitioning of in-fants to toddler programs.

Patricia Robertson is an early childhood educator in the Infant Programat the Algonquin College Early Learning Centre. Patricia recentlygraduated from the University of Ottawa with a Master of Education.

References

Bredekamp, S. (1987). Developmentally Appropriate Practice in EarlyChildhood Programs Serving Children from Birth Through Age 8.Washington: NAEYC.

For Further Reading

Balaban, N. (July 1992). "The Role of the Child Care Professional inCaring for Infants, Toddlers, and their Families." Young Children, 47(5),66-71.

Cataldo, C. (1983). Infant & Toddler Programs: A Guide to Very EarlyChildhood Education. Reading, Massachusetts: Addison-WesleyPublishing Company.

Daniel, J. (Sept. 1993). "Infants to Toddlers: Qualities of EffectiveTransitions." Young Children, 48(6), 16-21.

Gonzalez-Mena, J. and Eyer, D.W. (1989). Infants, Toddlers, andCaregivers. Mountain View, California: Mayfield Publishing Company.

Honig, A.S. (March 1993). "Mental Health for Babies: What Do Theoryand Research Teach Us?" Young Children, 48(3), 69-76.

Algonquin College Early Learning Centre

Transition Form for Promotion to Toddler Program

Date:

Child's Name:

D.O.B.:

Date of Promotion:

Primary Caregiver:

Orientation Schedule:

1. Family names and relationships (including pets):

2. Self-help skills (manual dexterity at finger or spoon feeding, dressing/undressing skills, toileting, etc.):

3. Social/Emotional maturity (peer & adult interaction skills, strangeranxiety, etc.):

4. Cognitive abilities:

5. Gross motor skills:

6. Feeding requirements (dependence on bottle, readiness for regular food, etc.):

7. Sleeping routine (time and duration, special blankets or stuffed animals, etc.):

8.0ther comments (favourite activities, special concern's, habits, etc.):

(January 1994)

32 SPRING 1996 INTERACTION 27

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DAE- DAPMaking Sensitive Assessments of the

Development of Infants and Toddlers

by Sue Martin

Developmentally Appro-priate Evaluation(DAE) is a significant

component of DevelopmentallyAppropriate Practice (DAP). Tohave quality appropriate prac-tice in our work with infantsand toddlers, we must plan,carry out and evaluate everypart of our role and responsibil-ity, paying attention to the needsof the children and the familieswe serve.

Sue Martin

Financial constraints, changing socialproblems and a myriad of increased expecta-tions have led many early childhood educa-tors to be demoralised. This is currently truefor those of us in Ontario who have recentlyseen deep cuts to our provincial budget thatwill affect child care dramatically. The oppo-site trend is much harder to establish, but ithas never been more important, not just tosustain our standards of practice, but to en-hance them in ways that demonstrate ourcommitment to children, our professionalstatus and the high quality of our service de-livery. If we see current challenges as twosteps forward and then one step backwards,the general trend will still be positive even ifthe progress is slow!

There is a cycle of improvement that ispossible. We can see that all components ofpractice require planning, careful mainte-nance and reflective evaluation. Developmen-tally Appropriate Practice is dependent uponthis systematic evaluation of the developmentof infants and toddlers. This involves observ-ing and ascertaining the needs of individualyoung children, reflecting upon the group'sfunctioning and the effectiveness of the envi-ronment, and planning for the children on thebasis of our observations. If we don't observethe children, how can we judge the appropri-


ateness of the program we of-fer?

Appropriateness of

Evaluation Methods

Recently, the concept ofappropriate practice has broad-ened to embrace societal, cul-tural, economic, ethnic, relig-ious, familial, as well asdevelopmental appropriate-

ness. These same concepts are equally appli-cable to appropriate evaluation. Evaluationmust be carried out in a manner that takesinto account all aspects of the young child'sindividuality and identity. Hills, in ReachingPotentials (1992),- points this out by saying"Assessment strategies that are not sensitiveto cultural differences in learning. style andrate and those that are not designed for chil-dren from linguistically diverse backgroundscannot provide an accurate picture of chil-dren's strengths and needs." Without appro-priateness of methodology, the outcome ofany evaluation will be faulty. This issue is assignificant with infants as with olderchildren.

Emphasis on the evaluation of each indi-vidual infant or toddler, rather than on thegroup, is necessary if we respect everyyoung child. The best way of doing this is toplan for opportunities to capture the moment,whenever the moment occurs. Having sys-tems for writing regular running records,notes for anecdotals and having a still orvideo camera and a tape recorder can helpyou to keep a permanent record of a transientmoment in the child's development. Earlylanguage and first demonstration of skills areimportant for sentimental reasons as well asthe more formal developmental reasons!

Naturalistic Observation

Naturalistic observation enables adults tosee children perform in an optimal way, in fa-miliar surroundings. "Naturalistic observationrequires as little interference with children'sbehaviour as possible," explains Bentzen(1993). This kind of evaluation avoids stressand focuses on true ability rather than the in-ferred failures that are typical of many testinginstruments.

Reliability and Validity of DAE

There tends to be an over-reliance onchecklists as the method of choice for record-ing developmental information about infantsand toddlers. While they can have their use,observers should be aware of the various bi-ases that can exist in the checklist itself, andthe requirement to make inferences about thechild at the time of recording, instead of later.

Appropriate evaluation must be both reli-able and valid. Because appropriate evalu-ation depends upon naturalistic observation,the bias of a 'standardized' measuring tool isalmost eliminated. With developed skill, edu-cators are able to carry out observations inboth the participant and non-participantmodes and thereby focus on the abilities ofthe individual, rather than identify weak-nesses, failures or skills that haven't yetemerged. An appropriate process of evalu-ation is positive in nature and is likely to havethe effect of boosting the child's confidenceby acknowledging achievements.

If we trust the infant to develop, weshould have little need for over-structuredplans. What interests the child should be thebasis of her curriculum; we need to observethe interests, support the motivation and ex-tend the learning. Vygotsky (1978) offers usan explanation of the adult's importance inthis child's activity: "the zone of proximal de-velopment" theory highlights the extension ofskill and understanding that can occur with anadult's help. Observing the interactions be-tween the adult and the infant or toddler ishelpful. Frequently, the adult extends thechild's thinking without being consciouslyaware of doing so. The educator may have theopportunity to observe this in a participantmode if a video camera is available. Thechild-centred curriculum involves the adult.

33

F OCUSn f a n t s o d d I e r s

What we need to do is evaluate the child'sperformance, but without looking at our owninvolvement in the child's activity, the obser-vation will not be complete or make muchsense. Appropriate curriculum needs to

evolve to be more responsive than a con-struction of activities to address children'ssupposed defects, goals to achieve the "next"developmental stage, or some externally im-posed theme. This is facilitated by DAE.

The Context of the Child

Many people, especially the parents,family, caregivers and teachers, are parts ofthe social environment. Any evaluation proc-ess must factor in all the components of thechild's experience if it is to be appropriate.Bronfenbrenner's (1986) ecological model,which demonstrates elements of the child'ssocial environment, provides us with an un-derstanding of the systems that comprise thechild's experience. Without acknow-ledgement of the child's context, behaviourcannot be understood. I don't suggest weshould judge the parenting style, socially de-termined behaviours or the kind of family.Much more important is the need to under-stand the value system and ethos of the fam-ily to enable us to interpret the child's de-monstrated behaviour. The younger the child,the less direct the influence of the other sys-tems but, however young, the infant or tod-dler develops in a social context whichshapes his/her inner construction of reality.

Observing the infant or toddler requiresunderstanding of the social relationships andtheir significance. As parents are partners inthe care of the very young child, they consti-tute the core of the social context. Working asa team, the adults can gain mutual under-standing and be more likely to assist eachother in providing for the young child's com-monly perceived needs. Evidence of bondingor attachment to the parent and caregiver isclearly observable. Bowlby (1958), Stern(1973) and Klaus & Kennel (1976) eachidentified the characteristics of maternal at-tachment. "Cyclical synchrony" is the termBrazelton (1975) uses for this deep connec-tion. It is entirely possible that this early hu-manising influence determines the path of theinfant's development; consequently wewould be failing if we did not attempt to ob-serve it.

Observing Maturation

Biological processes of maturation havebeen de-emphasised in the last few decadesby educators who believe that the youngchild's development is more dependent uponenvironmental factors. Now that we under-stand more about genetic predispositions andpotentials, we must revisit the "nature versusnurture" debate with appreciation of the en-during characteristics of individuals and thepart that heredity and biology have to play.The cephalocaudal and proximodistal se-quences of physical skill development are theeasiest aspects of the infant and toddler's de-velopment to observe. The sequences arerelatively predictable. The timing of skill ac-quisition varies quite considerably but isstraightforward to record.

Temperament

When observing infants and toddlers, weneed to recognize the enduring charac-teristics of genetically determined patterns ofbehaviour indicating temperamental styles.Early research by Thomas et al (1963) hasbeen confirmed by numerous other studies.Giffin (1991) offers behavioural signs of pa-thology in personality development, but earlychildhood educators need to look at atypicalas well as typical behaviours to appreciatethe infant/toddler's individual patterns.

The Senses

Educators who respond effectively to thecues of infants and toddlers will observe the be-haviours of young children with any sensorydeficit; their responses to stimuli will differ fromthe norm or they will exhibit no response. Fre-quently, the professional notices these things evenwhen a parent hasn't picked up on them. This isbecause the educator has accommodated to "typi-cal" responses, and will notice "atypical" behav-iour. Educators must document these observa-tions and share them with parents, ensuring thatappropriate professional referrals are made. Earlydetection of sensory difficulties such as visual orauditory acuity deficits can usually be remediedquite easily so that long-term cognitive problemscan be avoided.

Sensori-Motor Behaviour

Infant and toddler caregivers know about theamazing changes in physical skills as the youngchild progresses through these stages. The impor-tance of the very young child's active engage-ment with a safe but stimulating environment isessential for cognitive as well as physical devel-opment. As observers, we need to identify the in-fant's learning about her world from the actionsshe performs on elements of that world. Theschemes that she builds are her internalized un-derstandings of the world (Piaget, 1952). If weare to observe the evidence of sensori-motor

Students at Centennial College observe two infants in their child development class. Suzanne, the infants'teacher, plays with the babies in front of the class.

34 SPRING 1996 INTERACTION 29

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intelligence we need to look closely at the in-fant's specific behaviours, early language andmistakes.

Communication

Parental and caregiver responses to infantcues reinforce early deliberate communications.The acquisition of language, although complex,clearly involves experimentation, imitation andreinforcement, all of which are readily observ-able. Although posture, gesture and expressioncan be recorded successfully when evaluatingcommunication, the documentation or audio re-cording of all sound production can be helpfulin evaluating language development. Languagesamples can be analyzed for the use of symbol-ism, semantics, grammar, vocabulary, articula-tion and communication effectiveness.

Quality Care Indicators and

Evaluation

The Canadian Child Care Federation statesthat "quality child care serves the best interestsof children and families in a partnership of par-ents, professionally trained care providers, alllevels of government, training institutions, andprovincial and territorial and national organiza-tions who carry out complimentary responsi-bilities" (Canadian Child Care Federation,1991). The key indicators of quality care areusually characterized in terms of centre size,staff turnover, staff training, ratio, space, equip-ment, environmental components and quality ofinteraction.

It is important to acknowledge the moresubtle and less measurable aspects of the child'sexperience, such as stressors. There is evidencethat the stress produced from early high expec-tations is either counter-productive or at leastnot effective. Elkind (1981) cites many exam-ples of the negative effects of overly high ex-pectations. When evaluating observational data,an appreciation of the infant or toddler's contextis necessary to make valid inferences. Using re-search data regarding the components of a qual-ity infant/toddler environment can provide abenchmark for evaluating this context.

Parents as partners

Parental involvement is possible in all

stages of developmentally appropriate evalu-


ation. "Frequent and two-way open communi-cation with parents is the foundation for build-ing parent-teacher relationships and for in-volving parents as partners in their children'seducation" (Jones, 1991). For appropriateevaluation of very young children to occur, itis essential to include parents in the team ofcaregiving adults in the child's life; they willalways have perspectives to offer which con-tribute to the broad knowledge of the childand they are the key people in the child's lifewho have the strongest feelings, closest bond-ing and ultimate responsibility for the child.

For infants or toddlers there need to becommunication systems established so thatup-to-date observation and other informationcan be exchanged regularly. The links not onlysupport the emotional well-being of the youngchild but also assist the adults in the child'slife to make appropriate decisions abouthis/her needs and development.

When we observe the young child's re-sponses to the construction of the environmentthat we provided, we can assess whether itmeets the developmental needs and interestsof each child. When assessments are madeoutside the familiar early childhood settings,they can be unreliable and provide an incom-plete picture of the young child's abilities.When we emphasize continuous, ongoing ob-servation, we are underscoring the responsi-bilities of the caregiving team. With this as-sumption there is acknowledgement of theweight of responsibility to observe as objec-tively as possible, to analyse the content of therecordings with valid inferences and to re-spond to the findings by creating and modify-ing curriculum and guidance strategies to fitthe child's needs. Although, on the surface,observation might appear to be rather casual,it is in fact a more systematic approach toevaluation than the more traditional assess-ment methods and it provides a more chal-lenging way of evaluating components of cur-riculum than most currently employed.Puckett & Black (1994) explore the issue ofthe authenticity of assessment and assert that"assessment information must be used tochange the curriculum to meet the individualneeds of the children." They do not claim thatthe process is easy but that it is essential!

Portfolio Development

Observation of children in their everydaypursuits fits well with the evolving focus on

35

I I

the portfolio philosophy of assessment. Portfo-lio advocates such as Farr & Tone (1994) andMartin (1994) focus on the ongoing recordingof observation as the key component of theportfolio; other aspects involve regular ap-praisal and updating of records, involvement ofparents and families in the collection andevaluation of the material collected, examplesof the products of the child's work and play,collections of photographs and any other tech-nologically assisted data collection such asaudio recordings of language, pertinent healthinformation and contextual data. The portfolioassessment approach considers every aspect ofthe child's life and forms a profile that ad-dresses the interacting holistic nature of everyindividual. With an emphasis on the process ofdevelopment, there is also an inclusion of theproducts which might illustrate that develop-ment. Over time, the portfolio provides anoverview of the individual's pattern of develop-ment and the significant life experiences.

Development of Observation

Skill

Professional observation requires knowl-edge of child development and methodologiesfor recording, the skill to record information asobjectively as possible, and the application ofknowledge to analyse the data and make validinferences that can form the basis of adult re-sponse to the child. Cartwright & Cartwright(1974) understood this when they explained,"...only behaviour can be observed; the proc-esses and the characteristics which caused thebehaviours are out of sight. They can be in-ferred, but they cannot be observed..." Thisknowledge base and skill acquisition takes along period of study, professional developmentopportunities and much practice. While we tryto be as objective as possible, we need to beable to make professional judgements: "...thereis subjectivity involved in techniques of obser-vation...without daring to be subjective, objec-tivity does not come. Observation will remainat the level of prejudice, unable to distinguishbetween what actually happens and their judge-ments about what happens" (Isaksen, 1986).

This is the dilemma for teachers: when tomake judgements and when to avoid subjectiv-ity. Obviously we need to make our judge-ments appropriate. Many educators believe thatthey are effective observers but they mergetheir perceptions with interpretations without

F OCUSn f a n t To d d I e r s

realising the inappropriate subjectivity that thiscan lead to. The separation of observed fact frominterpretation is, however, an essential part ofthe process of the teacher's skill development.Early experience in observation is more likely tobe successful if it uses narrative styles ratherthan rating scales, checklists or other interpreta-tive methods of recording that require identify-ing, categorising and analyzing behaviours inone process. Understanding the strengths, weak-nesses and possible uses of a wide variety of re-cording methods enables the adult to select themost appropriate way of gathering the informa-tion that is needed. Few teachers would disagreewith the idea that observation is the key to de-velopmentally appropriate practice, but theymay not realise that their skill needs sharpening!

Planning to Observe

Of course, a belief in the necessity for sys-tematic observation is essential but it needs to bereinforced with action. Structuring time, settingup recording systems, organizing team meetings,using available technological facilities, identify-ing processes for securing valid inferences andestablishing confidential storage and efficient re-trieval protocols are the practical challenges thatneed to be addressed. It may be possible todovetail new observation methods into existingreporting systems, but if a child care centrewishes to shift its approach to embrace observa-tion and portfolio philosophy, it is likely that ex-isting systems that had been developed under adiffering notion of evaluation methodologywould not be appropriate.

Analysis of Data

It is not only the recording component thatpresents the challenge. More difficult is the ef-fective analysis of the data. Here is the gap formany teachers because their inferences are lessthan carefully drawn considerations. They maylack the support of any validation or make infer-ences that are insupportable. Ensuring that everystatement of evaluation can be and is supportedby the application of reputable theoretical expla-nations of the behaviour, reference to reliablenorms and possibly the confirmation of a fellowprofessional's opinion are the only processesthat can validate the evaluation. [For a detailedexplanation, see Martin (1994)].

Of particular use to infant or toddler educa-tors are appropriate norm referencing tools. Twoexamples are Allen & Marotz (1995) and

Sheridan (1987). Whichever is used, theremust be sensitive interpretation and strictavoidance of terminology that implies fail-ures or deficits. Use of theoretical models toexplain observed behaviours is an enormouschallenge for both students and educators. Itis essential to the evaluation of the develop-ment of infants and toddlers that we use wellresearched and tested theories. First attemptsto use theoretical models may be wordedawkwardly; practice and keeping up-to-datewith current research are necessary for theprocess to succeed. Anything less than thisleaves us open to criticism from those whowant to use standardised assessment toolsbecause they have concern for the validity ofthe evaluation process. Indeed, there is somesimilarity between these two approacheseven though they may seem divergent; theyboth conform to checks of reliability and va-lidity in the traditional sense. The observa-tion approach, however, requires the tool ofmeasurement to be applied on the data afterit has been collected rather than, in the tradi-tional approach, as part of the data collectionsystem itself.

Summary

The key components of developmen-tally appropriate evaluation are:

the objective recording of the detail of thechild's behaviour;

the selection of appropriate methodolo-gies for recording;

professional team work that includesparents in information collection andanalysis;

the recognition of personal biases andprofessional perspectives of the observer;

the emphasis on the process of individu-als' pattern of development;

the necessity for ensuring that the evalu-ation of observations is based on objec-tive data rather than casual perceptions;

the thorough validation of inferencesdrawn from the observational data;

the careful use of theoretical models andnormative profiles to support develop-mental inferences; and

the belief that in the observation of be-haviour we reach the best understandingof each individual's development and aricher appreciation of the patterns of thedevelopment of all children.

BEST COPY AVAILABLE

Developmentally appropriate evaluation anddevelopmentally appropriate practice are clearlyallied.

Sue Martin trained as a kindergarten teacher at theFroebel Institute, University of London, England. Shehas experience working with children in a range of set-tings and has taught in British Colleges of Further Edu-cation. Sue currently teaches early childhood educationstudents at Centennial College (Scarborough, Ontario)and practising kindergarten teachers at the University ofToronto's Faculty of Education. Published in Canada,the U.S.A., and the U.K., Sue has authored numerous

journal articles,. contributed to the book Child Care andEducation: Canadian Dimensions, edited by IsabelDoxey (published by Nelson Canada); and is the authorof Take a Look: Observation and Porfolio Assessmentin Early Childhood, published by Addison-Wesley in1994.

References

Allen, K.E. & Marotz, L. (1995). Developmental Profiles:Birth Through Eight. New York: Delmar.

Bentzen W.R. (1992). A Guide to Observing and RecordingBehaviour: 2nd Ed. New York: Delmar.

Bowlby, J. (1958). Child Care and the Growth of Love.London, England: Penguin.

Bronfenbrenner, U. (1986). "Ecology of the family as a contextfor human development." Research perspectives inDevelopmental Psychology (vol. 22).

Cartwright C. & Cartwright G. (1974). DevelopingObservation Skills. New York: McGraw-Hill.

Canadian Child Care Federation (1991). Statement on QualityCare. Ottawa: Author.

Dittman, L. (Ed) (1984). The Infants We Care For.Washington: NAEYC.

Elkind, D. (1981). The Hurried Child. Reading,Massachusetts: Addison-Wesley.

Farr. R. & Tone B. (1994). Portfolio Performance Assessment.Orlando, Florida: Harcourt Brace.

Hills. T. (in Bredekamp S. & Rosegrant T.) (1992). "ReachingPotentials: Appropriate Curriculum and Assessment for YoungChildren." National Association for the Education of YoungChildren: Volume I. Washington: NAEYC.

lsaksen J.G. (1986). Watching and Wondering. MountainView, California: Mayfield Publishing.

Jones L.T. (1991). Strategies for Involving Parents in theirChildren Education. Indiana: Phi Delta Kappa EducationalFoundation.

Klaus, M. & Kennel!, J. (1976). Maternal Infant Bonding. St.

Louis: Mosby.

Martin S. (1994). Take a Look: Observation and PortfolioAssessment in Early Childhood. Toronto: Addison-Wesley.

Piaget, J. (1952). The Origins of Intelligence in Children.Madison, Connecticut: International Universities Press.

Puckett M.B. & Black J.K. (1994) Authentic Assessment of theYoung Child. Columbus, Ohio: Merrill.

Sheridan, M. (1987). From Birth to Five Years: Children'sDevelopmental Progress. London, England: NFER Nelson.

Stern, D. (1973). Mother and Infant at Play. New York: JohnWiley & Sons.

Thomas, A. et al. (1963). Behavioral Individuality in EarlyChildhood. New York: New York University Press.

Vygotsky L.S. (1978). Mind in Society: The Development ofPsychological Processes. Cambridge, Massachusetts: HarvardUniversity Press.

Weissbourd, B. & Musick, J. (Eds). (1991). Infants: TheirSocial Environments. Washington: NAEYC.

Wortham, S. (1995). Measurement and Evaluation in EarlyChildhood Education. Columbus, Ohio: Merrill.


NEWSRESEARCH UPDATE

First Steps NeedsAssessmentA Collaborative Process to Yield Relevant

Educational and Resource Materials for

Practitioners and Parents

by Linda McDonell, Valerie S. Kuehne, Beverly Boisseau and Lee Harrison

Introduction

A unique project began in British Co-lumbia early in 1994 with the goal of de-veloping: curriculum for early interven-tion and early childhood practitionersworking with infants and toddlers at risk;and resource materials for the parents ofthose children. While early interventionworkers (Infant Development Programconsultants) and early childhood educa-tors frequently work together and oftenprovide services and programs to thesame children and their families, there hasbeen little formal collaboration betweenthe two groups to develop joint educa-tional opportunities across the two disci-plines. The First Steps project provided anexciting new opportunity to support sucha collaboration. At the outset of the pro-ject we also recognized that while thereappeared to be consensus that many par-ents would benefit from support re-

sources, typically, parents are not askedwhat resources would be most helpful anduseful to them. The project principals de-termined that consultation with parentswould be critical to the effectiveness ofresources developed. Thus, at the heart ofthe project was a strong commitment toinvolving the key stakeholder groups in aconsultative and collaborative way, boththrough Steering' and Advisory Commit-tees2 to the project as well as the broadercommunity.

The project goal was to develop highquality and accessible educational

resources for parents of infants and tod-dlers, and professional child care provid-ers, early childhood educators and infantdevelopment consultants.

The First Steps Project was developedin two phases. The needs assessment aspectof the project (Phase One), began early inApril 1994, and continued through May1995. The second phase, focusing on cur-riculum and resource development, beganin November 1994, and was expected to becompleted at the end of March 1996.

The needs assessment comprised threecomponents including: community focusgroup discussions; a questionnaire that wasdistributed to participants of communitydiscussions; and a survey of literature rele-vant to the care and development of infantsand toddlers. A summary of each part ofthe needs assessment follows.

Parent and Practitioner

Community Focus GroupsThe focus group consultations were or-

ganized to take place in August and Sep-tember of 1994. Community coordinatorswere identified in each of the nine commu-nities selected for meeting locations. Thesecoordinators included individuals associ-ated with ECEBC provincial branches, theInfant Development Program (DP) of Brit-ish Columbia and in some cases the localNative Friendship Centres. The coordina-tors arranged meeting space and identifiedand contacted potential participants to

I The Steering Committee comprised the organizations involved in the development phase of the project. Thesepartners included: Early Childhood Educators of BC; Infant Development Programs of BC; Malaspina Univer-sity College; Ministry of Skills, Training and Labour; University College of the Fraser Valley; and the Universityof Victoria.

2 The Advisory Committee comprised representatives from various stakeholder groups including parents, organiza-tions representing parents and families, professional associations, multicultural organizations, front-line practitio-ners, and government.


attend both the practitioner and parent fo-cus group meetings.

The focus groups were organized toallow participants opportunities to discussthe roles and responsibilities related to thecare of infants and toddlers, the chal-lenges associated with these roles and re-sponsibilities, and the training and re-sources they believed would supportthem in meeting the challenges they ex-perienced. Participants were also asked toexplore their preferences for delivery oftraining/resources and the perceived bar-riers to accessing the various delivery op-tions they suggested.

Focus Group Meeting LocationsParent and practitioner discussion

groups were held in several communitiesin a number of different regions includ-ing: North East, North West, and CentralBC; the Lower Mainland; and southernVancouver Island. As the participationrate of parents in the initial meetings wascomparatively low, additional meetingswere held in Powell River on the Sun-shine Coast, North Vancouver, and Van-couver several months later. Two meet-ings were also held in the NorthOkanagan to focus more specifically onaboriginal issues related to the care anddevelopment of infants and toddlers.

PARENT FOCUS GROUPS

Description of ParentParticipants

Nineteen of the 35 parent focusgroup participants provided demographicinformation to the project. These respon-dents ranged in age from under 20 years(10 per cent), to 20-29 years (38 percent), and 30-39 years (32 per cent), withthe balance of respondents 40-49 years(17 per cent). More than 90 per cent ofthese parent respondents were female.Sixty-nine per cent were married or livingwith a partner and 31 per cent were sin-gle. Income level ranged from under$10,000 per year (16 per cent) to $50,000or more (just over 20 per cent). The larg-est proportion of respondents were in the$10,000-$19,000 income category (31per cent) with the remainder in either the$30,000-$39,000 category (10 per cent)or $40,000-$49,000 (16 per cent). Allrespondents had children 10 years of ageor under, with 78 per cent of them withchildren under three; each of these

NEWSparents indicated they had children withsome form of support need.

Participants represented a number ofparent stakeholder groups. The largest pro-portion of questionnaire respondents (53per cent) described themselves as parentsonly. Equal numbers of respondents repre-sented parents and/or practitioners sensi-tive to the needs of parents from differentcultural groups (26 per cent) and practitio-ners working in support services and otherrelated programs for parents (26 per cent).Eleven percent of respondents indicatedthat they represented organizations provid-ing support to parents. Other stakeholdersrepresented at the meetings were govern-ment workers responsible for providingservices to parents, early childhood educa-tors (including special needs educators)and Infant Development Program consult-ants providing direct service to parents andpost-secondary instructors in either earlychildhood education or Infant Develop-ment Programs.

Parent Discussion ThemesThe range of challenges and resource

needs described by parents in both the in-itial and later focus group meetings resem-ble each other quite closely. The themeslisted below represent highlights only ofthe challenges and needs most frequentlyexpressed at the meetings. The remarks inquotation marks are verbatim comments ofthe focus group participants.

Working/Partnering withProfessionals

Challenges: Parents talked about thechallenges faced when dealing with awhole variety of professionals. Their mes-sages were often powerfully stated. Onefather who recently immigrated to Canadatalked about the difficulties of workingwith professionals providing services tohis daughter with special needs. He said,"Professionals take your hope away." An-other woman spoke of how she was in-timidated and disempowered by the atti-tude of professionals that they know best.

Resource Needs: Parents said theyneeded help to find resources and supportsthat fit with their particular family needs.They wanted materials that would helpthem convince professionals to "value thestrengths of children and their familieswhile also recognizing their needs" and to"acknowledge parents for what theyknow."

Finding/Accessing Resources andSupport Services

Challenges: Parents spoke of how theystruggled to ensure that their children, espe-cially those children with special needs,wouldn't get lost in the system. They de-scribed service and support systems thatwere inflexible and costly one youngmother said that even if the resources sheneeded were free they were still too costly

just the cost of transportation alonemade them inaccessible to her.

Resource Needs: Parents suggestedthat they needed more information aboutwhat was available in their communitiesand they needed those resources to be user:friendly and appropriate to a variety of cul-tural groups. They wanted to find ways ofencouraging better communication betweenagencies and establishing a central placewhere they could obtain information aboutresources and support services.

Relationships/Interactions withChildren

Challenges: Parents expressed chal-lenges in handling discipline problems andkeeping their children interested and stimu-lated throughout the day, especially in thenorth where children must spend long hoursindoors. They expressed concerns aboutknowing when their child was ready tomove to the next stage of developmentwhen to wait and when to push a little.

Resource Needs: Parents spoke ofneeding opportunities to talk with other par-ents to observe the way other parentshandle behaviour problems. They wanted tofeel free to "try things out" and then usewhat works. They said they needed hands-on opportunities and more informationabout child development.

Relationships/Interactions withCommunity

Challenges: Many parents expressedconcern that there is a profound lack ofvalue for children in our communities. Theyspoke of how they often felt judged by peo-ple in the community. For example, ayoung mother described standing in line atthe grocery store check-out and no matterhow she handled her child when he was up-set or cranky other people made her feelthat she was "doing it wrong." First Nationsparticipants shared their disappointment inthe continuing stereotyping of nativepeoples and the societal stigma of living onreserve.

38

Resource Needs: Parents believedit was important to develop materialsthat would help the public be more in-formed about family diversity. In thisway, the public might accept that it isOK to be different. They also stressedthe need for supporting child-friendlypublic environments.

Self-Esteem/Self-EmpowermentChallenges: Many parents spoke of

"feeling vulnerable" as a parent theydescribed feeling tired and emotionallydrained much of the time. They strug-gled with "developing and maintaining asense of self-identify as a parent." Theytalked about being challenged by tryingto "cope with the grief of coming toterms with their child's disability." Manystruggled with balancing the needs ofwork and family.

Resource Needs: Parents said thatthey wanted information to help themhave a clearer understanding of theirrights as parents. They wanted resourcesthat would support the development ofcommunication techniques that wouldhelp them be more assertive about theirchild's needs and getting their child'sand their own needs met. They wantedresources that would help them findways of talking to others with whomthey have differences of opinion andhelping those people to understand howand why their values and beliefs maydiffer. They wanted to learn about"building natural peer supports and net-works."

Format and DeliveryIt was apparent that the parents,

overall, agreed that resource materialsfocused on the challenges and needswould be useful. They emphasizedmany times over the importance of en-suring that whatever was developedwould be user-friendly. They stressedthe importance of the use of simple lan-guage in the written materials and theuse of audio/visual aids to make thepackage more interesting. Additionally,parents reinforced the idea that all mate-rials must be respectful of and sensitiveto diverse families including (but notlimited to) cultural differences, languagedifferences, socio-economic status,marital status and life styles.

In the second round of parent meet-ings, an example was provided of a


NEWSr.44 self-learning communications package

that was suggested in one of the earlierparent discussions. The proposed pack-age would include written materials anda video. In addition to a self-learning fo-cus that would allow parents to use theresource in their own homes, the re-source package could also be deliveredin a workshop format, perhaps offeredthrough an agency such as an IDP orchild care centre. Parents generally re-sponded positively to this idea.

Many times parents suggested thatconvenience would be critical. For ex-ample, packages that emphasized self-learning would work well. However, ifresources were to be delivered in aworkshop format they stressed the im-portance of hands-on experiences andlots of opportunities for parents to learnfrom each other rather than an emphasison the expert lecturer. Parents suggestedthat if the resource package is deliveredin a workshop format then the work-shops should be planned to coincidewith times parents are already meeting.In this way, parents would have alreadyplanned for their children to be lookedafter and would not have to make spe-cial arrangements for "yet another nightout!" Parents also stressed that resourcematerials should be available in a varietyof locations frequented by families suchas recreation centres, public health anddoctor's offices, libraries, child care cen-tres, and Infant Development Programs.

Results of Parent NeedsAssessment Questionnaires

At the end of each focus group dis-cussion, participants completed a ques-tionnaire. The questionnaire helped toensure that, in addition to the group re-sponses, individual participants had theopportunity to express their own par-ticular challenges and make suggestionsfor training and resources they believedwere useful.

In the questionnaire, responses ofparents indicated a variety of urgent re-source needs. Parent respondents' mosturgent need was understanding the be-haviour of infants and toddlers (58 percent); understanding infant/toddler de-velopment (47 per cent); communicat-ing and working with specialists/profes-sionals (42 per cent); and case-planmanagement and coping with their ownstress (37 per cent). Other needs


included: finding and accessing commu-nity resources and support (32 per cent);and coping with the stress of managing afamily with children who require extrasupports (26 per cent). Equal importancewas given to understanding the importanceof acknowledging/respecting cultural di-versity (21 per cent) and helping special-ists/professionals to understand issues re-lated to cultural/ethnic background (21 percent).

In summary, participants shared withus many challenges and needs experiencedby them in their role as parents of infantsand toddlers. Many of their comments re-lated most particularly to the difficulties ofensuring their children who experiencedextra support needs had what was requiredto optimize their healthy growth and devel-opment. The needs identified by parents toassist them in fulfilling their responsibili-ties were primarily focused on advancingtheir ability to: work in partnership withprofessionals; find and access appropriatecommunity resources; enhance their rela-tionships and interactions with their chil-dren; enhance their relationships and inter-actions with the community; and toadvocate more confidently on behalf oftheir children. The words of these parentsprovided vital information to guide theproject team as they began parent resourcedevelopment.

PRACTITIONER FOCUSGROUPS

Description of PractitionerParticipants

Ninety-five practitioners of the ap-proximately 100 attending the focus group,provided demographic information to theproject. Of those, the largest proportion ofpractitioner respondents were between theages of 30-39 (34 per cent) with the nextlargest in the 40-49 range (31 per cent);just over 15 per cent were 50-59 and 14per cent were in the 20-29 age group. Onlyfour per cent of the respondents claimed tobe over 60. A full 100 per cent of practitio-ner respondents were female. There wasalso a range of stakeholder representationwith the highest proportion of practitionersidentifying themselves as frontline earlychildhood educators or Infant Develop-ment consultants and individuals workingfrontline with at-risk children. Just over 20per cent indicated they worked with cultur-ally diverse families with 8-15 per cent of

39

the participants representing professionalassociations, other organizations, supportservices, post-secondary institutions andgovernment.

Practitioner Discussion ThemesThe range of challenges and needs de-

scribed by practitioners in the focus groupsclosely paralleled those described by par-ents. As in the parent discussion theme sec-tion, the challenges and training needsthemes represent highlights only of therange of comments expressed most fre-quently in the practitioner focus groups.The remarks in quotations are verbatimcomments from those discussions.

Relationships with FamiliesChallenges: Practitioners expressed a

variety of challenges related to their rela-tionships with families including: trying tobuild partnerships with families who are"closed to input;" empowering parents by"encouraging them to take the initiative;"dealing effectively with conflicting valuesabout discipline and child rearing style; andfinding ways of meeting both childrens' andparents' needs.

Training Needs: Among the manysuggestions of training needs that would ad-dress the above challenges, practitionerswanted curriculum/professional develop-ment packages that would help them de-velop the knowledge and skills they neededto feel comfortable about supporting par-ents to identify and articulate their own andtheir child's needs. In order to do this, theybelieved they needed more informationabout family diversity and theories relatedto family development and dynamics. Theyalso expressed a need to understand morefully the notion that "many parts make awhole and...how the various parts work(systems theory)." They wanted skills thatwould help them to "[meet] the needs offamily without the family feeling judgedregardless of the family's skills, knowledge,status, life style, age, gender, culture, etc."

Relationships with Co-workersand Other Professionals

Challenges: Practitioners faced manychallenges in their work related to workingwith other professionals. They spoke aboutthe difficulty of ensuring that all profession-als (as well as parents) are involved in as-sessing child and family needs. They ex-pressed frustration with the frequent lack ofcollaboration between professionals and the

NEWSoverlap and gaps in services for families

they suggested that this is particularlyproblematic as it is "the child and familythat suffers when professionals don'twork together." They talked about the an-noyance they felt when professionalsacted "superior like [they] really knowsomething when [they] don't."

Training Needs: Practitioner partici-pants suggested training/professional de-velopment opportunities that "advancedthe attitude that the professional is part ofa larger community training thatwould help the professional to see them-selves as part of the bigger picture." Theysuggested advanced knowledge and skillsthat would support working coopera-tively and collaboratively with other pro-fessionals. They wanted educational ex-periences that would strengthen theirability to work as a team. They alsostressed in several meetings the need todevelop a strong sense of professionalethics and the knowledge and skills nec-essary to support ethical decision-mak-ing.

Relationships with ChildrenChallenges: Practitioners also ex-

pressed challenges that related more di-rectly to working with children. Theyspoke about the challenges of setting age-appropriate guidelines and limits for veryyoung children. They wanted to have afuller understanding of "developing posi-tive ways of disciplining very young chil-dren while supporting their emotional de-velopment." Practitioners expressed theneed to understand more fully how theymight "get away from the tourist ap-proach to culturally diversity." They de-scribed the challenge of "planning/assist-ing children and families to make thetransition from one service to another."Another challenge was "being knowl-edgeable about the impact of adoption,fostering, divorce, etc., on children."Practitioners also expressed the challengeof meeting the needs of both child andfamily when those appear to be in con-flict.

Training Needs: Practitioners sug-gested a variety of training needs relatedto the challenges of working with chil-dren including: "planning a child-ori-ented environment [for infants and tod-dlers]" and planning for an environmentthat is culturally sensitive; advancingtheir screening and assessment skills; and

advancing knowedge and skills to sup-port/ease transitions of children and fami-lies from one support service to another.

Child Development/AppliedDevelopment

Challenges: Practitioners expressedconcern that they did not always fully un-derstand the affects of cultural influenceson child development. While they knewthey must be more inclusive in their ap-proach to both child development andprogram planning, they sometimes foundthis difficult.

Needs: Practitioners suggested thatthey needed training that would help toadvance their knowledge of basic infantand toddler development and "[build] adeeper awareness of child developmenttheory as it relates to culture [andstrengthen their ability to] recognize andcelebrate diversity." They also wantedtraining that would assist them to provideexperiences that promote a clearer under-standing of "the child in the family con-text."

Self-Awareness and Self-Development

Challenges: Practitioners talkedabout how they knew intellectually aboutthe importance of being non-judgementalbut expressed frustration about actuallyassimilating these non-judgemental atti-tudes into their practice. They spoke ofthe challenge of "understanding their ownbiases, prejudices and attitudes" and theeffect of those on practice. Practitionersspoke about how they often had "unreal-istic expectations of self, parents, chil-dren, other professionals, etc.," and thatthis often presented difficulty for them intheir work. They also suggested that itwas very difficult to remember to "carefor oneself in a job that is physically andemotionally draining."

Training Needs: Practitioners ex-pressed the need to advance knowledgeand skill to "become more self-aware...tobuild self-esteem and self-confi-dence...[and to] view one-self as a profes-sional." They suggested that they neededto build a toolbox of techniques tostrengthen their ability to see "other waysof doing, thinking, seeing things beingopen-minded." They wanted to havetraining that would assist them with "es-tablishing boundaries drawing theline." They wanted more information

40

about professional responsibility and legalissues related to that responsibility.

Leadership & CommunityDevelopment

Challenges: Practitioners noted that"proposal writing and all the dilemmas andpolitics that go with [such a task]" pre-sented significant challenge for them (i.e."how to effectively advocate for familieswithout biting the hand that feeds e.g.government"). Other challenges they men-tioned were: "dealing with boards whomay not understand child care" and "main-taining existing services and support."

Training Needs: Training needs re-lated to the above identified challenges in-cluded: advancing knowledge and skillsnecessary to research, develop and evalu-ate programs/services; fundraising; ad-vancing understanding of the social psy-chology (i.e. understanding the bigpicture); strengthening their "ability to dealwith various government ministries andthe media;" and building facilitative skillsto strengthen ability to work with boardsand other community groups.

Accessing ResourcesChallenges: Challenges related to ac-

cessing resources included: being aware ofavailable community resources; matchingresources/services to family need; "poorcoordination of services;" "lack of conti-nuity of services/programs from one com-munity to another;" making resourcesavailable across large geographic regions(of particular concern in the north); frustra-tion with the fact that "parents must oftenbe in crisis to get help." They alsosuggested that criteria for accessing serv-ices can be confusing for parents and prac-titioners.

Training Needs: Training needsemerging from the challenges noted aboveinclude: advancing practitioners' skills in"exploring options for accessing resourceswithout being community specific" (i.e.where to start looking for resources in anycommunity); and advancing knowledgeabout building links in the community tostay abreast of new information.

Format and Delivery ofPractitioner Training

Practitioners expressed a desire fortraining to be widely accessible. As a re-sult, there was good support for distanceeducation delivery of the curriculum. They


NEWS,441 also stressed that they wanted the

courses to be developed at an advanced

undergraduate level. They were clearthat they did not want training to repli-cate existing training but rather to buildon it. There was also strong support forcourses that would provide transfercredit into upper-level (3rd and 4thyear) post-secondary programs such as

the Child & Youth Care degree pro-grams and the post-diploma Infant De-velopment Program at the University ofBritish Columbia.

In addition to the above points,practitioners believed that there shouldalso be professional development ac-tivities supporting training needs simi-lar to those listed above, but offered at amore basic level to ensure access totraining resources for those individualsworking with infants and toddlers whoare untrained or require less advancedtraining. It was recommended that these

training opportunities be hands-on toencourage skill development.

Results of Practitioner SurveyQuestionnaire

At the end of the focus groups,practitioner participants also completeda questionnaire. This questionnaire

helped to ensure that, in addition to thegroup responses, individual participantshad the opportunity to express her ownparticular challenges and make sugges-tions for training and resources she be-

lieved useful.

In the questionnaire, respondentswere asked to rate their top four train-ing needs. The training need categorieswere rated as follows: communicationskills (81 per cent); understanding in-fant/toddler development and applyingknowledge of child development topractice (64 per cent); understandingchild behaviour (33 per cent); under-standing cultural diversity (25 per cent),

case planning/management (23 per

cent); program planning for infants andtoddlers (21 per cent); and under-standing principles of inclusion (12 percent).

Of the 70 per cent of respondentswho indicated barriers to past trainingopportunities, 42 per cent cited finan-cial barriers; geographic distance totraining centres (35 per cent) and timebarriers (36 per cent) were suggested by

an almost equal number of the respon-


dents. Sixty-two percent of respondentsstated that they would take distance educa-tion courses if offered and a full 75 per centsaid they desired credit for the coursestaken.

In summary, practitioner participantsand questionnaire respondents shared withus many challenges and needs experiencedby them in their professional role with in-fants and toddlers and their families. Addi-tionally, many practitioners provided in-sight into some of the ways in which theirtraining and professional developmentcould be strengthened to ensure that theyprovide the kind of support to families thatthey believe is crucial to advance the qual-ity of care to young children in the prov-ince of B.C. The needs identified by practi-tioners in fulfilling their responsibilitieswere primarily focused on advancing theirability to: strengthen their relationshipswith children, families, co-workers andother professionals; advance their under-standing of child development and appliedchild development; deepen their awarenessof their personal beliefs and values and theimplications of these beliefs and values ontheir ability to work with families and oth-ers effectively; advocate and provide lead-ership in their communities to supportquality services to families; and to find andaccess child, family and professional sup-port resources in their communities. Thesedata collected from practitioners providedcrucial information to First Steps as wemoved to the curriculum and professionaldevelopment phase of the project.

Literature Survey

The survey of the literature represented

a search of titles related to various aspectsof infant/toddler care and development. Ti-tles of relevant publications were sought ina variety of locations such as university andcollege libraries and national, provincialand community resource and informationagencies. In addition, both Advisory andSteering Committees were asked to recom-mend relevant sources of information aboutpublications and individual contacts weremade to known experts in the field of in-fant/toddler care and development in bothCanada and United States. While the list oftitles complied in the survey is by no means

exhaustive, it does include approximately300 titles. An annotated bibliography wasalso undertaken that provides a brief ab-stract on the titles reviewed for the purpose

41

of the project curriculum and resource de-velopment. This bibliography representsabout 80 titles.

Several themes emerged in the literature

survey that reflected many of the samethemes that were expressed by both parents

and practitioners in the community discus-sions and the questionnaires. These in-cluded (but were not limited to): family-centred care (i.e. understanding the childwithin the context of family); the ecologicalcontext of child development (i.e. under-standing child development within the con-text of all the systems with which the childand family come in contact); changing so-cial attitudes toward diversity including eth-nic and cultural differences; research issuesrelated to early intervention; and servicebenefits of multi-disciplinary teams. Twothemes that were often emphasized in thesurvey but did not emerge in the focusgroup discussions and questionnaires werethe effects of attachment on developmentand individuality (i.e. inborn temperamentdifferences).

Curriculum and Resource

DevelopmentAs the Needs Assessment data were

compiled, collated, and analyzed the second

phase of the First Steps Project began.These data provided the First Steps ProjectTeam with a framework from which tobuild the curriculum, professional develop-ment, and parent resources. Informationfrom the focus group discussions clearly in-dicated areas of significant need that wereconsistent across the communities and thequestionnaire data supported the needsidentified in those community consult-ations.

Curriculum for PractitionersAs of December 31, 1995, one of the

First Steps courses is complete BuildingCaring Partnerships. Course #1 is de-signed to encourage infant/toddler practitio-ners, through examination of current re-search and theories, to integrate skills andknowledge about infants and their familiesinto a new way of thinking about creatingpartnerships with families.

Course #2, Working with Families andtheir Communities, is designed to providethe student with an understanding of socialnetworks and the larger community thatsupports families and professionals. It will

NEWSlook at ways to strengthen the community-at-large as a supportive environment for allfamilies with infants and toddlers, particu-larly those families whose situations mayput their children at risk.

Course #3, Supervised Practicum inInfant/Toddler Settings, is designed toprovide students with direct supervised ex-periences in working with infants and tod-dlers and their families, and other relatedprofessionals. In this course, students willtranslate knowledge (gained in courses oneand two, as well as past education andwork experience) into practice and provideexperiences in which to develop congru-ence between personal beliefs and valuesand professional knowledge and skill.

Professional Development forPractitioners

A professional development package isbeing developed in two parts. Part One,Building Partnerships with Families,will provide the opportunity for practitio-ners to explore how such elements as per-sonal beliefs and values, communicationskills, and diversity, affect building part-nerships with families. The family-centredcare approach forms the basis for this

work. In Part Two, Collaborative Team-work with Parents and Professionals,practitioners will focus on defining thepartners of the case-management teamand understanding a family-centred ap-proach to collaboration.

Parent ResourcesThe parent resources are still in the

development stage. As the resourceneeds expressed by parents closely paral-leled the training needs expressed by thepractitioners, the content of these pack-ages will be extracted from the profes-sional development packages. Final deci-sions regarding the content and format ofthese resources will be made in consult-ation with First Steps Steering and Advi-sory Committee members, particularlyparents and others with related expertise.

Conclusion

The consultative and collaborativeprocess undertaken during the First StepsProject has provided a unique opportu-nity for post-secondary institutions, earlychildhood and early intervention profes-sional associations and agencies, parents,

and others with a stake in the care and de-velopment of infants and toddlers, to beginbuilding national, provincial and commu-nity networks. Such networks can enhanceour ability to make significant positivechange to children's services through thedevelopment of advanced educational op-portunities for practitioners and supports tofamilies. One of the most exciting and sat-isfying aspects of the project's work is theopportunity to give voice to the parents andthe practitioners on whom the responsibil-ity for the care of our children rests. Thewillingness of these individuals to partici-pate in this process and their appreciation atbeing asked was a powerful reminder ofhow often their interests and needs areoverlooked in the development of educa-tional programs and resources. The com-mitment to the partnership and to collabora-tion by all those involved has ensured thatthose greatly concerned with the care anddevelopment of our youngest members ofsociety have had the opportunity they de-serve to contribute their own expertise tothe work of the project.

Information from the needs assessmentprocess described here points to the greatpotential that still exists for additional credit

D ,L,\ cda I? 1 IIN THE ADDISON-WESLEY EARLY CHILDHOOD EDUCATION SERIES

WORKING WITH FAMILIES: Perspectives

for Early Childhood Professionals

by Rena Shimoni and Joanne Baxter

Assists in understanding and collaborating

with parents. Discusses the issues facing

families today, such as divorce, poverty, and

single parenting. Also includes a section on

parent-staff collaboration.

ISBN 0-201-82906-1

CHILDREN'S PLAY: An Introduction for Care

Providers

by Vicki Mulligan

Prepares care providers for the challenge of

creating excellent play environments for

children environments that are

developmentally, individually, and locally

appropriate for the children who use them.

ISBN 0-201-82979-7

Au Introduction lot

Love Peoviderg

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SCHOOL-AGE CARE: Theory and Practiceby Steve Musson ISBN 0-201-60190-7

CHILD CARE POLICY IN CANADA:Putting the Pieces Together

by Martha Friendly ISBN 0 -201- 58851 -X

TAKE A LOOK:Observation and Portfolio Assessment in Early Childhood

by Sue Martin ISBN 0-201-58857-9

QUALITY MATTERS: Excellence in Early Childhood Programsby Gillian Doherty-Derkowski ISBN 0-201-76614-0

EVERY CHILD IS SPECIAL:Quality Group Care for Infants and Toddlers

by Rena Shimoni, Joanne Baxter, and Judith Kugelmass

ISBN 0-201-58552-9

Also available :Video Supplement

ISBN 0-201-44303-1

To order, or for more information, please contact: ADDISON-WESLEY PUBLISHERS LTD. College Division

26 Prince Andrew Place, Don Mills, Ontario M3C 2T8 Tel.: (416) 447-5101 Fax: 1-800-465-0536


4 2

NEWScourses, professional development op-portunities and parent resource materi-als. Funding is currently being soughtto continue the important work of theproject and to make the First Stepsproducts more widely accessible.

Linda McDonell is the CCCF board memberfor B.C. and is past administrative coordina-tor of First Steps Project. She is currentlyworking in early childhood care and educa-tion at Malaspina College in Nanaimo.Valerie Kuehne is project director of FirstSteps and director of the School of Child andYouth Care, University of Victoria. BeverlyBoisseau is administrative coordinator ofFirst Steps and a sessional instructor in theSchool of Child and Youth Care, University ofVictoria. Lee Harrison is instructional andmedia coordinator of First Steps. First Stepsis funded by Community Action Program forChildren, Brighter Futures, Health Canada.

For information regarding the First StepsProject or the Needs Assessment, contactProject Director Dr. Valerie Kuehne, FirstSteps Project, School of Child and YouthCare, PO Box 1700, University of Victoria,Victoria, BC, V8W 2Y2.

It70 Across CanadaBRITISH COLUMBIA In February,Early Childhood Multicultural Servicesprovided a three-and-a-half day provincialtraining program on multicultural andanti-bias early childhood education.

The Known Abusers Project, completed inDecember 1995, will now become apermanent government program within theMinistry of the Attorney General. Theproject comprises a number of differentinitiatives including: a notification policythat allows for the disclosure ofinformation among justice agencies and thenotification of the public when a knownabuser is released into the community;educational materials, such as Help Stop

Child Abuse: A Handbook for Employersand Volunteer Coordinators; the newCriminal Records Review Act; and theestablishment of a new Criminal RecordsReview Agency that will administercriminal record checks requested byemployers and government bodies.

The Westcoast One Stop Access (OSA)Demonstration project is now underway.This four-year pilot project is funded by theMinistry of Women's Equality to look atways of providing easier access to theMinistry of Social Services DaycareSubsidy program and federal child careinformation and referrals. OSA is a projectof the Vancouver Child Care SupportProgram at Westcoast.


The BC Day Care Action Coalition haschanged its name to The Coalition of ChildCare Advocates of BC.

In November 1995, the Board of EarlyChildhood Educators of BC voted toformally affiliate with the Canadian ChildCare Federation.

The BC Association of Child Care Services(BCACCS) was formed in January 1995. Itspurpose is "to promote and support qualitycommunity-based child care services andsupport programs that benefit children,families and the public..." The establishmentof BCACCS, including initial operatingsupport, membership recruitment initiativesand organization development, is funded bythe Ministry of Women's Equality. To helpthe board of BCACCS achieve its objectives,two consultants from The Young GroupValerie Young and Madelaine Hatch havebeen hired and are working closely with theboard and its committees.

In January 1996, BCACCS began amembership drive that includes regionalmeetings throughout the province. This phaseof development is seen to be crucial to itsfuture an enthusiastic membership willhelp drive the success of BCACCS, realizingthe opportunity for British Columbia's childcare services to forge together with apowerful common voice. Following themembership drive, the board will meet todiscuss future directions for the organization.

NEWFOUNDLAND The first phase ofthe pilot project on ECE Certification iscomplete. Currently, two orientation coursesare being piloted the PreschoolOrientation Course (five modules) and theSchool-Age Orientation Course (threemodules). Both are competency-based,self-study courses. The pilot project endsMarch 31, 1996.

SASKATCHEWAN In February, theSaskatchewan Women's AgriculturalNetwork (SWAN) met in Saskatoon toaddress various issues related to farm/ruralwomen. One issue that was raised was thatchild care should qualify as an employmentprogram option for students. Such aprovision would be one step towardsensuring the safety of children while bothparents are working on the farm. Thedecision to lobby federal and provincialgovemments for child care was one of threehealth and safety related resolutions maderecently at SWAN's winter conference.

PRINCE EDWARD ISLAND HollandCollege has recently made a committment toa three-year extension program in earlychildhood education for people presentlyworking in licensed child care.

43

The Child Care Facilities Board, the provinciallicensing body, is now granting child carefacility licences on a three-year basis, instead ofone year.

ALBERTA A redesign of Children'sServices has been mandated by the provincialgovernment. The initiative includes fourgovernment departments Health, Education,Social Services and Justice. Seventeenregions have been outlined and localsteering committees have been appointed toimplement an extensive community consultationprocess.

Calendar

APRIL26 28Winnipeg, ManitobaThe Manitoba Child Care Association's 19thannual provincial conference will focus on"Profiles of Caring." Keynote speakers willinclude Robert Munsch, North America'sfavourite children's storyteller, and JanetGonzales-Mena, a well known presenter andauthor on family day care, multiculturalism inchild care, infant care and partnerships withparents. More than 70 workshops will beoffered.

Contact: Debra Mayer Manitoba Child CareAssociation, 364 McGregor Street, Winnipeg,Manitoba, R2W 4X3. Phone: (204) 586-8587(ext. 6). Fax: (204) 589-5613.

MAY3 4

St. John's, NewfoundlandThe Association of Early Childhood Educatorsof Newfoundland and Labrador (AECENL)will hold their annual conference in St. John's,Newfoundland. Maitland Mclssac will be thekeynote speaker and presenter of the literacyworkshop.

Contact: Lynn Smyth, Conference Chair,AECENL, P.O. Box 21462, 140 Torbay Road, St.John's, Newfoundland, A 1 A 4J7.

9 -11Vancouver, British ColumbiaThe theme of the 26th annual conference ofEarly Childhood Educators of BritishColumbia is "Together: Early Childhood, aJourney of Discovery." Keynote speakersinclude Lilian Katz and Joyce Preston.

Contact: Early Childhood Educators of BritishColumbia, 201-1675 West 4th Avenue, VancouverB.C., V6J 1L8. Phone: (604) 739-0770. Fax:(604) 739 -3289.

NEWS22 - 25Ottawa, OntarioThe theme of the 44th annual conference ofthe Association of Early ChildhoodEducators, Ontario is "Embrace the Dream -Where will the Children Play Beyond theYear 2000?"

Contact: AECEO, 40 Orchard View Boulevard,Suite 211, Toronto, Ontario, M4R 1B9. Phone:(416) 487 -3157 or 1-800-463-3391. Fax: (416)487-3758.

24 - 26Toronto, Ontario"Celebrating Canadian Children: A Prism forUnderstanding" is the theme of the CanadianAssociation for Young Children's nationalconference. Keynote speakers will be BevBos, Ken Rubin and David Booth.

Contact: Barbara Rowe at (416) 223 -6164.Fax: (416) 223 -5657.

31 -2Surrey, British ColumbiaThe South Fraser Family Child Care Societywill be hosting the 15th annual WesternCanada Family Day Care Conference. Thetheme will be "A Tapestry of Caring."

Contact: Debra Wright at (604) 591-8137 or theWestern Canada Family Day Care Association,do 9527-120th Street, Suite 212B, Delta, B.C.,V4C 6S3. Phone: (604) 951 -1870. Fax: (604)951-1870.

JUNE25 30Montreal, QuebecThe 5th International Week for Children'sRights is being sponsored by DCI-Canada(Defence for Children-International). TheWeek gives supporters of children's rightsfrom around the world an opportunity toshare their knowledge and practicalexperience as well as formulate strategies toincrease worldwide respect for the rights ofchildren. One-day training sessions pertainingto the United Nations Convention onChildren's Rights will kick-off the Week. Athree-day conference on "Children's Rights inthe Global Economy" will follow.

Contact: DEI-Canada 1996, do CoplanorCongres inc., 511 Place d'Annes #600,Montreal, Quebec, H2Y 2W7. Phone: (514)848-1133. Fax: (514) 288 -6469.

JULY2 -12Victoria, British ColumbiaThe fifth biennial University of VictoriaSummer Institute will bring together

international and Canadian leaders workingat the forefront of efforts to revolutionizeconcepts of quality child care. Key topicswill focus on: Becoming Familiar withExisting Quality Research and QualityMeasures; Understanding Quality in theContext of Culture and Community;Practicing Inclusion in Developing YourOwn Program's Quality Indicators; andQuality Development as ProgramDevelopment and CommunityDevelopment. Institute faculty consists of:Peter Moss; Gunilla Dahlberg, Ph.D,; AlanPence, Ph.D.; and Sandra Griffin, M.A.

Contact: Child Day Care Leadership Institute,do Unit for Child Care Research, School ofChild and Youth Care, University of Victoria,P.O. Box 1700, Victoria, B.C. V8W 2Y2. Fax:(604) 721 -8977.

Resources

The Atlantic Day Care Study was carriedout in 1993-1994 in 48 day care centres inthe four Atlantic provinces. The study wasdesigned to compile a comprehensivepicture of what day care centres in theregion are like and to examine therelationships between characteristics ofcentres, centre quality, staff characteristics(e.g., education and experience), adultworking conditions, family background andchildren's development. Recommendationsfor policy and practice are also included.Both the complete report and the summaryreport are available.

To order, contact Dr. Patricia Canning,Faculty of Education, Memorial University ofNewfoundland, St. John's, Newfoundland, A IB3X8. Phone: (709) 737 -8000. Or contact Dr.Mary E. Lyon, Department of Child and YouthStud); Mount Saint Vincent University Halifax,Nova Scotia, B3M 2J6. Phone: (902) 457 -6187.

Paths to Equity: Cultural, Linguistic andRacial Diversity in Canadian EarlyChildhood Education was written by JudithK. Bernhard, Marie Louise Lefebvre, GydaChud and Rika Lange. The book is basedon an extensive nationwide study of 77child care centres, 199 teachers, 78 schoolsof ECE, and 14 family groups in Montreal,Toronto and VSncouver, on the cultural,linguistic and racial diversity in Canadianearly childhood education. The reportpresents the results of this study on how theECE system is responding to the increasingdiversity of contemporary society.Recommendations in the report include theneed for systematic inclusion of diversityissues in ECE preparation programs, as wellas development goals for genuine

BEST COPY AVAILABLE4

collaboration between ECE teachers andfamilies of all backgrounds.

To order, send $18.95 (plus shipping &handling and GST) to York Lanes Press, Suite351, York Lanes, York University, 4700 KeeleSt., North York, Ontario. M3J 1P3. Fax:(416) 736 -5837. ISBN 1-55014-277-1.

The Status of Day Care in Canada 1994:A Review of the Major Findings of theNational Day Care Study 1994, is nowavailable.

To order in English or French, contact theEmployability and Social PartnershipsDivision, Department of Human ResourcesDevelopment, Ottawa, Ontario, K/A 1B5.Phone: (613) 952 -7974. ISBN0-662-22325-X.

The Canada Health and Social Transfer:A Threat to the Health, Development andFuture Productivity of Canada:s Childrenand Youth was prepared by Paul D.Steinhauer and published by the CaledonInstitute of Social Policy. The papersuggests criteria for directing cuts in socialservices in ways that will help bring thefiscal deficit under control withoutunnecessarily aggravating the socialdeficit.

This paper is available for $5.95 (plusshipping & handling and GST) fromRenouf Publishing Co., 1294 Algoma Road,Ottawa, Ontario, K/B 3W8. Tel: (613)741-4333. Fax: (6/3) 741 -5439. ISBNI-895796-44-X.

School-Age Care Environment RatingScale was written by Thelma Harms, EllenVineberg Jacobs and Donna RomanoWhite. The book provides an easy-to-useresource for defining high-quality care andassessing levels of quality in child careprograms offered by schools and otherorganizations, both public and private.

To order for $8.95 (U.S. funds), contactTeachers College Press, 1234 AmsterdamAvenue, New York, NY, 10027. Phone:1-800-575-6566. ISBN 0-8077-3507-8.

Measure of Success: The Educator inPractice was written and produced byBarbara Elliott. This document is aself-assessment tool for early childhoodeducators based on the "best performance"standards of practice. A detailed actionplan sets out desired behaviours, tasksassociated with behaviours, examples ofthe behaviours and a checklist to evaluateskills.

To order, send $39.95 (plus $4 shipping &handling) to Measure of Success, doBarbara Elliott, RR #1, South Gillies,Ontario, POT 2V0.


Membership ApplicationMEMBERSHIP CATEGORIES

IndividualFor individuals with a personal commitment to thegoals of CCCF ($30)

StudentFor students ($25)

ProgramFor agencies, child care centres, toy lending libraries,resource centres and interested groups of 20 or fewer ($45)

OrganizationFor training institutions, provincial organizationsand other child care organizations with 20 membersor more ($85).

MEMBERSHIP BENEFITS

Members have access to or receive the following:

Interaction magazine, published quarterly

Resource Sheet, published quarterly

Information Services via I -800#

Biennial conference at special rate

Special rates for CCCF products

Networking with other organizations

Voting privilege at AGM

Program members also receive a complete setof Resource Sheets.

Organization members also receive an annualupdated listing of Canadian child care contacts.

Please note: Current members of the following affiliate organizations are automatically members of the CCCF:

Association of Early Childhood Educators, OntarioAssociation of Early Childhood Educators of Newfoundland and Labrador

Certification Council of Early Childhood Educators of Nova SoctiaEarly Childhood Coalition Petite EnfanceEarly Childhood Development Association of P.E.I.

Early Childhood Educators of British ColumbiaEarly Childhood Professional Association of Alberta

Family Day Care Association of ManitobaHome Child Care Association of OntarioManitoba Child Care AssocaitionSaskatchewan Child Care AssociationWestern Canada Family Day Care AssociationYukon Child Care Association

MEMBERSHIP APPLICATION (please print)

Name/Contact Person

Organization/Program

Address

Telephone: Home ( ) Work

Yes, I/We support the goals and objectives of the Canadian Child Care Federation and wish to join. Enclosed please find a cheque

or money order for the membership fee.

Signature

MEMBERSHIP FEES

1=1

1=1

Individual $30

Student $25

Program $45

Organization $85

1=1 Subscription to Interaction $50(applicable to non-members only)

Donation

CCCF, 120 Holland Avenue, Suite 306

Ottawa, Ontario K1Y 0X6

Tel: (613) 729-5289; Fax (613) 729-3159

1-800-858-1412

Charitable status # 0806240 - 09

GST Registration No. 8106844335

ISSN 0835-5819

name of institution 1=1

Foreign members: add $30 CDNto the relevant membership fee.

45

t raVOL. 10 N° 1 PRINTEMPS 1996

0 mi41111

PUBLICATION DE LA FEDERATION CANADIENNE DES SERVICES DE GARDE A L'ENFANCE

iAt EST COPY WOKE

.7

.4 6

Soins auxpoupons et auxtout-petits

Confessionsd'unechercheuse depoux de tete

Prets pour lamaternelle

La film& detabac ambiante

Demande d' adhesionCATEGORIES DE MEMBRES

IndividuelPersonnes portant un inter& particulier aux objectifsde la FCSGE (30 $)

EtudianteEtudiantes (25 $)

ServiceAgences, garderies, centre de documentation et groupesinteresses de 20 membres ou moms (45 $)

OrganisationEtablissements de formation, organisations provinciales etautres organisations de garde a l'enfance comptant20 membres ou plus (85 $)

AVANTAGES POUR LES MEMBRES

Les membres ont acces a ce qui suit ou le recoive :

Interaction, magazine trimestriel

Feuilles-ressources publiees trimestriellement

Services d'information via 1-800#

Conference biennale a tarif reduit

Publications de la FCSGE a prix reduit

Maillage avec d'autres organisations

Droit de vote a l'assemblee generale annuelle

Les services-membres recoivent aussi une seriecomplete de feuilles-ressources

Les organisations-membres recoivent aussi une micea jour annuelle de listes de personnes-ressources.

Note : Si votre statut de membre est a jour dans les organisations suivantes, vous etes automatiquement membre de Ia FCSGE.

Association of Early Childhood Educators, OntarioAssociation of Early Childhood Educators of Newfoundland and LabradorCertification Council of Early Childhood Educators of Nova SoctiaEarly Childhood Coalition Petite EnfanceEarly Childhood Development Association of P.E.I.


Family Day Care Association of ManitobaHome Child Care Association of OntarioManitoba Child Care AssocaitionSaskatchewan Child Care AssociationWestern Canada Family Day Care AssociationYukon Child Care Association

DEMANDE D'ADHESION (Veuillez ecrire en Iettres moulees) Mise a jour janvier 1996

Nom/personne contact

Organisation/service

Adresse

Telephone : Domicile ( Travail ( )

Oui, j'appuie (nous appuyons) les buts et objectifs de Ia Federation canadienne des services de garde a l'enfance et je desire(nous desirons) y adherer. Veuillez trouver sous pli un cheque ou mandat-poste.

Signature

FRAIS D'ADHESION (taxes incluses)

Individuel 30 $ Tarif d'abonnement a Interaction

Etudiante 25 $nom de l'institution d'enseignement

Service 45 $

Organisation 85 $

(non-membres seulement)

Don

50 $

Membres a l'exterieur du Canada :ajouter 30 $ CAN aux frais d'adhesionpertinents

FCSGE, 120, ay. Holland, bureau 306

Ottawa (Ontario) MY 0X6

(613) 729-6289; Telec.: (613) 729-3159

1-800-858-1412

Organisme de chartte #0806240-

d'enregistrement TPS RI06844335

ISSN 0835-5819

47

InteractionVOLUME 10 NUMERO 1 PRINTEMPS 1996

PUBLIE PAR LA FEDERATION CANADIENNE DES

SERVICES DE GARDE A L'ENFANCE

RedactricePubliciteDesign/Mise en pageTraductionImpression

Susan Hajdu-VaughnGaetane HuotJohn Atkinson


FEDERATION CANADIENNE DES SERVICES

DE GARDE A L'ENFANCE

MEMBRES DU CONSEIL D'ADMINISTRATION

Conseil de direction

Presidente

TresorierSecretairePresidente sortante

Adml

C.-B.

Alberta

SaskatchewanManitoba

OntarioQuebecNouveau-BrunswickNouvelle-EcosseL.-P.-E.

Terre-Neuve

Yukon

T. NM.





nistratrices (teurs)

Linda McDonellKaren Charlton

Karen TroughtonFrances Evers

Tess Ay les



Gillian Moir

Personnel

Directrice generaleDirectrice des services a ('information

Chef des services administratifsRedactrice, InteractionAgente a ('information

Agente a ('adhesionAdjointe administrative

La Federation canadienne des services de garde al'enfance a pour mission principale d'ameliorer la

qualite des services de garde d'entants offerts auxfamilies canadiennes.

LA FEDERATION DESIRE ENTRE AUTRES :fournir de ('information et faciliter la communication au seindune vaste gamma de groupes cibles. Les services et les

programmes de la Federation sont destines aux intervenantesen services de garde, aux organisations de services de garde.aux etablissements de formation, aux decideurs politiques at

aux leaders d'opinion publique:

soutenir as initiatives destinees a ameliorer les competences.('expertise et la prise de conscience des groupes cibles quantleurs roles en vue d'ameliorer la qualite des services de garde.Les initiatives at les plans d'action de la Federation component

souvent un element de sensibilisation;

s'orienter s'orienter davantage ears les politiques et larecherche. influer sur ('orientation de la politique en matiere de

services de garde et soutenir la recherche destines a ameliorerla la qualite des service de garde a l'enfance.

FCGSE/CCCF recoil des subventions de Developpement desressources humaines

N° d'enregistrement TPS R 106844335

ISSN 0835-5819

BEST COPY AVAILABLE

CONTENUO PINIONS

Dans les coulisses 2

Lettres 2

De mon observatoire Colloque national sur l'action communautaireaupres des enfants 3

par Gail Szautner

Tout un voyage...Deplacement a Clyde River sur rile de Baffin 4par Tess Ayles

Voici les membres affilies! Profil de I'AECENL 5

par Joanne Morris et Corriene Murphy

La fumee de tabac ambiante 7

par Rebecca Last et Patricia Walsh

Tabagisme : ce que les educatrices en garderie doivent savoir 9

par Jane Chapman

Le droit des enfants aux services de garde : Convention relative aux droits de ('enfant 12

par Sandra Griffin

Revue de videocassettes The Early Childhood Training Series: Diversity 16

par Judith K. Bernhard

Revue : Livres pour enfants 17

par Suzanne A. Delisle et Alfonsina Clemente

P R A T I Q U ELa gestion efficace : Confessions d'une chercheuse de poux de tete 18

par Barbara Kaiser et Judy Sklar Rasminsk:v

Initiatives creatrices : Bon depart et au-dela : L'educatrice et la preparationa Ia maternelle 21

par Wayne Eastman

Demandez a votre professionelle de la sante : Le syndrome de mon subitedu nourrisson 24

par Deborah Kernested

A PROPOSTransition : services pour poupons a services pour tout-petits De la philosophie et latheorie A la pratique 25

par Patricia Robertson

EAD - PAD: Rdaliser des evaluations sensibles au developpement des pouponset des tout-petits 28

par Sue Martin

N OUVELLESEchos de Ia recherche : Evaluation des besoins «First Steps» : Collaborationpour Ia production de materiels educationnels et de ressources pour lespraticiennes et les parents 32

par Linda McDonell, Valerie S. Kuehne, Beverly Boisseau et Lee Harrison

Roseau pancanadien 39

Calendrier 39

Ressources 40

Photo de la page couverture prise par Alida Jansen a la Garderie Namia a Westmount, Quebec.

INTERACTION est publie trimestriettement et distribue aux membres de la Federation. Toute annonce publicitaire dolt etreapprouvee par la redaction. La Federation canadienne des services de garde a l'enfance nest pas responsable desdeclarations ou representations de fart ou des opinions presentees dans les annonces publicitaires paraissant dansINTERACTION. L'approbation des annonces publicitaires par la Federation n'implique pas qu'elle endosse les produits oules services qu'on y yenta. Les taux concemant la publicite sont communiques sur demands. Circulation: 2 500. Les opinionsexprimees dans cette publication n'engagent que leurs auteurs at ne refletent pas necessairement cellos de la Federation. A('exception des oeuvres protégés par des droits d'auteur, les articles de INTERACTION peuvent etre reproduits a conditionden mentionner la source et de nous faire parvenir un exemplaire de la publication contenant les passages reproduits. Priered'adresser toute correspondance a la : Reclachice, INTERACTION. FCSGE/CCCF, 120, ay. Holland, bureau 306,Ottawa (Ontario) K1Y OX6, (613) 729-5289 ou 1-800-858-1412, Telecopieur (613) 729 -3159.

48

OPINIONS

Dans les coulissesLa presente livraison deInteraction comprend desarticles sur les soins aux pouponset aux tout-petits dans les

rubriques A propos, Nouvelles etPratique. On traite de revaluationappropriee au developpement (EAD) et deIa pratique appropriee au developpement(PAD) dans ('article de la rubriquePratique intitulde Rea User desevaluations sensibles au developpementdes poupons et des tout-petits parSue Martin. Vous y trouverez aussiTransition : services pour poupons aservices pour tout petits - De laphilosophic et la theorie a la pratiquepar Patricia Robertson, une educatrice deIa petite enfance a la garderie pourpoupons du Early Learning Centre duCollege Algonquin a Nepean, Ontario. Enoutre. dans notre rubrique Echos de larecherche, ne manquez pas de lireEvaluation des besoins 0 First Steps» :Collaboration pour la production demateriels educationnels et de ressourcespour les praticiennes et les parents parLinda McDonell, Valerie S. Kuehne,Beverly Boisseau et Lee Harrison. Cetarticle (kern un projet unique commenceen Colombie- Britannique en 1994 dans lebut d'elaborer un programme d'etudespour les specialistes de ]'interventionprecoce et les educatrices de la petiteenfance oeuvrant aupres des poupons etdes tout-petits a risque ainsi que desmateriels ressources destines aux parentsde ces enfants. Dans Demandez a votreprofessionnelle de la sante, DeborahKerbested fait une mise a jour sur lesyndrome de mort subite du nourrisson(SMSN).

Vous trouverez en outre dans cenumero de r information sur les dangersde Ia fumee de tabac ambiante (FTA) etquelques suggestions pour cesser defumer. Confessions d'une chercheuse depoux de tete par Judy Sklar Rasminsky etBarbara Kaiser nous renseignent sur lestribulations d'une garderie pour eliminercette bestiole et propose tine politiqueconcernant les poux de tete pour lesgarderies en ayant besoin. Naturellement,it y a toutes nos rubriques habituelles etdivers autres articles interessants dans cenumero Printemps. Bonne lecture!

Susan Hajdu-Vaughn. redactrice

. 2 INTERACTION PRINTEMPS 1996

LettresAu nom de l'honorable Jack W. Ady,

ministre de r Education superieure et duPerfectionnement professionnel, je vous re-mercie de votre lettre. Merci egalementpour l'exemplaire de Lignes directrices na-tionales pour la formation en soins et eneducation de la petite enfance.

L'examen de ces lignes directrices nousa permis de noter une distinction claire entreles lignes directrices et les normes ainsi quela reconnaissance de la juridiction provin-ciale en ce qui conceme les normesrevisees. L'ebauche des lignes directrices nesemble pas en conflit avec les protocoles deprogramme que nous avons elabores pourles colleges apres la mise en oeuvre des nor-mes revisees de dotation en personnel desservices de garde par les services sociaux eta la famille de l'Alberta. Nous allons dis-cuter du document avec les coordonnatricesdes programmes de developpement de lapetite enfance et vous informer des ques-tions qu'elles pourraient soulever.

Nous croyons que ]'initiative nationalede votre organisation ajoutera aux informa-tions de base pour elaborer une politiquedans ce domaine en plus de servir de guidepour la conception de programme aux eta-blissements de formation. Nous sommesheureux d'être informes de cette initiative etesperons recevoir les lignes directrices fina-les, l'outil d'auto-evaluation ainsi que lesresultats de retude sectorielle que se pro-pose de faire Developpement des ressourceshumaines Canada.

Je vous remercie de nous avoir donnel'occasion de commenter rebauche deslignes directrices. Nous appuyons l'initia-tive visant la coherence en matiere de pro-grammation dans toutes les provinces. Nousvous encourageons a continuer votre travaildans ce domaine.

Neil Henry

Sous-ministre adjoint

Financement et reddition de compte du systeme

Ministere de l'Education superieure et du

Perfectionnement professionnel de l'Alberta.

J'ai le plaisir d' accuser reception de vosexcellents documents ressources. Its com-ponent des informations tres bien &rites ettres actuelles.

A titre d'infirmiere hygieniste au Pro-gramme pour enfant sain du bureau de

49

sante, j' agis comme personne ressourcespour la communaute des services de gardea I'enfance en ce qui touche les questionsrelatives a la sante. Je trouve que vos res-sources sont ponctuelles, concises etprecises.

Recemment, le bureau de sante a com-mantle des exemplaires d'une interessanteressource appelee Precautions uni-verselles pour prevenir les maladies trans-missibles par le sang (Adaptees aux ser-vices de garde a l'enfance). Nous avonsenvoye des exemplaires a toutes lesgarderies, aux prematemelles et auxagences privees de garde en milieu fami-lial de nos deux comtes. Merci encorepour renorme travail et les excellentsresultats enregistres.

Beth Baxter

lnfirmiere hygieniste

Bureau de sante des cower de Hastings et de

Prince Edward

Belleville, Ontario

A l'occasion de la reunion des 20 et21 novembre 1995 de la British ColumbiaEarly Childhood Education ArticulationCommittee, Gyda Chud, representante dela region ouest pour le comite de la forma-tion, a presente un compte rendu du pro-cessus de consultation qui a abouti a laproduction des Lignes directrices natio-nales pour la formation en soins et en edu-cation de la petite enfance ainsi que del'outil d' auto-evaluation complementaire.

Une bonne discussion s'en est suivieautour des reactions des membres ducomite a ces odocuments pertinents». On aadopte a runanimite une motion deman-dant au comite d' approuver les deux docu-ments comme etant d'une grande utilitepour r auto-evaluation et relaboration deprogrammes de formation de qualite.

Au nom du Comite de ('articulationdes programmes d'EPE, nous saisissonscette occasion pour remercier la Federa-tion canadienne des services de garde al'enfance et les membres du comite de laformation pour leur travail et ]'engage-ment qu'elles ont demontre envers cet im-portant processus.

Pat McKenzie et Pat Brown

Copresidentes

BC E.C.E. Articulation Committee

OP I N I O N SDE MON OBSERVATOIRE

Colloque national surFaction communautaireaupres des enfants

par Gail Szautner

Du 5 au 7 novembre 1995, 140 per-sonnes de partout au Canada se sontrencontrees a Winnipeg a ]'occasion

du Colloque national sur l'action communau-taire aupres des enfants, parraine par l'Institutcanadien des recherches avancees, le Centred'etudes des enfants a risque, Sante Canada,Developpement des ressources .humainesCanada et le Fonds Stewart de la Fondationde Vancouver. L'evenement a ete copresidepar Fraser Mustard, Ph. D., de l'Institut ca-nadien des recherches avancees et DonOfford, Ph. D., du Centre d'etudes des enfantsa risque.

Les deleguees venaient de groupes com-munautaires, d' organisations provinciales,d' associations nationales et du milieu des af-faires ainsi que des gouvernements munici-paux, provinciaux et federal. Le colloquevisait a souligner ]'importance du developpe-ment sain de l'enfant pour le bien-etre de lasociete en general et la prosperite economiquedu Canada ainsi qu'a elaborer un plan d'ac-tion. «Notre etat de sante, notre capacite a af-fronter les problemes et nos aptitudes socialesse determinent pendant la petite enfance», adeclare M. Mustard dans son allocution d'ou-verture. «L'ecole ne peut reussir la oh la fa-mille a echoue.»

Dans son allocution, Dan Offord du Cen-tre d'etudes des enfants a risque a soulignel' importance d'offrir des programmes glo-baux aux enfants. «Retirer de la salle de classereguliere les enfants ayant des problemes decomportement n'est pas la solution», a ex-plique M. Offord. «Les programmes doiventetre universels pour repondre aux besoins desenfants a risque eleve.» Selon lui, le fait queles enfants aient le theme acces et degre departicipation produit de bons resultats'«Tous les enfants doivent pouvoir participeregalement aux activites communautaires.»

L'elaboration d'une approche collabora-tive pour repondre aux besoins des enfants. aete l'objectif commun du symposium. Les

participantes ont forme huit groupes deplanification strategique qui ont mis l'ac-cent sur les resultats escomptes Quelssont les resultats a atteindre pour faire pro-gresser le programme d' action communau-taire en faveur du developpement sain del'enfant? Le deuxieme jour, les groupes deplanification strategique se sont concentressur les strategies a mettre en place et lespersonnes necessaires a leur realisation. Lesresultats des groupes ont ete soumis a laderriere séance pleniere sous forme d'unplan d' action du colloque etabli en collabo-ration. Le plan sera appuye grace a la crea-tion d'un reseau interactif pancanadien.

Le symposium a mis en vedette quinzepresentations. Les expositions soulignaientdifferentes initiatives communautaires rea-lisees partout au Canada et qui contribuent

a ]'amelioration des possibilites et des resul-tats pour les enfants et les jeunes. On adonne le temps aux participantes de visiterles presentations et d'en apprendre davan-tage sur comment certaines communautess'y prennent pour creer un environnementplus sain pour les families.

En visitant les presentations et en parlantaux participantes, j'ai ete encouragee par]'importance de l'action communautairerealisee partout au pays en faveur des en-fants. Cette tendance s'accroitra si les sec-teurs collaborent davantage entre eux. Memes'il y a un certain nombre de realisations,beaucoup de communautes eprouvent encoredes difficultes financieres et manquent desoutien. Nous devons examiner commentnous pouvons toutes jouer un role et formerdes partenariats pour ameliorer le bien-etredes enfants.

Notre role d'educatrices de la petite en-fance est crucial pour garantir des pro-grammes de qualite aux enfants et aux fa-milies avec lesquels nous travaillons. LaFederation canadienne des services de gardea l'enfance s'est engagere a collaborer avecd'autres organisations et personnes pour ap-puyer le developpement sain de l'enfant.

Gail Szautner est presidente de la Federationcanadienne des services de garde a l'enfance.

ATTENTION! ATTENTION!Pour continuer a recevoir Interaction, veuillez nous aviser de tout changementd'adresse dans les plus brefs delais

N° de membre

Nom

Ancienne adressen° rue

ville province code postal

Nouvelle adressen' rue

ville province code postal

50 PRINTEMPS 1996 INTERACTION 3

OPINIONS

Tout un voyage...

Deplacement a ClydeRiver sur file de Baffin

par Tess Ayles en consultation avec Beverly Illauq

Clyde River est un petit hameau comp-tant 550 Inuits et 27 Canadiens- duSud. La communaute est situ& sur la

cote est de file de Baffin, bien a l'abri dans labaie Patricia, non loin de I'anse Clyde unfjord qui s'etend a l' ouest jusqu' A l'extremitede la calotte glaciaire Barnes. Le paysagemontagneux de la region qui entoure lehameau est spectaculaire.

La plupart des families de Clyde Riverpratique la chasse traditionnelle et des ac-tivites de camping. Les emplois gouverne-mentaux et les produits de 1: artisanat sontaussi d' importantes sources de revenus.Meme si les jeunes s'expriment tres bien enanglais, la plupart des residants de plus de 40ans et de moins de 10 ans parlent surtoutl'inuktitut. Les aliments de base comprennentle saumon de l'Arctique, le muktuk (un mets&heat a base de belouga), la chair de phoqueet le caribou geles. La faune est abondante et

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variee. Les ours polaires sont presents dans laregion a longueur d'annee. On peut apercevoirA la baie Patricia des narvals, une especepratiquement disparue. Les baleines borealess' accouplent tout pres dans la baie Isabellatandis que les lievres et les renards arctiquesainsi que les lemmings pullulent dans la region.

Je suis arrivee a Clyde River le 10 aotlt1995 grace une subvention de Developpe-ment des ressources humaines Canada dans lecadre du programme Grandir ensemble. Monobjectif etait d'aider les villageois a planifierune garderie et une agence de garde en milieufamilial. Mon arrivee a ete annoncee eninuktitut et en anglais sur les ondes du Servicedu Nord de Radio-Canada. Je me suisimmediatement sentie chez moi.

J'ai passé une semaine visiter des foyers,a connaitre des gens et a aider les 15 benevolesde Clyde River a diriger des cours d' instruction

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4 INTERACTION PRINTEMPS 1996

Tess Ayles et Anna explore Clyde River.

religieuse pour 60 enfants de tous ages. Lesautochtones de Clyde River et moi avonspartage beaucoup d' informations. Comme

accoutumee, j'ai appris plus de choses quej'en ai enseignees. J'ai ensuite donne un coursde trois semaines sur la garde en milieufamilial, avec l' aide d'une interpreteenthousiaste, Geela Tigullaraq, dans le

batiment d'education aux adultes de ClydeRiver. Les participantes ont recu un certificat.

Je suis specialisee dans les services degarde a l'enfance communautaires et sans butlucratif. Mon objectif est d'aider les groupescommunautaires a bien formuler et articulerleur vision, mission et plan strategiquememe s'ils sont peu familiers avec la garde al'enfance et les modeles de formation pourparents ou s'ils n'ont jamais participe a lamise en place d'une organisation communau-taire. J'essaie de contribuer des ressources etdes idees, tout en gardant a l'esprit que legroupe a la patemite du projet.

Les intervenantes des services de gardeen milieu familial de Clyde ont des revenusirreguliers et travaillent de longues heures.Elles se surmenent souvent en essayant des'occuper des taches menageres et de

plusieurs enfants additionnels. Le comite dela garde a l'enfance de Clyde River espereetablir un programme prescolaire pourpermettre aux enfants d' acceder a la

51BEST COPY AVAiLABLE

OPINIONSprematemelle ou aux services de garde atemps plein ainsi qu'a une variete de

materiels d'apprentissage adaptes a leur age.Presque toutes les femmes qui s'interessentet participent activement au comite sonselles-memes surmenees, mais elles ont quandmeme reussi a obtenir une subvention duprogramme Grandir ensemble pour lancerle projet. En 1986, on a etabli un programmede bibliotheque prescolaire a Clyde Riverpour preparer les enfants a l'ecole.

Le comite de la garde a l'enfance a lavision suivante :

Ouvrir une installation pour les servicesde gardeil'education prescolaire afin

d'offrir des services de garde coherentset Babies aux parents travailleurs ou etu-diants de Clyde River.

Accroitre la formation des stagiaires déjàinteressees a la garde a l'enfance et Bon-ner aux personnes offrant des services degarde a domicile la possibilite d'en con-naive davantage sur education de la pe-

tite enfance.

Ameliorer l'avenir des enfants de ClydeRiver en leur fournissant une installationdestinee a ]'education de la petite en-fance ayant pour mission non seulementles services de garde, mais aussi l'educa-tion et l'alphabetisation. Cette installa-tion serait aussi utilisee comme halte-garderie pour les mamans au foyer etleurs enfants et disposerait d'une cuisinepour servir des repas nutritifs et respec-tueux de la culture.

Accorder une place importante a la gardel'enfance de Clyde River afin que le

village dispose d'un environnementd'apprentissage concu pour les enfantsd' age prescolaire.

Contribuer au renforcement de la vie fa-miliale a Clyde River en foumissant dessoutiens adequats.

Comment pouvons-nous continuer a

eduquer nos enfants? Voici ce qui ressortd'une discussion animee par Sippora Piung-nituq et Piungnituq Qillaq a ce sujet :

Accorder la priorite a nos enfants.

Ne pas utiliser des techniques d'ef-farouchement pour que les enfants fas-sent ce que vous voulez.

Ne pas les gander dans la maison tout letemps.

Leur montrer a se debrouiller.

Leur enseigner les fawns de vivre parl'exemple.

Ne pas trop hurler contre les enfantsetre positive.

Les enfants sans horaire peuvent deve-nir tres fatigues et maussades.

Ce fut tout un privilege pour moi depasser un mois a partager et a apprendre

avec ces gens sages, merveilleux et decides.Je suis persuadee que la garderie deviendrarealite. Je suis contente que le gouvernementfederal ait clairement indique qu'il comprendl'importance de reducation a la petite en-fance et qu'il soit dispose a contribuer finan-cierement a la creation de bonnes garderiesde qualite.

Tess est directrice generale de Umbrella CentralDay Care Services a Toronto et membre du conseil&administration de la FCSGE pour FOntario.Beverly Malty est maman et suppleante a l'icoleQuluag de Clyde River.

VOICI LES MEMBRES AFFILIES!

Profil

La Association of EarlyChildhood EducatorsNewfoundland andLabrador (AECENL)

par Joanne Morris et Corriene Murphy

pendant tout l'automne 1988, les per-sonnes oeuvrant dans le domaine de('education de la petite enfance ont

exprime leur inquietude quant au manque desoutien dont souffrent les educatrices de lapetite enfance et a ]'absence de possibilitesde maillage pour celles exercant differentesfonctions dans le domaine. En janvier 1989,un petit groupe, qui avail discute de cesproblemes de facon informelle, a decided'organiser une séance de remue-meningespour repondre a la question suivante : «Si

une association d'educatrices de la petite en-fance etait creee, que voudriez-vous qu'ellefasseN. Un consensus s'est &gage sur troisfonctions majeures :

organiser des ateliers sur divers sujets;

partager des ressources. des livres et desmateriels;

sensibiliser la communaute a l'educationde la petite enfance et au role important de

l' educatrice.

52

Le petit groupe a ensuite obtenu les con-tributions d'un plus grand nombre d'educa-vices de la petite enfance qui ont confirmeles avantages lies a la creation d'une associa-tion. A partir de la, on a forme des groupesde travail pour mener des recherches et redi-ger une ebauche de constitution et de regle-ments sur notre mandat. Meme a ce stade,nos collegues de la Federation canadiennedes services de garde a l'enfance ont con-tribue leur experience dans la creation d'uneorganisation. Apres de nombreuses reunionset reecritures, les groupes de travail ontelabore une constitution et concu des regle-ments, un logo et des encarts pour recruterdes membres. Its ont aussi decide que la pre-mière campagne de recrutement de membresse tiendrait en mai 1989. Nombre de ces pre-miers membres ont fait partie du conseild' administration nomme pour les 18 moissuivants, jusqu 'a la premiere AGA en janvier

1991.

PRINTEMPS 1996 INTERACTION 5

OPINIONSAu cours des cinq demieres annees,

l'AECENL a recrute pres de 200 membreset progresse grace a l'engagement decomites formes de benevoles et diriges parune administratrice. Il s'agit des comitessuivants : Perfectionnement professionnel etressources, Bulletin, Collecte de fonds et af-faires sociales, Relations publiques et ser-vices aux membres, et Conference. L'execu-tif, compose de copresidentes, d'unetresoriere et d'une secretaire, oriente le con-seil d'administration dans la realisation denotre mission et de nos objectifs. En juin1995, dans le cadre d'un processus de plani-fication strategique, le conseil a adopte notreenonce de mission :

L'AECENL est une organisationsans but lucratif qui se consacrela promotion des soins et de!'education de qualite pour lesjeunes enfants et au profession-nalisme dans le domaine de l'edu-cation de la petite enfance.

Les objectifs de l'AECENL consistent a :

I. promouvoir un sentiment de fierte etd'engagement a regard de la professionde reducation de la petite enfance;

2. sensibiliser la population aux soins et ar education de qualite pour les enfants;

3. informer les parents, la communaute etles decisionnaires de la valeur de r edu-cation a la petite enfance:

4. defendre les soins et r education dequalite de la petite enfance en faveur desenfants et de leur famille;

5. servir de forum pour discuter des ques-tions relatives au bien-titre des enfants:

6. faciliter la communication sur les ques-tions concernant la profession;

7. offrir des possibilites de perfectionne-ment professionnel continu;

8. revendiquer de meilleurs salaires et desconditions de travail ameliorees pour leseducatrices de la petite enfance;

9. encourager la creation de filiales regio-nales et les appuyer;

10. creer des liens avec des organisationsconnexes.

L'AECENL fournit des services de con-sultation aux ministeres provinciaux desServices sociaux et de l'Education sur des


questions relatives a la qualite, r accessi-bilite et aux coins abordables des servicesde garde a l'enfance et de la formation.L'association a soumis un memoire sur lespropositions concernant une nouvelle loi etde nouveaux reglements sur la garde al'enfance. Elle a en outre presente recem-ment un memoire a Ia commission d'en-quete sur le bien-titre des enfants et

temoigne devant cette commission.

Au cours de la demiere annee, l'AE-CENL, en collaboration avec le ministeredes Services sociaux. a teste un nouveaumodele de certification dont on s'attendce qu'il soit appliqué a toutes les educa-trices de la petite enfance. Notre organisa-tion est resolument favorable a une forma-tion obligatoire pour les personnes

oeuvrant dans le milieu. Au moment oil lesressources financieres se font rares pour lesgarderies, les efforts de l'AECENL en ma-tiere de formation sont consideres commeune excellence fawn d'ameliorer la qualitedans les garderies.

Etant la seule province et le seul terri-toire sans services reglementes pour les en-fants de moins de deux ans, nous

deployons de grands efforts pour sensibi-liser davantage le public a !'importanced'assurer des services pour ce grouped'age. Une autre priorite consiste a traiterde l'absence de permis pour la garde enmilieu familial qui constitue une optionviable pour la garde des poupons.

L'AECENL a organise une conferenceprovinciale ces trois demieres annees graceau travail achame des benevoles du comitedes conferences. Cette activite annuelle apermis de recruter de nouveaux membres,d'ameliorer les possibilites de maillage enplus de susciter un formidable sentiment defiend pour notre profession. Avec le temps,nous esperons avoir un bureau et du per-sonnel afin de mieux traiter des questionset de realiser nos objectifs dans le domaine.

Notre vision de l'avenir est d'avoir unsysterne de garde a l'enfance de qualite etd'obtenir le respect et la reconnaissancepublics envers les educatrices de la petiteenfance. Nous travaillerons avec nos

collegues de la province et du pays pourtraduire cette vision dans la realite.

Redige par Corriene Murphy et Joanne Morris,copresidentes de l'AECENL

53

Journe.enationalede l'enfant20 novembre 1996

La Federation canadiennedes services de garde a

l'enfance publiera unrapport special sur Ia

Journee nationale de('enfant dans le numero

automne de Interaction.Nous avons besoin

de votre aide.

Comment avez-vouscelebre cet evenement l'an

dernier? Quels sont vos

plans pour cette année?Vos rapports sur les

celebrations passees et a

venir nous aideront acouvrir cette importantejournee. N'hesitez pas anous envoyer des photos

en couleurs ou en noir etblanc de bonne qualite.

Veuillez indiquer sur vossoumissions : to ('attention

de Ia reclactrice deInteraction». Date de

tombee : 30 avril.

OPINIONS

La fumee de tabacambiante

par Rebecca Last et Patricia Walsh

Les faits

La fumee de tabac ambiante (FTA) estla forme de pollution la plus repandue et laplus nuisible de pollution interieure de lo-caux. Cette fumee contient plus de 4 000produits chimiques dont au moins 50 peu-vent causer le cancer chez les humains. LaFTA comprend deux types de fumee, soit lafumee secondaire indirecte et la him&secondaire comme telle. Par fumeesecondaire indirecte. on entend la fumee re-jetee par le fumeur, tandis que la fumee se-condaire est celle produite par un bout decigarette allumee. Ce type de fumee contientplus de goudron, de nicotine, de monoxydecarbone et d'autres produits chimiquescancerigenes que la fumee inhalee par unfumeur de cigarettes a bout filtre.

On estime a 2,8 millions le nombred'enfants canadiens de moins de quinze ansexposés a la FTA a la maison.' En outre, desmillions d'autres enfants sont forces derespirer la FTA dans les ecoles, les

restaurants, les garderies. les automobiles,les autobus et les endroits publics. Its sontparticulierement vulnerables a cette fumeepour les raisons suivantes :

etant plus petits, ils s'asseyent souventpres de leurs parents, de membres de lafamille ou de personnes qui en prennentsoin et se trouvent ainsi plus pres de lasource de pollution que les autresfumeurs passifs;

toute proportion gardee, le corps d'unenfant absorbe plus de substances quecelui d'un adulte;

les enfants respirent habituellement plusvice que les adultes, ils inspirent plusd' oxygene, donc plus d' agents

polluants, par livre de masse corporelleque les adultes:

au plan biologique, un enfant est moins

developpe qu' un adulte. Par con-

sequent, son systeme immunitaire leprotege un peu moins:

les cellules de l'enfant, en phase dedeveloppement, sont plus vulnerables auxmodifications chimiques que les cellulesadultes completement developpes.

La fumee de tabac ambiante nuit a lasante des enfants. Ceux qui vivent dans un en-vironnement rempli de fumee sont plussusceptibles

de tousser et de respirer avec difficulte;

de souffrir d' infections aux oreilles et a lagorge et d' ecoulement nasal;

de souffrir de bronchite, de pneumonie etd'asthme (de fawn assez serieuse pourjustifier des visites a l' hopital);

de presenter une deficience de la fonctionpulmonaire;

d'avoir mal aux yeux, au nez et a la gorge

54

Par ailleurs, les bebes exposés a la FTAsont plus susceptibles

d'être irritables ou de mauvaise humeur;

de refuser de manger ou de cracher lanourriture.

On a aussi constate que la FTA augmentele risque du syndrome de mort soudaine dunourrisson (SMSN)2. Les enfants dont les pa-rents fument courent un risque accru de seblesser ou de mourir dans un incendie causepar une cigarette laissee allumee par megarde.De plus, les enfants eleves aupres de parentsfumeurs sont plus enclins a les inviter.

Les statistiques sur le tabagisme chez lesadolescents sont alarmantes3 :

29 % des enfants de 15 a 19 ans fument etles deux tiers d'entre eux fument tous lesjours;

10 % des enfants de 12 a 14 fument et en-viron la moitie fume tous les jours;

les files de 12 a 14 ans sont trois fois plussusceptibles de fumer que les garcons.

La Fondation de la recherche sur la toxico-manie qualifie souvent le tabac de «drogued'introduction»; les enfants qui commencent afumer tot sont plus susceptibles de consommerd'autres drogues.

Au Canada, les enfants sont particuliere-ment vulnerables a la FTA car ils passent beau-coup de temps a l'interieur en raison de notreclimat froid. Nos maisons, concues pour eviterles pertes de chaleur, sont moins ventilees etretiennent davantage la fumee.

Que pouvez-vous faire?

Les enfants peuvent etre exposés a lafumee de personnes qui en prennent soin autresque leurs parents. Quatorze pour cent des edu-catrices en garderie, 12 p. 100 des intervenan-tes de garde en milieu familial reconnu et 9 p.100 des intervenantes de garde en milieu fami-lial non reconnu fument tous les jours. Enoutre, elles fument souvent IA oil les enfantspeuvent les voir ou etre exposés a la FTA4.

Vous pouvez jouer un role important a titred'educatrice en services de garde pour reduirel'exposition des enfants a la FTA. Commencezpar fournir un milieu sans fumee aux enfantsdont vous prenez soin. Vous pouvez aussi par-ler aux parents des dangers de la FTA et leursouligner l' importance de ne pas fumer enpresence de leurs enfants. II faut communiquer


OPINIONS

La Coalition canadienne pour la

reduction de la fumee de tabac

ambiante (CCRFTA)

La bonne nouvelle est que ('elimination de la fumeesupprime beaucoup de problemes. Pour contribuer areduire l'exposition des enfants a la FTA. Sante Canadaet L'Institut canadien de la sante infantile (ICSI) lancentla Coalition canadienne pour la reduction de la fumee detabac ambiante (CCRFTA). Des benevoles, issusd'organisations nationales et communautaires qui font lapromotion de Ia sante et plaident en faveur de lareduction du tabac, fourniront de ('information etserviront de personnes ressources dans le cadre d'unprogramme A trois volets visant 0 :

sensibiliser le public aux dangers de la FTA,particulierement pour les enfants;

encourager ('action communautaire visant a reduirele tabagisme dans les lieux publics;

aider les familles A vivre dans des maisons sansfumee.

La campagne compte cinq principales composantes :

sensibiliser le public aux dangers du tabagismeen se concet Brant sur la fumee du tabac ambiante

et les enfants;

promouvoir et ameliorer les programmes derenoncement au tabac existents;

fournir aux intervenants offrant un soutien auxfamilies des outils pour evaluer le risqued'exposition a la FTA et pour en reduire le risque. Itspeuvent utiliser ces outils dans le cadre de loursinterventions habituelles.

offrir des options aux fumeurs pour les amenerdevenir des partenaires dans la campagne;

faire du lobbying en vue de limiter ou d'eliminer letabagisme dans les endroits publics.

L'ICSI et Sante Canada produisent une trousse sur laFTA pour aider les organisatrices communautaires Aelaborer des programmes de reduction de la fumee detabac ambiante dans leurs communautes. La troussequi comprend de ('information, des strategies, desaide-memoire et des listes de ressources, sera testeedans differentes localites au Canada. Par la suite, latrousse, revisee en tenant compte des evaluationsissues des sites d'essai, sera publiee dans les deuxlangues officielles et distribuee apres avril 1996.

Pour en connaitre davantage sur la campagne pour la reductionde la fumee de tabac ambiante, communiquez avec Rebecca Laston Lyne St. Charles it L'Institut canadien de la ca-nte infantile au(613) 224- 4144, : (613) 224-4145, on avec Patricia Walsha Sante Canada au (613) 941 -0970, : (613) 952-5188.


ce message aux deux parents et nonseulement a la mere car :

environ 25 p. 100 des femmes qui

ne fument pas pendant leur

grossesse ont un conjointfumeur5:

une famille est plus susceptibled' appliquer des restrictionsconcernant le tabagisme a la

maison si les deux parents sontd'accord6.

Soulignez ('importance de ne pas

fumer dans Ia voiture familiale memeavec une fenetre ouverte et meme en('absence des enfants. La fumee decigarette. hit-elle en infime quantite.peut saverer tres dangereuse. Une re-cherche recente men& dans les foyers

bit quelqu'un fumait a revele que lesniveaux de certaines composantes de

la FTA, comme le benzene. etaientplus eleves que ceux consideres secu-

ritaires en milieu industriel!7 La

fumee traine dans une voiture fermeeet. meme si vous ne Ia voyez ou ne la

sentez pas. ses composantes

chimiques nocives sont encore la.

Vous pouvez aussi parler aux en-

fants des dangers de la FTA. Les en-fants tres jeunes comprennent cesmessages. Vous pouvez aider les en-

fants a dire ce quils pensent et a de-mander aux autres de ne pas fumer en

leur presence. Eduquer les enfants avotre charge peut aussi encouragerleurs parents a cesser de fumer.

Si vous fumez, vous pouvezposer plusieurs gestes pour reduirel'exposition des enfants a la FTA dontvous prenez soin. La solution ideale.c'est de ne plus ruiner, mail avantmeme de prendre cette decision. voici

quelques suggestions :

Fumez a l' exterieur. de

preference la ou les enfants nepeuvent pas vous voir. a condi-tion de maintenir des ratios per-sonneVenfants appropries:

Si vous etes l'unique educatriceet devez surveiller les enfantspendant que vous grillez unecigarette, amenez-les faire unepromenade pendant que vousfumez:

Si vous prenez soin des enfantschez vous, fumez uniquementl'exterieur de la maison ou dansune piece bien ventilee non acces-

sible aux enfants:.

Si vous devez fumer dans unepiece oil it y a des enfants, faites-le pros dune fenetre ouverte etgarder les enfants a l'oeil de

l'autre cote de Ia piece:

Placez les cendriers hors de Iaportee des enfants. Manger seule-

ment un ou deux megots de ciga-rette peut rendre un bebe tresmalade.

Rebecca Last est consultante de pmjet aupresde L'Institut canadien de In sante infantile etdirectrice du projet stir In fumee de tabacambiante aupres de Santé Canada.

References

I. Sante Canada. Enquete sur le tabagistneau Canada. Quartier 4. Analyse orittinalepar l'entremise de l'acces auxrenseignements et de la Division de lacoordination.

2. Cohen-Klonoff. H.S.. Edelstein. S.L..Letkowitz. E.S., Srinivasan. LP.. Kaegi. D..Chang. J.C.. Wiley. K.J. (1995). The Effect

of Passive Smoking and Tobacco ExposureThrough Breast Milk on Sudden Infant

Syndrome. Jama: 273:795-798.

3. Stephens. T. et Mitchell. B. (1995).Reducing ETS Exposure in Public Places

Frequented by Children: A DiscussionPaper. Donnees basees sur ('analyse de

l'Enquete nationale sur la sante de Ia

population. 1995.

4. Price Waterhouse (abut 1995).Assessment of Child Care Providers'

Knowledge, Attitudes and PracticesTowards ETS. Rapport prepare pour Sante

Canada.

5. Sante Canada (fevrier 1995). Enquete surle tabagisme au Canada. Quartier 3.

6. Ekos Research Associates Inc. (31 mars

1995). As Assessment of Knowledge.Attitudes and Practices ConcerningEnvimnmental Tobacco Smoke. Rapport

final soumis a John Hovath. direction de lapromotion de la sante. Sante Canada.

7. Ashley. M.J. et Ferrence. R. (1995).Environmental Tobacco Smoke in HomeEnvironments. Document de travail prepare

pour le compte du Strategic PlanningWorkshop to Reduce ETS, Ottawa. 19-20

octobre.

55 BEST COPY AVAILABLE

OPINIONS

Prendre soin de soiTabagisme : ce que les educatrices en

garderie doivent savoir

par Jane Chapman, Nicholson Consultants

pour le compte du Programme de lutte contre le tabagisme chez les femmes, Sante Canada

Les femmes fument plus que jamais etelles en payent le prix. Toutes les 35minutes, le tabagisme

emporte une femme. Pariniles raisons qui poussent lesfemmes a fumer malgreles risques qu'elles en-courent. on note le

stress lie aux res-

ponsabilites professionnelleset familiales ainsi que les pres-sions sociales pour demeurerminces. Les femmes du milieu dela garde a l'enfance sont confron-tees a une myriade de pressions au travailLes educatrices des services de garde en mi-lieu familial doivent en plus faire face al'isolement et au manque de soutien forme!.Le present article examine les risques sani-taires associes au tabagisme, certaines desraisons qui amenent les femmes a fumer etpourquoi les educatrices en garderie peuventetre particulierement vulnerables. II suggereaussi certaines alternatives simples au

tabagisme.

Pourquoi les femmes

fument-elles?

On en connait pas mal sur les dangers dutabagisme et fumer est de moins en moinsaccepte par la societe. Pourquoi donc tant dejeunes filles et de femmes commencentfumer ou continuent de le faire?

Les raisons sont complexes et interre-liees. Le fait de fumer contribue souventattenuer le stress quotidien, y compris ladouble responsabilite professionnelle et fa-miliale qu'assument les femmes. Nombred'entre elles comptent sur la cigarette pourcombattre les sentiments negatifs de colereou de frustration, la considere comme unefawn de controler des facettes de leur vie qui

10-

semblent leur &flapper ou pour se consolerlorsqu'elles se sentent seules ou s'ennuient.En realite, certaines femmes considerent lacigarette comme 'une des rares choresqu'elles font pour «elles-memes» dans lajournee. Elle est ramie qui est toujours la,qui n'exige jamais rien et qui fait ce qu'onattend d'elle.

Le maintien d'un poids acceptable estl'une des raisons invoquees par les femmesqui commencent a fumer ou qui en gardentl' habitude. De fortes pressions sociales

poussent les femmes a demeurer minces. Enoutre, la publicite a la television, dans lesmagazines et sur les panneaux publicitairesainsi que la programmation televisuelle con-tribuent a vehiculer le message que laminceur est a la mode. La publicite et la pro-motion sur le tabac ont depuis toujours jouesur le desir des fenunes de se conformer A ceque l'on percoit Etre les normes ideates de labeaute feminine particulierement la

minceur ideale. Les annonces publicitairesvisant les filles et les jeunes femmes mettentaussi l'accent sur le plaisir, la jeunesse, la,fraicheur, l'autonomie et un sentiment demaitrise des evenements. Certains produits

56

du tabac, comme les cigarettes dites oslim»ou olegeres» sont concues specialement pourseduire les femmes.

Les relations sociales et familiales

influent largement sur la decision d'unefemme de fumer ou non. Pour celles quiessaient d'abandonner la cigarette ou derecluire leur consornmation du tabac, vivre oupasser du temps avec des fumeuses peutrendre la tAche plus difficile.

Le tabac peut aussi servir de strategied'adaptation ou de relaxation pour lesconsequences negatives de l'inegalite qu'ungrand nombre de femmes connaissent. Beau-coup de femmes occupent des emplois sous-estimes par la societe. On note une forte pro-portion de fumeuses parmi les femmes quioccupent un emploi a bas salaire et celles quicherchent du travail. Les autres grouper defumeuses inveterees, qui grillent plus de ciga-rettes que la moyenne nationale, compren-nent les francophones et les autochtones.

Qu'en est-il des educatrices en

garderie?

La proverbiale osurcharge de travail» estprobablement plus accentude chez les educa-trices en garderie que chez bien d'autresfemmes : elles prennent soin d'enfants, s'oc-cupent de la maison, elevent leurs propres en-fants, administrent leur garderie et traitentavec leur clientele. Toutes ces Caches exigent

Que risquent les femmes?

Le tabagisme est maintenant laprincipale cause de &nes chez lesfemmes au Canada. Le tabagisme nuitla sante generale et A la santereproductive des femmes. Elle accroit'incidence des maladies suivantes

maladie du coeur

osteoporose

cancer du poumon

ac couchement premature, faussecouche et mortinaissance

accident cerebrovasculaire

maladie pulmonaire chronique

cancer uterin

cancer de la gorge


O P I N I O N S

beaucoup de temps et de patience, sansoublier les responsabilites de ces femmesen tant que conjointe, amie, belle -fine etmembre d'une communaute. Comme onpeut s'y attendre bon nombre de femmessentent qu'elles ne peuvent pas beaucoup se

gater.

En general. le stress s' intensifie avecl'accroissement des responsabilites. En ou-tre, les femmes ont non seulement tendancea prendre les problemes du monde sur leursepaules. mais a en assumer aussi Ia res-ponsabilite. Ainsi, c' est leur faute lorsqu' unenfant n'arrive pas a s'entendre avec sescamarades ou si un autre enfant n'est pasinvite a telle ou telle fête.

Les educatrices en garderie ont l'avan-tage de pouvoir communiquer avec descollegues sur une base quotidienne. Leseducatrices qui travaillent dans leur propremaison supportent le stress additionnel

d'être isolees d'autres adultes. La cigarettepeut parfois les aider a combler le vide et aavoir ('impression de s'adonner a une ac-tivite d'adulte au cours d'une journee rem-plie d'activites enfantines. Travail ler a Iamaison presente aussi des clefts particulierspour les femmes qui souhaitent cesser defumer. Pour les educatrices autonomes, itn'y a pas de reglement ou de politique del'employeur qui contribue a restreindre('usage du tabac en les forcant a etablir desreglements anti-tabac et a les respecter.

Les etapes du changement

A bien y reflechir, reduire sa consom-mation de tabac ou cesser de fumer est une

decision personnelle la meilleure

methode depend de chaque personne. Bonnombre d'anciennes fumeuses ont aban-donne Ia cigarette toutes seules tandis qued'autres ont eu recours a des programmesou groupes d'entraide, a des succedanes denicotine ou a la medecine douce. Un bonpoint de depart est d'en parler a sonmedecin, de s'adresser a un centre medicalcornmunautaire ou a un service de santepublique. Les bureaux locaux et provinciauxde ('Association pulmonaire, de la Societecanadienne du cancer et de la Fondation desmaladies du coeur du Canada sont d'excel-

lentes sources d' information. Si vous

cherchez un groupe ou un programme


d'aide, privilegiez un groupe axe sur lesfemmes. c'est-a-dire sensible aux besoins etaux experiences de vie propres aux femmes.

Queue que 'soft la methode utilisee, mutesles fumeuses passent par cinq etapes fonda-mentales de changement dans leurs effortspour cesser de fumer. II importe de se rappelerqu'il ne s'agit pas d'etapes fixes. La plupartdes fumeuses passent plusieurs fois par cesetapes avant de cesser definitivement defumer. Voici un bref apercu des cinq etapes de

changement :

1. Les fumeuses qui sont au stade precon-templatoire ne pensent pas serieusementabandonner la cigarette et, si on leur en fait

la remarque, elles tentent generalement dejustifier leur habitude. Elles peuvent avoirete decouragees par des tentatives infruc-tueuses ou se croire oirrecuperableso

2. A l'etape de la contemplation, les

fumeuses pensent cesser leur habitudesous peu (probablement dans six mois oumoins). Elles sont conscientes des mefaitsdu tabagisme, mais se demandent encore siles avantages a long terme l'emportent surles desavantages a court terme.

3. A l'etape de la preparation, les fumeusesprennent la decision de cesser de fumer etse preparent effectivement a le faire. Ellesconstatent que les mefaits l'emportent surles avantages et prennent des mesures pourse debarrasser de la cigarette. Par exemple,

elles peuvent prendre leur premiere ciga-rette de Ia journee plus lard ou en grillermoins qu'a l'accoutumee.

4. L'etape de 1' action est celle oil oles chosesserieuses commencent> >. Les fumeuses qui

sont rendues a ce stade cherchent

activement a cesser de fumer. Elles peu-vent s'accorder des recompenses pourrenforcer leur motivation et recherchentprobablement le soutien d'amies ou demembres de leur famine. C'est au cours decette periode, qui dure environ six mois,que les fumeuses les moths fortes

rechutent.

5. Les fumeuses qui sont au stade de lamaintenance ont appris a anticiper et alutter contre les tentations a retourner a lacigarette. Celles-la sont capables de trou-ver de nouvelles facons de s'adapter.

57

Quelques options positives

En tant qu'educatrice de Ia petite enfanceet femme, it est facile de penser que vous neprofitez pas de la vie. II faut prendre des me-sures positives et saines pour maintenir sonequilibre et controler sa vie trepidante, parexemple, se fixer des objectifs personnels pouratteindre un bien -titre physique, intellectuel etaffectif. II est primordial d' adopter une attitudepositive pour cesser de fumer, dites-vous <depeux cesser de fumer»! et affichez des notesqui precisent pourquoi vous avez pris cettedecision. Voici quelques methodes importantesque les educatrices en garderie peuvent ap-pliquer pour s'occuper d'elles-memes et con-tribuer a reduire le tabagisme ou a cesser car-rement de fumer.

Habitudes sainesBien manger et participer regulierement a

des activites physiques constituent la based'une bonne sante physique. Bien mangersignifie consommer des aliments capables defournir l'energie quotidienne necessaire, pro-mouvoir la croissance et la guerison, prevenirIa maladie et procurer un sentiment de bien-etre.

Le Guide alimentaire canadien pourmanger sainement est un outil precieux pourvous aider a choisir des aliments sains. 11 met('accent sur Ia variete des aliments issus desquatre groupes alimentaires et recommande uncertain nombre de portions quotidiennes ainsique la quantite alloude par portion. En suivantle Guide alimentaire, les femmes pourrontcontroler le gain relatif de poids pouvant sur-venir a l' abandon de la cigarette sans re-courir a des methodes inefficaces et malsainescomme les regimes-chocs. Le Guide alimen-taire canadien est disponible sans frais aupresde Sante Canada (613) 954-5995 (publica-tions) ou (613) 957-8329 (programmes de nu-trition).

Boire beaucoup d'eau (six a huit verrespar jour) peut contribuer a eliminer la nicotinedu systeme. Essayez de boire a ('aide d'unepaille ou de croquer de la glace pit& pour sa-tisfaire votre besoin insatiable d'avoir quelquechose dans la bouche.

L'exercice physique est l'une des cies dubien -titre general. En plus de renforcer lecoeur, les poumons, les os et les muscles, it at-tenue l'anxiete et le stress et aide a controler le

OPINIONSpoids. Le temps devant etre consacre a fournir

des soins a l'echelle professionnelle et per-

sonnelle peut releguer activite physique

au second rang. Heureusement, les services de

garde fournissent beaucoup d'occasions de se

maintenir physiquement en forme une

marche rapide autour du pate de maisons avec

les jeunes enfants dans une poussette ou une

voiturette, le patinage ou les glissades avec les

enfants pendant l'hiver. Les educatrices engarderie, plus que la plupart des autres tra-vailleuses, peuvent profiter de leur travailpour maintenir leur forme physique.

En plus de l'exercice physique, la relaxa-

tion par la respiration profonde une dizaine

a Ia fois peut aussi combattre l'envie de

fumer.

Gatez-vousDans une large mesure, le bien-etre affec-

tif depend de I' attitude saine que vous adoptez

vis-à-vis de vous-merne. Pour batir votre es-

time de soi, recherchez les occasions d'ap-prentissage et de croissance en participant ades ateliers, a des cours et a des conferences.

Consacrez du temps aux activites que vousaimez, y compris la compagnie d'amies ou la

lecture. Si vous etes une educatrice en milieu

familial. ne vous encabanez pas avec les en-

fants toute la journee emmenez -Ies a un

centre de ressources ou a une halte-garderie

comrnunautaire, sinon arrangez des rencon-

tres avec une collegue.

Cherchez de l'aideLe plus grand stress qui guette les edu-

catrices en milieu familial est d'être seules a

resoudre les problemes et a prendre lesdecisions. II n'y a pas de collegues avec qui

discuter d'un probleme ou rire. Echangeravec des gens ayant les m'emes interets et

preoccupations peut etre d'un grand soutien

pour les educatrices en milieu familial. Ungrand nombre de communautes disposent

déjà d'une association d'educatrices enservices de garde ou d'un groupe desoutien. Sinon, essayez de communiqueravec les services gouvernementaux degarde a l'enfance, les centres de ressources

sur la garde d'enfants, les responsables de

repertoires sur la garde a l'enfance ou deprogrammes de soutien a la garde a l'en-fance, les agences de garde a domicile, les

ludotheques ou les groupes de jeu locaux et

demandez les noms des autres educatrices

en garderie de votre localite.

Parlez des rnefaits de Ia

cigarette aux enfants

Que vous soyez fumeuse ou non. vousetes bien placee en cant qu'educatrice engarderie pour influer positivement sur lesenfants. Prenez le temps de leur parler desbienfaits de ne pas fumer meilleure

sante, plus d'argent pour acheter les choses

qui leur plaisent et de l'energie pour par-ticiper a diverses activites sportives. Si vous

etes une fumeuse, dices -leur sans detourpourquoi vous avez pris cette habitude et les

difficultes que vous eprouvez a cesser defumer. Encouragez les enfants a penser ademain et a planifier comment ils vont dire<mom> a Ia cigarette.

Le present article est essentiellement base surCar-ing for the Caregiver de Lee Dunster (1995). ChildCare Providers Association, un projet finance parle Programme de hate contre le tabagisme chez lesfemmes. Pour recevoir des exemplaires, commu-nique: avec Child Care Providers Association.333, ay. Churchill, Ottawa (Ontario) KIZ 5B8.

Nicholson Consultants est une firme privie mandateepour aider Sante Canada a preparer des instrumentsd'information sur les femmes et le tabagisme.

A l'attention des membres de :

Early Childhood Coalition Petite EnfanceEarly Childhood Educators of British Columbia

Saskatchewan Child Care Association

Les organisations provinciales ci-haut mentionnees se sont recemment jointer a la structure affiliee avec la Federation

canadienne des services de garde a l'enfance. Quand vous adherez a une association affiliee, vous devenezautomatiquement membre de la FCSGE.

Si vous avez paye vos frais d'adhesion a Ia FCSGE, vous pouvez etre admissible a un remboursement de vos frais

d'adhesion a la FCSGE.

Le remboursement est calcule comme suit :

Date d'expiration de l'adhesion a Ia FCSGE

Avril a juin 96

Juillet a septembre 96

Octobre a decembre 96

Remboursement

10 $

20 $

30 $

N'oubliez pas de maintenir

votre statut de membre a jour

dans votre organisation provinciale

affiliee afin de recevoir

regulierement Interaction.

Afin d'obtenir un remboursement, veuillez nous faire parvenir une preuve de votre adhesion a votre organisation provinciale.

58PRINTEMPS 1996 INTERACTION 11

OPINIONS

Le droit des enfants auxservices de gardeConvention relative aux droits de l'enfant

par Sandra Griffin

Introduction

Le 15 janvier 1996, jour oir je doissoumettre cet article au personnel de redac-tion de Interaction, les provinces sontsees avoir indique leur inter& concernant larecente proposition du gouvernement federalsur un projet national de tinancement desservices de garde d'enfants. La proposition aete rendue publique dans un climat dechangement politique au cours duquel nom-bre des acquis de la derniere decennie enmatiere de services de garde se sont erodesdans certaines provinces en raison desstrategies de gestion de la dette qui priventdes milliers d'enfants de leur droit a desservices de garde de qualite. Il s'agit d'en-fants qui frequentaient des services de gardede qualite, mais qui n'y ont plus acces parceque leurs families n'en n'ont plus les

moyens. II s'agit d'enfants qui ne peuventplus frequenter la garderie parce qu'elle a etefermee faute de tinancement. II s'agit d'en-fants dont reducatrice en milieu familial nepeut plus offrir des services a un coinabordable. II s'agit d'enfants qui n'ontjamais eu acces a des services de garde dequalite et dont les chances d'en frequenters'en trouvent davantage diminuee.

Actuellement, le debat fait rage entre lestenants des droits des citoyens de possederdes acmes non enregistrees ou des armesd'assaut comme l'arme automatique qui aservi a massacrer en moins de rien tant dejeunes etudiantes en ingenierie a Montreal etles defenseurs des droits des citoyens res-pectueux des lois de posseder des armescomme collectionneurs pour se proteger oucomme moyen de subsistance. Devant nostribunaux, nous discutons des droits des per-sonnes qui dressent des lignes de piquetagedevant les cliniques on les femmes ont choisilibrement de mettre un terme a une grossessenon desiree par rapport aux droits de ces


femmes de ne pas avoir a affronter une hordede concitoyens au moment d'entrer dans cescliniques ou d'en sortir. Nous luttons au sujetdes droits des gouvernements provinciaux etmunicipaux d'installer des cameras radarspour alder a dpingler les conducteurs quidepassent les limites de vitesse. Nous pour-suivons le long debat sur ('acces au materielpornographique... et ainsi de suite. Cepen-dant, nous demeurons, en general. muets surles droits des enfants a des services de gardede qualite.

Je n'insinue pas que nous sommesrestees inactives sur la question de la tikes-site d'avoir des services de garde de qualiteau pays. La cornmunaute de la garde a l'en-lance lutte depuis tres longtemps pour sensi-biliser davantage le public et le gouverne-ment sur ('urgent besoin de services de gardede qualite et sur les consequences liees au faitd' ignorer cette necessite. Le milieu de lagarde a l'enfance a ete extraordinairement ac-tif dans la lutte pour ameliorer la qualite desservices de garde au Canada. D' innombrablesheures de benevolat ont ete consacrees a cettelutte continue pour sensibiliser les Canadienset les Canadiennes a la bombe «developpe-mentale» a retardement que constituent lesservices de garde de qualite mediocre et auxconsequences futures de produire des genera-tions d'enfants qui deviendraient des adultesaux prises avec les sequelles de eels services:

Non... nous ne sommes pas resedes

muettes sur la question de la garde a l'en-fance, mais plutot sur celle du droit des en-fants a recevoir des services de garde offrantun degre de quailed necessaire a leur bien-etreet dans le cadre desquels leur inter&

superieur doit etre une consideration primor-diale. Pourquoi? Parce que peu d'entre noussavons qu'en 1991, le Canada a sign uneconvention internationale qui confere ce droitaux enfants de notre pays. Peu d'entre noussavons que la Convention relative aux droits

59

de l'enfant (CRDE) est un instrument juridiqueque le Canada doit respecter. Certes. les Na-tions Unies ne peuvent pas imposer des sanc-tions au Canada pour non-respect de cette Con-vention. comme le souligne Tereza Albanez,conseillere speciale aupres du directeur generaldu Fonds des Nations-Unies pour l'enfance,dans un commentaire sur ]'application de laconvention au niveau de la pauvrete infantile.Pour Mme Albanez, «une accusation de viola-tion des droits humains doit etre une grandepreoccupation pour le Canada... C'est plus im-portant qu' une accusation a la Cour Interna-tionale de justice de la Haye...» (Globe andMail, 25 novembre 1995). 11 est temps de pro-mouvoir cette prise de conscience parce que«toutes les fois que ces droits sont diminues ounies, tout citoyen a le devoir de protester... aunom des enfants» (Miles, 1990).

Informations *kolas

Un expose de principes produit par la Coa-lition canadienne pour les droits des enfantsdonne un bref historique sur ]'elaboration de IaCRDE qui considere la reconnaissance initialedes droits des enfants au debut de 1924 par IaDeclaration de Geneve de la Societe des Na-tions (Coalition canadienne pour les droits desenfants. 1994). La declaration de Geneve adesigne cinq principes de base pour aider la so-clad a subvenir aux besoins des enfants :

1. On doit foumir a l'enfant les moyens neces-saires pour assurer son developpementmateriel et spirituel.

2. L'enfant qui a faim doit 'etre nourri, l'enfantmalade doit etre soigné, l'enfant retardddoit etre encourage, l'enfant delinquant doitetre corrige, l'orphelin abandonne doit etreloge et secouru.

3. L'enfant doit etre le premier a etre soulageen temps de detresse.

4. L'enfant doit etre eleve pour gagner sa vieet doit etre protege de toute exploitation.

5. L'enfant doit etre eleve en tenant compte de

ce que ses talents doivent etre consacres auservice de ses semblables (reimprime dansGoulet & Rothwell, 1995).

La notion des droits des enfants a toujoursete etroitement associee a la reconnaissance durole et de la responsabilite critiques de la fa-mine dans la vie des enfants. En 1948, laDeclaration universelle des droits de l'homme

OPINIONSa reconnu Ia famille comme principalsysteme de soutien des enfants en affirmantqu'elle est Ia cellule naturelle et fondamen-tale de la societe et a le droit d'être protegeepar la societe et l'Etat. (La Declaration uni-verselle des droits de 1' homme, 1948, citeepar la Coalition canadienne pour les droitsdes enfants, juin 1994, p. 1).

Les Nations Unies ont adopte la Decla-ration universelle des droits de l'enfant en1959. Ce document a introduit le conceptde r inter& superieur de l'enfant commeetant d'une importance cruciale. Le 20novembre 1989, les Nations Unies ontadopte un instrument juridique interna-tional, la Convention relative aux droits del'enfant (CRDE) qui combine les droits ci-vils, sociaux, politiques, econotniques etculturels de l'enfant. Comme I'indique laCoalition canadienne pour les droits des en-fants, ce document constitue la premierefois dans l'histoire que le droit de l'enfantla protection, a la survie et au developpe-ment est garanti dans un instrument ju-ridique international (juin 1994, p. 1). LeCanada a ratifie cette convention en decem-bre 1991.

A present, pour la premiere fois dansl'histoire, le droit international a ete elaborepour faire en sorte que :

l'on reponde aux besoins fondamentauxdes enfants;

les enfants soient protégés contre toutprejudice;

les enfants disposent des services, desinstitutions et des libertes necessaires qui:leur permettront de devenir des membressains, competents, responsables et soli-daires de la societe (Bureau internationalcatholique de I'enfance, 1992). II en

resulte que la CRDE dolt etre appliqueeet surveillee pour s'assurer que les en-fants beneficient des soins de garde dequalite qu' ils meritent, qu' ils ont le droit

de recevoir.

Fausses perceptions

Dans un cours recemment concu par laSchool of Child and Youth Care de l'Uni7versite de Victoria sur la raise en oeuvre dela CRDE, on a passé en revue et discutecomme suit des fausses perceptions repan-dues concernant cette convention (Goulet &Rothwell, 1995).

«Nous avons vu la oul'ethique familialetend a proteger lesenfants, mais ce quia ete tres lent a venirfut l'obligation de lasociete a protegerl'enfant et a facilitera la famille l'exercicede ses obligations».

Les enfants ont dejti trop de droitsLe dictionnaire &fink le droit comme

etant quelque chose qui nous revient a justetitre; quelque chose que l'on peut reclamercomme du. II y a certains privileges mini-maux dus aux enfants pour leur permettre dese developper et de mener une vie sante etproductive. La CRDE reconnait que les en-fants ont droit a un nom, a une nationalite, aune vie familiale, a la sante, a reducation et aun logement decent. Elle reconnait que lesenfants ont besoin d'être proteges contre toutprejudice et de jouir d'une certaine libertepour se preparer a une vie adulte responsable.

Les traites sur les droits humains ontpour objet de faire assumer par les Etats par-ties (c.-A-d. les gouvernements) l'obligationde garantir le bien-etre de leurs citoyens, enl' occurrence des enfants. La CRDE demandeaux gouvernements de :

reconnaitre les droits fondamentaux desenfants;

deployer tous les efforts possibles pour as-surer le respect de ces droits en tenantcompte de leurs ressources.

La CRDE diminue le droit des parentsDans le preambule de la CRDE, on a

clairement souligne ]'importance de la

famille :

Convaincus que la famine, unitefondamentale de la societe et mi-lieu naturel pour la croissance et lebien-etre de tous les membres, eten particulier des enfants, doit re-cevoir la protection et /'assistance

60

dont elle a besoin pour pouvoir jouerpleinement son role dans la commu-naute..[Preambule, CRDEJ.

Cependant, comme le note James Grant de]'UNICEF, «Nous avons vu IA ou rethique fa-miliale tend a proteger les enfants, mais ce qui aete tres lent a venir fut l'obligation de la societea proteger l'enfant et a faciliter a la famillel'exercice de ses obligations».

La CRDE contribue au sain developpementde la famille et de la communaute, soutenantainsi la saine croissance de l'enfant. A cetegard, la CRDE reconnait :

le role primordial joue par les parents ou lestuteurs de r enfant dans son education en ten-ant compte de r evolution de ses capacites;

le droit fondamental de l'enfant de connaitreses parents et d'être pris en charge par eux:

le droit de l'enfant de preserver son identite,incluant sa nationalite, son nom et ses rela-tions familiales;

le droit des parents d'orienter le developpe-ment religieux des enfants;

la responsabilite conjointe des parents pourreducation de leurs enfants.

La CRDE met ('accent sur la famillecomme systeme de soutien ideal pour l'enfantet cherche a proteger cette unite comme etantdans r inter& superieur de l'enfant. La CRDEreconnait aussi qu'il nest pas toujours dansr inter& superieur de l'enfant d'être avec sa fa-mille dans des cas ou l'enfant est maltraite ouneglige et tixe les conditions dans lesquellesl'enfant peut etre separe de sa famille, incluantle fait de soutenir le droit de l'enfant a main-tenir un contact personnel avec ses deux pa-rents (Coalition canadienne pour les droits desenfants, 1994).

La CRDE reconnait que les besoins de lafamille et de la communaute doivent etre com-bids pour favoriser le developpement physique,psychologique, social, educatif et spirituel del'enfant. En consequence, l'Etat doit mettre enoeuvre des conditions economiques et des poli-tiques sociales justes pour repondre a ces be-soins. La CRDE exhorte les gouvernements a :

accorder l'aide necessaire aux parents dansI'accomplissement de leurs responsabilites enmatiere d'education des enfants;

reconnaitre que c' est aux parents qu' incombeau premier chef la responsabilite d'assurerles conditions de vie necessaires au develop-pement de l'enfant;


OPINIONS

Genese de Ia Convention

1924 - Adoption de la Declaration des droits de l'enfantGeneve.

1948 - Adoption de la Declaration universelle des droits del'homme par l'Assemblee generale de l'ONU.

II 1959 - Adoption a runanimite par l'Assemblee generale del'ONU de la Declaration des droits de l'enfant le 20novembre.

1978 En vue de l'Annee internationale de ('enfant (1979),la Pologne soumet le texte original de Ia Convention.

1979 - La Commission des droits de l'homme des NationsUnies (groupe de travail comprenant 42 pays) commencela reecriture de la Convention.

1982 - Groupe de travail federal-provincial-territorial ducomite des fonctionnaires (organe consultatif) tree pourconseiller Ia delegation canadienne aupres du groupe detravail de l'ONU sur le texte de la CRDE.

1989 Le groupe de travail de I'ONU se met d'accord sur letexte.La CRDE est adoptee par l'Assemblee generate de l'ONUle 20 novembre.

1990 La CRDE est ouverte a la signature le 26 janvier. Unnombre sans precedent de pays (61) signent Ia Convention.2 septembre, la CRDE entre en vigueur le trentieme joursuivant la date de depot aupres du Secretaire-general deI'ONU du vingtieme instrument de ratification ou d'adhesionet devient legalement executoire pour les 20 premiers pays.

Processus de ratification au Canada

1982 - Creation du Comite federal-provincial- territorial desuivi des fonctionnaires sur les droits de l'homme pour.examiner revolution du travail sur rebauche de la CRDE etconseiller la delegation canadienne a l'ONU sur rebauche.

1989 - L'Assemblee generale de l'ONU adopte la CRDE.La CRDE est ouverte a la signature et A la ratification le 20novembre.

1990 Suite aux consultations entre les gouvemementsfederal-provinciaux-territoriaux. le Canada signe Ia CRDEle 28 mai en indiquant son intention de la ratifier.La CRDE devient une loi Internationale suite a saratification par 20 pays le 2 septembre.

1991 - L'examen de la legislation federale-provinciale-territoriale pour determiner la conformite a la CRDE &netdeux reserves et un protocole d'entente.

11 decembre 1991 Le Canada ratifie la Convention.13 decembre - Le Canada depose son documentd'adhesion aupres du Secretaire general des NationsUnies.

12 janvier 1992 - La CRDE entre en vigueur au Canada(30° jour awes son depot aupres du Secretaire general deI'ONU).

12 janvier 1994 - Le premier rapport du Comite de I'ONUsur les droits de l'enfant doit etre publie.Mai, le Canada soumet son premier rapport.

1999 Rapports subsequents a publier tous lescinq ans.

Source : University of Victoria. School of Child and Youth Care (toursCY360), Convention de l'ONU relative aux droits de l'enfant.


prendre les mesures necessaires pour aider les parents a appliquer ce droitet, si necessaire, fournir de l'assistance materielle et des programmes desoutien, particulierement en ce qui touche la nourriture, l'habillement et lelogement.

La CRDE et la garde a I'enfance

Les articles de la CRDE couvrent des domaines comme les soins desante primaire et le bien-etre, reducation, les loisirs et la culture ainsi que lesenfants aux prises avec la loi. Its comprennent des mesures d'ordre generald' application qui presentent le processus par lequel les Etats signatairestraduisent la CRDE dans la realite. (Goulet & Rothwell, 1995). Les deuxarticles suivants sont les plus importants pour le milieu de la garde al'enfance :

ARTICLE 31. Dans toutes les decisions qui concernent les enfants, qu'elles soient le fait

des institutions publiques ou privees de protection sociale, des tribunaux,des autorites administratives ou des organes legislatifs, interet superieur

de l'enfant doit etre une consideration primordiale.

2. Les Etats parties s'engagent a assurer a l'enfant Ia protection et les soinsnecessaires a son bien-etre, compte tenu des droits et des devoirs de sesparents, de ses tuteurs ou des autres personnes legalement responsablesde Iui, et its prennent a cette fin toutes les mesures legislatives et adminis-

tratives appropriees.

3. Les Etats parties veillent a ce que le fonctionnement des institutions, ser-vices et etablissements qui ont la charge des enfants et assurent leur pro-tection soit conforme aux normes fixees par les autorites competentes,particulierement dans le domaine de la securite et de la sante et en ce quiconceme le nombre et la competence de leur personnel ainsi que l'exis-tence d'un controle approprie.

ARTICLE 18

1. Les Etats parties s' emploient de leur mieux a assurer la reconnaissance du

principe selon lequel les deux parents ont une responsabilite communepour ce qui est d'elever l'enfant et d'assurer son developpement. La res-ponsabilite d'elever l'enfant et d'assurer son developpement incombe aupremier chef aux parents ou, le cas eche:ant, a ses representants legaux.Ceux-ci doivent etre guides avant tout par l'interet superieur de l'enfant.

2. Pour garantir et promouvoir les droits enonces dans la presente Conven-tion, les Etats parties accordent l'aide appropride aux parents et auxrepresentants legaux de l'enfant dans l'exercice de la responsabilite quileur incombe d'elever l'enfant et assurent la mise en place d'institutions,d'etablissements et de services charges de veiller au bien-etre des enfants.

3. Les Etats parties prennent toutes les mesures appropriees pour assureraux enfants dont les parents travaillent le droit de beneficier des serviceset etablissements de garde d' enfants pour lesquels ils remplissent les con-

ditions requises.

Ces articles enoncent clairement le droit des enfants a beneficier deservices de garde de qualite. En ratifiant la Convention, le Canada accepte('obligation de respecter ce droit tel qu'indique dans l'article suivant sur lesmodalites d'application :


OPINIONSARTICLE 4

Les Etats parties s'engagent a prendretoutes les mesures legislatives, administra-tives et autres qui sont necessaires pour met-tre en oeuvre les droits reconnus dans lapresente Convention.

Pendant que nous essayons de gerer lesdettes croissantes aux niveaux provincial etnational en plus de chercher a stabiliser uneeconomie souvent au bord de la faillite, nousne pouvons pas ignorer nos obligations envertu de la CRDE. Ces obligations sontmieux expliquees dans les principes bases surles enfants d'abord. Cette trouvaille de]'UNICEF a l'occasion du Somtnet mondialpour les enfants signifie qu'en de teller cir-constances, lorsque les ressources sontlimitees, l'interet superieur de ]'enfant doitprimer, les besoins de I' enfant ont priorite surles ressources du pays parce que les enfantsconstituent en fin de compte les seuls garantsde l'avenir d'un pays. Si nous n'investissonspas dans leur avenir, nous n'aurons pas la so-ciete same que nous recherchons tous et quenos enfants meritent. Les enfants d'abordpeut etre considers comme le prolongementde l' interet superieur de l'enfant sans egard :

au parti au' pouvoir;

A la facon dont Yeconomie a ete geree;

aux mouvements des taux d' interet;

a l'etat de guerre [UNICEF, 1990, p. 5].

En general, dans la societe d'aujourd'hui,tout le monde sait ce dont les enfants ont be-soin pour grandir et se developper. Le milieude la garde a l'enfance sait que l'accessibiliteA des services de garde de qualite constitueun facteur crucial. Comme l'a indiqueHeather-Jane Robertson, directrice des ser-vices de perfectionnement professionnel a laFederation canadienne des enseignantes etenseignants du Canada, a l'occasion d'uneconference internationale sur les droits desenfants «Stronger Children, StrongerFamilies»... nous semblons peu prepares afaire l'investissement necessaire. Si nousvoulions que plus d'enfants reussissent, nousferions en sorte que la plus grande partie desressources soit affect& a ]'education de la pe-tite enfance et que chaque enfant ait le

meilleur depart possible dans la vie.» (juin1994, p. 23).

Sur un feuillet-ressources de la CRDEproduit par les Nations Unies, it apparaitclairement que les Etats qui ratifient la Con-vention sont juridiquement responsables de

leurs actions envers les enfants dans le cadrede cet instrument. Les Etats doivent reviserleur legislation nationale pour s' assurer qu' elleest conforme a la convention et rendre compteA la communaute internationale s' ils n'en ap-pliquent pas les termes (Nations Unies, 1994).

Nous savons que les perspectiveseconomiques ne seront pas tres roses au coursdes prochaines annees. II importe que nouspreservions nos acquis de la derniere decennieau chapitre des services de garde, mais nousdevons continuer notre lutte parce que laqualite de vie d'un grand nombre d'enfants estmenacee a cause de la mediocrite des servicesde garde. En tant que pays, nous avons sign laconvention sur le respect des droits de ces en-fants a des services de garde de meilleurequalite. Nous, du milieu, devons prendre legouvernement au mot et nous attendre a plus,merne en ces temps difficiles surtout en ces

temps difficiles.

Conclusion

La CRDE est entrée en vigueur le 2 sep-tembre 1990. En date du 11 septembre 1995,180 pays avaient signs la CRDE ou etaient de-venus des Etats parties par ratification ou ad-hesion. Richard Reid, directeur de la divisiondes affaires publiques, Fonds international desNations Unies pour les enfants) a indique dansson discours-programme a la conference«Stronger Children, Stronger Families» :

Il y a quatre ans que les pays dumonde ont adopts a l'unanimite laConvention relative aux droits de l'en-fant. Un regard sur les quelquesdernieres annees regard sur l'ava-lanche de violence accrue contre lesenfants, sur les villages rases en rai-son de la multitude de nouvelles guer-res ethniques sauvages, sur les ruesdes grandes villes et sur les foyers dys-fonctionnels l'etalage de toute cettedestruction, parallelement avec desgains substantiels et progressifs enmatiere de sante infantile ainsi que desolides avancees en education de base

quelqu'un peut-il nous dire on setrouvent les aiguilles de l'horloge dela crise mondiale en ce qui concerneles enfants?... Indiquent-elles l'aube etle jour a venir ou s 'approchent-ellesde minuit? Dans cet imbrogliod'incertitude et de morosite, une chosepardit certaine : la Convention


relative aux droits de l'enfant est lapour rester et it y aura quelque choseen marche chaque jour dans le monde:Tandis que d'autres traites nationauxlanguissent, la Convention relative auxdroits de l'enfant s'est implantee dansle monde en quatre ans; plus de pays yont adhere qu tout autre trade mon-dial concernant l'humanite. C'est unemaree montante qui commencera tresbientot a pousser tous les bateaux.Nous qui travaillons pour les enfantsavons besoin de capitaliser sur cesenergies convergentes. (juin 1994, p.29).

Nous, qui travaillons au nom des enfantsayant besoin de services de garde de qualite,devons commencer a alimenter cette vaguemontante.

Sandra Griffin est la presidente fondatrice de laFederation canadienne des services de garde a l'en-fance et ancienne presidente de la Early ChildhoodEducators of B.C. Elle est coordonnatrice associee del'unite de recherche sur la garde a l'enfance a laSchool of Child and Youth Care, University of Victoria.Elle est aCtuellement en detachement autres du mi-nistere de l'Egalite des femmes, direction de la garde a1 'enfance.

Bibliographie

Coalition canadienne pour les droits des enfants (juin1994). Draft Position Paper: The Importance of theFamily within the UN Convention on the Rights of theChild. Ottawa : auteur.

Bureau international catholique de l'enfance (1992)..La Convention de l'ONU relative aux droits del'enfant», ice!, News, 2, p. 2.

Goulet, Liza et Rothwell, Kathy (elaboratrices decours), (1995). Children's Rights Come Alive. Victoria,BC : School of Child and Youth Care and the Provinceof British Columbia.

Miles, Keith (juin 1990). The Children's Bill of Rights.New Hampshire : Children's Alliance of NewHampshire.

Reid, Richard (1994). «The UN Convention on theRights of the Child: Stronger Protection for Childrenin the 1990's». Giving Voice, p. 19-20. Conferenceproceedings for the 1994 International Year of theFamily Conference on the UN Convention on theRights of the Child, Victoria, British Columbia.Victoria : School of Child and Youth Care, Universityof Victoria.

Robertson, Heather-jane (1994). oStronger Children,Stronger Schools». Giving Voice, p. 23. ConferenceProceedings for the 1994 International Year of theFamily Conference on the UN Convention on theRights of the Child, Victoria, British Columbia.Victoria : School of Child and Youth Care, Universityof Victoria.

UNICEF (1990). State of the World's Children Reporton the Occasion of the World for Children New York:Auteur.

Nations Unies (1994) Publications de l'ONUFeuillet-ressources 10 Les droits de l'enfant. NewYork : Auteur.


OPIN I O N S

REVUE DE VIDEOCASSETTES

The Early Childhood Training Series:

DiversityCoproductrice : Janet Gonzalez Mena

Les educatrices de la petiteenfance s' entendentparfois trop sur ce que

constituent les «pratiques op-timales» pour les jeunes en-fants. Nous parlons depratiques «approprides audeveloppement>> ou «akees surl'enfant» et enseignons a nosetudiantes les normes. des pratiquesacceptees en les qualifiant de correctes,objectives et universelles. Bon nombred'etudiantes ne se sentent pas a l'aise avecl'ambivalence et sont en quete de la bonnerecette pour travailler avec les enfants et lesfamilies. Trop souvent, on ne tient pascompte des differences d'opinion chez leseducatrices. Le consensus change d'unedecennie a l'autre, mais pendant cetteperiode, tout le monde s'entend la-dessus.Diversity Video Series nous fournit unmecanisme et un cadre pour remettre enquestion les valeurs qui sous-tendent cespratiques acceptees et, ultimement, la notionde la superiorite universelle de modesarticilliers de prestation de soins aux enfants.

Les quatre modules de la serie de video-cassettes ont ete concus par une equipe multi-ethnique d'educatrices de la petite enfancequi ont collabore neuf mois durant pour s' en-tendre sur la definition des services de gardede qualite dans un contexte de diversite cul-turelle. On montre l'equipe en train de reagirA diverses pratiques d'education des enfantssusceptibles de provoquer des discussions etdu desaccord parmi les participantes. Leurdialogue honnete, leurs profonds desaccordset les efforts deployes pour aplanir leurs di-vergences permettront aux spectatrices de serendre compte de la complexite des ques-tions. Les videbcassettes ne fournissent pasde reponses faciles, ni une foule de tuyaux oudes recettes toutes faites. Elles ne decriventpas la fawn correcte de faire les chosen, maismontrent plutot des episodes stimulants qui


peuvent susciter des discussions et des di-vergences d'opinion chez les spectatrices.Une fois que nous faisons une introspection,que nous explorons nos convictions et nosvaleurs, nous pouvons commencer a nego-cier et a collaborer avec les parents ainsiqu' A les soutenir dans leur role de paren-tage.

Le premier module examine commentla valeur de l'independance et de l'indivi-dualite influe sur nos pratiques en EPE. Lessituations portant sur l'alimentation, le som-meil et l'apprentissage de la proprete sontanalysees selon le point de vue des parentssur la question de l' independance et de l' in-dividualite. On demande a la spectatrice dereconsiderer si certains elements des pra-tiques acceptees sont reellement dans Pin-ter& superieur de l'enfant en garderie et desa famille. Le deuxieme module presentedes. points de vue divergents en matiered'education des tout-petits et montre lacomplexite des questions en presenceLesepisodes nous encouragent a soulever despoints de vue differents eta nous abstenir deporter des jugements jusqu'a ce que nouscomprenions les objectifs de la famille con-cernant un enfant en particulier. Lestroisieme et quatrieme modules montrentdes exemples de mauvaise communicationet des cas de problemes resolus efficace-ment. Par le biais.de jeux de role, les spec-tateurs apprennent a reconnaitre des tech-niques de resolution de problemes a

63

appliquer pour *ler les conflits entre leseducatrices en garderie et ley families.

Le point fort de la serie de videocas-settes est la presentation de situations danslesquelles les educatrices en education de lapetite enfance peuvent se reconnaitre ainsique la sincerite et l'integrite dont fait preuvel'equipe lorsqu'elle tente de traiter dequestions complexes. Nous voyons dessituations oil on n'a pas reussi a surmonterles obstacles a la communication. On ytrouve aussi des cas ou les parents et les edu-

catrices en garderie creent des liens dans descirconstances difficiles. J'utilise le mot«lien» au lieu de dire qu'elles en arriventun accord parce qu'en realite, contrairementa ce que disent les manuels, it n'est pastoujours possible d' avoir une ententeparfaite.

Magna Systems a produit un livred'exercices pour 12 videocassettes incluantles quatre que nous venons d'examiner. Letiers de ce livre aborde la question de ladiversite. Il fournit un service a la commu-naute de l'EPE en proposant un cadre dereflexion sur les diverses questions traiteesdans les videocassettes. Le livre pose uneserie de questions precises qui, selon monexperience, ont ete tres utiles pour lancer ladiscussion. L'une des questions est formuleecomme suit : «Avez-vous trouve quelquechose de derangeant dans la scene surl'apprentissage de la proprete?>> Le livred'exercices suggere aussi des objectifs aatteindre et des points a discuter.

En general, it s'agit d'une serie videod'excellente qualite qui souleve des ques-tions cruciales a regler pour ameliorer edu-cation de la petite enfance. Les spectatricesse reconnaitront facilement dans une foulede precieuses discussions qui aideront cer-tainement les facultes et les etudiantes amieux se preparer pour relever les nombreuxdefis auxquels nous sommes confrontees.

Critique de Judith K. Bernhard, Ph. D., professeureagregie de la School of Early Childhood Educationde la Ryerson Polytechnic University de Toronto.

The Early Childhood Training Series: Diversityest disponible aupres de Wilbur S. Edwards PublisherMagna Systems Inc., 101 N. Virginia St., Ste 105, Crys-tal Lake, Illinois, U.S.A. 60010. Prix : 89.95 $ USl'unite; et 295 $ US pour la serie de quatre. Chequecommande donne droit n un livre d'exercices sans frais.Pour un essai grand! de 30 fours, envoyez un messagetelecopie au (815) 459-4280.

OPINIONS

Re g ezp ur e

CatUIMAN VINIDEBIBtV COIRWEI

ala:),IaORDIERDEE aNIEJEM E

:

tit94,

Collection Histoire de savoir

BAYARD EDITIONS

Ala decouverte des couleurs

Texte : Marie-Agnes GaudralIllustrations : Thierry CourtinEditeur : Bayard Editions, 1994

«La poule est blanche, avec du rouge sur la tete, c'est sa crete. Lecrocodile est vert, devant, sur les cotes, derriere. Heureusement qu' il ades dents, ca fait tout de meme un peu de blanc...»

Il ne suffit pas d'observer les couleurs, it faut savoir les recon-mitre et les nommer. Ce procede abstrait se fait generalement par hy-potheses et tatonnements. A la decouverte des couleurs donne desreperes aux enfants : un animal presente sa couleur et la «personna-lise». L'elephant est gris, le crocodile vert, le cochon rose. Le zebre estraye, la vache tachetee, la coccinelle constellee de pois...

II s'agit d'une invitation au joyeux monde des couleurs. Les en-fants pourront les reconnaitre et les nommer, apprendre leurs nuances,comprendre la finesse des mélanges et savourer les effets des rayureset des pois. Its prendront plaisir a suivre les escargots du bout du doigtpour decouvrir ce que deviennent les couleurs lorsqu'elles semelangent par pure chance. *

Suzanne A. Delisle est bibliothicaire principale-adjointe au service aux enfants dela Bibliotheque publique d'Ottawa.

Devine combien je t'aime

Texte : Sam McBratneyEditeur L'ecole des loisirs, 1994

C'est l'heure d'aller dormir, mais Petit Lievre Brun ne veut paslacher les oreilles de Grand Lievre Brun et tient absolument a lui direcombien ii l'aime. «Je t'aime grand comme ca», dit-il en ecartant lesbras autant que possible, jusqu' au bout de mes orteils et aussi haut queje peux sauter... Impossible d'aimer davantage. Mais, chaque fois,Grand Lievre Brun revient avec quelque chose de mieux que le petit!

Devine combien je t'aitne est un conte gai et tendre qui plairaaux petits et aux grands. Il traite d'une realite quotidienne des tout-pe-tits : it est parfois difficile d'exprimer son amour a quelqu'un.

Le texte, concis et précis, est rythme par des phrases repetitives etmis en valeur par de superbes illustrations et une mise en pagessoignee. *

Alfonsina Clemente est bibliothecaire aupres du service aux enfants de toBibliotheque publique d'Ottawa.

Sam McBratneyAnita Jeram

La Federation canadienne desservices de garde a l'enfancea maintenant un numero de

telephone sans frais :

1800 58-1412

PRINTEMPS 1996 ON4IIEUC4l OR9 17

64

PRATI O U EINITIATIVES CREATRICES

Confessions d'unechercheuse de poux detete

par Barbara Kaiser et Judy Sklar Rasminsky

Ce fut un mois terrible! Le you detete, insecte redoute, a fait son ap-parition a la garderie. Comment

une si petite et relativement inoffensive betepeut-elle causer un tel chahut?

Jour 1, 11 h. La rumeur veut qu'on aittrouve des poux de tete a l'ecole elemen-taire voisine frequent& par les freres etsoeurs de certains de nos enfants. Le tempsest venu d'examiner les tetes a la garderie

quand les gens en parlent, il s'agit habi-tuellement d'une infestation. Nous avonseu des poux de tete auparavant, maisnous avons toujours pu en venir a bout.

La grande chasse aux poux de teteest lancee. De notre dernier combat,j'ai appris que ces petites betescomptent sur la chaleur humaineet passent d'une tete a l'autre(ou d'une tete a un chapeau oumanteau ou encore d'une brossea cheveux a une tete. El les

preferent aussi les tetes propresaux sales). Par consequent, je mepropose de commencer mon ins-pection avec les enfants les plussusceptibles d'être atteints, c'est-a-dire ceux dont les soeurs et les freresfrequentent l'ecole en question.

Je prepare une bonne provision

Sarah se tent debout tranquille pendantque je separe ses cheveux avec le petit batonde sucette glade et passe methodiquementd'un cote de sa tete a l'autre. Je cherche de pe-tites formes ovales blanches qui se collent auxcheveux pres de la racine. Je prete particu-lierement attention a l'arriere du cou, desoreilles et au dessus de la tete, car c'est la que

soigneusement le cheveu a un morceau depapier de bricolage noir que je montre a Rich-ard pour lui faire comprendre ce qui arrive. Jeplace ensuite le papier dans un sac en plastiquepour que ses parents sachent quoi chercher aumoment de prendre cette tache en mains.

Meme s'il est difficile de voir les poux detete parce qu' ils sont si petits et rapides, j'enapercois quelques-uns se frayer un chemindans les cheveux blonds de Richard. Que faire?Vite je saisis un bonnet de bain en latex quenous utilisons pour nos visites a la piscine! Cen'est pas grave si Richard a ]'air ridicule!Apres tout, il n'a que quatre ans, et ca lui estegal.

«Comment, tu ne veux pas mettre ce jolibonnet orange? Je regrette mais tu n'as pas lechoix.» Qu'en est-il de toutes ces autresmethodes que nous avons apprises a l'ecole?Et le respect de soi? Etablissons bien nos prio-rites : pas question de laisser cette menace

prendre de l'ampleur. «Eh, Richard, tupeux etre le premier membre de notre

equipe tete de citrouille.» Voila, it ac-cepte.

J'affiche une note «Un cas depoux de tete rapport& et j'ap-pelle ses parents.

La fouille continue. Patrick,l'ami de Richard, a plusieurslentes et devient le deuxiememembre du club special. En unpeu plus d'une heure, j'ai exa-

mine tour les enfants et recrutesept membres pour l'equipe tetede citrouille. Quand nous

telephonons aux parents, personnene s'enerve. Je suis soulagee que

le fait d'avoir des poux de tete nesoit plus un stigmate comme a repo-que.

A mesure que les parents arrivent,leur remettons la feuille-guide sur les

debatons de sucettes glacees neufs (un pourchaque enfant), des sacs en plastique, dupapier de bricolage noir ainsi que du urbangomme et me voila prete. Les enfants ontete ensemble toute la matinee et il ne sert Arien de les separer. Cependant, pour ne pasles alarmer, je decide d'en faire venir un a lafois dans mon bureau et laisser les autresjouer.

Seulement voila! Aussitot que j'en parleaux educatrices, elles semblent incapablesde continuer les activites normales et corn-mencent a examiner la tete des enfants.


les poux de tete femelles aiment pondre leurslentes. Sarah n'a pas de poux de tete. Alleluia!Je me sens deja mieux.

Mais Richard, qui se gratte continuelle-ment la tete, a au moins douze lentes. A ]'in-verse des pellicules auxquelles elles ressem-blent, ces petits monstres se collentobstinement au cheveu. II n'existe que deuxfawns de les enlever : utiliser l'index etl'ongle du pouce pour les tirer le long ducheveu ou arracher completement le cheveu.Je choisis la deuxieme methode, puis je colle

65

nous

poux de tete tare de Le Bien-etre des enfants.Its repartent avec leur enfant infeste en promet-tant de le traiter, ainsi que les autres membresde la famille, avec une solution recommandeecontre les poux de tete, de passer l'aspirateurdans la maison et la voiture, de laver toute laliterie, les serviettes et les vetements port& aucours des deux demiers jours dans de l'eauchaude (y compris les chapeaux, les foulards,les paletots et les tricots), et de faire tremper lesbrosses a cheveux et les peignes dans la solu-tion contre les poux de tete toute la nuit. Lesanimaux en peluche, les oreillers et d'autres

PR A T I Q U E

articles non lavables peuvent etre placesdans la secheuse, a temperature maximale,pendant vingt minutes ou etre nettoyes asec. Wine si les parents sont ennuyes, il n'ya aucun doute dans mon esprit qu'ils fontpreuve de bonne volonte.

Les parents des enfants non infestes re-cevront la feuille-guide ce soir.

La journee se termine. Nous avons laveles tits et les drags, mis les couvertures dansdes sacs et les avons envoyees a la maison.Nous avons en outre empaquete dans dessacs en plastique tous les oreillers, les ani-maux en peluche, les poupees et les vete-ments (servant aux jeux de role) nonlavables. Ils y resteront deux semaines (letemps necessaire pour tuer les lentes) oujusqu' a ce que le centre ait ete sans presencede poux de tete pendant deux semaines.Mon bureau ressemble a un depotoir. J'aiaussi fait nettoyer a la vapeur les tapis de lagarderie et les meubles du bureau durant lanuit.

Jour 2. Meme si la garderie n'a pas depolitique formelle concernant les poux detete, je decide que les enfants ayant etetrait& peuvent rester en garderie s' ils ontsix lentes ou moins. Etant donne que letraitement reconunande, NIX (pyrethrineavec piperonyl butoxide ou sa version syn-thetique, permethrine) tue tous les poux detete adultes et la plupart des lentes, jepresume que tout ira.

Tous les enfants infestes hier semblentbien aujourd'hui, a l'exception de Richardqui a au moins dix lentes dans les cheveux.Heureusement, sa mere est encore IA. Salevre inferieure tremble quand je lui disqu'elle doit le ramener a la maison. Nonseulement est-elle epuisee parce qu'elle afait de la lessive et du nettoyage jusqu'Adeux heures du matin, mais elle a une reu-nion importante a 9 h 30 et aucunegardienne de rechange. J'aimerais bienI'accommoder, mais je ne peux pas.

Quand je finis, le personnel et moiexaminons les enfants qui n'etaient pas in-festes la veille. Nous decouvrons quatrenouveaux cas. Nous leur mettons un bonnetde bain et appelons leurs parents. Entretemps, tous les membres du personnel segrattent la tete et attendent d'être examines.

Jour 3. Je trouve encore des lentes.Peut-etre qu'il ne suffit pas de traiter seule-ment les enfants infestes. L' infinrniere del'ecole elementaire conseille de traiter tout

le monde en meme temps, par mesure preven-tive. Merne si d'autres experts que nous con-sultons ne sont pas d'accord, cette idee mesemble raisonnable a l'inverse du sham-poing Kwellada (lindane) que nous utilisionsavant le NIX (apres-shampoing ou sham-poing) n'est pas toxique. Je prepare un nouvelavis demandant que toutes les families traitentleur enfant (infeste ou non) ainsi que le restede la famille. Je rappelle aux parents qu'ilsdevront quand meme enlever les lentes a lamain et que les personnes allergiques a l'herbea poux et aux chrysanthemes ne doivent pasutiliser la pyrethrine ou la permethrine.

J'informe aussi les parents qu'ils ne pour-ront pas laisser leur enfant a la garderie le len-demain avant que je ne I'ai examine. J'arrive ala maison extenuee, mais j'estime neanmoinsavoir regle le probleme et que tout reviendrala normale assez rapidement. Je me trompais.

Jour 4. J'arrive a la garderie au point dujour. Les premiers enfants semblent non in-festes, mais je trouve sept lentes dans lescheveux de Sarah. Comme elle n'en avait pasla veille, son pere soutient que les poux de teteproviennent de la garderie et qu'il part tra-vailler. Je dois recourir A tous mes talents derethorique pour le convaincre de la reconduireA la maison. Six enfants sur 53 sont retournesA la maison. Quatre cas sont des rechutes et lesparents sont furieux ou au bord des larmes.

Quand je quitte finalement mon bureaupour me rendre dans la garderie, je decouvreque certains parents ont amen leurs enfantsdirectement aux educatrices sans venir mevoir. Je trouve des lentes dans les cheveux decertains d'entre eux. On ressort les bonnets debain et j'essaie, en vain, de rejoindre leurs pa-rents pour savoir si on leur a adrninistre letraitement.

A leur arrivee a la garderie en fin dejournee, les parents sont encore plus outres dese retrouver encore une fois face a l'equipetete de citrouille. Ils affirment que l'examendes tetes a l'arrivee devrait garantir que les en-fants ayant des poux de tete ou des lentes nerestent pas a la garderie. Ils ont evidenunentraison. Il est difficile d'expliquer ce qui arrive.

Jour 5. Ma journee commence encoreune fois a 7 h 45. Parce que je me rendscompte combien ii est difficile pour certainsparents de ramener leur enfant a la maison etparce que tous les enfants ont apparemmentete traites, je presume que les lentes que jetrouve sont mortes. J'essaie de les enleverpour que les enfants restent a la garderie. Mais

66

je decouvre un you vivant dans les cheveux deJeremy et je me rends compte que je dois trou-ver une fawn d' appliquer les reglements.

Jour 8. Le personnel est pris de panique.La garderie s'enorgueillit de son professionna-lisme, de ses services stimulants et chaleureux.Cependant, dans chaque salle, je vois des en-fants qui se promenent au hasard, des jouetseparpilles et des educatrices occupees a se pas-ser mutuellement un baton de sucette gladedans les cheveux! Jusqu'A present. cinq deshuit educatrices ont trouve des lentes dansleurs cheveux et nous les traitons dans l'evierde la salle de toilette du personnel afin de nepas avoir a les retourner a la maison.

Les suppleantes! Eh bien, devrais-je etrehonnete et les avertir qu'il y a des poux de tetea la garderie ou le leur dire a leur arrivee?Comme je suis fondamentalement une bonnepersonne, je dis la verite. Devinez ce qui ar-rive? Personne ne veut venir. Notre problemede poux de tete se double d'un probleme de ra-tio. En outre, note nouvelle recrue, qui faitface a ces bestioles pour la premiere fois, endecouvre dans ses cheveux roux boucles etquitte la garderie pour de bon.

Jour 9. Pendant que j'examine la tete desenfants, je decouvre que la fille du parent leplus furieux, qui s'est plaint aupres de plu-sieurs autres parents et du conseil d'administra-tion de la fawn dont j'ai aborde le probleme,n'a pas ete trait& et qu'elle a une lente dans lescheveux. La mere se montre-t-elle pluscooperative? Pas du tout. Elle dit qu'elle nepeut pas amener sa fille a la maison. Je lui ex-plique qu'il est inutile d'examiner les enfants siles parents ne se conforment pas aux regle-ments. A contrecoeur, elle part avec son enfant,mais revient une heure plus tard et repart sansattendre qu' on l' examine a nouveau.

La colere et l' impatience des parents mon-tent d'un cran chaque jour. Ils arrivent en re-tard au bureau parce qu'il faut examiner tousles enfants. Ils blament la garderie, convaincusque nous en faisons trop ou pas assez; ils seblament mutuellement parce que leur enfant at-trape bien les poux de tete de quelqu'un. Deuxparents menacent de retirer leurs enfants de lagarderie et de ne pas payer les frais de gardejusqu' a ce que la situation soit reglee.

Pourquoi y a-t-il encore des poux de tete?J'ai parle a une douzaine d'experts et lu plu-sieurs articles. Personne ne s'entend sur la so-lution. Certains disent que les poux de tete nepeuvent pas survivre loin du cuir chevelu etqu'il ne sett a rien de traiter les vetements ou


PR A T I Q U Eles meubles. Mais, je prefere pecher par ex-

ces de prudence. Quand notre specialiste dela sante publique estime que les manteaux et

les chapeaux se frottent les uns aux autresdans le vestiaire parce que nous n' avons pas

de casiers separes, nous donnons a chaqueenfant un grand sac en plastique a son nompour y mettre manteau, chapeau, rnitaines et

foulard.

Jour 10. Les lentes continuent a faire

leur oeuvre. L'infirmiere-hygieniste lancel'idee d'un chainon manquant - certaines

personnes n'appliquent peut-etre pas la solu-

tion correctement.

Cette explication insulte les parents.

Mais, pendant qu'ils me crient dessus. lareponse emerge.

«Je me suis bien conforme aux instruc-tions et appliqué un bouchon de MX.»

J'en ai achete une bouteille pour toute la

famille.»

Cependant. le traitement exige une

bouteille entiere par personne! Plusieurs pa-

rents ont commis la meme erreur. peut-etreparce que NIX est si cher.

De toute evidence, pour que le traite-ment reussisse, it faut en utiliser suffisam-ment. Ceux qui ont les cheveux tres courtspeuvent ne pas avoir besoin de toute unebouteille, mais les adultes et les enfants aux

cheveux longs et epais doivent utiliser toutela bouteille, jusqu'a la demiere goutte. Apresm'avoir crie dessus trois jours durant, unpore trouve 35 lentes dans les cheveux longs

de sa conjointe qui n'a utilise que la moitiede la bouteille. (La crise passee. it fait dond'un ordinateur Macintosh a la garderie.)

Nous decouvrons aussi que NIX prendde 12 a 24 heures a tuer les poux de tete.Ainsi, les traitements du personnel faits al'evier n'ont pas aide.

Jour 15. Les poux de tete occupent une

place de choix a I'ordre du jour de notrereunion mensuelle du conseil d' administra-tion. Nous passons des heures a elaborer une

politique, un communiqué du conseil et undocument de recherche sur le cycle de vie et

la transmission des poux de tete. (Ils peuvent

vivre aussi longtemps qu'un mois et pondretous les jours de cinq a neuf lentes quideviennent adultes dix-neuf jours plus tard.II nest donc pas surprenant qu'il y en aittant et que leur eradication semble sans tin.Si une seule lente vivante manque a l'appel,

le processus recommence encore.)


La reponse : tolerance zero. Une lente et1' enfant doit quitter la garderie pour 24 heures.

Manifestement, la flexibilite envers les parents

dont nous nous sommes vantees ne marchepas. Pendant Ia periode d'infestation, les pa-rents ne doivent pas partir le matin avant queleur enfant ait ete declare non infeste.

Pour que tout le monde puisse se con-former a la politique au plan financier, le con-seil offrira le NIX gratuitement aux parents nepouvant se le permettre. En outre. pour renfor-cer ('application de la politique. nous em-bauchons une professionnelle de la sante pour

examiner les totes des enfants chaque matin

pendant deux semaines.

Jour 16. Nous informons chaque parent

de la politique de tolerance zero et de l'exa-men obligatoire des fetes chaque matin a partir

de lundi. Tout le monde est bien averti et ai le

temps de trouver une infirmiere.

Jour 21. Jour 1 de la tolerance zero. L' in-

firmiere ne trouve pas plus de lentes que nous.

mais son uniforme blanc et son statut officiellui conferent l'autorite qui semble nous fairedebut. Personne ne cries personne ne partavant que son enfant ait ete declare non in-fester personne ne refuse d'amener un enfant a

la maison.

Jour 22. Jared, trop jeune pour se rappeler

de la neige, dit <Regarde maman, it tombe des

lentes!»

Jour 23. Quatre parents ont rase la tete de

leur enfant et montrent patte blanche. Voila cequi guerit finalement Colin dont la frange est silongue et epaisse qu'on aurait cm que les lentes

avaient elu domicile dans ses sourcils! Dans

Politique concernant les poux de tete

Les poux de tete sont de minuscules insectes qui vivent sur le cuir chevelu. Ils pondent des oeufs

(lentes) sur le cheveu tout pros de la racine. Les poux de tete se transmettent dune personne a I'autre

par contact direct ou par le partage d'objets comme Ies chapeaux. les peignes. les tricots. etc. Ils sont

facilement transmissibles en garderie.

1. Si un enfant a des lentes ou des poux de tete, les parents doivent en informer immediatement lagarderie. La garderie affiche une note indiquant la date et le nombre de cas et envoie aux parentsune lettre sur les mesures a prendre.

2. Aussitot qu'un cas est rapport& la garderie lave tous les its et les draps, envoie les couvertures etles oreillers des enfants A la maison pour etre laves, retire et lave tous les %/elements destines auxjeux de role, nettoie a la vapeur les tapis et les meubles rembourres et met dans des sacs (pourdeux semaines ou jusqu'a ce qu'il n'y ait plus de poux de tete) tous les oreillers, les animaux enpeluche et les poupees.

3. Tous les parents doivent immediatement traiter leur enfant et tous les membres de la famille avecun produit approprie. Beaucoup de medecins recommandent NIX. Suivez attentivement lesdirectives inscrites sur la bouteille et utilisez la quantite recommandee, soit habituellement unebouteille par personne.

4. En outre. Ies parents doivent examiner les cheveux de ('enfant et enlever toutes les lentes avantd'amener ('enfant a la garderie. On enleve les lentes en glissant une meche de cheveux entre lepouce et ('index ou en arrachant doucement le cheveu. Deposez les lentes ou les meches decheveux dans un sac en plastique. Attachez-le et mettez-le a la poubelle.

5. Parallelement. les parents doivent passer l'aspirateur dans leur maison et leur voiture et laver a('eau chaude toute la literie, les serviettes et les %/elements pones au cours des deux derniersjours (y compris les chapeaux. les foulards, les manteaux et les tricots). Les animaux en peluche,les oreillers et d'autres articles non lavables doivent etre places dans la secheuse a temperaturemaximale pendant 20 minutes ou etre nettoyes a sec. Les brosses a cheveux of les peignesdoivent etre trempes toute la nuit dans le produit contre les poux de tete.

6. A leur arrivee a la garderie, tous les enfants sont examines dans le bureau avant de rejoindreleurs camarades.

7. Les parents ne doivent pas laisser leur enfant A la garderie avant qu'il ait ete examine.

8.. La garderie a une politique de tolerance zero. Par consequent. si on trouve une lente ou un poude tete, ('enfant est retourne a la maison et ne peut revenir A la garderie avant 24 heures. Pendantcette periode, les parents doivent enlever toutes les lentes et repeter le traitement au NIX s'ilstrouvent un pou.

9. II faut repeter cette procedure jusqu'A ce que la tete de ('enfant soit exempte de lentes et de pouxde tete pendant une semaine. Par la suite, tous seront requis de donner un autre traitementtoute Ia famille afin de s'assurer que toutes les lentes sont eradiquees.

10. Les parents doivent continuer a examiner la tete de leur enfant chaque fois qu'ils leur lavent latete.

11. A longueur d'annee. la garderie effectue dans le bureau de Ia directrice des examens au hasardsur tous les enfants et les membres du personnel.

PR A T I Q U E]'ensemble, une douzaine d' enfants sesont fait couper les cheveux, y comprisdeux dont les cheveux atteignaient la cein-ture.

Jour 24. Les enfants demandent desbatons de sucettes glacees pour s'exa-miner mutuellement Ia tete dans le coindes jeux de role. Les parents ont peut-etreete traumatises par les poux de tete, pas lesenfants. Eux semblent aimer le doux con-tact individuel et la bonne sensationd' avoir la tete caressee comme les singesqui se font mutuellement la toilette.

Jour 31. Une semaine sans poux detete! On a presque gagne la partie. Memsi certains traitements demeurent sur lescheveux pendant dix jours, tuant les lentesqui eclosent, Hs n'y reussissent pas tous.En outre, nous ne sommes peut-etre pasdes personnes qui appliquent un traite-ment ou des chercheuses de poux de tetepar excellence. Pour cette raison, nous de-mandons a tout le monde d'appliquer uneseconde solution sept jours apreS la pre-mière.

Jour 38. Deux semaines sans pouxde tete. Etant donne ce que nous connais-sons du cycle de vie de cette terriblecreature, nous examinerons les enfants leslundis et les vendredis pendant deux se-maines. (Les enfants chez qui 1' infestationpersiste sont examines chaque matin.) Parla suite, nous effectuerons une verificationau hasard et l' infinniere reviendra apres leconge des Fetes.

Le conseil d'administration a ap-prouve ma demande concernant la cons-truction de casiers individuels dans levestiaire. Cette histoire a fini par cothercher a tout le monde.

Avec le recul, je sais ce que j'auraispu faire differemment. Il est difficile

d' etablir equilibre entre les besoins desparents et ]'ennui cause par les poux detete mais, de toute evidence, it aurait eteutile d'appliquer une politique des ledebut. Il ne sert a rien d'être aux prisesavec des poux de tete un mois durant si leprobleme peut etre regle en une semaine.J'espere que vous n' en aural jamais be-soin mais, a toutes fins utiles, vous trou-verez une politique sur les poux tete dansl'encadre. o

Barbara Kaiser est fondatrice et directrice de laGarderie Narnia a Westmount, Quebec. Elle etl'auteure Judy Sklar Raminsky sont les co-au-teures du livre Les services de garde pour votreenfant publie par Les Editions Libre Expression.

INITIATIVES CREATRICES

Bon 41epyraVeducatrice el k prep rata

par Wayne Eastman

Enseignet; c'est permettre aux enfants depenset; de decouvrir et de creer. Enseignet;c 'est amener les enfants a respecter leursopinions, leurs decouvertes, leurs relationset les opinions des autres.

(Newfoundland Teachers Association, 1994)

[Traduction]

La plupart des educatrices de la petiteenfance estiment que les enfantsdeveloppent leur image de soi par le

jeu et les interactions sociales. Le jeu fournitaussi aux enfants la possibilite d'apprendre denouvelles competenceS et d' accroitre leursconnaissances. La plupart des garderies ontpour objectif ultime de s' assurer que les en-fants grandissent et apprennent selon leur pro-pre niveau de developpement.

Les premieres annees sont cruciales audeveloppement du jeune enfant. A la ma-ternelle, l' enfant a déjà cinq ans d'apprentis-sage derriere lui. L' importance des anneesprescolaires dans le continuum d'apprentissageest accentuee par le fait que certains expertscroient que le developpement intellectuel d'unenfant est aussi important entre la naissance etquatre ans qu' entre quatre et dix-huit ans. Au-trement dit, a quatre ans, ]'enfant a déjàdeveloppe la moitie de son intelligence (WorldBooks, 1987).

Il vaut mieux enseigner les competencespreparatoires a la maternelle decrites dans lepresent article dans un environnement de la pe-tite enfance oil les enfants ne sont pas tenus derespecter un horaire rigide et peuvent appren-dre par le jeu. Nous devons nous rappeler quechaque enfant apprend a son rythme. Commentles jeunes enfants apprennent-ils?

Les jeunes enfants n'apprennent pascomme les enfants plus ages et lesadultes. Leur croissance intellectuelleest liee et assujettie a leur developpe-ment social, physique et affectif. Enfait, ils ne peuvent pas faire autrementqu'apprendre. La plupart de leur ap-prentissage du monde se fait par rex-perience acquise dans le jeu (Eberts,1991).

matemeEle

Le role des educatrices de Ia petite enfance dansla promotion des competences preparatoires a lamaternelle est résumé dans ]'article de JoanneFrantz (1993) intitule How Preschool Really Pre-pares Your Child for Kindergarten. Elle ecrit que :

La question de la preparation a la ma-ternelle preoccupe aujourd'hui les parentsbien avant que leur enfant n'ait l'age dela frequenter. Les parents veulent savoir sile centre prescolaire ou la garderie deleur enfant offre un programme qui favo-risera le succes a la maternelle et ce qu'ilspeuvent faire a la maison pour que leurenfant soil pret pour recole.

Meme si les jeunes enfants aiment apprendre etque les enseignantes de la maternelle veulent desapprenants avides de connaissances, Eberts (1991)previent les educatrices et les parents du danger dedetruire ce desk d'apprendre en imposant des ac-tivites peclagogiques aux enfants avant qu' ils nesoient prets. En outre, Eberts (1991) declare querien ne prouve que ]'education formelle precoceprocure un avantage intellectuel durable. Ainsi,pour eviler le «bumout» a la maternelle, la garderie

PRINTEMPS 1996 DEVIIMIEACTOCIV 21

PR A T I Q U Eprescolaire devrait mettre l'accent sur unegrande variete d'activites et de materiels pourencourager les jeunes enfants a explorer et adecouvrir pita& que de leur imposer des ac-tivites pedagogiques.

L'educatrice joue un role important dans«l'echelle d'apprentissage» de l'enfant. Lejeu et un programme axe sur ('enfant permet-tent aux educatrices de la petite enfance destimuler l'instinct naturel d'un enfant d'ageprescolaire vis -a -vis de l'apprentissage et, parconsequent. de renforcer les competencespreparatoires a la maternelle dans un milieuou s'exerce peu de pression. Selon Eberts(1991), tout apprentissage est une com-posante de I'apprentissage futur.

La preparation a la maternelle

Les educatrices et les parents peuventfaire valoir des competences preparatoires ala maternelle sans transformer leur garderieou leur foyer en salle de classe formelle etsans devenir des enseignantes. Les lignes quisuivent traitent des activites susceptibles derendre les enfants aptes a apprendre au mo-ment de commencer l'ecole.

La tailleDans cette categorie, les competences

comprennent le fait d'etablir la differencefondamentale entre gros et petit, les conceptslies a la taille et l'appariement base sur lataille. Parmi les exemples d'activites dans cedomaine, citons : des promenades a pieddans le quartier ou la garderie deman-der aux enfants de marcher dans le quartierou la garderie a la recherche d'objets dont itspeuvent comparer la taille (par ex., arbres);boites de differentes tailles fournir desboites de differentes tailles et demander auxenfants de placer les objets selon leur tailledans les boites appropriees; et constructionavec des blocs demander aux enfants deconstruire une maison avec des blocs de dif-ferentes grosseurs (World Books, 1987).

Les couleurs et les formesLes activites qui contribuent a sensibiliser

les enfants aux couleurs et aux formescomprennent : les promenades coloreeson se promene dans la garderie ou le quartierpour trouver autant de choses que possibled'une meme couleur; le toucher en couleur

demander a l'enfant de trouver et detoucher certains objets (par ex., le fauteuilpoire rouge); l'appariement des autocol-lants sur les epingles a tinge coller des


points autocollants de differentes couleurs aut-our d'un verre en plastique, colorer les epinglesA linge de la meme couleur que les autocollantset demander aux enfants de les fixer sur l' auto-collant de la bonne couleur; comment recon-noitre les formes demander aux enfants detrouver des objets de differentes formes (parex., une table rectangulaire); et, les formes enfeutre decouper des morceaux de feutredans differentes formes, par exemple, des trian-gles, des cercles et des canes et demander auxenfants de les identifier en les placant sur untableau de feutre (World Book, 1987; Charmer,1993; Wilmes, 1984).

L'introduction aux nombresLes groupes de competences comprises

dans ces deux categories sont le calcul, l'ap-pariement des objets sur la base du cas par caset de la quantite. Les exemples d'activites dansce domaine comprennent : compter d'undix dans le fond de chaque pochette d'uneboite a oeufs deposer differentes quantites d' ar-tides comme des boutons ou des feves et de-mander a l'enfant de compter combien it y en adans chacune; «Quelle heure est-il MAImeLion?» les enfants demandent l'heure 0M./Mme Lion. Si le lion dit qu'il est troisheures, les enfants avancent de trois pas, mailsi le lion dit que c'est l'heure du souper, it lespoursuit jusqu'A une ligne predetermine; ap-pariement seul a seul demander aux en-fants de dresser la table pour le dejeuner enplacant une fourchette, un verre, une assiette etune serviette a chaque place; cuisimath desactivites telles la fabrication de sucettes glades(utiliser des boissons aux fruits et des batons desucettes), aider les enfants a s'interesser auxnombres, a compter et a mesurer; chanson«Cinq petits canards* utiliser des mor-ceaux de feutre de couleurs vives pour taillercinq petits canards, y compris la maman et lepapa et faire un recit mime de la chanson surun tableau de feutre; et, l'appariement descartes fabriquer un ensemble de cartesnumerotees et un ensemble de cartes affichantdes objets, puis apparier chaque cartenumerotee a une carte avec objet (WorldBooks, 1987; Stravos, 1987; Inderbaum,1985).

La preparation a la lectureLa preparation a la lecture ou l'alphabeti-

sation naissante decrit les premieres &apes dudeveloppement de l'enfant en alphabetisation,i.e., elle precede la lecture conventionnelle del'imprime (Spodek, 1991). Le groupe decompetences qui contribuent a un bon depart

69

dans la preparation A la lecture comprennent : levocabulaire de base, l'expression verbale, laconnaissance des lettres, le sens de la phrase, lacomprehension d'une histoire et la capacite deraconter une histoire (World Book, 1987). Lesactivites qui contribuent a ces competencescomprennent : le jeu «Simon dit»; raconterune histoire trouver dans des magazines desimages montrant des enfants occupes a desactivites interessantes et encourager les enfants aen discuter; coins de l'ecriture offrir tour lesjours aux enfants des occasions d'ecrire enmettant a leur disposition des crayons, des stylos,des marqueurs, du papier et d'autres materielspour l'ecriture; le sentier pedestre pourmettre l'accent sur la base de la preparation a lalecture, i.e. le sens de la direction (la gauche et ladroite), dessiner des empreintes de pied d'enfantsur du carton bristol, donner des codes decouleurs aux empreintes (par ex., jaune pour lepied gauche et bleu pour le droit) et les disposerdans un ordre que les enfants puissent suivre; lescartes de souhaits aider les enfants aconfectionner des cartes pour les occasionsspeciales; les lettres de l'alphabetmagnitiques ou en bois demander auxenfants d'utiliser ces lettres pour former desmots; des visites regulieres a la bibliotheque;jeux de lecture trouver des lettres cacheesdans la cuisine sur les boites de soupe, decereales, etc.; et inventer des devinettes <deronronne et j' adore le lait. Qui suis-je?» (WorldBook, 1987; NTA, 1994).

La position et la directionLe groupe de competences devant etre pris

en compte dans cette categorie comprend lasignification des mots, les positions relatives, laprogression de gauche a droite et du haut vers lemilieu et le bas ainsi que le langage descriptif, ycompris les contraires (World Book, 1987). Lesexemples d'activites qui renforcent ces com-petences comprennent «Simon dit» se servirde ce jeu pour que les enfants se conforment a desimples instructions, par exemple, devant/der-riere, dessus/dessous; la comprehension desmots descriptifs pour les mots chaud/froid,rapide/lent, par exemple, demander aux enfantsde decouper et de classer des images d'animaux(rapides et lents) prises dans des magazines;tenir compte du temps donner a chaque en-fant une feuille de participation lignee faite depapier a bricolage et leur demander de marquerles canes de gauche A droite pour chaque journeede presence (cela permet aux enfants d'assimilerles progressions de gauche a droite); le jeu «Lever dans la pomme» demander aux enfantsde se tenir en ligne les uns pres des autres avec

PR A"TIQUEles pieds &arks et laisser un enfant jouer le roledu ver qui se tortille entre les jambes (WorldBook, 1987; Schiller, 1990; Inderbaum, 1985).

Le tempsLes educatrices et les parents peuvent aider

les jeunes enfants a comprendre le concept dutemps en leur enseignant l'heure, le temps del'annee et les anniversaires. Les activites desensibilisation au temps comprennent : illus-trer le concept du jour et de la nuit de-

mander aux enfants de feuilleter des magazinespour trouver des images d'activites qui se pas-sent le jour et la nuit; les aider a trouver des in-dices sur l'heure de la journee (par ex., des gensqui prennent le petit-dejeuner); apparier desarticles saisonniers decouper des motifsdifferents pour chaque saison (mitaines pourl'hiver, fleurs pour le printemps, arbres pourl'ete et feuilles pour l'automne) et demanderaux enfants de marier les motifs a la saison;creer un calendrier des anniversaires on

peut indiquer les anniversaires des enfants surun grand calendrier et les celebrer (World Book,1987; Charmer, 1993).

L'ecoute et la mise en sequenceEberts (1991) soutient que les «enseignan-

tes classent la comprehension du mot parkcomme le premier domaine de competence queles parents devraient travailler avec leurs en-fants pour les preparer a la matemelle». Elleajoute qu'ecouter est beaucoup plus complexequ'entendre car «il comprend l'apprentissagedes sons, des mots, des phrases fondamentalesainsi que la relation entre les objets et leur utili-

sation». Dans le contexte des remarquesprecedentes, les competences de cette categoriedoivent comprendre la reconnaissance du son,la memoire du recit et preter attention. Les ac-tivites qui renforcent ces competences corn-prennent les promenades pour &outerdemander aux enfants d'ecouter les sons faibleset forts, les aider a identifier les differents sonset voir s'ils se rappellent des sons au retour de lapromenade; redire de simples histoires parordre lire une histoire familiere aux enfantset leur demander : qu'est-il arrive au depart?Ensuite? En dernier?; se conformer auxinstructions jouer le jeu oSimon dit»; et,reconnaltre les times presenter les rimespar le biais de poemes et d'histoires (WorldBook, 1987; Eberts, 1991).

Capacite motriceLa capacite motrice peut etre Class& dans

les activites pour les grands muscles ou les ac-tivites de motricite globale, par exemple, sauter,sautiller et lancer un ballon et les activites pour

petits muscles ou les activites de motricite finecomme colorier, decouper, dessiner, bouton-ner et attacher avec une fermeture éclair. Lesactivites qui renforcent le developpementmoteur d'un enfant pourraient comprendre lessuivantes : imiter les animaux demanderaux enfants d'imiter differents animaux ensautant comme une grenouille ou un lapin;donner des coups de pied en l'air etcourir laisser les enfants jouer librementdans une aire ouverte; imiter le joueurdesign demander aux enfants de daffierle ballet, de se dandiner comme un canard oude marcher sur une ligne droite imaginairecomme un funambule; monter un manchebalai comme un cheval un balai avec unsac place sur les crins peut se transformer enmode de transport pour les cow-boys et cow-girls; jeu du chat avec les ombres un

jour ensoleille, demander aux enfants demarcher sur les ombres des autres enfants;boutonner et attacher avec une fer-meture éclair attacher les articles suivantsa une planche solide : une espadrille avec unlacet, la fermeture éclair d'un pantalon, uneceinture avec boucle, une rang& de boutons etde boutonnieres d'une chemise; s'habillerdans l'aire de jeux de role ou a la maison,fournir aux enfants une grande quantite devetements pour adulte pour qu'ils s'entrainent0 s'habiller; et, decouper avec des ciseauxde sUrete, fournir aux enfants beaucoup d'oc-casions de decouper (World Book, 1987;Ebert, 1991; Hammet, 1992).

'Nye' oppement socio-affectifLes competences a developper dans cette

categorie sont l'autonomie, le fait de connaitreson nom et son adresse, la capacite de tra-vailler seul et la cooperation. Les activitescontribuant au developpement socio-affectifcomprennent : participer aux travaux deroutine a la garderie ou a la maisonassigner des taches speciales aux enfants, parexemple, dresser la table ou ranger les jouetset les feliciter ensuite; «Partage mon sand-wich» demander aux enfants de diviner unsandwich entre trois personnes et les aidersolutionner le probleme; et, des jeux «me-neur et joueurs» encourager les enfants ajouer des jeux oh, a tour de role, un d'entreeux dirige ses camarades (World Book, 1987;Schiller, 1990; Eberts, 1991).

Habilite en expression oraleUn enfant qui commence la maternelle

devrait pouvoir participer activement aux con-versations avec son enseignante et ses cama-rades de classe. Les activites qui contribuent

70

developper cette competence comprennent :

repondre aux questions les parents et leseducatrices peuvent renforcer la capacite deconverser en posant des questions ouvertes; desjeux sur la direction faire une course 0 ob-

stacles pour les enfants; sedation des &elle-ments apt-es une visite a un endroit interes-sant (par ex., a la caseme de pompiers),demander a chaque enfant de creer une histoireen decrivant l'experience; et, commencer unalbum de decoupures demander aux en-fants de fabriquer un album sur les evenementsrecents (Eberts, 1991).

Sommaire

Les educatrices et les parents jouent un roleimportant dans la preparation des enfants a unematernelle reussie. L'acquisition des com-petences preparatoires a la maternelle ne passepas par l'enseignement formel. Les garderies quifavorisent diverses activites interessantes et par-ticipatives qui contribuent au developpement so-cial, affectif, physique et intellectuel de l'enfantpar le biais d'un programme axe sur l'enfant,preparent considerablement les enfants d'Ageprescolaire a la matemelle. Rappelez-vous quece soit qau centre prescolaire ou a la maison, lameilleure education pour les jeunes enfants sefait dans un environnement chaleureux et remplid'affection qui leur procure une variete de nou-velles experiences» (Eberts, 1991)

Wayne Eastman, Ph. D., est coordonnateur de departement,programmes en education de la petite enfance et d'acces,Westviking College of Applied Arts, Technology and Con-tinuing Education, Comer Brook, Terre-Neuve.

References

Chamer, K. (1993). The Giant Encyclopedia of ThemeActivities for Children 2 to 5. Mt. Rainier, Maryland :Gryphon House.

Eberts, M. et Gisler, P. (1991). Ready for School? NewYork : Meadowbrook Press.

Frantz, J., Rotttmayer, S., Trickett, M. et Waters, J. (1993).vHow Preschool Really Prepares Your Child forKindergarten.. Parents, December 9.

Hammett, C. (1992). Movement Actvities for EarlyChildhood. Champaign, Illinois : Human Kinetics Books.

lndenbaum, V. et Shapiro, M. (1985). The EverythingBook. Mt. Rainier, Maryland : Gryphon House.

Newfoundland Teachers Association NTA. 1994).Literacy for Life. St. John's, Terre-Neuve NTA.

Schiller, P. et Rossano, J. (1990). The Instant Curriculum.Mt. Rainier, Maryland : Gryphon House.

Spodek, B., Sharacho, 0. et Davis, M. (1991).Foundations of Early Childhood Education. New Jersey :Prentice Hall.

Stavros, S. et Peters, L. (1987). Big Learning for LittleLearners. Livonia, Michigan : Partner Press.

Wilmes, L. (1984). Fell Board Fun. Elgin, Illinois :Building Blocks Publication.

World Book Inc. (1987). Getting Ready for School.Chicago : Auteur.


PR A T I Q U EDEMANDEZ A VOTRE PROFESSIONELLE DE LA SANTE i=gmemzEmEas

s oymi.7onsisatrON du aEms beauccup (fine

Saviez-vous que le syndrome de mortsubite du nourrisson (SMSN) est laprincipale cause de deces chez les en-

fants de moms d'un an? Chaque semaine auCanada, six poupons sont emportes par cesyndrome. Des bebes apparemment sainss'endorment dans leur lit, poussette, siege-auto ou les bras-de leurs parents sans jamaisse reveiller.

Aucun test ne permet de detecter lapredisposition d'un enfant au SMSN et it n'ya pas de signe avertisseur. Le premier signede ce syndrome est la mort. Le SMSN, en tantque cause de deces, ne peut etre confirms quelorsqu' une autopsie ecarte toute autre raisonpossible. Les chercheurs ignorent ce quicause le SMNS ou comment le prevenir.

Que savons-nous du SMNS jusqu'amaintenant?

Le SMSN frappe surtout entre l'age dedeux et quatre mois, mais peut survenirtout moment durant la premiere armeed'existence de l'enfant.

© Le SMSN se manifeste souvent en hiver.

© Le risque de SMSN est de trois a quatrefois plus eleve parmi les pouponsautochtones que chez leurs pairsnon-autochtones.

Le SMSN n'est pas :

o contagieux ou infectieux

considers hereditaire

o du a la negligence ou aux mauvais traite-ments.

Les personnes les plus a risque compren-nent :o les enfants de faible poids a la naissance

o les enfants de naissance multipleo les garcons (un peu plus souvent que les

filles)

O les bebes nes de mere n'ayant pas recu desoins prenatals, ou ayant fume ou abuse desdrogues.

o les enfants de mores adolescentes.

(La Fondation canadienne pour l'etude dela mortalite infantile, 1994).

24 EWE =918©1 PRINTEMPS 1996

II convient de garder a l'esprit que,meme si nous savons que certains pouponspourraient etre plus a risque que d'autres, ilsforment un pourcentage infime de tous lespoupons qui meurent du SMSN. La plupartn'ont pas ces caracteristiques.

Plusieurs pratiques ont ete notees pourdiminuer les facteurs de risque du SMSNchez tous les poupons :

Faire coucher les enfants sur le dos ou surle cote, et non pas sur le ventre, pour dor-mir. Certains etats de sante exigent quel'enfant couche sur le ventre et lesmedecins donneront les directives appro-priees aux parents. II n'est pas necessairede placer un poupon dans cette positions'il est suffisamment mobile pour se met-tre a plat ventre lui-meme.

O Essayez de ne plus exposer les poupons ala fumee secondaire avant et apres la nais-sance.

Installez les enfants dans un endroit con-fortable mais non surchauffe. Si la tem-perature de la piece est confortable pourvous, elle le sera aussi pour le poupon.Evitez de surhabiller les bebes ou de lescouvrir avec trop de couvertures pendantleur sommeil.

o L' allaitement matemel presente d' impor-tants avantages. (Sante Canada et al,1993).

On ignore encore pourquoi ces pratiquespeuvent reduire les risques lies aux SMSN.Des poupons ont ete victimes du SMSNmeme lorsque ces precautions avaient eterespectees.

Des chercheurs ont fait quelques progresdans la comprehension du systeme nerveuxcentral et des regions du cerveau qui con-trolent la respiration, les battements du coeuret le controle du monoxide de carbone et desniveaux d'oxygene dans le corps. Mal-heureusement, leurs conclusions ne peuventpas expliquer aux parents le (feces de leurbobs en sante. La reehetche a beaucoup detravail a accomplir sur ce phenomene.

71

Ce que les educatrices en

garderie doivent savoir

Les educatrices en garderie, tout comme lesparents et les medecins, ne peuvent rien fairepour prevenir le SMSN. Les parents doiventcomprendre que le personnel de la garderie et lepersonnel d' intervention d'urgence ont fait toutleur possible pour essayer de sauver la vie del'enfant.

Les poupons font la sieste une fois ou deuxpar jour, habituellement pendant plus d'uneheure a la fois. Les educatrices doiventregulierement jeter un coup d'oeil aux pouponsendormis et ne pas se fier a l'interphone depOuponniere. Une autopsie ne devrait pas revelerque le poupon etait mort depuis un certain tempsavant que les educatrices ne s'en apercoivent.Naturellement, personne ne demande aux pa-rents de se lever souvent la nuit pour avoir l'oeilsur leur poupon.

Lorsqu'un poupon est trouve mort, les edu-catrices doivent commencer la reanimationcardio-respiratoire (RCR) et composer le 911(ou le numero de telephone des services de se-cours medical d'urgence de leur communaute).On encourage les educatrices en garderie et lesdirectrices a consulter le livre Le Bien-etre desenfants en ce qui a trait aux procedures recom-mandees, advenant le deces d'un enfant engarderie.

Pour de plus amples informations stir le SMSN, les grou-pes de soutien pour personnes endeuillees, les sectionslocales, le Mois de sensibilisation a la most subite dunourrisson (octobre) et le video intitule ,f,SIDS: A Spe-cial Report. produit en 1995, conununiquez avec le bu-reau national de la Fondation canadienne pour rectudede la mortalite infantile, 586, ay. Eglinton est, bureau308, Toronto (Ontario) M4P I P2. Tel. : (416) 488-3260ou le I-800-END-SIDS. Telec. : (4/6) 488-3864. Con-sultez aussi rannuaire de telephone de votre localite.

Prepare par Deborah Kernested, 1A, experte-conseil dans ledomaine de la sante, Toronto, Ontario. Tel. : (416) 536-9349. Co- auieure de Healthy Foundations in ChildCare (1996) avec Barb Pimento. Toronto : Nelson Canada.

Bibliographie

La Fondation canadienne pour l'etude de la mortaliteinfantile (1994) Le syndrome de mort subite dunourrisson (SMSN).

Societe canadienne de pediatrie (1992) Le Bien-etre desenfants. Toronto: Creative Premises Ltd., p. 240-244.

Sante Canada, et al. (1993) Declaration conjointe -Reduction du risque du syndrome de most subite dunourrisson au Canada. Ottawa : Auteur.

Mandell, K. (septembre 1995). «Pediatric Alerts TheBabyS Breath, 22, 3-5.

Pimento, B. et D. Kernested (1996). HealthyFoundations in Child Care. Toronto: Nelson Canada,p. 316.

BEST COPY AVAILABLE

A P R O P O S

1 11

Transition : services pourpoupons a services pourtout-petitsDe Ia philosophie et Ia theorie a Ia pratique

par Patricia Robertson

La qualite en education de la petite en-fance devient peu a peu une realitedans les garderies partout au pays. Les

elements philosophiques et theoriques sous-jacents a cette pratique ne sont pas toujoursevidents. La transition en douceur des garde-ries pour poupons aux garderies pour tout-pe-tits est l'un des domaines oil ces elementssont le plus visibles.

De la philosophie et la theorie

a la pratique

Au Algonquin College Early LearningCentre (ACELC), les educatrices de la petiteenfance adoptent une pratique appropriee audeveloppement pour chaque element du pro-gramme de la garderie ainsi que pour planifiertous les autres aspects de la supervision et del'observation des enfants. Cette pratique re-connalt autant l'age que les differences indi-viduelles afin de favoriser la croissance et ledeveloppement de chaque enfant. Celle-la re-connait les etapes universelles et sequentiellesqui se produisent tout au long de la petite en-fance tandis que celle-ci tient compte desqualites uniques de chaque enfant (Bre-

dekamp, 1987, p. 2). Des experts commeDavid Elkind, Erik Erikson, Magda Gerber etJean Piaget appuient cette pratique.

Nous pouvons tirer de bonnes lecons deces theories relatives au developpement deI 'enfant, car elles traitent de la transition desservices de garde pour poupons aux garderiespour tout-petits. II faut d'abord maintenir lacontinuite en adoptant une pratique et un pro-gramme appropries au developpement danstous les services de la garderie. En outre, lacommunication doit etre continue entre lemembre du personnel concerne, les autresmembres du personnel et les parents de memequ'entre le personnel, les parents et la super-viseure de la garderie. Enfin, it faut bien plani-fier la transition de ('enfant pour le prepareraux changements a venir. p. 60-61).

Facteurs a considOrer

Les paragraphes suivants examineront lesvariables en matiere de continuite, de commu-nication, de planification et de preparationconcemant la transition susmentionnee.

ContinuiteB. est facile de soutenir du bout des levres

la necessite d'etablir une philosophic axee surla qualite dans toute la garderie quand onexamine la question de la transition des enfantsd'un programme a un autre. Cependant, quesignifie exactement odes pratiques approprieesau developpemenb>? On se refere en partie a la

72

creation d'un point d'interet commun entre lesexigences developpementales continues dechaque enfant et la structure de chaquegarderie.

Les «poupons» et les «tout-petits» dememe que les «enfants d'age prescolaire» ris-quent d'être separes par autre chose que la no-menclature, les preceptes legislatifs et les murs.Plus le personnel de chaque programme au seinde chaque garderie agit seul pour concevoir lesactivites, les horaires quotidiens et les routines,plus la transition des enfants et des familiesdans des programmes ulterieurs sera difficile.Les educatrices du ACELC tentent d'evitercette situation par le biais d'un dialogue formel(i.e. reunions du personnel et d'equipes) et in-forme! (i.e. echanges a l'heure du dejeuner).Nous ne sommes pas toujours d'accord sur cer-mines pratiques, mais nous trouvons plus facilede solutionner des problemes et d'aboutir auconsensus sur differentes questions (comme lestransitions poupons-tout-petits) quand tous lesmembres du personnel acceptent la philosophiesous-tendant la pratique. Nous examineronsmaintenant le facteur communication, sans con-tredit le plus important de tous.

CommunicationAfin d'operer une transition aussi douce

que possible entre les programmes pour enfantset tout-petits, it est essentiel de maintenir Iacommunication verbale et ecrite. La communi-cation doit s'etablir entre le personnel concernede meme qu'entre le personnel, les parents etsurtout les enfants. Idealement, la superviseurede la garderie doit etre au courant de ('informa-tion partagee. Elle doit non seulement savoir cequi se passe, mais elle oceupe aussi une posi-tion ideale pour faciliter la resolution deproblemes si la communication fait defaut.

La garderie conserve des dossiers sur

chaque enfant. Its contiennent toutes les don-nees relatives a chaque famille et on les gardedans le bureau principal. Au besoin, tout mem-bre du personnel et(ou) la superviseure peutverser une communication ecrite au dossier.


A PR OPOS

Cette pratique permet de conserver des don-nets detaillees sur chaque enfant en ce qui atrait a tous les aspects des soins fournis. En ou-tre, on a recours aux notes de service entre lepersonnel, entre le personnel et la superviseurede meme pour les parents afin d'accelerer lepartage d' information.

Au ACELC, le personnel du programmedestine aux poupons est mis au courant desouvertures potentielles au sein du programmepour tout-petits grace au dialogue avec la su-perviseure ou des notes de service de cettedemiere. La transition d'un programme al'autre se fait uniquement si un tout-petit quittela garderie ou passe au programme prescolaireet s'il y a un poupon pret a faire la transitionaux plans chronologique et developpemental.Si aucun poupon n'est pit en vertu de cescriteres, on se rabat sur la liste d'attente.

Il est essentiel de faire en sorte que le«nouveau» tout-petit fasse partie du processusde communication entourant la transition.Meme si les parents defendent les meilleurs in-terets de leur enfant, l' interaction verbale et lefait de donner I'exemple permettra a ce demierde participer activement au processus de tran-sition. On traitera davantage de cette questiondans la partie sur la planification et la prepara-tion.

Le programme pour poupons fonctionneselon le systeme de «services de garde fournispar une educatrice attitree». Deux des educa-trices s'occupent de trois families chacune tan-dis que la troisieme a la charge de quatre fa-milies. Ces groupes ne sont pasnecessairement constitues selon Page ou lestade de developpement de l'enfant. L'educa-trice attitree de l'enfant doit rediger de brefssommaires tous les jours sur la routine et lescomportements de l'enfant, les entrevues avecles nouveaux parents, des communicationsverbales et(ou) &rites de nature serieuse et(ou)confidentielle, des observations et des profilssur le developpement de l'enfant. Quand unpoupon passe au programme pour tout-petits,son educatrice principale accepte le pouponsuivant/la famille suivante dans son pro-gramme.

Immanquablement, de puissants liens af-fectifs se creent avec le temps entre les pou-pons, les membres de la famine et l'educatriceattitree. Ces relations, basees sur la confianceet le respect mutuels, favorisent un environne-ment qui stimule la communication a plusieursniveaux. La preparation physique et affectivepour la transition potentielle a un autre


programme commence bien avant que le pou-pon ne passe au programme pour tout-petits.Sur cette base, nous examinerons comment lepersonnel des programmes pour poupons ettout-petits de l'ACELC planifie et prepare lestransitions.

Planification et preparationLe programme pour poupons compte dix

enfants et trois educatrices a temps plein. Celuipour tout-petits accueille quinze enfants donts'occupent trois educatrices a temps plein. Enoutre, it y a des educatrices <<volantes» pourassurer la releve le matin et l'apres-midi.Chaque educatrice du programme pour tout-petits s'occupe de cinq enfants. Les cinq en-fants plus ages sont places dans un groupe, enpartie pour faciliter la transition eventuelle auprogramme prescolaire, mais les dix enfantsrestants sont classes davantage selon leurdeveloppement individuel que leur age. Parconsequent, on peut faire preuve de plus desouplesse au moment de decider du groupe ou('enfant en transition sera place.

Le personnel des programmes pour pou-pons et tout-petits au ACELC a concu un outilutilisable avec tous les poupons et leur famineen transition vers le programme pour tout-pe-tits (Voir p. 27). L'outil a pour objet d'offrir uncadre coherent et complet par lequel lepersonnel concerne peut communiquer l'infor-mation necessaire aux programmes et auxparents. Il a ete concu pour reconnaitre lecaractere unique de chaque enfant et de safamille.

L'outil de transition n'est pas concu pourutilisation autonome, mais plutept conjointe-ment avec le profil personnel de developpe-ment du poupon. Les profils, organises selonles domaines developpementaux et bases sur('information recueillie a partir de diverses ob-servations continues des enfants, sont redigestous les trois mois par I'educatrice attitree dupoupon inscrit au programme et, enfin, dans lemois precedant la transition de ce dernier versle programme pour tout-petits. ils sont com-piles de fawn a tracer le progres de l'enfantpour Peducatrice et les parents et pour influersur la conception du programme. A ]'informa-tion du profil s'ajoutent des details fournis parles parents sur le comportement, les routines etl'horaire quotidien de l'enfant a la maison. Lesrenseignements fournis par ce survol des 24heures d'un enfant sont résumés pour l'outil detransition. L'educatrice du programme pourtout-petits qui accepte un poupon dans son

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programme obtient ainsi une description com-plete de l'enfant et de sa famille.

Ainsi, le personnel du programme pour pou-pons n'a pas a attendre qu'une place se liberepour preparer les poupons plus ages et leur fa-mille a une eventuelle transition vers le pro-gramme pour tout-petits. Les lignes de commu-nication restent ouvertes a la discussion entredeux membres du personnel du programme etles parents des deux ou trois poupons les plusages. Conjuguee a une bonne comprehension dela part du personnel affecte aux poupons en cequi touche les routines, les horaires quotidiens etles activites du programme pour tout-petits, lacommunication favorise un environnement quicontribue a une prise de decision eclair& et aune preparation adequate pour la transition dechaque enfant.

Etant donne qu'une place peut se libererdans le programme pour tout-petits en quelquesjours ou en quelques mois, ce n'est pas une fan-.taisie que d'être pret, mais une necessite. Parexemple, un poupon peut sembler pret pour leprogramme destine aux tout-petits au niveau deson langage cognitif, social/affectif, receptif/ex-pressif et dans les domaines lies au developpe-ment physique, mais ne fait pas preuve d'unegrande autonomie, par exemple, capacite demanger seul avec une cuillere ou de s'endormirseul. L'educatrice attitree partagerait alors sesobservations avec les parents de l'enfant et sescollegues et encouragerait une discussion.Compte tenu de cette communication et de sesobservations, l'educatrice susmentionnee inclu-rait au programme des possibilites d'apprentis-sage accru dans ces domaines precis.

Un poupon et sa famille ont aussi besoin dese preparer aux realites des activites, de l'horairequotidien et des routines du programme pourtout-petits. Morrie si les programmes pour pou-pons, tout-petits et enfants d'age prescolaire duACELC reconnaissent les besoins de chaque en-fant dans la planification des activites et deshoraires, en realite, on anticipe certaines attentespour chaque enfant avant la transition afin de fa-ciliter son sentiment d'appartenance et d'accep-tation dans le programme pour tout-petits.

Si les tout-petits dorment dans de petits fitspint& que dans des couchettes (une pratique ap-propriee au developpement), it faut alors per-mettre au poupon de dormir dans un petit litpendant qu' it fait encore partie du programmepour poupons et bien avant la transition. La nou-velle aptitude sera renforcee si les parentschoisissent de faire coucher leur enfant dans unlit a la maison a peu pits au meme moment. Un

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autre exemple pourrait concemer la transition de l'enfant de la chaisehaute a une table et une chaise pour le casse-crotite et le dejeuner.Fournir ces ressources et etablir ces routines pour les poupons plusAges du programme se traduira par une transition plus harmonieuse.

Considerations speciales

Une attention et une consideration speciales doivent etre ac-cordees a ]'enfant ayant des besoins speciaux, surtout si ces besoinscomprennent des retards de developpement. II importe de maintenirle contact en permanence, notamment entre l'educatrice principale etles parents de l'enfant. Un parent qui nie les capacites de son enfantpeut mal interpreter le desk de l' educatrice de garder l'enfant dans leprogramme pour poupons afin de mieux repondre a ses besoins,meme si son age le classe dans la categorie des tout-petits. Lasituation peut se compliquer si des enfants plus jeunes que le sienpassent au programme pour tout-petits plus vite. Le cas echeant, uneeducatrice sensible sympathise avec le parent et prendra des decisionssur lesquelles ils peuvent s'entendre. Dans une telle situation, laperspective et la contribution plus objectives de la superviseure peuts' averer d'un precieux secours.

A ('occasion, une famille pourrait subir des stress anticipes ounon, par exemple une maladie imprevue dans la famille. Une tellesituation nous demontre que, malgre une bonne planification, it estpreferable de reporter la date de transition de cet enfant pour uneperiode indefinie (a tout le moins jusqu'a ce que la famille ait recou-vre son equilibre). Une fois le facteur de stress elimine au rein de lafamille, l'enfant peut prendre avantage de la prochaine place libredans le programme pour tout-petits. Etant donne que les activites duprogramme pour poupons sont col-cues pour repondre aux besoins dechacun des dix enfants en tout temps, le delai ne devrait pas avoir desconsequences negatives sur l'enfant et sa famille.

Une pratique solide en education de la petite enfance s'appuie surune philosophie et une theorie reconnues. Les educatrices du Algon-quin College Early Learning Centre appliquent les philosophies et lestheories fondamentales a une pratique appropriee au developpementpour influer sur la transition des poupons vers le programme pourtout-petits.

Patricia Robertson est educatrice de la petite enfance aupres du programmepour poupons du Algonquin College Early Learning Centre et vient de terminerune maitrise en education a l'Universite d'Ottawa.

References

Bredekamp, S. (1987). Developmentally Appropriate Practice in EarlyChildhood Programs Serving Children from Birth Through Age 8. Washington,DC : NAEYC.

Lectures complementaires

Balaban, N. (Juillet 1992). oThe Role of the Child Care Professional in Caringfor Infants, Toddlers, and their Families». Young Children, 47(5), 16-71.

Cataldo, C. (1983). Infant & Toddler Programs: A Guide to Very EarlyChildhood Education. Reading, Mass. : Addison-Wesley Publishing Company.

Daniel, J. (sept. 1993). «Infants to Toddlers: Qualities of EffectiveTransitions». Young Children, 48(6), 16-21.

Gonzalez-Mena, J. et Eyer, D.W. (1989). Infants, Toddlers, and Caregivers.Mountain View, Calif. : Mayfield Publishing Company.

Honig, A.S. (mars 1993). «Mental Health for Babies: What Do Theory andResearch Teach Us?». Young Children, 48(3), 69-76.

Algonquin College Early Learning Centre

Formulaire de transition vers le programme pourtout-petits

Date :

Nom de l'enfant :

Ne le :

Date de la transition :

Educatrice attitree :

Horaire de ('orientation :

1. Noms des membres de la famille et liens de parents (y compris lesanimaux domestiques) :

2. Degre d'autonomie (dexterite manuelle pour se nourrir avec lesdoigts ou la cuillere, s'habiller, se deshabiller, apprentissage de laproprete, etc.) :

3. Maturite sociale/affective (capacite d'interaction avec les pairs et lesadultes, anxiete face aux strangers, etc.) :

4. Aptitudes cognitives :

5. Capacite motrice globale :

6. Particularites concernant ('alimentation (dependance a regard dubiberon, pret pour la nourriture reguliere, etc.) :

7. Routine pour le sommeil (temps et duree, couvertures ou animauxen peluche speciaux, etc.) :

8. Autres commentaires (activites favorites, preoccupationsparticulieres, habitudes, etc.) :

(Janvier 1994)

74 PRINTEMPS 1996 INTERACTION 27

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EAD - PADbaser des evaluations sensibles au

developpement des poupons et des tout-petits

par Sue Martin

L'evaluation approprieeau developpement(EAD) est une corn-

posante importante de la pra-tique appropriee au developpe-ment (PAD). Pour avoir unepratique appropriee au develop-pement dans notre travail au-pres des poupons et des tout-pe-tits, nous devons planifier,

accomplir et evaluer chaque as-pect de notre role et de notreresponsabilite en pretant une at-tention particuliere aux besoins des families etdes enfants desservis.

Sue Martin

Les contraintes financieres, les problemessociaux changeants et les nombreuses attentesgrandissantes ont fini par demoraliser beaucoupd'educatrices de la petite enfance. C'est le caspour celles d'entre nous oeuvrant en Ontario oilles importantes compressions au budget provin-cial auront un impact serieux sur la garde al'enfance. La tendance inverse est beaucoupplus difficile a etablir. Cependant, it n'a jamaisete plus important non seulement de maintenirnos normes de pratiques, mais aussi de les ren-forcer pour demonter notre engagement enversles enfants, note statut professionnel et laqualite des services que nous fournissons. Sinous considerons les delis actuels comme deuxpas en avant et un pas en arriere, la tendancegenerale sera toujours positive meme si le pro-gres est lent!

Un cycle d' amelioration est possible. Noussavons que toutes les composantes de la pra-tique exigent de la planification, un maintienprudent et une evaluation judicieuse. La pra-tique appropriee au developpement passe parcette evaluation systematique du developpe-ment des poupons et des tout-petits. Cette pra-tique comprend le fait d'observer les jeunes en-fants et de determiner leurs besoins individuels,de reflechir sur le fonctionnement du groupe et


efficacite de l'environnementainsi que de planifier pour ces en-fants sur la base de nos observa-tions. Si nous n' observons pas lesenfants, comment pouvons-nousjuger de r A propos du programmeoffert?

Justesse des methodes

d'evaluation

Le concept de In pratique ap-propriee s' est recemment elargi pour englober toutce qui est pertinent aux niveaux societal, culturel,economique, ethnique, religieux, familial etdeveloppemental. Ce concept s'applique aussi ar evaluation appropriee. Elle doit tenir compte detour les aspects de l' individualisme et de r identitedu jeune enfant. Hills, dans Reaching Potentials(1992), declare <<que les strategies d'evaluation quiignorent les differences culturelles concemant lestyle et le rythme d'apprentissage de meme quecelles non concues pour les enfants ayant desantecedents linguistiques differents, ne fournissentpas un profil exact des forces et des besoins desenfants». Les resultats d'evaluation serontincorrects si on utilise une methode inappropriee.La question est toute aussi importante pour lespoupons que pour les enfants plus ages.

Il faut mettre l'accent sur revaluation dechaque poupon ou tout-petit plutot que sur legroupe si nous respectons chaque petit enfant. Lameilleure facon d'y parvenir est de planifier despossibilites, de saisir les occasions qui se presen-tent. Instaurer un systeme pour conserver des notes&rites de fawn reguliere, des notes sur les anec-dotes et avoir un appareil photo ou une cameravideo et un magnetophone peut vous aider a mon-ter un dossier permanent d'un moment passagerdu developpement de l'enfant. Les premiers motset la premiere manifestation d'aptitudes sont im-portants pour des raisons sentimentales ainsi quepour des raisons developpementales formelles!

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Observation naturaliste

L'observation naturaliste permet auxadultes de voir les enfants performer defacon optimale dans un environnement fa-milier. Selon Bentzen (1993), l' observationnaturaliste exige aussi peu d' ingerence quepossible dans le comportement des enfants.Ce genre d'evaluation evite le stress et metl'accent sur la veritable capacite plutot quesur les echecs inspires par de nombreuxinstruments d'evaluation.

Fiabilite et validite de l'EAD

On a tendance a se Fier outre mesureaux aide-mernoire pour enregistrer l'infor-mation developpementale concemant lespoupons et les tout-petits. Its ont leur utilite,mais les observatrices doivent etre conscien-tes des differents prejuges existants dansl'aide-memoire meme et de la necessite detirer des conclusions sur l'enfant au momentde prendre des notes et non plus tard.

Une evaluation appropriee doit etre a lafois fiable et valide. Comme une telle eva-luation passe par l' observation naturaliste,les prejuges rattaches a un outil d'evaluation'normalise' sont presque amines. L'educa-trice qui possede la competence necessairepeut observer a titre de participante et denon-participante et, par consequent, mettrel'accent sur les capacites de I'individu plutotque sur ses faiblesses, ses echecs ou lescompetences non acquises. Un processusd'evaluation approprie se veut positif et sus-ceptible de renforcer la confiance en soi de('enfant en reconnaissant ses realisations.

Si nous estimons que le poupon sedeveloppera, nous n'avons reellement pasbesoin de plan sur-structure. Le programmede l'enfant doit etre base sur ses interets;nous devons observer les interets mani-festos, appuyer la motivation et elargir l'ap-prentissage. Vigotsky (1978) nous expliquel'importance de l'adulte dans cette activitede l'enfant : la theorie de «la zone dedeveloppement proximab> souligner amelioration de la competence et de lacomprehension que procure l'aide d'unadulte. II est utile d'observer les interactionsentre l'adulte et le poupon ou le tout-petit.Souvent, l'adulte elargit inconsciemment lapens& de l'enfant. L'educatrice peut avoirl' occasion d'observer cette interaction en

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mode participante a l'aide d'une camera video,si possible. Le programme axe sur l'enfantexige la participation de l'adulte. Nous devonsevaluer la performance de l'enfant, mais ellene sera ni complete ni fiable si nous ne tenonspas compte de notre propre engagement dans

activite de l'enfant. Un programme appropriedoit representer plus qu'un ensemble d'ac-tivites pour traiter des «imperfections» des en-fants, que des objectify pour atteindre le «pro-chain» stade de developpement ou un themeimpose de l'exterieur. L'EAD facilite cela.

Le contexte de l'enfant

Beaucoup de gens, particulierement lesparents, la famille, les educatrices et les en-seignantes, font partie de l'environnement so-cial. Tout processus d'evaluation doit tenircompte de touter les composantes de ]'expe-rience de l'enfant pour etre valable. Le modeleecologique de Bronfenbrenner (1986), qui ex-plique les elements de l'environnement socialde l'enfant, nous permet de comprendre lessystemes inherents a l'experience de l'enfant.On ne peut comprendre le comportement del'enfant sans reconnaitre son contexte. Je nepropose pas de juger le style de parentage, lescomportements determines par la societe ou legenre de famille. II est plus important de com-prendre le systeme des valeurs et le genie de lafamille pour nous permettre d'interpreter lecomportement manifesto par l'enfant. PlusI 'enfant est jeune, moins directe sera

('influence des autres systemes. Cependant,quel que snit son age, le poupon ou le tout-petit se developpe dans un contexte social quiforme sa perspective innee de la realite.

L'observation du poupon ou du tout-petitrequiert de bien comprendre les relations so-ciales et leur signification. Comme partenairesdans les soins fournis au tres jeune enfant, lesparents foment la base du contexte social.S'ils font equipe, les adultes peuvent se com-prendre mutuellement et etre plus susceptiblesde s'entraider pour fournir au jeune enfant lesbesoins qu'ils percoivent en commun. On ob-serve tres facilement les liens affectifs ou I'at-tachement de l'enfant au parent et a l'educa-trice. Bowlby (1958), Stern (1973) ainsi queKlaus et Kennel (1976) ont cerne chacun a sontour les caracteristiques de I'attachement ma-ternel. Brazelton (1975) utilise ]'expression«synchronisme cyclique» pour decrire ce lienprofond. Il est tout a fait possible que cette in-fluence humaine precoce determine le

developpement du poupon. Par consequent,ne pas en tenir compte serait manquer a notreengagement envers l'enfant.

Observer Ia maturation

Les processus biologiques de la matura-tion ont ete negliges ces derrieres decenniespar des educatrices estimant que le develop-pement du jeune enfant repose davantage surles facteurs environnementaux. Maintenantque nous en savons davantage sur les predis-positions et les potentiels genetiques, nous de-vons reexaminer le debat sur «la nature parrapport a la nurturance» en tenant compte descaracteristiques stables des individus ainsi quedu role de l'heredite et de la biologie. Lessequences cephalocaudales et proxi-modis-tales du developpement des aptitudes phy-siques sont les aspects du developpement lesplus faciles a observer chez le poupon et letout-petit. Les sequences sont assez previsi-bles. Le moment d'acquisition des corn-petences vane considerablement, mais it estfacile de le noter.

Temperament

En observant les poupons et les tout-pe-tits, nous devons tenir compte des aspectsdurables des modes de comportement deter-mines par la genetique qui etablissent lesstyles lanes. Giffin (1991) parle de signes de

comportements pathologiques dans le developpe-ment de Ia personnalite, mais les educatrices de lapetite enfance doivent observer les comporte-ments atypiques et typiques pour apprecier lescaracteristiques propres a chaque poupon outout-petit.

Les sens

L'educatrice qui repond bien aux signauxtransmis par les poupons et les tout-petits remar-quera les comportements des jeunes enfants ayantun trouble sensoriel; leurs reactions aux stimulidiffereront de la normale ou ils ne reagiront pas.La professionnelle remarque souvent ces chosesmeme avant les parents. Il en est ainsi parce quel'educatrice, habituee aux reactions «typiques»,distinguera le comportement «atypique». Elledoit documenter ces observations, les signaleraux parents et s'assurer de fournir I'aiguillageprofessionnel approprie. Le depistage prococedes troubles sensoriels (visuels ou auditifs, parexemple) permet habituellement d'y remedierassez facilement afin d'eviter les problemescognitifs a long terme.

Les educatrices responsables de poupons oude tout-petits connaissent les changements spec-taculaires qui se produisent au niveau de ]'apti-tude physique a mesure que le jeune enfant tra-verse ces &apes. La participation active du tresjeune enfant dans un milieu securitaire maisstimulant est cruciale a son developpementcognitif et physique. Comme observatrices, nous

Des etudiantes du Centennial College observent deux poupons dans le cadre de leur cours sur le developpementde rent ant. Suzanne, reducatrice des poupons, joue avec les bebes devant la classe.

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A PROPOSP o u p ons et tout p e t i t s

devons etablir la difference entre ce que lepoupon apprend de son monde et les gestionsqu'il pose en regard des elements de cemonde. Les plans qu'il developpe refletent sacomprehension interieure du monde (Piaget,1952). Si nous voulons observer lestemoignages de l'intelligence sensorimoteur,nous devons examiner attentivement lescomportements particuliers du poupon, lelangage precoce et les erreurs.

Communication

Les reactions des parents et des educa-trices aux signaux transmis par le pouponstimulent la communication delibereeprecoce. L'apprentissage de la langue,quoique complexe, comprend de toute evi-dence ]'experimentation, limitation et le ren-forcement, snit des facteurs faciles a observer.Meme si le maintien, les gestes et ]'expres-sion peuvent etre enregistres avec succes aumoment d' evaluer la communication, ladocumentation ou l'enregistrement sonore detous les sons produits peut 'etre utile pourevaluer le developpement du langage. Lacompetence linguistique peut etre analysee auniveau du symbolisme, de la semantique, deIa grammaire, du vocabulaire, de ('articula-tion et de r efficacite de la communication.

Indicateurs et evaluation des

services de garde de qualite

La Federation canadienne des services degarde a I'enfance affirme que «les services degarde de qualite veillent aux meilleurs in-terets des enfants et des families dans le cadred'un partenariat compose de parents, d' inter-venantes professionnelles et formees, de tousles paliers gouvernementaux, des etablisse-ments de formation ainsi que des organisa-tions provinciales, territoriales et nationalesayant des responsabilites connexes» (Federa-tion canadienne des services de garde a l' en-fance, 1991). Les indicateurs-cles des serv-ices de garde de qualite se rapportenthabituellement a la taille de Ia garderie, auroulement du personnel, a Ia formation dupersonnel, au ratio, a l'espace disponible, ar equipement, aux composantes environne-mentales et a la qualite de r interaction.

Il est important de reconnaitre les aspectsles plus subtils et moins mesurables de l'ex-


perience des enfants, par exemple, les facteursde stress. Il y a des preuves que le stress dudes attentes trop elevees au depart est contre-productif ou a tout le moms inefficace. Elkind(1981) cite de nombreux exemples et effetsnegatifs concemant les attentes trop elevees. A]'examen des donnees d' observation, it fautevaluer le milieu du poupon ou du tout-petitpour faire des inferences valables. L'utilisationdes donnees de recherche sur les composantesd'un environnement de qualite pour les pou-pons et les tout-petits peut servir de point dereference pour revaluation de ce contexte.

Les parents comme partenaires

La participation parentale est possible atous les stades d'une evaluation appropriee audeveloppement. «Line communicationfrequente et dans les deux sens avec les pa-rents constitue le fondement des relations edu-catrices-parents et de leur participation commepartenaires a r education de leur enfants(Jones, 1991). Pour une evaluation approprieede tres jeunes enfants, it faut inclure les pa-rents dans requipe des adultes qui s'ens'occupent. Ils auront toujours des perspec-tives permettant de mieux connaitre l'enfant.En outre, ils sont des personnel cle dans la viede l'enfant, eprouvent a son egard lessentiments les plus forts, et sont unis par lesliens les plus etroits en plus d'en assumerl'ultime responsabilite concemant l'enfant.

Pour les poupons ou les tout-petits, it con-vient d' etablir des systemes de communica-tion pour &hanger regulierement sur les ob-servations et d'autres informations. Les lienssoutiennent non seulement le bien-etre affectifdu jeune enfant, mais permettent aussi auxadultes de sa vie de prendre les decisions ap-propriees concemant ses besoins et sondeveloppement.

Lorsque nous observons les reactions dujeune enfant a ('environnement que nousavons cree, nous pouvons evaluer s'il repondaux besoins developpementaux et aux interetsde chaque enfant. Lorsque les evaluations sontfaites en dehors des milieux familiers de la pe-tite enfance, elles peuvent etre peu fiables etpresenter un tableau incomplet des capacitesdu jeune enfant. Quand nous mettons l'accentsur une observation continue, nous soulignonsles responsabilites de I equipe qui foumit lessoins. Ceci etant, nous reconnaissons I' impor-tance d' observer aussi objectivement que

77

possible et d' analyser le contenu des observationsnotees avec des inferences valables et de repon-dre aux conclusions en creant et en modifiant lecurriculum et les strategies d'orientation pourrepondre aux besoins de ]'enfant. Meme si, a pre-mière vue, ]'observation peut paraitre plutot in-formelle, elle constitue en fait une approched'evaluation plus systematique que les methodesd' evaluation plus classiques en plus d' offrir unefacon plus stimulante d' evaluer les elements ducurriculum que la plupart de celles employees ac-tuellement. Puckett et Black (1994) explorent laquestion de l'exactitude de revaluation et affir-ment que or information issue de revaluationdoit etre utilisee pour changer le curriculum afinde repondre aux besoins particuliers des enfants».Ils ne pretendent pas que le processus est facile,mais I'estiment essentiel.

Elaboration du portefeuille

L'observation des enfants dans leurs activitesquotidiennes sied bien a revolution de ]'attentionaccord& a la philosophic du portefeuille en ma-tiere d' evaluation. Les defenseurs du portefeuilletels que Farr et Tone (1994) ainsi que Martin(1994) mettent l'accent sur l'enregistrement con-tinu de l'observation comme composante cle duportefeuille. Les autres aspects impfiquent uneevaluation et une tnise a jour regulieres des don-nees enregistrees, la participation des parents etdes families dans la collecte et ]'evaluation dumateriel recueilli, des exemples des produits dutravail de l'enfant et de ses jeux, des collectionsde photos et toutes autres donnees assistees par latechnologie comme les enregistrements sonoresdu langage, de ]'information sanitaire pertinenteet des donnees contextuelles. L'approche derevaluation du portefeuille considere chaque as-pect de la vie de l'enfant et etablit un profil quimet l'accent sur ]'interaction de la nature holis-tique de chaque individu. En soulignant le pro-cessus de developpement, on inclut aussi des pro-duits qui pourraient r illustrer. Avec le temps, leportefeuille donne un apercu de r orientation dudeveloppement de l'individu et des experiencesde vie importantes.

Developpement des aptitudes

a l'observation

L'observation professionnelle necessite uneconnaissance du developpement de l'enfant etdes methodologies pour renregistrement des

A PROPOS

donnees, la capacite de noter des informa-tions aussi objectivement que possible etl'application de la connaissance pour ana-lyser les donnees et faire des inferences va-lables et susceptibles de servir de fondementa la reponse de l'adulte a ('enfant. Cartwrightet Cartwright (1974) l'ont compris en ex-pliquant que «...seul le comportement peutetre observe; les processus et les caracteris-tiques ayant cause les comportements sontimperceptibles. Its peuvent etre infe'res, maisnon observes...». La base de connaissances etles competences ne s'acquierent pas du jourau lendemain. El les necessitent une longueperiode d'etudes, de perfectionnement pro-fessionnel, de possibilites et de pratique.Nous devons etre le plus objectif possible,mais aussi pouvoir porter des jugements pro-fessionnels : «... it y a de la subjectivite dansles techniques employees pour l'observa-tion... si on n'ose pas etre subjectif, robjec-tivite ne se manifeste pas. L'observation de-meurera au niveau du prejudice, incapable dedistinguer entre ce qui arrive en realite et lejugement qu'on en pose.» (Isaken, 1986).

C'est le dilemme auquel font face les en-seignantes : quand juger et quand eviter deceder a la subjectivite. De toute evidence,nous avons besoin de prendre des jugementsappropries. Un grand nombre d'educatricess'estiment des observatrices efficaces, maiselles fusionnent leurs perceptions aux inter-pretations sans se rendre compte du caractereinapproprie de la subjectivite potentielle.Cependant, distinguer les faits observes del' interpretation constitue une partie essen-tielle du processus du developpement de lacompetence de 1 ' enseignante. Les expe-riences initiales en matiere d'observationsont plus susceptibles de reussir si on se sertde styles narratifs plutot que de combiner enun processus les echelles d'evaluation, lesaide-memoire et autres methodes d' inter-pretation des donnees enregistrees exigeant('identification, la categorisation et ]'analysedes comportements. La comprehension desforces, des faiblesses et des utilisationspossibles d'une grande variete de fawns denoter les donnees permet a l'adulte de choisirla maniere la plus efficace de recueillir]'information necessaire. Peu d'enseignantesdisconviendraient que l'observation est la cled'une pratique appropriee au developpement,mais elles pourraient ne pas se rendre compteque leurs competences doivent etre

ameliorees.

Planifier l'observation

Naturellement, it faut croire en la neces-site d'une observation systematique, mais itfaut paskr a ]'action. Les defis pratiques arelever comprennent la planification du temps,des systemes d'enregistrement de donnees,]'organisation de reunions d'equipe, ('utilisa-tion des installations technologiques dis-

ponibles, les processus d'identification pourrecueillir des inferences valables et retablisse-ment de protocoles de conservation confiden-tielle et de recuperation efficace. Il serait pro-bablement possible d'integrer les nouvellesmethodes d'observation aux methodes decompte rendu existantes, mais si une garderiesouhaite changer son approche pour en-treprendre la philosophie de l'observation etdu portefeuille, it est probable que les

systemes existants, elabores en vertu d'unenotion differente de la methodologied'evaluation, seraient inappropries.

Analyse des donnees

Ce n'est pas seulement la composante derenregistrement des donnees qui representeun defi. Une analyse efficace des donnees estencore plus difficile. Voila la lacune d'ungrand nombre d'educatrices parce que leursinferences sont moins fiables. El les peuventmanquer de soutien pour toute validation oufaire des inferences ne pouvant etre soutenues.Pour qu'une evaluation soit valide, it faut faireen sorte que chacune d'elles puisse etre ou soitsoutenue par l'application d'explicationstheoriques reconnues du comportement, quel'on refere a des normes fiables et, peut-etre,que des pairs en confirme la validite, [Pourune explication plus detainee, voir Martin(1994)].

Les outils appropries de reference sur lesnormes sont surtout utiles pour les educatricesaupres des poupons et des tout-petits. Allen etMarrotz (1995) ainsi que Sheridan (1987) ensont deux exemples. Quel que soit l'outilutilise, on doit l' interpreter de fawn appro-priee et eviter d'utiliser une terminologie quisuggere des echecs et des deficits. L' utilisationde modeles theoriques pour expliquer lescomportements observes constitue un defienorme pour les etudiantes et les educatrices.Il est essentiel a l'evaluation du developpe-ment des poupons et des tout-petits de recourira des theories bien documentees et testees. Les

7 8

premiers essais avec les modeles theoriques pour-raient etre mal formules; it faut de la pratique et setenir au courant de la recherche actuelle pour quele processus reussisse. Faire moins serait preterflanc a la critique de la part des personnel quiveulent utiliser des outils d'evaluation normalises,parce qu' ils sont preoccupes par la validite du pro-cessus d'evaluation. En effet, it y a des similitudesentre ces deux approches meme si elles peuventsembler divergentes. Toutes deux sont conformeraux tests de fiabilite et de validite au sens tradition-al. Cependant, l'approche de l'observation neces-site qu'on applique l'outil de mesure aux donneesapres qu'elles aient ete collectees pint& que dansle cadre de l'approche traditionnelle ou l'outil faitpartie integrante du systerne de collecte de don-flees.

Sommaire

Les composantes cle de r evaluation appro-priee au developpement sont :

enregistrement de donnees objectives etdetainees sur le comportement de ]'enfant;

selection de methodologies appropriees pour1 ' enregistrement;

travail d'equipe professionnel on les parentsparticipent a la collecte de ]'information et aI ' analyse;

reconnaissance des prejuges personnels et desperspectives professionnelles de robservatrice;

accent sur le processus des tendances indivi-duelles de developpement;necessite de s'assurer que revaluation des ob-servations est basee sur des donnees objectivesplutot que sur des perceptions sans fondement;

validation complete des inferences tirees desdonnees d'observation;utilisation prudente des modeles theoriques etdes profils normatifs pour soutenir les in-

ferences developpementales;conviction que, dans l'observation du com-portement nous avons atteint la meilleure com-prehension du developpement de chaque indi-vidu et une meilleure appreciation destendances du developpement de tour les en-fants.

L'evaluation et la pratique appropriees audeveloppement sont sans l'ombre d'un doute desalliees. *

Sue Martin a ere fonnee comme educatrice de la ma-ternelle au Froebel Institute, Universite de Londres, An-gleterre. Elle a travaille avec les enfants dans divers mi-lieux et enseigne an British Colleges of Further

PRINTEMPS 1996 INTERACTOON 31

N O U V E L L E SEducation. Sue enseigne actuellement l'educationde la petite enfance aux itudiantes du CentennialCollege a Scarborough en Ontario et auxenseignantes en maternelle inscrites a la faculted'education de l'Universite de Toronto. Public' enG.B., au Canada et aux Etats-Unis, Sue a signe denombreux articles dans des revues en plus d'avoircollabore a la redaction du livre Child Care andEducation: Canadian Dimensions, edite par IsabelDoxez (publie par Nelson Canada). Sue est aussil'auteure de Take a Look: Observation et PortfolioAssessment in Early Childhood, publie parAddison-Wesley in 1994.

References

Allen, K.E. et Marotz, L. (1995). DevelopmentalProfiles: Birth Through Eight. New York : Delmar.

Bentzen, W.R. (1992). A Guide to Observing andRecording Behaviour: 2nd Ed. New-York : Delmar

Bowlby, .1 (1958). Child Care and the Growth of Love.Londres, Angleterre : Penguin.

Bronfenbrenner, U. (1986). .Ecology of the family as acontext for human development.. Researchperspectives in Developmental Psychology (vol. 22).

Cartwright, C. et Cartwright, G. (1974). DevelopingObservation Skills. New York : McGraw-Hill.

Dittman, L. (Ed.) (1984). The Infants We Care For.Washington, D.C. : NAEYC.

Elkind, D. (1981). The Hurried Child. Reading, Mass. :Addison-Wesley.

Farr, R. et Tone, B. (1994). Portfolio PerformanceAssessment. Orlando, Floride : Harcourt Brace.

Federation canadienne des services de gardel'enfance (1991). Enonce de principe national sur laqualite dans les services de garde. Ottawa : Auteur.

Hills, T. (dans Bredekamp, S. et Rosegrant, T.) (1992)..Reaching Potentials: Appropriate Curriculum andAssessment for Young Children.. National Association

for the Education of Young Children: Volume I.Washington, D.C. : NAEYC.

lsaksen, LG. (1986). Watching and Wondering.Mountain View, Calif. : Mayfield Publishing.

Jones, L.T. (1991). Strategies for Involving Parents intheir Children's Education. Indiana : Phi Delta KappaEducational Foundation.

Klaus, M. et Kennell, J. (1976). Maternal InfantBonding. St. Louis : Mosby.

Martin, S. (1994). Take a Look: Observation andPortfolio Assessment in Early Childhood. Toronto :Addison-Wesley.

Piaget, J. (1952). The Origins of Intelligence inChildren. Madison, Connecticut : InternationalUniversities Press.

Puckett, M.B. et Black, J.K. (1994). AuthenticAssessment of the Young Child. Columbus, Ohio :Merrill.

Sheridan, M. (1987). From Birth to Five Years:Children's Developmental Progress. Londres,Angleterre : NFER Nelson.

Stern, D. (1973). Mother and Infant at Play.New York : John Wiley & Sons.

Thomas, A. et al. (1963). Behavioral Individuality inEarly Childhood. New York : New York UniversityPress.

Vygotsky, L.s. (1978). Mind in Society: TheDevelopment of Psychological Processes. Cambridge,MA : Harvard University Press.

Weissbourd, B. et Musick, J. (Eds.) (1991). Infants:Their Social Environments. Washington, D.C. :NAEYC.

Wortham, S. (1995). Measurement and Evaluation inEarly Childhood Education. Columbus, Ohio : Merrill.


ECHOS DE LA RECHERCHE

Evaluation desbesoins oFirst Steps»Collaboration pour Ia production

de materiels educationnels

et de ressources pour les praticiennes

et les parents

par Linda *knell, Valerie S. Kuehne, Beverly Boisseau et Lee Harrison

Introduction

Un projet unique en son genre a ete lance en Colombie-Britannique en 1994dans le but d'elaborer un programme d'etudes destine aux specialistes de !'inter-vention precoce et aux educatrices de la petite enfance qui travaillent aupres despoupons et des tout-petits a risque. Le projet visait egalement a produire desmateriels-ressources pour les parents de ces enfants. S'il est vrai que les specialistesde ]'intervention precoce (les consultantes en programme de developpement despoupons) et les echicatrices de la petite enfance travaillent frequemment ensemble etoffrent souvent des services et programmes aux m8mes enfants ainsi qu'a leur fa-mille, it n'y a pas eu beaucoup de collaboration formelle entre ces deux groupespour concevoir un programme educationnel mixte alliant leurs deux disciplines. Leprojet First Steps a fourni une stimulante nouvelle occasion pour soutenir une tellecollaboration. Au debut du projet, nous avons aussi reconnu que meme si tout lemonde semblait s'entendre sur les avantages de ressources de soutien pour beau-coup de parents, on ne demandait pas a ces derniers les ressources qui leur seraientle plus utiles. Les dirigeantes du projet ont determine qu' it etait crucial de consulterles parents pour assurer l'efficacite des ressources elaborees. Ainsi, la volonte desusciter la participation des groupes intervenants a titre de consultants et de collabo-rateurs par le biais de comites directeurs1 et consultatifs2 du projet et de !'ensemblede la communaute, a ete au centre du projet.

Le projet avait pour objectif d'elaborer des ressources educationnelles dequalite et accessibles pour les parents de poupons et de tout-petits ainsi quepour les professionnelles de la garde a l'enfance, les educatrices de la petiteenfance et les consultantes en developpement des poupons.

Le projet First Steps a ete elabore en deux phases. L'evaluation des besoins duprojet (1 em phase), a commence au debut d'avril 1994 et s'est poursuivie jusqu'enmai 1995. La deuxieme phase, qui portait sur !'elaboration du programme d'etudeset des ressources, a commence en novembre 1994. On s'attend ce qu' il se termineA la fin de mars 1996.

L' evaluation des besoins comprenait trois elements dont un groupe de reflexioncornmunautaire; un questionnaire distribue aux participants des discussions

I. Le comite directeur se composait des organisations participant a la phase de developpement duprojet. Ces partenaires comprenaient le Early Childhood Educators of BC, Infant DevelopmentPrograms of BC, Malaspina University College, le ministere de Ia Formation de la Main-d'oeuvreet du Travail, le University College of the Fraser Valley et l'Universite de Victoria.

2. Le comite consultatif se composait de representantes de divers groupes d' intervenants incluant desparents, des organisations representant des parents et des families, des associations profession-nelles, des organisations multiculturelles, des intervenantes de la premiere ligne et des representan-tes gouvemementaux.


NOUVELLEScommunautaires; et, une analyse de ladocumentation pertinente aux soins et audeveloppement des poupons et des tout-petits. Ci-dessous, un résumé de chaquepartie de revaluation des besoins.

Groupes de reflexion

communautaire pour les

praticiennes et les parents

Les consultations menees par les grou-pes de reflexion avait etc programmeespour aoilt et septembre 1994. Les coordon-natrices communautaires ont etc retenuesdans chacune des neuf communauteschoisies pour les reunions locales. Cescoordonnatrices comprenaient des

personnes associees aux filiales

provinciales de la ECEBC, au programmede developpement des poupons (PDP) dela Colombie-Britannique et, dans certainscas, aux centres d'accueil autochtones. Lescoordonnatrices ont reserve une salle dereunion et recense des participantespotentielles a qui elles ont demande departiciper aux reunions des praticiennes etdes groupes de reflexion pour parents.

Les groupes de reflexion ont ete for-mes pour permettre aux participantes dediscuter des responsabilites et des roleslies aux soins offerts aux poupons et auxtout-petits, des difficult& inherentes a cesroles et responsabilites ainsi que de Ia for-mation et des ressources qui pourraientselon elles les aider a relever ces defis. Ona aussi demande aux participantes d' ex-plorer leurs preferences pour la foumiturede formation et de ressources ainsi que lesobstacles pelvis concernant race& auxdiverses options qu' elles suggeraient.

Lieux de reunion des groupes dereflexion

Les groupes de reflexion des parentset des praticiennes ont eu lieu dans plu-sieurs communautes dans un certain nom-bre de regions comprenant le nord-est, lenord-ouest et le centre de la C.-B., la valleedu bas Fraser et le sud de rile de Vancou-ver. Etant donne que le taux de participa-tion des parents aux reunions initiales etaitrelativement bas, des reunions addition-nelles ont etc tenues a Powell River sur laSunshine Coast, a Vancouver Nord et aVancouver plusieurs mois plus Gard. Deux

reunions ont eu lieu a Okanagan Nordpour discuter specifiquement des questionsflees a la garde et au developpement despoupons et des tout-petits autochtones.

GROUPES DE REFLEXIONPOUR PARENTSDescription des parentsparticipants

Dix-neuf des 35 parents qui ont par-ticipe au groupe de reflexion ont fourth auprojet de l' information a caracteredemographique. Les repondants peuventetre repartis comme suit selon leur age : lesmoms de 20 ans (10 p. 100), les 20-29 ans(38 p. 100) et les 30-39 ans (32 p. 100) etles 40-49 ans (17 p. 100). Plus de 90 p.100 des repondants etaient des femmes.Soixante-neuf pour cent etaient manes ouvivaient avec un conjoint et 31 p. 100etaient celibataires. Le niveau de revenuallait de moms de 10 000 $ par an (16 p.100) a 50 000 $ ou plus (un peu plus de 20p. 100). La plupart des repondants se si-tuaient dans la categoric des 10 000 a19 000 $ (31 p. 100) et les autres etaientsoit dans la categorie des 30 000-39 000 $(10 p. 100) ou des 40 000-49 000 $ (16 p.100). Tous les repondants avaient desenfants de dix ans ou moms et 78 p. 100d' entre eux avaient des enfants de momsde trois ans; chacun de ces parents ont in-dique que leurs enfants avaient besoind'un soutien quelconque.

Les participants representaient un cer-tain nombre de groupes de parents con-cernes. La plupart des repondants au ques-tionnaire (53 p. 100) se decriventuniquement comme des parents. Un nom-bre equivalent etaient des parents et(ou)des praticiennes sensibles aux besoins desparents de differents groupes culturels (26p. 100) ainsi que des praticiennes oeuvrantdans les services de soutien et d'autresprogrammes connexes destines aux pa-rents (26 p. 100). Onze pour cent desrepondants ont indique qu'ils represen-taient des organisations de soutien aux pa-rents. Les autres parties concemeesrepresentees aux reunions comprenaientdes fonctionnaires responsables de la

foumiture de services aux parents, deseducatrices de Ia petite enfance (incluantdes educatrices pour enfants ayant des be-soins speciaux) ainsi que des consultantesdu programme de developpement des pou-pons qui fournissent un service direct auxparents et des chargees de cours de niveau

80

postsecondaire dans le domaine de redu-cation de la petite enfance ou des pro-grammes de developpement des pou-pons.

Themes de discussion des parentsLa gamme de difficult& et de be-

soins de ressources decrits par les parentsA l'occasion de la premiere reunion et desreunions subsequentes des groupes dereflexion sont tres similaires. Les themesci-dessous representent les principalesdifficult& et les plus importants besoinsexposés aux reunions. Les remarques en-tre guillemets sont les propos memes desparticipants.

Travailler/creer des partenariatsavec des professionnels

Difficultes : Les parents ont paledes problemes rencontres lorsqu' ilsdevaient traiter avec une large variete deprofessionnelles. Leurs messages etaientsouvent marteles avec vigueur. Un porequi venait d'immigrer au Canada a evo-que sa difficulte a travailler avec les pro-fessionnelles qui s'occupaient de son en-fant ayant des besoins speciaux : «Lesprofessionnelles ruinent vote espoimUne femme a pale de comment elle etaitintimidee et desemparee par ('attitude desprofessionnelles qui donnent l'impres-sion de tout savoir.

Besoins en ressources : Les parentsont dit avoir besoin de soutien pour lesaider a trouver les ressources et les sou-tiens qui conviennent le mieux aux be-soins de leur famille. Ils voulaient desmateriels qui les aideraient a convaincreles professionnelles de «valoriser lesforces des enfants et de leurs familles touten reconnaissant leurs besoinso et de «re-connaitre les parents pour ce qu'ilssavenb>.

Trouver et evaluer les ressourceset les services de soutien

Difficultes : Les parents ont indiquecomment ils ont lune pour s'assurer queleur enfant, surtout celui ayant des be-soins speciaux, ne se perde pas dans lesysteme. Ils ont dean les services et lessystemes de soutien comme etant inflexi-bles et coilteux une jeune mere a af-firme que, meme si les ressources dontelle a besoin etaient gratuites, ellesreviendraient trop chores au bout du

r--


N O U V E L L E Scompte rien que le coat du transport nelui pennettait pas de profiter des ressotuces.

Besoins en ressources : Les parentsont indique avoir besoin de plus d'infor-mation sur les ressources disponibles dansleur communaute et qui devaient etre con-viviales et adaptees a differents groupesculturels. Its voulaient trouver des moyensd'encourager une meilleure communica-tion entre les organismes et d'etablir uneplace centrale oil ils pourraient obtenir del'information sur les ressources et lesservices de soutien.

Relations/interactions avec lesenfants

Difficult& : Les parents ont exposeles difficult& qu'ils eprouvaient a reglerles problemes de discipline ainsi qu'amaintenir l'interet des enfants et a lesstimuler toute la journee, particulierementdans le nord ou ils doivent passer de lon-gues heures a l'interieur. Ils ont exprimeleur inquietude a la question de savoirquand leurs enfants seraient prets a passerau prochain stade de developpementquand attendre et quand pousser un petitpeu.

Besoins en ressources : Les parentsont indique avoir besoin d'occasions pourbavarder avec d'autres parents pour ob-server comment ils font face auxproblemes de comportement. Ils voulaientse sentir libres «d'essayer des choses» etde mettre en pratique ce qui fonctionne.Ils ont dit avoir besoin d'experiences pra-tiques et de plus d'information sur ledeveloppement de ('enfant.

Relations/interactionscommunautaires

Difficult& : Un grand nombre de pa-rents se sont dits preoccupes par l' absenceprofonde de valeurs pour les enfants denos communautes. Ils ont dit se sentir sou-vent juges par les gens de la communaute.Par exemple, une jeune mere a racontequ'elle faisait la queue un jour a l' epicerieet, quelle que soit la fawn dont elle s'yprenait avec son enfant lorsqu'il s'enervaitou &tall tannant, les personnes autour luifaisaient sentir qu'elle «s'y prenait mal».Les participants des Premieres nations ontpartage leur deception au sujet des stereo-types qu' on continue de coller aux auto-chtones ainsi que les stigmates societauxrattaches a la vie dans une reserve.


Besoins en ressources : Les parentsont estime qu'il etait important de pro-duire des documents pour sensibiliserdavantage le public a la diversite fa-tniliale. Ainsi, le public accepterait peut-etre la difference comme un phenomenenormal. Ils ont aussi souligne la necessitede contribuer a creer des environnementspublics favorables aux enfants.

Estime de soi/autonomieDifficult& : Un grand nombre de

parents ont dit «se sentir vulnerables»dans leur role parental et ont affirmsetre fatigues et epuises au plan emotif laplupart du temps. Ils s'efforcaient de«cultiver et de maintenir un sens d'iden-tite personnelle en tant que parent». Ilsont parle des difficult& rencontrees pour«accepter l'incapacite de leur enfant».Bon nombre eprouvaient de la difficulteequilibrer leurs responsabilites profes-sionnelles et familiales.

Besoins en ressources : Les parentsont dit vouloir de l' information pour lesaider a mieux comprendre leurs droits entant que parents. Ils voulaient des ressour-ces qui les aideraient a developper destechniques de communication leur per-mettant de s'affirmer davantage sur lesbesoins de leurs enfants et de faire ensorte que ces besoins et les leurs soientsatisfaits. Ils voulaient des ressourcessusceptibles de les aider a trouver desmoyens de parler a d' autres personnesavec qui ils divergeaient et capables deleur faire comprendre comment et pour-quoi leurs valeurs et opinions pouvaientdifferer. Ils voulaient en apprendre sur la«creation de soutiens et de reseauxnaturels»

Presentation et fournitureDe toute evidence, les parents se sont

en general entendus sur l'utilite demateriels ressources mettant 1' accent surles difficult& et les besoins. Ils ont lon-guement insists sur l'importanced' elaborer des documents faciles autiliser. Ils ont souligne l'importanced'utiliser un langage simple dans lesdocuments ecrits et des aides auditives etvisuelles pour rendre ('ensemble plus in-teressant. En outre, les parents ont ren-force l' idee que tous les materiels doiventetre respectueux des diverses families etsensibles a leurs besoins, y compris (maisnon limits aux) les differences culturelles

-81

et linguistiques, la situation so-cioeconomique, l'etat civil et les modes devie.

Dans la deuxieme serie de rencontresdes parents, un exemple a ete fourni con-cernant une trousse d'auto-apprentissageen matiere de communication propos&lors de l'une des discussions precedentesdes parents. En plus d'une approche axeesur l'auto-apprentissage pouvant perrnet-tre aux parents d'utiliser la ressource aleur domicile, on pourrait aussi offrir lecontenu de la trousse sous forme d'atelierspar le biais d'un organisme comme unPDP ou une garderie. Les parents ontgeneralement reagit de facon positive acette idee.

Les parents ont indique a maintes re-prises qu'il serait crucial de choisir labonne approche. Par exemple, les troussesqui mettent l'accent sur r auto-apprentis-sage auront du succes. Cependant, si lesressources sont delivrees sous forme d'a-teliers, on apprecierait davantage les ex-periences pratiques et un grand nombred'occasions pour que les parents appren-nent les uns des autres que la formule de

experte-conferenciere. Les parents ontpropose que si la trousse de ressourcesdevait etre presentee sous forme d'ateliers,ces derniers devraient etre planifies pourcoIncider avec un moment on les parentsse reunissent déjà. Ainsi, ils auraient dejapris des arrangements pour la garde deleurs enfants et une autre sortie en soirée»!Les parents ont aussi souligne que lesmateriels-ressources devraient etre dis-ponibles dans divers endroits frequentspar les families comme les centres deloisirs, les centres de sante publique et lescabinets medicaux, les bibliotheques, lesgarderies et les programmes de develop-pement des poupons.

Resultats des questionnaires surr evaluation des besoinsdes parents

Ala fin de chaque groupe de reflexion,les participants ont rempli un question-naire, lequel a permis aux participants in-dividuels, a I'instar des groupes, d' exposerleurs difficult& personnelles et de fairedes suggestions pour la formation et lesressources qui leur semblaient utiles.

Dans le questionnaire, les reponsesdes parents ont revels divers besoins ur-gents en matiere de ressources. Le besoin

N O U V E L L E Sle plus pressant des parents repondantsetait de comprendre le comportement despoupons et des tout-petits (58 p. 100);comprendre le developpement des pou-pons et des tout-petits (47 p. 100); com-ment communiquer et travailler avec lesspecialistes et les professionnelles (42 p.100); la gestion d'un cas/plan et commentmaitriser son stress (37 p. 100). Les autresbesoins comprenaient : comment trouverdes ressources et des soutiens communau-taires et y acceder (32 p. 100); ainsi quecomposer avec le stress lie au fait de s'oc-cuper d'une famille dont les enfants ontbesoin. de soutiens additionnels (26 p.100). On accordait une importance egalela reconnaissance et au respect de la di-versite culturelle (21 p. 100) ainsi qu'l' aide a accorder aux specialistes/profes-sionnelles pour qu'elles comprennent lesquestions liees aux antecedents culturelset ethniques (21 p. 100).

En résumé, les participants ontpartage avec nous un grand nombre deleurs difficult& et de leurs besoins en tantque parents de poupons et de tout-petits.Beaucoup de leurs commentaires trai-taient particulierement des difficult&qu'ils rencontraient pour s' assurer queleurs enfants ayant besoin de soutiens ad-ditionnels disposent du necessaire pouroptimiser leur croissance et leur develop-pement. Les besoins notes par les parentspour les aider a assumer leurs res-ponsabilites portaient principalement surr amelioration de leur capacite a travailleren partenariat avec les professionnelles;trouver et a utiliser les ressources commu-nautaires appropriees; a ameliorer leursrelations et leurs interactions avec leursenfants et la communaute; a defendre lesinterets des enfants avec plus deconfiance. Les enonces de ces parents ontfourth de r information vitale pour orien-ter r equipe du projet au moment de com-mencer r elaboration des ressources pourparents.

GROUPES DE REFLEXIONPOUR LES PRATICIENNESDescription des praticiennesparticipantes

Quatre-vingt-quinze des lir& de 100praticiennes ayant participe au groupe dereflexion ont fourni de ]'informationdemographique au projet. L'Age de la plusimportante proportion de praticiennes sesituait entre 30 et 39 ans (34 p. 100), suivi

des 40 a 49 ans (31 p. 100) tandis queseulement un peu plus de 15 p. 100avaient entre 50 et 59 ans et 14 p. 100etaient agees de 20 a 29 ans. Seulement 4p. 100 des repondantes ont dit avoir plusde 60 ans. La totalite des personnes ayantrepondu etaient des femmes. II y avaitaussi une gamme de representantes degroupes d'interet dont la plupart etait despraticiennes qui se sont presenteesconune des educatrices de la petite en-fance, des consultantes en developpementdes poupons et des personnes travaillantsur la ligne de front aupres des enfants arisque. Un peu plus de 20 p. 100 ont in-dique qu'elles travaillaient avec des fa-milies d'origines culturelles diverses et 8A 15 p. 100 des participantes represen-taient des associations professionnelles,d'autres organisations, des services desoutien, des etablissements postsecon-daires et le gouvernement.

Themes de discussion despraticiennes

La gamme de difficult& et de besoinssignal& par les praticiennes dans le cadredes groupes de reflexion ressemblaientbeaucoup a ceux mentionnes par les pa-rents. Comme dans la section sur lesthemes de discussion pour les parents, lesdifficult& et les besoins en matiere deformation representent seulement les

principaux points des divers commen-taires, dont la plupart ont ete recueillis au-pres des groupes de reflexion despraticiennes. Les remarques entre guille-mets ont ete directement tires de ces dis-cussions.

Relations avec les familiesDifficult& : Les praticiennes ont

parle de diverses difficult& dans leurs re-lations avec les familles, y compris le faitd'essayer de balk des partenariats avecdes families qui sont «fermees a tout con-seil»; rendre les parents autonomes en«les encourageant a prendre des initi4-tives»; concilier efficacement les valeursconflictuelles concemant la discipline etle style d'education des enfants; trouverles moyens de repondre aux besoins desenfants et des parents.

Besoins en formation : Parmi lesnombreuses suggestions concemant les

besoins en formation pour resoudre lesdifficult& susmentionnees, les praticien-nes desiraient des trousses de programme

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d' etudes et de perfectionnement profes-sionnel capables de les aider a ameliorerles connaissances et les aptitudes dont ellesavaient besoin pour aider les parents a re-connaitre et a articuler leurs propres be-soins et ceux de leurs enfants. Pour y ar-river, elles pensaient avoir besoin de plusd' information sur la diversite des familieset les theories bees au developpement etaux dynamiques de la famille. Elles ontaussi exprime la necessite de comprendreplus en profondeur la notion voulant que«plusieurs parties forment un tout et....comment les diverses parties fonctionnent(theorie des systemes)». Elles ont dit vou-loir acquerir des competences susceptiblesde les aider a «repondre» aux besoins desfamilles sans que ces derrieres ne se sen-tent jugees sans egard aux corn-petences, aux connaissances, au statut, austyle de vie, a l'fige, au sexe, au genre et ala culture, etc. de la famille.»

Relations avec les collegues etautres professionnelles

Difficult& : Les praticiennes eprou-vaient beaucoup de difficult& lorsqu'ellesdevaient e'tre en contact avec d'autres pro-fessionnelles. Elles ont parle de la dif-ficulte a faire en sorte que toutes les pro-fessionnelles (ainsi que les parents)participent a ]'evaluation des besoins de]'enfant et de la famille. Elles ont exprimeleur frustration concemant le manquefrequent de collaboration entre les profes-sionnelles et a propos des dedoublementset des lacunes dans les services offerts auxfamilies elles ont soutenu que la si-tuation est particulierement problematiqueparce que ce sont «1' enfant et la famille quisouffrent du manque de collaboration entreles professionnelles». Elles ont aussi parlede ]'ennui qui les gagne lorsque les profes-sionnelles jouent aux «superieures - enfaisant semblant de connaitre ce [qu'elles]ne connaissent pas.»

Besoins en formation : Les praticien-nes participantes ont recommande d'ins-taurer des possibilites de formation et deperfectionnement professionnel qui «ap-puient la notion que la professionnelle faitpartie de la cornmunaute en general uneformation qui aiderait les professionnellesA se percevoir comme faisant partie dugrand ensemble». Elles ont propose demeilleures connaissances et competencespour ameliorer la collaboration avec d'au-tres professionnelles. Elles ont dit vouloir


N O U V E L L E Sfaire des experiences educationnelles ca-pables d'ameliorer leur aptitude a tra-vailler en equipe. El les ont aussisouligne, lors de plusieurs reunions, lanecessite de developper un sens eleve dedeontologie professionnelle et d'acquerirles connaissances et les competencesnecessaires pour soutenir les prises dedecision en la matiere

Relations avec les enfantsDifficultes : Les praticiennes ont en

outre fait etat de difficult& bees plus di-rectement au travail aupres des enfants.El les ont evoque leurs difficultes a fixerdes lignes directrices adaptees a Page etdes limites pour les tres jeunes enfants.Elles ont affirme vouloir mieux corn-prendre comment «mettre au point desfawns positives de discipliner les tresjeunes enfants sans nuire a leur develop-pement affectif.» Les praticiennes ont ex-prime la necessite de comprendre davan-tage comment «se debarrasser del'approche touristique a la diversite cul-turelle». Elles ont indique qu'il etait diffi-cile d'aider les enfants et les familiesfaire la transition d'un service vers unautre». «Connaltre ]'impact de ]'adop-tion, de vivre en famille d'accueil, du di-vorce, etc., sur les enfants» constituaientaussi un defi. Les praticiennes ont confiequ'il leur etait difficile de repondre auxbesoins des enfants et des parents lorsqueces besoins paraissaient contradictoires.

Besoins en formation : Lespraticiennes ont suggere une variete debesoins en formation lies au travail au-pres des enfants, y compris «la planifica-tion d'un environnement, axe sur les en-fants [poupons et tout-petits] et la

planification d'un environnement sensi-ble a la culture; r amelioration de leurscompetences en matiere de selection etd'evaluation; le renforcement de leursconnaissances et de leurs competencespour aider et faciliter la transition des en-fants et des families d'un service de sou-lien a un autre.

Developpement del'enfant/developpement appliqué

Difficultes : Les praticiennes se sontdites preoccupees par le fait de n'avoirpas toujours entierement compris les ef-fets des influences culturelles sur ledeveloppement de l'enfant. Tout ensachant qu'elles devaient adopter une


approche plus integree en ce qui touchele developpement de l'enfant et la plani-fication du programme, elles trouvaientcela parfois difficile.

Besoins : Les praticiennes ont ditavoir besoin d'une formation qui lesaiderait a ameliorer leurs connaissancesde base sur le developpement des pou-pons et des tout-petits, a se sensibiliserdavantage a la theorie du developpe-ment de l'enfant au plan culturel et arenforcer leur capacite a reconnatre et acelebrer la diversite». Elles ont aussi ditvouloir une formation qui les aiderait afournir des experiences favorables a unemeilleure comprehension de «l'enfantdans le contexte familial».

Auto-sensibilisation etauto-perfectionnement

Difficultes : Les praticiennes ontpark de comment elles connaissaient,au plan intellectuel, r importance de nepas porter de jugements, mais ont ex-prime de la frustration sur la fawn d'as-similer ces attitudes de non-jugement etde les mettre en pratique. Elles ont parkde la difficulte a «comprendre leurs pro-pres prejuges et attitudes» ainsi que leureffet sur la pratique. Les praticiennesont parle de comment elles ont souventeu «des attentes demesurees a regardd'elles-memes, des parents, des enfantset d'autres professionnelles, etc.», et quecette situation posait souvent problemedans leur travail. Elles ont aussi fait sa-voir qu'il leur etait tres difficile de serappeler de la necessite de «prendre coind'elles-memes dans une professionaussi extenuante aux plans physique etaffectif»

Besoins en formation : Lespraticiennes ont exprime la necessited'ameliorer leurs connaissances et leurscompetences pour «devenir plus con-scientes d'elles-memes... ameliorer leurestime et leur confiance en soi...[et de]se considerer comme des profession-nelles». Elles ont revele avoir besoind'elaborer un ensemble de techniquespour renforcer leur capacite a percevoir«d'autres facons de faire les choses, dereflechir et de considerer les chosesd'avoir ]'esprit ouvert». Elles voulaientavoir une formation qui les aiderait«fixer deS limites a faire la distinc-tion». Elles ont dit souhaiter etre mieuxinformees sur leurs responsabilites pro-

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fessionnelles et sur les questions juridiquesbees a cette responsabilite.

Leadership et developpementcommunautaire

Difficultes : Les praticiennes ont noteque «la redaction de propositions et tousles dilemmes et politiques qui accompa-gnent [ce genre de tfiche]» constituaient undefi majeur (c.-A-d. «comment defendreefficacement les parents sans mordre lamain qui vous nourrit c. -a -d. le gou-vemement»). Les autres difficult& men-tionnees concernaient «comment traiteravec les conseils d'administration qui necomprendraient pas la garde a renfance»et «comment maintenir les services et sou-tiens existants».

Besoins en formation : Les besoinsen formation lies aux difficult& susmen-tionnees comprennent amelioration desconnaissances et des competences neces-sakes pour la recherche, r elaboration etrevaluation des programmes ou services;la campagne de financement; le renforce-ment de la comprehension de la psycholo-gie sociale (c.-A-d. comprendre les grandesperspectives); ameliorer leur «capacite atraiter avec divers ministeres et les

medias»; et acquerir des competences enfacilitation pour renforcer leur capacite detravailler avec les conseils d'administra-tion et d'autres grouper communautaires.

L'acces aux ressourcesDifficultes : Les difficult& liees a

r accessibilite aux ressources compren-nent : etre au courant des ressourcescommunautaires disponibles; apparier lesressources aux besoins des families;«coordination insuffisante entre lesservices»; «manque de complementaritedans les services et les programmes d'unecommunaute a l'autre»; «rendre lesressources disponibles dans de grandesregions geographiques (particulierementdans le nord); la frustration concernant lefait que «les parents doivent souvent etreen crise avant d'obtenir de l'aide». Ellesont aussi affirme que les criteres pour ac-ceder aux services peuvent etre deroutantspour les parents et les praticiennes.

Besoins en formation : Les besoinsen formation qui ressortent des difficult&susmentionnees comprennent : ameliora-tion des competences des praticiennesdans or exploration des options pour

N O U V E L L E Sacceder aux ressources sans se concentrersur une communaute particuliere» (c.-A-d.par oil commencer pour trouver les res-sources dans une communaute donnee); laconsolidation des connaissances surl'etablissement de liens au rein de la com-munaute pour se tenir au courant des nou-velles informations.

Presentation et fourniture de laformation pour praticienne

Les praticiennes ont dit souhaiteravoir une accessibilite accrue a la forma-tion. Il en a resulte un soutien puissant auprogramme de formation a distance. Ellesont aussi souligne qu'elles voulaient queles cours soient elabores pour le niveau depremier cycle avance. Elles ont indiquesans equivoque ne pas vouloir une forma-tion qui snit la replique de celle qui exis-tait actuellement, mais plutot une qui s'eninspirerait. II y avait aussi un soutien im-portant pour les cours qui permettraient detransferer des credits a un niveau pluseleve (3e et 4e armee) des programmespostsecondaires comme le programme surles soins aux enfants et a la jeunesse me-nant a un diplome et le programme post-diplome sur le developpement des pou-pons a l'Universite de la Colombie-Britannique.

Outre les points susmentionnes, lespraticiennes ont estime qu'il devrait yavoir plus d' activites de perfectionnementprofessionnel pour soutenir les besoins enformation similaires a ceux indiques ci-dessus, mais offert a un niveau plus fon-damental pour garantir Faeces aux res-sources sur la formation aux personneloeuvrant aupres des poupons et des tout-petits et qui sont sans formation ou n'ontpas besoin de formation de niveau avance.On a recommande qu'il s'agisse de possi-bilites de formation pratique pour encou-rager ('acquisition de competences.

Resultats du sondage aupres despraticiennes

A la fin de chaque groupe de reflexion,les participants ont rempli un question-naire, lequel a permis aux participants in-dividuels, a I 'instar des groupes, d'ex-poser leurs tlifficultes personnelles et defaire des suggestions pour la formation etles ressources qui leur semblaient utiles.

Dans le questionnaire, on a demandeaux repondantes de classer leurs quatre

principaux besoins en formation. Its ontetc classes comme suit : competences encommunication (81 p. 100); comprehen-sion du developpement du poupon et dutout-petit et mise en pratique (64 p. 100);comprehension du comportement (33 p.100); sensibilisation a la diversite cul-turelle (25 p. 100), planification et gestionde cas (23 p. 100); planification de pro-grammes pour les poupons et les tout-pe-tits (21 p. 100); comprehension des prin-cipes d' inclusion (12 p. 100).

Des 70 p. 100 des repondantes ayantmentionne des obstacles aux possibilitesanterieures de formation, 42 p. 100 ontinvoque des problemes financiers. La dis-tance qui les separait du centre de forma-tion (35 p. 100) et des obstacles lies autemps (36 p. 100) ont etc signales par uneproportion quasi egale de repondantes.Soixante-deux pour cent des repondantesont affirme qu'elles prendraient des coursa distance s'il y en avait et pas moins de75 p. 100 ont dit vouloir se faire crediterles cours qu'elles suivraient.

En résumé, les praticiennes partici-pantes ainsi que les repondantes au ques-tionnaire ont partage avec nous nombredes difficultes et des besoins lies a leurrole professionnel aupres des poupons,des tout-petits et de leur famille. En outre,beaucoup de praticiennes ont donne unapercu des mesures qui pourraient renfor-cer leur formation et leur perfectionne-ment professionnel de fawn a fournir auxfamilies le genre de soutien qu'elles esti-ment crucial pour ameliorer la qualite dessoins offerts aux jeunes enfants de la C.-B. Les besoins repertories par les

praticiennes dans l'accomplissement deleurs responsabilites etaient surtout axessur ]'amelioration de leur capacite a :

resserrer leurs liens avec les enfants, lesfamilies, les collegues et les autres profes-sionnelles; a comprendre davantage ledeveloppement de l'enfant et le develop-pement appliqué de l'enfant; se sensibi-liser davantage a leurs propres opinions etvaleurs ainsi qu'a leurs implications surleur capacite de travailler efficacementavec les families et les autres; promouvoiret fournir du leadership dans leurs corn-munautes pour soutenir les services dequalite offerts aux families; trouver etutiliser les ressources de soutien dis-ponibles dans les communautes pour lesenfants, les families et les profession-nelles. Les donnees ainsi collectees

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aupres des praticiennes ont fourni de ]'in-formation cruciale a First Steps au momentoil nous sommes passees a la phase de]'elaboration du programme d'etudes et deperfectionnement professionnel du projet.

Recherche bibliographique

La recherche bibliographique consis-tait a trouver des titres concemant les dif-ferents aspects des soins et du developpe-ment des poupons et des tout-petits. Lestitres des publications pertinentes ont etcrecherches dans divers endroits, notam-ment dans les bibliotheques universitaireset collegiales, les centres de ressources a

echelle nationale, provinciale et commu-nautaire ainsi que dans les agences d'infor-mation. En outre, les cotnites consultatif etdirecteur ont recu mandat de recommanderdes sources d'information pertinentes con-cernant les publications. On a aussi com-muniqué, de fawn individuelle, avec desexpertes connues du domaine des soins etdu developpement des poupons et destout-petits aussi bien au Canada qu'auxEtats-Unis. La liste des titres compilesdans le cadre du sondage n'est pas exhaus-tive et comprend approximativement 300titres. Une bibliographic annotee a aussietc preparee. Elle presente de courtsrésumés sur les titres passes en revue pourle programme d'etudes du projet et de lapreparation des ressources. Cette biblio-graphic compte environ 80 titres.

Plusieurs themes ont emerge de cetterecherche bibliographique qui refletaientnombre des themes exposés par les parentset les praticiennes dans le cadre des discus-sions communautaires et des question-naires. Ceux-ci comprenaient (mais nesont pas limites aux) : les soins axes sur lafamille (comprendre l'enfant dans le con-texte de la famille); le contexte ecologiquedu developpement de l'enfant (c. -a -d.

comprendre le developpement de l'enfantdans le contexte de tous les systemes aveclesquels l'enfant et sa famille entrent encontact); changer les attitudes sociales en-vers la diversite, incluant les differencesethniques et culturelles; mener de la re-cherche sur les questions liees a l' interven-tion precoce et, les avantages des equipesmultidisciplinaires pour le service. Deuxthemes ont souvent ete soulignes dans lesondage, mais n'ont pas emerge dans lesdiscussions du groupe de reflexion et lesquestionnaires. II s'agit des effets de

F-,44


N O U V E L L E SI'attachement sur le developpement etrindividualite (c.-A-d. les differences in-flees de temperament).

Programmes d'etudes et

developpement des

ressources

La seconde phase du projet FirstSteps a commence lorsque les donneessur revaluation des besoins ont ete corn-pilees, collationnees et analysees. Cesdonnees ont fourni a requipe de FirstSteps un cadre pour elaborer les pro-grammes d'etudes, le perfectionnementprofessionnel et les ressources pour pa-rents. L'information issue des groupesde reflexion indique clairement des do-maines de besoins significatifs quietaient coherents dans toutes les corn-munautes. En outre, les donnees duquestionnaire ont soutenu les besoins re-censes a ]'occasion de ces consultationscommunautaires.

Programme d'etudes pour lespraticiennes

Au 31 decembre 1995, r elaborationd'un des premiers cours de First Steps,Building Caring Partnerships, etaitachevee. Le cours I vise a encourager lespraticiennes responsables de poupons etde tout-petits, par le biais de ('examende la recherche et des theories actuelles,a integrer les competences et les con-naissances sur les poupons et leurs fa-milies dans une nouvelle fawn de con-cevoir la creation de partenariats avecles families.

Le cours II, Working with Familiesand their Communities, est concu poursensibiliser retudiante aux reseaux so-ciaux et a la grande communaute quiappuient les families ,et les profession-nelles. Il examine les fawns de renfor-cer la conununaute en general afin d'enfaire un environnement favorable auxfamilies ayant des poupons ou des tout-petits, notamment celles vivant dessituations qui peuvent mettre les enfantsA risque.

Le cours III, Supervised Practicumin Infant/Toddler Settings, foumit auxetudiantes des experiences directes su-pervisees aupres des enfants, des tout-


petits et de leurs familles et d'autres pro-fessionnelles concernees. Dans ce cours,les etudiantes transposent les connais-sances (acquises dans les cours I et II, dememe que ('education et ('experience detravail anterieures) dans la pratique. Lecours permet d'etablir un equilibre entreles opinions et les valeurs personnelles etles connaissances et les competences pro-fessionnelles.

Perfectionnement professionnelpour les praticiennes

Un projet de perfectionnement pro-fessionnel comprenant deux volets est en'preparation. La premiere partie, BuildingPartnerships with Families, permettraaux praticiennes d'explorer comment desaspects comme les opinions et les valeurspersonnelles, les competences en com-munication et la diversite, influent sur lacreation de partenariats avec les families.L'approche axee sur la famille forme labase de ce travail. Dans la deuxieme par-tie, Collaborative Teamwork with Par-ents and Professionals, les praticiennesmettront ]'accent sur enumeration despartenaires de requipe charge de la ges-tion de cas et sur la comprehension d'uneapproche a la famille basee sur la collabo-ration.

Ressources pour parentsLes ressources pour parents sont en-

core au stade de r elaboration. Comme lesbesoins en ressources exprimes par lesparents ressemblaient beaucoup aux be-soins en formation des praticiennes, leurcontenu sera tire du projet de perfection-nement professionnel. Les decisions fina-les concernant le contenu et la presenta-tion de ces ressources seront prises enconsultation avec les membres du comitedirecteur et du comite consultant' de FirstSteps, notamment avec les parents etd'autres personnes ayant une expertisepertinente.

Conclusion

Le processus de consultation et decollaboration entrepris dans le cadre duprojet First Steps a fourni une occasionunique pour les etablissements postsecon-daires, les associations et les organismesprofessionnels lies a la petite enfance et al' intervention precoce, aux parents et au-

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tres personnes preoccupees par les soinset le developpement des poupons et destout-petits de commencer a mettre surpied des reseaux nationaux, provinciauxet communautaires. De tels reseaux peu-vent ameliorer notre capacite de trans-former de facon radicale et positive lesservices aux enfants en offrant des possi-bilites educationnelles aux praticiennes etdes soutiens aux families. Un des aspectsles plus stimulants et satisfaisants du pro-jet fut la possibilite de permettre aux pa-rents et aux praticiennes responsables dessoins aux enfants de s'exprimer. L'em-pressement manifesto par ces personnesparticiper au processus et leur fierted'avoir ete choisies, nous a clairementrappel6 a quel point leurs interets et leursbesoins sont ignores dans r elaboration deprogrammes et de ressources education-nelles. L'engagement de toutes les per-sonnes concernees envers le partenariat etla collaboration a fait en sorte que cellesgrandement preoccupees par les soins etle developpement des plus jeunes mem-bres de la societe ont eu la possibilite decontribuer leur expertise a la realisation.de ce projet.

L'information fir& du processusd'evaluation des besoins dean dans lepresent article souligne enorme potentielencore disponible pour des cours a uniteadditionnels, des possibilites de perfec-tionnement professionnel et des ressour-ces pour les parents. On cherche presente-ment des sources de financement pourpoursuivre cet important travail etdisseminer a plus grande echelle les pro-duns de First Steps.

Linda McDonell est membre du conseil d'ad-ministration de la FCSGE pour la Colombie-Britannique et ancienne coordonnatrice admi-nistrative du projet First Steps. Elle travailleactuellement dans le domaine des soins et de/'education de la petite enfance au MalaspinaCollege a Nanaimo. Valerie Kuehne est direc-trice du projet First Steps et directrice de laSchool of Child and Youth Care, University ofVictoria. Beverly Boisseau est coordonnatriceadministrative de First Steps et chargie d'etapea la School of Child and Youth Care, Universityof Victoria. Lee Harrison est coordonnatrice del'enseignement et des medias aupres de FirstSteps. Le projet est finance par le Plan d'actioncanadien pour les enfants, Grandir ensemble,Sante Canada.

Pour de plus amples renseignements concernant le

projet First Steps ou /'evaluation des besoins, com-muniquez avec Valerie Kuehne, Ph. D., Director,First Steps Project, School of Child and YouthCare, P.O. Box 1700, University of Victoria, Victo-ria, B.C. V8W 1Y2.

N O U V E L L E S

Reseau

pancanadienCOLOMBIE-BRITANNIQUE Enfevrier, le Early Childhood MulticulturalServices a offert un programme provincialde formation de trois jours et demi sur lemulticulturalisme et ]'elimination desprejuges en education de la petite enfance.

Le projet Known Abusers, acheve endecembre 1995, devient un programmegouvernemental permanent du ministere duProcureur general. Le projet comprenddifferentes initiatives, y compris unepolitique de notification permettant ladivulgation d'information entre lesorganismes judiciaires et la notification aupublic de la liberation d'un agresseurconnu; des materiels educationnels commeHelp Stop Child Abuse: A Handbook forEmployers and Volunteer Coordinators; lanouvelle loi intitulee Criminal RecordsReview Act; et la creation du nouveauCriminal Records Review Agency qui sechargera des verifications du casierjudiciaire demandees par les employeurs etles organes gouvernementaux.

Le projet pilote du Westcoast One StopAccess (OSA) est en cours de realisation.Le projet pilote quadriennal est finance parle ministere de l'Egalite des femmes pourtrouver les moyens de faciliter Faeces auprogramme de subventions aux services degarde du ministere des Services sociauxainsi qu'a l'information et A l'aiguillage surIa garde a l'enfance offerts par le federal.OSA est un projet de la Vancouver ChildCare Support Program de Westcoast.

La BC Day Care Action Coalition s'appelledesormais The Coalition of Child CareAdvocates of B.C.

En novembre 1995, le conseild'administration de la Early ChildhoodEducators of B.C. a pris un vote pours'affilier formellement A la Federationcanadienne des services de garde al'enfance.

La B.C. Association of Child Care Services(BCACCS) a ete ere& en janvier 1995 avecle mandat de «promouvoir et de soutenir lesservices de garde de qualite dans lescommunautes ainsi que les programmes desoutien au profit des enfants, des families etdu public...». La creation de la BCACCS, ycompris l'aide pour le dernarrage, lerecrutement des membres, les initiatives et]'expansion de l'organisation, a ete financeepar le ministere de l'Egalite des femmes.

Pour aider le conseil d'administration decette association a atteindre ses objectify,deux consultantes du Groupe des jeunesValerie Young et Madelaine Hatch ont eterecrutees. Ces derrieres travaillent enetroite collaboration avec le conseild'administration et ses comites.

En janvier 1996, Ia BCACCS lancera unecampagne de recrutement de membres enorganisant, entre autres, des rencontres danstoutes les regions de la province. Cettephase de developpement est consider&comme cruciale a son avenir parce qu'unbassin de membres enthousiastes sera legarant du succes de la BCACCS en plus dedonner aux services de garde a l'enfance dela province ('occasion de s'unir pour parlerd'une seule voix puissante. A la suite decette campagne de recrutement demembres, le conseil d'administration sereunira pour discuter des orientationsfutures de ]'association.

TERRE-NEUVE La premiere phasedu projet pilote sur la certification en EPEest terminee. On experimente actuellementdeux cours d'orientation : it s'agit d'uncours d'orientation prescolaire (cinqmodules) et d'un cours d'orientationconcemant les enfants Cage scolaire (troismodules). Ces deux cours sont bases sur lacompetence et l'apprentissage personnel.Le projet pilote prend fin le 31 mars 1996.

SASKATCHEWAN En fevrier, laSaskatchewan Women's AgriculturalNetwork (SWAN) s'est reunie a Saskatoonpour traiter de diverses questionsconcemant les femmes des milieux agricoleet rural. Parmi les points souleves, it a etequestion que la garde a l'enfance soitconsider& comme un choix de programmed'emploi pour les etudiantes. Une tellemesure constituerait un pas en avant pourgarantir la securite des enfants pendant queleurs deux parents travaillent a la ferme.Une des trois resolutions adoptees au sujetde la sante et de la securite des enfants a larecente conference de la SWAN cet hiver aete de faire des representations en faveur dela garde a l'enfance aupres desgouvernements federal et provinciaux.

iLE-DU-PRINCE-EDOUARD LeHolland College s'est recemment engage aoffrir un programme d'educationpermanente de trois ans pour les personnelqui travaillent actuellement en services degarde reconnus.

Le Child.Care Facilities Board, I'organeprovincial de delivrance de permis, accordeactuellement des permis de services degarde pour trois ans au lieu d'un an.

S6

ALBERTA Le gouvernement provinciala commande un remodelage des servicespour enfants. La realisation de ce projet a eteconfie aux ministeres de la Sante, de]'Education, des Services sociaux et de laJustice. Dix-sept regions ont ete retenues etdes comites directeurs locaux ont ete formespour mettre en oeuvre un processus deconsultation communautaire exhaustif.

Calendrier

AVRIL26-28Winnipeg, ManitobaLa 19e conference provinciale annuelle de laManitoba Child Care Association aura pourtheme «Profiles of Caring». Les principauxconferenciers comprennent Robert Munsch, leconteur favori des enfants de l'Amerique duNord et Janet Gonzales-Mena, unepresentatrice et auteure sur les questionsreliees aux services de garde en milieufamilial, le multiculturalisme en services degarde, les soins aux poupons et les partenariatsavec les parents. Plus de 70 ateliers serontpresentes.

Info. : Debra Mayen Manitoba Child CareAssociation, 364 McGregor Street, Winnipeg,Manitoba R2W 4X3. (204) 586-8587 poste 6.Telec. : (204) 589-5613.

MAI3-4St. John's, Terre-NeuveLa Association of Early Childhood Educatorsof Newfoundland and Labrador (AECENL)tiendra sa conference annuelle a St. John's,Terre-Neuve. La conferenciere principale etanimatrice de ]'atelier sur alphabetisationsera Maitland Mclsaac.

Info. : Lynn Smyth, Conference ChainAECENL, P.O. Box 21462, 140 Torbay Road,St John's, Newfoundland AI A 4J7.

9-11

Vancouver, Colombie-BritanniqueLe theme de la 26e conference annuelle de laEarly Childhood Educators of BritishColumbia est «Together: Early Childhood, aJourney of Discovery». Lilian Katz et JoycePreston sont au nombre des principalesconferencieres.

Info. : Early Childhood Educators of BritishColumbia, 201-1675 West 4th Avenue,Vancouver, B.C. V6J 1L8. (604) 739 -0770;

: (604) 739-3289.


N O U V E L L E S22-25Ottawa, OntarioLa 44e conference annuelle de l'Association deseducateurs de la petite enfance, Ontario auralieu sur le theme «Saisir le reve. Ou joueront lesenfants en Ian 2000?».

Info. : AEPEO, 40, bout. Orchard View, bureau211, Toronto (Ontario) M4R 1B9. (416)487-3157 ou 1-800-463-3391. Telec. : (416)487-3758.

24-26Toronto, Ontario«Celebrating Canadian Children: A Prism forUnderstanding» est le theme de la conferencenationale de l'Association canadienne pourjeunes enfants. Bev Bos, Ken Rubin et DavidBooth sont les principaux conferenciers.

Info. : Barbara Rowe au (416) 223 -6164.Telec. : (416) 223-5657.

31-2Surrey, Colombie-BritanniqueLa South Fraser Family Child Care Societyaccueillera Ia 15e conference annuelle de laWestern Canada Family Day Care.

Info. : Debra Wright au (604) 591-8137ou la Western Canada Family Day CareAssociation, do 9527-120th Street,Suite 212B, Delta, B.C. V4C 653. (604)951-1870. Teter.: (604) 951 -1870.

JUIN25-30Montreal, QuebecLa 5e semaine Internationale pour les droits desenfants sera parrainee par Defense desenfants-International (DEI-Canada). La semainedonne aux defenseurs des enfants venant departout au monde ]'occasion de mettre encommun leur experience et leur savoir ainsi quede formuler des strategies pour accroitre lerespect des droits des enfants. La semainedebutera par des seances de formation d'unejournee sur la Convention des Nations Unies surles droits de ('enfant. Un congres de trois jourssuivra sur le theme «Mondialisation dePeconomie et droits des enfants».

Info. : DEI-Canada 1996, do CoplanarCongres inc., 511, Place d'Armes, bureau 600,Montreal (Quebec) H2Y 2W7. (514) 848 -1133.Tele c. : (514) 288-6469.

JUILLET2-12Victoria, Colombie-BritanniqueLa cinquieme biennale de l'institut d'ete del'Universite de Victoria reunira des leadersintemationaux et canadiens qui oeuvrent sur laligne de front pour revolutionner les concepts


lids a la qualite dans les services de garde. Lesprincipaux themes porteront sur : comment sefamiliariser avec la recherche existante sur laqualite dans les services de garde et lesmesures de la qualite; interpreter la qualite dansun contexte culturel et communautaire; tenircompte de ('integration dans ('elaboration desindicateurs de la qualite de votre garderie; ledeveloppement de la qualite par rapport a lacreation d'une garderie et au developpementcommunautaire. Le personnel de l'institut secompose de Peter Moss, Gunilla Dahlberg, Ph.D., Alan Pence, Ph. D., et Sandra Griffin, M.A.

Info. : Child Day Care Leadership Institute, doUnit for Child Care Research, School of Childand Youth Care, University of Victoria, P.O.Box 1700, Victoria, B.C. V8W 2Y2. Telec. :(604) 721 -8977.

Ressources

La Atlantic Day Care Study a ete realisee en1993-1994 dans 48 garderies situees dans les

quatre provinces de l'Atiantique. L'etudevisait a dresser un profit global de la situationde la garde a l'enfance dans cette region etd'examiner les relations entre les particularitesdes garderies, leur qualite, les caracteristiquesdu personnel (par ex. : education etexperience), les conditions de travail desadultes, la situation familiate des enfants etleur developpement. L'etude comporte aussides recommandations en matiere de politiqueset de pratiques. Le texte integral du rapport etle résumé sont disponibles.

Pour commander; communiquez avec PatriciaCanning, Ph. D., Faculty of Education,Memorial University Memorial ofNewfoundland, St. John's, Newfoundland,A1B 3X8. : (709) 737 -8000 oucommuniquez avec Mary E. Lyon, Departmentof Child and Youth Study, Mount Saint Vincent

University, Halifax, Nova Scotia, B3M 2J6.Tel. : (902) 457-6187.

Paths to Equity: Cultural, Linguistic andRacial Diversity in Canadian Early ChildhoodEducation a ete redige par Judith K. Bernhard,Marie Louise Lefebvre, Gyda Chud et RikaLange. Le livre est base sur une importanteetude pancanadienne effectuee aupres de 77garderies, 199 enseignantes, 78 ecoles d'EPEet 14 groupes de families a Montreal, Torontoet Vancouver sur la diversite culturelle,linguistique et raciale en education de Ia petiteenfance au pays. Le rapport presence lesresultats de cette etude sur comment lesysteme d'EPE s'adapte a Ia diversitecroissante de Ia societe contemporaine. Lesrecommandations ddrapport comprennent lanecessite d' inclure systematiquement lesquestions concemant Ia diversite dans les

87

programmes preparatoires en EPE ainsi queles objectify de developpement pour etablirune collaboration authentique entre leseducatrices en EPE et les families de touteorigine.

Pour commander; envoyez 18,95 $ (port et

manutention ou TPS en sus) a York LanesPress, York Lanes, York University, 4700

Keefe Street, Suite 351, North York, Ontario

M3J 1P3. Telec. : (416) 736-5837. ISBN1-55014-277- 1.

Situation de la garde de jour au Canada 1994est maintenant disponible.

Disponible en francais ou en anglais aupresde la division de remployabilite et despartenariats sociaux, Developpement desressources humaines Canada, Ottawa(Ontario) KIA 185. : (613) 952 -7974.

ISBN 0-662-22325-X.

The Canada Health and Social Transfer: AThreat to the Health, Development and Future

Productivity of Canada's Children and Youth aete prepare par Paul D. Steinhauer et publiepar le Caledon Institute of Social Policy. Ledocument propose des criteres concemant lesmodalites de compressions dans les servicessociaux de fawn a resorber le deficit sansaccentuer indament le deficit social.

En vente a 5,95 $ (port et manutention ou

TPS en sus) aupres de Renouf Publishing Co.,

1294, chemin Algoma, Ottawa (Ontario)K I B 3W8. (613) 741 -4333. Telec. : (613)

741-5439. ISBN I- 895796 -44 -X.

School-Age Care Environment Rating Scale aete redige par Thelma Harms, Ellen VinebergJacobs et Donna Romano White. Le livrefoumit une ressource facile a utiliser pourdefinir la qualite dans les services de garde etevaluer les niveaux de qualite dans lesservices de garde offerts par les ecoles ainsique les organisations publiques et privees.

Disponible a 8,95 $ US aupres de Teachers

College Press, 1234 Amsterdam Avenue, New

York, NY, 10027. Tel. : 1-800-575-6566. ISBN0-8077-3507-8.

Mesure of Success: The Educator in Practicea ete redige et produit par Barbara Elliott. Cedocument est un outil d' auto-evaluation pourley educatrices de la petite enfance base sur lesnormes de pratique du «meilleur rendement».Un plan d'action detaille expose lescomportements desires, les taches associees aces comportements, des exemples decomportement ainsi qu' un aide-memoire pourevaluer les competences.

Pour commander; envoyez 39,95 $ (plus 4 $ deport et de manutention) a Measure of Success,

do Barbara Elliott, RR #1, South Galles,Ontario, POT 2V0.

BEST COPY AVAILABLE

VOL. 10 NO. 2 SUMMER 1996

PUBLICATION OF THE CANADIAN CHILD CARE FEDERVT-ION

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InteractionVOLUME 10 NUMBER 2 SUMMER 1996

PUBLISHED BY THE


EditorAdvertisingDesignTranslationPrinting

Susan Hajdu-VaughnGaetano HuotJohn Atkinson

SodasM.O.M. Printing


BOARD OF DIRECTORS

Executive Council

PresidentTreasurer

SecretaryPast-President

British ColumbiaAlbertaSaskatchewanManitoba

OntarioQuebecNew BrunswickNova ScotiaP. E.1.

NewfdundlandYukon

Northwest Territories



Directors

STAFF





Tess Ayles



Gillian Moir


Administrative CoordinatorEditor Interaction



The overall mission of the Canadian Child CareFederation is to Improve the quality of child care


THE FEDERATION'S GOALS INCLUDE:providing information to and facilitating "networking" among abroad range of target groups. Our services and programs aretargeted to direct service providers, child care organizations,

educational institutions, government policy makers and publicopinion leaders.







ISSN 0835-5819

REST COPY AVAILABLE

CON TEN TSO PINIONS

Behind the Scenes 2

Letters 2

Work Transfers, Vouchers and Family Day Care: The Downsizing

of Canada's Child Care Programs 3

by Irene J. Kyle

Honouring Diversity 6

by Roslyn Kushner Belle

"Honour Our Past Looking into the Future" Taku River Tlingit Elders 8

by Cathleen Smith

Meet the Affiliates Profile: The Saskatchewan Child Care Association 9

by Man, Ann Knoll

Children's Book Reviews 10

by Marina Lamont

FOCUSFacts on Family Day Care in Canada 11

by Jennifer Murphy-Hupd

A Day in the Life of a Home Child Care Provider 13

by Carol Hoffard

The Role of the Home Visitor 15

by Pam Waddington

Communicating with Parents 16

by Monique Barnes

Child Care Services in the Yukon 20by Debbie Mauch, Mo Caley, Carol Oberg and Lesley Gardiner

P R A C'I'ICEProgram Ideas Program Planning for Your Family Day Care Home 22

by Beverly McConnell

Learning in a Family Day Care Home 25

by Marg Rodrigues

Keys to Successful Home Child Care 25

by Heather Grassick, Joan Kirtel and Linda Skinner

Ask Your Health Professional The Risk of Injury 27

by Deborah Kernested

Sun Safety Update 29by Ann Landrey

N EWSInside the Federation Bilingual Development Survey 31

Research Update The Atlantic Day Care Study: Summary Report for Parents 33

by Mary Lyon and Patricia Canning

Did You Know Canada's Working Families 36

37

38

39

Across Canada

Calendar

Resources

Cover photo courtesy of Wee Watch Private Home Day Care.

INTERACTION is published quarterly for distribution to Federation members. All advertising is subject to editorialapproval. The Canadian Child Care Federation assumes no responsibility for any statement or representation of factor opinion appearing in any advertisement in INTERACTION, nor does acceptance of advertising imply endorsementof any product or services by the Federation. Advertising Rates are available on request. Circulation: 9,000. Opinionsexpressed in this publication are those of the contributor and do not necessarily reflect the views of the Federation.Except for copyright material, contents of this publication may be copied with full credit given to the Canadian ChildCare Federation. If contents are incorporated into another publication, please forward copy of same. Letters to theeditor should be addressed to: Editor, INTERACTION, Canadian Child Care Federation, 306-120 HollandAvenue; Ottawa, Ontario KlY OX8 (613) 729-5289 or 1-800-858-1412, FAX (613) 729-3159.

90

OPINIONS

Behind the Scenes

Family day care is the focus of

this summer issue of

Interaction. Featured inside is

an editorial about the downsizing of

Canada's child care programs, a wealth

of suggestions for program planning,

interesting facts about family day care in

Canada and tips for improving

communication with parents. In addition

to a variety of other articles. you'll find

an injury prevention checklist, a sun

safety update. a colourful description of a

typical day in the life of a home child

care provider. and information about the

role of home visitors with Andrew Fleck

Child Care Services. Results of the

CCCF's Bilingual Development Survey

can be found in the News section.

I hope there's something for

everyone in this issue my last

Interaction until I return from maternity

leave in six months. In the meantime, I'll

be replaced by Barb Coyle, an editor

with 15 years of experience. If you have

any feedback. story ideas or photos,

don't hesitate to contact Barb at

extension 34. Have a great summer and

see you soon!

Susan Hajdu-Vaughn, Editor

Susan Hajdu-Vaughn gave birth to

a baby girl, Emil); on April 25.

Congratulations!

2 INTERACTION SUMMER 1996

LettersI am very glad that the Saskatche-

wan Child Care Association (SCCA)membership voted in favour of CCCFaffiliation at our last annual meeting. Ibelieve it is very important for everyoneto understand the bigger picture (i.e. on anational level rather than just a local orprovincial one) of child care in Canada.With child care still under provincial ju-risdiction, at times it seems that each ofus struggles alone but on the same is-sues. The CCCF affiliation can help tolink more of us together to share infor-mation, concerns and ideas. Keep up thegood work and thanks for the affiliate in-itiative.

Karen HeinrichsSaskatoon, Saskatchewan

As an ECE student, I feel like I justfound a gold mine of resources.

Laurie DoaneOttawa, Ontario

I want to thank you very much forall the information you sent me pre-viously. You must receive so many re-quests like mine, you probably do not re-member it specifically, but I just wantedto let you and the Federation know howmuch it was appreciated. I would like tofind out more about the Federation as awhole... Thank you again for your help.

Nicole RobinsonScarborough, Ontario

...This fax is to confirm that VanierCollege, in partnership with the KativikSchool Board, will be translating an arti-cle into Inuktitut for students registeredin our Daycare Training Program. Thearticle that will be translated is "Plannedor Spontaneous: Storytelling is a Suc-cess," by Jill Ireland. We will forwardyou a copy of the translation upon itscompletion. We would like to thank youfor your support in this matter...

Diane NyisztorVanier College, St. Laurent, Quebec

91

April 19, 1996

Dear Ms. Szautner and Ms. Bascombe:

On behalf of the Honourable DouglasYoung, I wish to thank you for your letterof January 24, 1996 addressed to his prede-cessor, the Honourable Lloyd Axworthy,regarding child care. Minister Young hasrequested that I respond to your concerns.

The federal government recognizes theimportance of child care services in facili-tating parent employment and enhancingchild development and family security.Based on these employability and child de-velopment objectives, Minister Young ismeeting with his counterparts in the prov-inces and territories on a number of mat-ters, including child care programs. It isclear, through meetings held with provin-cial ministers to date and through the writ-ten responses received prior to these meet-ings, that there is agreement on the needfor further discussions on child care in or-der to reach consensus on the appropriateuse of federal funds for child care

programs.

Provinces and territories have empha-sized that any new federal-provincial-terri-torial child care arrangements must be con-sistent with efforts to clarify the respectiveroles and responsibilities of both orders ofgovernment and with efforts to eliminateoverlap and duplication. In this regard, therecent Speech from the Throne stipulatedthat the Government of Canada would notuse its spending power to introduce newshared-cost initiatives in areas of exclusiveprovincial jurisdiction without the agree-ment of the majority of the provinces.

The Minister looks forward to complet-ing consultations with the provinces andwants to confirm that the Government ofCanada is committed to developing an ap-propriate child care policy in close consul-tation with the provinces, thereby reachinga national consensus that reflects each oftheir unique needs.

Sincerely,James Lahey

Assistant Deputy MinisterStrategic Policy

OPINIONS

Work Transfers,Vouchers and FamilyDay Care:The Downsizing of Canada's Child Care

Programs

by Irene J. Kyle

These are not easy times for those of us

who care about child care inCanada, whether we are early

childhood educators, home child careproviders, agency or centre admin-istrators, or an even rarerbreed child care re-

searchers. As I write, thereare almost daily bulletinsin the newspapers aboutthe backtracking of the fed-eral government on its com-mitments to a national childcare plan. As well, the federal-provincial agreements under theCanada Assistance Plan are about to

end, effectively destabilizing childcare funding across the country. In On-tario. we are having yet another provin-cial review of child care that is being carriedout behind closed doors and where parents'and caregivers' knowledge and experiencesare dismissed as irrelevant because they aresaid to belong to "special interest" groups! InMetro Toronto, where I live, the funding cutshave threatened the existence of after-schoolprograms for school-aged children and havereduced the number of child care subsidiesavailable to welfare mothers who are strug-gling to return to work and financially supporttheir families.

federal child care policies and funding agree-ments will create at the provincial and commu-nity levels, the federal Human Resources Min-ister was recently quoted as saying: "What'smore important, I think. is...that we find a wayfor the provinces to deliver child care at thebest possible cost to the taxpayer" (TorontoStar. Feb. 24, 1996, p. All). A number ofnewspaper reports recently suggested that thisnew round of federal cost-cutting likely meansthe end of the national child care programoriginally promised by the Liberals, and fur-

ther, that: "the alternativeto the national plan will

be to roll child carefunding into unem-ployment insurance

programs that pay

vouchers to people

who get retraining allow-ances" (Globe and Mail.Feb. 17. 1996).

If Ottawa's idea ofvouchers is similar to that

which has recently been

floated in Ontario, vouchers

would not cover the full costs ofcare either in licensed centre care or

family day care, and would seem to beaimed at getting more parents to seek out

what is assumed to be lower-cost, informalor unregulated day care arrangements with

friends and neighbours. Rather than addressing

the long-standing need to develop fundingmechanisms that stabilize and extend the pub-lic child care system. a federal governmentmove to vouchers would cause further disrup-tion in child care programs, resulting in uncer-tainty and disorganization for families, chil-dren, early childhood educators and family daycare providers across the country.

One of the most troubling consequences ofthis federal policy Clip -flop, is that it is likely topolarize thinking in the child care community,so that already existing divisions between cen-tre-based and family day care, and betweenregulated and unregulated care, may becomefurther aggravated. In the context of these dis-cussions. regulated and unregulated family daycare usually comes out on the losing end. Un-regulated family day care, in particular. is oftendiscredited and portrayed as being dangerousto children. In Ontario, for example: "advo-cates said children are far safer in regulatedcare than in the care of neighbours or relatives,and families must endanger their children toescape welfare..." (Toronto Star, Sept. 19,

The driving force behind a number ofthese changes is a simplistic economic rheto-ric that focuses solely on "the deficit" andcutting costs, thereby disregarding the pro-found social and human costs that can onlyresult from the dismantling of basic social andemployment supports to children, familiesand their communities. What started out as acritique of social assistance programs, has

now spread to other basic humanprograms such as child care, education andhealth. Public provisions for child care areincreasingly under threat, despite decades ofdocumented need for publicly funded childcare services and parental leaves by RoyalCommissions, government task forces andpolicy statements (e.g., Royal Commissionon the Status of Women, 1970; Royal Com-mission on Equality in Employment, 1984;Task Force on Child Care, 1985; SpecialParliamentary Committee on Child Care;Sub-Committee on Poverty, 1993; LiberalRedbook, 1993), despite the increasing pro-portion of mothers with young children inthe labour force, and despite a growing con-sensus on the value of early childhood edu-cation programs in promoting children's de-velopment and readiness for school.

Seemingly oblivious to the potentiallyenormous disruption that the lack of clear

service

92 SUMMER 1996 INTERACTION 3

OPINIONS1995. p. A2). Advocates for family day carehave responded, pointing out the destructiveconsequences of condemning all unregulatedarrangements. In another article. Lee Dunster.from the Child Care Providers Associationnoted that: "many of the association's memberssay they have been hurt by comments fromproponents of licensed day care that unlicensedcare is inferior and possibly harmful. They haveto constantly justify themselves when they hearcomments such as, 'God help your children' (inunlicensed care). It's really tough for a

caregiver to hear what she does talked about inthat way" (Toronto Star, Jan. 25. 1996, p. B5).

The problem with the debate about regu-lated and unregulated child care is that it is fartoo simplistic and divisive. It sets caregiversworking in regulated child care services againstthose who are working at home. While my per-sonal opinion is that all non-relative family daycare providers should be required to be li-censed. (because I believe it is important forthere to be clear community standards for childcare over and above those held by individualparents and providers), it is far too simplistic toassume that, in the absence of regulation, allfamily day care providers will necessarily pro-vide poor or harmful child care. For example.we know that in Newfoundland, there are nopublic provisions for regulating or supervisingfamily day care. Would any of us seriouslyclaim, therefore, that all family day care inNewfoundland is of inferior quality? What ismore likely to be the case is that in Newfound-land (as in other provinces) the quality of homechild care is variable, with some arrangementsbeing excellent, some adequate. and still othersbeing inadequate and unsafe.

The research evidence to date supports theidea that the quality of care in informal arrange-ments is quite variable. Studies in both the U.S.(e.g.. Nelson, 1991, and Leavitt, 1991) andCanada (e.g., Pepper and Stuart. 1991. 1988)suggest that a number of unregulated providerssurveyed were voluntarily meeting local li-censing/registration requirements, and that thereported low rates of licensing appear to havehad more to do with shortages of licensingofficials, high caseloads of day care homes, andwhether or not the licensing prOcess wascarried out in a helpful and supportive mannerthat met providers' needs for information andsupport. While Pepper and Stuart (1991) notethat "supervised caregivers provided betterquality family day care, on average, than didinformal providers" (p. 109), they also foundthat informal caregivers "were equally success-ful in establishing in their homes the warm,


What I am ...

concerned about is

fighting among

ourselves... We need

to be very clear

about who the

enemy is it is

NOT other

caregivers.

family-like atmosphere which is a major at-traction of family day care," with caregiversand children treating each other with "affec-tion. cheerfulness and respect" (p. 116).

Research in family day care also sug-gests that quality is dependent on a numberof factors. Pence and Goelman's VictoriaDay Care study (1991) found that a combina-tion of factors contributed to higher quality:licensing of caregivers, specific training re-lated to family day care, pride in their work,and whether or not they were connected witha network of support contacts or through afamily day care association. Pence and Goel-man's findings are consistent with the morerecent U.S. study of family child care andrelative care by Kontos. Howes. Shinn andGalinsky (1995) who found that providerswho offered better quality care were "more'intentional' in their approach to caregiving"(p. 203). Intentionality includes: "being com-mitted to taking care of children...to seekingout opportunities to learn about child careand children's development...planning expe-riences for children...and seeking out thecompany of others who are providing childcare." Kontos et al., also found that "familychild care is, on average, just as adequate andalmost identical to quality in centres" andsuggested that "there is no reason to believethat children are more or less better off incare simply on the basis of the form of care(home versus centre). Rather, we now knowthat there is a wide range of quality in alltypes of care" (p. 204, emphasis mine).

I want to make it clear here, that I am notarguing against the importance of regulation.

nor am I unconcerned about quality. What I ameven more concerned about is fighting amongourselves that in our attempts to defend theneed for a high quality child care system. weget into polarized debates about formal and in-formal child care, which set early childhoodeducators and family day care providersagainst each other. In the process, we use valu-able energy that should more rightly be di-rected at politicians, businessmen and econo-mists who reject the notion that child care is asmuch a social as a family responsibility, andwho are quite happy to exploit 'caregiverswhether they work at home or in public ser-vices. for they are mainly looking for simpleways to cut costs. We need to be very clearabout who the enemy is it is NOT othercaregivers.

One of the problems we face as caregivers,in whatever setting we work, is that the politi-cal debate on child care is being driven bymore fundamental, gender-biased, conserva-tive arguments that seek once again to makechild care the sole (unpaid) responsibility ofmothers, and by an economic rhetoric bent ondownsizing and dismantling public services,and privatizing carework. Far from being con-cerned with issues of regulation and quality(which assume the acceptance of some level ofpublic responsibility), the political rhetoric isfar more regressive. In Ontario, for example,Premier Mike Harris recently stated: "Thequestion that has to be asked is, 'Is it govern-ment's role to fund child care or is it parents'role to fund child care?' Traditionally it hasbeen parents" (Toronto Star, Sept. 19, 1995, p.A2.) In saying this, he took us back to argu-ments many of us thought had been settledseveral decades ago.

We need to understand that what is hap-pening in child care is part of a larger eco-nomic trend that devalues and marginalizeswomen's caring work, and rejects the notionthat the community in addition to the family

also has a responsibility for ensuring thehealthy growth and development of our chil-dren. Nona Glazer, in her study of women'spaid and unpaid labour (1993), has writtenabout this same trend to devalue the work ofnurses. other health care workers and thosewho provide care to the elderly. She describesthis process as a "work transfer" that is, atransfer of responsibility for carework frombetter-paid, more highly-trained workers tolower-paid, lesser- trained, and lower-statusworkers who may work part-time or on a con-tract basis, with few or minimal benefits. Insome instances, this "work transfer" involves


OPINIONSshifting responsibility for care to unpaid fa-mily members to mothers, daughters andother relatives. She explains that: -...whilechanges in the labour process in health ser-vices may be framed as cost-savings to 'soci-ety,' the changes are prompted by corporateattempts to accomplish two goals: (1) to fur-ther capital accumulation and increase profits,and (2) to shift the responsibility for socialreproduction' to workers and their families"(p. 214). Glazer notes that the "work transfer"process is often justified on the basis that, inaddition to saving costs, it will offer consu-mers more choice, convenience and personalcontrol. These justifications or ideologies "areimportant because capital and the state, undercover of intermittent worldwide crises, use thework transfer as a short-term strategy to cutlabour costs and social entitlements" (p. 212).

According to Glazer the budget cuts andprivatizing of public services which are partand parcel of the "work transfer" process.often serve to provide the opportunity forbusiness, for the private for-profit sector tostep in and develop alternative services. whichunfortunately, often prove to be more costly,without necessarily providing higher qualitycare. (The profits have to come fromsomewhere, right?) In health care, the highercosts of providing for-profit services have alsoaffected the ability of many families to accessservices, often forcing women in lower-income families to quit paid work in order tostay home and provide care to the elderly,infirm, or disabled on an unpaid basis.

Abel and Nelson (1990), have also writtenextensively about carework in a number ofservice areas. They suggest that the tendencyfor governments to turn to commercial enter-prises to provide caregiving is problematicbecause the business model "demands thatcaregiving be converted from a human serviceinto a commodity." In this model, caregivingbecomes removed from human relationshipsand reduced to a series of easily measured,routinized tasks. They also report that:"...some evidence exists that organizationsdedicated to profit maximization are especiallylikely to sacrifice the needs of their workersand undermine the possibility of providingcare. For-profit hospitals may reduce staff -to-patient ratios and convert full-time nursingpositions into part-time slots. Many rely on

registry nurses who lack any sense of commu-nity with either their patients or coworkers."(p. 14).

By now, it should be apparent that chil-dren's caregivers have much in common withworkers who care for the elderly and thosewho are ill. Human Resources MinisterYoung's concern to -find a way for the pro-vinces to deliver child care at the best possiblecost to the taxpayer," and the rumoured alter-native moves to a voucher system. are yet an-other example of Glazer's "work transfer"process in action and with it, the downloadingof responsibility for carework to the mostmarginalized and underpaid caregivers. In theinstance of child care, the potential impact ofthe "work transfer" will likely subjectcaregivers in regulated child care settings tolower salaries. fewer benefits and job instabi-lity, at the same time as it proposes to transferthe burden of carework to informal providers,who are already among the most exploitedcaregivers. It is not as if any caregivers arehighly paid to start with Caring for a Liv-ing, the 1992 Canadian study of centre-basedcare, noted that:

"Child care is a predominantly fe-male occupation and the wagespaid, reflect this reality. The aver-age hourly wage in child care is$9.60 per hour. Despite the fact thatchild care staff are better educatedthan the majority of Canadianworkers, their salaries fall near thebottom of industrial wage earners"(Schorr- Moffat, 1992, p. vii).

Home child care providers whetherthey are regulated or unregulated earn con-siderably less and work longer hours (onaverage more than 10 hours a day) than earlychildhood educators in centres. Mostproviders have no benefits (such as pension,disability insurance, vacation and sick leave)and they must also pay for the cost of food,supplies and equipment out of fees, therebyreducing their earnings. There is also noguarantee that providers will be able to workconsistently at full-time and full capacity. As aresult, they may be subject to fluctuations inearnings over which they have little control.

Although the conservative rhetoric claimsthat vouchers will give parents more freedom

The term social reproduction refers to the work of raising children, and caring for the elderly and other dependants thatwomen have traditionally been held responsible for. In so doing. women free up men to participate in the public world oflabour and economic production: for example, in business, manufacturing and governing. Most conservative economic ac-counts fail to recognize the vital contribution that women's work of raising children and caring for the home makes to thecontinued functioning of the public world of work.

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of choice to select their own child care ar-rangements, many will in reality be placed at adisadvantage. The "purchasing power" of thevouchers will likely be limited so that manyparents will have to pay additional fees theycan ill afford if they are to access high qualityprograms. A number of smaller communityprograms will likely go under because of theprecarious funding so that, in the end, manyfamilies (especially those with low incomes)will, in fact, have fewer choices. Finally, someparents will confront the problem of trying tofind and negotiate their own "informal" childcare arrangements with little help or sup-port because many of the family day careservices and family resource centres that in thepast have offered information and referralservices have also been subject to budget cuts.Locating family day care providers may notpresent an enormous problem in more rural orsmaller communities where families andproviders are well known to one another.However, in large urban centres, where parentsmany not know their immediate neighbours,let alone potential caregivers, they will not findit easy to locate or comfortably evaluate themerits of a particular care arrangement.

What seems particularly unconscionableand contradictory is that the Human ResourcesMinister, who is also charged with federal re-sponsibility for employability and job creationpresumably within the parameters of somebasic sense of equity and fair treatment forworkers appears to be moving in the direc-tion of introducing child care funding andmechanisms that will destablize an alreadyvulnerable service system. These moves canonly result in the loss of significant numbers ofchild care jobs, and in shifting the burden ofresponsibility onto the backs of family daycare providers who are already notoriously un-derpaid and exploited. Further, many of thecommunity services that have offered supportand occasional relief to family day careproviders and parents are also being cut backor eliminated, thereby undermining the alreadylimited efforts to support providers and im-prove the quality of care offered in home set-tings. In addition, the resulting disintegrationof child care arrangements will impact onparents' capacity to find and keep their jobs,and undermine their efforts to move fromwelfare to self-sufficiency. It is hard to under-stand how this treatment of caregivers andworking parents can be considered consistentwith exemplary human resources practice anda federal rhetoric that promises employmentsupport and job creation.

SUMMER 1996 INTERACTION 5

OPINIONSThe economic assumptions underlying the

cuts to child care also appear to be muddle-headed in that they fail to take into account theeconomic benefits that can result from a stable,publicly funded child care system. In Canada,unlike some European countries, public provi-sions for child care tend to be framed as a "so-cial expenditure," rather than as "social invest-ment" in job creation, as an employmentsupport to parents, and as an economic supportto business. Yet publicly supported carework iseconomically productive: it not only createspaid jobs for caregivers who support their ownfamilies and pay taxes, it also frees parents tocontribute to the economy as workers. As well,it increases the purchasing power of familiesand contributes to longer-term economic andsocial security through caregivers' and parents'pension contributions. Further economic gainsfrom the public production of child care arisethrough the employment and economic sup-port of a variety of other workers who buildcare facilities and who are employed to supplyand service them. If we are to be held accoun-table for the social expenditures associatedwith publicly supported care for children, thenthe resulting economic benefits must also berecognized.

Rather than being distracted and demora-lized by struggles with one another, child careadvocates, early childhood educators, familyday care providers and parents need to makecommon cause. Those of us who are con-cerned about caregiving, wherever we work,need to come together to challenge the "real"enemies of child care the politicians, econo-mists, businessmen and others who devaluecaregiving and seek to devise schemes that willfurther take advantage of and exploit the mostvulnerable caregivers. We must take a firmstand against any government measures andprocesses that undermine the efforts ofcaregivers. in whatever sector they work, toprovide all our children and their families withthe essential supports required to raise compe-tent and caring children, and to create caringcommunities. It is time that politicians andeconomists recognize that the slash and burnapproach to cost-cutting and the trickle-downtheory of economic development do not work,and that they leave in their wake a legacy ofmeanness, poverty and despair. This is not thesort of legacy we want to see passed on to ourchildren.

Irene J. Kyle, M.Sc., is currently a doctoral candidatein Family Studies at the University of Guelph workingon research about Canadian family day care, familyresource programs and social policy. She worked for


20 years in a variety of child care programs and asa Senior Policy Analyst for Child Care with theMinistry of Community and Social Services. She isauthor of a number of articles about child care pol-icy, family day care and family resource programs.

References

Abel. E.K.. & Nelson. M.K. (1990). "Circles ofCare: An Introductory Essay." In E.K. Abel, &M.K. Nelson (Eds.). Circles of Care: Work andIdentity in Women:r Lives. pp. 4-34. Albany, NY:State University of New York.

Glazer. N.Y. (1993). Women's Paid and UnpaidLabor. Philadelphia: Temple University Press.

Kontos. S.. Howes, C.. Shinn, M.. & Galinsky. E.(1995). Quality in Family Child Care and RelativeCare. New York: Teachers College Press.

Leavitt, R.L. (1991). "Family Day Care Licensing:Issues and Recommendations." Child and YouthCare Forum. Vol. 20 (4), pp. 243-254.

Nelson. M. (1991). "A Study of Family Day CareProviders: Attitudes Toward Regulation." Child andYouth Care Forum. Vol. 20 (4), pp. 225-242.

Pence. A.R.. & Goelman. H. (1991). "TheRelationship of Regulation. Training and Motivationto Quality of Care in Family Day Care." Child andYouth Care Forum. Vol. 20 (2), pp. 83-101.

Pepper, S.. & Stuart, B. (1991). "Quality of FamilyDay Care in Licensed and Unlicensed Homes."Canadian Journal of Research in Early ChildhoodEducation. Vol. 3 (2). pp. 109-118.

Schom-Moffatt. P. (1993). Caring for a Living: TheNational Study of Wages and Working Conditions inCanadian Child Care. Ottawa: Canadian Child CareFederation.

Stuart. B.. & Pepper, S. (1988). "The Contribution ofthe Caregivers' Personality and Vocational Interests toQuality in Licensed Family Day Care." CanadianJournal of Research in Early Childhood Education.Vol. 2 (2), pp. 99-109.

Honouring Diversity: A New Resource

Guide and Training Program for ECE

Facultyby Roslyn Kushner Belle

"In our class, we have to doeverything so slowly because the ESLpeople take so long to understand."

"In my religion, homosexuality isconsidered a sin.- Before I got to knowsomeone in our class who is alesbian, I thought homosexualsshouldn't be allowed in the ECE field."

For ECE faculty, statements such asthese reflect classroom challenges thatmirror larger, contemporary social is-

sues within Canadian society. As we recog-nize the importance of multicultural, humanrights and social justice concerns in preparingstudents to work with young children andfamilies, anti-bias curriculum and approachesare becoming "core" rather than "add-on" inmore and more training programs across thecountry.

Recent Canadian publications, includingPence et al (1993), Greey (1994), La Grangeet al (1994), Bernhard (1995), and Hall andRohmberg (1995), add to earlier Canadianwork and international materials as sourcesof inspiration and information for instructors.

95

They speak to the need for honouring diver-sity and suggest means and methods for doingso at the early childhood level. A new BritishColumbia publication complements these ma-terials: Honouring Diversity within ChildCare and Early Education: An Instructor'sGuide, by Gyda Chud and Ruth Fahlman.The Guide provides comprehensive informa-tion and resources for imbedding an anti-bias

OPINIONSperspective and approach throughout corecourses in ECE training programs.

The guide addresses the following diver-sity areas:

anti-bias (as a general or generic category)

appearance and age

class

culture

disability/ability

First Nations

gender

language

newcomers (immigrants and refugees)

race

religion and spirituality

sexual orientation.

The two-volume. 640-page Guide offersinstructors new and reprinted materials, a"finder's guide" to key reference texts, andmore than 130 handouts, articles, activitiesand assignments that can be duplicated forclassroom use. As a publication developed byEarly Childhood Multicultural Services inVancouver, for the B.C. Ministry of Skills,Training and Labour, the Guide is primarilyintended for use by ECE faculty.

To facilitate its use, copies of the Guidehave been distributed by the Ministry ofWomen's Equality to each training institutionin British Columbia. As well, complementarycopies have been sent to all 34 of the pro-vince's Child Care Support Programs. re-gional representatives of the Early ChildhoodDiversity Network Canada, and other keychild care and multicultural organizations, in-cluding the Canadian Child Care Federation.While the Guide includes some content spe-cific to British Columbia, it has broad appli-cation both nationally and internationally.

To support the Guide, a training initia-tive was undertaken this past November.With funding from the B.C. Ministry ofSkills, Training and Labour, representativesfrom every ECE training program in theprovince were invited to attend a four-day in-troduction and orientation to the Guide. Heldat Westcoast Child Care Resource Centre inVancouver, and hosted by Early ChildhoodMulticultural Services, the 24-hour traininginvolved more than 30 participants.

Training content focused on the threemain sections of the Guide:

exploring diversity issues and implicationsin relation to society and ECE;

addressing diversity in the teaching andlearning process; and

integrating diversity within child care andearly childhood curriculum.

A pre-training questionnaire was sent to allparticipants to help facilitate discussion and ex-plore instructors' key personal/professional is-sues. teaching environments, student needs andcourse content.

During the training, participants also fo-cused on Louise Derman-Sparks' four anti-biasgoals in relation to children, families, practitio-ners, and ECE students and faculty:

construction of a knowledgeable, confidentself-identity and group identity;

comfortable, empathetic interaction withpeople from diverse backgrounds;

critical thinking about bias; and

ability to stand up for (oneself) and for othersin the face of bias (Delman-Sparks. pp.118-121).

These core goals provided the basis formuch debate and discussion: What is "develop-mentally appropriate" activism with three- tofive-year-olds? How do practitioners/stu-dents/instructors address beliefs and values thatare fundamentally in opposition to honouringdiversity in one or more of the diversity areas,such as sexual orientation? How can faculty ad-dress bias or resistance at individual and institu-tional levels? How can ECE programs best sup-port language and cultural retention andreclamation by First Nations and other groups,within a comprehensive, anti-bias approach? Asparticipants considered these and other ques-tions, both common themes and regional vari-ations were explored. The training also focusedon practical and concrete strategies to furtherthe instructors' dual "learning and leader" roletowards achieving anti-bias goals.

Ideas for further support included:undertaking personal self-reflection and ex-ploration to address diversity issues and im-plications;

encouraging and validating students' contri-butions to, and critical thinking about, teach-ing/learning processes and program content;

sharing the training process via a "mini-Guide orientation" with faculty colleagueswithin each institution;

maintaining an informal support networkamong training participants; and

building stronger links with "natural allies"community partners working on child

96

care, multicultural. First Nations, humanrights and social justice issues.

As the training came to a conclusion, weidentified ways to maximize the "power ofone" (ourselves) to further anti-bias goalswithin our courses and classrooms. Beyond in-dividual action, we can maximize the "powerof many" as a whole profession. to furtherhonouring diversity. When we strive to edu-cate, influence and transform our own and oth-ers' attitudes, knowledge and skills, we do sorecognizing the importance of our efforts foryoung childern and families, for ECE trainingand, indeed, for our communities, our countryand our world. As a "work in progress," hon-ouring diversity is endlessly variable andongoing. The Guide and accompanying train-ing support ECE faculty in this process andjourney.

Roslyn Kushner Belle is an early childhood educatorand teacher /trainer with over 20 years experience inthe field. She is the Director of Shalom Preschool atthe Jewish Community Center in Vancouver and a fac-ulty member of the Continuing Education Program atVancouver Community College. Roslyn is committed toresearch and practice in positive interactions withyoung children.

Honouring Diversity within Child Care andEarly Education: An Instructor's Guide,Volumes I and 2, by Gyda Chud and RuthFahhnan, are available from the Open LearningAgency of B.C. (toll-free 1-800-663-1653). InB.C., the price is $63.50 plus tax and shipping:outside B.C.. the cost is $77.50 plus tax andshipping. Educational institution discounts of 20per cent are available. Volume I and 2 set ordernumber: CPUB076. ISBN 0-7718-9429-5. Forinformation on the Guide training, contact EarlyChildhood Multicultural Services, WestcoastChild Care Resource Centre, #201-1675 W. 4thAvenue, Vancouver BC. Canada. V6.1 1LB, Tel(604) 739 -9456: Fax (604) 739 -3289.

References

Bernhard, Judith (1995). "Child Development.Cultural Diversity, and the Professional Training ofEarly Childhood Educators." Canadian Journal ofEducation. pp. 415-436.

Derman-Sparks. Louise. in S. Bredakamp and T.Rosegrant (1992). Reaching Potentials: AppropriateCurriculuM and Assessment for Young Children.Volume 1. Washington.

Greey, Madeline (1994). Honouring Diversity: ACross-Cultural Approach to Infant Development forBabies with Special Needs. Toronto. ON: CentennialInfant and Child Centre.

Hall, Nadia Saderman and Valerie Rohmberg (1995).Affective Curriculum: Teaching the Anti-BiasApproach to Young Children. Scarborough. Ontario:Nelson Canada.

La Grange, Annette et al. (1994). Culturally SensitiveChild Care: The Alberta Study. Edmonton. Alberta:Alberta Association for Young Children.

Pence, Allan et al. (1993). "Generative Curriculum: AModel of University and First Nations Co-operativePost Secondary Education." Int. J. EducationalDevelopment. Volume 13, Number 4. pp.339-349.


OPINIONS

"Honour Our PastLooking into the Future"Taku River Tlingit Elders

by Cathleen Smith

"So now, for my part, whoever is an orphan or has something the matter and

needs help, I open my heart to him. It afflicts my heart so I do my best to

-help him out."

Mrs. Elizabeth Nyman, Tlingit Elden Min, B.C.

This is the story of the Tlingit FamilyLearning Centre in At lin, a remotecommunity in northern British Colum-

bia. The Centre was created in 1992 to carryon the Tlingit tradition referred to above byMrs. Nyman caring for children who needhelp.

The Centre operates daily from 8:30 am to5:00 pm. September through May. It wel-comes children from birth to five years of ageand employs several parents along with DianeGow, an early childhood teacher. Parents arewarmly welcomed and the atmosphere is veryrelaxed and supportive. Babies are cuddledand cooed to by children and "aunties."

Some children eat breakfast at the Centre.while many of the adults begin the day with acup of tea or coffee. Then, parents leave forschool or work. The five mothers and one fa-ther who work in the Centre gather smallgroups of children and go off to one of severalsmall rooms. Parents gently encourage thechildren as they engage in dramatic play, crea-tive activities or computer projects.

Two of the elders. Mrs. Nyman and Mrs.Evelyn Jack, come every day between 10:30am and 1:00 pm. They bring a wealth ofknowledge about aboriginal culture and theTlingit language. Mrs. Nyman knows howhard it can be to learn a new language. She re-calls learning English, "...I told myself, I'mgoing to do it no matter what. I learned a fewwords and then I watched and listened. Prettysoon I could say a few things, like 'give mesome water,pass me the tea,' or 'give me theflour.' If you want to make it. you can."


Mrs. Nyman and Mrs. Jack providestrong role models for the parents and chil-dren. really feel good about teachingTlingit to my little babies," says Mrs. Jack."This place feels like my home."

The staff's dream at the Tlingit LearningCentre is to restore the confidence of parentsand to establish a sense of communityamong children, elders and the parents of theTaku River Tlingit First Nation, as well asfamilies from other backgrounds. The goal isfor children and parents to respect oneanother. This was the old way: this shouldalso be the new way.

Tina Jack, a mother and early childhoodteacher, says working at the Centre hashelped her learn different ways of dealingwith problems: "Coming to this place hasgiven me coping strategies. I have learned toteach the kids alternate ways of dealing withmisunderstandings...We teach the kids to beresponsible for themselves."

The culmination of this year's programwas a pot luck picnic at Five Mile in AtlinLake where a spiritual centre is being devel-oped for healing circles, culture camps andmeetings. This is part of the Taku RiverTlingit Reserve where many families live.The celebration was in honour of fivechildren who graduated from the TlingitLearning Centre and who will be going tothe "big school" next year. The five gradu-ates Elysia, Kalvin, Daryl. Jordan andNatalie attended with their families aswell as other Centre children, families,

elders, friends and community members.

9(

On this occasion, Mrs. Jack brought asalmon she had smoked. There was also ahuge cake decorated with candies, and anassortment of salads and barbecued foods.The five graduates were given balloons andcertificates. Mrs. Nyman said a long

opening blessing in Tlingit. The day aftergraduation, the children visited their newschool and spent part of the day in kinder-garten.

Initial funding for the Tlingit LearningCentre came from the Donner Foundation,with subsequent generous support from theFirst People's Cultural Foundation and theB.C. Ministry of Social Services. There hasalso been a lot of support from the TakuRiver Tlingit First Nation social workersand councillors. Numerous professional de-velopment workshops have been put on byYukon College, Northern Lights College,the Red Cross Outreach Nurses and otheragencies.

The Centre has become a safe place forparental visits in cases of custody problems.It has become a place for families to stabi-lize in times of crisis. Early childhoodteacher Diane Gow initially assessed thechildren's major needs to be in the areas ofsocial skills and language. She saw thatthere was a need for parents to understandthe effects of positive guidance. This wouldimprove the children's social interactions,which were often chaotic and disrespectful.

"I believe in teaching parents the basicsof child development. If I focus on the chil-dren's need for healthy development, theparents are willing to try," says Diane."Every time I do some guidance with achild, I explain it so that both the child andparent understand. I give reasons and wetalk about how the child is feeling. We dis-cuss what the limits should be. When theparents experience how well it works, theytry it at the Centre and at home." Elder Mrs.Nyman calls Diane "The Good Mother."Now it seems very natural for the parents tolisten respectfully to the children. This is. ineffect, a return to traditional parenting!

Many services in the community, in-cluding the RCMP and the Red Cross Out-reach Nurses, are pulling together with theTaku River Tlingits. Atlin school principalMartin Blakesly says, "Through the TlingitLearning Centre, we are seeing the need toadapt the school environment to welcomethese children. We want the children to

OPINIONSexperience a smoother transition into school. Wefind the relationships between our school and theparents are improving. More of them come nowand they ask us questions."

Cathleen Smith teaches introductory ECE courses inArlin, British Columbia.

Mrs. Evelyn Jack's Story

At age five I was taken away to Fraser

Lake. We weren't allowed to speak the

Tlingit language. When I was six, I was

sewing a sampler with the ABC. A Sister

told me to make a three, but I didn't even

know what a three looked like. She came

after my hands with a strap that had four

tails. We weren't supposed to cry.

All that stuff made us very shy and

ashamed of our language and our culture.

I had many problems when I grew up,

including that I was an alcoholic for a

while. I'm very sorry about that. Now I run

a culture camp. The kids really learn a lot

when we go into the bush. I take white

kids too. I found out my native kids were

bragging when they got to go and the

other kids didn't.

Now at this school we're teaching the little

kids to respect themselves. That starts

from the inside out. If you don't respect

yourself, you can't get along with others. If

you don't get along with yourself, you feel

really bad. A lot of us felt really badl

This program has really helped our

community. Our children know now that

they are not allowed to hit each other. We

teach them to talk about what is bothering

them. We teach them how to listen.

Listening is very important in our culture.

That's how we educate our children, by

talking to them. We have an oral culture

so we have to teach the children to listen.

MEET THE AFFILIATES

The Saskatchewan ChildCare Associationby Mary Ann Knoll

The Saskatchewan Child Care Asso-ciation (SCCA) works to ensurethat high quality child care is avail-

able throughout the province. The SCCAhas four main roles: to provide professionalsupport for child care providers in childcare centres and family day homes; to offermanagement and administrative servicesfor child care centres and family dayhomes; to provide parent education to helpparents make informed decisions; and toconsult with government on policies affect-ing child care. To coordinate these activi-ties, the SCCA has a provincial Board ofDirectors and several active committees.We currently have five staff members: twopart-time education consultants, a half-timeinformation services staff person. a half-time membership services coordinator andan executive director.

The past year has been very excitingfor the SCCA! The provincial governmenthas recently contracted the SCCA to pro-vide education and training for family dayhome and day care centre staff/boardsthroughout the province. We also continueto offer community workshops, such asChoosing Child Care and Balancing Workand Family. In addition, the SCCA now of-fers several new member benefits includingliability and benefits insurance for bothfamily day home and centre staff, studentawards, a variety of workshops, province-wide fundraising ventures for centres andhomes, and an administrative conference inthe Spring. Our Resource Centre regularlyships child care materials throughout theprovince. Every year, more than 400 dele-gates attend our annual Fall provincial con-ference. This year. the conference will beheld in Regina. November 1-2. We areproud to feature Gordon Col ledge who wasa guest speaker at the CCCF's 1995 confer-ence in Calgary.

Earlier this year. we were pleased tooffer our members the added benefit of

98

affiliate membership in the CCCF. Not onlyare SCCA members part of a province-widenetwork, they are now part of a cross-Can-ada network. We are also proud to have GailSzautner from Prince Albert, Saskatchewanas president of the CCCF. At our conferencelast year, the SCCA awarded Gail with alifetime membership for her contributions tochild care.

Although member benefits and concernsplay a large role in our work, the SCCA alsosees public awareness as part of its mandate.Our staff and board members are involved ina wide variety of related organizations andprojects. Every year, we celebrate ChildCare Week to raise public awareness aboutchild care. We also place advertising featuresin major newspapers, submit articles andeditorials for publication, and distributeinformation on child care throughoutSaskatchewan.

Man Ann Knoll is Executive Director of theSaskatchewan Child Care Association.

The Canadian ChildCare Federation

now has a toll-freetelephone number:

1-800-858-1412


OPINIONS

Children's BookReviews

by Marina Lamont

Chicken Little

Written andIllustrated by SallyHobsonSimon and Schuster,1994

Danger! Falling sky

overhead! It's acorn sea-son again and ChickenLittle is off to warn theking of the sky's impen-ding collapse. This cumu-lative tale has always

invited audience participa-tion with its silly rhyming names (Ducky Lucky, Goosey Looseyand Turkey Lurkey) and the mesmerizing refrain, "And they wentalong, and they went along..." Sally Hobson's version of thisnursery favourite with fowl-appropriate action verbs and child-likedialogue is a storyteller's delight.

But it is in her illustrations from the sky-gazing chick on thecover to the endpapers covered with falling leaves and acornsthat Sally Hobson really excels. Through her use of perspective, anacorn zooms down from a gigantic oak tree onto the tiny speck thatis Chicken Little below. The tale then unfolds against broad ex-panses of brilliant blue and green with gum drop haystacks and lol-lipop trees dotting the landscape. The animals are colourful and hu-mourous, with particular attention given to the feet as they strollalong. Earnest and self-important, they strut forward, castinglonger and longer purple shadows until their encounter with thetoothy, pointy-nosed Foxy Loxy. A double-page spread of a grin-ning, chop-licking fox is the only reason given why Chicken Littlenever told the king the sky was falling.

For a different twist to the fox and hen duet, readers mightwish to read another Sally Hobson fowl tale, Red Hen and SlyFox (Simon and Schuster, 1994), where Red Hen outwits Sly Fox.Both selections are sure to be hits with two- to five-year-olds.

The Hole Story

Written by Eve MerriamIllustrated by Ivan ChermayeffSimon and Schuster, 1995

This is a book about "holes, holes, all kinds of holes. Holes forseeds and coloured beads, holes for drinking, to keep from sinking,portholes and sport holes, holes in sandals and holes for candles."Using a short, fanciful poem by Eve Merriam as a springboard,Ivan Chermayeff has combined photography and collage to


explore the "hole" subjectwholeheartedly. The coverfeatures four actual holesthat reveal seven buttonsand form the face of a cat.Holes are punctured throughthe "O's" of the title pageand all 43 "O's" in the textare highlighted. Photographsof torn jeans, crackers, oldshoes, golf courses, strawsand dozens of beads andbuttons depict the hole in allits variations. The mouse-hole, that storytime favou-rite, is also featured, com-plete with a cut-out mouse.

The large (26 cm by 32 cm) format makes this a good choice for groupas well as family use. Preschoolers will enjoy spotting the holes on everypage and will be sure to answer Eve Merriam's closing line, "Is that thehole story or is there more?" by embarking on a hole hunt of their own.

Marina Lamont is a librarian in the Children's Department of the Ottawa Public Library.

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99

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FAIA;ILIDAY CARE

Facts On Family DayCare In CanadaNewfoundland and Labrador

There are no licensing provisions andregulations for family day care in New-foundland and Labrador. However, a daycare centre is defined under The DayCare and Homemaker Services Act as afacility that provides care for five childrenor more including children of staff mem-bers.

OntarioThe maximum number of children

permitted in an unlicensed family day carehome is five (10 years of age or under)where care is not provided for a period ex-ceeding 24 hours. The provider's ownchildren are not counted in this ratio.

Private home day cares offering carefor more than five children must be li-censed under private home day care agen-cies. Private home day care agencies areresponsible for the selection and trainingof providers. Private home day care visi-tors employed under an agency must havecompleted post-secondary training in childdevelopment and family studies and haveat least two years' experience with thesame age group of children. Private homeday care visitors may monitor up to 25homes. Inspections are conducted everythree months.

100-,

YukonUnlicensed family day home provid-

ers may care for three children or fewer(not including the provider's own chil-dren). However, they may become li-censed for even one child.

Licensed family day home providersmay care for a maximum of eight children(including the provider's own pre-schoolchildren). The ratios are as follows: eightchildren under six years of age and no in-fants or four infants or six toddlers/pre-schoolers including a maximum of threeinfants.

In, a licensed family day home, ifthere is another staff member on thepremises, four additional school-age chil-dren may be included.

All licensed family day home provi-ders are required to have completed atleast a 60-hour course in Early ChildhoodDevelopment within one year oflicensing.

SaskatchewanThe maximum amount of child care a

licensed family child care home providercan offer in a 24-hour period is 100 hours,where one hour of care equals one hourof care provided to one child. A child, un-der the age of 13, who resides on thepremises is considered to have received10 hours of care over a 24-hour period.

Presently, there are six rural pilot pro-jects in Saskatchewan that allow a li-censed family day home provider, whohas an assistant, to care for a total of 12children. This ratio includes the provider'sand assistant's own children under the ageof 13. The first rural pilot project was li-censed in April 1995.

Northwest TerritoriesThe Child Care User Subsidy pro-

vides financial assistance to eligible fami-lies whose children (12 years of age andunder) attend licensed or unlicensed fam-ily day care homes. If the child is in a li-censed home, the subsidy is paid directly


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to the provider. If the child is in an unlicensed program, thesubsidy is paid to the parent, who is responsible for paying the

provider.

AlbertaIn December 1994, Alberta Family and Social Services

ended the licensing of individual family day homes and nowdefines this type of care as "private babysitting." In effect, thishas changed the maximum number of children permitted in anunlicensed family day home from three to six.

The regulations for "approved" or "contracted" family dayhomes have not changed and these continue to operate underagencies contracted with the province.

British ColumbiaIn response to the community consultation process recom-

mending flexibility of ages in family child care, the ChildCare Regulation was amended on April 5, 1995. Now, a li-censed family child care provider may care for seven children(rather than five) 12 years of age and under, where not morethan five are under six years of age, not more than three are un-

der three years of age and not more than one is under the ageof 12 months. This does not include the provider's own chil-dren.

ManitobaThe Family Day Care Association of Manitoba presented

to the Minister of Family Services on February 12, 1996 a pro-posal for mandatory training of family day care providers in li-censed family day care homes and group day care homes.

A family day care home provider may not care for morethan eight children of whom not more than five are


preschoolers and not more than three are infants (under two).

These numbers include the provider's children.

Group day care homes allow for the care of eight to 12children, under the age of 12, by two providers in a privateresidence. The group must not include more than three infants

under the age of two (including the providers' own children).

Prince Edward IslandLicensed day care home providers are required to com-

plete one unit of continuing education prior to being licensed.In addition, these providers must complete 30 hours of train-ing in every three-year period.

Nova ScotiaFamily day care homes are approved by a licensed family

day care agency or under a licensed satellite family day careprogram.

Approved family day care providers may care for a maxi-mum of eight school-age children or six children of mixedages. The ratios for mixed ages are as follows: five childrenunder five years; four children under four years; three childrenunder three years; two children under two years or one childunder one year. These include the provider's own children.

All family day care agencies must employ a director whohas completed a training program in early childhood educa-tion. A family day care agency must offer annually a maxi-mum of 10 workshops. Providers associated with the agencymust attend annually at least four of these workshops.

A satellite family day care program operates under a li-cence granted to a non-profit, full-day, child care centre. Theboard of directors of the centre must have a family day carecommittee.

QuebecA home day care provider is not required to have a licence

to care for a maximum of six children (including theprovider's own children).

When licensed under an agency, one provider may carefor a maximum of six children (including the provider's ownchildren), where no more than two are under the age of 18months. If there is an adult assistant, the provider may care for

a maximum of nine children (including the provider's ownchildren), with no more than four under 18 months of age.

New BrunswickIn a licensed community day care home, an individual

provider may care for a maximum of three infants or a maxi-mum of five children who are between two and five years ofage or a maximum of nine children who are between six and12 years of age or a maximum of six children who are ofmixed ages. These numbers include the operator's ownchildren.

Prepared by Jennifer Murphy-Hupec Information Officer with the

Canadian Child Care Federation and an early childhood educator

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A Day in theLife of a HomeChild CareProvider

by Carol Hoffard

6:30 amI've been up with my teething son twice during the night

and my alarm clock has just blasted off, so I have to get upnow.

I drag my vigorously-protesting body to the bathroom todress and clean up quietly so that the rest of my family cansleep in. By 6:45 I am downstairs waitingfor my coffee to brew and the children toarrive.

7:00 amFour-year-old Amy and six-

year-old Aaron arrive. While Ihelp them out of their snow-suits and boots, Mom tellsme that Amy may be a littlecranky she mysteriouslythrew-up last night, butshe's fine now...HONEST! Isettle the children and go toawaken my 10-year-old daugh-ter Sarah, which I will have todo again at 7:20 and 7:30. Sheloves all of the other children andshe's a fabulous helper, but it prac-tically takes dynamite to get her outof bed in the morning.

8:30 amTwo-year-old Erica shows up while I am helping Aaron

and Michael into their snowsuits and boots, and searching forknapsacks and recess snacks. Her dad has the strange ideathat now would be a good time to explain to me in detail thatErica has a cold, her cough syrup must be refrigerated andshe needs to be given a dosage at noon and 4:00. While he istelling me this, my son is doing his daily "Lunatic InfantDance of Frenzied Joy" at the sight of Erica. He thinks she ishis girlfriend he is always kissing her and following heraround.

8:50 amThe school children are gone, my husband has left for

work, everyone is fed and dressed, and we're ready to reallystart the day. I get Taylor, Erica and Amy into their wintergear, put the youngest two in the sled and head for the play-ground. Within half a block, the children's noses begin to runand Amy has to go to the bathroom. After nine years' experi-

ence, you'd think I'd remember to checkbefore we leave home! After a quick trip

home, our visit to the park endsup being quite a lot of fun. We

make a snowman and snowangels and catch snowflakeson our tongues. At 11:00 we

are home again for diaperchanges, drinks and astory. Erica wants tohave the book LoveYou Forever read forabout the kajillionth

time.

7:35 amI am finally fully awake and the children are at the table

eating breakfast when seven-year-old Michael arrives. Whilehis mother tells me to make SURE he wears his hat at school, Ihear my 13-month-old son Taylor waking up. He wants tocome downstairs RIGHT NOW! Since my husband is now inthe shower, it's up to me to get him. I say a quick good-bye toMichael's mom, run upstairs, pick up Taylor (he's soaked),grab some clean clothes, run back downstairs and change himwhile telling Aaron to quit poking his sister in the ear.

11:30 amThe kids have settled in

cYwith crayons and colouring

books and I am making lunch.A quick check tells me thatrunny noses are a problem again

and my son is digging to China in the pot-ting soil of my ficus tree. I hand out tissues, wash my son'shands, quickly run the vacuum and get back to preparinglunch.

11:55 amSarah, Aaron and Michael return from school with a

flurry of energy and cold air. Four-year-old Angela, who is inJunior Kindergarten, arrives for the afternoon. I seat sevenchildren around the table, set out grilled cheese sandwiches,tomato soup and cucumber slices, and pour half-full glasses

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of milk (because that is all I want to clean up). Then, I have adiscussion with Aaron about why he suddenly hates cheesewhen it has been his favourite food until now. He tells me it'sbecause his best friend, Paul, is "cool" and hates cheese.

I take a call from Erica's mom who misses her daughterand figured that lunch time would be a great time to talk to her(NOT!). She also reminds me to give Erica her cough syrup soI guess it's a good thing she phoned.

I get back to the dining room just in time to stop a foodfight. I peel cheese from my son's hair and send the children(one at a time, please) to brush their teeth. This is when I dis-cover that Erica, whom we are trying to toilet train, has wet herpants while sitting on my newly re-upholstered dining roomchair.

Sometimes I feel like a drill-sergeant. (Put that down!Please, take your finger out of there! You're hurting the cat!Come here! What happened? He did WHAT?)

12:45 pmThree kids have gone back to school and I'm left with Tay-

lor, Amy, Erica and Angela. While I do the lunch dishes, threethings happen: noses begin to run; a long-distance telephonerepresentative comes to my door and refuses to go away; andall four children decide they need to sit on the yellow chairnot the blue or red or green chair, just the yellow chair. I pullthem off each other and we hold a chair lottery. I turn on somemusic by Raffi and return to the dishes.

When the dishes are done, Angela gleefully informs methat my son smells bad. We head upstairs for a diaper changeand I find out just how bad "bad" can be. This is one that reallyrequires a bath but I can't leave the other children alone for thatlong, and my bathroom doesn't accommodate five people. Aquick wipe will have to suffice.

I hear a bang, then crying. Amy has mistaken the couch fora trampoline and has fallen and hit her head on the coffee table.There isn't any blood but here comes "the mother of allbruises." All the kids are crying because Amy is crying. I calmeveryone down and attend to Amy's poor little forehead. I callher mom at work but have to leave a message because she's notat her desk. All the children gather to comfort and commiseratewith Amy. Her band-aid becomes a badge of honour and cour-age.

2:00 pmTaylor and Erica are down for a nap. Amy has been cud-

dled and consoled and now she's only sniffling intermittently.Angela wants to make fudge for our weekly baking session, sowe do.

3:50 pmSarah, Michael and Aaron are back home. They head to the

backyard with Angela to make the "World's Greatest


Snowfort" and I prepare Amy to go to home. At 4:15, Amy'sand Aaron's mom arrives. I explain about the goose-egg onher daughter's forehead and collect Aaron from the backyard.He cries because the fort isn't done yet, so I remind him thathe'll be back tomorrow and can finish it then. Amy gives mea big hug and kiss good-bye.

4:30 pmMichael's dad arrives. While Michael proudly shows his

dad that he has his hat on, his father tells me that an unex-pected bill has come up, so he can't pay me until next week

he hopes I don't mind. However, he softens the blow bytelling me how much he and his family appreciate the work Ido for them.

4:50 pmIt's time for Angela to leave. She shares a piece of fudge

with her mom and shouts, "See you tomorrow" on her wayout the door. Erica decides she wants to help me start supperfor my family, so she washes her hands, dons an apron andclimbs up on the kitchen step-stool. We are happily breadingpork chops when her dad phones to say that he's stuck in ameeting and will be a little late. Erica begins to cry becauseher daddy hung up without saying "hi" to her.

6:15 pmErica's dad arrives in a hurry. My son does his daily "Un-

controllable Crying Hissy Fit Dance of Unhappiness" at see-ing his girlfriend leave. Erica shouts, "Wuv you" and her dadyells out, "You're a lifesaver" on their way out.

As I close the door I ruminate. During the day I havebeen a playmate, nurse, janitor, cook, dietician, referee, policeofficer, politician, official nose-blower and resident diaper-changer. I have helped teach the children manners, sharing,co-operation and creativity. We've made snowmen, snow an-gels and fudge. We've read our favourite stories, Michael hasremembered to wear his hat, Aaron has remembered that helikes cheese (maybe Paul is not so cool), no one has spilled adrink and I have the "World's Greatest Snowfort" in mybackyard.

I've worked a total of 11 1/4 hours with these children to-day and earned a sum of $69.65 for doing it. I'm exhaustedbut I still have to finish making supper, wash the dishes, dolaundry, vacuum, dust, clean the bathrooms and floors tonight

and still find some "quality time" for my husband andchildren. I smile tiredly...I know they will help me with thehousework. I also know" that I love my job, wouldn't give itup for the world and can't wait to do it all over again tomor-row. And I will, because I am a home child care provider.

Carol Hoffard is Founder and Editor of the Home Child Care ProviderNetwork, Inc. She is also Chair of the Waterloo Regional Child CareAdvisory Committee in Waterloo, Ontario.

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The Role of the HomeVisitor

by Pam Waddington

Home visitors have been em-ployed by licensed home childcare agencies in Ontario for

more than 25 years. They recruit and su-pervise up to 25 caregivers who work athome caring for a maximum of five chil-dren under 10 years of age. Children areplaced by home visitors, who then giveongoing support, supervision and moni-toring under the provisions of the DayNurseries Act. "Supervised Private HomeDay Care" is the legal name of the pro-gram. Many home visitors are now calledhome child care advisors or consultants.

Andrew Fleck ChildCare Services started itshome child care program in1969. From the beginning,our approach to hiringhome visitors has been con-sistent. We find that a teamof people from varied back-grounds (such as social

work, teaching, nursing andearly childhood education)work well together. Sharingideas and information is in-valuable, yet most of thework is individual. Eachhome visitor acts as listener,teacher, Counsellor, inspector, role modeland resource person for a group ofproviders. Inevitably, close but profes-sional relationships are developed. This isthe key to the success of the program.

The role of the home visitor is trulymulti-faceted. The work is highly rewar-ding and demands a high level of energy,emotional maturity and empathy, as wellas extensive knowledge in areas such aschild development, behaviour manage-ment and social services. Above all, homevisitors must be able to communicate ap-propriately with parents, caregivers, chil-dren and the wider community.

The first task of the home visitor is tofind suitable providers. In these days ofhigh unemployment, the mail provides arich source of written applications of

which a small percentage will eventu-ally become providers. The home visi-tor starts out by phoning an applicant inan area where care is needed and thenarranges for a "home study." Careful in-spection of the home might lead to re-quired minor improvements in safetystandards or suggestions for better useof space. If cleanliness or safety aware-ness is below standard, the home studygoes no further.

Every applicant must be screened.Records are sought on every member ofa household by checking with the police

environment, parenting styles, hours ofcare needed, any children already in thecare group, and such practical matters asschool bus pick-up. When the family andthe provider feel comfortable with eachother, the placement is arranged.

It is the home visitor's responsibility toensure that all the legislated requirementsare in place. Examples include parentalconsent for emergency medical treatment,a safe playpen or crib for an infant to sleepin, and agreement on outdoor play bounda-ries for school-aged children. Every threemonths, a safety inspection of the homeand a review of all requirements are carriedout. Discussion on behaviour managementand the need for new toys or equipmentwill also occur at this quarterly "spotcheck."

Once an approved home is officially"opened" with the placement of a child, thehome visitor makes a scheduled or un-

scheduled visit at leastonce a month. Thehome visitor's role is toassess, suggest, nurture,supervise, assist inproblem solving and0help develop a

0 provider's skills so thathe/she can operate as

ci) independently as possi-ble. When providershave internalized the

Jregulations and theirimportance, they offerquality care beyond setstandards. A strongthree-way partnership

among provider, parent and home visitor isthe foundation for successful, licensedhome child care.

and the Children's Aid Society. A satis-factory medical report and three per-sonal references are also required.

In getting to know the applicant, thehome visitor assesses his/her personalsuitability. Does the provider genuinelyenjoy young children? Will he/she offerwarm, stimulating care that meets thechildren's needs? Can the providerwork well with parents and AndrewFleck? The home visitor consults withhis/her manager at the agency to helpkeep standards consistent.

When the home study is completeand the provider has been approved, thehome visitor sets up a meeting with afamily whose child care needs can bemet by that provider. This "matching" isdone carefully, with due regard to home

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Communication with parents is also akey factor. The provider and parent gene-rally interact twice a day. The home visitor,who phones parents occasionally, can alsohelp providers communicate with parentsprofessionally in a way that focuses on theneeds of the child. Either parent orprovider may ask for intervention by thehome visitor, perhaps to clarify a misun-derstanding, or for help in a more serioussituation. Such early attention to areas ofdifficulty can prevent common problemsfrom occurring. Our placements tend tolast a long time. The child benefits from astable, loving, long-term relationship withthe provider and his/her family.

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The home visitor works with the provider, either throughphone contact or visits, to help develop his/her skills. Visits to thehome provide valuable informal training and role-modelling op-portunities, such as cuddling up with a book, re-directing an over-enthusiastic toddler or doing creative crafts with older children.

Andrew Fleck's 180 providers also receive formal trainingfrom home visitors and other professionals. Over the past fiveyears, a core curriculum has been developed. Classes of 15 to 20providers take a series of courses, four evenings each, entitled:Health, Safety and Nutrition; Child Development and the Impor-tance of Play; and Communication. A two-week course is alsogiven on the prevention of child abuse. Teams of home visitorsdevelop, write and teach the courses, which are relevant to theproviders' daily work. A course in First Aid and C.P.R. is manda-tory for all child care providers.

Home visitors also arrange workshops once a month on arange of topics, such as Caring for Your Back, Music and Move-ment and Behaviour Management. In addition, providers receivea monthly newsletter containing information and resources.

Pre-school playgroups have become an important part of An-drew Fleck's program. Encouraged by the success of our Re-source Centre, home visitors have helped develop and manageseveral neighbourhood playgroups. After negotiating space withorganizations such as community centres, churches and schools,they equip and often staff the playgroups. Providers and parentsvalue the learning opportunities for children and adult social con-tacts that playgroups offer. Playgroups also give home visitors theopportunity to observe children in a different environment fromthe provider's home. In this highly stimulating setting, appropri-ate behaviour management techniques can be promoted and manychildren are helped to make great strides in their development.

If a child is showing signs of severe difficulties, the homevisitor may liaise with parents and refer the family for profes-sional help. Sometimes a consulting psychologist or speech diag-nostician comes to observe a child in the playgroup setting.

We consider playgroups and toy libraries to be an integralpart of our training and development program. Home visitors en-courage new providers to join, and thus help reduce potential iso-lation, especially during the long Ottawa winters. Every year wehold a Provider Appreciation Dinner in February and specialevents, such as entertainment, crafts or outings, during the Christ-mas and March school breaks.

It is our experience that caregivers who meet for classes orplaygroups become more involved in their profession and thequality of their programs seem to improve. Group training is avaluable, cost-effective addition to the individual, in-home train-ing provided by home visitors. At Andrew Fleck, the core curricu-lum and playgroups have greatly developed the home visitor'srole.

The provincial government in Ontario is now reviewing theentire child care system. We hope that their future plans for homechild care will include some of the ideas that staff at AndrewFleck Child Care Services and other home child care agencieshave developed.

Pant Waddington is a Family Day Care Program Manager with AndrewFleck Child Care Services in Ottawa, Ontario.


Communicatingwith Parents

by Monique Barnes

Ramona just said goodbye to Peter and his parents. Asshe shut the door, uncertainty plagued her: "Peter'sparents seemed to take offense at my concerns about

his aggressive behaviour. I hope that I can somehow con-vince them to work with me on this and that they don't feelthat I'm just lacking patience or understanding."

Like Ramona, all caregivers sometimes experience anxi-ety and uncertainty when it comes to dealing with problems.An important part of your work as a caregiver is building andmaintaining positive and productive working relationshipswith your clients. From the pre-placement interview to the fi-nal day of child care, your ability to communicate effectivelywith parents and work together will have a strong influenceon parents' peace of mind, your own job satisfaction and,most importantly, the well-being of the children in your care.

Getting To Know You

The getting-to-know-you stage is by far the most difficultand yet the most important stage in the parent-caregiverrelationship. It sets the foundation for how you will worktogether. Not surprisingly then, it is the stage that will be themost time-consuming and, quite frankly, the hardest work.

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FOCUSHowever, when you invest time andenergy in the early stage of a parent-caregiver relationship, maintainingand enhancing it later is much easier.

Child Care Policy

Statement

Before you even begin yoursearch for clients or advertise to fillanother space, do some honest self-evaluation about who you are; whatyour strengths, weaknesses, beliefsand practices are; and what type ofchild care you want to provide. Apositive way to do this is to developa Child Care Policy Statement. Sucha policy statement could contain:

a brief biography detailing your experience, training andpositive attributes relating to child care;

a description of your child-rearing philosophy (for example,"I believe children will thrive in an environment where theyare encouraged to respect and care for themselves and others,where their desire to learn about our world is nurtured andfostered and where a sense of joy is valued");

your guidelines pertaining to health issues, such as when achild is too ill to attend care;

your views regarding meals, menu planning, child guidance,naps and rest times;

your guidelines on television viewing, programming, activi-ties and toilet training;

a listing of your personal references; and

any other issues you feel should be included.

Unlike a parent/provider contract or written agreement, thispolicy statement is simply a reflection of your views and prac-tices. Putting such information in writing provides an excellenttool to help prospective clients get to know you.

IF ONLYcouLv TRAIN)

PARENTS To TAKE.TAIER$COThoFF...

Written Agreement/Contract

Another important tool that is becoming very common,particularly in home child care, is a written agreement/contractbetween the parents and the caregiver. Such written contractsnormally outline the business agreement regarding the care ar-rangements and contain such information as:

the days and hours for which care will be provided;

the rate and frequency of payment;

provisions regarding overtime payments;

provisions in the event of the child's absence or thecaregiver's not being available to provide care;

provisions regarding holidays including statutory, clientand caregiver holidays;

provisions regarding who is permitted to pick up the childfrom the child care home; and

provisions regarding terms of agreement and termination.

Your policy statement and written agreement will helpguide you and parents through the important next step: the in-terview.

The Interview

First impressions are always important. It is crucial thatboth you and the prospective clients share as much informa-tion as possible regarding your needs and services. As acaregiver you are likely to have had far more experience withchild care interviews than the parents. Therefore, it is yourrole to put the parents at ease and guide the interview to en-sure that all matters of importance are discussed. The inter-view should cover all the basics including:

a tour of your home, especially areas where children eat,sleep and play (indoor and outdoor play areas), a discussionregarding people who will come into contact with the chil-dren while they are in your home (e.g., other relatives livingwith you);

information about the children in your care at the moment(how many, their ages, whether they are your own, etc.);

a discussion of your daily routines, including menu andmeal planning, typical activities and outings;

hours and days for which care is needed;

information regarding the child (e.g. age, sex, special needs,health concerns such as allergies, personality, siblings, likesand dislikes in terms of activities and food, the nature andsuccess of previous child care arrangements, family struc-ture and other pertinent information);

the information covered in your policy statement; and

the information covered in your written agreement.

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I KNo43 HE's READY fOR-112AANG.

I DIDN'T EVEN PurA DIAPER ON HIMTHIS MORNING)!

214Tte

Getting To Know More About You

If the interview results in a match and the child beginscare in your home, the gettting-to-know-you stage will pro-gress to a new level. Successful progression through the earlydays of care requires careful attention to the needs of both thechild and the parents/clients. Parents will be looking to youfor reassurance that their child is adjusting to the new envi-ronment. Here are some positive guidelines for caregivers tofollow:

Be accepting and non-judgemental. The emotional impactof leaving your child with a new caregiver (especially for afirst-time child care user) can be very traumatic. You maysee parents behaving in a way that is not normal for them(peeking in windows or calling you every 20 minutes). Bepatient and understanding this too will pass.

Be honest about how the child is adjusting. For example,"The baby was crying most of the day but that often hap-pens at this stage and I'm sure he'll settle in," or "He had agreat day today. He settled in only 10 minutes after youleft."

Offer reassurance about how you intend to handle any chal-lenges. For example, "Tomorrow I'm going to try keepingthe baby with me in the baby carrier more. I think it willhelp him feel more secure."

Share information each day with parents on the day's ac-tivities and how their child is doing. For example,"Michelle participated actively in circle time this morning. Ireally think she is starting to feel comfortable with us."


Smile and be positive. Tell them what is going right.

Once the early days of care are behind you, it's time to moveon to the next stage.

Getting To Know All About You

The honeymoon is over and the extra effort that both parentsand caregivers make at the beginning of care arrangements arestarting to subside. It is important for you to have strategies thatwill actively encourage parents' participation and interest in thechild care day. In this way, you will build on the trust and confi-dence parents have developed early on and provide them with asense of shared ownership and a place in their child's care ar-rangement with you. Here are some ways to encourage parentalinvolvement:

Make yourself and your home available to parents during theday.

Take time to share a few words with parents at the beginningand end of each day. Keep each other well-informed about thechild's health, routines and any important events coming up.

Plan regular meetings with parents to discuss the child care ar-rangements and the child's development. In the first year ofcare, you may want to meet with parents quarterly. When achild has been in your care for some time, plan an interviewtime every six months. Be sure parents know that any time theywant to schedule an interview, you will be available.

Ask parents for activity and outing suggestions and invite themto participate whenever they can.

Have parents save recyclable materials such as egg cartons, pa-per towel rolls and other interesting items that the children canuse for creating works of art.

Consider a group project when you are doing something reallyspecial to improve your child care facilities, such as installing anew swing set, replacing old carpeting or applying a fresh coatof paint in the playroom.

Take pictures of the children during activities and provideparents with a copy or have a child care album available forparents to view.

Start traditions that both you and your day care "family" canlook forward to, such as a Christmas play, a summer picnic or asleigh ride.

Plan an occasional adult-only activity for you and the day careparents, such as dinner at a restaurant, a night of bowling or acookie exchange.

Even with the best-laid plans and the most open relation-ships, problems can occur. In child care, many of the problemsthat arise are issues concerning the "business of care" rather thanthe actual child care itself, such as late pick-ups, late paymentsand ill children being brought to care. While these kinds of prob-lems are annoying, at least they should be easy to resolve.Whether your business agreement with parents is verbal or writ-ten, a reminder to them of the terms of the agreement should beall that is required. Parents will normally comply with the agree-ment after a gentle nudging. If that doesn't work, you will have

107

FOCUSto take a firmer position. What is important is that you dealwith problems as they arise and not allow them to grow fromminor annoyances into major problems.

Disagreements regarding a child's development or be-haviour can be more difficult to resolve. These problems re-quire a willingness to listen openly to each other's views andto work together at finding a solution that is in the best inte-rest of the child. In the event of a major disagreement, doyour research. Access resources for detailed information, talkto someone whose opinion you trust, and share informationwith the parents. Work together toward a solution.

The best interest of the child must be the bottom line inany conflict resolution and sometimes both parties may needto remind themselves of that. If you have laid the ground-work developing and maintaining a good relationship withyour client families problem-solving can be a process thatactually results in your working together in a stronger andmore sharing manner.

Remember that empathy, mutual respect, a fulfilment ofyour responsibilities to one another, and your shared interestand concern for the child, are truly the cornerstones of astrong, long-lasting, quality child care arrangement.

Monique Barnes is a home child care provider, an early childhood edu-cator and the Coordinator of the Home Child Care Training Programat Algonquin College in Ottawa.

Parent and CaregiverResponsibilities

Caregiver's Responsibilities to Children

A caregiver should:

provide adequate care for children (a safe environ-ment, nutritious meals, adequate rest and fresh air,appropriate activities and stimulation, and a warm,caring environment); and

provide positive methods of child guidance (no cor-poral punishment, withholding of necessities, sham-ing or ridicule).

Caregiver's Responsibilities to Parents

A caregiver should:

be open with parents about the kind of child care theyprovide and the things that are important to them;

be available to parents if there is anything relating tothe child care arrangement that they want to discuss;

advise parents as soon as possible about vacation timesor unplanned absences (illness or family crisis) andmake alternate care arrangements if that is part of theagreement;

bring any problems/concerns about the care arrange-ments directly to parents;

keep all information on client families confidential;

advise parents one month in advance of rate increases;

inform parents in advance about special outings and plans;

keep parents informed about their child's progress and de-velopment;

advise parents about any changes/events in the day carehome that may affect the children, such as a new child be-ing accepted into care;

provide parents with a receipt for all child care payments;

give parents the agreed-upon notice if the day care ar-rangement is to end; and

remember to say "thank you," because parents are peopletoo.

Parent's Responsibilities to Children

A parent should:

bring children to care properly dressed for the weather;

keep children home or make alternate arrangements whenthey are too sick to attend care;

ensure children have adequate rest and food before arriv-ing at caregiver's home; and

provide any agreed-upon items (clothing, diapers, infantfood), as needed.

Parent's Responsibilities to Caregiver

A parent should:

be open with the caregiver about what they are looking forin a caregiver and the things that are important to them;

keep the caregiver informed of any changes to emergencycontact or work phone numbers;

be prompt both at drop-off and pick-up times and advisethe caregiver if they will be more than 15 minutes late orearly;

advise the caregiver as soon as possible about any plannedor unplanned absences from care;

make alternate care arrangements to cover for thecaregiver's absence, if that is part of the agreement;

make all payments promptly;

bring any concerns/problems about care directly to thecaregiver;

advise the caregiver about any changes or events in familylife that may affect the child's well-being or behaviour;

give the caregiver the agreed upon notice if the day carearrangement is to end; and

remember to say "thank you," because caregivers arepeople too..

Excerpted from Home Child Care: A Caregiver's Guide (1994) by LeeDunster

108

FAMILYDAY CARE


F OCUS

FAMILYDAY CARE

Child Care Services Inthe Yukon

by Debbie Mauch, Mo Coley, Carol Oberg and Lesley Gardiner

he Child Care Services Unit, De-partment of Health and SocialServices, has the responsibility of

licensing and monitoring child care pro-grams throughout the Yukon. The Unitalso administers the three funding pro-grams: the Child Care Subsidy Program;the Direct Operating Grant Program; andthe Capital Development Grant Program.The Unit consists of five people a su-pervisor, three child care coordinators anda financial clerk.

Under the Child Care Act (1990), agroup or individual must be licensedas a child care program if care is be-ing provided for more than threepreschoolers, other than thechild care provider's ownchildren. The Act definesthree programs for li-

censing child carecentres, family day homesand school-age programs

with separate sets ofregulations for each category.The maximum number of chil-dren for which the family dayhome operator may provide care isset out in the Act and is dependent onthe ages of the children. The operator'sown children are counted in the number.The ratios and group sizes for child carecentre programs are also set out in theregulations.

A child care provider in the Yukonmay decide to become licensed, even ifhe/she is caring for only one child. Onegrandmother became licensed to providecare for her grandson so that her daughterwould be eligible for a subsidy to helppay child care costs. Occasionally, thisprovider also cares for one or two otherchildren.

every four to six weeks. This gives theprovider time to get policies in placeand allows us to monitor the servicewith children in attendance. If all the re-quirements under the regulations havebeen met, we issue a license for the re-mainder of the year, doing unan-nounced spot inspections every two tothree months. Child care facilities must

When a centre or family day home isfirst licensed, there is an interim period(four months in Whitehorse and sixmonths in the communities) during whichunannounced spot inspections are done


apply for relicensing on a yearly basis.Upon relicensing, we require that thecentre or family day home be inspectedby the Environmental Health Depart-ment and the fire marshall. All adminis-trative records and policies need to bein place along with program plans andgoals for the year. At this time, centresmust submit a budget for the year andprovide proof of good standing withConsumer and Corporate Affairs. Non-profit centres must also note anychanges to their constitution and by-laws.

Our most northerly day home is TriNin Tsul Zheh, or Home of the LittleOnes, operated by Elizabeth Kaye inOld Crow. This small community isabove the Arctic Circle, about 300 miles

109

north of Dawson City. Planes are the onlyway in either the smaller Cessna modelor DC4 planes. Usually, this is fine. How-ever, there was the time the plane lost anengine on the way back to White-horse...but that's another story.

In Old Crow, it is not uncommon forthe children to be "jigging" their sillies outaround the table to the beat of a skin drumor helping to prepare dried meat after thecaribou hunt. The Gwitchin language isspoken as well as English. Ninja turtles,we are told by children, also live in OldCrow.

Visits for on-site monitoring in centresand family day homes are also combinedwith other community visits. No trip to aYukon community is complete withoutstopping to check in with the local Healthand Social Services office and the FirstNations Band office. We may meet withthe board of directors of the centre or joina staff meeting. Parent meetings are oftenheld. The community health nursing sta-tion is another important contact.

Consultation is a key part of our workwith day homes and child care centres.Feedback on the inspections of child carefacilities is now provided by posting in-spection reports for staff and parents tosee. Originally, a report had two categoriesfor compliance: yes and no. After some

experimenting and, at the suggestionof a family day home provider, theform has been modified to include a

third category: N.I., for NeedsImprovement. Guidelines havealso been developed after con-

sultation with the child care communityand various experts. For example, guide-lines on pets were developed after meetingwith providers, environmental health offi-cers, a veterinarian and the Child CareServices Unit. They were mailed in draftform to all day homes and child care cen-tres. The guidelines are seen as a livingdocument and are updated as new infor-mation is received.

Parents using licensed child care ser-3vices can apply for a child care subsidyto assist with the cost of care. In order toqualify, the parents must meet the criteriafor eligibility. The maximum amounts thatcan be paid under the Child Care SubsidyRegulations are $500 per month for chil-dren under 18 months and $450 per monthfor children over 18 months. Subsidies are

F OCUSpaid directly to the child care facility onemonth in advance.

The Direct Operating Grant Programis available to child care centres andfamily day homes to assist with the costof operating their service. The grant paidis based on a formula that takes intoconsideration the ages and number ofchildren in the centre or day home, thelevel of training of the operator and staff.and the centre's building costs. The Yukonhas a high level of per capita spending inchild care. In 1995-96, spending percapita for every Yukon child in the 0-11age range was $626.66. Because of anincrease in the number of licensed spacesin the past year, a waiting list for the grantwas established September 1, 1995 fornew spaces.

New family day homes and centrescan also apply to the Capital Develop-ment Program for assistance in meetinghealth and safety standards when startingtheir licensed facility. There are 26 childcare centres (796 spaces) and 45 (285spaces) family day homes in the Yukon.with the majority of the licensed spaces inWhitehorse. This means that there are ap-proximately 182 licensed spaces for every1.000 children in the 0-11 age range.

The Yukon Child Care Board is ap-pointed by the Minister of Health and So-cial Services. The role of the Board is toencourage the development and supportof child services: to make recommenda-tions on matters pertaining to child care:to review policies, programs. services orprocedures on matters pertaining to childcare: and to advise on the planning.development, standards, coordination andevaluation of child care services in theYukon. The Board also hears appeals un-der the Child Care Act.

The Yukon child care program hasgrown steadily over the past few years,both in the number of licensed child carespaces and in the number of people ac-cessing the child care subsidy program.The Child Care Services Unit is commit-ted to helping Yukon child care providersoffer quality, affordable child care serv-ices for families and children in theYukon.

Written by the following staff members of theChild Care Services Unit: Supervisor DebbieMauch and Child Care Coordinators Mo Ca le y,Carol Oberg and Lesley Gardiner.

NO

II.

Special Information Kiton Home- 3 ased Child. Care

$15 (member) $25 (non-member)

(including taxes)

Pre-payment or purchase order required.

Forward order to:

Canadian Child Care Federation

306-120 Holland Avenue, Ottawa, Ontario

K lY OX6

Fax: (613) 729-3159


P R A C TICEPROGRAM IDEAS

Program Planning ForYour Family Day CareHome

by Beverly McConnell

Afamily day care home can offer aquality program that supports the de-velopmental needs of participants.

Developing and implementing a program plantailored to the children in your care requirescreativity and a sound knowledge of child de-velopment. A well-organized program not onlychallenges the children but makes your dayrun smoothly. Parents are reassured to knowthat their children are having fun and learningat the same time. This article offers some sug-gestions for planning and evaluating your ownfamily day care program.

Developing a Program Plan

Developing a program plan helps ensurethat children are being stimulated in all

developmental areas (cognitive, physical,emotional/social, creative and language). Ac-tivities should be varied so that children haveopportunities for free play, child-initiated andadult-directed activities, quiet and active play,group and individual activities, and indoor andoutdoor play. Using your program plan as an

evaluative tool can help you determine yourprogram's strengths and weaknesses.Equipped with this information. your programcan then be adapted to meet the needs of thechildren whether they are infant, pre-school or school-age.

A program plan should provide sugges-tions for alternative activities in the event thatyour original plan isn't possible. For example,a cancelled trip to. the park because of poorweather could be replaced by an indoor picnicwith special party activities planned by thechildren. Although the children may initiallybe disappointed about not going to the park,your back-up plan may be even more fun!

Discussing your program plan with pro-spective client families can also give you acompetitive edge over other caregivers in yourneighbourhood. Once a child is enrolled inyour family day care home, make sure youkeep the parents up-to-date on your programplan. This communication provides parentswith a good understanding of what you andthe children do during the day and can helpparents appreciate your efforts.


I

111

Considerations for Program

Planning

A good knowledge of child developmentwill help you design a developmentally ap-propriate program for the individual childrenin your home. Programming suitable for in-fants is not challenging or interesting for pre-school children, and activities that appeal toschool-age children are likely to frustrateyounger children. As well, an activity deemedappropriate for preschoolers may not be en-joyed by all the preschoolers in your programbecause individual developmental levels vary,as well as likes, dislikes and interests. It isimportant to consider both age and individualappropriateness when designing your pro-gram plan.

There are so many things to considerwhen planning your program. Does your pro-gram take best advantage of your home envi-ronment (e.g., planning and preparing snacks,caring for the family pet, sorting laundry orwatering the garden)? Do you organize occa-sional field trips outside your home or planactivities that promote self-care and commu-nity and cultural awareness? Do the activitiesoffered to the children allow for your partici-pation as well? Does your program plan takeinto account the opinions of the children inyour care? Is your plan flexible enough to al-low for the daily ups and downs of the chil-dren?

Tools of Program Planning

Whether you're creating a program planfor individual children or the group as awhole, designing your own forms can makethe task a lot easier. When developing docu-ments that suit your needs, consider includingthe following information:

Individual Child Program PlanningForms

Include information on the child, such ashis or her name, age, likes and dislikes andspecial interests. Allow a space to list the ac-tivities you have planned for the child duringthe week. Also list the materials you will needto carry out these activities. Leave space toinclude an evaluation of the plan, such aswhich activities were enjoyed, those youwould not offer again and how you could im-prove upon the plan or individual activities.

PR A C T I C E

Group Program Planning FormsAllow space to list on a daily basis, the de-

velopmentally appropriate activities that stimu-late each developmental area. Remember, youshould offer activities in these areas for all thechildren, regardless of their age. Keep all pro-grams on file as they may be useful for futureplanning.

Evaluating Your Program Plan

Evaluating your program is as importantas planning and implementing your daily plan.You may want to do a mental evaluation oryou may feel the need for a more formal, writ-ten account. Regardless of the method youchoose, the evaluation process helps you iden-tify the activities that worked well and thosethat need to be changed. When rating your pro-gram, ask yourself the following questions:

Did all the children participate in the activi-ties?

Was there enough time allotted for the ac-tivities?

Were there enough supplies, equipment andspace for the activities?

Were the various programming ideas offeredat suitable times during the day?

What was the general mood of the childrenduring the day?

What comments did the children makeabout the day?

What was the best thing about the day?

What problems arose during the day?

What changes would you make to the dailyplan?

Activity Ideas For Your Program

Plan

Here are some suggestions for activitiesthat foster skills in a variety of developmentalareas.

1. Activities that challenge and stimulate themind include: reading and looking atbooks; singing; talking with the childrenand expanding on their ideas and interests;letting children help bake while discussingthe steps in a recipe, textures and colours ofthe ingredients; classifying and groupingitems while sorting laundry, setting the ta-ble, emptying the dishwasher and cleaningup the toys; playing games such as Mem-ory, Bingo, Snakes and Ladders, and cards.

2. Activities that challenge and facilitatefine- and gross-motor development, ba-lance and eye-hand coordination include:working with puzzles, blocks and shapesorters; stringing beads; doing crafts thatrequire cutting, colouring, drawing andgluing; preparing snacks and meals; self-feeding using cups, spoons, forks or fin-gers; and participating in physical activi-ties such as dancing, skipping, climbing,sliding, bike riding, throwing and catchingballs.

3. Activities that influence the way a childfeels about and behaves towards him/her-self and others include: group games thatrequire turn-taking; pretend play (such asplaying house, grocery store and doctor);talking about feelings after reading a storyor watching a television program; settingexpectations about older children helpingyounger children; making "feeling books"that allow children to draw or colour howthey feel; recognizing and talking aboutfeelings and how to deal with them duringstressful times, such as during conflicts orwhen having difficulty separating fromparents.

4. ActMties that promote creativity include:dancing, finger-plays, painting and exer-cising to music; making up music andsongs; creating and playing musical in-struments; painting with various mediasuch as finger paints, straw-blowing,vegetable prints, body and feet painting;using play dough; cooking and baking;and pretend play. Remember to focus onthe process' of creativity rather than theend-product.

112

5. Activities that promote and enhance thesenses include: making and playing withsniff containers; having the children guessvarious smells (such as cinnamon, vinegarand garlic); playing "Guess That Taste" byblindfolding children and having themguess different foods; collecting and identi-fying various items on a nature walk; listen-ing to music and playing "Name ThatTune"; providing a number of media for thechildren to play with, such as sand, water,rice, beans and seeds; providing childrenwith "feeling boards" that have a variety oftextures; and fingerpainting.

Beverly McConnell is a mother of two children. Overthe past 11 years she has worked and volunteered in anumber of child care related positions includingFamily Day Care Provider, Licensing Coordinator forthe Child Day Care Division of the Department ofFamily Services, Volunteer for the Family Day CareAssociation of Manitoba, Trainer with the Family DayCare Provider. .Training Project, and Co-author of AResource For Family Day Care. Providers and EarlyChildhood Educators. Bev completed her Master ofScience (Family Studies) in 1995 at the University ofManitoba and is doing research in the area of familyday care providers, the support they receive and theirlevel of job satisfaction.

References

Family Day Care Association of Manitoba (1993).Program Planning Manual: Family Day CareTraining Program.

National Association For the Education Of YoungChildren (1987). Developmentally AppropriatePractice in Early Childhood Programs ServingChildren From Birth Through Age 8. Washington,D.C.: NAEYC.

National Association For the Education Of YoungChildren (1991). "Guidelines for AppropriateCurriculum Content and Assessment in ProgramsServing Children Ages 3 through 8." Young Children(46) 3, pp. 21-38.


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PR ACTICEPROGRAM IDEAS

Learning in a Family DayCare Home

by Marg Rodrigues

As the owner/operator of a licensedfamily day care in Delta, BritishColumbia, I know how challenging

it can be to plan a program for children ina mixed-age group. Because children infamily day care can range inage from 6 months to 12years, creating a programrequires a lot of thought,imagination and flexibility.

Focusing on a theme can makethe day more fun and ac-tivities easier to plan. Somethemes I have used overthe years include the cir-cus, the environment,celebrations and, mypersonal favourite, transportation.

Transporation is a theme to which chil-dren relate well they are usually eager totalk about cars, trucks, planes, trains, boatsand family vacations. When incorporatingthe transportation/vacation theme into a

family day care program, there are someinteresting crafts and art work that childrencan do. For example, creating and decoratingpaper airplanes and looking at pictures ofcars can help children learn about differentshapes and colours. Even toddlers can partici-pate by drawing and colouring at the tablewith the "big kids." Older children can buildboats with old pieces of wood and nails. Oncepainted, the boats can be taken to a nearbystream for launching, thereby providing theopportunity for a discussion about science.

Children also love to role play. It's inte-resting to watch the older children dress upand act like Mom and Dad taking the familyon vacation, while the smaller ones pretendto be the babies and family pets. Be sure toprovide an empty suitcase for the children topack. A trip to the grocery store and a discus-sion about what to take on a camping trip cangive the children an idea of what's involvedin planning an excursion. Take the childrento visit an airport, observe the airplanes andwatch how the baggage is handled. Back atthe day care, the children can make passportsto use on their pretend holidays. During role

play, the children can imagine they are airlinepilots or tlight attendants, or they can issuetickets and stamp passports at the airport.

There are also many ways to teach chil-dren about the public transportation system.

PROGRAM IDEAS

Plan a picnic in a nearby park and travel thereby bus. subway, skytrain or train. The childrenwill learn about public transportation signs, thecost of travel, and the various places of interestin their community (e.g. the post office, cityhall, library or grocery store).

Music and books are also an important partof programming. Children of all ages will enjoysinging "Wheels on the Bus" while taking a busride, or pretending to be an orchestra travellingto another city to perform. Stories about travelget the children's imaginations working and letthem see a larger part of the world.

During the summer months, children areoften off on holiday at different times. Try let-ting the children create a mural on the day carewall about their family vacations. When thechildren return from their trips, have a show-and-tell day so that they can share theirexperiences with their friends at day care.

Programming in a family day care can bevery interesting. Whatever the activity, thechildren are learning at their own level andbenefitting in their own way. The goal is to pro-vide the opportunity for those learning experi-ences. Children have great ideas of their ownand like to have input, so let them help chooseactivities, too. Have fun travelling with yourimaginations!

Marg Rodrigues operates a licensed family day carehome in Delta, British Columbia.

Keys to Successful HomeChild Care

by Heather Grassick, Joan Kittel and Linda Skinner

All home child care providers face thedaily challenge of planning activitiesfor children who differ in age, tem-

perament, likes and abilities. Meeting theirneeds requires a genuine love of children, anunderstanding of their developmental require-ments, a program plan, lots of space, and theability to be flexible and have fun.

In Ontario, a home child care agency is li-censed under the Day Nurseries Act. Homechild care regulations require that providerstake children outside daily, provide both ac-tive and quiet play, and give children the op-portunity to develop physically, socially, intel-lectually and emotionally. This is a tall orderfor one adult with a group of five children of

114

varying ages. Here are some suggestions tohelp you plan your days:

Develop a plan of activities for each day.

Make sure the plan is adaptable to change(e.g., adverse weather or an ill child).

Ask children to help create the plan.School-age children love to be involvedin planning days, weeks, or even thewhole summer!

Plan for busy times of the day (i.e. arrivaland departure times, before and afterschool, and lunch time).

Have a long-range plan for the week andmonth.


PRACTICEActivities,

Creating a Collage

Painting

Using Modelling Clay/Playing with Doughs

Cooking

Preschools School Age

Use a variety of pre-cut Provide scissors and a varietymaterials. of materials.

Offer a variety of tools (e.g., feathers, stampers, sponges, 0-tips,brushes and straw). Each age group will use the materialsdifferently.

Young children love thedifferent textures. coloursand smells.

Can help you cook.

Older children will create shapes.articles and animals.

Can read the recipes and do thebaking.

Planning for the Optimum

Use of Space

People who are planning to providehome child care should carefully assessthe space they have. The flexible andcreative use of living areas will transformeven the smallest apartment into a placewhere children can play, rest and partici-pate in craft activities. Children who arestarting with a new provider will need atour so that they can be shown whichareas are for play and which ones are forquiet activities. For the placement to besuccessful, the children will need to know

the program rules. Here are some sugges-

tions for the creative use of space:

Kitchen creative activities, cooking,water-play and table games

LivingRoom

quiet games, floor activities,reading and listening to music

Bedrooms resting, playing quietly andspending private time

Basements playing with larger toys andriding toys, and dressing up

Enclosed or any activityCovered Porch

Planning for All Ages

Home child care providers must plan

activities and provide equipment that appeal to abroad range of ages. Collage materials, for

Sample Activity Calendar: July

example, can be used by both preschoolers andschool-age children, although the end-productswill be quite different. Here are some sugges-tions for activities that are fun for everyone.

Child care providers need to understand thedevelopmental levels of the children in their care,the appropriate behaviour management tech-niques for different ages and the activities thatare suitable for each child. Resources are

available through home child care agencies, localresource centres, toy-lending libraries and thelocal library.

Providers should have their own kits of crafttools that include adult scissors, a paper punch, astapler and all varieties of tape and glue. Provi-ders will also need to have safety scissors, gluepaddles, crayons and chalk for the children,along with supplies of paper and recycled mate-rials for crafts.

Below is a sample activity calendar deve-loped by staff at the Regional Municipality ofWaterloo's Home Child Care Program. Cur-rently, the program serves approximately 1,400children ranging in age from infancy to 12 years.Providers are encouraged to share these ideaswith parents and children so that everyone cananticipate a summer of good fun.

Heather Grassick and Joan Kittel are Home Child CareCaseworkers with the Regional Municipality of WaterlooHome Child Care Program. Linda Skinner is Manager ofthe program.

1 CANADA DAY

Make a FlagDecorate BicyclesHave a Bike Parade

2 CLOWN DAYCreate MasksDress UpPerform Magic TricksMake Potato Head Clowns

3 Plant a GardenMake a SaladDo Vegetable and FruitPainting

4 Paint RocksHave a Scavenger HuntGo on a PicnicCreate an Obstacle CourseMake Paper Airplanes

5 Write to Pen PalsMake a Map of theNeighbourhood

8 Play Water Games

Wash Baby ClothesWash Dolls

9 Do Foot PaintingRun through the SprinklerMake Bubble InstrumentsBlow Bubbles

10 BASEBALL DAYOrganize a Baseball GameHave a Hot Dog LunchLook at Baseball Cards

11 SPORTS STAR DAYPick a Favourite SportsStarWrite a Fan LetterLook at Card Collections

12 Write for TouristInformation on AnotherCountry or City

Compare with Your OwnCity

15 Swim at the Local PoolPlay Balloon TennisHave a Marble Tournament

16 CIRCUS DAYMake PopcornDo Face PaintingPretend to be CircusAnimalsCreate Masks

17 CAMP OUT DAYPut up a Tent/Build a FortHave a Hot Dog LunchOutsideSing Camp Songs and TellStories

18 PUPPET DAYMake a Puppet TheatreCreate PuppetsPut on a Puppet Show

19 BEACH PARTY DAYHave a Picnic LunchPlay in the WaterBuild a Water SlideHave a Sponge Toss

22 TEA PARTY DAYMake and DecorateCupcakesCreate PlacematsMake Party Favours

23 PICTURE DAYMake a Photo Album orScrapbookCreate Salt Pictures

24 BACKWARDS DAYWear Clothes BackwardsAt Lunch. Eat Dessert First

25 create Sidewalk ArtPaint the Fence with WaterClean Up the EnvironmentUsing Gloves, Pick UpGarbage in the Local Park

26 PIZZA DAYGo on a Field Trip to theGrocery StoreLet Children Prepare PizzaMake a Paper Plate Pizza

29 MOVIE DAYMake PopcornPut on Own Play

30 Colour Body OutlinesHold a Relay RaceHave a Tongue TwisterContest

31 DRESS-UP DAYSet Up Dramatic PlayPlan a ShowHave a Dress-Up RelayRace

26 INTERACTION SUMMER 1996 115

PR AC TICEASK YOUR HEALTH PROFESSIONAL

The Risk of Injuryby Deborah Kernested

Minor bumps, bruises and scrapesare a normal part of an activechildhood, but serious injuries

are a hazard for children. Every year, onein four children will need to see a doctorbecause of an injury.

When are children most

often injured?When you're not paying attention.Small children, especially under threeyears old, need to be watched all thetime.

When you don't expect the child tohave a certain skill. As they grow,children learn new skills (rolling over,crawling and climbing). If you're not

ready for it, a milestone can turn into atragedy.

When children are tired. Injuries canhappen just before lunch and at the day'send, when the children are too tired to payattention to what they're doing.

When the environment is unfamiliar.When children first come into your homeor enter a new place, watch out injuriesare more likely to happen when childrenare not familiar with their surroundings.

How to Prevent InjuriesHow can I prevent children frombeing injured in my home?

Take a walk through the house and lookat it from a child's point of view. Or better

still, crawl! Get down and look under tablesand behind furniture and see what cabinetsand drawers a child might pull down oropen. This will give you a good view of thehazards in the child's environment.

Once you've started to see the housefrom the child's point of view, go around thewhole house. Make sure to includebasements, garage, storage areas, yard andother outdoor spaces where the children play.It's important to look for water sources, likepails of water, pools, ponds or dugouts. Achild can drown in as little as 1 1/2 inches(4 cm) of water, even if it's in a pail.

The Safer Home Checklist will helpyou check the whole house on a regularbasis. You will want to check the safetyfeatures of any furniture you use (cribs,strollers, child seats, diaper change tablesand playpens). You can also get a publicationcalled Is Your Child Safe? from your localProduct Safety Office, Health Canada. Thephone number is listed in the Government ofCanada section of your phone book.

Deborah Kernested, RN, is a Health Consultant inToronto.

SAFER HOME CHECKLIST

Daily Every Six Months

KITCHEN I Electrical cords do not hang over the edge of counters. Drawers and cupboards are secured with safety latches.

Pot handles are turned towards the back of the stove. There is a working fire extinguisher in the kitchen that isnot kept over the stove.

Plastic bags are stored out of the children's reach.

Dishwashing soap, detergent and cleaning supplies are stored outof the children's reach.

Knives, scissors and other sharp objects are out of the children'sreach.

Placemats are used instead of tablecloths (when caring for babiesand toddlers).

BATHROOMS Diaper pails have snug-fitting lids and are kept out of reach. Electrical outlets have ground-fault-circuit-interrupterplugs.

Hair dryers, curling irons, razors, etc., are unplugged and storedsafely. An adult can easily unlock the bathroom door from the

outside.Cleaning supplies are stored out of the children's reach.

STAIRS Stairs are clear of debris (toys, shoes, clothes). Stairways are well-lit.

There are CSA-approved safety gates at the tops and bottoms of Handrails are secure.stairways (when caring for children under 2 1/2 years old).


PR AC TICEDaily Every Six Months

FLOORS,WALLS ANDFURNITURE

Unused electrical outlets have protective covers. Area and scatter rugs have non-slip backings to preventthem from sliding.

Purses, diaper bags and tote bags are out of the children's reach.Furniture does not have sharp edges and corners.

All drapery and blind cords are secured and out of the children's

reach. Small pieces of furniture cannot tip over.

There are protective mats surrounding indoor climbing equipment. Shelves are secure.

Dry cleaning bags are removed from clothes in closets.

Table cloths and dresser runners are removed (when caring forbabies and toddlers).

Table lamp cords and hanging plants are out of reach (when

caring for babies and toddlers).

DOORS Doors opening to the outdoors, stairwells and apartment hallways Glass doors are indicated with decals/pictures at both

are equipped with locks that children cannot open. child and adult levels.

GUNS 111 Unloaded guns and ammunition are locked in separatecupboards out of the children's sight and reach.

Guns are secured with a trigger lock requiring a specialkey or wrench, and the key is stored separately from the

gun.

Firing pins are removed from souvenir or collector guns.

ALCOHOL Alcohol is stored in a locked cabinet.

TOBACCO Tobacco products, lighters and matches are safely stored.

Ashtrays are emptied (once cool) in a garbage can with a securelid.

BASEMENTSAND LAUNDRYROOMS

All laundry products are out of the children's reach. Sewage covers and water drains are secure.

Iron and ironing boards are stored safely. Hot water tank's thermostat is set at or below 49° C

(120° F).Pails are emptied immediately after use.

Power tools are unplugged and stored safely.

PATIOS AND

BALCONIESThere is nothing close to railings that a child could use for climbing. All doors, gates and railings are secure.

OUTSIDE Garages and tool sheds are locked. III Fences and locks on gates are in good repair.

Stagnant pools of water are drained. Electrical outlets have ground-fault-circuit-interrupter

plugs.Garbage cans have secure lids.

The septic tank is securely covered.U Sharp objects and any garbage are removed.

Lawnmowers and other power tools are stored securelyUnused electrical outlets have protective covers. and not used while children are nearby.

Fences and trees are free of ropes and cords.

All barbecue equipment, including electric starters, coal and

starter fluid, is safely stored.

Excerpted from Little Well Beings: A Handbook on Health in Family Day Care (1994), published and sold by the Canadian Paediatric Society.

28 INTERACTION SUMMER 1996 117 BEST COPY AVAILABLE

PR AC TICE

Sun Safety Updateby Ann landrey

young children thrive on healthy outdoor activities. With all the talkthese days about the thinning ozone

layer and the increased danger from the sun,it's time for an update on sun protection.

The thinning ozone layer means thatmore of the sun's harmful, ultraviolet radia-tion (UVR) reaches the earth. Skin cancers,most of which are attributable to UVR expo-sure, are increasing at an alarming rate. Wemust be prudent caregivers and yet not alarmchildren with scary stories about UV deathrays.

Child care professionals can take aleadership role in practising good "solarhygiene." Good sun habits will last a lifetime.Did you know that 70 to 80 per cent of ourlifetime sun exposure occurs before the ageof 18 and that sun protection during child-hood and adolescence could reduce our life-time incidence of skin cancer by as much as70 per cent?

Here are some tips to help you enjoy asun-safe summer:

Use extreme caution with infants un-der one year of age. Infants need fresh air,but no amount of direct sunlight is safe. Keepinfants covered up and in the shade. Usestroller covers and light cotton blankets tocreate shade on outings. You must be eter-nally vigilant to keep a hat on a baby!

Reduce your time in the sun. You'veheard this one before: "Stay out of the sunbetween the hours of 11 am and 4 pm." This isneither possible nor desirable. The key wordis to "reduce" exposure to the sun. Take alook at the shape of your day and try toschedule outdoor activities earlier in themorning and later in the afternoon. Trips andoutings, so important in the spring and sum-mer, merit special caution. By all means walkto the park, but try to go before lunch or asthe last activity of the day. Walk on the shadyside of the street and, when snack timecomes, gather everyone under a tree or picnicshelter.

Seek and make shade. Children lovebuilding forts. These simple structures areideal for portable shade and won't strain the

budget. A simple rule of thumb forchildren is, "When your shadow isshorter than you are, the sun isstrong. It's best to play outside whenyour shadow is longer than you are."Try this twist on an old song: "Go-ing on a shadow hunt! Gonna catcha big one!"

Many playgrounds are UVR hotspots. In terms of sun safety, an unshelteredplay structure is a "danger zone." Even a sim-ple cover costs money a scarce commo-dity these days. However, the UVR hazard isnot going to go away. Suggest fundraising forsun shelters. Parents and licensing bodies arewell aware of the risk, so don't worry aboutappearing to be an alarmist.

Cover up. Clothing provides excellentprotection against UVR. Darker fabrics ab-sorb more UVR than white fabrics, but darkerclothing also makes you feel hotter faster, sowe must strike a balance between comfortand protection. Closely woven fabrics arebest. Let the children hold pieces of fabric upto a sunny window (but not directly to thesun). The more they can see through theweave, the more UVR can reach their skinthrough the fabric.

Encourage longer sleeves and shorts andask for donations of T-shirts to wear into thepool. UV rays penetrate water to a depth of30 cm. Staff can set a good example here: notank-tops and no muscle shirts! Make hatsmandatory for everyone. A broad-brimmedhat is best. Baseball caps protect the face, butnot the neck and ears. Everyone's wearingbaseball caps? No problem just ask pa-rents to bring in a large cotton hankie or tearup an old sheet into squares. Tie these onyour head "legionnaire style" and plunk yourcap on top.

Wear sunscreen. Sunscreen should beyour last line of defence against UVR. Thinkof sunscreen as an adjunct to all other protec-tive behaviours, and not as a means to extendyour time in the sun. All sunscreens work, butthey must be applied at least 15 and prefer-ably 30 minutes before you go outside to al-low time for the lotion to bind with the skin.

118

This practice also helps keep sandbox sandfrom sticking to the sunscreen. The Cana-dian Cancer Society recommends waterproofproducts with an SPF (sun protection factor)of at least 15 that also provide broad-spec-trum protection against UVA and UVB rays.Economy sizes and refillable bulk dispensersencourage sunscreen application as part ofthe normal outdoor routine.

Myths and Misperceptions. There isno such thing as a "safe" tan. The changes inthe skin that we call a tan are the body's re-sponse to attack by UV radiation.

Kids of colour need sun protection too.Darker skin has more melanin, which offerssome protection against UVB. However,UVA rays penetrate deep into the livinglayers of all skins and cause cumulativedamage.

Even the darkest tan will not protect youagainst UVR. A dark tan is equivalent towearing sunscreen with an SPF of three. Beespecially careful on overcast or hazy days;up to 80 per cent of UVR can penetrate lightcloud.

Bright surfaces such as sand, concreteand fresh snow reflect UVR and intensify itseffects. What we call "windburn" is a misno-mer. "Windburn" is actually sunburn. Duringthe winter, UV rays are not as strong, butstill contribute to our cumulative lifetime ex-posure.

A Healthy Respect for your Skin.Like other good habits, sensible sun protec-tion requires effort. The reward? A lifetimeof healthy skin.

Ann Landrev is president of Solar Bear Skin Care Inc.in Toronto, Ontario.


;

PROJECT A.S.A.P.(ASSIST SCHOOL ARTS PROGRAMS)

"THE MUSICAL, CHAIRS Cancar Sam's"

*starring*

,

The music won't stop after the curtain falls.Children lose too many important arts opportunities to

budget cuts. Project A.S.A.P. works with community

organizations to raise funds to keep the arts alive.Project A.S.A.P. presents an exciting concert series

where schools and child care centres can bring a top notchentertainer like Eric Nagler, Glenn Bennett or Judy & David intotheir own community and raise money at the same time.

With an A.S.A.P. concert, participating artists do not askfor a guaranteed fee, only a percentage of the ticket sales, sothere is no risk of losing money. And, promotional material isincluded to keep presenters costs as low as possible.

Since it's inception, Project A.S.A.P. has raised tens ofthousands of dollars for arts programs. Your school or child carecentre can also benefit.

CALL NOWFOR MORE INFORMATION ABOUT THIS GREAT FUNDRAISING SOLUTION:

The Yanglewooci Groupphone: 1-800-361-2557 fax: 1-800-361-2559 email: [email protected]

119

NEWSINSIDE THE FEDERATION

BilingualDevelopment Survey

In January 1996, the Canadian Child Care Federation carriedout a survey to assess how it was responding to the needs of its

members in the language of their choice.

We wish to thank the 1,049 respondents (response rate of 13.9%) whoanswered the questionnaire. We really appreciate it.

Here are some survey statistics.

In general, how do you consider the readability of Interaction?

0/0

75.6

64.3

24.3

35.7

English mother tongue

French mother tongue

Excellent Satisfactory

Mother Tongue

88.7% of respondents gave English as their mother tongue, 8.3% mentionedFrench and 3% gave as mother tongue a language other than English orFrench.

How many years have you been reading CCCF publications?

16.6 %

39.1 %

12.1 %

32.2 %

Less than 1 year

1 to 3 years

3 to 4 years

More than 4 years

The recent development of an affiliate structure explains the high percentageof our readers in the first two categories.

Approximately 55% of respondents have been members of the CCCF for at least three years. Thepresent Interaction format has been used since 1992.

In which language do you read CCCF publications?The vast majority of our members read our publications in English (90.1%)However, 3.7% of respondents read them in both English and French(mainly Francophones living in Ontario).

120

In general, how do you consider thereadability of Interaction?

Excellent 74.4 %Satisfactory 25.5 %Poor 0.1 %

According to the mother tongue:Excellent Satisfactory

French 64.3 % 35.7 %English 75.6 % 24.3 %

Have you used CCCF informationservices in the last three years?43.4% of our respondents (451 out of 1,040answers) used CCCF information services.Francophone respondents used them in aproportion of 35.6% (31 out of 87 answers)and Anglophones at a rate of 43.5% (401out of 921 answers).

If yes, did you receive satisfactoryservice in your language of choice?The level of satisfaction, 97.4%, is the sameamong our Francophone and Anglophonemembers.

How do you consider the overallquality of CCCF publications andservices?

As a whole, 62.3% of our readers considerthat the quality of our publications andservices has improved while 35.8% think ithas remained the same.

Statistics according to the mother tongue:

Quality Anglophones Francophones

Improved 62.0 % 71.8 %Unchanged 36.3 % 28.2 %

Comments

We are extremely happy that we receive thishigh quality magazine and that all publica-tions are translated in French. (Respondentfrom Manitoba)

I am very satisfied with the publications.Very interesting and enriching reading. Wecan see that our problems are all similar(Respondent from New Brunswick)

The bilingual services offered by the CCCFto the Franco-Ontarian community are very'much appreciated. We have not beenforgotten. The children and I need you.(Respondent from Ontario)


NEWSIt is the only interesting French publicationthat deals with issues in depth. Keep up thegood work. (Respondent from Ontario)

Thank you for making my work easier. Ihave to respond to clients in both officiallanguages. (Respondent from Quebec)

Your publications have always been of thehighest quality. I recommend that the

directors of native child care centres jointhe Federation to receive them.

(Respondent from Quebec)

I believe this to be a high quality, first-ratepublication. It is readable, informative, andresourceful. I look forward to receivingpublications. (Respondent from Alberta)

I have always found the publications andresource sheets to be very informative. I usethem often in my work. I have loaned thejournal to French-speaking caregivers.(Respondent from British Columbia)

CCCF publications increase my knowledgeand awareness of children and day careconcerns and issues. I value the input fromother persons/day cares across Canada.(Respondent from New Brunswick)

The publication is getting better andprovides good links with other provinces ofCanada. (Respondent from Ontario)

The format and presentation of the

publications have kept improving over theyears. The resource sheets are wonderfuland quite informative. I am proud to be amember of CCCF and hope to be for manyyears to come. Keep up the good work.(Respondent from Quebec)

Numerous times I have requested infofrom CCCF and have received theinformation in record time. The info wascurrent and professionally done. Thankyou. (Respondent from Saskatchewan)

In Conclusion

The Federation is very satisfied with theresults of the survey. It seems that, over theyears and with the support of the Secretary ofState, we have improved our services andpublications in both official languages.

Thank you for your support, your

encouragement and your suggestions. We willcontinue striving to respond to your needs.


NEW EDITION

Canadian Child CareDIRECTORYUp-to-date on day of order

Includes:

Federal and Provincial Government Child Care Offices

National Child Care and Related Organizations

Provincial and Territorial Organizations

Training Institutions

Members: $10, Non-members: $20

Please note that organizational members receive one free copyannually on date of joining or renewal.

ATTENTION! ATTENTION!In order to continue receiving Interaction please advise us of any

change of address as soon as possible.

CCCF Membership No.

Affiliate Organization

Name

Old addressNo. Street


New addressNo. Street


21

NEWSRESEARCH UPDATE

The Atlantic DayCare StudySummary Report for Parents

by Mary E. Lyon and Patricia M. Canning

The Atlantic Day Care Study was carried out in 1993-1994 in48 day care centres across the Atlantic provinces. The purposeof the research was to compile a comprehensive picture of

what day care centres are like in the region and to examine the rela-tionships between the characteristics of centres, centre quality, staff(qualifications and experience), adult working conditions, familybackgrounds and child development.

The following is an informal summary prepared for parents whoparticipated in the study. Copies of an executive summary of the dataand the complete report may be obtained from Dr. Patricia M. Can-ning, Faculty of Education, Memorial University of Newfoundland,St. John's, Newfoundland, A1B 3X8, or Dr. Mary E. Lyon, Depart-ment of Child and Youth Study, Mount Saint Vincent University, Hali-fax, Nova Scotia, B3M 2J6.

What were the research questions?

Centres:What are day care centres like as environments for children andfor staff? What makes a good centre the staff, the program, themanagement/owners? Are all day cares the same? What are thedifferences?

Staff:Who works in day care? What are their qualifications and experi-ence? What are their salaries and working conditions?

Children:How does day care affect children? How are children in day caresdeveloping?

Parents:Which families use day care centres? What do they think aboutthem? How do they feel day care affects their children?

Who participated?

Centres:48 day care centres with full-time enrollments of 15 or more chdren

4 provinces: Newfoundland, Prince Edward Island, Nova ScotNew Brunswick

location:

24 rural centres population centres of 8,000 or less24 urban centres population centres of 20,000 or more

il-

ia,

ECERS for privateand non-profit centres

Numberof centres

15

14

13

12

11

10

9

8

7

6

5

4

3

2

private

non-profit

mean score 4.5

auspice:

24 private centres (sometimes called profit) cen-tres run by individuals as small businesses24 non-profit centres registered as non-profitorganizations and run by community agencieswith a board of directors.

Staff:

248 teachers and directors

Children:551 children, 275 females and 276 males

24 months to 78 months

Parents:541 parents or guardians

How was information obtained?

Researchers spent up to a week in each centre con-ducting observations and assessments of centres, staff andchildren. Children were videotaped playing. Teachers anddirectors provided information on working conditions, jobsatisfaction and children's levels of development. Parentswere interviewed by phone.


NEWS

1-1-P-434 Major Results

Centres:To answer the question "What are day care centres likefor children and adults," each centre was rated using theHarms and Clifford (1980) Early ChildhoodEnvironment Rating Scale (ECERS). This scaleprovides an overall picture of the surroundings that havebeen created for children and adults by rating 37 aspectsof centres on a seven-point scale. A rating of1=inadequate, 3=minimally acceptable, 5=good and 7=excellent. The 37 items are grouped into seven subscales:

personal care routines

language and reasoning activities

furnishings and display for children

fine- and gross-motor activities

creative activities

social development

adult needs

Two additional items were developed and pilot-tested forthis study: a measure of adult-child interaction and a mea-sure of child management techniques.

The average ECERS rating for the 48 centres in thestudy was 4.5. Seventy-five per cent of centres received ra-tings higher than 4 (the mid-point on the scale). Non-profitcentres received significantly higher ratings than private cen-tres. However, this did not mean that private centres werenecessarily of poor quality. Only one centre received anoverall rating of less than 3, which indicated a minimally ac-ceptable environment, and 60 per cent of private centres re-ceived ratings of 4 or above. This can be seen in the graph,which shows the number of private and non-profit centres ineach rating category. There was a greater difference betweenlarge private and non-profit centres than between small pri-vate and non-profit centres.

Teachers And Directors:Education and Experience:

93.6 per cent female

84 per cent teachers aged between 19 and 40

68 per cent of teachers and 92 per cent of directors hadpost-secondary education

54 per cent of teachers and 66 per cent of directors hadspecific early childhood education qualifications

68 per cent of teachers and 89 per cent of directors hadcontinued their professional development and workshopsor courses in the year prior to the study

teachers had an average of 5 years of experience

directors had an average of 10 years of experience

Other Results:no differences in average levels of teacher education andtraining among the four provinces, urban and rural areasor private and non-profit centres

teachers in non-profit centres were more experienced thanthose in private centres


centres where the director had little or no specific training weremore likely to receive low ratings than those where the directorwas more highly qualified

there was a trend for centres where both teachers and directorshad higher levels of education to be rated higher on the ECERS

Working Conditions:

$14,255 average annual teacher salary

$19,100 average annual director salary

Staff had few benefits, for example:fewer than 30 per cent had paid lunch breaks

27 per cent of staff had health insurance

37 per cent of staff had a grievance procedure

7.5 per cent of staff had pension plans

Other Results:salaries in Nova Scotia ($15,668) and Prince Edward Island($15,097) were significantly higher than those in Newfound-land ($12,752) and New Brunswick ($12,375). These diffe-rences are related to differences in provincial funding policies.

the average annual salary for teachers in non-profit centres was$15,459; in private centres $13,052

staff in non-profit centres had more benefits and better workingconditions than those in private centres

Staff turnover in the year prior to the study:25 per cent teachers

15 per cent directors

(Statistics Canada reports a turnover rate of 27 per centfor workers in education and related fields.)

Reasons for leaving:20 per cent pregnancy

18 per cent moving

16 per cent other job offer in child care

Job Satisfaction:on a scale of 1-10, staff rated their average job satisfaction as 7,indicating a relatively high level of satisfaction

They were most satisfied with:the co-workers (8.9)

the nature of the work (8.3)

the physical environment (7.8)

They were most dissatisfied with:opportunities for professional growth (3.5)

the level of explicit organization in centres (5.7)

salaries, benefits (6.2)

86 per cent view their work as a career not a job

84 per cent would choose this career again

Children:

assessments of language, play, social maturity and self-esteemshowed a very normally developing group of children withaverage scores within normal ranges for all measures

Video-recorded free play showed that

children played constructively and appropriately 70 percent of the time

123

NEWSchildren were unoccupied for only 3 per cent of thetime

children behaved aggressively less than 1 percent ofthe time

children appeared unhappy or distressed less than 1per cent of the time

Other Results:

children's language development was significantly relatedto the level of their mother's education

there was a trend for children in centres with teachers withhigher levels of education to score more highly on languagemeasures

centre rating and staff education levels were a significantfactor in two specific measures of children's development:

children in centres with higher ECERS ratings as-sessed themselves as more accepted by their peerschildren showed more age-appropriate social play incentres where teachers had higher levels of generaleducation

Families:

32 per cent reported incomes less than $20,000

40 per cent reported incomes more than $50,00033 per cent were single-parent families

66 per cent of mothers had post-secondary education

78 per cent of mothers were employed outside the home

families paid average monthly day care fees of $344 (feesranged from $280 to $446)

average fees were highest in Nova Scotia and lowest inNew Brunswick

Parents' Responses to Open-ended QuestionsParents could give more than one response to eachquestion. The major categories of responses are shownwith the percentage of parents who gave this response.

Reasons for choice of day care centre:convenience (location, hours and availability) cited by 73per cent

program characteristics (activities, philosophy) cited by 54per cent

perception of staff as friendly and competent cited by 45 percent

Parents' views of the effect of day care on their child:98.8 per cent felt day care was good for their child

73 per cent felt day care was good for social development

18 per cent felt day care was good for overall development

15 per cent felt day care was good for language develop-ment

12 per cent indicated they had medical concerns (childcatches infections, colds, etc.)

10 per cent were concerned about staff turnover

9 per cent were concerned about influence of other children

Parents' involvement in day cares:89 per cent felt able to "have a say in how things are run"

80 per cent did not want to be more involved due to workand family commitments

Parents' views of day care in general:90 per cent very satisfied with day care because:

children love itstaff competent and respectfulchildren love their teachers

Parents were overwhelmingly satisfied with their d4 caresand their children's development, regardless of the province,location or type of centre (private or non-profit).

Summary

These day care centres in Atlantic Canada provided, onaverage, relatively good child development environments.Most teachers and directors had post-secondary qualificationsand many had specialized training. Staff on average were morequalified than provincial regulations required. Children in daycare centres appeared to be constructively occupied, happy anddeveloping as would be expected. Parents reported high levelsof satisfaction with the centres their children attended.

Overall, non-profit centres were more likely to be ratedhigher as child development environments than private centresbut the differences were far less marked in small centres. Manyprivate centres provided good child development environ-ments. There were no differences in the qualifications or expe-rience of staff between provinces, locations or private and non-profit centres. There were no differences in children'sdevelopment or parental satisfaction between private and non-profit centres. Non-profit auspice seemed to be more directlybeneficial to staff in terms of salary and benefits. The benefitsof non-profit auspice appear to be due to both increased fund-ing and more explicit organization.

There were few links between centre ratings, teacher levelsof education and measures of children's development and playbehaviour. There was a link between the specialized training ofthe director and centre ratings, amount of time children playedwith other children, and children's perception of their accep-tance by their peers. Children's language development was sig-nificantly predicted solely by the level of education of themothers, although higher levels of teacher education tended tobe linked with higher levels of language development.

Previous research has reported a much stronger link be-tween the quality of centres as measured by ECERS, teachereducation and child development. There are a number of rea-sons why the results of this study may be somewhat different.Compared to other research, there was a more restricted rangein the quality of centres. The overall quality of most centres inthe sample appeared relatively high as did the levels of qualifi-cations of teachers. There were differences in the socio-eco-nomic status of families in centres but this was less markedthan in other places reflecting the cohesiveness and stability ofthe Atlantic region. Effects of day care on children's develop-ment can be validly assessed only in the long-term, and the


NEWSresearchers hope to follow-up on the development of thesechildren in the next few years.

The implications of this study for day care policy are fullydiscussed in the main report. On the basis of the results from48 centres, it would appear that the majority of day care centresin Atlantic Canada are providing relatively good environmentsfor children. For parents, the most important implications ofthe results are that, wherever they live, they should continue tochoose and monitor carefully their child's day care centre,whatever its type.

Reprinted with permission from the authors. The research was funded byHealth and Welfare Canada's Child Care Initiatives Fund. The views expressedherein are solely those of the authors and do not necessarily represent the offi-

cial policy of Human Resources Development Canada.

Reference

Harms, T., & Clifford, R. (1980). Early Childhood Environment RatingScale. New York: Teacher's College Press, Columbia University.

DID YOU KNOW...?

Canada'sWorking FamiliesFamilies Today Facing Difficult Times

Both parents work outside the home in 71% of

Canadian families.

(Canadian Families, Vanier Institute of the Family, 1994, p.12.

Source: Statistics Canada)

Seventy per cent of mothers with children aged threeto five participate in the labour force.

(Profiling Canada's Families, Vanier Institute of the Family, 1994.

Source: Statistics Canada)

Sixty-six per cent of families surveyed in a 1994

Angus Reid survey felt that a dual income is aneconomic necessity for families today.

(The State of the Family in Canada, Angus Reid Group, 1994,

P.44)

In 1990, the average income of young families was$15,042 less than the average family income in 1973

(measured in inflation-adjusted dollars).

(Profiling Canada's Families, Vanier Institute of the Family, 1994,

p. 77. Souce: Centre for International Statistics)

The average income of families with parents between

25 and 34 years of age has declined by 4.9%

between 1981 and 1991.

(The Canadian Fact Book on Poverty, David P Ross, E. RichardShillington & Clarence Lochhead, Canadian Council on SocialDevelopment, 1994, p.123)


In the 1990s ... economic hardships areconcentrated among Canadians under the age of 35.

These are the critical years of family formation and

childbearing.

(Family Security in insecure Times, The National Forum onFamily Security, Judith Maxwell, 1993)

Child Care The Early Years Are Critical

[There is] clear evidence ... that the first six years of

life are crucial for the development of the basicinterpersonal, language and intellectual skills that will

determine adult competence.

(Quality Matters: Excellence in Early Childhood Programs, GillianDoherty, 1994, p.7)

Many children enter child care before they are one

year old and spend more waking hours in the childcare setting than they do in their own home.

(Brief to the Standing Committee on Human ResourceDevelopment, Canadian Child Care Federation, 1994)

Research indicates that a two-parent, middle-class

family with high school or higher level of education

may not be able to compensate for the negative

impact of a poor quality early childhood program.

(Quality Matters: Excellence in Early Childhood Programs, GillianDoherty, 1994, p. 11)

Children whose parents work full-time will spend

more hours in the child care setting before the age of

five than they will spend in their entire elementary

school years (grades 1-8).

(Canadian Child Care Federation, 1996)

Quality Care The Need

Only eight out of every 100 children under 13 yearsrequiring care have access to regulated care.

(Child Care, Social Policy and Social Development, ClarenceLochhead, 1994. Source: Canadian Centre for International

Statistics)

One in four parents with children under six would

prefer to place their children in regulated day care

centres.

(Source: Canadian National Child Care Study, 1988)

Canada ranks behind at least 16 other industrial

democracies in the percentage of its children aged

three to five in publicly funded child care.

2(Profiling Canada's Families, Vanier Institute of the Family, 1994,

155)

NEWSSeventy-seven per cent of the Canadians surveyed in a 1994 Angus Reidsurvey supported the idea of a national, subsidized child care service foreveryone who needs it.

(The State of the Family in Canada, Angus Reid Group, 1994, p. 53)

Twenty per cent of children aged six to 12 among all income levels spend at

least some time alone as "latch-key children" while their parents work or

study.

(Source: Centre for International Statistics)

Quality Care The Costs

An average Canadian family with two children aged two and four pays 30.5%

of their $47,700 after-tax income for regulated child care.

(Based on the average annual income in Ontario from Statistics Canada; child careinformation from Umbrella Central Day Care Services; and tax information from BDODunwoody Chartered Accountants)

Twenty-eight per cent of Canadian families earn less than $30,000 per year.

(Profiling Canada's Families, Vanier Institute of the Family, 1994, p.80. Source: Centre forInternational Statistics)

Thirty-seven per cent of married women between 25 and 34 years of age andworking full-time have an average income of $25,290.

(Profiling Canada's Families, Vanier Institute of the Family, 1994, p. 80. Source: Centre forInternational Statistics)

Some typical costs of regulated preschool (ages three to five) child careservices across the country are: Vancouver 1$465/month; Manitoba2

$368/month; Ontario3 $540/month; Nova Scotia 4 $353/month. Toddler(18-24 months) and infant (0-18 months) care costs are substantially higher.

(1Information Daycare; 2Manitoba Child Care Association;3Umbrefia Central Day CareServices; 4Connection-NS)

Although it is very difficult for families to afford quality child care, costs cannot

be reduced since qualified early childhood educators with college diplomas orhigher training earn on average less than $20,000 per year.

(Caring for a Living: A Study on Wages and Working Conditions in Canadian Child Care,Karyo Communications, 1992)

Canadian Children At Risk

Fifty-four per cent of Canada's poor children live in two-parent families.

(Profiling Canada's Families, Vanier Institute of the Family, 1994, p. 90. Source: Centre forInternational Statistics)

Canada is ranked second highest in rates of child poverty among 14advanced industrialized countries.

(One Way to Fight Child Poverty, Caledon Institute 1995, p. 6)

In 1993, 20.8% of all Canadian children under 18 were poor.

(Poverty Profile 1993, National Council of Welfare, 1993, p.60)

In Canada today, there are thousands of eligible families waiting for

subsidized child care spaces. Metro Toronto, for example, has 21,000children on waiting lists.

(Ontario Coalition for Better Child Care, January 1996)

126

Across Canada

NORTHWEST TERRITORIES On

April 1, the Early Childhood Program of

the Government of the Northwest

Territories amalgamated with the

Curriculum Services and Student Support

Division of the Educational Development

Branch of the Department of Education,

Culture and Employment. The entire

division is now called Early Childhood

and School Services and is headed by

Director Helen Balanoff. The move is

expected to provide action towards and

support for education as a continuum of

learning.

SASKATCHEWAN On March 28,

the provincial budget was announced.

Highlights include: infant subsidies

increased from $285 to $325 for child

care centres; toddler subsidies increased

from $245 to $285 for centres;

preschooler subsidies remained the same

at $235 for centres and family child care

homes; and school-age subsidies

decreased from $235 to $200 for centres

and homes. Subsidy increases are

effective September 1, 1996.

Subsidies will also be introduced and

made available in September 1996 to teen

parents using teen infant/toddler centres,

supplementing the current grant funding

to centres.

Effective April 1, the government will

provide funding to improve wages for

child care providers. This $500,000

initiative was announced for 1996/97 as

part of Saskatchewan's Action Plan for

Children.

BRITISH COLUMBIA The BC

Association of Child Care Services

(BCACCS), formed in January 1995,


NEWS44

the Westcoast Child Care Resource Centre.

is now a member organization of

Early Childhood Multicultural Services

received the newly created Cultural

Harmony Award from the City of

Vancouver and a tree was planted in their

honour at Main Street and 51st Avenue.

QUEBEC In the context of its reform of

public finances, the Quebec government has

announced a $200,000 reduction in its

expenditures for child care services for the

year 96-97.

The moratorium on the issuing of new

licences to centres and agencies ended

March 29, 1996. The Office des services de

garde du Quebec is now accepting

applications for licences. In addition, a bill

will be introduced in the National Assembly

on the financing of non-profit child care

services.

The Ministry of Education will now assume

responsibility for school-age child care

programs. Therefore, the Office des services

de garde du Quebec will abandon, effective

June 23, subsidies for parents and grants for

centres in the school-age sector. Parents are

advised to use the refundable tax credit to

compensate for the loss of subsidy.

Calendar

JUNE25 30

Montreal, Quebec

The 5th International Week for Children's

Rights is being sponsored by Defence for

Children-International (DCI-Canada).

The Week gives supporters of children's

rights from around the world an

opportunity to share their knowledge and

practical experience as well as formulate


strategies to increase worldwide respect

for the rights of children. One-day

training sessions pertaining to the United

Nations Convention on Children's Rights

will kick-off the Week. A three-day

conference on "Children's Rights in the

Global Economy" will follow.

Contact: DEI-Canada 1996, do Coplanor

Congres inc., 511 Place d'Annes #600,

Montreal, Quebec, H2Y 2W7. Phone: (514)

848-1133. Fax: (514) 288 -6469.

OCTOBER3 6

Calgary, Alberta

The annual conference of Family Service

Canada will focus on the theme

"Exploration '96: Blazing New Trails."

Contact: Family Service Canada, 600-220

Laurier Avenue West, Ottawa, Ontario, KIP

5Z9. Phone: (613) 230 -9960. Fax: (613)

230-5884.

17 20

Ottawa, Ontario

The annual conference of the Canadian

Association of Family Resource Programs

(FRP Canada) will focus on the theme

"Hand in Hand: Building Collaborative

Communities."

Contact: Canadian Association of Family

Resource Programs, 205-120 Holland Ave.,

Ottawa, Ontario, K1 Y 0X6. Phone: (613)

728-3307. Fax: (613) 729-5421.

25 26

Calgary, Alberta

The theme of this year's School-Age Care

Conference is "Bridges to the Future with

Pride and Professionalism."

Contact: Caryl Broen, Chairperson,

Programming and Promotions, School-Age

127

Care Conference Committee, do 19

Rosevale Dr. N.W, Calgary, Alberta, 72K

1N6. Phone: (403) 282 -7466 (0); (403)

295-8714 (H).

NOVEMBER1 2

Regina, Saskatchewan

The Saskatchewan Child Care

Association will host the annual

provincial child care conference. The

keynote speaker will be Dr. Gordon

Colledge.

Contact: SCCA, 628-10th Street East,

Saskatoon, Saskatchewan, S7H 0G9.

Phone: (306) 664-4408. Fax: (306)

664-7122.

24 27

Ottawa, Ontario

"Canada's Children...Canada's Future"

is a conference co-sponsored by the

Child Welfare League of Canada and the

Ontario Association of Children's Aid

Societies, in partnership with the Kids

Help Phone, the C.A.S. of

Ottawa-Carleton and the Canadian

Teacher's Federation. The objectives of

the conference are: to raise public

awareness and interest in the health and

welfare of Canada's children; to involve

business, labour, seniors, parents,

non-profit and professional

organizations and community groups; to

provide a report to the nation on the state

of Canada's children and youth; and to

celebrate the accomplishments of

children and youth.

Contact: Ontario Association of Children's

Aid Societies, 75 Front Street East, 2nd

Floor, Toronto, Ontario, M5E 1V9. Phone:

(416) 366-8115. Fax: (416) 366-8317.

NEWS

ResourcesThe Whole Child, Canadian Sixth Edition,

by Joanne Hendrick and Karen Chandler,

is a practical methods book that explains

how to go about teaching young children

in ways that foster healthy development. It

shifts the attention of the teacher away

from "art" or "science" to what the child is

and what he/she needs from the learning

environment in order to thrive. For that

reason, the book focuses on the child and

pictures him/her made up of a number of

selves: the physical self, the emotional

self, the social self, the creative self and

the cognitive self. This is the first edition

adapted to the Canadian context

throughout, rather than merely having

chapters appended on Canadian issues.

To order for $57.95 (plus shipping &

handling and GST), contact Prentice-Hall

Canada Inc., 1870 Birchmount Drive,

Scarborough, Ontario, M1P 2J7. Phone:

1-800-567-3800. ISBN 0-13-456559-2.

A Guide to Understanding Learning and

Behaviour Problems in Children, is

published by the Learning Disabilities

Association of Canada and written by 16

volunteer experts who worked together to

list and answer the most commonly asked

questions about the development and

behaviour of children aged four to seven.

Three parent and professional groups were

established to review the information and

provide comments and suggestions. Their

remarks are quoted throughout the book.

The sections consist of: Developmental

Guidelines; the Medical Connection;

Learning Disability Framework; Attention

Deficit Disorder; Developmental

Coordination Disorder; Notes on

Assessment; Speech and Language; Play

and Social Development; Emotional

Development and Behaviour; Family

Matters; Reading and Numbers; Child Care

and Community Programs; Working With

the School; The Research Frontier; and

Resources.

To order for $25.15 (including taxes, shipping

& handling) in English or French, contact the

Learning Disabilities Association of Canada,

323 Chapel Street, Suite 200, Ottawa,

Ontario, KIN 7Z2. Phone (613) 238 -5721.

Fax: (613) 235 -5391. ISBN 0-919053-46-7.

Dimensions of Job-Family Tension, is

published by Statistics Canada and written

by Leroy 0. Stone (with chapters by Alfred

J. Kahn and Sheila B. Kamerman). The

book underscores the fact that family

responsibilities play a significant role as a

factor affecting attachment to the labour

force as well as the use of non-standard

work arrangements by those who have jobs.

By comparing groups with varying degrees

of involvement in job-related and

family-related responsibilities, it aims to

describe some of the distinctive features of

those who have high levels of both job and

family obligations. It offers previously

unpublished data from the National Child

Care Survey concerning the degree of

tension experienced in managing paid work

and other demands on the time of certain

groups of parents. As well, it highlights key

reasons given by parents for the tensions

they report.


handling) in English or French, contact

Statistics Canada at 1-800-700-1033. Fax:

(613) 951 -1584. Catalogue 89-540E

Occasional.

Working With Families: Perspectives for

Early Childhood Professionals, written by

Rena Shimoni and Joanne Baxter, is one in

a series of books for students of early

128

childhood education. The materials are

designed to be a continuing resource as

students become professionals in the

field. The book is divided into three

parts: Understanding Families; Facing

Family Challenges; and Working With

Families.


handling and GST), contact

Addison-Wesley Publishers Limited, 26

Prince Andrew Place, Don Mills,

Ontario, M3C 27'8. Phone:

1-800-387-8028. ISBN 0-201-60190-7.

Predicting and Preventing Early

School Failure: Classroom Activities

for the Preschool Child is written by

Marvin L. Simner and published by the

Canadian Psychological Association

and the Canadian Association of

School Psychologists. This

research-based booklet is designed to

meet the needs of educators who work

in primary or elementary school

settings. The first part contains a brief

screening device to help identify four-

to six-year-old children who are at risk

for early school failure. The device

requires no formal testing; instead,

teachers rate the children in their

classes on five key items using

everyday observations. The three

remaining parts of the booklet contain

examples of classroom activities that

research findings show can be quite

effective in assisting these children

once they have been identified.

To order for $10 (plus shipping &

handling and GST), contact the

Canadian Psychological Association,

151 Slater Street, Suite 205, Ottawa,

Ontario, K 1 P 5H3. Phone: (613)

237-2144. Fax: (613) 237 -1674.

Bulk discounts are available.

ISBN 1-896538-33-9.


Membership ApplicationMEMBERSHIP CATEGORIES

IndividualFor individuals with a personal commitment to thegoals of CCCF ($30)

StudentFor students ($25)

ProgramFor agencies, child care centres, toy lending libraries,resource centres and interested groups of 20 or fewer ($45)

OrganizationFor training institutions, provincial organizationsand other child care organizations with 20 membersor more ($85)

MEMBERSHIP BENEFITS

Members have access to or receive the following:

Interaction magazine, published quarterly

Resource Sheet, published quarterly

Information Services via 1-800-858-1412

Biennial conference at special rate

Special rates for CCCF products

Networking with other organizations

Voting privilege at AGM

Program members also receive a complete setof Resource Sheets.

Organization members also receive an annualupdated Canadian Child Care DIRECTORY.

Please note: Current members of the following affiliate organizations are automatically members of the CCCF:

Association of Early Childhood Educators, OntarioAssociation of Early Childhood Educators of Newfoundland and Labrador

Certification Council of Early Childhood Educators of Nova SoctiaEarly Childhood Coalition Petite EnfanceEarly Childhood Development Association of P.E.I.


Family Day Care Association of ManitobaHome Child Care Association of OntarioManitoba Child Care AssociationSaskatchewan Child Care AssociationWestern Canada Family Day Care Association of B.C.Yukon Child Care Association

MEMBERSHIP APPLICATION (please print)

Name/Contact Person

Organization/Program

Address

Telephone: Home ( Work

Yes, I/We support the goals and objectives of the Canadian Child Care Federation and wish to join. Enclosed please find a chequeor money order for the membership fee.

Signature

MEMBERSHIP FEES

Individual $30

Student $25

Program $45

Organization $85

Subscription to Interaction $50(applicable to non-members only)

Donation

CCCF, 120 Holland Avenue, Suite 306

Ottawa, Ontario K1Y 0X6

Tel: (613) 729-5289; Fax (613) 729-3159

1-800-858-1412

Charitable status # 0806240 - 09

GST Registration No. 8106844335

ISSN 0835-5819

name of institution

Foreign members: add $30 CDNto the relevant membership fee.

129

VOL. 10 N° 2 ETE 199641111


.01.10

,4°.k\

Les services de garde en milieu familia

La protection solaire

Planification de programme

L art de communiquer avec les paren


IndividuelPersonnes portant un inter& particulier aux objectifsde la FCSGE (30 $)


ServiceAgences, garderies, centre de documentation et groupesinteresses de 20 membres ou moins (45 $)






Services d'information via 1-800-858-1412


Produits de la FCSGE a prix reduit




Les organisations-membres recoivent aussi une miseA jour annuelle du REPERTOIRE canadien de lagarde a l'enfance

Note : Si votre statut de membre est a jour dans les organisations suivantes, vous etes automatiquement membre de la FCSGE.

Association of Early Childhood Educators. OntarioAssociation of Early Childhood Educators of Newfoundland and LabradorCertification Council of Early Childhood Educators of Nova Soctia

Early Childhood Coalition Petite EnfanceEarly Childhood Development Association of P.E.I.


Family Day Care Association of Manitoba

Home Child Care Association of Ontario

Manitoba Child Care Association


Western Canada Family Day Care Association of B.C.

Yukon Child Care Association

DEMANDE D'ADHESION (Veuillez ecrire en Iettres moulees)

Nom/personne-ressource


Adresse

Telephone : Domicile Travail

Oui, j'appuie (nous appuyons) les buts et objectifs de la Federation canadienne des services de garde a l'enfance et je desire(nous desirons) y adherer. Veuillez trouver sous pli un cheque ou mandat-poste.

Signature


Individuel

Etudiante

30 $

25 $nom de letablissement d'enseignement

Tarif d'abonnement a Interaction 50 $(non-membres seulement)

Service 45 $

Organisation 85 $

Don



Ottawa (Ontario) K1Y 0X6

(613) 729-5289; Toilet.: (613) 729-3159

1-800-858-1412

Organisme de chant() # 0806240 - 09

denregistrement TPS R106844335

ISSN 0835-58191

131

InteractionVOLUME 10 NUMERO 2 ETE 1996

PUBLIE PAR LA FEDERATION CANADIENNE DESSERVICES DE GARDE A L'ENFANCE

ReclactricePublicityDesigrvMise en pageTraductionImpression

Susan Hajdu-VaughnGaritane HuotJohn Atkinson

Sodas

M.O.M. Printing


DE GARDE A L'ENFANCE



PresidentsTresorier

SecretairePresidente sortante



Administratrices (teurs)

C.-B.Alberta

SaskatchewanManitobaOntanoQuebecNouveau-BrunswickNouvelle-Ecossel.-P.E.TerreNeuveYukon

T. N.0.

Dianne BascombeAnne MaxwellDanielle BelairSusan Hajdu-VaughnJennifer Murphy-HupeGaetane HuotLyne Flansberry



Tess Ayles



Gillian Moir

Personnel

Directrice generaleDirectrice des services a ''information

Chef des services administratifsRedactrice, InteractionAgente a 'Information

Agente A r adhesion

Adjointe administrative

La Federation canadienne des services de garde al'enfance a pour mission principaie d'ameliorer Ia

qualite des services de garde d'enfants offerts auxfamilies canadiennes.

LA FEDERATION DESIRE ENTRE AUTRES :foumir de 'Information at taciliter la communication au seindune vests gamme de groupes cibles. Las services at les

programmes de la Federation sont destines aux intervenantesen services de garde. aux organisations de services de garde.aux etablissements de formation. aux decideurs politiques at

aux leaders d'opinion publique:

soutenir les initiatives destinees A ameliorer les competences.''expertise at la pnse de conscience des groupes cibles quantlours Mies en vue d'ameliorer la quaint!) des services de garde.Les initiatives at les plans d'action de Is Federation comportent

souvem un element de sensibilisation;

s'orienter davantage vers les politiques at la recherche, inftuersur ''orientation de la politique en matiere de services degarde at soutenir la recherche destinde a ameliorer la

qualite des service de garde a l'enfance.

FCGSE/CCCF recoil des subventions de Developpement desressources humaines

N° d'enregistrement TPS R 106844335

ISSN 0835-5819

BEST COPY AVAiLABLE

CON T E N UO l'IN I O N S

Dans les coulissesLettres

Transfert du travail, coupons et garde en milieu familial : Ia reductiondes programmes de garde a l'enfance au Canada 3

par Irene Kyle

Honorer la diversite 7par Roslyn Kushner Belle

Honorer le passé tout en regardant vers l'avenir Dell des Aires de la riviere Taku 9par Cathleen Smith

Voici les membres affilies! La Saskatchewan Child Care Association 10par Mary Ann Knoll


par Alfonsina Clemente

A R 0 I) O SInformation sur la garde a l'enfance en milieu familial au Canada

par Jennifer Murphy-Hupe

Un jour dans Ia vie d'une intervenante de garde en milieu familialpar Carol Hoffard

Le role de la visiteuse a domicilepar Pam Waddington

L'art de communiquer avec les parentspar Monique Barnes

La garde a l'enfance au Yukonpar Debbie Mauch. Mo Cale; Carol Oherg et Lesley Gardiner

12

14

16

17

21

23

25

26

28

30

P RATIQUEInitiatives creatrices Planifier le programme de votre garderie en milieu familial

par Beverley McConnell

Apprendre dans une garderie en milieu familialpar Marg Rodrigues

Les des du succes dans les services de garde en milieu familialpar Heather Grassick. Joan Kittel et Linda Skinner

Demandez a votre professionnelle de Ia sante : Les risques de blessurespar Deborah Kernested

Miss a jour sur Ia protection solairepar Ann Landrey

N OUVELLESDe mon observatoire Questionnaire sur les services bilingues 31

Echos de la recherche L'Etude de l'Atlantique sur la garde d'enfants : Sommairepour les parents 32

par Mary E. Lyon et Patricia M. Canning

Saviez-vous...? Les families canadiennes qui travaillent 36Roseau pancanadien 38Calendrier 38Ressources 39

Photo de la page couverture prise par Wee Watch Private Home Day Care.

INTERACTION est pudic trimestriellement at distribue aux membres de la Federation. Toute annonce publicitaire clod etreapprouvee par la redaction. La Federation canadienne des services de garde a l'enfance nest pas responsable desdeclarations ou representations de fait ou des opinions presentees darts les annonces publicitaires paraissant dansiNTERACROAL I:approbation des annonces publicitaires par la Federation n'implique pas qu'elle endosse les pmduits oules services qu'on y vane. Les taux concemant la publicity sore communiques sur demands. Circulation: 9 000. Les opinionsexprtinees darts cette publication nangagent que lours autetaa at ne reflatent pas necessairemeni cedes de la Federation. A''exception des oeuvres proteges par des droits d'auteur. les articles tie INTERACTION peuvent etre reproduits a conditionden mentionner la source at de nous faire amen ° un exemplars de la publication contenant les passages reproduits. Priersd'actresser mute correspondence a la : Rodectrice, INTERACTION. FCSGE/CCCE 120. ay. Holland, bureau 306.Ottawa (Ontario) KlY OX6. (613) 729-5289 ou 1-800.858-1412. telecopieur (613) 729-3159.

132

OPINIONS

Dans les coulissesLe nuttier° Ete de Interaction

met ('accent sur les services

de garde en milieu familial.

Vous y trouverez un editorial

sur les compressions dans les

programmes de garde d'enfants au

Canada, une foule de suggestions pour la

planification de programmes. des

donnees interessantes sur la garde en

milieu familial au Canada et des conseils

pratiques pour ameliorer la

communication avec les parents. Outre

divers autres articles, vous trouverez un

aide-mernoire sur la prevention des

blessures, une mice a jour sur la securite

au soleil et de ]'information sur le role

des visiteuses a domicile oeuvrant aupres

des Services a l'enfance Andrew Fleck.

Les resultats de l'enquete sur le

developpement bilingue de la FCSGE se

trouvent sous la rubrique Nouvelles.

I espere que tout le monde trouvera

son compte dans le present nuttier° de

Interaction mon dernier avant mon

retour d'un conge de maternite de six

mois. Pendant mon absence, Barb Coyle.

une reclactrice possedant 15 annees

d' experience. assumera l' interim.

N'hesitez pas a communiquer avec Barb

(poste 34) si vous avez des

commentaires, des idees pour des articles

ou des photos. Passez un magnifique ete

et a bientot!

Susan Hajdu-Vaughn, redactrice

Susan Hajdu-Vaughn a donne

naissance a une fille prenommee

Emily le 25 avril dernier.Felicitations!

2 INTERACTION ETE 1996

LettresJe suis tres contente que les membres

de la Saskatchewan Child Care Associa-tion (SCCA) aient vote en faveur de raf-t-illation a la FCSGE a ]'occasion de notrederniere assemblee annuelle. Je croisest tres important pour tout le monde deconsiderer ]'ensemble du domaine de lagarde a l'enfance (c.-a-d. a l'echelle na-tionale plutot que locale ou provincialeseulement). Etant donne que la garde al'enfance releve encore de la juridictionprovinciale, nous avons parfois ]'impres-sion d'affronter seules les memesproblemes. L'affiliation a la FCSGE peutaider un plus grand nombre d'entre nous apartager de l'information, des preoccupa-tions et des idees. Continuez le bon travailet merci pour cette initiative.

Karen Heinrichs

Saskatoon, Saskatchewan

Comme etudiante en EPE, j'ai ]'im-pression d'avoir decouvert une mine deressources.

Laurie Doane

Ottawa, Ontario

J'aimerais vous remercier infinimentpour toute l'information que vous m'avezenvoyee. Vous devez recevoir tellement dedemandes comme la mienne que vous nevous souvenez sans doute pas particuliere-ment de chacune d'elles. Je voudrais sim-plement vous dire. ainsi qu'a la Federation,

quel point j'ai apprecie votre aide.J'aimerais en connaitre davantage sur laFederation en general... Merci encore unefois de votre aide.

Nicole Robinson

Scarborough, Ontario

...Cette telecopie confirme que le

Vanier College. en partenariat avec le Con-seil scolaire Kativik, traduira en Inuktitut('article intitule oPlanifide ou spontanee,l'heure du conte est toujours apprecide desenfants», par Jill Ireland, pour les etudian-tes inscrites au programme de formation enservices de garde. Nous vous enverronsune copie de la traduction. Nous vous re-mercions de votre appui a cet egard...

Diane Nyisztor

Vanier College, St-Laurent, Quebec

133

le 19 avril. 1996

Mesdames.

Au nom de ]'honorable Douglas Young,je vous remercie de votre lettre du 24 janvier1996 adressee a son predecesseur, ]'hono-rable Lloyd Axworthy, concemant la garde al'enfance. Le ministre Young m'a demandede donner suite a vos preoccupations.

Le gouvemement federal reconnait ]'im-portance des services de garde a l'enfancepour faciliter le travail des parents et renfor-cer le developpement de l'enfant et la secu-rite familiale. Compte tenu de ces objectifyd'employabilite et du developpement del'enfant. le ministre Young rencontre seshomologues des provinces et territoires pourtraiter d'un certain nombre de questions, ycompris les programmes de garde a l'en-fance. Jusqu'a maintenant, d'apres les reu-nions tenues avec les ministres provinciauxet des reponses &rites recites avant cesreunions, it se &gage un consensus clair surla necessite de tenir d'autres discussions afinde s'entendre sur une utilisation judicieusedes fonds federaux pour les programmes degarde a l'enfance.

Les provinces et les territoires ontsouligne que tout nouvel arrangement entrele federal. les provinces et les territoires surla garde a l'enfance doit refleter les effortsdeployes pour clarifier les roles et res-ponsabilites des deux paliers gouvernemen-taux et eliminer les chevauchements et lesdecioublements. A cet effet, le recent dis-cours du Trone a indique que le gouverne-ment du Canada n'userait pas de son pou-voir de depenser pour annoncer denouveaux projets a coins partages dans desdomaines de juridiction provinciale exclu-sive sans le consentement de la majorite desprovinces.

Le ministre achevera les consultationsavec les provinces et reitere ]'engagementdu gouvernement du Canada a elaborer unepolitique appropride en matiere de garde al'enfance en etroite collaboration avec lesprovinces pour atteindre un consensus na-tional refletant les besoins propres a chacuned'entre elles.

Je vous prie d'accepter mes meilleuressalutations.

James Lahey

Sous-ministre adjoins

Politique strategique

OPINIONS

Transfert du travail,coupons et garde enmilieu familialLa reduction des programmes de

garde a I'enfance au Canadapar Irene J. Kyle

Les temps ne sont pas faciles pourcelles d'entre nous qui nouspreoccupons de Ia garde a l'en-

fance au Canada. que nous soyons deseducatrices de la petite enfance.des responsables de garde enmilieu familial. des gestion-naires de garderie ou

d'agence, ou uneespece encore plus raris-sime des chercheuses engarde a l'enfance. Au mo-ment oil j'ecris ces lignes, onretrouve presque tous les joursdes entrefilets dans les journauxsur la volte-face du gouvemementfederal concernant ses engagementsde mettre en place un programme national degarde a l'enfance. En outre. les accords entrele federal et les provinces en vertu du Regimed'assistance publique du Canada viennent a&Hance et destabilisent le financement de lagarde a l'enfance partout au pays. En Ontario.on procede a une autre revue provinciale de lagarde a l'enfance a huis-clos et on fait fi desconnaissances et experiences des parents etdes intervenantes en services de garde souspretexte qu'elles ne sont pas pertinentes parcequ'elles proviennent de «groupes d'interetsparticuliers>! Dans le Grand Toronto oil jereside, les compressions dans le financementont menace l'existence des services de gardeapres l'ecole pour les enfants d' age scolaire etreduit le nombre de subventions de garde dis-ponibles aux meres prestataires d'aide socialequi luttent pour retoumer sur le marche dutravail et subvenir aux besoins financiers deleurs families.

d'etude sur la garde des enfants. 1985: leGroupe de travail parlementaire sur les servicesde garde d'enfants: le Sous-comite sur la pau-vrete. 1993: le Livre rouge du Parti liberal.1993). Ces fonds sont en outre menaces malgrela proportion croissante sur le =die du tra-vail de meres avec de jeunes enfants: et malgreun consensus croissant sur la valeur des pro-grammes d'education de la petite enfance dansla promotion du developpement des enfants etde leur preparation pour [ecole.

Apparemment peusoucieux de l'enorme

potentiel de pertur-bation que causerait[ absence d' une

politique claire dufederal sur Ia garde a

l'enfance et d'accords definancement aux niveauxcommunautaire et pro-vincial. le ministre du

Developpement des res-sources humaines a declare

recemment que «ce qui importele plus. c'est... de trouver un

moyen pour que les provinces four-[assent des services de garde au moin-

dre coat possible pour le contribuable.»(Toronto Star. 24 fevrier 1996, p. A 1 1 ).

Bon nombre de journaux ont estime recem-ment que cette nouvelle serie de compressionsdu federal sonnent probablement le glas duprogramme national de garde a I'enfancepromis par les Liberaux et qu'en outre. «la so-lution de remplacement a ce programme seraitd'affecter les fonds destines a la garde a l'en-fance aux programmes &assurance-die:Imagequi donnent des coupons aux personnes quipercoivent des allocations de recyclage.»(Globe and Mail. 17 fevrier 1996).

Si I' id& d'Ottawa concernant les couponsest similaire a celle qui a circuld recemment enOntario, les coupons ne couvriraient pas en-tierement les frais de garde en garderie recon-nue ou en milieu familial reconnu. Cette solu-tion donnerait done l' impression qu'on cherchea pousser les parents a rechercher ce qu'onpresume 'etre des services de garde informelsmoindre coat. non reglementes et fournis pardes amies et des voisines. Plutat que de reglerle besoin reconnu de longue date d'etablir desmecanismes de financement pour stabiliser etelargir le systeme de garde public, l'adoptiondes coupons par le gouvemement federal per-turberait davantage les programmes de garde a

La force motrice qui sous-tend certains deces changements tient a une Metorique

economique simpliste axee uniquement surle odeficito et la reduction des depenses audetriment d'importants coats sociaux et hu-mains qui ne peuvent que resulter du deman-telement de Ia base sociale et du soutienl'emploi au profit des enfants, des families etde leurs communautes. Ce qui a commencecomme une critique des programmes d'aidesociale. englobe maintenant d'autres pro-grammes de services humains fondamentauxcomme la garde a I'enfance. ('education et lasante. Les fonds publics pour la garde d'en-fants sont de plus en plus menaces meme si.pendant des decennies. des commissionsroyales, des groupes de travail gouverne-mentaux et des enonces de principes ontdocuments Ia necessite d'etablir des servicesde garde finances par l'Etat et des conizesparentaux par ex., La Commission d'enquetesur la situation de la femme au Canada.1970: la Commission d'enquete sur legaliteen matiere d'empfoi. 1984: le Groupe

134 tit 1996 INTERACTION 3

OPINIONSl'enfance et causerait de ('incertitude en plusde desorganiser les families. les enfants. leseducatrices de la petite enfance et les res-

ponsables de garde en milieu familial partoutau Canada.

Une des consequences les plus troublantesdu volte-face federal est la possibilite de voirse polariser dans la communaute de la garde al'enfance l'idee que ne s'aggravent les divi-sions actuelles entre les services de garde engarderie et en milieu familial. entre les servicesde garde reglementes et non reglementes. Dansle cadre de ces discussions. les garderies enmilieu familial reglementees ou non sont habi-tuellement les perdantes. Les garderies nonreglementees en milieu familial sont particu-lierement discreditees et depeintes commedangereuses pour les enfants. En Ontario, parexemple, <des defenseurs de la garde a l'en-fance affirment que les enfants sont nettementplus en securite dans les services de gardereglementes que lorsqu'ils sont a la charge devoisines ou de parents et que les familiesdoivent mettre la vie de leurs enfants en dangerpour sortir de l'aide sociale...» (Toronto Star.19 septembre. 1995. p. A2). Les defenseurs dela garde en milieu familial ont retorque enpointant du doigt les consequences desas-treuses qu'entrainerait une condamnationsystematique de toutes les garderies non regle-mentees. Dans un autre article, Lee Dunster, dela Child Care Providers Association signaleque «beaucoup de membres de l'association sesont senties blessees par les commentaires desdefenseurs des services de garde reconnusvoulant que les garderies non reconnues soientmoins bonnes et probablement dangereuses.Elles doivent constamment se justifierlorsqu'elles entendent des commentaires dugenre «Dieu protege vos enfants» (dans lesgarderies non reconnues). C'est vraiment diffi-cile pour une intervenante d'entendre parler dece qu'elle fait de cette fawn» (Toronto Star. 25janvier 1996, p. B5).

Le probleme concemant le debat autourdes services de garde reglementes ou non tientau fait qu'il est trop simpliste et seme la dis-corde. 11 dresse les intervenantes des garderiesreconnues contre leurs collegues travaillantdomicile. A mon avis, on devrait exiger quetous les services de garde en milieu familialobtiennent un permis (sauf ceux offerts par unmembre de la famille), car je suis persuadee de

importance d'avoir des normes communau-taires claires pour les services de garde et quisoient superieures a celles qu'adoptent indi-viduellement les parents et les responsables de

4 INTERACTION tit 1996

...je me sens encoreplus preoccupee parnos luttes intestines.Nous ne devons pasnous tromperd'ennemi. Notreennemi, ce n'est pasune autreintervenante enservices de garde.

garde). 11 est trop simpliste de presumerqu'en l'absence de reglement, toutes les in-tervenantes de garde en milieu familial offri-ront necessairement aux enfants des servicesmediocres ou dangereux. Par exemple, noussavons qu'aucune disposition officielle nereglemente ni ne supervise la garde en milieufamilial a Terre-Neuve. Pour cela, qui d'entrenous affirmerait serieusement que toutes lesgarderies en milieu familial de cette provincesont de qualite inferieure? II serait certaine-ment plus probable qu'a Terre-Neuve.comme dans les autres provinces. la qualitedes services offerts dans ces garderies vaned'excellente, a adequate, a inadequate etmauvaise.

A ce jour, les recherches appuient la no-tion que la qualite des soins offerts dans lesgarderies informelles vane largement. Lesetudes menees tant aux Etats-Unis (ex. : Nel-son. 1991, et Leavitt, 1991) qu'au Canada(ex. : Pepper et Stuart, 1991, 1988) indiquentqu'un certain nombre de responsablessondees offrant des services de garde nonreglementes respectent volontairement lesexigences requires dans leur localite concer-nant remission de permis et les inscriptions.Elles demontrent en outre que les bas tauxd'emission de permis semblent davantagelies au manque d'agents d'emission de per-mis, au nombre eleve de services de garde enmilieu familial et a la question de savoir si leprocessus &emission de permis s'est deroulede fawn efficace et cordiale en fonction desbesoins d' information et de soutien desresponsables de garde. Alors que Pepper etStuart (1991) soulignent que «les res-

135

ponsables de garde supervisees offrent engeneral. des services de meilleure qualite enmilieu familial comparativement a leurs pairsnon supervisees» (p. 109), ils ont aussi cons-tate que ces demieres «reussissaient tout au-tant a creer dans leur domicile une atmospherechaleureuse et familiale qui constitue un at-trait majeur pour ces garderies. Les res-ponsables et les enfants y ont une interactionempreinte «d'affection, de joie et de respect»(p. 116).

La recherche concernant la garde en mi-lieu familial prouve que la qualite dependd'un certain nombre de facteurs. La VictoriaDay Care Study (1991) de Pence et Goelmana constate qu'une combinaison de facteurscontribuait a ameliorer la qualite : remissionde permis aux responsables, la formationspecialisee sur la garde en milieu familial, lafiend dans r execution de leur travail et le faitd'être connect& ou non a un reseau de sou-tien ou a une association de garde en milieufamilial. Les conclusions de Pence et Goel-man sont conformer a celles de la plus recenteetude americaine sur la garde en milieu fami-lial et chez la parente conduite par Kontos,Howes, Shinn et Galinsky (1995). Ces

demiers ont constate que les responsables degarde qui offrent des services de meilleurequalite etaient «plus intentionnelles» dans leurfawn de travailler» (p. 203). Par «intentio-nalite» on entend, entre autres, le fait «d'etredeterminee a prendre soin des enfants... dechercher des possibilites d'en connaltredavantage sur la garde d' enfants... de planifierdes experiences pour les enfants...et de recher-cher la compagnie d'autres personnes quiprennent aussi soin des enfants.» Kontos et al.ont aussi trouve que «la garde en milieu fa-milial est. en general, toute aussi adequate etpresque identique en termes de qualite auxservices offerts dans les garderies» et estimentoqu'il n'y a aucune raison de croire que lesenfants recoivent de meilleurs services parcequ' ils frequentent un modele de garde plutotqu'un autre (milieu familial par rapport agarde en garderie). Plutot, <mous savons

maintenant que la qualiti varie beaucoupdans toils les modes de gardeo (p. 204, lesitaliques sont de moi).

Je voudrais preciser ici que je ne nie pasdu tout I' importance de la reglementation, pasplus que je ne suis insensible a la qualite.Mais, je me sens encore plus preoccupee parnos luttes intestines. Je crains que dans nos ef-forts pour defendre la necessite d'etablir unsysteme de garde a l'enfance de qualite, nous

OPINIONSne polarisions les &bats sur les services degarde formels et informels qui dressent leseducatrices de la petite enfance contre lesresponsables de garde en milieu familial. Cefaisant, nous gaspillons de precieuses ener-

gies qui pourraient etre mieux utiliseesl'endroit des politiciens, des gens d'affaireset des economistes qui rejettent la notion que

la garde a l'enfance est a la fois une res-ponsabilite sociale et familiale, mais qui sont

bien heureux d'exploiter les intervenantes degarde qui travaillent a domicile ou dans lesservices publics car, ils recherchent surtoutdes moyens simples de reduire les colas.Nous ne devons pas nous tromper d'ennemi.Notre ennemi, ce n'est pas une autre inter-venante en services de garde.

Un des problemes auxquels nous faisons

face comme intervenantes en services degarde, quel que soft notre milieu de travail,est que le debat politique sur la garde a l'en-fance est en train d'être domine par des argu-

ments fondamentaux, sexistes et conser-vateurs visant encore une fois a faire de lagarde a l'enfance la seule responsabilite (non

remuneree) des meres, ainsi que par unerhetorique economique axee sur la diminu-tion et le dernantelement des services publics

et la privatisation des services de garde. Loin

de se preoccuper des questions lines a lareglementation et a la qualite (ce qui suppose

l'acceptation d'un certain niveau de res-ponsabilite par les pouvoirs publics), la

rhetorique politique se fait encore plusregressive. En Ontario, par exemple, le pre-mier ministre Mike Harris a declare recem-ment que «la question est de savoir si c'est le

role du gouvernement de financer la gardedes enfants ou celui des parents? Tradition-nellement, ce role a etc devolu aux parents»(Toronto Star, 19 septembre 1995, p. A2.).Cette declaration nous ramene aux questions

que nombre d'entre nous pensions avoir etcreglees depuis plusieurs decennies.

Nous devons comprendre que ce qui sur-

vient dans le domaine de la garde a l'enfance

s'inscrit dans le cadre d'une tendanceeconomique elargie qui devalue et margina-lise le travail des intervenantes de garde etrejette la notion que la communaute en

plus de la famille doit aussi assumer une

responsabilite pour la croissance et le develop-pement sains de nos enfants. Nona Glazer,dans son etude sur le travail remunere et nonremunere des femmes (1993), a ecrit sur cette

meme tendance a sous-estimer le travail desinfirmieres, d'autres membres du personnel de

la sante et des personnes qui fournissent dessoins aux personnes agees. Elle decrit ce pro-cessus comme un «transfert du travail»c'est-A-dire un transfert de la responsabilite de

la fourniture de soins offerts par des tra-vailleuses bien formees vers des travailleusesmal payees, mal formees et jouissant d'unfaible statut qui peuvent travailler a tempspartiel ou a contrat, avec des avantagessociaux peu importants ou minimes. Danscertains cas, ce «transfert du travail» impliquede faire porter la responsabilite des soins a des

membres non remuneres de la famille aux

meres, aux filles et aux autres parents. El lesexpliquent que «... meme si les changementsdans le processuS du travail dans les services

de sante peuvent etre consider& rentablespour la «societe», les changements sont

acceleres par les tentatives des entreprisesd'atteindre deux objectifs : (1) accumulerdavantage de capital et accroitre les profits, et(2) transferer aux travailleurs et a leurs

families la responsabilite concernant la repro-duction sociale) des travailleurs et de leursfamilles» (p.214). Glazer note que le proces-sus de «transfert du travail» est souvent justi-fie par le fait qu'en plus de reduire les coats, itoffrira aux consommateurs plus de choix, decommodite et de controle personnel. Cesjustifications ou ideologies «sont importantesparce que le capital et l'Etat, sous pretexte decrises mondiales intermittentes, se servent du

transfert du travail comme strategic a courtterme pour reduire les coats de main-d'oeuvre et des prestations sociales». (p. 212).

Selon Glazer, les compressions

budgetaires et la privatisation des servicespublics qui font partie integrante du processusde «transfert du travail», permettent souventaux entreprises et au secteur prive d' intervenir

et de creer des services de rechange qui,malheureusement, se revelent souvent pluscoilteux, sans necessairement offrir des ser-vices de qualite superieure. (Les profitsdoivent venir de quelque part, n'est-ce pas?).

1 Le terme reproduction sociale se refere au travail concernant reducation des enfants, les soins aux personnes ageeset autres personnes A charge dont les femmes assument habituellement to responsabilite. Ce faisant, les femmesliberent les hommes pour qu'ils participent au monde public du travail et de la production economique, par exem-ple, dans les entreprises, dans les usines et le gouvemement. Les etudes economiques les plus conservatrices ontneglige de reconnoitre que le travail qu'accomplissent les femmes en elevant les enfants et en s'occupant du foyerrepresente une contribution vitale pour le bon fonctionnement du monde du travail remunere.

136

Dans le domaine des soins de sante, les coats

plus eleves qu'entraine la fourniture de ser-vices prives ont aussi influe sur la capacited'un grand nombre de families a avoir accesaux services, forcant souvent les femmes defamilies a faible revenu a quitter le marche dutravail pour rester a la maison et s'occuperd'une personne 'Agee, d'un infirme ou d'unhandicaps sans etre remunerees.

Abel et Nelson (1990), ont aussi beau-coup &fit sur le travail de fourniture de soinsdans un grand nombre de domaines de ser-vice. Its suggerent que la tendance desgouvemements a recourir aux entreprisescommerciales pour fournir des services degarde est problematique parce que le modeleentrepreneurial «exige que les soins soientconvertis de leur statut de services sociaux acelui de produits». Scion ce modele, la fourni-ture de soins quitte les relations humainespour etre reduites a une serie de tachesroutinieres facilement mesurables. Its

rapportent aussi qu'«...on peut prouver dansune certaine mesure que les organisationsaxees sur la maximisation des profits sontparticulierement susceptibles de sacrifier lesbesoins des travailleurs et de miner la

possibilite de fournir des soins. Les hopitauxA but lucratif peuvent reduire les ratios

personnel-patients et convertir des postesd'infirmieres a temps plein en postes a tempspartiel. Nombre d'entre eux comptent sur desinfirmieres qui manquent de sens communau-

taire a regard de leurs patients et de leurscollegues» (p.14).

Actuellement, it devrait etre evident queles intervenantes en services de garde ontbeaucoup de chores en commun avec les tra-

vailleuses qui s'occupent de personnes agees

ou de patients. L'idee du ministre federal desRessources humaines, M. Young, de «trouver

un moyen d'amener les provinces a fournirdes services de garde d'enfants au meilleurcoat possible pour le contribuable» ainsi queles rumeurs sur les solutions de rechange fa-vorisant le systeme des coupons, constituentencore un autre exemple du processus de«transfert du travail» auquel fait allusionGlazer. Ce phenomene s'accompagne dutransfert de la responsabilite de la fourniturede soins aux intervenantes les plus margina-lisees et sous-payees. Dans le cas de la gardea l'enfance, l'impact potentiel du «transfertdu travail» obligera probablement les inter-venantes en services de garde reglementes aaccepter des salaires plus faibles, moinsd'avantages sociaux et un emploi precaire, au

ETE 1996 INTERACTION 5

OPINIONSmoment meme on ce modele propose detransferer le fardeau de la fourniture de soinsa des intervenantes informelles qui sont déjàparmi les travailleuses les plus exploitees dumilieu. Ce n'est pas comme si les inter-venantes en services de garde etaient grasse-ment payees au depart Garde h l'en-fance, une etude canadienne de 1992 sur lesservices de garde en garderie, souligne que :

«La garde a l'enfance est une pro-fession a predominance feminine etles salaires refletent cette realite. Laremuneration moyenne dans la pro-fession est de 9,60 $ l'heure. Bienque les intervenantes en services degarde soient plus instruites que lamajorite des autres travailleurs ca-nadiens, leur traitement se situe presdu salaire minimum offert dans lesecteur industriel» (Schom-Moffat,1992, p. vii).

Les responsables de garde en milieu fa-milial (reglementees ou non) gagnent nette-ment moins et travaillent de plus longuesheures (en moyenne plus de 10 h par jour)que les educatrices de la petite enfance dansles garderies. La plupart des intervenantes degarde ne beneficient d'aucun avantage social(ex. : pension, assurance-invalidite, vacanceset conge maladie). De plus, elles assument lecoin de la nourriture, des fournitures et derequipement a meme les frais de garde, cequi reduit leurs salaires. II n'y a pas non plusde garantie que les intervenantes de gardeseront en mesure de travailler regulierementa temps plein et au maximum de leur ca-pacite. Il en resulte qu'elles pourraient 'etresoumises a des fluctuations de revenus surlesquelles elles ont peu de controle.

Bien que la rhetorique conservatriceclame que les coupons accorderont plus delatitude aux parents dans le choix de leursarrangements de garde, dans la realite, nom-bre d'entre eux seront desavantages. Le«pouvoir d'achato des coupons sera pro-bablement limite si bien qu'un grand nom-bre de parents devront debourser des fraisadditionnels qu' ils peuvent difficilementpayer s' ils veulent des services de garde dequalite. Un certain nombre de petites garde-ries communautaires devront peut-etre fer-mer leurs portes en raison de la precarite dufinancement et, en fin de compte, beaucoupde familles (surtout celles a faible revenu)auront en realite moins de choix. Finale-ment, certains parents devront essayer de

6 INTERACTION tit 1996

trouver et de negocier leurs propres arrange-ments de garde «informelso avec peud'aide et de soutien parce qu'un grandnombre de services de garde en milieu fami-lial et de centres de ressources pour la familleayant foumi dans le passé de ('information etdes services d'aiguillage ont aussi subi descompressions budgetaires. Il ne sera peut-etre pas trop difficile de trouver des res-ponsables de garde en milieu familial dansdes communautes essentiellement rurales oude petite taille on les familles et les res-ponsables se connaissent tres bien. Cepen-dant, dans les centres urbains, ou nombre deparents ne connaissent pas leurs voisins im-mediats, et encore moins des responsables degarde potentielles, it est moins facile de trou-ver et de prendre le temps d'evaluer un ar-rangement de garde.

II apparait particulierement peuraisonnable et contradictoire que le ministredes Ressources humaines, qui est aussi res-ponsable a l'echelle nationale de l'employa-bilite et de la creation d'emploi sup-posement en respectant une certaine equitede base et un traitement juste pour les tra-vailleurs semble tente d'introduire desmecanismes de financement de la garde al'enfance qui destabiliseront un systeme deservices déjà vulnerable. De telles approchesne peuvent que mener a la perte d'un grandnombre d'emplois pour les intervenantes degarde et A faire porter le fardeau de laresponsabilite par les responsables de gardeen milieu familial déjà notoirementsous-payees et exploitees. En outre, beau.:coup de services communautaires qui ont of-fert soutien et repit occasionnel aux re-sponsables de garde en milieu familial et auxparents subissent aussi des reductions ou sontpurement elimines, minant ainsi les effortsdéjà limites deployes pour appuyer les res-ponsables et ameliorer la qualite des servicesofferts dans leur garderie en milieu familial.De plus, la desintegration des arrangementsde garde influeront sur la capacite desparents a trouver et a conserver leursemplois, ce qui nuira a leurs efforts pours'affranchir de l' aide sociale et devenirautonomes. II est difficile de comprendrecomment cette fawn de traiter les

intervenantes de garde et les parentstravailleurs peut etre percue comme etantconform a une pratique exemplaire enmatiere de ressources humaines et a unerhetorique federale qui prone le soutien al'emploi et la creation d'emplois.

137

Les hypotheses economiques qui sous-ten-dent les compressions a la garde a l'enfancesemblent confuses parce qu'elles ne tiennentpas compte des avantages economiques pou-vant resulter d'un systeme de garde a l'enfancestable et finance par l'Etat. Au Canada, con-trairement a certains pays d'Europe, les dispo-sitions gouvernementales pour la garde a l'en-fance ont tendance a etre considerees comme«une depense socialeo, plutot qu'un oinvestis-sement social» dans la creation d'emplois, unsoutien a l'emploi pour les parents et un sou-tien economique a I'entreprise. Cependant, lafourniture de soins finances par l'Etat generedes dividendes economiques : it tree nonseulement des emplois pour les intervenantesde garde qui subviennent aux besoins de leurpropre famille et payent des impots, mais libereaussi les parents qui contribuent a l'economieen tant que travailleurs. En outre, it accroit lepouvoir d'achat des familles et contribue a lasecurite economique et sociale a long terme parle biais des contributions aux pensions de re-traite versees par les intervenantes de garde etles parents. D'autres gains relies a la garde aI'enfance financee par l'Etat proviennent del'emploi et du soutien economique de diversautres travailleurs qui construisent les garderiesen plus d'être appeles A devenir les fournis-seurs de differents articles et de services. Sinous devons etre tenus responsables desdepenses sociales liees a un systeme de garde aI'enfance paye par l'Etat, nous devons aussi enreconnaitre les avantages economiques.

Plutot que d'être distraits et decourages pardes luttes intestines, les defenseurs de la gardea l'enfance, les educatrices de la petite enfance,les responsables de services de garde en milieufamilial et les parents doivent unir leurs efforts.Celles d'entre nous qui nous preoccupons desquestions de garde a I'enfance, peu importe ounous travaillons, avons besoin de nous serverles coudes pour lutter contre les ovraiso

ennemis de la garde a l'enfance les

politiciens, les economistes, les gens d'affaireset autres qui devalorisent la garde al'enfance et cherchent a elaborer desprogrammes qui profiteront davantage desintervenantes de garde les plus vulnerables enplus de les exploiter. Nous devons prendre uneposition ferme contre touter mesures etprocedures gouvemementales nuisibles auxefforts des intervenantes de tous les modes degarde visant a fournir a tous nos enfants et aleur famille les soutiens essentiels requis pourelever des enfants competents et bienveillantset creer des communautes solidaires. II est

OPINIONStemps que les politiciens et les

economistes reconnaissent que la

methode axee sur la reduction et ('elimi-nation pour la compression des coats etle principe du percolateur pour le

developpement economique sontinefficaces. De plus, elles laissent la

pauvrete et le desespoir dans leur sillage.Or, ce n'est pas ce que nous voulonsleguer a nos enfants.

Irene J. Kyle, M.Sc. prepare actuellement undoctoral en etudes de la famille a l'Universitede Guelph sur to recherche concernant la gardeen milieu familial an Canada, les programmesde ressources pour la famille et la politique so-ciale. Elle travaille depuis 20 ans dans diversprogrammes de garde d'enfants et comme ana-lyste principale en tnatiere de politique sur lagarde a l'enfance au ministere des Services so-ciaux et cotntnunautaires. Elle a public un cer-tain nombre d'articles sur la politique de lagarde a l'enfance, la garde en milieu familial etles programmes de ressources pour la famille.

References

Abel, E.K., et Nelson, M.K. (1990). .Circles ofCare: An Introductory Essay.. Dans E.K. Abel,et M.K. Nelson (Eds.). Circles of Care: Workand Identity in Women's Lives. pp. 4-34.Albany, NY : State University of New York.

Glazer, N.Y. (1993). Women's Paid and UnpaidLabor. Philadelphia : Temple University Press.

Kontos, S., Howes, C. Shinn, M., et Galinsky,E. (1995). Quality in Family Child Care andRelative Care. New York : Teachers CollegePress.

Leavitt, R.L. (1991). «Family Day CareLicensing: Issues and Recommendations..Child and Youth Care Forum. Vol. 20 (4), pp.243-254.

Nelson, M. (1991). A Study of Family DayCare Providers: Attitudes Toward Regulation..Child and Youth Care Forum. Vol. 20(4), pp.225-242.

Pence, A.R., et Goelman, H. (1991). «TheRelationship of Regulation, Training andMotivation of Care in Family Day Care.. Childand Youth Care Forum. Vol. 20 (2), pp. 83-101.

Pepper, S., et Stuart, B. (1991). Quality ofFamily Day Care in Licenced and UnlicensedHomes. Canadian Journal of Research inEarly Childhood Education. Vol. 3 (2), pp.109-118.

Schom-Moffat, P. (1993). Garde a l'enfance :Etude sur la remuneration et les conditions detravail dans le domaine de la garde a letzfancean Canada. Ottawa : Federation canadiennedes services de garde a l'enfance.

Stuart, B. et Pepper, S. (1988). «TheContribution of the Caregivers' Personality andVocational Interests to Quality in LicensedFamily Day Care. «Canadian Journal ofResearch in Early Childhood Education. Vol. 2(2), pp. 99-109.

Lf!

Honorer Ia diversite : Guidede ressources et de formationpour les facultes de I'EPE

par Roslyn Kushner Belle

.Dans notre classe, nous devons tout fairelentement parce que les etudiants enanglais langue seconde ne comprennentpas vite..

.Dans ma religion, l'homosexualite estconsideree comme un peche. Avant que jene fasse Ia connaissance d'une lesbiennede ma classe, je pensais que leshomosexuels ne devaient pas faire carrieredans le domaine de la garde a l'enfance..

Dens une faculte d'EPE, de telles declara-tions refletent des situations survenantdans les classes, mail qui evoquent de

plus grands problemes sociaux contemporains dela societe canadienne. Comme nous reconnaissonsl' importance des preoccupations liees au multicul-turalisme, aux droits humains et a la justice socialedans le cadre de la preparation de nos etudiantes atravailler aupres de jeunes enfants et de leurs fa-milies, un programme d'etudes et des methodessans prejuges deviennent «obligatoires» plutot quedes «ajouts» dans un nombre croissant de pro-grammes de formation partout au pays.

De recentes publications canadiennes, incluantPence et al (1993), Greey (1994), La Grange et al(1994), Bernhard (1995), et Hall et Rohmberg(1995), s'ajoutent a d'autres travaux canadiens etinternationaux comme sources d'inspiration etd'information pour les chargees de cours. Ces pu-blications traitent de la necessite de considerer ladiversite et proposent des fawns et des methodesd'y parvenir au niveau de la petite enfance. Unenouvelle publication de la Colombie-Britanniquecomplete ces documents : it s'agit de HonoringDiversity within Child Care and Early Educa-tion: An Instructor's Guide, par Gyda Chud etRuth Fahlman. Le Guide fournit des informationset des ressources exhaustives sur comment in-culquer une perspective et une approche sansprejuges dans tous les cours obligatoires des pro-grammes de formation en EPE.

Le guide traite des domaines suivants se rap-portant a la diversite :

les prejuges (en general ou comme categoricgenerique)

ESTCOPI/AVALABLE138

0 u

DiveirsiWwithin CHILD CARE and

EARLY EDUCATION

140 9d.

8

AN INSTRUCTOR'S GUIDE

Volume I

l'apparence et l' age

la classe

la culture

le handicap/r aptitude

les Premieres nations

les roles masculine et feminins

la langue

les nouveaux venus (immigrants et

refugies)

la race

la religion et la spiritualite

l'orientation sexuelle.

Le Guide en deux volumes contient 640pages. Il offre aux chargees de cours desmateriels nouveaux et reimprimes, un«guide» pour retrouver des textes dereference ties et plus de 130 documents a dis-tribuer, des articles, des activites et des de-voirs qu' on peut reproduire pour utilisation enclasse. En tant que publication preparee par leEarly Childhood Multicultural Services aVancouver pour le compte du ministere de laFormation professionnelle et du Travail de laC.-B., le Guide est surtout destine a la facultede l'EPE.

Pour faciliter l'utilisation du Guide, leministere de l'Egalite des femmes en a


OPINIONSdistribue des exemplaires a tous les etablisse-ments de formation de la Colombie-Britan-nique. Des exemplaires ont aussi ete dis-tribues gratuitement aux 34 programmes desoutien a la garde d'enfants de la province,aux representantes regionales de la EarlyChildhood Diversity Network Canada et ad'autres organisations cies axees sur la gardea l'enfance et sur le multiculturalisme, in-cluant la Federation canadienne des servicesde garde a l'enfance. Le Guide comportequelques informations propres a la Colom-bie-Britannique, mais peut aussi etre large-ment appliqué au Canada et ailleurs dans lemonde.

Pour appuyer le Guide, un programmede formation a ete lance en novembre demier.Grace a un financement du ministere de laFormation professionnelle et du Travail, desrepresentantes de tous les programmes deformation en EPE de la province ont ete in-vitees a une seance de presentation etd'orientation de quatre jours sur le Guide.Cette activite, tenue au Westcoast Child CareResource Centre de Vancouver, a ete orga-nisee par le Early Childhood MulticulturalServices. Plus de 30 personnes ont participe ala periode de formation de 24 heures.

La formation a essentiellement porte surles trois principales parties du Guide :

explorer les questions liees a la diversite etleurs consequences sur la societe et l'EPE;

traiter de la diversite dans le processusd'enseignement et d'apprentissage;

integrer la diversite au programmed' etudes de la garde a l'enfance et de la pe-tite enfance.

Les participantes ont recu un question-naire prealable a la formation pour faciliterles discussions et explorer les questions ciesdes chargees de cours concernant les do-maines personnels et professionnels, l'envi-ronnement de l'enseignement, les besoins desetudiantes et le contenu des cours.

Pendant la formation, les participantes sesont aussi attardees sur les quatre objectifsanti-prejuges de Louise Derman-Sparks con-cernant les enfants, les families, les praticien-nes ainsi que les etudiantes en EPE et lafaculte :

forger une identite personnelle et de groupeinform& et fiable;

avoir une interaction agreable et ouverteavec des gens d' origines diverses;

avoir une attitude critique a regard desprejuges;


pouvoir se defendre et defendre les autresface aux prejuges (Derman-Sparks, pp. 118-121).

Ces principaux objectifs ont donne lieu abeaucoup de debats et de discussions : Quesignifie l'activisme «approprie au developpe-ment» avec des tout-petits de trois a cinq ans?Comment les praticiennes, les etudiantes et leschargees de cours abordent-elles la questiondes opinions et des valeurs qui sont fondamen-talement opposees a la theorie de la valorisa-tion de la diversite dans un ou plusieurs do-maines de la diversite, comme l'orientationsexuelle par exemple? Comment la facultepeut-elle aborder la question des prejuges ou laresistance a adopter des comportements sansprejuges au niveau des individus et de Feta-blissement? Comment les programmes en EPEpeuvent-ils mieux contribuer a la preservationde la langue et de la culture en plus d'appuyerles revendications des Premieres nations etd'autres grouper dans le cadre d'une approcheglobale sans prejuges? Les participantes ontexplore les themes communs et les variationsregionales pendant l'examen de ces questionset d'autres sujets. La formation a aussi portesur des strategies pratiques et concretes pourelargir le double role «d'apprenties et de lea-ders» des chargees de cours afin d'atteindre lesobjectifs visant a eliminer les prejuges.

Les idees pour un meilleur soutien com-prennent :

entreprendre une reflexion et une explora-tion personnelles pour aborder les questionshides a la diversite et leurs implications;

encourager et valider les contributions desetudiantes ainsi que leurs reflexions critiquesconcernant les processus d'enseignement etd'apprentissage et le contenu du pro-gramme;

partager le processus de formation par lebiais d'un «mini-guide d'orientation» avecdes collegues de la faculte dans chaque eta-blissement;

entretenir un reseau de soutien informelparmi les personnes ayant participe a la for-mation;

creer des liens plus solides avec les «alliesnaturels» partenaires communautairestravaillant sur les questions concernant lagarde a l'enfance, le multiculturalisme, lesPremieres nations, les droits humains et lajustice sociale.

A la fin de la formation, nous avons cernedes moyens de maximiser «le pouvoirindividuel» (nous-memes) pour progresser

vers nos objectifs axes sur l'elimination desprejuges dans nos cours et nos classes. Au-delAde l' action individuelle, nous pouvons maxi-miser le «pouvoir collectif» en tant que profes-sion pour mieux honorer la diversite. Lorsquenous nous efforcons d'eduquer, d' influencer etde transformer nos propres attitudes et cellesdes autres, les connaissances et les com-petences, nous le faisons en reconnaissant l'im-portance de nos efforts pour les jeunes enfantset leurs families, pour la formation en EPE et,en fait, pour nos communautes, notre pays etnotre monde. En tant que «travail en cours»,honorer la diversite est un processus infinimentvariable et continu. Le Guide et la formationcomplementaire aide la faculte de l'EPE dansce processus et cette entreprise.

Roslyn Kushner Belle est une educatrice de la petiteenfance et enseignante/fortnatrice qui possede plus de20 ans d'experience dans le domaine. Elle est direc-trice du Shalom Preschool au Centre communautaire

juif de Vancouver et membre de la faculte pour le pro-gramme d'education continue an College communau-wire de Vancouver. Roslyn est engagee dans le domainede la recherche et de la pratique axees sur les interac-tions positives avec les jeunes enfants.

Honouring Diversity within Child Care andEarly Education: An Instructor's Guide,Volumes I et 2, par Gyda Chud and RuthFahbnan, en vente aupres de Open LearningAgency of B.C. (sans frais 1-800-663-1653). EnC.-B., 63,50 $ plus frais de port et taxes et77,50 $ plus frais de port et taxe a l'exterieurde la C.-B. Rabais de 20 p. 100 pour lesetablissements d'enseignement. Ensemble desvolumes I et 2, n° de cotntnande CPUB076, ISBN0-7718-9429-5. Pour de plus amples informationssur le Guide de formation, cosnmuniquez avecEarly Childhood Multicultural Services,Westcoast Child Care Resource Centre, 201-1675W 4th Avenue, Vancouver, BC, Canada, V6J 1L8,(604) 739-9456; telec. : (604) 739-3289.

References

Bernhard, Judith (1995). .Child Development,Cultural Diversity, and the Professional Training ofEarly Educators». Revue canadienne de reducation,pp. 415-436.

Derman-Sparks, Louise dans S. Bredakamp and T.Rosegrant (1992). Reaching Potentials: AppropriateCurriculum and Assessment for Young Children,Volume I. Washington.

Greey, Madeline (1994). Honouring Diversity: ACross-Cultural Approach to Infant Development forBabies with Special Needs. Toronto, ON: CentennialInfant and Child Centre.

Hall, Nadia Saderman et Valerie Rohmberg (1995).Affective Curriculutn: Teaching the Anti-BiasApproach to Young Children. Scarborough, Ontario:Nelson Canada.

La Grange, Annette et al. (1994). Culturally SensitiveChild Care: The Alberta Study. Edmonton, Alberta:Alberta Association for Young Children.

Pence, Allan et al. (1993) «Generative Curriculum: AModel of University and First Nations Co-operativePost-Secondary Education.. <tint. J. EducationalDevelopment. Volume 13, N° 4. pp. 339-349.


OPINIONS

utionorer le passé touten regardant versl'avenir»tel est le defi des Nines Tlingit de Ia riviere

Takupar Cathleen Smith

..)- .

rresent,roikire mon coeurA.4uipotique est urlorphelin. ou a uneroblerid:cfewrne.fend dortRje..taispon possible pour l'aider,?!:;:

, ' - :

:5...1 ii.:414,.:,A:IId:v.,m-.,%,:.,..., ,L-N1-,:,; .,

Voici l'histoire du Tlingit FamilyLearning Centre a Atlin, une corn-munaute eloignee, situ& au nord de

la Colombie-Britannique. Le Centre a adcite en 1992 afin de perpetuer la traditiontlingite dont park M me Nyman, soit prendresoin des enfants qui ont besoin d'aide.

Le Centre est ouvert tous les jours de8 h 30 a 17 h. de septembre a mai. II

accueille les enfants de la naissance a cinqans et emploie plusieurs parents ainsi queDiane Gow, une educatrice de la petiteenfance. Les parents y sont chaleureusementaccueillis et r atmosphere est tres detendue etcordiale. Les beads y sont calines et caressespar des enfants et des «tantes».

Certains enfants prennent le petitdejeuner au Centre tandis que les adultescommencent la journee avec une tasse de theou de café. Ensuite, les parents partent pourr &Ole ou le travail. Les cinq meres et le perequi travaillent au Centre rassemblent de pe-tits groupes d'enfants et s'en vont dans l'unede plusieurs petites salles. Les parents en-couragent gentiment les enfants pendant lesjeux de role, leurs activites creatrices ou leursprojets a l'ordinateur.

Deux des Ainees, Mme Nyman et MnieEvelyn Jack viennent tous les jours entre10 h 30 et 13 h. Elles apportent un tresor deconnaissances sur la culture autochtone et lalangue tlingite. Mrne Nyman sait combien itpeut etre difficile d'apprendre une nouvellelangue. Elle se rappelle avoir appris l'anglais,«...Je me suis dit que j'allais faire tout monpossible pour l'apprendre quoi qu'il arrive.

4izabe h islytitan,-Ainee Tlingit. Atlin, C. 43:7:c%

J'ai appris quelques mots et apres. j'ai re-garde et ecoute. Tres vite. je pouvais direcertaines petites choses comme odonnez-moi un peu d'eau», «passez-moi du the» ou<<donnez-la mob>. En d'autres mots. quandon veut, on peut.

M'S Nyman et Jack constituent de puis-sants modeles a emuler pour les parents etles enfants. «Je me sens vraiment a l'aised'erseigner le tlingit a mes petits bebes». af-firme Mme Jack. «Ici, j'ai l' impression d'êtrechez moi».

Le rove du personnel au Tlingit Learn-ing Centre est de retablir la confiance desparents et d'inculquer un sentiment d'ap-partenance communautaire parmi les en-fants, les Nines et les parents des Premieresnations Tlingit de la riviere Taku ainsi queles families d'autres origins. L'objectif estd' amener les enfants et les parents a se res-pecter les uns les autres. C'etait l'anciennefawn de proceder, ce devrait etre aussi lanouvelle.

Tina Jack. mere et educatrice de la petiteenfance, affirme que son travail au Centrelui a permis d'apprendre differentes fawnsd'aborder les problemes : «Le fait de venirici m'a fourni des strategies d'adaptation.J'ai appris a enseigner aux enfants de nou-velles fawns de regler les malentendus...Nous apprenons aux enfants a se sentirresponsables d'eux-memes».

Cette annee, le programme s'est terminepar un diner-partage a Five Mile au lac Atlinon on est en train de creer un centre spirituelpour les cercles de guerison, les camps

1.40

culturels et les reunions. Cet endroit fait partie dela reserve Tlingit de la riviere Taku oir vivent denombreuses families. La celebration a ete dediee

cinq enfants qui ont termine leur sejour auTlingit Learning Centre et qui commenceront lagrande ecole» r anti& prochaine. Les cinqdiplomes Elysia, Kalvin, Daryl, Jordan etNatalie ont participe a la ceremonie avec leursfamilies ainsi que d'autres enfants du Centre. desfamilies. des Mites. des amis et des membres dela conununaute.

A cette occasion, Mme Jack a apporte un sau-mon qu'elle avait fait fumer. II y avait aussi unenorme gateau &core de bonbons ainsi qu'un as-sortiment de salades et d'aliments prepares aubarbecue. Les cinq diplomes ont recu des ballonset des certificats. Mme Nyman a prononce unelongue benediction en tlingit. Le jour de la remisede diplomes, les enfants ont visite leur nouvelleecole et passé une partie de la journee a la ma-ternelle.

Les fonds de demarrage du Tlingit LearningCentre ont ete fournis par la Fondation Donner.avec le genereux soutien de la First People's Cul-tural Foundation et du ministere des Services so-ciaux de Ia C.-B. Les travailleuses sociales et lesconseilleres des Premieres nations Tlingit de lariviere Taku ont aussi apporte une importantecontribution. Le Yukon College, le NorthernLights College, les infirrnieres itinerantes de laCroix-Rouge et d'autres organismes ont organiseun bon nombre d'ateliers pour le perfectionne-ment professionnel.

Le Centre est devenu une place securitairepour les visites des families monoparentales quiont des problemes de garde. 11 est devenu un lieuqui permet aux families de se calmer lorsqu'il y ades crises. Selon revaluation effectude au departpar Diane Gow, educatrice de la petite enfance.les principaux besoins des enfants concernent lesaptitudes sociales et linguistiques. Elle a affirmequ'il fallait que les parents comprennent lesavantages de I'. orientation positive. Celaameliorerait chez les enfants les interactions so-ciales qui etaient souvent chaotiques et irrespec-tueuses.

<de crois qu'il est necessaire d'enseigner auxparents les notions de base du developpement del'enfant. Si je mets l'accent sur le besoin qu'al'enfant d'un sain developpement, les parentssont prets a r essayer». indique Diane. «Chaquefois que je fais un peu de travail d'orientationavec un enfant. je I'explique pour que ('enfant etle parent comprennent. Je donne les raisons etnous parlons de ce que ressent ('enfant. Nous dis-cutons de ce que devraient etre les limites.

Lorsque les parents en experimentent refficacite.


OPINIONSils l'essaient au Centre et a la maison.» Mme Nyman ap-pelle Diane «la Bonne mere». Maintenant, it semble tresnaturel pour les parents d'ecouter les enfants avecrespect. Il s'agit en effet. d'un retour au parentagetraditionnel!

Dans la communaute, un grand nombre de services.y compris la GRC et les infirmieres itinerantes de laCroix-Rouge, collaborent avec les Tlingit de la riviereTaku. Martin Blakesly. directeur de I' ecole Atlin avoueque «le Tlingit Learning Centre. nous a permis de cons-tater la necessite d'adapter l'environnement scolaire pouraccueillir ces enfants. Nous voulons qu'ils fassent unetransition harmonieuse vers ecole. Nous trouvons queles relations entre notre ecole et les parents s' ameliorent.Un plus grand nombre d' entre eux viennent maintenantet nous posent des questions.»

Cathleen Smith enseigne des cours &introduction en EPE a Atlin,Colombie-Britannique.

L'histoire de Evelyn Jack

A rage de cinq ans, on m'a amene au lac Fraser.On ne nous permettait pas de parler le tlingit. Asix ans, cetais en train de faire une broderie avecles lettres ABC. Une religieuse m'a dit de faire untrois, mais je ne savais pas a quoi ressemblait cechiffre. Elle s'est mise a me frapper la main avecune courroie a trois lanieres... II Malt interdit de

pleurer.

Tous ces comportements nous ont rendus trestimides et honteux vis-a-vis de notre langue et denotre culture. J'ai eu beaucoup de problemes engrandissant. dont un probleme d'alcoolismependant un moment. Je le regrette beaucoup.Maintenant je dirige un camp culturel. Les enfantsapprennent vraiment beaucoup de choseslorsque nous allons dans la brousse. J'accueilleaussi quelques enfants blancs. J'ai constate quecontrairement aux autres enfants, mes enfantsautochtones se vantaient lorsqu'ils devaient y eller.

A cette kale, nous enseignons maintenant auxpetits enfants a se respecter. Le respectcommence d'abord a l'interieur de soi. Si vous nevous respectez pas, vous ne pouvez pas vousentendre avec les autres. Si vous n'etes pas enharmonie avec vous-merne, votre estime de soi

en prend un coup!

Ce programme a reellement aide la communaute.Nos enfants savent maintenant qu'ils ne doiventpas se frapper. Nous leur enseignons a parler de

ce qui les ennuie. Nous leur enseignons commentecouter. Dans notre culture, c'est tits importantd'ecouter. C'est ainsi que nous eduquons nosenfants, en leur parlant. Nous avons une cultureorale. Donc, nous devons enseigner a nosenfants a &outer.


VOICI LES MEMBRES AFFILIES!

La SaskatchewanChild Care Association

par Mary Ann Knoll

La Saskatchewan Child Care Asso-ciation (SCCA) oeuvre en faveurdes services de garde de qualite

partout en Saskatchewan. La SCCA s'estfix& pour mission de fournir du soutienprofessionnel aux intervenantes engarderie et en milieu familial; offrir desservices administratifs et de gestion auxservices de garde en garderie et en milieufamilial; fournir une formation aux pa-rents pour les aider a prendre des deci-sions eclairees; et consulter le gouverne-ment sur les politiques touchant la gardea l'enfance. Pour coordonner ces ac-tivites, la SCCA dispose d'un conseild' administration provincial et de plu-sieurs comites actifs. Nous travaillonsactuellement avec un personnel de cinqmembres : deux consultantes en educa-tion a temps partiel, une preposee auxservices d'information a temps partiel,une coordonnatrice des adhesions atemps partiel et une directrice generale.

L'annee derriere a ete tres excitantepour la SCCA! Le gouvernement provin-cial a recemment octroye un contrat al' Association pour offrir de ('education etde la formation aux membres du conseild'administration et du personnel des ser-vices de garde en garderie et en milieu fa-milial partout dans la province. Nouscontinuons d'offrir des ateliers commu-nautaires sur des themes comme «Com-ment choisir un service de garde» et«L' harmonisation des responsabilites fa-miliales et professionnelles». En outre. laSCCA offre maintenant plusieurs nou-veaux avantages aux membres comme1' assurance responsabilite et l' assurance-avantages sociaux aussi bien pour lesservices de garde en garderie comme enmilieu familial. des prix decemes aux etu-diantes, divers ateliers, des activites decampagnes de financement a l'echelle dela province au profit des services de gardeen garderie et en milieu familial ainsiqu'une conference sur ]'administration(au printemps). Notre centre de documen-tation envoie regulierement du materielsur la garde a l'enfance partout dans la

141

province. Chaque arm& a l'automne,plus de 400 deleguees participent a noireconference provinciale annuelle. Cettearmee, la conference se tiendra a Reginales ler et 2 novembre. Nous serons fieresd'y accueillir Gordon Colledge qui a eteun des conferenciers invites a la con-ference de la FCSGE a Calgary en 1995.

Plus tot cette armee, nous avons eu leplaisir d'offrir a nos membres l'avantagesupplementaire de notre affiliation a laFCSGE. Non seulement nos membresfont partie d'un reseau provincial, maisils font aussi desormais partie d'un reseaupancanadien. Nous sommes en outrefieres d'avoir Gail Szautner de Prince Al-bert, Saskatchewan. comme presidente dela FCSGE. A l'occasion de notre con-ference l' atm& demiere, la SCCA adecerne a Gail le titre de membre a viepour sa contribution a la garde A l'en-fance.

Meme si les avantages et les preoc-cupations des membres jouent un grandrole dans notre travail, la SCCA con-sidere egalement la sensibilisation dupublic comme partie integrante de sonmandat. Notre personnel et nos adminis-tratrices participent a une large varieted'organisations et de projets connexes.Chaque annee, nous celebrons la

Semaine de M garde a l'enfance poursensibiliser le public sur cette question.Nous faisons aussi de la publicite dans degrands journaux, nous soumettons desarticles et des editoriaux pour publicationet nous distribuons de ]'informationsur la garde a l'enfance partout enSaskatchewan.

Mary Ann Knoll est directrice gendrale de laSaskatchewan Child Care Association.

OPINIONS

Revue : Livrespour enfants


A la decouverte

des formes

Texte : FrancoiseAudry-LLjicEditeur : EditionsBayard, 1994

Apres Mon premieralphabet, Mes pre-miers chiffi-es et A la

decouverte des cou-leurs, la collection«Histoire du savoin> in-vite les enfants a entrerdans l'univers des formes.

Rinncona 141001/ 411.11C nusuant COURTIN

A LA DECOUVERTEDES FORMES

BAYMD tomons

Sur les pages de gauche, on retrouve une forme, par exemple, la

ligne, le cercle, le cane, etc., avec un court texte qui en donne ]'ex-plication. Sur les pages de droite, la forme est incorporee a desrepresentations attrayantes, vives en couleurs et puisees dans l'uni-

vers des enfants.

A la decouverte des formes sensibilise l'enfant au monde quil'entoure. II s'agit d'un bon point de depart pour commencer l'ex-ploration du quotidien.

L'album, qui initie l'enfant aux formes et ('incite a les repro-duire, stimulera son imagination et sa creativite.

Je veux

manger!

Texte : Tony RossEditeur :Gallimard, 1995

L'imperieuse PetitePrincesse si bien cam-p& par Tony Ross dans

Je veux mon P'tipot et

Je veux grandir! ap-

prendra une autre lecon

importante de la vie.

Petite Princesse hurle :

«Je veux manger!»

«S'il-te-plait», lui conseille d'ajouter sa mere la Reine. Apprendredemander ce que I'on desire en faisant preuve de bonnes manieres fa-

cilite la vie. Cependant, l'apprentissage est parfois long : le cuisinier,le general et le majordome devront repeter la lecon. Un jour, PetitePrincesse rencontre un monstre affame qu'elle tient en respect en luiconseillant de dire «s'il-te- plait» et «merci».

Je veux manger !

--,

\..

amsalo

Tony Ross

Je veux manger! aborde avec humour et vivacite une notion im-portante de la vie et peu exploit& dans les albums : les bonnes

manieres. Le theme est aborde avec des mots, des images, des reac-

tions et des incidents adaptes a la sensibilite de l'enfant.

La mice en page est vivante et de courtes phrases ponctuentchaque illustration. Les expressions et mimiques de Petite Princesse

font les delices des jeunes comme des moins jeunes. Un album A lireavec un adulte pour decouvrir comment grandir en apprenant une in-dispensable formule magique.

Alfonsina Clemente est bibliothecaire alt service aux enfants de la Bibliothequepublique d'Ottawa.

ATTENTION! ATTENTION!Pour continuer a recevoir Interaction, veuillez nous aviser de tout changementd'adresse dans les plus brefs delais

N° de membre de la FCSGE

Organisation affiliee

Nom

Ancienne adressen° rue

villa province code postal

Nouvelle adresse

n°

rue

ville

province

code postal

142 ETE 1996 INTERACTOON 11

PR OPOS

11111111&-____

LES SERVICESDE GARDE EN

MILIEUFAMILIAL

Information sur lesservices de garde enmilieu familial au CanadaTerre-Neuve et Labrador

11 n'existe pas de loi concernant les per-mis ni de reglement pour les services degarde en milieu familial a Terre-Neuve et auLabrador. Cependant, la loi intitulee TheDay Care and Homemaker Services Actdefinit une garderie comme etant un milieuou l'on fournit des soins a cinq enfants ouplus, y compris aux enfants des membres dupersonnel.

OntarioLe nombre maximal d'enfants autorises

dans une garderie en milieu familial nonreconnue est fixe a cinq enfants (ages de 10ans et moins) si les soins ne sont pas fournispour une periode depassant 24 heures. Lesenfants de la responsable de garde en milieufamilial ne font pas partie de ce ratio.

Les garderies en milieu familial offrantdes services de garde a plus de cinq enfantsdoivent etre reconnues par une agence deservices de garde privee en milieu familial.Ces agences sont responsables de la selectionet de la formation des responsables de gardeen milieu familial. Les visiteuses des garder-ies en milieu familial embauchees parl'agence doivent avoir une formation post-secondaire en developpement de l'enfant eten etudes de la famille en plus de posseder aumoins deux ans d'experience avec un grouped'enfants du meme age. Les visiteuses fontdes inspections tous les trois mois et peuventsuperviser jusqu' A 25 foyers.

It't

YukonLa responsable de garde en milieu fa-

milial non reconnu peut s'occuper de troisenfants ou moins (sans compter les siens).Cependant, elle peut obtenir un permislucerne si elle ne prend soin que d'un enfant.

La responsable de garde en milieu fa-milial reconnu peut prendre soin de huit en-fants au maximum (y compris les siensd'age prescolaire). Les ratios sont les sui-vants : huit enfants de moins de six ans etaucun poupon ou quatre poupons ou encoresix tout-petits/enfants d'age prescolaire, ycompris trois poupons au maximum.

Dans un service de garde en milieu fa-milial reconnu, on peut ajouter quatre en-fants d'age scolaire a condition d'avoir unautre membre du personnel sur les lieux.

Toutes les responsables de garde en mi-lieu familial reconnu doivent completer uncours de 60 heures au moins en developpe-ment de la petite enfance dans Farm& quisuit l' emission de permis.

SaskatchewanUne responsable de garde en milieu fa-

milial peut offrir dans une periode de 24heures un maximum de 100 heures de ser-vices de garde : une heure de services degarde equivaut a une heure de services four-nis a un enfant. On considere qu'un enfantde moins de 13 ans residant sur place recoit10 heures de soins dans une periode de 24heures.

Presentement, six projets pilotes en mi-lieu rural permettent a une responsable degarde en milieu familial reconnu de prendresoin de 12 enfants au maximum, a conditiond'avoir une adjointe. Ce ratio comprend lesenfants de moins de 13 ans de la responsableet de son adjointe. Le premier projet en mi-lieu rural a ete reconnu en avril 1995.

(_.yFt Territoires du Nord-Ouest


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143

La subvention destinee aux utilisateursde services de garde permet d'aider les fa-milies admissibles dont les enfants (12 ans etmoins) frequentent un service de garde enmilieu familial reconnu ou non. Si l'enfant

PR OPOS

frequente un service de garde reconnu, la subvention est verseedirectement a l'intervenante. Dans le cas d'un service de gardenon reconnu, la subvention est versee directement au parent quidoit payer la responsable.

AlbertaEn decembre 1994, les services sociaux et a la famille de

l'Alberta ont cesse d'emettre des permis aux services de gardeen milieu familial et considerent maintenant ce type de servicecomme du ogardiennage prive». Dans les faits, ce changement apone de trois a six le nombre maximum d'enfants autorises afrequenter un service de garde en milieu familial non reconnu.

Les reglements concernant les services de garde en milieufamilial «approuvees» ou «avec lesquels on a passé un contrat»n'ont pas change et ces services de garde continuent d'êtrechapeautees par des agences ayant passé un contrat avec laprovince.

Colombie-BritanniqueEn reponse a la consultation communautaire qui a recom-

mande de faire preuve de flexibilite concernant l'age des enfantsdes services de garde en milieu familial, le Child Care Regula-

tion a ete amen& 5 avril 1995. Actuellement, une responsablede garde en milieu familial reconnu peut s'occuper de sept en-fants (plutot que cinq) Ages de 12 ans ou moins elle ne doit pasprendre soin de plus de cinq enfants de moins de six ans et deplus de trois enfants de moins de trois ans pas plus qu'elle nedoit s'occuper de plus d'un enfant de moins de douze mois. Ceratio ne comprend pas ses enfants.

ManitobaLa Family Day Care Association of Manitoba a soumis le

12 fevrier 1996 au ministre des Services a la famille une propo-sition pour la formation obligatoire des responsables de gardeen milieu familial reconnu et de la garde en milieu familialreconnu pour groupe.

Une responsable de garde en milieu familial peut s'occuper dehuit enfants au maximum dont cinq au plus sont d'age prescolaireet trois au maximum sont des poupons (moins de deux ans). Cesratios ne comprennent pas les enfants de la responsable.

Les services de garde pour groupe en milieu familial peuventaccueillir de huit a douze enfants de moins de douze ans donts'occupent deux intervenantes dans une maison privee. Le groupene doit pas comprendre plus de trois poupons de moins de deuxans (y compris les enfants de la responsable).

Ile-du-Prince-EdouardLa responsable de garde familial reconnu doit terminer avec

succes une unite en education permanente avant d'obtenir un per-mis. Elle doit en outre suivre trente heures de formation pourchaque periode de trois ans.

Nouvelle-EcosseUne agence de garde en milieu familial reconnu ou un pro-

gramme satellite de garde en milieu familial reconnu approuve lesgarderies.

Le service de garde en milieu familial reconnu peut accueillirhuit enfants d'age scolaire au maximum ou six enfants d'Agesvaries. Le ratio pour ces demiers est de cinq enfants de moins decinq ans; quatre enfants de moins de quatre ans; trois enfants demoins de trois ans; deux enfants de moins de deux ans ou un en-fant de moins d'un an. Les enfants de la responsable sont comprisdans ces nombres.

Toutes les agences de garde en milieu familial doivent em-baucher une directrice ayant une formation en education de la pe-tite enfance. Une Celle agence dolt offrir un maximum de dix ate-liers par an. Les responsables associees a ('agence doiventparticiper a au moins quatre de ces ateliers.

Un programme satellite de garde en milieu familial fonc-tionne en vertu d'un permis anis a une garderie sans but lucratifoffrant des services toute la journee. Le conseil d'administrationdolt avoir un comite de garde en milieu familial.

QuebecII n'est pas necessaire pour une responsable de garde en mi-

lieu familial de detenir un permis pour offrir des services a unmaximum de six enfants (y compris les siens).

Si son service de garde est reconnu aupres d'une agence, laresponsable de garde en milieu familial peut offrir des services asix enfants au maximum (y compris les siens), a condition de nepas en avoir plus de deux ages de moins de 18 mois. La res-ponsable peut prendre soin de neuf enfants au maximum (ycompris les siens), a condition qu'il n'y en ait pas plus de quatrede moins de 18 mois et qu'une adjointe adulte travaille avec elle.

Nouveau-BrunswickDans un service de garde en milieu familial reconnu, une res-

ponsable seule peut prendre soin de trois poupons au maximumou de cinq enfants au maximum Ages de deux a cinq ans ou d'unmaximum de neuf enfants entre six et douze ans ou encore d'unmaximum de six enfants d'ages varies. Les enfants de la res-ponsable font partie de ces nombres.

Preparee par Jennifer Murphy-Hupe, agente a l'information aupres de laFederation canadienne des services de garde a Fenfance et educatrice de lapetite enfance.

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ÀsaLICEE4MILIEUFAMILIAL


PR OPOS

LES SERVICESDE GARDE EN

MILIEUFAMILIAL

Un lour dans lavie duneresponsable degarde en milieufamilial

par Carol Hoffard

6 h 30Je me suis levee deux fois pendant la nuit pour m'occu-

per de mon fils qui pousse des dents. Mon revel] vient de son-ner, done je dois me lever.

Je me traine difficilement dans la salle de bain pour fairema toilette et m'habiller sans faire de bruit pour ne pasreveiller les membres de ma famille. A 6 h 45, je descends.J'attends que mon café soit pl.& et que lesenfants arrivent.

7hAmy, 4 ans et Aaron, six ans, ar-

rivent. Pendant que je les aide a en-lever leurs manteaux d'hiver etleurs bottes, la maman me ditqu' Amy est un peugrincheuse elle a vomisans raison Ia nuit demiere,mais ca va maintenant...SINCEREMENT! J'installeles enfants et je m'en vainreveiller ma fille, Sarah, 10ans. Je dois recommencer7 h 20 et a 7 h 30. Elle aime tousles autres enfants et m'apporteun precieux concours, mais it fautpratiquement de la dynamite pourIa tirer du lit les matins.

8 h 30Erica, deux ans, arrive au moment on je suis en train d'aider

Aaron et Michel a mettre leurs manteaux d'hiver et leurs bottes,de chercher les sacs a dos et les casse-crolite pour la recreation.Son pere a la surprenante idee de penser que le temps est propicepour m' expliquer en detail qu'Erica est enrhumee, que son siropcontre la toux doit etre garde au froid et qu'elle a besoin d'enprendre a midi et a 16 h. Pendant qu'il me raconte tout ca, monenfant fait, comme a tous les jours, sa danse «de poupon fou dejoie qui s'excite» a la vue d'Erica. Il pense qu'elle est sa petiteamie it ne fait que l'embrasser et la suivre tout le temps.

8 h 50Les enfants qui doivent aller a l'ecole sont déjà partis. Mon

marl a regagne son travail. Tout le monde a mange, s'est habilleet nous sommes vraiment prets a commencer la journee. Je faisenfiler leurs habits de neige et bottes a Taylor, Erica et Amy, pla-cent les deux plus jeunes dans le traineau et on se dirige vers leterrain de jeu. Une moitie de pate de maisons plus tard, le nezdes enfants commencent a couler et Amy a besoin d' aller a latoilette. Avec neuf ans d'experience, vous penseriez que j'aurais

pu prevoir cela avant qu'on ne quitte lamaison! Bref, apres avoir fait un petit tour

a la maison, notre visite au parc serevele tres amusante. Nous

faisons un bonhomme deneige et des anges dans la

neige et attrapons desflocons sur nos langues. A

11 h, nous sommes deretour a la maison pourchanger les couches,boire et raconter unehistoire. Erica vent

qu'on lise le memelivre pour la millio-

nieme fois.

7 h 35Je suis enfin completement reveillee et les enfants sont en

train de prendre leur petit dejeuner au moment on Michel ar-rive. Pendant que sa mere me demande de M' ASSURERqu'il porte son chapeau pour aller a Pecole, j'entends Taylor,mon fils de 13 mois, en train de se reveiller. Il veut venir enbas et TOUT DE SUITE! Etant donne que mon man est sousla douche, c'est moi qui doit aller le chercher. Je dis un au re-voir rapide a la mere de Michel; cours en haut chercher Tay-lor (il est tout mouille). Je prends quelques vetements pro-pres, je retoume au pas de course en bas et je le change touten demandant a Aaron de cesser de frapper sa soeurl'oreille.


coulent et quecreusant dans

11 h 30Les enfants se sont

Y installes avec leurs crayons etleurs livres a colorier pendant

que je prepare le dejeuner. Uneverification rapide me permet de

constater qu'il y a encore des nez quimon fils est en train de se rendre en Chine enle terreau de mon figuier. Je distribue des

mouchoirs, lave les mains de mon fils, passe rapidement l'aspi-rateur et retoume preparer le dejeuner.

11 h 55Sarah, Aaron et Michel reviennent de l'ecole avec de l'

gie a revendre et de l' air froid. Angela, quatre ans, qui frequentela prematernelle, arrive pour l'apres-midi. Je place les sept en-fants autour de la table, distribue les sandwiches au fromagefondu, la soupe aux tomates, les tranches de concombre et versedes demi-verres de lait (parce que c'est tout ce que je veux

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nettoyer). Puis, je discute avec Aaron pour savoir pourquoi iideteste soudainement le fromage qui etait jusqu'a maintenant sanourriture preferee. II me dit que c'est parce que son meilleurami, Paul, est «cool» et deteste le fromage.

Je reponds au coup de telephone de la mere d'Erica quis'ennuie de sa fille et estime que l'heure du dejeuner seraitideale pour lui parler (NON!). Elle me rappelle de donner le si-rop contre la toux a Erica, alors j' imagine que c'est bien qu'elleait telephone.

Je retourne a la salle a manger juste a temps pour mettre fina une lance-bouffe. renleve le fromage des cheveux de mon filset j' envoie les enfants (chacun a son tour) se brosser les dents.C'est a ce moment que je decouvre qu' Efica, a qui on apprendetre propre, a fait un degat dans son pantalon pendant qu'elleetait assise sur la chaise nouvellement rembourree de la salle amanger.

Parfois, je me sens comme une sergente instructrice.(Depose ca! Enleve ton doigt de la s' il-te-plait! Tu fais mal auchat! Viens-ici! Qu'est-ce qui est arrive? Il a fait QUOI?)

12 h 45Trois enfants sont retournes a l'ecole et je suis maintenant

avec Taylor, Amy, Erica et Angela. Pendant que je lave les platsdu dejeuner, trois chosen se passent : des nez commencentcouler; le representant d'une compagnie de telephone interur-bain cogne a la porte et tarde a partir; en outre, les quatre enfantsdecident qu'il leur faut s'asseoir sur la chaise jaune pas lableue ou la rouge, seulement la jaune. Je les separe et fais un ti-rage au sort pour la chaise. Je mets une musique de Raffi et re-tourne finir la vaisselle.

La vaisselle finie, Angela annonce joyeusement que monenfant sent mauvais. Nous montons a l'etage pour changer lacouche et je me rends compte jusqu'a quel point it sentait «mau-vais». La situation necessite vraiment un bain, mais je ne peuxpas laisser les autres enfants seuls pendant aussi longtemps etma salle de bain n'est pas assez grande pour cinq personnes.Bref, on va devoir se contenter d'un nettoyage rapide.

J'entends un bang, puis des pleurs. Amy, ayant pris le sofapour une trampoline, tombe et se cogne la tete contre la table desalon. II n'y a pas de sang, mais voila qu'apparait «la bosse desbosses». Tous les enfants pleurent parce qu' Amy pleure. Jecalme tous et chacun et je m'occupe du pauvre petit frontd'Amy. Tous les enfants se rassemblent pour la reconforter etsympathiser avec elle. Son diachylon devient un badge d'hon-neur et de courage.

14hTaylor et Erica font la sieste. Amy, qui a ete cajolee et con-

solee, ne fait plus que renifler de temps en temps. Angela veutfaire du fondant au chocolat pour notre séance de cuisine hebdo-madaire. C'est ce que nous faisons.

15 h 30Sarah, Michel et Aaron sont de retour a la maison. Its s'en

vont dans la cour arriere avec Angela pour construire «le plusbeau fort de neige du monde» pendant que je prepare Amy a

partir chez elle. A 16 h 15, la maman d'Amy et Aaron arrive.Je lui donne des explications sur la bosse que sa fille a sur lefront et je vais chercher Aaron dans la cour. II pleure parce quele fort n'est pas encore termine, alors je lui rappelle qu'ilpourra le finir le lendemain. Amy me donne une grande ca-resse et me dit au revoir.

16 h 30Le pere de Michel arrive. Ce dernier montre fierement

son pere qu'il porte son chapeau. Son pere me dit qu'il nepourra pas me regler les frais de garde avant la semaine pro-chaine parce qu'il doit payer une facture inattendue etespere que cela ne me fait rien. Cependant, it me dore la piluleen me disant a quel point sa famine et lui-meme apprecient letravail que je fais pour eux.

16 h 50C'est le temps pour Angela de partir. Elle partage un mor-

ceau de fondant avec sa maman et me crie «A demain» en sor-tant. Erica decide de m'aider a preparer le souper pour ma fa-mille. Elle se lave les mains, met un tablier et grimpe surl'escabeau de la cuisine. Nous coupons joyeusement des cote-lettes de porc quand son Ore telephone pour annoncer qu'ilest pris dans une reunion et sera un peu en retard. Erica se meta pleurer parce que son papa a raccroche le telephone sans lasaluer.

18 h 15Le papa d'Erica arrive a la course. Comme tous les jours,

mon fils fait sa danse de «poupon malheureux qui pleure»parce que sa petite amie s'en va. En sortant, Erica lui crieot'aime» et son Ore lance «Vous m' avez sauve la vie!».

Je ferme la porte en ruminant. Pendant la journee, j'ai etecamarade de jeu, infirmiere, concierge, cuisiniere,dieteticienne, arbitre, agente de police, essuyeuse officielle denez et changeuse de couche en residence. J'ai montre aux en-fants les bonnes manieres, le partage, la cooperation et la crea-tivite. Nous avons fait des bonshommes de neige, des angesdans la neige et prepare du fondant. Nous avons lu nos his-toires favorites, Michel n'a pas oublie de porter son chapeau,Aaron s'est souvenu qu'il aime le fromage (peut-etre que Pauln'est pas si «cool»), personne n'a renverse sa boisson et le«fort de neige le plus beau au monde» est dans la cour.

J'ai travaille 11 h 15 en tout avec ces enfants aujourd'huipour un salaire de 69,65 $. Je suis epuisee, mais je dois finirde preparer le souper, laver la vaisselle, faire la lessive, passerl'aspirateur, epousseter, nettoyer la salle de bain et le plancherce soir et trouver du «temps de qualite» a consacrer a monmarl et a mes enfants. Je fais un sourire fatigue... je sais qu'ilsvont m'aider a faire le ménage. Je sais aussi que j'aime montravail et que je ne le laisserais pas pour tout l'or du monde.J'ai mare hate de recommencer demain. En fait je recom-mencerai, parce que je suis une responsable de garde en milieufamilial. e

Carol Hoffard est fondatrice et redactrice de Home Child Care ProviderNetwork, Inc. Elle est aussi prdsidente du Waterloo Regional Child CareAdvisory Committee a Waterloo, Ontario.

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FAMILIAL


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°I:14'1E6FAMILIAL

Le role de la visiteusea domicile

par Pam Waddington

Les agences de garde en milieu fa-milial reconnu embauchent desvisiteuses a domicile depuis 25 ans

en Ontario. Les visiteuses recrutent et su-pervisent jusqu'a 25 responsables quiprennent soin chez-elles d'un maximumde cinq enfants de moins de dix ans. Lesenfants sont places par les visiteuses quifournissent une supervision et un soutienconfirms en vertu des dispositions de laLoi sur les garderies. «Garde d'enfantssupervisee en residence privee» est lenom officiel du programme. De nom-breuses visiteuses a domicile sont main-tenant appelees des conseilleres ou desconsultantes des services degarde en milieu familial.

Services a l'enfance An-drew Fleck a lance son pro-gramme de garde en milieufamilial en 1969. Des le

debut, noire approche a l'em-bauche des visiteuses adomicile a ete coherente.Nous estimons qu'uneequipe de personnes issuesde differents milieux (parexemple, travail social, en,seignement, soins infirmierset education de la petite en-fance) fonctionne bien. Lepartage d'idees et d'information estprecieux, mais la majorite du travail se faitde fawn individuelle. Chaque visiteuse adomicile agit comme ecoutante, ensei-gnante, conseillere, inspectrice, modele aemuler et personne-ressources pour ungroupe de responsables. Inevitablement,des relations etroites mais professionnellesse tissent, et c'est la que reside la cle dusucces du programme.

Le role de la visiteuse a domicile esttres vane. Ce travail est extremement re-valorisant et exige beaucoup d'energie, dematurite affective et d'empathie ainsiqu'une profonde connaissance de do-maines comme le developpement de l'en-fant, ]'amelioration du comportement etles services sociaux. Les visiteuses adomicile doivent surtout etre capables decommuniquer efficacement avec les pa-rents, les responsables de garde en milieu

familial, les enfants et la communaute engeneral.

La principale tfiche de la visiteusedomicile est de recruter des responsablesconvenables. En cette periode dechomage eleve, les demandes postalessont nombreuses et un petit pourcentagede ces candidates seront choisies. Lavisiteuse a domicile commence partelephoner a une candidate dans un sec-teur ou les services sont requis et orga-nise ensuite une «evaluation du foyer».Apres une inspection attentive du domi-cile, la visiteuse pourrait demander quel'on ameliore quelque peu les normes de

Une fois etude a domicile terminee etque la responsable est approuvee, lavisiteuse a domicile organise une reunionentre la responsable et une famille ayant be-soin de services de garde. Cet «apparie-ment» se fait avec soin en tenant compte dumilieu de vie, des styles de parentage, dunombre d'heures de services de garde re-quis, des enfants faisant déjà partie dugroupe et de questions pratiques comme leramassage par autobus scolaire. Quand lafamille et la responsable sont a I'aise les unsavec les autres, le placement est conclu.

II incombe a la visiteuse a domicile deverifier que toutes les exigences legatessont respectees. Par exemple, citons l'auto-risation parentale pour un traitement medicald'urgence, un parc ou une couchette securi-take oil le poupon peut dormir, une ententeconcernant les limites exterieures pour lejeu des enfants d'age scolaire. On effectuetous les trois mois une inspection de secu-rite de la maison et une revision de toutesles exigences. A ('occasion de ce controle

surprise trimestriel, ondiscutera aussi de la ges-tion du comportement etde la necessite de se pro-curer de nouveaux jouetsou equipements.

Une fois la maisonapprouvee et ouverte officiellement avec le place-ment d'un enfant, la

visiteuse a domicile faitdes visites prevues ou im-


securite ou suggerer une meilleure utili-sation de l'espace. Si la proprete ou lasensibilisation a la securite est en-decades normes, ('etude a domicile s'arrete IA.

Chaque candidate doit etre preselec-tionnee. On se renseigne sur tous lesmembres de la maisonnee aupres de lapolice et de la Societe d'aide a l'enfance.On exige aussi un rapport medical satis-faisant et trois references personnelles.

La visiteuse a domicile evalue s'ils'agit de la personne indiquee pour cetravail en apprenant a la connaitre. Aime-t-elle vraiment les jeunes enfants? Cettepersonne offrira-t-elle des soinschaleureux et stimulants qui repondentaux besoins des enfants? Pourra-t-ellebien collaborer avec les parents et An-drew Fleck? La visiteuse a domicile con-sulte sa directrice a l'agence pour assurerla coherence des normes:

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promptues au moins unefois par mois. Son role estd'evaluer, de suggerer,d'encourager, de super-

viser, de contribuer a la resolution deproblemes et d'aider la responsable aameliorer ses competences pour qu'elle soitaussi autonome que possible. Les res-ponsables offrent des services d'une qualitedepassant les normes apres avoir assimileles reglements et leur importance. Unpartenariat solide entre la responsable, leparent et la visiteuse constitue la base d'unservice de garde en milieu familial reconnuqui connait du succes.

La communication avec les parents estaussi un facteur cle. La responsable et leparent interagissent habituellement deuxfois par jour. La visiteuse qui telephone auxparents a ]'occasion peut egalement aiderles responsables a communiquer avec lesparents d'une fawn professionnelle en met-tant ]'accent sur les besoins de l'enfant. Leparent ou la responsable peut demander('intervention de la visiteuse a domicile

A PROPOSpour, par exemple, clarifier un malentenduou obtenir de l'aide concernant un

probleme plus serieux. Une attentionprecoce accord& a des questions suscep-tibles de poser des difficultes pourrait eviterdes problemes courants. Nos placementsont tendance a durer longtemps. L'enfantprofite d'une relation stable, chaleureuse etA long terme entre la responsable et safamille.

La visiteuse a domicile aide la res-ponsable a developper ses competences parle biais du telephone ou des visites. Lesvisites a domicile sont de merveilleuses oc-casions pour la formation informelle etfournir un modele a emuler, par exemple,s'asseoir avec un livre, reorienter un enfanttrop enthousiaste ou faire du bricolage crea-tif avec les enfants plus ages.

Les 180 responsables d'Andrew Fleckrecoivent aussi une formation formelle devisiteuses professionnelles et d'autres pro-fessionnelles. Au cours des cinq dernieresannees, on a cree un programme de base.Des groupes de 15 a 20 responsables pren-nent une serie de cours de quatre soirschacun sur les themes suivants : la sante, lasecurite et la nutrition; le developpement del'enfant et l'importance du jeu; et, la com-munication. Un cours de deux semaines estaussi offert sur la prevention de la violencefaite aux enfants. Des equipes de visiteusesA domicile elaborent, redigent et enseignentces cours pertinents au travail quotidien desresponsables. Un cours en premiers soins eten RCR est obligatoire pour toutes lesresponsables.

Les visiteuses a domicile organisentaussi des ateliers une fois par mois sur di-vers sujets comme : comment prendre soinde son dos; la musique et le mouvement; lagestion du comportement. En outre, lesresponsables recoivent un bulletin mensuelcontenant de l' information et des

ressources.

Les groupes de jeu pour enfants d'a'geprescolaire sont devenus un element impor-tant du programme Andrew Fleck. En-couragees par le succes de notre Centre deressources, les visiteuses a domicile ontparticipe a la creation et a l'animation deplusieurs groupes de jeu de quartier. Apresavoir negocie ]'utilisation d'espace avec desorganisations comme des centres commu-nautaires, des eglises et des ecoles, ellesequipent les groupes de jeu et trouvent sou-vent du personnel. Les responsables et lesparents apprecient les possibilites d'appren-tissage pour les enfants et d' interaction so-ciale pour les adultes. Les groupes de jeu

donnent aussi l'occasion aux visiteusesdomicile d'observer les enfants dans unmilieu different de celui de la responsable.Dans ce milieu extremement stimulant, destechniques appropriees de gestion du corn-portement peuvent etre encouragees etaider de nombreux enfants a faire degrands progres developpementaux.

Si l'enfant montre des signes de dif-ficultes serieuses, la visiteuse a domicilepeut communiquer avec les parents etreferer la famille a des professionnels. Unpsychologue consultant ou un orthopho-niste vient sur les lieux du groupe de jeupour observer un enfant.

Nous estimons que les groupes de jeuet les ludotheques font partie integrante denotre programme de formation et dedeveloppement. Les visiteuses a domicileinvitent les nouvelles responsables a par-ticiper a ces groupes et a frequenter lesludotheques pour reduire leur isolementpossible, surtout pendant les longs hiversd'Ottawa. Chaque armee, nous organisonsun diner d'appreciation des responsablesde garde en milieu familial en fevrier et

des activites speciales, par exemple desspectacles, du bricolage ou des excur-sions pendant les conger de Noel et demars.

Selon notre experience, les res-ponsables ayant participe a des cours ou ades groupes de jeu sont plus engagees en-vers leur profession et elles ameliorent laqualite de leurs services. La formation engroupe est une addition precieuse et rent-able a la formation individuelle et adomicile fournie par les visiteuses. A An-drew Fleck, le programme de base et lesgroupes de jeu ont considerablementelargi le role des visiteuses a domicile.

Le gouvemement de ('Ontario passeactuellement en revue tout le systerne dela garde a l'enfance. Nous esperons queleurs plans futurs pour la garde en milieufamilial comprendront certaines des ideescreees par le personnel des Services al'enfance Andrew Fleck et d'autresagences de garde en milieu familial.

Pam Waddington est coordonnatrice du pro-gramme de garde en milieu familial aupres desServices a l'enfance Andrew Fleck.

L'art de communiqueravec les parents

par Monique Barnes

Ramona vient tout juste de saluerPierre et ses parents. Elle ferme laporte, assaillie de doutes : «Les

parents de Pierre ont semble blesserquand je leur ai signale que son comporte-ment agressif m' inquietait.F espere que jepourrai les convaincre de quelque fawnde collaborer avec moi a cet egard etqu' ils ne penseront pas que je manquetout simplement de patience ou de com-prehension.),

A l'instar de Ramona, toutes les inter-venantes en services de garde ont parfoiseu des sentiments d'anxiete et d' incerti-tude face aux problemes qui surviennent.Une partie importante de votre travaild' intervenante en garderie consiste a

etablir et a maintenir des relations de tra-vail positives et productives avec votreclientele. A partir de la journee de l'en-trevue prealable a ]'inscription jusqu'a laderniere journee de garde, votre capacite a

148

communiquer efficacement avec les pa-rents et a travailler ensemble influeraconsiderablement sur la tranquillite desparents, votre satisfaction profession-nelle et surtout sur le bien-8tre desenfants a votre charge.

Apprendre a se connaitreLa periode la plus difficile, mais

aussi la plus importante dans la relationparent-intervenante, est celle ou ils ap-prennent a se connaitre. C'est Ia basememe de votre collaboration. I1 n'estdonc pas surprenant de constater quecette etape est la plus longue et, a vraidire, exige le plus d'effort. Cependant,quand vous investissez temps et energiedans le premier stade de Ia relation pa-rent-intervenante, it est beaucoup plusfacile de la maintenir et de l'ameliorerpar la suite.

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Nous vous avons act quelques notes...»

Enonce de principe sur to

garde6l'enfanceAvant Wine de chercher des clients

ou de passer une annonce pour remplirune autre place de garde, faites une auto-evaluation honnete; determinez vosforces, vos faiblesses, vos opinions et vospratiques; definissez le genre de servicesde garde que vous desirez fournir. Vouspourriez elaborer un enonce de principesur la garde a I'enfance comprenant leselements suivants

une courte biographie exposant votreexperience, votre formation et vosqualites en matiere de garde a I'en-fance;

une description de votre philosophierelative a ]'education des enfants (parexemple, «Je crois que les enfants sedeveloppent bien dans un milieu ou onles encourage a respecter et a prendresoin d'eux-memes et des autres, ou onstimule leur desir de connaitre notremonde et oil on apprecie la gaiete»);

vos lignes directrices concernant lesquestions sanitaires, par exemple, lessituations ou un enfant est trop maladepour frequenter la garderie;

vos opinions concernant les repas, laplanification de menus, I' orientationinfantile, les siestes et les periodes derepos;

une liste de vos references personnelles;

toute autre question que vous estimezimportante.


Contrairement au contrat ou a l'ac-cord redige entre le parent et l'inter-venante en services de garde, cet homede principe reflete tout simplement vosopinions et vos pratiques. Ces renseigne-ments constituent un excellent outil pouraider les clients potentiels a vous con-naitre.

Accord ou contrat ecritUn autre important outil gagne en

popularite, particulierement dans les ser-vices de garde en milieu familial : l'ac-cord ou le contrat redige entre les parentset l'intervenante en services de garde. Detels contrats decrivent normalement ]'en-tente concernant les services de garde etcontiennent des informations comme

les jours et les heures ou les services degarde sont fournis;

le taux et la frequence des paiements;

les dispositions concernant le paiementdes heures de garde supplementaires;

les dispositions relatives a l' absence del'enfant ou impossibilite pour l'inter-venante de fournir des services degarde;

les dispositions bees aux conges y

compris les jours feries, les vacancesdu client et de l'intervenante;

les dispositions concernant la(les) per-sonne(s) autorisee(s) a venir chercher]'enfant au service de garde;

les dispositions relatives aux modalitesde l'accord et a sa resiliation.

Votre enonce de principe et l'accordecrit vous guideront, ainsi que les parents,

dans la prochaine etape importante l'en-trevue.

L'entrevue

Les premieres impressions sont tou-jours importantes. Il est crucial pour vouset les clients potentiels de partager le plusd' informations possibles concernant vosbesoins et services. Comme intervenanteen services de garde, vous etes suscepti-ble d' avoir beaucoup plus d' experienceavec ce genre d'entrevue que les parents.Par consequent, it vous incombe de met-tre les parents a l'aise et de mener l'en-trevue pour vous assurer que l'on traitede toutes les questions importantes, entreautres :

visite guidee de votre domicile, par-ticulierement les endroits ou les enfantsmangent, dorment et jouent (les airesde jeux interieures et exterieures), unediscussion concernant les personnelqui seront en contact avec les enfantsquand ils sont dans votre foyer (parex., des membres de la parente vivantavec vous);

information sur les enfants dont vousvous occupez a l'heure actuelle (nom-bre, ages, s'ils sont les votres, etc.);

une discussion concernant vos routinesquotidiennes, y compris la planifica-tion des menus et des repas, les

activites et les sorties typiques;

heures et jours oil les parents ontbesoin de services de garde;

information concernant l'enfant (parex., age, sexe, besoins speciaux,problemes sanitaires (comme les

I F- ONLY ZCouL-13 TRAJO

PARENTS To TAkE.-REA$COMoFF...

.Si seulement je pouvais habituer les parents a enlever leurs bottes...»

149

05

A PROPOSallergies), la personnalite, les freres etles soeurs, les preferences et les aver-sions en termes d'activites et de noum-ture, le genre et le succes des arrange-ments de garde anterieurs, la structurefamiliale et autres informations perti-nentes;

sujets couverts dans votre enonce deprincipes;

information comprise dans votre ac-cord ecrit.

On apprend a mieux vous

connaitreSi l'entrevue est satisfaisante et que

l'enfant commence a frequenter vos ser-vices de garde, les parents apprendrontvous connaitre a un autre niveau. Pourpasser avec succes les premiers jours degarde, it faut accorder une attention par-ticuliere aux besoins de l'enfant et desparents/clients. Les parents chercheronts' assurer aupres de vous que leur enfants'adapte bien a son nouveau milieu. Voicicertaines lignes directrices positives pourles intervenantes en garderie :

Ayez l' esprit ouvert et ne portez pas dejugement. II peut etre tres traumatisantau plan emotionnel de laisser un enfantavec une nouvelle intervenante, surtoutquand it s'agit de la premiere foisqu'on le fait garden Vous constaterezpeut-etre que des parents ne se corn-portent pas comme d'habitude (ils jet-tent un coup d'oeil par la fenetre ouvous appellent toutes les vingt mi-nutes). Soyez patiente et comprehen-sive, cela passera.

Soyez honnete sur la fawn dont l'en-fant s'adapte. Par exemple, «Le babe apleura presque toute la journee, maisc'est souvent le cas a ce stade et je suiscertaine qu'il s' adaptera», ou «Il apassé une tres bonne journee. II etaitl'aise dix minutes apres votre depart.»

Rassurez les parents sur la fawn dontvous reglez les problemes. Par exem-ple, «Demain, je vais essayer de legarder plus souvent pres de moi en lemettant dans le porte-babe. Je pensequ'il se sentira plus en securite.»

Partagez de ('information avec les pa-rents sur les activites de Ia journee etsur la reaction de leur enfant. Parexemple, «Michelle a bien participe

activite en cercle ce matin. Je croissincerement qu' elle commence a se sen-

tir a l'aise avec nous.»

Souriez et soyez positive. Dites aux par-

ents ce qui va bien.

Une fois les premiers jours passes,it est temps de passer a retapesuivante.

On apprend a vous connaitre

cornpletementLa lune de miel est terminee et les

efforts supplementaires deployes au debutpar les parents et les intervenantes engarderie commencent a s'estomper.importe pour vous d' avoir des strategiespour stimuler la participation et l' inter&

des parents a regard des activites de Iagarderie. Vous ameliorerez ainsi la con-fiance acquise par les parents au debut,leur inculquerez un sentiment d'ap-partenance partagee en plus de leur assurerune place dans les arrangements de gardede leur enfant. Voici quelques faconsd'encourager la participation des parents ;

Rendez votre domicile et vous-memedisponibles aux parents pendant la

journee.

Prenez le temps de partager quelquesmots avec les parents au debut et a la finde chaque journee. Tenez-vous mu-tuellement au courant de la sante et desroutines de r enfant ainsi que de toutevenement majeur le concernant.

Organisez regulierement des reunionsavec les parents pour discuter des ar-rangements de garde et du developpe-ment de l'enfant. Vous voudrez peut-etrerencontrer les parents tous les trois moispendant la premiere armee de l'enfantla garderie. Quand vous vous occupezd'un enfant depuis un bon bout detemps, planifiez une entrevue tous lessix mois. Informez les parents que vousserez disponible toutes les fois qu'ilsvoudront fixer un rendez vous.

Demandez aux parents de faire dessuggestions pour les activites et les

excursions en plus de les inviter aparticiper quand ils le peuvent.

Demandez aux parents d'apporter desarticles recyclables comme des boites aoeufs, les cylindres en carton et d'autres

articles interessants que les enfants

peuvent utiliser pour le bricolage.

150

I Knot,) HE'S READY FoRTOILET TRAII41t16,I DIDN'T EVEN Pui-ADIAPER oN HIHTHIS WANING)!

«Je sais qu'il est prat a etre propre. Je ne lui aimeme pas mis de couche ce matinh,

Songez a lancer un projet de groupequand vous faites quelque chose devraiment special pour ameliorer vosinstallations, par exemple, quand vousdecidez d'installer un nouvel ensem-ble de balancoire, de remplacer levieux tapis ou d'appliquer une couchede peinture dans la salle de jeux.

Prenez une photo des enfants pendantles activites. Donnez-en une copieaux parents ou mettez un album dephotos en garderie a la disposition deces derniers.

Commencez des traditions que votrefamille «en garderie» et vous an-ticiperez avec plaisir, par exemple,une piece de theatre, un pique-niqueFete ou une promenade en traineaul'hiver.

Organisez de temps en temps, pourvous et les parents de la garderie, uneactivite pour adultes seulementcomme un diner au restaurant, unesoirée de quilles ou un echange debiscuits.

Des problemes peuvent survenirmeme avec la meilleure planification etdans le cadre de relations tres ouvertes.En services de garde, beaucoup desproblemes concernent l'aspect «af-

faires» de la fourniture de services degarde plutot que les soins fournis, entant que tels : par exemple, le fait de ve-nir chercher les enfants tard, de ne paspayer les frais de garde a temps et

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d'amener des enfants malades a lagarderie. Ces genres de problemesdevraient etre faciles a reglermeme s' ils peuvent etre frustrants.Que votre entente avec les parentssoft &rite ou verbale, un rappeldes conditions devraient suffire.Les parents devraient normale-ment respecter ('accord apres se1 'etre fait tout simplement rappe-ler. Si cela ne fonctionne pas, itfaut faire preuve de plus de fer-mete. I1 faut regler les petitsproblemes au fur et a mesureavant qu' ils ne deviennent gros.

Les differences d'opinion con-cernant le developpement de l'en-fant ou son comportement peuventetre plus difficiles a regler. Cegenre de probleme exige, de partet d' autre, une volonte d' &outeravec ('esprit ouvert les opinions del'autre et de trouver ensemble unesolution dans le meilleur interet del'enfant. Dans le cas d'un dif-Wend majeur, faites votre recher-che. Obtenez de ]'informationdetainee, parlez a quelqu' un dontvous respectez ('opinion etpartagez ]'information avec les

parents. Trouvez une solution en-semble.

Le meilleur interet de l'enfantdoit primer dans toute resolutionde conflit et les deux partiesdevront parfois se le rappeler. Sivous avez pose les basesdeveloppe et maintenu de bonnesrelations avec les families la

resolution de problemes pourraitdevenir un processus qui vous per-mettra de mieux travailler ensem-ble dans un esprit de partage.

Rappelez-vous que l'empa-thie, le respect mutuel, le fait deremplir vos responsabilites l'unenvers l'autre de meme que votrepreoccupation et interet partagespour ]'enfant sont, en rant& lespierres angulaires d'un arrange-ment de garde solide, durable et dequalite.

Monique Barnes est responsable degarde en milieu familial, une educatricede la petite enfance et coordonnatricedu programme de formation en garde al'enfance en milieu familial au CollegeAlgonquin a Ottawa.


Responsabilites de laresponsable envers les enfantsLa responsable doit :

fournir des soins appropries aux en-fants (milieu securitaire, repas nutri-tifs, bonne periode de repos, tempspassé en plein air, activites et stimu-lation adequates, environnementchaleureux);

adopter des methodes positives enorientation infantile (aucune puni-tion corporelle, ne pas refuser defournir les necessites, ne pas humi-lier ou ridiculiser).

Responsabilites de laresponsable envers les parentsLa responsable doit :

informer les parents sur le genre desoins fournis a l'enfant et sur leschoses qui leur importent;

etre disponible pour les parents quiveulent discuter de tout aspect de('arrangement de garde;

informer les parents aussitot quepossible concernant les vacances oules absences inattendues (maladieou urgence familiale) et faire des ar-rangements de rechange si convenudans l' accord;

parler directement aux parents desproblemes ou preoccupations quiconcement les services;

tenir confidentielle ]'information re-cueillie sur les families clientes;

avertir les parents de toute augmen-tation des frais de garde un moisl'avance;

rendre compte aux parents de toutchangement ou evenement dans lefoyer de garde qui pourrait influersur les enfants, par exemple, ar-rivee d'un nouvel enfant;

delivrer aux parents un rect.' pourtous les frais de garde;

informer les parents, dans les delaisprevus, que vous desirez mettre finaux services de garde;

ne pas oublier de dire «merci» parceque les parents sont aussi despersonnes.

Responsabilites du parent envers lesenfantsUn parent doit :

habiller les enfants scion la temperature;

garder les enfants a la maison ou pren-dre des dispositions de rechange quandils sont trop malades pour venir a lagarderie;

veiller a ce que les enfants soient bienreposes et nourris avant d'arriver a lagarderie;

fournir, au besoin, les articles surlesquels vous vows etes entendus (vete-ments, couches, nourriture pourpoupon).

Responsabilites du parent envers laresponsableUn parent doit :

dire a la responsable ce qu' il recherchechez la personne qui prendra soin deson enfant et les choses qui lui sont im-portantes;

tenir la responsable au courant de toutchangement concernant la personnecontacter en cas d'urgence et lesnumeros de telephone au travail;

deposer ou venir chercher son enfant al'heure et avertir la responsable s'ilprevoit venir 15 minutes plus tot ouplus tard.

informer la responsable aussit8t quepossible de toute absence prevue ou im-prevue de l'enfant;

prendre des arrangements de garde derechange pendant ('absence de laresponsable, si convenu dans l'entente;

payer les frais de garde sans delai;

parler directement a la responsable desproblemes ou preoccupations qui con-cement les services de garde offerts;

avertir Ia responsable de tout change-ment ou evenement dans la vie familialequi pourrait influer sur le bien-etre ou lecomportement de l'enfant;

informer la responsable, dans les delaisprevus, que vous desirez mettre fin auxservices de garde;

ne pas oublier de dire «merci» parceque Ia responsable est aussi unepersonne.

Tire de Home Child Care: A Caregiver's Guide (1994) par Lee Dunster

151

PR OPOS

La garde d'enfants auYukon

par Debbie Mauch, Mo Coley, Carol Oberg et Lesley Gardiner

unite de services de garde d'en-fants du ministere de la Sante etdes Services sociaux est res-

ponsable de la delivrance de permis et de

la supervision des garderies au Yukon.Elle gere aussi trois programmes de fi-nancement : les subventions a Ia garde a

l'enfance: les subventions directes de

fonctionnement et les subventions de,developpement en immobilisations.L'unite se compose de cinq employees :une superviseure. trois coordonnatrices de

la garde a l'enfance et une commis auxfinances.

En vertu de la Child Care Act(1990), un groupe ou un individu doitdetenir un permis pour garderie afin d'of-frir des services a plus de trois en-fants d'ilge prescolaire, outre les en-fants de l'intervenante. La Loicomprend trois reglements pourles trois categories de servicesqu'elle definit : les garderies, lesservices de garde en milieu familialet les garderies pour enfants d'agescolaire. Le nombre d'enfants pouvantfrequenter des services de garde en milieu

familial est determine par Ia loi et dependde l' age des enfants. Les enfants de la res-

ponsable font partie du nombre fixe. Lesratios et Ia taille des groupes des garderies

sont indiques dans les reglements.

Au Yukon, une intervenante peut ob-tenir un permis meme si elle ne s'occupeque d'un enfant. Une grand-mere a ob-tenu un permis pour s'occuper de sonpetit -ills et permettre a sa fille de benefi-cier d'une subvention pour services degarde. Cette grand-mere prend soin d'unou deux autres enfants a ('occasion.

les services fournis aux enfants. Si

toutes les exigences des reglements sont

respectees, nous accordons un permispour le reste de l'annee en continuantde faire des inspections surprises tousles deux ou trois mois. On doit faire une

demande de renouvellement de permistous les ans. Au moment du renouvelle-

ment. nous exigeons que Ia garderie oule service de garde en milieu familialsoit inspecte par le ministere de l'Envi-ronnement et le commissaire aux in-

qu' en avion Cessna ou DC4. En general, ca

se passe bien. Je me rappelle cependant de

Ia fois ou un des moteurs de l'avion esttombe en panne en revenant a Whitehorse...

mail Cest une autre histoire.

A Old Crow. it nest pas inhabituelpour les enfants de se tremousser autour deIa table au son d'un tambour ou d'aiderpreparer Ia viande sechee apres la chasse au

caribou. On parle le gwitchin et l'anglais.Les enfants nous ont dit que les TortuesNinja vivent aussi a Old Crow.

Les visites de supervision dans lesgarderies et les services de garde en milieufamilial sont aussi combinees a d'autresvisites communautaires. Aucune visite dansune communaute du Yukon ne serait com-plete sans une escale au bureau des services

sociaux et de la sante. au bureau du conseilde bande des Premieres nations et a celuides infirmieres en sante communautaire. IInous arrive de rencontrer le conseil d'ad-ministration de la garderie ou de participera une reunion du personnel. On organisesouvent des reunions de parents.

La consultation constitue une corn-posante cle de notre travail aupres des ser-vices de garde en milieu familial et desgarderies. Nous affichons des comptes ren-dus d' inspection a l' intention du personnelet des parents pour les tenir au courant desresultats de ('inspection de l'installation.Au debut. le compte rendu comportait deux

categories de criteres a respecter : oui etnon. Apres avoir teste le formulairel'usage et suite a la suggestion d'une

responsable de garde en milieufamilial. une troisieme categorie a

ete ajoutee : A.N. pour ameliorationnecessaire. On a aussi elabore des lignesdirectrices apres avoir consulte Ia

communaute de Ia garde a l'enfance etdifferents specialistes. Par exemple. deslignes directrices sur les animauxdomestiques ont ete elaborees apres unereunion avec les intervenantes. les

hygienistes du milieu. une veterinaire et('unite des services de garde d'enfants.L'ebauche a ete envoyee a tous les services

de garde en milieu familial et a toutes lesgarderies. Les lignes directrices, con-siderees comme un document en evolution,

sont mises a jour a mesure que de nou-velles informations nous parviennent.

Les parents qui utilisent des services de

garde reconnus peuvent faire une demandede subvention pour les aider a en defrayerles touts. Les parents doivent repondre aux

Quand une garderie ou un service degarde en milieu familial obtient un per-rnis, it y a une *lode oprobatoire» (qua-tre mois a Whitehorse et six mois dans les

cornmunautes) pendant laquelle on

procede a des inspections surprises toutes

les quatre ou six semaines. Ainsi, l'inter-venante a le temps de mettre en place des

politiques et cela nous permet d'observer

cendies. Tous les dossiers administratifs

et toutes les politiques doivent etre enplace de meme que les plans de pro-gramme et les objectify pour l'annee. Ace moment, les garderies doiventfoumir un budget pour l'annee et prou-ver qu'ils sont en regle aupres de Con-sommation et Affaires commercialesCanada. Les garderies sans but lucratifdoivent aussi signaler tout changementa leurs statuts et reglements.

Le service de garde en milieu fa-milial le plus eloigne, situe a Old Crowet dirige par Elizabeth Kaye, s'appelleTri Nin Tsul Zheh ou Maison des tout-petits. Cette petite communaute setrouve au nord du cercle polaire

arctique a quelque 300 milles au nordde Dawson City. On ne peut s'y rendre

152

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A 'PROPOScriteres d'admissibilite. Le montant maximum pou-vant etre accorde en vertu des reglements concernantles subventions pour la garde d'enfants sont de 500 $par mois pour les enfants de moms de 18 mois et de450 $ par mois pour ceux de plus de 18 mois. Lessubventions sont payees directement aux services degarde un mois a l'avance.

Le programme de subventions directes de fonc-tionnement est disponible aux garderies et aux ser-vices de garde en milieu familial pour contribuerleurs coins d'exploitation. La subvention est accord&selon une formule qui tient compte de rage et dunombre d'enfants. du niveau de formation de ladirectrice ou de I'exploitante et du personnel ainsique du coin de la construction des installations. LeYukon a un niveau eleve de depenses par tete pour Iagarde &enfants. En 1995-1996, les depenses pourchaque enfant du Yukon s'elevent a 626,66 $. Enraison de r augmentation du nombre de placesreconnues au cours de la derriere armee, on a etabli le1" septembre 1995 une liste d'attente pour lesnouvelles places.

Les nouveaux services de garde en milieu fami-lial reconnus et les nouvelles garderies reconnuespeuvent aussi faire une demande aupres du pro-gramme de subventions en immobilisations pour lesaider a respecter les normes de sante et de securite. 11existe 26 garderies (796 places) et 45 (285 places)services de garde en milieu familial au Yukon. Laplupart des places reconnues sont a Whitehorse, cequi se traduit par environ 182 de ces places pourchaque millier d'enfants de 0 a 11 ans.

Le Yukon Child Care Board est nonurie par leministre de Ia Sante et des Services Sociaux. Le con-seil a pour role &encourager le developpement et lesoutien des services de garde d'enfants: de faire desrecommandations sur des questions concernant lagarde a r enfance: de reviser les politiques, les pro-grammes, les services ou les procedures sur desquestions relatives a la garde a l'enfance: et, de fairedes recommandations concernant la planification, ledeveloppement. les normes, la coordination etrevaluation des services de garde a renfance auYukon. Le conseil entend aussi les appels en vertu duChild Care Act.

Le programme de garde d'enfants du Yukon aconnu une expansion constante au cours des quelquesdemieres annees, tarn au niveau du nombre de placesde garde reconnues qu'a celui du nombre de person-nes obtenant une subvention pour les services degarde. L'unite des services de garde d'enfants a pourmission d'aider les intervenantes du Yukon a foumirdes services de garde de qualite et a prix raisonnableaux enfants et aux families du Yukon.

Article redigi par Debbie Mauch. supen.iseure, ainsi rote parMo Caley, Carol Oberg et Lesley Gardiner, coordonnatricesde la garde a l'enfance. tomes employees aupres de !'unite deservices de garde d'enfants.


MAINTINANT

DISPONIBLE

Documentation surlies services de garde

en milieu familial

15 $ (membre) 25 $ (non-membre)

(taxes incluses)

Paiement a l'avance ou numero de bon de commande

Faites parvenir votre commande a la

Federation canadienne des services de garde a l'enfance

120, ay. Holland, bureau 306, Ottawa (Ontario)

1{1 Y OX6

Telec. : (613) 729-3159

153

PR A T I Q U E


Planifier le programmede votre garderie enmilieu familial

par Beverly McConnell

Une garderie en milieu familial peut of-frir un programme de qualite repon-dant aux besoins developpementaux

des enfants. L'elaboration et la mise en placed'un programme adapte aux enfants dont vousavez la charge exigent de la creativite et unebonne connaissance du developpement de ]'en-fant. Un programme bien organise stimule lesenfants et facilite le deroulement de votrejournee. Les parents sont rassures de savoir queleurs enfants ont du plaisir tout en apprenant.Le present article donne des suggestions pourplanifier et evaluer le programme de votregarderie en milieu familial.

Elaboration d'un plan de

programmeUn plan de programme permet de stimuler

les enfants a tous les plans developpementaux(cognitif, physique, affectif/social, creatif etlangagier). Les activites doivent etre varieespour permettre aux enfants d' avoir des

periodes de jeu Libre, des activites lancees par

les enfants et les adultes, des jeux calmes etactifs, des activites en groupe ou individuelles,des jeux a l' interieur et a Pexterieur. Utilisezvotre plan de programme comme outild'evaluation pour vous aider a en determinerles forces et les faiblesses. Armee de cette in-formation, vous pourrez adapter le pro-gramme pour repondre aux besoins des pou-pons comme des enfants d'age prescolaire ouscolaire.

Un plan de programme doit fournir dessuggestions pour des activites de rechange aucas on le plan original sera.it iffealisable. Parexemple, une excursion au parc annul& enraison de la temperature pourrait etre rem-placee par un pique-nique a l'interieur aucours duquel it y aurait des activites specialesorganisees par les enfants. Wine si les en-fants pourraient etre decus au depart de ne pasaller au parc, votre plan de rechange pourraitse reveler encore plus amusant!

Discuter de votre plan de programmeavec les clients potentiels peut aussi vousdonner un avantage sur les autres educatricesde votre quartier. Assurez-vous de tenir les

154

parents au courant de votre plan de pro-gramme quand l'enfant frequentera votregarderie. Cette communication permet auxparents de bien comprendre et d'apprecier ceque vous et les enfants faites pendant lajournee.

Elements a considerer pour

planifier le programme

Une bonne connaissance du developpe-nient de l'enfant vous aidera a elaborer unprogramme approprie au plan developpe-mental pour les groupes d'enfants de votregarderie. Une programmation adequate pourles poupons n'est ni stimulante ni interes-sante pour les enfants d'age prescolaire, tan-dis que les activites qui plaisent aux enfantsd'age scolaire sont susceptibles de frustrerles plus jeunes. En outre, une activite jug&appropriee pour les enfants d'age prescolairepourrait ne pas plaire a tous les enfants de cegroupe parce que les niveaux individuels dedeveloppement varient, de meme que leursinterets ainsi que ce qu'ils aiment et

n'aiment pas. Votre programme doit tenircompte de l'age et de l'adaptabilite dechaque enfant.

Il y a beaucoup de chosen a considererau moment de planifier votre programme.Votre programme tire-t-il pleinement avan-tage de votre milieu familial (i.e. planifier etpreparer les casse-crofite, s'occuper de ('ani-mal de compagnie de la famille, trier la les-sive ou arroser le potager)? Organisez-vousa ('occasion des excursions a l'exterieur dela maison ou planifiez-vous des activites quiencouragent l'autonomie et la sensibilisationcommunautaire et culturelle? Les activitesoffertes aux enfants permettent-elles aussivotre participation? Votre plan de pro-gramme tient-il compte des opinions des en-fants a votre charge? Votre plan est-il assezcouple pour acconunoder tous les jours leshauts et les bas des enfants?

Outils pour la planification de

programmeQue vous creez un plan de programme

pour des enfants en particulier ou le groupeen general, la tache sera plus facile si vousconcevez vos propres formulaires. Tenezcompte de l' information qui suit au momentd' elaborer vos documents :


PR A T I Q U EFormulaires de planification deprogramme pour un enfantparticulier

Incluez de ('information sur ('enfantcomme son nom, son age, ce qu'il aime, cequ'iI n'aime pas et ses interets speciaux.Laissez un espace pour enumerer les ac-tivites planifiees pour lui pendant la se-maine. Dressez aussi une liste du materieldont vous aurez besoin pour ces' activites.Laissez aussi de l'espace pour evaluer leplan, par exemple, les activites 'tussles,celles que vous n'otTrirez plus et commentvous pourriez ameliorer le plan ou les ac-tivites individuelles.

Formulaires de planification deprogramme pour un groupe

Laissez de l'espace pour enumerer tousles jours les activites appropriees audeveloppement qui stimulent chaque do-maine developpemental. Rappelez-vous quevous devrez offrir des activites dans ces do-maines pour tous les enfants, sans egard

Conservez tous les programmes audossier, car its pourraient servir a I'avenir.

Evaluer votre plan de

programmeII est tout aussi important d'evaluer

votre programme que de planifier et d'ap-pliquer votre plan journalier. Vous pouvezfaire une evaluation mentale ou avoir besoind'un compte rendu ecrit plus forme(. Quelleque soit la methode choisie, le processusd'evaluation vous aide a determiner lesactivites ayant connu du succes et celles achanger. Au moment d'evaluer votreprogramme, posez-vous les questionssuivantes :

Tous les enfants ont-ils participe aux ac-tivites?

Le temps alloue pour les activites etait-iladequat?

Y avait-il assez de fournitures, d'equipe-ments et d' espace pour les activites?

Les differentes activites ont-elles ete or-ganisees a des temps convenables de lajournee?

En general, quelle etait l'humeur des en-fants pendant la journee?

Quels commentaires ont fait les enfantssur la journee?

Quel a ete le meilleur aspect de lajournee?


Quels problemes sont survenus dans lajournee?

Quels changements feriez-vous au pro-gramme quotidien?

Idees d'activites pour planifier

votre programmeVoici des activites qui ameliorent les

competences dans differents domaines dedeveloppement

Les activites qui provoquent et stimulent]'esprit, y compris lire et regarder deslivres; chanter; parler avec les enfants etelargir leurs idees et leurs interets; laisserles enfants vous aider dans la cuisine etdiscuter des &apes de la recette, des tex-tures et des couleurs des ingredients;classer et regrouper les articles au mo-ment de trier la lessive, mettre le couvert,vider le lave-vaisselle et nettoyer lesjouets; jouer a des jeux comme le Bingo,Serpents et echelles et aux cartes.

2. Les activites qui stimulent et facilitent ledeveloppement de la motricite fine etglobale, requilibre et la coordinationyeux-mains comprennent : travailler avecdes casse-tete, des blocs, des trieuses deformes; enfiler des perles; faire du brico-lage qui exige de decouper, de colorier,de dessiner et de colter; preparer descasse-croOte et des repas; se nourrir soi-meme avec des tasses, des cuilleres, desfourchettes ou les doigts; et, participerdes activites physiques comme danser,

155

sauter a la corde, grimper, glisser, sebalader a bicyclette, lancer et attraper desbal les.

3. Les activites qui influent sur la fawn dontun enfant se pet-wit et percoit les autres etdont il agit envers lui-meme et les autres,comme par exemple : le jeu en groupe exi-geant que l'on joue a tour de role; les jeuxde roles (activites domestiques, epicefie,medecin); partager les sentiments apres lalecture d'une histoire ou une emission detelevision; fixer des attentes concemantl' aide que les enfants plus ages doivent ap-porter aux plus jeunes; creer des «livres desemotions» pour permettre aux enfants dereproduire ce qu' ils ressentent; reconnaitreet dialoguer sur les emotions et les fawnsde les aborder en *lodes de stress, parexemple, durant des conflits ou quand il estdifficile de se separer des parents.

4. Les activites qui stimulent la creativite, parexemple, la danse, les jeux de doigts, lapeinture et l'exercice au son de la musique;inventer de la musique et des chansons;creer des instruments de musique et lesjouer; peindre avec differents mediumscomme la peinture au doigt, les pailles, lesimprimes vegetaux, la peinture effectueeavec le corps et les pieds; la plasticine; lacuisson; et, les jeux de roles. Rappelez-vous de mettre l'accent sur le processuscreatif plutot que sur le resultat.

5. Les activites qui activent et developpent lessens, par exemple : faire et jouer avec descontenants 0A sentir»; demander aux en-fants de deviner differentes odeurs (i.e. la

PR ATIQUEcannelle. le vinaigre et l'ail); jouer«Devinez cette saveur> en bandant lesyeux des enfants et en leur demandant dedeviner differents aliments; collecter etidentifier divers articles pendant unepromenade dans la nature: &outer de lamusique et jouer a «Nonunez un air»;fournir plusieurs mediums aux enfantspour leurs jeux : sable, eau. riz, feves etgraines: preparer pour les enfants des «ta-

bleaux de sensation» ayant des texturesvariees; et. la peinture au doigt.

Bev McConnell est mere de deux enfants. Au coursdes ooze dernieres armies. elle a travaille comme em-ployee remuneree et comme benevole clans nombre deposies lids a la garde a renfance. y compris commeintervenante en milieu familial, coordonnatrice deremission de permis aupres de la section de la gardeereufants do ministere des Services a la famine,benevole pour la Family Day Care Association ofManitoba. jimnatrice dans le cadre du projet de for-


<nation des responsables en services de garde enmilieu familial et co-auteure d'un document Mamie.4 Resource For Family Day Care Providers andEarly Childhood Educators. Bev is (ermine samahrise en sciences (diodes de la famine) it r UM-versite du Manitoba et mene une recherche sur lesresponsables en services de garde en milieu fami-lia he soutien qu'elles recoivenr et leur niveau desatisfaction professionnelle.

References

Family Day Care Association of Manitoba (1993).Program Planning Manual: Family Day CareTraining Program.

National Association for the Education of YoungChildren 11987). Developmentally AppropriatePractice in Early Childhood Programs ServingChildren From Birth Thivugh Age 8. Washington.D.C. : NAEYC.

National Association For the Education of YoungChildren (1991). .Guidelines for AppropriateCurriculum Content and Assessment in ProgramsServing Children Ages 3 through }bungChildren (46)3, pp. 21-38.

Apprendre dans unegarderie en milieufamilial

par Marg Rodrigues

En tant que proprietaire et responsable

d'une garderie en milieu familialreconnue a Delta. Colombie-

Britannique, je sais a quel point it peutetre difficile de planifier un pro-gramme pour un groupe d'en-fants d'Ciees differents.Un programme destine ades enfants de 6 mois a12 ans exige beaucoup deretlexion, d' imagination et

de tlexibilite. La journeepeut etre plus amusante

et les activites plus fa-ciles a planifier si ons'organise autour d'untheme. Au fil des

ans, j'ai utilise des themes comme le cirque,l'environnement. les celebrations

theme prefere : le transport.

Le transport est un theme que les enfants

aiment beaucoup ils sont generalementavides de parler de voitures, de camions.d'avions, de trains. de bateaux et des vacances

familiales. Les enfants peuvent faire du

et monbricolage interessant quand on incorpore letheme du transport et des vacances dans unprogramme en garderie. Par exemple. ils peu-

vent faire I'apprentissage des differentes for-mes et couleurs en creant et en decorant desavions en papier ainsi qu'en regardant desimages de voitures. Meme les tout-petits peu-vent participer si vous les invitez a dessiner et

156

a colorier a la meme table que les «grands». Lesenfants plus vieux peuvent construire des bateaux

avec de vieux morceaux de bois et des clous. Onpeut apporter les bateaux peintures a un ruisseau

avoisinant pour les larguer et foumir une occa-sion pour parler des sciences.

Les enfants aiment aussi les jeux de roles. IIest interessant de voir les enfants plus vieux sedeguiser et jouer a papa et a maman partant envacances avec la famille. N'oubliez pas defournir une valise vide que les enfants pourrontremplir. Une visite a l'epicerie et une discussionsur ce qu'il faut apporter au camping peuventdonner aux enfants une id& de ce que comportela planification d'une excursion. Amenez les en-fants a un aeroport. observez les avions et voyez

comment on s'occupe des bagages. De retour a la

garderie, les enfants peuvent faire des passeports

a utiliser pour leurs vacances fictives. Pendant lejeu de role. les enfants peuvent jouer au pilote deligne ou a l'agent de bord ou encore etablir desbillets et estampiller les passeports a l'adroport.

II y a plusieurs fawns d'init)er les enfants ausysteme de transport public. Organisez un pique-nique dans un parc avoisinant et allez-y parautobus. metro. adrotrain ou train. Les enfants ap-

prendront a connaitre les signaux sur le transport,le coat du &placement et les differents endroitsinteressants dans leur cornmunaute (par ex.. bu-reau de poste, hotel de ville, bibliotheque ouepicerie).

La musique et les livres sont aussi deselements importants de la programmation. Lesenfants de tous ages aimeront chanter en voya-geant en autobus ou faire semblant qu'ils fontpartie d'un orchestre en route pour un concertdans une autre ville. Les histoires sur les voyages

stimulent ('imagination des enfants et ouvrentleur esprit sur le monde.

Pendant fete, les enfants partent souvent envacances a des moments differents. Laissez lesenfants creer un montage mural sur les vacances

de la famille. Au retour de leurs voyages, orga-nisez une joumee omontre et raconte» aim qu'ilspartagent leurs experiences avec leurs amis de lagarderie.

La programmation d'une garderie en milieufamilial peut etre tres interessante. Quelle que soft

ractivite. les enfants apprennent selon leur

niveau et en tirent avantage chacun a leur facon.L'objectif est de fournir des occasions d'appren-tissage. Les enfants ont eux aussi de tres bonnes

idees et ils aiment contribuer. Laissez-les vousaider a choisir des activites. Faites de beauxvoyages imaginaires!

Marg Rodrigues dirige une garderie en milieu familial aDelta. Colombie-Britannique.


P R A T I Q U EINITIATIVES CREATRICES

Les des du succes dansles services de garde enmilieu familial

par Heather Grassick, Joan Kittel et Linda Skinner

Toutes les responsables de garde en

milieu familial font face tous lesjours a la difficile tilche de plani-

tier des activites pour les enfants ayant un

age. des aptitudes et un temperament dif-ferents. Pour repondre a leurs besoins. itfaut vraiment aimer les enfants. compren-

dre leurs exigences developpementales.avoir un plan de programme, beaucoupd'espace et pouvoir faire preuve de sou-plesse et avoir du plaisir.

En Ontario. toute agence de garde enmilieu familial est reconnue en vertu de la

Loi sur les garderies. Les reglements re-

latifs a la garde en milieu familial exigentque Ia responsable sorte les enfants a l'ex-

terieur tous les jours, qu'elle prevoit desjeux actifs et calmes en plus de donneraux enfants ('occasion de se developperaux plans physique, social, intellectuel etaffectif. C'est tout un defi pour une adultequi prend soin d'un groupe de cinq en-fants d'ages differents. Voici quelquessuggestions pour vous aider a planitiervos journees :

Elaborez un programme d'activites

pour chaque joumee.

Assurez-vous que le programme soitadaptable aux circonstances (par ex..mauvaise temperature ou un enfantmalade).

Demandez aux enfants de vous alder a

creer le programme. Les enfants d'age

Activites*.

Collage

Peinture

Pate a modeler/Pate a sel

Faire la cuisine

scolaire aiment contribuer a la planiticationdes activites quotidiennes, hebdomadaireset meme de tout fete!

Organisez-vous pour les periodes occupees

de la journee (i.e. arrivee et depart, avant et

apres fecole et au dejeuner).

Elaborer un programme a long terme pourla semaine ou le mois.

Planifier pour une utilisation

maximale de I'espaceLes personnes desireuses d'offrir des

services de garde en milieu familial devraientevaluer soigneusement leur espace disponible.

En faisant preuve de souplesse et d'imagina-tion. les sires habitables du plus petit apparte-ment peuvent etre transformees en endroits ou

les enfants peuvent jouer. se reposer et par-ticiper a des activites de bricolage. Les enfants

qui commencent avec une nouvelle res-

ponsable auront besoin dune visite guideeafin de savoir ou ils peuvent jouer ou avoirdes activites calmes. Pour que le placementreussisse, les enfants doivent connaitre lesreglements concernant les activites. Voiciquelques suggestions favorisant une utilisation

creatrice de l'espace :

Cuisine

Enfants d'age prescolaire

Utiliser divers materielspre-coupes.

activites creatrices, faire

de la cuisine, jeux avec

de l'eau. jeux de societe

Enfants d'age scolairer

Fournir des ciseaux et unevariete de materiels.

Offrir une variete d'outils (par ex., plumes, tampons encreurs,eponges, cure-oreille. pinceaux et pailles). Chaque groupe d'aqeutilisera le materiel differemment.

Les jeunes enfants aimentles textures. les couleurs etles senteurs differentes.

Peut vous aider a faire lacuisine.

Les enfants plus ages creerontdes formes. des articles et desanimaux.

Peut lire les recettes et procedera la cuisine.

26 INTERAC171001 tit 1996 BEST COPY AVAILABLE 157

Salon jeux calmes. activites sur le

plancher, lire et &outer de lamusique

Chambres repos, jouer en silence.

passer du temps seul

Sous-sol jouer.avec de plus gros

jouets. y compris les jouets

enfourcher. et se deguiser

Veranda vitreeou couverte

toute activite

Planifier des activites pour tous

les ages

Les responsables de garde en milieu familialdoivent organiser des activites et foumir deI' equipement susceptible de plaire a des enfantsd' ages tres varies. Le materiel pour le collage, par

exemple. peut etre utilise autant par les enfantsprescolaire que scolaire, mais les produits

finis seront tres differents. Voici quelques

suggestions pour des activites amusantes pourtout le monde

Les responsables de services de garde doivent

comprendre les niveaux developpementaux desenfants a leur charge, les techniques approprieesde gestion du comportement selon Page et les ac-

tivites adaptees a chaque enfant. Des ressourcessont disponibles par le biais des agences de garde

en milieu familial. les centres locaux de documen-tation, les ludotheques et Ia bibliotheque locale.

Les responsables de services de garde doivent

avoir leur propre trousse d'outils de bricolagecomprenant des ciseaux. un perforateur a papier,une brocheuse et toutes sortes de ruban adliesif et

de colle. Elles auront aussi besoin de ciseaux desecurite, de palettes de colle, de crayons a colorier

et de craie pour les enfants en plus d'une bonnequantite de papier et de materiels recycles pour le

bricolage.

A la page suivante, vous trouverez un modelede calendrier d'activites elabore par le personneldu programme de services de garde en milieufamilial de la municipalite regionale de Waterlooen Ontario. A I'heure actuelle, le programmedessert environ 1 400 enfants de la tendre enfance

jusqu'a rage de 12 ans. Les intervenantes sontencouragees a partner ces idees avec les parents

et les enfants afin que tout le monde passe un bel

ete.

Heather Grassick et Joan Kittel sont des agentes de traite-ment des cas pour les services de garde en milieu familialaupres du programme de garde a l'enfance en milieu fa-milial de la municipalite de Waterloo. Linda Skinner estdirect rice du programme.

PR AT I Q U E

Modele de calendrier d'activites : juillet

1 JOUR.DU CANADA r.Contectionnerun drapeau

..,-DecererleSplOyelettes'......,4.. -. tOrganiserunAefile-de . ' .'..

-. blCyclettee .', ',

2 JOURNEE DU CLOWNCreer des masquesSe deguiserFaire de la magieFaire des totes de clownsavec des pommes de terre

3 `- Enserneincer un potager-,, Faire we salads

...Peindre des legumes et :r. .des",fruitS,-... . : -, - "r:'

-

4 Peinturer des pierresOrganiser une Chasse autresorPreparer un pique-niqueOrganiser une course aobstaclesFabriquer des avions enpapier

5 Ecrire a des correspondentsDessiner une carte du

, quartier .

..: . 2. ,

8 Jouer des jeux d'eauLaver des vetements debebeLaver des poupees

9''''' Faits de la peinture avee les.-:.-ipiede:.- - : ..i: ,.. -..,..::, -

---,',':Courir par.dn._its 7,,....' rarroaok autornatique ..' ::tisofecliOnher des .

3 instruments pour fairedi.... .. . , -

8,6iiiittler des:Wiles..7.... , . -. .. . . .', :

10 JOURNEE DU BASEBALLOrganiser un match debaseballOffrir un dejeuner aux hotdogRegarder des cartes debaseball

11,JOURNEE ..DE (A .

, CELEBRITE::SPORTIVE.-.. Choisir unecelebrfte --

sportive.

:- .. 6cree une lettre de tan7:iegarder une collection '.

-, de cartes

12 Ecrire pour obtenir de!Information touristique surune autre vine ou un autrepays

Comparer !Informationavec celle de votre ville

15' Nageili.lipiscine locale: .,, , .

..7,,loyereu balion:teniiii,'Organiser un fot0iiiiiebilles,,,',...'''!

16 JOURNEE DU CIRQUEPreparer du mats souffleFaire de la peinture faciateJouer aux animaux decirqueGreer des masques

.... - . . . . .

17:JOURNEE DECAMPING. .-1'"Morbilurte"....-., '...,, ,. .

4: ienteiConstrufre:uri tcirt',=.7.

.0i:ganiieetihitefetitirequ: -

tict dog a rexttrieut:: :.;. -"-

:2": Chanter' et ritixiiiter des'','.;. , . .

ttistolres..

18 JOURNEE DESMARIONNETTES

Faire un theatre demarionnettesCreer des marionnettesOrganiser un spectacle demarionnettes

:19JOURNEEA LAPLAGE..; Organiser un pique-nique

,-.-; pour le deteuniar.".-.-Jotter clarts'yeatkl .,.,1"

-.: o'ciu;stniiie une gri'qsade.'' ': d'eau ;'..- :.t.':."."Rit.. .... -

Organiser un combat_ ,depengea -.. .'

22 JOURNEE DE PLAISIRConfectionner et decorerde petits gateauxFaire des napperonsConfectionner de petitessurprises

2,14,:tOURIVEE DE LAPHOTO,',..'"' Montetunalbutn-photos.'

,Oa un album de , .', : '.4,:::decouppres:'- -, -,

Critter desphiatos-aYac: du- .

a.,-A

' :.

24 JOURNEE A L'ENVERSPorter les vetements aI' envers

Manger d'abord le dessertau dejeuner

. .,25 Activites artistiques sur le '-',

,";Itottoft.--",': - : ., - ; " .- -

;Peindrerfa'clUtiiro avec de. _ .. _ ..rear' , , - ' - ,

-.Nettoyer renvironnententEn portani des gents,,. :

"431 fernasier les'OrdUree dans-..'le part local :. ' .'.

26 JOURNEE DE LA PIZZAFaire une excursion arepicerieLaisser les enfantspreparer la pizzaCreer une pizza avec uneassiette en papier

29 .JOURNEE D.U:CINetok...

Faire.

mats,

''.'Faire du soi.iffié..7;,.., - .., :.

'.: f Monter une pibate

'

,

30 Colorier les contours ducorps

Faire une course de relaisOrganiser un contours devirelangues

... .. . ,... ,. ..

31,JOURNEE al .t,'. '4,

::DEGUISEMENT,. -..-.. ..

..,!.Mbntetyne piece de, .,-..,... _

7.' Ciraittitier:tiri'

2PF <. <Faire.iinelfaufse.trelais4,

.

La Federation canadienne

des services de garde a

l'enfance a maintenant un

numero de telephone

sans frais :

1-800-858-1412tr.

II Pal' U.17 vlry Li

NOUVELLE EDITIONREPERTOIRE

canadien de la garde a l'enfanceMise a jour au moment de /'envoi

Comprend :Bureaux de garde a l'enfance des gouvernements

federal, provinciaux et territoriauxOrganisations nationales de garde a l'enfance

et organisations connexesOrganisations provinciales et territoriales

de garde a l'enfanceEtablissements de formation

Membres : 10 $, non-membres : 20 $Veuillez noter que les organisations-membres recoivent.

!ors de leur adhesion ou de leur renouvellement,un exemplaire gratuit de ces listes.

158ETE 1996 INTERACTION 27

PR A T I Q U E

DEMANDEZ A VOTRE PROFESSIONELLE DE LA SANTE

Les risques de blessurespar Deborah Kernested

Les bosses. ecchymoses et erafluresmineures font partie de la vie normaled'un enfant actif, mais les blessures

graves representent pour lui un danger.Chaque armee, un enfant sur quatre consulteun medecin a cause d'une blessure.

A quels moments les enfants

risquent-ils le plus de se blesser?

Lorsque vous etes distraite. Les petits en-fants, surtout ceux de moins de 3 ans, exi-nnt une surveillance constante.

Lorsque vous les croyez incapables deposer tel ou tel geste. Les enfants appren-nent constamment de nouvelles habiletes(rouler sur eux-mernes, ramper, grimper) encours d'apprentissage. Si vous n'etes paspreparee, une etape-cle de leur developpe-ment peut se transformer en tragedie.

Lorsqu'ils sont fatigues. Les blessures seproduisent souvent juste avant le diner et a Iafin de la journee lorsque les enfants sont tropfatigues pour porter attention a ce qu'ilsfonts.

Lorsque l'environnement ne leur est pasfamilier. Lorsque les enfants viennent chezvous pour Ia premiere fois ou qu'ils arriventA un nouvel endroit, soyez vigilante; les dan-gers d'accident sont plus eleves si les enfantsne sont pas familiers avec leur environne-ment.

Comment prevenir les blessuresComment puis-je eviter qu'un enfantne se blesse chez moi?

Marchez dans toute la maison et observez-la du point de vue de ('enfant. Ou mieuxencore, rampez! Regardez sous les tables, der-riere les meubles et identifiez les armoires et

les tiroirs faciles a renverser ou a ouvrir. Vousvous ferez une bonne idee des dangers dansl'environnement de ('enfant.

Pendant que vous y etes, examinez par-tout, y compris au sous-sol, dans le garage, lesaires de rangement, la cour et les autresespaces exterieurs oh les enfants jouent.Verifiez tous les points d'eau, incluant lesseaux, les piscines, les etangs et les mares.Les enfants peuvent se noyer dans aussipeu que 4 cm (1 1/2 pouces) d'eau, et memedans un seau.

La Liste aide-memoire sur la securitela maison vous aidera a verifier ('aspect secu-ritaire de tous les coins de la maison reguliere-ment. Verifiez egalement les caracteristiquesde securite de tout le mobilier utilise (litsd'enfant, poussettes, sieges d'appoint, tables alanger, parcs pour enfants, etc.). Vous pouvezegalement vous procurer la brochure intituleeVotre enfant est-il en securite? au Bureau dela securite des produits, Sante Canada, devotre localite. Le numero de telephone est in-dique dans la section du gouvernement duCanada de l'annuaire telephonique.

Deborah Kemested 1.A., est experteconseil dans ledomaine de la sante a Toronto.

Liste aide-memoire sur Ia securite a Ia maison

Tous les jours Tous les six mois

CUISINE Les fils electriques ne pendent pas sur le rebord des Les tiroirs et armoires sont barres avec des loquetscomptoirs. de securite.

Les poignees des chaudrons sont orientees vers l'arriere de II y a un extincteur d'incendie, en etat de marche,la cuisiniere. qui n'est pas range au-dessus de Ia cuisiniere.

Les sacs de plastique sont ranges hors de la portee desenfants.

Le savon a vaisselle, le detergent et les autres produits denettoyage sont ranges hors de la portee des enfants.

Les couteaux, ciseaux et autres objets tranchants sontranges hors de la portee des enfants.

On utilise des napperons au lieu des nappes (dans le cas desbebes et des touts-petits).

SALLES DE Les seaux a couches sont dotes de couvercles hermetiques Les prises de courant sont munies d'interrupteurs a

BAIN et ranges hors de la portee des enfants. circuit de terre controls.

Les sechoirs a cheveux, fers a friser, rasoirs electriques, etc., Un adulte peut facilement ouvrir la porte dessont debranches et ranges dans un endroit sun toilettes meme si elle est barite.

Les produits de nettoyage sont ranges hors de la portee desenfants.

ESCALIERS II n'y a pas de jouets, de souliers, de vetements ou d'autres Les escaliers sont toujours bien eclaires.

objets dans l'escalier. Les rampes d'escalier sont securitaires.

II y a des barrieres de securite approuvees CSA dans le hautet le bas des escaliers (dans le cas d'enfants de moins de2 1/2 ans.)

28 INTERACTION ETE 1996 159

PR ATIQUETous les jours Tous les six mois

PLANCHERS, Les prises de courant qui ne sont pas utilisees sont dotees de Les tapis et carpettes ont un envers antiderapant

MURS ET plaques protectrices. pour eviter qu'ils ne glissent.

MEUBLES Les sacs a main, sacs a couche et autres sacs fourre-touthors de la des

Les meubles n'ont pas de coins et de rebordssont ranges portee enfants.

pointus.Des matelas de protection sont places autour des structuresd'escalade a l'interieur.

Les plus petits meubles ne se renversent pasfacilement.

Dans les garde-robes, les housses de nettoyage a sec dedes

Les tablettes sont securitaires.plastique sont retirees vetements.

Les nappes et les tapis de table sont ranges (dans le cas desbebes et des tout-petits).

Les cordons electriques des lampes de table et les plantessuspendues sont hors de la portee des bebes et destout-petits.

PORTES Les portes donnant a l'exterieur, dans les escaliers, dans les Les portes de verre sont marquees par des

corridors, etc., sont dotees de serrures que les enfants ne decalques ou des dessins colles au niveau des

peuvent debarrer yeux des enfants comme des adultes.

ARMES A FEU Les armes a feu non chargees et les munitions sontentreposees separement dans des endroits fermesA cle hors de la vue et de la port& des enfants.

Les armes a feu sont dotees d'un verrou exigeantune cle speciale, rangee dans un endroit different.

Les percuteurs sont retires des armes decollectionneurs.

ALCOOLL'alcool est entrepose dans un cabinet ferme a cle.

PRODUITS DU Les produits du tabac, les briquets et les allumettes sont

TABACranges dans un endroit securitaire.

Les cendriers sont vides (une fois les megots refroidis) dansune poubelle dotee d'un couvercle securitaire.

SOUS-SOL ET Tous les produits de nettoyage sont remises hors de la pollee Les grilles d'egout et les vidanges d'eau sont

SALLE DE des enfants. securitaires.

LAVAGE Le fer et la planche a repasser sont ranges d&facon Le thermostat du reservoir a eau chaude est regle asecuritaire. une temperature maximale de 49 °C (120 °F).

Les seaux sont vides immediatement apres leur utilisation.

Les outils electriques sont debranches et ranges dans unendroit securitaire.

TERRASSES II n'y a rien pres de la balustrade qui permette a un enfant de Toutes les portes, toutes les clotures et balustradesET BALCONS grimper sont securitaires.

DEHORS Les garages et les remises sont fermes a cle. Les clOtures et les loquets des portes-barrieres sontMat.

Les bassins d'eau stagnante sont vidanges.en bon

Les prises de courant sont munies d'interrupteurs aLes poubelles sont dotees de couvercles securitaires. circuit de terre control&Les objets coupants et les dechets sont enleves. La fosse septique est couverte de facon securitaire.Les prises de courant non utilisees sont munies de plaques La tondeuse A gazon et les outils electriques sontprotectrices. ranges et non utilises lorsque les enfants sont aII n'y a pas de cordes pres des arbres ou des clOtures. proximite.

Tout le materiel servant au barbecue (dernarreur electrique,charbon de bois, combustible) est range dans un endroitsecuritaire.

Tire de Petit Guide sur le bien-titre des enfants : Manuel visant a promouvoir la sante dans les services de garde en milieu familial (1994) publie et disponible

aupres de la Societe canadienne de pediatrie.

160 ETE 1996 INTERACTION 29

PR A T I Q U E

Mise a jour sur laprotection solaire

par Ann Landrey

Les jeunes enfants adorent les activitesde plein air. Toutes les discussions quiont cours sur l'amincissement de Ia

couche d'ozone et le danger accru de ]'expo-sition au soleil necessitent une mise a jour surcomment se proteger du soleil.

La diminution de Ia couche d'ozone signi-fie qu'une quantite accrue de rayons ultravio-lets nocifs (UV) atteignent la terre. Les cancersde la peau, dont la plupart sont attribuables a]'exposition aux rayons UV, augmentent defawn fulgurante. Nous devons etre des inter-venantes prudentes, mais ne pas faire peur auxenfants avec des histoires terrifiantes sur lesrayons UV de la mort.

Les professionnelles de la garde a I'en-fance peuvent jouer un role de leader en prati-quant une bonne «hygiene solaire». De bonneshabitudes solaires durent toute la vie. Saviez-vous qu'au cours de notre vie, de 70 a 80 p.100 de noire exposition solaire se fait avantnos 18 ans et que la protection solaire pendantl'enfance et ('adolescence pourrait reduirejusqu'a 70 p. 100 ('incidence du cancer de lapeau dans notre cycle de vie?

Voici des conseils pratiques pour vousaider a profiter d'un ete securitaire :

Soyez extremement prudente avec lespoupons de moins d'un an. Les enfants ontbesoin d'air frais, mais toute exposition solairedirecte est dangereuse. Gardez les enfants cou-verts et a l'ombre. Utilisez des couvre-poussettes et des couvertures en coton Legerpour creer de l'ombre pendant les sorties. Vousdevez toujours vous assurer que le bebe porteun chapeau!

Reduisez le temps passé au soleil. Vousavez déjà entendu dire «Ne sortez pas au soleilentre 11 h et 16 h». Cela n'est ni possible nidesirable. Le mot cle est de «reduire» ('exposi-tion au soleil. Considerez comment la journeese presente et essayez d'organiser les activitesexterieures plus tot le matin ou en fin d'apres-midi. Les excursions et les sorties meritent uneattention speciale parce qu'elles sont tres im-portantes au printemps et a Pete. N' hesitez pasA vous rendre au part a pied, mais essayez d'yaller avant le dejeuner ou faites-en la demiereactivite de la journee. Marchez sur le cote om-

30 INTERACTION LIE 1996

brage de la rue et, a l'heure du casse-croOte,rassemblez tout le monde sous un arbre oudans un abri a pique-nique.

Cherchez et faites de l'ombre. Les en-fants aiment biltir des forts. Ces simples struc-tures sont ideates pour creer de l'ombre et negreveront pas le budget. Une simple regle s' ap-plique concernant les enfants : «Quand ton om-bre est plus courte que toi, le soleil est fort. IIvaut mieux jouer dehors quand ton ombre estplus grande que toi». Remplacez les parolesd'une chanson connue par «Je pars a Ia chasseA l'ombre. Je vais en attraper une grande!»

De nombreux terrains de jeux sont trop ex-posés aux rayons UV. En termes de securite so-laire, une structure de jeu en plein soleil est une«zone de danger». Un simple abri cante cher et('argent est rare de nos jours. Cependant, le ris-que des rayons UV ne disparaitra pas. Suggerezde faire une collecte de fonds pour la construc-tion d'abris contre le soleil. Les parents et lesorganes d'emission de permis connaissent bienle risque, alors ne craignez pas de paraitre alar-miste.

Couvrez-vous. Les vetements protegentbien des rayons UV. Les tissus plus fonces ab-sorbent plus de rayonnement ultraviolet que lesblancs, mais vous aurez plus vite chaud avecdes vetements fonces. Il faut etablir equilibreentre le confort et la protection. Les etoffestissees sont les meilleures. Demandez aux en-fants de tenir un morceau de tissu pres d'unefenetre ensoleillee (mais non directement ex-pose au soleil). Plus its peuvent voir a travers letissu, plus les rayons UV peuvent atteindre leurpeau a travers etoffe.

Encouragez le port de manches longues etde culottes courtes et demandez que l' on donnedes t-shirts pour porter a la piscine. Les rayonsultraviolets penetrent jusqu' A 30 cm dans ('eau.Le personnel peut donner le bon exemple : au-cun debardeur! Le port du chapeau doit etreobligatoire pour tout le monde. Pour une pro-tection optimale, portez un chapeau a grandbord. Les casquettes de baseball protegent levisage, mais pas le cou et les oreilles. Si tout lemonde porte de ces casquettes, ne vous enfaites pas demandez aux parents d'apporterun grand mouchoir en coton ou dechirez un

161

vieux drap en canes. Attachez un carre sur latete a la «fawn des legionnaires» et mettez lacasquette par-dessus.

Portez un filtre solaire. Un filtre solairedevrait etre votre dernier moyen de defensecontre les rayons UV. Considerez le filtre so-laire comme complementaire a toutes les au-tres protections et non pas comme un moyende prolonger le temps passé au soleil. Tous lesfiltres solaires sont efficaces, mais on doit lesappliquer au moins 15 minutes et depreference 30 minutes avant de sortir pour per-mettre a la lotion de bien penetrer la peau.Cette pratique contribue aussi a faire moinscolter le sable du cane a jouer des enfants aufiltre solaire. La Societe canadienne du cancerrecommande des produits a l'epreuve de ('eauet ayant un FPS (facteur de protection solaire)d'au moins 15 qui protege de plusieurs fawnscontre les rayons UVA et UVB. Les grandsformats et les bouteilles A remplissages multi-ples peuvent transformer en routine normale]'application de filtre solaire avant d'aller al'exterieur.

Mythes et perceptions erronees. II

n'existe pas de bronzage «sans clanger». Lechangement cutane que nous appelons bron-zage est la reponse du corps a une attaque derayonnement ultraviolet.

Les enfants de minorites visibles ont aussibesoin de protection solaire. La peau plusfoncee contient plus de melanine qui offre unecertaine protection contre les rayons UV.Cependant, les rayons UVA penetrent tres pro-fondement dans toutes les peaux et causent desdommages cumulatifs.

Meme le bronzage le plus fonce ne vousprotegera pas contre les rayons UV. Un telbronzage equivaut a porter un filtre solaireavec un FPS de 3. Faites particulierement at-tention aux journees sombres ou brumeuses.Les rayons UV penetrent jusqu'a 80 p. 100d'un petit nuage.

Des surfaces brillantes comme le sable, leciment et la neige fraiche renvoient les rayonsUV et intensifient leur effet. Ce que I'on ap-pelle une «bnilure causee par le vent» est enfait un coup de soleil. Pendant l'hiver, lesrayons UV ne sont pas aussi forts, mais con-tribuent encore a notre exposition solaire cu-mulative.

Veillez a la sante de votre peau.Comme d'autres bonnes habitudes, une pro-tection solaire raisonnable exige des efforts. Larecompense? Une peau en sante pour la vie.

Ann Landrey est presidente de Solar Bear Skin CareInc. a Toronto, Ontario.

N O U V E L L E S

LA FEDERATION AU JOUR LE JOUR

Questionnaire sur lesservices bilingues

En janvier 1996, la Federation canadienne des services de garde a l'enfance amene un sondage aupres de ses membres afin de determiner si elle repondaitleurs besoins dans la langue de leur choix. A cette fin, la FCSGE a fait parvenir

un questionnaire a tous ses membres.

Merci aux 1 049 personnes (pourcentage de reponse : 13,9 %) qui ont pris letemps de remplir le questionnaire. Nous l' apprecions grandement.

Voici quelques statistiques concernant le sondage.

En general, comment considerez-vous la lisibilite de Interaction?

75,6

64,3

24,3

35,7

langue maternelle : anglais

langue maternelle : frangais

Excellente Satisfaisante

Langue maternelle88,7 % des repondantes ont indique avoir l'anglais8,3 % le francais et 3 % une langue maternelle autre que le francais ou l'anglais.

comme langue maternelle,

Depuis combien d'annees lisez-vous les publications de la FCSGE?

16,6%39,1 %12,1 %

32,2 %

moins d'un an1 a 3 ans3 a 4 ansplus de 4 ans

La mise en place recente de la structure affilide explique le pourcentage eleve deslectrices dans les deux premieres categories.

* A noter que 55 % des repondantes sont membres de la FCSGE depuis moins de trois ans. En outre,nous avons adopte le format actuel de Interaction en 1992.

Dans quelle langue lisez-vous les publications de la FCSGE?

La grande majorite de nos membres (90,1 %) lisent nos publications en anglais.Cependant, 3,7 % de nos repondantes lisent nos publications dans les deuxlangues, notamment les francophones demeurant en Ontario.

162

En general, commentconsiderez-vous la lisibilite deInteraction?Excellente 74,4 %Satisfaisante 25,5 %Faible 0,1 %

Selon la langue maternelle :

Excellente SatisfaisanteFrancais 64,3 % 35,7 %

Anglais 75,6 % 24,3 %

La plupart des articles de laFCSGE sont ecrits en anglais ettraduits en francais. Etes-voussatisfaits de la traduction destextes?39,2 % toujours58,2 % en general

43,9 % des repondantes du Quebec sesont dites toujours satisfaites de latraduction par rapport a 38,1 % pour lesrepondantes de 1'Ontario. Au Quebec eten Ontario, 51,1 % et 61,9 % des repon-dantes sont respectivement satisfaites engeneral.

Avez-vous eu recours aux servicesd'information de la FCSGE aucours des trois dernieres annees?43,4 % des repondantes (451 sur 1 040)ont eu recours aux services d'informa-tion de la FCSGE. Les francophones lesont utilises dans une proportion de35,6 % (31 reponses sur 87) par rapporta 43,5 % (401 reponses sur 921) chez lesanglophones.

Si oui, avez-vous ete satisfait desservices dans la langue de votrechoix?Le taux de satisfaction est de 97,4 %. Cepourcentage s'applique aux membresfrancophones et anglophones.

Comment considerez-vous laqualite des publications et desservices de la FCSGE au cours destrois dernieres annees?Dans l'ensemble, 62,3 % de nos lectricesconsiderent que la qualite de nos publi-cations et services s'est amelioree, tandisque 35,8 % la trouvent inchangee.


N O U V E L L E SLe tableau suivant donne les statistiques selon lalangue maternelle.

QualiteAmelioreeInchangee

Anglophones62%36,3 %

Cornmentaires

Francophones71,8 %28,2 %

Nous sommes extremement heureuses de recevoir cetterevue de haute qualite et de constater que toutes lespublications sont traduites en francais. (Repondante duManitoba)

Je suis tres satisfaite de ces publications. Elles sontinteressantes a lire et enrichissantes. On constate qu'ona toutes le meme genre de problemes. (Repondante duNouveau-Brunswick)

Les services bilingues qu'offre la FCSGE a lacommunaute franco-ontarienne sont tres apprecies. Jeconstate qu'on ne nous a pas oublies. J'ai besoin devous et les enfants ont besoin de vous. Merci.(Repondante de l'Ontario)

C'est la seule publication interessante en francais surdes sujets approfondis. Continuez votre beau travail.(Repondante de l'Ontario)

Merci de faciliter non travail, car j'ai a repondre auxutilisateurs dans les deux langues officielles.(Repondante du Quebec)

Vos publications ont toujours ete de grande qualite. Jerecommande aux directrices de garderies autochtonesd'adherer a la Federation pour les recevoir(Repondante du Quebec)

Je crois qu'il s'agit d'une publication remarquable etde qualite. Elle est facile a lire, informative et bourreede ressources. J'ai toujours hate de recevoir vospublications (Repondante de l'Alberta)

J'ai toujours trouve vos publications etfeuilles-ressources tres instructives. J'ai preteInteraction a des educatrices francophones.(Repondahte de la Colombie-Britannique)

Grace aux publications de la FCSGE, mes

connaissances s'ameliorent et je suis plus sensible auxquestions et preoccupations concernant les enfants et lagarde a l'enfance. (Repondante du Nouveau-Brunswick)

La publication s'ameliore toujours et tree de bons liensavec les autres provinces canadiennes. (Repondante deI 'Ontario)


Le format et la presentation des publications se sont toujoursameliores avec le temps. Les feuilles-ressources sontformidables et tres infonnatives. Je suis fiere d'etre membre dela FCSGE et espere l'etre pour de nombreuses annees encore.Continuez le bon travail. (Repondante du Quebec)

J'ai souvent demande a la FCSGE de l'infonnation et recu desreponses en un temps record. L'information etait ponctuelle etprofessionnelle. Merci. (Repondante de la Saskatchewan)

En Conclusion

La Federation est tits satisfaite des resultats du sondagell sem-ble qu' au flu des ans nous avons ameliore nos services et nospublications dans les deux langues officielles, avec l'appui duSecretariat d' Etat.

Merci de votre appui, de votre encouragement et de vos sugges-tions. Nous continuerons a fournir un effort considerable pourrepondre a vos besoins.

Nous aimerions publier dans Interaction un plus grand nombred'articles provenant de la communaute francophone. N'hesitezpas a communiquer avec nous pour obtenir les lignesdirectrices.


If Etude del'Atlantique surla garde d'enfantsSommaire pour les parents

par Mary E. Lyon et Patricia M. Canning

L'Etude de l'Atlantique sur la garde d'enfants a ete realiseeen 1993-1994 aupres de 48 garderies des provinces Atlan-tiques. La recherche visait a brosser un tableau complet de

la nature des garderies dans la region et d'examiner les liens exis-tant entre les caracteristiques des garderies, la qualite de lagarderie, le personnel (qualifications et experience), les conditionsde travail pour les adultes, les antecedents familiaux et le develop-pement de l' enfant.

Le present sommaire informel a ete prepare pour les parentsayant participe a I' etude. Des exemplaires du sommaire formel desdonnees et du rapport complet sont disponibles aupres de PatriciaM. Canning, Ph. D., Faculty of Education, Memorial University ofNewfoundland, St. John's, Newfoundland, A 1B 3X8 ou de MaryE. Lyon, Ph. D., Department of Child and Youth Study, MountSaint Vincent University, Halifax, Nova Scotia B3M 2J6.

163

N O U V E L L E S

Questions posses dans le cadre de la recherche

Garderies :Comment peut-on decrire les garderies en tant que milieux pourles enfants et le personnel? Qu'est-ce qui caracterise une bonnegarderie le personnel, le programme offert, la direction/lesproprietaires? Les garderies sont-elles toutes pareilles? Quellessont les differences?

Personnel :Qui travaille en garderie? Quelles sont leurs qualifications etexperience? Quels salaires pervoivent les membres dupersonnel? Quelles sont leurs conditions de travail?

Enfants :Comment la garderie influe-t-elle sur les enfants? Comment sedeveloppent les enfants en garderie?

Parents :Quelles families utilisent les garderies? Qu'en pensent-ils?Comment croient-ils que la garderie influe sur leurs enfants?

Qui a participe?Garderies :

48 garderies avec 15 enfants ou plus inscrits a temps plein

4 provinces : Terre-Neuve, Ile -du- Prince- Edouard, Nouvelle-

Ecosse, Nouveau-Brunswick

emplacement :

24 garderies en milieu rural - 8 000 habitants ou moins24 garderies en milieu urbain - 20 000 habitants ou plus

genre de garderie :

24 garderies privees (parfois appelees a but lucratif)dirigees par des individus a titre de petites entreprises24 garderies sans but lucratif - enregistrees comme orga-nisations sans but lucratif et dirigees par des organismescommunautaires ayant un conseil d'administration.

Personnel :248 educatrices et directrices

Enfants :551 enfants, 275 filles et 276 garcons

ages de 24 a 78 mois

Parents :541 parents ou tuteurs

Collette de ('informationLes chercheuses ont passé jusqu'a une semaine a chaque

garderie pour formuler des observations et evaluer la garderie, lepersonnel et les enfants. On a films les enfants au jeu avec unecamera video. Les educatrices et les directrices ont fourni de ('in-formation sur les conditions de travail, la satisfaction profession-nelle et les niveaux de developpement des enfants. On a interviewsles parents par telephone.

164

ECERS pour les garderiesprivees et sans but lucratif

Nombre degarderies

15

14

13

12

11

10

9

1 I

privee

sans but lucratif

score moyen 4,5

Principaux resultats

Garderies :A la question de savoir «Comment sont les garderies

pour les enfants et les adultes», chaque garderie a eteevaluee selon l'echelle d'evaluation de l'environnementde la petite enfance (ECERS) de Harms et Clifford (1980).Cette &belle fournit une vue d'ensemble du milieu treepour les enfants et les adultes en evaluant 37 aspects desgarderies sur une echelle de 1 a 7 : 1 = inadequate, 3 = peuacceptable, 5 = bon et 7 = excellent. Les 37 aspects sontregroupes en sept sous-groupes :

routines pour les coins personnels

activites linguistiques et de raisonnement

ameublement et expositions pour les enfants

activites de motricite fine et globale

activites creatrices

developpement social

besoins des adultes

Deux aspects additionnels ont ete mis en valeur ettestes dans le cadre de cette etude : une mesure de ('inter-action adulte-enfant et une mesure des techniques utiliseespour l'education des enfants.

L'evaluation ECERS moyenne pour les 48 garderies aete de 4,5. Soixante-quinze pour cent des garderies ontrecu des evaluations superieures a 4 (le point median de


N O U V E L L E Sl'echelle). Les garderies sans but lucratif ont recu desevaluations substantiellement plus elevees que les garderiesprivees. Cependant, cela ne signifie pas que les garderiesprivees etaient necessairement de pietre qualite. Une seulegarderie a recu une evaluation generale de moins de 3 (unenvironnement peu acceptable). Soixante pour cent desgarderies privees ont eu des evaluations de 4 ou plus. Legraphique montre le nombre de garderies privees et sans butlucratif de chaque categorie d'evaluation. La difference etaitplus marquee entre les grandes garderies privees et sans butlucratif qu'entre leurs homologues plus petites.

Educatrices et directricesEducation et experience :

93,6 p. 100 etaient des femmes

84 p. 100 des educatrices avaient entre 19 et 40 ans

68 p. 100 des educatrices et 92 p. 100 des directrices avaientune education postsecondaire

54 p. 100 des educatrices et 66 p. 100 des directrices avaientdes qualifications particulieres en education de la petite en-fance

68 p. 100 des educatrices et 89 p. 100 des directrices avaientparticipe a des activites de perfectionnement professionnel,des ateliers ou a des cours dans l' annee precedant l'etude

les educatrices avaient 5 ans d' experience en moyenne

les directrices avaient 10 ans d' experience en moyenne

Autres resultats :

aucune difference n'a ete constatee dans les niveaux moyensd'education et de formation des educatrices dans les quatreprovinces, dans les milieux urbains et ruraux ou dans lesgarderies privees et sans but lucratif

les educatrices des garderies sans but lucratif avaient plusd'experience que celles des garderies privees

les garderies dont la directrice avait recu peu de formationpertinente ou pas du tout etaient plus susceptibles d'obtenirde faibles evaluations que celles dont la directrice etait plusqualifiee

les garderies ou les educatrices et les directrices avaient deplus hauts niveaux d'education avaient generalement unscore ECERS plus eleve

Conditions de travail :14 255 $ salaire annuel moyen de l'educatrice

19 100 $ salaire annuel moyen de la directrice

Le personnel avait peu d' avantages sociaux, par exemple :

moins de 30 p. 100 avaient des pauses payees pour ledejeuner

27 p. 100 du personnel avaient une assurance sante

37 p. 100 du personnel disposaient d'une procedure de regle-ment des griefs

7,5 p. 100 du personnel avait un regime de pension

Autres resultats :

les salaires en Nouvelle-Ecosse (15 668 $) et a l'ile-du-Prince-Edouard (15 097 $) etaient considerablement plus


eleves que ceux de Terre-Neuve (12 752 $) et du Nouveau-Brunswick (12 375 $). Ces &arts etaient lies aux differencesentre les politiques provinciales de financement.

le salaire annuel moyen des educatrices des garderies sansbut lucratif etait de 15 459 $ par rapport a 13 052 $ pourleurs homologues des garderies privees.

le personnel des garderies sans but lucratif avait plus d' avan-tages sociaux et de meilleures conditions de travail que celuides garderies privees.

Roulement du personnel dans l' anti& precedant l'etude :25 p. 100 des educatrices

15 p. 100 des directrices

(Statistique Canada rapporte un taux de roulement de 27 p. 100 pour les tra-vailleuses et travailleurs en education et des domaines connexes.)

Raisons du depart :20 p. 100 grossesse

18 p. 100 demenagement

16 p. 100 autre emploi en garde a l'enfance

Satisfaction professionnelle :

sur une &belle de 1 a 10, le personnel a accorde un sept enmoyenne concemant leur satisfaction professionnelle, ce quiindique un degre assez eleve de satisfaction.

Le personnel a exprime le plus de satisfaction pour :les collegues (8,9)

in nature du travail (8,3)

le milieu physique (7,8)

Le personnel a exprime le plus d' insatisfaction pour :les possibilites de croissance professionnelle (3,5)

le niveau d'organisation explicite dans les garderies (5,7)

les salaires et les avantages sociaux (6,2)

86 p. 100 considerent leur travail comme une carfiere et nonun emploi

84 p. 100 choisiraient encore cette carriere

Enfants :

les evaluations concemant la langue, le jeu, la maturite so-ciale et le respect de soi ont revele que le groupe d'enfants sedeveloppait tres normalement, avec des scores moyens dansles &belles normales pour toutes les mesures.

Les enregistrements video du jeu Libre ont demontre que :

les enfants jouaient d'une maniere constructive et ap-propriee 70 p. 100 du temps

les enfants etaient inoccupes seulement 3 p. 100 dutemps

les enfants avaient un comportement agressif moinsde 1 p. 100 du temps

les enfants semblaient malheureux ou bouleversesmoins de 1 p. 100 du temps

Autres resultats :

le developpement linguistique des enfants etait etroitementlie au niveau d'education de leur mere

165

N O U V E L L E Sles enfants des garderies oit les educatrices avaient desniveaux d'education plus eleves etaient plus susceptiblesd'obtenir de meilleurs scores dans les evaluations linguis-tiques

revaluation de la garderie et les niveaux d'education du per-sonnel constituaient un facteur important dans deux mesuresprecises du developpement de l'enfant :

les auto-evaluations des enfants des garderies ayant desscores ECERS plus eleves ont revele qu'ils se sentaient plusacceptes par leurs pairs

]'interaction sociale etait plus appropriee a rage chez les en-fants dont les educatrices avaient un niveau d'educationgenerale plus eleve

Families :32 p. 100 ont rapporte des revenus de moins de 20 000 $

40 p. 100 ont rapporte des revenus de plus de 50 000 $

33 p. 100 etaient des families monoparentales

66 p. 100 des meres avaient une education postsecondaire

78 p. 100 des meres travaillaient a rexterieur du foyer

les families payaient en moyenne 344 $ par mois en frais degarde (les frais variaient entre 280 $ et 446 $)

les frais moyens les plus eleves se payaient en Nouvelle-Ecosse et les plus faibles, au Nouveau-Brunswick

Reponses des parents aux questions ouvertesLes parents pouvaient donner plus d'une reponse a chaquequestion. Les principales categories de reponses apparaissentavec le pourcentage des parents qui y ont repondu.

Raisons ayant motive le choix de la garderie :commode (emplacement, heures et disponibilite) - 73 p. 100

caracteristiques de la garderie (activites, philosophie)54 p. 100

perception du personnel comme amical et competent -45 p. 100

Opinions des parents quant l'effet des services de garde surleur enfant :

98,8 p. 100 estimaient que les services de garde etaient bonspour leur enfant

73 p. 100 estimaient que les services de garde etaient bonspour le developpement social

18 p. 100 - estimaient que les services de garde etaient bonspour le developpement en general

15 p. 100 - estimaient que les services de garde etaient bonspour le developpement linguistique

12 p. 100 ont mentionne des preoccupations medicates (lesenfants attrappent des infections, des rhumes, etc.)

10 p. 100 etaient preoccupes par le roulement du personnel

9 p. 100 se souciaient de l' influence des autres enfants

Participation parentale dans les garderies :89 p. 100 se sentaient capables qd'avoir leur mot a dire con-cemant l' administration de la garderie»

80 p. 100 ne voulaient pas participer davantage aux ac-tivites de la garderie en raison d'engagements profession-nets ou familiaux

Opinions des parents concernant la garderie en general :

90 p. 100 etaient tres satisfaits de la garderie parce que :

les enfants l'aimentle personnel est competent et respectueuxles enfants aiment leurs educatrices

La grande majorite des parents etait satisfaite de leurgarderie et du developpement de leurs enfants, sans egardla province, a ]'emplacement ou au type de garderie (priveeou sans but lucratif).

SommaireCes garderies du Canada Atlantique offraient, en general,

des milieux assez bons pour le developpement de l'enfant. Laplupart des educatrices et des directrices possedaient unequalification postsecondaire et nombre d'entre elles avaientune formation specialisee. En moyenne, les qualifications dupersonnel depassaient les exigences provinciales. Les enfantsdes garderies semblaient heureux, occuper leur temps demaniere constructive et se developpaient normalement. Lesparents ont rapporte des niveaux de satisfaction eleves enversles garderies frequentees par leurs enfants.

Dans ('ensemble, les garderies sans but lucratif etaientplus susceptibles d'obtenir un score plus eleve comme mi-lieux de developpement de l'enfant que les garderies privees,mais les differences etaient beaucoup moins marquees pourles petites garderies. De nombreuses garderies privees four-nissaient de bons milieux pour le developpement de l'enfant.Aucune difference n'existait entre les provinces, les emplace-ments ou les garderies privees ou sans but lucratif au niveaudes qualifications ou de ('experience du personnel. Lesgarderies sans but lucratif semblaient plus directement avan-tageuses pour le personnel en termes de salaires et d' avan-tages sociaux. Les avantages sociaux des garderies sans butlucratif semblaient dus a un financement accru et a une orga-nisation structuree.

Peu de liens existaient entre les scores des garderies, lesniveaux d'education des educatrices et les evaluations dudeveloppement des enfants et leur comportement au jeu. II yavait un lien entre la formation specialisee de la directrice etles scores de la garderie, Ia quantite de temps que les enfantsjouaient avec d'autres enfants et la perception des enfantsconcemant l' acceptation par leurs pairs. Le developpementlinguistique des enfants etait fres lie au niveau d'education deleurs meres, bien que les niveaux plus eleves d'education del'educatrice semblaient lies a des niveaux de developpementlinguistique plus eleves.

La recherche anterieure a revele un lien plus etroit entre la

qualite des garderies selon echelle ECERS, education des

educatrices et le developpement de ]'enfant. Un certain nom-bre de raisons expliquent les resultats quelque peu differentsde Ia presente etude. II y avait un echantillon plus limite quant


N O U V E L L E Sa la qualite des garderies par rapport a d'autres recherches.La qualite generale de la plupart des garderies de l'echantil-Ion de m'eme que les niveaux de qualification des educatricessemblaient assez eleves. Des differences existaient dans lasituation socio-economique des families des garderies, maiselles etaient moins marquees que dans d'autres regions, re-fletant la cohesion et la stabilite de la region de l'Atlantique.Les repercussions de la garderie sur le developpement desenfants peuvent 'etre evaluees de facon valable a long termeseulement et les chercheuses esperent assurer un suivi sur ledeveloppement de ces enfants dans quelq'ues annees.

L'impact de ('etude pour la politique sur la garde d'en-fants est pleinement aborde dans le rapport principal. Comptetenu des resultats obtenus dans les 48 garderies, it sembleque la majorite des garderies du Canada Atlantique offrentd'assez bons environnements pour les enfants. Pour les pa-rents, les plus importances repercussions des resultats sontqu'ils devraient continuer a choisir et a surveiller de pres lagarderie de leur enfant, quel que soft le type et oil qu'ilsvivent.

Reproduit avec l'autorisation des auteures. La recherche a ete financeepar la Caisse d'aide our projets en matiere de garde des enfants deSante Canada. Les opinions exprimees sont celles des auteures et nerepresentent pas nicessairement la politique officielle de Developpe-ment des ressources humaines Canada.

Reference

Harms, T. & Clifford, R. (1980). Early Childhood Environment RatingScale. New York: Teacher's College Press, Columbia University.

SAVIEZ-VOUS...?

Les familiescanadiennesqui travaillentLes families d'aujourd'hui font face a des

t,'114: temps difficiles

Les deux parents travaillent a l'exterieur du foyerdans 71 p. 100 des families canadiennes.

(Les families canadiennes, Institut Vanier de la famille,1994, p. 12. Source : Statistique Canada)

Soixante-dix pour cent des meres d'enfants ages detrois a cinq ans font pantie de la population active.

(Profit des families canadiennes, Institut Vanier de lafamille, 1994. Source : Statistique Canada)


Soixante-six pour cent des families interrogees dans le

cadre dune enquete menee par le Groupe Angus Reiden 1994 estimaient que le double salaire etait une

necessite economique pour les families d'aujourd'hui.

(L'etat de la famille au Canada, Groupe Angus Reid, 1994, p.44)

En 1990, le revenu moyen des jeunes families etait de15 042 $ plus faible que le revenu moyen des familiesen 1973 (mesure en dollars ajustes a ('inflation).

(Proffl des families canadiennes, Institut Vanier de la famille,1994, p. 77. Source : Centre international de statistiques)

Le revenu moyen des families dont les parents sont

ages de 25 a 34 ans a baisse de 4,9 p. 100 entre 1981et 1991.

(Donnees de base sur la pauvrete au Canada, David P Ross,E. Richard Shillington et Clarence Lochhead, Conseil canadiende developpement social, 1994, p. 123)

Dans les annees 90... les difficultes economiques

touchent surtout les Canadiens et les Canadiennes demoins de 35 ans. Ce sont des annees cruciales 00 secreent les families et naissent les enfants.

(La Securite des families en periode d'insecurite, le Forumnational sur la securite des families, Judith Maxwell, 1993)

Garde a l'enfance les premieres clunks

sont cruciales

II est prouve... que les six premieres annees de la vie

sont cruciales au developpement des competences

fondamentales au plan interpersonnel, langagier etintellectuel qui determineront la capacite adulte.

(Quality Matters: Excellence in Early Childhood Programs,Gillian Doherty, 1994,p. 7)

De nombreux enfants commencent a frequenter des

services de garde avant d'avoir un an et passent plusd'heures d'eveil en milieu de garde que dans leur foyer.

(Memoire au Comite permanent de Developpement des

ressources humaines Canada, Federation canadienne desservices de garde a l'enfance, 1994)

La recherche revele que les families biparentales de la

classe moyenne qui possedent un niveau d'educationsecondaire ou plus sieve pourraient etre incapables de

compenser ('impact negatif d'une garderie de pietrequalite.

(Quality Matters: Excellence in Early Childhood Programs,Gillian Doherty, 1994, p. 11)

16?

N O U V E L L E S

Les enfants dont les parents travaillent a temps pleinpassent plus d'heures en milieu de garde avantd'atteindre cinq ans qu'ils en passeront pendant tout

leur sejour au primaire.

(Federation canadienne des services de garde a l'enfance,

1996)

Services de garde de quake le besoin

Seulement huit enfants sur 100 de moins de 13 ans

ayant besoin de services de garde ont acces a des

services de garde reglementes.

(Child Care, Social Policy and Social Development, ClarenceLochhead, 1994. Source : Centre canadien de statistiquesinternationales)

Un parent sur quatre ayant des enfants de moins desix ans prefereraient placer ses enfants dans des

garderies reglementees.

(Source : Sondage canadien sur la garde a l'enfance, 1988)

Le Canada se classe derriere au moins 16 autrespays industrialises en termes de pourcentaged'enfants ages de trois a cinq ans qui frequentent desservices de garde finances par les fonds publics.

(Profit des families canadiennes, Institut Vanier de la famille,

1994, p. 115)

Soixante et dix-sept pour cent des Canadiens et desCanadiennes ayant participe a une enquete menee

par le Groupe Angus Reid ont appuye la notion d'un

systerne national de services de garde subventionnes

pour.tous ceux qui en ont besoin.

(L'etat de la famille au Canada, Groupe Angus Reid, 1994, p.

53)

Vingt pour cent des enfants de six a 12 ans, tous

niveaux de revenus confondus, passent un peu detemps seul comme "enfants a cle» pendant que leurs

parents travaillent ou etudient.

(Source : Centre de statistiques internationales)

Les services de garde de quake les coots

Une famille canadienne moyenne avec deux enfdrits

ages de deux et quatre ans paie 30,5 % de sonrevenu de 47 700 $ apres impots en services de

garde reglementes.

(Base sur les donnees de Statistique Canada concernant lerevenu annuel moyen en Ontario; sur de rinformation relative

a la garde d'enfants des Umbrella Central Day CareServices; et sur de l'information fiscale obtenue de BDODun woody Chartered Accountants)

Vingt-huit pour cent des families canadiennesgagnent moins de 30 000 $ par an.

(Profil des families canadiennes, Institut Vanier de lafamille, 1994, p. 78. Source : Centre de statistiques

internationales)

Trente-sept pour cent des femmes mariees ageesde 25 a 34 ans et travaillant a temps plein ont unrevenu moyen de 25 290 $.

(Profil des families canadiennes, Institut Vanier de lafamille, 1994, p. 80. Source : Centre de statistiquesinternationales)

Parmi les coots typiques pour les services de garde

reglementes destines aux enfants d'age prescolaire

(trois a cinq ans) partout au pays, citons :Vancouver' 465 $ par mois; Manitoba' 368 $ parmois; Ontario3 540 $ par mois; Nouvelle-Ecosse4353 $ par mois. Les coots des services de gardepour tout-petits (18-24 mois) et poupons (0-18 mois)

sont beaucoup plus eleves.

(1 Information Daycare; 2Manitoba Child Care Association;3Umbrella Central Day Care Services;4Connection-NS)

Memo s'il est tres difficile pour les families de s'offrir

des services de garde de qualite, les =its nepeuvent pas etre recluits parce que les educatrices

qualifiees de la petite enfance &tenant un diplomecollegial ou une formation superieure gagnentmoins de 20 000 $ en moyenne par armee.

(Garde a I'enfance : Etude sur la remuneration et lesconditions de travail dans le domaine de la garde aI'enfance au Canada, Karyo Communications, 1992)

Les enfants canadiens a risque

Cinquante-quatre pour cent des enfants pauvres du

Canada vivent dans une famille biparentale.

(Profil des families canadiennes, Institut Vanier de lafamille, 1994, p. 90. Source : Centre de statistiques

internationales)

Le Canada se classe au second rang en termes de

taux de pauvrete infantile parmi 14 pays

industrialises.

(One Way to Fight Child Poverty, Caledon Institute, 1995,

p. 6)


N O U V E L L E SEn 1993, 20,8 p. 100 de tous les enfants canadiens de moins de 18ans etaient pauvres.

(Profil de la pauvrete, 1993, Conseil national du Bien -titre, 1993, p. 60)

Aujourd'hui au Canada, it y a des milliers de families admissibles en

attente pour des places de garde subventionnoes. Par exemple, les

noms de 21 000 enfants du Grand Toronto sont sur des listesd'attente.

(Coalition ontarienne pour l'amelioration des services de garde d'enfants,janvier 1996)

Reseau

pancanadien

TERRITOIRES DU

NORD-OUEST Le l'avril, le

Programme de garde a la petite

enfance du gouvemement des

Territoires du Nord-Ouest a ete

fusionne avec la Division des services

des programmes d' etudes et de soutien

aux etudiants de la direction generale

du developpement educationnel,

ministere de r Education, de la Culture

et du Travail. L' ensemble de la

division, qui porte maintenant le nom

de Services scolaires et a la petite

enfance, est dirige par Helen Balanoff,

directrice. Par ce changement, on

espere susciter des actions et du

soutien en faveur de reducation en

tant que continuum a I'apprentissage.

SASKATCHEWAN Le 28 mars

1996, le gouvemement provincial a

depose son budget dont voici les

points saillants. Les subventions aux

poupons sont portees de 285 $ a 325 $

pour les garderies; les subventions aux


tout-petits passent de 245 a 285 $ pour

les garderies; les subventions aux

enfants de niveau prescolaire demeurent

inchangees a 235 $ pour les garderies et

les services de garde en milieu familial.

Par contre, les subventions pour les

enfants d'age scolaire sont ramenees de

235 $ a 200 $ pour les garderies et les

services de garde en milieu familial. Les

augmentations annoncees entre en

vigueur le let septembre 1996.

Des subventions seront aussi

debloquees en septembre prochain et

mises a la disposition des parents

adolescents dont les enfants frequentent

les garderies pour poupons et tout-petits,

pour completer la subvention actuelle

accordee aux garderies.

A compter du 1 er avril, le gouvemement

fournira des fonds pour ameliorer les

salaires des educatrices en garderie.

Le lancement de ce programme de

500 000 $ est prevu pour 1996-1997

dans le cadre du Plan d'action de la

Saskatchewan pour les enfants.

QUEBEC Dans le cadre du

redressement des finances publiques, le

gouvemement du Quebec a annonce

169

une diminution de 200 000 $ dans ses

depenses pour les services de garde en

1996-1997.

Le moratoire concemant remission de

permis pour les garderies et les agences a

pris fin le 29 mars 1996. L'Office des

services de garde a l'enfance peut recevoir

des maintenant les demandes de permis.

De plus, un projet de loi sera depose a

l'Assemblee nationale d'ici quelques

semaines sur le financement de la garde

reguliere des jeunes enfants dans les

services de garde sans but lucratif.

Le ministere de r Education sera desormais

responsable du programme de dernarrage

et de fonctionnement des services de garde

en milieu scolaire. Par consequent, a

compter du 23 juin, le programme

d'exoneration et d'aide financiere aux

parents pour ce type de services de garde

sera abandonne ainsi que la subvention aux

services de garde en milieu scolaire. Les

parents pourront utiliser le credit d'impot

remboursable pour palier la perte de l'aide

financiere.

COLOMBIE-BRITANNIQUE La

BC Association of Child Care Services

(BCACCS), creee en janvier 1995, a

adhere au Westcoast Child Care Resource

Centre en tant qu'organisme-membre.

Le Early Childhood Multicultural Services

s'est vu decemer le nouveau «Cultural

Harmony Award» par la ville de

Vancouver. Un arbre a ete plante en son

honneur au coin de la rue Main et de la

51e avenue.

N O U V E L L E S

Calendrier

JUIN25 30

Montreal, Quebec

La 5e semaine internationale pour les droits des

enfants sera parrainee par Defense des

enfants-International (DEI-Canada). La

semaine donne aux defenseurs des enfants

venant de partout au monde ('occasion de

mettre en commun leur experience et leur

savoir ainsi que de formuler des strategies pour

accroitre le respect international envers les

droits des enfants. La semaine debutera par des

seances de formation d'une journee sur la

Convention des Nations Unies sur les droits de

l'enfant. Un congres de trois jours suivra sur le

theme «Mondialisation de l'economie et droits

des enfants».

Info. : DEI-Canada 1996, Ws Coplanor Congres

inc., 51/, place d'Armes, bureau 600, Montreal

(Quebec) H2Y 2W7. (514) 848-1133; telec. : (514)

288-6469.

OCTOBRE

3 6

Calgary, Alberta

La conference annuelle de Services a la famille

Canada se tiendra sur le theme «Exploration

'96: Defricher de nouveaux sentiers».

Info. : Services a la famine Canada, 220, at:

Laurier ouest, bureau 600, Ottawa (Ontario) K I P

5Z9. (613) 230 -9960; telec. : (613) 230-5884.

17 20

Ottawa, Ontario

La conference annuelle de ('Association

canadienne des programmes de ressources pour

la famille portera sur le theme «Main dans

la main : Batir une communaute dans le

partenariat».

Info. : Association canadienne des

programmes de ressources pour la famille,

/20, ay. Holland, bureau 205, Ottawa

(Ontario) K 1Y 0X6. (613) 728 -3307;

telec. : (613) 729 -5421.

25 - 26

Calgary, Alberta

Le theme de la conference de la School

Age Care cette armee est «Bridges to the

Future with Pride and Professionalism».

Info. : Caryl Broen, Chairperson,

Programming and Promotions, School-Age

Care Conference Committee, do 19

Rosevale Dr. N.W, Calgary, Alberta, 72K

1N6. : (403) 282-7466 (bureau); (403)

295-8714 (re's.).

NOVEMBRE

1 2


La Saskatchewan Child Care Association

organise la conference annuelle

provinciale de la garde a I'enfance. Le

conferencier principal sera Gordon

College, Ph. D.

Info. : SCCA, 628-10th Street East,

Saskatoon, Saskatchewan, S7H 0G9.

(306) 664-4408; relic. : (306) 664 -7122.

24 27

Ottawa, Ontario

«Les enfants du Canada, l'avenir du

Canada», est une conference co-parrainee

par Ia Ligue pour le bien-titre de I'enfance

du Canada et ('Association des societes

170

d'aide a l'enfance de l'Ontario en

partenariat avec Jeunesse j' ecoute, les

societes d'aide l'enfance

d'Ottawa-Carleton et la Federation des

enseignants et enseignantes du Canada.

Les objectifs de Ia conference sont de

sensibiliser et de susciter l'interet du

public concernant la sante et le bien-titre

des enfants du Canada; faire participer le

milieu des affaires, la main-d'oeuvre, les

personnes agees, les parents, les

organisations sans but lucratif et

professionnelles et les groupes

communautaires; rendre compte de l'etat

des enfants et des jeunes du Canada; et,

celebrer les realisations des enfants et

des jeunes.

Info. : Association des societes d'aide a

l'enfance de l'Ontario, 75, rue Front est,

2e etage, Toronto (Ontario) M5E 1V9 :

(4/6) 366-8115; telec. : (4/6) 366-8317.

Ressources

The Whole Child, Canadian Sixth

Edition, par Joanne Hendrick et Karen

Chandler, est un livre contenant des

methodes pratiques sur comment

favoriser le developpement des enfants

par l'enseignement. Le livre &place

]'attention de l'enseignant de l'«art» ou

de Ia «science» vers ce qu'est l'enfant et

ce dont it a besoin du milieu

d'apprentissage pour s'epanouir. Pour

cette raison, le livre met l'accent sur

l'enfant et les images et le presente sous

forme d'un certain nombre de soi : le soi

physique, le soi affectif, le soi social, le

soi creatif et le soi cognitif. La presente

edition est Ia premiere entierement

adapt& au contexte canadien, plutot que

d'etre limitee simplement a des


NOUVELLESchapitres en annexe sur les questions

canadiennes.

II est en vente a 57,95 $ (plus frais de port,

de manutention et TPS) aupres de Prentice-

Hall Canada Inc., 1870 Birchmount Drive,

Scarborough, Ontario M IP 2J7.

Tel. : 1-800-567-3800. ISBN 0-13-456559-2.

Guide sur les problemes d'apprentissage et

de comportetnent chez les enfants, publie

par Troubles d' apprentissage - Association

canadienne, a ete redige par 16 specialistes

benevoles qui ont travaille conjointement

pour definir les questions les plus courantes

sur le developpement et le comportement

des jeunes enfants et y repondre. Trois

groupes de parents et de professionnels ont

ete crees afin de reviser l'information et de

fournir des commentaires et suggestions.

Leurs remarques sont citees un peu partout

dans le livre. Les sections comprennent : les

lignes directrices en matiere de

developpement; ('aspect medical; les

troubles d'apprentissage; le deficit de la

capacite d'attention; le trouble d'acquisition

de la coordination; revaluation; relocution

et le langage; le jeu et le developpement

social; le developpement emotionnel et le

comportement; ]'aspect familial; la lecture

et les nombres; les services de garderie et les

programmes communautaires; la

collaboration avec recole et les limites de la

recherche.

Pour commander une version en francais ou

en anglais (25,15 $ y compris taxes, frais de

port et de manutention), communiquez avec

Troubles d'apprentissage - Association

canadienne au 323, rue Chapel, bureau 200,

Ottawa (Ontario) KIN 7Z2. : (613)

238-5721. Telec. : (613) 235 -5391. ISBN

0-919053-46-7.


Travail et famille : dimensions de la

tension, publie par Statistique Canada et

redige par Leroy 0. Stone (y compris des

chapitres par Alfred J. Kahn et Sheila B.

Kamerman). Le livre souligne le fait que

les responsabilites familiales jouent un

role majeur en tant que facteur relie

l'attachement au marche du travail ainsi

que la pratique d'arrangements de travail

non conventionnels par ceux qui ont un

emploi. En comparant les groupes ayant

des degres divers de responsabilites

professionnelles et familiales, le document

essaie de decrire certaines des

particularites de ceux qui ont un niveau

eleve d'obligations professionnelles et

familiales. Il contient des donnees inedites

concemant L'Etude nationale canadienne

sur la garde des enfants en ce qui a trait au

degre de tension experiment& dans la

gestion des obligations professionnelles et

autres exigences reliees au temps par

certains groupes de parents. II met aussi

('accent sur les principales raisons

evoquees par les parents pour les tensions

qu'ils rapportent.

Pour commander en francais on en anglais

(24,95 $ plus frais de port et de manutention)

communiquez avec Statistique Canada au

1-800-700-1033. Telec. : (6/3) 951-1584.

Catalogue 89-540E. Hors-serie.

Working with Families, Perspectives for

Early Childhood Professionals, par Rena

Shimoni et Joanne Baxter, un des livres

d'une serie destinee aux etudiantes en

education de la petite enfance. Les

materiels sont concus pour servir comme

ressources permanentes lorsque les

etudiantes deviendront des

professionnelles de la garde a l'enfance.

171-tr.:- 4.../

Le livre est divise en trois parties :

Understanding Families; Facing Family

Challenges; et Working With Families.

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Celebrate National Child Dayvlark November 20th

gational Child Day on

four calendar. This is the

lay when people across

he country take time

:ach year to

:elebrate Canada's

nost precious resource our children.

is a day to remember that children needove and respect to grow to their full)otential. It's a day to marvel at theiriniqueness and all they have to offer. It's alay to celebrate the family and think abouttow adults affect the development of:hildren close to them.

qational Child Day is a relatively young:elebration which came about through the;fforts of Our Kids (a group of volunteersiedicated to meeting the basic needs of:hildren in the Ottawa-Carleton area) andESULTS Canada (an organization working

br the elimination of child poverty andlinger around the world).

Jational Child Day was proclaimed by the:.;overnment of Canada on March 19th, 1993o commemorate two historic events for:hildren the adoption of the Unitedqations Declaration on the Rights of the:hild in 1959 and the UN adoption of theL'onvention on the Rights of the Child in1989.

Wear a royal blue ribbon to show support forqational Child Day. Canada's future depends)ti the healthy development of our children.rhe blue ribbon shows that you think:anada's children deserve prime:onsideration in all economic, social and)olitical decisions, policies, programs and:xpenditures.

Fall 1996 I #37

November 20th

Ideas for Celebrating National Child Day,

1 Wear a royal blue ribbon.

2 Attend a special event with achild.

3

4

5

6

7

Ask a child for advice.

Introduce your child to yourplace of work.

_ .

Plan a special visit to yourchild's class or day care.

Send a card to a child, caregiveror teacher in honour of the day.

Explore ways to make yourneighbourhood a safer place forchildren.

8Organize a fundraiser to supportactivities for children.

9Invite a child out for a meal orsnack.

10 Share a book or story with achild.

11

12

13Think back on the great moments ofyour childhood.

14

15

16

17

18

19

20

Cook a celebration dinner and invitefriends and family.

Make a scrapbook highlighting achild's past week, month or year.

Thank relatives for caring for you asa child.

Reflect on the rights of children.

Send a package of toys, clothes orbooks to children in need.

Raise awareness for children's issuesby talking to local politicians.

Donate time or money to achildren's charity.

Tell a neighbour or friend aboutNational Child Day.

Consider ways you can makeCanada a better place for children.

First Call for ChildrenThe United Nations Convention on the Rights of the Child, signed by Canada, states that:

"In all actions concerning children, whether undertaken by public or private social welfareinstitutions, courts of law, administrative authorities or legislative bodies, the best interests ofthe child shall be a primary consideration." (Article 3.1)

Written by Barbara Coyle. For information on purchasing or reprinting this material, please contact the Information Officer. Canadian Child Care Federation, 120

Holland Avenue, Suite 306, Ottawa, Ontario, K1Y 0X6. Tel: 1-800-858-1412 or (613) 729 -5289; Fax: (613) 729 -3159.

174

FEUILLE-RESSCDURCES

Federation canadienne des services de garde a I'enfance Automne 1996

Le 20 novembre, celebrons la Journeenationale de l'enfant

Notez le 20 novembre, la

Journee nationale de

l'enfant, sur votre

calendrier. C'est la joumee

oil des gens partout au

pays prennent le

temps de celebrer la

ressource la plus precieuse du Canada - nos

enfants.

Cette journee nous donne l'occasion de nousrappeler que les enfants ont besoin d'amour etde respect pour s'epanouir pleinement. C'estune journee pour s'emerveiller devant leurindividualite et tout ce qu'ils ont a offrir. C'estune journee pour celebrer Ia famille et reflechira la fawn dont les adultes influent sur ledeveloppement des enfants qui les entourent.

La Journee nationale de ['enfant a ete institudegrace aux efforts de Our Kids Foundation (ungroupe de benevoles decides a repondre auxbesoins fondamentaux des enfants de Ia regiond'Ottawa-Carleton) et de Resultats Canada (uneorganisation de lutte contre la pauvrete et lafaim chez les enfants du monde).

Cette Journee nationale a ete proclamee par legouvemement du Canada le 19 mars 1993 afinde commemorer deux evenements historiquesconcemant les enfants ('adoption par lesNations Unies de la Declaration des droits del'enfant en 1959 et de la Convention relativeaux droits de l'enfant en 1989.

Portez un ruban bleu roi pour appuyer IaJournee nationale de l'enfant. L'avenir duCanada repose sur le developpement sain de nosenfants. Le ruban bleu demontre que vousvoulez qu'on accorde la priorite aux enfants duCanada dans les decisions. les politiques, lesprogrammes et les depenses a caractereeconomique, social et politique.

#37

Idees pour celebrer la Journee nationale de l'enfant

2

3

4

5

6

Portez un ruban bleu roi.

Participez a une activite specialeavec un enfant.

Demandez conseil a un enfant.

Presentez votre enfant a votre lieude travail.

Organisez une visite speciale a l'ecoleou a la garderie de votre enfant.

Envoyez une carte a un enfant. a uneintervenante en services de garde oua une enseignante pour celebrer la journee.

Explorez des facons de rendre votre/ quartier plus securitaire pour les enfants.

Organisez une collecte de fonds pourappuyer des activites destinees auxenfants.

9 Amenez un enfant au restaurant pourun repas ou un casse-croate.

10 Partagez un Iivre ou une histoire avecun enfant.

11

12

13

14

15

16

17

18

19

20

Preparez un diner de fete et invitezami(e)s et membres de la famille. ,

Creez un album de decoupures poursouligner Ia semaine. le moil ou ['anti&que ('enfant vient de passer.

Pensez aux merveilleux moments devotre enfance.

Remerciez les membres de votre parentequi ont pris soin de vous pendant votreenfance.

Reflechissez sur les droits des enfants.

Envoyez une boite de jouets. devetements ou de Iivres a des enfantsdefavorises.

Sensibilisez les responsables politiqueslocaux aux questions concernant lesenfants.

Donnez de votre temps ou de votreargent a une oeuvre de bienfaisancepour enfants.

Parlez a un voisin, a une voisine, a unami, a une amie de la Journee nationalede l'enfant.

Considerez des fawns de faire du Canadaun meilleur endroit pour les enfants.

Les enfants d'abordLa Convention des Nations Unies relative aux droits de l'enfant, sign& par le Canada. stipule que :

«Dans toutes les decisions qui concernent les enfants, qu'elles soient be fait des institutions publiquesou privets de protection sociale, des tribunaux, des autorites administratives ou des organeslegislatifs, l'interet superieur de l'enfant doit etre une consideration primordiale.» (Article 3.1)

Redige par Barbara Coyk. Pour route information sur l'achat ou la reimpression de la presence feuille-ressources, priere de conununiquer avec l'agente d /'information.

Federation canadienne des services de garde a renfance, 120. ay. Holland. bureau 306. Ottawa (Ontario) KlY OX6. 1-800-858-1412 ou (613) 729-5289: kik. (613) 729 -3159.

175

InteractionVOLUME 10 NUMBER 3 FALL 1996

PUBLISHED BY THE


Acting EditorAdvertisingDesignTranslationPrinting

Barbara CoyleGaetane HuotJohn Atkinson



BOARD OF DIRECTORS

Executive Council

PresidentTreasurerSecretaryPast-President

British ColumbiaAlbertaSaskatchewanManitobaOntarioQuebecNew BrunswickNova ScotiaP.E.I.

NewfoundlandYukonNorthwest Territories

Dianne BascombeAnne MaxwellDanielle Be lairBarbara CoyleJennifer Murphy-HupeGadtane HuotLyne Flansberry



Directors



Tess Ay lesDaniel Berthiaume

Lynda HomerJoAnne HurstCynthia Rice


Gillian Moir

STAFF


Administrative CoordinatorActing Editor, Interaction



The overall mission of the Canadian Child CareFederation is to improve the quality of child care


THE FEDERATION'S GOALS INCLUDE:providing information to and facilitating "networking" amonga broad range of target groups. Our services and programs

are targeted to direct service providers, child careorganizations, educational institutions, government policy

makers and public opinion leaders.


support of improved quality of child care services. Thisfocus on education is built into many of its initiatives and

actions.

increasing its focus on policy and research, influencing thechild care policy framework and supporting research to

improve the quality of child care services.



CONTEN TSO PINIONS

Behind the Scenes 2

Letters 2

Book Review Paths to Equity 3

by Christy Green and Melissa Hays

Understanding Children's Behaviour: The Key to Effective Guidance 4

by Alice Taylor

Meet the Affiliates Profile Yukon Child Care Association 7

by Linda-Marie Farvnowski


by Marina Lamont

P R A C'I' IC EFamily-Focused Child Care 10

by Carol Wagg

Child Care Celebrates National Child Day November 20th 12

FOCUSThe Presidents Look Back...and Ahead 15

by Sandra Griffin, Karen Chandler Joanne Morris,Cathy McCormack and Gail Szautner

Milestones for the Federation 18

by Anne Maxwell

N EWSIntroducing Child & Family Canada 24

Did You Know'? Canadian Children Face Activity Crisis 25

by John Belfry

Research Update

HIV/AIDS Education Initiative: Review of the Cross-Canada Workshops 27


Linking the Partners 30

by Sharon Hope Irwin

Across Canada 31

Calendar 31

Resources 32

Cover photo courtesy of the Independent Child Caregiver's Association.

Interaction is published quarterly for distribution to Canadian Child Care Federation (CCCF) members. Alladvertising is subject to editorial approval. The CCCF assumes no responsibility for any statement orrepresentation of fact or opinion appearing in any advertisement in Interaction, nor does acceptance ofadvertising imply endorsement of any product or service by the CCCF. Advertising rates are available onrequest. Circulation: 9,000. Opinions expressed in this publication are those of the contributor and do notnecessarily reflect those of the CCCF. For information on reprinting material from Interaction, contact theInformation Officer, Canadian Child Care Federation, Suite 306, 120 Holland Avenue, Ottawa, Ontario, K1Y 0X6.Tel (613) 729-5289 or 1-800-858-1412; Fax (613) 729-3159.

BEST COPY AVA6LABLE 176

OPINIONS

Behind the Scenes LettersIt's been a busy summer at the

Federation preparing for the

official launch of Child &

Family Canada and making the

constitutional changes to reflect

our new governing structure.

You'll notice that we have

revised the Constitution and

inserted it with this issue. It is the

work of several dedicated

volunteers and the office staff.

If you've been eager for details

on Child & Family Canada. look in

the NEWS section. Introducing

Child & Family Canada contains

the details on the web site and the

participants who are collaborating

on the project.

National Child Day is the topic

of the Resource Sheet. We hope

you find it useful for raising

awareness for the rights of children

with parents and other members of

your community. You can order it

in bulk at half its regular Resource

Sheet price (see the Special offer

order form). You should receive

this issue in time to approach your

local fabric outlet about obtaining

bulk supplies of royal blue ribbon

so that you can conduct a blue

ribbon campaign.

Thanks for all your help with

this issue it marks the beginning

of the tenth year for Interaction.

We hope you like the special logo

John Atkinson has designed to

commemorate this important

milestone.

Barbara Coyle, Acting Editor

2 INTERACTION FALL 1996

On behalf of the Manitoba Child CareAssociation and our 1996 ConferencePlanning Committee, please accept ourmost sincere gratitude for your [PresidentGail Szautner's] active role at MCCA's19th annual conference....On behalf of thechild care community, thank you for yoursupport for professional developmentopportunities for our field and an enhancedquality of care for young children in

Manitoba.Lois Coward

Conference Chairperson

After reviewing the Head Lice Policyfound in your Spring 1996 publication ofInteraction. I am writing to express myconcern with the accuracy of the

information provided.

Point three refers to treating the entirefamily. immediately. According to the

Paediatric Society, (Well Beings Vol. 1 & 2,1992), no one should be treated with ahead lice product unless there is evidenceof lice or nits in their hair. Head Liceproducts are not a preventative measure butrather a very toxic treatment...

Linda NagleDirector of Children's Services

City of Windsor

We apologize. After six weeks ofcontinuous battle against lice, we went alittle overboard. Everyone we consulted

including public health officials, pediatriciansand pharmacists gave us different advice.In the end we suggested a policy capable ofdealing with a serious infestation.

Of course we do not want to overmedicateanyone or help make lice resistant to

treatment. Although NIX and other newproducts are less toxic than older treatments,they are still toxic and it is important to followthe instructions carefully.

We advise the use of common sense whenyou find lice at your centre. One or two nitson one child can easily be handled by sendingthat child home, supplying the parents withthe information they need to check and treatinfested family members and informing all theother parents of the situation.

But when you discover several children inthe centre with several nits each or onechild whose head is crawling we knowfrom the louse's life cycle that lice have beenin the day care for at least a couple of weeksand therefore it's likely that other children andtheir families have them too.

Unfortunately, lice and nits are sometimeshard to see and, even with the best intentions,people sometimes miss them. We found this tobe true in our centre and it ultimately seemedmore effective and less toxic to treateveryone once at the beginning than to treateveryone several times over several weeks.

Barbara Kaiser and Judy Sklar RasminskyAuthors of "Confessions of a Nitpicker"

(Spring 1996 Interaction)

There are changes to the Facts on Family Day Care inCanada article in the last issue (Summer 1996, page 12).

Under British Columbia, the second sentence shouldread:Now, a licensed family child care provider may care forseven children under 12 years of age where not more thanfive are preschool age, not more than three are underthree years of age and not more than one is under the ageof 12 months. This includes the provider's own children.

Under Ontario, the second paragraph should read:A home care provider with a licensed child care agencymay care for a maximum of five children (includinghis/her own children) under the age of six provided there

are no more than two children who arehandicapped; two children under age two; threechildren under age three; one child who ishandicapped and one child under age two; onechild who is handicapped and two children whoare over age two but under age three. Private homeday care agencies are responsible for the selectionand training of providers. Private home day carevisitors employed under an agency must havecompleted post-secondary training in childdevelopment and family studies and have at leasttwo years' experience with the same age group ofchildren. Private home day care visitors maymonitor up to 25 homes. Inspections are requiredevery three months.

OPINIONSMs. Janet Ecker, MPPParliamentary Assistant, MCSSHepburn Block, 6th Floor80 Grosvenor St.Toronto, Ontario M7A 1E9

Dear Ms. Ecker:

...Diluting the already minimumlicensing standards of the Day NurseriesAct poses a double threat to the childrenof Ontario.

We acknowledge that the currentregulations have holes. Subjectivity in

interpretation of the Act has doggedenforcement for years. Attempts to findreliable, objective, quality measures havebeen only partially successful. Themissing piece to this puzzle is

self-regulation of the profession to ensureaccountability and to tie regulation to theindividual practitioner.

The AECEO's [Association of EarlyChildhood Educators of Ontario]framework for self-regulation of theprofession of early childhood educationcannot work without the established

BOOK REVIEW

licensing mechanism. Diluting thesestandards threatens the ability of theprofession to regulate itself.

Watering down what are alreadyminimum standards for child care posesboth immediate and longer term threats tothe success of the child. We remind youagain that clear and reliable research hasshown that investing in quality child carenow saves future corrections, social

service and unemployment costs.

The research is very clear on whatminimum standards must be to ensurequality in child care. The optimum ratio ofadults to children has been clearlydemonstrated in study after study as haveoptimum group sizes. Appropriate trainingin early child education has a direct link tothe level of quality.

We urge you not to ignore the researchon the factors affecting the quality of childcare. Please do not balance your budget bydiluting child care standards.

Sincerely,Robyn Gallimore

Executive Director, AECEO

Paths to Equity: Cultural, Linguistic and

Racial Diversity in Canadian Early Childhood

Educationby Christy Green and Melissa Hays

Cultural, Linguistic and Racial Diveriny

in Canadian Early Childhood Education

Judith K. Bernhard

Ade Louise Lefebvre

Gyda Chud

RAI] Lange

"Over 32 per cent of the total population

[of Canada] report a mother tongue other

than English or French....lt is time to retire

the paradigm of a 'real Canadian' as a

monolingual English- or French-speaking

citizen."

Using these forthright words, theauthors of Paths to Equity publishedthe findings of a systematic inquiry

into the issues of racial, cultural and linguis-tic diversity in early childhood education.Moving between Vancouver, Toronto andMontreal, they interviewed teachers and su-pervisors at 77 child care centres, parents

representing 11 immigrant groups, andmembers of early childhood education fac-ulties at a number of colleges and universi-ties.

The main objective of the study was todevelop recommendations for change at alllevels of the early childhood education sys-tem, based on a careful analysis of the in-formation gathered. The purpose of therecommendations is to create change thatwill reduce the disadvantages of childrenof diverse cultural, linguistic and racialbackgrounds who participate in Canadianchild care centres.

From Expert to Respectful

Learner

In our view, one of the most excitingideas of this thought-provoking study is therecommendation to shift the ECE para-digm from an expert model to a collabora-tive approach.

The expert, institutional approachprevalent today applies universal,monocultural standards of child develop-ment to all children. It requires staff to in-form and educate newcomer families about"appropriate" child-rearing strategies.

The early childhood educators in thisstudy identified communication with im-migrant parents as their main challenge.Seventy-eight per cent of those inter-viewed found some difficulty in that manyparents did not understand Canadian waysor were unwilling to adopt Canadian prac-tices. Parents, on the other hand, often feltignored by the teachers in their children'scentres and were afraid to ask too manyquestions of them.

In contrast, the collaborative approachdoes not cast teachers in the role of ex-perts. Rather, teachers listen to the minor-ity parents and become respectful learnersabout the family's way of life from the in-side. The authors quote another sourcewho refers to this as "the exchange offunds of knowledge." Teachers and parentsare able to discuss their divergent viewsabout what children can be expected to doat certain ages, the types of discipline ap-propriate at each age, and what is appropri-ate for families to do to support their chil-dren's development.

FALL 1996 INTERACTION 3

OPINIONSThe Agreeable Child

In their study, the authors point out thatminority children were perceived by theirteachers as being agreeable more often thanother children. In other words, they weremore likely to follow instructions, to be gentlein nature, easy-going and considerate of oth-ers. Yet, statistics show that 78 per cent of im-migrant and refugee children have short- orlong-term problems in psycho-emotional oracademic functioning. The authors hypothe-size that these agreeable children may, in fact,be more needy than teachers believe. Theircompliance may stem from an attempt to ac-commodate to the dominant culture and a fearof being assertive in a new situation.

Change: Whose Responsibility?The authors emphasize that the responsi-

bility to develop constructive collaborationwith minority families lies primarily withteachers and supervisors. However, they alsostress that all individuals in the ECE systemgovernment policymakers, faculty, staff, ad-ministrators bear responsibility for chang-ing the weaknesses of the current system.

Training institutions are challenged to de-velop sequentially planned, compulsorycourses that address diversity issues; to pro-vide practicum placements that allow studentsto experience and reflect upon diversity; and tocreate child development content that respectscultural diversity. Finally, ECE faculties areurged to be proactive in diversifying their staffand student populations.

Child care centres are encouraged to pro-vide cultural interpretation and multilingualmaterials for their staff; to develop policies ondiversity issues; and to hire staff that are re-flective of the communities they serve.

This is a well-designed and comprehen-sive study whose recommendations are criti-cal for all of us in the ECE system to reflectupon. If we respond to the challenge, we canremain relevant and effective to the familieswe serve.

Christy Green is Manager of Children and Family Serv-ices, YMCA-YWCA of Ottawa-Carleton. Melissa V Haysis Coordinator of ESL Parent and Preschool Programs,Ontario Ministry of Citizenship, Culture and Recreation(NLOC) and Carleton Board of Education (ZINC),Ottawa.

Paths to Equity: Cultural, Linguistic and Racial Diver-sity in Canadian Early Childhood Education by JudithK Bernhard, Marie Louise Lefebvre, Gyda Chud andRika Lange is published by York Lanes Press (1995),Suite 351, York Lanes, York University, 4700 Keele St.,North York, Ontario, M3J 1P3. ISBN 1-55014-277-1.Cost: $ 18.75 (plus shipping & handling and taxes).Fax: (4/6) 736-5837.


Understanding Children'sBehaviour:The Key to Effective Guidance

by Alice Taylor

Whether one is a child care ve-teran, a new grad entering thefield, a student in an ECE pro-

gram or a parent, the topic of children'sbehaviour is a hot one. Each day we read,hear or see evidence of discipline goneawry. Violence against people and pro-perty and the wasted potential of youngpeople surround us, regardless of wherewe live. How does this happen? Why dosome people learn socially acceptable be-haviour and others do not? The answer tothis question is complex.

Most of us have strong opinions onhow to guide our children's behaviour. Un-fortunately, these opinions often focus onstopping the inappropriate behaviour andneglect to give significant emphasis tohelping children learn new, more appropri-ate ways to behave. People who work withyoung children have a golden opportunityand an awesome responsibility to helpchildren learn to make appropriate behav-iour choices which, in turn, can lead to en-hanced self-esteem and self-discipline.

To be effective, discipline for youngchildren must be in place before the rulesare broken. As a process of guidance, dis-cipline can be divided into two major com-ponents: indirect and direct. In the area ofindirect guidance, we need to look at theorganization of the environment to encour-age autonomy and to empower children.As well, we need to look at the peoplethe teachers who nurture and help chil-dren learn. Direct guidance is what theword implies: guidance that occurs whensome rule is broken or boundary crossed.

Psychological Needs and

Indirect Guidance

Let us contemplate our needs as hu-man beings. It is likely we would all con-cede we have physical or survival needs,

179

When children are in environments where theirphysical and psychological needs are being met, they

have far less need to misbehave.

such as the need for air, water, nutrition, rest,shelter and safety. Dr. William Glasser tellsus we also have psychological needs whichhe defines as love and belonging, power anda sense of importance, freedom and fun(Glasser, 1984). Dr. Glasser says that theseneeds must be met each day in order foreach of us to be truly happy, alive human be-ings. As we relate Glasser's theory to youngchildren in our care, it becomes apparentthat the psychological needs (as he definesthem) have significant impact on children'sdevelopment and are directly related to theirbehaviour.

Children need love and, like all humanbeings, need to know they are loved, thatthey are accepted and cherished for theunique people they are. This sounds simpleenough, but many of the children who needlove the most are the ones who get it least. Itis easy for us to love and care for the childwho fits our picture of how children should

OPINIONSbe (clean, neat, cooperative, bright, inde-pendent), but what about the ones who tryour patience day-in and day-out the oneswho find ways to challenge us so much ithurts? Do we truly love them uncondition-ally, regardless of their behaviour towardus? Are we relieved on days when theydon't show up? Do these children knowthey are so difficult for us? You bet they do!And that encourages them to continue theirinappropriate behaviour since negative at-tention is better than no attention at all. Ifwe are to reach all children, we must findways of letting them know that we do lovethem no matter what. And we must dis-cover ways of creating a sense of belongingfor them no matter what.

What is this thing called "power?"Glasser defines power as personal empo-werment or a feeling of self-worth. Power isalso about recognition; children must haverecognition, not for what they do but for theunique human beings they are. Be assuredthat, since recognition is a basic need, theywill get it one way or another. If little Samdoes not get your recognition in a positiveway, he will get it negatively. If the onlyway he knows is a negative one, that is whatyou will get consistently until you showhim recognition and encouragement in amore positive manner. Often our recogni-tion for children comes in the form ofpraise. Think about replacing praise withencouragement and acknowledgement, forthese come without judgement and aremuch more empowering for children (andfor adults, too).

Children need freedom to make choicesreal choices. Some say that what is

wrong with the world today is that childrenhave too much choice. I am not talkingabout infinite freedom and choice. I amtalking about choice within limits, choicewithin the limits of children's under-standing. Making choice does not comewithout its responsibility, so childreneven little ones need to be held accoun-table for their choices.

V Jonathan, who is four years old, doesn'twant to put his sunscreen on before go-ing outside. What is the choice here? Tomy way of thinking the choice is notabout wearing or not wearing sun-screen; the choice is to put sunscreenon and to go outside or to stay inside sothat the sun cannot hurt his skin.

Children are very capable of makingchoices (what colour pants to wear, whichplay area they want, how they will paint,draw or build) and they must also be giventhe freedom to choose such things as whereto sit in the circle. Does it really matter ifthey all sit like angels with their hands intheir laps, eyes straight ahead and lips zip-pered up? What is the issue here? It is thatwe want children to hear and participate inwhat is going on. We want them to respectthe rights of others. We also want them to re-spect the fact that we are trying to help themlearn. Those are the real issues not thatthey must sit like angels. Help them under-stand these things by explaining why theyare important to you.

Help them choose an appropriate beha-viour and hold them accountable for it. Ac-knowledge their appropriate choices. Whenchildren are part of the choice, they own itand are therefore more likely to followthrough. These are real choices for youngchildren which must be given them if We areever to expect them to make good choices inthe more critical issues of life later on.

V My granddaughter (at two-and-a-half)told me: "Grandma, I can makechoices. I can make good choices orpoor choices." I asked her what kinds ofchoices she made. With quiet resolveand blue eyes as big as saucers, she toldme: "I make good choices." Young chil-dren are very capable of understandingthe language and meaning of choicesand are able to make real choices whenthe opportunity is provided.

And yes, we must have fun! Many of uswere raised in homes where fun was some-thing you engaged in only after all the workwas done. However, Glasser informs us thatfun is a basic need that we must meet eachday if we are to feel happy and fulfilled. Asadults who care for and educate young chil-dren, meeting their need for fun is relativelyeasy because most children know intrinsi-cally how to have fun. It is our task to cher-ish, not to quell this need. It is our responsi-bility to encourage children to be involved inthe planning of their days, in how theywould like to learn a concept, for we will bemeeting their needs not only for fun, butalso for freedom, power, love and belonging.

It is important for us to remember thatour definition of fun may not be a child's

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definition. How many of you, like me, havespent hours planning an activity youthought would be fun only to have the chil-dren look at you disinterested and unenthu-siastic? This kind of thing happened be-cause we went with what we thought wouldbe of interest without checking first withthem. Involve the children in your planning

you'll be wonderfully surprised how youand they will have so much fun.

Careful planning and monitoring of thephysical environment to meet the children'sever-changing needs can prevent manyheartaches for both of you. Do a quick self-check of your environment to see whetheror not it is need-fulfilling to the children inyour care:

Are there learning centres or areas thatare clearly defined?

Are toys and equipment available andaccessible to children so as to encou-rage independence (empowerment)?

Are shelves labelled so children can seewhere toys and equipment belong?

Is there space for a flow of activity fromactive to quiet and everything in be-tween?

Are there enough play spaces for theages and stages of children?

Do these play spaces include adequatenumbers of simple, complex and superunits (Shipley, 1993)?

Is there quiet, individual space wherechildren can go just because they wantto?

How we practise giving care is criticalto effective guidance. Practice includesmeeting all the needs of children by show-ing them love and recognition; by givingreal, meaningful choices; and by planningdevelopmentally appropriate programs andactivities with the children to ensure theyhave fun without hurting themselves, othersor the things around them. In short, indirectguidance is what happens long before therules are broken. It is an ongoing, everydaycommitment to children's physical and psy-chological well-being. It is about what weas adults do and say, how we set expecta-tions and how we give children choices andhold them accountable for those choices. Itis how we care for, love and nurture ourchildren. Since children rely on us to help


OPINIONSthem meet their needs, it is imperative that wedo so in ways that will increase their self-confidence and their self-worth.

Direct Guidance and

Communication

Direct guidance happens when childrenoverstep their bounds as all children willat times. As adults responsible for children,we must help them understand their inappro-priate behaviours and assist them in choosingbetter ones. Direct guidance encompasses allparts of the interpersonal communicationprocess. We know that discipline is an inte-gral part of development. We work diligentlyto assist children to develop a healthy self-concept and a sense of moral autonomy. Aschildren become self-disciplined they arewell on their way to becoming competent,self-confident, little people. It is important tonote that this will not happen if we persist intelling them what to do. It will only happen ifwe help them learn from their inappropriatebehaviours and assist them in making new,more appropriate choices as the need arises.

There are many tried-and-true methods ofdirect guidance used today.

Modelling

Don't underestimate the power of model-ling, especially if you are important to thechild. Children will do as you do, so youmust "practise what you preach."

If you don't want children to hit, don't hitthem. If you want them to use quiet voicesinside the room, then you too must useyour inside voice when talking to themand to your colleagues, even from acrossthe room.

Redirection

This is a method most often used withvery young children. Using words and gentle,hands-on guidance, you may use this tech-nique when safety is an issue. It is especiallyhelpful for guiding toddlers in a game-likeway from one area to another in order toavoid power struggles.

You may have a child who has difficultykeeping his hands off the person next tohim. Seat that child next to you and guide


him back to the task by touching hisarm or by putting your arm aroundhis shoulder. You can do this withoutany interruption to the group.

Natural Consequences

This method may be used when safetyis not an issue. Children can learn manythings by experiencing natural conse-quences.

Mary Ann forgets to put her favouritebook in her tubby after she has fi-nished reading it. When she is readyto go home, it is nowhere to be found.The consequence for Mary Ann is thatshe will have to go home that daywithout her book.

Johnny is continually picking onEthan. As a result, Ethan has decidedhe will not play with Johnny today.The consequence for Johnny is that hewill need to find someone else to playwith this time.

Terry has chosen not to wear her mit-tens on a cool, spring day and nowher hands are cold. The consequencefor Terry is that she will have to bearthe cold or find a warm pocket.

After you have helped the child un-derstand the consequences of certain ac-tions, your follow-up task is to help thechild make a new, more appropriate be-haviour choice so that next time the out-come will be more positive.

"1"-Messages

These messages are effective whenthe problem is yours and you wish to con-vey to children how their behaviour is af-fecting you. An "I"-message has threeparts:

1) State your feeling.

2) State the inappropriate behaviour.

3) State its impact on you.

"I feel very frustrated. You are makinga lot of noise when I'm reading thestory. I can't hear what the other chil-dren are asking me." This method isvery effective when you have a good

181

relationship with a child and you wantthe child to be sensitive to your needsand the needs of others. This messageneeds to be delivered firmly, yet gently.

Problem-Solving

Problem-solving is an important life skillfor young children to learn. We all encounterconflict in our daily lives. How we handlethis conflict determines our sense of controlover our lives and contributes significantly toour sense of well-being. What a wonderfulgift we can give to children the gift ofhaving a sense of well-being!

Conflict

Glasser maintains that the reason we ex-perience conflict (minor or major) in ourlives is because we have in our minds a pic-ture of how we want things to be (our idealworld). Unfortunately, we don't live in anideal world so we filter every situation weencounter in the real world though our valu-ing system. If it is important to us, we willcompare it to our ideal world-picture. If thetwo pictures match, we experience a pleasuresignal. If they come reasonably close, wemay experience a neutral signal or a mildpain (frustration signal). However, if they area significant mismatch, then we experience amajor error signal (pain in the pit of thestomach, tightness in the chest or a lump inthe throat). Reactions differ, depending onthe person.

When we experience this signal (positiveor negative) we must react by choosingbehaviour. These behaviours may beappropriate or inappropriate. As humans, weare driven by our ideal world-pictures tomeet our needs (love and belonging, power,freedom and fun).

Our task is to help children meet theirneeds in an appropriate way. If children learnthe way to solving frustration is to yell or hit,then that will become their automatic re-sponse to frustration. Hitting and yelling arenot behaviours we want children to use in re-sponse to frustration; we must help themlearn other responses so these new beha-viours can become their behaviours of choice.

From the age of three, most children arevery capable of finding solutions to manyeveryday situations.

OPINIONSV Anna hits Robbie and takes his blocks.

Teacher approaches both children andphysically gets down to the children'seye level and places an arm gentlyaround each child. It is likley that Annawants more blocks to complete herideal world-picture. She wants moreoptions in her building activity (free-dom/choice need); she wants to finishher structure and Robbie has theblocks she needs (power/recognitionneed).

Teacher: What happened here?(Give time for the children to an-swer)

- Robbie: Anna hit me.- Teacher: Anna, what did you want?

Anna: I wanted the blocks.- Teacher: How did you get them?

Anna: I took them.Teacher: And what else did you do?

- Anna: I hit Robbie.- Teacher: Is it OK to hit people when

you want something?Anna: No.

- Teacher: What could youtime you want something?

- Anna: I could ask.

do next

When the child gives you a reasonableanswer, accept it. If not, continue youropen-ended questions. Explore optionsaround what she can do if the otherchild does not comply with her requestfor more blocks. It may be necessaryfor Anna to come up with another solu-tion to her wish for more blocks. Sincebelonging is such a strong humanneed, most children will cooperate ifthey feel that the solving of the situ-ation has been need-fulfilling for them.Trust that, with your guidance, the chil-dren can find suitable solutions.

Learning

If children are to learn to stop inappro-priate behaviours, they must learn new,more appropriate ones to replace them.Otherwise they will continue with theirpoor choices. Good guidance is aboutlearning. When children are in environ-ments where their physical and psychologi-cal needs are being met, they have far lessneed to misbehave. It is important to re-member that, because they are learning

about their world and their role in it, allchildren will at times make inappropriatebehaviour choices.

It is our responsibility to help themunderstand their poor choices and givethem opportunities to make good choicesand to learn new and more appropriatebehaviours. They will not achieve self-discipline or develop healthy self-con-cepts if the adults in their world continu-ally tell them what to do. We mustencourage and support children's learningof socially acceptable behaviour in thesame way we support and encourage theirlearning in other areas of development.Perhaps then we will be able to live up toChild's Appeal by Mamie Gene Colewhich says in part:

MEET THE AFFILIATES

I am the child.You hold in your hand my destiny.You determine, largely, whether I shallsucceed or fail.Give me, I pray you, those things thatmake for happiness.Train me, I beg you, that I may be ablessing to the world.

Children are the only future the human racehas. Let's teach them well.

Alice Taylor is Program Manager/Instructor, EarlyChildhood Education, at Holland College in Charlotte-town, PEI.

ReferencesGlasser, W. (1984). Control Theory. New York: Harper& Row.

Shipley, D. (1993). Empowering Children. Scarborough,Ontario: Nelson Canada.

The Yukon Child CareAssociation

by Linda-Marie Farynowski

The Yukon Child Care Association(YCCA) was proud to host the An-nual General Meeting of the CCCF

in Whitehorse in the fall of 1994 and it wasat that meeting that we announced our in-tention to become an affiliate member of theFederation. Ours was the first organizationto come on board as an affiliate!

The YCCA was incorporated in 1973 asa non-profit organization committed to ac-cessible, high-quality child care services forYukon families. The YCCA works hard toraise awareness and improve the quality ofcare for Yukon children. Our primary goal isbroadening our support base: day care andfamily day home providers, parents andconcerned citizens.

Child care in the Yukon made greatstrides in the '80s. Due to effective lobbyingby the YCCA, regulations were developedand improved; start-up, operational andcapital development funding were initiated;and subsidies were made available to par-ents.

Over the years, the YCCA has workedclosely with Yukon College on a variety ofprojects, including a diploma course in

182

Early Childhood Development to trainchild care providers throughout the terri-tory. With Yukon College, we have soughtto ensure programming that is relevant andaccessible to YCCA members in White-horse and the outlying communities. Sec-ond-year students at the college are en-couraged to join a professionalorganization like the YCCA to becomeaware of the "bigger picture." YCCA vo-lunteers have always been representativeson the President's Committee on Program-ming at the college.

YCCA volunteers have willingly donea variety of tasks for federally funded pro-jects (Child Care Training, Partners forChildren), such as recording promotional


OPINIONSads for the Family Radio Show and han-dling program evaluations. With the de-mise of CCIF funding, we have beenforced to downscale initiatives, such as thefull-time resource library and staff person.

Every other year we hold a conferencefor child care people, parents and a grow-ing range of participants. This year's con-ference (October 24-26) is being hosted bythe YCCA and 12 other agencies/organiza-tions. Its focus is children and learning,and the expanding role of the caregiver.

Workshops/mini conferences are heldon a regular basis, thanks to the Child De-velopment Centre (funded in part by the

territorial government) which lends us facili-ties and houses our toy lending library at nocost. Networking with other individuals is anespecially important task in the North whereisolation is an ever-present concern.

The YCCA's future endeavours includemaintaining the highest level of professio-nalism possible in the field of child care aswell as continuing our commitment ofservice to the child care community. Welook forward to the challenges ahead.Through our affiliation with the CCCF andour belief in ourselves, we feel all things arepossible.Linda-Marie Farynowski is President of the YukonChild Care Association. She has run a family dayhome in Whitehorse for five years.

Children's Book Reviewsby Marina Lamont

6't GUESS 0

BOVE YOUSam McBratney

Illustrated byAnita Jeram

Guess How Much I Love You

Written by Sam McBratneyIllustrated by Anita JeramCandlewick, 1995

In one of the most affectionate, father-son contests ever depicted, Sam McBratneyintroduces Little Nutbrown Hare and BigNutbrown Hare, rivals in a duel of love. Dur-ing their bedtime game, Little NutbrownHare asks his father, "Guess how much Ilove you?" and when his father can't guess,the little hare supplies the answer "Thismuch" as he stretches his arms as wide as


they can go. But Big Nutbrown Hare haseven longer arms. No matter how LittleNutbrown Hare reaches, hops or hangs,his father can always outdo him.

Almost too sleepy to think anymore,Little Nutbrown whispers, "I love youright up to the moon." To this, his father(kissing him goodnight as he lays downclose by) replies, "I love you right up tothe moon and back."

The pen-and-ink and watercolour il-lustrations depict thin, leggy, long-earedhares particularly well suited to stretchingcontests. Endearing, without being overlycute, the Nutbrown duo is an engaging ve-hicle for this tender story set against softgreen and increasingly dark blue back-grounds and large white spaces. The for-mat (22 cm by 26 cm) is suitable forgroup as well as family sharing. This is aperfect gift for fathers everywhere andsure to become a bedtime favourite.

The Three Bears

Written and Illustratedby Paul GaldoneHoughton Mifflin, 1972

Since it first appeared in 1972, PaulGaldone's The Three Bears has been abest-selling edition of this nursery classic.

On the eve of celebrating 25 years as a read-aloud favourite, it is still as fresh and humour-ous a re-telling as ever. All the familiar para-phernalia is here: bowls, chairs, beds eachin rustic style as befits the log-cabin settingand the mandatory "little," "middle" and"great big" sizes. The bears themselves,drawn in pen-and-ink and wash, are so finelydetailed that readers can all but feel theirbrown furriness. But it is with Goldilocks thatGaldone introduces an element of surprise.Gone is the sweetly simpering miss usuallyportrayed. This Goldilocks, complete withmissing front teeth, is as mischievous-lookingas they come.

This book uses various type sizes to fur-ther the concept of small, medium and large.The book size itself is generous (26 cm by 26cm) and well suited to group storytelling.Each page focuses on the key story elements,clearly depicted without additional details,save a teddy bear for Little Bear, readingglasses for Great Big Bear and a brightly pat-terned quilt over the sleeping Goldilocks. Gal-done's use of juxtaposition when showing theintruder's actions and the owner's reactionsmakes for a dramatic layout as does hischoice of a double-page spread when the so-lemn, ursine trio finally confronts the unin-vited guest. Goldilocks dares to open one blueeye for a sideways look as the bears (and allsix of their eyes) stare down over her. Thisimage lends a comic, visual complement tothe story's well known verbal climax: "Some-body has been lying in my bed and hereshe is!"

Available in both hard- and soft-cover edi-tions, this story remains an excellent additionto any book collection for preschoolers.

Marina Lamont is a librarian in the Children's Depart-ment of the Ottawa Public Library.

183

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PR AC TICE

Family-Focused ChildCare

by Carol Wagg

A society that fails to support its families is a society that negleCts its

children. A socretythat neglects its children is a society in decline.

For children to thrive and a healthy so-ciety to survive, celebrating and sup-porting families must be an ongoing

focus. Child care programs are in a criticalposition to provide the support and friend-ships that many socially isolated and over-burdened parents need and want. A staffmember's smiling face, encouraging words,understanding and patient listening at theend of the day may be all that is needed tohelp parents face more adequately the ex-hausting demands of raising a young family.When parents feel appreciated and sensethat their family is valued, then parentingskills grow and families are strengthened.

How can a child care program expandbeyond its child focus to become more fam-ily-focused? Here are some practical sug-gestions.

A Family PerspectiveStep one is realizing that a program for

children is, by its very nature, a family sup-port service. It is the family, not the pro-gram, that often has the greatest long-termimpact on the child's development. By sup-porting families, we are increasing the likeli-hood that the positive gains the childrenmake in our programs will have lasting ef-fects. Through informal chats and observingcapable staff in action, parenting skills maybe strengthened and parent-parent and par-ent-staff friendships enhanced. Sometimes,parents simply need to know they are notalone there is a community of staff andother parents who appreciate their children,understand their challenges, and care.

Step two is keeping an open mind as towhat combination of people constitutes "afamily." Preschool children can usually tellyou which individuals they consider to be"family." Display books and posters of fami-lies that are representative of your children'sfainilies. Children (and adults) of non-tradi-tional faMilies who never see their family


type depicted in stories or pictures may re-ceive the unspoken message that their fam-ily type is not "good enough."

Practical IdeasWorking with parents can be challen-

ging and sometimes it is easier for us simplyto minimize our contact with them. How-ever, as a family-support service, the mes-sage we want to convey is not "Stay out. Weare the experts in charge here!," but rather,"Welcome! This is your place too. We are acommunity of families and we need to worktogether to do the best job possible in caringfor your child." Consider the following sug-gestions:

1 . Set the stage for open, positivecommunication.

When meeting new parents, make state-ments that indicate you see them as equalpartners sharing in the care of their child.Encourage them to enlighten you with theirexpertise regarding their child. Develop aform inviting parents to highlight theirchild's individuality and unique needs.(What are the child's favourite activities,fears, sleeping/eating habits? Whathopes/concerns do they have for their child?How do they react to certain behaviours ofconcern?) Explain that this helps you to bet-ter understand and appropriately respond totheir child's needs and behaviours.

Avoid statements to new parents that in-dicate parent-teacher communication isproblem-focused. Simply saying, "Feel freeto call us if you have any questions or con-cerns" is well-intended, but may convey themessage that you are the experts and thatparents can call only when there are prob-lems. Unintentionally, you may have setyourself up solely for problem-based ornegative communication.

Encourage staff to greet parents as wellas children by name. Ask parents/guardians

the name they prefer when being greeted(first name or Dr./ Mrs./Ms./Mr. + last name).Ensure the spelling and pronunciation is ac-curate. Post these names for quick referenceby the door where children are dropped off orpicked up.

Make parents aware of all the adults inthe centre with whom their child may havecontact. Post teacher, support staff and volun-teer photos/names/job position, along with amini-biography (experience, hobbies, family)near the entrance. To create a sense of com-munity and trust, people need to be able torecognize and greet each other.

Initiate positive "sunshine" calls andnotes home, before problems arise. Tell par-ents that pick-up times can be rushed, thusteachers may occasionally want to call thehome to share information. What time wouldbe best for phoning? The first call/note homeshould occur shortly after the child is enrolledand IT MUST BE A POSITIVE "SUN-SHINE" MESSAGE (If you cannot speak toparents in their first language, get transla-tion/interpretation assistance and communi-cate face-to-face).

Describe how the child is adjusting in theprogram, and be specific (favourite ac-tivities, playmates);

Tell them what you see in their child thatyou especially enjoy and appreciate (his/her smile, sense of humour, physicalskills);

Ask parents for their perspective on howthings are going; and

Be brief, but persistent (several sunshinecalls, notes or discussions to develop anopen line of communication and trust).

Once a positive bridge of rapport withparents has been established, they can sensethat you really do care about and understandtheir child. Parent-teacher rapport sets thestage for co-operation rather than confronta-tion.

Show concern for parents' feelings whenseparation is difficult and be patient whenanxious parents linger or call the programfrom work. The child's well-being is ulti-mately the parents' responsibility. It is our jobto build trust.

2. Plan for ongoing parent supportand communication.

Work to create a caring community offamilies within your centre. Introduce parentsto each other informally. Find ways for thefamilies and staff to have fun and become

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P R A C T I C E

familiar (a social event, an early morning muffin and coffeegathering, a buddy system linking new families with estab-lished ones). Parents can provide friendship, comfort, guidanceand support to each other. We have to set the stage and encour-age it.

Have an open-door policy so families feel encouraged toobserve or participate in the program. Provide opportunities forparents to share a hobby, skill, cultural or family tradition.

Regularly distribute a parent newsletter. At the end of theday, busy parents appreciate a brief, upbeat newsletter wherekey information is easily seen.

Post the parent information bulletin board near the en-trance. Ensure it is regularly updated and attractively arrangedto display schedules, menus, upcoming events, relevant articles,or news of interest (a teacher's marriage, a new baby, an awardor prize).

Hold parent meetings at mutually convenient times and ontopics parents prefer. Include parents as active participants indiscussions. Keep meetings short and on-time.

Invite parents to scheduled parent-teacher conferences toshare in a private and unhurried way anecdotes, observations,joys and concerns.

Actively solicit parent feedback through suggestion boxes,surveys or program evaluation forms. Publish appropriate sug-gestions and survey results in your parent newsletter along withyour plans of action.

3. Create a family-focused environment.

Help staff get to know the families so they can talk with thechildren about the other important people in their lives. To en-courage informal discussions about home and family life, postfamily pictures where parents and children can see and enjoythem.

Familiarize families with your program. Near the entrance,display photos of the program in action. Parents are reassuredand interested to see their children content and safe in aspectsof the program they rarely see themselves (group time, meals,naps, trips). Create videos for loan to parents showing your pro-gram in progress.

Create a photo album for children to borrow and share athome. Include photos and captions of trips, events, families (in-cluding those of staff) and typical daily activities.

Post a daily wipe-off message board by the entrance in-forming parents of the day's highlights, such as a trip, a newpiece of equipment, a newly enrolled child. This gives parentsspecific things to discuss with their child and, if attractivelydone, is far more eye-catching than tiny print on a standard ac-tivity plan sheet that hurried parents might ignore.

Create comfortable places for adults. Not all parents (orstaff) feel comfortable on the floor or on tiny chairs. An adultbench in the playground or soft adult furniture in the entry orbook area is inviting for parents and staff.

Develop a parent resource area or bulletin board. Displayrelevant books or articles for loan, notices of community eventsand pamphlets from other local agencies that may be of assis-tance to your families.

Model a positive attitude when discussing parents with co-workers.At times this may be a challenge, but children can sense when staff areemotionally rejecting their parents and may interpret this rejection as in-cluding themselves.

When child care programs are family-focused, they have the poten-tial to:

strengthen parenting skills;

ensure the positive gains a child makes in the program are continuedat home;

promote friendships and thus break the social isolation and over-whelming burden of worry and guilt that many parents may feel; and

develop among parents and staff a shared understanding of children'sneeds and behaviours.

Emphasize with staff how the physical set-up, planned parent activi-ties and their own voices, attitudes and body language can help make allparents and guardians feel welcome.

By having a family focus, we can create a caring community thatworks together to promote the well-being of our children, our familiesand thus our society as a whole. As the slogan for the 1994 InternationalYear of the Family stated, "Families are the heart of the matter."

Carol Wagg, ECE,C., M.A. is Program Development Consultant, ECE Resource Centre,London, Ontario.

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186 FALL 1996 INTERACTION 11

P R A C T I C E

Child Care CelebratesN ational Child DayN ovember 20thYukon Child Care Association

Last November 20th was a day for cele-brating at the Child Development Centre inWhitehorse.

Children and caregivers gathered forpizza, veggies and entertainment to markthe day. It was such a hit, we plan to cele-brate the same way this year. Special thanksto the Child Development Centre for put-ting on the party.

Linda-Marie Farynowski, Yukon Child Care Association

Western Canada Family Child

Care Association of B.C.Since the early '80s, WCFCCA has des-

ignated May as "Child Care Month" and,with other individuals, organizations andmunicipalities throughout British Colum-bia, has celebrated the occasion by hostingteddy bear tea parties, picnics and openhouses, by participating in mall displays,and parades as well as by attending confer-ences and raising awareness with the publicon quality child care. To celebrate NationalChild Day for the first time this year,

WCFCCA will showcase November 20th onits new caregiver calendar. Association mem-bers will submit their news about NationalChild Day in their newsletter, Caregiver Con-nection.

Marg Rodrigues, Western Canada Family Child CareAssociation of B.C.

Prince Albert Day Care Directors'

AssociationThe Prince Albert Day Care Directors' As-

sociation in Saskatchewan celebrated NationalChild Day last November with a poster blitz

1,500 posters from Health Canada toevery business in the community. At the bot-tom of the posters, we printed "This businessand the Prince Albert Day Care Directors' As-sociation celebrate the signing of the UnitedNations Declaration on the Rights of theChild." The posters were displayed across thecity and many businesses left them up longpast November 20th. Sharing the cost of mai-ling made this an inexpensive way to raisecommunity awareness of National Child Day

and the media thought it was an interestingstory too.

Gail Szautnek Children's Choice Child Care Co-operative

National Child Day (Whitehorse): A clown can even play a violin on the floor!


Manitoba Child Care AssociationNational Child Day 1995 was a day of spe-

cial fun at St. Germain Day Care Centre inWinnipeg.

Guests included parents, government offi-cers, school officials and the Executive Directorof the Manitoba Child Care Association,Dorothy Dudek. The centre was decorated withstrings of heart shapes one for each childmarked with the children's names. There wereposters and photos on display showing childrenand staff at various activities. Children andparents enjoyed browsing through the photoalbums, which have been maintained since thecentre began in 1987. Celebrations began witha circle time introduction by the ExecutiveDirector, Liane Schubert:

Children deserve to be valued and re-spected. We can show that we care inmany ways by giving them a hug ora word of encouragement, by talking tothem and by listening to what theyhave to say, and by showing them un-derstanding and respect. Happy child-hoods are made up of countless smallwords or gestures that tell childrenthey are important in their own right

Above all, National Child Day is a dayto celebrate children for who they are.Let's take the time today to tell child-ren how much they mean to us, andhow much we appreciate them. Most ofall, let's create a better and brighterfuture for all children...becausechildren matter!

Debra Mayen Manitoba Child Care Association

Lac du Bonnet Children's CentreNational Child Day 1995 was an event that

our day care celebrated with our wholecommunity. It started the week prior by invitingour neighbouring nursery school over for amorning of fun and games. We also invited allthe children in the community and their parentsto an informal "parent and tot" session. It wassuch a success that we are still having our pa-rents and tots group visit every Mondaymorning.

The actual day November 20th weManitobans were blessed with a blinding snow-storm! After working for months to organize ahuge community concert, we anxiously waitedto hear from the entertainer, Jake Chenier, quiteexpecting we would have to postpone. Being atrue Manitoban, however, he made it here with-out a single complaint about the weather.

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While filling 200 balloons with heliumwe wondered how many parents wouldbrave the weather and come and celebratewith us. To our surprise, parents started to fillthe gymnasium quite early. The mayor pro-claimed the day to be National Child Day infront of 150 parents, children and teachers(the kindergartens and grade ones from theadjoining school came as well). Jake sang,danced, juggled and entertained us all for anhour and a half. After the singing and danc-ing was done we all came together to enjoy alarge cake decorated with the heartstringsymbols and baked by our centre staff.

The businesses in Lac du Bonnet werevery generous with donations to help makeour celebration a huge success. We did notcharge for the concert as our day care felt itwas a perfect opportunity to include every-one from the community. Each child wasgiven a balloon to take home.

The day was enjoyed by all and we lookforward to this year's celebrations. Again,we'll be hosting a free concert for ourcommunity.

Karen Chezick, Lac du Bonnet Children's Centre

Charlotte Birchard Centres of

Early Learning (Ottawa)Parents, staff and board members at The

Children's Centre marked National ChildDay with a special parent informationmeeting to discuss child care issues andgovernment funding in Ontario. The meetingtook place November 21st and was one ofseveral local meetings on the importance ofdelivering quality child care.

Eleanor Benesch, Greenhorn Day Care Centre

Child Care Council of

Ottawa-CarletonIn honour of National Child Day, the

Child Care Council held an evening event(November 23rd) at regional headquarters tocelebrate children. Regional councillors andother members of the community came outto show their support for meeting the needsof children and their families. The celebra-tion of National Child Day will be an annualevent for the Child Care Council.

Cathy Yach, City View Day Care Centre

Ottawa-Carleton Child Care

CommunityIn 1995, the Ottawa-Carleton commu-

nity began the Blue Ribbon Campaign. Itwas initiated by a couple of people ininformal discussions and took off from there.As we began to approach more organiza-

NATIONAL'CHILD

DAY

tions, our ideas and enthusiasm for thecampaign grew.

The Blue Ribbon Campaign wassupported by local, provincial and nationalorganizations. Blue ribbons were sent toschools, politicians, organizations, parentsand many more! People were encouraged towear a blue ribbon on National Child Day toshow their commitment to children and theirsupport for services for children and theirfamilies. The community is willing toexpand their efforts in 1996 and to approachmore organizations including local schoolboards, local municipalities and regionalcouncil.

Let's join together to celebrate NationalChild Day!

Charlyn Monahan, Ottawa Board of Education

Child Care Connection-NSOne week prior to National Child Day,

we received a fax from the CCCF describingan Ottawa group's blue ribbon concept forcelebrating National Child Day. We wereinspired by that idea. We had been lookingfor a promotion to put the well-being ofchildren in the political spotlight. Since Na-tional Child Day commemorates the signingof the UN Declaration on the Rights of theChild, we chose the concept of "First call forchildren" as the focus of our endeavours.

A trip to the fabric store for pins andribbons, an early morning graphic drawingsession and we were off! We spent a goodpart of a day photocopying the "First call forchildren" cards and cutting ribbons. On thefront of the card we pinned a royal blueribbon. On the back of the card, weexplained the first call as follows:

The United Nations Convention onthe Rights of the Child, signed byCanada and ratified by all the prov-inces, except Alberta, states that,"In all actions concerning children,whether undertaken by public orprivate social welfare institutions,courts of law, administrative autho-rities or legislative bodies, the best

BEST COPY AVAILABLE 188

interests of the child shall be a pri-mary consideration" (Article 3.1).This principle of "First call for chil-dren" on all economic, social andpolitical decisions, policies, pro-grams and expenditures is supportedby wearing the royal blue ribbon onNational Child Day.

We sent these cards to all Nova ScotiaMembers of Parliament and all Members ofthe Nova Scotia Legislative Assembly, ask-ing them to wear the ribbon and to supportthe principle of first call for children. We re-ceived letters back thanking us for theribbons and many of the MPs and MLAswore their ribbons on National Child Day.We backed up our lobbying with pressreleases to newspapers, television and radiomedia and received good coverage.

We also had wee visitors to our officeduring the campaign and they left with a cou-ple of yards of ribbon, pins and cards allready to make up for their parents to wear forNovember 20th. Child care teachers droppedby to pick up ribbons and the idea spread allacross the city.

A "First call for children" display at ourJanuary conference featured the "United WeStand" poster and dolls with blue ribbons.This generated interest in the promotion,acquainting child care folks with the first callconcept, and gave notice for the event co-ming up in November '96. We will also behaving displays during our other major pro-motion, Child Care Awareness Days. Thethird Child Care Awareness Days newsletterwill include a call for participation in the"First call for children" campaign.

This year to date we have enlisted a fewstores to do window displays. One storeplans to use Betsy Cameron's print, "UnitedWe Stand," and the "Declaration on theRights of the Child" poster put out by theVictims of Violence Association. Plans are toget more organizations on board with thepromotion.

Our fall newsletter will highlight the blueribbon concept as well as our role asprofessionals to advocate on behalf ofchildren and families. We will distribute blueribbons widely and encourage other childcare folks to do the same. We will also lobbyour federal and provincial politicians and doa media promotion.

Elaine Ferguson, Child Care Connection-NS

If you have news and photos from your National ChildDay events, please send them to the attention of theEditor. National Child Day celebrations will be fea-tured in the fall each year. Plan to use Resource Sheet# 37 to raise awareness for this important day. For aninformation kit on National Child Day, contact theChildhood and Youth Division of Health Canada (613)952-1220.


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189

FOCUS

The Presidents LookBack...and AheadSandra Griffin

/magine a lounge in an airport somewhere inCanada over 10 years ago. Crowded around asmall table is a group of tired but excited

women. I forget exactly where or when this im-promptu meeting took place because we, the firstBoard of the newly formed Canadian Child DayCare Federation, met in many cities those first fewyears, sleeping two or more to a room in inexpen-sive hotels, always stretching the meetings as longas we could, and then rushing off to the airport.The table group I'm remembering gathered in thefew quiet moments before our flights were calledto send us home to different parts of the country.

In that airport loungeour dream of a nationalmagazine to support peo-ple in the child care fieldbegan to take shape. Aswe dreamed out loud, theboard member from theYukon who was a re-porter sketched the word"interaction" on a napkinand passed it around asshe explained why thiswould be the perfectname for our proposedpublication.

Interaction movedfrom dream to reality thatafternoon. It has grownand evolved considerably from the first edition thatshowed a blurred black and white cover photo ofthe Board in the new office space at 120 HollandAvenue in Ottawa. It was printed on the best qual-ity paper we could manage and resembled more aproud newsletter than a magazine, but we knewwhere it was headed and each edition moved itcloser to the reality of the dream. That's what vi-sion does.

"We surroundthese children

with caring, wecentre them, we

ground them,we live with

them, we love

them, and indoing that weallow them to

soar:"Sandra Griffin,

Interaction, Summer1993

When I reflect on the early editions of Interac-tion, I have many of the same feelings I have aboutmy children and their development. Each time In-teraction arrives I am amazed at how much pro-gress we've made, how it has grown and evolvedreflecting all the while the Canadian child carecommunity.

1 90

Three Past Presidents (from I. to r.): Joanne Morris,Sandra Griffin and Karen Chandler.

As I look over the Spring 1996 issue, I see howmuch of the original vision is captured in the varietyof articles, pictures, announcements and letters to theeditor. I enjoyed all the articles and laughed (indeed,almost wept) at reading the article on head lice, hav-ing survived so many epidemics in Okanagan. It isthis sharing that I think is so vital to the future ofchild care practice in Canada. This is the most sig-nificant role that Interaction plays. It is this kind ofsharing that I hear others speak of when they com-ment on how much they appreciate Interactionshowing up quarterly and providing them with theopportunity to interact with others in the Canadianchild care community. When I receive Interaction, Iquickly look for the "stories." And I think it is thissharing of stories that helps us build our collectivefuture.

The term "interaction" is defined as "mutual orreciprocal action or influence." I cannot think of abetter way for us to relate to and learn from one an-other and am ever appreciative of the role that Inter-action plays in assisting us to do so.

Sandra Griffin was the founding President of the CCCF (1987-1989). She is Associate Coordinator of the Unit for Child CareResearch, School of Child and Youth Care, University of Victoriaand is currently on secondment to the Ministry of Women'sEquality, Child Care Branch.

Karen Chandler

/t 's hard to believe the Federation is in its 10thyear. Of course I, and likely other members ofthe Provisional Executive (Sandi Griffin,


F OCUSMonique Daviault, Pam Taylor and Dianne Porter), al-ways think of it as older, because of the years wespent in the development phases.

The first meeting for the Federation I attendedwas in the fall of 1984 in Victoria. I was asked bythe president of the AECEO to represent the organi-zation. I was known for advocating the necessity oforganizations to work together for the betterment ofchild care despite differences in their philosophies.Likely she envisioned that this emerging group would pro-vide opportunities to facilitatecollaborative work at the na-tional level.

In addition to being themost tangible communicationtool to the larger field, Interac-tion also played a role in buil-ding the organization. Thenaming of Interaction, likemany CCCF endeavours, was acollaborative effort. We wereelated to find a name that"worked" in both French andEnglish. In those early days,our two office staff spoke rea-sonable French but were notqualified translators. It was achallenge with limited re-sources to become a fully bi-lingual organization. As a pri-marily English-speaking Boardof Directors with two Franco-phones, we became aware ofour lingual ethnocentrism. Byworking through our subtle dif-ferences, we endeavoured tobecome a stronger and more responsive organization. I washeartened to read the results of the recent Bilingual andDevelopment Survey confirming the value of Interaction as abilingual publication.

As well, I remember the excitement of the field in having aCanadian publication. This seemed to coincide with the demandfor more Canadian resources, including early childhood texts.Through Interaction, readers can "meet" Canadian experts. Inte-raction provides a wealth of resources to share with my studentsand colleagues in the field, as well as informing what new re-sources are available from editions dedicated to a specific sub-ject, such as diversity or rural child care, to the Resource Sheets.Frequently I encounter CCCF Resource Sheets tacked to bulletinboards and in children's cubbies when I am out with students visit-ing community programs.

When Interaction arrives, I scan it to see what catches my eye.Sometimes it's the author often friends so I want to readtheir current perspective on a given topic. Other times the subjectmatter is relevant for course materials, project work or generalinterest. And I'm always interested to catch up on what ishappening at the Federation.

"We must work now toensure that child care

has adequate funding:money to pay for

talented and qualifiedstaff, professional

developmentopportunities,

upgraded ratios andlegislated group sizes,

and capital forappropriate facilities

that provide highquality early childhood

programs. What areyou doing to realize the

vision?"Karen Chandler;

Interaction, Summer 1989


In the future I'm sure Interaction will be availableon-line. This will provide wider access for studentsand make its contents available to a much largeraudience of browsers. This can only help childrenand their families. As for me, I'll continue to en-joy perusing the hard copy it's easy to take inthe tub along with a mug of mint tea.

Karen Chandler was President of the Federation from 1989 to1991. She is currently a faculty member in the ECE program at

George Brown College in Toronto.

Joanne Morris

Interaction has been instrumental in the Federation's provisionof information services. In some ways, its early stages reflectthe early stages of the Federation itself a national organiza-

tion with a vision of promoting quality child care for children andfamilies in Canada. This truly Canadian magazine quickly becamethe vehicle for sharing information and resources throughout theearly childhood care and education community. This was a net-working opportunity long dreamed about by many.

In the winter of 1993 whenthe first glossy-covered editionwas published, I clearly remem-ber the proud feeling of showingthis polished and professionaledition to everyone I was work-ing with and at every meeting Iattended. More than its appear-ance, I would hear people refer tothe articles. There was somethingfor everyone!

Interaction has become a re-source for training institutions,for provincial associations andfor the child care community atlarge. Federation members havebeen kept up-to-date on a widerange of issues and topics andhave learned from one anotherhow to address many of the di-lemmas faced each day in ourwork. Interaction has been truly effective in promoting a realsense of professionalism in early childhood care and education. Itis the link for child care educators across the country.

"Child care continues tobe an ever-changing

system, critical to thesupport of families and

the growth anddevelopment of the

children. The 1990sbring with them a furtherconfirmation of the need

for quality child careand a continuing

struggle to establish itsidentity in society."

Joanne Morris,


Joanne Morris was President of the CCCF from 1991 to 1993. She is currently anECE instructor at Cabot College in St. John's, Newfoundland.

Cathy McCormack

When I sat down to write about the 10 years of Inte-raction, my first thought was, "You've come a longway baby!"

In the early '80s when the Canadian Child Day Care Fed-eration was first envisioned, a magazine filled with informationconcerning children, families, research and developmentallyappropriate practice was one of our main objectives. This dream

191

F OCUSbecame a reality with our first publication in the fall of1987.

Interaction was first presented in black andwhite. Over the next few years we introduced twoprimary colours red and blue and today ourpublication has reached full maturity with a four-colour cover. As the Federation developed, so didour skills in language and literacy, creativity and or-ganizational development. Interaction has grown froma publication of a few pages reaching a few readers to aglossy magazine with a circulation of over 9,000.

Interaction has been and will con-tinue to be the catalyst to connect theearly childhood community from coastto coast to coast. Will it look the samein the future? Probably not, as technol-ogy brings our community together innew and exciting ways. Through ournew web site, Child & Family Canada,the provincial and territorial organiza-tions will go on-line with their publica-tions and then down-load any informa-tion they want to share with theirmembers.

"We need to be

proactive in tellingour politicians that

parents need accessto various models of

affordable, highquality child care."

Cathy McCormack,Interaction, Summer 1993

As an organization we will con-tinue to grow and change. Who knows what the future holds? Idon't have a crystal ball, although I've often wanted one. One thingI can promise that will not change in the near future is working to-ward our goal, "to improve the quality of child care for Canadianfamilies."

Cathy McCormack was President of the CCCF from 1993 to 1995. She is currentlyan Early Childhood Consultant with the Health and Community Services Agency inCharlottetown, PEI.

Gail Szautner

The dream of becoming involved in a national child care or-ganization began for me when I received the first poster in1986. Being a relatively new day care director, I was hungry

for information on what others in the child care field were doingand constantly looking for new resources and opportunities to con-nect with my colleagues. When I attended a national conference inGuelph, Ontario in 1987, I met the staff of the Federation. Thisheightened my interest in the organization and I made a commit-ment to do whatever I could to strengthen the Federation's profile inSaskatchewan.

When I reflect on the accomplishments of the Federation, I seefirst-hand what the organization has done in enhancing the qualityof care at the grass-roots level. Interaction has provided us with awealth of information on research, practice and resources thatwould otherwise be unavailable to those of us who care for chil-dren. The national conferences have provided opportunities to meetpeople from every corner of Canada enabling us to share our exper-tise and learn from one another. The new toll-free phone numberwill allow so many more members accessibility to information, lit-erally at their finger tips.

192

One of our most exciting projects, Child & Fa-mily Canada, is currently "under construction" onthe World Wide Web and will be launched thisfall. It will be the place to go to access informa-tion on a variety of children's issues for bothearly childhood educators and parents. Whoeverdreamt we would be providing information in this

manner?

This last year has been one where the Federationhas been restructuring the governing of the organization.

Change needs to be viewed as an opportunity to move forward.The Board has worked hard this last year in determining the beststructure to move our organization ahead in these times ofdeclining resources. Thank you to these dedicated people.

Our ties with provincial and terri-torial organizations have been formal-ized and strengthened these last twoyears with the development of the af-filiate council. These organizationshave been brought together and haveused every opportunity to gain moreinformation and plan projects that willbe undertaken nationally through eve-ryone's participation.

The Federation has accomplishedso much in such a short time whoknows what is waiting for us? What Ido know is that the strength of theFederation has been the people whohave moved the organization forward and the child care commu-nity who have continually supported our goals.

As long as we stay true to our mandate and take advantage ofopportunities and changing technology, we will continue to makea difference in Canadian child care.

"Together we

speak with astrong, united

voice, learn fromeach other and

affect change inCanadian child

care."Gail Szautner,


Gail Szautner is Director of Children's Choice Child Care Cooperative inPrince Albert, Saskatchewan and the current President of the CCCF

/Mk

1-.w

N

Incoming President Gail Szautner (I.) with outgoing President CathyMcCormack (r.) at the Calgary conference in May 1995.


F OCUS

wiusax, Milestones for the Federationby Anne Maxwell

March 1983


The vision for a national service-based organiza-tion was developed at a meeting in Toronto hostedby the Association of Early Childhood Educatorsof Ontario and funded by Health and Welfare Ca-nada. Representatives from provincial/territorialchild care associations attended this foundingmeeting of the organization tentatively named theCanadian Child Day Care Federation.

1984

The objectives, governing structure and the activi-ties of the planned organization were developed.

1985

A three-part needs assessment included: keyinformant interviews; the distribution of 2,000questionnaires; and the dissemination of 10,000posters outlining the proposed services andsoliciting feedback.

1986

Funding was obtained from Health and WelfareCanada (National Welfare Grants) for thedevelopment of the new organization.

March 1987The Federation opened its office at 500-120Holland Avenue, Ottawa. The first staff memberswere: Diana Smith, Executive Director; MarilynNault, Communications Coordinator; and LisaFooks, Administrative Assistant. Members of theProvisional Executive Committee were: KarenChandler, Ontario; Monique Daviault, Quebec;Sandra Griffin, British Columbia and the Territo-ries; Dianne Porter, Atlantic Provinces; PamelaTaylor, Western Provinces. Sandra Griffin was thefirst President.

April 1987The first Board meeting was held in Ottawa.

May 1987The Federation co-hosted a national conference onchild care entitled Human Factors in Day Care atthe University of Guelph. Travel subsidies weregiven to one person per province and territory withthe agreement that these individuals would offerworkshops during the following year in their ownprovinces/territories to introduce the Federationand to disseminate the information learned at thenational conference.

I

40.

Diana Smith, the Honourable Jake Epp, Minister of Healthand Welfare, and Sandra Griffin all smiles following

the announcement of CCIF funding for theFederation in May 1988.

Dianne Porter, Member of the Provisional Executive Committee,at the Federation's first conference in Winnipeg, 1989.

Don Ogston, Director-General of Health and Welfare Canada andCathy McCormack at the 1991 conference in PEI.

193

FOCUS

At-

0 At ,

"Ism=The Charlottetown Conference Program Committee, 1991

(from I. to r.): back row Elaine Ferguson, Diana Smith,Marilynn Yeates, Christine Dubreuil;

front row Cathy McCormack, Lynn Hiebert.

Diana Smith, first Executive Director of the CCCF,closes the 1991 conference in PEI.

The Award for Excellence in Child Care was designedby Canadian artist, Dora de Pedery-Hunt. The medal

is about three inches in diameter.

°i IfifhThree candidates were recipients of the Award for Excellence in

Child Care when it was introduced in 1993 (from I. to r.): SueWolstenholme, Rosemary Somers and Sandra Griffin.

June 1987The first Directory of Child Day Care Organi-zations was published.

September 1987The first issue of Interaction and the first Re-source Sheet were published.

At the September Board meeting, individualmembers were given voting status. (Initially,only organizational members had votingstatus).

Fall 1987

The Federation introduced its national infor-mation services known as the Child Care In-formation Resource Exchange Service.

April 1988The Federation was officially incorporated un-der the Canada Corporations Act.

May 1988

Health and Welfare Minister Jake Epp an-nounced that the Federation was one of thefirst two projects funded under the Child CareInitiatives Fund (CCIF). The funding was toallow the Federation to expand its program-ming particularly in the area of informationdissemination and exchange.

Autumn 1988A desktop publishing system was first used toproduce Interaction.

April 5-8, 1989

The first Federation national conference enti-tled Children: The Heart of the Matter washeld in Winnipeg and was co-hosted by theManitoba Child Care Association. Guestspeakers included Susanne Eden, Alan Pence,Thelma Harms and Dick Clifford. A pre-con-ference day called "Training: A Catalyst forQuality" led to the formation of the Federa-tion's National Training Committee.

April 6, 1989The first Annual General Meeting of the Fed-eration was held in Winnipeg. The first electedBoard of Directors was installed. The Execu-tive Committee was: Karen Chandler, Presi-dent; Suzanne Delisle, Vice-President; ElaineFerguson, Secretary/Treasurer.

November 1989

A Quality Committee was appointed with amandate to use a national consultation processto define "quality child care."

194

"[The Federationprovides] the forum tocommunicate with,inform, link andstrengthen existingorganizations "(Diana Smith, Interaction,

1987)

"I believe that theFederation will provide anational forum andnetwork for allindividuals who valuehigh quality day careservices "(Karen Chandler, Interaction,

Autumn 1987)

"I am excited by thepossibilities that theCCDCF/FCSGEpresents for nationaldialogues, provincialinteractions andresource sharing I

hope that all provincialorganizations will feel anintegral part of theFederation, welcoming itas a partner in theirmutual endeavours."(Pamela Taylor, Interaction,

Autumn 1987)

111-11111117,-

"[The Federation's]diverse membershipbase is a reflection ofchild care in this countryDiversity allows choice,dialogue and growth "(Diana Smith, Interaction,

Winter 1988/Spring 1989)

"Research...will provideinsights on...computercommunication withinthis field..."(Karen Chandler, Interaction,

Autumn 1987)


F OCUS

"Health and WelfareMinister, Jake Epp,recently announced thefunding of the first twoprojects under the ChildCare Initiatives Fund(CCIF)....The CanadianChild Day CareFederation will receive$500,000 over a three-year period to expandtheir programming,particularly in the area ofinformationdissemination andexchange."(Health and Welfare Canadanews release, Interaction,Summer 1988)

Networking is acontemporaryphenomenon...As partand parcel of theInformation Age, a majorsociological shift hasoccurred. The result hasbeen a trend towardautonomous yetinterdependent(ideological)connections....Networking broadensone's base for informationsharing."(Sins Romsa and BirdenaHamilton-Armitage, Interaction,Summer 1990)

"Eighty-seven per centof the membershipranks the CCDCF'performance' as eithergood or excellent....More than 70% 'share'the services providedthrough theirmembership...TheFederation is thereforehaving a direct impacton at least twice itsmembership number."(1990 Membership Survey,

Interaction, Summer 1990)


January 1990The National Training Committee held its firstmeeting in Ottawa. Members included: SinaRomsa (Chairperson), Karen Chandler, BirdenaHamilton-Armitage, Alice Taylor and GydaChud.

Winter 1990The Federation conducted its first membershipsurvey to evaluate its services and to provideinput for the long-term planning of the Federa-tion. The response rate was 25 per cent and 87per cent of respondents ranked the Federa-tion's performance as either good or excellent.

May 1990

The Training Committee facilitated a track oftraining workshops at the ECEBC Conferencein Vancouver.

June 1990The Federation was asked to participate in theCanadian Standards Association Task Force onPlaygrounds. Steen Esbensen represented theFederation on this committee.

June 1990 - December 1990Executive Director Diana Smith went on edu-cational leave of absence and Sylvia Fanjoywas appointed Interim Executive Director.

September 1990Minister of Health and Welfare Perrin Beattyannounced funding for a national study onwages and working conditions entitled Caringfor a Living to be sponsored jointly by the Ca-nadian Child Day Care Federation and the Ca-nadian Day Care Advocacy Association.

June 5-8, 1991The Federation's second national conferenceChildren: The Heart of the Matter took placein Charlottetown, PEI. The conference was co-hosted by the Early Childhood DevelopmentAssociation of P.E.I. Speakers included JuneCallwood and Judith MacBride-King.

June 6, 1991The Annual General Meeting was held inCharlottetown. Joanne Morris was installed asPresident. The Federation's National Statementon Quality Child Care was ratified; the video,Quality Child Care: In Search of a Definition,was introduced.

September 1991Sylvia Fanjoy was appointed ExecutiveDirector.

Gail Szautner is the current President of the Federation. Here sheis at the CCCF booth, Toronto conference 1993.

14A

Keynote speaker Judge Andree Ruffo addresses delegates at theopening ceremonies for the Toronto conference in May 1993.

JParticipants were invited to contribute a square to the felt quilt in

the delegate lounge at the 1993 conference in Toronto.Shown here are four of the young entertainers.

Alice Honig, keynote speaker at the 1993 conference in Toronto.

iu

or

FOCUS

0

in

0,

rn

Discussion groups were active at the National Forum onChild Care, April 1994. Jamie Kass (fourth from the left)

was the group leader here.

Uoyd Axworthy, Minister of Human Resources Development,addressed the National Forum on Guiding Principles for

Quality Child Care in Canada, April 1994.

al

Children's entertainers Sharon, Lois and Bram give amusical keynote, "For the Love of Music" at

Caring fora Living, Calgary '95.

Board Member Sandra Beckman int oduces Allen Murray at theCalgary conference in 1995. His workshop was entitled "I Can Be

Anything A Journey to the Future."

October 1991The Training Committee released its discussionpaper, Issues in Post-secondary Education forQuality Early Childhood Care and Education.

April 1992

The results of the National Study on Wages andWorking Conditions, Caring for a Living, werereleased. The research conducted by KaryoCommunications of Vancouver found that 68 percent of child care workers had post-secondarytraining and that the national average salary was$9.60 per hour.

June 1992The Federation began its three-year National Re-source DeveloOment Project. The objective ofthis project was to disseminate broadly the resultsof the Child Care Initiatives Fund projects. Thiswas accomplished with the subsequent publica-tion of seven issues of Focus and four editions ofthe Child Care Resources Catalogue.

October 1992The Federation's name was officially changed tothe Canadian Child Care Federation (CCCF) at aSpecial Meeting in Ottawa.

May 26-29, 1993

The third biennial conference of the CCCF washeld in Toronto with a record 1,326 participants.The keynote speaker was Judge Andree Ruffo.Cathy McCormack was installed as President atthe Annual General Meeting. Winner of the firstStudent Essay Contest was Tracy DeWolf. Thefirst Awards for Excellence were presented to:Sandra Griffin, Sue Wolstenholme and RosemarySomers.

July 1993

Dianne Bascombe was appointed Executive Di-rector.

November 1993The second membership survey was conducted.Twenty-six per cent of the membership re-sponded. Respondents indicated that the sharedaudience for the Federation's publications was13,000.

January 1994The Federation received funding for Phase I ofthe HIV/AIDS and Child Care Education Initia-tive (a needs assessment).

April 8-9, 1994

The Federation hosted the National Forum onGuiding Principles for Quality Child Care inCanada. The Honourable Lloyd Axworthy,

196

Wti.ARS

"Building the vision is acomplicated process Ittakes time and itrequires real attempts atbuilding linkages with allthe stakeholders(Judith MacBride-King,

Interaction, Summer 1991)

_JIM&1111111.

"A major strength in theCCDCF lies in itsongoing definition of theprovision of quality childcare for Canadianfamilies by its interactiveinvolvement with directservice providers,parents, traininginstitutions, licensers,policy-makers, parentsand organizations atboth the federal andprovincial /territoriallevels(Elaine Ferguson, Interaction,

Summer 1991)

"If

"With our unwaveringconcern for quality, andby continuing to worktogether, much of whatmight have lookedinitially to be impossiblewill, in fact, be done "(Karen Chandler, Interaction,Summer 1991)

"The third nationalChildren: The Heart ofthe Matter conferencewas a milestone eventfor the Federation,attracting a record 1,326participants...in Toronto "(Susan Vaughn, Interaction,

Summer 1993)


FOCUS

2,Sto

"In order to maximizeresources, the child carecommunity must movebeyond coordination andcollaboration toexamining the benefits ofrestructuringorganizational mandatesand services of child careorganizations "(Karen Chandler, Interaction,

Summer 1993) =EMIL

"My hope is that theCCCF can build strongpartnerships witheveryone who caresabout child care andchildren, emphasizingcommon goals whilerecognizing that therecannot be agreement oneverything."(Rosemary Somers. Interaction,

Summer 1993)

"It's amazing how childcare issues across thisvast country are so verysimilar. We need tocontinue to reach acrossthe provinces andterritories and build uponour strengths."(Karen Charlton, Interaction,

Winter 1995)

"Investing in child carefor all of Canada'schildren is fiscally andsocially responsible;and assuring quality inchild care is a sharedresponsibility and animmediate priority."(From the Federation's Brief tothe Standing Committee onHuman Resources Development,Interaction, Spring 1995)


Minister of Human Resources Development, addressedthe Forum and the two-day workshop resulted inguiding principles and building blocks for the nextsteps in the development of a national child care policy.

May 1994The National Training Committee released its draft,National Guidelines for Training in Early ChildhoodCare and Education.

November 1994A meeting was held in Ottawa to develop an affiliatestructure with provincial/territorial child care organiza-tions.

The Federation received funding for Phase II of theHIV/AIDS Education Initiative, Barbara Kaiser andJudy Sklar Rasminsky were hired to develop neededinformation materials for the child care field.

December 1994The Federation presented a Brief to the StandingCommittee on Human Resources Development.

May 23-27, 1995

The Federation's fourth national Conference entitledCaring for a Living was held in Calgary and co-hostedby the Early Childhood Professional Association ofAlberta. Popular children's entertainers, Sharon, Loisand Bram, opened the conference and speakersincluded Dr. Fraser Mustard and Gordon Colledge. TheAward for Excellence was presented to BernadetteVangool. The winner of the Student Essay Contest wasJill MacDonald. The Federation's HIV/AIDS materialswere introduced at the conference.

May 26, 1995Gail Szautner was installed as President at the AnnualGeneral Meeting. The National Guidelines for Trainingin Early Childhood Care and Education were ratified.A resolution was passed to develop formal links withorganizations that support the mission of theFederation.

December 1995The Federation received funding from Child CareVisions for its national clearinghouse project. Workwas begun immediately on a World Wide Web siteentitled Child & Family Canada.

May 1996The Annual General Meeting was held in Vancouver inconjunction with the conference of the EarlyChildhood Educators of BC. Agreement in principlewas passed for a new governing structure including amore streamlined Board of Directors and a MemberCouncil.

Anne Maxwell is Director of Information Services at the CCCE

197

Affiliates and Board Members at theconference in Calgary, May 1995.

Bernadette Vangool (centre) signs in as the 1995recipient of the Award for Excellence in Child Care.

Left is Sandra Beckman, Chair of the Award forExcellence Committee and right, Dianne Bascombe,

Executive Director of the Federation.

The Training Committee in March 1995 (from I. to r.):Birdena Hamilton-Armitage, Alice Taylor, Gyda Chud,

Charlotte Walkty, Karen Troughton.

"It is now widely acknowledged thatCanada's prosperity depends on thehealthy development of our children andthat quality child care plays an importantrole."(Cathy McCormack, Interaction, Fall 1995)

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NEWS

Introducing

Child & Family Canada!Child & Family Canada is an exci-ting new World Wide Web site de-veloped by the Canadian Child

Care Federation with funding support fromHuman Resources Development Canadaand Industry Canada. In cooperation with35 provincial/territorial and national or-ganizations in child care as well as healthand social services, the Federation has fa-cilitated the development of an informa-tion-rich web site.

The purpose of Child & Family Ca-nada is to make relevant and timely infor-mation accessible to families and to thosewho work with children and families. Aswell, it will provide a communications net-work for the child care field. Child &Family Canada is a valuable resource forall those who are committed to the healthand well-being of children and families.

From the Child & Family Canadahome page, visitors can choose to accessinformation by topic, go directly to childcare communication services or access thehome pages of the participating organiza-tions. Child care organizations on Child &Family Canada include the CanadianChild Care Federation and its provin-cial/territorial affiliates as well as other or-ganizations that provide reference, re-search and consultation services to childcare providers, administrators and parents.Participating health and social services or-ganizations include national non-profitprofessional and service organizations en-gaged in research, policy development andpublic education.

Documents presented on Child &Family Canada are organized by broadtheme and are also searchable by keywords. Each document is identified by theChild & Family Canada logo as well asby the identifier of the contributing organi-zation. Documents include public educa-tion resources as well as research and pol-icy materials.

Services for the child care field onChild & Family Canada include: refer-ence services, bulletin board, calendar,


home pages for member organizations, e-mail and chat rooms. In addition, memberorganizations will have the capability of re-stricting access to services and documentsfor specific groups such as members, com-mittees or boards. The CCCF will also workwith universities and colleges to facilitate In-ternet communications in the areas of childcare research and training.

Frequently Asked Questions

(FAQs) About Child & Family

Canada

Why a web site?The Internet and World Wide Web is

now a realistic, efficient and effective me-dium to exchange information with parents.In addition, there is an increasing need forbroad resource sharing within the health andsocial services community to assist thoseworking with children and families. Statis-tics Canada reports that over the last nineyears, the proportion of Canadian house-holds with a home computer almost tripledfrom 10 per cent in 1986 to 29 per cent in1995. Currently, about 42 per cent of thesehome computers have a modem, enablingthem to connect to the Internet. Familieswith children are more likely to have a com-puter (35%) than those without children (24per cent).

How do I access Child & FamilyCanada?

Child & Family Canada may be ac-cessed at: http://www.cfc-efc.ca

The site will be launched officially onOctober 8, 1996 during National FamilyWeek.

Which child care organizations areparticipating in Child & FamilyCanada?


Association of Early ChildhoodEducators of Newfoundland & Labrador

199

Association of Early ChildhoodEducators, Ontario

Canadian Association of FamilyResource Programs

Certification Council of EarlyChildhood Educators of Nova Scotia

Child Care Connection-NS

Early Childhood Coalition PetiteEnfance

Early Childhood DevelopmentAssociation of PEI

Early Childhood Educators of BritishColumbia

Early Childhood ProfessionalAssociation of Alberta

Family Day Care Association ofManitoba


Ontario Coalition for Better Child Care

Ontario Network of Home Child CareProvider Groups



Western Canada Family Child CareAssociation of B.C.


Which national organizations areparticipants in Child & FamilyCanada?

Assembly of First Nations

Canada Safety Council

Canadian Association for CommunityCare

Canadian Association for Health,Physical Education, Recreation andDance

Canadian Council of SocialDevelopment

NEWSCanadian Institute of Child Health

Canadian Dental Hygienists Association

Canadian Paediatric Society

Canadian Public Health Association

Canadian Toy Testing Council

Child Welfare League of Canada

Family Service Canada

Learning Disabilities Association of Canada

National Institute of Nutrition

Vanier Institute of the Family

What topics are covered on the Child &Family Canada web site?

The broad themes covered include: adoles-cence, child care, child development, familylife, health, learning activities, nutrition, parent-ing, physical activities, play, safety, literacy, so-cial issues and special needs.

How large is the Child & Family Canadasite?

By the official launch date, Child & FamilyCanada will likely be the largest public infor-mation provider on the Internet in North Amer-ica. This site will have more than 250 articlesand links to home pages for 35 child care andhealth and social services organizations. Linkswill also be established to sponsors of the site.

What services are available for the childcare field through Child & FamilyCanada?

The range of Internet services will be wideand more will be added as time and financespermit. Services now include:

e-mail, permitting the exchange of messageswith attached computer-generateddocuments;

bulletin board, for posting notices such asemployment opportunities, and products forsale;

calendar, listing conferences and workshopsof interest to the field;

home pages of participating child careorganizations, offering information onmembership and services;

Canadian Child Care Directory, providingup-to-date listings of child careorganizations, government departments andtraining institutions;

chat rooms, offering opportunities forprivate discussion groups or electronicmeetings.

DID YOU KNOW?

Canadian Children FaceActivity and FitnessCrisis

by John Belfry

There is a growing concernacross the nation that, whilechildren are receiving sound

academic programs in their schools,they are not receiving an adequatelevel of regular, vigorous, physical ac-tivity. This is especially alarmingwhen you consider the followingfacts:

Fact lDaily, physical activity improves chil-dren's skeletal health, thereby also re-ducing the risk of future developmentof osteoporosis.

Evidence

Research shows that exercise maybe more important to bone growththan milk (Houston, 1983).

Physical activity in adolescencehas an important role in reducingthe risk of osteoporosis later inlife by enhancing peak bone mass(Bailey and Martin, 1994).

Fact 2

Recent research has indicated an in-crease in the prevalence of childhoodobesity which is linked to a lack ofphysical activity. Both obesity andinactivity are modifiable risk factorsof cardiovascular disease. Increasingparticipation in regular physical ac-tivity will consequently reduce the riskof this fatal disease.

Evidence

In North America, 40 per cent offive- to eight-year-old childrencan be classified as obese (Fish-bume and Harper-Tarr, 1992).

Forty percent of Canadian chil-dren already have at least one risk

200

factor for heart disease reduced fitnessdue to an inactive lifestyle (Fishburne andHarper-Tarr, 1992).

Fact 3Regular physical activity improves children'smental health and contributes to their growthand development.

Evidence

Exercise plays a role in reducing anxiety,depression and tension, and it has benefi-cial effects on the emotional status of bothyoung and old persons. In children, physi-cal training results in increased self-es-teem and perceived physical competencewhich are necessary, interceding variablesthat enable children to cope with mentalstress (DeMarco and Sidney, 1989).

Fact 4Regular physical activity enhances academicperformance.

Evidence

Improvements in discipline, academicperformance and self-concept are benefitsassociated with regular physical activity(Fishburne and Boras, 1989).


NE WS

Why You Should Be

Concerned

Children are 40 per cent less activethan they were 30 years ago.

The average Canadian child watchesmore than 26 hours of television andspends up to 30 hours sitting in

school each week.

Only 766 out of more than 15.800Canadian schools have been for-mally recognized for quality physicaleducation on a daily basis.

Play habits have become more pas-sive with new technology. Childrenare spending a great deal more timeon computers and playing videogames.

Many students are transported toschool and to other places for con-venience or safety reasons.

Moderate-to-vigorous physical activityfavourably enhances skill pertbrmancein classroom functions such as arith-metic, reading, memorization and

categorization ( Keays, 1993).

Even when more time is devoted tophysical education, academic perform-ance has been found not to suffer(Maynard. Coonan. Worsley. Dwyerand Baghurst. 1987).

Fact 5It is important to educate, encourage andmotivate children to participate in regular:physical activity because the habits they es-tablish in childhood carry over to adult-hood.

Evidence

One of the rationales for promotingphysical activity in youth is to enhancetheir future health by increasing theprobability that they will remain activeas adults. It is believed that adolescentswho develop a habit of participating inactivities that can be carried over intoadulthood will be more likely to remainactive (Sallis and Patrick, 1994).

Activity and fitness levels in childhoodtend to track into adulthood, when se-dentary habits have their impact (Blair.1992: Freedson and Roland. 1992).

Fact 6Participation in regular physical activity hasa positive impact on behaviour and healthylifestyles in youth.

Evidence

Children and youth who are physicallyactive report lower levels of smokingand alcohol consumption than their lessactive counterparts (Campbell. 1988).

Among young people, high levels offitness are associated with a decline insmoking and drinking behaviour,healthier eating habits and increasedself-esteem (Guzman. 1992).

Fact 7.4n increase of vouth participation in physi-cal activity will provide significant reduc-tions in health care costs by decreasing theirfiaure risk related to a variety of diseases.

Evidence

Young women who increase their levelof physical activity and calcium intakeby a modest amount can reduce the riskof osteoporosis at age 70 by almost one-third. The resulting reduction in hipfractures due to osteoporosis through in-creased physical activity and calciumsupplementation could result in substan-tial savings (Osteoporosis Society ofCanada. 1992).

Regular physical activity, when properlyundertaken, can be effective in preven-ting and limiting the disabling effects ofheart disease and stroke (Kuntzleman.Reiff. 1992: Heart and Stroke Founda-tion of Canada. 1993).

These facts suggest that Canadian chil-dren are experiencing an activity and fitnesscrisis. It is critical that we provide our chil-dren with attitudes and skills required forthem to lead long, healthy and productivelives.

Child care providers play an importantpart both as role models and by giving youngchildren positive experiences with activeplay. By encouraging large-motor play andby making physical activity a priority everyday, children and 'caregivers will experiencethe fun of movement and the benefits ofgood physical health. Parents who see theimportance of active play for their children inpreschool and day care settings will be

advocates for physical education programswhen their children are in school.

John Belfry is Director. Quality Daily Physical Edu-cation for the Canadian Association for Health.Physical Education. Recreation and Dance. 1600James Naismith Drive. Gloucester: Ontario. K113 5N4.Tel (613) 748-5622: Fax (613) 748-5737. E-mail .

[email protected]. The Canadian Child CareFederation is a member of the Canadian Coalition forQualiiy Daily Physical Education.

References

Bailey. D.A.. Martin. A.D. (19941. Physical activityand skeletal health in adolescents. Pediatric ExerciseScience.6: 330-347.

Blair. S.N. (1992). Are American children and youthtit? The need for better data. Research Quarterly forExercise and Sport.63(2): 120-123.

Campbell (19881. Campbell's survey on well-being.In Fitness Directorate t Ed.) Active living and healthbenefits and opportunities. Ottawa: CAHPERD.

DeMarco. T. & Sidney. K. (1989). Enhancingchildren's participation in physical activity. Journal ofSchool Health. 59(8): 337-340.

Fishbume. CJ. & Boras. C.M. ((989). An integratedapproach to learning. Issues in teacher education.Proceeding of the /989 Alberta Teacher Educators inPhysical Education Annual Meeting, Edmonton.Alberta.

Fishbume. GJ. & Harper -Tart (1992). An analysis ofthe typical elementary school timetable: A concernfor health and titness. In T. Williams. L. Almond &A. Sparkes ( Eds.). Sport and physical activity:Moving toward excellence. (pp. 362-375). London: E& FN Spon.

Freedson. P.S. & Rowland. T.W. (1992). Youthactivity versus youth fitness: Let's redirect our efforts.Research Quarterly for Exercise and Sport. 63(2):133-136.

Guzman. C.A. (1192). Related benefits from physicalactivity program interventions. In Fitness DirectorateEd.). Active living and health benefits and

opportunities. Ottawa: CAHPERD.

Heart and Stroke Foundation of Canada (1993).Position statement on Physical Activity. UnpublishedReport. Ottawa.

Houston. C.S. (1993). June,. More important thanmilk. Paper presented at the Western CanadaConference (Fitness Roundup). Banff.

Keays. J. (1993). The effects of regular (moderate tovigorous, physical activity in the school setting onstudents' health. fitness. cognition, psychologicaldevelopment, academic performance and classroombehaviour. North York: North York CommunityHealth Promotion Research Unit.

Kuntzleman. C.T. & Reiff. G.G. (19921. The declinein American children's fitness levels. ResearchQuarterly for Exercise and Sport.63(2): 107-111.

Maynard. EJ., Coonan, W.E., Worsely, A.. Dwyer. T.& Baghurst. RA. 11987). The development of thelifestyle education program in Australia. In B.S.Hetzel & G.S. Berenson t Eds.). Cardiovascular riskfactors in children. Epidemiology and Prevention:123-142.

Osteoporosis Society of Canada (1992). Bulletin forPhysicians. Issue 6.

Sallis.J.F. & Patrick. K. (1994). Physical activityguidelines for adolescents: Consensus statement.Pediatric Exercise Science.6: 302-314.

26 INTERACTION FALL 1996 BEST COPY AVAILABLE 201

NEWSRESEARCH UPDATE

HIV/AIDS EducationInitiative:Review of the Cross-Canada Workshops


/n February 1994, parents and staff at aMontreal day care centre learned that achild in the two-year-old group was in-

fected with HIV. the human immunodefi-ciency virus. They voted to exclude her.

Their action was incompatible withQuebec and Canadian human rights law, butit was dramatic evidence of their feelings.The words "HIV' and "AIDS" evoke enor-mous anxiety, and the Montrealers' fearechoed across Canada. touching parents andeducators alike.

The reality of HIV in child care is hereto stay. The number of Canadian women ofchild-bearing age who are infected withHIV has been increasing and, because thevirus can be transmitted during pregnancyand delivery, many people are concernedthat we will see more children infected withHIV. As treatment improves, these childrenwill live longer and healthier lives.

The truth is that the risk of transmissionof HIV in a child care setting is virtually nil.That is why a child living with HIV has ex-actly the same right as any other child to at-tend and benefit from child care.

We worry even when we know thesefacts, but it is much easier for us to wel-come children infected with HIV into childcare when we are well informed and havethe opportunity to understand and come togrips with our emotions. This is why theCanadian Child Care Federation developedthe HIV/AIDS and Child Care training kit inpartnership with Health Canada.

Research tells us that caregivers andparents know that sex and needle-sharingcan transmit HIV and that door knobs can-not. But these same caregivers and parentsare often misinformed or uncertain aboutwhether they and their children risk con-tracting HIV from other occurrences andsubstances that they encounter in child care,from bites to diapers to dishes (A.L. Mor-row et al., 1991. "Knowledge and Attitudesof Day Care Center Parents and CareProviders regarding Children Infected with

Human Immunodeficiency Virus." Pediat-rics 87: 879).

The research literature also shows thatthere is confusion about the rights of chil-dren and educators living with HIV. Manyof the parents and caregivers studiedthought a child infected with HIVshouldn't be allowed to enrol in day careand that they should be informed if onedid (Mick Coleman, 1992. "Child CareProviders and AIDS: A Study of Knowl-edge Versus Acceptance." AIDS Educa-tion and Prevention 4(4): 325).

One study suggests that even whencaregivers are relatively well informed,their attitudes don't reflect their knowl-edge. The author recommends hands-on,interactive strategies (discussions, simula-tions, support groups) as the best way tochange attitudes (Coleman: 326).

Training KitAs we set about developing the Fed-

eration's HIV/AIDS and Child Care train-ing kit, we kept this research clearly inview. We wanted to make the kit's twobooklets, the Fact Book and the Facilita-tor's Guide, as user-friendly as possibleeasy -to -read and easy to refer to later. Wetherefore created an open and spacious de-sign with lots of photographs, children'sdrawings, and white space; and the textanswered questions that came straightfrom early childhood educators and pa-rents.

Guided by the research, pilot-tests atfive colleges in Manitoba, Ontario. PrinceEdward Island and Saskatchewan, andBarbara's 22 years in child care, wedelved into biting and blood, the educa-tors' own fears about contracting the virus.their fears for the healthy children in theircare, and their fears for the well-being ofchildren infected with HIV. We also exam-ined the troubling legal issues of discrimi-nation and confidentiality.

202

In the Facilitator's Guide, which is in-tended to help college and university teachersof early childhood education and centre direc-tors to lead their own HIV workshops, we fo-cused on emotional aspects: why a child in-fected with HIV should attend child care, ourdesire to know whether a child is infected withHIV and the tools that educators already havefor working with a child infected with HIV. Wealso included an exercise to help educators feelmore confident using universal precautionsa key element for everyone's safety and peaceof mind. All six questions in the Facilitator'sGuide call for active participation in brain-storming, discussion, debate or role-playing.

The kit also contains a poster illustratingthe use of universal precautions in child care.Its engaging, full-colour drawings of childrenand educators should ensure that centres postit and refer to it often.

Finally, a resource sheet (to be distributedbefore a workshop if possible) summarizes allof this material for parents.

The Federation ordered an initial printingof 10,000 kits. These kits were distributedfree-of-charge to all licensed child care centresin Canada, all institutions that offer ECEtraining, provincial and territorial child careorganizations and government child care de-partments. The National AIDS Clearinghousehandled all subsequent distribution.

The project's formal launch came in May1995 when Barbara gave a workshop on HIVand child care at the Federation's conference inCalgary.

Requests for the materials poured in fromevery province and territory, the U.S.. andabroad. Besides child care organizations, theycame from hospitals, physicians, libraries, pub-lic health units, family planning organizations,schools, students, religious groups, social serv-ice agencies. youth agencies, women's groups,private corporations, and many others.

By March 1996, the Federation had goneback to press three times to print a total of29,000 Fact Books, 22,000 Facilitator'sGuides, 60,000 posters, and 69,000 resourcesheets.

Workshops

In November 1995, Barbara travelled toWashington D.C. to present a workshop at theannual conference of the National Associationfor the Education of Young Children(NAEYC). The audience of more than 80educators some of whom were caring for


NEWS

Comments about

HIV/AIDS and Child

Care

This workshop made me lookat my views critically and torethink some of my opinionsabout HIV and AIDS. It wasg rear to get more information.and the statistics werereassuring."

Student. Ontario

The interactive formatchallenged thinking and helpedliring out feelings."

Student. Prince Ed want Island

"As a public health nurse in theHealthy Children Program atthis Health Unit. I liaise with thechild care community aroundhealth issues. I have found yourresources very timely, conciseand to the point.

Public Health Nurse. Ontario

This manual is a fabulousresource and tool; everyoneshould have one."

Child Care Consultant. Health Unit.British Columbia

"I was very much impressed bythis information andpresentation."

Dental Hygiertia. Quebec

"I found this (kill to beextremely interesting andhelpful."

Day Care Centre Openatoe Ontano

"This is an excellent resourcefor nurses like myself who areworking with preschool/day carenurses to establish policy onHIV/AIDS for the city."

Nurse. City Health Deparanent.British Columbia

"Thank you for demystifying thiscritical issue."

EducatoeCulgary

28 INTIRACTION FALL 1996

children living with HIV gave her a stand-ing ovation and sparked NAEYC's interest inthe training kit. In March 1996. the Federationreached an agreement with the NAEYC toprint an American edition of 5.000 copies.

Because Health Canada and the Federationwanted to give the Canadian child care com-munity the widest possible exposure to trainingabout HIV, they sent Barbara across the coun-try to train facilitators in the use of the HIV kit.In the fall of 1995. she set off on an odysseythat took her to more than 20 workshops innine provinces.

One and a half to three hours in length. herworkshops followed the format created in the

Facilitator's Guide. The first half of the timewas devoted to factual information. The sec-ond half focused on emotional issues usingquestions from the Facilitator's Guide:

Should children living with HIV attendgroup care?

Do you need to know if a child is infectedwith HIV?

How well are you practising universal pre-cautions?The workshops were filled with lively dis-

cussion as participants spoke their minds andasked numerous questions that sometimes hada distinct provincial flavour. Participants in

Saskatchewan. for example, wondered how todeal with the province's desire to label HIV asa contagious disease (when it is actually notcontagious but transmissible): people in theManitoba sessions worried about routine HIVtesting of blood in some hospitals. Being ableto discuss these concerns made the workshopsparticularly useful for the participants.

Before and after every workshop, eachparticipant filled out an anonymous question-naire that would enable the Federation andHealth Canada to assess the participant'sknowledge and attitudes before the workshopand to see how effective the workshop hadbeen in affecting them.

The 23 true/false questions were of threetypes: medical. legal, and attitudinal. We hy-pothesized that when people had correct anddetailed medical and legal information. theirattitudes would change. With the help of psy-chologist Evelyn Schliecker. we analyzed thecollected data using a variety of statistical tests.

Workshop Results

The results from 245 matched question-naires overwhelmingly confirmed our hy-pothesis. The data showed that 203

the workshop was successful in conveyinginformation:

the workshop was successful in changingthe attitudes of the participants:

the changes in attitude were correlated withthe changes in information. The more infor-mation a participant absorbed. the morelikely he/she was to have changed his/herviews.

Even before the workshop began, the par-ticipants had a small base of important know-ledge. Virtually everyone knew that a child in-fected with HIV is not likely to transmit thevirus to others and that you cannot tell by a per-son's appearance if he or she is infected withHIV. In addition they knew that children in-fected with HIV are not always sick and that amother can transmit the virus to her baby duringpregnancy.

The participants also started out with verypositive attitudes toward children and staff in-fected with HIV. In a question that addressedthem as parents, 92 per cent were ready to allowtheir child to play with a child infected withHIV And in a question that addressed them aseducators. 92 per cent were willing to care for achild infected with HIV in their group. Fewerthan eight per cent of the participants answeredthese questions, negatively on the pre-question-naire. leaving no room for significant change asa result of the workshop.

However, even though participants knewthat a child infected with HIV is unlikely totransmit the virus. they didn't feel quite com-fortable sending their child to day care with achild infected with HIV. Before the workshop17 per cent said they wouldn't allow their childto attend the same centre and 19 per centwouldn't allow their child in the same group asa child infected with HIV, a statistically signifi-cant difference from their feelings about allo-wing their child to play with a child infectedwith HIV.

Why would they allow their child to playwith a child infected with HIV and not permithim or her to go to day care with this child? Wespeculated that there could be several reasonsfor this uneasiness. One is that "playing" usu-ally means spending a limited amount of timewith another child under the direct supervisionof a parent. and parents feel that their child issafer when they're around. Day care, on theother hand. lasts all day and it involves handingresponsibility for the child over to someoneelse. Another possible explanation is that per-haps participants were worrying that in day caretheir child might encounter substances that theyconsidered dangerous: blood mucous, urine,

NEWSstool. While they might know how to handlethese substances themselves, perhaps theywere worrying that others would not.Analysis of the data turned up no significantdifferences between parents and non-par-ents on this question or on any other.

The pre-workshop questionnaires alsoshowed that the participants were morewilling to care for a child infected with HIVthan to send their own child to day care withthis child. This is a perplexing finding, andwe would like to interpret it as a sign of theparticipants' realism, good will, and deter-mination to prepare themselves to care forchildren infected with HIV as well as an in-dication that people may be willing to takewhat they perceive as risks for themselvesthat they might not be willing to take forsomeone else, especially a child.

Medical InformationThese results underlined for us the im-

portance of explaining why the risk of trans-mission of HIV in child care is virtually nil.It seemed essential to give clear, detailedmedical information if staff and parentswere to feel comfortable with children liv-ing with HIV.

In fact, most participants knew beforethe seminar that tears and coughs don't pre-sent a risk; after the seminar that percentagehad dropped to less than one per cent. But12 per cent were misinformed about diapersand, by implication, urine and stool. Theworkshop cleared up this misconceptionafterwards just one per cent thought diaperscould transmit HIV.

As research had suggested, even morepeople were misinformed about bites andcontact with blood. Before the workshop,37 per cent of the participants thought that abite that breaks the skin can transmit HIV.This figure indicated to us that the partici-pants did not understand that blood-to-blood contact is required before there is anyrisk of transmission. This was borne out intheir answers to two other questions: beforethe workshop 22 per cent did not know thatintact skin is an effective barrier againstHIV, and 31 per cent did not know that ableach solution will kill the virus.

Because we were keenly aware of theanxiety concerning these issues, we empha-sized them in both the Fact Book and theworkshop, and the result was a substantialincrease in knowledge. Following the work-shop just six per cent didn't know thatbleach could kill HIV, and only two per cent

didn't know that intact skin is an effectivebarrier against the virus.

On the more complicated question ofbiting, at the close of the workshop the per-centage who still believed that a bite thatbreaks the skin presents a risk of transmis-sion had dropped from 37 to 13 56 percent of those who answered incorrectly onthe pre-questionnaire answered the questioncorrectly after the seminar. Though bitingwas still misunderstood, it appeared to befar better understood than it had been be-fore.

Legal Issues

Willingness to accept children and staffinfected with HIV also depends on an un-derstanding of the legal issues involved. AMcGill AIDS Centre study undertaken in1994 right after the child was excluded fromthe Montreal day care centre found that 42per cent of Montreal day care centre staffand parents mistakenly believed that a cen-tre has the right to exclude a child (BillRyan and Anne Renaud, 1994. InterventionProject in Montreal Daycares: Knowledgeand assessment of daycare workers andparents regarding HIV/AIDS. McGill AIDSCentre: 57). Judging by these results, wehad speculated that people across Canadamight think that centres have the right to re-fuse children infected with HIV. However,two years after the McGill study and afterMagic Johnson's return to basketball(among other events that may have helpedto inform the public about HIV), we foundthat even before our workshop just 14 percent of the participants Canada-widethought that a centre could fire or refuse tohire a person infected with HIV, and only 19per cent thought a centre could choose toexclude children infected with HIV.

The workshop was quite effective inconveying the facts on this subject. On bothquestions, over 85 per cent of those who an-swered incorrectly on the pre-questionnairegave the correct answers on the post-ques-tionnaire, leaving just two per cent in the en-tire study who didn't know that it is incom-patible with Canadian human rights laws todiscriminate against either children or adultsinfected with HIV.

Confidentiality is also an extremely im-portant legal issue and perhaps the onethat most concerns people working in childcare. Interestingly, before the workshop just13 per cent of the participants thought thatall parents have the right to know if there is

204

a child infected with HIV at the centre. Afterthe workshop that figure fell to one per cent.

Although participants readily concededthat the parents had no right to know, theywere not so prepared to relinquish this rightfor educators and directors. On our pre-ques-tionnaires, 26 per cent of participants thoughtthat parents of children infected with HIVwere required to inform the child care centre,and 33 per cent thought that the centre super-visor was obliged to tell the educators if therewas a child infected with HIV in their group.

The workshop conveyed the facts aboutthis subject with great effectiveness. After-wards just one per cent of the participants stillthought that parents were required to tell thecentre if their child is infected with HIV andjust one per cent still believed that the direc-tor is required to tell the educators. Ninety-sixper cent of those who answered these ques-tions incorrectly on the pre-questionnaire an-swered them correctly on the post-question-naire.

When we look at these answers and re-call that even before the workshop virtuallyall of the participants knew that you can't tellby a person's appearance whether he or she isinfected with HIV, it is apparent that educa-tors had received the message that they werenot likely to know if their group included achild infected with HIV.

Wider Implications

These results have important implica-tions. If parents and supervisors don't have totell educators that a child is infected and youcan't tell by a child's appearance whether heor she is infected, then educators must makethe assumption that any child might be in-fected. As the workshop emphasizes, theycan protect themselves and the children bythe proper use of universal precautions andgood basic hygiene.

These facts were well accepted by theworkshop participants. At the beginning ofthe workshop, 53 per cent thought they couldprotect themselves better if they knew therewas a child infected with HIV in their group;at the end, this figure had fallen to 20 percent. At the beginning, 46 per cent thoughtthey could care better for children infectedwith HIV if they knew they were infected; atthe end, just 16 per cent did. In both ques-tions, more than 60 per cent of those who an-swered "yes" the first time had changed their,minds, and 78 per cent or more of all theworkshop participants had accepted the idea


NEWSthat they could do their jobs properlywithout knowing that a child was infectedwith HIV.

The workshops themselves consis-tently confirmed these figures. Whenasked to debate the Facilitator's Guidequestion, "Do you need to know if a childis infected with HIV?", participants hadtrouble coming up with reasons to supportthe position that they needed to know.

Despite the workshop's excellent re-sults, attitudes did not change completely.On the pre-questionnaire, almost 80 percent of participants had answered yes tothe attitude question, "As an educator Iwould like to know if there is a child in-fected with HIV in my group." After theseminar, 40 per cent still wanted to know.A remarkable number of people hadchanged their minds more than on anyother question but many were still un-easy. They knew they didn't need toknow, but they still wanted to know.

Why did this group still want toknow? Because participants answered thatthey did not need to know if there was achild infected with HIV in their group inorder to protect themselves or to providebetter care, we can deduce that most ofthem weren't worrying about their ownsafety or the safety of the children. Aseducators and as parents, participantsseem to have accepted the information thatthe risk of transmission of HIV in childcare is virtually nil.

Then why did they want to know? Alikely explanation seems to us to be thatearly childhood educators and supervisorsreally don't believe in secrecy when itcomes to the children in their care. Boththeir training and their experience havetaught them that the more they knowabout the child (he didn't eat breakfast thismorning; her parents are separating), thebetter the care they can provide. Whetheror not a child is infected with HIV seems ahuge fact not to know. It is hard for staff toaccept that they will know as much as theyneed to know for instance, that thechild's mother is ill or the family has se-vere financial problems. The workshopdeals with these issues and focuses on theprofessional and ethical imperative to re-spond fully to each child every day, nomatter what information is available. It isconceivable, however, that people workingin the field will continue to find this re-quirement for confidentiality difficult toaccept.


In ConclusionWorking on this project has been ex-

tremely gratifying for us. The written mate-rials have been eagerly received; those whoattended the workshop have been enthusias-tic about it; and the data from the question-naires shows that there has been a conside-rable change in both knowledge andattitudes as a result of the workshop.

For us, one important measure of thesuccess of the workshop is that a significantnumber of participants dropped their objec-tions to sending their child to day care witha child infected with HIV. After the work-shop, just six per cent were still reluctant tohave their child in the same group as a childinfected with HIV down from 19 percent before.

Another very important indication ofsuccess for us is the acceptance of thelinked facts that educators probably will notknow if they are caring for a child infectedwith HIV and that they can protect them-selves and the children by using universalprecautions and good basic hygiene.

RESEARCH UPDATE

It is important to bear in mind that the par-ticipants in the workshop were self-selected. Asthe responses to the questionnaire show, thosewho were already willing to care for a child in-fected with HIV were the ones who signed up.It seems likely that they had accepted the factthat HIV in child care is a reality they wouldhave to face, and they came to the workshop tolearn how best to deal with it. These open-minded people tried very hard to understand allthe facts and their own feelings, no matter howcomplex, and to nurture and sustain in them-selves a welcoming attitude toward childrenand staff infected with HIV. We thank them fortheir courage and their good will, and we hopethat they will feel comfortable enough withwhat they have learned to go out and teachothers about HIV in child care.

This two-year-long project has been a verygood beginning, but a great challenge remains.By continuing to share our knowledge, we canhelp to ensure that children infected with HIVwill have happy child care experiences.

Barbara Kaiser and Judy Sklar Rasminsky wroteHIV/AIDS and Child Care, a project of the CanadianChild Care Federation funded by Health Canada throughthe National AIDS Strategy.

Linking the Partnersby Sharon Hope Irwin

With support from the Children'sMental Health Unit (Health Can-ada), SpeciaLink has been con-

ducting a project called Linking the Partnersa research, resource and promotion initia-

tive devoted to children's mental health is-sues in the child care setting. Through Link-ing the Partners, SpeciaLink strategies andtechniques that have successfully promotedthe inclusion of children with disabilities inchild care will now be applied to issues ofchildren's challenging behaviours.

The work of Linking the Partners in-cludes:

expanding the energetic SpeciaLink net-work of mainstream child care practitio-ners whose experience in moving towardincluding children with disabilities willlead the way to inclusion of children withbehavioural challenges;

holding information-gathering round-tables in Canadian cities (focused on be-havioural challenges) to learn about inno-vative supports available to child care

205

programs in child care centres, such as con-sultative approaches, peer-support pro-grams and social skill-building;

locating innovative practices through Spe-ciaLink articles in national and provincialchild care publications and the SpeciaLinknewsletter, website and connections as wellas through key informants and other organi-zations;

promoting innovative practices throughSpeciaLink articles in national and provin-cial child care publications and SpeciaLinkpresentations, in-services and workshops invarious settings;

promoting partnerships in the child careand related communities to extend and ex-pand on successful initiatives; and

identifying "cutting edge" issues related tosuccessfully including children with beha-vioural challenges in child care programs.

All these activities are leading up to the1996 autumn SpeciaLink Thinktank onChildren's Challenging Behaviours where

NEWS50 front-line child care workers, already skilled with behaviouralchallenges, will gather with 50 people who provide behavioural/con-sultative services to child care centres, in order to further developstrategies for successful inclusion and techniques that work withchildren with behavioural challenges. Travel subsidies will beavailable.

The central questions of the SpeciaLink Thinktank will be:

How do you include that exceptionally assaultive or disruptivechild?

What are the methods that have worked for others?

How do you do what needs to be done with diminishing re-sources?

These are critical problems of inclusion. The SpeciaLink Think-tank will provide a training opportunity as well as a chance to shareour discoveries with the child care field across Canada. This will bea professional training institute, based on practice, policy and re-search. We're looking for leaders.

Linking the Partners will also produce concrete results, such as apublication from the roundtables, the proceedings of the SpeciaLinkThinktank, case studies and selected bibliographies, and a directoryof contacts for behavioural challenges.

Ever mindful of the risk of labelling, Linking the Partners isopen to the widest spectrum of behavioural challenges from themost disruptive to the extremely shy, from those behaviours thatmight prove to be chronic to those that might prove to be temporary.

Taking on the issue of behavioural challenges is not so muchnew territory for SpeciaLink as it is a recognition of the complexityof full inclusion for all children. Behavioural challenges, specialhealth needs, early intervention or elements of transition from parentcare to day care or from day care to school in all these areas, Spe-ciaLink's primary commitment remains high quality, affordable andaccessible, inclusive early childhood experiences for all children.

Fundamentally, SpeciaLink remains a national network, the hubof child care research/resources focused on special needs issues inCanada. Created in 1990, SpeciaLink has taken on a range of issuesfrom the general questions of inclusion to specific challenges, suchas special health needs and children with behavioural challenges.However, the fundamental work remains the same: to seek out andshare models of successful inclusion and, while doing so, to workwith and promote parent advocates, front-line innovators and sup-porters of inclusion wherever they may be.

Sharon Hope Irwin is Director of SpeciaLink. For complete information about Spe-ciaLink (including the newsletter): Tel 1- 800 - 840 -LINK or (902) 562-1662; Fax(902) 539-9117; E-mail [email protected]; and Website http://wwwcbnet.ns.ca/-specialink

Across CanadaNATIONAL Work is progressing on theAboriginal Head Start (AHS) Initiative, anearly intervention program for Aboriginalchildren and their families living in urbancentres and large northern communities.Many projects currently receivingoperational funding expect to open theirdoors for children this September. Alloperational phase projects are now hiringstaff, recruiting volunteers and preparingfacilities and curriculum. Winnipeg hasbeen selected as the site for the second

national training workshop, to take place inthe winter of 1997.

BRITISH COLUMBIA The EarlyChildhood Educators of British Columbia(ECEBC) held their 26th annual conferenceMay 9-11 at the University of BritishColumbia in Vancouver. This year's themewas "Together: Early Childhood, A Journeyof Discovery" and 1,400 delegatesattended. Lilian Katz and Joyce Prestonwere the keynote speakers and there wereover 90 workshops presented.

Selkirk College is launching a HumanResources Diploma Program at itsCastlegar Campus. The diploma will

BEST COPY AVAILABLE

provide local access to all prerequisites forentering third-year degree programs inchild and youth care or social work.

The B.C. Association of Child CareServices (BCACCS), a provincialorganization of child care employers andservices, held its first annual generalmeeting in May and elected a board ofdirectors. In B.C., child care services aredelivered by a large number oforganizations and individuals with little orno formal relationship to each other. TheBCACCS is designed to be a unifying forcein the child care community across theprovince.

ALBERTA Stockwell Day is the newlyappointed Minister of Family and SocialServices.

SASKATCHEWAN Communitiesthroughout Saskatchewan celebrated ChildCare Week (May 12-18) with social eventssuch as a day in the park, professionalnights and hot dog barbecues.

MANITOBA Bonnie Mitchelson,Minister of Family Services, wrote to childcare providers in Manitoba to announcethat Marcel Laurendeau, MLA for St.Norbert, will be conducting a fact-findingmission on ways of adapting the child caresystem to new challenges. He will reviewthe current legislative and regulatorystructures and tour child care facilities inWinnipeg and rural and northern Manitobalistening to the ideas of those in the field asto how to work together to improve thesystem. The government will hold aworkshop as a result of this fact-findingmission.

Child care centres in northern Manitobaand Ontario raised $ 30,096 during theMay Muscular Dystrophy Hop-A-Thoncampaign. Children hopped to music inorder to raise pledge dollars and learnedabout muscles using an assortment ofmaterials from the Muscular DystrophyAssociation of Canada (1-800-565-1601).

The Family Day Care Association ofManitoba is working on plans for NationalChild Day. Organization and individualmembers have been called to representfamily day care in the Provincial RegulationReview.

ONTARIO The Independent ChildCaregivers's Association (ICCA) and theOttawa Valley Preschools Association Inc.(OVCP) held their first collaboratedconference on April 13 at Sir RobertBorden High School in Ottawa. Theirtheme was "A Love of Reading...A Life ofLearning" and the keynote speaker wasSid Cratzbarg, an internationallyrecognized speaker, educator andconsultant. Six hundred delegatesattended.

The Short Term Child Care Program(Ottawa) has received two-year fundingfrom Child Care Visions to conductresearch on the impact of emergency childcare in the workplace and evaluation of theNational Capital Region Emergency ChildCare Consortium model. The NCREmergency Child Care Consortium,established in August 1995, includes theCarleton Board of Education, Ernst &Young, Norte!, the Ottawa Civic Hospital,the Canadian Union of Postal Workers, theCounty of Carleton Law Association andMitel Corporation. The outcomes willcontribute to the work and family

20 6

knowledge base, specifically in the areas ofemployee benefits and labour andmanagement collaborative efforts. Workand Family Partnerships, the consultinggroup of Andrew Fleck Child CareServices, will coordinate the researchproject. Alvi Social Research will direct theoverall research design and analysis.

QUEBEC After consultation, theQuebec government has decided torestore access to financial aid for parentswhose children are enrolled in school-agechild care programs at both thekindergarten and primary levels. Inaddition, the government will continuefull-day subsidies for school professionaldevelopment days.

The reductions in subsidy announced inMay 1996 have been revised to minimizethe impact on low-income families. Thesechanges came into effect July 22, 1996.

NEW BRUNSWICK Parent CooperativePreschools International (PCPI) hasawarded the 1996 Katharine WhitesideTaylor Bursary to Kimberly Fraser, astudent in the child care program at NewBrunswick Community College in Moncton.This $500 award is named in honour of Dr.Katharine Whiteside Taylor, a foundingmember of PCPI.

Calendar

OCTOBER3 - 6

Calgary, Alberta

The annual conference of Family ServiceCanada will focus on the theme,"Exploration '96: Blazing New Trails."

Contact: Family Service Canada, 600-220Laurier Avenue West, Ottawa, Ontario,K1 P 5Z9. Phone (613) 230 -9960;Fax (613) 230-5884.

4 - 7

Sydney, Nova Scotia

SpeciaLink, the National Child CareInclusion Network, is hosting a Thinktankon Behavioural Challenges at CanadianCoastguard College. Experienced teamsof front-line caregivers and consultants (orresource teachers or directors) who havetogether been successful at addressingissues around behavioural challenges areinvited to apply. Subsidies are availablefor air travel. Room and board costs areapproximately $45 per day. Registrationfee is $95.

Contact: Sharon Hope Irwin, DirectorSpeciaLink; Phone 1-800-840-LINK or(902) 562-1662; Fax (902) 539-9117;E-mail [email protected]; Websitehttp://www.cbnet. ns.cal--specialink

7 -13Ottawa, Ontario

It's the thirteenth year for National FamilyWeek sponsored by Family ServiceCanada. The theme this year is"Rediscovering Family Strengths."

Contact: Family Service Canada, Suite600, 220 Laurier Avenue W, Ottawa,Ontario, K1P 5Z9; Phone (613) 230 -9960.


NEWS8 -11Winnipeg, Manitoba

The 10th National Child and Youth CareWorkers Conference is being held at theHoliday Inn Crowne Plaza. Workshopsinclude: The Myth of Peer Pressure;Self-driven Ethical Decision-making;Leadership versus Supervision;Confrontation Skill Development;Enhancing Family Involvement;On-the-Spot Counselling; RebuildingTrust with Traumatized Children; ClosetsAre for Clothes; and From Control toConnection.

Contact: Committed to the Challenge,442 Scotia Street, Winnipeg, Manitoba,R2V 1X4. Phone (204) 338-7971; Fax(204) 334-1496.

16 -18Mississauga, Ontario

The theme for the seventh annualSchool-Age Child Care Association ofOntario Conference being held inMississauga, Ontario is "ChangingPerspectives."

Contact: School-Age Conference 1996,do Lesley Bolton, RR #10, Brampton,Ontario, L6V 3N2. Phone (905) 457 -4220.

17 - 20

Ottawa, Ontario

The annual conference of the CanadianAssociation of Family ResourcePrograms (FRP Canada) will focus on thetheme "Hand in Hand: BuildingCollaborative Communities."

Contact: FRP Canada, 205-120 HollandAve., Ottawa, Ontario, K1Y 0X6. Phone(613) 728-3307; Fax (613) 729-5421.

19 - 26

Ontario

The Association of Early ChildhoodEducators of Ontario (AECEO) ispresenting a week of celebrations tomark the "Week of the Child." For the17th year, AECEO will set aside the thirdweek in October to reflect upon the rightsand needs of children. Twenty-sixbranches across the province will planand organize professional developmentdays, toy and book drives, children's funfairs, concerts, mall displays, openhouses and award ceremonies torecognize outstanding work in the field.As a kick-off event on October 18,AECEO will honour an individual whohas made an outstanding contribution tothe development of young children bypresenting the "Children's Service Award."

Contact: Eduarda Sousa or ChanelGrenaway, AECEO, 40 Orchard viewBlvd, Suite 211, Toronto, Ontario, M4R1B9. Phone (416) 487-3157, ext.23, or1-800-463-3391; Fax (416) 487-3758.

23- 25

Orillia, Ontario

"From Our House to Yours - WorkingTogether Naturally" is the theme of theHome Child Care Association of Ontario(HCCAO) Conference. Keynote speakerJack C. Shell will open the Thursdaymorning session.

Contact: HCCAO ConferenceRegistration, o Raggedy Ann Day Care,89 Edgehill Drive, Barrie, Ontario L4N5W1. Phone (705) 327-5566; Fax (705)726-6236.


23 - Nov.7

Sweden and Denmark

The Sweden/Denmark ECE EuropeanPerspectives Study Tour is sponsored bythe Centre for Community and EconomicRenewal at the Ontario Institute forStudies in Education and led by MarthaFriendly and Julie Mathien. This tourincludes visits to a wide variety of childcare programs; meetings withgovernment staff, other experts, ECEassociations and unions; pre-tripseminars; and a European seminar.Participants receive a professionaldevelopment certificate. From Toronto,cost is approximately $3,000.

Contact: Martha Friendly, (416)978-6895.

24 - 26

Whitehorse, Yukon

The Yukon Child Care Association(YCCA) and 12 otheragencies/organizations are hosting thebiennial conference. The focus ischildren and learning, and the expandingrole of the caregiver.

Contact: YCCA, Box 5439, Whitehorse,Yukon, Y lA 5H4. Phone (403) 668 -3809;Fax (403) 668-7199.

25- 26

Calgary, Alberta

The theme of this year's School-AgeCare Conference is "Bridges to theFuture with Pride and Professionalism."

Contact: Caryl Broen, Chairperson,Programming and Promotions,School-Age Care ConferenceCommittee, do 19 Rosevale Dr. N.W,Calgary, Alberta, T2K 1N6. Phone (403)282-7466 (0); (403) 295-8714 (H).

NOVEMBER1 - 2


The Saskatchewan Child CareAssociation (SCCA) will host the annualprovincial conference called "Catch theDream." The keynote speaker will beGordon Col ledge.

Contact: SCCA, 628-10th Street East,Saskatoon, Saskatchewan, S7H 009.Phone (306) 664 -4408; Fax (306)664-7122.

15 -16Vancouver, British Columbia

The School Age Child Care Associationof B.C. (SACCA B.C.) presents "TheSchool Age Connection: Journey toProfessionalism" at the Hotel Georgia.

Contact: SACCA B.C., Suite 201, 1675West 4th Avenue, Vancouver, B.C.,V6J 1L8; Phone (604) 739-0770.

24 - 27

Ottawa, Ontario

"Canada's Children... Canada's Future"is the theme of a national conference atthe Chateau Laurier Hotel co-sponsoredby the Child Welfare League of Canadaand the Ontario Association of Children'sAid Societies in partnership with theCanadian Teachers' Federation, theChildren's Aid Society of

Ottawa-Carleton and Kids Help PhoneLine.

Contact: (Toronto) Phone (416) 366-8115;Fax (416) 366-8317; (Ottawa) Phone(613)235-4412; Fax (613) 788-5075;E-mail cwlc @magi.com

ResourcesChoosing Child Care is a tri-foldedbrochure produced by InformationDaycare and the Vancouver Child CareSupport Program for distribution toparents in seven languages: Chinese,English, Hindi, Punjabi, Spanish, Tagalogand Vietnamese.

To receive the package of seventranslations, send a self-addressed,postage-paid ($1.45), 95(12' envelope toPam Best, Westcoast Child CareResource Centre, 201-1675 West 4thAvenue, Vancouver, British Columbia,V6J 1L8. Phone (604) 739 -3099; Fax(604) 739-3289.

Developmentally Appropriate Practice,Curriculum and Development in EarlyEducation is written by Carol Gestwicki asa guide for educators, caregivers,administrators and parents.

It combines theory and practice in a cleardiscussion of what is and what is notdevelopmentally appropriate for childrenfrom birth through age eight. Each of the17 chapters concludes with briefoverviews under the following headings:"Summary," "Think About It," "Questions toReview Objectives," and "References andSuggestions for Reading."

Delmar Publishers Inc. (1995); ISBN0-8273-6240-4.

Family Security in Insecure Times,National Forum on Family Security (1996):Volume ll (Perspectives) and Volume Ill(Building a Partnership of Responsibility)is published by the Canadian Council onSocial Development in both officiallanguages. The papers in Volume II werecommissioned by the National Forum onFamily Security to outline the challengesfacing Canadian families today andsuggest new ways of meeting thosechallenges. They offer examples of whatgovernments, communities, families,employers and others can do to improvefamily security in light of the newsocio-economic realities. Under the samecover as Volume II, Volume III is a finalstatement from the Directors Group of theNational Forum who call for a refocusingof public policies to address the crisis offamily insecurity.

To order in English or French for $25(including shipping & handling), contactthe Canadian Council on SocialDevelopment, Publications, 441MacLaren, 4th Floor, Ottawa, Ontario,K2P 2H3. Phone (613) 236-8977; Fax(613) 236-2750; ISBN 0-88810-430-8.

Poverty Profile 1994, A Report by theNational Council of Welfare (1996) is thelatest in a series of annual reports by theNational Council of Welfare based onfactual material collected by StatisticsCanada. It includes numerous statisticsfor 1994 and poverty trends dating backto 1980. This edition has newer tables that

20.7

give a clearer picture of incomedistributions in Canada - from peopleliving well below the poverty line to thoseliving well above the line. Other new tablesfocus on those under 65 and underline therelative importance of earning,unemployment insurance and welfare asprimary sources of income for poorpeople. A second appendix has beenadded with detailed regional informationabout poverty in the Atlantic provinces,Quebec, Ontario and the West.

To order free of charge in English orFrench, contact the National Council ofWelfare, 2nd Floor, 1010 Sommerset St.W, Ottawa, Ontario, KIA 0J9. Phone (613)957-2961; Fax (613) 957-0680; ISBN0-662-24343-9.

The Great Child Care Debate: TheLong-Term Effects of Non-Parental ChildCare, Occasional Paper No. 7 (1996) iswritten by Gillian Doherty and publishedby the Childcare Resource and ResearchUnit, Centre for Urban and CommunityStudies, University of Toronto.

To order for $10 (including shipping 8handling), contact the Childcare Resourceand Research Unit, Centre for Urban andCommunity Studies, University of Toronto,455 Spadina Avenue, Room 305, Toronto,Ontario, M5S 2G8. Phone (416)978-6895;Fax (416) 971-2139; E-mailCRRUCPepas.utoronto.ca; ISBN1-896051-14-6.

The Hundred Languages of Children, TheReggio Emilia Approach to EarlyChildhood Education, is edited by CarolynEdwards, Leila Gandini and GeorgeForman. It brings together the reflectionsof the Italian educators who founded anddeveloped the early childhood program ofReggio Emilia as well as North Americanswho have observed and studied it. Thebook provides a comprehensiveintroduction to this approach anddescribes applications to Americanelementary school, preschool and childcare settings.

Ablex Publishing Corporation (1993); ISBN089391-933-0 (pbk).

The Primary Needs of Children: ABlueprint for Effective Health Promotion atthe Community Level (April, 1996) by PaulD. Steinhauer, M.D., is a newly publishedworking paper for the Promotion/Prevention Task Force of the SparrowLake Alliance.

To order free of charge while supplies last,contact the Caledon Institute of SocialPolicy 1600 Scott St., Suite 620, Ottawa,Ontario, Kl Y 4N7. Phone (613) 729 -3340;Fax (613) 729-389; ISBN 1-895796-53-9.

Ties That Stress, The New FamilyImbalance is written by David B. Elkind,the author of The Hurried Child: GrowingUp Too Fast Too Soon. This book isaddressed to the general reader andseeks to answer the question: "Whatshould we do as traditional familystructures seem to be crumbling?" Theauthor describes an emerging familypattern - the vital family - that puts theneeds of children and youth on an equalfooting with those of their parents andother adults.

Harvard University Press (1994); ISBN0-674-89150-3 (pbk).

I ructionPUBLICATION DE LA FEDERATION CANADIENNE DES SERVICES DE GARDE A L'ENFANCE.

Journee nationale de l'enfant

Les evenements marquants de la Federation

Enfant & famine Canada

Comprendre le comportement des enfants

v'tawall

*AV'

COPY AMORE

Demande d'adhesionCATEGORIES DE MEMBRES

IndividuelPersonnes portant un interet particulier aux objectifsde Ia FCSGE (30 $)














Les organisations-membres recoivent aussi une misea jour annuelle du REPERTOIRE canadien de lagarde a l'enfance

Note : Si votre statut de membre est a jour dans les organisations suivantes,

Association of Early Childhood Educators, OntarioAssociation of Early Childhood Educators of Newfoundland and LabradorCertification Council of Early Childhood Educators of Nova SoctiaEarly Childhood Coalition Petite EnfanceEarly Childhood Development Association of P.E.I.


vous &es automatiquement membre de Ia FCSGE.

Family Day Care Association of ManitobaHome Child Care Association of OntarioManitoba Child Care AssociationSaskatchewan Child Care Association

Western Canada Family Day Care Association of B.C.Yukon Child Care Association

DEMANDE D'ADHESION (Veuillez Ocrire en Iettres moulOes)



Adresse

Telephone : Domicile Travail (


Signature


Individuel

Etudiante

30 $

25 $nom de retablissement d'enseignement

Tarif d'abonnement a Interaction 50 $(non-membres seulement)

Service 45 $

Organisation 85 $

Don



Ottay;ra (Ontario) K1Y 0X6

(613) 729-5289 Telec.: (613) 729-3159

1r800-858-1412

Organisms de chants 4 0806240 09N d'enregistrement TPS R106844335

ISSN 0835-5819

209

InteractionVOLUME 10 NUMERO 3 AUTOMNE 1996

PUBLIE PAR LA FEDERATION CANADIENNE DESSERVICES DE GARDE A LENFANCE

Redactrice interimairePubliciteDesign/Mise en pageTraductionImpression

Barbara CoyleGaetane HuotJohn Atkinson



DE GARDE A LENFANCE



PresidenteTresorierSecretairePresidente sortante

Admi

C.-B.AlbertaSaskatchewanManitobaOntarioQuebecNouveau-BrunswickNouvelle-Ecossei.-P.-E.Terre-NeuveYukonT. N. -O.

Dianne BascombeAnne MaxwellDanielle Be lairBarbara CoyleJennifer Murphy-HupeGaetane HuotLyne Flansberry



nistratrices (teurs)



Tess Ay lesDaniel Berthiaume

Lynda HomerJoAnne HurstCynthia Rice


Gillian Moir

Personnel

Directrice generaleDirectrice des services a ('information

Chef des services administratifsRedactrice interimaire, Interaction

Agente a ('informationAgente a ('adhesion

Adjointe administrative

La Federation canadienne des services de garde al'enfance a pour mission principals d'amellorer la

qualite des services de garde d'enfants offerts auxfamilies canadiennes.

LA FEDERATION DESIRE ENTRE AUTRES :fournir de ('information et faciliter la communication au seind'une vaste gamme de groupes cibles. Les services et les

programmes de la Federation sont destines auxintervenantes en services de garde, aux organisations deservices de garde, aux etablissements de formation, auxdecideurs politiques et aux leaders d'opinion publique;

soutenir les initiatives destinees a ameliorer lescompetences, ('expertise et la prise de conscience desgroupes cibles quanta leurs roles en vue d'ameliorer laqualite des services de garde. Les initiatives et les plans

d'action de la Federation component souvent un elementde sensibilisation;

s'orienter davantage vers les politiques et la recherche,influer sur ('orientation de la politique en matiere de

services degarde of soutenir la recherche destines a ameliorer la

qualite des service de garde a l'enfance.

FCGSE/CCCF recoil des subventions de Developpementdes ressources humaines

O PINIONSDans les coulisses 2

Lettres 2

Critique de livre Paths to Equity 3

par Christy Green et Melissa Hays

Comprendre le comportement des enfants : la cle d'un bon encadrement 4

par Alice Taylor

Voici les membres affilies! La Yukon Child Care Association 8

par Linda-Marie Farynowski



P RATIQUEServices de garde axes sur Ia famille 10

par Carol Wagg

20 novembre : Journee nationale de ('enfant 12

A P R O P O S

Les presidentes se souviennent du passe... et parlent de l'avenir 14

par Sandra Griffin, Karen Chandler. Joanne Morris. Cathy McCormack et Gail Szautner

Les evenements marquants de la Federation 18

par Anne Maxwell

N O U V E L L E S

Nous vous presentons Enfant & famille Canada 23

24Saviez-vous?... Le niveau d'activite et Ia condition physiquedes enfants canadiens laissent a desirer

par John Belfry

Echos de la recherche Projet educatif sur le VIH/sida :

Compte rendu des ateliers pancanadiens 26

par Barbara Kaiser et Judy Sklar RasminsIcy

Lier les partenaires 30

par Sharon Hope Irwin

Roseau pancanadien 31

Calendrier 31

Ressources 32

Photo de la page couverture prise par la Independent Child Caregiver's Association.

Interaction est publie trimestriellement et distribue aux membres de la Federation canadienne des services degarde a l'enfance (FCSGE). Toute annonce publicitaire dolt etre approuvee. par la redaction. La FCSGE nest pasresponsable des declarations ou representations de faits ou des opinions presentees dans les annoncespublicitaires paraissant dans Interaction. En outre, ('acceptation de publier une annonce n'implique pas que laFCSGE endosse les produits ou les services qu'on y vante. Les tarts concernant la publicite sont disponibles surdemande. Circulation : 9 000. Les opinions exprimees dans cette publication n'engagent que lours auteurs et nerefletent pas necessairement cellos de la FCSGE. Pour des renseignements concernant la reproduction demateriels paws dans interaction, priere de communiquer avec ('agents a ('information, Federation canadiennedesservices de garde a l'enfance, 120, avenue Holland, bureau 306, Ottawa (Ontario) K1Y 0X6. (613) 729-5289 ou1-800-858-1412; telec. : (613) 729-3159.

210rzgcT r.npv AVAILABLE

OPINIONS

Dans les-coulissesL&6' a etc tres occupe a Ia

Federation ou l'ons'affaire a preparer lelancement de Enfant &

famine Canada et a effectuer leschangements necessaires auxreelements pour refleter noirenouvelle structure dirigeante.

Vous remarquerez que nous

avons revise" la Constitution et

I 'avons jointe a ce numero. C'est leresultat du travail de plusieurs

benevoles devoues et du personnelde la FCSGE.

Si vous avez hate d' en savoirplus sur Enfant & famille Canada.consultez la rubrique

NOUVELLES. ((Nous vous

presentons Enfant & famille

Canada foumit des details sur lesite Web et sur ceux qui collaborentau projet.

La Feuille-ressources traite deIa Journee nationale de l'enfant.Nous esperons que vous latrouverez utile pour sensibiliser lesparents et d'autres membres de

votre communaute aux droits desenfants. Vous pouvez la

commander en grande quantite etprofiter d'un rabais de 50 p.100(voir bon de commande de l'offrespeciale). Vous devriez recevoir cenumero a temps afin de

communiquer avec votre magasinde tissus local pour obtenir une

grande quantite de ruban bleu roi etmener une Campagne ruban bleu.

Merci de votre aide pour la pro-duction du present numero quimarque le debut de la dixieme armeede Interaction. Nous esperons quevous aimerez le logo special concupar John Atkinson pour comme-morer cette etape importance.

Barbara Coyle, redactriceinterimaire.

2 INTURACTION AUTOMNE 1996

LettresAu nom de la Manitoba Child Care As-

sociation (MCCA) et de noire comite deplanification de la conference 1996. nousvous exprimons notre reconnaissance pour lerole actif joue par votre presidente GailSzautner a ('occasion de noire 19e con-ference. La communaute de la garde a I'en-fance vous remercie pour votre soutien dansle cadre d'activites de perfectionnement pro-fessionnel en garde a l'enfance et en faveurde meilleurs services de garde pour les jeunesenfants du Manitoba.

Lois CowardPresidente de la conference

Apres avoir pris connaissance de votrePolitique concemant les poux de tete dans lalivraison Printemps 1996 de Interaction, jedesire vous exprimer mon inquietude quanta('exactitude de l'information fournie.

Le point 3 recommande de trailer im-mediatement tous les membres de la famille.Selon la Societe canadienne de pediatric (LeBien-etre des enfants. Vol. I & 2. 1992), per-sonne ne devrait etre traite avec un produitcontre les poux de tate a moths qu'on luitrouve des poux ou des lentes. Les produitspour eliminer les poux de tate ne constituentpas une mesure preventive. mais plutot untraitement tres toxique...

Linda NagleDirectrice des services aux enfants

Ville de Windsor

Mille excuses! Apres avoir lune sans ar-ret contre les poux de tete six semainesdumnt, nous en avons fait un peu trop. Toutesles personnel consultaes y compris lesresponsables de la sante publique, les

pediatres et les pharmaciens nous ont donnedes conseils differents. En bout de ligne, nousavons propose une politique susceptible devenir a bout d'une infestation serieuse.

Naturellement. nous ne voulons surtraiterquiconque ou contribuer a ce que les pouxresistent au traitement. Mame si NIX et d'au-tres nouveaux produits sont MAILS toxiquesque les traitements anterieurs, ils demeurenttoxiques et it importe de suivre les instructionssoigneusement.

Nous vous conseillons de faire preuve debon sens si vous trouvez des poux sur les en-fants de votre garderie. On peut simplementrenvoyer a Ia maison un enfant chez qui I'ondecouvre une ou deux lentes, foumir aux pa-rents l'information necessaire pour verifier ettraiter les membres infestes de la famille et in-former tous les autres parents de la situation.

Cependant, si vous decouvrez plusieurslentes sur la tete de differents enfants de lagarderie ou un enfant dont la tete en est plei-ne - nous savons, en regard du cycle de vie despoux de tete. que ces demiers se trouvent dansla garderie depuis au moths quelques semaineset. par consequent. it est fort probable qued'autres enfants et leurs families soient in-festes.

Malheureusement, les poux de tate et leslentes sont souvent difficiles a distinguer et.malgre toute noire bonne volonte. on pourraitne pas les voir. C'est ce qui est arrive a noiregarderie et. tout compte fait. it nous a sembleplus efficace et moths toxique de traitertout le monde une foil au depart plutot qu'aclifferentes reprises sur plusieurs semaines.

Barbara Kaiser et Judy Sklar RasminskyAuteures de .Confessions d'une chercheuse de poux

de tete (Interaction. printemps 1996)

A noter :Changements A ['article Information sur les services degarde en milieu familial au Canada paru dans le demiernumero (Etc 1996. p. 12)

Dans Colombie-BrItannique. la deuxiime phrasedevrait se lire comme suit :

Actuellement. une responsable de garde en milieu familialreconnu peut s'occuper de sept enfants ages de 12 ans oumoins. Cependant. elle ne dolt pas s'occuper de plus decinq enfants (rage prescolaire. plus de trois enfants demoins de trois ans et de plus d'un enfant de moins de dousemois. Ce ratio comprend ses propres enfants.

Dans Ontario, le dewdente paragraphe devrait as lirecomme suit :

Une responsable de garde en milieu familial peut prendresoin d'un maximum de cinq enfants (incluant les siens)

ages de moins de six ans aux conditions suivantesdeux enfants handicapes au maximum: deux enfantsde moins de deux ens: trois enfants de moins de troisans: un enfant handicaps et un enfant de moins dedeux ans: un enfant handicaps et deux enfants de plusde deux ans mais de moins de trois ans. Les agencesde services de garde prives en milieu familial sontchargees de Ia selection a de Ia formation desresponsables de garde en milieu familial. Lesvisiteuses des garderies en milieu familialembauchees par ces agences doivent avoir uneformation postsecondaire en developpement de['enfant et en etudes de la famille en plus de possideran moins deux ans d'experience avec un grouped'enfants du meme age. Les visiteuses peuventsuperviser jusqu'it 25 foyers at font des inspectionstous Its trois mois.

211

OPINIONSMadame Janet Ecker, deputeeAdjointe parlementaire, MSSCEdifice Hepburn, 6e etage80, rue GrosvenorToronto (Ontario) M7A l E9

Madame,

...Le fait de diluer les normes déjàminimales en matiere de permis contenuesdans la Loi sur les garderies pose une dou-ble menace aux enfants de l'Ontario.

Nous reconnaissons que les regle-ments actuels ne sont pas sans failles.L' interpretation subjective de la Loi mineson application depuis des annees. Lestentatives pour trouver des mesures fiables,objectives et de qualite n'ont connu qu'unsucces mitige. La reddition de compte et lelien entre la reglementation et lapraticienne individuelle passent parl'autoreglementation de la profession -

voila la piece manquante du casse-tete.

Le plan d'autoreglementation de laprofession mis en oeuvre par la Associa-tion of Early Childhood Educators of On-tario (AECEO) ne peut fonctionner sansun mecanisme bien etabli de delivrance depermis. La capacite d'autoreglementation

CRITIQUE DE LIVRE

de la profession est menacee par l'affaiblis-sement des normes.

La reduction de normes déjà minimalesconcemant la garde a l'enfance pose a la foisdes menaces immediates et a moyen terme ala reussite de ('enfant. Nous vous rappelonsencore une fois que de la recherche claire etfiable a demontre qu'il faut investir dans lagarde a l'enfance maintenant pour diminuerles coins futurs en matiere de correctifs, deservices sociaux et de ch6mage.

La recherche cerne clairement les nor-mes minimales qui assureront la qualite dansles services de garde. Le ratio optimaladultes:enfants ainsi que la taille approprieedes groupes ont ete soulignes dans toutes lesetudes. La formation appropriee en educa-tion de la petite enfance est directement lieeau niveau de qualite.

Nous vous exhortons a teak compte dela recherche liee aux facteurs qui influent surla qualite des services de garde. Nous vousprions de ne pas equilibrer votre budget endiminuant les normes relatives a la garde al'enfance.

La directrice generale, AECEO,Robyn Gallimore

Paths to Equity: Cultural, Linguistic and

Racial Diversity in Canadian Early

Childhood Educationpar Christy Green et Melissa Hays

Cultural, Linguistic and Racial tfireriny

in Canadian Early Childhood Education

Judith K. Beaahmd

Mere Louise Lefebvre

6yda and

ffika Lange

,,Plus de 32 p. 100 de la population

totale [du Canada] declare une langue

maternelle autre que I'anglais ou le

francais... II est temps de detruire le

mythe selon lequel un "vrai Canadien"

est un citoyen unilingue anglais ou

francais.» Itraduction]

C'est a l' aide de mots aussi directs queles auteures de Paths to Equity ontpublie les conclusions d'une etude

systematique sur la diversite raciale, cul-turelle et linguistique dans le domaine del'education de la petite enfance. A Vancou-ver, a Toronto et a Montreal, elles se sont

212

entretenues avec des educatrices de la pe-tite enfance et des directrices dans 77garderies, avec des parents representantonze groupes d'immigrants, ainsi qu'avecdes membres de facultes d'enseignementla petite enfance dans un certain nombrede colleges et d' universites.

L'etude avait pour principal objectif deformuler des recommandations en vued'apporter des changements a tous lesniveaux du systeme d'education de la pe-tite enfance. Ces recommandations,fondees sur une analyse minutieuse desrenseignements recueillis, visent a attenuerles desavantages dont souffrent les enfantsayant des origines culturelles, linguistiqueset raciales differentes dans les garderies ca-nadiennes.

Experte puis apprenante

respectueuse

De notre point de vue, une des idees lesplus interessantes de cette etude qui porte areflechir est la proposition de transformerle paradigme de I'EPE pour passer d'unmodele expert a une approche cooperative.

L'approche experte et institutionnellequi prevaut de nos jours applique des nor-mes universelles et monoculturelles audeveloppement de tous les enfants. Elleexige du personnel qu'il informe les fa-milies immigrantes des «bonnes»strategies d'education des enfants.

Dans cette etude, les educatrices de lapetite enfance ont signale que la communi-cation avec des parents immigrants consti-tuait leur plus grand defi. Soixante-dix-huitpour cent d'entre elles ont eprouve de ladifficulte parce que bien des parents necomprenaient pas les methodes canadien-nes ou ne voulaient pas adopter les pra-tiques du Canada. En revanche, les parentsse sentaient souvent delaisses par les edu-catrices de leur garderie et avaient peur deleur poser trop de questions.

Par opposition, l'approche cooperativene place pas les educatrices dans le roled'expertes. Celles-ci ecoutent plunk lesparents des minorites et deviennent des ap-prenantes respectueuses du style de vie dechaque famille. Les auteures citent uneautre source qui qualifie cette realite«d'echange d'un fonds de connaissances».Les educatrices et les parents peuvent

AUTOMNE 1996 INTERACTION 3

OPINIONSdiscuter de leurs opinions divergentes sur lecomportement des enfants selon l'age, surles mesures disciplinaires appropriees pourchaque age et sur ce que les families peu-vent faire pour aider le developpement deleurs enfants.

Enfant plaisantDans leur etude, les auteures rapportent

que, selon les educatrices, les enfants de mi-norites etaient plaisants plus souvent que lesautres enfants. En d'autres termes, ils etaientplus susceptibles de suivre les directives,d'être calmes, d'avoir bon caractere etd'etre attentionnes envers les autres. Or, desstatistiques revelent qu'a court ou a longterme, 78 p. cent des enfants immigrants etrefugies eprouvent des troubles de fonction-nement psycho-emotionnel ou scolaire. Lesauteures emettent l'hypothese que ces char-mants enfants peuvent etre en fait plus defa-vorises que ne le croient les educatrices.Leur bonne volonte peut etre attribuable auxefforts qu' ils font pour s'adapter a la culturedominante et a la peur de faire preuve d'as-surance dans une nouvelle situation.

A qui Ia responsabilite de

changer?

Les auteures soulignent que la res-ponsabilite d'etablir une collaboration cons-tructive avec les families minoritaires in-combe principalement aux educatrices etaux directrices. Toutefois, elles precisentegalement que toutes les personnes dusysteme d'EPE, que ce soient celles quielaborent les politiques gouvemementales,la faculte, le personnel ou les administratri-ces, detiennent la responsabilite de redresserles faiblesses du systeme actuel.

Les etablissements de formation ont ledefi de concevoir une serie de cours obliga-toires qui traiteront de la diversite; de trou-ver des stages qui permettent aux etudiantesde faire experience de la diversite et d'yreflechir; et d'elaborer des cours dont lecontenu respecte la diversite culturelle dudeveloppement des enfants. Enfin, lesfacultes d'EPE se doivent d'adopter une ap-proche proactive et de diversifier leur per-sonnel et leur population etudiante.

On encourage les garderies a fournirleurs employees de la documentation multi-lingue et de la documentation sur Pinter-pretation culturelle; a elaborer des politiques

4 INTERACTION AUTOMNE 1996

sur les questions de diversite; eta em-baucher du personnel representatif de la col-lectivite qu'elles desservent.

Cette etude, bien concue et exhaustive,fournit des recommandations critiques aux-quelles toutes les personnes du systemed'EPE peuvent reflechir. Si nous relevons ledefi, nous pouvons demeurer utiles et effi-caces pour les families que nous servons.

Christy Green est gestionnaire des Services a l'en-fance et a la famille, YMCA-YWCA d'Ottawa-Carle-

ton. Melissa V Hays est coordonnatrice des pro-grammes d'anglais langue seconde pour les parents etles enfants d'age prescolaire, ministere ontarien desAffaires civiques, de la Culture et des Loisirs(CLONO) et Conseil d'education de Carleton (CLIC),Ottawa.

Paths to Equity: Cultural, Linguistic and Racial Di-versity in Canadian Early Childhood Education, parJudith K. Bernhard, Marie Louise Lefebvre, GydaChud et Rika Lange, est publie par York Lanes Press(1995), York Lanes, Universite York, 4 700, rue Keele,piece 351, North York (Ontario) M3J 1P3. ISBN 1-55014- 277 -1. Prix : 18,75 $ (port, manutention ettaxes en sus). Telecopieur : (416) 736 -5837.

Comprendre lecomportement des enfants :Ia cle d'un bon encadrement

par Alice Taylor

Que l'on soit un veteran de la gardea l'enfance, une nouvellediplomee oeuvrant dans le do-

maine, une etudiante en EPE ou un parent,le comportement des enfants demeure unsujet bralant. Chaque jour, nous lisons, en-tendons ou constatons que la discipline sedegrade. OU que nous vivions, la violencecontre les personnes et la propriete et legaspillage du potentiel des jeunes gensautour de nous fait partie du decor. Com-ment en sommes-nous arrives-la? Pour-quoi certaines personnes apprennent-ellesun comportement socialement acceptableet d'autres non? La reponse est nes com-plexe.

La plupart d'entre nous avons desopinions bien arretees sur la fawn deguider le comportement de nos enfants.Malheureusement, ces opinions mettentsouvent l' accent sur l'elimination du corn-portement inacceptable et negligentd'aider suffisamment les enfants a appren-dre de nouveaux comportements appro-pries. Les personnes oeuvrant aupres desjeunes enfants ont une chance inouIe etl'immense responsabilite d'aider les en-fants a apprendre a faire des choix com-portementaux adequats qui, par surcroit,amelioreront le respect de soi et l'autodis-cipline.

Pour etre efficaces, les reglements con-cernant la discipline chez les jeunes en-fants doivent etre en place avant d'être en-freints. Comme processus d'encadrement,

213

/(')

Les enfants qui frequentent des environnementsoil on repond a leurs besoins physiques etpsychologiques sont moins susceptibles

de mal se comporter.

la discipline peut comprendre deux corn-posantes principales : l'encadrement directet indirect. En ce qui concerne l'encadre-ment indirect, nous devons examiner ('or-ganisation de l'environnement et faire ensorte qu' il encourage l'autonomie et habiliteles enfants. En outre, nous devons tenircompte des gens - les educatrices - quis'occupent des enfants et contribuent a leurapprentissage. L'encadrement direct,

OPINIONScomme l'expression l'indique, intervientlorsque l'enfant enfreint une certaine regleou &passe les bornes.

Besoins psychologiques et

encadrement indirectExaminons nos besoins en tant

qu' etres humains. Nous pourrionsconceder volontiers avoir des besoins phy-siques ou de survie, comme le besoin derespirer, de boire, de se nourrir, de se re-poser, de se loger et d'être en securite.William Glasser, Ph. D., nous signale quenous avons aussi des besoins psycholo-giques : l' amour et le sentiment d'ap-partenance, le pouvoir et un sentimentd'importance, de liberte et de plaisir (Glas-ser, 1984). M. Glasser estime que l'on doitrepondre a ces besoins tous les jours afind'être des personnes vraiment heureuses etactives. Si nous lions la theorie de Glasseraux jeunes enfants a notre charge, il

devient evident que les besoins psycholo-giques (selon sa definition) influent beau-coup sur le developpement des enfants enplus d'avoir un lien direct avec leur com-portement.

Les enfants ont besoin d'amour et,comme tout etre humain, ils ont besoin desavoir qu'ils sont aimes, acceptes et cherisen tant qu'etres uniques. Cela sembleassez simple, mais un grand nombre d'en-fants ayant besoin d'amour sont ceux quien recoivent le moins. Il nous est faciled'aimer et de prendre soin d'un enfant quirepond a notre vision de ce que devrait etreun enfant (propre, soigne, cooperatif; vif,autonome), mais qu'en est-il de ceux quimettent constamment notre patience al'epreuve ceux qui trouvent tellementde fagons de nous provoquer que nousavons mal? Aimons-nous ces enfants defagon inconditionnelle quel que soit leurcomportement a notre egard? Sommes-nous soulagees les jours ou ils sont ab-sents? Ces enfants sont-ils conscients dufait qu'ils sont si malcommodes a nosyeux? Vous pouvez etre certaines que oui!Et, cela les encourage a persister dans leurmauvais comportement puisque une atten-tion negative est mieux qu'aucune atten-tion. Si nous voulons rejoindre tous les en-fants, nous devons trouver des fawns deleur dire que nous les aimons - quoiqu'ilarrive. En outre, nous devons denicher des

manieres de leur insuffler un sentimentd' appartenance quoiqu' il arrive.

Qu'est-ce qu'en appelle le «pouvoin>?Glasser definit le pouvoir comme une ha-bilitation personnelle ou la confiance en soi.Le pouvoir concerne aussi la reconnais-sance; les enfants doivent etre reconnus,non pas pour ce qu'ils font, mais pour lesetres uniques qu'ils sont. Comme la recon-naissance est un besoin fondamental, ilsl'obtiendront d'une maniere ou d'une autre.Si vous ne reconnaissez pas Sam de fagonpositive, il le ressentira de fawn negative. Sila seule reconnaissance qu'il connaisse estnegative, il reagira continuellement en con-sequence jusqu'a ce que vous lui demon-triez une reconnaissance et un encourage-ment plus positifs. Souvent, nousreconnaissons les enfants en les felicitant.Considerez la possibilite de remplacer leseloges par ]'encouragement et la reconnais-sance, car ces derniers se font sans porter dejugement en plus de renforcer I'autonomiedes enfants (et des adultes).

Les enfants ont besoin de liberte pourfaire des choix de vrais choix. Certainespersonnes estiment que le probleme au-jourd'hui c'est que les enfants ont trop dechoix. Je ne parle pas d'une liberte et dechoix sans bornes. Je parle de choix limitesselon la comprehension des enfants. Faireun choix suppose une responsabilite. Ainsi,les enfants -mernes les plus jeunes doiventrepondre de leurs choix.

V Jonathan, quatre ans, ne veut pas ap-pliquer son &ran solaire avant de sor-tir. En quoi consiste le choix ici? Selonmoi, le choix ne consiste pas a ap-pliquer ou a ne pas appliquer l'&ransolaire; le choix consiste a appliquerl'&ran solaire puis a sortir a l'exterieurou a rester a l'interieur pour que lesoleil n'endommage pas sa peau.

Les enfants sont tout a fait capables defaire des choix (quelle couleur de pantalonporter, dans quelle aire de jeux ils desirentse rendre, comment peindre, dessiner ouconstruire). Its doivent aussi etre fibres dedecider, par exemple, od ils s'assoiront dansle cercle. Est-ce vraiment important que lesenfants s'assoient tous comme des anges,les mains sur les genoux, regardant droitdevant et sans dire un mot? Que voulons-nous exactement? Nous desirons que les en-fants ecoutent et participent aux activites.Nous voulons qu'ils respectent les droits des

214

autres. Nous voulons aussi qu'ils respectentle fait que nous essayons de les aiderapprendre. C'est IA que se situe le vrai debat

et non pas que les enfants doivents'asseoir comme des anges. Aidez-les acomprendre ces choses en leur expliquantleur importance pour vous.

Aidez-les a choisir un comportementapproprie et dites-leur qu' ils doivent en ren-dre compte. Quand les enfants font partiedu choix, ce dernier leur appartient et, parconsequent, ils sont plus susceptibles de lerespecter. Voila de vrais choix qu'il fautdonner aux jeunes enfants si nous voulonsqu'ils puissent en faire de bons sur desquestions plus importantes plus tard dans lavie.

V Ma petite-fille (alors Agee de 2 1/2 ans)m'a dit : «Grand-maman, je peux fairedes choix. Je peux faire de bons choix etde mauvais choix.» Je lui ai demandequels genres de choix elle faisait. D'unton d&ide et avec les yeux grandscomme des soucoupes, elle m'a dit :«Je fais de bons choix.), Les jeunes en-fants peuvent tres bien comprendre lelangage et la signification des choix. llssont capables de faire des choix reelslorsque ]'occasion se presente.

En plus, nous devons avoir du plaisir!Nombre d'entre nous avons ete eleveesdans des familles oil le plaisir venait seule-ment apres le travail. Cependant, Glassersoutient que le plaisir est un besoin fonda-mental auquel on doit repondre tous lesjours pour se sentir heureux et comble. IIest plutot facile pour les adultes qui pren-nent soin des enfants et les eduquent derepondre a leur besoin de plaisir parce quela plupart d'entre eux savent instinctive-ment comment en avoir. II nous incombe derespecter ce besoin et non de l'etouffer.Nous devons encourager les enfants a con-tribuer a la planification de leurs journees,la fagon dont ils aimeraient apprendre unconcept. Ce faisant, nous repondrons a plu-sieurs de leurs besoins : plaisir, liberte, pou-voir, amour et sentiment d'appartenance.

Il importe de nous rappeler que notredefinition du plaisir n'est pas necessaire-ment celle de l'enfant. Combien d'entrevous, tout comme moi, avez passé desheures a organiser une activite que vous es-timiez amusante pour vous retrouver devantdes enfants desinteresses et sans enthou-siasme? Ce genre de situation se produit


OPINIONSparce que nous avons agi sans prendre leuravis. Faites participer les enfants a la plani-fication vous serez agreablement sur-prise de constater a quel point ils auront duplaisir.

Planifier et observer attentivement lemilieu physique afin de repondre aux be-soins toujours changeants des enfants peuteviter des deceptions mutuelles. Verifiezrapidement votre milieu pour determiner s'ilrepond ou non aux besoins des enfants avotre charge.

Y a-t-il des coins ou des aires d'appren-tissage bien &finis?

Les jouets et l'equipement sont-ils dis-ponibles et accessibles de fawn a en-courager l'autonomie (le libre-choix)des enfants?

Les rayons sont-ils etiquetes pour per-mettre aux enfants de savoir oil lesjouets et requipement sont ranges?

Y a-t-il suffisamment d'espace pour per-mettre la transition des activites actives acalmes en plus de toutes les activites in-termediaires?

Le nombre d'aires de jeu est-il suffisantpour accommoder les ages et lesniveaux de developpement des enfants?

Ces aires de jeu comprennent-elles unnombre suffisant d'unites simples, com-plexes et geantes (Shipley, 1993)?

Existe-t-il un endroit calme, isole oil lesenfants peuvent se retirer quand ils leveulent?

La maniere dont nous prenons soin desenfants est cruciale a un encadrement effi-cace. Pour repondre a tous les besoins desenfants, it faut les aimer, les valoriser et leurpermettre de faire des choix reels et signifi-catifs. En outre, it faut planifier avec les en-fants des activites et des programmes appro-pries au plan developpemental pour qu'ilss'amusent sans se blesser, blesser leurscamarades ou endommager les objets quiles entourent. Bref, l'encadrement indirectse produit bien avant qu'on y fasse une en-torse. Il s'agit d'un engagement continu etquotidien envers le bien-etre physique etpsychologique des enfants. Cette demarcheconcerne ce que nous faisons et disonscomme adultes, comment nous determinonsles attentes et la fawn dont nous donnonsdes choix aux enfants et les en rendons res-ponsables. Il s'agit aussi de la fawn dontnous prenons soin des enfants, les aimons et


les eduquons. Etant donne que les enfantscomptent sur nous pour les aider a repon-dre a leurs besoins, it faut que nous le fas-sions de maniere A ce qu'ils ameliorent leurconfiance en soi et leur image de soi.

Encadrement direct et

communicationL'encadrement direct se produit quand

les enfants depassent les bomes - comme itarrive a tout enfant de temps a autre. Entant qu'adulte responsable d'enfants, nousdevons les aider a comprendre leurs corn-portements inacceptables et a faire lesmeilleurs choix. L'encadrement directcomprend tous les elements du processusde communication interpersonnelle. Noussavons que la discipline fait partie in-tegrante du developpement. Nous travail-lons assidument a aider les enfants adevelopper une image d'eux-memes et unsentiment d'autonomie morale sains. Amesure que les enfants developpent leurautodiscipline, ils sont bien places pour de-venir de petites personnes competentes etsures d'elles-memes. It importe de signalerqu'il n'en sera pas ainsi si nous persistons aleur dire quoi faire. Il en sera ainsi unique-ment si nous les aidons a tirer des lecons deleurs comportements inacceptables et afaire de nouveaux et meilleurs choix au be-soin.

Il existe aujourd'hui un grand nombrede methodes qui ont fait leur preuve.

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Emulation

Ne sous-estimez pas le pouvoir del'exemple, particulierement si vous &esimportante pour ('enfant. Les enfants ferontcomme vous, vous devez donc opratiquerce que vous prechez».

Ir Si vous ne voulez pas que les enfantsfrappent, ne les frappez pas. Si vousvoulez qu'ils parlent a voix basse dansla piece, alors it vous faut faire lameme chose en parlant aux enfants et avos collegues, meme de l'autre cote dela piece.

Reencadrement

Cette methode est la plus frequernmentutilisee avec les tres jeunes enfants. Cettetechnique peut etre utilisee pour les ques-tions concernant la securite en vous servantde mots et d'un encadrement fait endouceur et appropriee a la situation. Elle estparticulierement utile pour guider les tout-petits d'une aire a une autre en faisant sem-blant de jouer pour eviter les antagonismes.

Vous pouvez avoir un enfant qui veuttoujours toucher la personne a cote delui. Asseyez cet enfant a cote de vouset reorientez-le vers sa Oche en luitouchant le bras ou en mettant le votreautour de son epaule. Vous pouvez lefaire sans interrompre l'activite dugroupe.

Consequences naturelles

On peut utiliser cette methode quand itne s'agit pas d'une question de securite.Les enfants peuvent apprendre beaucoup dechoses en faisant l'experience des con-sequences naturelles.

Marie-Anne oublie son livre favoridans son casier apres en avoir fini lalecture. On ne le trouve nulle part aumoment oil elle doit partir a la maison.Consequence : Ce jour-la, Marie-Annedevra rentrer a la maison sans sonlivre.

Jean harcele continuellement Alain.Par consequent, ce dernier a decide dene pas jouer avec Jean aujourd'hui.Consequence : Jean devra trouver uneautre personne avec qui jouer cettefois-ci.

OPINIONSTherese a decide de ne pas porter sesmitaines par une journee fraiche deprintemps et elle a maintenant froidaux mains. Consequence : Theresesait qu'elle doit endurer le froid outrouver une poche chaude.

Apres avoir aide l'enfant a compren-dre les consequences de certaines actions,it vous faut l'aider a choisir un comporte-ment plus approprie afin d'avoir unmeilleur resultat la prochaine fois.

Les messages bases sur le

«je»

Ces messages sont efficaces quand its'agit de votre probleme et que vousdesirez communiquer aux enfants com-ment leur comportement vous affecte. Unmessage base sur le «je» comprend troisparties :

1) Dites comment vous vous sentez

2) Citez le comportement inacceptable

3) Signalez son impact sur vous.

«Je me sens tres frustree. Vous faitesbeaucoup de bruit quand je lis l'his-toire. Je ne peux pas entendre ce queles autres enfants me demandent.»Cette methode est tres efficace quandvous avez une bonne relation avec unenfant et que vous desirez qu'il soitl'ecoute de vos besoins et de ceux desautres. Ce message doit 'etre transmisavec fennete et douceur.

Resolution de problemes

La resolution de problemes est uneimportante dynamique de la vie que lesjeunes enfants doivent apprendre. Nousfaisons tous face a certains conflits dansnotre vie quotidienne. La fawn dont nousl'abordons determine notre sentiment decontrole sur notre vie en plus de con-tribuer considerablement a notre sensa-tion de bien-etre. Nous pouvons offrir unmerveilleux cadeau aux enfants : un senti-ment de bien-etre!

Conflit

Glasser soutient que nous vivons desconflits (mineurs ou majeurs) dans notre

vie parce que nous avons a l'esprit une vi-sion de comment nous voulons que leschoses se passent (notre monde ideal). Mal-heureusement, nous ne vivons pas dans unmonde ideal et nous filtrons chaque situa-tion a laquelle nous faisons face dans le vraimonde selon notre systeme de valeurs. Sic'est important pour nous, nous le corn-parons a notre vision du monde ideal. Si lesdeux perspectives vont bien ensemble, nousressentons un plaisir. Si elles vont assez bienensemble, nous pouvons ne rien ressentir oueprouver une douleur legere (signe de frus-tration). Cependant, si les perspectives nes'harmonisent pas, nous ressentons qu'il y aune erreur importante (douleur au creux duventre, serrement de poitrine ou boule dansla gorge). Les reactions different selon lespersonnel.

Quand nous ressentons ce signal (positifou negatif), nous devons reagir en choisis-sant un comportement qui peut etre appro-prie ou non. Comme etres humains, noussommes guides par nos visions du mondeideal afin de repondre a nos besoinsd'amour et d'appartenance, de pouvoir, deliberte et de plaisir.

Notre tache est d'aider les enfants arepondre a leurs besoins de fawn appro-priee. S' ils apprennent qu'il faut crier oufrapper pour donner libre cours a la frustra-tion, cela deviendra leur reponse automa-tique a la frustration. Nous ne voulons pasque les enfants frappent et crient parcequ'ils sont frustres. Nous devons les cider aapprendre d'autres reactions afin qu'ils

216

choisissent plut8t ces nouveaux comporte-ments.

A compter de trois ans, la plupart des en-fants sont tout a fait capables de trouver dessolutions a un grand nombre de situations detous les jours.

V Anna frappe Robert et prend ses blocs.L'educatrice approche les deux enfantset se place au niveau des yeux des en-fants. Elle met doucement un bras au-tour de chaque enfant. Anna veut peut-etre d'autres blocs pour finir sa «par-faite» illustration du monde. Elle veutplus d'options dans son activite de cons-truction (liberte/besoin de choisir); elleveut terminer sa structure et Robert a lesblocs dont elle a besoin (pouvoir/recon-naissance du besoin).

Educatrice : Que s'est-il passé ici?(Donnez a l'enfant le temps de repon-dre)

Robert : Anna m'a frappe.

Educatrice Que voulais-tu Anna?Anna : Je voulais les blocs

Educatrice : Comment les as-tu ob-tenus?

Anna : Je les ai pris

Educatrice : Et qu'as-tu fait d'autre?

Anna : J'ai frappe Robert.

Educatrice : Est-ce bien de frapperquelqu'un quand tu veux quelquechose?

Anna : Non

Educatrice : Que pourrais-tu faire laprochaine fois que tu veux quelquechose?

Anna : Je pourrais le demander

Quand un enfant vous donne unereponse raisonnable, acceptez-la. Sinon,continuez a poser vos questions ouvertes.Explorez les options, a savoir ce qu'elle peutfaire si un autre enfant ne se conforme pas ason desir d'avoir plus de blocs. Etant donneque l'appartenance est un important besoinhumain, la plupart des enfants collaboreronts'ils estiment que la resolution d'unprobleme a repondu a un de leur besoin.Soyez certaine qu'avec votre aide les enfantstrouveront des solutions convenables.

Apprentissage

Si on veut que les enfants se debarras-sent de leurs comportements inacceptables,


OPINIONSils doivent en apprendre de nouveauxet meilleurs pour les remplacer. Au-trement, ils continueront a faire demauvais choix. Un encadrementadequat implique l'apprentissage. Lesenfants qui frequentent des environ-nements oa on repond a leurs besoinsphysiques et psychologiques sontmoins susceptibles de mal se corn-porter. II importe de se rappeler quetous les enfants font de mauvaischoix de comportement a certainsmoments parce qu'ils apprennentconnaitre leur monde et le role qu'ilsdoivent y jotter.

Il nous incombe de les aidercomprendre leurs mauvais choix, deleur donner l'occasion d'en faire desbons et d'apprendre des comporte-ments plus appropries. Its n'appren-dront pas l'autodiscipline ni nedevelopperont une bonne imaged'eux-memes si les adultes qui lescotoient leur disent toujours quoifaire. Nous devons encourager et ap-puyer les enfants dans leur apprentis-sage d'un comportement convenableau plan social de la meme fawn quenous le faisons concernant leur ap-prentissage dans d'autres domainesde leur developpement. Peut-titrepourrons-nous alors vivre selonChild's Appeal de Mamie Gene Coledont voici un extrait :

Je suis l'enfant.Vous tenez mon destin dans votremain.

Vous decidez, en grande partie,de mon succes ou de mon echec.Donnez-moi, je vous prie, ceschoses qui donnent le bonheurFormez-moi, je vous supplie, afinque je puisse 'etre une benedic-tion pour le monde. [Traductionj

Les enfants sont le seul avenir dela race humaine. Formons-lesconvenablement.

Alice Taylor em directrice de pro-gramme/chargee de cour en education de lapetite enfance au Holland College, Charlotte-town, I.. -P.. -E.

References

Glasser, W. (1984). Control Theory. NewYork : Harper & Row.

Shipley, D. (1993). Empowering Children.Scarborough, Ontario : Nelson Canada.


VOICI LES MEMBRES AFFILIES

La Yukon Child CareAssociation

par Linda -Marie Farynowski

La Yukon Child Care Association(YCCA) a ete fire d'accueillir l'assem-blee generale annuelle de la FCSGE a

Whitehorse a l'automne 1994. C'est a cette oc-casion que nous avons annonce notre intentionde devenir membre affilie de la Federation.Nous avons ete la premiere organisation a lefaire!

La YCCA, incorporee comme organisationsans but lucratif en 1973, oeuvre en faveur deservices de garde accessibles et de qualite pourles families du Yukon. La YCCA deploie beau-coup d'efforts pour sensibiliser le public etameliorer la qualite des services de garde pourles enfants du Yukon. Notre principal objectifest d'elargir notre base de soutien et de compterparmi nous des educatrices en garderie, des res-ponsables de garde en milieu familial, des pa-rents et des citoyens interesses.

La garde a I'enfance au Yukon a fait degrands progres au cours des annees 80. En rai-son du lobbying efficace de la YCCA, desreglements ont ete elabores et ameliores. On aengage des fonds de &manage, de fonctionne-ment et de developpement des immobilisationsen plus d'offrir des subventions aux parents.

Au fil des ans, le YCCA a collabore etroite-ment avec le Yukon College sur divers projets, ycompris un cours en developpement de la petiteenfance menant a un diplOme pour former desintervenantes en services de garde dans tout leterritoire. De concert avec le Yukon College,nous avons essaye d'offrir un programme perti-nent et accessible aux membres de la YCCA aWhitehorse et dans les communautes isolees.On encourage les etudiantes de 2e armee aucollege a faire partie d'une organisation profes-sionnelle comme la YCCA afin d'en connaitreplus sur le domaine. Les benevoles de la YCCAont toujours agi comme representantes au seindu comae de la presidente sur la programma-tion au college.

Les benevoles de la YCCA ont accomplivolontiers differentes caches dans le cadre deprojets finances par le federal (Formation engarde a l'enfance, Partenaires pour les enfants),par exemple, elles ont enregistre des annonces

217

promotionnelles pour le Family Radio Showet se sont occupees des evaluations du pro-gramme. En raison de la disparition de laCAPMGE, nous avons du reduire l'ampleurde nos projets comme la creation d'un cen-tre de documentation permanent ainsiqu' une employee.

Tous les deux ans, nous organisons uneconference pour les personnes du milieu dela garde a l'enfance, les parents et un nom-bre croissant de participantes de differentsmilieux. La conference se tiendra du 24 au26 octobre cette armee et est organisee par laYCCA et douze autres agences et organisa-tions. Elle mettra l'accent sur les enfants etl'apprentissage ainsi que sur le role accru del'intervenante en services de garde.

Des mini- conferences et des ateliers sontorganises regulierement grace au Child De-velopment Centre (finance en partie par legouvernement territorial) qui nous prete seslocaux et abrite notre ludotheque sans frais.Le maillage est particulierement importantdans le Nord oil l'isolement est une preoccu-pation constante.

Dans l'avenir, la YCCA se propose demaintenir le plus haut degre de profession-nalisme possible dans le domaine de lagarde a I'enfance et de continuer a servir lacommunaute de la garde d'enfants. Nousavons hate de relever les defis a venir. Notreaffiliation a la FCSGE et notre confiance ennos capacites nous permettent de croire quetout est possible.

Linda-Marie Farynowski est presidente de la YukonChild Care Association. Elle dirige une garderie enmilieu familial a Whitehorse depuis cinq ans.

OPINIONS

Revue : Livres pourenfants


às

ican-Charles Sarrazin

9 9sot-ce 11© c szft

que gm?

l'ecole des loisirs

Qu'est-ce que c'est que ca?

Texte : Pascal TeuladeIllustrateur : Jean-Charles SarrazinEditeur : L'ecole des loisirs, 1994

Les bebes animaux de la ferme decouvrent un drole d'objet rougedans la cour. Its se demandent : "Qu'est-ce que c'est que ca?" Les unsapres les autres, ils proposent une reponse : un lit, une chaussure, unchapeau, une baignoire, une voiture, un bateau. Leurs parents veulentdire a quoi sert cet objet, mais avant qu'ils n'aient eu le temps de leurfournir une explication, un petit garcon arrive et s'assied sur son pot!

L'histoire-randonnee fonctionne toujours bien surtout quand it y aun tres bon rapport texte-illustrations. Le reek est bien construit, simpleet tout a fait adapte aux tout-petits.

Les illustrations pleines pages sont tendres et amusantes; l'illus-trateur a de la fantaisie et le sens de la mise en scene. Rires assures au-pres des enfants qui deceleront l'humour de la situation et aurontrapidement identifie l'etrange objet. Qu'est-ce que c'est que ca est unalbum irresistible et plein d'humour!

Dillies de dinosaures

Texte : Henrietta SticklandIllustrateur : Paul SticklandEditeur : Bayard Editions, 1994

Les animaux prehistoriques est un theme souvent traite en littera-ture jeunesse et le dinosaure est certainement le prefere des enfants.Droles de dinosaures presente des dinosaures de toutes les couleurs, detoutes les formes et de toutes les tailles. C'est un album simple et tresamusant qui fonctionne sur le principe des contraires : un dinosaure quirugit un dinosaure qui couine, un dinosaure menacant un dinosaureapeure, des dinosaures agiles un dinosaure pataud, etc...

218.

DROLESDE DINOSAURESPAUL ET HENRIETTA STICKLAND

BAYARD EDITIONS

II y a une tres grande harmonie entre le texte et les images.Au bas de la page on retrouve une seule ligne de texte &rite entres gros caracteres. Les images, de grand format, utilisent ladouble-page. Elles ne manquent jamais de retenir l'attention tantpar la perfection des formes, le regard des dinosaures terrible-ment expressif, que par les couleurs eclatantes et vives. Ellessont un plaisir pour l'oeil.

Un album a lire et a relire qui ne manquera pas de seduireles enfants.

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PRATIQU'E

Services de garde axessur la famille

par Carol Wagg

,Une societe qui Et'appuie pas ses families est une societe qui neghge ses,

enfants, Une societe qui ndglige ses enfants est une'soci6i6 en d6elin..

Nous devons toujours celebrer et ap-puyer les families pour que les en-fants s'epanouissent et que la so-

ciete evolue sainement. Les services degarde a l'enfance occupent une positionprivilegiee pour fournir le soutien et lesamities dont de nombreux parents isoles auplan social et surcharges ont besoin etdesirent. Le visage souriant d'un membredu personnel, des mots encourageants, lacomprehension et une ecoute attentive a lafin de la journee peuvent se reveler tout cedont un parent a besoin pour bien repondreaux demandes pressantes d'une jeune fa-mine. Quand les parents se sentent ap-precies et que leur famille est valorisee, lescompetences parentales s'ameliorent et lesfamilies sont plus fortes.

Comment un service de garde peut-ilaller au-dela de ]'attention port& a l'enfantpour se concentrer davantage sur lafamille. Voici quelques suggestionspratiques.

Une perspective familialeIl faut d'abord se rendre compte qu' un

service destine aux enfants est, de par sanature, un service de soutien a la famine.C'est la famille (et non le service de garde)qui exerce souvent le plus grand impact along terme sur le developpement de l'en-fant. En soutenant les families, nousameliorons les chances que les gains posi-tifs realises dans les garderies aient des ef-fets durables. Les competences parentalespourraient se renforcer et les amities pa-rent-parent et parent-personnel s'ameliorera ]'occasion de conversations informelleset en observant le personnel qualifie al'oeuvre. Quelquefois, les parents ont sim-plement besoin de savoir qu'ils ne sont passeuls - it y a une communaute form& demembres du personnel et d'autres parentsqui apprecient leurs enfants, comprennentleurs problemes et se sentent concernes.


En second lieu, it faut avoir l'espritouvert a la question de savoir quellecombinaison de personnes constitue «unefamine». Les enfants d' age prescolaire peu-vent habituellement vous dire quelles per-sonnes ils considerent comme faisant partiede «leur famille». Exposez des livres et desaffiches sur les families qui ressemblentcelles de vos enfants. Les enfants (et lesadultes) de families non traditionnelles quine voient pas leur genre de famille depeintdans les histoires ou les images pourraientrecevoir le message implicite que leur genrede famille n'est pas «assez bon».

lc lees pratiques

Travail ler avec les parents peut sereveler un deft et it est parfois plus facilepour nous de simplement reduire au mini-mum nos contacts avec eux. Cependant, entant que service de soutien a la famille, nousne voulons pas transmettre un message dugenre «Restez a l'ecart. Nous sommes lesexpertes aux commandes ici!», mais plutot«Bienvenue! Vous etes ici chez-vous. Noussommes une communaute de families etnous devons collaborer pour fournir lesmeilleurs soins possibles a votre enfant».Examinez les suggestions suivantes :

1. Preparer le terrain pour unecommunication ouverte et positive

Quand vous rencontrez de nouveauxparents, faites des declarations qui indiquentque vous les considerez comme despartenaires egaux en ce qui conceme lessoins foumis a leur enfant. Encouragez-lesvous renseigner sur leur enfant en regard deleur expertise. Elaborez un formulaire pourinviter les parents a souligner le caractereparticulier et les besoins uniques de leurenfant. (Quelles sont les activites favoritesde l'enfant, ses craintes, ses habitudes ali-mentaires et de sommeil. Quels espoirs etquelles preoccupations ont-ils concernant

leur enfant? Comment reagissent-ils acertains comportements qui les inquietent?)Expliquez-leur que cela vous aide amieux comprendre les besoins et lescomportements des enfants et a y reagiradequatement.

Evitez de faire aux nouveaux parents desdeclarations qui indiquent que la communi-cation parent-educatrice met l'accent sur lesproblemes. Le fait de dire «Sentez-vous librede nous telephoner si vous avez des ques-tions ou des preoccupations» peut semblerbien intentionne, mais transmet le messageque vous etes des expertes et que les parentsdoivent seulement vous appeler quand it y aprobleme. Sans le vouloir, vous pouvezetablir une communication uniquementnegative ou axee sur les problemes.

Encouragez le personnel a accueillir lesparents et les enfants par leur nom. Deman-dez aux parents ou tuteurs le nom par lequelils preferent etre accueillis (prenom ou Dr,Mt', M. + nom de famille). Assurez-vous debien ecrire et de bien prononcer leur nom.Affichez ces noms comme aide-memoirepres de la porte par oil les enfants arrivent oupartent.

Communiquez aux parents des informa-tions sur tour les adultes de la garderie avecqui les enfants peuvent avoir des contacts.Affichez les photos, les noms, le poste ainsiqu' un profil biographique (experiences,passe-temps, famille) des educatrices et dupersonnel de soutien pres de ]'entree. Pourcreer un sentiment de communaute et deconfiance, les gens doivent pouvoir se recon-noitre et se saluer.

Prenez l'initiative de faire des appels etd'envoyer des notes «soled» a la maisonavant que les problemes ne surviennent.Dites aux parents que la periode ou I'onvient chercher les enfants peut etre essouf-flante et que les educatrices peuvent parfoisvouloir telephoner a la maison pour partagerde ]'information. Quel sera le meilleur mo-ment pour telephoner? Le premier appel oula premiere note doit se faire peu de tempsapres ]'inscription de l'enfant et CONTENIRUN MESSAGE «SOLEIL» POSITIF (Sivous ne pouvez pas communiquer avec lesparents dans leur langue, obtenez de l'aideen traduction/interpretation et ayez une com-munication face a face.)

Decrivez comment ('enfant s'adapte a lagarderie et apportez des precisions(sourire, sens de ]'humour, aptitudesphysiques);

219

PR ATIQUEDemandez aux parents leur point devue sur la fawn dont se passent leschoses;

Soyez breve, mais perseverante (plu-sieurs appels, notes ou discussions«sole& peuvent favoriser une commu-nication ouverte et un climat de con-fiance.)

Une fois la relation positive &abbeavec les parents, ils peuvent constater quevous vous preoccupez vraiment de leurenfant et le comprenez. La relation parent-educatrice instaure un climat de collabora-tion plutot que de confrontation.

Faites preuve de comprehension faceaux emotions des parents quand la separa-tion est difficile. Soyez patiente quand unparent anxieux s'attarde ou appelle lagarderie de son travail. En bout de ligne,les parents sont responsables du bien-etrede leur enfant. Il nous revient d'etablir laconfiance.

2. Planifier une communication etun soutien continus avec les parents

Creez une communaute bienveillantede families au sein de votre garderie.Presentez les parents les uns aux autres defawn informelle. Trouvez des fawns pourque les families et le personnel aient duplaisir ensemble et se connaissent mieux(activite sociale, muffin et café offerts totle matin, systeme de parrainage entre lesnouvelles et les anciennes families). Lesparents peuvent s'offrir mutuellement del'amitie, du reconfort, de l'encadrement etdu soutien. Nous devons preparer le ter-rain et encourager de telles actions.

Appliquez une politique «pone ou-verte» afin que les families se sentent en-couragees a observer ou a participer auxactivites de la garderie. Fournissez desoccasions aux parents de partager unpasse-temps, une competence, une tradi-tion culturelle ou familiale.

Distribuez, regulierement un bulletinaux parents. A la fin de la journee, desparents occupes apprecient un bulletincourt et original oil l'on trouve facilementde l'information cle.

Affichez au babillard place pres del'entrée le bulletin destine aux parents.Prenez soin de mettre a jour regulierementle babillard et affichez les horaires d'expo-sitions, les menus, les activites a venir, desarticles pertinents ou des nouvelles

d' inter& (manage d'une educatrice,nouveau bebe, prix).

Organisez des reunions avec les parentsA des moments convenables pour les partiesconcernees et sur les sujets preferes des pa-rents. Stimulez une participation active desparents aux discussions. Commencez lesreunions a l'heure et veillez a ce qu'ellessoient breves.

Invitez les parents a des rencontres pa-rent-educatrice prevues pour partager enprive et sans se presser des anecdotes, desobservations, des joies et des preoccupa-tions.

Sollicitez activement les commentairesdes parents par le biais de boites a sugges-tions, de sondages ou de formulairesd'evaluation de la garderie. Publiez lessuggestions appropriees, les resultats desondage et vos plans d'action dans le bulle-tin destine aux parents.

3. Creer un environnement axe surla famille

Aidez le personnel a connaitre les fa-milies afin que ces dernieres puissent paleravec les enfants des autres personnes im-portantes dans leur vie. Pour encourager lesdiscussions informelles sur la maison et lavie familiale, affichez des photos de fa-milies la ou les parents et les enfants peu-vent les voir et les apprecier.

Familiarisez les families a votregarderie. Pres de l'entree, affichez des pho-tos de la garderie en action. Les parentssont rassures et contents de voir leurs en-fants heureux et en securite dans certainsaspects du programme qu' ils voient rare-ment (temps passe en groupe, reps, sieste,excursions). Produisez des videocassettessur les activites de la garderie et pretez-lesaux parents.

Creez un album de photos que lesenfants peuvent emprunter et apporter a lamaison. Incluez des photos et de courtsmessages sur les excursions, les activites,les families (y compris celles du personnel)et les activites d'une journee type.

Affichez un message a effacer sur untableau blanc place pres de l'entree pourinformer les parents des points saillantsde la journee comme une excursion, unnouvel equipement, arrivee d' un nouvelenfant a la garderie. Ainsi, les parentspeuvent discuter de choses precises avecleur enfant. En outre, un message bien

220

presente est plus accrocheur qu' uneimpression en petits caracteres sur une feuilled'activites reguliere que les parents pressespourraient ne pas lire.

Creez des espaces confortables pour lesadultes. Ce ne sont pas tous les parents (outoutes les employees) qui se sentent a l'aisesur le plancher ou de petites chaises. Un bancpour adultes au terrain de jeux, un ameuble-ment confortable pour adultes dans l'entree ouun coin du livre est attirant tant pour les pa-rents que le personnel.

Amenagez une aire de ressources ou untableau d'affichage pour les parents. Exposezdes livres pertinents ou des articles a preter,des avis sur les activites communautaires etdes brochures d'autres organismes locaux quipourraient etre utiles a vos families.

Demontrez une attitude positive quandvous parlez des parents avec des collegues detravail. Cela peut s'averer parfois difficile,mais les enfants ressentent l'indifference dupersonnel envers leurs parents et peuvent es-timer que cette indifference les vise aussi.

Les services de garde axes sur la famillepeuvent:

renforcer les competences parentales;

faire en sorte que les gains positifs de l'en-fant a la garderie soient consolides A lamaison;

encourager les amities et, par consequent,rompre l'isolement social ainsi quel'enorme sentiment d'inquietude et de cul-pabilite ressenti par de nombreux parents;

cultiver entre les parents et le personnelune comprehension mutuelle des besoinset des comportements des enfants.

Soulignez aux membres du personnelcomment l'amenagement physique, les ac-tivites organisees pour les parents ainsi quel'intonation de leur voix, leurs attitudes et leurlangage corporel peuvent contribuer a ce quetous les parents et tuteurs se sentent les bien-venus.

En mettant l'accent sur la famille, nouspouvons creer une communaute bienveillantequi collabore A la promotion du bien-etre denos enfants, de nos families et, par ricochet,de la societe en general. Comme on l'a si sou-vent repete pendant l'Annee internationale dela famille en 1994, <des families sont au coeurde la vie».

Carol Wagg, C. EPE, MA., est consultante en elabora-tion de programme aupres du ECE Resource Centre,London, Ontario.


PRATIQUE

20 novembre : Journeenationale de l'enfantYukon Child Care Association

Le 20 novembre demier fut unejournee de celebrations au Child Develop-ment Centre a Whitehorse. Les enfants etles intervenantes en services de garde sesont reunis pour deguster de la pizza, deslegumes et assister a des divertissementspour souligner la journee. Le succes a etetel que nous la celebrerons de la mememaniere cette armee. Remerciementsspeciaux au Child Development Centrepour avoir organise l' activite.

Linda-Marie Farynowski, Yukon Child CareAssociation

Western Canada Family Child

Care Association of B.C.Depuis le debut des annees 80, la

WCFCCA a designe mai comme le Moisde la garde a l'enfance. La WCFCCA, deconcert avec d'autres personnel, organisa-tions et municipalites partout enColombie-Britannique, a celebre l'occa-sion en organisant des tiles pour lesnounours, des pique-niques, des joumeespones ouvertes en plus de participer a desexpositions dans les centres commerciaux,des defiles, des conferences et de sensibi-liser le public aux services de garde dequalite. Afin de celebrer la Journee natio-nale de l'enfant pour la premiere fois cettearmee, la WCFCCA mettra le 20 novem-bre en vedette sur son nouveau calendrierdes intervenantes. Les commentaires desmembres de l'association sur cette journeeseront inclus dans son bulletin, CaregiverConnection.

Marg Rodrigues, Western Canada FamilyChild Care Association of B.C.

Prince Albert Day Care Directors'

AssociationLa Prince Albert Day Care Directors'

Association de la Saskatchewan a celebrela Journee nationale de l'enfant avec unedistribution d' affiches 1 500 affichesfournies par Sante Canada - envoyees achaque entreprise de la cornmunaute. Onpouvait lire au bas des affiches «Cette en-treprise et la Prince Albert Day Care


JOURNEENATIONALEDE L'ENFANT

Directors' Association celebrent la signa-ture de la Convention des Nations Uniesrelative aux droits de l'enfant». Les af-fiches etaient exposees partout dans la villeet de nombreuses entreprises les ontlaissees en place bien apres le 20 novem-bre. Cette activite de sensibilisation a laJournee nationale de l'enfant s'est revel&peu coateuse en raison du partage descoats d'envoi et les medias ont trouve qu'ils'agissait d'une nouvelle interessante.

Gail Szautnet; Children's Choice Child CareCo-operative

Manitoba Child Care AssociationLa Journee nationale de l'enfant 1995

a ete un jour de divertissement special auSt. Germain Day Care Centre de Win-nipeg. Les invites comprenaient les par-ents, des representants gouvemementauxet scolaires ainsi que Dorothy Dudek, di-rectrice generale de la Manitoba ChildCare Association. La garderie etait decor&de coeurs, un pour chaque enfant et portantson nom. Il y avait une exposition d'af-fiches et de photos montrant les enfants etle personnel occupes a diverses activites.Les enfants et les parents ont furete avecplaisir dans les albums de photos com-mences depuis l'ouverture de la garderieen 1987. Les celebrations ont debute parune activite en cercle a l'occasion delaquelle la directrice generale LianeSchubert a declare :

Les enfants doivent etre valorises etrespectes. Nous pouvons leurdemontrer notre amour de nombre-uses facons : par une caresse ou un

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mot d'encouragement, en prenant letemps de leur parler et d'ecouter cequ'ils ont a dire et en leur demontrantcomprehension et respect. Les enfantsheureux sont le produit de milliers depetits mots et gestes valorisants.

La Journee nationale de l'enfant estdestinee a celebrer les enfants pour ce qu'ilsrepresentent. Prenons aujourd'hui le temps dedire aux enfants a quel point nous tenons aeux et les apprecions. Preparons surtout unavenir meilleur pour tous les enfants... parceque les enfants sont au coeur de la vie.

Debra Mayer; Manitoba ChildCare Association

Lac du Bonnet Children's CentreNotre garderie a Mare la Journee na-

tionale de l'enfant 1995 avec toute la cornmu-naute. Les activites ont commence une se-maine avant quand nous avons invite laprematemelle du quartier a venir passer unematinee de plaisir et de jeux avec nous. Nousavons aussi invite tous les enfants de la corn-munaute et leurs parents a une séance infor-melle «parents et tout-petits». Le succes futtel que nous recevons encore les groupes pa-rents/tout-petits tous les lundis matin.

Le 20 novembre, le Manitoba a ete frappepar une temp'ete de neige epouvantable!Apres avoir prepare pendant des mois ungrand concert communautaire, nous avonsattendu anxieusement des nouvelles del'artiste invite, Jake Chenier, en pensant quenous devrions annuler evenement.Cependant, en vrai Manitobain qu'il est, its'est rendu sans se plaindre de la temperature.

Tout en remplissant 200 ballons d'helium,nous nous demandions combien de parentsbraveraient le mauvais temps pour celebreravec nous. A notre grande surprise, les pa-rents ont commence a arriver tres tot. Lemaire a proclame la Journee nationale del'enfant devant 150 parents, enfants et educa-trices (les enfants des maternelles et des pre-mières annees de l'ecole adjacente sont aussivenus). Jake a chante, danse, jongle et nous adivertis pendant une heure et demie. Apres leschants et la danse, nous avons degusteensemble un gros gateau &core de coeurs etprepare par notre personnel.

Les genereux dons des entreprises du Lacdu Bonnet ont contribue a l'enorme succes denotre celebration. Le concert a ete offert gra-tuitement, car nous avons estime qu'il s'agis-sait d'une excellente occasion de faireparticiper chaque membre de la communaute.

PR ATIQUEChaque enfant a regu un ballon a emporterla maison.

Tout le monde a apprecie la journee etnous anticipons avec plaisir les celebrationsde cette armee. Encore une fois, nous offri-rons un concert gratuit a la communaute.

Karen Chezick, Lac du BonnetChildren's Centre

Charlotte Birchard Centres of Early

Learning (Ottawa)Les parents, le personnel et les membres

du conseil d'administration du Children'sCentre ont souligne la Journee nationale del'enfant par une séance d'informationspeciale destinee aux parents afin de discuterdes questions de la garde a l'enfance et du fi-nancement gouvememental en Ontario. Ellea eu lieu le 21 novembre et a ete l'une deplusieurs reunions locales tenues sur l'impor-tance d'offrir des services de garde dequalite.

Child Care Council of

Ottawa-CarletonPour celebrer la Journee nationale de

l'enfant, le Child Care Council a organise le23 novembre, au bureau regional, une soiréepour celebrer les enfants. Les conseillersregionaux et d'autres membres de la commu-naute sont venus apporter leur appui a lanecessite de repondre aux besoins des en-fants et de leurs familles. Le Child CareCouncil celebrera tous les ans la Journee na-tionale de l'enfant.

Cathy Yach, City View Day Care Centre

Communaute de Ia garde a

l'enfance d'Ottawa-CarletonEn 1995, la communaute d'Ottawa-Car-

leton a lance la Campagne ruban bleu. Cettecampagne a ete congue par quelques person-nes dans le cadre de discussions informelleset lam& par la suite. Nos idees et notre en-thousiasme ont fait boule de neige quandnous avons commence a communiquer avecd'autres organisations.

Des organisations locales, provinciales etnationales ont appuye la Campagne rubanbleu. Des rubans ont ete envoyes aux ecoles,aux responsables politiques, aux organisa-tions, aux parents et a de nombreuses autrespersonnes! On encourageait les gens a porterun ruban bleu a l'occasion de la Journeenationale de l'enfant pour demontrer leurengagement aux enfants et leur appui aux

services destines aux enfants et a leurs fa-milies. La communaute est disposee a Oar-gir ses efforts en 1996 et a communiqueravec d'autres organisations comme lesconseils scolaires, les municipalites de laregion et le conseil regional.

Rassemblons -nous pour celebrer laJournee nationale de l'enfant!

Charlyn Monahan,Conseil scolaire d'Ottawa

Child Care Connection-NSUne semaine avant la Journee natio-

nale de l'enfant, nous avons regu unetelecopie de la FCSGE nous decrivant leconcept du ruban bleu lance par un grouped'Ottawa pour celebrer cette journeespeciale. Cette idee nous a inspirees.Comme la Journee nationale de l'enfantcommemore la signature de la Conventionde l'ONU relative aux droits de l'enfant,nous avons choisi le concept «Les enfantsd'abord» comme theme de nos activites.

Un arret au magasin de tissus pourl'achat d'epingles et de ruban, une seancede graphisme tot le matin et c'etait parti !

Nous avons passé une bonne partie de lajournee a photocopier les cartes «Les en-fants d'abord» et a couper du ruban. Nousavons epingle un morceau de ruban bleuroi sur la carte et a son endos avons ex-plique comme suit la signification du slo-gan «Les enfants d'abord» :

La Convention des Nations Unies rela-tive aux droits de l'enfant, signee parle Canada et ratifiee par toutes lesprovinces sauf l'Alberta, stipule que :«Dans toutes les decisions qui co-ncernent les enfants, qu'elles soient lefait des institutions publiques ou pri-vees de protection sociale, des tribu-naux, des autorites administratives oudes organes legislatifs, l'interet supe-rieur de l'enfant doit 'etre une consi-deration primordiale.» (Article 3.1) Ondemontre notre appui au principe «Lesenfants d'abord» en ce qui concerntoutes les decisions politiques, econo-miques et sociales, les politiques, lesprogrammes et les depenses en portantle ruban bleu roi a l'occasion de laJournee nationale de l'enfant.

Nous avons envoye ces cartes a tousles deputes et a tous les membres de l'As-semblee legislative de la Nouvelle-Ecosse.Nous leur avons demande de porter leruban et d'appuyer le principe «Les en-

222

fants d'abord». Nous avons recu des lettresde remerciement pour les rubans et nombrede ces personnes ont pone le ruban le 20novembre. Nous avons aussi appuye notreaction par des communiqués envoyes auxjournaux, aux stations de radio et de televi-sion et d' une bonne couverture mediatique.

De tout petits visiteurs sont aussi venusau bureau pendant la campagne et repartisavec quelques metres de ruban, des epingleset des cartes tout prets a assembler afin queleurs parents les portent le 20 novembre. Leseducatrices de la petite enfance sont passeeschercher des rubans et rid& a fait le tour dela vine.

A l'occasion de notre conference dejanvier, une exposition sur «Les enfantsd'abord» a mis en vedette l'affiche «UnitedWe Stand» et des poupees arborant un rubanbleu. Cette initiative a permis de susciter del'interet pour la promotion du concept, defaire connaitre la notion des enfants d'abordau milieu de la garde d'enfants et de porter ala connaissance de tous la Journee nationalede l'enfant en novembre 1996. Le troisiernebulletin sur les journees de sensibilisation a lagarde a l'enfance comprendra un appel a pa-rticiper a la campagne «Les enfants d'abord».

Cette armee, quelques magasins ont ac-cepte de monter une vitrine publicitaire. L'und'eux se propose d' utiliser la gravure deBetsy Cameron intitulee «United We Stand»et l'affiche de Ia Convention relative auxdroits de l'enfant produite par la Victims ofViolence Association. Nous projetons .deconvaincre d'autres organisations de par-ticiper a la promotion du concept.

Notre bulletin de l'automne mettra en ex-ergue le concept du ruban bleu ainsi quenotre role comme professionnelles afin d'ap-puyer les enfants et les families. Nous dis-tribuerons largement ces rubans et encou-ragerons d'autres intervenantes du domaine anous imiter. Nous exercerons aussi des pres-sions aupres des responsables politiques al'echelle federale et provinciale en plus deproceder a une promotion mediatique.

Elaine Ferguson, Child CareConnection-NS

Si vous avez des nouvelles ou des photos sur vos ac-tivites de la Journee nationale de l'enfant, veuillezles envoyer a la redactrice. Les celebrations de laJournee nationale de l'enfant tiendront la vedette al'automne de chaque annee. Utilisez la Feuille-res-sources no 37 pour sensibiliser tout le monde a cetteimportante journee. Pour obtenir une trousse d'in-formation sur la Journee nationale de l'enfant, corn-muniquez avec la Division de l'enfance et de la je-unesse de Sante Canada au (613) 952-1220.


A PROPOS

Les presidentes se souviennentdu passe...et parlent de l'avenirSandra Griffin

1maginez un salon dans un aeroport quelquepart au Canada it y a plus de dix ans. Ungroupe de femmes fatiguees mais stimulees se

serrent autour d'une petite table. Je ne sais plus ouet quand exactement a eu lieu cette reunion im-promptue. Nous, les membres du premier conseild'administration de la toute nouvelle Federationcanadienne des services de garde a l'enfance nousrencontrions dans beaucoup de villes pendant cespremieres annees, partageant une chambre a deuxou plus dans des hotels bon marche, allongeant lesreunions aussi longtemps que possible pour nousruer ensuite a l'aeroport. Le groupe assis autour dela table dont je me rappelle s'est reuni dans lesquelques minutes tranquilles qui precedaient nosvols vers nos differentes destinations canadiennes.

C'est dans ce salond'aeroport qu'a pris racinenotre reve d'un magazinenational pour appuyer le mi-lieu de la garde a l'enfance.Comme nous revions touthaut, l'administratrice duYukon, une journaliste, agriffonne le mot «interac-tion» sur une serviette et l'afait circuler en nous ex-pliquant pourquoi ce seraitun nom parfait pour notrepublication.

Interaction est passé dureve a la realite en cememorable apres-midi. Lapublication s'est elargie et a considerablementevolue depuis le premier numero dont la couver-ture affichait une photo pas tres claire en noir etblanc des membres du conseil d'administrationdans le nouveau bureau du 120, avenue Holland aOttawa. Elle etait imprimee sur la meilleure qualitede papier que nous avions les moyens de choisir etressemblait davantage a un superbe bulletin qu'aun magazine. Cependant, nous savions que cen'etait que le debut et chaque nouvelle livraison l'arapprochee de notre reve. C'est cela la vision.

Quand je pense aux premiers numeros de In-teraction, je ressens plusieurs des memes senti-ments que j'ai concemant mes enfants et leurdeveloppement. Chaque fois qu'an-ive Interaction,je suis surprise de constater le progres que nousavons accompli, a quel point la publication a pris

«Nous entouronsles enfants desoins, ils sont aucentre de nospreoccupations,nous vivons aveceux, nous lespunissons, nousles aimons et, cefaisant, nous leurpermettons des'epanouir»

Sandra Griffin,Interaction, ere 1993


Trois anciennes presidentes (de gauche a droite) :Joanne Morris, Sandra Griffin et Karen Chandler.

de l'ampleur et evolue tout en refletant la commu-naute canadienne de la garde a l'enfance.

Dans le numero Printemps 1996, je constatequel point la variete d'articles, de photos, d'avis et delettres a la redactrice reprenaient la vision originale.J'ai aime tous les articles et ri (en fait, presquepleure) en lisant celui sur les poux de tete, ayant moi-meme survecu a un si grand nombre «d'epidemies»A Okanagan. C'est ce genre de partage, je crois, quiest essentiel a l'avenir de la pratique de la garde al'enfance au Canada. Voila le role le plus importantjoue par Interaction. C'est de ce genre de partagedont j'entends les autres parler quand elles avouentapprecier voir Interaction tous les trois mois et quecette publication leur permet d'interagir avec d'au-tres personnes du milieu. Quand je recois Interac-tion, je cherche rapidement les «anecdotes». Je croisque c'est ce partage d'anecdotes qui nous aide aconstruire notre avenir collectif.

Le terme «interaction» est defini comme «in-fluence ou action reciproque ou mutuelle». Je nepeux penser a une meilleure fawn pour nousrapprocher et apprendre l'une de l'autre. appreciegrandement le role de Interaction a cet egard.Sandra Griffin a ete la presidente fondatrice de la FCSGE(1987-1989). Elle est coordonnatrice associde aupres de la Unitfor Child Care Research, School of Child and Youth Care, Uni-versity of Victoria et actuellement en detachement aupres du mi-nistere de l'Egalite des femmes, direction de la garde d'enfants.

Karen Chandler

Il est difficile de croire que la Federation est danssa dixieme armee d'existence. Bien entendu,comme I'estiment sans doute d'autres membres

du comite executif provisoire (Sandra Griffin,Monique Daviault, Pam Taylor et Dianne Porter), jepense qu'elle existe depuis plus longtemps en raison

PROPOSdes annees que nous avons passees a la mettre en place.

J'ai participe a ma premiere reunion de la Federa-tion a l'automne 1984 a Victoria. La presidente del'AECEO m'a demande de representer ]'organisa-tion. retais connue pour mon engagement en faveurd'une collaboration entre les organisations pourameliorer les services de garde d'enfants malgre lesdifferences philosophiques. Elle a probablement es-time que ce nouveau groupe fournirait des occasions defaciliter la collaboration a rechelle nationale.

AjNN t E S 4edisponible a un plus grand nombre d'exploratrices.

44 Affi Cela ne peut que profiter aux enfants et a leurs fa-1' Quant a moi, je continuerai a prendre0 plaisir a lire attentivement la copie sur papier116 7. c'est facile a lire dans la baignoire tout en sa-ZZISt anvourant une tasse de tisane a la menthe.

Karen Chandler fut presidente de la Federation de 1989 a1991. Elle est membre du corps enseignant du programme en

EPE du George Brown College a Toronto.

En plus de constituer l'outil leplus tangible pour le milieu en «Nous devons deployer

general, Interaction a aussi joue un maintenant nos efforts

role dans revolution de l'organisa- pour que le milieu de la

tion. Le nom Interaction, comme de garde a l'enfance ait lenombreuses initiatives de la FCSGE, financement necessaireest le resultat d'un effort collectif. pour embaucher duNous &ions bien contentes de cons- personnel competent ettater que le nom «marchaito en qualifie, offrir desfrancais et en anglais. A repoque, possibilites denos deux membres du personnel par- pmfectionnementlaient un assez bon francais, mais professionel, realiser unn'etaient pas des traductrices meilleur ratiodiplomees. Ce fut un defi de devenir personnel/enfants, et seune organisation completement bilin- permettre des locauxgue avec des ressources limitees. adequats afin d'offrirComme le conseil d'administration des services de garde deetait essentiellement compose de qualite. Qu'allez-vousmembres anglophones et de deux faire pour concretiserfrancophones, nous nous sommes cette vision?»rendues compte de notre ethnocen-trisme linguistique. Nous avons reglenos differends subtils et entrepris dedevenir une organisation plus forte etplus sensible. J'ai ete encouragee en lisant les resultats du Ques-tionnaire sur les services bilingues qui ont confirme la valeur deInteraction comme publication bilingue.

En outre, je me rappelle l'enthousiasme du milieu face a cettepublication canadienne. Sa parution coIncidait avec la demandepour des ressources canadiennes accrues, y compris des textes surla petite enfance. Les lectrices peuvent «rencontrer» des specia-listes du Canada par le biais de Interaction. La publication fournitdes ressources considerables a partager avec mes etudiantes etcollegues du milieu en plus de m'informer sur les nouvelles res-sources disponibles, notamment des ouvrages consacres a un su-jet précis comme la diversite ou la garde en milieu rural et desfeuilles-ressources. Je trouve souvent les Feuilles-ressources surles tableaux d'affichage et dans les casiers des enfants quand jevisite les garderies de la communaute avec des etudiantes.

Lorsque je recois Interaction, je le feuillette pour voir ce quiattire mon attention. Parfois, it s'agit de l'auteure souvent uneamie dont j'aime lire la perspective actuelle sur un sujetdonne. D'autres fois encore, le sujet est pertinent pour un cours,un projet ou d' inter& general. En plus, je suis toujours interesseede savoir ce qui se passe a la Federation.

Dans l'avenir, je suis certaine que Interaction sera en ligne.Les etudiantes y auront plus facilement acces et son contenu sera

Karen Chandler,

Interaction, gig 1989

Joanne Morrisnteraction a aide la Federation a fournir des services d'informa-tion. D'une certaine fawn, ses debuts refietent ceux de laFederation - une organisation nationale engagee a promouvoir

des services de garde de qualite pour les enfants et les families duCanada. Cette publication authentiquement canadienne est vite de-venue le vehicule pour partager de ]'information et des ressourcesdans ]'ensemble des communautesde la petite enfance et de reduca-tion. De nombreuses personnesrevaient de cette possibilite dereseautage depuis longtemps.

A l'hiver 1993, quand le pre-mier numero a ete publie aveccouverture de papier lustre, je merappelle clairement le sentiment defierte que j'ai eprouve a montrerce numero impeccable et profes-sionnel a touter mes collegues et al'occasion de chaque reunion. Quiplus est, les gens me parlaientdavantage des articles que de l'ap-parence de la publication. Il y enavait pour tout le monde!

Interaction est devenue uneressource pour les etablissements de formation, les associationsprovinciales et pour le milieu de la garde a l'enfance en general.Grace a Interaction, les membres de la Federation se tiennent a joursur une vaste gamme de questions en plus d'apprendre les uns desautres comment aborder nombre des dilemmes quotidiens au tra-vail. 11 a favorise avec beaucoup de succes un veritable sentimentde professionnalisme dans le domaine de la petite enfance et der education. Il sert de lien entre les educatrices de la petite enfancepartout au pays.

Joanne Morris a ete presidente de la FCSGE de 1991 a 1993. Elle est chargee decours au Cabot College a St. John's, Terre-Neuve.

«La garde a l'enfance esten perpetuelle evolution etcruciale pour assurer lesoutien des families, lacroissance et ledeveloppement des enfants.Les annees 90 renforcentnotre conviction quant a lanecessite de disposer deservices de garde dequalite et de poursuivre lalutte pour leur donner uneplace au sein de la societe.»

Joanne Morris,

Interaction, ere 1991

Cathy McCormack

En m'asseyant pour ecrire sur les 10 ans de Interaction, itm'est d'abord venu a ]'esprit que la publication en avait faitdu chemin depuis!

Au debut des annees 80, au moment ou on a envisage la crea-tion de la Federation canadienne des services de garde a l'enfancepour la premiere fois, nous avions comme un de nos premiers ob-jectify une publication remplie d' information sur les enfants, les fa-milies, la recherche et la pratique appropriee au developpement. Ce


224

A PROPOSreve est devenu realiti avec notre premier numerol'automne 1987.

Interaction a d'abord ete produit en noir et blanc.Au cours des quelques annees qui ont suivi, nousavons introduit deux couleurs primaires, le rouge et lebleu. Aujourd'hui, notre publication a atteint sa pleinematurite avec une couverture a quatre couleurs. Noscompetences linguistiques et en alphabetisme, notrecreativite et notre sens du developpement organisationnelse sont developpes de pair avec la Federation. Interaction estpassé d'une publication de quelques pages avec un lectorat limiteun magazine sur papier lustre, credit& d'une circulation de plusde 9 000 exemplaires.

Interaction a ete et demeure le cata-lyseur qui lie le milieu de la petite enfanced'un ocean a l'autre. Aura-t-il la meme ap-parence dans l'avenir? Probablement pas,etant donne que la technologie rassemblenotre milieu de fawns nouvelles et excitan-tes. Grace a notre nouveau site Web, En-fant & famille Canada, les organisationsprovinciales et territoriales mettront leurspublications en ligne et telechargeronttoutes les informations qu'elles desirentpartager avec leurs membres.

«Il nous fautmaintenant etreproactifs et dire a nosresponsables politiquesque les parents ontbesoin d'avoir accesdivers modeles degarde a prix abordableet de qualite.»

Cathy McCormack,Interaction, ete 1993

Nous continuerons de grandir et dechanger en tant qu'organisation. Qui sait ce que nous reserve l'ave-nir? Je ne possede pas de boule de cristal m8me si j'en ai souventdesire une. Cependant, je peux vous affirmer que notre mission quiest «d'ameliorer la qualite des services de garde d' enfants offerts auxfamilies canadiennes» ne changera pas de sitot.

Cathy McCormack a ete presidente de la FCSGE de 1993 a 1995. Elle est consul-tante en petite enfance aupres du Health and Community Agency a Charlottetown,

Gail Szautnerj' ai commence a rever de faire partie d'une organisation natio-nale de garde a l'enfance lorsque j'ai recu la premiere affiche en1986. retais plutot nouvelle comme directrice en garderie et je

voulais cofite que coute savoir ce que faisaient les autres personnesdu domaine. Je cherchais constamment de nouvelles ressources etdes possibilites d'etablir des liens avec mes collegues. J'ai rencontrele personnel de la Federation a l'occasion d'une conference nationalea Guelph, Ontario, en 1987. Cette rencontre a renforce mon inter&pour l'organisation et je me suis engagee a faire tout en mon possiblepour promouvoir la Federation en Saskatchewan.

Quand je pense aux realisations de la Federation, je constate devisu ce que l'organisation a accompli pour ameliorer la qualite desservices de garde au niveau communautaire. Interaction nous afourni abondamment d'informations sur la recherche, la pratique etles ressources qui n' auraient autrement pas ete disponibles pourcelles d'entre nous qui prenons soin des enfants. Les conferences na-tionales ont donne l'occasion de rencontrer des personnes de tous lescoins du Canada, de partager notre expertise et d'apprendre les unesdes autres. Le nouveau numero de telephone sans frais permettra enoutre a un plus grand nombre de membres d'avoir, a toutes fins pra-tiques, ]'information a port& des doigts.


Un de nos plus excitants projets, Enfant & famineCanada est actuellement en preparation sur leWorld Wide Web et sera lance cet automne. Leseducatrices de la petite enfance et les parentspourront y trouver de l'information sur une foulede questions concernant les enfants. Qui aurait

jamais pense que nous fournirions de l'informa-tion de cette maniere?

Au cours de la derniere armee, la Federation s'estaffair& a la restructuration de la gestion des affaires de

l'organisation. Cette restructuration doit etre percue comme uneoccasion d'aller de l'avant. Le conseil a deploye de grands effortsau cours de l'annee pour determiner la structure qui permettrait lemieux de faire avancer notre organisation en cette periode de res-sources limitees. Mes remerciements a ces personnes devouees.

Nous avons officialise et renforce nosliens avec les organisations provinciales etterritoriales au cours des deux dernieresannees par la creation d'un conseil demembres affilies. Ces organisations sesont rassemblees et ont profite de toutesles occasions possibles pour obtenir plusd'information et planifier des projets d'en-vergure nationale a realiser avec la col-laboration de chacune d'entre elles.

La Federation a beaucoup accomplien peu de temps, mais,nul ne sait ce quenous reserve l'avenir! A ('inverse, je suisconvaincue que la force de la Federation repose sur les gens quil'ont propulsee et les gens du milieu de la garde a l'enfance quiont toujours appuye ses objectify.

Nous continuerons de faire une difference dans le milieu ca-nadien de la garde a l'enfance aussi longtemps que nous demeu-rerons fideles a notre mission et que nous profiterons des possi-bilites et de la technologie en evolution.

Gail Szautner est directrice de la Children's Choice Child Care Cooperative aPrince Albert, Saskatchewan, et presidente actuelle de la FCSGE.

«Ensemble, nouspouvons parlerd'une voix unie etforte, apprendre lesunes des autres etfaconner lechangement dans lagarde a l'enfanceau Canada.»

Gail Szautner,Interaction, ere 1993

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La nouvelle presidente, Gail Szautner (A gauche) et la presidente sortante,(A droite), a la conference de Calgary en mai 1995.

A PROPOS

E ES Les evenements marquants dela Federation

par Anne Maxwell

Mars 1983L'idee d'une organisation nationale axee sur les ser-vices prend forme a l'occasion d'une reunion organiseepar la Association of Early Childhood Educators ofOntario et financee par Sante et Bien-etre social Ca-nada. Des representantes d'associations provinciales etterritoriales de la garde a l'enfance participent a cetteassemblee constitutive d'une organisation appeleeprovisoirement la Federation canadienne des servicesde garde a l'enfance.

1984On elabore les objectifs, la structure dirigeante et lesactivites de l'organisation proposee. Diana Smith, ('honorable Jake Epp, ministre de la Sante et

du Bien-etre social et Sandra Griffin tout sourire

1985 apres l'annonce de fonds accordes par la

Une evaluation des besoins a trois volets comprend : CAPMGE a la Federation en mai 1988.

des entrevues avec des intervenants cle; la distributionde 2 000 questionnaires; et la dissemination de 10 000affiches qui passent brievement en revue les servicesproposes et sollicitent des commentaires.

1986Sante et Bien-etre social Canada (Subventions ratio-nales au bien-etre social) accorde des fonds pour lacreation de la nouvelle organisation.

Mars 1987La Federation ouvre ses pones au 120, avenue Hol-land, bureau 500, a Ottawa. Les premiers membres dupersonnel sont : Diana Smith, directrice generale;Marilyn Nault, coordonnatrice des communications;et, Lisa Fooks, adjointe administrative. Les membresdu comite executif provisoire comprennent KarenChandler, Ontario; Monique Daviault, Quebec; SandraGriffin, Colombie-Britannique et Territoires; DiannePorter, region de l'Atlantique; Pamela Taylor, pro-vinces de l'Ouest. Sandra Griffin est la premiere presi-dente.

Avril 1987Le conseil d'administration de la Federation tient sapremiere reunion a Ottawa.

Mai 1987La Federation co-organise une conference nationalesur les services de garde intitulee Human Factors inDay Care a l'Universite de Guelph. On accorde dessubventions de &placement a une personne par pro-vince et territoire. En retour, chacune de ces personnesconvient d'offrir des ateliers au cours de l'annee sui-vante dans sa province ou son territoire afin de faireconnaitre la Federation et disseminer l'information ap-prise a l'occasion de la conference nationale.

22 6

Dianne Porter, membre du comite executif provisoire, lors de lapremiere conference de la Federation a Winnipeg en 1989.

Don Ogston, directeur general de Sante et Bien-etresocial Canada et Cathy McCormack a ('occasion

de la conference 1991 a ri.-P-E.


A PROPOS00tIEES

"En fait, [la Federation] seveut la tribune qui sert delien entre lesorganisations existantes,les informe et lesrenforce

(Diana Smith, Interaction,

automne 1987)

"Je cross que la Federationservira de plate-formenationale et de reseaupour toutes lespersonnes... qui attachentune grande importanceaux services de garde dequalite(Karen Chandler, Interaction,

automne 1987)

"La perspective de voir laFCSGE/CCDCF ameliorerle dialogue au niveaunational, accroltre lacollaboration entre lesprovinces ainsi que lesechanges d'informationentre individus me motiveau plus haut point.J'espere que... toutes lesorganisationsprovinciales de garde al'enfance [se sentent]partie integrante de laFederation et[l'accueillent] commepartenaire pour larealisation de leursentreprises communes..(Pamela Taylor, Interaction,

automne 1987)

"La diversite des membres[de la Federation] refletela situation de la garde al'enfance au pays tout enfavorisant les choix, ledialogue etl'enrichissement.(Diana Smith, Interaction,

hiver 1988/printemps 1989

Juin 1987Publication de la premiere edition du Repertoirecanadien des services de garde a l'enfance.

Septembre 1987Publication du premier numero de Interaction etde la premiere Feuille-ressources.

A l'occasion de sa reunion de septembre, le con-seil d'administration accorde le droit de vote auxmembres individuels. (Au depart, seules les or-ganisations membres avaient droit de vote)

Automne 1987La Federation cf.& le Service de ressources d' in-formations et d'echange sur la garde d'enfants.

Avril 1988La Federation est formellement incorporee envertu de la Loi sur les corporations.

Mai 1988Jake Epp, ministre de la Sante et du Bien-etresocial, annonce le premier de deux projets fi-nances dans le cadre de la Caisse d'aide aux pro-jets en matiere de garde des enfants (CAPMGE).Les fonds permettent a la Federation d'elargirses programmes, notamment en matiere dedissemination et d'echange d'information.

Automne 1988On utilise un systeme d'editique pour la pre-mière fois pour produire Interaction.

5 - 8 avri11989La premiere conference nationale de la Federa-tion intitulee Les enfants : au coeur de la vie setient a Winnipeg, en collaboration avec la Mani-toba Child Care Association. Les conferenciersinvites comprennent Susanne Eden, Alan Pence,Thelma Harms et Dick Clifford. Une journeepreconference appelee «La formation, catalyseurde la qualite» resulte en la creation du comite na-tional de la formation de la Federation.

6 avril 1989La premiere assemblee generale annuelle de laFederation se tient a Winnipeg. Le premier con-seil d'administration elu prend fonction. Lecomite executif comprend : Karen Chandler,presidente; Suzanne Delisle, vice-presidente;Elaine Ferguson, secretaire-tresoriere.

Novembre 1989On forme un comite sur la qualite ayant pourmandat de realiser une consultation nationalepour &fink «les services de garde de qualite».

Janvier 1990Le comite national de la formation tient sa pre-mière reunion a Ottawa. Les membres sont SinaRomsa (presidente), Karen Chandler, BirdenaHamilton-Armitage, Alice Taylor et Gyda Chud.


vs.

Le comite du programme de conference de Charlottetown, 1991 :(de gauche a droite) : arriere-plan - Elaine Ferguson,

Diana Smith, Marilynn Yeates, Christine Dubreuil;avant-plan Cathy McCormack, Lynn Hiebert.

Diana Smith, premiere directrice generale de laFCSGE, prononce le discours de cloture lors

de la conference 1991

Le Prix d'excellence dans la garde a l'enfance a ete concupar ('artiste canadienne Dora de Peciery-Hunt. La medaille

mesure environ trois pouces de diametre.

I ° try ih1k4i

er

1;

t;

Les trois rOcipiendaires du Prix d'excellence dans la garde al'enfance a son lancement en 1993. Dans I'ordre habitue, :Sue Wolstenholme, Rosemary Somers et Sandra Griffin.

3

a.

iu

A PROPOS

Gail Szautner est la presidente actuelle de la Federation. On lavolt ici au stand de la FCSGE a la conference de Toronto en 1993.

La juge Andree Ruffo, conferenciere principale, s'adresseaux delegues a ('occasion des ceremonies d'ouverture

de la conference de Toronto en mai 1993.

0 r 0

ob.

ti

On invite les participantes a contribuer un came a la courtepointede feutre placee dans le salon des deleguees a la conference de

1993 a Toronto. Sur la photo, quatre des jeunes artistes.

Alice Honig conferenciere principale a laconference de 1993 a Toronto.

Hiver 1990La Federation merle son premier sondage au-pits de ses membres pour evaluer ses ser-vices et obtenir des commentaires pour saplanification a long terme. Le taux dereponse est de 25 p. 100 et 87 p. 100 desrepondants qualifient la performance de laFederation de bonne ou d'excellente.

Mai 1990Le comite de la formation dirige une seried'ateliers de formation a ]'occasion de laconference de la ECEBC a Vancouver.

Juin 1990On demande a la Federation de participer augroupe de travail sur les terrains de jeux del'Association canadienne de normalisation.Steen Esbensen represente la Federation ausein du groupe.

Juin 1990 - decembre 1990La directrice generale Diana Smith prend unconge d'etudes et Sylvia Fanjoy est nomineedirectrice generale interimaire.

Septembre 1990Perrin Beatty, ministre de la Sante et duBien-etre social, annonce le financementd'un sondage sur les salaires et les conditionsde travail intitule Garde a l'enfance, co-par-raine par la Federation canadienne des ser-vices de garde a l'enfance et l'Associationcanadienne pour la promotion des servicesde garde a l'enfance.

5 - 8 juin 1991La Federation tient sa deuxieme conferencenationale Les enfants : au coeur de la vie aCharlottetown, I.-P.-E. La conference est co-organisee avec la Early Childhood Develop-ment Association of P.E.I. Les conferencierescomprennent June Callwood et JudithMacBride-King.

6 juin 1991L'assemblee generale annuelle se tient aCharlottetown. Joanne Morris est Blue presi-dente. On ratifie l'Enonce de principe na-tional sur la qualite dans les services degarde et on presente la videocassette QualityChild Care: In Search of a Definition.

Septembre 1991Sylvia Fanjoy est nominee directricegenerale.

Octobre 1991Le comite de la formation publie son docu-ment de travail intitule L'education postse-condaire et la qualite des soins et del'education a la petite enfance.

228

.La recherche nousdonnera sans doute unapergu concernant lacommunicationinformatisee(Karen Chandler, Interaction,

automne 1987)111104.Www6Le ministre de la Santenationale et du Bien-etresocial, M Jake Epp, aannonce recemment lesdeux premieres realisationsen vertu de la Caisse d'aideaux projets en matiere degarde des enfants ( ) LaFederation canadienne desservices de garde al'enfance recevra 500 000 $sur trots ans pour etendreses programmes, surtouten matiere de diffusion etd'echange de('information

(Communiqué de Santa etBien-etre social Canada,Interaction, eta 1988)

Phenomenecontemporain un wagesociologique majeursurvenu a ('age de('information a stimule lescontacts a la foisautonomes etinterdependants(ideologiques). (...) Lesreseaux ont multiplie lessources d'informationd,(Sine Romsa et Birdena Hamilton-Armitage, Interaction, ate 1990)

<cQuatre-vingt-sept pourcent des membres jugentle travail de la FCSGEbon ou excellent. (...) Plusde 70 % des membres [separtagent] les servicesfournis grace a leuradhesion. La Federationa donc un impact directsur un nombre equivalentau moins au double deses membres.(Sondage merle aupres des

membres, Interaction, ate 1990)


A PROPOS

"Faconner une vision estun processus long etcomplexe. II faut vraimenttenter d'etablir des liensentre tous lesintervenants(es)....(Judith MacBride-King,Interaction, ete 1991)

forts la 4:

FCSGE reside dans lamise a jour constante desa definition des servicesde garde de qualite pourles families canadiennes.La Federation accomplitce processus grace ason interaction avec lesdispensateurs deservices directs, lesparents, lesetablissements deformation, les personneschargees de ladelivrance de permis, lesresponsables politiques,les parents et lesorganisations federates,provinciales etterritoriales..(Elaine Ferguson, Interaction,ete 1991)

"Notre rechercheopiniatre de la qualite etnos efforts constants nouspermettront de realisertout ce qui semblaitimpossible au depart..(Karen Chandler, Interaction,ete 1991)

"La troisieme conferencenationale Les enfants : aucoeur de la vie qui a attireun nombre record de1 326 participants auWestin Harbour Castle deToronto a ete unevenement marquant pourla Federation..(Susan Vaughn, Interaction,

31993)

Avril 1992Publication des resultats du sondage sur lessalaires et les conditions de travail intitule Gardea l'enfance. La recherche, men& par KaryoCommunications de Vancouver, revele que 68 p.100 des intervenantes en services de gardepossedent une formation postsecondaire et que lesalaire national moyen est de 9,60 $ l'heure.

Juin 1992La Federation entreprend un projet national trien-nal de developpement des ressources en matierede garde des enfants. Le projet a pour objectif dedisserniner a grande echelle les resultats de pro-jets realises dans le cadre de la Caisse d'aide auxprojets en matiere de garde des enfants. On atteintl'objectif par la publication subsequente de septnumeros de Point de mire et quatre editions duCatalogue des ressources en services de garde al'enfance.

Octobre 1992La version anglaise du nom de la Federationdevient officiellement la Canadian Child CareFederation (CCCF) a l'occasion d'une reunionspeciale tenue a Ottawa.

26 - 29 mai 1993La troisierne conference biennale de la FCSGE sederoule a Toronto avec le taux le plus eleve departicipation enregistre jusqu'A maintenant1 316 participantes. La juge Andree Ruffo est laconferenciere principale. Cathy MacCormack estBlue presidente a l'occasion de l'assembleegenerale annuelle. Tracy DeWolf gagne le pre-mier concours de dissertation pour etudiante. Lespremiers Prix d'excellence dans la garde a l'en-fance sont &cern& a Sandra Griffin, Sue Wol-stenholme et Rosemary Somers.

Les groupes de discussion ont contribue activement au Forumnational sur la garde a l'enfance tenu en avril 1994. Jamie Kass

(quatrieme a partir de la gauche) &aft le chef de groupe.

Lloyd Axworthy, ministre du Developpement des ressourceshumaines, a pris la parole a ('occasion du Forum national

sur les principes directeurs pour des services degarde de qualite au Canada.

Juillet 1993Dianne Bascombe est nommee directricegenerale.

Novembre 1993On realise le deuxieme sondage aupres des mem-bres. Le taux de reponse est de 26 p. 100. Lesresultats revelent que le lectorat des publicationsde la Federation se chiffre a 13 000.

Janvier 1994La Federation recoit des fonds pour la premierephase d'un projet educatif sur le VIH/sida et lagarde a l'enfance (une evaluation des besoins).

8 - 9 avril 1994La Federation accueille le Forum national sur lesprincipes directeurs pour des services de gardede qualite au Canada. L'honorable Lloyd Ax-worthy, ministre du Developpement des ressour-ces humaines, prend la parole au forum. L' atelier


Les artistes pour enfants Sharon, Lois of Bram a ('oeuvreavec .For the Love of Music» a l'occasion de Garde

a renfance, Calgary '95.

Sandra Beckman, membre du conseil d'administration, presenteAllen Murray a ('occasion de la conference de Calgary en

1995. Son atelier etait intitule "[Can be AnythingA Journey to the Future».

229

PROPOS

Les affilies et les membres du conseil d'administrationa la conference de Calgary en mai 1995.

Bernadette Vangool (au centre) appose sa signaturecomme recipiendaire du Prix d'excellence dans la garde

a l'enfance decerne en 1995. Sandra Beckman (agauche), presidente du comite du Prix d'excellence et

Dianne Bascombe, directrice generale de la Federation.

Le comite de la formation en mars 1995 (de gauche adroite) : Birdena Hamilton-Armitage, Alice Taylor, Gida

Chud, Charlotte Walkty, Karen Troughton.

present, tout le monde reconnalt que laprosperite du Canada depend dudeveloppement sain de nos enfants et laqualite des services de garde y compte pourbeaucoupd,

(Cathy McCormack, Interaction, automne 1995)

de deux jours produit des principes directeurs et labase necessaire a l'elaboration d'une politique natio-nale sur les services de garde a l'enfance.

Mai 1994Le cotnite national de la formation publie l'ebauchedes Lignes directrices nationales pour la formation ensoins et en education de la petite enfance.

Novembre 1994Une reunion a lieu a Ottawa pour creer une structurede membres affilies pour les organisations provin-ciales et territoriales de la garde a l'enfance.

La Federation recoit des fonds pour la deuxiemephase du projet educatif sur le V1H/sida et la garde al'enfance. On embauche Barbara Kaiser et Judy SklarRasminsky pour preparer une trousse d'informationpour le domaine de la garde a l'enfance.

Decembre 1994La Federation presente un memoire au comite perma-nent du developpement des ressources humaines.

23 - 27 mai 1995La quatrierne conference nationale de la Federationintitulee Garde a l'enfance a lieu A Calgary. Elle estorganisee conjointement avec la Early Childhood Pro-fessional Association of Alberta. Des artistes bienconnus des enfants, Sharon, Lois et Bram, ouvrent laconference. Les conferenciers comprennent FraserMustard, Ph. D., et Gordon Colledge. On deceme lePrix d'excellence dans la garde a l'enfance a Ber-nadette Vangool et Jill MacDonald remporte le con-cours de dissertation pour etudiante. La trousse de laFederation sur le VIH/sida est presentee a la con-ference.

26 mai 1995Gail Szautner est Blue presidente a ('occasion de l'as-semblee generale annuelle. On ratifie les Lignes direc-trices nationales pour la formation en soins et eneducation de la petite enfance. Une motion est adop-t& pour developper des liens formels avec des organi-sations qui appuient la mission de la Federation.

pecembre 1995La Federation recoit des fonds dans le cadre de l'ini-tiative Visions de la garde d'enfants pour son projet decentre national de documentation. On commence im-mediatement a preparer un site Web appele Enfant &famille Canada.

Mai 1996L'assemblee generale annuelle se tient a Vancouverconjointement avec la conference de la Early Child-hood Educators of BC. On arrive a un accord de prin-cipe pour la creation d'une nouvelle structureadministrative, y compris la rationalisation du conseild'administration et du conseil de membres.

Anne Maxwell est directrice des services a l'infonnation a laFCSGE.

230

,4011iffSgieV"-A

r i

*k1116000

Dans le souci de maximisernos ressources, lacommunaute de la garde al'enfance dolt alter au-delade la coordination et de lacollaboration pour examinerles avantages lies a larestructuration des mandatset services des organismesde garde a l'enfance(Karen Chandler, Interaction,ate 1993)

J'espere que la FCSGEpourra batir despartenanats forts avectoutes les personnes quis'interessent a la garde al'enfance en mettant('accent sur des objectifscommuns tout enreconnaissant que Ion nepeut realiser l'unanimite(Rosemary Somers, Interaction,eta 1993)

C'est surprenant deconstater comment lesquestions relatives a lagarde a l'enfance sentsimilaires dans ce si vastepays. Nous avons bosun decontinuer a tendre la mainaux provinces et territoirespour nous renforcer.(Karen Charlton, Interaction,hiver 1995)

'.'s,p0"4010,Investir dans la garde al'enfance pour tous lesenfants du Canadaconstitue une actionresponsable au plan fiscalof social. En outre,garantir la qualite dans les

\ services de garde est uneresponsabilite partagee etune urgente priorite.(Recommandations du memoirede la FCSGE au Comitepermanent sur le Daveloppementdes ressources humaines,Interaction, printemps 1995)

AUTOMNE 1996 ONTERACTII N 21

A

I p

p A

A p

OFFRE VALABLE JUSQU'AU lER,DECEMBRE 1996 -

D

Populaires aupres des parents, educatrices, etudiantes

20 feuilles-ressources pour 20 $(50 % de rabais)

#34 Choisir des services de garde de qualite

#37 Le 20 novembre, celebrons la Journee nationalede ('enfant

I . M

M

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(comprenant les bureaux des gouvernements federal,provinciaux et terntonaux de Ia garde a l'enfance, lesorganisations nationales, provinciales et terntonales dela garde a l'enfance, les etablissements d'enseignement)

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6 numeros de InteractionPrintemps 96 Poupons et tout-petits Ete 95 Educatrice Ete 94 - Multiculturalisme

Pnntemps 94 Garde en milieu scolaire Hiver 94 Garde en milieu rural Automne 93 Garde a l'enfance au Canada

REPERTOIRE canadien de Ia garde a Penfance 1996

Index Interaction automne 87 a printemps 95(sujet, nom et titre)

Remplir et retourner avec votre cheque ou mandat-poste.(incluant taxes, frais de port et de manutention)

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231

N O U V E L L E S

Nous vous presentons

Enfant & famille CanadaEnfant & famine Canada est unnouveau site passionnant du WorldWide Web (W3) cite par la Federa-

tion canadienne des services de garde al'enfance (FCSGE) avec le soutien finan-cier de Developpement des ressources hu-maines Canada et Industrie Canada. Encollaboration avec 35 organisationsprovinciales, territoriales et nationales desdomaines de la garde a l'enfance, de lasante et des services sociaux, la Federationa coordonne la mise en service d'un siteW3 riche en information.

Enfant & famille Canada a pour ob-jet de rendre accessible de ]'informationpertinente et ponctuelle aux families etaux personnes qui travaillent avec les en-fants et les families. Enfant & familleCanada est aussi un reseau de communi-cations pour le domaine de la garde a l'en-fance. Bref, Enfant & famille Canadaconstitue une source precieuse d' informa-tion pour toutes les personnes soucieusesde la sante et du bien-titre des enfants etdes families.

Dans la page d'accueil de Enfant &famille Canada, les visiteurs peuventchoisir d' acceder a ]'information par sujet,se rendre directement aux services decommunication pour le domaine de lagarde a l'enfance ou consulter les pagesd'accueil des organisations participantes.Parmi les organisations de la garde a l'en-fance, on note : la Federation canadiennedes services de garde a l'enfance, ses or-ganisations affiliees provinciales et territo-riales ainsi que d'autres organisations quifoumissent des services d'aiguillage, derecherche et de consultation aux inter-venantes en services de garde, aux admi-nistratrices et aux parents. Les organisa-tions participantes du domaine de la santeet des services sociaux comprennent desorganisations nationales sans but lucratif,professionnelles et de services, engageesdans la recherche, ]'elaboration de poli-tique ou l' education du public.

Les documents presentes sur le siteEnfant & famine Canada sont classes parthemes generaux et accessibles par motscies. Tous les documents portent le logoEnfant & famille Canada ainsi que les

identificateurs des organisations participantes.Les documents incluent des ressources en edu-cation du public ainsi que des materiels concer-nant la recherche et les politiques.

Les services sur Enfant & famille Canadadestines au domaine de la garde a l'enfancecomprennent : des services d'aiguillage, unbabillard electronique, un calendrier, des pagesd'accueil pour les organisations membres, uncourrier electronique et des sessions debavardage. En outre, les organisations membrespourront restreindre l'acces a des services oudes documents a des groupes particulierscomme les membres, les comites ou les con-seils d'administration. La FCSGE collaboreraaussi avec les universites et les colleges pourfaciliter les communications Internet dans lesdomaines de la recherche et de la formation engarde a l'enfance.

Questions frequentes (QF) au sujet

de Enfant & famille Canada

Pourquoi un site W3?Internet est maintenant un medium realiste

et efficace pour &hanger de ]'information avecles parents. En outre, on constate une necessiteaccrue d'elargir le partage de ressources en cequi concerne le domaine de la sante et des ser-vices sociaux pour aider les personnes oeuvrantaupres des enfants et des families. L'Internet etle World Wide Web (W3) connaissent une evo-lution fulgurante comme medium d'echanged' information. Statistique Canada rapportequ'au cours des neuf dernieres annees, la pro-portion de ménages canadiens possedant un or-dinateur a presque triple, passant de 10 p. 100en 1986 a 29 p. 100 en 1995. A l'heure ac-tuelle, environ 42 p. 100 de ces ordinateurs sontdotes d'un modem permettant de se branchersur Internet. Les families avec enfants sont plussusceptibles d' avoir un ordinateur (35 p. 100)que celles sans enfant (24 p. 100).

Comment acceder a Enfant & familleCanada?

Pour acceder a Enfant & famille Canada,visitez : http://www.cfc-efc.ca

Le site sera lance officiellement le 8 octo-bre 1996 pendant la Semaine nationale de lafamille.

232

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Queues organisations de la garde al'enfance participent a Enfant &famille Canada?

Federation canadienne des services degarde a l'enfance

Association canadienne desprogrammes de ressources pour lafamilleAssociation canadienne pour lapromotion des services de garde al'enfanceAssociation de l' education des petits,OntarioAssociation of Early ChildhoodEducators of Newfoundland & LabradorAssociation ontarienne de garded'enfants a domicileCertification Council of EarlyChildhood Educators of Nova ScotiaChild Care Connection-NSChild Care Resource and ResearchUnit, University of TorontoCoalition ontarienne pourl'amelioration des services de garded'enfantsCoalition pour les garderies en milieurural

Early Childhood Coalition PetiteEnfanceEarly Childhood DevelopmentAssociation of PEIEarly Childhood Educators of BritishColumbiaEarly Childhood ProfessionalAssociation of AlbertaFamily Day Care Association ofManitobaManitoba Child Care AssociationOntario Network of Home Child CareProvider GroupsSaskatchewan Child Care AssociationTraittrd'unionWestern Canada Family Child CareAssociation of B.C.Westcoast Child Care Resource CentreYukon Child Care Association


N O U V E L L E SQueues organisations nationalesparticipent a Enfant & famille Canada?

Assemblee des Premieres NationsAssociation canadienne de soins etservices communautairesAssociation canadienne de sante publiqueAssociation canadienne pour la sante,l'education physique, le loisir et la danseConseil canadien de developpement socialConseil canadien de la securiteConseil canadien d'evaluation des jouetsInstitut national de nutritionL'Association canadienne des hygienistesdentaires

L'Association dentaire canadienneLigue pour le bien-etre de l'enfance duCanadaL'Institut canadien de la sante infantileL'Institut Vanier de la familleServices a la famille CanadaSociete canadienne de pediatrieSmartRisk FoundationTroubles d'apprentissage - AssociationcanadienneYM-YWCA

Quels sujets trouve-t-on dans le site W3Enfant & famille Canada?

Les themes generaux comprennent : ado-lescence, garde a l'enfance, developpement del'enfant, vie familiale, sante, activites d'ap-prentissage, nutrition, l' art d'être parent, ac-tivites physiques, jeu, securite, alphabetisation,questions sociales et besoins speciaux.

Quelle est la taille du site Enfant &famille Canada?

Au moment de son lancement officiel, En-fant et famille Canada sera vraisemblable-ment le plus important fournisseur d' informa-tion publique en Amerique du Nord surInternet. Le site comprendra plus de 250 arti-cles et des liens aux pages d'accueil pour 35organisations des domaines de la garde a 1' en-fance, de la sante et des services sociaux. Desliens seront etablis aussi avec des commandi-taires du site.

Quels services sont disponibles pour ledomaine de la garde a l'enfance par lebiais de Enfant & famille Canada?

Enfant & famille Canada fournira unevaste gamme de services Internet. D'autres s'yajouteront a mesure que les moyens financiersle permettront. Les services disponibles en cemoment comprennent :

courrier electronique qui permettrad'echanger des messages auxquels seront


joints des documents genres parordinateur;babillard electronique pour afficherdes avis comme des offres d'emploi etdes produits a vendre;calendrier comprenant la liste desconferences et des ateliers d'interetpour le domaine;pages d'accueil des organisationsparticipantes contenant de

SAVIEZ-VOUS?

l'information sur adhesion et lesservices;

Repertoire canadien de la garde al'enfance contenant une liste a jourdes organisations de la garde al'enfance, des ministeres et desetablissements de formation; etsessions de bavardage permettant detenir des discussions privees engroupe ou des telereunions.

Le niveau d'activite et la condition

physique des enfants canadiens laissent

desirerpar John Belfry

0 n se preoccupe de plus en plusau pays du fait que meme si lesenfants suivent des pro-

grammes scolaires solides, ils ne par-ticipent pas a un niveau adequat d'ac-tivite physique reguliere et vigoureuse.Cette situation est particulierement trou-blante a la lumiere de ce qui suit :

Fait 1

L'activite physique quotidienne ameliorela sante osseuse des enfants et, par con-sequent, reduit le risque de developperl'osteoporose.

Remarque

La recherche demontre que l'exer-cice physique peut jouer un plusgrand role dans la croissance squel-ettique que le lait (Houston, 1983).

L'activite physique a l'adolescencereduit considerablement le risque dedevelopper l'osteoporose plus tarddans la vie, car elle ameliore lamasse osseuse optimale (Bailey etMartin, 1994).

Fait 2La recherche recente revele une aug-mentation de la prevalence de l'obesiteinfantile liee au manque d'activite phy-sique. L'obesite et l'inactivite sont desfacteurs de risque modifiabies en ce quiconcerne les maladies cardiovasculaires.Une activite physique reguliere accruereduit le risque de developper ces mala-dies fatales.

Remarque

En Amerique du Nord, 40 p. 100 desenfants de 5 a 8 ans peuvent etre classescomme obeses (Fishbume et Harper-Tarr, 1992).

Quarante pour cent des enfants cana-diens ont déjà au moms un facteur derisque qui les predispose aux maladiesdu coeur une forme physique insuffi-sante en raison d'un style de vie inactif(Fishbume et Harper-Tarr, 1992).

Fait 3L'activite physique reguliere ameliore lasante mentale des enfants et contribue a leurcroissance ainsi qu'a leur developpement.

Remarque

L'exercice physique joue un role dans ladiminution de l'anxiete, la depression et

233

N O U V EL L E S

Pourquai ii faut s'inquieterLes enfants sont 40 p.:100 moins

y a 30 an&

Lenfant canadien passe en moyenneplus de 26 heures devant le televiseuret'jtsqu'a.30 heures assis,a l'ecolecheque semaine.

Seulement 766 des plus de 15 800ecoles canadiennes sont. formelle-ment reconnues pour l'educationphysique de qualite qu'elles offrenttots les jours.

La nouvelle technologic: a rendu pluspassives les habitudes. de jeu. Lesenfants passent beaucoup plus detemps a l'ordinateur ou a des- jeuxvideo.

Un grand nombre d'eleves nemarchent plus pour alter a l'ecxile etailleurs pour des raisons pratiques oude securite.

Ia tension en plus d'avoir des effetsbenefiques sur l'etat emotif des jeunescomme des personnes ages. Chez lesenfants, l'entrainement physique aug-mente l'estime de soi et Ia perception dela competence physique, deux variablesnecessaires et interreliees qui permettentaux enfants de faire face au stress men-tal (DeMarco et Sidney, 1989).

Fait 4L'activite physique reguliere ameliore lerendement scolaire.

RemarqueLes avantages lies a l'activite physiquereguliere comprennent une ameliorationau plan de la discipline. du rendementscolaire et du concept de soi (Fishbumeet Boras, 1989).

L' activite physique modereevigoureuse ameliore le rendement sco-laire clans des domaines comme l'arith-metique, la lecture, la memorisation etla categorisation (Keays, 1993).

La recherche revele que le rendementscolaire ne baisse pas. meme si on con-sacre plus de temps a reducation phy-sique (Maynard, Coonan, Worsley,Dwyer et Baghurst, 1987).

Fait 5ll est important d'eduquer; d'encourager etde motiver les enfants quanta leur partici-pation a une activite physique reguliere

parre que les habitudes acquises dans l'en-fance se poursuivent a l'age adulte.

Remarque

Une des raisons invoquees pour promou-voir l'activite physique chez les jeunesest qu'elle ameliore leur sante future touten augmentant la probabilite qu'ils serontdes adultes actifs. On croit que les ado-lescents qui acquierent l'habitude de par-ticiper a des activites pouvant etre pra-tiquees a l'age adulte sont plussusceptibles de demeurer actifs (Sallis etPatrick. 1994).

Les niveaux d'activite et de forme phy-sique dans l'enfance tendent a se pour-suivre a l'age adulte oft les habitudessedentaires ont leur impact (Blair, 1992;Freedson et Roland, 1992).

Fait 6La participation a une activite physiquereguliere exerce un impact positif sur le com-portement et les styles de vie sains pendant lajeunesse.

Remarque

Les enfants et les jeunes qui sontphysiquement actifs rapportent de plusfaibles niveaux de tabagisme et de con -sommation d'alcool que leurs pairsmoths actifs (Campbell, 1988).

Parini les jeunes gens, les niveaux elevesde forme physique sont associes a unediminution du tabagisme et de Ia con-sommation d'alcool, de meilleures habi-tudes alimentaires et un respect de soi ac-cm (Guzman, 1992).

Fait 7Une participation accrue des jeunes a uneactivite physique diminuera sensiblement lescoats de soins de sante en reduisant la possi-bilite qu'ils developpent differentes maladies.

Remarque

Les jeunes femmes qui augmententlegerement leur niveau d'activite phy-sique et leur apport en calcium peuventreduire de prey du tiers le risque dedevelopper l'osteoporose a 70 ans. Lareduction du nombre de fractures de lahanche dues a l'osteoporose en raisond'une activite physique accrue et d'unapport complementaire en calcium pour-raient produire des economies substan-tielles (Societe de l'osteoporose du Ca-nada, 1992).

BEST COPY AVAILABLE 23 4

L' activite physique reguliere bien ac-complie peut prevenir et limiter efficace-ment les effets invalidants des maladiesdu coeur (Kuntzleman. Reiff, 1992;Fondation des maladies du coeur duCanada. 1993).

Ces faits indiquent que les enfants fontface a une crise au plan de l'activite et de laforme physique. 11 est essentiel d'inculquera nos enfants les attitudes et les corn-petences necessaires pour mener une vielongue, productive et en sante.

Les intervenantes en services de gardejouent un role important comme modeles aemuler en plus de foumir aux enfants desexperiences positives par le jeu actif. Le faitd'encourager le jeu a motricite globale et defaire de l'activite physique une prioritequotidienne permettra aux enfants et aux in-tervenantes en services de garde de profiterdu plaisir du mouvement et des avantagesd'une bonne sante physique. Les parents quiconnaissent )'importance du jeu actif pourleurs enfants en milieu prescolaire et degarde se feront les porte-parole des pro-grammes d'education physique quand leursenfants frequenteront l'ecole.

John Belfry est directeur. Education physique quoti-dienne de qualite aupres de la Coalition canadiennepour la sante. )'Education physique. le loisir et ladance 1600. promenade James Naismith, Gloucester(Ontario), K 1B 5N4. (613) 748-5622: telec. : (613)748-5737: cour. elec. : CAHPERD(Pactiveliving.ca.La Federation canadienne des services de gardel'enfance est membre de In Coalition canadienne pourreducation physique de qualite.

Reference!:

Bailey. D.A.. Martin. A.D. (1994). Physical activityand skeletal health in adolescents. Pediatric ExerciseScience. 6 : 330-347.

Blair. S.N. (1992) Are American children and youthfit? The need for better data. Research Quarterly forExercise and Sport. 63(2) : 120-123.

Campbell (1988). Sondage de Campbell sur lebien -titre. Dans Fitness Directorate (Ed.) Active livingand health benefits and opportunities. Ottawa :ACSEPLD.

DeMarco. T. et Sidney, K. (1989). Enhancingchildren's participation in physical activity. Journal ofSchool Health. 59(8) : 337-340.

Fishbume, C.J. et Boras. C.M. (1989). An integratedapproach to learning. Issues in teacher education.Proceeding of the /989 Alberta Teacher Educators inPhysical Education Annual Meeting, Edmonton.Alberta.

Fishbume. G.J. et Harper-Tarr (1992). An analysis ofthe typical elementary school timetable: A Concernfor health and fitness. Dans T. Williams, L. Almond etA. Sparkes (Ed. int.). Sport and physical activity:Moving toward excellence. (p. 362-375). London: E& FN Spon.

Fondation des maladies du coeur du Canada (1993).Enonce de principe sue )'activite physique. Rapportnon public. Ottawa.

AUTOMNE 1996 INTIMAt'TION 25

N O U V EL L E SFreedson. P.S. et Rowland. T.W. (1992). Youth activityversus youth fitness: Let's redirect our efforts. ResearchQuarterly for Exercise and Sport, 63(2) : 133-136.

Guzman. C.A. (1992). Related benefits from physicalactivity program interventions. Dans Fitness Directorate(Ed.). Active living and health benefits andopportunities. Ottawa : ACSEPLD.

Houston. C.S. (1993), (Juin). More important than milk.Document presente a la Western Canada Conference(Fitness Roundup). Banff.

Keays. J. (1993). The effects of regular (moderate tovigorous) physical activity in the school setting onstudents' health, fitness, cognition. psychologicaldevelopment, academic performance and classroombehaviour. North York: North York Community HealthPromotion Research Unit.


Kuntzleman. C.T. et Reiff. G.G. (1992). Thedecline in American children's fitness levels.Research Quarterly for Exercise and Sport.63(2) : 107-111.

Maynard. E.J.. Coonan. W.E.. Worseley, A..Dwyer, T. et Baghurst. P.A. (1987). Thedevelopment of the lifestyle education programin Australia. Dans B.S. Hetzel et G.S. Berenson(Ed. in.). Cardiovascular risk factors in children.Epidemiology and Prevention : 123-142.

Sallis. J.F. et Patrick. K. (1994). Physicalactivity guidelines for adolescents: Consensusstatement. Pediatric Exercise Science, 6 :302-314.

Societe de osteoporose du Canada (1992).Bulletin for Physicians. Issue 6.

Pro jet educatif sur leVIH/sida :Compte rendu des ateliers pancanadiens

par Barbara Kaiser et Judy Sklar Rasminsky

En fevrier 1994, les parents et le per-sonnel d'une garderie montrealaiseont appris qu'une enfant du groupe

d'age des deux ans etait infect& par leVIH, le virus d'irrununodeficience hu-maine. Its ont vote en faveur de son exclu-sion.

Leur decision etait incompatible avecles chartes quebecoise et canadienne desdroits et libertes, mais a revele de fawneloquente le sentiment qui les animait. Lesmots oVIH» et osida» suscitent beaucoupd'anxiete. La crainte des Montrealais s'estrepandue au pays et a touché autant les pa-rents que les educatrices.

La realite du VIH en milieu de gardeest la pour rester. Le nombre de Canadien-nes en age de procreer qui sont infecteespar ce virus ne cesse de croitre. En outre,comme le VIH peut se transmettre pendantla grossesse et l'accouchement, beaucoupde personnes craignent de voir un nombreaccru d'enfants seropositifs. A mesure queles traitements s'amelioreront, ces enfantsvivront plus longtemps et en meilleuresante.

La realite est qu'il n'y a virtuellementaucun risque de transmission du V11-1 enmilieu de garde. Pour cette raison, un en-fant seropositif possede autant le droit quetout autre a frequenter une garderie et abeneficier de services de garde.


Mame la connaissance de ces faits nedissipe pas noire crainte. Cependant, it estbeaucoup plus facile pour nous d'accueillirun enfant seropositif a la garderie lorsquenous sommes bien informees et avonsl'occasion de comprendre et de maitrisernos emotions. C'est pourquoi la Federa-tion canadienne des services de garde al'enfance a produit, en collaboration avecSante Canada, une trousse de formationintitulee VIH/sida et garde a l'enfance.

Les recherches demontrent que leseducatrices et les parents savent que leVIH peut se transmettre par les relationssexuelles et le partage des aiguilles, et nona meme des poignees de pone. Mais, cesm'emes educatrices et les parents sont sou-vent mal informes et incertains quant a sa-voir si leur enfant (ou eux-memes) courtquelque risque de contracter le VIH pard'autres moyens ou substances presentesen milieu de garde, que ce soit par les mor-sures, les couches ou la vaisselle. (A.L.Morrow et al., 1991, «Knowledge and At-titudes of Day Care Center Parents andCare Providers regarding Children In-fected with Human Immunodeficiency Vi-rus», Pediatrics 87:879).

Les comptes rendus de rechercherevelent aussi qu'il existe de la confusionau sujet des droits des educatrices et desenfants seropositifs. rrareducatrices

et de parents sondes pensaient qu'un enfantseropositif ne devrait pas etre autorise a

frequenter une garderie et qu'ils devraientetre informes de la seropositivite de tout en-fant (Mick Coleman, 1992. «Child CareProviders and AIDS: A Study of Knowl-edge Versus Acceptance», AIDS Educationand Prevention 4(4): 325).

Une etude suggere que meme lorsqueles educatrices sont relativement bien infor-mees, leurs attitudes ne refletent pas leursconnaissances. L'auteur recommande desstrategies pratiques et interactives (discus-sions, simulations, groupes de soutien)comme le meilleur moyen de changer les at-titudes (Coleman : 326).

Trousse de formation

Lorsque nous avons entame la prepara-tion de la trousse de formation VIH/sida etgarde a l'enfance de la Federation, nousavons garde clairement a l'esprit les resul-tats de cette recherche. Nous avons vouluque les deux brochures de la trousse, a sa-voir l'Aide-memoire et le Guide de l'anima-trice, soient aussi conviviales que possible

faciles a lire et a consulter. En con-sequence, nous avons opte pour un formatouvert et spacieux abondaminent illustre pardes photos, des dessins d'enfants et conte-nant beaucoup d'espace libre avec un texterepondant a des questions posees par leseducatrices et les parents eux-memes.

Guidees par la recherche, des essais-pi-lotes dans cinq colleges du Manitoba, del'Ontario, de l' Ile-du-Prince-Edouard et dela Saskatchewan ainsi que les 22 ans d'ex-perience de Barbara dans le milieu de lagarde a l'enfance, nous avons etudie des as-pects comme la morsure et le sang, les pro-pres craintes des educatrices de contracter levirus, leurs inquietudes pour la sante des en-fants a leur charge ainsi que pour le bien-etre des enfants seropositifs. Nous avonsaussi examine les troublantes questionslegales lives a la discrimination et a la confi-dentialite.

Dans le Guide de l'animatrice, destine aaider le personnel enseignant du domainede l'education de la petite enfance dans lescolleges et les universites ainsi que les di-rectrices de garderie a diriger leurs propresateliers sur le VIH, nous avons mis l'accentsur les aspects emotionnels : pourquoi unenfant infecte par le VIH devrait frequenterune garderie, noire desir de savoir si un en-fant est infecte par le VIH et les outils que

N O U V E L L E S

Commentaires sur le

VIH/sida et lo garde a

I'enfance

oCet atelier m' a poussee Is remettremes points de vue en perspective etit reflechir sur mes opinions au su-jet du VIH et du sida. C'etaitmerveilleux d'obtenir plus d'infor-mations. De plus, les statistiques

ont ete rassurantes.»Etudiante, Ontario

.Le format interactif a permis deremettre en question ma perspectiveet d'exprimer mes sentiments.»

Etudiante, he-du-Prince-Edouatd

(En tant qu'infirmiere hygienistedu Health Children Program duservice de sante. je suis en contactavec la communaute de la garde aI'enfance pour les questions sani-taires. J'ai trouve vos ressourcestres a propos, concises et precises.»

Infirmiere hygieniste, Ontario

.Ce man. uel est une ressource et un

outil fabuleux; tout le monde

dcvrait en avoir un.»Cons-ultante en garde d'enfants,

Colombie-Britannique

.J'ai ete tres impressionnee parcette information et cette presenta-

tion.»flygieniste detuaire, Quebec

trouve cette trousse tres in-teressante et utile.»

Exploitante de garderie, Ontario

oil s'agit dune excellente ressourcepour les infirmieres comme moi quitravaillent avec d'autres infirmieress'occupant des prematernelles oudes garderies pour etablir une poli-tique sur le VIH/sida pour la ville.»

Infinniem service de santemunicipal, Colombie-Britannique

.Merci d'avoir demystifie cette

question cruciale.»Educatrice. Calgary

les intervenantes en garderie possedent déjàpour travailler avec un enfant seropositif.Nous avons aussi inclus un questionnairepour aider les educatrices a se sentir plusconfiantes lorsqu'elles appliquent lesprecautions universelles un element clepour la securite et la tranquillite de tout unchacun. Les six questions contenues dans leGuide de ranimatrice encouragent uneparticipation active a la séance de remue-meninges, a la discussion. au debat et a lasimulation.

La trousse contient aussi une affiche il-lustrant l'application des precautions uni-verselles en services de garde. Les dessinsattrayants et en couleurs d'enfants et d'edu-catrices devraient garantir que les garderiesvont l'afficher et s'y referer souvent.

Enfin. une feuille-ressources (a dis-tribuer avant un atelier si possible) resumepour les parents le contenu de Ia trousse.

La Federation a d'abord fait imprimer10 000 exemplaires de la trousse. Ces exem-plaires ont ete distribues gratuitement atoutes les garderies reconnues au Canada, atous les etablissements offrant de la forma-tion en EPE, aux organisations provincialeset territoriales de garde a l'enfance ainsiqu'aux services charges de la garde a l'en-fance dans les ministeres. Toutes les distri-butions subsequences ont ete confiees auCentre national de documentation sur leS IDA.

Le projet a ete lance officiellement enmai 1995 Is ('occasion de ('atelier offert parBarbara sur le VIH et Ia garde a l'enfancelors de la conference de la Federation a Cal-gary.

Les demandes pour les materiels ont af-flue a la Federation a

Etats -Unisde chaque pro-

vince et territoire, des Etats-Urns et d'ailleurs.Outre les organisations de garde a l'enfance,des demandes sont aussi parvenues deshOpitaux. des medecins, des bibliotheques,des services de sante publique, des organisa-tions de planification familiale, des ecoles,de la population etudiante, des groupes re-ligieux, des organismes de services sociaux,des organismes de jeunes, des groupes defemmes, des entreprises privees et de nom-breuses autres sources.

En mars 1996, la Federation avait faitreimprimer la trousse par trois foil pour untotal de 29 000 exemplaires de l' Aide-

memoire, 22 000 exemplaires du Guide de

l'animatrice. 60 000 affiches et 69 000feuilles-ressources.

2'a[?

AteliersEn novembre 1995, Barbara s'est rendue

Washington, D.C., pour animer un atelier a laconference annuelle de la National Associationfor the Education of Young Children(NAEYC). L'assistance de plus de 80 educa-vices - dont certaines s'occupaient d'enfantsinfect& par le VIH - lui a fait une ovation, cequi a suscite l'interet de la NAEYC pour latrousse de formation. En mars 1996, laFederation a conclu une entente avec laNAEYC pour imprimer une edition americainede 5 000 exemplaires.

Soucieux de permettre au plus grand nom-bre de membres possible de la communaute ca-nadienne de la garde a I'enfance d'obtenir uneformation sur le VIH, Sante Canada et laFCSGE ont envoye Barbara un peu partout aupays former des animatrices sur l' utilisation dela trousse. A l'automne 1995, elle a entame unperiple qui l'a men& dans neuf provinces pouranimer plus de 20 ateliers.

Ses ateliers ont dure entre une heure etdemie et trois heures. La presentation a tenucompte des recommandations du Guide del'animatrice. La premiere moitie du pro-gramme a ete consacree a l'information fac-tuelle. La seconde a mis ('accent sur les aspectsemotionnels en se basant sur les questions con-tenues dans le Guide de l'animatrice :

Les enfants infectes par le VIII devraient-ilsfrequenter une garderie?

Avez-vous besoin de savoir qu'un enfant estinfecte par le VIH?

Appliquez-vous correctement les precau-tions universelles?

II y a eu des discussions animees au coursdes ateliers car les participantes donnaient leuravis et posaient une multitude de questions par-fois propres a la situation dans leur province.Des participantes de la Saskatchewan, parexemple, se sont demandees comment concilierle desir de leur province d'etiqueter le VIHcomme une maladie contagieuse (alors qu'ils'agit plutOt d'une maladie transmissible); lesparticipantes aux ateliers tenus au Manitobas'inquietaient des tests systematiques de depis-tage du VIH dans certains hopitaux. La possi-bilite de discuter de ces preoccupations a rendules ateliers particulierement utiles pour les par-ticipantes.

Avant et apres chaque atelier, les partici-pantes ont rempli un questionnaire anonymepour permettre a la Federation et a Sante Ca-nada d'evaluer leurs connaissances ainsi que('impact de l' atelier.


N O U V E L L E SLes 23 questions auxquelles it fallait

repondre par vrai ou faux couvraient les as-pects medical. Ideal et attitudinal. Nousavons estime que les gens changeraientd'attitude s' ils possedaient de ('informationmedicale et legale exacte et detaillee. Avec[aide de la psychologue EvelynSchliecker. nous avons analyse les donneesrecueillies en utilisant divers tests statis-tiques.

Resultats des ateliers

Les resultats issus de 245 question-naires apparies ont confirme de fawn ecla-tante notre hypothese et demontre que :

l'atelier a reussi a communiquer infor-mation;

l'atelier est parvenu a faire changer lesattitudes des participantes:

les changements d'attitude etaient liesaux changements dans l'information.Plus une participante absorbait de l'in-formation, plus elle etait susceptible demodifier ses points de vue.

Wine avant le debut de l'atelier, lesparticipantes possedaient une petite base deconnaissances importantes. Pratiquementtout le monde savait qu'un enfant infectepar le VIH n'est pas susceptible de trans-mettre le virus a d'autres et qu'on ne peutpas savoir si une personne est seropositiveen se basant sur son apparence physique.Elles savaient en outre que les enfants in-fect& par le VIH ne sont pas toujoursmalades et qu'une mere peut transmettre levirus a son foetus pendant la grossesse.

Des le depart, les participantes avaientdes attitudes tres positives a regard des en-fants et du personnel seropositifs. Dans unequestion les concemant comme parents, 92p. 100 etaient pretes a permettre a leur en-fant de jouer avec un camarade seropositif.En tant qu'educatrices, elles etaient 92 p.100 a etre disposees a prendre soin d'unenfant seropositif dans leur groupe. Moinsde 8 p. 100 des participantes ont repondu aces questions de fawn negative sur le pre-questionnaire, laissant peu de latitude pourun changement de position majeur a lasuite de l'atelier.

Cependant. meme lorsque les partici-pantes savaient qu'un enfant infecte par leVIH n'etait pas susceptible de transmettrele virus a une autre personne, elles ne sesentaient pas tout A fait a l'aise d'envoyerleur enfant a une garderie frequent& par un


enfant seropositif. Avant la tenue de l'ate-lier. 17 p. 100 des participantes ont ditqu'elles ne permettraient pas a leur enfantde frequenter la meme garderie qu'un en-fant seropositif et 19 p. 100 ont indiquequ'elles ne permettraient pas que leur en-fant soit dans le meme groupe qu'un tel en-fant. 11 s'agit-la d'une difference statistiquequi se demarque nettement de leur opinionsur le fait de permettre a leur enfant dejouer avec un enfant infecte par le VIH.

Pourquoi permettraient-elles a leur en-fant de jouer avec un enfant infecte par leVIH, mais s'opposeraient-elles a ce qu'ilfrequente la meme garderie que lui? Nousavons pense que plusieurs raisons pour-raient expliquer cette inquietude. L' unetient au fait que «jouer» signifie habituelle-ment passer un temps limite avec un autreenfant sous la supervision directe d'un pa-rent et que les parents estiment leurs enfantsplus en securite lorsqu'ils sont presents.Par ailleurs, ('enfant passe la joumee a lagarderie, ce qui implique d'en confier laresponsabilite a une autre personne. Uneautre explication possible serait que lesparticipantes craignent peut-etre qu'engarderie. leur enfant ne soit en contact avecdes substances considerees dangereusescomme le sang, les mucosites, l'urine oudes selles. S'il est vrai qu'elles pourraientsavoir comment manipuler ces substances,elles craignent que d'autres ne le sachentpas. L'analyse des donnees n'a pas rdvelede differences marquees entre les parents etles non-parents sur cette question ou surtoute autre.

Le pre-questionnaire a aussi prouveque les participantes etaient plus disposeesa prendre soin d'un enfant infecte par leVIH que d'envoyer leur propre enfant a lameme garderie. Il s'agit-la d'une constata-tion qui laisse perplexe et nous aimerionsl' interpreter comme le temoignage du rea-lisme, de la bonne volontd et de la determi-nation des participantes a se preparer aprendre soin des enfants infect& par leVIH ainsi qu'une indication que les genssont prets a prendre eux-memes ce qu'ilspercoivent comme des risques, mais nonpour quelqu'un d'autre, particulierementpour un enfant.

Information medicaleLes resultats mettent en exergue

r importance d'expliquer pourquoi le ris-que de transmission du VIII en garderie est

237

virtuellement nul. Il semble essentiel defournir des informations medicales claireset detaillees pour permettre aux parents etau personnel de se sentir a l'aise avec lesenfants seropositifs.

En fait, la plupart des participantessavaient avant l'atelier que les larmes oula toux ne representent pas un risque.Apres l'atelier, cette proportion etait tom-b& a moins de 1 p. 100. Mais 12 p. 100d'entre elles etaient mal renseignees ausujet des couches et, par ricochet, de[urine et des selles. L'atelier a clarifiecette meconnaissance si bien qu'apres,seulement 1 p. 100 croyait encore que heVIH pouvait se transmettre par lescouches.

Comme l'a indique la recherche,davantage de personnes etaient mal ren-seigndes au sujet des morsures et du con-tact avec le sang. Avant l'atelier, 37 p. 100des participantes pensaient qu'une mor-sure qui brise la peau pouvait transmettrele VIH. Ce chiffre nous prouve que lesparticipantes ne comprenaient pas que lecontact de sang a sang est necessaire pourqu'il existe quelque risque de transmis-sion. Ceci a transpire de leurs reponsesdeux autres questions : avant [atelier, 22p. 100 ne savaient pas qu'une peau intacteconstitue une barriere efficace contre heVIH et 31 p. 100 ignoraient qu'une solu-tion d'eau de Javel tue ce virus.

Comme nous &ions tout a fait cons-cientes de [inquietude provoquee par cesquestions, nous en avons traite abondam-ment dans ('Aide-memoire et au cours desateliers. 11 en a rdsulte un renforcementsubstantiel des connaissances. Apresl'atelier, seulement 6 p. 100 ne savaientpas que l'eau de Javel peut tuer le VIHtandis qu'une infime proportion (2 p. 1.00)ignorait qu'une peau intacte constitue unebarriere efficace contre le VIH.

En ce qui conceme la question pluscomplexe de la morsure, a la fin de l'ate-lier, le pourcentage des participantes quicroyait toujours qu'une morsure qui brisela peau presence un risque de transmissionetait tombe de 37 a 13 p. 100. Cinquante-six pour cent de celles qui ont donne unereponse incorrecte sur le pre-question-naire ont bien repondu a la question apres[atelier. Bien que la question de la mor-sure etait toujours mal comprise, it sem-blait que la comprehension s'etait nette-ment amelioree apres [atelier.

N O U V E L L E S

Questions legalesLa volonte d'accepter des enfants et

du personnel seropositifs depend aussi dela connaissance qu'on a des questionslegales. Une etude entreprise par le Cen-tre sida McGill en 1994, immediatementapres l'exclusion de l'enfant d'unegarderie de Montreal, a revele que 42 p.100 du personnel de garderie et des pa-rents croyaient faussement qu'unegarderie a le droit d'exclure un enfant.(Bill Ryan et Anne Renaud, 1994. Projetd'intervention dans les garderies de Mon-treal : Evaluation des connaissances etdes attitudes des educatrices en garderieet des parents en matiere de VIH/sida(Montreal : Centre de sida McGill : 57).A la lumiere de ces resultats, nous avionsspecule que le grand public canadienpourrait penser que les garderies avaientle droit de refuser les enfants infect& parle VIH. Cependant, deux ans apresl'etude de McGill et apres le retour deMagic Johnson au basketball (entre autresevenements qui auraient pu contribuer ainformer le public sur le VIH), nousavons constate que meme avant notreatelier, seulement 14 p. 100 des partici-pantes de partout au Canada pensaientqu'une garderie avait le droit decongedier ou de refuser d'embaucher unepersonne seropositive tandis que seule-ment 19 p. 100 pensaient qu'une garderiepouvait choisir d'exclure un enfant in-fecte par le VIH.

L'atelier a bien reussi a communiquerdes faits sur le sujet. En ce qui concerneles deux questions, plus de 85 p. 100 despersonnes ayant donne des reponses in-correctes sur le pre-questionnaire ont bienrepondu au post-questionnaire. En d'au-tres mots, seulement 2 p. 100 des partici-pantes a l'etude ignoraient qu'une tellefagon de faire etait incompatible avec leslois canadiennes sur les droits humainsqui interdisent toute discrimination contreles enfants et les adultes porteurs du VIH.

La confidentialite est aussi une ques-tion legale extremement importante etprobablement celle qui preoccupe le plusles personnes travaillant dans les garde-ries. Constatation interessante, avantl'atelier, seulement 13 p. 100 des partici-pantes estimaient que les parents avaientle droit de savoir qu'un enfant porteur duVIH frequentait la garderie. Apres l'ate-lier, ce chiffre est tombe a 1 p. 100.

Bien que les participantes ont concedevolontiers que les parents n'avaient pas ledroit de savoir, elles n'etaient pas aussipretes a renoncer a ce droit en ce qui con-cerne les educatrices et les directrices.Vingt-six pour cent des participantes ayantrepondu a nos pre-questionnaires esti-maient que les parents des enfants infectespar le VIH devaient en informer la garderieet 33 p. 100 pensaient que la superviseurede la garderie avait l'obligation de revelera l'educatrice la presence d'un enfant sero-positif dans son groupe.

L' atelier a permis de communiquer ef-ficacement les faits sur ce sujet. Par lasuite, seulement 1 p. 100 des participantespensaient encore que les parents devaientinformer la garderie que leur enfant etaitporteur du VIII. En outre, seulement 1 p.100 croyait toujours que la directricedevait tenir les educatrices au courant decette situation. Quatre-vingt-seize pourcent des participantes ayant repondu incor-rectement a ces questions dans le pre-questionnaire ont donne une reponse cor-recte dans le post-questionnaire.

L'examen de ces reponses nous rap-pelle que, meme avant l'atelier, la presquetotalite des participantes savaient qu'on nepeut pas se baser sur l'apparence d'unepersonne pour dire si elle est seropositiveou non. Ainsi, it apparall clairement queles educatrices avaient compris qu'il etaitpeu probable qu'elles sachent s'il y avaitou non un enfant seropositif dans leurgroupe.

Implications plus largesCes resultats ont d'importantes con-

sequences. Si les parents et les super-viseures ne sont pas tenus d'informer leseducatrices de la presence d'un enfantseropositif dans leur groupe et qu'on nepeut pas se baser sur l'apparence d'un en-fant pour savoir s'il est seropositif, les edu-catrices doivent alors presumer que n'im-porte quel enfant peut l'etre. Commel'atelier le souligne, elles peuvent seproteger et proteger les enfants en ap-pliquant correctement les precautions uni-verselles et une bonne hygiene de base.

Ces faits ont ete bien accept& par lesparticipantes a l'atelier. Au debut de l'atel-ier, 53 p. 100 d'entre elles pensaient pou-voir mieux se proteger en sachantd'avance qu'un enfant de leur groupe etaitseropositif. A la fin de l'atelier, cette pro-

238

portion etait tomb& a 20 p. 100. Au debut, 46p. 100 pensaient qu'elles pourraient mieuxs'occuper des enfants seropositifs si elles con-naissaient d'avance leur &at. A la fin, seule-ment 16 p. 100 pensaient encore la memechose. Pour ces deux questions, plus de 60 p.100 des participantes ayant repondu «oui» lapremiere fois ont change d'avis et 78 p. 100ou plus de l'ensemble des participantes ontconclu qu'elles pouvaient faire leur travailadequatement sans savoir s'il y avait un enfantseropositif dans leur groupe.

Les ateliers ont aussi regulierement cor-robore ces chiffres. Lorsqu'on a demande auxparticipantes de debattre la question suivantedu Guide de l'animatrice : «Avez-vous besoinde savoir qu'un enfant est infecte par leVIH?», elles ont eu de la difficulte a expliquerpourquoi elles avaient besoin de le savoir.

Malgre les excellents resultats de l'atelier,certaines attitudes n'ont pas change complete-ment. Sur le pre-questionnaire, pros de 80 p.100 des participantes avaient repondu par«oui» a la question attitudinale : «En tantqu'educatrice, j'aimerais savoir s'il y a un en-fant seropositif dans mon groupe». Apres l'a-telier, 40 p. 100 d'entre elles tenaient toujoursA he savoir. Un nombre significatif de person-nes avaient change d'avis davantage quepour toute autre question mais beaucoupetaient encore inquietes. Elles savaientqu'elles n'avaient pas besoin de savoir, maiselles tenaient quand meme a le savoir.

Pourquoi ce groupe voulait-il toujours sa-voir? Etant donne que les participantes ontrepondu qu'elles n'avaient pas besoin de sa-voir s'il y avait un porteur du VII-1 dans leurgroupe pour se proteger ou fournir demeilleurs soins, nous pouvons en &duke quela plupart d'entre elles ne s'inquietaient pas deleur propre securite ou de celle des enfants.En tant qu'educatrices et parents, les partici-pantes semblent avoir accepte le fait que lerisque de transmission du V11-1 en milieu degarde est pratiquement nul.

Pourquoi voulaient-elles donc savoir?L'explication probable, nous semble-t-il, estque les educatrices de la garde a l'enfance etles superviseures ne croient pas vraiment a lapolitique du secret quand it s'agit des enfantsa leur charge. Elles ont appris, dans le cadrede leur formation et de par leur experience,que plus elles en connaissent sur l'enfant (iln'a pas pris son petit dejeuner ce matin; sesparents se separent), mieux elles peuvent s'oc-cuper de lui. Qu'un enfant soit infecte par leVIH ou non, semble un fait important a


N O U V E L L E Signorer. Il est difficile pour les membresdu personnel d'accepter d'en savoir autantqu' il le faut sur l'enfant par exemple,que la mere de l'enfant est malade ou quela famille eprouve de graves problemesfinanciers. L'atelier aborde ces questionset met l' accent sur l'imperieuse obligationprofessionnelle et ethique de s'occuper del'enfant tous les jours, quelle que soit ]'in-formation disponible. Cependant, on peutimaginer que les personnes qui travaillentdans le domaine continueront a trouvercette exigence de confidentialite difficile aaccepter.

Conclusion

Nous avons trouve ties agreable detravailler sur ce projet. Les materiels ecritsont recu un accueil tres favorable; les par-ticipantes a l'atelier en ont ete enthousias-mees et les donnees issues des question-naires denotent chez elles un changementmarque au niveau des connaissances et desattitudes.

Pour nous, une mesure importante dusucces de l'atelier est qu'un grand nombrede participantes ne s'objectaient plus a en-voyer leur enfant dans une garderie ou it yaurait un enfant porteur du VIH. Apresl'atelier, seulement 6 p. 100 hesitaient a

avoir leur enfant dans le meme groupequ'un enfant seropositif soit de 19 p.100 de moins qu'avant l'atelier.

Une autre tres importante mesure desucces pour nous est le fait que les educa-trices ont compris qu'elles ne con-naitraient probablement pas tous les faitsinterrelies si elles s'occupent d'un enfantporteur du VIH et qu'elles peuvent seproteger, ainsi que les enfants, en ap-pliquant les precautions universelles et enrespectant ('hygiene de base.

Il importe de souligner que les gensont choisi de leur propre gre de participera l'atelier. Comme l'indiquent les reponsesau questionnaire, celles qui etaient déjàdisposees a s'occuper d'enfants seroposi-tifs se sont inscrites. Il semble probablequ'elles ont accepte le fait que lephenomene du VIH dans les garderiesconstitue une realite avec laquelle ellesdevront composer et qu'elles ont pris parta l'atelier pour apprendre la meilleurefawn de s'y prendre. Ces personnesl'esprit ouvert ont fait tout leur possiblepour comprendre tous les faits et leurs pro-pres sentiments malgre leur complexite


ainsi que pour cultiver et developper une atti-tude positive a regard des enfants et desmembres du personnel infect& par le VIH.Nous les remercions pour leur courage et leurbonne volonte et esperons qu'elles se senti-ront suffisamment a l'aise avec ce qu'ellesont appris pour l'enseigner a d'autres.

Ce projet de deux ans constitue un tresbon &manage, mais it reste un grand defi


relever. En continuant de partager nos con-naissances, nous pouvons contribuer a faireen sorte que les enfants porteurs du VIHgardent de bons souvenirs de leurs experi-ences en garderie.

Barbara Kaiser et Judy Sklar Rasminsky sont lesredactrices de VIH/sida et garde a I'enfance, un pro-jet de la Federation canadienne des services de gardea l'enfance finance par Sante Canada dans le cadrede la Strategie nationale sur le SIDA.

Lier les partenairespar Sharon Hope Irwin

Grace au soutien de ]'Unite de la santementale des enfants et des jeunes deSante Canada, TraitTrd'union realise

Lier les partenaires, un projet axe sur la re-cherche, les ressources et la promotion con-cemant les questions de sante mentale chezles enfants en milieu de garde. Le projet per-mettra d'appliquer aux questions touchantles enfants ayant des troubles de comporte-ment, les strategies et les techniquesutilisees avec succes par Traitvd'union pourpromouvoir 'Integration en milieu de gardedes enfants ayant des besoins speciaux.

Dans le cadre de ce projet, on veilleraentre autres A :

elargir le dynamique reseau deTraittrd'union forme de praticiennes engarde A l'enfance dont ]'experience enintegration des enfants handicap& ou-vrira la voie a celle des enfants ayant destroubles de comportement;

organiser des tables rondes pour collecterde ]'information (axee sur les troubles decomportement) dans les villes canadien-nes pour connaitre les soutiens novateursdisponibles aux services de garde offertsen garderie, par exemple, les approchesbasees sur la consultation, les pro-grammes de soutien des pairs et le ren-forcement des aptitudes sociales;

trouver des pratiques novatrices par lebiais d'articles de Traittrd'union placesdans des publications nationales etprovinciales de la garde a l'enfance et lebulletin de TraitiTd'union, les connexi-ons et le site Web ainsi que par des per-sonnes pouvant offrir de ]'informationcle et d'autres organisations;

encourager les partenariats dans la gardeA l'enfance et dans les milieux connexes

239

pour partager et developper les initiativesreussies;

cerner les questions delicates reliees 'In-tegration reussie en garderie des enfantsayant des troubles de comportement.

Toutes ces activites preparent le Seminairede reflexion sur les enfants qui ont un corn-portement difficile organise par Traired'unionqui se tiendra a l'automne 1996. Cinquante in-tervenantes de garde de la ligne de front, ayantdes competences en matiere de troubles decomportement, se reuniront avec 50 personnesfournissant des services sur le comportementou de consultation aux garderies afind'elaborer de nouvelles strategies d'integra-tion et des techniques qui reussissent avec cesenfants. Des subventions de &placement se-ront disponibles.

Le Seminaire de reflexion de Traitizrd'unionabordera les questions suivantes

Comment integrer l'enfant particuliere-ment agressif ou perturbateur?

Quelles methodes ont fonctionne pourd' autres?

Comment reussir avec des ressourcesreduites?

Voila de grands problemes de 'Integra-tion. Le Seminaire de reflexion deTraitvd'union fournira une formation ainsique ]'occasion de partager nos trouvaillesavec le domaine de la garde a I'enfancepartout au Canada. II s'agira d'une rencontrede formation professionnelle ins& sur lapratique, la politique et la recherche. Nousrecherchons des leaders.

Lier les partenaires produira aussi desresultats concrets comme la publication decomptes rendus des tables rondes, du Semi-naire de reflexion de Traittrd'union, d'etudes

N O U V E L L E Sde cas, de bibliographies choisies et d'un repertoire de personnes-ressources sur le comportement difficile.

Toujours conscient du risque d'affubler une etiquette, Lier lespartenaires est ouvert au plus grand &entail possible de comporte-ments difficiles : en passant par l'enfant le plus perturbateur a l'en-fant extremement gene et les comportements pouvant s'avererchroniques par rapport a ceux de nature temporaire.

Traitmrd' union est habitué a traiter de la question des troubles decomportement parce qu'elle fait partie de la complexite de la pleineintegration de tous les enfants. Que ce soit le comportement diffi-cile, les besoins sanitaires speciaux, ]'intervention precoce ou lesfacteurs lies a la transition des soins parentaux aux soins en servicesde garde ou des services de garde a l'ecole, ]'engagement premierde Traittrd' union demeure axe sur la qualite, le prix raisonnable etl'accessibilite de services a la petite enfance pour tous les enfants.

Traitvd' union demeure essentiellement un reseau national, lenoyau de la recherche et des ressources axees sur les besoins speci-aux au Canada. Cree en 1990, Traitud'union s'est attaque a unevaste gamme de questions de nature generale, par exemple, ]'in-tegration ainsi qu'a des questions precises comme les besoins sani-taires speciaux et les enfants au comportement difficile. Cependant,son engagement de base demeure le meme : rechercher et partagerdes modeles d'integration reussie et, ce faisant, travailler avec et en-courager les defenseurs des parents, les innovateurs de la ligne defront et les partisans de ]'integration oe qu'ils soient.

Sharon Hope Irwin est directrice de Traitad'union. Pour plus de renseignementssur Trairerd'union (y compris sur le bulletin) : 1 -800- 840 -LINK ou (902) 562-1662; telec. : (902) 539-9117; cour. elec. : [email protected]; et site Web :http://www. cbnet.ns.cal-specialink

Reseau

pancanadienNATIONAL Le travail va bon train pour leProgramme d'aide prescolaire auxautochtones, une activite d'interventionprecoce destinee aux enfants autochtoneset a leur famille vivant dans les centresurbains ou de grandes communautes duNord. De nombreux projets qui regoiventdes fonds de fonctionnement a l'heureactuelle comptent ouvrir leurs portes auxenfants en septembre. Tous les projetsayant atteint leur phase operationnelleengagent actuellement du personnel,recrutent des benevoles en plus depreparer les installations et le programmescolaire. La ville de Winnipeg a ete choisiepour abriter le 2° atelier national deformation qui se tiendra a l'hiver 1997.

COLOMBIE-BRITANNIQUE Le EarlyChildhood Educators of British Columbia(ECEBC) a tenu sa 26° conferenceannuelle du 9 au 11 mai a l'Universite de laColombie-Britannique a Vancouver sous letheme "Together: Early Childhood, AJourney of Discovery. avec la participationde 1 400 delegues. Lilian Katz et JoycePreston ont ate les conferencieresprincipales de revenement 06 ron a offertplus de 90 ateliers.

Selkirk College lance un programme enressources humaines menant a un diplomeau campus Castlegar. Le diplome fournira arechelle locale tous les prealables pour

waxier aux programmes de troisiernearmee en soins aux enfants et A lajeunesse ou en travail social.

La B.C. Association of Child Care Services(BCACCS), une organisation provincialeaxee sur les employeurs et les services dela garde a l'enfance, a tenu sa premiereassemblee generale annuelle en mai et eluun conseil d'administration. Les services degarde a l'enfance de la C.-B. sont fournispar un grand nombre d'organisations et departiculiers ayant peu ou aucun lien forme)entre eux. La BCACCS est destinee adevenir une force unificatrice dans Iscommunaute de Is garde a l'enfancepartout dans la province.

ALBERTA Stockwell Day a eterecemment nomme ministre de la Famille etdes Services sociaux.

SASKATCHEWAN Les communautesde la Saskatchewan ont celebre laSemaine de la garde a l'enfance (12 -18mai) en organisant des activites specialescomme une journee au parc, des soireesprofessionnelles et des repas de hot-dogsur barbecue.

MANITOBA Bonnie Mitchelson, ministredes Services a la famille, a ecrit auxintervenantes en services de garde duManitoba pour leur annoncer que MarcelLaurendeau, depute de St-Norbert,entreprendra une mission d'information surles moyens d'adapter le systeme de garded'enfants aux nouvelles realites. II analyserales structures legislatives et reglementairesen plus de visiter les garderies deWinnipeg, des milieux ruraux et du nord duManitoba pour ecouter les opinions des

BEST COPY MiLABLE 2 4 0

personnes du domaine sur la fagon decollaborer a ramelioration du systerne. Legouvernement tiendra par Is suite un atelierbase sur les resultats de cette mission.

Les garderies du nord du Manitoba et de('Ontario ont collecte 30 096 $ pendant lacampagne "Galipette pour la dystrophiemusculaire tenue on mai. Les enfants ontsautille au son de la musique pour obtenirdes promesses de dons et en ont appris surles muscles en utilisant differents materielsde ('Association de la dystrophie musculairedu Canada (1-800-565-1601).

La Family Day Care Association of Manitobaplanifie la Journee nationale de l'enfant. Ona demande a ('organisation et a desmembres de representer la garde au milieufamilial dans le processus de revision desreglements provinciaux.

ONTARIO La Independent ChildCaregivers' Association (ICCA) et la OttawaValley Preschools Association Inc. (OVCP)ont tenu leur premiere conference conjointele 13 avril a recole secondaire Sir RobertBorden a Ottawa sur le theme "A Love ofReading...A Life of Learning.. Sid Cratzbarg,orateur, educateur et consultant derenommee internationale, a ete leconferencier principal de la conference qui aattire six cent participants et participantes.

Le Programme de garde d'enfants a courtterme (Ottawa) a regu un financement dedeux ans de Visions de la garde d'enfantspour mener une recherche sur l'impact desservices de garde d'urgence sur le milieu dutravail ainsi qu'une evaluation du modele duNational Capital Region Emergency ChildCare Consortium. Le NCR Emergency ChildConsortium, tree en mit 1995, comprend leConseil d'education de Carleton, Ernst &Young, Nortel, l'Hopital Civic d'Ottawa, leSyndicat des postiers du Canada,!Association du Barreau du comic deCarleton et Mite! Corporation. Les resultatss'ajouteront a la base de connaissances surle travail et la famille, particulierement dansles domaines des avantages sociaux et desefforts de collaboration de la main-d'oeuvreet de la direction. Work and FamilyPartnerships, le groupe consuttatif desServices a renfance Andrew Fleck,coordonnera le projet de recherche. AlviSocial Research dirigera la conception et('analyse generales de la recherche.

QUEBEC Apres consultation, legouvernement du Quebec a decide deretablir recces a ('aide financiere pour lesparents dont les enfants s'inscrivent dansun service de garde en milieu scolaire, tantpour les classes de niveau prescolaire quede niveau primaire. De plus, legouvernement maintiendra le paiementdune pleine journee de garde par journeepedagogique.

Les reductions de subvention annoncees enmai 1996 ant ete revisees afin (fenminimiser l'impact aupres des parents dontles revenus sont les plus faibles. Cesmodifications sont entrees en vigueur le22 juillet 1996.

NOUVEAU-BRUNSWICK ParentCooperative Preschools International (PCP')a decerne la bourse 1996 KatharineWhiteside Taylor a Kimberly Fraser, uneetudiante en techniques d'education enservices de garde au collegecommunautaire du Nouveau-Brunswick. Leprix de 500 $ a ate institue en l'honneur deKatharine Whiteside Taylor, Ph. D., membrefondateur du PCPI.Reseau pancanadien.

Calendrier

OCTOBRE3 - 6Calgary, Alberta

La conference annuelle de Services a lafamille Canada se tiendra sur le theme"Exploration '96 : defricher de nouveauxsentiers.

Info. : Services a la famille Canada, 220,ay. Laurier ouest, bureau 600, Ottawa(Ontario) KlP 5Z9 (613) 230 -9960;Oleo. : (613) 230 -5884.

4 - 7Sydney, Nouvelle-Ecosse

Traittrd'union, le Reseau nationald'integration en services de garde,organise un Serninaire de reflexion sur lesenfants qui ont un comportement difficileau College de la Garde catierecanadienne. On invite la participationd'equipes d'intervenantes experimenteesen services de garde ainsi que desconsultantes (ou des enseignantesressources ou directrices) qui, ensemble,ont reussi a solutionner des problemes decomportement. Des subventions sontdisponibles pour les personnes qui doiventvoyager par avian. Les frais de logement etde restauration coi)tent environ 45 $ parjour. Linscription est fixee a 95 $.

Info. : Sharon Hope Irvin, directrice,Traitrrd'union; 1-800-840-LINK ou (902)562-1662; Oleo : (902)539-9117; courelec. [email protected]; site Web :htip://www.cbnetns.cal-specialink

7 -13Ottawa, Ontario

Services a la famille Canada parraine laSemaine nationale de la famille pour latreizieme fois. Le theme pour cette armeeest "Redecouvrir les forces de la famille..

Info. : Services a la famille Canada, 220,ay. Laurier ouest, bureau 600, Ottawa(Ontario) KlP 5Z9. (613)230-9960.

8 -11Winnipeg, Manitoba

La 10° conference de la National Child andYouth Care Workers se tiendra au HolidayInn Crowne Plaza. Les ateliers offerts enanglais traiteront, entre autres, des sujetssuivants : le mythe de la pression exerceepar les pairs; la prise de decisionpersonnelle concernant rethique; leleadership et la supervision; ('acquisitionde competences en resolution de conflit; lerenforcement de la participation familiale;le counseling sur place; rebatir laconfiance chez les enfants traumatises; lesgarde-robes, c'est pour les vetements; et,du contrble a la connexion.

Info. : Committed to the Challenge,442 Scotia Street, Winnipeg, ManitobaR2V 1X4. (204) 338-7971; taloa : (204)334-1496.

16 -18Mississauga, Ontario

Le theme de la 7° conference annuelle dela School-Age Child Care Association ofOntario aura lieu a Mississauga sur letheme "Changing Perspectives.


N O U V E L L E SInfo. : School-Age Conference 1996, doLesley Bolton, RR 410, Brampton, ONL6V 3N2. (905) 457-4220.

17 - 20Ottawa, Ontario

La conference annuelle de ('Associationcanadienne des programmes deressources pour la famille portera sur letheme "Main dans la main : Batir unecommunaute dans le partenariat".

Info. : Association canadienne desprogrammes de ressources pour lafamille, 120, av Holland, bureau 205,Ottawa (Ontario) K111 0X6. (613)728-3307; fel& : (613) 729 -5421.

19 - 26Ontario

La Association of Early ChildhoodEducators of Ontario (AECEO) organiseune semaine de celebrations pourmarquer la "semaine de ('enfant.. Pourla 17' annee, I'AECEO reserve la 3°semaine d'octobre pour reflechir sur lesdroits et les besoins des enfants.Vingt-six filiales de partout dans laprovince planifieront et organiseront desjournees de perfectionnementprofessionnel, des campagnes de jouetset de livres, des foires amusantes pourles enfants, des concerts, desexpositions dans les centrescommerciaux, des journees portesouvertes et des ceremonies de remisede prix pour reconnaitre une contributionexceptionnelle au domaine. Pour lancerla semaine, I'AECEO honoreraquelqu'un le 18 octobre pour sacontribution exceptionnelle audeveloppement des jeunes enfants enpresentant le "Children's ServiceAward.

Info. : Eduarda Sousa ou ChanelGrenaway, AECEO, 40 OrchardviewBlvd, Suite 211, Toronto, Ontario M4R1B9. (416)487-3157, poste 23 ou1-800-463-3391; telec. : (416) 487 -3758.

23 - 25Orillia, Ontario

La conference de ('Associationontarienne de garde d'enfants a domicilese tiendra sur le theme "From OurHouse to Yours Working TogetherNaturally.. Jack C. Shell, conferencierprincipal, ouvrira la seance du jeudimatin.

Info. : HCCAO Conference Registration,do Raggedy Ann Day Care, 89 EdgehillDrive, Barrie, Ontario L4N 5W1. (705)327-5566; telec. : (705) 726 -6236.

23 - 7 nov.Suede et Danemark

La Sweden/Denmark ECE EuropeanPerspectives Study Tour est parraineepar le Centre for Community andEconomic Renewal de l'Institut d'etudespedagogiques de ('Ontario et seradirigee par Martha Friendly et JulieMathien. La tournee comprend la visitedune grande variete de garderies; desreunions avec des fonctionnaires,d'autres experts, des associations et dessyndicats de la CEE; des seminairesofferts avant la tournee; et, un seminaireeuropeen. Les participants etparticipantes regoivent un certificat deperfectionnement professionnel. Le cootde la tournee se situe a environ 3 000 $a partir de Toronto.

Into.: Martha Friendly, (416) 978-6895.

24 - 26Whitehorse, Yukon

La Yukon Child Care Association (YCCA)ainsi que 12 autres agences et organismestiennent une conference biennale qui mettra('accent sur les enfants et l'apprentissage.On y traitors aussi de revolution du mete del'intervenante en services de garde.

Info. : YCCA, Box 5439, Whitehorse, Yukon,Y1A 5H4. (403) 668 -3809; Oleo. : (403)668-7199.

25 - 26Calgary, Alberta

La School-Age Care Conference se tiendracette annee sur le theme "Bridges to theFuture with Pride and Professionalism.

Info. : Caryl Broen, Chairperson,Programming and Promotions, School-AgeCare Conference Committee, do 19Rosevale Dr. N.W, Calgary, Alberta T2K1N6. (403) 282 -7466 (bureau); (403)295-8714 (dom.)

NOVEMBRE1 - 2Regina, Saskatchewan

La Saskatchewan Child Care Association(SCCA) accueillera la conferenceprovincials annuelle appelde "Catch theDream. Gordon Colledge sera leconferencier principal.

Info. : SCCA, 628-10th Street East,Saskatoon, Saskatchewan S7H 0G9.(306) 664 -4408; Oleo. : (306) 664 -7122.

15 -16Vancouver, Colombie-Britannigue

La School Age Child Care Association ofB.C. (SACCA B.C.) presente "The SchoolAge Connection: Journey toProfessionalism. au Hotel Georgia.

Info. : SACCA B.C., Suite 201, 1675 West4th Avenue, Vancouver, B.C. V6J 1L8; (604)739-0770.

24 - 27Ottawa, Ontario

"Les enfants du Canada : l'avenir duCanada. - theme dune conferencenationale qui se tiendra au Château Laurieret co-parrainee par la Ligue pour lebien-etre de l'enfance du Canada et('Association des societes d'aide a I'enfancede ('Ontario en partenariat avec laFederation des enseignants etenseignantes du Canada, la Societe d'aidea I'enfance d'Ottawa-Carleton et Jeunessej'ecoute.

Info. : (Toronto) (416) 366-8115; telec. :(416)366-8317; (Ottawa) (613) 235 -4412;tolec. : (613) 788-5075; cour. elec. :[email protected]

RessourcesChoosing Child Care, brochure enaccordeon publiee par Information Daycareet le Vancouver Child Care Support Programa ('intention des parents et dans les septlangues suivantes : chinois, anglais, hindi,panjabi, espagnol, tagal et vietnamien.


Pour recevoir la trousse des septtraductions, envoyez une enveloppeadressee (9' x 12') et affranchie (1,45 $)a Pam Best, Westcoast Child CareResource Centre, 201-1675 West 4thAvenue, Vancouver, British Columbia V6J1L8. (604)739-3099; feted : (604)739-3289.

Developmentally Appropriate Practice,Curriculum and Development in EarlyEducation, redige par Carol Gestwickicomme guide pour les educatrices, lesintervenantes en services de garde, lepersonnel dirigeant et les parents. II traitsde la theorie et de Is pratique dans uneargumentation claire sur ce qui estapproprie ou non au developpement desenfants, de la naissance a huit ans.Chacun des 17 chapitres se termine parun synopsis sous les vedettes suivantes :"Summary, Think About it, Questions toReview Objectives, References andSuggestions for Reading..

Delmar Publishers Inc. (1995); ISBN0-8273-6240-4.

La securite des families en perioded'insecurite Forum national sur lasecurite des families (1996): Volume II(Perspectives) et Volume Ill (Creer unecollaboration dans un esprit deresponsabilite), publie dans les deuxlangues officielles par le Conseilcanadien de developpement social. Lesdocuments du Volume II ont etecommandos par le Forum national sur lasecurite des families pour souligner lesdoffs auxquels sont confrontees lesfamilies canadiennes d'aujourd'hui etrecommander de nouvelles fawns d'yfaire face. is donnent des exemples dece quo peuvent faire les gouvernements,les communautes, les families, lesemployeurs et autres pour ameliorer lasecurite familiale a la lumiere desnouvelles realities socio-economiques. LeVolume III est un enonce final du Groupedes directeurs du Forum national quipreconise la reorientation des politiquesgouvernementales afin de trailer de lacrise de rinsecurite familiale.

Pour commander en francais ou enanglais au prix de 5 $ (y compris frais deport et de manutention), communiquezavec le Conseil canadien dedeveloppement social, Publications, 441,rue MacLaren, stage, Ottawa (Ontario)K2P 2H3. (613) 236 -8977; Oleo : (613)236-2750. ISBN 0-88810-430-8.

Profit de la pauvrete, 1994, un rapport duConseil national du bien-etre social(1996), le plus recent dune serie derapports annuals produits par le Conseilnational du bien-etre social et bases surdes donnees factuelles collectees parStatistique Canada. II comprend denombreuses statistiques pour 1994 et lestendances de la pauvrete depuis 1980.Cette edition comprend des tableaux plusrecents qui donnent un meilleur profil dela distribution du revenu au Canada, apartir des personnes vivant bien en -deltadu seuil de la pauvrete a cellos qui sontnettement plus nanties. D'autresnouveaux tableaux mettent ('accent surles personnes de moins de 65 ans etsoulignent ('importance relative durevenu, de ('assurance-chemage et de('aide sociale comme principales sourcesde revenu pour les oeuvres. On a ajoute

241

une deuxieme annexe qui comprend desstatistiques regionales detaillees sur lapauvrete dans les provinces Atlantique,le Quebec, ('Ontario et l'Ouest.

Pour obtenir gratuitement un exemplaire,communiquez avec le Conseil nationaldu bien-etre social, 1010, rue Somersetouest, 2' stage, Ottawa (Ontario) KIA0J9. (613) 957-2961; telec. : (613)957-0680; ISBN 0-662-24343-9.

The Great Child Care Debate: TheLong-Term Effects of Non-ParentalChild Care, Occasional Paper No. 7(1996), redige par Gillian Doherty etpublie par la Childcare Resource andResearch Unit, Centre for Urbanand Community Studies, Universityof Toronto.

Pour commander au prix de 10 $ (ycompris frais de port et de manutention),communiquez avec Childcare Resourceand Research Unit, Centre for Urban andCommunity Studies, University of Toronto,455 Spadina Avenue, Room 305,Toronto, Ontario M5S 2G8. (416)978-6895; Oleo : (416) 971 -2139; cour.elec. : [email protected]; ISBN1-896051-14-6.

The Hundred Languages of Children,The Reggio Emilia Approach to EarlyChildhood Education, revise par CarolynEdwards, Leila Gandini et GeorgeForman. II rassemble les reflexionsd'educatrices italiennes qui ont cree etdeveloppe le programme pour la petiteenfance de Reggio Emilia de memo quede personnes de l'Amerique du Nord quiont observe et analyse le programme. Lelivre fournit une introduction complete al'approche on plus de decrire lesapplications faites dans les ecolesprimaires, les milieux prescolaires et lesservices de garde aux Etats-Unis.

Ablex Publishing Corporation (1993);ISBN 089391-933-0 ( livre de poche).

The Primary Needs of Children: ABlueprint for Effective Health Promotionat the Community Level (avril 1996) parPaul D. Steinhauer, M.D.. Nouveaudocument de travail publie pour le groupede travail de promotion/prevention de laSparrow Lake Alliance.

Pour commander un exemplaire gratuit(quantite limitee), communiquez avec leCaledon Institute of Social Policy, 1600Scott Street, Suite 620, Ottawa, OntarioKI V 4N7. (613) 729 -3340; telec. : (613)729-3896; ISBN 1-895796-53-9.

Ties That Stress, The New FamilyImbalance, redige par David Elkind,auteur de The Hurried Child: Growing UpToo Fast Too Soon. Le livre est destine augrand public et cherche a repondre e laquestion suivante : "Quo devons-nousfaire au moment oil les structuresfamiliales traditionnelles semblents'ecrouler?. Cauteur decrit une tendancefamiliale emergente - la familleindispensable qui place les besoins desenfants et des jeunes sur un piedd'egalite avec cellos de lours parents etd'autres adultes.

Harvard University Press (1994); ISBN0-674-89150-3 ( livre de poche).

BEST COPY AVAILABLE

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RESOURCE SHEETCanadian Child Care Federation

It itWinter 1997

Communicating with a Childwho has Special Needs

In describing children with special needs, be sure to put thechild before the disability (for example, a "child with alearning disability," instead of a "learning-disabled child")

Child with Intellectual ChallengesAddress the child using simple, but not childish,words.

State your request clearly and precisely.

Stay calm and be ready to rephrase yourrequest several ways.

Use concrete examples frequently.

To confirm the child has understood yourmessage, discreetly request him to repeat it.

Child with Visual ChallengesSpeak and act in your usual way. Avoidusing terms that imply sight, such as"Watch, I'll show you how to do it."

Avoid using references to "here" and"there." These words are not usefulreferences for the child who cannot see.

Respond verbally to questions. Head movements and hand gestureswill not be noticed. Make your words precise and, before you use afigurative phrase, ensure that the child will understand its meaningin that context.

Never increase the volume of your voice (unless you know frommedical records that this will help with an auditory concern). Avoidlong pauses in your speech.

Provide the child with an orderly routine. Avoid doing things for thechild, even if it takes him longer than the other children.

Always let the child know where you are: tell him where you are inrelation to him and let him know when you are leaving.

Child with Auditory ChallengesSpeak clearly using your normal speed and tone, articulatingcarefully but without exaggeration.

Make sure you have the child's attention before you speak. Use allmanner of gestures, facial expressions, actions and pictures to helpthe child understand language and gradually acquire it.

#38

Check frequently to make sure the child hasunderstood. If he has not, rephrase your message,rather than merely repeating it verbatim.

Hearing loss can cause delays in languagedevelopment and difficulties with speech. Youmay have trouble understanding the child if he

has been deaf since birth. Don't hesitate toask him to repeat himself. Your interest and

encouragement will be motivators forfuture success.

Rather than speaking for him, give himmany opportunities to expresshimself.

To avoid prejudice, openly discuss hisauditory challenge with his playmatesand help them learn about his hearingaid.

Make sure the other children speak tohim calmly, clearly and one at a time.

Child with Physical Challenges

Encourage the child to express his own ideas and feelings andlearn appropriate behaviour for the centre.

Speak with the child about his physical challenge. Encouragehim to explain to the other children how he deals with hisdisability and what his plans are for the future.

As much as you can, let him take care of himself.

Allow him input into decisions that affect him, wheneverpossible.

Discuss physical challenges in general with all the children.This way the child will not feel alone.

Encourage the child to come up with his own adaptations tohelp him make best use of the materials and resources at thecentre.

Help him concentrate his efforts on realistic, do-able outcomesand channel his energies to focus best on activities he haschosen as goals and priorities.

This article is an adaptation of "Quelques conseils," which appeared in Petit a Petit (July-August 1996) published by the Office des services de garde a l'enfance. Theoriginal document was entitled "Ses Aptitudes, mes attitudes" and was published by the Association des services de garde en milieu scolaire du Quebec. For information

on purchasing or reprinting this material, please contact the Information Officer, Canadian Child Care Federation, 120 Holland Avenue, Suite 306, Ottawa, Ontario,OX6. Tel: 1-800-858-1412 or (613) 729 -5289; Fax: (613) 729 -3159. Photo: Elizabeth Krish-Norton

244

F EUILLE RESSCDURCES

Federation canadienne des services de garde a l'enfance

OL.\\*17Fliver 1997

Communiquer avec un enfant ayantdes besoins speciaux

Deficience intellectuelleAdressez-vous a l'enfant dans un langage simple mais nonenfantin.

Formulez vos consignes clairement et d'une fawn precise

Soyez calme et prete a repeter vos instructionsau besoin dans des termes differents.

Illustrez souvent vos propos d'exemples concrets.

Pour vous assurer que l'enfant a bien compris.demandez-lui discretement de repeter ce qu'il aretenu de vos propos.

Deficience visuelleParlez et conduisez-vous naturellement. N'evitezpas les termes relatifs a la vue tel que «regardecomme it faut, je vais to montrer». L'enfantcomprend qu' ils signifient <Trendsconnaissance de».

Evitez l'emploi de certains mots tels que ojeprends ceci et je le place la». Les mots <<ceci»et <da» ne signifient rien pour celui qui ne voit pas.

Repondez verbalement aux questions posses.Les signes de tete et les gestes de la main nesont pas necessairement percus par l'enfant.Utilisez un vocabulaire tres précis et evitez l'emploide mots ayant un sens figure si l'enfant ne comprendpas Ia signification au sens propre.

N'elevez pas le ton de votre voix. l'enfant n'est pas deficient auditif (amoins que cela ne soit precise dans son dossier medical). Evitez leslongs moments de silence.

Habituez l'enfant fonctionnellement voyant a e'ffe ordonne. Pour yparvenir, it faut eviter de faire a sa place ce qu'il peut faire tout seul,meme si parfois it prend plus de temps que ses camarades.

Faites connaitre a l'enfant votre position : indiquez-lui ou vous voussituez par rapport a lui, et quand vous partez. soyez certaine qu' it en a-conscience.

Deficience auditiveParlez clairement et normalement. c'est-à-dire avec un debit ni troprapide ni trop lent, en articulant soigneusement mais sans exageration.

Attirez toujours ('attention de votre enfant avant de parler. Associez ala parole des gestes, des expressions du visage, des actions. des objetsou des images facilitent Ia comprehension et ('acquisition eraduelle dulangage par l'enfant.

#38

Verifiez souvent si l'enfant a compris. S'il n'a pascompris reformulez votre message autrement plutotque de le repeter tel quel.

Les pertes auditives chez l'enfant entrainentsouvent un ralentissement ou des problemes dedeveloppement du langage ou des troubles de

la parole. Vous aurez peut etre de la difficulte acomprendre ce qu'il dit, surtout s'il est sourd

de naissance. N'hesitez pas a lui demanderde repeter. Vos felicitations et vos

encouragements sont necessaires a samotivation et a son bien-etre affectif.

Donnez-lui souvent ('occasion des'exprimer, ne parlez pas pour lui.

Pour eliminer les prejuges, discutezouvertement avec ses camarades de sadeficience auditive et permettez-leur

de se familiariser avec son appareilauditif.

Assurez-vous que ses camaradess'adressent a lui calmement, clairement etun seul a la fois.

Deficiences motrices et organiquesEncouragez ['enfant a exprimer ses propres idees, ses sentiments, aadopter des attitudes approprides au service de garde.

Parlez avec l'enfant de son handicap physique. Encouragez-le afaire connaitre a ses camarades les deceptions qu'entrainent leslimitations imposees par sa deficience et aussi ses projets d'avenir.

Dans Ia mesure du possible. laissez l'enfant prendre soin de lui.

Donnez-lui souvent la possibilite d'avoir son mot a dire dans lesdecisions qui le concement.

Discutez avec tous les enfants du service de garde des differencesdeficiences motrices et organiques et des limitations qu'ellesentrainent. Ainsi, l'enfant handicaps apprendra qu'il n'est pas leseul a avoir une deficience et certaines difficultes.

Motivez-le a rechercher lui-meme les adaptations qui luipermettront de mieux utiliser le materiel et les ressources du servicede garde.

Aidez -lea concentrer ses efforts sur ce qui est faisable et realisable.a economiser son energie pour mieux la canaliser sur des actionsqu'il aura choisies comme objectify a atteindre en priorite.

Cet article a pare dans Petit a petit (juillet-amit /996) publie par l'Office des services de garde a l'enfance sous le titre ',Quelques conseils» et tire du document ,,Ses

aptitudes, rues attitudes» produit par !'Association des services de garde en milieu familial. Pour tout information sur l'achat ou la reimpression de la preserve

feuille-ressources, priere de communiquer avec l'agente a /'information. Federation canadienne des services de garde a l'enfance, 120 ay. Holland, bureau 306, Ottawa

(Ontario) K1 Y OX6. 1-800-858-1412 on (613) 729 -5289; telec. (613) 729 -3159. Photo: Elizabeth Krish-Norton

245

InteractionVOLUME 10 NUMBER 4 WINTER 1997

PUBLISHED BY THECANADIAN CHILD CARE FEDERATION

Acting EditorDesignAdvertisingTranslation

Printing

Barbara CoyleJohn Atkinson/Fairmont House

Gaetane HuotDiane Archambault/Min'Alerte

Martine Leroux/SMART CommunicationM.O.M. Printing


PresidentSecretaryTreasurerDirectorDirectorDirectorDirectorDirector

BOARD OF DIRECTORS

MEMBER COUNCIL

Karen CharltonMarg RodriguesRobyn GallimoreSandra Beckman

Daniel BerthiaumeBarbara BraggJoAnne HurstTrudy Norton

Association of Early Childhood Corriene MurphyEducators of Newfoundland and Labrador

Association of Early Childhood Educators, Robyn GallimoreOntario

Certification Council of Early Childhood Sharon BealsEducators of Nova Scotia

Early Childhood Coalition Petite Enfance Gayle Keith-Mitton(New Brunswick)

Early Childhood Development Ann Hayes-McKenzieAssociation of P.E.I.

Early Childhood Educators of B.C. Trudy Norton, ChairEarly Childhood Professional Association Chris McCaffrey

of AlbertaFamily Day Care Association of Manitoba Marie RossetHome Child Care Association of Ontario Elsie ChanManitoba Child Care Association Pat WegeSaskatchewan Child Care Association Mary Ann KnollWestern Canada Family Child Care Marg Rodrigues

Association of B.C.Yukon Child Care Association Khstie KanaryNational Representative Gyda Chud

STAFF

Executive DirectorDirector of Information ServicesAdministrative CoordinatorActing Editor, InteractionInformation OfficerMembership OfficerAdministrative Assistant

Dianne BascombeAnne MaxwellDanielle Be lairBarbara Coyle

Jennifer Murphy-HupeGadtane Huot

Lyne Flansberry

The overall mission of the Canadian Child CareFederation is to Improve the quality of child

care services for Canadian families.

THE FEDERATION'S GOALS INCLUDE:providing information to and facilitating "networking" among abroad range of target groups. Our services and programs aretargeted to direct service providers, child care organizations,educational institutions, government policy makers and public

opinion leaders.







ISSN 0835-5819

CONTEN TSO PINIONS

Behind the Scenes 2

Letters 2

My Quest for Equality 3

by Carol Butler

Book Review Working with Families 3

by Janice MacAulay

Meet the Affiliates Profile The Manitoba Child Care Association 4by Pat Wege


by Elizabeth Thornley

P RACTICELooking Through the Window as a Supply Teacher 6

by Barbara McKee

Fostering Positive Parent Relations in School-Age Care 8

by Eva Stelzer Rudick and Diane Nvisztor

Ask Your Health ProfessionalThose Runny Nose, Coughing, Sniffling, Sneezing Days of Winter 10


Wholistic Conflict Resolution 12

by Harriet Field

FOCUSIncluding All Children 15


Including a Child with a Developmental Delay: Parents and Staff Work Together 16

by Donna Michal

Special Health Care for Child Care Settings: Minimize the Risks 19

by Trudy Norton

Interventions for Children with Challenging Behaviours and Special Needs 22by Lynda Orr and Gerald Cavallaro

Play and Relationships: Programming for Inclusion 23

by Anne Carr

Physical Challenges in Child Care: Let the Children Lead 25by Sister Ginger Patchen

N EWSHow Does Child Care Affect Mothers' Well Being' 29

by Catherine M. Lee and Michelle Picard-Lessard

Across Canada 30

Calendar 31

Resources 31

Cover photo was taken at the Carleton University Preschool by Nick Haramis.

Interaction is published quarterly for distribution to Canadian Child Care Federation (CCCF) members. Alladvertising is subject to editorial approval. The CCCF assumes no responsibility for any statement orrepresentation of fact or opinion appearing in any advertisement in Interaction, nor does acceptance ofadvertising imply endorsement of any product or service by the CCCF. Advertising rates are available onrequest. Circulation: 9,000. Opinions expressed in this publication are those of the contributor and do notnecessarily reflect those of the CCCF. For information on reprinting material from Interaction, contact theInformation Officer, Canadian Child Care Federation, Suite 306, 120 Holland Avenue, Ottawa, Ontario, K1Y 0X6.Tel (613) 729-5289 or 1-800-858-1412; Fax (613) 729-3159.


OPINIONS

Behind the ScenesWelcome to the Winter'97 issue ofInteraction. The

theme for the focus section is"Special Needs Inclusion" and wehope you find the strategies forincluding children with specialneeds helpful in your day-to-daywork. With such a broad topic, youcan imagine the difficulty we hadbreaking it down into five articles

it might have been easier towrite a whole book! A very specialthank you to Sharon Hope Irwin ofSpeciaLink who chose the topicsfor the articles, recommendedauthors for each, and provided anoverview introductory piece forthe section.

You may have noticed thatInteraction has lost some weight.Due to budget constraints, it isnow a slimmer, trimmer 32 pagesEnglish/32 pages French. We areworking hard to maintain the samevolume of information througheven tighter editing.

We always enjoy gettingfeedback from you. If there'ssomething you'd like to share withyour child care colleagues acrossthe country, please take a fewminutes to write down yourthoughts and send them in. Lettersabout articles you've read inInteraction are always welcome.

This is my last issue as ActingEditor. Susan Hajclu-Vaughn isreturning from maternity leave.I've enjoyed the conversations I'vehad with so many of you and havea great respect for the importantwork you do.

Watch for Spring '97 when theFocus will be on "Play" its

significance in the early years.

Barbara Coyle, Acting Editor

2 INTERACTION WINTER 1997

LettersOn behalf of the Family Day Care

Association of Manitoba. I wish to thankyou for your focus on family day care inthe Summer 1996 edition of Interaction.

It is rewarding, as an organizationpromoting and supporting family daycare, to have a quality publication such asInteraction focus on family day careissues. The articles were informative andvery well written...

Marie RossetFamily Day Care Association

of Manitoba

I am writing to express my gratitudeand to commend you for all of the workyou have done developing TowardsExcellence in ECCE Training Programs.This is a very important document and itwill assist in enhancing the quality ofchild care in Canada.

The national guidelines provide anexcellent framework for principle-basedcurriculum development and revision. Theguidelines. effectively highlight the publicpolicy contexts in which ECCE trainingprograms are created and delivered...

Vicki MulliganVictoria, British Columbia

IN MEMORIAMSTEEN ESBENSENWe regret the passing of SteenEsbensen on September 4, 1996. Hewill be sorely missed by his friends inchild care both here in North Americaand abroad. All those who knew Steenwere influenced by his dedication toquality child care, particularly in thearea of play space.

Child & Family Canada is Officially Launched!

Jodie Chislett. mother of Robyn (left) and Eric (right) cuts the purple ribbon to officially launch theChild & Family Canada web site (http://www.cfc-efc.ca). The launch was held at the

Parent Preschool Resource Centre in Ottawa on October 8.

2 4 '7BEST COPY AVARABLE

OPINIONS

My Quest for Equalityby Carol Butler

My name is Carol Butler and I amproud to be a home child careprovider. I was thrilled to read

the Summer '96 issue of Interaction withits focus on family day care from a varietyof perspectives.

You could say I am unique. I filed forpay equity in December 1994 and was givena favourable ruling in February 1996. Forthe first time in the province of Ontario, ahome child care provider has been deemedan employee for purposes of pay equity.This means that the agency has a responsi-bility not only to ensure that I am meetingprovincial regulations but also to pay me ac-cording to the standards it applies to itsother employees with regard to pay equity.Needless to say, the ruling is being ap-pealed. However, this ruling is very signifi-cant because it sets a precedent for the homechild care provider who, in my view, hastraditionally in Ontario been considered anemployee of the licensed agency in all areasbut payment; in this regard, the home childcare provider is considered to be self-em-ployed and thus outside employee statusprotection.

I don't think I am being unreasonable.We are regulated. We are told to sign anagreement that we have no input into and, ifyou question it, you may be threatened withtermination. In theory, home child providersare self-employed, but in practice, they areemployees of the licensed agency, unable toset their own rates.

I believe in quality child care, but I alsobelieve in equality and justice. Right now Iam unable to bring the three together whentalking about licensed home child care. I'vebeen accused of closing programs, threaten-ing the system and collapsing home childcare province-wide. However, as Carol Hof-fard, a home child care provider in WaterlooCounty wrote in a letter to the editor of theKitchener Record, "...if caregivers provethey have been exploited, is it their fault ifthe politicians decide to close the programrather than pay what they owe?...the servicewe provide is worth more than $1 per hournet..."

I want fair treatment for home child careproviders and that includes a clear status

ruling. Home child care is a quality serviceoption that has been very cost-effective, butthis cost-effectiveness cannot continue to becarried on the backs of service providers.What I want is the right to have a say in mywork conditions, to earn a fair wage and betreated with respect and dignity all of

BOOK REVIEW

which, in my opinion, are lacking in ourcurrent system.

I hope you will think about this issueand take a supportive stand. I encourageother Ontario home child care providers tofile for pay equity under the Pay Equity Actand employee status protection under theLabour Act.

Carol Butler is a Home Child Provider in Fergus,Ontario with an early childhood education diploma.For nine of her 11 years in home care, she hasworked through agencies. She is actively involved incaregiver rights issues and can be reached at (519)787-1075.

Working with Families: Perspectives for Early

Childhood Professionalsby Janice MacAulay

Co-authors Rena Shimoni andJoanne Baxter have drawn ontheir combined backgrounds in

social work, psychology and teachingECE (Mount Royal College, Calgary) towrite this new soft-cover text for ECE stu-dents. They assert that "the well-being ofchildren and the well-being of familiesare inextricably connected and that earlychildhood professionals have an ethicalresponsibility to support families and pro-mote their involvement in the care andeducation of their children."

Working with Families is divided intothree parts. Part I, "Understanding Fami-lies," provides a conceptual framework. InPart II, "Facing Family Challenges," eightspecific situations that are stressful tofamilies are discussed. Topics includeseparation and divorce, single parents,blended families, teenage parents, childrenwith special needs, living in poverty, deathin the family and violence and abuse. Stu-dents are encouraged to examine their ownpersonal assumptions and biases regardingthese issues, so that they will be able toprovide respectful, non-judgemental sup-port to all families. Part III, "Working withFamilies," addresses the issue of the par-ent-professional relationship and discussesways that early childhood professionalscan promote greater involvement of fami-lies in the care and education of their chil-dren. Some ideas for evaluating the effec-tiveness of these partnerships are alsoincluded.

248

LADDIYON-Wfitl.tY EAKY,CHILOHOOW elMICARON

- RENA SHIMON1

JOANNE BAXTER

The text is broken into short sections un-der clear headings and scenarios are liberallyscattered throughout to supplement the com-mentary with concrete examples. Throughthe use of these brief vignettes, the reader isshown a diversity of family customs, valuesand beliefs. The complexity of family issuesis revealed and the need for sensitive assess-ment and response emphasized. Each chap-ter concludes with several exercises designedto help students learn more about them-selves, about others and about the widerange of community resources available toassist and support families.

Working with Families does not,however, review the principles of family-centred practice. In order to understand these

WINTER 1997 INTERACTION 3

OPINIONSprinciples, students could use another new re-source, Working Collaboratively with Parentsand Professionals, which applies the princi-ples of family-centred practice to the case ofa family with a toddler in a day care setting.

Working with Families and Working Col-laboratively with Parents and Professionalsare two well-written and complementary re-sources for ECE students who expect to prac-tise in day care settings. Much of the materialwould also be appropriate for the educationof other professionals who work with chil-dren and families, such as staff working infamily resource programs, child care provid-ers in home settings and early interventionprofessionals.

Janice MacAulay works at the Canadian Association ofFamily Resource Programs. She has recently developeda kit of resources entitled Self-Help for Parents ofChildren with Special Needs: A Tool Kit for Parentsand Professionals.

Working with Families: Perspectives for Early Child-hood Professionals by Rena Shimoni and Joanne Bax-ter is published by Addison-Wesley Publishers Limited(1996). ISBN 0-201-82906-1. List price: $39.95.

Working Collaboratively with Parents and Professio-nals is part of a self-study professional developmentpackage developed as part of the First Steps Project atthe University of Victoria. Contact: School of Childand Youth Care, University of Victoria; Phone (604)721-7979; fax (604) 721-7218.

MEET THE AFFILIATES

The Manitoba ChildCare Association

The Manitoba Child CareAssociation (MCCA) wasincorporated in 1974.

Over the years, we have growninto a strong organization advo-cating for a quality system ofchild care, providing services forour members and advancing child careas a profession. We represent 1,900members, making us one of Canada'slargest provincial child care organiza-tions. MCCA is entirely membership-funded and employs a staff of five.

Since it was purchased in 1986,MCCA House has been the hub of acti-vity for Manitoba's child care commu-nity. Our quarterly newsletter, Focus,and our regular bulletin, Caring for a

by Pat Wege

MANITOBA CHILD CAREASSOCIATION

Living, keep our members up-to-date oncurrent issues, trends and practices. Wehave a well-stocked resource centre thatgives our members easy access to cur-riculum kits, books, journals, employ-ment resources and videos on a widerange of topics. Other member benefitsinclude: a complete employee benefitplan; a comprehensive centre/family daycare home liability insurance package;and regular networking and professional

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WORKING WITH FAMILIES: Perspectives

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CHILDREN'S PLAY: An Introduction for Care

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Prepares care providers for the challenge of

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CHILD CARE POLICY IN CANADA:Putting the Pieces Together

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TAKE A LOOK:Observation and Portfolio Assessment in Early Childhood

by Sue Martin ISBN 0-201-58857-9

QUALITY MATTERS: Excellence in Early Childhood Programsby Gillian Doherty-Derkowski ISBN 0-201-76614-0

EVERY CHILD IS SPECIALQuality Group Care for Infants and Toddlers

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249

OPINIONSdevelopment opportunities at our annualconference and through our consulting andtraining service.

The work of MCCA is facilitatedthrough the active involvement of membervolunteers who participate in a variety ofways, including working on our 13 commit-tees. Most of these committees have repre-sentation on our 25-member Board of Di-rectors, as do our five rural branches. Ourcomputer committee continues to refine ourChild Care Management Information Sys-tem, the software package that many centresuse to manage office systems and generatereports. Our Speakers' Bureau trains volun-teers to represent the association and givepresentations on a wide variety of topics.

We are currently working with the De-partment of Family Services and ProvincialChild Day Care office to review the Com-munity Child Day Care Standards Act. Thelegislation that regulates licensed centresand family day care homes is now 12 years

old and needs some adjustments to reflectchanging employment patterns andfamily needs. Community meetings arebeing held in rural and urban centres tosolicit input from parents, centre boards,and ECEs. The Minister of FamilyServices has appointed MLA MarcelLaurendeau to head the regulation reviewprocess. MCCA representatives havebeen participating in all communitymeetings and will also participate whenthe formal review discussions begin thisfall.

MCCA is pleased to be affiliated withthe CCCF. We recognize that such part-nerships will facilitate better use of li-mited resources, improve benefits andservices to child care practitioners andcontribute to a strong child care systemfor Canada.

Pat Wege is Past President of the Manitoba ChildCare Association and its Affiliate Representative tothe CCCF Member Council. She is also Director ofMachray Day Nursery in Winnipeg, Manitoba.

Children's Book Reviewsby Elizabeth Thornley

SLquel toAmazing GraceMarti Hoffman Caroline Binch

Grace & familyWritten by Mary HoffmanIllustrated by Caroline BinchFrances Lincoln, 1995

In Amazing Grace by Mary Hoffman,Grace discovered that "You can be anythingyou want." A young, black girl can play

Peter Pan in the school play if she putsher mind to it. In this sequel, Grace &family, Grace, now a little more grown up,learns that families aren't always like theones in the stories she reads. Grace liveswith her "Ma," her "Nana" and a catcalled "Paw-Paw." But, in her schoolbooks Grace sees that all the families havea mother and a father, a boy and a girl, adog and a cat. However, a surprise invita-tion from her father in Africa gives Gracea chance to meet her African family andto find out that, as Nana says, "Familiesare what you make them."

Mary Hoffman has created a verylikeable and empathetic character inGrace. We like her and her family, and wecare what happens to them. CarolineBinch's animated illustrations are a goodcomplement to the text. She vividly cap-tures Grace's facial expressions and thebeautiful colours and patterns of the Afri-can clothing.

Children of separated parents whofind themselves in blended families willfind comfort in Grace & family. Unlike

250

Grace, they will see their own reality re-flected in a story book. Although not everychild will have Grace's experience of re-uniting with a parent they will benefitfrom the book's strong message that, "Afamily with you in it is your family."

The Snowy Day

Written and Illustrated byEzra Jack KeatsViking, 1962

Winter's here and that means it'stime, once again, to pull out The SnowyDay by Ezra Jack Keats. This classic pic-ture book captures perfectly the magicand wonder of the first snowfall. A youngboy, Peter, wakes to find the world co-vered in a blanket of snow. Peter spends afull day in the snow making tracks, snow-men and angels, and climbing snowmountains. Before bed, Peter discoversthat the snowball he has saved hasmelted. Happily, the next day bringsmore snow and the promise of new ad-ventures.

Both Keats' text and collage illustra-tions convey the essence of childhoodthe simple joy of discovering the world.There is a parallel here between the pu-rity of the snow and the innocence ofchildhood, but Keats is not one forheavy-handed messages. The feeling, likethe falling snow, is soft and quiet.

The effective collage work is a Keatstrademark that has influenced many pic-ture book illustrators. Readers will findthe same technique in two other enjoy-able Keats picture books about Peter: Pe-ter's Chair and Whistle for Willie.

Elizabeth Thornley is a Librarian in the Children'sDepartment of the Ottawa Public Library.


P R A C T I C E

Looking Through the Windowas a Supply Teacher

by Barbara McKee

Put yourself in the shoes of a personwho moves from centre to centreworking for and with different people

from week to week and sometimes evenfrom day to day. That special person is asupply teacher, and each day brings its ownspecial problems, adventures and challenges.Being very aware of developmental levels isimportant, because time is too short to get toknow each individual child's strengths andneeds. Knowing what children like to do isnot enough. You must also have a sense ofwhat children will try to get away with ifthey think they have a rookie in their midst.

Joys and frustrations accompany this spe-cialized area of child care, but experience isalways a good teacher. I recently spent awonderful two weeks at a centre while a staffmember took a well-deserved holiday. Thesepeople were experts in making the job easierfor me. When I arrived the first day, the regu-lar staff person was busy putting names onthe children's shirts with masking tape. I as-sumed we were going on a trip, but I soondiscovered this naming was being done formy benefit. Each staff member also made apoint of coming and introducing themselvesto me, and I received a name tag as well. Theparents read a note about me on the whiteboard as they came in that morning. I feltwonderful a welcomed addition to theteam! The visual reminder of the children'snames helped me to learn them faster, andvaluable time was not wasted asking the chil-dren or teachers who everyone was. When Iaddressed the children by their names fromthe beginning they seemed to feel that, since Ialready knew their names, I probably alreadyknew the rules too. When I left the centre, Ireceived a special thank you card from thechildren and staff. I felt really appreciated andI look forward to working at that centreagain.

As a supply teacher, you must be quick tolearn. When I was supplying at a school-based centre with a group of preschool chil-dren, the other teacher needed to step out fora few minutes to lock up the playground atend of day. She explained that they had a


4.

A

VILIea

two-way radio system connecting them tothe gym and the school-age program. Thismeant an older sibling could be sent forwhen parents arrived to pick up a pre-schooler. Instead of really looking at theradio or asking how it worked, I simplyassumed I could figure it out. Sureenough, while I was on my own, a parentarrived and asked me to radio the gym foran older brother. I picked up the radio andrealized then that I had no idea how itworked. I started pressing buttons andtalking, hoping I would get lucky. Theparent looked at me as if to say: "Oh boy,another supply teacher!" Luckily the staffperson arrived and rescued me. You canbet I paid attention to what she did so Iwould know what to do the next time.

These snapshots of my recent experi-ences brought to mind the many thingsI've learned doing supply work. Here is alist of "dos" both for centre staff andsupply staff.

25

Centre Staff

Provide children's names and some basicinformation about them to save time andmake everyone's job easier. We often for-get what it is like to be new and taking afew extra steps to be helpful means a lotto a new person.

Introduce yourself and other staff mem-bers to the supply staff.

Introduce parents to supply staff using aspecial name tag or by writing a note onthe parent board.

Provide your basic policies and proce-dures manual for supply staff to read.

Acquaint supply staff with behaviourmanagement practices.

Allow time to give a quick tour of yourcentre. Let the supply staff know whereto keep personal items, where the wash-room and staff room are and where sup-plies and equipment can be found.

Be specific about pay rates, how hoursare to be recorded and when and how paycheques will be given.

Give the supply staff a partner at pick-uptime, until they have had a chance to getto know the children and their parents.

Supply Staff

Bring pertinent personnel documents, in-cluding dates of last medical and immu-nization records.

Inquire about centre policy. Acquaintyourself with the centre's philosophy.

Ask specific questions about your role inthe classroom and what you will need toprepare or bring.

Find out what you should know aboutparticular children (allergies, specialneeds, custody/ pick-up instructions).

Make sure you always have all the infor-mation you need to do your job and, ifyou are not sure, ask questions.

Work at maintaining your sense of hu-mour and focus on having fun with thechildren. They are all special!

Tuck extra activities for creative, circleand transition times into a surprise bag.You never know when that bag of trickswill come in handy.

Barbara McKee has worked in the child care field for17 years. She is a Child Care Consultant and Story-teller in Cambridge, Ontario.

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P R A C T I C E

Fostering Positive ParentRelations in School-Age Care

by Eva Stelzer Rudick and Diane Nyisztor

Like all caregivers, school-age careworkers (SACWs) strive to achievepositive relations with parents. This

article examines the role of the SACW withrespect to parent and family interactions. Weexamine the SACW's role as a link betweenthe school-age program, the school and thehome. Practical tips for communicating withparents and fostering effective relationshipsare also highlighted.

Caregivers must keep in mind that par-ents are key players in their children's lives.Morning drop-off can be a hectic and rushedevent. At the end of the day, parents are oftentired or stressed. While they are excited tosee their children, they are also anxious toget home and prepare supper. The estab-lishment of positive relations with families isa task that requires systematic effort.

Dynamics of Interpersonal

Relationships with AdultsEffective relationships between parents

and the SACW rely on the use of interper-sonal skills. In a pluralistic society, familiescome from many cultures. Effective interper-sonal relationships evolve as we coexist andwork in harmony with each other (StelzerRudick and Nyisztor, 1996).

One technique that encourages positiveinterpersonal relations is flexibility. Flexibil-ity implies a willingness to adapt a situationto meet specific needs. It does not mean thatyou are "wishy-washy" or that you succumbto all parents' requests. It does mean that youlisten carefully and consider all the facts be-fore making a decision.

One example of flexible behaviour canbe shown during pick-up time at the end ofthe day. Perhaps you have a system whereparents must sign their children out beforeleaving with them. Your system requires thatparents report to the office where the sign-out sheet is located. Some parents find thisannoying because it requires two stops, oneat the office and one at the child's designatedpick-up space. A flexible SACW listens witha willingness to change. A sign-out system isan important tool to keep track of the


location of the children at all times. How-ever, you may be able to divide the list ofchildren up into as many groups as thereare animators or workers in your program.Each animator then becomes responsiblefor a small number of children. The chil-dren and adults are given a pre-designatedarea where they can be found each day forthe last half-hour of the program. In asense, you are creating a homeroom situ-ation. In this way, you have made adapta-tions that meet the needs of the parents,without compromising safety.

Effective communication is anothertechnique that fosters positive parent rela-tionships. Communication is a way totransmit, receive and interpret messages(Wilson, Hantz and Hanna, 1995). In orderto develop a positive relationship, there isa responsibility accorded to the individualswho deliver as well as receive the informa-tion.

As the person delivering a message,you should be clear about what you wantto communicate. Ensure that your verbalmessage, tone of voice and body languageare in harmony. There are times when ourwords do not send the intended message.If you over-react, you cannot reverse themessage you sent (Stelzer Rudick and Ny-isztor, 1996). While you cannot reverse amessage, a sincere apology is an effectivemethod of demonstrating your realizationthat a communication was not handled ef-fectively.

An integral part of communication islistening. "The best message is useless ifno one is listening" (Harris, 1995, p.83).Model effective listening by giving yourfull attention to the individuals who are ex-pressing themselves. Feed back informa-tion to clarify that you have heard or un-derstood the message correctly. Ensurethat parents are listening when you speak.

One effective communication tech-nique relies on dialogue that is descriptiveor supportive as opposed to evaluative orthreatening (Devito, 1995). This skill canbe developed with practice. Try to providenon-judgemental, descriptive information.

253

When people perceive communication asnegative, there is a tendency to respond de-fensively. A simple description of events cre-ates a healthy atmosphere.

Relating to ParentsWhen communicating with parents, you

should consider the uniqueness and individu-ality of each family (Stelzer Rudick and Ny-isztor, in press). Invest time to cultivate rela-tionships with the families of the childrenwho are in your group. An open exchange ofinformation fosters a strong tie between thehome and extended-day program.

As a SACW, you can plan special eventsthat encourage socialization between fami-lies and staff. Examples of activities includesummer barbecues, fundraising dinners,cross-cultural dinners, or picnic and gamesdays. An extended-day program locatedwithin a school can work with the school toplan these events.

Today's neighbourhoods and communi-ties are changing. Families spend much oftheir day away from home so that there is lit-tle time to get to know neighbours. The ex-tended-day program can fill some of that gapby forming a supportive community of itsown where parents and their children canparticipate actively. Encouraging social gath-erings of children, parents and staff also pro-vides opportunities to meet other membersof the child's family. Knowing the child'sfamily broadens your relationship with thechild. These opportunities are the beginningof informal communication experiences withfamilies and parents. A positive relationshipwith families and regular contact helpprevent situations where communication isreserved for problems only.

Spodek, et al. (1991) break down com-munication techniques with parents into twobroad categories. These are referred to as in-formal and formal communication tech-niques'. Informal techniques occur on an on-going basis. They are spontaneous and donot revolve around a specified topic oragenda. These interactions represent a veryimportant and regular form of communica-tion between the parent and SACW.

Formal communication techniques areplanned. They have a set or pre-determinedagenda. They usually involve a specifiedtopic. Formal communication occurs lessfrequently than does informal communica-tion. These techniques include parent confer-ences/interviews, newsletters and parent in-formation meetings.

PRACTICEInformal Communication

Techniques with ParentsInformal communication happens

regularly when a child is picked up at theend of a day or dropped off in the morn-ing before school. These drop-off andpick-up times are important for success-ful communication. Even though parentsand educators are not always in agree-ment, there needs to be a time when bothparties can listen to each other. Your roleis to initiate communications and conver-sations with parents. Initially, you mayfeel that the relationship is one-sided.Persist in your efforts to communicate.Relationships take time to develop.

Some parents may prefer communi-cating via a notebook taken back andforth by the child rather than in face-to-face conversations. This allows parents toreflect on your comments prior to dis-cussing events with you. Keep in mindthat you will not develop the same type ofrelationship with each parent.

It is important to remember that thereare many different kinds of families, in-cluding single-parent, two-parent,blended and extended families. To com-municate effectively, we suggest you ex-amine your beliefs about different familystructures and avoid passing judgement.Be honest with yourself. This will facili-tate positive communication. You mayalso find that you are more comfortablewith one parent than the other. This isokay as long as you show the same re-spect to both parents. Situations may alsobecome complicated in families wherethe parents are divorced. In these in-stances, it is important to speak to the co-ordinator or director to see how the situ-ation has been handled and to find outwhich parent is the primary guardian.This information will guide you in yourinteractions and relationship with eachparent.

Use proactive language when talkingwith parents. For example, begin sen-tences with "I will..." or "Let's look at al-ternatives..." This will show that you are aprofessional who is willing to take action.Such an approach helps build a good rap-port with parents that, in turn, becomesthe building block of a positive relation-ship. When you show a willingness tolook at more than one solution to any sce-nario, you demonstrate good faith.

Formal Communication

Techniques with ParentsFormal communication techniques are

more structured than informal ones. They areplanned in advance and are part of scheduledevents.

Parent Conferences/InterviewsParent conferences can be used to inform

parents about their children's progress. Par-ents are interested and eager to know whattheir children do during the part of the daywhen they are not present. During these con-ferences, practitioners can meet their "obliga-tion to respond to parents' requests for infor-mation" (Spodek, et al., 1991, p. 153).Conferences and interviews serve as privateopportunities for conversation (Hendrick,1990).

Hold your conferences in conjunctionwith those being held as part of the regularschool program. This facilitates scheduling forparents. Your feedback is invaluable theSACW provides information about the chil-dren in a social environment of their peers.

Some people find it difficult to report inperson. You will relax if you make the parentsfeel comfortable and at ease. Be ethical andkind. Remember, you are talking about some-one's child. "Parents identify closely withtheir children and criticism often implies criti-cism of the parents as well" (Spodek, 1991,P.155). Present a balanced description thathighlights strengths and weaknesses. If, at theend of a discussion, you sense that the parentis left feeling ill-at-ease, offer a follow-upmeeting.

The following tips are provided as aguideline for planning a parent conference orinterview (adapted from The Emerging Edu-cator by Stelzer Rudick and Nyisztor).

Be prepared; plan in advance.

Use language that is easy to follow.

Be specific; give examples.

Listen when the parent is speaking.

Rephrase the parent's comments to be sureyou have understood.

Provide examples of things the child hasdone.

Provide photos of the child activelyengaged in play situations.

Show a video of the children engaged inactivity.

Preparation: There are a variety of thingsyou can do to prepare for an interview ses-

254

sion. Keep a sheet of paper and pen handy.Jot down notes when time permits. Thisprovides spontaneous and meaningful infor-mation about the child. Use a file folder orother record-keeping device to store thesenotes. In your file include such items asanecdotal records, photos or samples of thechild's art work.

At your parent meeting, consult yournotes. Parents appreciate the thought and ef-fort that goes into preparing them. Also,many interesting anecdotes occur during theday and are hard to remember by the time ameeting takes place.

Language and specificity: The use ofeveryday language makes it easier for par-ents to identify the points you are trying toraise. Familiar language helps establish acomfort level between you and the parents.Follow a technical term with a concreteexample of what you mean.

Rephrasing: We are all concerned withthe child's well-being. Rephrase parents'comments to ensure that each of you has thesame understanding of the issues that havebeen raised. Simply state, "Do you mean..."and continue with the paraphrased versionof the parents' comments.

Videos: Parents may not have time to sitand speak with you. Periodically recordchildren engaged in regular activities beforeand after school. Play the video during par-ent night so that parents can see their childin action.

NewslettersNewsletters serve many functions. They

communicate news about events during theday or week and highlight activities, songs,games and recipes. They can also serve asreminders about changes in the weather andthe resulting need to send sunblock, rubberboots or other pertinent items.

Newsletters can serve as an excellentpublic relations vehicle (Hendrick, 1990).They can be used to inform parents aboutrelevant articles and local advocacy activi-ties. As parents become knowledgeable andaware of specific terminology, you can be-gin to incorporate such vocabulary in yourdiscussions. Parents can also use the news-letter to inform other parents about commu-nity workshops and events that may be ofinterest.

Parent Information MeetingsParent information meetings provide a

forum for the delivery of current information


P R A C T I C E

related to the well-being and developmentof children. They also provide a forum forsocial interaction between parents. Suc-cessful sessions are well-planned, informa-tive and relaxing.

You may choose to plan an evening re-lated to the benefits of reading in the livesof children. Give parents access to re-search articles that support your knowl-edge. You might want to take this a stepfurther and offer a lending library whereparents and children can take home a bookfor a week or two. To meet the needs of to-day's diverse families, educators need to"work with parents to provide books andmaterials that are tailored to their lives andcultures" (Brock and Dodd, p. 16).

A parent meeting can involve guestspeakers who address specific topics of in-terest or concern to a group of parents.Topics such as parenting skills, dealingwith behaviour problems, nutrition or sib-ling rivalry are popular.

Steps to Involve Parents in the

School-Age Environment1. Build in time for parents to participate in

special events or special projects.2. Encourage parents to arrive early enough

at drop-off and pick-up times so that chil-dren can show them around. This pro-vides parents with an opportunity to meetthe friends of their children.

3. On occasion, offer evening workshopson topics of interest and relevance to theages and stages of development of thechildren at the centre.

4. Schedule parent meetings to share andreceive information.

5. Subscribe to appropriate journals andmagazines. Make available relevant andinteresting articles through a lending li-brary.

6. Encourage parents to spend one hour permonth in the program with their children.This provides parents with a sense oftheir children's lives during the part ofthe day when they are not there.

7. Involve parents in the program. Each onehas a skill to offer. Keep in mind that notall parents will have the same amount offree time. Some parents are better suitedto direct involvement with the children,while others are better suited to indirectinvolvement. Suggest something thatcapitalizes on the strengths of eachparent.


Let parents know the positive impactthey can have on their children's emotionaland intellectual well-being. Parents wantwhat is best for their children. An openchannel of communication fosters ameaningful and cooperative relationshipbetween the staff member, the parents andthe children.

Eva Stelzer Rudick is Coordinator of Early Child-hood Education, Vanier College, Montreal. DianeNyisztor is Special Program Manager of EarlyChildhood Education, Vanier College, Montreal.

ReferencesBrand, S. (1996). "Making Parent Involvement aReality: Helping Teachers Develop Partnershipswith Parents," Young Children, 51(2), p. 76-81.

Brock, D. and Dodd, E. (1994). "A Family LendingLibrary: Promoting Literacy Development" inYoung Children, 49(3), p. 6-21.

Devito, J. (1995). The Interpersonal CommunicationBook, 7th edition. New York: Harper Collins CollegePublishers.

Harris, J. (1995). "Is Anybody Out There Listening?"Child Care Information Exchange, p. 82-84.

Hendrick, J. (1990). Total Learning: DevelopmentalCurriculum of the Young Child. New York: MerrillPublishing Company.

Spodek, B., Saracho, 0.N., and Davis, M.D. (1991).Foundations of Early Education: Teaching Three-,Four-, and Five-Year-Old Children. Needham Heights,Massachusetts: Allyn and Bacon.

Stelzer Rudick, E. and Nyisztor, D. (in press). TheEmerging Educator. Toronto, Ontario: Nelson.Wilson, G. L., Hantz, A. M., and Hanna, M. S. (1995).Interpersonal Growth Through Communication, 4th ed.Madison, Wisconsin: Brown and Benchmark Publishers.

In this article, the term "formal communication techniques"has much the same meaning as the one presented by Spodek, etal. (1991). However, we have expanded the use of the term "in-formal communication techniques." We refer you to Founda-tions of Early Education for further information.

ASK YOUR HEALTH PROFESSIONAL

Those Runny Nose,Coughing, Sniffling,Sneezing Days of Winter


Do you feel like you're constantlywiping runny noses and listening toa chorus of coughing? It's not sur-

prising. In the middle of our long, cold Ca-nadian winters we keep windows closed,furnace heat up and often limit time out-doors, especially for younger children.Snuggling up with us are all kinds of germs,including the viruses that cause the commoncold.

Those of you working in centres willhave experienced the cold "chain reaction."Preventing cold viruses is difficult becausethey are spread through the air and throughcontact with saliva and nasal dischargeyet, we are not completely vulnerable. Main-taining adequate nutrition, getting enoughsleep and exercising regularly are essential toour body's natural defence mechanism.

Following are ways to reduce the spreadof the common cold. I've included pagereferences for Well Beings to help you findmore information on some of the points.

Open windows daily. In the winter, youmay prefer to do this while you're alloutside.

255

Breathing fresh air is conducive to goodhealth. There will be days when it is toocold or the wind chill is too high to playoutside safely and so letting fresh airinto the centre is even more important(P. 449).

Everyone, including those with colds,should play outside at least once a daywhen weather permits.

PR AC TICEWhen out on the playground, keep apocket-full of tissues and use a separateone for each child. Wash your handswhen you come back inside.

Teach children to cover their mouthsand turn away when they cough orsneeze, preferably into a tissue. Modelthis behaviour yourself. It may be morerealistic for the children to cough to-ward their shoulders or upper arms.

Adhere strictly to your handwashingprocedure for staff and children (pp.68-72).

Clean and sanitize mouthing toys everyday. Remove them as they are used(pp. 83-84).

Supervise children during meals/snacksto ensure that they don't share cups,utensils or food.

Use disposable towels or clearlymarked individual towels for washingfaces and hands (pp. 65-67).

Neither a child nor a caregiver with acold need be excluded from the centreunless he/she is too sick to participate.We spread the cold to others a day ortwo before we feel it coming on; this is

the time when we are most infectious.Excluding someone with a cold is likeshutting the barn door after the horsegets out. Nasal discharge can changecolour, going from clear to green overa few days. This change is commonand is not a reason for exclusion.

When there is a cold going around,distribute copies of "Facts AboutCommon Cold" to parents (p. 905).

During your enrolment interview withparents, talk about colds and their fre-quency. Reassure parents that a childwith a cold should not be excluded un-less he/she is too ill to participate.Give parents new to your centre acopy of "Facts About Infections inChild Care Centres" (pp. 921-922).

To improve and maintain air quality,service your ventilation/air exchange,heating and cooling system(s) yearly.

Anyone whose cough persists formore than a week should see their physi-cian. A cough lasting for several weeksmay be a symptom of whooping cough.We acquire immunity to whooping cough(pertussis) either by having the disease or

by being immunized. But as we get older, thisimmunity wanes. As a result, older childrenand adults can and do get whooping cough, al-though adults don't get the "whoop" sound.

When we think about asthma, we mostoften think about the classic wheeze; however,some people with asthma experience naggingcoughs. The wheeze is still there, but it iseither drowned out by the coughing or canonly be heard using a stethoscope. Anyonewith asthma and a cough should consult theirphysician.

Caregivers can only do so much to reducethe spread of colds. Colds are a fact of life. Wecan take comfort in knowing that, while a coldmakes us feel miserable for a few days, wewill quickly get better.

Deborah Kernested, RN, is a Child Care Health Con-sultant and Co-author of Healthy Foundations in ChildCare. She recently moved to Winnipeg and can be con-tacted at (204) 477 -0027.

ReferencesCanadian Paediatric Society (1992). Well Beings: AGuide to Promote the Physical Health, Safety andEmotional Well Being of Children in Child Care Centresand Family Day Care Homes. Toronto: CreativePremises Ltd.

Pimento, B. and Kernested, D. (1996). HealthyFoundations in Child Care. Toronto: Nelson Canada.

reative StorytimesA Resource Book for Child Care Workers

his handbook assistsL child care workers in the

planning and delivery of preschoolstorytime programs.

Programmers will find informationon using feltboards, oralstorytelling, finger plays andpuppets. Annotated lists of picturebooks are included.

A section called "Storytime Themes"lists books, songs, films and fingerplays for planning excitingprograms.

To order your copy, send a cheque ormoney order payable to Regina PublicLibrary for $21.35 (includes G.S.T.)plus shipping and handling to:

Day Care Resource BookRegina Public LibraryP.O. Box 2311Regina, SK S4P 3Z5

Call 777-6030 for more information

For postage and handling, add:$3.00/1 book; $4.00/2-5 books;$6.00/6-10 books.

Regina Public Library

256WINTER 1997 INTERACTION 11

P R A C T I C E

Wholistic ConflictResolution

by Harriet Field

Conflict is inherent in our daily livesand inevitable in child care centresettings. Children, parents, teachers

and administrators invariably have differ-ences of opinion that must be resolved in apeaceful manner in order to maintain aquality early childhood program. Currentresearch shows that the need for children todevelop effective conflict resolution strate-gies has never been more apparent, due tothe increasing number of childrens' dailydisputes (Carlsson-Paige and Levin, 1992).

Typically, early childhood teachers haveassisted children in the development of con-flict resolution skills and have implementedpeace and conflict education curricula in theclassroom (Carlsson-Paige and Levin, 1992;Edwards, 1992). Both these responses arechild-centred approaches that overlook con-flicts among the parents and child care cen-tre staff.

A key consideration in guiding chil-dren's successful conflict resolution is theamount of conflict in all aspects of the childcare setting. The wholistic approach toconflict resolution expands the basic child-centred orientation by addressing the

administrative, parental and teacher dimen-sions of conflict. When disputes betweenchildren are viewed within the total contextof the child care environment, more mean-ingful solutions to conflict situations can beachieved. Constructive communication andeffective negotiation between all childrenand adults provide the foundation for effec-tive conflict resolution throughout the centre.

The Child-Centred Approach

There are two distinct, but related, child-centred approaches to conflict resolution: in-dividual negotiation (Carlsson-Paige andLevin, 1995; Dinwiddie, 1994) and conflictresolution/peace education curriculum(Wichert, 1989). Although both child-cen-tred approaches have the common goal ofenabling young children to communicate ef-fectively in solving their disputes, the focusof individual negotiation is on interventionbetween young children in specific conflictsituations; the focus of conflict resolutioncurriculum is on lesson plans and activitiesto enhance children's general conflict resolu-tion strategies.

The "Cooperative Spider Web" game: the children construct a spider web by rolling a ball of string to one another.


257

Individual NegotiationThe focus of the negotiation approach

is to assist children in developing their con-flict resolution skills when they are directlyembroiled in conflict situations. This ap-proach is most effective when it is initiatedin the positive context of social problemsolving. Social problem-solving can bestbe achieved when early childhood teachersrecognize that a certain amount of conflictis a positive and acceptable part of chil-dren's social development and that theteacher's role is to facilitate children infinding their own solutions to specific con-flicts (Dinwiddie, 1994). Children areencouraged to identify the conflict, to gen-erate solutions through negotiation and tofollow through with mutually agreed-uponsolutions (Carlsson-Paige and Levin,1995).

The amount of direct teacher involve-ment in the negotiation process varies, de-pending on the children's ages and devel-opmental levels, with younger childrenneeding more teacher assistance in identifi-cation and resolution of specific problems(Okem-Wright, 1992).

Conflict Resolution CurriculumThe curricular approach to conflict

resolution ranges from a general globalperspective of creating peaceful environ-ments to specific curriculum plans and ac-tivites designed to promote conflict resolu-tion. The global perspective describes waysto create democratic and participatory envi-ronments characterized by a community ofcaring and well-being (Edwards, 1992).Paramount in this global perspective is thedevelopment of positive social relation-ships and an emphasis on building socialproblem-solving skills (Wittmer andHonig, 1994). The more specific curricularapproaches are characterized by carefullydefined objectives and a variety of activi-ties to facilitate conflict resolution in theclassroom.

One example of an early childhoodconflict resolution curriculum guide isWichert's, Keeping the Peace: PracticingCooperation and Conflict Resolution withPreschoolers. This guide provides a varietyof strategies and specific activities de-signed to assist children in the conflictresolution process (Wichert, 1989). Thelearning objectives of cooperative taskcompletion, improved communicationskills, analogy and consensus serve as a

PR AC TICEframework for all the cooperative groupand social problem-solving activities pre-sented. In the activity entitled the "Coop-erative Spider Web," children communi-cate and negotiate as they sit in a circle andconstruct a web by rolling a ball of stringto one another.

The individual negotiation and groupcurriculum approaches to conflict resolu-tion are inexorably linked because bothfocus on children's social problem-sol-ving and negotiation skills. However, nei-ther approach addresses the teacher or pa-rental role in sometimes causing andperpetuating conflict in early childhoodenvironments.

The Wholistic/

Child-Centred

Link

The wholisitic ap-proach to conflictresolution encom-passes both the chil-dren's and adults' con-flict in early childhoodsettings. Specific conflictsbetween children can beindirectly caused by conflict-laden situations and faulty com-munications among teachers, adminis-trators and parents. When adults inchild care environments learn to identifyand deal effectively with their own par-ticular conflicts, they lessen the tensionresponsible for some of the children'sconflicts and lower the amount of conflictpresent in the total child care environ-ment. In addition, the children are far bet-ter prepared to negotiate equitable solu-tions to their specific disputes when theyhave the benefit of observing adults whomodel peaceful conflict resolution.

Conflicts in child care centres erupt likethe boiling surface bubbles due to the sim-mering tensions between and amongadults and children. Underlying problemssuch as faulty communications or ineffec-tive centre policies are oftentimes the"heat source" responsible for these rela-tionship tensions. The child-centred ap-proach to conflict resolution has the nar-row focus of dealing only with children'ssurface conflicts. The wholistic approach

home. The children, who are good friends,become extremely upset; the parents areconcerned about the physical aggressiondisplayed by their children; and the teach-ers are frustrated over a series of similarsuperhero conflicts. At a subsequent staffmeeting, it becomes apparent that theteachers hold diverse opinions on whethersuperhero fantasy play should be permit-ted. Some teachers support this form ofdramatic play as benefical to children'ssocial development, while others oppose itbecause of the accompanying aggression.

It becomes clear thatmutually agreed-upon policy guide-lines should bedeveloped by theadministrator and

teachers in order todiminish further aggres-sive superhero play

conflicts.

An Analogy: The Simmering Pot

The connection between the wholisticand child-centred approaches to conflictresolution is analogous to a simmering potof water coming to a boil. A simmeringpot of water could be pictorially repre-sented by a heat source, a series of tinybubbles beneath the water surface andlarger boiling bubbles on the surface.

r,

is far more comprehensive because it fo-cuses on all three dimensions of conflict:1) the children's "boiling" surface con-flicts; 2) the "simmering" relationship ten-sions between both adults and children;and 3) the underlying "heat" sources ofthe conflict. Critical reflection on the pat-terns of conflict from all three dimen-sional levels can facilitate comprehensiveconflict resolution within the entire pro-gram. This reflection is most meaningfulwhen administrators and teachers discussand analyse specific conflict scenarios.

A Conflict Scenario: SuperheroFantasy Play

Two children are engaged in a heateddispute, accompanied by physical aggres-sion over access to a Batman figure thatone of the children has brought from

258

In this conflict scenario,the children's superhero dis-

putes represent the boilingsurface conflicts; the dividedteacher opinions regarding the

value and permissibility of super-hero play represent the simmering

relationship tensions, and the lack ofpolicy guidelines represents the un-

derlying heat source. A child-centred ap-proach to this case scenario would addressonly the surface conflict by assisting thechildren to negotiate a solution to theirBatman dispute. In wholistic conflict reso-lution, the children's Batman disputewould be discussed in the context of di-vided teacher opinion and the lack ofclearly defined guidelines on superheroplay. This constructive discussion couldprovide a meaningful solution to the entiresuperhero play dilemma.

Constructive discussion and communi-cation is essential to the success of conflictresolution.

Consider the familiar saying that "awatched pot never boils." Child care ad-ministrators, teachers and parents whocarefully observe or "watch" the child careenvironment, monitoring any potential ten-sions and hostilities through constructivecommunication, will create a climatewhere many serious conflicts betweenchildren can be avoided.


P R A C T I C E

Constructive Communication: the Key to

Wholistic Conflict Resolution

Early childhood administrators and teachers have the re-sponsibility of engaging in constructive and effective commu-nication with children, parents and one another in order to cre-ate a climate conducive to conflict resolution. An importantstep in achieving this effective communication is critical reflec-tion on personal communication style. Social worker VirginiaSatir described five distinct communication styles: 1) the pla-cater; 2) the blamer; 3) the distracter; 4) the computer; and 5)the negotiator (Satir, 1988). All communication characterizedby the first four communication styles are faulty and lead tomisunderstandings and tensions in relationships. Only the ne-gotiator style is conducive to meaningful, constructive commu-nication. A short description of Satir's communication stylesfollow.

The placater or "people pleasing" style of communicationfocuses on keeping everyone content by avoiding confron-tation as much as possible. The teacher who witnesses achild being pushed down on the playground for no appa-rent reason and responds by hugging the "victim" and tell-ing her to stay away from the "perpetrator" is demonstrat-ing the placater communication style.

The blamer communication style is authoritarian and de-signed to offer instant solutions to conflict. The teacherwho immediately takes away a toy under dispute, statingthat "nobody can play with it now," exemplifies the blamercommunication style.

The distracter style diverts the conflict participants awayfrom their dispute by talking about something totally unre-lated to the conflict. During a staff meeting an administra-tor who introduces a discussion on a fundraising eventwhile two teachers are embroiled in a dispute over theirschedules is using the distracter communication style.

The computer communication style offers intellectualplatitudes in an impersonal manner. A teacher whose onlyresponse when children are involved in a conflict is to tellthem to "use their words instead of their fists" is engagedin a computer style response.

The negotiator communication style differs from the otherfour styles in that conflict is recognized as legitimate andimportant. The goal of this communication style is toachieve effective and equitable resolutions to conflict.Teachers exemplify this communication style when theyapproach children who are pushing one another and en-courage them to state their views and to generate solutionsto their dispute.

The wholistic approach to conflict resolution can best beachieved when centre staff engage in constructive communi-cation, using the negotiator communication style. Teachersshould reflect on their personal communication styles in orderto ensure that they are not adopting the placater, blamer, dis-tracter or computer styles. When negotiation is modelled byteachers, parents and administrators, a climate for children'seffective conflict resolution will be created throughout the


child care centre. When the overall amount of conflict in the centre islow, the early childhood teacher is better able to guide children in theconflict resolution process (Wichert, 1989).

Harriet Field, M.S.W., M.Ed., is an Assistant Professor in the Department of Child andYouth Study at Mount Saint Vincent University in Halifax, Nova Scotia. She is a formersocial worker whose research interests include conflict resolution, behaviour manage-ment and early childhood teacher education.

References

Carlsson-Paige, N. and Levin, D. (1992). "Making peace in violent times: Aconstructivist approach to conflict resolution," Young Children, 47: 4-13.

Carlsson-Paige, N. and Levin, D. (1995). "When push comes to shove reconsideringchildren's conflicts." Child Care Information Exchange, 86: 34- 37.

Dinwiddie, S. (1994). "The saga of Sally, Sammy and the red pen: Facilitatingchildren's problem solving," Young Children, 49: 13-19.

Edwards, C. (1992). "Creating safe places for conflict resolution to happen," ChildCare Information Exchange, 86: 43-45.

Oken-Wright, P. (1992). "From tug of war to 'let's make a deal': The teacher's role,"Young Children, 47: 15-20.

Satir, V. (1988). The New Peoplemaking. Mountain View, Califomia: Science andBehavior Books.

Wichert, S. (1989). Keeping the Peace: Practicing Cooperation and Conflict Resolutionwith Preschoolers. Philadelphia: New Society Publishers.

Wittmer, D. and Honig, A. (1994). "Encouraging positive social development in youngchildren," Young Children, 49: 4-12.

CHILDCRAFTProducts

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259

F OCUS

I Need-Including All Children


Since the 1970s, child care programs across Canada have begun to include chil-dren with special needs. "Inclusion," as we now call it, is a significant departurefrom earlier beliefs and practices that were based on assumptions that children

with special needs were best served in segregated settings.

Unlike the United States where federal policy has made free and appropriate educa-tion for children (ages three to 21) with disabilities an entitlement, and where legislationmakes it illegal for any child care program or service to exclude on the basis of disability,inclusion in Canadian child care remains voluntary. Most provinces havesupported it at some level, through funding, consultation and/or re-sources, but none have required it.

Best estimates suggest that in 1996 most Canadian child care centresinclude some children with special needs, some of the time. Generallyspeaking, though, this inclusion is on an ad hoc basis responding on achild-by-child basis, admitting or excluding a particular child dependingon the resources and skills currently available to that centre. Thus, onecentre might include children with mental challenges, while anothermight include children with physical disabilities. As centres gain skills atincluding children with one type or level of disability, they often movefurther expanding the range (e.g., from mental challenges to physical)or the level (e.g., from mild to moderate). These experiences are so pre-dictable that they almost qualify as "developmental stages on the road toinclusion."

"Inclusion," however, goes beyond these child-by-child arrange-ments. In principle, it means that children should not only be able to at-tend the same programs they would attend if they did not have specialneeds, they should also be welcomed, so that their parents are encour-aged to apply.

I'm pleased that the Focus Section of this issue of Interaction is onstrategies and techniques for including children with special needs. AndI'm delighted that the featured articles focus on how to stretch theboundaries of who gets included so that centres can move to include allchildren, not just some children. If I had more room I'd relate anecdotesabout each of the authors, how they are setting new standards for inclu-sion by their attitudes and actions in their daily work. They are leaders inthe field and I hope you find their recommended strategies and resourceshelpful for follow-up.

260

Canadian child care has much to be proudof as it reviews its voluntary move toward in-cluding all children. Funding, training and re-sourcing have often followed not preceded

decisions to include children with specialneeds. But as cutbacks of subsidies, grants, sa-lary enhancements and resource supports con-tinue, we will be further challenged to upholdthe rights of children with special needs to beincluded in child care. Without legislation orregulatory support that calls on child carecentres to include children who need extra


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FOCUS

SPECIAL N E E D S

support, it is easy to fall back into old ways, finding barriers ratherthan creating opportunities. We've come too far in our under-standing and experience of how inclusion benefits everybody toturn back when the going gets rough.

What Are the Principles of Inclusion?Zero reject: No child is ever excluded for reasons of levelOr type of disability.

Naturally .occurring proportions: Program Includes'schildren with disabilities roughly in proportion to theiroccurrence in the general population.

Some range of options: Children with special needs arenever 'limited to shorter child care days or excluded froth'home:based or school-age cafe.

Full participation: Necessary supports are provided, sothat all children can participate in some way in all activi-ties.

Advocacy, proaction, parent involvement: Program ac-tively promotes legislative and policy change, encouragesenrolment of children with disabilities and involves pa-,

rents at thelevel they choose.

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Sharon Hope Irwin is the Director of SpeciaLink, the National Child Care Inclu-sion Network. For the past nine years, through research, resource and advocacy,SpeciaLink has helped expand opportunities for inclusion in child care, recrea-tion, education and other community settings for young children with specialneeds and their families. SpeciaLink produces technical assistance as well asnewsletters, factsheets, books and videos related to inclusive child care to thefield. For more information, contact SpeciaLink, the National Inclusion Network,P.O. Box 775, Sydney, Nova Scotia, BI P 6G9. Phone (902) 562-1662 or 1 -800-840 -LINK; fax (902) 539-9117; e-mail [email protected]; internethapilwww.cbnet.ns.cab-specialink

ReferencesIrwin, S. (1992). Integration of Children with Disabilities into Daycare andAfterschool Care Systems. Ottawa, Ontario: National Welfare Grants/DisabledPersons Unit. [available from SpeciaLink]

Irwin, S. (1995). "Inclusive Child Care in Canada: Advances at Risk," As IfChildren Matter: Perspectives on Children, Rights and Disability (Chapter 11).North York, Ontario: The Roeher Institute.

Irwin, S., Till, L., Vander Ven, K., and Fink, D.B. (1993). The SpeciaLink Book:On the Road to Mainstream Care. Wreck Cove, Nova Scotia: Breton Books.

Recommended ResourcesMainstreaming Preschoolers: Children with.... (1978). Project Head Start, U.S.Department of Health and Human Services. This is a series of eightdisability-specific books on children with handicaps (emotional disturbance;health impairments; hearing impairment; mental retardation; physical handicaps;speech and language impairments; and visual handicaps) written for Head Start,day care, nursery school and other preschool staff and parents of children withspecial needs. Some of the language is dated, but the series is still an excellentresource for front-line child care staff. Even though the books are out of print,you can order a photocopied copy ($25) through SpeciaLink (see above address).

Including a Child with a

Developmental Delay:

Parents and StaffWork Together

by Donna Michal

For years I've known a family and a staff group who workedthrough many of the challenges of including a child with adevelopmental delay in an early childhood program. Here is

their story.

When I met Gloria, she was absolutely pleased with the childcare she had arranged for her daughter, Stephanie, a charming,beautiful, brown-eyed 10-month-old with thick curly hair and a de-velopmental delay. Gloria took Stephanie to a neighbourhood fa-mily day home provider three days a week.

About 18 months later, I received my first frantic phone callfrom Gloria. Stephanie's provider was moving out of province. Thefamily day home agency didn't have any spaces in a home nearby

but the agency staff had recommended a day care centre in thecommunity. Gloria wanted some assurance that Stephanie wouldthrive in a day care environment. Would there be extra help for

26

FOCUS

SPECIAL AlriikN EEDSStephanie (she was crawling and the othertwo-year-olds would be walking)? Whowould help Stephanie with her language?How would she know what Stephanie ateeach day? On and on the questions went.Gloria and her husband, Jack, made severalvisits to the centre, spent time talking to thedirector and staff and decided to enrolStephanie.

Over the next three years, I kept intouch with Stephanie, her parents and thestaff at the centre. I heard about the times ofjoy as Stephanie went to birthday partieswith her day care friends, learned to ride abike and began to talk. I also heard aboutthe times of frustration when there werecommunication problems between parentsand staff, when Stephanie had difficultyplaying with other children, and thosemonths when toilet training seemed an im-possible dream.

Despite the challenges they faced,Gloria and Jack continued their commit-ment to work together with the staff andprovide Stephanie with a positive earlychildhood experience. When I asked Gloriaand the centre staff to tell me how they suc-ceeded in "including" Stephanie in the daycare centre program, they quickly outlinedthese five 'how to' points:

I. Ensure your program demonstratesgood early childhood practices.

For example, do staff make observationsof children and keep a record of each child'sinterests, achievements and areas forgrowth? If staff are already recording obser-vations and planning experiences based onthose observations, they will be ready to dothe same for the child with a developmentaldelay. While the observations required maybe more detailed (for example, whenStephanie was beginning to use words, staffwould record different sounds she made toreport to her speech therapist), staff will befamiliar with building a program based onobserved individual abilities. At one point,Gloria and Jack knew that Stephanie washaving some difficulties eating. The staffobserved that Stephanie was having prob-lems picking up some finger foods. Theyplanned a series of experiences in the play-room that gave Stephanie opportunities topractise picking up small objects. Because

ti

z.vd"'f r

7 `mss

they used fun and colourful shapes and ob-jects, many children in the playroom partici-pated in the experience and had a greattime!

Actually, the staff were able to provideall of the experiences for Stephanie's pro-gram right in the playroom. She workedalong side the other children, learning withand from them and at the same time makingfriends. Even the speech therapist workedwith Stephanie in the playroom. Wheneverthe therapist needed a few minutes withStephanie alone, he used a natural transitiontime (e.g., outdoor time) when the otherchildren were busy elsewhere.

2. Give the staff time to talk to eachother for support, ideas andconstructive feedback.

Staff need time to meet together asroom teams and also as centre staff.Figuring out how to do this is a challenge initself! The director in Stephanie's centreprovided coverage during part of naptime sostaff could eat lunch and plan program. Itwas important for all the playroom staff tobe aware of Stephanie's abilities and needsas well as those of all the children. At thiscentre, each staff had six "primary" chil-dren. There was an additional part-timeECE staff member who assisted whenStephanie was there and was responsible for

262

her primary care. All staff met weekly to planfor the next week and to discuss the particu-lars of their "primary" children. Just asStephanie's staff spent time discussing a spe-cific approach, which everyone needed totake to help Stephanie's communication, sotoo other staff discussed the particular needsof their primary children (for example, staffdiscussed a child with a new sibling and pro-gramming ideas to support that familychange). Sometimes a specialist forStephanie would attend a staff meeting soeveryone could hear about specific programtechniques. When Gloria and Jack wantedthe staff to focus on toilet training, a beha-viour specialist (and Gloria) came to a staffmeeting.

3. Listen to the child's parents.Sometimes staff were stumped about

something Stephanie was doing but, throughconsistent communication with Gloria andJack, most problems were quickly solved.How often and what kind of communicationis best between staff and parents? Parents andstaff need to work out a mutually agreeablemethod. At one point, Gloria wanted to knowwhat kinds of food Stephanie ate each day.The staff didn't have time to write down thefood for each meal, so Gloria developed achecklist with food groups and amounts andthe staff checked off items after each meal.


F OCUS

SPECIAL N E D S

9'NIP .446 eon. I/. a

Staff also asked Gloria and Jack for di-rection with yearly goals for Stephanie. Oneyear Gloria wanted Stephanie to learn toride a bike, communicate with words andput on clothing. Staff worked on these goalsand incorporated other preschool skillswithin these goals (for example, staff pro-vided colour and shape experiences withpainting and decorating bikes). It is impor-tant for staff to work with parents on goals.Sometimes we think about "inclusion" ashappening only in the child care setting.Stephanie's family wanted her to be in-cluded in their community, riding her bicy-cle up and down the front sidewalk withother neighbouring three- and four-year-olds.

4. Provide child, staff and parentsaccess to the resources they need.

Because Stephanie was crawling andneeded to be carried some of the time, thedirector and Gloria were able to arrange foran additional part-time staff member. AsStephanie needed additional assistance withgross motor skills and language, the directorand Gloria arranged for a physiotherapistand speech therapist to visit Stephanie at thecentre, meet with the additional staff andcommunicate strategies to the rest of theplayroom staff. While this happened quitequickly for Stephanie due to existinggovernment programs, it may not happen inthe same way in other jurisdictions.

Parents and directors may have to takeadditional advocacy steps to secure neededresources. It is important to provide the ad-ditional services a child requires; it does notbenefit anyone to try and include a child


with a developmental delay ina program without the neces-sary services. Not every childwith a developmental delaywill need an additional staffperson or speech and physio-therapy services. Parents,staff, specialists and the direc-tor must work together to de-termine and secure whateverresources the child requires.

Likewise, staff must haveaccess to the information theyrequire to provide the pro-gram the child needs. Staff

may need additional materials and opportu-nities to attend conferences, workshops andspecialized training sessions. Some ofStephanie's playroom staff attended a com-munication workshop to learn steps to fosterher language development. The directorfound funds for this training opportunityand other resource materials the staff re-quired.

Parents may also require additional re-sources. Gloria and Jack had lots of familyto help them with evening and weekendchild care, but found the centre was also ahelpful resource. Gloria willingly paid herown fee to attend a workshop the staff wasattending on communication.

Each child, family and group of staffwill require different resources. It is essen-tial that everyone involved with the childgather together at least yearly to figure outwhat resources are required to ensure thechild's active growth and learning in theprogram.

5. Focus on the big picture andenjoy the children!

One day when Jack came to pick upStephanie, he was thrilled to see her in theplayground sandbox with two other girls.He spent a few minutes watching the chil-dren play and noticed how they were fillingeach other's buckets, dumping them andlaughing with the pleasure of play and eachother. When he was about to leave the cen-tre, a staff member told him that Stephaniehad been having difficulty using scissorsagain and did he think that maybe Stephaniecould practise some cutting at home? Jacktold the staff member what he had observed

on the playground and that, in the long-term,he was more concerned about Stephanie'sability to play and make friends than herability to cut paper. Initially, this commentshocked the staff person, but after reflectingon it and discussing it with other staff mem-bers, she saw his point.

Because some children with develop-mental delays need to work long and hard toachieve the basic preschool skills, it is easyfor staff (and sometimes parents) to focus onthe program and skills. We need to remem-ber the development of the whole child inearly childhood settings and the importanceof fostering genuine relationships in the pre-school years. It is important for staff to get toknow and enjoy all the children. The staffspent individual time with Stephanie andvisited her home (as they did for all the chil-dren) so they knew that she liked to playwith stuffed animals, enjoyed swinging andmusic, ate lots of fruit and liked to be aroundother children.

As the director of Stephanie's centresaid, "One of the many joys of working withyoung children is the excitement of watchingbudding flowers blossom." And Gloria andJack would agree that Stephanie certainlyblossomed during her years at the centre. Wedon't know the potential gifts and abilities ofany child so we must provide opportunitiesfor all children, whatever their abilities, todevelop to their potential. Working together,Stephanie's family and centre staff didexactly that for her.

Donna Michal is on maternity leave from her positionas Coordinator, Demonstration Day Care Centre andChair of the Early Childhood Administration Programat Grant MacEwan College in Edmonton, Alberta.

Recommended Resources"Beginnings Workshop: Special Needs: Meeting theNeeds of the Children." Child Care InformationExchange, Issue 105, September/October 1995.Bredekamp, S. (Ed) (1987). DevelopmentallyAppropriate Practice in Early Childhood ProgramsServing Children From Birth Through Age 8(exp.ed.). Washington, D.C.: NAEYC.

Denman-Sparks, L., and A.B.C. Task Force (1989).Anti-bias Curriculum: Tools for Empowering YoungChildren. Washington, D.C.: NAEYC.

Peck, C.A., Odom, S.L. and Bricker, D.D. (eds)(1993). Integrating Young Children with Disabilitiesinto Community Programs. Baltimore: Paul H.Brookes.

Ramsey, Patricia G. (1991). Making Friends inSchool: Promoting Peer Relationships in EarlyChildhood. New York: Teachers College, ColumbiaUniversity.

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SPECIAL(AN EEDSSpecial Health Care for Child Care Settings:

Minimize the Risksby Trudy Norton

Special health care refers to

health care beyond that typically

provided in child care settings

health care for which care

providers require additional

information, training and support.

In recent years, the survival rate of ba-bies and children with special healthneeds has increased dramatically. Ad-

vances in medical science and technologyare not only saving lives, but also provi-ding mobility to children previously con-fined to home or hospital. Today, childrenwith a variety of special health care needsare attending child care programs. Theirinclusion reflects a commitment to main-streaming and to providing the opportunityfor all children to enjoy typical childhoodexperiences.

It is estimated that one in 10 childrenhas some type of cognitive, physical, com-municative or emotional special need. Ofthese children, approximately 10 per centrequire special health care intervention fora chronic illness or allergy, injury trauma,disability or serious infectious disease.Conditions and symptoms within each ofthese categories range from mild to severeand may be long- or short-term. It is alwaysimportant to consider the unique circum-stances and individuality of each child.

Meet the ChildrenThe following excerpts are taken from

parent stories collected for the SpecialHealth Care Project in 1992) Written by

mothers, they are examples of specialhealth care needs which children attendingchild care programs may have. As well,they provide a family perspective on posi-tive inclusive experiences. In each case,child care staff were trained by health pro-fessionals to provide the necessary healthcare.

L Carly

Carly and her twin sister, Angela, wereborn at 25 weeks gestation. Carly requiredlife support intervention for four monthsand did not join Angela at home until shewas a year and a half old. She continued torequire oxygen therapy 24 hours a day andher nutritional needs were met with gas-trostomy feeding. Both of the childrenhave cerebral palsy, although Carly is moreseverely affected than Angela.

When Angela began to attend pre-school, it was clear that Carly was awarethat she was missing out on new activities.We were hesitant to enrol Carly because ofher health condition, but we also believedthat there would be many benefits to ha-ving her participate.

Her oxygen therapy was the first con-cern, but she also required other care, suchas chest physiotherapy for her chronic lungcondition and physio "stretches" to main-tain her range of motion. The physiothera-pist came in and demonstrated the tech-nique, the staff demonstrated back andthen the physio "signed them off." Thehealth nurse wrote up a health care planand trained the staff to feed Carly.

It was a smooth transition once every-thing was in place.

April Plasteras

Kevin

Kevin was 14 months old when I gavehim peanut butter for the first time. Within

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seconds, his neck, face and eyes were swol-len. His face was bright red and completelycovered with hives. That was his first aller-gic reaction. Since then, there have beenother milder reactions and the potential for asevere reaction anaphalactic shock isvery real.

Without medical intervention, the air-ways to the lungs become blocked, bloodpressure drops, the victim loses conscious-ness and may die. An allergic reaction canoccur within minutes of exposure, but some-times it is several hours before the life-threatening symptoms appear.

Kevin attended child care and is now inkindergarten. A great deal of care and atten-tion went into preparing for his inclusion inboth settings. The environment had to benut-free and Kevin was required to followstrict eating guidelines. Training careproviders and teachers in preventative pro-cedures and emergency responses was es-sential to ensuring a safe environment forKevin. The health nurse taught all staffmembers to recognize warning signs of anemergency and the correct procedure for ad-ministering Epi-Pen.

At home and away from home, every-one is very careful and diligent aboutKevin's needs and we have avoided anotherlife-threatening emergency.

Colleen Sipila

Stephanie

Stephanie has spina bifida and hydro-cephalia. Because of the spina bifida,Stephanie is catheterized. Two of the staff atthe centre were trained in the procedure by anurse. I demonstrated and then the nurseprovided additional information that she feltwas necessary for the staff to know.

Stephanie uses crutches now. Beingwith the able-bodied children was a big in-centive. Lots of play activity is up, over, intoor under things. She still uses her walkeroutside, but inside she wants to be as unre-stricted as possible. The other children helpher when she needs it. For instance, if shecrawls somewhere, they will run over withher crutches. But they don't baby her.Sometimes she will try to tell them, "Ican't." They reply, "I think you can do itStephanie. Come on!"


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SPECIAL(AN EEDSAlthough she has always been a strong

little personality, she is becoming increa-singly capable and has gained confidence.Interestingly, it is often the children whomyou would least expect to respond toStephanie who do so.

Jake

Tracey McDougall

Jake was born with only 10 per cent ofhis short intestine. A few years ago hewould not have survived. He spent his firsttwo years in the hospital fighting for hislife. When preparations began for Jake toleave the hospital, I was totally over-whelmed. He required gastrostomy feeding24 hours a day. How would I manage allday with this active, busy little boy tetheredto a gastric feeding pump on a stationaryintravenous pole? Then someone heardabout a pumping machine that onlyweighed two pounds. We tried having Jakewear one in a little back pack so that hecould be mobile. It worked, and my son be-came a pioneer. Gradually, Jake was able toeat more more food orally and his gastros-tomy feedings were primarily done atnight.

Finding a day care was a confusing andchallenging time for me, but the one Ichose felt like home to me from the mo-ment I walked in. Day care is very impor-tant to me. Before Jake started attending, Ifocused my energy on his special needs.Day care taught me to treat him as a childfirst. I saw him playing and laughing,growing and learning, just like the otherchildren.

Nancy Sweedler

Team Approach to PlanningA team coordinating supports for the

inclusion of children with special healthcare needs may include parents, health careprofessionals, program staff and commu-nity consultants. While the compositionwill vary with the child's condition andwith local resources and delivery systems, amultidisciplinary approach is important inorder to ensure full and accurate informa-tion is shared.

Specific tasks of team members includeassessing the child's health, developing an


Individual Health Care Plan (IHCP), train-ing and establishing emergency proce-dures. Program planning considers anyadaptations which may be necessary inorder to best meet the needs of the childand other children attending the program.

A health professional assesses thechild's health to determine the stability ofthe child's condition and to decide if thehealth care procedures involved can besafely and appropriately delegated to anon-health professional. In cases whereclinical judgement is required, a healthprofessional must be responsible for thechild's health care. For example, if a childrequires adjustments of oxygen flow in re-sponse to changes in his or her conditionwhile at a child care program, a nurse at-tends to the child. If, as in Carly's case, theflow is set before arrival and remains con-stant, a non-health professional may ad-minister the therapy.

An IHCP is written by a health profes-sional in collaboration with parents. It pro-vides specific information about the child'shealth history and current health status. Itdocuments the special heath care that thechild requires while at the centre. The"how to" of care procedures, the warningsigns and symptoms of an emergency andemergency procedures are detailed. AnIHCP is a legal document; it must be ap-proved and signed by the health profes-sional and parent.

Training of child care staff looks atfour areas: background information aboutspecial health care; condition-specificinformation; child-specific information;and skill development in delegated nursingtasks. Questions about knowledge andskills to be taught, who will provide thetraining and who will participate in trainingare answered with the safety of the child aswell as the safety and protection of the careprovider in mind. Arrangements areconfirmed for ongoing monitoring of theskills of care providers and retraining asnecessary.

Child Care ProgramsPlanning within a child care program

for the enrolment of a child with specialhealth care needs will likely include

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administrative preparations. There are inhe-rent risks involved because the centre is aneducational and child care facility, not ahealth care facility. Therefore, insurancecoverage and liability concerns require carefulattention.

Parents must fully understand andacknowledge the potential risks. As with anymedical intervention or procedure forchildren, it is imperative that parents give theirinformed consent to the provision of specialhealth care.

Insurance coverage and liability aredetermined by assessing risk. For this reason,insurance underwriters must be assured thatdecisions regarding the safe and appropriatedelegation of nursing tasks, training toprovide special health care and monitoring ofthe procedures have been made by a healthprofessional. Insurance companies must knowthat inherent risks have been identified andaddressed.

The risk of liability has posed one barrierto mainstreaming children with special healthcare needs in early childhood programs. Withthis risk minimized, child care providers canfocus on creating supportive environmentsand quality programs for all children.

Trudy Norton is Co-director of an inclusive child carefacility serving families of children aged three to 12 infour licensed programs. She is Past-president of theEarly Childhood Educators of British Columbia andwas Principal Researcher of the Special Health CareProject.

Recommended ResourcesCanadian Paediatric Society (1992). Well Beings: AGuide to Promote the Physical Health, Safety andEmotional Well Being of Children in Child CareCentres and Family DayCare Homes Volumes I & II.Toronto, Ontario: Creative Premises, Ltd.In Their Own Special Way [video] (1993). Vancouver,B.C.: MediaVision.

Infection Control in Child Care Settings [video].Lawrence, Kansas: Learner Management Designs, Inc.Taking Off Lids (1990) [video]. Ottawa, Ontario:Cerebral Palsy Association.

Urbano, M.T. (1994). Preschool Children with SpecialHealth Care Needs. Washington, D.C.: NAEYC.

Wolery, M. (1994). Including Children with SpecialNeeds in Early Childhood Programs. Washington,D.C.: NAEYC.

I. The Special Health Care Project was funded by the ChildCare Initiatives Fund between 1990 and 1994 to research theissues involved when children with special health care needsare enroled in child care settings and to develop resources forthe child care field. Special Health Care: RecommendedPractices for the Early Childhood Education Field consists of auser's guide, a facilitator's manual and a video. Limited copiesof the manual ($20) and the video ($30) are available fromSpeciaLink, P.O. Box 775, Sydney, Nova Scotia, B1P 609(1-800-840-5465). ECEBC is hoping to revise and reprint thisresource soon.

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Interventions for Children withChallenging Behaviours andSpecial Needs

by Lynda Orr and Gerald Cavallaro

Achild's aggressive and disruptivebehaviour is a concern in any daycare setting. But when that child

has needs requiring special programs, car-rying out those programs while trying todeal with difficult behaviours can be over-whelming for a community child care cen-tre with limited resources. Even when pa-rents and child care organizations agree thatthey desperately need the expertise of pro-fessionals trained in behaviour managementand psychology, the costs are often so highthat they cannot afford it.

Following is a description of a programwe developed for Children's IntegrationSupport Services (CISS), a bilingual pro-gram of Andrew Fleck Child Care Servicesfunded by the Ontario Ministry of Commu-nity and Social Services to provide supportsto licensed nursery schools, day care centresand family day care programs integratingchildren with special needs from six weeksto 10 years old. From our program you mayglean some ideas that can work for you. Inbehaviour management, the key is to headoff potential behaviour problems before theybecome unmanageable.

Our program uses two types of assess-ments to ascertain where and how to devotefuture efforts. The first we call anenvironmental assessment; the second is afunctional assessment.

The environmental assessment examinesthe organization and content of programs aswell as how staff and children interact. Thefirst question we ask is: "Does the staff paymore attention to appropriate behavioursthan to inappropriate behaviours?" The sec-ond question is: "Are staff members consis-tent in their expectations for individualchildren and are expectations consistent forall children?" Third: "Do staff members gearinstructions to the level of the child's

understanding and are they willing to fol-low through on those instructions, enforcelimits and impose reasonable conse-quences when necessary?" For each ofthese questions, the consultant tries to en-hance communication among staff (to es-tablish consistency) and from staff to child(to improve cooperation). As a fourth step,the consultant assesses program content toensure that it meets the needs and engagesthe interest of all the children. If not, pro-gramming assistance and resources areprovided. Finally, the consultant scrutinizestransitions from one activity to another be-cause most behaviour incidents seem tooccur during these times. When the transi-tions are cleverly structured, the difficultiescan be overcome. The most useful strategyis for staff to provide two or three well-spaced warnings that the ongoing activityis about to change. In addition, it can work

tea- t

266

wonders to give a "helper" role to the childwho has the greatest problem with transitions.

Providing feedback and training to stafffollowing the environmental assessment isoften enough to solve the majority of behav-iour problems. When it is not, consultation forindividual children is needed and a functionalassessment is undertaken. A functional as-sessment assumes that the behaviour in ques-tion serves a purpose or "function" for thechild. Simply put, it "functions" to get thechild something she or he wants, such as at-tention of staff, access to a favourite toy/acti-vity or escape from a disliked activity. In mostcases, we find that the behaviour compensatesfor a skill deficit which is related to the child'sspecial needs. For example, if a child has notyet developed either the communication skillsto ask for a toy or the social skills to share it,he or she may see a tantrum as the most effec-tive way to get that toy. This is not necessarilybecause the child reasons that a tantrum willwork, but simply because tantrums haveworked in the past. Similarly, a child whocannot sit and listen during circle time mayact out and thereby escape a situation he orshe finds too demanding.

The key to finding an effective way todeal with difficult behaviour is to assess itsfunction. Knowing the function usually leadsto a natural solution preventing the disrup-tive behaviour from serving its purpose while

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teaching the kind of behaviours that willachieve the purpose better. In the exampleabove, staff would teach the child specificwords needed to ask for the toy andencourage the child to use those words. Atthe same time, staff would support sharingthrough active modelling and instruction.Later, if a tantrum did occur, staff wouldignore it and redirect the child to anotheractivity one that did not include the toy.

The following case study from a HeadStart Program in Ottawa illustrates the waythe program works. A CISS advisor re-ferred Mark, a four-year-old boy with com-munication difficulties and severe behaviourproblems, to the behaviour consultant assoon as the new program began. Mark hadbeen displaying temper tantrums (throwinghimself on the floor, screaming), destructionand aggressions (hitting, kicking, biting) inwhich he injured both staff and children. Hehad been consistently non-compliant to staffrequests and was having difficulty withtransitions. The day care indicated that, ifhis behaviour didn't improve, he would beasked to leave within six weeks. He hadbeen referred to a psychiatric facility aswell.

The consultant assessed the day careenvironment and several changes weremade as a result. The level of attention forappropriate behaviour (reinforcement) wasincreased. Staff were trained in the use anddelivery of reinforcement as well as in howand when to ignore inappropriate


behaviour. Training was also given forstructuring transition times for deliveringand following through with instructionsand requests. Good communicationamong staff was strongly encouraged inorder to establish consistency. Because ofthe deadline and the level of stress in theday care, the staff -to-child ratio wasenhanced. Finally, items and activitiesthat Mark preferred were worked intostructured times in order to encouragehim to participate.

The functional assessment showedthat the tantrums and aggressions mostoften occurred in social interactions withpeers or in response to limits imposed bystaff. The behaviour appeared to be multi-functional. Mark used tantrums andaggression to gain the attention of staff, toobtain access to items and activities hepreferred and to escape activities he founddemanding. Mark had not developed thelanguage and social skills to initiateinteractions with peers and he haddifficulty sharing and coping with limits.

In order to prevent Mark's aggressionfrom achieving his purpose, staff wereinstructed to remove him to a quiet areawhen he was aggressive. The removaltook place with minimal interaction andlasted for a brief, standard period of time.Once calm, he was returned to theenvironment, redirected to a positiveactivity and reinforced whenever appro-priate social interaction occurred.

267

Since Mark sometimes acted aggressivelyin order to escape situations, staff allowed himto leave activities after he had participated for ashort period. Any disruptive behaviour was ig-nored by the teacher who immediately madethe activity more interesting for the other chil-dren so that they too would ignore Mark's be-haviour. Focus was placed on teaching andmodelling appropriate social interaction andplay. Circle activities taught a theme that sup-ported use of language as the best way to getother people to cooperate.

Although staff were apprehensive initially,the frequency of Mark's tantrums and aggres-sions dropped substantially within the six-weekperiod and Mark remained in the program as aresult of their efforts. Presently, he is doing sowell that the extra staffing is not required.

When consultation began, Mark was ag-gressive to the point of needing to be re-strained three to four times each day. After oneyear, aggression was still happening on averageonce a day, but restraint was no longer re-quired. After two years, aggressions are nowfewer than once a week. Mark now interactswith the other children and uses words to ex-press his wants, though he still needs somehelp with "entrance words" to begin a socialinteraction. Staff easily recognize when he isnot coping and can ward off an outburst. Markcontinues to show them that, if they do notremain consistent, his behaviours willre-escalate.

We hope that what is presented here pro-vides practical ideas for dealing with behaviourproblems. If you are looking to change behav-iour, first assess the environment in which thebehaviour occurs, then assess the behaviour'sfunction. Examine the behaviour with respectto the child's weakest skill. The behaviour maybe compensating for that weakness. If it does,you will need to teach or strengthen that skill tosignificantly improve the behaviour.

Lynda Orr is a Behaviour Consultant with the Ottawa-Carleton Behaviour Management Program. She hasworked for 12 years with children and adults who displaybehavioural difficulties and developmental delays.Gerald Cavallaro is a Psychologist with 15 years ofexperience in the field of Developmental Disabilities whoworks for the Rideau Regional Centre in Smiths Falls,Ontario. He is currently a Consultant for the Ottawa-Carleton Behaviour Management Program and the Chil-dren's Aid Society of Ottawa-Carleton.

Recommended Resources:A Practical Guide to Solving Preschool BehaviourProblems (third edition, 1995) by Eva Essa, DelmarPublishers: Albany, New York.

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Play and Relationships:

Programming forInclusion

by Anne Can

About five years ago I attended aconference in Albuquerque. NewMexico where Rebecca Fewell,

who developed an assessment scale espe-cially designed to evaluate play behaviourof young children, opened her workshop toa multi-disciplinary audience with the ques-tion: "How do we want young children tobe spending their time?" A pause...then sev-eral responded, "Play!" "Ah, ha!" she said."And how come young children with spe-cial needs are working all the time? Youmake them work on their tine motor skills.their large muscle development, their intel-lectual functioning ..." There was silence.

For me. this validated so much of thework Cathleen Smith and I had been doingon the video series, Making Friends. The de-velopment of positive social skills is criticalto the successful inclusion of children whorequire extra support in community-basedsettings (Guralnick, 1993). Programming forsmall or large projects can be a vital key forsocial inclusion.

A current review of the literature readilysuggests that the focus has shifted from anemphasis on the cognitive competence ofchildren with special needs to a concern forsocial development. Despite the good inten-tions of inclusion, however, mere exposureto age-appropriate activities and to peers isno guarantee that children with specialneeds will enjoy increased involvement andinteractions with peers. As early childhoodeducators, we intuitively grasp that our cher-ished Piagetian approach (free discoverythrough play with occasional guiding fromus) does not work for every child. For somechildren, special programming strategies arenecessary to increase interaction and pro-mote play opportunities and social skill de-velopment. (Cook, Tessier, Klein, 1996;

Guralnick, 1996).

Here are four examples of how earlychildhood educators can help children withspecial needs participate fully.

HalleyIn this example, teachers observe what achild with special needs enjoys and doeswell and then plan programming to inter-est all the children in the program.

Hailey, a child with large and fine mo-tor challenges due to cerebral palsy, de-monstrated great interest in drawing, paint-ing and gluing with adapted crayons andbrushes. Her occupational therapist hadprovided relevant materials to enable thesetherapeutic adaptations. Since it was nea-ring Christmas and the children in Hailey'spreschool class were most interested inmailing and receiving cards, the teachersand a group of children decided to visit alocal post office.

On return to the preschool, the teacherslistened as the children recounted their postoffice experiences and then asked questionsto elicit more information about what inter-ested and intrigued them. The childrenwanted to set up a post office of their own.The teachers responded to the children's re-quests for an adding machine, computerand service window and enabled them tobuild their representation of a post office.Through the teaching strategy of support,the children actively took ownership inplanning the construction and evaluatingthe various project components. In theprocess, many challenges needed to besolved mutually. (For example, how to cuta large window, where to put the addingmachine, what kinds of stamps would beused, who would design them and howwould they stick on parcels, letters andcards.)

268

The teachers and Hailey's therapist mademinor prop adaptations so that she could bephysically included in the play. Teachers ad-justed the post office seating so that Haileycould crawl to and pull herself up into it.Sometimes teachers modelled verbal, gesturalor action scripts to coach Hailey and the oth-ers in the play. For example, Hailey hadbrought a stuffed animal she wanted to mail tothe local hospital. Following a discussionabout weight, cost and a need for weighscales, a teacher helped the children design aposter for parents requesting weigh scales.The children drew pictures of the stuffed ani-mal and took pictures of it. As scribe andbroadcaster, the teacher wrote down the wordsthat the children dictated to her. When theweigh scales arrived the next morning, ateacher demonstrated their use and involvedthe children in the weighing and mailingprocess.

This post office play is an example ofwhat Sylvia Chard and Lillian Katz would de-scribe as play that is possible for children ofvery different abilities, prior experience andlevels of interest to embrace at different levelsof involvement. Reggio Emilia proponent Re-becca New would likely see it as a projectrepresenting not only the children's interests,but also one in which teachers proactivelyprovoke more in-depth, long-term study andexploration.

HeatherThis example accentuates the importance ofenvironmental structuring and peer media-tion in facilitating social relationships to sup-port the inclusion of children with autism orautistic-type behaviours.

Heather hangs up her coat and enters thepurposefully designed and arranged preschoolroom. Barely noticing the other children nearher, she grabs at a carousel toy that's going'round and 'round. She abruptly stops andspins around to grab a felt pen from a lowshelf. She holds it close to her nose, sniffs itand sticks out her tongue as if to taste, butmonitors herself as a teacher invites her tobring the pen to the table where there is paper.Instead, she places the top on the felt pen andmoves toward the covered water tray. Theteacher touches her shoulder gently, gains herattention as she signs and says, "Would you


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like to play with the water?" Heather doesnot verbally respond or sign but does givevery brief eye contact to the teacher as theyboth begin to lift the cover from the watertable. Soon other children come to the watertable and stand near Heather. It is a smalltable and she plays beside them, veryoccasionally glancing around. When shetries to grab the water wheel, another child(Jeannie) says, "Do you want the waterwheel, Heather?" She asks the questiontwice and when Heather finally nods.Jeannie gives her the water wheel.

Heather has been diagnosed withpervasive developmental disorder and herpeer. Jeannie, has been willingly placed byher parents in a program specially designedto socially include young children withautism or autistic-like behaviours.

In this preschool program south ofVancouver and designed in the LEAP model(Kohler and Strain. 1993), three of the 12children have autism. As well as providingmaterials appropriate to the skills orinteractions desired, many of the activitiesare deliberately carried out in close proxi-mity to increase the probability of interac-tion. Much of the equipment and activitiesrequire cooperation. Sometimes havingnoticed a child's interest in playing withsticks, the teacher will expand that activityso that other children will participate in stickbuilding with that child. Routines also offermany opportunities for helping each other(for example, with dressing). Transitionssuch as putting on coats and clearing awayone activity before another begins are

especially difficult for children withcommunication-behavioural challenges. Atthe LEAP Program. these are designated bya familiar song, signing, gesturing and visualcues. Everyone participates in whateveradapted way is necessary. It may be withpeer mediation, peer modelling, teachersupport or demonstration. Teachers havedeveloped social inclusion strategies basedon their observations of the children's needsin the context of developmentally appropri-ate programming.

CathyThis example from the video series Youngand Special is about "attitude" under-


standing facts that affect feelings that inturn affect action. Attitude is at the heart ofinclusion for children and adults. It hasthree components: knowledge, emotionalresponse and understanding.

Cathy is a preschooler who is blindbecause she received too much oxygenwhen she was a very tiny baby in anincubator. Some of the children weresuspicious of her and teased her becausethey thought her blindness was caused bywatching too much television.

As soon as it became known that thechildren's teasing behaviour was the resultof lack of knowledge. Cathy's mother andteacher worked to facilitate the inclusionprocess. They helped her explain herdisability to her preschool friends so thatthey could appreciate her difference andinclude her in their play. As a result, thechildren came up with their own ways toadapt the play to include Cathy. Forexample, they agreed that Cathy should beallowed to keep one hand on the chairswhen they were playing musical chairs(because she couldn't see) but not twohands (because that wouldn't be fair).

BradleyThis example illustrates what a high qua-lity inclusive play setting looks like. Teachersseek ways to provide play opportunitiesthat relate to the children's experiencesand help them move beyond their currentlevels of play through a process knownas"scaffolding" (Berk and Winsler, 1995).

Bradley rides up to the lemonade standon a hobby horse and gestures to theteacher to come over. Kneeling down, theteacher positions herself so that she is fa-cing a group of three girls in the lemonadestand as well as Bradley. He signs to theteacher and she reminds him to ask for aticket. As he goes through the process ofgesture and sign with the lemonade sellers,the teacher scaffolds his communicationwith the other children by checking his re-quest and prompting their responses. Sud-denly Bradley scrunches up his face. Theteacher describes his facial reaction to thesour drink. Everybody laughs. Bradleysigns, "Thank you" and the girl who haspoured the drink says. "You're welcome!"

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Tasting new flavours is fairly new toBradley because he breathes through atracheotomy tube and receives his primarynourishment through a jejunostomy tube.The goal of introducing Bradley to newfoods is easily incorporated into the playcooking activities that are fascinating for allthe children. Riding on the hobby horse is anactivity that is meeting two other goals forBradley: large muscle exercise and negotia-tion (who will sit up front when they ride inpairs).

Bradley often has dramatic play ideasand devises new gestures or combinations ofsigns to communicate these to the children.As the teachers interpret his self-createdgestures, they are able to provide relevantprops. The props. in turn, enhance his initia-tion and negotiation of the play theme sincethese props are signs to the other children ofhis intentions.

When Bradley started at preschool, hisfather brought a doll that was equipped witha tracheotomy tube and a jejunostomy tube.The specialists at the hospital offered this forconcrete explanations of Bradley's medicalneeds. Although introduced at circle time,the doll was cursorily viewed and touched,but virtually never played with. Bradley'steachers reported that during the first fewweeks the other children observed Bradleyoften, never shunning his involvement, butrather observing teachers' actions and words.Occasionally, a question would arise.

Usually it was, "Where's Bradley today?";very occasionally, "What's Bradley saying?";never, "What's the matter with him?"

I'd like to conclude with the followingimage. It's 11:35 am. Preschool finished forthe morning five minutes ago. Efficiently,Sue (Bradley's medical support person) hasprepared his jejunostomy tube food. Theset-up comes in a nifty back-pack to whichBradley is unobtrusively connected as he sitswith a small group of children waiting forpick-up. They look at books, point, sign,gesture, smile and laugh.

Anne Carr M.A. has worked with young children andfamilies since /970 and has taught ECE courses forthe last /0 years. She produced the video series,Making Friends.

ReferencesBerk. L. and Winsler. A. (1995). "ScaffoldingChildren's Learning: L. Vygotslcy and Early

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Observe, observe,;, obserVe..individualchildren as well as the group." By appre-ciating:the details'ot the.children's play,making, potes of a-Ohild'siritarests, ;ac-complishments and frustrations you

have what it takee.tb_ designe.develop-mentally appropriate programming for allyour children. Take thin, to

your team. Check with Parents. Consuftwith other professionals With' whom youmay be involvec2-

:Check; your. toyS>. and:: play, materials.Make-sure you hiVe_equipirent:that isdurable;and offers possibilities forirari-ous levels of play. For etIcamplei childrenstill engaging in a kit of:p0Ctice play willneed .toys strong erieitigh'i6,acconlino-date repeated use:Mat toctrla resourcescan you: access'.auicidi:and:COsteffec--lively to support young, Inter-

ests? Consider card:maid'diesa-up clothesr.

, ,Review your pmgrant format: Are: theremany transitions?, Ifso, htak inyOiVed areall-the.Children?, eVe'ry_003;iS',.nof in-

vOil'/e4; !i36t ii?:12e,111*.#0-9::+00. Dotransitions reqUire;SOngs;: ialcds, visual

cues, peer.mediation or derrienstranon?

Watch 'Ior opportUriitieS dead), sup-port or facilitate forPhildien'

Spread the newsPf the play stories youobserveend share Children's good ideaswittrothers.. Collectfend4splay exam-ples of through:pho-tos and their ieations

Encourage childrento:acceSS all modesof self - expression biiirpfilitiiiticiay; paintand .ConStru6tion materials: Model :Usesof the materials` guiding them exPress

their ideas.

Mediate' for children' MOO theMeaning of their,' to èach

other' and by focusing,0*.thetcontant ofthe 04, rather bah: cip:,Tarl.,?;etite' viola-tiOns..13e a coaCh,,hY- encouraging thechildren, to risk,takein*ir," supportivepresence:, fr.

Assist children to grow beyond their cur-rent competence. by, int:Coact and direct

strategies.- (for, exampte;Iii: providingClippers. instead Of SCispora for Halley by -

translating, and tiroadcasti:ig:'Biadley'sself-designed signs).

Childhood Education." NAEYC Volume,Research Into Practice Series.Cook. R.. Tessier. A., and Klein. M. (1996).Adapting Early Childhood Curricula forChildren in Inclusive Settings. New Jersey, NewYork: Prentice-Hall.

Katz. L. and Chard. S. (1989). EngagingChildren's Minds: The Project Approach.Norwood. New Jersey: Ablex.

Kohler. R.. and Strain. P. (1993). "LEAPLearning Experiences An Alternative Programfor Preschoolers and Parents." The EarlyChildhood Social Skills Program: MakingFriends During the Early Years. TeachingExceptional Children. Delta. British Columbia.

New. R. (1993). "Cultural Variations onDevelopmentally Appropriate Practice" in C.

Edwards, L. Gandini and G. Foreman (Eds.) The100 Languages of Children. Norwood, New Jersey:Ablex.

Recommended Resources

Making Friends: Early Childhood SocialIntegration consists of three videos and aguidebook. Contact Anne Carr, Early ChildhoodCare and Education, Capilano College. Phone(604) 986-1911. ext. 2210.

Young and Special Video Series was produced inthe 1980s and is currently distributed in Canada byPsycan Corporation (1-800-263-3558). It contains30 videos, leader's guides, student materials andresource folders. A 30-minute preview video isavailable for 520.00. Contact the media centre atyour local community college.

Physical Challenges in Child Care:

Let the Children Leadby Sister Ginger Patchen

His mother came to tell usabout Matthew's new friend,Not a particularly noteworthy happeningor so any of us might think.Four-year-old Matthew is, after all,going to nursery school now.Making new friends is a large partof the expectation there.But, please understand, Matt says,they played in the water table, worked onsome puzzles,listened to a story and sang "ComeTogether."

Trying to place, as parents are wont to do,just who this new friend was,Matthew's mother made any number ofsuggestions,all to no avail.Finally Matthew stated that Ked-Annalways brought her own chair..."You know, Mom, the one with the bigwheels."Matthew didn't say that Keri-Ann isstrapped to a board to play in the water,that she cannot hold a puzzle piece and so"eye-gazes" it to the right spot,that she listens but can't tell us how,that the teachers clap her hands together.

What Matthew said was...he had a new friend.

BEST CeirisrAVAILABLE 270

This scenario may seem anunusual way to begin an articleintended to address the issues

of training, modifying and adaptingprograms, accessing resource supportand assuring quality care, but I believethe story of Keri-Ann and Matthewprovides us with a snapshot of what isneeded for real inclusion to happen.As Matthew and Keri -Ann were theleaders in this example, so too arechildren generally the leaders in set-tings where a developmental approachis used. With this technique. what isappropriate for the individual childdetermines the process employedrather than the child being expected tochange to meet the demands of theprocess. Facilitating inclusion takesmany forms.

In today's teaching environment,the question is not whether wefacilitate learning, but rather how bestto do that. Child care facilities operatemost effectively when their primarygoal is to meet the developmentalneeds of the child, thereby enhancingthe quality of that individual child'slife. Building positive relationshipssupports entry into each and everyfield of endeavour. The componentsfor accommodating children who are


F OCUS

SPECIAL 1-1i-liN EEDS

A

It's easy to slide in pairs on a double-width slide.

physically challenged are already included in the blueprints and practicesmost of us are using. Keri-Ann and Matthew used the same learningcentres other children used. They led each other through a variety oflearning experiences. It was how those experiences became individuallyaccessible that was changed.

We all understand the need for ramps, handrails, walkers, wheel-chairs, hearing aids and (eye)glasses. What we often don't think or hearabout is how simple adaptations might reduce the exclusionary feelingsand sometimes very real barriers that affect all who are involved. For in-'stance, standard wheelchairs are designed more for the people who pushthem than they are for the people who sit in them. Seat height is conve-nient for the adult who sits in a standard adult chair to "help" the child.Problems arise when that height excludes the child in the chair from in-teracting with other children who are sitting on chairs and at tables thatare child-sized and developmentally appropriate. Searching out workablealternatives requires that we assess each goal and determine how thatgoal might best be accomplished in a fashion that is as unobtrusive aspossible. The combination of sitting on an adult lap, using standard,adapted children's chairs or a lowered-seat wheelchair are all effective forchildren involved in table-top activities. As well, the combinations allowthe child who is challenged some needed postural changes.


Ways to Enable the Children

Enlist the help of other children. They benefit from be-ing involved. from helping and from the relationshipsthey are building. You benefit from their unique visionsof how something/anything might be done. The childwho is challenged benefits from your combined effortsand from knowing that if it were not for their uniquechallenges, this wonderful, atypical thinking might notbe taking place.

Use mirrors. Both standing and tabletop are excellentmotivational tools for: developing an appropriate senseof self; building self-esteem: encouraging self -care; theremediation of speech and articulation; the streng-thening of head. neck and chest muscles: as well asface-painting. dress-up and the naming of body parts.

Deck your halls. Regularly change the pictures, charts,murals and drawings that adorn your walls, windowsand hallways. Any child who has poor trunk control willbe encouraged to look up to see what is there, thusstrengthening those muscle groups. Additional stimu-lation is also positive for almost all children.

Provide a firm foundation. For children whose feet donot reach the floor, footrests will promote stability andfocus for sitting activities (taping phone books togetherworks well). This, by the way, applies to anyone.Everything from using a toilet to puzzle solving to writingessays is easier when you are "grounded" this way.

Sing and sign. When typical ways of speaking andcommunicating are not having the desired effect, youmight want to try singing instructions and/or addingsome basic signs to your speech. Combinations areoften more effective than any single method of opera-tion. To assist children in making choices or to allowchildren who are not able to speak to have turns pick-ing songs, make a chart of one-picture illustrationsrepresenting individual songs (spider for Eensy-Weensy Spider. bridge for London Bridge is FallingDown).

Therapy for one is therapy for all. Incorporate as much"therapy' as possible into everyone's daily routine.Some children may need the movements involved,but all will enjoy the action. Stretching, flexing, rea-ching, rolling, balancing, pushing, swinging and crawl-ing are present in many songs and movement rou-tines for children ( This is a Song About Sammy; Open,Shut Them; Growing Song).

Different is "do-riffic." Remember that learning to dothings in different ways is a positive living experience.Although we work hard at "teaching" this concept toour children. the practicality of it remains difficult for usthroughout most of our lives. If it hasn't been done thisway before, the inclination is to think it probably won'twork. Don't be fooled by this passing thought go

with your intuition and make a possibility a reality.

2 7 BEST COPY AVAIL eLi

F OCUS

SPECIAL EEDSAs an example. for many years the "best practice" understanding of

what children with cerebral palsy needed in order to be supported ap-propriately was a made-to-order seat secured into a standard wheel-chair. Finding that wheelchairs limited our goal of enhanced interac-tions and wondering how anyone would feel sitting in the sameposition for hours at a time pushed us to re-examine our thinking andpossibly invalidate this "best practice." Granted, sitting on an adult lapmay not "work" for all ages of children. But in a centre where otherchildren find lap seating to be appropriate, why should/would weexclude the child who is physically challenged from this nurturing expe-rience? When the goal is the inclusion of the child who has physicalchallenges, additional equipment challenges may undermine the goal.

If this sounds like a juggling act, it is. In fact, it is a daily round ofbalancing, equalizing and stabilizing. But rest assured, if you are pre-sently an early childhood educator, you probably have all the skills youneed to be an expert juggler. Developmental issues, safety concerns, in-dividual needs and desires all these are relevant to enabling thewhole child, any child, every child. Certainly there are occasions whenspecialized equipment is needed or helpful. You will remember thatKeri-Ann used a standing frame to play at the water-table. Althoughshe might not always use the frame, when she did, Keri-Ann was af-forded a degree of independence from staff that no other method ofcare could or would have provided.

Over the years. we have been surprised to learn that having a childwho moves through the day on a tricycle (even in a small classroom) isnot as awkward as might have been anticipated and actually workswell. It works as a means of locomotion for the child as well as an inte-grative, inclusive, normalizing activity. So too does having everyonetaking turns on the large therapy ball or the Toddler-Bobbler (basicallya modified trampoline). Singing, signing, swinging all these are ef-fective means of inclusion and integration. Certainly it is true that, asthe years pass. therapy equipment begins to become part of yourgeneral inventory, but primarily what you need is to use a littleimagination with a wide variety of standard equipment.

Realizing that children with physical challenges would be membersof our centre, we planned our outdoor play space carefully. For exam-ple, we have a large sandbox with multiple levels. Children can sit in,stand beside or slide a wheelchair under parts of the box. Our swingcollection includes the following types: standard belt, hammock, Exer-glide, airplane and limited-rotation horizontal tire. Although the ham-mock was designed to give swingability to those who cannot sit upand/or hold on, it has become the favourite of all the children, handsdown. The Exerglide enables arm pumping for those with limited legpower and the added social advantage of safely accommodating twofolks at a time. The climber has wheelchair access to the lowest leveland a double-wide slide for companionship (or assistance). Much of theplayground surface is Tuff-Turf or Elastocrete to provide cushioningagainst falls while allowing for easy walking or wheelchair mobility.This picture of our "park" (as the children call it), is complete withtrees, grass. shrubs, garden boxes, picnic tables, tricycle paths. handrings and variety of mobile toys. It is equipment that all can enjoy andshare.

Letting the children lead is the key to opening many learning andexperiential doors. Allowing this to happen is not always easy. For ex-ample. last Christmas one of our children, J.J., was using a standing

272

frame on wheels quite regularly. One day. some of her friendsasked for the use of some bungee cords. Somewhat hesitantly Imet their request and watched as a series of intricate wrappingsand tyings took place. The bungee cords were then hooked to thestanding frame. I stood holding my breath (a most common oc-currence, I assure you) while J.J., already chortling to herself,was given a hat and they were off...to the North Pole. I heardthem exclaim as they roared from my sight that jolly J.J. wasSanta and the bungee kids, her reindeer!

Sister Ginger Patchen has been the Director of Epiphany Children's Centre inWinnipeg, Manitoba for 16 years.

References

Esbensen. Steen (1987). An Outdoor Classroom. Ypsilanti. Michigan:High/Scope Press.

Kramer, Paula and Hinojosa, Jim (1993). Pediatric Occupational Therapy.Baltimore, Maryland: Williams and Wilkins.

Miller, Susan (1988). Games. Giggles and Giant Steps. Cleveland. Ohio:Edgell Communications.

Recommended Books for Children

Cairo, Shelley (1985). Our Brother Has Down's Syndrome. Toronto, Ontario:Annick Press. Ltd.

Dwight. Laura (1992). We Can Do It! New York: Checkerboard Press.

Merrifield, Margaret (1990). Come Sit By Me. Toronto, Ontario: Women'sPress.

Rabe, Bernice (1988). Where's Chimpy? Toronto, Ontario: GeneralPublishing, Ltd.

Smith Sally L. (1994). Different Is Not Bad Different Is The World.Longmont, Colorado: Sopris West.

1997 UVIC SUMMER INSTITUTE

Quality Child Care in ContextNew Directions in Quality Care

The fifth UVIC-UCCR Summer Institute will bring togetherInternational and Canadian leaders working at the forefront of

efforts to revolutionize concepts of quality child care.

Key Topics:

Experiences of a Stockholm Project Inspired by Reggio EmiliaUnderstanding Quality in the Context of Culture and

CommunityDeveloping Your Own Program's Quality IndicatorsThe Search for Quality Care in The European Union (EU)

Dates: July 2 - 11 1997

Institute Faculty

Peter Moss, Ph.D. - Coordinator of the European CommissionChildcare Network (1988-96).

Gunilla Dahlberg, Ph.D. - Senior Researcher and Professor,University of Stockholm.

Alan Pence, Ph.D. - Coordinator of the UVIC-UCCR andProfessor, University of Victoria.

Enrollment is limited.Write or fax now for more information:

Unit for Child Care Research,School of Child and Youth Care, University of VictoriaP.O. Box 1700, L Hut RM. 75, Victoria, B.C. V8W 2Y2

Phone: (250) 721-6358 Fax 12501 721-8977


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On tour with a brandnew show, with CDs andcassettes available directlyto you fromThe Tanglewood Group.

Also available at affordablepricing: Eric Nagler,Dudley the Dragon,Glenn Bennett,Carmen Campagne andJudy & David.

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The Tanglewood Group Inc.phone: 1-800-361-2557 fax: 416-261-4559 email: [email protected]

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PY2 73

NEWS

How Does Child CareAffect Mothers'Well-Being?

by Catherine M. Lee and Michelle Picard-Lessard

The Canadian National Child CareStudy underlined the great need forquality child care, noting that 57 per

cent of Canadian children under age 13 re-quire alternate care to permit their parents toattend work or to study. Employed parentsface numerous challenges as they attempt tofulfil the demands of their work and familyroles. We hear repeatedly of people who are"time crunched," without enough hours inthe day for all the things they have to do. Weread about all the consequences of stresson health, on feelings of well-being and onrelationships.

A question that has been relatively ne-glected, however, is how child care affectsparents. This gap in the research is puzzling.We know that parents' well-being affects chil-dren. We know that having stressed and irrita-ble parents is not helpful to children. So itmakes sense to ask how child care can affectparents' levels of stress, their feelings of beingoverloaded and their satisfaction with life.

The University of Ottawa Child CareProject was conducted from 1993 to 1995.Funded by the Social Sciences and Humani-ties Research Council of Canada, it examinedmany questions including the benefits ofworkplace child care. The focus of this articleis the link between child care and mothers'well-being.

Research Questions, ;

1) How do child care experiences contributeto mothers' levels of stress and feelings ofoverload?

2) How do child care experiences contributeto mothers' satisfaction with their role asmothers and with their lives in general?

Who PartiCiarited?

Centre descriptors:

13 child care centres with full-timeenrolments of 40 or more children;

located in Ontario, Quebec and NovaScotia;

serving English- and French-speakingfamilies in hospitals, provincial andfederal governments, universities andprivate industries.

Mother descriptors:

103 in number;

88.4 per cent married;

33 years old (on average);

of high socio-economic status (48 percent in professional or managerialpositions; 60 per cent universityeducated; 43 per cent with annualincome of $40,000 or higher);

well-established in their jobs (6.6 yearsin current position);

working 38 hours per week in paidemployment (on average);

mothering a child age six months to 51/2 years.

ait o r ni Caro n Oki inee

Within a month of a child's enrolmentin a day care centre, the Director informedthe parents of our study and offered a ques-tionnaire package. Parents were also invitedto take part in a telephone interview. Parentswere asked about the factors they consideredin selecting the centre and what kind of ex-perience they expected. Six months later, wecontacted families again and asked them tocomplete another set of questionnaires andan interview. Seventy-two per cent of thefamilies who were approached agreed totake part. (We assume that we missed somefamilies at times when there was a changein Director). In some two-parent families,both mothers and fathers took part. The datapresented here is from mothers only.

I What did we .measure?

We used a variety of questionnaires. Asfar as possible, we used standard question-naires that have been validated in manyother studies. When no measure was avail-able, we developed one.

2 74

Child care variables:

responsibility for child care;

satisfaction with child care;

child care difficulties;

work-child care conflict.

Mothers' well-being:stress;

role overload;

satisfaction with parental role;

satisfaction with life.

Major Results

In interviews, parents described themany factors they took into account in se-lecting a particular centre. The prime reason,explained in great detail by mothers, wasthat they felt the centre offered high qualitycare that matched their child's needs. Thesedescriptions focused first on the caregivers

their training, their love of children andthe ratios of caregivers to children. Parentsdescribed the physical resources healthy,safe, stimulating environments in which theirchildren could grow. They noted with pleas-ure the attention to intellectual, social, emo-tional and physical needs.

Secondary to the quality of care, was thequality of service offered by a day care cen-tre. Among other factors, this included hoursof service, fees and the convenience of thelocation. From the interviews, we concludedthat parents were highly satisfied with thequality of care their children received. Therewas greater variability with respect to satis-faction with the quality of service. For exam-ple, a mother who was delighted to have aday care centre at her workplace and thrilledto have arranged a four-day work week permit-ting her more time with her child was alsodaunted at the prospect of paying for fivedays of day care on 80 per cent of her salary.

Let's examine the relationship betweenthese "service-related" child care variablesand mothers' well-being.

StressAll of the child care variables contri-

buted to a mother's level of stress. Being theparent who was responsible for making childcare arrangements increased the mother'sfeelings of stress. Difficulties in child carearrangements and interference between childcare and work were associated with greaterstress. The more satisfied she was with herchild care arrangement, the less stress amother reported.


NEWSRole overload

Child care variables had a strong effect on amother's feelings of having too much to do andbeing overwhelmed. In particular, more respon-sibility for child care and more difficulties inchild care were related to higher overloadscores.

Satisfaction with parental roleChild care variables were associated with

how satisfied a mother felt in her role as a pa-rent. The more satisfied she felt with the childcare arrangement, the more satisfied she felt asa parent. This makes intuitive sense the pa-rental role is much easier if you are happy thatyour child is well cared for while you are atwork and, if the child care arrangement is com-patible with your work arrangements, so muchthe better.

Life satisfaction

Child care variables were associated with amother's feelings of satisfaction with her life. Inparticular, mothers who reported lower conflictbetween child care arrangements and work re-ported higher satisfaction with their lives. It issignificant that these child care factors affectedwomen not only in their parental roles, but alsoin how they felt about their lives overall.

Discussion

The need for quality child care is unques-tionable. Findings from this study demonstratethat child care can contribute, not only directlyto the child's development and well-beingthrough the quality of care offered, but also in-directly by affecting the mother.

The link between child care variables andmothers' well-being has important implications.A mother's level of stress and her feelings ofoverload are the early warning signs. Mountingstress can lead to feelings of helplessness anddepression. The costs of such distress are sub-stantial. They take a toll on the woman herself,on her child, on her relationships and on herperformance as an employee. Satisfaction, onthe other hand, is associated with highself-esteem and resourcefulness. A woman whofeels satisfied with the various aspects of herlife is in a favourable position she feels goodand has a more positive relationship with herchild, partner, friends and co-workers.

The mothers who participated in this studyappreciated their child care arrangements. Themajority felt that the time and energy they haddevoted to selecting the centre had been a suc-cessful investment of time. Mothers empha-sized the positive effects of good child care on


their own mental health they explainedthat when they were confident about thecare their child was receiving, they feltless stressed and were able to fulfil theirjob responsibilities better. Although childcare was a major factor contributing totheir ability to manage work and familyresponsibilities, good child care alone wasnot sufficient. Mothers described the waythat good child care is part of the solution

along with flexible work arrangementsand understanding colleagues.

In interpreting the results of this study,a number of factors should be borne inmind. First, the participants represent afairly privileged group of high socio-eco-nomic status. Second, the child care wasoffered in licensed centres, ensuring a rea-sonable standard of care.

Results of this study suggest that ac-cess to quality child care has positive ef-fects on employed mothers. As employersand policymakers search for ways toenable families to juggle their multiple re-sponsibilities, it is evident that the provi-sion of adequate child care must be a priority.

Catherine Lee is an Associate Professor in theSchool of Psychology at the University of Ottawa.Michelle Picard-Lessard is a Psychologist at theOttawa Rehabilitation Centre. Comments should beaddressed to Catherine Lee, Ph.D., School of Psy-chology, University of Ottawa, P.O. Box 450, Stn.A., Ottawa, Ontario, KIN 6N5; e-mail: [email protected]

ReferencesGoelman, H., Pence, A.R., Lero, D.S., Brockman,L.M., Glick, N. and Berkowitz, J. (1993). WhereAre the Children? An Overview of Child CareArrangements in Canada [Canadian NationalChild Care Study]. Ottawa: Statistics Canada andHealth and Welfare Canada.

Across CanadaNATIONAL Child & Family Canada, the exciting newpublic education WWW site developed by theFederation in cooperation with over 30 national andprovincial/territorial organizations with a commitment tothe well-being of children and families, was officiallylaunched in Ottawa on October 8. Participatingorganizations include: Assembly of First Nations;Canada Safety Council; Canadian Association forCommunity Care; Canadian Association for Health,Physical Education, Recreation and Dance; CanadianChild Care Federation; Canadian Council on SocialDevelopment; Canadian Dental Hygienists Association;Canadian Institute of Child Health; Canadian PaediatricSociety; Canadian Public Health Association; CanadianToy Testing Council; Child Welfare League of Canada;Family Service Canada; Learning DisabilitiesAssociation of Canada; National Institute of Nutrition;Vanier Institute of the Family; Association of EarlyChildhood Educators of Newfoundland and Labrador;Association of Early Childhood Educators, Ontario;Canadian Association of Family Resource Programs;Certification Council of Early Childhood Educators ofNova Scotia; Child Care Connection-NS; Early

Childhood Coalition Petite Enfance (New Brunswick); EarlyChildhood Development Association of PEI; Early ChildhoodEducators of B.C.; Early Childhood Professional Associationof Alberta; Family Day Care Association of Manitoba; HomeChild Care Association of Ontario; Ontario Network of HomeChild Care Provider Groups; Manitoba Child CareAssociation; Saskatchewan Child Care Association; WesternCanada Family Child Care Association of B.C.; and YukonChild Care Association. To view any of the 600 digitizeddocuments, visit Child & Family Canada athttp//www.cfc-efc.ca.

Health Minister David Dingwall has announced the fivesuccessful candidates for the Centres of Excellence forWomen's Health Program ($12 million funding over sixyears): Maritime Consortium (Dalhousie University, Halifax);Consortium (Universite de Montreal, Montreal); NationalNetwork on Environments and Women's Health (YorkUniversity, Toronto); Prairie Region Centre of Excellence forWomen's Health (Women's Health Clinic, Winnipeg); andBritish Columbia Consortium for Women's Health, B.C.(Women's Hospital and Health Centre, Vancouver). TheProgram has the overall purpose of improving the health ofCanadian women by enhancing the health system'sunderstanding of and responsiveness to women's healthissues

The newly released Report on the Health of Canadiansprovides an overview of the health status of Canadians andinsights into how the determinants of health and theirinteractions can have powerful influences on our health.Significant differences in the health status of Canadiansexist depending on where you live, earnings, education, sex,and early childhood experiences. The Report concludesthat, in order to maintain and improve our health, acoordinated effort will be required involving all levels ofgovernment, non-governmental organizations, the privatesector and community level organizations to address issuesof common concern.

BRITISH COLUMBIA The government is strengtheningthe province's child protection system and streamlining childand family services by creating a new Ministry for Childrenand Families headed by Penny Priddy. It also includes a newChildren's Commissioner (Cynthia Morton) independent ofthe ministry and accountable directly to the AttorneyGeneral. Consolidating programs from five ministries (SocialServices, Health, Attorney General, Education and Women'sEquality) into one is intended to provide better coordinationand improved services to those most at risk. New programswill be funded through administrative and managementsavings resulting from the consolidation. The new Benefits[Child Care] Act gives grants to organizations providing childcare and subsidies to eligible low-income families needingchild care for training or employment. As well, it removeschild care from the welfare system.

ALBERTA Work continues on the provincial redesign ofall services to children. The departments of Education,Health, Social Services and Justice are all involved. Allservices, including Child Welfare, will be privatized.

SASKATCHEWAN Home child care providers arelobbying government to reconsider its decision to reduce theschool-age child care subsidy, to widen the gap in subsidiesto families with children attending child care centres ascompared to family day care homes, and to allocateeducational incentives and bonuses to those working inchild care centres.

MANITOBA The Manitoba Child Care Association andthe Family Day Care Association of Manitoba continue todiscuss the possibility of amalgamation. In response toMCCA's request on behalf of its family day care members,Red River Community College is now offering the family daycare training program developed by the Western FamilyChild Care Association of B.C. through its continuingeducation division.

The Continuing Education Division at the University ofManitoba has introduced its new Certificate in AppliedManagement Program with a specialization in day caremanagement.

The government is establishing a Regulation ReviewCommittee to study community recommendations from thenumerous meetings held with MLA Marcel Laurendeau onthe review of Regulation 62/86 of the Community Day CareStandards Act.

275BEST COPY MAIM _F

NEWSONTARIO Janet Ecker, Minister ofCommunity and Social Services, haspresented a discussion paper called"Improving Ontario's Child-Care System."Recommendations of the 40-page reportinclude: phasing out wage subsidies forproviders in non-profit child care centresover the next three years; convertingformer wage subsidy funds into equitableprogram stabilization grants to be sharedby non-profit and private centres on aper-child basis; and increasingstaff-to-child ratios for preschoolers andschool-age children.

NEWFOUNDLAND AND LABRADORRepresentatives of the Association of

Early Childhood Educators ofNewfoundland and Labrador presented abrief to the public consultations of thegovernment's Social Strategic PlanningCommittee. Following 18 months ofconsultations with various communitieson concerns for children and youth, theSelect Committee on Children's Interestshas tabled a report called Listening &Acting: A Plan for Child, Youth andCommunity Empowerment thatrecommends the creation of a Child,Youth and Family Secretariat and a Childand Youth Advocate.

Celebrations for Early ChildhoodEducators' Week and National Child Daywere combined during the week ofNovember 17.

Calendar

JANUARY24-25Dartmouth, Nova ScotiaChild Care Connection-NS will hold its8th annual "Caring Connection"conference in Dartmouth, Nova Scotia.

Contact: Pat McCormack, Child CareConnection-NS, Suite 100, 1200 TowerRoad, Halifax, Nova Scotia, B3H 4K6.Phone (902) 423 -8199(1-800-565-8199 in Atlantic Canada);fax (902) 492-8106.

FEBRUARY8

Scarborough, OntarioUmbrella Central Day Care Services istaking registrations for its 12th annual

conference. This year's theme is"Protecting Our Future" and the keynotespeaker will be Ken Wyman.

Contact: Tess Ayles, Umbrella CentralDay Care Services, 79 WestboumeAvenue, Scarborough, Ontario, MIL2Y6. Phone (416) 750-9121; fax (416)750-9033.

APRILMid-AprilSydney, Nova ScotiaSpeciaLink, the National Child CareInclusion Network, is hosting aThinktank on Behavioural Challenges atCanadian Coastguard College.Experienced teams of front-linecaregivers and consultants (or resourceteachers or directors) who havetogether been successful at addressingissues around behavioural challengesare invited to apply. Subsidies areavailable for air travel. Room and boardcosts are approximately $45. per day.Registration fee is $95.

Contact: Sharon Hope Irwin, DirectorSpeciaLink; phone 1-800-840-link or(902) 562 -1662; fax (902) 539-9117;e-mail [email protected]

24-26

Winnipeg, ManitobaThe Manitoba Child Care Association's20th anniversary conference will be heldin Winnipeg with Barbara Coloroso asthe opening keynote speaker.

Contact: Debra Mayer, MCCA. Phone(204) 586 -8587; fax (204) 589-5613.

MAY8-10

Vancouver, British ColumbiaThe Early Childhood Educators ofBritish Columbia have scheduled their27th annual conference at the Universityof British Columbia. The theme is"Together: Child Care, A GlobalPerspective."

Contact: ECEBC Conference '97Steering Committee, #201-1675 West4th Avenue, Vancouver, B.C., V6J 1L8.Phone (604) 739-3289; fax (604)739-0770.

13-17Quebec City, QuebecThe Active Living Alliance for Canadianswith a Disability is hosting its 8th

Photyv a,.A Personal Calendar specially designed for

personscaring for young children.

Each week.otthe calendar has a theme, activitiesfor children & special days from around the wood.Plus, it doubles' as a personal calender for you witheach week to a page.

$10.00 eachContact : The Saskatchewsan

Child Care Association(306) 664-4408 Fax: (306) 664-7122

BEST COPY AVAILABLE

National Forum concurrently with the11th International Symposium for AdaptedPhysical Activity in Quebec City. Thetheme is "Active living...differently."

Contact: Phone (418) 529-9141, ext. 6271;fax (418)529-7318; [email protected]

23-24

Guelph, OntarioThe Association of Early ChildhoodEducators, Ontario will host a regionalconference at the University of Guelph.

Contact: Eduarda Sousa, AECE,O.Phone 1-800-463-3391 or (416) 487 -3157,ext. 27.

May 30-June 1Nanaimo, British Columbia"Under the Caring Umbrella" is the themeof the Western Canada Family Child CareAssociation of B.C.'s conference inNanaimo.

Contact: Marg Rodrigues, WCFCCA.Phone (604) 951-1870 or 1-800-686-6685.

May 31-June 1North Bay, OntarioThe Association of Early ChildhoodEducators, Ontario will host a regionalconference at Canadore College/NipissingUniversity in North Bay.

Contact: Eduarda Sousa, AECEO.Phone 1-800-463-3391 or (416) 487 -3157,ext. 27.

ResourcesA Profile of Quality in Canadian Child CareCentres (1996) by Gillian Doherty andBarbara Stuart is a report that examinesthe scores resulting from the administrationof the Harms and Clifford Infant/ToddlerEnvironment Rating Scale and/or the EarlyChildhood Environment Rating Scale incentres across seven provinces.

For a free copy while supplies last, contactBarbara Stuart, University of Guelph.Phone (519) 824-4120; fax (519) 766-0691;e-mail b:[email protected]

Jelly Beans in a Jar: Inclusive Child Care(1996) is a practitioner's guide tointegration in preschool settings written byAnita Cashin-Sipos, Lorraine Serra,Patricia Di Nunzio, Karen McCarl andMarianne Quesnel for the St. CatharinesAssociation for Community Living withfunding support from the Disabled Person'sParticipation Project, Human ResourcesCanada. This program manual covers 12daily routines and addresses programmingfor development of all children.

To order for $30 (plus shipping & handling),contact St. Catharines Preschool Services,47 Welland Avenue, St. Catharines,Ontario, L2M 5V2. Phone (905) 988 -1288;fax (905) 688-9926. Volume discounts areavailable on request.

Self-Help for Parents of Children withSpecial Needs: A Tool Kit for Parents andProfessionals (1996) contains informationabout ways that parents can support eachother (self-help and support groups,parent-to-parent match programs,connecting via Internet) as they cope withthe challenges of raising children withspecial needs. An in-depth resource list

2 76:

and organization contacts are included.French adaptation is in process.

To order for $18.00 (including shipping,handling and GST), contact theCanadian Association of FamilyResource Programs, 120 HollandAvenue, Suite 205, Ottawa, Ontario,KlY 0X6. Phone (613) 728-3307;fax (613) 729 -5421.

So This Is Normal Too: Teachers andParents Working Out DevelopmentalIssues in Young Children is written byDeborah Hewitt. It helps parents andpeople working with preschool-agedchildren focus on solutions to commonbehavioural situations. In each of the 16chapters, the author focuses on solvingproblems and stepping back for anobjective view of the behaviouralchallenge.

Redleaf Press (1995); ISBN1-884834-07-8 (pbk.)

Television Violence: A Review of theEffects on Children of Different Ages(February, 1995) prepared by Wendy L.Josephson is published by theDepartment of Canadian Heritage. Thisdocument provides suggestions forparents and for the television industry atthe end of each section. Of the 70 pages,18 are exclusively for references on thetopic.

For up to two copies free of charge inEnglish or French, contact the NationalClearinghouse on Family Violence,Health Canada. Phone 1-800-267-1291;fax (613) 941-8930.

The Emotional Development of YoungChildren: Building an Emotion-CentredCurriculum by Marion Hyson bringstogether current theory and research intochildren's early emotional developmentand applies this knowledge to practice.The author proposes specific teachingstrategies that advance children'sunderstanding and appropriateexpression of their emotions and focusesher suggestions for practice through thelens of classroom anecdotes drawn fromdirect observation.

Teachers College Press (1994);ISBN 0-8077-3354-7 (pbk.)

You are Not Alone (1996) is a paperbackbooklet published as part of the FirstSteps Project by the School of Child andYouth Care, University of Victoria.Developed for parents of infants andtoddlers, this educational resourceprovides practical information on supportnetworks, working with helpingprofessionals and working as advocates.

For information on the First StepsProject or about purchasing this booklet,phone (604) 721 -7979 or fax (604)721-7218.

Well Beings: A Guide to Promote thePhysical Health, Safety and EmotionalWell-Being of Children in Child CareCentres and Family Day Care Homes,2nd Edition (1996) combines the twovolumes of the first edition into onesoft-covered book.

To order for $69.95 ($59.95 before 1997),contact the Canadian Paediatric Society401 Smyth Rd., Ottawa, Ontario,K1H 8L1. Phone (613) 737 -2728;fax (613) 737-2794.


C IE 9 IC

II

A GLOBAL

COMFURIBINCIE 97PERSPICIIVI

The Early Childhood Educatorsof British Columbia

27th Annual ConferenceTogether: Child Care A Global Perspective

May 8 - 10, 1997University of British Columbia, Vancouver, BC

A conference not to be missed! The Early Childhood Educators of British Columbia conference is the largestconference for early childhood educators in Western Canada. Over 1500 early childhood educators, students,administrators, child care advocates, and consultants attend this conference every year. The conference offersprovocative keynote presentations, dynamic and innovative workshops, and excellent professional development andnetworking opportunities for everyone attending.

Conference HighlightsLeading Keynote Speakers include:

Dr Fraser Mustard, Director of the Canadian Institute of Advanced ResearchUNICEF PresentationSue Bredekemp, Director of Professional Development and Acceditation (NAEYC)

More than 80 workshops including:Early Intervention/Supported Child Care/Infant DevelopmentLearning Through PlayBest PracticeAdministration, Leadership, Advocacy, and Public PolicyECE Instruction

Trade Show and Resources CentreThe Conference BanquetNetworking opportunities

0 Yes, Please add me to your mailing list and send me a conference program (distributed in January 1997)

Name

Address:

City: Prov/State Postal/Zip Code:

Return to :The Early Childhood Educators of British Columbia, 201-1675 West 4th Ave., Vancouver, B.C. V6J 1L8.

Phone: (604) 739-0770, Fax: (604) 739-3289, e-mail: [email protected].

277

1-40h erac VOL. 10 N° 4 HIVER 1997


e,

St" eft,16,4

Pti.r0t.

WEATHER pt

Ii

L'integrationdes enfantsayant desbesoins speciaux

La resolutionglobale deconflits

Le bien-titre dela mere

Le coup d'ceild'uneenseignantesuppleante

ST COPY AMORE


IndividuelPersonnes portant un interet particulier aux objectifsde la FCSGE (30 $)














Les organisations-membres recoivent aussi une misejour annuelle du REPERTOIRE canadien de la

garde a l'enfance

Note : Si votre statut de membre est is jour dans les organisations suivantes, vous etes automatiquement membre de la FCSGE.

Association of Early Childhood Educators, Ontario

Association of Early Childhood Educators of Newfoundland and LabradorCertification Council of Early Childhood Educators of Nova SoctiaEarly Childhood Coalition Petite Enfance

Early Childhood Development Association of P.E.I.

Early Childhood Educators of British Columbia

Early Childhood Professional Association of Alberta





Western Canada Family Day Care Association of B.C.


DEMANDE D'ADHESION (Veuillez ecrire en Iettres moulees)



Adresse

Telephone : Domicile ( Travail


Signature


Individuel

Etudiante

30 $

25 $nom de tetablissement d'enseignement

1=1 Tarif d'abonnement a Interaction(non-membres seulement)

Service 45 $

Organisation 85 $

Don

50 $



Ottawa (Ontario) K1Y 0X6

(613) 729-5289; Tr lec.: (613) 729-3159

1-800-858-1412

Organisme de chartle # 0806240 09

N° d'enregistrement TPS R106844335

ISSN 0835-5819

279

InteractionVOLUME 10 NUMERO 4 HIVER 1997

PUBLIE PAR LA FEDERATION CANADIENNE DESSERVICES DE GARDE A LENFANCE

Redactrice interimaireDesign/Mise en pagePub kiteTraduction

Impression

Barbara CoyleJohn Atkinson/Fairmont House

Gaetane HuotDiane Archambault/Min'Alerte

Martine Leroux/SMART CommunicationM.O.M. Printing

FEDERATION CANADIENNE DES SERVICESDE GARDE A CENFANCE

CONSEIL D'ADMINISTRATION

PresidenteSecretaireTresoriereDirectriceDirecteurDirectriceDirectriceDirectrice

Karen CharltonMarg Rodrigues

Robyn GallimoreSandra Beckman

Daniel BerthiaumeBarbara BraggJoAnne HurstTrudy Norton

CONDEIL DES MEMBRESAssociation of Early Childhood Educators

of Newfoundland and LabradorAssociation of Early Childhood Educators,

OntarioCertification Council of Early Childhood

Educators of Nova ScotiaEarly Childhood Coalition Petite Enfance

(Nouveau-Brunswick)Early Childhood Development

Association of P.E.I.Early Childhood Educators of B.C.Early Childhood Professional Association

of AlbertaFamily Day Care Association of ManitobaAssociation ontarienne de garde d'enfants

a domicileManitoba Child Care AssociationSaskatchewan Child Care AssociationWestern Canada Family Child Care

Association of B.C.Yukon Child Care AssociationPepresentante nationals

PersonnelDirectrice generaleDirectrice des services a l'informationChef des services administratifsRedactrice interimaire, InteractionAgente a l'informationAgente a ('adhesionAdjointe administrative

Corriene Murphy

Robyn Gallimore

Sharon Beals

Gayle Keith -Milton

Ann Hayes-McKenzie

Trudy Norton, ChairChris McCaffrey

Marie RossetElsie Chan

Pat WegeMary Ann KnollMarg Rodrigues

Kristie KanaryGyda Chud

Dianne BascombeAnne MaxwellDanielle Be lairBarbara Coyle

Jennifer Murphy-HupeGaetane Huot

Lyne Flansberry

La Federation canadienne des services de garde 8 leniencea pour mission principale d'amellorer la qualite des

services de garde d'enfants otferts aux familiescanadiennes.

LA FEDERATION DESIRE ENTRE AUTRES :fournir de l'information et faciliter la communication au sein dune

vaste gamme de groupes cibles. Les services at lesprogrammes de la Federation sont destines aux intervenantesen services de garde, aux organisations de services de garde,

aux etablissements de formation, aux decideurs politiques et auxleaders cropinion publique;

soutenir les initiatives destinees a ameliorer les competences,l'expertise et la prise de conscience des groupes cibles quantleurs roles en vue d'ameliorer la qualite des services de garde.Les initiatives et les plans d'action de la Federation component

souvent un element de sensibitisation;

siodenter davantage vers les politiques et la recherche, inftuersur ('orientation de la politique en matiere de services degarde at soutenir la recherche destinee a ameliorer la

qualite des service de garde a I'enfance.

FCGSE/CCCF recoit des subventions de Developpement desressources humaines

d'enregistrement TPS - R 106844335

ISSN 0835-5819

O PINIONSDans les coulisses 2

Lettres 2

A la recherche de requite 3par Carol Butler

Critique de livre Working with Families 3par Janice MacAulay

Portrait des affilies : La Manitoba Child Care Association 4par Pat Wege

Revue : Livres pour enfants 5par Alfonsina Clemente

P RATIQUELe coup d'oeil d'une enseignante suppleante 6

par Barbara McKee

Encourager des relations positives entre les parents et la garderiepour l'enfant d'a'ge scolaire 7

par Eva Stelzer Rudick et Diane Nyisztor

Demandez a votre professionnelle de Ia sante L'hiver et ses nez quicoulent, ses toux, ses reniflements, ses etemuements 10


Resolution globale de conflits 11

par Harriet Field

A I'ROPOSUn programme qui s'adresse a tous les enfants 15


Les parents collaborent avec le personnel it rintegration d'un enfantqui accuse un retard de developpement 16

par Donna Michal

Soins de sante speciaux en garderie : minimiser les risques 19par Trudy Norton

Interventions aupres d'enfants ayant un comportement difficile et des besoins speciaux 22par Lynda Orr et Gerald Cavallaro

Jeux et relations : programmer r integration 24par Anne Carr

Les handicaps physiques en milieu de garde a I'enfance : rendre la bride a l'enfant 27par Soeur Ginger Patchen

N O U V E L L E SLe service de garde affecte-t-il le bien-titre de Ia mere9 30

par Catherine M. Lee et Michelle Picard-Lessard

Reseau pancandien 31

Calendrier 32

Ressources 32

Photo de la page couverture prise a la Carleton University Preschool par Nick Haramis.

Afin d'eviter d'alourdir inutilement to texte et compte tenu de la majorite feminine dans to milieu desservices de garde, nous emploierons to feminin tout au long de cette publication.

Interaction est publie trimestriellement et distribue aux membres de la Federation canadienne des services degarde a ('enhance (FCSGE). Toute annonce publicitaire dolt etre approuvee par la redaction. La FCSGE nest pasresponsable des declarations ou representations de faits ou des opinions presentees dans les annoncespublicitaires paraissant dans Interaction. En outre, !'acceptation de publier une annonce n'implique pas que laFCSGE endosse les produits ou les services qu'on y vante. Les tarifs concernant la publicity sont disponibles surdemande. Circulation : 9 000. Les opinions exprimees dans cette publication n'engagent que leurs auteurs at nerefletent pas necessairement celles de la FCSGE. Pour des renseignements concemant la reproduction demateriels paws dans Interaction, priere de communiquer avec I'agente a l'information, Federation canadienne desservices de garde 8 I'enfance, 120, avenue Holland. bureau 306, Ottawa (Ontario) KIY 0X6. (613) 729-5289 ou1-800-858-1412; telec. : (613) 729-3159.

2 8 0 BEST COPY AVAILABLE

0 P 1 N 1 0 N S

Dans les coulissesLeffres

Voici le numero del'hiver 1997d' hzteraction. Nousesperons que vous

trouverez dans la section A propos,qui a pour theme «L'integrationdes enfants avant des besoinsspeciauxA. des moyens utiles dansvotre travail quotidien pour inclurece genre d' enfants. Comme lesujet est tellement vaste, nousavons eprouve de la clifficulte a lerepartir en cinq articles seulement;it aurait ate plus facile d'ecrire toutun livre! Je veux adresser desremerciements particuliers aSharon Hope Irwin. deTraits& union. qui a choisi le sujetdes articles, a propose des auteureset a rediee un survol de cettesection.

Vous avez sans doute remarqueLiu' Interaction est moins ,

volutnineux. A cause des .

compressions budgetaires. lemagazine est maintenant plusmince et contient 32 pages enfrancais et 32 pages en anglais.Nous travaillons dur pour garder lamem guanine d'informationsgrace a une revision encore pluspointue.

Nous aimons bien recevoir voscommentaires. Si vous avez unmessage a partager avec vosconsoeurs partout au pays. prenezun instant pour l'ecrire et nousI'envoyer. Les lettres au sujet d'unarticle que vous avez lu dansInteraction sont toujours lesbienvenues.

Le present numero est ledernier que je prepare a titre dereclactrice interimaire puisqueSusan Hajdu-Vaughn reprend sonposte apres son conge dematernite. 1' ai bien aime lesconversations que j'ai cues avecbon nombre d' entre vous et j'ai unprofond respect pour le travail quevous accomplissez.

Ne manquez par le numero duprintemps 1997 qui traitera duJew, et de son importance pour la

petite enfance. 41

Barbara Coyle, redactriceinterimaire

2 INTERACTION RIVER 1997

Au nom de la Family Day Care Asso-ciation of Manitoba. je tiens a vous remer-cier d'avoir crane des services de garde enmilieu familial dans le numero de l'ete1996 d'Interaction.

II est gratifiant, pour une organisationchargee de la promotion et du soutien desservices de garde en milieu familial. deconstater qu'une publication de qualite.telle Interaction, aborde les questionstouchant la garde en milieu familial. Les ar-ticles etaient instructifs et tres bienrediges...

Marie Rosser


Je vous ecris pour vous exprimer mareconnaissance et vous feliciter de tout letravail que vous avez accompli pourelaborer Vets l'excellence dans les pro-grammes de formation en SEPE. Cedocument est tres important et it con-tribuera a ameliorer la qualite des soins auxenfants au Canada.

Les lignes directrices nationales fournissentun excellent cadre pour concevoir et reviser desprogrammes fondes sur des principes. Les lignesdirectrices mettent bien l'accent stir le contexted'ordre public clans lequel les programmes deformation pour les soins et reducation de la pe-tite enfance sont concus et offerts...

Vicki MulliganVictoria. Colombie- Briwnnique

A A LA MEMOIRE DE.STEEN ESBENSENNous regrettons le deces de Steen.Esbensen le 4 septembre 1996. IImanquera profondement a ses amis dansle domaine des soins aux enfants cant enAmerique du Nord qu'a l'etranger.Toutes les personnel qui ont connu Steenont etc influencees par le devouementqu'il portait a la qualite des soins auxenfants. specialement aux aims de jeu.

Enfant & famille Canada a etc officiellementinaugure!

Jodie Chislett. mere be Robyn (a gaLcnel et d'Eric (a droite). coupe le ruban mauve pour inaugurerotticietlement to site Web Enfants famille Canada (http://www.ctc-etc.ca). Einauguration a

eu lieu le 8 octobre. au Cen:re prescolaire be ressourcesbarentales a Ottawa.

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OPINIONS

A la recherche de l'equitepar Carol Butler

Je m'appelle Carol Butler et je suis fiered'être une responsable de garde en mi-lieu familial. J'ai eu grand plaisir a lire

le numero de rete 1996 d'Interaction quiavait pour theme la garde en milieu familialselon divers points de vue.

On pourrait dire que je suis unique. J'aidepose une requete pour obtenir requitesalariale en decembre 1994 et j'ai obtenugain de cause en fevrier 1996. Pour la pre-mière fois en Ontario, on a reconnu a uneresponsable de garde en milieu familial letheme statut qu'une employee a des finsd' equite salariale. Cela signifie quel'agence a non seulement la responsabilitede veiller a ce que je me conforme auxreglements provinciaux, mais aussi de mepayer selon les normes d'equite salarialequ'elle applique aux autres employees. Inu-tile de dire que le jugement a ete pone enappel. Toutefois, ce jugement est tres signi-ficatif parce qu'il constitue un precedentpour les responsables de garde en milieufamilial qui, a mon avis, ont toujours eteconsiderees en Ontario comme des em-ployees de l'agence reconnue dans tous lesdomaines, sauf pour le salaire. Ainsi, onconsidere que la responsable de garde enmilieu familial est une travailleuse indepen-dante, ce qui lui donne la meme protectionque le statut d'employee externe.

Je ne crois pas que j'exagere. Noussommes reglementees. On nous demandede signer une entente qui nous est imposeeet, si nous la remettons en question, onnous menace de cortgediement. En theorie,les responsables de garde en milieu familialsont des travailleuses independantes, maisen fait, elles sont des employees del'agence qui ne peuvent fixer leurs proprestarifs.

Je crois en la qualite des soins aux en-fants, mais je crois aussi en requite et en lajustice. Pour le moment, it m'est impossi-ble de concilier les trois quand je pule dela garde en milieu familial reconnue. Onm'a accuse de mettre fin a des pro-grammes, de mettre en peril le systeme etd'aneantir la garde en milieu familial arechelle de la province. Cependant,

comme Carol Hoffard, une responsable degarde en milieu familial dans le comte deWaterloo, recrivait dans une lettre a

reditrice du Kitchener Record : «...si lesintervenantes prouvent qu'elles ont ete ex-ploitees, est-ce de leur faute si les poli-ticiens choisissent _ de mettre fin auprogramme plutot que de payer leur du?[...] Le service que nous offrons vaut plusque 1 $ net de rheure...»

Je veux que les responsables de gardeen milieu familial soient traitees equitable-ment, et cela comprend un jugement clair.La garde en milieu familial constitue unchoix de service de qualite qui a ete ties

CRITIQUE DE LIVRE

rentable, mais cette rentabilite ne peut plusetre atteinte aux &pens des dispensatricesdu service. Je veux avoir mon mot a dire ence qui concerne mes conditions de travail,gagner un salaire juste, et etre trait& avecrespect et dignite. A mon avis, tout celan'est pas inclus dans notre systeme actuel.

respere que vous songerez a cettequestion et que vous nous appuierez. Fen-courage d'autres responsables de garde enmilieu familial de l'Ontario a deposer unerequete pour obtenir un salaire equitable envertu de la Loi sur l'equite salariale et de laprotection du statut d'employe garantie parla Loi sur le travail.

Carol Butler est une responsable de garde en milieufamilial a Fergus (Ontario) et possede un diprome eneducation de la petite enfance. Des onze ans qu'elle apasses dans la garde en milieu familial, elle en a tra-vaille neuf pour des agences. Elle est tres active dansle domaine des droits des dispensatrices de soins. Onpeut la joindre au (519) 787 -1075.

Working with Families: Perspectives for

Early Childhood Professionalspar Janice MacAulay

Les coauteures, Rena Shimoni etJoanne Baxter, ont pulse dans leurexperience commune du travail

social, de la psychologie et de l'enseigne-ment de l' education a la petite enfance(College Mount-Royal, Calgary) afin derediger ce nouveau manuel A couverturecouple pour les etudiantes en education ala petite enfance. Elles affirment que «lebien-etre des enfants et celui des familiessont inextricablement lies, et que les pro-fessionnelles de la petite enfance detien-nent une responsabilite morale d'aider lesfamilies et de les encourager a participeraux soins et a l' education de leurs en-fants».

Working with Families comporte troisparties. La premiere, «UnderstandingFamilies», procure un cadre conceptuel.La deuxieme, «Facing Family Chal-lenges», traite de huit situations difficilespour les families : la separation et le di-vorce, les families monoparentales, les fa-milies reconstituees, les parentsadolescents, les enfants ayant des besoins

282

AODISOHWSI.EV EARLY iHILOHC74:4 EtitiCATION

speciaux, la pauvrete, la mort, et la violenceet l'abus. On encourage les etudiantes a ex-aminer leurs propres presomptions etprejuges face a ces situations, de sortequ'elles pourront aider les families avec res-pect et sans les juger. La troisieme partie,

HIVER 1997 INTERACTION 3

OPINIONS«Working with Families», aborde la questiondes relations entre les parents et la profession-nelle et donne des moyens pour que les pro-fessionnelles de l'education a la petiteenfance puissent inciter les families a par-ticiper davantage aux soins et a l'education deleurs enfants. Le manuel donne aussi cer-taMes idees pour evaluer l'efficacite de cespartenariats.

Le manuel est divise en sections courtesportant des titres clairs. Des mises en situationont egalement ete ajoutees a divers endroitspour illustrer le cote theorique. Ces encadresrenseignent la lectrice sur diverses habitudes,valeurs et croyances familiales. On y traite dela complexite des questions familiales et de lanecessite d'evaluer la situation et d'y reagiravec precaution. Chaque chapitre se terminepar des exercices concus pour aider les etudi-antes a mieux se connaitre, a mieux connaitreles autres et a decouvrir le large &entail deressources communautaires disponibles pouraider les families.

Par contre, Working with Families ne dis-cute pas des principes de pratiques axees surla famille. Pour comprendre ces principes, lesetudiantes peuvent avoir recours a une nou-velle ressource, Working Collaboratively withParents and Professionals, qui applique leprincipe de la pratique axee sur la famille aucas d'une famille qui a un tout-petit engarderie.

Working with Families et Working Col-laboratively with Parents and Professionalsconstituent deux ressources complementaireset bien &rites pour les etudiantes en educa-tion a la petite enfance qui veulent travailleren garderie. Une grande partie de la matierecouverte serait aussi utile a la formation d'au-tres professionnels qui ceuvrent aupres desenfants et des families, tels que le personnelqui travaille pour un programme de ressour-ces familiales, les intervenantes en milieufamilial et les professionnels en interventionprecoce.

Janice MacAulay travaille a l'Association canadiennedes programmes de ressources pour la famille. Elle arecemment concu une trousse documentaire intituleeSelf-Help for Parents of Children with Special Needs:A Tool Kit for Parents and Professionals.

Working with Families: Perspectives for Early Child-hood Professionals, de Rena Shimoni et Joanne Baxter,est publie chez Addison-Wesley Publishers Limited(1996). ISBN 0-201-82906-1. Prix de detail : 39,95 S.

Working Collaboratively with Parents and Professionalsfait partie dune trousse de formation professionnelleindividuelle concue dans le cadre du projet First Steps ala University of Victoria. Renseignements : School ofChild Care and Youth Care, University of Victoria; tel.(604) 721 -7979; telecopieur (604) 721-7218.

4 INTERACTION HIVER 1997

PORTRAIT DES AFFILIES

La Manitoba Child CareAssociation

par Pat Wege

La Manitoba Child CareAssociation (MCCA) aete constituee en societe

en 1974. Au fil des ans, elle estdevenue une solide organisationqui defend un systeme de qualitepour les soins aux enfants, offredes services a nos membres et milite pourque les soins aux enfants deviennent uneprofession. Nous representons 1900 mem-bres, ce qui fait de nous un des plus grandsorganismes provinciaux de soins aux en-fants du Canada. La MCCA est entiere-ment financee par les cotisations de sesmembres et compte cinq personnes au seinde son personnel.

Depuis son achat en 1986, la maisonde la MCCA a ete le pivot des activites dela collectivite manitobaine qui s'occupedes soins aux enfants. Notre bulletin d'in-formation trimestriel, Point de mire, etnotre bulletin regulier, Garde a l'enfance,tiennent nos membres inform& des ten-dances, des pratiques et des dossiers ac-tuels. Nous possedons aussi un centre biendocuments qui renseigne nos membres surles programmes scolaires et leur donne fa-cilement acces a des livres, a des journaux,A des ressources en emploi et a des video-cassettes sur une panoplie de sujets. Lesmembres profitent d'un regime d'avan-tages sociaux complets, d'une assurance-responsabilite totale pour les garderies enmilieu familial et autres garderies, de pos-sibilites de maillage et de perfectionne-ment professionnel a notre congres annuelet grace a notre service de consultation etde formation.

Le travail de la MCCA est facilitegrace a des membres qui deviennentbenevoles de differentes facons, y comprisen siegeant a un de nos treize comites. Laplupart de ceux-ci, de meme que nos cinqfiliales rurales, sont represent& a notreconseil d'administration, compose de 25membres. Notre comae informatique con-tinue a parfaire note systeme de gestionde l'information sur les soins aux enfants,le progiciel que bien des garderies utilisent

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MANITOBA CHILD CAREASSOCIATION

pour gerer leurs systemes bureautiques etproduire des rapports. Le bureau des con-ferenciers forme des benevoles pourqu' elles representent l' association et livrentdes discours sur divers sujets.

Nous collaborons actuellement avec leministere provincial des Services a la fa-mille et la Direction de la garde de jourpour enfants afin de modifier la Loi sur lesgarderies d'enfants. Cette legislation, quiregit les garderies et les garderies en milieufamilial reconnues, a maintenant douze anset a besoin d'être amend& pour refleter lesnouvelles tendances de l'emploi et les be-soins actuels des families. Des reunionsavec la collectivite ont actuellement lieudans les garderies urbaines et rurales pourrecueillir les commentates des parents, desconseils d'administration des garderies etdes educatrices de la petite enfance. Leministere des Services a la famille anomme le depute provincial MarcelLaurendeau pour diriger le processus demodification de la loi. Les representantesde la MCCA ont assists a toutes les ren-contres communautaires et participerontaussi cet automne aux pourparlers officielssur les amendements a apporter.

La MCCA est heureuse d'être associeeA la Federation canadienne des services degarde a l'enfance. Nous reconnaissons quede tels partenariats faciliteront 1' utilisationde ressources limitees, amelioreront lesavantages et les services offerts aux inter-venantes en garderie et contribueront a unsolide systeme de soins aux enfants auCanada.

Pat Wege a ete la presidente de la Manitoba ChildCare Association et de sa representante affiliee auconseil des membres de la FCSGE. Elle est direc-trice de la Machray Day Nursery a Winnipeg (Mani-toba).

OPINIONS

Revue : Livres pourenfants


Tres, tres fort!Auteur : Trish CookeIllustrateur : Helen OxenburyEditeur : Pere Castor Flammarion,1995

Les membres de la famille de PetitHomme, tante Bea, oncle Tony, mamie,Grand-ma, cousin Dan et cousin Pat, ar-rivent les uns apres les autres a la maison.Ils l'embrassent, l'etreignent et jouent aveclui. Et pourquoi arrivent-ils? Its sont venusfeter l'anniversaire de papa.

Tres, tres fort! decrit une scene fa-miliale tendre. La mise en page est soignee.L'album presente un texte vivant, simple,emit en gros caracteres et rythme par lesrepetitions des situations. Les embrassadeset les jeux avec Petit Homme reprennentavec l'arrivee de chacun des membres de lafamine.

Les illustrations pleine page sont ecla-tantes de couleurs et pleines d'emotions.Les personnages sont expressifs. Ils sontsaisis dans des attitudes de naturel et de vi-vacite. Helen Oxenbury se glisse avec raretalent dans l'univers des enfants.

Tres, tres fort! est un album doux etchaleureux a partager avec un adulte, quipersiste quand on a referme le livre. II est

absolument irresistible. C'est un album adecouvrir, a deguster, a serrer tres, tresfort!

Ernest et Celestine, le sapin de

Noel

Texte et illustrations : GabrielleVincentEditeur : Casterman, Les albumsduculot, 1995

C'est Noel. Ernest offre a Celestinetout ce qu'elle veut. Celestine voudrait unNoel intime avec Ernest aupres du sapinratatine abandonne dans la sapiniere. MaisErnest n'est pas de cet avis. Il ne faut sur-tout pas se replier sur soi a Noel. Il organ-ise donc pour Celestine un merveilleuxreveillon avec tous leurs amis.

Les enfants retrouveront avec joie Er-nest et Celestine, les personnageschaleureux si bien campes par GabrielleVincent. La mise en page est variee et

Gabrielle Vincent

Ernest et CelestineLe sapm de Noel

vivante. Il y a un tits bon rapport texte-il-lustrations. Le texte est simple et sobre.Les illustrations de Gabrielle Vincent sontemouvantes. Elle ne se departit pas de sonstyle, ses aquarelles communiquent tou-jours chaleur, tendresse et securite.

Cet album presente avec justesse desemotions et des sentiments qu'eprouventtous les humains mais ils sont adapt& a lasensibilite du jeune enfant. Tout se resoutdans ]'affection reciproque entre Ernest etCelestine.

Quand un auteur-illustrateur a le sensde la psychologie enfantine et excelle acroquer des attitudes et expressions reelleset quotidiennes, l'histoire est un vrai petitchef d'oeuvre.

Alfonsina Clemente est bibliothecaire au Service auxenfants de la Bibliotheque publique d'Ottawa.

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DEVELOPPEMENT DE L'ENFANTGARDE A L'ENFANCE

JEUQUESTIONS SOCIALESaunt

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PR A T I Q U E

Le coup d'ceil d'uneenseignante suppleante

par Barbara McKee

Mettez-vous a la place dequelqu'un qui passe d'unegarderie a l'autre pour travailler

avec des gens differents chaque semaine,yoke chaque jour. Cette personne specialeest une enseignante suppleante pour quichaque jour amene son lot de difficultes,d'aventures et de defis. Il est importantqu'elle connaisse bien les &apes dedeveloppement de l' enfant parce qu'elle dis-pose de trop peu de temps pour apprendre aconnaitre les points forts et les besoins dechacun. Il ne lui suffit pas de savoir ce quiamuse les enfants. Il lui faut aussi recon-naive ce que ces derniers tenteront de luipasser s' ils sentent qu' ils ont affaire a unenouvelle.

Des joies et des frustrations accompa-gnent ce domaine specialise des soins auxenfants, mais l'experience enseigne bien deschoses. Dernierement, j'ai passé deux tresbelles semaines dans une garderie pendantqu' un membre du personnel etait en congebien merite. Ces gens etaient passes maitresdans Part de faciliter le travail de la rem-placante. A mon arrivee le premier matin,un membre du personnel regulier s'affairaitA placer un ruban masque sur le vetement dechaque enfant avec son prenom. J'ai penseque nous partions en excursion, mais je mesuis vite rendu compte qu'on faisait toutcela pour moi. Chaque membre du person-nel a egalement pris la peine de venir sepresenter et j'ai moi aussi rep un morceaude ruban masque avec mon nom. En arrivantA la garderie le matin, les parents ont pu lireune note a mon sujet sur le tableau. Je mesentais bien, comme une personne bien-venue au sein de l'equipe. Le papier collantplace sur chaque enfant m'a aidee a appren-dre les noms plus facilement; cela m'a epar-gne un temps precieux et m'a evite d'avoir ademander aux enfants ou aux enseignantesle nom de chacun. Conine je me suisadressee a tous les enfants par leur prenomdes le depart, ceux-ci ont eu l'impressionque, si je connaissais leur nom, je devaisdéjà connaitre les regles. Quand j'ai quitte la


garderie, les enfants et le personnel m'ontoffert une carte de remerciements toutespeciale. J'ai senti qu'on m'avait sincere-ment appreciee et j'ai hate de retournertravailler a cet endroit.

Une enseignante suppleante doit ap-prendre rapidement. Un jour que j'etaissuppleante dans une garderie en milieuscolaire avec un groupe d'enfants d'ageprescolaire, l'autre enseignante a du s'ab-senter quelques minutes pour verrouillerle terrain de jeux a la fin de la journee.Elle m'a explique que la garderie avait unposte emetteur-recepteur la reliant augymnase et au reste de l'ecole. Cela per-mettait d'appeler un grand frere ou unegrande sceur quand des parents venaientchercher un enfant d'age prescolaire. Aulieu de regarder attentivement le poste oude demander comment it fonctionnait,j'ai tout simplement tenu pour acquis queje me debrouillerais pour l'apprendre.Bien stir, une fois seule, un parent est

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arrive et m'a demande d'appeler un freredile au gymnase. J'ai pris le poste et me suisalors rendu compte que je n'avais pas lamoindre idee comment m'en servir. J'ai ap-puye sur n' importe quel bouton, en esperanttomber sur le bon, et j'ai parle. Le parentm'a regard& d'un air de dire : «Ah! encoreune suppleante!». Heureusement, l'autre en-seignante est revenue et m'a sauvee. Vouspouvez etre certaine que j'ai porte attentionA ce qu'elle a fait pour savoir commentproceder la prochaine fois.

Ces anecdotes de mes experiencesrecentes m'ont rappele les nombreuseschoses que j'ai apprises au cours de mon tra-vail de suppleante. Voici une liste des«choses a faire» que le personnel de lagarderie et les suppleantes devraientrespecter.

Personnel de la garderie

Fournissez le prenom des enfants et cer-tains renseignements de base sur euxpour epargner du temps et faciliter le tra-vail de chacune. On oublie souvent lesentiment que ressent la personne nou-velle, et quelques efforts de plus pour serendre utile signifient beaucoup pourcelle-ci.

Presentez le personnel de la garderie, ycompris vous-meme, au personnelsuppleant.

Presentez les parents au personnel sup-pleant a l' aide d'un insigne nominatifspecial ou d'une note sur le tableau desparents.

Donnez au personnel suppleant votremanuel des politiques et procedures debase.

Expliquez au personnel suppleant lespratiques d' amelioration du comporte-ment.

Allouez du temps pour faire une visiterapide de la garderie. Indiquez au per-sonnel suppleant ou it peut laisser ses ef-fets personnels, oil se situent les toiletteset la salle du personnel et oil trouver lesfournitures et l'equipement.

Precisez le taux de remuneration, lafawn dont les heures doivent etrenotees, la date a laquelle les cheques se-ront remis et la methode utilisee pour lefaire.

PR ATIQUEAu depart, assignez un partenaire a lapersonne suppleante jusqu'A ce quecelle-ci connaisse les enfants et leursparents.

Personnel suppleant

Apportez des documents personnelspertinents, y compris les dates de votredernier examen medical et votre dos-sier d'immunisation.

Renseignez-vous sur la politique de lagarderie. Apprenez a connaitre le man-dat de cette derniere.

Posez des questions precises sur votrerole dans la classe et sur ce que vousdevrez preparer ou apporter.

Apprenez ce qu'il faut savoir au sujetde certains enfants (allergies, besoins

particuliers, garde/directives sur leramassage).

Assurez-vous de toujours possedertous les renseignements necessairespour faire votre travail et, en cas dedoute, posez des questions.

Efforcez-vous de garder votre sens de]'humour et essayez d' avoir du plaisiravec les enfants. Its sont tous speciaux!

Mettez des idees d'activites crea-trices, en cercle et de periodes detransition dans un sac a surprises. Onne sait jamais quand cela pourras' averer utile.

Barbara McKee a travaille dans le domaine de lagarde d'enfants pendant 17 ans. Elle est con-seillere en soins aux enfants et conteuse a Cam-bridge (Ontario).

Encourager des relationspositives entre les parentset la garderie pour l'enfantWage scolaire

par Eva Stelzer Rudick et Diane Nyisztor

Al' instar de toutes les intervenantesen services de garde, les tra-vailleuses des garderies pour en-

fants d'age scolaire s'efforcent d'entretenirdes relations positives avec les parents. Lepresent article examine le role de ces inter-venantes par rapport aux interactions avecles parents et les families. Nous examinonsleur role comme un lien entre la garde pourenfants d'age scolaire, l'ecole et la maison.Nous y donnons aussi des conseils pra-tiques pour communiquer avec les parentset promouvoir des relations efficaces.

Les intervenantes en services de gardedoivent garder en tete que les parents jouentun role cle dans la vie de leurs enfants. Itssont parfois presses lorsqu'ils deposent lesenfants le matin. A la fin de la journee, ilssont souvent fatigues et stresses. Meme s' ilssont heureux de voir leurs enfants, ils sontaussi anxieux d'arriver a la maison et depreparer le souper. L'etablissement de rela-

tions positives avec les families est uneCache qui exige un effort systernatique.

Dynamique des relations

interpersonnelles avec les

adultesLes relations efficaces entre les par-

ents et les intervenantes en garderie pourenfants d'age scolaire reposent sur les ap-titudes en matiere de relations interper-sonnelles. Des relations interpersonnellespositives sont fondees sur la sensibilisa-tion aux autres cultures et le pluralismeculturel. Dans une societe pluraliste, lesfamilies proviennent de plusieurs cul-tures. Des relations interpersonnelles effi-caces evoluent a mesure que nouscoexistons et travaillons en harmonie lesuns avec les autres (Stelzer Rudick et Ny-isztor, 1996).

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La flexibilite est l'une des techniquesqui favorisent des relations interperson-nelles positives. La flexibilite implique lavolonte de s'adapter a une situation pourrepondre a des besoins precis. Elle ne signi-fie pas que vous manquez de dynamismeou que vous cedez a toutes les demandesdes parents. C'est plutot la preuve que vousecoutez attentivement et analysez tous lesfaits avant de prendre une decision.

On peut constater un exemple de com-portement flexible lorsque vient le temps dechercher les enfants a la fin de la journee.Votre systeme exige peut-etre que les par-ents signent un registre avant de partir avecleur enfant. Selon votre systeme, les parentsdoivent aller le signer dans le bureau ou itest place. Certains parents trouvent ceprocede ennuyeux parce qu'il necessitedeux arras : un arret au bureau et un autre al'endroit ou it faut chercher l'enfant. Uneintervenante flexible ecoute avec la volontede changer. Un systeme de signature audepart est un outil important pour savoir entout temps ou se trouvent les enfants.Cependant, vous pourriez peut-etre diviserla liste des enfants en autant de groupesqu'il y a d'animatrices ou d'intervenantesdans votre garderie. Chaque animatricedevient alors responsable d'un petit nombred'enfants. On attribue aux enfants et auxadultes des endroits predetermines on onpeut les trouver tous les fours pendant laderniere demi-heure de la fin de la journeede garde. D'une certaine fawn, vous creezune oclasse». Ainsi, vous avez fait des ra-justements qui ont repondu aux besoins desparents, sans sacrifier la securite.

La communication efficace est uneautre technique pour promouvoir des rela-tions positives avec les parents. La commu-nication est une fawn de transmettre, derecevoir et d' interpreter les messages (Wil-son, Hantz et Hanna, 1995). Pour entretenirune relation positive, on accorde une re-sponsabilite aux individus qui transmettentet recoivent ]'information.

En tant que personne delivrant le mes-sage, vous devez le communiquer avecclarte. Assurez-vous que votre message ver-bal, le ton de votre voix ainsi que votre lan-gage corporel soient en harmonie. Parfois,nos paroles n'envoient pas le message quenous voulons. Si vous avez une reaction ex-cessive, vous ne pouvez plus ravaler le mes-sage transmis (Stelzer Rudick et Nyisztor,


P R A T I QUE1996). Dans ce cas, une excuse sinceredemontre efficacement que vous vous etesrendue compte qu'il y a eu une mauvaisecommunication.

Ecouter fait partie integrante de la com-munication. «Le meilleur message devientinutile si personne ne l'ecoute». (Harris,1995, p. 83). Donnez l'exemple d'uneecoute efficace en accordant une attentiontotale a la personne qui s'exprime. Donnezde ]'information en retour pour indiquerque vous avez bien entendu et compris lemessage. Assurez-vous que les parents vousecoutent quand vous leur parlez.

Une technique efficace de communica-tion repose sur un dialogue descriptif oucordial plutot que sur un dialogue qui cher-che a evaluer ou a menacer (Devito, 1995).Une telle aptitude peut se developper avecla pratique. Essayez de fournir des informa-tions descriptives et qui ne portent pas dejugement. Quand les gens percoivent lacommunication comme negative, ils onttendance a repondre de facon defensive.Une simple description des evenementscite une atmosphere saine.

Rapports avec les parentsLorsque l'on communique avec les par-

ents, it faut tenir compte du caractereunique et individuel de chaque famille(Stelzer Rudick et Nyisztor, sous presse).Investissez du temps pour cultiver des rela-tions avec la famille des enfants qui sontdans votre groupe. Un echange d'informa-tion ouvert favorise des liens puissants entrela maison et la garderie a horaire prolonge.

En tant qu'intervenante en garderie,vous pouvez planifier des activites specialespour favoriser la socialisation entre les fa-milies et le personnel. Des exemples d'ac-tivites comprennent les barbecues d'ete, lessoupers-benefices, les soupers intercul-turels, les pique-nique et les jours de jeux.Une garderie a horaire prolonge en milieuscolaire peut collaborer avec l'ecole pourplanifier de telles activites.

Aujourd'hui, les voisinages et les com-munautes changent. Les families passent leplus clair de leurs journees a l'exterieur dufoyer et it n'y a pas beaucoup de tempspour connaitre ses voisins. La garderiehoraire prolonge peut combler quelque peucette lacune en creant une communautesolidaire ou les parents et leurs enfants


peuvent participer activement. En encourag-eant les rassemblements sociaux a ]'intentiondes enfants, les parents et le personnel s'of-frent des occasions pour rencontrer d'autresmembres de la famille de l'enfant. Connaitrela famille de l'enfant renforce votre relationavec lui. Ces occasions marquent le debutd' experiences de communication informelleavec les families et les parents. Une relationpositive et des contacts reguliers avec les fa-milies permettent d'eviter les situations oill'on ne communique qu'en cas de probleme.

Spodek et at (1991) divisent les tech-niques de communication avec les parents endeux grandes categories : informelles et for-melles. Les techniques informelles arriventsur une base continuelle. Il s'agit de tech-niques spontanees qui ne portent pas sur unsujet ou un programme précis. Ces interac-tions representent une forme de communica-tion reguliere et tres importante entre leparent et l'intervenante.

Les techniques de communication for-melle sont planifiees. Elles adherent a unprogramme predetermine ou etabli en plusde concerner habituellement un sujet précis.La communication formelle survient moinsfrequemment que la communication infor-melle. Ces techniques comprennent les en-tretiens et les entrevues avec les parents, lesbulletins et les rencontres d'information avecdes parents.

Techniques de communication

informelle avec les parentsLa communication informelle intervient

regulierement lorsqu'on vient chercher unenfant a la fin de la journee ou qu'on ledepose le matin avant l'ecole. Les momentsou l'on vient chercher ou deposer les enfantssont importants pour une communication ef-ficace. M8me si les parents et les intervenan-tes ne s'entendent pas toujours, it faut untemps ou les deux parties sont en mesure des'ecouter. Votre role consiste a prendre ]'in-itiative de la communication et des conversa-tions avec les parents. Au debut, vous aurezpeut -titre ]'impression d'entretenir une rela-tion non reciproque. Continuez dans vos ef-forts de communication. 11 faut du tempspour developper des relations.

Certains parents pourraient preferercommuniquer a l'aide d'un registre familialtransports a l'aller et au retour par l'enfant

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plutot que des conversations face-A-face.Cette approche leur permet de reflechir survos commentaires avant de discuter desevenements avec vous. N'oubliez pas quevous ne developpez pas le meme type derelation avec chaque parent.

Il importe de se rappeler aussi qu'il y adifferentes sortes de families, y compris lesfamilies monoparentales, biparentales, re-constituees ou elargies. Pour une commu-nication efficace, nous vous suggeronsd'examiner vos opinions sur chaque struc-ture familiale et d'eviter de porter des juge-ments. Soyez honnete avec vous-meme.Une telle attitude favorise une communica-tion positive. Vous pourriez vous sentir plusA l'aise avec un parent qu'avec l'autre.C'est normal, aussi longtemps que vousdemontrez le meme respect aux deux par-ents. Les choses peuvent se compliquerdans les families ou les parents sont divor-cés. Dans ces circonstances, it faut paler ala coordonnatrice ou a la directrice pourvoir comment on repond a la situation etpour trouver quel parent &tient la gardeprincipale de l'enfant. Cette informationvous guidera dans vos interactions et rela-tions avec chaque parent.

Utilisez un langage proactif dans vosconversations avec les parents. Par exem-ple, commencez vos phrases par «Jevais...» ou «Considerons d'autres solu-tions...». Vous demontrerez ainsi que vousetes une professionnelle &cid& a agir.Cette methode contribue a etablir avec lesparents de bons rapports qui, a leur tour,deviennent la base d'une relation positive.Lorsque vous demontrez la volonte d'en-visager plus d'une solution quel que soit lescenario, vous faites preuve de bonne foi.

Techniques de communication

formelle avec les parentsLes techniques de communication for-

melle sont plus structurees que les tech-niques informelles. Elles sont planifiees al'avance et font partie des evenements pro-grammes.

Les entretiens et entrevues pourparents

Les entretiens avec les parents peuventservir a informer ces derniers du progres deleurs enfants. Les parents sont interesses,

PR ATIQUEavides de savoir ce que font leurs enfantspendant la partie de la journee ou ils sontabsents. Au cours de ces entretiens, lespraticiennes peuvent respecter «leurs obli-gations de repondre aux demandes d'infor-mation des parents» (Spodek et al., 1991,p. 153). Les entretiens et les entrevues of-frent des occasions pour tenir une conver-sation privee (Hendrick, 1990).

Tenez vos entretiens conjointementavec ceux organises dans le cadre du pro-gramme regulier de recole afin d'accom-moder le calendrier des parents. Votreretroaction est precieuse L'intervenantefournit des informations concernant les en-fants dans un environnement social deleurs pairs.

Certaines personnes ont de la difficulteA rendre compte en personne. Vous serezl'aise si vous mettez les parents a l'aise.Soyez courtoise et aimable. Souvenez-vous que vous parlez de l'enfant d'une per-sonne. «Les parents s' identifientetroitement a leurs enfants et toute critiqueA leur endroit s'applique indirectementaussi a eux-memes» (Spodek, 1991, p.155). Presentez une description equilibreequi souligne les forces et les faiblesses del'enfant. Si, a la fin de la discussion, vousremarquez que le parent ne semble pas al'aise, proposez-lui une autre rencontre.

Voici quelques conseils pour vousaider a planifier un entretien ou une en-trevue avec les parents. (Ils ont ete tires deEmerging Educator de Stelzer Rudick etNyisztor).

Soyez prete; planifiez d'avance.

Utilisez un langage facile a suivre.

Soyez precise; donnez des exemples.

Ecoutez lorsque le parent pale.

Reformulez les commentaires du par-ent pour etre certaine d'avoir bien corn-pris.

Donnez des exemples de choses quel'enfant a fait.

Donnez des photos de l'enfant partici-pant activement A des jeux.

Montrez un video de l'enfant partici-pant a une activite.

Preparation : Vous pouvez faire di-verses choses pour preparer votre entrevue.Ayez de quoi ecrire a port& de main etprenez des notes si vous en avez le temps.Vous aurez ainsi de l' information spon-

tan& et significative sur l'enfant. Utilisezune chemise ou tout autre materiel de classe-ment pour conserver ces notes. Incluez dansvotre dossier des choses comme des anec-dotes, des photos ou des echantillons du bri-colage de l'enfant.

Au moment de la rencontre avec le par-ent, consultez vos notes. Les parents ap-precient ('effort deploye pour les preparer.En outre, beaucoup d'anecdotes interessan-tes surviennent pendant la journee et vouspourriez avoir de la difficulte a vous en sou-venir au moment voulu.

Langage et specificite : L'utilisationd'un langage comprehensible pour le, corn-mun des mortels permet aux parents decomprendre facilement les points que voustentez de souligner. Un langage simple per-met d'etablir un niveau de bien-etre entrevous et les parents. Si vous employez unterme technique, donnez un exemple concretpour en expliquer le sens.

Reformulation des phrases : Le bien-etrede l'enfant nous preoccupe tous. Reformulezles commentaires des parents pour vous as-surez que vous comprenez de la memefawn les problemes que vous avez souleves.Dites tout simplement, «Voulez-vous dire...»et continuez avec une paraphrase de la ver-sion des commentaires des parents.

Videocassettes : Les parents pourraientne pas avoir le temps de s'asseoir et de par-ler avec vous. Enregistrez periodiquementles enfants pendant leurs activites regulieresavant et apres ecole. Projetez la videocas-sette a ('occasion de la soirée des parentspour que ces derniers voient leurs enfants enaction.

BulletinsLes bulletins jouent plusieurs roles. Ils

communiquent des nouvelles sur les ac-tivites de la journee ou de la semaine et surles activites marquantes, des chansons, desjeux et des recettes. Its peuvent aussi servircomme aide-memoire concernant leschangements dans la temperature et, en con-sequence, la necessite d'envoyer a la

garderie un filtre solaire, des bottes encaoutchouc ou autres articles pertinents.

Les bulletins peuvent servir comme unexcellent vehicule de relations publiques(Hendrick, 1990). Its peuvent informer lesparents sur les articles pertinents et les

activites de soutien existant dans la localite.

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Lorsque les parents viennent a connaitre eta prendre conscience d'une terminologieparticuliere, vous pouvez commencer a in-corporer ce vocabulaire dans vos discus-sions. Les parents peuvent aussi utiliser lebulletin pour informer les autres parents ausujet d' ateliers communautaires et d'ac-tivites susceptibles de les interesser.

Reunions d'information des parentsLes reunions d'information des parents

offrent un forum pour fournir des ren-seignements a jour sur le bien-'etre et ledeveloppement des enfants. Elles donnentaussi aux parents l'occasion de faire de ('in-teraction sociale entre eux. Les reunionsreussies sont bien planifiees, informatives etrelaxantes.

Vous pourriez choisir de planifier unesoirée sur les avantages de la lecture dans lavie des enfants. Donnez acces aux parents ades articles de recherche pour appuyer votreconnaissance. Vous voudrez peut-etre allerplus loin et etablir une bibliotheque ou lesparents et les enfants pourraient emprunterdes livres pour une semaine ou deux. Pourrepondre aux besoins des diverses familiesd'aujourd'hui, les intervenantes doivent«travailler avec les parents pour fournir deslivres et des materiels adapt& a leurexistence et a leurs cultures» (Brock andDodd, p. 16).

La rencontre avec les parents peut aussise faire avec des conferenciers-invites quiparlent de sujets qui interessent ou preoccu-pent particulierement un groupe de parents.Des themes sont tres prises, par exemple,les aptitudes en matiere de parentage, lafawn de regler les problemes de comporte-ment, la nutrition et les rivalites entre lesfreres et soeurs.

Comment amener les parents a

participer a ('environnement

scolaire

1. Reservez du temps pour que les parentsparticipent a des activites et a des projetsspeciaux.

2. Encouragez les parents a deposer ouchercher leur enfant assez tot pour que cedemier leur fasse visiter la garderie. Lesparents ont ainsi l'occasion de rencontrerles amis de leur enfant.


PR ATIQUE3. A /'occasion, organisez des ateliers en soirée

sur des questions d'interet et pertinents auxages et aux stades de developpement des en-fants de la garderie.

4. Programmez des rencontres de parents pourpartager et recevoir de l' information.

5. Abonnez-vous a des joumaux et magazinespertinents. Mettez les articles interessantsdans votre bibliotheque.

6. Encouragez les parents a passer une heurepar mois a la garderie avec leurs enfants pouravoir une idee de comment l'enfant passeune partie de sa joumee.

7. Faites participer les parents au programme.Chacun possede une aptitude a offrir. Rappe-lez-vous que tous les parents n'auront pas lamerne quantite de temps libre. Certains par-ents se sentent a l'aise de travailler directe-ment avec les enfants tandis que d'autrespreferent une contribution indirecte. Pro-posez quelque chose qui mette /'accent surles forces de chaque parent.

Signalez aux parents l' impact positif qu'ilsont sur le bien-etre affectif et intellectuel desenfants. Les parents veulent ce qu'il y a demieux pour leur enfant. Un canal ouvert decommunication favorise une relation significa-tive et cooperative entre les membres du per-sonnel, les parents et les enfants.

Eva Stelzer Rudick est coordonnatrice de reducation a lapetite enfance, College Vanier, Montreal. Diane Nyisztorest directrice des programmes speciaux de reducationla petite enfance, College Vanier, Montreal.

References :

Brand, S. (1996). «Making Parent Involvement a Reality:Helping Teachers Develop Partnerships with Parents»,Young Children, 51(2), p. 76-81.

Brock, D. et Dodd, E. (1994). «A Family LendingLibrary: Promoting Literacy Development» dans YoungChildren, 49(3), p. 6-21.

Devito, J. (1995). The Interpersonal CommunicationBook, 7` edition. New York : Harper Collins CollegePublishers.Harris, J. (1995). «Is Anybody Out There Listening?»Child Care Information Exchange, 106, p. 82-84.Hendrick, J, (1990). Total Learning: DevelopmentalCurriculum. New York : Merrill Publishing Company.

Spodek, B., Saracho, O.N., et Davis, M.D. (1991).Foundations of Early Education: Teaching Three-, Four-,and Five-Year-Old Children. Needham Heights,Massachussetts : Allyn and Bacon.

Stelzer Rudick, E. et Nyisztor, D. (sous presse). TheEmerging Educator. Toronto, Ontario : Nelson.

Wilson, G. L., Hantz, A. M. et Hanna, M.S. (1995).Interpersonal Growth Through Communication, 4' ed.Madison, Wisconsin : Brown and Benchmark Publishers.

1' Dans le present article, le terme vtechniques decommunication forrnelle signifie pratiqucment la memechose que celui presente par Spodek, et al. (1991). Cependant,nous avons elargi 1' utilisation du terme vtechniques decommunication informelle.. Nous you> referonsFoundations of Early Education pour de plus amplesinformations.


DEMANDEZ A VOTRE PROFESSIONNELLE DE LA SANTE

L'hiver et ses nez quicoulent, ses toux, sesreniflements, seseternuements


Avez-vous ('impression de toujoursetre en train de moucher des nezet d'entendre un concert de toux?

Ce n'est pas etonnant. Au cceur de noslongs hivers froids au Canada, nous gardonsles fenetres fermees, le chauffage aumaximum et nous restreignons souventnos sorties a l'exterieur, particulierementcelles des jeunes enfants. Mais, au milieude notre petit confort se trouventegalement touter sortes de bacteries, ycompris des virus qui causent le rhume.

Celles d'entre vous qui travaillez engarderie connaissez certainement les«rhumes a la chaine». Il est difficile deprevenir le virus du rhume parce qu'il serepand dans l'air et au contact de la saliveet de recoulement nasal. Mais nous nesommes pas entierement a sa merci. Unbon regime alimentaire, des heures desomtneil suffisantes et des exercicesreguliers sont essentiels pour le systemeimmunitaire de notre organisme.

Voici des precautions a prendre pourfreiner la contagion du virus du rhume.J'ai indique les pages auxquelles sereferent ces moyens dans Le bien-etre desenfants si vous souhaitez plus de preci-sions.

Ouvrez les fenetres quotidiennement.Durant l'hiver, il est preferable de lefaire quand vous etes tous a l'ex-terieur. L'air frais favorise la bonnesante. Certains jours, il fera trop froidou il y aura trop de vent pour quevous sortiez jouer sans danger; il seradonc encore plus important de ra-fraichir l'air dans la garderie (p. 449).

Tout le monde, y compris les person-nes enrhumees, doivent jouer a l' ex-terieur au moins une fois par jour si letemps le permet.

Sur le terrain de jeux, ayez desmouchoirs et utilisez-un par enfant.Quand vous rentrez, lavez-vous lesmains.

289

Montrez aux enfants a mettre la maindevant la bouche et a tourner le dosquand ils toussent ou eternuent, depreference dans un mouchoir. Donnezvous-meme I'exemple. Il est peut-etreplus realiste pour les enfants de tousservers leur epaule ou leur bras.

Le personnel et les enfants doiventscrupuleusement respecter la methodede lavage des mains (p. 68-72).

Nettoyez et desinfectez quotidienne-ment les jouets qui vont dans labouche. Retirez-les a mesure qu'ilssont utilises (p. 83-85).

Surveillez les enfants pendant les repaset les gaiters pour vous assurer qu'ilsne partagent pas de tasses, d' ustensilesou de nourriture.

Utilisez des serviettes jetables ou desserviettes clairement personnaliseespour laver le visage et les mains(p. 65-67).Il n'est pas necessaire d'exclure de lagarderie un enfant ou une intervenantesouffrant d'un rhume a moins qu'il ouelle ne soit trop malade pour participer.Le rhume se propage une joumee oudeux avant que nous en sentions lessymptomes; c'est a ce moment-la quenous sommes le plus contagieux.Mettre a l'ecart quelqu'un qui a un

EST COPY MAKE

P R A T I QUErhume se compare a fermer la porte de lagrange une fois que le cheval s'estechappe! L'ecoulement nasal peutchanger de couleur, passant de transpa-rent a vert en quelques jours. Ce change-ment est courant et n'est pas une raisonpour exclure quelqu'un.Si un rhume circule, distribuez des exem-plaires de la Feuille-guide sur le rhumebanal aux parents (p. 929).

Quand les parents viennent inscrire leurenfant a la garderie, parlez-leur du rhumeet de sa frequence. Rassurez-les en leurdisant qu'un enfant avec un rhume nesera pas renvoye de la garderie a moinsd'être trop malade pour participer. Don-nez-leur un exemplaire de la Feuille-guide sur les infections contractees dansles services de garde (p. 917-918).

Pour ameliorer et conserver la qualite del' air, entretenez annuellement votreechangeur d'air et votre systeme de venti-lation, de chauffage et de refroidissement.

Quiconque souffre d'une toux pendantplus d'une semaine devrait consulter sonmedecin. Une toux qui dure pendant plusieurssemaines peut etre un signe de coqueluche.On devient immunise contre la coqueluchesoit en l'attrapant, soit en recevant un vaccin.Mais, avec le temps, l' immunite diminue.Ainsi, les enfants plus ages et les adultes peu-vent contracter la coqueluche, meme si cesderniers ne font plus le «chant du coq».

Quand on pense a l'asthme, on pense sur-tout au sifflement habitue!. Cependant, cer-taines personnes souffrant de cette maladieont une toux tenace. Le sifflement persistetoujours, mais it est assourdi par la toux ouencore seulement audible au stethoscope.Quiconque souffre d'asthme et d'un rhumedevrait consulter son medecin.

Il y a une limite a ce que les intervenantespeuvent faire pour enrayer la propagation durhume. Ce virus fait partie de la vie. On peutse reconforter a l' idee qu'un rhume, bien qu'ilnous rende miserable, ne dure que quelquesjours.

Deborah Kemested, infirmiere autorisee, est conseillereen sante des enfants et coauteure de Healthy Founda-tions in Child Care. Elle a demenage a Winnipegrecemment et peut-etre jointe au (204) 477 -0027.

ReferencesSociete canadienne de pediatrie (1992). Le bien-etredes enfants : guide visant a pmmouvoir la santephysique, la securite, le developpement et le bien-etredes enfants dans les services de garde ou garderie eten milieu familial. Toronto : Creative Premises Ltd.

Pimento, B. et Kemested, D. (1996). HealthyFoundations in Child Care. Toronto : Nelson Canada.

Resolution globale deconflits

par Harriet Field

Les conflits font partie de noirequotidien et sont inevitables dans lecontexte d'une garderie. Les en-

fants, les parents, les educatrices et les ad-ministratrices auront forcement des opi-nions divergentes qui devront etreconciliees dans le calme pour conserver laqualite d'un programme de la petite en-fance. Des recherches actuelles montrentqu'il est plus que jamais necessaire queles enfants elaborent des strategies effi-caces de resolution de conflits, vu le nom-bre croissant de leurs disputes quotidien-nes (Carlsson-Paige et Levin, 1992).

D'habitude, les educatrices de la petiteenfance aident les enfants a trouver desmoyens de resoudre une querelle et en-seignent en classe comment mettre fin aune dispute et en quoi consiste la paix(Carlsson-Paige et Levin, 1992; Edwards,1992). Ces deux facons de reagir sontaxees sur l'enfant et ne tiennent pascompte des dissensions entre les parents etle personnel de la garderie.

Il est important de prendre en con-sideration le nombre de conflits dans tousles aspects de la garderie si l'on veut aideravec succes les enfants a resoudre undesaccord. La resolution globale de con-flits ne tient pas seulement compte de ('ori-entation de base axee sur l'enfant, maisaussi des situations conflictuelles entre('administration, les parents et les educa-trices. Si l'on analyse une dispute entre en-fants dans ('ensemble du contexte de lagarderie, on peut trouver des solutions plussatisfaisantes. Une communication cons-tructive et une negociation efficace entretous les enfants et les adultes constituentun bon point de depart pour arriver aresoudre efficacement des conflits danstoute la garderie.

La methode age sur l'enfant11 existe deux methodes de resolution

de conflits distinctes, mais connexes, axeessur l'enfant : la negociation individuelle(Carlsson-Paige et Levin, 1995; Dinwid-die, 1994) et l'enseignement de la

290.

resolution de conflits et de la paix (Wichert,1989). Bien que ces deux approches aient unbut commun, soit celui de permettre aux jeunesenfants de communiquer efficacement afinde resoudre une dispute, la methode denegociation individuelle porte plutOt sur l'in-teraction entre les jeunes enfants dans unesituation conflictuelle precise. Par contre,l'enseignement de la resolution de conflits sefonde sur des lecons et des activites visantamelioivr les strategies de reglement de dif-ferends.

La negociation individuelleLe but principal de la methode de nego-

ciation est d'aider les enfants a parfaire leurfawn de resoudre des disputes quand ils sontdirectement meles a un conflit. Cettemethode s'avere plus efficace si elle est ap-pliquee dans le contexte positif de resolutionde problemes sociaux. Il est possible de so-lutionner ce type de problemes plus efficace-ment si les educatrices de la petite enfanceadmettent qu'il est positif et acceptable pourl'enfant d'avoir un certain nombre de con-flits au cours de son developpement social etque le role de l'intervenante est d'aider lesenfants a trouver leurs propres solutions ades conflits precis (Dinwiddie, 1994). Onencourage les enfants a cerner le desaccord,a trouver des moyens d'y mettre fin grace ala negociation et a mettre en pratique les so-lutions adoptees d'un commun accord(Carlsson-Paige et Levin, 1995).

Le degre d'intervention directe de l'edu-catrice dans le processus de negociationvane selon l'age des enfants et leur niveaude developpement, les plus jeunes ayantdavantage besoin d'aide pour identifier unprobleme précis et y trouver une solution(Okem-Wright, 1992).

L'enseignement de la resolution deconflits

La methode de l'enseignement de laresolution de conflits va de la creation d'unmilieu pacifique general a des lecons et desactivites specifiques concues pour aidersolutionner des disputes. Le milieu pacifiquedonne des moyens de creer un environnement


PR ATIQUEdemocratique et cooperatif caracterise par labienveillance et le bien-etre (Edwards, 1992).Le plus important pour cette perspective d'en-semble est d'etablir des liens sociaux positifset de mettre ]'accent sur ]'aptitude a resoudredes conflits sociaux (Wittmer et Honig, 1994).Les methodes plus precises de l'enseignementcomprennent des objectifs clairement definiset une ,panoplie d'activites visant a faciliter laresolution de conflits en classe.

Un exemple de programme destine a ap-prendre a la petite enfance a resoudre des dis-putes est contenu dans le guide de Wichertintitule Keeping the Peace: Practicing Coop-eration and Conflict Resolution with Pre-schoolers. Ce document foul-nit une seried'activites et de strategies precises concuespour aider les enfants tout au long du proces-sus de resolution de conflits (Wichert, 1989).Les objectifs d'apprentissage, soit l'accom-plissement d'une Cache en equipe, ]'ameliora-tion de la capacite de communiquer, l'analogieet le consensus, servent de cadre pour toutesles activites presentees se rapportant a lacooperation et a la resolution de problemes so-ciaux en groupe. Au cours de l'activite inti-tulee «faire conjointement une toiled'araignee», les enfants communiquent entreeux et negocient afin de creer une toiled'araignee avec de la corde simplement ens'assoyant en cercle et en croisant les balles deficelle qu' ils deroulent.

Les methodes de la negociation individu-elle et de l'enseignement de groupe sont inevi-tablement liees parce qu'elles sont toutes deux

axees sur les competences que possede l'en-fant de resoudre un probleme social et denegocier. Toutefois, aucune des deuxmethodes ne traite du role de reducatrice,du pore ou de la mere dans les conflits quisont parfois perpetuels dans le milieu de lapetite enfance.

Le lien entre la solution

globale et la garderieLa resolution globale de conflits dans le

cadre de la petite enfance tient compte a lafois du tiraillement de l'enfant et de celui deI'adulte. Des disputes precises entre les en-fants peuvent avoir pour cause indirecte unconflit ou une mauvaise communication en-tre les educatrices, les administratrices et lesparents. Quand les adultes, dans le domainede la garde d'enfants, apprennent a recon-mitre leurs propres objections et a lesresoudre efficacement, ils diminuent la ten-sion responsable de certaines discordes en-tre les enfants et reduisent le nombre demesententes au sein de toute la garderie. Deplus, les enfants sont beaucoup mieuxprepares a trouver des solutions &lullabies aleurs propres conflits s'ils ont comme exem-ple des adultes qui resolvent leursproblemes avec calme.

Une analogie : le plat qui mijote

On peut faire une analogie entre lesmethodes de resolution de conflits qui sontglobales et axees sur l'enfant et une marmite

Cactivite "Faire conjointement une toile d'araignee : les enfants crOent une toiled'araignee en deroulant et en croisant de la ficelle.


29

d'eau fremissante. Cette demiere imagepourrait etre represent& par une source dechaleur, une serie de petites bulles sous lasurface de l'eau et de plus grosses bulles a lasurface. Les conflits dans les garderies sur-gissent de la mane maniere que les bullesla surface, soit en raison du bouillonnementde la tension entre les adultes et les enfants.Des problemes sous-jacents, tels qu'unemauvaise communication ou des politiquesinefficaces de la garderie, sont souvent la«source de chaleur» responsable des ten-sions. La methode axee sur l'enfant tenteseulement de trouver une solution auxquerelles de surface de l'enfant. La methodeglobale est beaucoup plus generale parcequ'elle cible les trois aspects d'une dispute :(1) le conflit de l'enfant qui «bout>> A la sur-face; (2) les tensions qui «fretnissent» entreles adultes et les enfants; et (3) la source de«chaleur» sous-jacente de la mesentente.Une reflexion approfondie des scenarios deconflits effectuee sur les trois plans peut fa-ciliter la resolution totale de la discorde ausein de tout le programme. Cette reflexionest encore plus significative si les adminis-tratrices et les educatrices discutent et font]'analyse de scenarios de conflits précis.

Un scenario de conflit : le jeu dusuper-heros

Deux enfants se disputent vivement et sedonnent des coups a cause d'une figurine deBatman qu'un des deux enfants a rameneede la maison. Les enfants, qui sont de bonsamis, deviennent tres contraries; les parentss'inquietent de la violence dont ont faitpreuve leur enfant; et les educatrices subis-sent des frustrations causees par une serie dequerelles semblables au sujet d'un super-heros. Au cours d'une reunion subsequentedu personnel, it devient evident que les edu-catrices ont des opinions divergentes sur lefait de permettre ou non le jeu de fictionavec des heros. Certaines sont en faveur dece genre de jeu qui, selon elles, aide audeveloppement social de l'enfant, alors qued'autres sont contre parce qu'il suscite del'agression. Il est manifeste que des lignesdirectrices claires doivent etre elaborees mu-tuellement par les administratrices et leseducatrices afin de reduire le nombre deconflits agressifs causes par un heros.

Dans ce scenario, la dispute des enfantsau sujet du super-heros represente la surfacebouillante du conflit; les divergences d'opi-nion des educatrices au sujet de la valeur etdu caractere acceptable du jeu de heros

PR ATIQUEevoquent les tensions fremissantes; et le

manque de lignes directrices rappelle lasource de chaleur sous-jacente. Dans l'exempledonne, une approche axee sur l'enfantarriverait seulement a resoudre le conflit desurface en aidant les enfants a negocier unesolution a leur tiraillement au sujet de Bat-man. Avec la resolution globale de conflits,la dispute serait replacee dans le contexte del'opinion divergente des educatrices et dumanque de lignes directrices claires a ce su-jet. Cette discussion constructive permettraitde trouver une solution valable au problemeentier du jeu de super-heros.

Une discussion et une communi-cation constructives sont essen-tielles pour reussir a resoudre desconflits. Prenons comme exem-ple le dicton bien connu selonlequel «une marmite surveilleene bout jamais». Les adminis-tratrices, les educatrices et lesparents qui observent ou«surveillent» attentivement lemilieu de la garde d enfants etqui &rent toutes les tensions etles hostilites possibles grace a la

La pacificatrice, ou la personne quicherche a plaire, tente de garder tout lemonde heureux en evitant autant quepossible la confrontation. L'educatricequi voit un enfant en jeter un autre parterre sans aucune raison apparente surle terrain de jeu et qui a comme reac-tion d' aller prendre la «victime» dansses bras et de lui dire de se tenir loin de«l'agresseur» adopte le style de lapacificatrice.

communication constructive creerontun climat au sein duquel bien des disputesgraves entre les enfants pour ont etre evitees

La communication constructive :

la cle de la resolution globale

de conflits

Les administratrices et les educatrices dela petite enfance ont la responsabilited'etablir une communication constructive etefficace avec les enfants, les parents et entreelles afin de creer un climat propice a laresolution de conflits. Pour atteindre cetobjectif, it est important de se pencherattentivement sur le style de communicationde chaque personne. La travailleuse socialeVirginia Satir decrit cinq personnes quiadoptent un style de communicationdifferent : (1) la pacificatrice; (2) l'accusa-trice; (3) la deroutante; (4) la calculatrice; et(5) la negociatrice (Satir, 1988). Toutes lescommunications caracterisees par l'un desquatre premiers types sont mauvaises etsuscitent des malentendus et des tensions.Seul le style de la negociatrice incite a lacommunication vraie et constructive. Voiciune courte description de chaque genre decommunication selon Satir :

BEST COPY AVAILABLE

La negociatrice adopte un style de com-munication different des quatre autres parcequ'elle reconnalt que le conflit est legitime etimportant. Elle cherche a trouver des solu-tions efficaces et equitables. Une educatricefait preuve de negotiation quand elle s'ap-proche des enfants en chicane et qu'elle lesencourage a formuler leur point de vue et atrouver des solutions a leur desaccord.

L'approche globale de resolution de con-flits fonctionne mieux si le personnel de la

garderie communiquede fawn constructive al'aide de la methode

de la negotiation. Leseducatrices doivent se

pencher sur leur propre stylede communication pour

s' assurer qu' elles n'adoptent pasle mode de la pacificatrice, de l'ac-cusatrice, de la deroutante ou de la

calculatrice. Si les educatrices, les pa-rents et les administratrices donnent

l'exemple de la negotiation, les en-fants evolueront dans un milieupropice a la resolution efficace de

conflits dans toute la garderie. Si lenombre total de discordes a la garderie

est peu eleve, reducatrice de la petite en-fance sera davantage en mesure de guider

les enfants dans le processus de resolution deconflits (Wichert, 1989).

Harriet Field, M.S.S., M. Ed., est chargee de cours audepartement de l'etude de l'enfance et de la jeunessela Mount Saint Vincent University a Halifax (Nouvelle-Ecosse). Elle est une ancienne travailleuse sociale quia effectue de la recherche sur la resolution de conflits,sur l'amelioration du comportement et sur la forma-tion des educatrices de la petite enfance.

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L' accusatrice a un style de communi-cation autoritaire et cherche a trouverdes solutions immediates aux conflits.L'educatrice qui se &Oche de retirerun jouet au cceur d'une discorde,signalant ainsi que «personne ne peutplus jouer avec cet objet>> constitue unbon exemple de communication accu-satrice.

La deroutante detour= l'attention despersonnes en conflit en leur parlant dequelque chose qui n'a rien a voir avecla dispute. Pour illustrer ce type decommunication, on peut donnerl'exemple d'une administratrice qui, aucours d'une reunion du personnel,commence a discuter d'une activite definancement pendant que deux educa-trices s'affrontent au sujet de leurhoraire.

La calculatrice dit des platitudes demaniere impersonnelle. Citons commeexemple une educatrice qui, devant unconflit entre des enfants, a pour seulereaction de dire «utilisez la parole aulieu de vos poings».

292

ReferencesCarlsson-Paige, N. et Levin, D. (1992). «MakingPeace in Violent Times: A Constructivist Approach toConflict Resolution.. Young Children. 47: 4-13.

Carlsson-Paige, N. et Levin, D. (1995). «When PushComes to Shove Reconsidering Children'sConflicts». Child Care Information Exchange. 86:34-37.Dinwiddie, S. (1994). «The Saga of Sally, Sammyand the Red Pen: Facilitating Children's ProblemSolving». Young Children. 49: 13-19.

Edwards, C. (1992). «Creating Safe Places forConflict Resolution to Happen». Child CareInformation Exchange. 86: 43-45.

Oken-Wright, P. (1992). «From Tug of War to Let'sMake a Deal: The Teacher's Role». Young Children.47: 15-20.

Satir, V. (1988). The New Peoplemaking. MountainView, California : Science and Behavior Books.

Wichert, S. (1989). Keeping the Peace: PracticingCooperation and Conflict Resolution withPreschoolers. Philadelphia : New Society Publishers.

Wittmer, D. et Honig, A. (1994). «EncouragingPositive Social Development in Young Children».Young Children. 49: 4-12.


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A PROPOS

L'INTiGRATION DES ENFANTSAYANT DES

besoi s pUn programme quis'adresse a toes lesenfants


Dans les annees 70, les programmes d'aide a l'enfance ont commence a ac-cueillir, au Canada, des enfants ayant des besoins speciaux. Le principed'oinclusion», comme nous l'appelons aujourd'hui, marque tout un change-

ment par rapport aux croyances et aux pratiques fondees jusque la surl'hypothese que les enfants ayant des besoins speciaux etaient mieuxservis en milieulieu cloisonné.

Aux Etats-Unis la politique federate a consacre le droit des enfantsde 3 a 21 ans atteints de deficiences a une education gratuite et appro-priee. En outre, la loi federale interdit, dans le cadre des programmes etdes services de soins a l'enfance, toute exclusion fond& sur de tellesdeficiences. Au Canada, l'inclusion de ces enfants nest pas obligatoire.La plupart des provinces en ont appuye le principe, a un certain niveau,grace a des subventions, des consultations ou ('affectation de ressour-ces, mais elles ne l'ont pas encore impose.

D'apres les estimations les plus favorables, la plupart des garderiescanadiennes ont parfois accepte quelques enfants ayant des besoinsspeciaux en 1996. Toutefois, en regle generale, cette inclusion se pro-duit au gre des circonstances, les etablissements admettant ou excluantl'enfant en fonction des ressources et des competences dont ils dis-posent. Ainsi, une garderie peut dans certains cas accueillir des enfantsatteints d'une deficience intellectuelle, et une autre, des enfants atteintsd'une deficience physique. Au fur et a mesure que les garderies ac-quierent les ressources requises, il arrive souvent qu'elles elargissent lagamme de leur clientele et accueillent des enfants ayant des defi-ciences plus graves ou d'un autre ordre (des enfants atteints d'une defi-cience physique plutot que seulement ceux qui ont une deficiencementale, par exemple). Cette evolution est tellement previsible qu'onpeut parler. sur la voie qui mene a l'inclusion, d'une progression paretapes.

Le concept d'«inclusion» est toutefois plus large que ce mode d'in-tervention cas par cas. En principe, il signifie que loin de se limiter a

294

permettre aux enfants qui ont des besoins spe-ciaux de participer aux programmes concuspour ceux et celles qui n'en ont pas, les etablis-sements devraient chercher a les accueillir enencourageant les parents a les y inscrire.

Je constate avec plaisir que la section Apropos de ce numero d'Interaction aborde laquestion des strategies et des techniquesd'inclusion des enfants qui ont des besoins spe-ciaux. Je suis egalement ravie de voir desauteurs d'articles de fond se pencher sur lesmoyens d'elargir le champ des programmes

l`r

sr

'

m

a


PROPOS

B E S 0 I N S Agit SPECIAUX

Quels sont les principes de 'Integration?Rejet zero : Aucun enfant n'est exclu pour des motifs quitiennent au type ou au niveau de deficience dont it estatteint.

Representation proportionnelle : Le programme ac-cueille les enfants atteints de deficiences dans une propor-tion a peu pres eeale a celle ou on les trouve dans Ia popula-

tion en general.

Un certain &entail de possibilites : Les enfants avant desbesoins speciaux ne sont jamais assujettis a des services detzzarde de plus courte duree, ni exclus des services de gardeen milieu familial ou des soins aux enfants d' age scolaire.

Pleine et entiere participation : Des services de souuenappropries sont fournis pour que les enfants puissent par-ticiper, d'une fawn ou d'une autre, a toutes les activites.

Plaidoyer, proaction, participation des parents : Le pro -gramme assure activement la promotion des changements

legislatifs et des changements de politique, it encourage['inscription des enfants atteints de deficiences et it encou-rage Ia participation des parents au niveau qui leur convient.

pour que les garderies puissent un jour inclure tous les enfants. passeulement certain d'entre eux. Si je n'avais pas de contraintesd'espace. je vous conterais mille et une anecdotes sur ces auteurs,sur les moyens qu'ils et elles ont choisis pour etablir, par leursattitudes et leurs gestes quotidiens, de nouvelles normesd'inclusion. Ce soot des chefs de file dans leur domaine et j'espereque vous trouverez utiles, et dignes de suivi, les strategies et lesressources recommandees.

Au Canada, les responsables des services de soins aux enfantsont tout lieu d'être fieres quand elles passent en revue les effortsconsentis pour que les services soient offerts a tous les enfants. Lesquestions de financement, de formation et d'affectation des ressour-ces ont souvent suivi et non precede les decisions d'accueillirles enfants ayant des besoins speciaux. Toutefois, comme les sub-ventions, les incitatifs salariaux et les ressources continuent a faire('objet de restrictions, nous devons relever de nouveaux clefts sinous voulons promouvoir le droit des enfants qui ont des besoinsspeciaux de beneficier des services de garde a l'enfance. Sans l'en-cadrement legislatif et reglementaire qui encourage les garderies aaccueillir ces enfants, nous retomberons facilement dans d'ancien-nes ornieres au lieu d'explorer de nouvelles avenues. Nous avonstrop bien compris et experiments les avantages qu'offre ]'inclusiona ('ensemble de la collectivite pour faire marche arriere souspretexte que le chemin choisi devient aride et cahoteux.

Sharon Hope Irwin est directrice de Trairrtd'union - Reseau d'infonnation sur('integration dans le milieu en service de garde. Au cours des neuf dernieresarmies. TraitlErd'union, grace a des activites de recherche, de ressourcement et dedefense des droits de l'enfance, a contribui a elargir les possibilites d'inclusionIles jetines enfants avant des besoins speciaux et de leur famine dans les garderies.les centres recreatifs, les maisons d'enseignement et d'autres milieux


communautaires. TraitlYd'union offre une aide technique aux praticiens et publicdes bulletins. des fiches signaletiques. des livres et des videos sur les services degarde inclustfs. Pour de plus amples renseignements, veuillez communiquer avecTraiefrd'union. Reseau d'information sur ('integration dans le milieu en service degarde. C.P. 775. Sydney (Nouvelle-Ecosse) B1P 6G9. Telephone : (902) 562-1662ou 1 800 840-LINK: telecopieur : (902) 539-9117; adresse electronique :[email protected]: internet http : / /wwwcbnet.ns.ca/ specialink

References

Irwin. S.. Integration des enfants handicap& dans les services de garde engarderie et en milieu scolaire. Ottawa (Ontario). Subventions nationales aubien -titre social, Section des services aux personnel handicapees, 1992. [Disponibleaupres de Traittfd'unionl

Irwin. S., "Inclusive Child Care in Canada: Advances at Risk." As If ChildrenMatter: Perspectives on Children, Rights and Disability (chapitre I I ), North York(Ontario). The Roeher Institute. 1995.

Irwin, S., Till. L.. Vander Ven, K., et Fink, D.B.. Le livre de Trairtrd'union : Lesstapes de l'integration en services de garde. Wreck Cove (Nouvelle-Ecosse),Breton Books. 1993.

Ressources recommandees

Mainstreaming Preschoolers: Children with.... Project Head Start, U.S. Departmentof Health and Human Services. 1978. II s'agit dune serie de huit livres sur lesenfants atteints de deficiences (desordres emotifs: problemes de sante: deficiencesauditives: arrieration mentale: handicaps physiques: troubles de Ia parole et dulangage et handicaps visuels). qui ont ete elabores pour le personnel de Head Start.des services de garde. des ecoles maternelles et autres programmes prescolairesainsi que pour les parents d'enfants qui ont des besoins speciaux. Les fawns dedire sont parfois desuetes. mais Ia serie n'en reste pas moins une excellenteressource pour le personnel de premiere ligne oeuvrant dans le secteur des soins al'enfance. Meme si la derniere edition est epuisee. vous pouvez commander unecopie photocopide a Trait-d'union pour Ia somme de 25 $ (voir l'adresse ci-dessus).

Les parents collaborentavec le personnel a]'integration d'unenfant qui accuse unretard dedeveloppement

par Donna Michal

pendant des annees j'ai suivi le cheminement d'une famille etd'une equipe qui ont releve les nombreux clefts que posait!Integration d'un enfant accusant un retard de developpe-

ment dans un programme destine a la petite enfance. Je voudraisvous faire part de leur histoire.

Lorsque j'ai rencontre Gloria, elle emit parfaitement satisfaitedes arrangements qu'elle avait pris pour la garde de sa fineStephanie. une charmante et ravissante enfant de 10 mois, aux yeuxbruns et a la chevelure abondante et bouclee, qui accusait un retardde developpement. Gloria reconduisait Stephanie trois fois par se-maine chez une responsible de garde en milieu familial desenvirons.


A PROPOS

BESOINS SPEC I AUXDix-huit mois plus tard, je recevais un

appel de Gloria en etat de panique. La per-sonne chargee de la garde de Stephanie avaitpris la decision de quitter la province.L'agence de garde n'avait pas de place dis-ponible dans une autre famille des envi-rons mais elle avait recommande unegarderie dans la localite. Gloria voulait etresure que Stephanie pourrait se developperdans une garderie. Le personnel accorderait-il une attention particuliere a Stephanie, qui,contrairement aux autres enfants de deuxans, n'avait pas encore commence amarcher? Qui l'aiderait a s'exprimer? Com-ment savoir quel genre de nourriture elle ab-sorberait au jour le jour? Gloria n'enfinissait pas de s' interroger. Accompagneede son maxi Jack, elle s'est rendue plusieursfois a la garderie et, apres avoir pris le tempsde s'entretenir avec la directrice, a finale-ment decide d'y inscrire son enfant.

Au cours des trois annees qui ont suivi,je suis rest& en contact avec Stephanie, sesparents et le personnel de la garderie. J'aientendu parler des heures joyeuses ouStephanie se rendait a des fetes d'anniver-saire avec ses camarades, Oil elle apprenait aaller a bicyclette et commencait a parler. J'aiaussi entendu parler des heures sombres oudes problemes de communication ont erigedes barrieres entre les parents et le personnelet ou Stephanie ne reussissait pas s'integreraux jeux des autres enfants, et de tous ceslongs mois au cours desquels l'apprentis-sage de la proprete semblait un objectif im-possible a atteindre.

En &pit de ces difficultes de parcours,Gloria et Jack n'ont jamais remis en causeleur decision de collaborer avec le personnelet d'offrir a Stephanie la possibilite de bienvivre sa prime enfance. Lorsque j'ai de-man& a Gloria et au personnel de lagarderie de me dire comment ils ont reussi a«inclure» Stephanie dans le programme dela garderie, les cinq elements suivants sesont ties nettement dessines :

I. II faut s'assurer que le programmeest fonde sur des pratiques saines etadaptees a la petite enfance.

Par exemple, le personnel observe-t-il lecomportement des enfants et tient-il un

registre des interets de chaque enfant, deses realisations et de ses possibilites decroissance? Si les membres du personnelprennent note de leurs observations etplanifient des activites en consequence,elles seront prates a le faire avec un enfantqui accuse un retard de developpement.Merne si ces observations, dans un cascomme celui de Stephanie, doivent etreplus detainees (p. ex., enregistrer ses pre-miers balbutiements pour la gouverne del'orthophoniste), les membres du personneln'auront pas de mal a s'ajuster puisqu'ellesseront deja familiarisees avec ]'elaborationd'un programme fonde sur l'observationdes capacites et des aptitudes individuelles.A un certain moment, Gloria et Jack se sontapercus que les repas posaient un problemeA Stephanie. Le personnel avait observeque Stephanie avait de la difficulte a man-ger des aliments avec les doigts. Une seried'experiences pour donner a Stephanie('occasion de s'exercer a ramasser de petitsobjets a donc ete menee a la salle de jeu.Grace a l' utilisation de formes et d'objetsamusants et colores, beaucoup d'autres en-fants ont partage avec elle le plaisir!

En fait, les membres du personnel ontreussi a appliquer, dans la salle de jeu,toutes les activites prevues au programmede Stephanie. Elle travaillait en compagniedes autres enfants, apprenant avec eux et a

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leur contact tout en se creant un cercled'amis. L'orthophoniste lui-meme a utilisecette salle. Quand une periode de travail in-dividuel s'averait necessaire, it profitaitd'une transition prevue a l'horaire (p. ex., lesrecreations en plein air) pour rencontrerStephanie sans la presence des autres en-fants.

2. ll faut donner au personnel le tempsde se rencontrer pour s'entraider etpour &hanger des idies et descommentaires constructifs.

Le personnel de la garderie a besoin detemps pour se reunir, non seulement en tantqu'equipe, mais egalement pour contribuer ala gestion de l'etablissement. Trouver lesmoyens d'y parvenir est un defi en soi! Ladirectrice de la garderie de Stephanie afourni des ressources supplementaires pen-dant une partie de la sieste pour permettre aupersonnel de prendre son repas de midi et deplanifier son programme. 11 etait essentiel,pour le personnel de la salle de jeu, d'êtresensibilise aux capacites et aux besoins deStephanie et de tous les autres enfants.Chaque membre du personnel avait la res-ponsabilite de six enfants. LorsqueStephanie y etait, une educatrice de la petiteenfance, embauchee a temps partiel, s'occu-pait de ses coins primaires. Toutes les


A PROPOS

BESOINS(SPECIAUX

membres du personnel se rencontraient unefois par semaine pour planifier les activitesde la semaine suivante et pour discuter desparticularites de «leurs» enfants. De lameme fawn que le personnel s'occupant deStephanie consacrait du temps a discuterd'une strategie donnee, que tout le mondedevait connaitre pour aider Stephanie amieux communiquer, d'autres membres dupersonnel discutaient des besoins particu-liers de leurs jeunes clients (p. ex., discu-taient d'un enfant qui venait d'avoir un frereou une soeur, et cherchaient les moyens demieux faire accepter ce changement fami-lial). Parfois, une specialiste chargee desuivre Stephanie participait a une reuniondu personnel pour que toute l'equipe soitsensibilisee a des techniques particulieres.Lorsque Gloria et Jack ont souhaite que lepersonnel concentre ses efforts sur l'en-seignement de la proprete, une specialistedu comportement est venue a la reunion dupersonnel (et Gloria aussi!).

3. Il faut etre a Pecoute des parents del'enfant.

Il est arrive que les membres du person-nel soient aux prises avec un comportementdeviant chez Stephanie, mais cesproblemes, grace a une communicationconstante avec ses parents, se sont resolusrapidement. Quelle est la nature et lafrequence des communications a privilegierentre le personnel et les parents? Toutdepend de chacun. A un moment donne,Gloria aurait voulu savoir he genre d'ali-ments que Stephanie consommait chaquejour. Comme le personnel n'avait pas le


temps de dresser une liste ex-haustive des aliments qu'elleprenait, Gloria a elabore uneliste de controle, contenant desgroupes d' aliments et des vo-lumes, qu'elle a demande aupersonnel de cocher apreschaque repas.

Le personnel a egalementdernande a Gloria et a Jack del'aider a etablir la liste des ob-jectifs annuels de Stephanie.Gloria souhaitait qu'au coursde Farm& Stephanie apprennea aller a bicyclette, a commu-

niquer verbalement et a s'habiller. Lesmembres du personnel ont travaille a l'atteintede ces objectifs et leur ont incorpored'autres competences prescolaires (p. ex.,elles ont amene l'enfant a experimenter lesformes et les couleurs en peignant et endecorant des bicyclettes). II est essentiel quele personnel travaille de concert avec lesparents a l'atteinte de tels objectifs. Parfois,nous avons tendance a voir l'«inclusion»comme un phenomene qui ne s'appliquequ'en garderie. Pourtant, les parents deStephanie souhaitaient que leur fille soitaussi accueillie dans son milieu et qu'ellepuisse se promener a bicyclette sur le trot-toir, en face de leur residence, en compa-gnie d'autres voisins du meme age.

4. Il faut offrir a l'enfant, aupersonnel et aux parents la possibilited'acceder aux ressources dont ils ontbesoin.

Puisque Stephanie ne marchait pas en-core et qu'on devait la porter de temps aautre, la directrice et Gloria ont reussi a seprocurer les services d'une employee atemps partiel. Stephanie avait aussi besoind'une aide supplementaire pour assurer sondeveloppement moteur et langagier; la di-rectrice et Gloria ont donc pris des disposi-tions pour obtenir a la garderie les servicesd'une physiotherapeute et d'une orthophonistequi ont rencontre la nouvelle employee etfourni des strategies au reste du personnelde la salle de jeu. II faut toutefois noter quesi ces mesures ont pu etre prises tres rapide-ment dans le cas de Stephanie, c'est grace

297

aux programmes gouvernementaux envigueur. La realite n'est pas toujours aussirose, malheureusement.

Parents et directeurs pourraient fort biendevoir plaider leur cause pour obtenir lesressources dont un enfant a besoin. II est im-portant de le faire. 11 ne servirait a rien d'es-sayer d'inclure dans un programme unenfant qui a un retard de developpementsans disposer des services appropries. Tousles enfants atteints d'un retard de developpe-ment n'auront pas necessairement besoindes services d'un employe supplementaireou d'un specialiste en orthophonie et enphysiotherapie. Les parents, le personnel, lesspecialistes et la directrice doivent faire con-verger leurs efforts pour comprendre la situationde ]'enfant et reagir en consequence.

De la meme maniere, he personnel doitavoir acces a l'information requise pour of-frir he programme a l'enfan. t. Le personnelaura peut-etre besoin d'un materiel corn-plementaire et de l'autorisation d'assisterdes conferences, a des ateliers et a desseances de formation specialisee. Certainesmembres du personnel affectees a la salle dejeu ont participe a un atelier de communica-tion en vue d'apprendre les &apes a suivrepour favoriser chez Stephanie la maitrise dulangage. La directrice a reussi a financer cestage de formation et a procurer au person-nel les ressources documentaires qu'il luifallait.

II se peut egalement que les parentscherchent a obtenir des ressources sup-plementaires. Gloria et Jack pouvaientcompter sur une famine nombreuse pour as-surer la garde de Stephanie he soir et les finsde semaine, et aussi sur la garderie, dontl'aide s'est aver& precieuse. Gloria a ac-cepte de payer ses propres frais d'inscriptionpour participer a l'atelier sur la communica-tion qui etait offert au personnel de lagarderie.

Chaque enfant, chaque famille et chaqueequipe de pedagogues a besoin de ressour-ces differentes. 11 est essentiel que tous ceuxqui participent a ]'education de l'enfant serencontrent au moms une fois par anneepour dresser la liste des ressources requiresafin d'assurer la croissance active et I'ap-prentissage de ]'enfant.

A PROPOS

BESOINS(SPECIAUX5. Il faut se concentrer sur les grandeslignes du programme et apprecier lapresence des enfants!

Un jour, alors que Jack venait chercherStephanie, it a eu l'agreable surprise de lavoir jouer avec deux autres petites flutes dansle bac de sable de la cour de recreation. Il estreste quelques minutes a observer les enfantsqui remplissaient leurs seaux, les vidaient, etriaient du plaisir de jouer ensemble. Alorsqu'il se preparait a quitter la garderie, unemembre du personnel lui a dit que Stephanieavait a nouveau de la difficulte a se servir desciseaux et a suggere qu'elle fasse du decou-page a la maison. Jack lui a, a son tour, ra-conte ce qu'il avait observe dans la cour derecreation en precisant qu'il &aft, a longterme, plus preoccupe par la capacite deStephanie de jouer et de se faire des amisque par son habilete a couper du papier. Cecommentaire a d'abord choque l'educatrice,mais a la reflexion et apres en avoir parleavec ses collegues, elle a compris le point devue du pore de Stephanie.

Puisque certains enfants ayant un retardde developpement doivent peiner pour ac-querir les habiletes prescolaires de base, ilpeut etre tentant pour le personnel (et parfoispour les parents) de trop insister sur le pro-gramme et les techniques. Il ne faut pas per-dre de vue le developpement global del'enfant et l'importance de l'etablissement deveritables relations au cours des anneesprescolaires. Il importe que le personnel ap-prenne a connaitre tous les enfants et a jouirde leur compagnie. Les membres du person-nel ont passé du temps en la compagnie deStephanie et elles l'ont rencontree chez elle(comme elles l'ont fait d' ailleurs pour les au-tres enfants); c'est ainsi qu'elles ont apprisqu'elle aimait jouer avec des animaux enpeluche, qu'elle aimait se balancer au son dela musique, qu'elle mangeait beaucoup defruits et appreciait la compagnie d'autres en-fants.

Comore l'a dit la directrice de la garderiede Stephanie, qune des nombreuses joies detravailler avec de jeunes enfants, c'est qu'onne cesse de s'emerveiller en les voyants'epanouir, comme une fleun>. Gloria et Jacks'entendent pour dire que Stephanie s'estepanouie au cours des annees passees a lagarderie. On ignore les dons que chaque

enfant a en reserve et on dolt en con-sequence fournir a chacune et a chacunl'occasion de se developper au maximumde ses capacites. C'est exactement ce queGloria et Jack ont fait, avec le personnelde la garderie, pour Stephanie.

Donna Michal, actuellement en conge de maternite,est coordonnatrice du Demonstration Day CareCentre et presidente du Early Childhood Admini-stration Program au Grant MacEwan College d'Ed-monton, en Alberta.

Ressources recommandees

"Beginnings Workshop: Special Needs: Meeting theNeeds of the Children", Child Care Information

Exchange, nuttier° 105, septembre-octobre 1995.

Bredekamp, S. (ed.), Developmentally AppropriatePractice in Early Childhood Programs ServingChildren From Birth Through Age 8 (editionexpiree), Washington, D.C., NAEYC, 1987.

Denman-Sparks, L. et A.B.C. Task Force, Anti-biasCurriculum: Tools for Empowering Young Children,Washington, D.C., NAEYC, 1989.

Peck, C.A., Odom, S.L. et Bricker, D.D. (ed.),Integrating Young Children with Disabilities intoCommunity Programs, Baltimore, Paul H. Brookes,1993.

Ramsey, Patricia G., Making Friends in School:Promoting Peer Relationships in Early Childhood,New York, Teachers College, Columbia University,1991.

Soins de sante speciaux en garderie

minimiser les risquespar Trudy Norton

L'expression soins de sante

speciaux designe les soins

medicaux autres que ceux qui

sont generalement offerts en

garderie. Le personnel ne peut

habituellement les administrer

sans recevoir un supplement

d'information et de formation et

un soutien approprie.

Au cours des dernieres annees, letaux de survie des bebes et desenfants qui ont des besoins spe-

ciaux en matiere de sante s'est ameliorede facon spectaculaire. Les progres real-ises dans les sciences et les techniquesmedicales ne sauvent pas seulement desvies mais offrent, a des enfants qui etaienthier encore confines a la maison ou al'hopital, une plus grande mobilite. Au-jourd'hui, les enfants qui ont une gammede besoins speciaux en matiere de santesont inscrits a des programmes de garde al'enfance. Leur inclusion reflete une

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volonte d'elargir ces programmes et d' offrirA tous les enfants l'occasion de profiterpleinement de leur enfance.

On estime qu'un enfant sur dix a desbesoins speciaux d'un type particulier sur leplan cognitif, physique, communicatif ouemotionnel. Environ 10 p. 100 de ces en-fants ont besoin de soins de sante particu-liers en raison d'une maladie chronique oud'une allergie, d'un trauma, d'une defi-cience ou d'une maladie infectieuse grave.Les symptomes, pour chacun de ces etatspathologiques, vont de legers a severes etsont de longue ou de courte duree. Il im-porte toujours de tenir compte des circons-tances particulieres et de la personnalite dechaque enfant.

Presentation des enfants

Les textes suivants sont extraits d'anec-dotes de parents rassemblees en 1992 pourles fins du Special Health Care Project.'Ces anecdotes, redigees par des meres,presentent des exemples de besoins desoins de sante speciaux que peuvent avoirles enfants inscrits a des programmes degarde a l'enfance. En outre, elles decrivent,sous un eclairage familial, des experiences


A PROPOS

BESOINS SPECIAUXd' inclusion positives. Dans chaque cas, lepersonnel chargé de la garde des enfants aete forme par des professionnels de lasante pour pouvoir fournir les soins desante de base.

Carly;

Carly et sa soeur jumelle Angela sontnees a leur 25e semaine de gestation.Carly a fait ]'objet d'interventions de sur-vie pendant quatre mois et elle n'a pu re-joindre sa soeur Angela a la maison avantrage d'un an et demi. Nous devions luidonner, comme a l'hopital, de l'oxygene24 heures sur 24 et combler ses besoinsnutritifs grace a une gastrotomie d'ali-mentation. Les deux enfants ont une infir-mite motrice cerebrale, bien que Carlysoit atteinte plus gravement qu' Angela.

Quand Angela a commence a frequen-ter recole maternelle, il est devenu evi-dent que Carly savait qu'elle passait a coted'une serie d'experiences nouvelles. Noushesitions a inscrire Carly, a cause de sonmauvais etat de sante, tout en etant parailleurs persuades que ]'experience luiferait beaucoup de bien.

Le plus gros obstacle etait son traite-ment a l' oxygene, mais elle avait egale-ment besoin d'autres soins comme d'untraitement de physiotherapie au thoraxpour sa maladie pulmonaire chronique etd'elongations en physiotherapie pourmaintenir l'amplitude de ses mouvements.La physiotherapeute est venue demontrerla technique, les membres du personnell'ont imitee et elle les a «accreditees».L'infirmiere a redige un plan de traite-ment et elle a montre au personnel com-ment nourrir Carly.

Une fois tout en place, la transitions'est effectuee en douceur.

April Plasteras

Kevin,5)

Kevin avait 14 mois quand il a mangedu beurre d'arachides pour la premierefois. En l'espace de quelques secondes,son cou, son visage et ses yeux se sontrills a gonfler. Son visage etait ecarlate etcompletement couvert d'urticaire. C'etait


sa premiere reaction allergique. Depuislors, nous avons assists a d'autres reac-tions plus legeres, mais la possibilited'une reaction grave provoquant un chocanaphylactique est tits reelle.

Sans intervention medicale, les voiesrespiratoires se bloquent, la pression san-guine tombe, la victime perd conscience etpeut mourir. Une reaction allergique peutse produire dans les minutes qui suiventl'incident, mais cela prend parfois plu-sieurs heures avant que les symptomesmortels apparaissent.

Kevin a frequents la garderie et il estmaintenant a l'ecole maternelle. On a ac-cords beaucoup de soins et d'attention auxpreparatifs de son insertion dans ces deuxmilieux. Les noix y sont interdites etKevin doit suivre un regime alimentairestrict. Pour lui offrir un environnementstir, il a fallu former les prestataires desoins et les educatrices en procedures desoins preventifs et de soins d'urgence.L'infirmiere a montre a toutes les mem-bres du personnel comment reconnaitreles signes avant-coureurs d'une urgenceainsi que la procedure normale d'admini-stration de l'Epi-Pen.

A la maison comme a l'exterieur,chacun est attentif et diligent lorsqu'ils'agit de repondre aux besoins de Kevin,et nous avons evite jusqu'ici une autrecrise aigue.

Colleen Sipila

Stephanie

Stephanie est atteinte de spina-bifidaet d'hydrocephalie. A cause du spina-bi-fida, elle porte une sonde. Deux des mem-bres du personnel de la garderie ont eteentrainees par une infirmiere a l'utilisationde ce procede. J'en ai fait la demonstra-tion, et l'infirmiere a fourni au personnelles renseignements necessaires.

Stephanie se sert maintenant debequilles. Le fait de se retrouver avec desenfants qui n' avaient pas de deficience aete pour elle une source importante demotivation. Une foule d'activites ludiquesse deroulent au-dessus, par-dessus, a l' in-terieur ou en-dessous d'objets qui se trou-vent dans l' entourage des enfants.

299

Stephanie utilise encore sa marchette al'exterieur, mais a l'interieur, elle veut atreaussi libre de ses mouvements que possible.Les autres enfants l'aident quand elle en abesoin. Par exemple, si elle se dirige a qua-tre pattes quelque part, ils s'empressent delui apporter ses bequilles. Cependant, ils nela traitent pas comme un bebe. Parfois,quand elle essaie de leur faire croire qu'ellene peut pas faire quelque chose, ils luirepondent : «T'es capable Stephanie,vas-y!»

Bien qu'il n'y ait jamais eu de doute surla force de sa personnalite, Stephanie ac-quiert chaque jour de nouvelles capacites etune plus grande confiance en ses moyens.Il est curieux de noter que souvent, ce sontles enfants qu'on s'attendait le moins a voirs'interesser a Stephanie qui s'occupentd'elle.

Tracey McDougall

Jake.

Lorsque Jake est ne, it n'avait que10 p. 100 d'un intestin grate normal. 11 y aquelques annees, it n'aurait pas survecu. Ila passé ses deux premieres annees a l'hopi-tal entre la vie et la mort. Quand les prepa-ratifs de son retour a la maison ontcommence, j'etais completement &pass&par les evenements. Il etait relie 24 heuressur 24 a un dispositif d'alimentation gas-trostomique. Comment reussirais-je jamaisA m'occuper de ce petit garcon actif, en-chains a une pompe d'alimentation gastri-que par voie intraveineuse? J'ai entendupaler d'une pompe qui ne pesait que deuxlivres. Nous avons essays d'en mettre unedans un petit sac a dos que Jack portait enpermanence. Cela assurait sa mobilite. Ceprocede a bien fonctionne et mon fils estdevenu un pionnier. Graduellement, il areussi a absorber plus de nourriture par voieorale et ses seances d'alimentation gastros-tomique se sont graduellement litnitees a laperiode nocturne.

La recherche d'une garderie a ete pourmoi une aventure peuplee de confusion etde defis, mais celle que j'ai choisie m'a pludes 1' instant oil j'y ai penetre. La garderieest tres importante a mes yeux. Avant queJake ne commence a la frequenter, j'avais

A PROPOS

BESOINS SPECIAUXconcentre toute mon energie a repondre ases besoins particuliers. La garderie m'aappris a le traiter d'abord comme un en-fant. Je l'ai vu jouer et rire, grandir et ap-prendre, exactement comme les autres

Nancy Sweedler

Planification en equipeL'equipe chargee de coordonner les

activites de soutien a l'inclusion desenfants ayant des besoins speciaux peutcomprendre les parents, des professionnelsde la sante, le personnel du programme etdes experts-conseils de la localite. Commela composition d'une telle equipe peutvarier selon l'etat de l'enfant, les ressour-ces locales et les systemes de prestation,une approche multidisciplinaire est essen-tielle si on veut assurer la diffusion d'uneinformation complete et exacte.

Entre autres taches, les membres de('equipe doivent diagnostiquer l'etat desante de l'enfant, elaborer un plan de soinsde sante individuel, et enfin assurer la for-mation et etablir des procedures d'ur-gence. La planification, au niveau duprogramme, tient compte de toute adapta-tion necessaire pour repondre aux besoinsde l'enfant concerne et des autres enfantsqui participent au programme.

Un professionnel de la sante evaluerala sante de l'enfant pour determiner la sta-bilite de son etat et pour decider si lesprocedures de soins de sante choisies peu-vent etre deleguees en toute securite a unprofessionnel qui n'oeuvre pas dans le do-maine de la sante. Dans les cas on un diag-nostic clinique serait requis, unprofessionnel de la sante doit prendre enmain la sante de l'enfant. Par exemple, siun enfant qui participe a un programme degarde a l'enfance a besoin qu'on ajusteson flux d'oxygene par suite de modifica-tion de son etat, it est confie a une infir-miere. Si, comme dans le cas de Carly, ceflux est regle avant son arrivee et resteconstant, un professionnel d'un secteurautre que celui de la sante peut administrerle traitement.

Un plan est redige par un profession-nel de la sante en collaboration avec les

parents. Ce plan fournit des renseigne-ments particuliers sur les antecedents del'enfant en matiere de sante et sur son etatde sante actuel. Ce plan explique les soinsde sante speciaux dont l'enfant a besoinalors qu'il est a la garderie. Les moyens aprendre pour respecter la procedure enmatiere de soins, les signes avant-coureurs, les symptornes d'une situationd'urgence ainsi que les procedures d'ur-gence y sont decrits. Un plan est un docu-ment juridique qui doit etre approuve etsigne par le professionnel de la sante etpar les parents.

La formation du personnel charge dessoins a l'enfance se fonde sur l'examen dequatre elements : l'information de base surles soins de sante speciaux et sur les en-fants qui en requierent et leur famine; l'in-formation liee a l'etat de l'enfant;l'information concernant l'enfant; enfin, ledeveloppement de la competence dans lecadre des Caches d'infirmerie deleguees.Que faut-il connaitre et enseigner, quidonnera la formation, qui la recevra, cesont la des questions auxquelles on repon-dra en gardant a l'esprit l'importance de lasecurite et de la protection de l'enfant etde la prestataire de soins. Les arrange-ments requis sont pris pour surveiller con-tinuellement le niveau de competence desprestataires de soins et leur offrir un recy-clage s'il y a lieu.

Programmes de soins

I'enfanceLa planification, au sein d'un pro-

gramme de soins a I'enfance, de l'admis-sion d'un enfant qui a besoin de soins desante speciaux comprendra vraisemblable-ment certaines formalites administratives.Puisqu'il s'agit d'un etablissement educa-tif et de garde d'enfants, et non d'un eta-blissement de soins de sante, it peut yavoir certains risques. Les questions decouverture d'assurance et de responsabilitecivile doivent donc etre examineesattentivement.

Les parents doivent comprendre et re-connaitre pleinement les risques auxquels


ils exposent leur enfant. Comme pour touteintervention ou procedure medicale, it estimperatif que les parents donnent leurconsentement &laird lorsque des soins de santespeciaux sont prevus.

La couverture d'assurance et la res-ponsabilite sont determinees en evaluant le

niveau de risque. C'est pourquoi les souscripteursd'assurance doivent etre certains que les decis-ions quant a la delegation sure et appropriee desCaches d'infirmerie, la formation des prestatairesde soins de sante speciaux et la surveillance desprocedures ont ete prises par un professionnel dela sante. Les compagnies d'assurance doiventsavoir que les risques propres a la situation ontete evalues et qu'on en a tenu compte.

Les risques en matiere de responsabilitecivile representent un des principaux obstacles al'integration des enfants ayant des besoins desante speciaux dans les programmes destines a laprime enfance. Une fois ce risque minimise, lesprestataires de soins peuvent se concentrer sur lacreation d'environnements de soutien et deprogrammes de qualite pour tous les enfants.

Trudy Norton est codirectrice dune garderie offrant desservices ,sinclusifs.0 a des families dont les enfants ont de 3a 12 ans dans le cadre de quatre programmes agrees. Elleest presidente sortante de l'Early Childhood Educators ofBritish Columbia et elle a ere agente principale derecherche pour le Special Health Care Project.

Ressources recommandeesSociete canadienne de pediatrie, Le bien-etre des enfants :guide de vivant a promouvoir la sante physique, la securite,le developpement et le bien-etre des enfants dans lesservices de garde en garderie et en milieu familial,Volumes 1 & 11, Toronto (Ontario), Creative Premises, Ltd.,1992.

In Their Own Special Way [video], Vancouver (C.-B.),MediaVision, 1993.

Infection Control in Child Care Settings [video], Lawrence,Kansas, Learner Management Designs, Inc.

Taking Off Lids [video], Ottawa (Ontario), Association de laparalysie 3cerebrale, 1990.

Urbano, M.T., Preschool Children with Special HealthCare Needs, Washington, D.C., NAEYC, 1994.

Wolery, M., Including Children with Special Needs in EarlyChildhood Programs, Washington, D.C., NAEYC, 1994.

I . Le special Health Care Project a ete subventionne par la Caissed'aide aux projets en matiere de garde des enfants entre 1990 et1994 pour analyser ce qui se produit lorsque des enfants ayant desbesoins de sante speciaux sont inscrits dans des garderies pourmobiliser de nouvelles ressources dans le champ de la garde aI'enfance. Special Health Care: Recommended Practices for theEarly Childhood Education Field comprend un guide de I'usager, unmanuel de l'animateur et une video. Des exemplaires du manuel(20 $) et de la video (30 $) peuvent eve obtenus en quantite Iimiteeaupres de Traittrd'union, C.P. 775, Sydney (Nouvelle-Ecosse)B IP 6G9 (I 800 840-5465). ECEBC espere etre en mesure dereviser et de reediter cette trousse trhs bientot.


A PROPOS

BESO 1 NS SPECIAUX

Interventions aupresd'enfants ayant uncomportement difficile et desbesoins speciaux

par Lynda Orr et Gerald Cavallaro

Un enfant qui affiche un comporte-ment agressif et indiscipline estsource de preoccupation dans

n'importe quel milieu de garde d'enfants,mais quand cet enfant a des besoins qui exi-gent des programmes speciaux, ('admini-stration de ces programmes parallelement ala regulation des comportements difficilespeut representer une veritable gageure pourune garderie dot& de ressources limitees.Meme lorsque les parents et les organismesde garde a l'enfance s'entendent pour ad-mettre qu'ils ont desesperement besoin der expertise de professionnels de la gestionet de la psychologie du comportement, lescolas sont souvent tellement eleves qu'ilsne peuvent les assumer.

Nous vous presentons ci-apres la des-cription d'un programme que nous avonselabore pour les Services d'integration pour

jeunes enfants, un programme bilinguerelevant des services de garde a l'enfanceAndrew Fleck, finance par le ministeredes Services sociaux et communautairesde ]'Ontario. Ce programme vise a foumirun appui aux ecoles maternelles ac-creditees, aux garderies et aux pro-grammes de jour en milieu familial quidoivent offrir des services aux enfants de6 semaines a 10 ans ayant des besoinsspeciaux. Vous pourrez y glaner certainesidees applicables dans votre milieu. Dansle domaine de la gestion des comporte-ments, la solution consiste a desamorcerles problemes avant qu'ils ne prennenttrop d'ampleur.

Notre programme permet de savoir ouet quand deployer des efforts grace a deuxtypes d' evaluation : environnementale etfonctionnelle.

22 INTERACTION HIVER 1997 301

L' evaluation environnementale examine]'organisation et le contenu des programmeset precise les modes d'interaction entre lepersonnel et les enfants. La premiere ques-tion a se poser est la suivante : «Les mem-bres du personnel accordent-ils plusd'attention a des comportements appropriesqu'a des comportements inadequats?» Puis :«Les membres du personnel sont-ils co-herents dans leurs attentes par rapport achacun des enfants et ces attentes sont-ellesles memes pour tous?» Enfin : «Les mem-bres du personnel adaptent-ils leurs direc-tives au niveau de comprehension desenfants et sont-ils disposes a donner suite aces directives, a faire respecter les limites etA imposer des sanctions raisonnables s'il y alieu?» Pour chacune de ces questions, leconsultant tente de renforcer la communica-tion entre les pedagogues (pour etablir unecertaine coherence) et entre le personnel etles enfants (pour ameliorer la cooperation).Finalement, le consultant evalue le contenudu programme pour s'assurer que celui-cirepond aux besoins et suscite inter& detous les enfants. Dans la negative, des res-sources et de l'aide sont fournies. Le con-sultant examine en outre attentivement lesperiodes de transition entre les activites puis-que c'est a ces moments-la que la plupartdes incidents semblent se produire. Lorsqueles transitions sont intelligemment struc-turees, les difficultes peuvent etre surmon-tees. La strategie la plus utile consiste, pourle personnel, a signaler aux enfants, a deuxou trois reprises, que activite en cours vaetre modifiee. On peut en outre faire desmiracles en donnant a l'enfant qui a lesproblemes de transition les plus aigus unrole d' assistant.

Des seances de retroaction et de forma-tion du personnel au terme de revaluationenvironnementale suffit souvent a resoudrela majorite des problemes de comportement.Lorsque ce n'est pas le cas, it est indispensa-ble d'organiser des seances de consultationindividuelles avec les enfants et d'entrepren-dre une evaluation fonctionnelle. L' evalua-tion fonctionnelle repose sur hypothese quele comportement deviant est mis au servicedu but que poursuit l'enfant et qu'il a doncune fonction particuliere. En d'autrestermes, le comportement a pour fonction de

PROPOS

BESOINS SPEC I AUXpermettre a l'enfant d'echapper a une activitequ'il deteste ou d'obtenir ce qu'il veut, tel quel'attention du personnel ou l'acces a une ac-tivite ou a un jouet favori. Dans la plupart descas, le comportement compense pour unelacune Hee aux besoins speciaux de l'enfant.Par exemple, si un enfant n'a pas encore ac-quis la competence de communication ver-bale qui lui permet d'obtenir un jouet ou leshabiletes sociales requises pour en partagerun avec d'autres enfants, la crise de colerepeut lui apparaitre comme le plus stir moyend'obtenir ce qu'il veut. L'enfant ne se dit pasforcement qu'un acces de colere est efficace,mail il se souvient que ce genre de crise adeja produit, dans le passé, les resultatsescomptes. De la meme maniere, un enfantpourra faire toute une scene pour eviter des'asseoir tranquille pendant l'heure du cercle,parce qu'il trouve cette exigence trop grandepour lui.

Pour resoudre efficacement un pro-bleme de comportement, it faut evaluer safonction.

Le fait de connaitre la fonction conduitpresque toujours, tout naturellement, a unesolution satisfaisante. Il faut d'abord em-pecher que le comportement perturbateur nepermette a l'enfant d'atteindre son but tout enlui enseignant le genre de comportement quilui permettra de l'atteindre plus efficacement.Dans l'exemple ci-dessus, les membres dupersonnel enseigneront a l'enfant les mots quilui permettront d'obtenir le jouet convoite etils l'encourageront a les utiliser. En 'nametemps, ils encourageront l'enfant a partagerses jouets en faisant appel a des techniquesd'imitation et en lui donnant des instructionsprecises. Plus tard, lorsqu'une crise se pro-duira, le personnel l'ignorera et reorienteral'enfant vers une nouvelle activite quin'inclut pas la manipulation de ce jouet.

L'etude de cas suivante, extraite du pro-gramme Bon depart d'Ottawa, illustre la

fawn dont le programme fonctionne. Un con-seiller des Services d'integration pour jeunesenfants a adresse Mark, un jeune garcon dequatre ans ayant des difficultes de communi-cation et de graves problemes de comporte-ment, a un specialiste du comportement, desque le nouveau programme est entre envigueur. Mark se complaisait a l'epoque dans

des crises de colere (se jetant sur le sol enhurlant) et dans des actes de destructionet d'agression (en donnant des coups depoing et des coups de pied et en mordant)au cours desquelles il a blesse des mem-bres du personnel et d'autres enfants. IIrefusait constamment de se plier aux de-mandes du personnel et arrivait mal afaire les transitions. La garderie avaitprecise que si son comportement nes'ameliorait pas, il devrait quitter l'eta-blissement dans les six semaines. Il a eteexamine entre-temps dans un etablisse-ment psychiatrique.

Le consultant a evalue l'environne-ment de la garderie et plusieurs change-ments y ont ete apportes. Le niveaud'attention accords aux comportementsappropries (renforcement) a ete rehausse.Le personnel a recu une formation poursavoir quand et comment utiliser destechniques de renforcement et de dissua-sion. Des seances de formation ont egale-ment ete offertes afin de structurer lesperiodes de transition et de veiller a ceque le personnel affiche ses couleurs ets'en tienne a ses demandes et a ses ins-tructions. L'amelioration de la commu-nication entre les membres du personnela ete vivement encouragee a des finsd'uniformite. En raison des echeances etdu niveau de stress dans la garderie, le ra-tio adultes-enfants a ete augments. Enfin,on a tenu compte des activites et des

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objets preferes de Mark dans l'organisation dutemps pour ]'encourager a participer.

L'evaluation fonctionnelle a montre queles crises et les agressions se produisaient leplus souvent dans un contexte d'interactionsociale avec des pairs ou en reponse A des in-terdictions imposees par le personnel. Le com-portement de Mark semblait etremultifonctionnel. Il utilisait ses acces de colereet d'agressivite pour attirer l'attention du per-sonnel, pour etre autorise a acceder aux objetset aux activites qu'il preferait et pour echapperaux activites qu'il trouvait trop exigeantes.Mark n'avait, a cette époque, pas encore ac-quis les habiletes langagieres et sociales luipermettant d'amorcer des echanges avec sespairs, et il eprouvait beaucoup de difficultese soumettre aux contraintes et aux limites deson milieu.

En vue d'empecher que les comporte-ments agressifs de Mark lui permettent d'at-teindre ses objectifs, le personnel avait recuI'ordre de l'eloigner en cas de crise. Cettemiss en quarantaine se deroulait avec un mini-mum d'echanges verbaux et ne durait qu'untemps limits. Une fois le calme revenu, Marketait replace dans son environnement,reorients vers une activite positive et felicitelorsque se produisait une interaction socialeconvenable.

Puisque Mark agissait parfois de maniereagressive pour se soustraire a une situation, lepersonnel a convenu de lui permettre de

HIVER 1997 (INTERACTION 23

A PROPOS

BESOINS(SPECIAUXsuspendre ses activites apres une courteperiode de participation. L'educatrice devaitignorer tout comportement perturbateur etrendre l'activite plus interessante pour lesautres enfants pour les amener a oublier lapresence de Mark. On mettait ensuite ('ac-cent sur l'apprentissage, le jeu et l'imitationde modes d'interaction socialement appro-pries. Les activites du cercle abordaient untheme qui favorisait ('usage du langage et lepresentait comme le meilleur moyen d'ame-ner les autres a cooperer.

Malgre les apprehensions initiates dupersonnel, la frequence des coleres et descomportements agressifs de Mark a baissede fawn notable au cours des six semaines,si bien qu'il a pu demeurer au sein du pro-gramme. Actuellement, il se comporte telle-ment bien qu'il n'est plus necessaire de faireappel a du personnel d'appoint.

Lorsque la consultation a commence,agressivite de Mark etait telle qu'on etait

force de l'immobiliser trois ou quatre foispar jour. Apres un an, les comportementsagressifs se produisaient encore en moyenneune fois par jour, mais it n'etait plus neces-sake de l'immobiliser. Maintenant, apresdeux ans, les agressions se produisent moinsd'une fois par semaine. Mark interagitmaintenant avec les autres enfants et il uti-lise le langage pour exprimer ses desks,meme s'il a encore besoin d'aide pourchoisir les formules qui permettent d'amor-cer un echange social. Le personnel le voitfacilement quand Mark ne coopere pas et ilpeut desamorcer sa crise. Mark continue alui montrer que s'il ne persevere pas, sescomportements agressifs reprendront deplus belle.

Nous esperons que les faits presents icioffriront aux lecteurs des idees concretespour aborder les problemes de comporte-ment. Si vous voulez modifier un comporte-ment, examinez d'abord l'environnementdans lequel il se produit et cernez-en ensuitela fonction. Examinez-le a la lumiere desplus grosses lacunes de l'enfant. Le corn-portement peut compenser pour ces lacunes.Si c'est le cas, vous devrez enseigner ourenforcer cette habilete si vous voulezameliorer de fawn significative le com-portement en question.


Lynda Orr est specialiste du comportement dans lecadre du Programme de gestion du comportementd'Ottawa-Carleton. Elle a travaille pendant 12 ansavec des enfants et des adultes qui affichent desdifficult& de comportement et un retard dedeveloppement. Gerald Cavallaro, un psychologuequi compte 15 ans d'experience dans le domainedes retards de developpement, travaille au Rideau

Regional Centre de Smiths Falls, en Ontario. 11 est ac-tuellement consultant pour le Programme de gestion ducomportement et la Societe d'aide d l'enfanced'Ottawa-Carleton.

Ressources recommandeesA Practical Guide to Solving Preschool BehaviourProblems, par Eva Essa, Delmar Publishers, Albany,New York, 3` edition, 1995.

Jeux et relations:

programmer rintegrationpar Anne Carr

/1 y a environ cinq ans, a une con-ference a Albuquerque, au Nouveau-Mexique, Rebecca Fewell, qui a

elabore une echelle d'evaluation du corn-portement ludique des jeunes enfants, adebute son atelier en posant a son auditoiremultidisciplinaire la question suivante :

oComment voulons-nous que nos jeunesenfants passent leur temps?» Apres unepause, plusieurs ont repondu : oilsdevraient jouer!» oAh, ah!, a-t-elle retor-que, et comment se fait-il que nos jeunesenfants qui ont des besoins speciaux tra-vaillent tout le temps? Vous les faites tra-vailler pour ameliorer leurs habiletesmotrices fines, le developpement de leursgrands muscles, leurs capacites intellec-tuelles ...» II y eut un silence.

Pour moi, son intervention validait unegrande partie des travaux que Cath-leen Smith et moi-merne avions entreprisdans le cadre de la serie de videos Ainsi sefait l'amitie. Le developpement de Ia

sociabilite est essentiel a l' inclusion desenfants qui ont besoin d'un soutien specialen milieu communautaire (Guralnick,1993). Les petits ou les grands projetspeuvent etre un element vital pourI' insertion sociale.

L'examen des publications scienti-fiques montre qu'on insiste maintenantdavantage sur le developpement social del'enfant qui a des besoins speciaux que surses aptitudes cognitives. En &pit des avan-tages que l'on a tendance a attacher a ]'in-clusion, force est de constater que Ia seuleexposition au contact avec les pairs et a des

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activites qui conviennent au groupe d'dgene suffit pas a accroitre les interactions so-ciales des enfants ayant des besoins speciaux.En tant qu' intervenantes aupres de la primeenfance, nous comprenons intuitivementque notre chore approche piagetienne (ladecouverte libre par le jeu, guidee de loinpar l'adulte) ne fonctionne pas pour tousles enfants. Pour certains d'entre eux, desstrategies speciales sont necessaires si onveut renforcer l' interaction et multiplier lesoccasions de jeu et le developpement de lasociabilite (Cook, Tessier, Klein, 1996; Gu-ralnick, 1996).

Voici quatre exemples de situations oudes intervenantes aupres de la prime en-fance ont pu aider des enfants ayant des be-soins speciaux a participer pleinement a lavie communautaire.

HalleyDans cet exemple, les educatrices ont ob-serve ce qui plait a une enfant qui a des be-soins speciaux, et ce qu'elle fait bien, avantde planifier un programme susceptible d'in-teresser tous les enfants du groupe.

Hailey, une enfant ayant une inhibitionmotrice cerebrale affectant ses mouvementsde grande et de faible amplitude, a demon-tre un grand inter& pour le dessin, la pein-ture et les collages avec crayons etpinceaux adaptes a ses difficultes. Son er-gotherapeute avait fourni un materiel perti-nent pour ces adaptations therapeutiques.Puisqu'on approchait de Noel et que les en-fants, dans la classe d'education prescolaire

A PROPOS

BESOINS(SPECIAUXoo etait Hai ley, s' interessaient a l'envoi et a la reception de cartes desouhaits, les educatrices et un groupe d'enfants ont decide d'organiserune visite dans un bureau de poste de la localite.

De retour a recole, les educatrices ont ecoute les enfants raconterleur experience au bureau de poste et leur ont pose des questions sur cequi les avait interesses et intrigues. Les enfants voulaient etablir leurpropre bureau de poste. Les educatrices leur ont procure une caisse en-registreuse, un ordinateur et un guichet et elles les ont aides a planter ledecor du bureau de poste qu'ils avaient imagine. Grace a la strategie desoutien de leurs educatrices, les enfants ont planifie la construction etrevaluation des divers elements du projet. En tours de route, de nom-breux problemes ont du etre resolus en collegialite. (Par exemple,comment couper une grande fenetre, ou installer la caisse, commentrepresenter les timbres, qui les concevrait et comment les ferait-on col-ter sur les paquets, les lettres et les cartes.)

Les educatrices et la therapeute d'Hailey ont apporte des adapta-tions rnineures aux accessoires pour qu'elle puisse participer active-ment au jeu. Elles ont ajuste les sieges du bureau de poste pourqu'Hailey puisse se diriger vers eux a quatre pattes et s'y hisser. Ellesont, a certains moments, donne des exemples de comportements ver-baux ou gestuels pour aider Hailey et les autres enfants a reconstituerle fonctionnement du bureau de poste. Hailey avait apporte un animalen peluche qu'elle voulait envoyer a rhopital local. Apres une discus-sion sur le poids, le prix et la necessite de se procurer un pese-lettres,une des educatrices a aide les enfants a concevoir une affiche destineaux parents pour convaincre ceux-ci de foumir des balances. Les en-fants ont dessine !'animal en peluche et l'ont photographie. Faisantfonction de scenariste et de radiodiffuseure, reducatrice a transcrit lesmots que les enfants lui dictaient. Lorsque les pese-lettres sont arrivesle matin suivant, une des educatrices en a demontre le mode d'emploiet les enfants ont commence a peser eta expedier le courrier.

Cette reconstitution du fonctionnement d'un bureau de poste est unexemple de ce que Sylvia Chard et Lillian Katz deeriraient comme unjeu convenant a des enfants qui ont des aptitudes. une experience devie et des centres d'interet fort diversifies, et qui leur permet de par-ticiper a des niveaux differents. Rebecca New, adepte de la philosophieReggio Emilia, y verrait probablement un projet qui ne se limite pas arefleter les interets des enfants, mais un projet dans le cadre duquel leseducatrices provoquent chez eux une reflexion en profondeur.

HeatherCet exemple met l'accent sur l'importance de la structuration de l'envi-ronnement et de la mediation par les pairs quand it s'agit de faciliter lesrelations sociales et d'appuyer l'inclusion d'enfants autistiques ou quiont des comportements autistiques.

Heather accroche son manteau et penetre dans la salle de retablis-sement prescolaire concue et amenagee pour repondre a ses besoins.Notant a peine la presence des autres enfants autour d'elle, elle attrapeun jouet representant un carrousel qui toume et tourne en rond. Elles' interrompt brusquement et fait demi-tour pour se saisir rune plumede feutre sur une etagere basse. Elle porte la plume a son nez, la renifle

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Planter le decor du jeu

Observe:. observe:. observe: chaque enfant et legroupe tout entier. En notant tous les details du jeudes enfants. en prenant note des interets, des realisa-tions et des frustrations de chacun. vous aurez ce qu'ilfaut pour &borer des programmes de developpementqui conviennent a tous vos enfants. Partagez cettedn-formation avec votre equipe. Verifiez auprts des pa-rents. Consul tez d'autres professionnels avec qui vouspouvez avoir des contacts.

V'erifiez vos jouets et votre materiel de jeu. Assurez-vous que vous disposez d'un equipement souple etdurable permettant de faire varier les niveaux de jeu.Par exemple. les enfants qui ont encore besoin debeaucoup de pratique devront avoir des jouets suf.-tisamment solides pour resister a l'usure. A quellesressources supplementaires pouvez-vous accederrapidement et a bon compte pour renforcer les interetsdes jeunes enfants? Pensez 4 des boites en carton: ades balances, a des costumes de deguisement

Eramine: le cadre de presentation de votre pro-gramme. Y a-t-il beaucoup de transitions? Si oui, quelest le niveau de participation des enfants? Si la.partici-pation nest pas generalisee, interrogez-vous. Lestransitions exigent-elles des chants, des signaux, desindices visuels, ('intervention des pairs ou desdemonstrations?

Cherchez des occasions pour les enfants de s'en-traider. de se soutenir ou de jouer un role d'animateurs.

Parle: des scenarios que vous observe:. et partagez lesbonnes idees des enfants avec d'autres. Rassemblez etexposez des exemples d'activites grace a des photosou en exposant les creations originates des enfants.

Encourage: les enfants a acceder a routes sortes demodes d'expression en leur fournissant de rargile, dela peinture et des materiaux de construction. Demon-trez les usages possibles de ces materiaux et aidez lesenfants a exprimer leurs idees.

Servez de mediateur aux enfants en interpritant- lasignification de leurs messages a d'autres enfants eten mettant ('accent stir le contenu du jeu plutot quesur to violation des reeles. Soyez une entraineuse quiencourage les enfants a prendre des risques en votrepresence.

.-lidez les enfants a croitre et a depasser leurs coin-petences uctuelles en faisant appel a des strategies in-directes et directes (par exemple, en foumissant unetondeuse a Hailey au lieu de ciseaux. en traduisant eten diffusant les sines inventes par Bradley).


A PROPOS

BESOINS SPECIAUXet passe la langue comme pour y gaiter,mais elle se controle alors que reducatricel' invite a apporter la plume et a la deposersur une table oil it y a du papier. Au lieu dedonner suite a cette suggestion, elle replacele capuchon sur la plume de feutre et sedirige vers la bassine. L'educatrice Ia tou-che a l'epaule gentiment et attire son atten-tion par des signes en lui disant : oEst-ceque tu aimerais jouer avec l'eau'?» Heatherne repond pas; elle ne fait aucun signe, maiselle regarde brievement reducatrice alorsqu'elles entreprennent toutes deux desoulever le couvercle de la bassine. Bientotd'autres enfants accourent. Elle joue a coted'eux. ne regardant autour d'elle qu'a derares occasions. Alors qu'elle essaie d'at-traper la roue a aubes, une autre enfant(Jeannie) lui dit : «Est-ce que tu veux laroue. Heather?» Elle pose sa question deuxfois et quand Heather acquiesce finalement,Jeannie lui donne la roue a aubes.

Les medecins ont diagnostique chezHeather des desordres graves de developpe-ment et sa compagne Jeannie a ete placeepar ses parents dans un programmespecialement connu pour favoriser l'inclu-sion sociale de jeunes enfants atteints d'au-tisme ou qui affichent des comportementsautistiques.

Dans ce programme prescolaire du sudde Vancouver concu selon le modele PEL(Kohler et Strain, 1993), 3 des 12 enfantssont atteints d'autisme. Outre le materielapproprie aux habiletes ou aux interactionsvisees. bon nombre d'activites fontdeliberement appel a des contacts phy-siques etroits en vue d'augmenter Ia proba-bilite des interactions. La manipulation despieces d'equipement et les activites exigentdes comportements cooperatifs. Parfois,apres avoir remarque l'interet que porte unenfant a des jeux de batonnets, reducatriceetendra la portee de cette activite pour qued'autres enfants y participent. Les rituelsroutiniers offrent egalement de nombreusesoccasions aux enfants de s'entraider, parexemple pour s'habiller. Les transitionstelles que mettre son manteau ou acheverune activite avant d'en commencer uneautre sont particulierement difficiles pourles enfants qui font face a des problemes de


comportement et de communication. Dans lecadre du programme PEL, ces transitionssont soulignees par une melodie familiere,par des signes, des gestes ou des indicesvisuels. Chacun participe de son mieux enfonction du contexte. On peut faire appel a lamediation par les pairs, a l' imitation despairs, a des interventions de soutien de la partde reducatrice ou a des demonstrations. Leseducatrices ont mis au point des strategiesd'inclusion sociale fondees sur leurs observa-tions des besoins des enfants, dans le con-texte de programmes qui conviennent audeveloppement des enfants.

CathyCet exemple extrait de la serie de videosYoung and Special porte sur les ,,atti-tudes» comprendre ce qui affecte les senti-ments puis mene a l'action. L'attitude est aucoeur de l'inclusion pour les enfants et pourles adultes. L'attitude cotnporte troiselements : la connaissance, la reactionemotive et la comprehension.

Cathy est une enfant d'age prescolairequi, par suite de l' absorption d'une trop fortedose d'oxygene alors qu'elle etait en incuba-tion, est atteinte de cecite. Certains enfantss'en mefiaient et la taquinaient : ils croyaientque sa cecite provenait du fait qu'elle avaitregarde trop longtemps Ia television.

Des qu'il est devenu evident que le com-portement taquin des enfants provenait deleur ignorance des faits, la mere de Cathy etreducatrice ont collabore afin d'accelerer leprocessus d'inclusion. Its ont aide Cathy aexpliquer son handicap a ses camarades pourqu'ils puissent comprendre en quoi elle etaitdifferente et l'inclure dans leurs jeux. Enconsequence, les enfants ont trouve desfawns personnalisees d'adapter leurs jeux.Par exemple, ils ont accepte que Cathy soitautorisee a gander une main sur les chaisesquand ils jouaient a la chaise musicale(puisqu'elle ne pouvait pas voir), mais pas lesdeux mains (parce que ce ne serait pas juste).

BradleyCet exemple illustre les caracteristiques dunesalle de jeu de haute qualite, particulierement

305

favorable a !'inclusion. Les educatricescherchent a inventer des jeux qui font ap-pel a !'experience des enfants et qui lesaident a depasser leur niveau actuel gracea un processus connu sous le nomd'oechafaudage» (Berk et Winsler, 1995).

Bradley se dirige vers le stand de li-monade sur son cheval de bois et faitsigne a l'educatrice de s'approcher. Celle-ci s'agenouille de telle sorte qu'elle faitface a Bradley et aux trois petites filles quise tiennent dans le stand de limonade.Bradley fait signe a l'educatrice et elle luirappelle qu'il doit demander un billet.Pendant qu'il fait des gestes et des signesaux vendeuses de limonade, reducatriceechafaude sa communication avec les au-tres enfants en verifiant si elles compren-nent les demandes de Bradley et en lesencourageant a y repondre. SoudainBradley fait une grimace. L'educatrice at-tribue sa reaction faciale a la saveur surede la limonade. Tout le monde rit. Bradleyfait un signe pour dire merci, et la file quia verse la limonade repond «Bienvenue!»

Le fait de gaiter de nouvelles saveursest relativement nouveau pour Bradleypuisqu' it respire par une canule detracheotomie et qu'il est nourri par untube de jejunostomie. L'objectif d'amenerBradley A consommer de nouvelles den-rees alimentaires est aisement incorporeaux activites de cuisson simulees qui fas-cinent tous les enfants. La cavalcade sur lecheval de bois est une activite qui permetd'atteindre deux autres buts pourBradley : les exercices musculaires degrande amplitude et la capacite de nego-cier (par exemple pour savoir qui s'assoiraen avant lorsqu'ils chevauchent de con-cert).

Bradley a souvent des idees de jeuxspectaculaires et it invente de nouveauxgestes ou combine des signes pour com-muniques avec les autres enfants. Commereducatrice interprete ses gestes, cesderniers peuvent fournir aux autres des in-dices appropries. Ces indices a leur tourrenforcent son initiative et son traitementdu theme du jeu puisqu'ils permettent auxautres enfants de deviner ses intentions.

A PROPOS

BESOINS SPECIAUXLorsque Bradley a entrepris le pro-

gramme prescolaire, son pere a amene unepoupee equip& de tubes de tracheotomie etde jejunostomie. Les specialistes a l'hopitallui avaient offert cette poupee pour qu'ilpuisse expliquer concretement les besoinsmedicaux de l'enfant. Bien qu'elle ait etepresentee a l'heure du cercle, cette poupee aete regard& et manipulee a la hate, mais per-sonne n'a jamais joue avec elle. Les educa-vices de Bradley ont signale que pendant lesquelques premieres semaines, les autres en-fants observaient Bradley tres souvent, n'es-quivant jamais sa presence, mais portantplutot attention aux actes et aux paroles deseducatrices. A l'occasion, quelqu'un posaitune question... «Oil est Bradley au-jourd'hui?», moins souvent : «Qu'est-ce queBradley dit?»; jamais on entendait : oQu'est-ce qu'il a, Bradley?»

Je voudrais conclure par la scene sui-vante. 11 est 11 h 35. La classe du matin estterminee depuis cinq minutes. Avec beau-coup d'efficacite, Sue (la personne qui as-sure les soins medicaux de Bradley) aprepare son tube alimentaire. Le recipientqui contient la nourriture est installe dans unsac a dos coquet auquel Bradley est discrete-ment retie alors qu'il est assis avec un petitgroupe d'enfants attendant l'autobus. Its re-gardent des livres, pointent du doigt, font dessignes, des gestes, des sourires; et parfois, ils&latent de fire.

Anne Carr, qui detient un diplome de maitrise, travailleavec de jeunes enfants et leur famine depuis 1970 etelle donne des tours en education de la petite enfancedepuis dix ans. Elle a produit la side video Ainsi sefait l'amitie.References

Berk, L. et Winsler, A., .Scaffolding Children'sLearning: L. Vygotsky and Early ChildhoodEducation., NAEYC Volume, Research Into PracticeSeries, 1995.

Cook, R., Tessier, A. et Klein, M., Adapting EarlyChildhood Curricula for Children in InclusiveSettings, New Jersey, New York, Prentice-Hall, 1996.

Katz, L. et Chard, S., Engaging Children's Minds: TheProject Approach, Norwood, New Jersey, Ablex, 1989.

Kohler, R. et Strain, R, «LEAP LearningExperiences An Alternative Program forPreschoolers and Parents., The Early ChildhoodSocial Skills Program: Making Friends During theEarly Years, Teaching Exceptional Children, Delta,British Columbia, 1993.

New, R., .Cultural Variations on DevelopmentallyAppropriate Practice. dans C. Edwards, L. Gandini

and G. Foreman (ed.), The 100 Languages ofChildren, Norwood, New Jersey, Ablex, 1993.

Documentation recommandeeAinsi se fait ramitie : cultiver les relations d'amitieentre les personnes handicapees et les autresmembres de la communaute consiste en trois videoset un guide. Veuillez communiquer avec Anne Carr,Early Childhood Care and Education, CapilanoCollege, (604) 986-1911, poste 2210.

La serie de videos Young and Special a ete produitedans les annees 80 et est actuellement distribuee auCanada par Psycan Corporation (1 800 263-3558).La serie contient 30 videos, des guides depresentation, du materiel d'apprentissage et destrousses d'information. On peut se procurer unebande de lancement de 30 minutes au coOt de 20 $.Veuillez communiquer avec la mediatheque ducollege communautaire de votre localite.

Les handicaps physiques en milieu de gardea l'enfance :

rendre la bride a renfantpar Soeur Ginger Patchen

Elle est venue vers nous, la mere de Mathieu,pour nous parler de la nouvelle amie de son fits.Un evenement somme toute assez banalpour la plupart d'entre nous.Apr& tout, Mathieu, qui a eu ses quatre ans,est maintenant a la maternelle.Dans cette ecole, se faire des amisn'a rien qui sorte de l'ordinaire.Mais, dit Mathieu, comprenez donc,nous avons joue dans la pataugeoire, resoludes casse-tete,ecoute une histoire et change a l'unisson.

Voulant deviner, a la maniere des parents,qui donc etait cette nouvelle amie,la mere de Mathieu erra longtemps, dans lededale de conjecturesqu'il lui fallut abandonner...Keri-Ann amenait toujours sa propre chaise ...

sais, maman, une chaise a grandesroues..Mathieu ne lui a pas dit, a sa mere,que Ken-Ann, quand elle joue dans l'eau,est liee sur une planche,qu'elle laisse tomber les pieces de soncasse-teteet qu'elle doit montrer du regardl'endroit of, lI faut les placer..qu'elle ecoute mais ne peut dire commentet ne peut faire bravosans qu'on lui tienne les deux mains.

Ce que Mathieu a dit...c'est qu'il avait une nouvelle amie.

306

voila un scenario fort inhabi-tuel pour aborder la questionde la formation, de la modifi-

cation et de l'adaptation des pro-grammes ou la question de l'accesaux ressources et de la qualite dessoins; neanmoins, je crois que l'his-toire de Keri-Ann et de Mathieu nousoffre un instantane de ce qu'il fautpour faciliter l'inclusion d'un enfant.Mathieu et Keri-Ann s'imposent, danscet exemple; ce sont eux qui menentle jeu et c'est generalement le casdans un milieu ob on fait appel a unestrategie de developpement. Dans lecadre d'une telle approche, c'est cequi convient a chaque enfant quidetermine le processus de change-ment et non l' inverse. Les facteurs quipermettent de faciliter l'inclusion sontmultiples.

Dans l'environnement peda-gogique d'aujourd'hui, la questionn'est pas de savoir si on doit faciliterl'apprentissage, mais plutot de savoircomment agir pour parvenir auxmeilleurs resultats. Les etablissementsde garde a I'enfance obtiennent lesresultats les plus efficaces quand itsvisent avant tout a satisfaire aux be-soins de croissance de l'enfant, ren-forcant par la mettle sa qualite de vie.La construction de relations positivesest la cle de toute entreprise. Leselements qui permettent de repondre


PROPOS

BESO I NS AllitSPECIAUX

C'est facile de glisser a deux sur cette glissoire double largeur.

aux besoins des enfants qui ont des deficiences physiques font déjà partiede nos usages et de nos pratiques. Keri-Ann et Mathieu evoluaient dansles memes centres d'apprentissage que les autres enfants; iN se sont mu-tuellement aides a progresser au fil d'une gamme variee d'experiencesd'apprentissage. La nouveaute, c'est la facon dont Hs ont personnaliseleur acces a ces experiences.

Nous comprenons tous la necessite de rampes, de garde -foul, demarchettes, de fauteuils roulants, de protheses auditives et de lunettes.Toutefois, ce que nous avons tendance a oublier, ce sont les adaptationstoutes simples qui peuvent contribuer a reduire le sentiment d'exclusionet meme parfois les barrieres fort reelles auxquelles se heurtent les en-fants concernes. Pensons par exemple aux fauteuils roulants standard,concus pour les gens qui les poussent plutot que pour ceux qui y sont as-sis. La hauteur du siege est reglee pour l'adulte assis dans une chaise nor-male qui veut «aiden> l'enfant. Les problemes surgissent lorsque lahauteur empeche l'enfant assis dans la chaise de cornmuniquer avecd'autres enfants assis dans des chaises normales et a des tables qui ontete concues et construites pour des enfants sans deficiences. La recherched'options acceptables exige que nous examinions chaque but et deter-minions comment ce but pourrait etre atteint de la meilleure fawn, aussidiscretement que possible. Les situations ou l'enfant est assis sur les


genoux d'un adulte, dans une chaise pour enfants standardadapt& ou dans un fauteuil roulant a siege bas represententtoutes des moyens efficaces de repondre aux besoins d'enfantsayant une deficience qui participent a des activites autourd'une table. En outre, ces combinaisons permettent a ces en-fants de changer de temps en temps de posture.

Pendant de nombreuses annees on a cm que la meilleurefawn d'aider un enfant ayant une deficience cerebrale etaitd'installer un siege fait sur mesure dans un fauteuil roulantstandard. C'est en decouvrant jusqu'a quel point les fauteuilsroulants nous empechaient d'atteindre notre objectifameliorer la communication et en nous interrogeant sur lafrustration qui nous viendrait si nous devions rester assis dansla meme position pendant des heures que nous en sommes ve-rsus a reevaluer le bien-fonde de ces pratiques reconnues. D'ac-cord, le fait de s'asseoir sur les genoux d'un adulte peut ne pasconvenir a tous les ages. Mais dans les endroits ou d'autres en-fants semblent trouver cet usage acceptable, pourquoidevrions-nous exclure l'enfant qui a une deficience physiqued'une experience qui le nourrit? Lorsque l' on cherche a inclurel'enfant, la seule presence de ce materiel inadequat peut saperl'atteinte de notre but.

Si vous pensez qu'on vise ici une sorte de miracle, vousn'avez pas tort. En fait, c'est un cycle quotidien d'equilibrage,d'adaptation et de stabilisation. Mais rassurez-vous, si vousetes actuellement educatrice aupres de la prime enfance, vousavez probablement toutes les qualites requises pour etre cettejongleuse professionnelle dont les enfants ont besoin. Ledeveloppement, la securite, les besoins et les &sirs indivi-duels toutes ces questions sont pertinentes si on veuthabiliter l'enfant en tant que personne, si on veut habiliterchaque enfant, n' importe quel enfant. II y a certes desoccasions oil it faut disposer d'un materiel specialise. Vousvous souviendrez que Keri-Ann se servait d'un support verticalpour jouer dans ('eau. Meme si elle ne s'en servait pastoujours, lorsqu'elle y faisait appel, elle faisait l'experienced'une autonomie, par rapport aux membres du personnel,qu' aucune autre methode n' aurait pu lui procurer.

Au fil des ans, nous avons constate, non sans surprise,qu' un enfant pouvait se deplacer toute la journee sur un tricy-cle (meme dans une petite salle de classe), et qu'il s'agissait Iad'un mode de locomotion plus maniable qu'on ne l'aurait cru.C'est non seulement un moyen de locomotion pour l'enfant,mais aussi une activite inclusive et normalisante. Il en va dememe des balles therapeutiques de grande taille que separtagent les enfants a tour de role ou du Toddler-Bobbler (es-sentiellement une trampoline modifiee). Le chant, la gestuelle,le balancement sont tous des moyens efficaces d'inclusion etd'integration. II est vrai qu'au fil des ans, le materiel therapeu-tique a commence a faire partie de notre inventaire generald'outils, mais ce qu'il faut avant tout, c'est faire montre d'unpeu d' imagination avec une vaste gamme d'instrumentsstandard.

307

A PROPOS

BESOINS SPECIAUXApres avoir compris que nous allions accueillir des enfants

ayant des deficiences physiques dans notre garderie. nous avonsplanifie l'amenagement de mare cour de recreation exterieure avecbeaucoup de soin. Par exemple. nous avons installe un grand bac asable a niveaux multiples. Les enfants peuvent s'y asseoir, resterdebout a cote ou faire glisser leur fauteuil roulant sous certainessections du bac. Notre collection de balancoires inclut les typessuivants : ceinture standard, hamac. &erglide, aeroplane et pneuhorizontal a rotation limitee. Bien que le hamac ait ete concu pourpermettre a ceux qui ne peuvent pas s'asseoir ou qui ne peuventpas s'y maintenir, la possibilite de se balancer. it est devenu ('ins-trument favori de tous les enfants. L'Exerglide permet a ceux quin'ont pas assez de force dans les jambes de faire des tractions avecles bras et it offre l'avantage sur un plan strictement social d'ac-commoder deux personnes en meme temps. La cage a ecureuil of-fre un acces aux fauteuils roulants. a son niveau le plus bas etcomporte un panneau double a glissiere qui permet a l' enfantd'être accompagne ou d' obtenir de l'aide. La plus grande partie dela surface de la cour de recreation est en Tuff -Turf ou en Das-tocrete. un materiau qui protege les membres en cas de chute touten favorisant Ia marche et la mobilite des fauteuils roulants. Dansnote «parco, comme les enfants l'appellent, on trouve aussi des ar-bres, du gazon. des arbustes, des !wallies, des tables a pique-nique,des senders pour tricycles, des anneaux et toute une varietd dejouets mobiles. Un equipement dont tout le monde peut profiter.

Rendre la bride aux enfants est la meilleure facon de leur Bon-ner acces a de nombreuses situations d'apprentissage et d'experi-mentation. Ce n'est pas toujours facile. Par exemple, l'an denierNoel, une de nos enfants, JJ., se servait regulierement d'unemarchette. Un jour, quelques-uns de ses amis nous ont demandedes cordes en elastique. J'ai donne suite a leur demande avecquelque reticence et je les ai observes, en train de faire une serie denoeuds compliques. Its ont ensuite attaché les elastiques au cadrede la marchette. Je restais la figee, a retenir ma respiration (une ex-perience assez commune, je dois dire), pendant que JJ., coiffeed'un chapeau. gloussait en catimini, et que tout requipage se met-tait en marche pour ... le Pole nord. Alors qu'ils sortaient de monchamp de vision j'ai compris que la jolie J.J. etait Saint-Nicholas etles enfants alleles aux elastiques. son rennel

Soeur Ginger Patchen a eter directrice de l'Epiphany Children's Centre de Win-nipeg au Manitoba pendant 16 ans.

ReferencesEsbensen. Steen. An Outdoor Classroom. Ypsilanti. Michigan, High/ScopePress. 1987.Kramer, Paula et Hinojosa. Jim. Pediatric Occupational Therapy, Baltimore.Maryland. Williams and Wilkins. 1993.

Miller, Susan. Games. Giggles and Giant Steps. Cleveland. Ohio, EdgellCommunications. 1988.

Livres recommandes pour enfantsCairo. Shelley. Our Brother Has Down's Syndrome. Toronto, Ontario. AnnickPress. Ltd.. 1985.

Dwight. Laura. We can Do It!, New York. Checkerboard Press. 1992.

Merrifield. Margaret. Come Sit By Me, Toronto. Ontario. Women's Press. 1990.

Rabe. Bernice. Where's Chimpy?, Toronto. Ontario. General Publishing. Ltd..1988.

Smith. Sally L.. Different Is Not Bad Different Is The World. Longmont.Colorado. Sopris West. 1994.

Mille of une facons d'habiliter les enfantsSoiliciter i'aide d'autres enfants. Les enfants tirent avantage dessituations ou u s ont ('occasion de participer. d'aider et de crewdes relations. Vous-meme pouvez tirer profit de l'originalite deleurs solutions. Lenfant qui a une deficience beneficie de nosefforts cc,mpines et de la certitude qu'il est a l'origine de cettepensee creatrice et de tous ces traits de genie.

Servez-vous de miroirs. Les miroirs debout ou les miroirs surtable sont d'excellents outils de motivation pour aider ('enfantse forger une image de soi positive et une veritable estime desoi, pour iencourager a prendre soin de son corps. pour cor-riger ses problemes de 'engage et d'articulation et pour renfor-cer les muscles de sa tete. de son cou et de sa poitrine. Les mi-roirs peuvent aussi servir au grimage. au deguisement et a

nommer !es oifferentes parties du corps.

Decorez vos murs. Changez regulierement les images. les ta-bleaux. les murales et les dessins qui ornent vos murs, vosfenetres et vos vestibules. Tous les enfants qui ont un controleiimite des mouvements du tronc seront ainsi encourages a!ever la tete pour decouvrir ces objets. et a renforcer ces grou-pes muscuiaires. Des stimuli additionnels ont egalement un ef-

fet benefique pour Ia plupart des enfants.

Procurez-leur des bases solides. Pour les enfants dont les

pieds ne peuvent atteindre le sol. des repose-pieds offriront unemeilleure stabilite et un meilleur point d'ancrage pour les ac-tivates en position assise (on peut se servir d'annuaires detelephone a cette fin). C'est une technique qui vaut pour tout lemonde. Toute activite. qu'elle se deroule sur un siege de toilette

ou ailleurs resoudre un casse-tete ou rediger un textedevient pius facile quand on est .bien ancre au sob,.

Chantez et gesticulez. Lorsque les modes habituels de com-munication oar la parole ou par d'autres moyens n'ont pas les

effets escomptes. pourquoi ne pas tenter de chanter vos direc-

tives ou ce oonctuer vos propos de nouveaux signes gestuels?

La combtnaison est souvent plus efficace qu'une methodeisolde. En vue d'aider les enfants a choisir ou pour permettre

aux enfants qui ne sont pas capables de parler de tirer au sort

une chanson. a tour de role. batissez un album d'illustrationsrepresentant diverses chansons (un croissant de lune pour Au

clair de la lune. un pont pour Le pont d'Avignon. etc.).

La therapie de fun sert aussi aux autres. Incorporez autantd'activites therapeutiques que possible dans la routine quotidienne

de chacun. Certains enfants peuvent avoir besoin de certainsmouvements. et tous auront plaisir a s'executer. On retrouve,

dans beaucoup de chansons et de comptines, des

mouvements delongation, de flexion. detirement. de roule-ment. de balancement et de deplacement a quatre pattes.

La difference est faire-airique. Souvenez-vous qu'apprendre

a faire les chosen de maniere differente est une experience de

vie positive. (Arne si nous nous efforcons d'enseigner ce con-cept a nos enfants. it ne reste pas moans difficile a appiiquer

pendant la plus grande partie de notre vie. La tendance est de

ne faire confiance queux bonnes vieilles methodes eprouvees.

Ne vous laissez pas induire en erreur par cette pensee trom-

peuse et defaitiste. suivez votre intuition et transformez le possi-

ble en realite.

308HIVER 1997 INTERACTION 29

N O U V E L L E S

Le service de gardeaffecte-t-il le Men-etre de lamere?

par Catherine M. Lee et Michelle Picard-Lessard

L'Etude nationale canadienne sur lagarde des enfants a fait ressortir legrand besoin de soins de qualite,

indiquant qu' il faut a 57 % des Canadiensde moins de 13 ans un service de gardedifferent pour permettre a leurs parents detravailler ou d'etudier. Des parents qui oc-cupent un emploi ont de nombreux defisa relever puisqu' ils doivent repondre auxexigences du travail et de la famille. Onentend tres souvent parler de gens quisont <Tresses par le temps» et pour qui itn'y a pas assez d'heures dans une journeepour tout faire. On lit aussi toutes les con-sequences du stress sur la sante. sur lebien -titre et sur les rapports avec les au-tres.

Par contre, on a passablement negligel'aspect qUi traite des repercussions duservice de garde sur les parents. Ce man-que de recherche est etonnant. On sait quele bien -titre des parents influe sur celui desenfants. On sait aussi que des parents ten-dus et d'humeur irritable n'aident pas auxenfants. U est donc logique de se deman-der si la garde des enfants affecte le niveaude stress des parents, leur sentiment d'êtresurcharges et leur satisfaction de vivre.

Un projet sur la garde d'enfants a etemerle par l'Universite d'Ottawa de 1993 a1995. Finance par le Conseil de recher-ches en sciences humaines du Canada, ceprojet s'est penche sur nombre de ques-tions, y compris sur les avantages desservices de garde au travail. Le present ar-ticle traite surtout du lien entre le servicede garde et le bien -titre de la mere.

uestions

1) En quoi les experiences hoes au servi-ce de garde contribuent-elles au degrede stress de la mere et a son sentimentd'être surchargee?

2) En quoi les experiences liees au servi-ce de garde contribuent-elles a la satis-faction de la femme dans son role demere et dans sa vie en general?


Qui leiportiiipciitteeK

Caracteristiques des garderies

13 garderies ayant 40 enfants ou plus ins-crits a temps plein;

elles sont situees en Ontario, au Quebecet en Nouvelle-Ecosse;

elles sont au service des families franco-phones et anglophones du milieu hospi-taller, de la fonction publique provincialeet federale, des universites et des entre-prises privets.

Caracteristiques des meres

103 meres en tout;

88,4 % des meres sont mariees;

elles ont 33 ans (en moyenne);

leur statut socio-economique est eleve(48 % occupent un poste de gestion ou deprofessionnelle; 60 % detiennent undiplome universitaire; 43 % ont un salairesuperieur a 40 000 $);elles ont un travail depuis un certaintemps (6,6 ans au meme poste);

elles travaillent 38 heures par semaine (enmoyenne);

elles ont un enfant age entre 6 mois et 51/2ans.

Moths d'un mois apres l'inscription d'unnouvel enfant a la garderie, la directrice a in-forme les parents de notre etude et leur a pro-pose de remplir un questionnaire. Elle aegalement invite les parents a participer a uninterview telephonique. Nous leur avons de-man& quels facteurs ils avaient pris en con-sideration dans le choix de leur garderie etquel genre d'experience ils s'attendaient avivre. Six mois plus tard, nous avons joint anouveau les families et leur avons demandede remplir un autre questionnaire et de faireun autre interview. Soixante-douze pour centdes families pressenties ont accepte. (Noussommes conscientes que nous avons peut-titrerate certaines families si la directrice achange.) Dans quelques families, le pere et la

309

mere ont participe au sondage, mais les donneesque nous presentons ici sont celles de la mereseulement.

:41e qui2i(ete re?

Nous avons utilise divers questionnaires.Autant que possible, nous avons eu recours auquestionnaire ordinaire, qui a ete eprouve parbien d'autres etudes. S'il n'y avait pas de me-sure, nous en avons elabore une.

Variables sur les garderies

responsabilite du service de garde

satisfaction eprouvee par rapport au servicede garde

difficultes eprouvees par rapport au servicede garde

conflit entre le travail et la garderie.

Variables sur le bien-titre des meres

stress

surcharge

satisfaction de son role de mere

satisfaction dans sa vie.

ran

Au cours des interviews, les parents ontdecrit les nombreux facteurs qu'ils ont pris enconsideration dans la selection de leur garderie.Les meres ont explique en detail que ce quiavait surtout motive leur decision etait le faitque la garderie offrait des soins de bonnequalite repondant aux besoins de leur enfant.Leurs descriptions ont d'abord pone sur les in-tervenantes. soit leur formation et leur amourdes enfants, et sur le ratio intervenante-enfants.Ensuite, les parents ont dean les ressourcesmaterielles la sante, la securite, un environne-ment stimulant dans lequel leur enfant pourraitgrandir. Finalement. ils ont aussi remarque avecsatisfaction l'attention port& aux besoins intel-lectuels, sociaux, affectifs et physiques des en-fants.

Apres la qualite des soins vient la qualitedes services offerts par la garderie. Cela corn-prend entre autres les heures d'ouverture, lesfrais et l'emplacement. A partir des interviews,nous avons pu conclure que les parents etaienttres satisfaits de la qualite des soins prodiguesaux enfants. Cependant, it y a un &art plus con-siderable pour la satisfaction eprouvee par rap-port a la qualite des services. Par exemple, unemere tres heureuse d'avoir sa garderie au travailet d'avoir reussi a reduire sa semaine a quatrejours, ce qui lui laisse plus de temps avec sonenfant. est decouragee de devoir payer cinqjours de garderie avec 80 % de son salaire.

N O U V E L L E S

Examinons le lien entre les variablesoliees aux services offerts» par la garderie etle bien -titre de la mere.

StressToutes les variables du service de garde

ont deteint sur le degre de stress de la mere,qui s'est accentue parce que c'est elle qui ala responsabihte de prendre les dispositionsnecessaires pour la garde de l'enfant. Desdifficult& a ce niveau ou des conflits entre lagarderie et le travail ont aussi ete associesune augmentation du stress. Plus ]'ententeavec le service de garde est satisfaisante,moins la mere souffre de stress.

SurchargeLes variables du service de garde ont un

grand effet sur le sentiment qu'a la mered'avoir trop a faire ou d'être surchargee. Enfait, plus les responsabilites de la mere lieesau service de garde sont grandes et difficiles,plus le score obtenu a cet aspect est eleve.

Gratification du role parentalLes variables du service de garde sont

liees au niveau de gratification qu'eprouve lafemme dans son role de mere. Plus elle estheureuse des dispositions prises avec leservice de garde, plus elle se sent valoriseeen tant que mere. Cela va de soi; it lui estbeaucoup plus facile d'assumer son role pa-rental si elle sent qu'on prend bien soin deson enfant pendant qu'elle est au travail etencore davantage si les dispositions prisessont compatibles avec son horaire.

Satisfaction de vivreLes variables du service de garde vont

de pair avec le sentiment de satisfaction quela mere eprouve face a sa vie. En fait, lesmeres dont la garderie et l'emploi entrentpeu en conflit se sont dites plus satisfaites deleur vie. 1] est interessant de noter que leservice de garde a affects la mere non seule-ment dans son role parental, mail aussi danssa vision de la vie en general.

Discussion

Hors de tout doute, it faut des servicesde garde de qualite. Les conclusions de cetteetude montrent que ces services peuventcontribuer tant directement a l'epanouisse-ment et au bien -titre de l'enfant grace a laqualite des soins offerts qu'indirectement aumieux-titre de la mere.

Le lien entre les variables du service degarde et le bien -titre de la mere a des con-sequences importantes. Le degre de stress de

la mere et son sentiment d'etre surchargessont des signes precurseurs. Une accumulationde stress peut mener au sentiment d'impuis-sance et a la depression, et les coats de cessouffrances sont considerables. El les ebranlentla femme elle-meme, son enfant, ses rapportsavec les autres et son rendement au travail. Parcontre, la gratification est liee a l'estime de soiet a l'esprit d'initiative. Une femme qui estheureuse des divers aspects de sa vie a une po-sition enviable; elle se sent bien et entretientdes relations plus positives avec son enfant,son conjoint, ses amis et ses collegues.

Les meres qui ont participe a cette etudeetaient satisfaites de leur garderie. La majorited'entre elles avait ]'impression que le temps etl'energie &pens& a la choisir avaient porteses fruits. Les meres ont mis ]'accent sur leseffets positifs sur leur sante mentale d'un bonservice de garde; elles ont declare se sentirmoins stressees et accomplir mieux leur travailsi elles savaient qu' elles pouvaient avoir confi-ance en leur garderie. 11 faut plus aux meresque simplement un bon service de garde pourles cider a assumer leurs responsabilites au tra-vail et a la maison, merne si ce facteur est im-portant. El les ont decrit en quoi une bonnegarderie contribuait a leur bien -titre, toutcomme un regime de travail souple et descollegues comprehensifs.

Pour interpreter les resultats de cetteetude, it faut garder a l'esprit un certain nom-bre de facteurs. D'une part, les participantesrepresentent un groupe assez privilegie qui aun statut socio-economique eleve. D'autrepart, le service de garde etait offert dans desgarderies agrees, ce qui assure un bon niveaude soin.

Les resultats de cette etude montrent quel' ace& a des services de garde de qualite a uneffet positif sur les meres qui occupent un em-ploi. Les employeurs et les strateges qui cher-chent des moyens d'aider les families aconcilier leurs multiples responsabilitesdoivent accorder la priorite a des services degarde de qualite.

Catherine Lee est chargee de tours a l'Ecole depsychologie de l'Universite d'Ottawa. Michelle Picard-Lessard est psychologue au Centre de readaptationd'Ottawa. Faites faire _parvenir vos commentaires aCatherine Lee, Ph. D., Ecole de psychologie, Universited'Ottawa, C.P. 450, succursale A, Ottawa (Ontario)KIN 6N5, c. elec. : cmlee@ uottawa.ca

ReferencesGoelman, H., Pence, A.R., Lero, D.S., Brockman,L.M., Glick, N. et Berkowitz, J. (1993). Oa sont lesenfants? Apercu des modalites de garde des enfants auCanada [Etude nationale canadienne sur la garde desenfants]. Ottawa : Statistique Canada et Sante etBien-etre social Canada.


Reseau

PancanadienSCENE NATIONALE Enfant et famille, le toutnouveau site Web d'interet public congu par laFederation en collaboration avec plus de 30organismes nationaux, provinciaux et territoriaux quiont a cceur le bien -titre des enfants et des families aete officiellement lance le 8 octobre a Ottawa. Lesorganismes participant a ce site comprennent :l'Assemblee des premieres nations; l'Associationcanadienne de sante publique; ('Associationcanadienne des hygienistes dentaires; ('Associationcanadienne des programmes de ressources pour lafamille; l'Association canadienne des soins et desservices communautaires; l'Association canadiennepour la sante, reducation physique, le loisir et ladanse; ('Association de reducation des petits, Ontario;la Association of Early Childhood Educators ofNewfoundland and Labrador; l'Association ontariennede garde d'enfants a domicile; Is Certification Councilof Early Childhood Educators of Nova Scotia; le ChildCare Connection-NS; le Conseil canadien devaluationdes jouets; le Conseil canadien de developpementsocial; Is Conseil canadien de la securite; la EarlyChildhood Coalition Petite Enfance(Nouveau-Brunswick); la Early ChildhoodDevelopment Association of PEI; la Early ChildhoodEducators of B.C.; la Early Childhood ProfessionalAssociation of Alberta; la Family Day Care Associationof Manitoba; la Federation canadienne des services degarde a l'enfance; l'Institut canadien de la santeinfantile; l'Institut national de la nutrition; 'Institut Vanierde la famille; la Ligue pour le bien -titre de l'enfance duCanada; la Manitoba Child Care Association; leOntario Network of Home Child Care Provider Groups;la Saskatchewan Child Care Association; les Servicesa la famille Canada; la Societe canadienne depediatrie; l'Association canadienne des troublesd'apprentissage; la Western Canada Family ChildCare Association of B.C.; et la Yukon Child CareAssociation. Pour lire un des 600 textes numerises,consultez le site Enfant of famille Canada ahttp://www.cfc-efc.ca.

Le ministre de la Sante, David Dingwall, a annonce lescinq laureats du programme des Centres d'excellencepour la sante des femmes (financement de 12 millionsde dollars sur six ans) : Maritime Consortium(Dalhousie University, Halifax); Consortium (Universitede Montreal, Montreal); National Network onEnvironments and Women's Health (Universite York,Toronto); Prairie Region Centre of Excellence forWomen's Health (Women's Health Clinic, Winnipeg); etBritish Columbia Consortium for Women's Health,C: B. (Women's Hospital and Health Centre,Vancouver). Le programme vise a ameliorer la santedes Canadiennes en sensibilisant le reseau de santeaux questions touchant la sante des femmes.

La publication recente du Rapport sur la sante desCanadiens et des Canadiennes donne un aperou deretat de sante de la population du Canada. On peutaussi y lire comment les facteurs qui influent sur lasante et leur interaction peuvent avoir un grand effetsur notre sante. La sante des Canadiens et desCanadiennes varient beaucoup selon leur lieu deresidence, leur revenu, leur scolarite, leur sexe et lesexperiences qu'ils ont vecues durant la petite enfance.Le rapport conclut que, pour conserver et ameliorernotre sante, it faudra conjuguer les efforts de tous lespaliers du gouvernement, des organismes nongouvernementaux, du secteur prive et des organismescommunautaires afin d'aborder des questions d'interetcommun.

COLOMBIE-BRITANNIQUE Le gouvernementoonsolide actuellement le reseau de protection del'enfance et reunit les services aux families par lacreation dun nouveau ministere de l'Enfance et de la

RIVER 1997 INTERACTION 31

N O U V E L L E SFamille, dirige par Penny Priddy. II cite egalement unposte de commissaire a I'enfance (Cynthia Morton)independent du ministere et relevant directement duprocureur general. Le gouvernement prevail regrouper lesprogrammes de cinq ministeres (Services sociaux, Sante,Procureur general, Education et Egalite des femmes) enun seul pour ameliorer la coordination et les servicesofferts aux personnel les plus a risque. De nouveauxprogrammes seront finances par les economies ainsirealisees au niveau de ('administration et de la gestion. Lanouvelle "Benefits Act. concede des subventions a desorganismes offrant des services de garde et aux families aWitte revenu qui ont besoin de ce service parce qu'ellestravaillent ou sont en formation. De plus, elle retire lesservices de garde du systerne d'aide sociale.

ALBERTA Le travail en vue de redistribuer tous lesservices provinciaux aux enfants se poursuit. Lesministeres de t'Education, de la Sante, des Servicessociaux et de la Justice y participent. Tous les services, ycompris le bien-etre de l'enfance, seront privatises.

SASKATCHEWAN Les responsables de garde enmilieu familial font pression sur le gouvernement pour qu'ilrevienne sur sa decision de reduire la subvention auxservices de garde pour les enfants d'age scolaire, decreuser le fosse entre les subventions aux families avec unenfant dans une garderie par opposition a dans un servicede garde en milieu familial et d'offrir des mesuresincitatives et des primes aux intervenantes qui travaillenten garderie.

MANITOBA La Manitoba Child Care Association(MCCA) et la Family Day Care Association of Manitobapoursuivent lours pourparters on vue de fusionner. Pourrepondre a une demands faite par la MCCA au nom deses garderies on milieu familial, le Red River CommunityCollege offre maintenant, par rintermediaire de son centred'education permanente, le programme de formation degarde en milieu familial concu par la Western Family ChildCare Association of B.C.

Le Centre d'education permanente de l'Universite duManitoba a lance son nouveau programme de certificat ongestion appliquee avec specialisation en gestion degarderie.

Le gouvernement est a former un comite charge de larevision des reglements pour etudier les recommandationsformulees par la collectivite au cours des nombreusesreunions qui ont eu lieu avec le depute Marcel Laurendeausur la revision du reglement 62/86 de la loi sur les normesregissant les services de garde communautaires.

ONTARIO Janet Ecker, ministre des Services sociauxof communautaires, a depose un document de travailintitule "Amelioration des services de garde d'enfants enOntario. Les recommandations contenues dans cerapport de 40 pages comprennent relimination progressiveau cours des trois prochaines annees des subventionsaccordees aux intervenantes dans les garderies a but nonlucratif; la conversion du fonds destine aux subventionssalariales en subventions pour la stabilisation equitabledes programmes qui seront partagees entre les garderiesprivees of cellos a but non lucratif selon le nombred'enfants; of ('augmentation du nombre d'enfants d'ageprescolaire et d'age scolaire par intervenante.

TERRE-NEUVE ET LABRADOR Des representantesde la Association of Early Childhood Educators ofNewfoundland and Labrador ont remis un memoire augroupe de consultation publique du comitegouvernemental sur la planification de strategies d'ordresocial. Acres 18 mois de consultation avec diversescollectivites sur les preoccupations portant sur les enfantsof les jeunes, ce comite special sur les enfants a soumisson rapport intitule Listening & Acting: A Plan for Child,Youth and Community Empowerment, qui recommends lacreation d'un secretariat sur l'enfance, la jeunesse et lafamille ainsi qu'un defenseur des enfants et des jeunes.

Les celebrations de la semaine des educatrices de lapetite enfance ont ete combinees a celles de la Journeenationals de ('enfant durant la semaine du 17 novembre.


CalendrierJANVIER

24-25Darthmouth (Nouvelle-Ecosse)

Child Care Connection-NS tiendra sa 8° conferenceannuelle, qui aura pour theme "Caring Connection..

Info. : Pat McCormack, Child Care Connection-NS, 1200,rue Tower, piece 100, Halifax (Nouvelle-Ecosse). B3H 4K6.Tel. (902) 423 -8199 (pour l'Atlantique : 1- 800 -565- 8199);telec. (902) 492-8106.

FEVRIER8

Scarborough (Ontario)

Umbrella Central Day Care Services regoit les inscriptionspour sa 12° conference annuelle, qui a pour theme cettearmee "Protecting Our Future. Le conferencier d'honneursera Ken Wyman.

Info. : Tess Ayres, Umbrella Central Day Care Services, 79,avenue Westbourne, Scarborough (Ontario) MIL 2Y6.Tel. (416) 750-9121; telec. (416) 750-9033.

AVRILMi-avrilSydney (Nouvelle-Ecosse)

Traitad'union, le reseau national charge de promouvoirrintegration on milieu de garde des enfants ayant desbesoins speciaux, animera un Serninaire de reflexion surles delis lies au comportement au College de la Garde

catiere canadienne. On invite les equipes experimenteesd'intervenantes of les consultantes de premiere ligne (oules enseignantes ressources et la directrice) qui ont reussiensemble a s'occuper de questions Dees aucomportement a s'inscrire. Vous pouvez obtenir une

subvention pour votre voyage par avion . Le coot de lachambre et de la pension s'eleve a environ 45 $ par jour etles frais d'inscription, a 95 $.

Info. :Sharon Hope Irwin, directrice de Traitsd'union.Tel.1-800-840-LINK ou (902) 562 -1662; telec. (902)539-9117;c. elec. [email protected].

24-26Winnipeg (Manitoba)

La conference du 20° anniversaire de la Manitoba ChildCare Association aura lieu a Winnipeg; la conferenciered'honneur sera Barbara Coloroso.

Info. : Debra Mayer; MCCA. Tel. (204) 586 - 8587;Wee (204) 589-5613.

MAI8-10

Vancouver (Colombie-Britannique)

La Early Childhood Educators of British Columbia tiendrasa 27° conference annuelle a la University of BritishColumbia. Le theme sera "Together: Child Care, A GlobalPerspective.

Info. : Comite directeur de la Conference 1997 de laECEBC, 1675, 4° Avenue ouest, piece 201, Vancouver(Colombie-Britannique) V6J 1L8. Tel. (604) 739 -3289;telec. (604) 739-0770.

13-17

Quebec (Quebec)

llAlliance de vie active pour les Canadiens/Canadiennesayant un handicap tiendra a Quebec son 8° colloquenational en parallels avec le 11° symposium internationalsur ractivite physique adaptee. Le theme sera "Actif...differemment..

311

Info. : Tel. (418)529-9141, poste 6271; OW.(418) 529 -7318; c. elec. [email protected].

23-24Guelph (Ontario)

La Association of Early Childhood Educators, Ontariotiendra une conference regionale a la University ofGuelph.

Info. : Eduarda Sousa, AECE,O. Tel. 1-800-463-3391ou (416) 487-3157, poste 27.

30 mai-1" juinNanaimo (Colombie-Britannique)

"Under the Caring Umbrella sera le theme de laconference de la Western Canada Family Child CareAssociation of B.C. qui aura lieu a Nanaimo.

Info. : Marg Rodrigues, WCFCCA. Tel. (604) 951 -1870ou 1-800-686-6685.

31 mai-1er juinNorth Bay (Ontario)

La Association of Early Childhood Educators, Ontariotiendra une conference regional° au CollegeCanadore/Nipissing University a North Bay.

Info. : Eduarda Sousa, AECE,O. Tel. 1-800-463-3391ou (416) 487-3157, poste 27.

RessourcesEtudes sur les effets de la violence televisuelle sur lesenfants, selon leur age (Wrier 1995) par Wendy L.Josephson est publie par le department du Patrimoinecanadien. Ce document fournit des suggestions auxparents et a l'industrie de la television a la fin decheque section. Des 70 pages, 18 sont reserveesexclusivement aux references sur le sujet.

Pour obtenir deux copies, sans Irais en anglers ou enfranca's, veuillez communiquer avec le centre nationald'information sur la violence dans la famille, SanteCanada. TOL 1-800-267-1291; telec. (613) 941 -8930.

Les publications suivantes sont produites par Le Centrequebecois de communication non orate ( CQCNO),carmine par ('Association de paralysis cerebrate.Veuillez faire parvenir vos demandes a l'adressesuivante : 4810, rue de Rouen, Montreal (Quebec)H1V 3T4. (514) 257-4341. Telec. (514) 257-4349

Prendre un enfant par la main (1990) est un guide decommunication au quotidien. II founit aux adultes despistes de reflexions et d'actions afin d'apprendremieux communiquer avec un enfant ayant unedeficience physique et ainsi l'aider a evoluer dans sonaptitude a communiquer (2 $ plus taxe of frais demanutention).

Des jeux pour toi : Guide d'adaptation de jeux pourenfants avec deficience motrice (1990) par ClaireGauvin of Luce Lefebvre. Cette brochure a pour butd'informer toutes les personnel intervenant aupresd'enfants de zero a sept ans presentant desdeficiences motrices, sur les criteres d'un joust, sur lesadaptations simples a realiser of sur les ressourcesleur disponibilite (5 $ plus taxe et frais de manutention).

Heureux qui...communique est un bulletin bi-annue1.11est destine aux parents of aux intervenants oeuvrantaupres de personnel privees de la parole.

Le Guide du materiel (mis a jour annuellement)regroupe une gamme de documents et d'outilspedagogiques propres a faciliter l'apprentissage de lacommunication non orate, disponibles gratuitement ouvendus par le CQCNO.

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