11-026 Piaranut English Binder Sections

Binder Cover: deep size is 9.25”w x 11” Trim Binder Spine: size is 1.125”w x 11” deep Trim aranut 3kWxC 5 ᐱᐊᕋᓄᑦ ᐱᐊᕋᑦᑎᓐᓄᑦ ᓈᒻᒪᒃᑐᓂᒃ Pi ᐱᓕᕆᐊᒃᓴᑦ ᐃᓄᐃᑦ ᐱᐊᕋᐃᑦ eg3zK5 W5JtQlQ5 wkw5 ᐃᓕᓐᓂᐊᕆᐅᖅᓴᓂᖏᓐᓄᑦ ᐃᑲᔫᑎᒃᓴᑦ Quality Practices for Inuit Early Inuit for Practices Quality Childhood Education Programs Education Childhood v4v˜ÇW8i4FWxÇ3i4 wo8ixt5yAyq5 Wsi3ÙtA5 vJyt5ytbsAtq5 WNhá5 for Our Children Our for

Piaranut ᐱᐊᕋᓄᑦ WxC3k5 for Our Children ᐱᐊᕋᑦᑎᓐᓄᑦ ᓈᒻᒪᒃᑐᓂᒃ eg3zK5 W5JtQlQ5 wkw5 Quality Practices for Inuit Early ᐱᓕᕆᐊᒃᓴᑦ ᐃᓄᐃᑦ ᐱᐊᕋᐃᑦ v4v˜ÇW8i4FWxÇ3i4 wo8ixt5yAyq5 Childhood Education Programs ᐃᓕᓐᓂᐊᕆᐅᖅᓴᓂᖏᓐᓄᑦ ᐃᑲᔫᑎᒃᓴᑦ Wsi3ÙtA5 vJyt5ytbsAtq5 WNhá5

Table of Contents

Acknowledgements ...... 3 Summary ...... 4 Introduction ...... 5 Deﬁnitions ...... 7

PARTNERSHIPS and RELATIONSHIPS ...... 9 Appendix 1A – Daily Journal ...... 17 Appendix 1B – Samples of Inter-Agency Collaboration and Partnerships ...... 19

GOVERNANCE ...... 21 Appendix 2A – Board Positions and Duties ...... 29 Appendix 2B – Sample Terms of Reference ...... 31 Appendix 2C – Sample Board Conﬂict of Interest Policy ...... 33

PROGRAM POLICIES and PROCEDURES...... 35 Appendix 3A – Sample Policies ...... 41 Appendix 3B – Sample Policy – Children with Special Needs ...... 43 Appendix 3C – Sample Behaviour Management Policy ...... 45

CULTURE and LANGUAGE BASED CURRICULUM ...... 47 Appendix 4A – Sample Weekly Program Plan ...... 59 Appendix 4B – Inuktitut in Early Childhood Education Programs ...... 61 Appendix 4C – Keys to an Effective Circle Time ...... 63

PERSONNEL ...... 65 Appendix 5A – Sample Job Posting, Educator ...... 71 Appendix 5B – Sample Performance Appraisal ...... 73

Contents continues on next page

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1 Table of Contents continued

CHALLENGING BEHAVIOUR ...... 75 Resources ...... 91 Appendix 6A – Listening to Non-verbal Behaviour ...... 93 Appendix 6B – Some Ways to Build Relationships with Children ...... 95 Appendix 6C – Evaluating the Environment ...... 97 Appendix 6D – Evaluating Programming, Routines, and Transitions ...... 99 Appendix 6E – Resource Sheet #87 from Canadian Child Care Federation ...... 101

INJURY PREVENTION ...... 103 Resources ...... 115 Appendix 7A – Injury Prevention Checklist ...... 117 Appendix 7B – Nunavik Childcare Centre – Nutrition Policy ...... 125 Appendix 7C – Sample Injury/Incident Report ...... 127 Appendix 7D – Consent Form – Emergency Care and Transportation ...... 129 Appendix 7E – Checklist for Taking Children on the Land ...... 131 Appendix 7F – Cecklist – First Aid Kit Contents ...... 133

ENDNOTES ...... 135

520-1 Nicholas Street, Ottawa, Ontario K1N 7B7 613.238.3977 www.pauktuutit.ca

2 ACKNOWLEDGEMENTS Piaranut For Our Children reﬂects Pauktuutit staff, provided valuable infor- Pauktuutit Inuit Women of Canada’s com- mation, organized permission forms, spoke mitment to support Early Childhood Devel- to Boards of Directors, communicated with opment initiatives in all our communities. parents and showed us just how unique Pauktuutit is grateful to many individuals and important Inuit Early Childhood Edu- and organizations who shared their knowl- cation programs are. edge, experience, funding and ideas for this project and its accompanying resources. Raigili Amaaq Coordinator, Igloolik Aboriginal Head Start, First, thank you to each member of the Igloolik NU Project Advisory Committee: Karen Executive Director, Baker-Anderson Ottawa Inuit Children’s Jeela Allurut Igloolik Aboriginal Centre, Ottawa ON Head Start Annie Buckle Coordinator, Aklavik Mary Kasaluak Kivalliq Partners in Child Development Development Centre, Aklavik NT Wanda Lucy Hopedale Daycare Annie Goguen Centre Director, Centre Jenny Lyall Department of Health de la Petite Enfance and Social Development, Kamattsiavik, Quaqtaq PQ Nunatsiavut Government Tina Kaiyogana Manager, Kakayak Day Anne Maxwell Canadian Child Care Society, Care Federation Kugluktuk NU Susan Peffer Inuvialuit Regional Corporation Sarah Ruptash Centre Director, Service Gretchen Algonquin College Early de Garde, Inukjuak PQ Reynolds Childhood Education Kim Vincent Day Care Operator, Instructor Hopedale Day Care, Sarah Ruptash Service de Garde, Hopedale Labrador Inukjuak Thank you to the Pauktuutit team, led by Sally Webster Elder Heidi Langille, Coordinator, Early Learning Ina Zakal Cultural Teacher, Ottawa & Child Care and consultant Liz Lightford, Inuit Children’s Centre for undertaking the research and writing of Piaranut For Our Children. Thank you, Pauktuutit Inuit Women of Canada Earthlore for excellence in graphic design. thanks Human Resources Social Devel- This resource was translated into Inuktitut opment Canada for generous project by Jeannie Katsak and into Nunavik dialect funding and Indian and Northern Affairs by Sarah Ruptash. Thanks to all the staff Canada for additional ﬁnancial support. at Pauktuutit who assisted in the site visits, phone calls, drafting and reviewing of this Special thanks to each and every staff resource. member of the Child Centres we visited in the course of this project. You welcomed Jennifer Dickson, Executive Director

This project received funding from the Government of Canada’s Social Development Partnerships Program. The opinions and interpretations in this publication are those of Pauktuutit and do not necessarily reflect those of the Government of Canada. 3 SUMMARY Pauktuutit’s vision of high quality Inuit • is non-profit in nature; Early Childhood Education programs is • roles and responsibilities are defined holistic, integrated and comprehensive. clearly; and Children are viewed in the larger context • relies on the direct involvement of of families and community. The health parents, Elders and other commu- and well-being of Inuit children and their nity members in decision making. families is promoted to ensure that both are achieved to their fullest potential. Policies & Procedures A wide range of services and programs • developed in keeping with provin- are offered to support families. They are cial/territorial legislation and local grounded in Inuit values, traditions, and health authority; delivered in our languages. • developed and implemented to ensure the health and safety of Partnerships & Relationships children at all times; • are holistic in nature – children are • are fair and consistent to assist viewed in the context of their own program staff in decision making; families as well as within the wider • accommodate northern realities and community; Inuit values; and • involve, support, and provide learn- • communicated to parents to foster ing opportunities for parents in understanding and cooperation. raising their children to be healthy, happy and to reach their full Culture & Language potential in life; • are rooted in Inuit culture, values • are flexible in effectively serving and traditions; parents employed and/or in training • preserve traditional knowledge with in both the traditional and wage the involvement of Elders; economies; for example, extended • provide traditional country food; hours, weekends, evenings; • incorporate materials and activities • develop with other service providers that are culturally based; and organizations to ensure a coor- • celebrate the natural curiosity of chil- dinated approach to meeting the dren and fosters a love of learning; and needs of children and families; • promote the retention of Inuktitut • integrate and address the unique needs of children with special needs; Personnel and support them in reaching their • includes Inuit staff; fullest potential; and • provides professional development • advocate on behalf of children and opportunities to program staff in families. their own communities; • recognizes life experiences as qualifi- Governance cation for prospective program staff; • is community based, locally de- • involves Inuit in the design of training signed, and delivered to ensure that programs for staff in the north; and the unique needs of each community • implements mentorship programs are considered and met; for new program staff.

4 INTRODUCTION

PAUKTUUTIT INUIT WOMEN OF INUIT EARLY CHILDHOOD CANADA EDUCATION Pauktuutit Inuit Women of Canada is the Relative to the rest of Canada, the need national non-proﬁt charitable association for organized child care in our communi- that represents all Inuit women in Canada. ties is new. Today, many families in our Our mandate is to foster a greater aware- communities rely on child care arrange- ness of the needs of Inuit women, and to ments outside of the home or extended encourage their participation in commu- family. Despite barriers such as lack of nity, national and international concerns capital funds and rigid provincial/territo- in relation to social, cultural and eco- rial regulations2, communities have been nomic development. Since incorporation diligent and resourceful in the design of in 1984, Pauktuutit addresses many of child care programs to meet the needs the serious social issues that affect our of their families. Two distinct Federal communities. We undertake comprehen- programs have contributed signiﬁcantly sive projects on family violence, abuse to the development of licensed child care prevention, housing, traditional Inuit spaces in the Inuit regions. The First midwifery and birthing practices, tobacco Nations Inuit Child Care Initiative and cessation, economic development, intel- the Aboriginal Head Start Initiative have lectual property rights and early child- changed the face of child care and pre- hood development. school education in the North.

QUALITY EARLY CHILDHOOD EDUCATION “Northerners have long recognized the need We know that high quality programs for quality early childhood programs and positively impact young children’s growth services. Many communities have developed and development. “The early years lay the foundation for lifelong determinants excellent programs and services that sup- 3 of optimal health and well-being.” 1 port families and young children.”

A great deal of research identiﬁes factors that lead to quality programs. In general, it is widely accepted that quality pro- Program staff at licensed day care cen- grams protect the child’s health and tres, Aboriginal Head Starts, and nursery safety; support the child’s healthy devel- schools serve many children in the North. opment across all developmental domains; At a glance, programs may resemble and support the family in its role as the southern models of child care, but they child’s primary caregivers. While this is are unique in many ways. Inuit-speciﬁc certainly true for Inuit, our project goal programs strive to renew and preserve is to identify, share and promote what Inuit language, culture, and child-rear- makes quality Inuit early childhood ing practices by integrating these into all education unique. aspects of programs. Further, programs

5 THEGUIDE

aspire to encourage children’s health and The information from the literature development, spiritual growth, positive review, telephone interviews and pro- self-image and cultural pride. gram visits is integrated into ﬁve sections. These sections capture the key Early childhood education programs in components of quality Inuit early child- our communities do more than provide hood education programs: care while parents work or train – they 1. Partnerships & Relationships, have the capacity to pass on the knowl- 2. Governance, edge, values and beliefs of our ancestors. 3. Policies & Procedures, At their best, programs in the early years 4. Language & Culture Based give our children hope, strength and Curriculum; and pride in who they are as Inuit. 5. Personnel.

Each section blends information gathered with practical suggestions and resources By sharing our strengths with each other, that help programs to achieve quality. welearnandgrowtogether–towardsa The guide is not intended as a prescrip- tive tool directing programs what to do healthy bright future for our children. and how to do it. Rather, our goal is to Heidi Langille, Pauktuutit. provide programs with information that will support them in providing high quality programs, celebrate and showcase PROJECT STEPS activities in communities, and share ideas and resources so programs can try new The process for this project was multi- things. It is our hope that programs will faceted. A literature review was com- ﬁnd this guide a hands-on, useful tool pleted to establish widely accepted and that will support them in delivering the well researched indicators of quality on best program possible and enhance what an international scope. This information they are already doing. provided a baseline of knowledge and a springboard for developing telephone interviews. Telephone interviews were completed with 45 Inuit programs across Canada. The questions were designed to solicit input about elements of quality in Inuit programs, with a focus on culture and language. Program visits were con- ducted at seven exemplary Inuit early childhood education programs across Canada. The visits included observa- tions, interviews with program staff, videotaping and still photos.

6 DEFINITIONS

There are several terms used repeatedly throughout this guide. Although there may be other terms used to describe the same thing, we have chosen to rely on the following:

Inuktitut Parent – Inuktitut is used throughout to – The term parent refers to parents, represent all Inuit languages and guardians or other adults who have dialects. primary responsibility for the care of the child. Early Childhood Education or Early Childhood Development Programs Centre Director – These terms are used throughout – This term is used to describe the the guide to describe licensed child individual who manages the Early care centres, nursery schools, and Childhood Education program on Head Starts. a daily basis.

Quality Care Program Staff – Quality care describes early child- – Program staff includes adults who hood education of high quality and work with children and provide care excellent standards. and education to children.

Partnerships and Relationships

INTRODUCTION Our communities are built on traditional • using amautiq or packing shirts values of relying on each other. These to soothe children and help with values have remained intact despite sleeping; many changes in our society. We depend • responding in a positive way to the on our connectedness to other people for child’s needs and signals with active our well-being. We must work together interest and encouragement; and develop collaborative working rela- • consistent daily routines that tionships for a common purpose.4 increase the children’s comfort with the world around them; Connections to others occur at all levels • clear limits that make the child of program delivery: child to child; staff feel protected but secure enough to child; parent to child; staff to staff; to reach out and learn; board to staff; parents to staff; and program to community. These many relationships have one thing in common – the child. The child is at the centre of Welcoming families, other community all that we do. We depend on these ties to people, and Elders into the centre also assist us in providing quality care and education to our children. has the effect of opening up the program; bringing the program into the community Relationships with Children and the community into the program. In quality programs, program staff strive This helps to keep the program culturally to provide care that nurtures the child’s relevant, and informal and welcoming growth and development, protects the rather than institutional.7 child’s safety and well-being, and supports the child’s emotional health. In doing so, the child feels safe and cared for in their home away from home. The development of attachments to program staff is positive and healthy for the child’s sense of self. Adults who care for a child can support healthy attachment through responsive care such as: • physical contact during infant feeding – holding, touching, making eye contact and soothing sounds;

9 • encouragement of empower parents by establishing and children’s com- maintaining an open and cooperative unication and ver- partnership with each child’s family. bal exchange and A strong relationship is nurtured by • shared interaction demonstrating respect and consideration between child and for each family’s child-rearing values and adult rather than practices, acknowledging them as their adult directed child’s primary caregivers, creating interaction.5 opportunities for families to feel comfortable in expressing their wishes and Positive behaviour management includes needs, providing a variety of user- a comprehensive method that programs friendly ways for families to become use to ensure the proper and caring involved in program activities, decisions, response to children. Please see Program and policy-making, and keeping family Policies & Procedures for more behaviour inquiries, conversations, and children’s management information. records conﬁdential.8

Relationships with Community The most important relationship a child will develop is with her parents. This re- Early childhood education programs lationship is often referred to as attach- establish and maintain cooperative ment or bonding. A strong bond between working relationships with other organi- mother (or other primary caregiver) and zations involved with children and child will help the child develop a sense families. Enhance program delivery of trust by knowing that she is cared for by combining resources and expertise and well taken care of. Children with through collaboration and communica- strong attachments are better able to tion with other community agencies handle stress, anxiety and changes. and services. Program staff can support a child’s Elders in the community play a large role attachment to parents in the follow- in the child-rearing and education of our ing ways: children. In order to continue the preser- • invite and welcome parents to visit vation of our culture, language and tradi- the program whenever possible; tional ways, Elders and community members must participate in early childhood education programming.6 Please refer to the Culture & Language Based Curriculum section for practical suggestions about how to include Elders and other community members in a program.

Relationships with Families Early childhood education programs have the opportunity to strengthen and

10 • follow directions from parents about • Parents are the child’s ﬁrst and most child’s feeding, sleeping and other important caregiver and teacher; routines; • Parents know their child best; • support the child during ‘good bye’ • Parents have a responsibility and routines; and right to advocate for their child; • share details about the child’s day • The child and his best interests are at with parents. the centre of all communication and • Communication must be ongoing, To support mothers in this period of at- positive and solution based. tachment and bonding, quality early childhood education programs support and promote breastfeeding friendly settings.9

To maintain a breastfeeding friendly program, consider the following strategies: • designate a quiet corner with chair for moms to breastfeed; • discuss individual plans for breastfeeding when registering an infant or toddler into program; • be flexible and have an open door policy so moms can come and feed dur- Communication Strategies ing lunch hour or other times; and • support parents in supplying breast a) Intake & Recruitment milk in bottles. • Develop a pamphlet or flyer describ- ing your services. Post at local stores, recreation centres, and hamlet offices; “Quality child care includes supporting the • Host a monthly radio talk show. Se- 10 lect a theme each month to focus on, success and continuation of breastfeeding.” for example, healthy development, attachment, oral hygiene, and school readiness. Encourage community members to call in with questions; COMMUNICATION • Host a meeting with community pro- Develop and maintain strong relation- fessionals (doctors, nurses, teachers) ships by effective communication with to share information about your pro- parents. This will enhance a child’s well- gram and begin building partnerships; being as she is surrounded by caring, • Develop an information package cooperating and communicating adults. or Parent Handbook that includes information about fees, schedules, In a true partnership with parents, holidays, policies, etc; communication is based on the • Offer an orientation session to new following principles: families before the child begins the program; 11 c) Sharing Information • Create a resource library for parents to access information regarding children’s development, parenting, child guidance, and children’s health; • Hold parent workshops or guest speakers on topics of interest and access expertise in your community, for example, invite the Kindergarten teacher to come and speak about school readiness; • During the registration process, dis- • Share knowledge and expertise with cuss with parents the different ways parents on an ongoing basis, for ex- they can be involved in the program. ample, toileting or child guidance; Respect family differences and be • Develop a regular newsletter that creative about parent participation; outlines upcoming events and other • Conduct home visits to complete reg- program news, include ideas, tips istration for families who find it diffi- and suggestions like simple craft cult to come to the program; and ideas for home, country food recipes, • Host an annual Community Open or discipline strategies; House to showcase your program • Design and distribute a monthly cal- and provide information to families. endar with dates to remember; • Post notices and flyers for events on a bulletin board in the front hall or somewhere accessible for parents to “The foundation for good parent- view; teacher relationships is frequent and • Remind parents about upcoming open communication, mutual respect events during drop-off and pick up time; and and a clear understanding of what is • Call parents to remind them of event best for each individual child.” 11 dates to encourage participation.

d) Child Development Information b) Administrative Concerns • Display samples of children’s work; • Develop a positive relationship with • Display photographs of children parents; engaged in activities; • Speak and listen to parents about • Collect samples of children’s work concerns in person whenever possi- (drawings, paintings, and photo- ble and in private when necessary graphs of creations) in portfolios for example late fees; and and share with parents; • Send a handwritten note/memos or • Develop or adopt a recording tool letters home to parents. that helps program staff gather information about children’s development;

12 • Plan annual or bi-annual parent- • Maintain ongoing communication teacher interviews; with parents of children with special • Regularly communicate with parents needs. Updating parents about their at pick up or drop off time or over child’s integration and progress in the phone. If the child is present the program is critical to successful include the child if appropriate; inclusion. Encourage parents to • Implement a daily or weekly commu- share important information about nication book system. Each child the needs of their child regularly. has a notebook where program staff record information to communicate Always speak to parents if a concern to parents. The parents respond to arises about their child. Arrange a time the information and write their own for the parent to meet with the Centre comments and send the book back Director and one program staff. Have to the program. This type of commu- concrete examples of concerns ready nication between parent and pro- to present to the parents. Be sensitive gram staff helps prepare families for to parents’ worries and anxieties about when their child attends school; their child and understand that it is very • Use anecdotal communications to difﬁcult to hear that there might be a parents about children using How problem with their child. Before ending Was My Day forms or Daily Journal the meeting, make a plan with the parent forms that go home to parents each about next steps. day. (See Appendices for a sample Daily Journal); e) Program Evaluation • Display an All about Me poster. Have • Allow for parents’ feedback through children draw a picture of themselves different means, including informal and program staff ﬁll out answers to feedback; questions that they ask the children • Develop a simple program evaluation about themselves. Over time, the questionnaire for parents to provide drawings and answers evolve as the input and suggestions for change. children grow and develop; and Have parents complete this at least annually; and • Plan a parent meeting once or twice a year. This is an opportunity to share information about the program and allows parents to ask questions and provide input. Provide child care during these meetings to support parents in attending.

13 PARENTAL INVOLVEMENT

Parents are great assets to early child- • prepare, collect or donate materials hood education programs. They have for crafts, for example, beads, fur endless skills, expertise and resources to scraps, toilet paper rolls, etc; share with children and program staff. • Board or Parent Council; Parents and program staff must work to- • read or tell stories to the children; gether to identify practical and manage- • attend Annual General Meetings, able ways that parents can be involved in Parent Meetings or events such as the program. cooking night; • assist with Special Events for example, Christmas Party, pot luck dinners; “The more parents are involved in the • celebrate parents with a Parents Day; and program’s activities, the more likely • hold a ‘Family Day’ so program staff they are to understand the teacher’s can meet extended family members. goals and practices.” 12 COMMUNITY PARTNERSHIPS

Community partnerships are based on Suggested principles to guide pro- the belief that it takes a community to gram staff in fostering strong raise a child. In particular, collaboration parental involvement: among health care services, schools and • Develop an open door policy so par- early childhood education programs is ents can drop in anytime; of particular value in our communities. • Create an inviting and inclusive at- “The two critical systems of greatest im- mosphere where parents feel wel- portance to children, those providing comed and valued; health services and education, need to • Involve parents in ways that are collaborate”13. This type of collaboration meaningful to them and suit their recognizes the link between children’s family schedule; and health and their learning potential. • Value parents’ input and involve them in decision making, for exam- Ideas for Community Partnerships: ple, councils, boards or committees. • Ask the local Community Health Nurse to conduct well child checks Ideas to involve parents: at the program; • field trips/program volunteers; • Take a field trip to the dentist/dental • Inuktitut speakers with children; hygienist or invite him/her to the • hunt or sew for the program; program to talk to the children • make games/toys for program; about oral hygiene; • fundraise; • Invite a firefighter or Police Officer • assist in maintaining outdoor play to come and visit the children to talk area after hours; about fire safety or road safety. Visit the fire/police station;

14 • Connect with other professionals in the community (Nutritionist, Grocer, Audiologist, Social Worker) to access resources that can be used in the program for example posters, pam- phlets, handouts, videos, etc; • Have the children perform at community events, for example, singing or drumming; • Share training events with organizations, for example, school professional development days; • Plan meetings with Kindergarten teachers to share resources and “An integrated service delivery model curriculum ideas; involves true collaboration among the • Visit the school to use the gym, playground and library; organizations involved. All partners spend • Offer your program as a site for time and energy, with expertise and action student placements; and 15 • Arrange visits between your program being contributed from all sides.” and the Elders lodge/centre.

Integrated Service Delivery Models

Integrated service delivery builds on There are two different models of inte- community partnerships and extends grated service delivery that warrant this to the next level. It is an approach mention. The Kativik Regional Govern- where various services, programs, or ment (KRG) blends funds from Aboriginal streams of funding are combined to offer Head Start, First Nations and Inuit Child a range of services that address the care, Care Initiative, Government of Quebec, education, health and well being of the and Makivik Corporation to provide pro- child and families. The need for early grams in all 14 communities in Nunavik. intervention and developmental screening “They offer a combined daycare/head for children who may require additional start program with both full-time and support and services, also testiﬁes to the part-time spaces.”16 This pooling of need for integrated service delivery mod- resources has resulted in a reliable els.14 The success of service integration and organized system of child care for depends on vision, creativity, cooperation families living in Nunavik. and commitment.

15 The Igloolik Early Intervention Project has also been very successful in the “We strongly believe in the value of sharing integration of service delivery and the skills and knowledge. The greater our pool of development of a variety of community partnerships. They blend funds from talent and wisdom, the more children and Aboriginal Head Start, Healthy Children families will beneﬁt from quality programs Initiative, Community Action Program that suit their needs.” 18 for Children (CAPC), Canada Prenatal Nutrition Program (CPNP), and Brighter Futures to deliver a Head Start program, play centre drop-in, home programs, evening program, teen parenting, and prenatal nutrition. “Together these components form an integrated whole that is quickly becoming a focal point of community and interagency efforts for healthy children and families.”17 (See Appendix 1B – Sample Inter-agency Collaboration and Partnerships)

There is a wealth of knowledge within our communities. Relationships and partnerships with different community service providers strengthen the early childhood education program in its role of providing care and education to young children.

16 Appendix 1A: Daily Journal

Child’s Name/WxCs2 xtz:: Educator/WxCoEp: Date/s9lz:

What we ate today!/iE/q5 s9lu Breakfast/s9MD7ub3Nu Menu/wZ/Fi5, xgw8ND3bFi5 wZpj5:

K Didn’t Eat/iEym1qg6 K Ate Well/iE5yxg6 K Few Bites/y3MW4 sd7uJ6 K Ate Everything/ka5yJ6 Lunch/s9lAub3N Menu/wZ/Fi5, xgw8ND3bFi5 wZpj5:

K Didn’t Eat/iEym1qg6 K Ate Well/iE5yxg6 K Few Bites/y3MW4 sd7uJ6 K Ate Everything/ka5yJ6 Snack Time/sd7ul8Nu Menu/wZ/Fi5, xgw8ND3bFi5 wZpj5:

K Didn’t Eat/iEym1qg6 K Ate Well/iE5yxg6 K Few Bites/y3MW4 sd7uJ6 K Ate Everything/ka5yJ6 K I took a rest/bcw3yJz K I took a nap/yiyJz From: To: My mood today/wmw5gvw8Ndz s9lu K Cheerful/xoxhvw8Ngz K Wanted extra attention/w2WQ/sAmw8Ngz K Quieter than usual/i9oCJw5gvw8Ndz K Easily upset/i1zDx3gvw8Ngz K I was tired/bcmJz Activities I did today:

Comments from Educator:

Appendix 1B: Samples of Inter-Agency Collaboration and Partnerships

Igloolik Early Intervention Project (IEIP)

1. Baffin Early Intervention Team and school 7. Some Elementary School students attend Program Support Teams help to determine an after school club to make activities and the most appropriate materials for Home games for the home program kits. Others Program kits, and suggest useful resources help tidy up in the IEIP Centre after school, for the centre and its programs. They have and prepare activities for the 4 years olds. also provided background on fine and gross motor skills development, language devel- 8. IEIP sponsored a workshop on child sexual opment and augmentative communication. abuse during the teachers Professional Development week. This added to training 2. IEIP supports Social Services programs for opportunities for staff members of IEIP,as young mothers at risk through phone and well as both schools. personal contact at least once a week. Social Services also borrow our books 9. Community firefighters visit the IEIP classes and resources for their programs. in the fall when fire safety is a focus in the curriculum. 3. The Health Centre, Baffin Early Intervention Team and the IEIP jointly host a Health Fair. 10. IEIP is working with Igloolik Elders and the Igloolik Research Centre to gather informa- 4. Arctic College social work students have tion and background on traditional parent- completed their practicum requirement ing methods. with IEIP.The social work program also borrows resources on parenting from our 11. IEIP is a member of the Screening Tools Pod library for their courses. of Program Support Teachers in the Baffin region who are working with the McMaster 5. IEIP is an active member of the Hamlet University and the Centre for Studies of Interagency Committee, providing a voice Children at Risk. IEIP piloted a tool to assess for children in community social develop- children’s readiness to learn. ment priorities. 12. IEIP hosted 2 Head Start workers from 6. The Attaguttaaluk Elementary School offers Paulatuk in a mentoring relationship. They its kitchen to the Prenatal Nutrition class for gathered ideas to help them with their own weekly healthy cooking seminars. project.

Governance

INTRODUCTION Governance means how decisions are made, and who makes them. There are many different levels of governance related to Inuit early childhood education committee works with the sponsoring programs: federal government; provin- organization to ensure that the parents cial/territorial governments; Inuit regional of the children attending the program organizations; non-profit organizations; have a voice at the table. In some District Education Authorities; and regions, the regional Inuit organization parent councils/committees/boards. administers the child care programs. All of these different bodies play various important roles in designing, funding, delivering and monitoring quality early childhood development programs. How- “Children play a significant role in nation ever, for the purpose of this resource, the building and thus programs designed to focus will be local governance because the impact of decisions is specific to indi- address their needs suggests the need for 19 vidual communities and programs. a strong focus on community governance.”

WHATISLOCALGOVERNANCE? GUIDINGPRINCIPLESOFLOCAL Local governance is the way that decisions are made about an early childhood devel- GOVERNANCE opment program by people who use the There are four general principles of service or live in that community. Local governance for Inuit early childhood governance relies on the involvement of education that contribute to high community members, parents and Elders. quality programs 20: The local governance structure of each • programs are not-for-proﬁt; program differs by region, community, • roles and responsibilities of gover- organization and type of program. nance are clearly deﬁned; • governance relies on the direct Some programs have a board of directors involvement of parents, Elders that is legally responsible for making de- and community members21; and cisions and setting policy. Yet in other • governance recognizes and fosters programs, a parent council or parent local control.22

21 3. Governance relies on the direct involvement of parents, Elders and If parents are to feel a sense of ownership, community members. Local management makes it possible theyneedtobeinvolvedinagovernance to involve community members, structure that allows them to make im- Elders, families and children directly portant and meaningful decisions about in program design and operation as well as in setting priorities and the care and education of their children. planning to ensure programming is responsive to the community’s needs.24 Community-based programs are created, implemented and 1. Programs are non-profit. governed by the community itself. Non-profit programs provide a service to the community and are governed by a volunteer board of directors.23 The payment of parental fees for child care is not related to whether a program is non-profit or for-profit. The difference is that all revenue from non- profit centres goes back into the operation of the program. Revenue from a for-profit program is profit made by the owner(s).

2. Roles and responsibilities of governance are clearly defined. It is critical that the roles and responsibilities of local governance be clearly defined and understood by all 4. Governance recognizes and fosters involved. Some decisions must be local control. made by the legal operator of the pro- A local governance structure should gram, (employee hiring/manage- represent the people it serves. Inuit ment), while other decisions are made programs are best governed by Inuit, by staff (what activities to plan). Of organizations that represent Inuit, particular importance is a clear role and by parents whose children are definition between the board of direc- enrolled in the program. Many boards tors and Centre Director. or parent councils will ensure Inuit control by mandating that a majority of the membership seats are filled by Inuit. In addition, directors on a board are elected from the members of the organization.

22 SUCCESSFULBOARDS/ PARENT COUNCILS “Quality early childhood services must be 1. Parent Involvement developed and delivered by the community An inclusive philosophy is required 25 that is based on the recognition that tomeetitsownuniqueneeds.” parents are the most important decision makers in their child’s life. An atmosphere of respect and trust are times when an issue requires discus- is necessary to foster conﬁdence and sion and debate before consensus can be a desire for parents to volunteer. found. If consensus is being sought, it is To support parents to be involved important that the Chair ensures that in meetings, programs can provide everyone has a chance to talk and share child care, meals, and transportation their opinion. to meetings. Voting to make decisions still requires 2. Decision Making discussion of the issue, but can be less Democracy ensures that everyone time consuming. For example, a trans- at the table has a voice and an op- portation policy requires a decision. The portunity to express their opinions. issue is discussed by all to get a general It is important that board or council idea of how people feel and what they members understand how decisions think. The Chair then calls for everyone are made, and agree to the chosen to vote on a transportation policy. More method of decision making: consen- than half of the board or council mem- sus or voting. bers must vote in favour of the policy for the decision to be carried. In many cases, Consensus means that everyone at the voting on issues involving money or con- meeting agrees to the same outcome or troversial issues is supported by a motion. decision. This type of decision making takes more time. If everyone agrees to a A combination of consensus and voting to certain decision, for example, the devel- make decisions is common. Groups can opment of a transportation policy, then state that the preferred manner of mak- the process is complete. However, there ing decisions is through consensus, but

23 For a board or council to be successful, everyone must understand what their role is (president/chair, vice- president/vice-chair, secretary etc…,) so they know what is expected of them. (See Appendix 2A – Board Positions and Duties) that voting will be applied as a last resort 4. Meeting Schedule to a standstill issue. The most important It is beneficial to develop a meeting factor in how decisions are made is that schedule prior to meetings being all members of the group agree to, and called (perhaps the first Monday of fully understand the process. Parents need each month). Board of Directors of to feel a true sense of power in decision non-profit organizations are legally making to remain invested in the process. required to hold a minimum number of meetings throughout the year. Parent Councils have the flexibility to decide on a minimum number of “When decisions are made or even meetings in their terms of reference. perceived to be made by staff without 5. Chairing parental involvement, trust is destroyed Most often the President or Chair is and parental involvement will decline.” 26 responsible for leading the meeting.

An effective chairperson: • is prepared in advance and familiar 3. Clear Roles and Expectations with the agenda, including back- Each individual has a different role ground information to the items and to play while working together for a what actions have already occurred; common goal. In early childhood • understands the rules of order; education programs there are funda- • ensures everyone has an opportunity mentally three local decision-making to participate in discussion; bodies: Centre Director; program • does not take sides; staff; and board of directors/parent • is able to summarize discussions council. A Centre Director manages and input; and the daily operations of the program, • does not dominate the meeting.27 supervises program staff, and follows all policies and procedures approved 6. Agendas by the board. Program staff work The agenda lists all the business together to plan and deliver the daily or topics that will be discussed at a program for the children. The board particular meeting. Agendas help of directors/parent councils make big everyone stay focused on the issues picture decisions (funding, policies, at hand, and keep the meeting time and strategic planning). manageable. Adopt an agenda format and be consistent with it from meeting to meeting. 24 7. Minute Taking 8. Confidentiality The Secretary is usually responsible Most of the information discussed at for taking minutes of a meeting. a board or parent council meeting is The minutes are the official record- recorded in the minutes which are ing of what occurred at a meeting, then available to parents. There are what decisions were made, and what times when information is confiden- action items need follow up before tial, that is not recorded in minutes, the next meeting. The minute taker and should not be shared with the writes what is important to record; greater community or membership, word for word recording is impossi- for example, staff salaries, or reasons ble and unnecessary. for staff dismissal. At times, a member of a board or parent council will What to Include in the Minutes: have access to information that is confidential or private. It is impor- • name of the Board or Parent Council; tant to the integrity of the board, • date, time and place of meeting; council, individual member, and • names of people present and mem- program staff that this information bers who are absent; not be shared with others. • statement that the previous minutes and current agenda were approved; 9. Committees • record of important discussion and Committees are formed to do work decisions made for each agenda of the board or parent council in item. Briefly describe the main smaller groups. Committees meet points discussed and any actions outside of regularly scheduled meet- that are required as a result; ings to work on an issue or project. • all motions, resolutions, votes and Committees can also include parents decisions. Record who made and of the program who are not part of seconded each motion, and if it the board or parent council. Individ- was carried; uals, who are uncomfortable in a • objective recording of what was dis- large group, may be more at ease cussed (don’t include an opinion or judgment); and • the adjournment time and the date, time and place of the next meeting.

Minutes should be made available to all parents of the early childhood education program. Even though a parent may not be sitting on the board or council, they have a right to know what occurred and what decisions were made that will ultimately affect their child and their community.

25 working on committees. The work examples, the member in conflict that a committee does, or a recom- absolutely must not participate in mendation that they have, comes the discussion and decision on the back to the whole board or parent issue. This member should leave council for discussion and approval. the room while the discussion and Develop a terms of reference for decision takes place. Having a con- committees so there is no confusion flict of interest policy protects a about roles and responsibilities which board or council member against can lead to conflict. Terms of refer- real, perceived or potential con- ence spell out the purpose of the flicts of interest. (See Appendix 2C committee and what authority it – Sample Board Conflict of Interest has. (See Appendix 2B – Sample Policy) Terms of Reference) 11. Training/Capacity Building Each individual has something unique to offer, and this philosophy gives value to each person involved. Training will provide information and skills to assist individuals in their role as decision makers and community leaders. Boards that are committed to capacity building will ensure that all members are supported in their role through support, orientation, training and mentorship. It isn’t necessary to bring in people from outside the community to do this. Tapping into 10. Conflict of Interest local expertise and resources is Conflict of interest occurs when more cost effective and relevant. someone who sits on a board or parent council is making decisions 12. Recruitment about something that they, or a The turnover on boards or councils member of their immediate family, can be high. Develop a plan for fill- may benefit from personally. For ing vacant spots before they become example, a member of a board vacant. This often means approach- should not decide on salaries if his ing someone who might be inter- spouse is employed by the organi- ested. There may be a parent who zation. Likewise, a member who would be a strong addition to the works for the local construction group, but who has not come for- company that is putting in a bid ward. The existing board, council for renovations to the building or Centre Director should always should not vote on the decision to be on the lookout for community hire that company. In both of these members, parents and Elders who may want to join the group.

26 13. Empowerment & Engagement A successful board, council or committee is one where members feel a sense of ownership and engagement in the process. When members feel that they make decisions that affect their community, they will engage in the process. Parents must feel a sense of empowerment and ownership of their child’s program, and the body which governs it so they engage in the decision making process. If parents feel that their opinions matter, and that their voice can make a difference in their child’s life, then being involved feels meaningful and important.

Generally, a board is successful if all the participants feel that: • they have a purpose and sense of accomplishment; • they contribute to discussion and their contribution is valued by others; • creative ideas, alternatives or solutions are generated; • they are committed to decisions made and actions taken; and • they are willing to work together again.28

Appendix 2A: Board Positions and Duties

PRESIDENT/CHAIR SECRETARY • acts as the leader of the organization; • records and distributes minutes in a timely • ensures that by-laws, vision and mission of fashion; the organization are followed at all times; • attends meetings regularly; • sets the agenda; • participates on committees; • chairs all meetings; • gives notice of all meetings of the board or • participates on committees; its members including the Annual General • has signing authority; Meeting (AGM); and • prepares the annual report; • keeps the seal, minute book, register, and • works closely with the Centre Director; and other corporate documents up to date. • speaks on behalf of the corporation. TREASURER VICE-PRESIDENT/VICE-CHAIR • monitors the accounting records of the or- • replaces the President as chair of meetings ganization; when President is absent; • attends meetings regularly; • attends meetings regularly; • participates on the Finance Committee; • participates on committees; and • works with the auditor and Centre Director • may have signing authority. in preparing annual ﬁnancial reports; and • has signing authority.

MEMBER AT LARGE OR DIRECTOR • attends meetings regularly; and • participates on committees.

Appendix 2B: Sample Terms of Reference

OOKPIK DAY CARE – MEMBERSHIP: FINANCE COMMITTEE This committee will consist of the Treasurer, PURPOSE: To oversee and monitor the financial and a minimum of two additional members. practices of the Ookpik Day Care. MEETINGS MANDATE: • To develop, review and recommend sound Meetings will be held at the Day Care on a financial policies and procedures; monthly basis, and thereafter as required. • To advise the Board on issues related to financial operations; MEETING ATTENDANCE • To review and make recommendations for approval of the annual operating budget; The meetings of the Finance Committee are im- • To review monthly financial statements; portant and all members are expected to attend. • To review and make recommendations for approval of quarterly cash flow reports; DECISION MAKING • To ensure that all financial obligations are met in a timely manner; and There will be times when the Finance Committee • To review and make recommendations for will make a decision or put forward a recommen- approval of the annual audited financial dation. Decision-making will be by consensus. If statements. consensus cannot be reached, then a vote will be taken.

REPORTING

The Committee reports to the full Board of Directors.

Appendix 2C: Sample Board Conﬂict of Interest Policy

OOKPIK DAY CARE When a director is in a conflict of interest he/she must do the following: A director of the Ookpik Day Care Board of Directors is in a conflict of interest when he/she, 1. State that he/she is in a conflict of interest or a member of his/her immediate family, may as soon as this conflict becomes apparent benefit personally or professionally from the to him/her. director’s position on this Board: 2. State his/her interest in the matter at hand • when the director puts his/her own inter- prior to the issue being discussed. ests above those of the organization; • when the director or family member can 3. Leave the room during any discussion or benefit directly/indirectly from information decision regarding the issue; and received by the Board; and • when the director has separate and com- 4. Excuse him/her self from any discussion peting interests and is unclear as to which regarding the issue outside of meetings. interest he/she is representing.

A conflict of interest may be actual, perceived or potential. Any director of the Board may declare a conflict of interest on behalf of another director who has not done so. The director declaring the conflict of interest must provide reasons as to why it has been declared. In the event that a dispute arises as to the presence of a conflict of interest, the matter will be resolved by a vote. The directors involved in the dispute will not vote. All conflicts of interest must be recorded in the minutes of the meeting where it was declared.

Program Policies and Procedures

INTRODUCTION Policies and procedures are written state- “Legislation made without Inuit can become ments about what is and is not permitted 30 in an early childhood education program prohibitive in meeting Inuit priorities.” to ensure that programs are delivered in a fair, consistent, safe and healthy manner. Policies and procedures are clear DEVELOPINGPOLICIES rules of what is expected from parents, program staff and children. The develop- Policies are set by the legal operator, ment of certain policies and procedures board of directors and Centre Director is required by all provincial/territorial with input from program staff and par- day care regulations (child protection, ents. The types of policies that a program fire code, public health, zoning, building develops depends on several factors: code etc…). Programs must develop spe- what kind of program it is, who it serves, cific policies that demonstrate compliance what it offers, what its philosophy is, what with various regulations. its goals are, and what is required by the funder, provincial/territorial legislation, LEGISLATION and the local health authority. Develop- ing policies can be a daunting task at In Canada, the government of each times. Breaking the process into smaller province and territory sets minimum steps is helpful: standards (regulations) that programs must meet to be licensed. In Nunatsiavut, 1.Start by examining your program Nunavut and Inuvialuit it is the responsi- philosophy, goals and objectives. bility of the provincial/territorial govern- For example whether you need to ment to inspect, approve and monitor develop a policy on family outings is programs for compliance. In Nunavik, dependent upon whether they have the Kativik Regional Government has been identified as important and been granted responsibility for licensing valuable. programs through a 23 year agreement with the Province of Quebec.29

Legislation provides the necessary requirements for licensing centres and speciﬁes conditions of operation, for example, health and safety, physical space, staff qualiﬁcations, staff ratios, age groupings, group size and programming.

35 the records from parents; 2) having permission from the parents to contact the health centre for veriﬁcation; 3) updating immunization records; 4) what happens if the child’s immunization lapses while attending the program.

6.Write policies in a way that everyone can understand them. If program staff and parents don’t understand 2.Determine what policies are required them, they are less likely to follow by the provincial/territorial legisla- them. Use language that is simple tion, and local health authority. and straightforward. Procedures must For example, policies about required be reasonable, logical and feasible. child immunization, child/staff ratios, and meal planning will be nec- 7.Whenever possible and where ap- essary due to day care legislation. propriate, policies should be provided to program staff and parents 3.It is useful to gather policies from in Inuktitut. other early childhood development programs. There is a common way 8.Review policies on an annual basis of wording policies and looking at to ensure continued relevance and examples can help with writing your effectiveness. If a policy has been own. It is perfectly acceptable to troublesome, then reﬂection and pos- adapt policies from other programs sible revision is warranted. This to suit the needs of your program. process continues throughout the life of a program. Trial and error, new 4.Include input from program staff legislation or health information, and and parents during the process of a change in physical location can all developing policies. Staff provide a lead to a change in policy. valuable perspective on how a policy will actually work in a program. Par- 9.Communicate policies to parents in ents should also be invited into the the program. Sharing existing and process because policies ultimately new policies with parents is essential affect them and their children. in working together to create a quality program. Be certain that parents 5.Write the policy ﬁrst and then break understand the policy and its impli- it down into practical steps in a cations. Some policies may warrant procedure to follow. For example, a parent’s signature indicating that it is the policy of the program that they understand and agree to follow children must have up-to-date the policy, for example, behaviour immunization to enter the program. management. The procedure for this policy might include: 1) program staff collecting

36 Sometimes you may need to make a new policy to handle a new issue that has arisen, for example, late pick-ups, “The health and safety of children is of referrals, or complaint procedures. prime importance. In addition to ensuring that children are safe from injury and PARENT HANDBOOKS infection, child care providers must Develop a parent handbook to communi- demonstrate, model and promote sound cate policies to parents. “The family 32 handbook was made so families could health practices.” have a copy of important policies and information.” 31 Most parent handbooks include the following: • Child/Staff Ratios • general Information (hours of opera- • Medication Administration* tion, age group served); • Fire Safety/Evacuation • philosophy/goals of program; • Emergency Procedures • curriculum/activities; • First Aid* • information regarding the Board of • Toileting/Diapering Directors or Parent Council; • Tooth brushing • holidays; • Reporting Child Abuse • fees; • Weather/Power Closures • program schedule; and • Child Emergency Information • relevant policies. • Smoking & Substance Use* • Allergies/Food Sensitivities RECOMMENDEDPOLICIES • Child Release • Food Safety 1. Heath & Safety • Outdoor/Playground Safety Health and safety policies guide program • Universal Precautions staff in providing a hazard-free environment, minimize the risk of injury by * (See Appendix 3A – Sample Policies) guaranteeing that indoor and outdoor areas, furnishings, toys, and equipment are in good repair and safe for use by the children; and that all potentially dangerous materials are safely stored.

The following policies, many of which are required by provincial/territorial day care regulations, help to promote and monitor the health and safety of children participating in early childhood education programs: • Daily Health Observation* • Illness/Sick Children* • Sanitation • Immunization* 37 • Do we have enough staff to accept several children with special needs into our program? • What training and support is available in our community that will assist program staff in meeting the needs of children with special needs? • How will we communicate amongst 2. Special Needs our program staff about a child with A policy on children with special needs special needs? outlines the resources and services a • How will we ensure that the child’s program offers to parents of children needs are being met? with special needs. “Quality childcare programs also act as a system for early identi- The answers to these questions will form fication of learning disabilities in children, the basis for a policy on special needs. and provide appropriate referrals for the (See Appendix 3B – Sample Policy Chil- family.”33 The following questions might be dren with Special Needs) considered in the development of a policy on special needs: 3. Intake & Registration • How do we define special needs? Policies on intake and registration • Are we able to accommodate ensure fairness and consistency in children with disabilities? admitting children. Many of the following • Is acceptance into our program policies are required by day care regula- granted for all children with special tions. Others help communicate what is needs or is it decided case by case, expected of families when they register a depending on the unique needs of child in the program. each child? • Selection/Admission • What professionals and services are • Registration Forms available in our community to help • Payment of Fees identify and support a child with • Attendance special needs? • Withdrawal from Program • What screening and assessment • Arrival/Departure tools are appropriate and available • Personal Belongings in our community that will help • Child Release identify children who require addi- • Late Pick Up tional support? • Confidentiality

38 4. Behaviour Management 5. Parental Involvement Behaviour management, child guidance An inclusive policy on parental involve- or discipline are interchangeable terms ment will outline the ways in which for the same thing – how adults help chil- parents are invited and encouraged to dren to express feelings appropriately, participate in the program, how staff and resolve conﬂict with others, and control parents will communicate, the hosting aggression. Program staff, parents and of family events, and parents’ role on the volunteers use a variety of strategies to board. Appropriate policies to ensure teach, model and support appropriate parental involvement need to be devel- behaviour. A strong policy on behaviour oped and implemented. Please see the management will include the following: Partnerships and Relationships section • What strategies are encouraged and for ways to include parents. permitted, (redirection, praise); • What strategies are not permitted, (hitting, spanking, humiliating); • Suggested strategies and how to implement them, (consequences, redirection); • What the consequences are if a staff engages in prohibited acts, (written warning or termination of employment); • What the consequences are if a child is continually aggressive or harmful to children or program staff, (one on one special help or in extreme cases temporary removal from the program).

(See Appendix 3C – Sample Behaviour Management Policy)

Appendix 3A: Sample Policies

Health Policy

Policy: In order to ensure a healthy environment 4. Symptoms requiring stay at home – Any for children in the child care centres, programs child with the following symptoms must must adhere to a strict health policy for illness, be kept at home: fever, diarrhea, vomiting, disease, and accidents. severe colds (that prevent the child from participating in the program as normal), or Procedures: spots (rash) on the body that is contagious 1. Record of immunization – A copy of the or infectious. child’s Immunization Record must be provided to the Child Care Operator, either by 5. First Aid – A First Aid kit is kept readily avail- the parent or Public Health Nurse, prior to ad- able in each Child Care Centre, the contents mission to a child care centre. Copies of the of which comply with standards set by the St. Immunization Records are kept on file in the John Ambulance Association. All program child care centre in the child’s individual file. staff have an up-to-date First Aid Certificate.

2. Daily observation – Every child shall be 6. Prescription medications – If a child is observed daily by program staff for symp- required to take prescribed medication, toms of communicable diseases and ill then the program staff can only administer health. If the observation reveals that the these with the written consent and the in- child has developed illness symptoms of structions of the parents as indicated on the a communicable disease, ill health, or is Prescribed Medication Consent and Record involved in an accident the child shall be Sheet. All medications will be carefully placed in the quiet room/area until the labelled with the child’s name, date, and child’s parent/guardian comes to pick up instructions. All medications will be kept in the child or is seen by Public Health Nurse. a locked cabinet; refrigerated medications All communicable diseases are reported will also be locked. immediately to the nurse. 7. Record of medications – The program staff 3. Notification of illness – All parents will be will keep a daily record of the administra- notified when a child at the centre demon- tion of medications to the children using strates symptoms of a potential communi- the Prescribed Medications Consent and cable illness. The notice will recommend Record Sheet. precautions for parents to take. 8. Non-prescribed medications – Unless prescribed, medications will not be given to any child, at any time, unless in the case of a medical emergency.

41 Appendix 3A: Sample Policies continued

9. Medical emergency – When a child is regis- Smoking Policy tered, parents will be asked to sign a Medical Emergency Consent Form. This form gives Policy: Smoking is prohibited in any area of a permission to the program staff to take program facility. whatever emergency measures are deemed necessary for the protection of the child. Procedures: 1. Program staff, family and community mem- Alcohol and Drug Policy bers will refrain from smoking in the child care centre. Policy: All parent and community events are non-alcoholic. 2. This includes the program area, kitchen area, bathrooms and office area. Procedures: 1. Any person who comes to an event who has 3. Adults who chose to smoke must do so in consumed alcohol or drugs before attend- designated areas away from the children. ing is not permitted to stay. 4. Adults who smoke are responsible for keep- 2. A parent will not be permitted to pick up ing matches, lighters, cigarettes, and ash- a child from the program if he/she is obvi- trays out of the children’s view and reach at ously intoxicated. If a parent does arrive in all times. this condition, the following steps will be taken: 5. After smoking, program staff must wash a. the policy will be explained to the parent; their hands before returning to the program. b. the parent will be asked to leave the centre; and 6. Program staff are encouraged to role model c. the child will be kept on the premises healthy life style choices to the children. until an emergency or alternative contact can be reached.

3. If the parent refuses to cooperate with these steps, and takes the child oﬀ the premises, the following steps will be taken: a. emergency or alternative person will be contacted to relieve and help the parent; and b. social services will be contacted if staﬀ believe the child to be in immediate danger.

42 Appendix 3B: Sample Policy – Children With Special Needs

Policy: Children with special needs will be included in the program and staﬀ ensures the program will meet their needs.

Procedures: 1. Program staff are aware of the ISSP (Individ- 4. Program staff that offer one on one support ual Support Services Plan) process and are for children are required to meet with encouraged to implement this process to the Centre Director for duties specific for assist children and their families. designated children.

2. Program staff continue to take ongoing 5. If, after observing a child, program staff professional development in the area of suspects that he or she is having difficulty special needs. with any particular area of development then they must talk with the Centre Director 3. If one on one service is required for a child and determine a plan for the child. Parents with special needs, the centre may provide will need to be consulted and any follow up this. In some circumstances a parent is pro- action will need to be in consultation with viding this service. New one on one staff the parents. If an ISSP is put into place, the follow the same orientation process as program staff may be asked to be a part of other program staff. the ISSP team.

Appendix 3C: Sample Behaviour Management Policy

Policy: In its disciplinary approach, this program aspires to the goals of guiding behaviour that fosters the child’s social and emotional development, at the same time allowing children to understand that there are consequences to behaviours.

Procedures: 1. Behaviour management – Guiding chil- 4. One on one support – If the behaviour per- dren’s behaviour should be based on a num- sists and the individual plan of behaviour ber of different approaches and techniques, management is not having a positive im- depending on the situation. The main goal pact, if financially possible; the centre may in guiding behaviour is to strengthen the provide one on one support. If one on one child’s self-concept and to help the child support is not financially possible, the cen- develop positive relationships with others. tre will advocate for other agencies to help All program staff should be familiar with a provide any necessary support. number of techniques and use them where appropriate. Establishing a relationship with 5. Temporary removal – If all the above ac- the children and a well-developed program tions are not effective, and one on one is that meets the children’s needs is the foun- not secured, and care of the other children dation required such that the need for guid- is being affected (with supportive docu- ing behaviour should be reduced. mentation), parents will be asked to remove the child from the Centre for a short period 2. Parent notification – If program staff have of time. This would be the last resort, and used the behaviour management tech- would be done gradually over several weeks niques, but a child is continually disrupting in cooperation with the parents. Our pro- or harming others in the program, parents gram is geared towards children at risk; must be notified, and a meeting arranged. therefore those in greatest need should not be removed due to behavioural challenges. 3. Professional Support – If a program staff Once the individual plan is re-evaluated, the member is having problems with a child child will be reintegrated into the centre. and have exhausted their own expertise, they should contact the Program Developer for Child Care for professional advice. S/he will offer suggestions or techniques or may contact a Child/Behaviour Management Specialist or the Child Care Consultant of Child Youth and Family Services. Together an Individualized Plan for the child will be arranged. This may include an assessment.

Culture and Language Based Curriculum

INTRODUCTION Our culture is who we are as Inuit. It re- “The songs of our fathers, our old stories ﬂects where we have come from and it will lead us into the future. Our weather, which we used to hear from older people will language, beliefs, values, stories and tra- be gone and we will never hear them again. ditions make up our culture. We must All this will be lost, so let us wake up and pass this knowledge to our children – they will keep the qulliq burning for restore our old methods and culture while 34 future generations. Inuit day cares, nurs- there is still time.” ery schools and Head Starts present a wonderful opportunity to teach our children about our culture; our rich heritage. practices, food, skills, celebrations, CURRICULUM and language. All aspects of the curriculum reﬂect a community’s The purpose of curriculum in early child- cultural heritage – stories, hunting, hood development programs is to offer traditional songs, and sewing skills. children a wide range of activities and learning opportunities that will enhance 2. The values and beliefs of the their development, growth, and learning, families involved in the program. support their interests, expose them to When planning curriculum, the a variety of experiences, and foster self- values and beliefs of the families esteem. This combined with the strength involved in the program must be and richness of our cultural heritage cre- considered. Their opinions about ates a curriculum that blends traditional what they believe to be important knowledge with child-centred and devel- in their child’s care and education opmentally appropriate activities. is invaluable in planning for children’s learning. CULTURE & LANGUAGE BASED CURRICULUM Culture & language based curriculum for young children takes into account the following:

1. The cultural heritage of children and community. Integrate local traditional knowledge,

47 5. The ways in which children learn. Children learn in a variety of different ways. They learn from watching, listening, practicing, doing and playing. Planning a variety of different activities to embrace children’s unique learning styles is important.

“Children have an innate ability to learn CURRICULUMPLANNING about their world around them. Children Theme based curriculum planning is a develop their own interests and ideas common method used by program staff to plan a range of activities for young about what excites them. Program staff children. Typically, weekly or monthly can consider asking children what they are themes are chosen and activities are planned around the theme. This allows interested in, or simply observe children’s program staff to connect a wide range of 35 play to determine what interests them.” activities to a common theme. Once a theme is identified (for example spring camping), program staff plan activities in the various activity areas of their 3. The philosophy, goals and objec- program (art or dramatic play). Cultural tives of the program. themes include transportation, water, A program’s philosophy, goals and ice, weather, plants, fish, arctic animals, objectives play a significant role in return of the sun, sea-lifts, hunting/ determining what should be included camping, clothing, family and kinship, in curriculum planning. For example, Elders, names and naming, and medicine if one of the program goals is to pre- and healing. (See Appendix 4A – Sample pare children for Kindergarten, then Weekly Program Plan) school readiness activities are implemented into the curriculum. An alternative to traditional theme based planning is emergent curriculum. Emer- 4. The ages and developmental gent curriculum stems from the interests stages of the children. of children and evolves throughout the Children’s development is progres- day, week and month. Program staff plan sive and predictable but varies based activities by observing children to deter- on each child’s unique experiences. mine their interests, including children Understanding various aspects of in the planning process and being flexi- children’s development will assist ble in their approach. Curriculum webs program staff in planning develop- are used to brainstorm and record activi- mentally appropriate activities and ties that are planned or emerge. experiences.

48 PROGRAM SCHEDULE

Program schedules vary depending on a In this way, curriculum also refers to a variety of factors: the length of the pro- spontaneous game of high kick; the con- gram (full-day or half-day), the physical versation about how to pick berries that layout of the facility, what flow has emerges at snack time; a discussion about worked in the past, and the philosophy the importance of hand washing during of the program. Consider the following bathroom time, or helping a friend at tidy when developing a schedule: up time. These unplanned activities pres- • what time most children arrive and ent wonderful teachable moments. depart; • how many transitions are included (a change in activity); “Traditionally, Inuit children learned by • changing rooms or locations, for example, if the bathroom is down carefully observing and following the the hall; example set by their Elders. Inuit children • adequate play time or centre time so continue to learn all traditional skills by children can develop their ideas and play themes; and the attentive observation of an older, more • what must be included according to experienced person.” 36 territorial/provincial regulations (rest period for full-day programs).

Include the following in a program DOMAINSOFCHILD schedule: • meal time and/or snack time; DEVELOPMENT • free play/activity time, circle time a) Physical Development and outdoor play; The setting in a quality early child- • toileting/bathroom (may include face hood education program is organized washing, teeth brushing, hand in such a way as to provide opportu- washing); and nities for daily gross and fine motor • nap/rest time. activities both inside and outside the facility (weather permitting). Plan dif- TEACHABLEMOMENTS ferent activities and have a variety of toys, materials and equipment Most often, curriculum is thought of as accessible to provide opportunities the activities that are planned for children, for each child to explore his environ- for example, art, games and stories. If the ment and develop his senses by outcome of curriculum is children’s learn- observing things like colours, smells, ing, then curriculum in its broadest sense tastes, sounds and textures.37 Pro- refers to planned activities as well as un- viding for children’s active, physical planned learning. “Children do not display every day is very important. criminate between what is prepared and Think creatively about the uses of structured for them to learn and whatever space so every child can play using else happens to them. It is all learning.” 35 their whole body actively for at least an hour. 49 d) Creative Development “They will be able to think and work things Show appreciation of and encourage- out; be able to deal appropriately with others ment for children’s creative expression, and introducing music, creative … have an understanding of their actions … movement, art, dramatic play, stories withthisconfidence,theywillbeableto and songs that reflect and affirm our culture in the program. Include tradi- work through different ideas and gain skills tional Inuit dance, music, drumming, that are important to their community. They stories, and songs in your program. will know their limits and strengths, know e) Cognitive Development howtodealwithconflicts,andhowtomake Encourage and support exploration 38 good decisions.” and problem-solving, provide activities that support literacy and numeracy (concepts of number, counting, writ- b) Social Development ing, and reading), encourage and sup- A child’s social development is fos- port children to explain how they think tered by planning environments and things work, to predict what might activities that support and encourage happen, and to experiment, and offer positive social interaction and the experiences related to science, math- development of social skills, fostering ematics and social studies. These children’s ability to understand and are all presented in a play-based cooperate with others, assisting chil- curriculum.39 dren to understand the rules and expectations of adults and their peers, f) Language Development and assisting children to develop ef- Program staff can support children’s fective and socially acceptable ways to language and communication devel- handle conflict. In keeping with what opment in the following ways; sup- our Elders teach us, program staff port their attempts to communicate encourage children to be respectful (gestures, signs, one, two and three and good to others; and treat others word sentences), encourage the use equally, with kindness and smiles, re- of Inuktitut, provide opportunities to gardless of their age or who they are. develop listening and understanding skills, encourage verbal and non- c) Emotional Development verbal expression, and facilitate dia- Foster children’s attachment to par- logue with them and among each ents, encourage healthy relationships other by asking open-ended ques- with other children, foster children’s tions and seeking their opinions.40 self-esteem, encourage pride in cultural heritage, help children to be self-sufficient and independent, and help children feel comfortable and included in your program. All of this will support children’s emotional development.

50 INUKTITUT LANGUAGE CHILDRENWITHSPECIAL NEEDS In the words of John Amagoalik, “We must teach our children their mother The integration of children with special tongue. We must teach them what they needs in an early childhood education are and where they came from. We must setting is a goal for quality programs. teach them the values which have guided Full integration relies on the commit- our society over the thousands of years. ment and dedication of all staff, and We must teach them our philosophies strong communication and partnership which go back beyond the memory of with the family. Please see the section man. We must keep the embers burning regarding Program Policies and Proce- from the fires which used to burn in our dures for more information including village so that we may gather around children with special needs. them again. It is this spirit we must keep alive so that it may guide us again in a The following suggestions may new life in a changed world.” 41 assist program staff in a successful integration: How a program integrates Inuktitut will • Communicate with the child’s family depend on the availability of fluent about how best to meet his/her needs. speakers in their community. Many pro- • Adapt curriculum activities to suit a grams are able to offer a fully unilingual child’s abilities. program while others programs are bilin- • Consult with professionals in the com- gual and operate in English and Inukti- munity with permission from parents. tut. Yet, other programs in communities • Develop an Individual Program Plan where fewer fluent speakers live operate (IPP) to ensure that a child’s unique in English and program staff, Elders or developmental needs are met. An IPP other community members teach Inukti- outlines the goals and objectives for tut words, phrases, and greetings to the a child with special needs. children. Strategies that can assist pro- • Make modifications to the facility to gram staff in promoting the development allow access and ease of movement of Inuktitut include: traditional books, i.e. build a ramp. stories, flashcards, counting, rhymes, • Seek additional staff to assist the games and dances; offering circle times child in the program. where the Inuktitut is predominantly • Be creative and resourceful in meet- spoken; or setting up a language corner ing the needs of a child with special where proficient speakers speak individ- needs. ually with children.42 (See Appendix 4B – Inuktitut in Early Childhood Education Programs)

51 • Commission Elders to make or provide traditional games and toys; and • Ask an Elder to demonstrate lighting a qulliq for the children, while talking about its signiﬁcance.

CENTRE SET UP AND LAYOUT

In quality programs a great deal of thought goes into the physical layout of the room, activity centres, wall displays, and the ﬂow of the program within the “Elder members of the family held posi- physical environment. Often, program tions of high esteem in the household staff must work with an existing building that wasn’t designed for a children’s pro- and the community. Children were gram. Creativity, reﬂection and experi- taught from a very youngageto respect mentation go a long way to setting up a their Elders and to try and anticipate space where young children can learn, 43 play and thrive. Strive for an environment their needs and wishes.” that blends functionality with aesthetics.

Activity Centres: ELDERS An early childhood development setting The inclusion of Elders in all aspects of usually includes a variety of activity areas an Inuit early childhood development or centres that foster independence and program is paramount. Embrace their conﬁdence. Toys and materials are pre- knowledge, skills and wisdom and seek sented in an inviting and child-friendly their input and participation in our pro- manner to welcome children to that area. grams. There is great opportunity in Common activity areas include: early childhood education settings to • Art/Sensory ensure input from Elders: • Dramatic Play • Hire Elders as staff; • Reading/Books • Invite Elders to the program for cele- • Block/construction bration days; • Science • Include Elders in training events as • Table Top (for example puzzles) presenters or speakers; • Invite Elders to the program to sing songs and drum dance, tell stories, treat skins/furs, demonstrate crafts and sewing; • Host an Elder day and invite community Elders for tea or a luncheon; • Visit the Elders’ lodge/centre with the children;

52 Room Layout:

Deciding on the layout of a room for young • Display pictures of Inuit, arctic children depends on the age of the chil- animals, igloos, Inuksuit, tents, dog dren, the space you have to work with, teams, traditional food, clothing your budget and resources available, and and families; the creativity of program staff. The follow- • Label areas and items in the room ing may be considered when arranging a in Inuktitut, for example, art area safe and welcoming space for children: or chair; • Ensure easy supervision of all areas • Post I U As at child’s level; of the room; • Display children’s art and other • Consider the abilities and needs of creations; children with special needs; • Have murals painted by local artists; • Provide quiet and cozy areas where • Display numbers, shapes and colors children can get away from noisy and label them in Inuktitut; activities; • Decorate the room with ulus, • Find a balance between overwhelm- kamiks, wood carvings, traditional ing children with too many choices dolls, tools and qamutiqs; of toys, materials and activities and • Draw a life size picture of child and having too few choices which can lead label body parts in Inuktitut; to frustration, boredom and conﬂict; • Promote independence and self-esteem by providing child-sized furniture; • Ensure that there is adequate storage for hazardous materials that is not accessible to the children; • Allow enough space on the ﬂoor for children to move, create, and play with materials. Floor space for play needs to be safe from pathways where children can work uninterrupted; and • Observe children for signs of boredom or frustration and change room • Post each child’s name and birthday arrangement when necessary. in the room; • Post daily greetings in Inuktitut in Wall Displays: the cloakroom or dressing area for parents to see; Displaying posters, pictures and other • Draw pictures that represent the items on the walls in a centre helps to program routine and display; create an inclusive atmosphere. What is • Make or attain an Inuit specific displayed in a room tells a story to chil- growth chart to mount on the wall dren, program staff, parents and visitors and record children’s growth about what is valued. Keep in mind that regularly; and too much on the walls can be over stimu- • Display photographs of the children lating or overwhelming for some children. and their families.

53 TOYS/EQUIPMENT Music/Dance Ideas: • Provide a variety of toys and materi- • Teach traditional songs; als that support a balance of active • Translate English songs into and quiet play as well as a balance Inuktitut; of individual and group play; • Demonstrate and teach juggling • Supply a variety of developmentally songs; appropriate equipment for riding, • Have child sized drums made and climbing and balancing to support include them in your program; gross motor skill development; • Teach children how to throat sing; • Offer a variety of props, materials • Use songs during routines and tran- and equipment that supports role- sitions, for example, washing hands, playing and other creative activities; good morning songs, and tidy up • Include adaptive equipment to allow songs; children with special needs to partic- • Include songs about numbers, col- ipate as much as possible; and ors, and shapes; • Have pictures or books that present • Write traditional songs down and children with special needs engaging share them with parents; independently in real-life activities. • Create movements to accompany songs; and • Teach children local square dances and jigs.

Storytelling/Books Storytelling was our ancestor’s way of passing knowledge, traditions, stories, legends, myths, songs, beliefs and history.44 Storytelling continues to be an in- CURRICULUMAREAS valuable teaching tool in children’s programs. We have gathered some preschool curriculum ideas from our program visits and Ideas: telephone interviews that may assist • Invite Elders and other community programs in providing a Culture and Lan- members to tell stories on a regular guage Based Curriculum. The focus here basis; is on activities for children between two • Set up a reading/book centre with to ﬁve years of age. The ideas presented books easily accessible by children; do not exhaust the possibilities. Creativity • Include a variety of Inuit or Northern and resourcefulness go a long way in de- themed books; veloping a truly relevant curriculum for • Contact your regional school board young Inuit children. Establishing connec- for Inuktitut books; tions with local sewers, hunters, carvers, • Translate English children’s books woodworkers, storytellers and Elders, is an by inserting the translated text into excellent way to involve the community in the book; an early childhood development program.

54 • Create your own books. Where programs are unable to order books “Traditionally, Inuit did not have a written program staff can make culture/ language speciﬁc books; language. All of Inuit history, knowledge, • Include reading and storytelling in values and beliefs were passed on from gen- your program on a daily basis; and • Make felt pieces to accompany eration to generation by word of mouth. The books or stories. Use felt stories information was contained in both songs on a homemade felt board at circle and stories, repeated to children by their time and allow children to recreate 45 the story in the book centre. parents and grandparents as they grew.”

Circle Time Circle time is a planned group time where children enjoy songs, puppets, Country Food finger plays, stories, dancing and games. Incorporate a variety of Circle times foster turn taking, language country foods such as and listening skills, self-expression, and caribou, seal, muktak, cooperation. Pass traditional knowledge and fish into a bal- to children through activities such as anced and nutritious storytelling, singing traditional songs, menu. Programs may the use of Inuktitut, bone games, and be required to comply sewing demonstrations. with local regulations to serve country food. For example, in some communities The length of circle time, the activities meat must be certified or licensed from planned and the content included will Renewable Resources. When programs vary depending upon the age of the chil- face barriers to serving country food, it is dren and the number of children in the critical to advocate for their inclusion. group. Circles for preschool aged children might include a show and tell time Ideas: where children develop language skills • Collect country food recipes from the and confidence in sharing their item or community; story with the group. (See Appendix 5C – • Consider allowing parents to pay child Keys to an Effective Circle Time) care fees by trading country food; • Encourage local hunters to donate Circle Activities: country food to the program; • Attendance/Calendar activities; • Visit an Elder’s Centre and eat coun- • Songs/music/movement; try foods with Elders; • Books/stories, including felt board • Invite local hunters to the program stories; to talk to the children about their • Bone and string games; experiences; • Puppet shows; • Demonstrate cleaning and prepara- • Mitiq Mitiq Nilliq (duck duck goose); tion of country food; and • Who Made Your Kamiks? and • Display pictures of traditional food • Juggling. in the dramatic play area.

55 Field Trip Ideas Art/Sensory Experiences • Visit an Elder’s centre if there is one Art and sensory activities support young in your community; children’s natural desire to touch, feel • Take small groups of children to visit and create. Sensory experiences such as Elders in their home; playdoh, sand and water allow children • Visit the school or arena – plan gross to become absorbed in the sensory na- motor activities or games in the gym; ture of the materials and experiment. • Take a trip to the community or Art activities and sensory experiences school library to have story time and can be soothing and calming for many borrow books; children as they explore the properties • Walk to the school play structure if of the materials. your program doesn’t have one; • Have a picnic in the nice weather; Ideas: • Visit the health centre – a nurse • Make popsicle stick qamutiqs; could talk about the importance of • Have child sized unsharpened ulus hand washing, or measure the chil- made and use them with playdoh; dren to see how tall they are; • Do soap carvings with children; • Walk to the beach and watch the sea • Fill the water bin or water table with lift and snow (or water and freeze it) and add • Visit the local grocery store and do a plastic arctic animals, toy snowmo- treasure hunt for foods from the four biles and qamutiqs; food groups. • Collage with bits of fabric, fur and skins; Outdoor Play Ideas • Invite a local artist to the program to • If there is space outside, set up can- practice art or demonstrate how to vas tent during camping theme; make a craft or carving; • In warm weather plan picnics and • Draw Inuit items or symbols and chil- walks around the community; dren can fill with coloring, collage • Take the children sliding, try sliding materials, or sand; with sealskins; • Make a footprint and two hand prints • Build snow forts and igloos and on construction paper to make an • Include child sized qamutiqs for ookpik; and pulling each other. • Use rocks to make Inuksuit.

Dramatic Play Dramatic play allows children to play out their experiences, feelings and ideas. Young children represent what they have observed or experienced through their dramatic play, for example, nursing a baby, changing a diaper or cooking sup- per. Provide children with a variety of child sized real items to encourage them to ‘try on’ different roles for example mother, father, baby, storekeeper.

56 Ideas: • Include child sized amautis, atigis, qamiks, silapaqs, dickies, ullipakak, mukluks, snow goggles and packing shirts; • Have sealskin or other skins/furs in the dramatic play area; • Set up a small nylon tent to support camping play; • Reinforce name recognition by • Commission local sewers to make making tracing pages of each child’s Inuit dolls, doll clothing, and name in Inuktitut. Use a dotted line puppets, and include these in or a highlighter marker and children the dramatic play area; and can trace over the lines. • Include stuffed arctic animals to include in play and cuddle with. Blocks Blocks provide a range of opportunities Table Top for children to develop gross motor skills, The table top area refers to activities and spatial awareness and creativity. When games that foster skills such as match- children play and build with blocks they ing, sorting, letter recognition, whole/ are learning about size, shape, weight, part, and number concepts. Many table balance, stability and problem solving. top activities promote eye hand coordi- Simple wooden blocks can be supple- nation and ﬁne motor development. Pro- mented with several items that reﬂect grams may be able to access some table life in the north. top activities from mainstream sources (for example arctic animal puzzles), but Ideas: most of the time program staff need to • Have snowmobiles, plastic arctic make their own. animals, kayaks, and boats available with blocks. Ideas: • Include small wooden qamutiqs; • Make memory or matching games • Include wooden carved tools for ex- on cardboard using Inuit pictures, ample snowknife and skinning knife; symbols and words; • Have local carpenters or carvers • Use coloring pages with Inuit or make small wooden skidoos, qulliqs, Northern pictures; ulus, skinning surface, and snow- • Make bingo games with pictures of mobiles; and animals, syllabics or other pictures; • Use permanent marker to write syl- • Use an assortment of bones with labic alphabet on small cube blocks. holes for children to thread onto string; • Make a northern food sorting game using the northern food guides and pictures of different northern food; and

57 Science A science table or corner exposes children • Can use language skills to solve to many real and natural items that can problems and express thoughts and be brought in from the outdoors. Science feelings; tables encourage children to touch, feel, • Know what print is and what it is explore, experiment, ask questions and used for, and may know some letters make predictions. and numbers; • Know what books are and the Ideas: purposes of reading; • Display various local flora covered • Able to form social relationships in plastic labelled with names; with children and adults outside the • Include a magnifying glass with items family 46; and such as antlers, arctic cotton, animal • Is excited about learning and has a skulls/bones, and carvings; and positive attitude towards school. • Display a variety of dried skins and furs. Ideas: • Create a photo album of the new School Readiness school to keep on the book shelf. School readiness refers to the skills that Include photos of the front door, will assist a child to be successful in the classroom, the activity areas, Kindergarten. Most often, it is thought the playground and the teachers; that skills such as fine motor skills, name • Arrange a class field trip to a Kinder- recognition, writing, calendar, following garten class. Make it short and routines, and cooperating in a group are pleasant; the primary skills needed to be successful • Encourage Kindergarten teachers to in Kindergarten. While this may true, re- visit your program prior to the start search is now emphasizing that the most of school; important factors for successful transition • Read books about going to Kinder- into school are good social skills, strong garten; communication skills and a positive atti- • Invite a few children who are in tude towards learning and new experi- Kindergarten who were in your ences. A blend of these two streams of program last year to come back thought will ensure that children leaving and tell the children about school; an early childhood education program • Develop a portfolio of the child’s to start Kindergarten will enter with the work to share with a new teacher; following abilities: • Play school in the dramatic play • Able to hold a pencil, crayon, or area. Use props such as paper, pens, small object with control in hands; and syllabic flashcards; • May write some alphabet letters; • Practice raising hands at circle time; • Able to run, jump, hop on one foot, • Ask the Kindergarten class to make control movements, balance; a book for the preschool kids about • Understand and follow oral direc- going to Kindergarten; and tions in first language; • Visit the new school playground and • Can focus on an interesting task; library.47 • Can sit still long enough to share a story; 58 animal cards FRIDAY Cleaning and washing Elder storytelling animal cards plastic animals plastic animals with finger puppets;“Ilumi mikijmiaagut seal skin; Bone game; song) paints using plasticarctic animals masks Animal flash cards Memory game using Memory game using WEDNESDAY THURSDAY plastic sea mammals in playdoh with in playdoh with do you see? “Naatimmiik, tuttumik, nangittuq” (hunter aumk...qiniqquunga” nanurmik (looking for animals) WEEK: March 18 -21 Furs, skins, hunting tools, pictures of animals, antlers, bones lotto game House set up with clothing – atiggit, amalu, amautiit, stuffed arctic animals TUESDAY arctic animals Tallimat mitiralaat Nanuk, Nanuk What Five Little Nanuk birds – pictures and book Blocks with wooden qamutiik, snowmobiles, plastic igloos, and plastic arctic animals, Arctic Lego Appendix 4A: Sample Weekly Program Plan Ookpik puppetsSnow with plastic Popsicle qamutikarctic animals Snow with plastic Animal prints with Frozen Paper water plate with animalAnimal puzzles Animal collages Making animal tracks Arctic animal Making animal tracks Visit from hunter to talk about animals; (5 little ducks) pictures of animals; Lesson about arctic Book and felt story “umajuriarlutaa” (hunting song) THEME: Animals – Hunting AREAS MONDAY Sensory Blocks/ Construction Cognitive/ Table Top Science Table Dramatic Play Circle Creative

Appendix 4B: Inuktitut in Early Childhood Education Programs

1. Language Nest 3. Bilingual Program (Inuktitut immersion program): (Inuktitut and English or French) • Immerse young children in their culture • Inuktitut and English are used equally: and language within a nurturing and for example language by one staff or protective environment that includes some parts of program in Inuktitut and the concept of extended family; others in English; • Offer an Inuktitut Infant Care Program • This approach works in a community at the critical time of language develop- where some program staff but not all ment, between birth and the toddler program staff speak Inuktitut fluently. years. Ideally extend the language nest program until child enters school where 4. English Program with Inuktitut Teaching Inuktitut immersion is provided; • English is the language spoken in the • This program depends on program staff program; being fluent in Inuktitut. • Inuktitut is taught to the children at circle time or story time, etc; 2. Unilingual Program (Inuktitut only) • This approach is used when program staff • All aspects of the program are offered in are not fluent in Inuktitut but can teach Inuktitut only; some vocabulary to the children for • This approach works in communities example numbers, songs, calendar, where Inuktitut is spoken fluently by greetings, animals, etc. most of the community, all the program staff and most of the children.

Appendix 4C: Keys to an Eﬀective Circle Time

For circle time to be an effective learning • If a child seems to have trouble participat- experience, program staff need to plan. ing, ask another adult, to sit nearby, or posi- Here are some ideas to consider when tion yourself near the child in advance. A planning circle time experiences: gentle touch or encouraging smile may be • Know your children – their ages, interests, all that is needed to refocus the child. You and abilities; might also involve the child as a helper by • Circle time should last only as long as inviting him or her to pass out materials or children are engaged; sing a song; • Watch for signs that children are getting • Be flexible about participation. It’s okay if tired; some children don’t want to participate in • Make circle time a positive experience – some activities. By offering that child a plan activities that keep frustration at choice to join in or to read a book quietly, a minimum; you can help him feel in control within • Think about how to introduce important limits; and skills and concepts; • Be flexible! Have fun! Stay positive! • Be prepared! Have the materials you need ready. Don't keep children waiting; Consider the Age of the Children • To get children's attention, whisper or talk Circle time must be different for various age quietly. To help children calm down before groups. The amount of time spent in the group a story, sing a song that starts off energeti- and the complexity of activities should be cally and then ends more slowly or quietly; considered in relation to the age of the children. • Vary the activities from day to day depend- • Three-year-olds might spend 15 minutes in ing on the needs of the children. Plan for circle time, especially if there is a mix of a mix of active and relaxing activities; listening to a story and then responding to cognitive, physical, social/emotional, and some open-ended questions. Movement language activities that include a range activities, finger plays, and simple conversa- of content knowledge; tions are important with this age group; • Recognize that short circle times can • Children ages 4-5 can usually be engaged for happen several times during the day; 15-20 minutes and can tackle some more • Plan for the transitions into and out of circle complex circle time activities. For example, time. Keep the transitions brief, fun, posi- you can become the scribe as the group tive, and calm to engage children as they invents a story or dictates their recollection move from one activity to the other; of events.

Personnel

INTRODUCTION STAFF QUALIFICATIONS Early childhood education staff are the Staff qualifications required for positions cornerstone of this profession. With know- in early childhood development is deter- ledgeable, reliable and caring Inuit staff, mined by the employer. Qualifications quality programming is within reach. include the required training, skills, Program staff assume a tremendous, abilities and experience for each position. yet rewarding responsibility. They provide Some qualifications must be included a valuable community service to parents to comply with provincial/territorial day by delivering reliable, safe and stimulat- care legislation, for example, level of ing care and education. training. Informal life experiences of staff can be used as part of the qualifications FACTORS AFFECTING QUALITY needed for the job. (See Appendix 5A – Sample Job Posting, Educator) • Staff Characteristics • Staff Qualifications • Working Conditions • Wages and Benefits “Children who have established positive • Staff Turnover relationships with their child care provider • Staff Management will exhibit happiness and comfort in the • Group Sizes/Ratios • Personnel Policies child care setting, which can be one of the • Professionalism best indicators of a quality program.” 48 • Training/Professional Development

STAFF CHARACTERISTICS WORKINGCONDITIONS Early childhood education staff work The quality and nature of the workplace with our communities’ most vulnerable in early childhood development programs group. The quality of the interactions inﬂuences the quality of care and educa- between young children and the adults tion provided to the children. Most often, who care for them has a signiﬁcant and if employees are happy in their jobs, they enduring impact on children’s lives. are more likely to feel motivated and en- Because of the intimacy of the relation- thusiastic about providing an excellent ship and the potential to do harm all staff service to families. are called to a high level of commitment.

65 WAGES & BENEFITS the Centre Director in programs is vital to the success and quality of program Research shows that low wages and poor delivery. Centre Directors act as leaders, working conditions result in job dissatis- listeners, problem-solvers, administra- faction and high turnover rates.49 Employ- tors, and teachers. The responsibilities ees must feel that their work is valued. of the Centre Director are vast, and the Adequate wages and benefits provide daily responsibility for the welfare of the meaningful compensation for the critical children enrolled in the programs rests work that program staff do. In quality with them. programs, employers strive to provide fair wages and ample benefits to promote In a high quality early childhood educa- the retention of employees over time. tion programs, Centre Directors: • hire and maintain knowledgeable, STAFF TURNOVER sensitive and motivated program staff; One of the most difficult challenges facing • ensure a healthy, well-organized programs is staff turnover. It can be dev- environment and a purposeful daily astating for management, fellow staff, program that meets the needs of the children, and families when programs children being cared for and their are faced with changes in staff on a regu- families; lar basis. High staff turnover is not • administer the overall organization uncommon in this profession as pro- consistent with legislative require- grams struggle with providing adequate ments and with the direction of the salaries, positive working conditions, and organization’s governing body; ample benefits. Developing strategies for • manage the program’s financial recruitment and retention of program resources effectively; and staff is essential in providing caregiver • communicate positively and consistency in young children’s lives. effectively with parents, staff and community. STAFF MANAGEMENT Several factors contribute to successful Although the Board of Directors is the management and supervision of staff: legal employer of all employees of the organization, the Centre Director is hired Director’s administrative style to supervise and direct program staff on The Centre Director’s leadership style a daily basis. The Centre Director follows impacts program staff performance, personnel policies approved by the Board morale and team development. Aspects and ensures that all employees under- of a Centre Director’s administrative stand their responsibilities. The role of style that contribute to quality include

66 provision of support to program staff, job descriptions will include the follow- a well-organized but flexible working ing: job title, position summary, tasks, environment, opportunities for input into duties, or responsibilities; qualifications program policies and practices by staff, and requirements, weekly hours and and opportunities for professional growth salary. Secondly, orientation to the job and development for staff as well as the gives the employee an opportunity to ask Centre Director.50 questions and ensure that they are clear about what their job entails. Staff Communication In a quality program, Centre Directors Regular supervision and feedback is criti- set the tone for positive and open staff cal for program staff to know whether communication. They establish and main- they are fulfilling their responsibilities tain open and collaborative working effectively. It is the role of the Centre relationships with program staff and Director to provide ongoing and regular encourage them to support each other feedback to employees that assists them as a team. Program staff develop strong in refining their skills and abilities. A relationships with one another by seek- combination of informal and formal feeding out ideas and experiences from each back is necessary to allow the employee other; resolving differences of opinion time to work on specific areas of need and appropriately, respecting confidentiality, improve their performance. Informal feed- and by offering verbal and practical back can be as simple as saying “I liked support to one another.51 your art activity today, it really engaged the children” This type of feedback is immediate and motivates program staff to continue to work hard. Formal feedback “Building community capacity is key to includes annual performance appraisals. delivering programs and services at the community level.” 52 Often, written reviews are mandatory after a probationary period of employment, and annually thereafter. Perform- ance appraisals document an employee’s Employee Performance strengths and areas for improvement Current and detailed job descriptions based on the responsibilities outlined form the foundation for strong employee in the job description. A fair review performance. Employees must know what process ensures that employees are is expected of them and what duties they aware of what skills are being evaluated. must perform on a regular basis. Most (See Appendix 5B for a sample performance appraisal)

67 GROUP SIZES/RATIOS Adequate staff/child ratios enable the In addition to legislated standards and type of adult/child interaction that sup- practices, personnel policies that are im- ports a child’s development and well- portant to develop in an early childhood being. A favourable ratio allows program development setting include: staff to focus on developing relationships • Police Records Checks with children by being sensitive, respon- • Confidentiality sive, nurturing, non-restrictive, and by • Employment of Relatives providing care that stimulates children • Conflict of Interest to learn and enhance language and so- • Personnel Records cial skills. Similarly, smaller group sizes • Punctuality/Attendance permit program staff to be more respon- • Smoking sive and spend a larger proportion of • Alcohol & Drug Use their time interacting with children. • Violence in the Workplace • Harassment PERSONNELPOLICIES • Staff Professional Development • Conflict Resolution Developing personnel policies ensures that program staff have a clear under- PROFESSIONALISM standing of what is expected of them, and what their rights are as employees. Professionalism refers to the attitudes, The legal operator and employer of each behaviours and practices of program early childhood education program will staff. Program staff who believe that the determine which policies are necessary work they do is important and can make for their organization. a difference in the lives of young children will strive to deliver high quality pro- All policies must comply with federal and grams to young children and their fami- provincial/territorial employment legisla- lies. One aspect of professionalism that tion that sets minimum standards for can be challenging in small communities such things as minimum wage, hours is confidentiality. A clear policy on confi- of work, statutory holidays, deductions, dentiality ensures the privacy of program annual vacation and vacation pay, sick staff, children and parents. leave, overtime, breaks, termination, and maternity/parental leave. Further, Procedures to ensure confidentiality in- provincial/territorial human rights clude: legislation, and workplace health and • A written policy on confidentiality; safety legislation must be complied with • Discussing as a team the importance at all times. of confidentiality;

68 • Staff sign an oath of conﬁdentiality; • Staff are disciplined if confidentiality is broken, for example, verbal warning, written warning; and • Strict adherence to discussing conﬁdential information behind closed doors.

“Ongoing training of Inuit workers, such as the successful model in Nunavik, is • Train-the-trainer models, send one needed. On-going curriculum develop- staff to training then have that staff ment that includes Inuit child rearing train the other staff; • Training material/curriculum that practices will help ensure that workers blends contemporary content with will be providing the best care possible traditional knowledge; for our children.” 53 • Professional development workshops that address relevant concerns, for example, FASD; • Partnerships with community TRAINING/PROFESSIONAL agencies for professional development, for example, workshops at DEVELOPMENT the elementary school; A comprehensive training strategy and • Exchanges or visits to other early plan for Inuit combines formal pre-ser- childhood education programs to vice training with ongoing in-service and engage in dialogue and sharing of on the job training. In addition, special- ideas and techniques that staff have ized training for Centre Directors and found to be successful in working bookkeepers must be addressed. with children in their program; and • Regional/national training events What Works: sponsored by funders, governments, • Community delivery of in-service and regional Inuit organizations. training programs; • Flexible delivery including on-line learning, and distance education; • Mentoring and on-the-job training; “We learn best in training situations • Elder involvement in training; where feedback is immediate and readily • Support programs to assist adult students while in training; applicable. A coaching relationship would • Prior learning assessment or recog- ﬁll this gap and ensure consistency of nition for previous experience; skills over time.” 54

Appendix 5A: Sample Job Posting, Educator

Full Time Position (40 hours per week)

Under the authority of the Centre Director, and The selected candidate must: working closely with other employees, the • Be 18 years of age or older; selected candidate is responsible in all aspects • Be in good physical and mental health; related to the early intervention strategy of their • Be punctual; learning skills, spiritual, emotional, intellectual • Be available to be present during all open- and physical growth of each child. The educator ing hours, to provide care to the children; is also in charge of the planning and application • Must be willing to take part in training ses- of well balanced program of activities for the age sions and attend personnel meetings; and group assigned to them. • Be Bilingual, Inuktitut/English, Inuktitut/French (Knowledge of Inuktitut Tasks is a must to be able to work with Native • Assist with the preparation of activity children/families). programs based on the centre’s philosophy and policies; The following will be considered advantageous: • With the work team, strive to create a happy • Have a Sec V diploma although exceptional atmosphere of caring, growth, learning, and relevant work experience will be stimulation, creativity and respect; considered; • Plans, organizes and leads daily activities • Have earned a diploma or certiﬁcate in early designed to stimulate intellectual, physical childhood education and/or have attended and emotional growth of children; courses in early childhood education; • Encourage cooperation and participation • Have previous experience in working with among children; children as a parent, as a baby-sitter or in a • Maintains constant supervision of indoor day care centre; and and outdoor play periods; • Have a diploma in First Aid Training. • Directs and assists children with their every- day needs, in the development of proper Salary: To be determined, the salary is deter- eating, resting and toilet habits; mined according to experience and training. • Help in the service of lunch and snacks; • Follows good safety and hygiene practices; • Encourages open communication with the parents concerning the needs, progress or problems of their children; • Takes part in training sessions and attends personnel meetings; and • Performs all other related tasks.

Appendix 5B: Sample Performance Appraisal

Name: Position: Date:

Use the following scale to rate performance:

Very Needs Not Exceptional Good Acceptable Improvement Unacceptable Applicable 54 32 10

Has ability to focus a group on a goal (leadership). Possesses necessary theoretical and practical knowledge. Uses effective oral communication. Uses common sense in resolve problems. Develops and maintains good interpersonal relations. Demonstrates creative thinking. Has ability to adapt to different situations. Demonstrates interest and motivation at work. General Works diligently and quickly. Acts decisively when required. Assumes her responsibilities. Demonstrates initiative. Demonstrates accuracy and care for finishing touches.

Develops developmental activities that match children’s needs and interests. Plans, leads and assesses daily activities according to the age and tastes of the children as well as available materials. Provides constant supervision of children. Communicates regularly with parents about their children’s behaviour and needs. Assists children with Arrival/Departure. Assists children with hygiene. Assists children with meals/snacks.

Duties Ensures that educational material is kept clean and organized. Ensures that children’s clothing is cared for properly. Helps the cook serve meals and snacks. Participates in training activities. Welcomes and introduces new childcare staﬀ to the centre. Performs other job-related duties. Is aware of the health situation of the children for whom she provides care.

73 Appendix 5B: Sample Performance Appraisal continued

Use the following scale to rate performance:

Very Needs Not Exceptional Good Acceptable Improvement Unacceptable Applicable 54 32 10

Is able to work under stress. Shows initiative. Comes to work regularly and on time. Has agreeable attitude. Factors Personal Respects procedures. Works well with program staﬀ and management.

Exceptional Very Good Acceptable

Overall Needs Improvement Performance

Assessment of Unacceptable

Assessment summary:

Training Needs:

74 Challenging Behaviour

INTRODUCTION However, some children need even more assistance, guidance and patience. As educators and parents, we have all had Children whose behaviour is affected by experiences with children’s behavior that other factors such as Fetal Alcohol Spec- have challenged our patience and skills. trum Disorder (FASD), Attention Deﬁcit Regardless of the reasons, some children Hyperactivity Disorder (ADHD), learning in our programs require extra attention disabilities, or speech and language from staff to manage in a group setting. delays need us even more to have the How many of us have felt overwhelmed knowledge and skills to assist them in and frustrated because we have one or developing appropriate behaviour so that two children in our group whose behavior they can succeed in groups setting such stands out from the others? We hope that as Head Start, daycare, playgroups and this chapter of Piaranut supports what ultimately elementary school. you are already doing to help children with challenging behaviour, as well as give Regardless of the cause, challenging you new ideas and strategies to try. behaviour can be deﬁned as any behaviour that: WHAT IS CHALLENGING • interferes with children’s learning, development, and success at play; BEHAVIOR? • is harmful to the child, other Most children go through stages or peri- children, or adults; ods of time when their behaviour is chal- • puts a child at high risk for later lenging. A child who is tired or hungry social problems or school failure.55 will behave differently than one who is rested with a full tummy. A toddler who is frustrated because she can’t tell you exactly what is bothering her may lash “If you love the child, there is a way to out at others to get what she wants. Many improve. We were taught to treat factors affect children’s behaviour on people equally.” Elder 56 an ongoing basis, e.g., time of the day, hunger, fatigue, changes in routine, emotions, parenting styles and family transitions such as the loss of a loved We often think of children with challeng- one or divorce. ing behaviours as those children who are aggressive towards others, e.g., hitting, Children who experience typical daily biting, kicking, taking toys, etc. While frustrations need our assistance to learn children who display aggression are chal- how to express their feelings and play lenging for educators, we also know that cooperatively with others.

75 children who are disruptive and impul- 2. Strength Based: All children come to sive, who have trouble paying attention, our programs with strengths and needs. and who can’t follow routines also require Building on each child’s unique additional attention and assistance. strengths is essential to developing new skills and behaviours. For exam- The following sections provide informa- ple, if a child has difficulty paying tion, ideas and suggestions gathered attention at circle time but really likes from various Inuit Early Childhood Edu- to help teachers, having him/her sit cation (ECE) programs combined with beside you to turn the pages of a story- current research on supporting children book will engage him/her in the circle with challenging behaviour. activity while focussing on the positive ‘helping’ behaviour. PROGRAM PHILOSOPHY Strengths that you might look for in chil- The philosophy of an ECE program will de- dren with challenging behaviours include: termine how children with challenging be- • Creative haviours and their families are supported. • Artistic A program’s philosophy is like a guiding • Musical light that illuminates the road ahead or an • Helpful Inukshuk on the land telling us where • Affectionate to go. It guides your decision making, • Persistent, committed program planning, and determines your • Energetic, physical approach to behaviour guidance. • Self assured, confident • Love hands-on activities Programs that believe that every child is unique and special and that it is their role to assist all children reach their potential have the following beliefs in common: Every child has special strengths and abilities that deserve to be celebrated. 1. Children First: Most people who work with children believe that children’s Emphasize these strengths as often as needs come first. Most ECE staff you can. Find one area of interest or believe that children need to be sur- skill in the child and build on it.” 57 rounded by caring adults in order to grow into caring adults themselves. Our purpose in becoming caregivers and educators of young children is to teach and guide them in becoming the best they can be.

76 3. Understanding the Behaviour: 4. Change Environment Not Child: Children with challenging behaviour Children with challenging behaviour are not behaving in a particular way often have difficulty fitting into a regu- on purpose. Most often, challenging lar group setting such as daycare or behaviours are caused by other factors Head Start. Early Childhood Education and the child is not in control. It is staff may need to make changes to the true that children can learn certain physical environment or routine to behaviours to get attention, but even help a child manage in their program. that is based on a need of the child i.e. For example, the bathroom is quite the need for attention. small and you know that it causes a lot of stress and frustration for some children to have too many children in there. You could decide to have a bas- “Thesekidsarenotmeanand‘bad’on ket of books outside the bathroom for purpose. Dealing with them means a lot waiting children and only allow two children inside at one time. Rather of patience, understanding and being than expecting the child to fit into the non-reactive, and redirection instead environment, you change the environ- of correction or direction. The parent ment to fit the needs of the child. or caregiver needs to stay calm, 5. Success for Child: A fundamental be- consistent and supportive.” 58 lief necessary for supporting children with challenging behaviours is the desire for their success in your program. Even though staff may feel frustrated at times, an underlying desire to help the child succeed is necessary. It takes maturity and professionalism to rise above the difficulties to do everything you can to help the child do well in your program. At the end of the day, if every child goes home feeling good about themselves, you have succeeded.

“Children who do not listen, or act on my requests make me a better teacher. Theycausemetoreﬂectonmyactions and change or accommodate the children’s interests and my own.” Educator

77 CHILD’SPERSPECTIVE

As ECE staff managing the daily routines, she/he knows to get their attention activities and events in a busy program, which is to take their toys. Without adult most often we wish for the day to go support and intervention, it becomes a smoothly. Children with challenging vicious cycle of a child seeking negative behaviour present situations on a daily attention from her/his peers and in the basis that interrupt the routine, hurt end not learning how to play appropri- other children, test our patience and ately with others. disrupt well-planned activities. This can lead to frustration and disappointment for educators as they try to meet the needs of all the children in their group. “Preschoolers with aggressive behaviour who are also rejected by their peers experi- However, as professionals in our ﬁeld we 59 must look beyond our own needs to the ence more stress.” needs of the children. We must challenge ourselves to take the perspective of the child by looking at the situation or be- Questions to ask yourself or to discuss haviour from his/her point of view. This with your team when trying to under- helps us to remember that children do stand a child’s behaviour include:60 not behave in a certain way to intention- ally ‘ruin’ the activity or the day. Most • What is the child trying to tell us? often, their behaviour is an outcome of • Does the child feel enough control an underlying need, emotion, or factor over his situations; do we give him beyond their control. enough choices? • How would I/we feel if we were in For example, a child who continuously this child’s situation? takes toys from other children may in • Can I/we look at the problem differ- fact be trying to engage in play with the ently? other children, but does not have the • Have things changed for this child social skills to know how to do this. The that affect how he behaves? other children probably react negatively • How can we help him? to that child because she/he always • Are things happening that could takes their toys. So the child gets the cause anxiety for this child? message loud and clear that the other • Have there been any recent changes children do not want to play with him. in the child life? But inside she/he really wants to be with them, so she/he uses the only way

78 • Have there been any changes to the • Meet regularly as a team to review child’s routine? and discuss children’s progress. • What are the child’s strengths and • Decide as a team what strategies will abilities? be used when to ensure consistency • How can we build in these strengths amongst staff. to ﬁnd a solution? • Observe co-workers for frustration and tag team if necessary to support one another. • Develop action plans for individual “Often what is considered to be problem children that identify their strengths, areas of need, triggers, etc. behaviourisnomorethanapersonﬁnd- • Provide ample orientation to volun- ing different ways of making sense of teers so they know what is expected their world.” 61 of children and staff. • Develop behaviour management policies and distribute to parents and volunteers. See Appendix A for exercises that can • Post reminders of behaviour guid- help educators understand what a child ance strategies around the room to might be telling them through his/her visually remind staff of what strate- behaviour. gies they can use. • Find out about professional develop- LEADERSHIP/TEAMWORK ment opportunities within your community or region; attend when Supporting children with challenging be- possible to continue to develop as an haviour effectively depends on program early childhood educator. leadership and teamwork. The role of the Centre Director is critical in setting the tone for program staff. A solution-based and positive attitude goes a long way in leading others to have the same. Centre Directors encourage, motivate, model, and praise their staff in their daily interactions with children.

It is also important to have ample time to discuss the program’s approach to behaviour guidance to ensure consistency and commitment to speciﬁc strategies. Everyone interacting with children, including volunteers must understand what strategies are encouraged and which are not.

79 POLICIES BONDING Most provincial/territorial regulations Developing positive relationships with require that all Inuit ECE programs de- children in our programs is essential to velop a policy on behavior management. their well-being. Bonding with children Behavior management, child guidance or with challenging behaviours can be difﬁ- discipline are interchangeable terms for cult at times as we face our own feelings the same thing – how adults help chil- of frustration and reactions to their be- dren to express feelings appropriately, haviour. Making a commitment to con- resolve conﬂict with others, and control necting to those children will assist aggression. Program staff, parents and educators in their work with them. volunteers use a variety of strategies to teach, model and support appropriate behavior. A strong policy on behavior management will cover the following: “Your connection with a child is the most powerful tool you have as a teacher.” 62 • What strategies are encouraged and permitted i.e. redirection, praise. • What strategies are not permitted i.e. hitting, spanking, humiliating. Ultimately, it is easier to guide children’s • Suggested strategies and how to im- behaviour when you have a strong rela- plement them i.e. consequences, tionship with them. Some suggestions redirection, time-out. about how to build relationships include • What the consequences are if a staff the following:63 member engages in prohibited acts • Be positive about what the child is i.e. written warning or termination of doing well, e.g., praise for sitting at employment. circle. • What the consequences are if a child • Spend one-on-one time with the is continually aggressive or harmful child every day. Find a time to sit to children or staff i.e. temporary re- and do an activity with the child no moval from the program. matter how hectic the day is. It could be doing a puzzle together or asking him to help you prepare snack. Giving the child the choice of what to do together is also helpful. • Share personal stories or experiences with the child, e.g., your trip on the land over the weekend. • Use his name often, which shows respect and caring for him. • Create a special signal of praise that is just between you and him, e.g., a special wink that tells him he is doing well.

80 See Appendix B for more ways to develop relationships with children.

ELDERS Elders play a very important role in Inuit ECE settings. Including Elders in your program will ensure that cultural knowledge, stories and traditions are main- tained. Storytelling in particular is a traditional way to teach children how to behave in a group, family or community. In addition, stories have a calming effect on many children.

Knowing this makes our job as early “The unikkaaqtuat [old stories] are childhood educators all the more impor- beneficial to children. At one time these tant as we guide and teach young chil- stories were true, but because they are so dren in our programs. If we can help a child at a young age develop appropriate oldtheyjustbecamestories.Theyarevery behaviours they will do better later in life. useful for children. There are all sorts of stories that can be told to children. Most times, children start settling down when “Behaviour problems can lead to youtellastory.Mostofthestoriesthat trouble at school. Because of their weheardweretrueandtheyhavea 64 problems with social skills, emotional definite benefit for children.” Elder control, and language development, many children with challenging behaviour come to school unprepared EARLY INTERVENTION for the most basic task of their early 66 Research tells us that children with school years – learning to read.” “attention and behaviour difficulties are at risk for experiencing problems such as negative parental-child interactions, problems with aggression, learning difficulties, grade repetition, increased contact with police, substance abuse, depression, anxiety, stress, social concern and lower self-esteem.”65

81 PREVENTION

“By believing in the child, expecting a lot Prevention is key! Supporting and teach- of him, and supporting him as he extends ing children with challenging behaviour his reach, a caring adult can help him is highly affected by our ability to prevent problems or conﬂicts before they to believe in himself and to develop occur. Planning, preparation, and keen 67 competence and conﬁdence.” observation help to ensure that a child has the best chance at success while in your program. The following prevention strategies may help a child in your pro- BASICMESSAGES gram.

Underlying all your interactions in guid- a) Environment ing children’s behaviour are basic mes- A caring environment that is consistent sages about what you believe as an adult and predictable for children supports the helping children. Your words and actions development of appropriate social skills. should support the following messages: Children with challenging behaviour • I care about you and what happens need to know that they are in a safe and to you; calm place, and that they can predict • I am here to teach and help you; their daily experiences to some degree. • You can’t hurt other people; • You can’t hurt yourself; Physical environments that are chaotic • You can’t hurt toys, or furniture; and over-stimulating can make some • You don’t always get what you want; children feel overwhelmed and agitated. • I am on your side; and Having too much to look at and choose • If you make a mistake, keep trying. from is distracting for many children.

• Simplify the décor of your room. Limit decorations, pictures and other “If children are taught about how they are items on the walls. • Keep hands-on activities simple and supposed to behave, they can try to do these straightforward. things. As they try to do the new things, it • Limit the number of children at will be awkward at ﬁrst but with practices activity areas to avoid crowding 68 and frustration. they will get better.” Elder • Store toys and materials in an orderly fashion, i.e. labels on storage containers. • Create an area of the room that is quiet and calm for children to relax in when they are overwhelmed or over-stimulated.

82 • Dim the lights and play calming • Allow children to make choices music during quiet activities. throughout the day so that they • Close or cover activity areas of the feel empowered. room that are off limits. • Provide sensory toys or gadgets for • Display materials in ways to promote child to manipulate during group independence and reduce frustra- activities such as circle. This allows tion, e.g., accessible bins or baskets the child to fidget with something at the child’s level. like a squishy ball while listening to • Use soft paint colours when decorat- a story.70 ing the room. Avoid bright colours • Break children into smaller circle on the walls. groups so there are fewer wait times for turns. • Ensure that there is ample opportunity for appropriate active play, e.g., “An environment which is noisy, overly gym time, outdoors, music and cluttered, has strong smells, is brightly movement, creative dance, etc. lit with fluorescent lighting or has busy • Provide small mats for children to sit on during circle time. This sets the patterned carpets or bright wall colours expectation that children stay on can create over-stimulation and distract their own mat. If a child is having a the [child] from the information you are particularly difficult time staying in 69 their space, try using a booster seat trying to share. on the floor. • Make up stories to share at circle time about the expectations in your See Appendix C to help you evaluate program for appropriate behaviour. your environment. c) Triggers b) Curriculum/Activities Triggers are events or actions in a child’s When planning daily activities, ECE staff environment that lead to a certain re- considers the needs of all the children. sponse or behaviour. By observing chil- However, special consideration of the dren in your program and working needs of children with challenging be- closely with parents, you can learn what haviour will help staff plan activities ef- triggers individual children. fectively and possibly prevent problems. • When setting up activities, set up a For example, a child may be sensitive to few items that help children engage in noise. If one day, you have a guest positive play when they enter that speaker come in to circle time who is area. For example, in the dramatic particularly loud, you may realize that play area, set up the table with dishes the child seems irritated and over- and put a few dolls on the chairs. whelmed by the visitor. This in turn may affect his behaviour during circle time.

83 Knowing this child’s triggers ahead of • Use pictures or other visuals that time allows staff to react more support- break down routines into simple ively of the child rather than assuming steps, e.g., taking off coat, hanging the child is being disrespectful or disrup- up coat, put mitts in basket. tive at circle time. Perhaps during that • Use group time to ask children to time the child can come away and work review the daily routine and select on an individual activity in a quiet area, visuals that represent certain times rather than participate in the circle. of the day. For example, you might assume that a picture of a toilet Another example might be a child who would indicate bathroom time, but you know becomes extremely irritated in fact the children prefer a picture and agitated by how things feel such as of a sink. clothing or materials. A scenario with • Use songs or catchy phrases as cues this child might be in the dramatic play to begin transitions in the routine. corner when a group of children decide For example, tidy up songs, turning to dress up as animals and put on a lights off and on before snack time. spontaneous play. The animal costumes Be creative and ask the children for in the center are very fuzzy and have thick input about what songs or transition seams on the inside. You know this ahead cues could be used. of time and you might offer an alterna- • Create rituals that help to ease tive to this child. You might suggest that transitions. For example, as you he/she draw a picture of his animal to begin a quiet activity such as story tape to his shirt instead. In this way, you time or nap time, you might say to respect the child’s sensitivities, have pre- your group “zip it, lock it, and put it empted a possible breakdown and have in your pocket” with accompanying allowed him to be successful in the group. actions.71 • Be consistent about routines such as d) Structure/Routines/Consistency meals, e.g., children sit in the same Structure and consistency in a program spots every day, put their dishes in is important for children with challeng- the same bins when finished, etc. ing behaviour. Being able to predict the • Repeat your instructions for routines events of the day allows them to feel a or expectations as much as needed. sense of control and confidence in their Ask the child to tell you back what surroundings. you told him. • Keep routines and transitions con- • Give warnings to children of upcom- sistent. If there are changes, be sure ing transitions. For example, let the to give children advance warning so children know that in five minutes it they can be prepared for the change. will be tidy-up time. This allows chil- • Make sure you have the children’s dren to prepare for the transition attention before giving instructions emotionally and physically as they about an activity or routine. finish up what they are doing and • Establish eye contact when talking mentally say good-bye to the activity. to a child about something. Bend • Be concrete and simple in your ex- down to the child’s level to speak to planations or instructions. Tell them him/her. step by step what to do.

84 “Thebestwaytodothisisthrough balanced discipline. Don't let them become quick-tempered. You need to be consistent with them. If you consistently show both love and discipline, the child will grow nicely. Children will become fearfulofyouiftheyhavebeenintimi- we model this for them by sharing ours, 72 e.g., “it makes me very happy when you dated too much.” Elder share with Thomas.”

g) Choices See Appendix D for information on Offering children choices gives them a evaluating routines and transitions. sense of control and independence that they need to develop feelings of empow- e) Setting Limits erment and self-motivation. Setting limits allows children to know ahead of time what is expected at certain While allowing for choice is encouraged times of the day or areas of the room. in early childhood settings, keep in mind Examples of limits are being able to slide that for some children it may be difﬁcult. down the slide but not walk up the slide Deciding where to play at free play time or having a 10 minute turn on the swing. may be overwhelming for some children. It may be helpful to walk with them to • Set limits about how many children two or three centres to allow them to are allowed in an activity area at one make a choice. They will be able to see time. Post this as a visual reminder what is offered in that area that day and to the children by having three faces make a concrete choice. on a card in that area for example. • Discuss as a group what the rules and limits for the classroom might be. Children who contribute to rule “If you allow the children to decide for setting are more likely to follow themselves – rather than controlling those rules. them – they don’t have to look for f) Modeling inappropriate ways to seek power Modeling is a very effective strategy to and assert their independence.” 73 teach children what is expected of them. If we want children to be respectful of others, then we must show them how, through our interactions with them, with parents and with co-workers. If we want children to express their feelings, then

85 h) Expectations i) Supervision Children need to know what is expected Adequate supervision is a critical strategy of them throughout the day. We can’t as- to prevent situations from occurring and/ sume that children always know what to or escalating. Keen observation will help do and when. Stating what the expecta- educators learn about what the precur- tion is for a certain activity can help pre- sors are for certain children or which chil- vent difficulties. dren have more difficulty getting along. • Watch children’s reactions such as For example, at the end of circle time as body language and facial expres- you prepare for snack time, you might sions for signs of frustration that say to the children, “As we go to snack, I may lead to conflict or outbursts. expect you to walk quietly to your spot at • Avoid certain combinations of chil- the table.” Or, as you prepare to go to the dren who may have difficulty to- school library for a visit, you might re- gether, e.g., sitting two children view what the expectations are for walk- away from each other at snack ing through the hallways. time to prevent conflict. • Arrange the room to ensure that you • Make your directions clear and con- can see all areas from anywhere. cise. Use simple language to explain Avoid having corners and other areas what a child is expected to do. that you cannot supervise well. • State what the expectations are for the children during a particular rou- GUIDANCE STRATEGIES tine or activity before you begin, e.g., when we walk to the gym, where do Planning ahead will help children with we put our hands? challenging behaviours manage in a • Allow children to tell you what the group setting. However, ultimately early expectation is, e.g., “can you tell me childhood educators must intervene what we should do when we walk to many times a day to help children de- gym?” (walk quietly, keep our hands velop self-control, express their feelings to ourselves, and stay in line). and play cooperatively with their peers. • Adjust your expectations accordingly. The following strategies prove useful in Some children may not be able to guiding children’s behaviour. complete the dressing time quickly. If rushing them through the routine a) Ignoring always ends in mutual frustration, Children with challenging behaviours then adjust your expectation for that may feel as though they are “getting into child. Allowing them to take an extra trouble all the time.” If behaviour is not 10 minutes (providing they can be putting the child or other children at risk supervised) to get dressed to go out- of being hurt, it is often effective to ignore side demonstrates a child-centered it. Ignoring certain behaviour allows the and supportive approach. child to have a break from the constant • Repeat, repeat, repeat! attention he most likely experiences.

86 d) Conflict Resolution Children in preschool settings are not too “If you discipline the child all the time, young to learn how to identify and solve constantly, it seems that they tune you conflicts amongst themselves. Using the following six steps to assist children in out. If they are doing something and you resolving conflicts teaches them about know nothing bad is going to happen, problem solving: i. Approach calmly, stopping any you should just let them be. Don't disci- hurtful actions; pline the child. You should only discipline ii. Acknowledge children’s feelings; them at appropriate times” Elder 74 iii. Gather information; iv. Restate the problem; v. Ask for ideas for solutions and choose one together; and b) Redirection vi. Be prepared to give follow-up Redirection is perhaps the most widely support.75 used strategy to guide children’s behaviour. Redirection is an effective method to intervene and refocus a child’s attention and energy elsewhere. It is particularly “It’s useful to remember that conflicts effective with toddlers, whose attention are normal events that provide excellent shifts frequently anyway. With preschool- teaching and learning opportunities ers, warnings and explanations are important so that children understand why and that children are more likely they have to move to another activity or to honor solutions they’ve thought area of the room. of themselves.” 76 c) Repeat and Redo Repeat and redo is a specific technique to help children learn appropriate behaviour e) Positive Reinforcement in a concrete way. For example, the ex- Positive reinforcement for children’s be- pectation while in the community school haviour is a very powerful strategy. Most is that children walk from the gym to the children are highly motivated by adults’ classroom. If a child runs from the gym, response to their actions, work, behaviour a repeat and redo approach would mean and interactions. They crave validation she/he has to return to the gym and and attention for their efforts. Providing repeat what was expected, in this case attention for behaviour that you want to walking. Then he/she would be praised see will go a long way in encouraging pos- for meeting the expectation, e.g., “nice itive behaviour. job walking from the gym.” • Praise children when they engage in behaviours that you want to see, e.g., keeping their hands in their lap at circle time or helping to tidy up.

87 • Use different types of praise such as several times about throwing sand, you a wink, a smile, a thumbs up or a pat could provide a warning about what the on the back rather than always say- consequence might be if he isn’t able to ing something verbal. If you always stop, e.g., “Johnny, I have asked you two say the same thing such as “good times to stop throwing the sand. I am job”, it can go unheard over time. concerned that Sarah will get sand in • Use positive statements rather than her eyes. If it continues, you will have to negative ones. Explain to the children ﬁnd somewhere else to play. I know that what you want them to do instead of you are able to play in the sand without what not to do. For example say “I throwing it.” In this example you have would really like to see you sitting on told Johnny what he is doing that is your chair” rather than “Don’t jump unacceptable, what the expectation is, around.” This really helps children why you are setting a limit and what know what you want them to do will happen if it continues. while also framing your language in a positive way to avoid using ‘don’t’ g) Proximity too often. Then when the child does At times, simply moving close to a child sit down, give him a thumbs up or a or group of children can change the ‘thank you’. behaviour. For example, a child who is tossing beads onto the ﬂoor from the manipulative table may stop if you move “We should not let children be intimi- over to the table. Your presence may be all that is needed to remind the child datedsothatwhentheygrowupthey that this is not acceptable. This gives the won't intimidate others. Children who child to a chance to self-correct his/her are intimidated take revenge when they behaviour with very little intervention.78 At group times or during activities, it is become adults. To prevent this cycle, you also helpful to position yourself closest shouldn't intimidate them.” Elder 77 to children with challenging behaviours.

h) Consequences Natural and logical consequences en- f) Reminders/Warnings courage children to take responsibility Simple reminders can help children re- for their actions. Natural consequences member what is expected of them. When are ones that occur naturally as a result entering the lunch room for example, you of certain actions or behaviour, e.g., a might have a signal, word or phrase that child’s hands will get cold if they refuse reminds the children to walk quietly to to wear their mitts. Logical consequences their spot at the table, e.g., “walking feet are those that educators create that to where we eat”. make sense in relation to the behaviour, e.g., if a child spills milk, a logical conse- Warnings also allow children to take quence would be to have him/her help control of their behaviour and make wipe it up. For logical consequences to choices. For example, if a child has been be effective they should: at the sand table and has been reminded • be related to the child’s actions;

88 • be respectful of the child’s feelings; j) Listening to Children and Developing strong listening skills is • be reasonable so that he/she doesn’t important if we are to understand what interpret them as a threat or form of motivates a child’s behaviour. Acknowl- punishment.79 edging the feeling behind the behaviour is important in helping children to iden- i) Time away tify and express what they are feeling. Many educators believe that time-outs are punitive and not very effective in By asking a few simple questions, we changing children’s behaviour. More and can assist children in expressing their more, ECE staff are favouring ‘time- thoughts and feelings. Questions such as away’ which allows children to calm the following will help draw out what is down and regroup in a more digniﬁed happening for a child at a particular time: and respectful manner. A designated • Your face is very red Sam, are quiet space in the room allows children you angry? to take time away where they might • What did John do to make you feel punch a pillow, read a book, listen to this way? music or whatever is helpful for that • Can you think of why you feel child to calm down and return to the so frustrated? group. Unlike time-outs where children • Where you feeling mad when you are left on a chair or something similar, threw the block? advocates for time away encourage staff to support children during time away, Keep in mind the following keys to effec- e.g., talking, rubbing back, sitting to- tive listening skills with young children: gether, etc. • Acknowledge the feeling behind the behaviour. The goals of time away include the • Pay attention to non-verbal following: behaviour. i. To give the child the chance to • Move to the child’s level and make regain control in a safe place; eye contact. ii. To encourage the child to re-enter • Use cues to let the child know the play when he is calm so that you are listening. he is successful with his peers; • Paraphrase what the child has said. iii. To help children recognize when • Check the feelings behind a child’s their feelings are building to a statement or actions. dangerous level; • Ask open-ended questions.81 iv. To help children identify when they are ready to reenter the group; v. To allow the rest of the group to continue its activities.80

89 CAREFORTHECAREGIVER • Keep a positive attitude toward solv- It is extremely important that ECE staff ing any problems. A solution-based take care of themselves and each other approach will help parents feel as when supporting children with challeng- though you are working together. ing behaviour. • Send a message that parents are the • Always remember that the child is experts about their child and that not willfully trying to challenge you you both have his/her best interests or ruin your day. Tell yourself this in in mind - essentially that you are on your head over and over if needed, the same team. e.g., create a phrase like “he’s a child • Ask about what works at home and and he needs me to stay calm” that be willing to try this if feasible in you can say to yourself when needed. your program. • Forgive yourself when you handle a • Share with the parent what is situation poorly. Reflect on the situ- working in the centre and offer ation and try again the next time. suggestions for home. • Talk to your co-workers about how • Use your best listening skills when you are feeling. parents are expressing a concern or • Take the breaks you are entitled to, point of view. The process is recipro- e.g., go for a short walk on your cal and parents will feel respected if lunch hour to clear your head. you really hear them. • Seek support from your supervisor. • Begin discussing a plan of action • Get enough rest so you are fresh for and use positive language to support the next day. plan, e.g., “I will let you know… we’ll work together on this…we’ll WORKING WITH PARENTS find a way.’ You may need to schedule a follow up meeting to finalize In order to support a child with challeng- an action plan. ing behaviour, it is really helpful to de- • Develop methods of regular commu- velop a sense of partnership with his/her nication so that parents stay in the family. Open and honest communication loop about the child’s progress, e.g., between parents and teachers builds a daily communication book. foundation of mutual trust, and support • Maintain an open door policy so necessary to work together towards the parents can visit at any time. best interest of the child. See Appendix E for more information When meeting with parents concerning about working with parents. their child’s behaviour, keep the following in mind: • Be non-judgmental in your approach with parents. • Understand that parents may feel guilty about their situation. • Know that parents may be on the de- fense when hearing about problems with their child.

90 Resources

Publications: Websites: Let’s Talk FASD, VON Canada The Challenging Behaviour Foundation www.von.ca Website www.challengingbehavior.org

The Inclusive Early Childhood Classroom Centre on the Social and Emotional (Gould and Sullivan, 1999) Foundation for Early Learning www.vanderbilt.edu Challenging Behaviour in Young Children (Kaiser and Rasminsky, 2007) Centres of Excellence for Children’s Well- Being www.excellence-earlychildhood.ca Guiding Children Indirectly Towards Self- Regulation (Hearron & Hildebrand, 2005) For routines and transitions visual symbols that help the kids can be down- A Different Look at Challenging Behavior loaded from this and other sites: (Loomis and Wagner, 2005) http://www.visualaidsforlearning.com/ Guiding Young Children (7th edition) products/index.htm (Hearron, P.F. & Hildebrandt, V2005) http://www.practicalautismresources. Meeting the Challenge: Effective Strate- com/printables gies for Challenging Behaviours in Early Childhood Settings. (Kaiser, B, & Ras- Behavioural observational triggers/ minsky, J.S. 1999) documentations:

Guiding Young Children: A problem- http://www.polyxo.com/documents/ solving approach (3rd edition). #data (Reynolds, E. 2001) http://www.polyxo.com/fba/

Other: Meeting the Challenge, An Aboriginal Perspective CD-ROM and Training Workshops

Appendix 6A: Listening to Non-Verbal Behaviour

Children often communicate to us without using the behaviour, we ﬁrst take a moment to think words. Their behaviour gives us messages about about all of the possible messages the child may their thoughts, feelings and needs. As eﬀective be sending. Then decide on the one we think is listeners, we need to have ways to check that we most likely and check it out with the child by correctly understand the message they are send- telling what we noticed and asking a question. If ing. When we see a child behaving in a certain we are wrong, we can check out another guess. way, rather than jumping to conclusions about The exercise below shows that process:

Behaviour Guesses About Meaning Checking the Meaning

You are trying to prepare The child likes to cut. I notice that you keeping some materials for craft. A The child is interested in what climbing up on my lap. I’m child keeps climbing up on you are doing. wondering if you want to play your lap. The child grabs a The child wants to help. with me? pair of small scissors, and The child wants you to come tries to cut up the papers and play. you are working on. (Can you think of any other possibilities?)

You are vacuuming the ﬂoor after lunch. A child keeps pulling the plug out and dashing away.

Two children are building a roadway with blocks. Another child is standing about a metre and a half away watching and smiling slightly.

When it’s time to clean up, one child continues to read in the reading corner.

Source: Canadian Child Care Federation, Meeting the Challenge: An Aboriginal Perspective

93 Appendix 6A: continued Listening for Feelings

When a child or an adult is conveying strong feelings. We can make sure we are interpreting emotion, the ﬁrst thing to do is to acknowledge feelings correctly by guessing at the feeling then that emotion. In order for them to be able to asking a“checkout”question. This exercise will move on (e.g. to problem-solving), the person help you practice listening for feelings. needs to know that you understand their

Example Possible Feelings “Checkout”Questions

A child, working on a craft She’s frustrated. It sounds like you’re having activity exclaims“This is She’s angry. a hard time with this craft, too hard!” She’s tired. am I right? She’s bored. She’s hungry.

A child bursts into tears just after her mother leaves in the morning.

Your co-worker says,“Try as I might, I just can’t seem to get it right!”

A child, smiling, shows you a picture that she has just ﬁnished.

A child says to you,“I wish you were dead!”

Source: Canadian Child Care Federation, Meeting the Challenge: An Aboriginal Perspective

94 Appendix 6B: Some Ways to Build Relationships with Children

1. Greet children. Smile. 12. Respond quickly to children’s cries or other 2. Use children’s name positively (not signs of distress. synonymous with“no, stop or don’t”). 13. Use routine times (like diapering) to give 3. Make eye contact when speaking to individual attention to children. children. 14. Avoid“swooping”in to blow a child’s nose 4. Squat, kneel or sit to be at children’s level or wipe their face. while talking to them. 15. Acknowledge children’s feelings when they 5. Use descriptive feedback (avoid“good are upset. job”syndrome). 16. Acknowledge children’s feelings when they 6. When you tell a child that you’ll listen to are happy or excited. him or her later, be sure you do. 17. Tell the child’s parent what she/he did well 7. Describe why you are concerned about a that day. child’s behaviour. 18. Ask the child if you can put his/her name 8. Give children opportunities to be compe- on artwork. tent and capable during routines. 19. Sit by the children when she/he is playing 9. Give children attention when they are and comment positively on what is behaving positively instead of focusing happening. on attention while they are misbehaving. 20. Notice what the child is interested in and 10. Ask children if you can join them in play and bring in a book that she/he might like. don’t be upset if they say“no”. 21. Get involved in children’s play and follow 11. Make sure that your verbal and non-verbal their lead. communication match. * Compiled by Mary Lynne Matheson, ECE instructor, Grant MacEwan College, 2005

Source: Canadian Child Care Federation, Meeting the Challenge: An Aboriginal Perspective

Appendix 6C: Evaluating the Environment

Complete these questions as you look critically at the environment in your room. Is there enough space so that children can Are materials and toys developmentally play without interfering with each other? appropriate so that children are challenged yet not frustrated? Are there pathways and large, open spaces that invite children to run? Are toys stored in bins and labeled with words and pictures so children can easily Are there enough play materials so that ﬁnd them and put them away? children do not have to compete for a chance to play with them? Are there elements in the room that soften the environment such as pillows, rugs, Are there too many toys, pictures, colours water, sand, modeling media, fabric, plants? that could result in over-stimulation? Are there places to be alone and places to Does the play environment change to re- play in small groups? ﬂect the current interests of the children? Listen. What do you hear? How does noise Is the environment sterile and uninviting? impact children’s behaviour?

Source: Canadian Child Care Federation, Meeting the Challenge: An Aboriginal Perspective

Appendix 6D: Evaluating Programming, Routines, and Transitions

Complete these questions as you evaluate your program: Are children actively engaged with the Is the schedule balanced to include indoor materials and activities in the playroom? and outdoor, active and quiet experience? Do children know what to do and how Do we avoid having children spending a lot to do it? of time waiting and in lineups? Do children understand the behaviour Do children have opportunities to be in- expectations within the room? volved in open-ended activities? (activities where there can be many possible results). Do children have opportunities to be involved in sensory experiences such as Is there a large enough block of free play modeling media, water and sand play? time so that children can be free to become involved in more complex play activities Do children have opportunities to make such as block building and dramatic play? choices about what activities they will be involved it?

Source: Canadian Child Care Federation, Meeting the Challenge: An Aboriginal Perspective

Appendix 6E:

Source: Canadian Child Care Federation, Meeting the Challenge: An Aboriginal Perspective 101 Injury Prevention

INTRODUCTION approaches and practical tools developed by Inuit ECE programs, tailored to the Injury prevention is not new to Inuit. realities of caring for children in the north. For thousands of years Inuit survival has depended on traditional safety knowledge Injury prevention work is important not and practices, developed by necessity in just because it keeps kids safe while they the harsh northern environment, and participate in ECE programs. In keeping passed on from one generation to the next. with traditional ways, children will learn by observation to be injury conscious, The safety and well-being of the commu- gaining knowledge and tools that will nity and all its members endures as a core serve them well throughout their lives. Inuit value. And this is true for Inuit early childhood education (ECE) programs where “injury prevention” is a fundamental goal. What does injury prevention “Inuit children are especially vulnerable mean? Injury prevention in ECE means to injury. Studies have shown that injuries the many practices and procedures undertaken by staff, parents and children, are the leading cause of death to keep children from hurting themselves for children and youth in Aboriginal and others. communities in Canada.” 82

Inuit children are especially vulnerable to injury. Studies have shown that injuries are the leading cause of death for children Terms Used in this Chapter and youth in Aboriginal communities in ECE: This means ‘early childhood Canada.82 Serious injuries can have dev- education’ and refers to all of the astating long term effects on individuals, programs that are offered in communities families and communities. Most injuries to care for and teach children in the 0-5 are the result of events that can be age range. predicted and avoided.83 Environmental factors: These are all of ECE programs recognize that with the things in the physical environment careful planning and the creation and of an ECE program that can impact maintenance of a safe, nurturing envi- on the safety of children. For example, ronment for children, injuries can be furniture, play structures, toys etc. prevented. Best practices in injury prevention are founded in the traditional Inuit Nunangat: This is the Inuit term for knowledge of elders in each community to the Inuit ‘homeland’ which is made up combined with the many principles, of four regions of northern Canada where

103 Inuit are settled, Inuvialuit, Nunavut, UNDERSTANDING INJURIES IN Nunavik and Nunatsiavut. ECE PROGRAMS

Injury prevention: This term refers to the While there are no statistics available work done by adults who care for children about injuries in ECE programs in Inuit to keep children from hurting themselves Nunangat (homeland) speciﬁcally, and others. Canada-wide, ‘falls’ are considered to be the leading cause of serious injuries in Policy: This term refers to the ‘rules’ set child care settings. Other injuries that up in ECE programs to keep kids safe. can occur are minor, such as bruises and One example of a policy is, “all children scrapes. More serious injuries can also attending the day care must wear indoor occur, including head injuries, broken shoes”. Policies are usually written down bones, burns, choking, drowning and and agreed to by all of the people involved suffocation. Because boys are usually in the ECE program, the Board, the involved in more active, physical activity Director and staff. than girls, they tend to be injured more often.84 More generally, there are two Prevention measures: These are the types of injuries to children, those that concrete steps taken by ECE program are child-related and those that are staff to keep kids safe. For example, environment-related. always ensuring that the kitchen door is closed and locked, to keep kids away Child-related injuries may result from from hot stoves and cooking tools, is actions by some children against each a prevention measure. other such as pinching, biting, hitting, pushing or throwing objects. Injuries Procedure: This term refers to actions can also be related to child development that staff of the ECE program have agreed factors, for example when children are to carry out, to keep kids safe. For learning to walk and climb but are still example, setting a weekly schedule unable to balance themselves. These for cleaning and disinfecting toys child-related injuries can be reduced is a procedure. through constant adult supervision and teaching children about appropriate Structured physical activity: This term behaviour. refers to physical activity that is organized and led by an adult. Environmental factors that may contribute to children’s injuries include Vicarious trauma: This term refers to the the many indoor and outdoor hazards impact that witnessing terrible or trou- (toys, play equipment, furniture, beds, bling events can have on the emotional kitchens, chemicals, drugs etc.) that can and mental wellbeing of children. be controlled by ECE program staff so that injuries are prevented from happening. A WHMIS: Workplace Hazardous Material commitment by staff to injury prevention/ Information System. safety awareness, along with good policies, procedures and practices, can make a big difference in keeping kids safe.

104 It is interesting to note that certain times Adequate and nurturing supervision: of the day and particular circumstances ECE programs are required by provincial/ in ECE programs can increase the risk territorial law to uphold speciﬁc staff that injuries will happen. The most to child ratios. Staff should be aware common times for injuries are:85 of the ratio in effect in their region and knowledgable about all of the regulations • when children are tired and hungry governing ECE programs (see page 114] (before lunch or at the end of the for links to provincial/territorial laws day); governing ECE). • if caregivers are absent, busy or less watchful; • when caregivers underestimate a child’s ability and forget to anticipate “Each location and indeed each room their progress; where children spend time in an ECE • if a child in the day care is sick or program or facility has hazards that can hurt and the routine and focus of adults is disrupted; put them at risk of injury.” • when hazards are around; • during outings; and, • when children or caregivers are new Many injuries in ECE settings can be to the program and are not used to avoided through the actions and quick their surroundings. reactions of adults. But this involves the constant presence of adults who can INJURY PREVENTION – focus their attention adequately. Young 86 children cannot be be left alone and so KEY INGREDIENTS it is really important that sufﬁcient staff ECE programs have two injury prevention are present to supervise all the children, goals: (1) to reduce the number of injuries all of the time. When children behave in that occur; and (2) to reduce the serious- ways that put themselves or others at ness of those injuries. There are a number risk, staff need to intervene in ways that of key ingredients in successful injury are appropriate to the age of the child, prevention and the governing bodies, while using the opportunity to teach them directors, staff and parents involved in about acceptable behaviour and safety. ECE programs each have an important role to play. Safe indoor and outdoor spaces: Each location and indeed each room where Safety awareness: It is important to children spend time in an ECE program actively engage in injury prevention, or facility has hazards that can put them commit ourselves to it, learn about it, at risk of injury. These spaces need to be work on practical solutions to avoid equipped, organized and monitored so that injuries, and remain constantly watchful risks are reduced. The checklist attached for potential hazards to the safety of the as Appendix A is a useful tool for reviewing children in our care. indoor and outdoor safety issues.

105 Much work has already been done in developing procedures for ECE programs and again, these can be adapted depending upon the situation. Health Canada has a thorough standards guide developed by First Nations, Inuit and Aboriginal Health department of Health Canada:

http://www.hc-sc.gc.ca/ fniah-spnia/pubs/famil/_develop/2003 _ahs-papa-ref-guide/index-eng.php

Age-appropriate activities for children: Policies and guidelines should be By matching the needs, skills and abili- reviewed annually and if necessary, ties of the children with appropriate, fun revised. They are also useful tools for activities, we can reduce the likelihood training new staff and should be shared that injuries will occur. Consider their with parents. The engagement of parents size and strength when selecting toys in supporting the work of the program is to play with and plan ﬁeld trips with really important. safety in mind.

Safety policies and procedures: ECE “ECE programs are an important programs should have injury prevention policies and procedures. Policies state investment by the community in its the ‘rules’ that the program will follow future and governing bodies have and ‘procedures’ (also sometimes called a central role to play in leading and ‘guidelines’) explain how the rules are to be implemented. supporting injury prevention.”

Policies and procedures are important because they formalize injury prevention ROLE OF ECE BOARD as an objective for the program and more OF DIRECTORS importantly give everyone, directors, staff ECE programs are governed at the local and parents, clear, practical guidance on level by a board of directors or advisory the best way to provide a safe environment committee made up of parents, elders, for kids. ECE programs may use the community members and a representa- checklist in Appendix 7A as a starting tive of the community council.87 ECE point for developing their own injury programs are an important investment prevention policy. In Appendix 7B you by the community in its future and will ﬁnd an example of how a policy is governing bodies have a central role written, it is a nutrition policy used in to play in leading and supporting injury Nunavik to guide the nutrition practices prevention by: of ECE programs. • establishing injury prevention policies for the ECE program; and,

106 • communicating with the community at large about issues arising in the ECE program and engage them in problem-solving.

ROLE OF ECE PROGRAM DIRECTORS Directors of ECE programs play a key role in child safety through their leadership and by establishing a culture of injury awareness in the program. By • reporting on suspected cases child culture we mean that injury prevention abuse or neglect; becomes an integral part of the program • liaising with the community to and is reﬂected in the participation of ensure that injury prevention poli- all those involved, staff, parents and cies and procedures are coordinated children. On a practical level, directors with community-wide emergency are responsible for ensuring the best plans; and, conditions possible are created for • monitoring the program’s injury children to be safe. Their job includes: prevention work on a regular basis.

• raising injury prevention issues in ROLE OF ECE PROGRAM STAFF staff meetings on a regular basis; • assessing staff training needs and Staff members are front line workers. organizing training that is needed They are responsible for keeping kids (for example, first aid); safe. Their job includes: • working with the board of directors to develop an injury prevention • watchful “safety aware” supervision policy for the program; of children; • implementing the injury prevention • anticipating dangerous situations policies and procedures; where children could hurt them- • ensuring that staff understand the selves or others and intervening policies and are actively applying the appropriately; procedures of the program; • teaching children how to play with- • making parents aware of the out hurting themselves or others; program’s injury prevention policies • participating in the development and and procedures; implementation of injury prevention • ensuring that the program meets policies and procedures; the standards for staff to child ratios • taking initiative to point out poten- and qualifications for their province/ tial hazards in the environment; territory; • being good safety role models for • ensuring that injuries and accidents children; that occur are being reported and • when child abuse or neglect are dealt with appropriately, for suspected, working with the director example, incident reports are to address the issue and report if completed and parents are informed; necessary; and, 107 • working with their director to seek • doing their part to uphold the policies training when needed. and procedures, for example, providing their children with ROLE OF PARENTS indoor footwear. • Have there been any changes to the Parents obviously have a great interest in child’s routine? the safety and security of their children • What are the child’s strengths and and they want to know that ECE programs abilities? are actively working to maintain a safe • How can we build in these strengths environment for their children. Parents to find a solution? can also be very helpful to ECE programs by participating in injury prevention approaches and they can be encouraged “Providing a safe environment for to do so through communication. children means paying attention to ECE programs should talk with parents safety issues in the indoor and outdoor about injury prevention and make all spaces they spend time in, as well as policies and procedures available to them. Parents can participate in problem- creating a positive, nurturing solving on safety issues informally, emotional environment.” through discussion and more formally via safety committees that are sometimes set up in ECE programs. Other responsibili- WHAT CHILDREN NEED ties of parents are: TO BE SAFE

• communicating with ECE program Providing a safe environment for children staff about any physical or other means paying attention to safety issues health issues affecting their child in the indoor and outdoor spaces they that could have an impact on the spend time in, as well as creating a posi- child’s behaviour in the program; tive, nurturing emotional environment. and, The Injury Prevention Checklist provided in Appendix 7A is a tool that ECE programs can use to review their injury prevention measures to see if there are any gaps or areas that need improvement.

Safety Indoors Injury prevention indoors focuses on eliminating hazards in the environment and adopting procedures to help keep children safe. Inuit ECE programs have identiﬁed a number of indoor safety issues that are particularly important:

• children must be supervised at all times while indoors; 108 • adult to child ratios required by law in each province/territory must be upheld; • 60 minutes of structured physical activity should be provided; • children and staff must wear indoor shoes (or kamiks) to protect their feet and keep them from slipping and falling; • tables and benches with sharp edges must be removed or made safer (with plastic piping for example); • broken toys and other choking hazards must be removed (a device • periodic fire drills must be carried for measuring the choking hazard of out; toys and other items is available at: • controls are in place to verify www.wellpromo.com); individuals authorized to pick • electrical outlet child safety caps up and drop off children; must be installed on all outlets; • clear policies and procedures are in • qulliq, candles and flashlights place regarding who may visit the should be kept in a safe place for facility and for what purpose; and, use in the event of a power outage; • policies and procedures are in place • hot water temperature should be to deal with inappropriate behaviour adjusted to avoid scalding; by individuals visiting the facility. • space heaters should not be used; • heating sources should be child- Safety Outdoors proofed; Structured outdoor activities are an • rules for consistent hand-washing integral part of ECE programs. When should be implemented to ensure possible outdoor areas should be enclosed that germs are not spread among with fencing. Inuit ECE programs have children and staff; identified other outdoor safety issues (see www.pauktuutit.ca for a that are particularly important: Nunavik Regional Board of Health chart on infections in day cares); • children must be supervised at all • regular sanitizing of toys and play times when they are outdoors; equipment should be carried out (see • children need to be properly dressed examples of ECE cleaning schedules for cold weather and outdoor activities on the Pauktuutit website: should be avoided if the temperature www.pauktuutit.ca); is below 25 degrees Celsius; • staff are trained in first aid and a well- • outdoor activity should be cancelled equipped first aid kit is available (see when there animal and/or weather Appendix 7F for a list of contents); advisories in effect; • maintain awareness of boiled water • the use of sunglasses is recom- orders in the community and provide mended for outdoor activity to bottled water when necessary; prevent snow blindness; and,

109 • sunscreen and hats are needed to protect kids from UV rays.

Emotional Well-being Injury prevention involves not just the physical safety of children but their overall well-being, which includes their mental and emotional health. ECE programs must strive to care for children in ways that are nurturing and affirming. The Challenging Behaviour chapter of this document provides many practical ideas and approaches for dealing with conflict about abuse affecting a child in their and other behavioural issues in ECE care they should speak to their program programs (see pages 75-101). director about it. In turn, the director will speak with the parents, when required. For Inuit, the preservation of their language and culture are integral to their Children can also experience vicarious well-being and this is certainly true for trauma resulting from witnessing violence children in ECE programs. The Culture experiencing the death or suicide of a and Language Based Curriculum chapter family member, or other traumatic events. of this document discusses how to ensure It is important that caregivers be aware that ECE programs reflect and support of the signs and symptoms of distress Inuit culture and language, including and that they communicate with parents many practical ideas and activities and their program director when con- (see pages 47-63). cerns arise about a child's mental and emotional well-being.

“Children can also experience vicarious ACTIVITIES FOR ECE SAFETY trauma resulting from witnessing PROMOTION Learning from Elders – Elders in your violence experiencing the death or community are sources of wisdom about suicide of a family member, or other injury prevention. Invite elders to the traumatic events.” ECE program to meet with children and share their stories about living on the land in earlier days and their knowledge of safety issues. Integrating elders in pro- Part of being a good caregiver involves grams beneﬁts children and elders and is being aware of the mental and emotional a simple approach for sharing traditional state of the children in your care. Child knowledge between generations. abuse is a serious threat to the health and safety of children. ECE staff spend a Have Fun Play Safe colouring book – lot of time with children and are thus in Provide children with pages from this a unique position to pick up on signs of colouring book (by Inuit Tapiriit distress. If ECE workers have concerns Kanatami) to colour and talk with them

110 about the safety practices illustrated. The pages can also be sent home with the children to promote discussion with “All incidents resulting in injuries should their families. The colouring book can be be recorded and filed in a central file and downloaded in PDF format: www.itk.ca/sites/default/files/ITK_Colo in the child’s file, and parents should uring_Activity_book.pdf. be informed.”

Police partnerships – Invite police officers in your community to meet the children and talk with them in an age-appropriate the regulatory level to benefit children. way about safety issues that they have Across regions for example, if a toy is observed in the community. found to repeatedly cause injuries in one location, other communities/regions may Walks on the tundra – in the spring when choose to remove that same toy from the tundra is coming alive again, take their program. groups of children for walks to observe signs of growing life. This is especially All incidents resulting in injuries should helpful for boys who need plenty of be recorded and filed in a central file and physical activity. Structured activity for in the child’s file, and parents should boys is an important dimension of quality be informed. Injury reports should be ECE programming and should be reviewed every three months by the addressed as it can contribute to program director. This will facilitate the greater safety in ECE programs. identification of patterns occurring that may point to needed adjustments or to REPORTING INJURIES new prevention measures. For example, time of day, specific play equipment or Record-keeping about incidents where staffing issues might emerge as risks children are injured in ECE programs is that need to be addressed. important for a number of reasons. With record-keeping and tracking ECE pro- A sample injury report is provided in grams can gain insights into the nature Appendix 7C. Additional sample injury and causes of injuries taking place in their reports from Nunavik and Nunatsiavut programs and identify concrete prevention are available on the Pauktuutit website: measures. Changes may be need to www.pauktuutit.ca/index.php/injury- be made to the physical environment prevention/publications-resources. of the program or to the procedures, or sometimes both.

Inuit ECE programs may also beneﬁt from sharing injury-related information within and across regions, and at the provincial/territorial level, again, with the purpose of strengthening their safety measures or advocating for changes at

111 SAFETY FOR ECE PROGRAM There are tools available from the federal STAFF government to guide ECE program staff in the safe use, storage and handling of Adults who work in early ECE programs hazardous cleaning products such as do face safety issues in their workplace. bleach. The Workplace Hazardous Among the most common are back Material Information System (WHMIS) injuries resulting from the repeated was developed to help Canadians inter- physical labour involved in picking up pret the national Hazardous Products and carrying children. Regular exposure Act and includes worker safety sheets to the strong chemicals used for cleaning and worker education programs. Find toys and equipment can also pose risks out who is trained in WHMIS in your for staff safety. And staff are constantly community. More information can be exposed to the illnesses that children found at the Health Canada website: bring into the program. www.health.gc.ca/whims.

Employees of ECE programs are also protected by provincial/territorial “There are tools available from the workplace health and safety regulations. federal government to guide ECE ECE program directors and staff should program staff in the safe use, storage be familiar with the regulations in effect and handling of hazardous cleaning in their area: products such as bleach.” Nunavut & Northwest Territories Workers’ Safety & Compensation Commission (WSSC) www.wcb.nt.ca A few simple measures can reduce risks for staff, for example: Quebec Commission de la santé et de la sécurité • Back safety – circulating simple au travail du Québec (CSST) instructions and reminding staff www.csst.qc.ca about how to safely pick children up to reduce the risk of back injuries. Newfoundland & Labrador • Protection from cleaning agents – Occupational Health and Safety wearing of rubber gloves when using www.gs.gov.nl.ca/ohs/ cleaning agents and doing so in an open space to allow fumes to evaporate quickly. • Reducing transfer of illnesses – sending sick children home, encouraging regular hand washing by staff and providing plenty of hand sanitizer in the workplace.

112 PROVINCIAL/TERRITORIAL • guidelines for programs (eg. that LAWS they should reﬂect the cultural backgrounds of the children); Each province and territory has passed a • nutritional standards and guidelines law or 'Act' to govern the licensing and for meal preparation; operation of day cares. The purpose of • cleanliness standards; these laws is to establish legally binding • guidelines for supervision standards that protect the safety of of children; children and day care operators as well. • parental involvement; and, Day care operators are obliged to be • handling hazards in the day care, familiar with and follow the day care law and emergency procedures. of their province/territory. Though the language used in these Acts is somewhat The laws governing the operations of legalistic, with careful reading, they con- day cares are available on the following tain a lot of very helpful information and government websites. They are updated guidance about running a day care and on a regular basis so make sure you in particular, injury prevention issues. have the most recent one:

For example, the Child Day Care Act of Nunavut covers many important topics including:

• the deﬁnition of what a day care is and how these facilities can be licensed, and the competencies that staff must have; • record-keeping that day cares must undertake (eg. keeping health information about the children on ﬁle); • the physical requirements of a facility including the size of play spaces that are acceptable and the separation of sleeping and eating areas; • requirements for furnishings and equipment; • safety issues for outdoor activity areas;

113 Nunavut Nunavut Child Day Care Act www.justice.gov.nu.ca/apps/authoring/ dspPage.aspx?page=CURRENT+ CONSOLIDATIONS+OF+ACTS+AND+ REGULATIONS&letter=C

Inuvialuit Settlement Region, Northwest Territories The Northwest Territories Child Day Care Act http://www.justice.gov.nt.ca/PDF/ REGS/CHILD_DAY_CARE/Child%20Day %20Care%20Standards.pdf

Nunatsiavut, Newfoundland & Labrador Child Care Services Act http://assembly.nl.ca/Legislation/sr/sta tutes/c11-1.htm

Nunavik, Quebec An Act Respecting Childcare Centres and Childcare Services http://www2.publicationsduquebec.gouv .qc.ca/dynamicSearch/telecharge.php?ty pe=2&ﬁle=/C_8_2/C8_2_A.html

114 Resources

Websites: varying levels of skills and interest. The ChildSafe course helps parents www.csa.ca and caregivers learn basic first aid and The Canadian Standards Association safety knowledge such as creating a safe publishes standard requirements for play environment for children, preventing spaces and play equipment intended for injuries, and knowing what to do in use by children aged 18 months to 12 an emergency. years. The latest edition of the standards was published in 2007 and is titled, www.ccsc-cssge.ca Children’s Playspaces and Equipment. As part of its Occupational Standards for Early Childhood Educators project, the www.cps.ca Child Care Human Resources Sector The Canadian Paediatric Society (CPS) Council has prepared a series of videos publishes Well Beings, the definitive that can be viewed online. The videos guide to child care in Canada. First feature presentations on how to use published in 1992, the 2008 updated occupational standards for ECEs and version provides the latest new informa- training gaps analysis. tion, evidence and best practices in child care. It is packed with useful forms, www.hc-sc.gc.ca/cps-spc/pubs/indust/ checklists, tools and resources. Well Beings toys-jouets/index-eng.php can be purchased at the CPS website. The 2006 Industry Guide to Canadian Safety Requirements for Children’s Toys www.caphc.org/programs_injury.html and Related Products covers a range of This link will take you to the injury pre- important topics for ECE programs. vention page of the Canadian Association of Paediatric Health Centres. Their www.hc-sc.gc.ca/fniah-spnia/pubs/ mandate is to support member and famil/_develop/2003_ahs-papa- partner organizations through education, ref-guide/index-eng.php research, and quality improvement ini- This link is for the Standards Guide for tiatives to promote health service delivery First Nations Head-Start Programs, for Canadian children and youth. Recent Health Canada. It provides standards projects featured on the injury prevention that are very relevant for early childhood page include keeping kids safe in cars and education programs in the north, covering the developmental outcomes associated all aspects of service delivery including with the use of physical punishment. program services, education services, facilities, human resources, administra- www.redcross.ca tion and nutrition. The Canadian Red Cross offers first aid programs for children and adults of

115 www.hc-sc.gc.ca/fniah-spnia/ www.safekidscanada.ca promotion/injury-bless/index-eng.php Safe Kids Canada is the national injury This link is for the injury prevention page prevention program of Toronto’s Hospital of First Nations, Inuit and Aboriginal for Sick Children. The program works to Health, of Health Canada. Here you can help keep children safe by providing in- find links to injury prevention regional formation on how to prevent injuries. offices and obtain information about The web site includes excellent fact unintentional injuries. sheets on safety prevention tips for infants and young children under the www.pauktuutit.ca/index.php/ age of five. injury-prevention/publications- resources www.smartrisk.ca Pauktuutit Inuit Women of Canada is SMARTRISK is a national charity dedi- actively working to promote injury pre- cated to preventing injuries and saving vention awareness and strategies among lives, by helping Canadians to see and Inuit. Check out the injury prevention manage the risks in their lives. Their pages of their website to learn about main focus is youth, the age group at their priorities and activities. peak risk for injury. www.pauktuutit.ca/index.php/ www.thinkfirst.ca injury-prevention/publications- ThinkFirst is a national non-profit organi- resources zation dedicated to the prevention of brain Journey to the Teachings is an injury and spinal cord injuries. ThinkFirst prevention training manual developed teaches school-aged children and by the First Nations and Inuit Health youth, sports teams, and community Branch of Health Canada incorporating volunteers, to safely participate in the traditional knowledge, First Nations and activities they enjoy. Inuit perspectives. The package includes a facilitator manual and guide, slides, hand-outs, activity sheets, regional data in injury, and certificates of completion. The target audiences for the training are workshop facilitators and community practitioners/service providers working in First Nations and Inuit communities. www.safecommunitiescanada.ca Safe Communities Canada is a national charitable organization dedicated to helping communities across the country build the capacity and resources they will need to promote safety for their citizens.

116 Appendix 7A:88 Injury Prevention Checklist

Note: This checklist covers recommended safety measures and may be adapted to reﬂect legislation in each province/territory. An “Initial Inspection Check List” from Nunatsiavut is available at: www.pauktuutit.ca/index.php/injury-prevention/publications-resources.

Injury Prevention Checklist Action required Indoors OK Please specify Assigned to Date completed Fire • Smoke detectors are installed in all rooms. • Smoke detectors are checked regularly & batteries are changed every 6 months. • A fire extinguisher is in place, checked regularly & staff are trained. • Fire exits are clear. • Full fire drills are held every six months. • Monthly “up to the door” drills are held. • Weekly practice fire drills are held for the first month of start-up (for new kids). • A fire evacuation plan is in place. Emergency Plan • An emergency preparedness plan is in place & is coordinated with community-wide emergency plans. First Aid • All staff are trained in first aid. • Program has a first aid kit & the contents are checked regularly.

117 88 Appendix 7A: continued Injury Prevention Checklist

Injury Prevention Checklist Action required Indoors OK Please specify Assigned to Date completed Drinking Water • Safety of drinking water is checked regularly. • Alternative water sources are obtained when necessary. Clothing • Children & staﬀ are required to wear indoor shoes or kamiks. • A spare change of clothes for each child is kept at the day care. Furniture • Furniture is kept in good condition or repaired to be used for its original purpose. • Furniture is free of sharp edges, splinters, pinch & crunch points. • Rugs are secured with slip- proof under-carpeting. • Heavy objects are stored on lower shelves. Windows • Cords & window coverings are kept out of children’s reach. Hazardous Materials • Toxic materials & cleaning products are in containers and out of reach for children. • Ceilings & walls are free of cracked or broken plaster & peeling or chipped paint. Hallways & Stairways • Clear of toys, boxes or other items that may cause tripping. Gates & Doors • Areas where children are not permitted are closed oﬀ with secure doors or safety gates.

118 88 Appendix 7A: continued Injury Prevention Checklist

Injury Prevention Checklist Action required Indoors OK Please specify Assigned to Date completed

Gates & Doors cont’d • Finger guards are installed to protect children’s ﬁngers from being pinched in doors. Note: information about these guards can be found at: http://abiggyboom.com/ francais/Catalogue3.html Wiring, Electrical Plugs & Appliances • Safety caps cover electric plug outlets. • Small electrical appliances are well away from sinks or tubs. • Electrical fans are out of children’s reach. • Space heaters are not being used. Toys • Toys are in good condition & free of sharp edges, pinch points, splinters or broken parts. • Toys are regularly cleaned & disinfected. Note: sample cleaning & sanitizing checklists are available at: www.pauktuutit.ca/index.php/ injury-prevention/publications- resources. Kitchen • Poisonous materials are stored in child-proofed cupboards. • Scissors, knives & other sharp items are out of children’s reach. • Plastic bags are not accessible to children. Sleeping Note: may not apply to all centers • Cribs are in good condition with no loose or missing slats. 119 88 Appendix 7A: continued Injury Prevention Checklist

Injury Prevention Checklist Action required Indoors OK Please specify Assigned to Date completed

Sleeping cont’d • Cribs, beds & mats are located away from windows & blind cords. • Cribs have less than 1” (2.5cm) gap between mattress & crib side. • Bumper pads are free of cuts or breaks. • Bumper pads & large toys are removed from cribs of infants who can stand. • Vinyl pads & rail covers for playpens are free of cuts or breaks. • Soother cords are removed if children are sleeping with a soother. • Evacuation cribs are in place (one crib per 5 children that use a crib). • Weekly washing of sleeping mats & bedding. • Mats are stored separately to avoid cross-contamination. Note: for evacuation crib info: www.wintergreen.ca. Activity/Play Areas • Equipment is free of loose parts – bolts, nails or splinters sticking out. • Structures higher than 2’ (60cm) have mats under & around them. Bathrooms • Platforms or stools used at hand basins are stable & slip-proof. • Toxic materials & cleaning products are not accessible to kids.

120 88 Appendix 7A: continued Injury Prevention Checklist

Injury Prevention Checklist Action required Indoors OK Please specify Assigned to Date completed

Bathrooms cont’d • Hot water temperature is adjusted to a safe level for infants/toddlers. • Children are supervised when using the bathroom. • Child toilet seats are used (no potties). Security • Policies are in place about who may enter the facility, for what reasons & to deal with inappropriate behaviour by visitors.

121 88 Appendix 7A: continued Injury Prevention Checklist

Note: Outdoor activity once a day is recommended (weather-permitting). Additional outdoor checklists: “Daily Visual Inspection of Outdoor Play Area” and “Seasonal Maintenance and Repair Checklist”, from Nunatsiavut, are available at: www.pauktuutit.ca/index.php/ injury-prevention/publications-resources.

Injury Prevention Checklist Action required Outdoors OK Please specify Assigned to Date completed Entries & Exits • Fences & gates are stable & free of nails, nuts/bolts sticking out. • Walkways and steps are shoveled and salted (or other slip-prooﬁng). Equipment • Climbing structures, slides & swings are stable. • Rungs, rails & steps are free of slivers or sharp edges. • Swing hangers, chairs & seats are in good condition. • Equipment parts are not broken, worn, cracked rusted or missing. • Nuts, bolts & screws are tight, recessed and/or covered with plastic caps. • Ropes, chains & cables are in good condition. Outdoor Surfaces • Surfaces under swings & play structures are shock absorbing. • Loose materials on the ground are raked & there are no holes or bare spots. • Play area is free of garbage, glass, sharp objects & animal droppings. Note: a daily visual inspection grid used in Nunavik is available at: www.pauktuutit.ca/ index.php/injury-prevention/ publications-resources 122 88 Appendix 7A: continued Injury Prevention Checklist

Injury Prevention Checklist Action required Outdoors OK Please specify Assigned to Date completed Transportation • When children are transported by Qamuti an adult is always present in the Qamuti. • Children wear helmets when being transported by Qamuti (as per provincial/territorial regulations). Note: guidelines from Nunatsiavut on skidoo & Qamuti transport are available at: www.pauktuutit.ca/index. php/injury-prevention/ publications-resources Weather • Children are dressed appropriately for outdoor activity (hot or cold). • Outdoor activity is not permitted when the temperature (with wind chill) goes below -25ºC. Note: heat index and wind-chill factor charts for ECE programs are available at: www.pauktuutit.ca/index.php/ injury-prevention/ publications-resources/ Sun • Sunscreen is used to protect children’s skin. • For sun protection children wear hats & sunglasses (especially in winter to prevent snow blindness). Security • Measures (such as fencing) are in place to keep children safe from unwelcome visitors during outdoor activity.

123 88 Appendix 7A: continued Injury Prevention Checklist

Injury Prevention Checklist Action required Outdoors OK Please specify Assigned to Date completed Garbage • Garbage bins are put away from outdoor activity areas so that children won’t hit their heads. • Garbage is safely enclosed inside bins or bags so that it isn’t accessible to animals.

124 Appendix 7B: Nunavik Childcare Centre – Nutrition Policy

• Children will receive breakfast, lunch and an • Babies 18 months of age and older, are not afternoon snack. allowed bottles in daycare. Sippy cup are not • The improved 4 week menu to prevent iron allowed at the nap time. deficiency anemia will be used at all childcare • If juices are to be served with meals, they centers. Any changes to the menu must be must be unsweetened (no sugar added), and verified with KRG Childcare Consultant and the quantity is not to exceed ½ cup of juice approved by the Board of Directors of the per meal. daycare. • Pacifiers, bottle nipples or chewing toys must • Country foods will be served at least 3 meals not be dipped in sugar, honey or jam. a week except in cases where there is a lack • Carnation milk will not be served in daycare. of availability. • Sugary cereals like Fruit Loops, Lucky Charms, • Children with allergies or special diets must will not be served in daycare. provide a written note from their doctor. • Soft drinks (ie. Coke, Pepsi, 7-Up, Sprite, etc) • In the case where a child has a nut allergy, will not be served in daycare. nuts will be forbidden in that daycare. • Kool-Aid, Crystal Light, Tang and other fruit • Menus for children on prescribed special diets drink crystals will not be served in daycare. will be dealt with individually, as the need • Infants aged 1 year old and less should not be arises. For example, a child with a diagnosis given cow’s milk. Only iron-enriched infant of a fish allergy will not be served any fish, formula or breast milk should be used. products containing fish or fish oils. A special menu will be developed for this child. • 1% or skim milk will not be served at daycare. • Children are not permitted to bring juice or other foods from their home to daycare. • No juice will be served between meals. Water will be offered to children when they are thirsty.

125 Appendix 7C:89 Sample Injury/Incident Report Page 1

Child’s name: Date of birth: Date of injury: Time: Parents notified: Y  N  Time: When was the facility director (if applicable) notified of the injury? Date: Time: Name(s) of the staff on site at the time:

Name(s) of the staﬀ who witnessed the injury:

Where did the injury occur?

What was the staﬀ-to-child ration when the injury occurred?

Describe the injury (type/extent). If appropriate, use drawings to indicate where the injury was located on the child’s body:

Describe how the injury occurred (include sequence of events, the child’s behaviour or actions, who was there, group size and age mix, where staﬀ were located and action taken).

If toys, play equipment or the physical environment (such as stairs, windows) were involved, describe how:

127 89 Appendix 7C: continued Sample Injury/Incident Report Page 2

Was ﬁrst aid administered? Y  N  What was done and by who?

Was further action taken (eg. child taken to hospital, taken home)?

Doctor’s contact information, if one was consulted:

If the child remained at the facility, what was the child’s level of participation?

Other comments:

What corrective action should be taken to prevent further injuries of this type? Consider:  the type or level of supervision;  the need for additional staﬀ training;  the repair, replacement or elimination of equipment or toys;  the reorganization of space or furniture; and,  the reinforcement of rules or limits.

Signature or reporting child care practitioner: Date: Signature of facility director or co-worker: Date: Signature of parent/guardian: Date:

128 Appendix 7D:90 Consent Form – Emergency Care and Transportation

Note: This form may be included in the program’s registration package.

Name of child:

Date:

If, at any time, due to such circumstances as an injury or sudden illness, medical treatment is necessary, I authorize the child care staﬀ to take whatever emergency measures they deem necessary for the protection of my child while in their care.

I understand that this may involve contacting a doctor, interpreting and carrying out his or her instructions, and transporting my child to a hospital or nursing station, including the possible use of a vehicle, Qamuti, or ambulance to get there.

I understand that this may be done prior to contacting me, and that any expense incurred for such treatment, including ambulance fees, is my responsibility.

Parent’s signature:

Centre director’s signature:

129 Appendix 7E: Checklist for Taking Children on the Land

Complete these questions as you look critically at the environment in your room.

 appropriate seasonal clothing for everyone  a fire arm including clothing for warmth, wind- proofing, rain and sun protection  travel plans and estimated return date/time have been left with appropriate authority  comprehensive first aid kit  knowledge of current and forecasted  emergency drinking water and food weather conditions supplies  knowledge of current ice conditions  emergency shelter such as a tent, or tools for building a shelter  compass/GPS  emergency kit (tarps, rope, knife, gas stove,  electronic communication device matches, flares) (walkie-talkie, cell phone, SAT phone)

131 Appendix 7F: Checklist – First Aid Kit Contents

Note: A list of ﬁrst aid items should be posted in the ﬁrst aid box.

 ﬁrst aid manual  triangular bandages  1 pair of bandage scissors  individually wrapped sterile bandage compresses  1 pair tweezers for splinters  roll of hypoallergenic adhesive tape  1 pair of disposable gloves (25mm by 9m)  a disposable device used for  individually wrapped antiseptic swabs cardiopulmonary resuscitation  sterile adhesive bandages of various  individually wrapped sterile adhesive shapes and sizes bandages (25mm x 75mm)  eye bandages  sterile gauze compresses (102mm x 102mm)  1 rectal thermometer  rolls of sterile gauze bandages  1 oral thermometer (4 rolls-50mm x 9m, 4 rolls-102mm x 9m)  alcohol swabs

133 Endnotes

1 Canada. Nunavut Department of Educa- 13 Building Our Strengths Together, tion, & Department of Health & Social An Evaluation of the Igloolik Early Services, Early Childhood Development Intervention Project. 1999, p. 6. Update Report 2003/2004, p. 4. 14 Canada. Northwest Territories Depart- 2 Inuit Tapiriit Kanatami, A National Dia- ment of Health and Social Services, & logue on the Delivery of Federal Early Department of Education, Culture and Childhood Development Programs and Employment 2001, p. 5. Services for Aboriginal Children, 2004, 15 Canada. GNWT Departments of Educa- pp. 5 & 7. tion, Culture and Employment and 3 Canada. Northwest Territories Depart- Health and Social Services. Framework ment of Health and Social Services, & for Action: Early Childhood Develop- Department of Education, Culture and ment, 2001, p. 6. Employment, 2001 Framework for 16 Inuit Tapiriit Kanatami, Inuit Early Action: Early Childhood Development, Learning and Child Care Discussion pg. i A Message from the Ministers. Paper, 2005, p. 10. 4 Unipkausivut, Building Language and 17 Building Our Strengths Together, Literacy Skills Through Oral History, An Evaluation of the Igloolik Early Nunavut Literacy Council, 2004, p. 39. Intervention Project. 1999, p. 1. 5 Canadian Child Care Federation & 18 Building Our Strengths Together, Can adian Institute of Child Health An Evaluation of the Igloolik Early (2001), Resource Sheet 2. Intervention Project. 1999, p. 29. 6 Kinguvaaksatingnut: Early Learning 19 Kinguvaaksatingnut: Early Learning and Child Care for Children in Inuit and and Child Care for Children in Inuit and First Nations Communities, 2005, p. 13. First Nations Communities, 2005, p. 11. 7 Koshyk et al. 2000, p, 9. 20 Quality by Design, Childcare Resource 8 Doherty 2000a, p.8; Doherty 2003, pp. and Research Unit, 2006. 21-22. www.childcarequality.ca. 9 Canadian Child Care Federation & 21 Kinguvaaksatingnut: Early Learning Can adian Institute of Child Health and Child Care for Children in Inuit (2001) Resource Sheet 57. and First Nations Communities, 2005, 10 Canadian Child Care Federation & p. 13. Can adian Institute of Child Health 22 Inuit Tapiriit Kanatami, A National Dia- (2001) Resource Sheet 57. logue on the Delivery of Federal Early 11 AHS National Newsletter Fall 2001/ Childhood Development Programs and Winter 2002 p.13. Services for Aboriginal Children, 2004, 12 AHS National Newsletter Fall 2001/ p. 4; Kinguvaaksatingnut: Early Learning Winter 2002 p.13. and Child Care for Children in Inuit and First Nations Communities, 2005, p. 13.

135 23 Kativik Regional Government, The Non- 39 Doherty 2000a, p.7; Doherty 2003, p.16. Profit Corporation and Childcare in 40 Doherty 2000a, pp.6-7; Doherty 2003, Nunavik: A Manual for the Board of p. 13. Directors, 2005, p. 4. 41 Unipkausivut: Building Language and 24 Friendly & Beach 2005b, p. 2. Literacy Skills Through Oral History, 25 Canada. Nunavut Department of Educa- Nunavut Literacy Council, 2004, p. 30. tion, & Department of Health & Social 42 BC Aboriginal Child Care Society, Services, Nunavut’s Early Childhood Handbook of Best Practices in Aborigi- Development Expenditures and Pro- nal Early Childhood Programs, 2003. grams Baseline Report 2000/2001, p. 3. 2003, pp. 30-31. 26 Sones, R., Parent Involvement in Abo- 43 Pauktuutit Inuit Women of Canada, riginal Head Start: Building Community The Inuit Way: A Guide to Inuit 2002, p. 14. Culture, 2006, p. 24. 27 Ontario Coalition for Better Child Care, 44 Unipkausivut: Building Language and Child Care Management Guide II, 2002, Literacy Skills Through Oral History, p. 91. Nunavut Literacy Council, 2004, p. 3. 28 Ministry of Education, School Councils: 45 Unipkausivut: Building Language and A Guide for Members 2001, p. 8.10. Literacy Skills Through Oral History, 29 Inuit Tapiriit Kanatami, Inuit Early Nunavut Literacy Council, 2004, p. 3. Learning and Child Care Discussion 46 Aboriginal Head Start National Newslet- Paper, p. 27. ter, Spring/Summer 2002, p. 12. 30 Kinguvaaksatingnut: Early Learning 47 Aboriginal Head Start National Newslet- and Child Care for Children in Inuit and ter, Spring 2000, p. 10. First Nations Communities, 2005, p. 16. 48 Boschee & Jacobs, Ingredients for 31 Inuvialuit Child Care Program Family Quality Child Care, retrieved from Handbook, 1999 p. 3. www.nncc.org. 32 Canada. 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137 84 Government of Newfoundland and Labrador, Department of Health and Community Services (2005) Standards and Guidelines for Health in Child Care Settings. St. John’s, NFLD. P.66. 85 Government of Newfoundland and Labrador, Department of Health and Community Services (2005) Standards and Guidelines for Health in Child Care Settings. St. John’s, NFLD. P.66. 86 Some material for this section is drawn from: Government of British Columbia, Ministry of Health Planning (1995) Preventing Injury in Child Care Settings. Victoria, BC. 87 Governance of ECE programs is discussed in more detail in chapter two of this document. Please see pages 21-33. 88 Adapted from: Government of British Columbia, Ministry of Health Planning (1995) Preventing Injury in Child Care Settings. Victoria, BC. 89 Adapted from: Canadian Paediatric Society (2008) Well Beings: A Guide to Health in Child Care (3rd edition). Ottawa, ON. 90 Adapted from: Canadian Paediatric Society (2008) Well Beings: A Guide to Health in Child Care (3rd edition). Ottawa, ON.

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