S.08-122
OFFICE OF THE
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As arner.ded
ASSOCIATE VICE PRESIDENT ACADEMIC AND ASSOCIATE PROVOST
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&nate-
MEMO
ATTENTION
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Senate ?
-
FROM
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Bill Krane, Chair
Senate Committee on Under raduate Studies
RE ?
FacuLty of Education ISCUS 08-441
DATE ?
November 18, 2008
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1
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Action undertaken by the Senate Committee on Undergraduate Studies at its
meeting of November 6, 2008, gives rise to the following recommendation:
40 ?
Motion:
"that Senate approve the Early Learning Specialization'
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in the Faculty of Education"
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SIMON FRASER UNIVERSITY
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THINKING OF THE WORLD
SCAAS
ca-4+b
October
31st,
2008
Dear SCUS Committee Members,
Please find attached information on our new Early Learning Specialization (ELS). The
proposed ELS will be offered to students entering the Bachelor of General Studies within
the Faculty of Education. Our rationale for program development in this area is based on
meetings and the information provided in a consultation paper entitled "Expanding early
learning in British Columbia for children 3-5" (please see attached document from Susan
Kennedy, Ministry of Education). In this document, the provincial government has
identified its intention to expand Strong Start Centres (preschool programs housed within
existing schools) and increase full day kindergarten and junior kindergarten options.
These changes to provincial mandates require teachers to have a greater depth of
understanding of the unique characteristics of young learners. To meet this need, two
new courses (EDUC 332 and 466) are being proposed within the ELS. This combination
of courses will link child growth and development theory with appropriate assessment,
curriculum planning and instructional practices for young learners.
We feel the ELS within the BGS will be suitable for teachers of young children
who are working within or developing pre-Kindergarten programs outside the
school system as well as for the Elementary teachers who wish to specialize in teaching
• kindergarten, and grades 1-3. This specialization was reviewed by Beverley
Maxwell, Director of Certification, (BC College of Teachers), who endorsed
it, stating that she felt that the combination of courses within the BGS
provided a good background for elementary teachers. To promote transferability from the
college system, credit will be awarded to qualified students entering the program who
have completed a diploma in Early Childhood Education and are seeking a Baccalaureate
Degree.
Thank you for your consideration,
Margaret MacDonald
Margaret MacDonald, Ph.d
Assistant Professor,
Early Childhood Education,
Faculty of Education,
Simon Fraser University
Burnaby, BC VSA 1 S6
Canada
E-mail mimCsfu.ca
Phone: 778. 782.7085
0
Early Learning Specialization
This specialization provides students with an understanding of the
unique characteristics of young learners. It links child growth and
development theory with appropriate assessment, curriculum planning
and instructional practices. The ELS within the BGS is suitable for teachers
of young children who are working within or developing pre-Kindergarten
programs outside the school system and for Elementary teachers who
wish to specialize in teaching Kindergarten, and grades 1-3. This
specialization was reviewed by Beverley Maxwell, Director of Certification,
(BC College of Teachers), who endorsed it, stating that she felt that the
combination of courses within the BGS provided a good background for
elementary teachers.
0
3.
S
Early Learning Specialization (applicable to El)UC BGS students only)
This program is intended For students considering
it
reaching career in the early elementary (K-3)
school system. This program does
:1
4
t guarantee a'Ji
I isiOfl
to the PDI I
program
Requirements
30 credits block transfer from an approved Early ( hi Idhood Education Diploma program with a
minimum GPA of 3.0.
or
PSYC 250-3 Introduction to Devehpntcntal Psychology
EDUC 464-4 Early Childhood Education
EDUC 466-4 Early Childhood Education: Curric itlum and Development (new course)
Lower Level Requirements
6 credits English (a maximum of three hours of English composition may be included)
one course (3 credit hours) in each of Canadian histor
y
, Canadian geography and laboratory
science
(see http://www.educ.sfu .calpdp/admissions/requirements.htm
h for a list of acceptable courses)
EDUC 100 and 252 plus 6 EDUC add
i
tional credits
Recommended
3 credit hours FPA
3 credit hours KIN ES
Upper Level Requirements -
5 credit hours of upper division coursework including
EDUC 352-4 Building on Reflective Practice
Plus
7 credits from the courses listed below
i'Jahi
EDUC 322-3 TS1l
Livc3
f ShooI Ch,ldrn
EDUC332-3 Formative Assessment in ECE (new course)
EDUC 472-4 DFL Elementary Language Arts
EDUC 475-4 DFL Elementary Mathentaties
EDUC 465-4 Children's Literature
O/aerL,ahon.
;P
.
Plus
20 credit hours of upper division coursework in the area of BC elementary school
curriculum. At least 3 credits from 2 uI the following areas: biology. Canadian Studies,
chemistry, computing science, earth sciences. English. environmental science, explorations, fine
and performing arts, First Nations. French. geography. history, humanities, kinesiology,
mathematics. physics.
Further EDUC coursework may he taken to reach the minimum 45 upper division credits.
(Note: Students
will
not receive credit for both the Early Learning Specialization and the Minor
in Early Childhood Education).
U
Early Learning Specialization -. Block Transfer Students
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.,
Block Transfer
English
Math 190
Hi St
Geog 162
Sci ?
Chem 121
-J
E .
B-Hum / W
40
3 B-Hum
3 B-Soc/Sci
4 B-Sciences / Q
50 Sub Total
3 B
. -Hum (undesignated)
4
3
B-Soc/Sc
(undesignated)
15 B. Sciences and Soc/Sd
EDUC 100
EDUC 252
EDUC 220
?
Prereq 322
elective
75 Sub Total
Upper Division
EDUC ?
Early Learning
EDUC 352
EDUC
Electives ?
Outside EDUC
other electives
45
is
7
4 W (under development)
6
20
8
120 Grand Total
r
61
Consultation Paper
Expanding Early Learning
In British Columbia
For Children Aged 3 -5
Early Childhood Learning Agency, June 2008
BRITISH
OCOWMBIA
The Best Place on Earth
M
.I
Responding to this Consultation Paper
This paper was prepared by the B.C. Early Childhood Learning Agency to encoura
g e a
dialogue and elicit views from a wide range of people and organizations on the expansion
of early learning programs in British Columbia. This follows the government's
commitment in the 2008 Throne Speech to:
". . .assess the feasibility and costs of full school day kindergarten for five-year-olds [and]
undertake a feasibility study of providing parents with the choice of day-long
kindergarten for four-year-olds by 2010, and for three-year-olds by. 2012."
Please submit your comments by July 18, 2008.
Written submissions can be mailed to:
Early Childhood Learning Agency
?
Ministry of Education
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Box 9158 Stn Prov Govt
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Comments can also be submitted online at www.bced.gov.bc.caleclal or by e-mail to
EDUC.earlyleaming(gov.bc.ca
2.
rpi
Introduction
In the 2008 Throne Speech, the B.C. government made a èommitment to "assess the
feasibility and costs of full school day kindergarten for five-year-olds." It also promised
to "undertake a feasibility study of providing parents with the choice of day-long
kindergarten for four-year-olds by 2010, and for three-year-olds by 2012."
The feasibility study began in spring 2008. It includes consideration of available research
findings as well as an analysis of costs in areas including capital, operating and human
resources.
B.C.'s Early Childhood Learning Agency is also gathering views and opinions from a
wide range of groups and individuals to help ensure the government's actions are aligned
with British Columbians' needs and priorities. This paper is part of the process of
stimulating dialogue.
Background
British Columbia has set a Great Goal of becoming the best-educated, most literate
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jurisdiction on the continent. This includes a belief that our children should have access
to early learning programs. Early learning is vital to life-long success and provides a
foundation on which to build individual, social, and economic wellbeing.
Children between the ages of three and five are at critical stages of development. Brain
research has shown that during the early years children's brains have the most plasticity.
This evidence suggests that, during this time, there are windows of opportunity when
children are especially receptive to experiences that can shape their whole lives.
Most children's early learning takes place through relationships and play and, while these
can be informal, there is also strong evidence that quality early childhood programs have
positive impacts on children's future success in the school system. Programs that best
guide children's learning are developmentally appropriate to their stage of learning, play
based, and designed to holistically address all areas of child development: physical,
social/emotional, language, and cognitive. Evidence suggests that highly structured,
academic programs that use primary school curriculum for children aged three and four
do not have the desired results.
The economic benefits of quality programming in the early years have also been studied,
showing significant savings in social programs when children participate in them. When
programs are not high quality, then the benefits are lost. Research also shows that
expanding choice for parents can have a positive effect on the workforce.
is
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who
terms of children's development, significant research findings indicate that children
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who have participated in pre-school and full-day kindergarten experience positive
outcomes in their academic and social-emotional development. This is true both for
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children who are considered vulnerable, and for those who are not - but only when
programs are well-designed and well-implemented and are followed by quality primary
programs. The positive effect of pre-school programming needs to be maintained.
British Columbia has limited class size in kindergarten through Grade 3 to help address
these quality issues.
Other evidence indicates that sustained benefits and significant savings are highest when
programs are target to vulnerable, at risk children, particularly when these programs
include a parent support component.
In terms of defining "well-designed and well-implemented," three factors appear to play
a role:
• duration (how long the child has attended)
• frequency (how often the child attends) and
• intentionality (the program's coherence and clarity of purpose, and how the
learning activities are carried out).
Kindergarten and Pre-school in B.C. Today
Currently, half-day kindergarten is universally available in B.C. public schools to
children
funded when
who
they
turn five
provide
before
full-day
January
kindergarten
1 of a school
to certain
year. Boards
populations:
of Education
English
are
as
alsoa
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Second Language students, Aboriginal students, and designated categories of students
with special needs.
The province also funds kindergarten programs at independent schools. Some First
Nations band schools, funded by the federal government, offer both four- and five-year-
old kindergarten.
Throughout British Columbia, pre-school, early learning and child care programs for
three- and four-year-olds are offered for a fee by multiple providers, with subsidies
available for families below a certain income threshold.
A range of other publicly funded early childhood programs form a network of community
services designed to influence children's healthy development. For example, StrongStart
BC early learning centres offer free school-based programs for children from birth to five
and their parents/caregivers.
Responsibility for early learning, child care, and early childhood development programs
is shared between the ministries of education and children and family development.
F_
L
q.
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Kindergarten and Pre-school in Other Canadian Jurisdictions
Across Canada, most jurisdictions are working to improve both the quality and
availability of formal early learning opportunities. This work has accelerated since 2001,
when the federal government began providing dedicated funding to the provinces and
territories for early childhood development
As in British Columbia, kindergarten programs across the country are primarily part-day
programs for five-year-olds, delivered through the public education system at no cost to
families, while pre-school and child care programs are delivered through a combination
of private and not-for-profit providers.
Many jurisdictions offer a broader range of programs than those currently available in
British Columbia. For example:
• New Brunswick, Nova Scotia and Quebec offer full-day kindergarten programs
for five-year-olds;
• Alberta, Manitoba, Saskatchewan and Quebec offer some programs for four-year-
olds; and
• Ontario provides part-day kindergarten for four-year-olds and is currently
planning for implementation of full-day kindergarten for both four- and five-year-
old children
In all jurisdictions, there are challenges to expansion of early learning programs. One of
these is the availability of trained, qualified staff. Funding issues are also a factor. For
example, Nova Scotia recently cancelled its free, voluntary pre-primary program for four-
year-olds, citing cost pressures.
The International Context
A recent review of early learning in 20 countries worldwide, conducted by the
Organization for Economic Co-operation and Development (OECD), found growing
levels of interest in increasing universal access to quality early learning for children aged
three to six and the importance of qualifications in the staff providing the service.
Other significant developments include:
• a trend towards combining early childhood programs with programs for primary
school age children;
• a growing belief that care and education are not separate concepts, and that
quality programs for young children provide both;
• an emerging consensus that early learning programs should be led by educators
with appropriate post-secondary training; and
• a trend towards full coverage by the education system for children aged three to
•
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six. Many countries are working towards offering two years of free (publicly
funded) early learning before Grade 1.
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I
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In terms of service delivery, the UK, Australia, New Zealand and the U.S. have similar
systems to Canada's, featuring a mix of non-profit and private providers. By contrast,
Nordic and other European systems are delivered entirely through local governments,
public or not-for-profit organizations.
Finland, which has excellent international performance on measures of education
achievement, provides every child from age one to school entry at age seven with free
programs. The services for children one to five are largely provided in early learning and
child care centres, with six year old children in programs provided by preschools with
wrap around child care. Parents pay an average of 15 percent of costs for the child care
portion.
In New Zealand, families have free, universal access for early education programs for
children who are age 3 and 4 for 20 hours a week. Working parents requiring additional
child care can access more service at the same site, in most cases, for an additional 10
hours a week for a fee. Subsidies are available for low income parents. These services
are offered by a combination of preschools (called kindergartens in New Zealand) and
other early learning programs that are both profit and community-based organizations.
All programs must use the standard curriculum and have been gradually raising the
standard for teacher training as part of a 10 year strategic plan. The curriculum in New
Zealand for young children takes a holistic approach to children's learning.
Norway and the Netherlands begin full-day preschool access at age four. In Norway,
88 percent of children age three to six participate in preschool programs, as they move to
a national goal of universal access. Their programs are a combination of public and
private. In the Netherlands, publicly-funded primary education includes children from
four to six years old in half days or full days during the school calendar year.
The United Kingdom provides guaranteed access to free part-day preschool beginning at
age three. These are provided in a range of settings, including schools and stand alone
pre-schools and child care centres. Australia provides free part day programs at age four
and full school day programs at age five. Some three and four year olds receive their
programs in licensed child care settings.
In Italy, there are a variety of approaches, although the programs for children age three
to six must conform to Ministry of Education guidelines. In most cases, the programs are
available to families from 8:30 to 4:30 with a ceiling on fees. Children may attend either
full or part day. One city, Reggio Emilia, is well known world-wide for its approach to
teaching in its preschools, jointly funded by various levels of government. This
municipality characterizes all its programs as "early education" to dispel the notion of
early learning and care being separate services.
In Ireland children are legally entitled to a free education from the age of four years.
About fifty percent of four year olds access preschool. Programs for this age group
operate as morning classes in elementary schools. As with many other jurisdictions, it
1/. ?
4'
appears that the government in Ireland has recently embarked on a new strategic plan for
services to young children, including education.
In Germany, 93 percent of children over the age of three until school entry have access to
preschools. A parental cost for full work day pre-school, varies from region to region,
with an average of 14 percent of services being paid for by families. France has almost
100 percent of children aged three to five in free
écoles
maternelles
(preschools), which
are part of the school system with a national curriculum.
Kindergarten and pre-school programs in United States vary broadly, based on state
government priorities. In the US, Georgia and Oklahoma offer kindergarten to all
children aged four and five. It appears that many jurisdictions are in the process of
expanding programs to four year olds, but few have yet achieved universal access. In
2006, over 20 percent of four year old children in the USA attended publicly funded
preschool or pre-kindergarten. The federally-funded Head Start program across the
country targets three and four year olds from low income families. Great interest has
been generated in the last few years across the USA in increasing access to pre-school
programming, supported by new knowledge about children's brain development and
favourable economic theories about raising human capital by investing when children are
young. Given all this activity, it is likely that publicly-funded programs for three and four
• ?
year old children will continue to increase in the USA.
Invitation to Respond - Part One
Given the importance of the early childhood years and the clear trends to increase and
improve programs in other jurisdictions, the Early Childhood Learning Agency invites
your response to the following questions.
1.
What are your thoughts on full school day kindergarten for five-year-olds?
2.
What about parent choice for full-school-day pre-kindergarten programs for
four-year olds?
3.
What about parent choice for full-school-day pre-kindergarten programs for
three-year olds?
4.
What do you think are the most important factors to consider in expanding
early learning programs in British Columbia?
.
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I
ii
Invitation to Respond - Part Two
Please provide the following information about yourself and/or your organization. This
will help ensure that the government hears from a wide range of individuals and groups.
To help us understand your perspective on the issues, please check the box or boxes that
best describe you.
D I am a parent with a child under five
IJ I am a parent with children over five
1 I
provide child care services
C] I am an early childhood educator
C] I am a kindergarten teacher
C] I am a teacher in Grades 1 t 12
C] I teach in a post secondary institution
C] I am a researcher
C] I am a member of the business community
C] I provide health or social services
C] I am an interested member of the public
0 I am responding on behalf of an organization
If you checked the last box, please provide the name of your organization:
You do not have to provide your name, but you may do so if you wish:
Please submit your comments by July 18, 2008.
By mail: ?
Early Childhood Learning Agency, Ministry of Education
Box
9158
Stn Prov Govt, Victoria BC V8W 9113
Online: www.bced.gov.bc.caleclal
By
Note:
e-mail:
The information
EDUC.ear1yleaming(gov.bc.Ca
gathered in response to
?
this paper will inform recommendations
0
to the government. This is only one
of
the sources of information that will be considered.
13. ?
1
•1
Early Childhood Learning Agency?
Response Form
Part One
Given the importance of the early childhood years and the clear trends to increase and
improve programs in other jurisdictions, the Early Childhood Learning Agency invites
your response to the following questions.
1.
What are your thoughts on full school day kindergarten for five-year-
olds?
2.
What about parent choice for full-school-day pre-kindergarten
programs for four-year olds?
3.
What about parent choice for full-school-day pre-kindergarten
programs for three-year olds?
4.
What do you think are the most important factors to consider in
expanding early learning programs in British Columbia?
L
N. ? 'I
It
a
Invitation to Respond
?
Part Two
Please provide the following information about yourself and/or your organization. This
will help ensure that the government hears from a wide range of individuals and groups.
To help us understand your perspective on the issues, please check the box that best
describes you.
J I am a parent with a child under five
J I am a parent with children over five
D I provide child care services
I am an early childhood educator
D I am a kindergarten teacher
I am a teacher in Grades ito 12
0 I teach in a post secondary institution
0 I am a researcher'
0 I am a member of the business community
0 I provide health or social services
• I am an interested member of the public
• I am responding on behalf of an organization
If you checked the last box, please provide the name of your organization:
You do not have to provide your name, but you may do so if you wish:
Please submit your comments by July 18, 2008.
By mail:
?
Early Childhood Learning Agency, Ministry of Education
Box
9158
Stn Prov Govt, Victoria BC V8W 9H3
Online: www.bced.gov.bc.calecla/
By e-mail: EDUC.earlyleaming(gov.bc.ca
Note: The information gathered in response to this paper will inform recommendations
to the government. This is only one of the sources of information that will be considered
