Changing Results for Young Children (CR4YC)
South Vancouver Island – Site Profile
In the South Vancouver Island region, we begin – and continue – by acknowledging that we are inquiring together on the traditional territories of many Coast Salish nations:
- W̱SÁNEĆ First Nations (Saanich), including:
- BOḰEĆEN – Pauquauchin Band
- SȾÁ,UTW̱ – Tsawout Band
- W̱JOȽEȽP – Tsartlip Band
- W̱SÍKEM – Tseycum First Nation
- Lkwungen Nation (Songhees)
- Xsapsam (Esquimalt)
- T’Sou-ke First Nation (Sooke)
- Scia’new First Nation Beecher Bay
- Pacheedaht First Nation
Our site includes three school districts, Greater Victoria (SD61), Sooke (SD62), Saanich (SD 63), and early years community agencies in the South Island region. Our region includes urban, rural, and remote communities, and is distinguished by our proximity to the Pacific Ocean and temperate rain forests. As we explore social emotional well-being with young children, our inquiry journey is inspired by the richness and diversity of our beautiful surroundings.
CR4YC – South Vancouver Island Key Contacts
Exploring quality practices to increase the Social and Emotional
Well-Being of Young Children
Framework in the field from the Lower Mainland group kicking off CR4YC at Terra Nova Nature School
What do we see?
Resilience: Terra Nova students share their garden, create with natural loose parts and enjoy fruits from the garden.
CR4YC teachers learn from young children about nurturing independence and comfort through nature.
Lower Mainland group reflects on their experience from the day.
What did we observe about social emotional learning?
And so the data collection begins…
*tweets and documentation from Gina Wong, Vancouver @gnwong and Angela Meredith
Research and Evaluation: CR4YC
Evaluation of the first year of CR4YC will be based on:
Case studies of approximately 80 children (one for each ECE/teacher) that focus on Social and Emotional Learning and are connected to the Social and Personal Core Competency
- Case Study Cover Sheet
- Observations of Social and Personal Competence
- Case Study Summary (not included in this file)
ECEs’/teachers’ observations and reflections about the strategies they use to develop and support SEL for children/groups (approximately 200 separate observations collected throughout the project)
- Recording and Reflecting on Teaching/Support
- Advice/messages to colleagues (not included in this file)
All data collection and analysis will be:
- purposeful, seeking to explore, identify and develop effective practices for supporting the development of social and personal competence of young children
- strength-based, focused on the competencies and development of the young children in this study
- collaborative, involving ECEs/teachers as well as project leaders and consultants
- honouring of the voices of children and their families
- open and transparent
- aware of place – tailored to and informed by local settings
download complete file:
Presented by Maureen Dockendorf, September 2017
At the CR4YC Leads meeting last week Kim Schonert-Reichl highlighted key research and resources on SEL and early childhood development. She encouraged us to share widely. Thanks, Kim!
BC school districts have sustained the JOY, passion and promise of CR4YR in many ways. Students and teachers continue to benefit from locally developed extensions and adaptation including more CR4YR (readers) groups, CR4AR (adolescent readers), CR4OR (other readers), CR4YW (writers), CR4YM (mathematicians) — and there are probably ore variations we haven’t heard about!
And now, a new initiative for YOUNG CHILDREN – CR4YC — bringing the joy and power of the CR4YR format and commitment to Early Childhood education: CR4YC!
CR4YC – Changing Results for Young Children is a joint initiative of the Ministry of Education and the United Way of the Lower Mainland. Through CR4YC, Early Childhood Educators and Primary Teachers will work collaboratively to inquire into practices that support the social and emotional well-being of young children.
- Identify, explore, and apply a strengthened understanding of quality practices associated with increasing the social and emotional well-being of young children.
- Establish and/or strengthen a culture of inquiry through the use of documentation, collaborative critical reflection, and a supportive ‘community of practice’ amongst community and school-based practitioners.
- The Image of the child
- Pedagogical narration
- Documentation of learning
- Language-rich environments
- Play-based approaches
- Development of strong identity, including cultural knowledge and competency
- “We call upon the federal, provincial, territorial, and Aboriginal governments to develop culturally appropriate early childhood education programs for Aboriginal families.” (Truth and Reconciliation Commission #12, call to action.)
*BC Ministry of Education. Understanding the Early Learning Framework: from theory to practice.
What’s happening this year?
- Three demonstration sites
- Each site will include 8 community-based ECEs, 8 Strong Start Facilitators, and 8 primary teachers
- Six half-day meetings, following the CR4YR model, facilitated by Early Years experts
- Participants will develop case-studies of individual children
- Meeting will focus on reflection and documentation, including exploration of learning for groups of children
- Within a shared framework, sessions tailored to local context
- Project leads: Maureen Dockendorf (MOE) and Jeff Calbick (UWLM)
- Resource team: Sharon Jeroski (Horizon Research); Kim Schonert-Reichl (UBC-HELP)
- Facilitators: Alison Bledsoe, Judith King and Noralea Pilgrim
- Each site has a team of Early Learning specialists from the districts involved
What information will be available in 2017-18?
- Research instruments and processes will be posted on the CR4YR research website
- There will be project updates and links to key information and resources, approximately monthly. They will be on the CR4YC research website
- Brief synopses from the demonstration sites will be on the research site as they become available
What information will be available after Year 1 (June 2018)?
- Synthesis of the case studies
- Summary of actions and reflections from the group discussions
- “Advice to colleagues” from participants
- Graphic presentations of the results
- Research materials including surveys
Formal research reports will be available through the Ministry of Education and the United Way of the Lower Mainland in Summer/Fall 2018