changing results for young children, Uncategorized

CR4YC Okanagan

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Our site includes two school districts, SD53 Okanagan Similkameen, and SD67 Okanagan Skaha, early years community agencies, SenPokChin School in Oliver, Outma Sqilx’w Cultural School, and Little Paws Child Care and Preschool.

Today we met for our fourth meeting and explored the 7 facets in a variety of ways.  At each of the meetings we have collected pictures and stories of our children in each area using the strategy SEE-THINK-WONDER.

We also explored the Te Whariki Early Childhood Curriculum from New Zealand, and looked at how the big ideas connect with the
First Peoples Principles of Learning, and used Inside-Outside Circle to talk about what we have done since time, what happened, what we learned and what we plan to do next.  

Thanks to Cindy, one of our amazing Strong Start educators for giving every person a set of emotion discs and Melia for packaging them up as beautiful Valentine gifts.

changing results for young children

CR4YC South Vancouver Island – Site Profile

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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

case studies, changing results for young children

Lower Mainland group explores quality practices

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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

changing results for young children, research

CR4YC Research Forms

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clipboard.jpgResearch 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

  • Instruments:
    • 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)

  • Instruments:
    • 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:
cr4yc-research forms-17-18.docx
cr4yc-research-forms-17-18.pdf