What entry gaps are children experiencing in early years education and what are strategies for seamless entry?
Project Description:
The City of Hamilton is committed to providing inclusive services where every child can fully participate in early years education. The City uses Special Needs Resourcing (SNR) funding to provide licensed childcare sites across the City with the appropriate level of service for children with special needs, including staff, equipment, and supplies. Licensed childcare providers and community partners work together to provide quality care and services where all children can have a sense of belonging and well-being.
Young children’s entry into early years education (i.e., licensed child care and school-age child care) in different ways based on choice. Some families wait until Kindergarten to enter their children into school-age child care.
Although early identification and intervention do identify children with special needs, there are some children who may enter licensed child care or school-age child care who were not identified with a special or apparent need. With or without an identified special or apparent need, entry to early years education may result in some families and children experiencing gaps during entry. Understanding the entry gaps that families and children experience would inform the City of Hamilton SNR program with planning to develop strategies to ensure successful entry to early years education for all children.
Students will complete:
A five (5) page literature review from research between 2018-2023 about children with special needs entry pathways to early education (i.e., licensed child care and school-age care) and identify strategies to support seamless and successful entry to early education;
Consultations with relevant community partners to collect information to map system pathways illustrating children’s different entries to early education.
Belonging is defined as being seen, heard, and valued without needing to change who you are. Well-being refers to the importance of physical and mental health and wellness. It incorporates capacities such as self-care, sense of self, and self-regulation skills.
Primary Staff Partner: Marion Trent-Kratz, Supervisor, Early Years System
Secondary Staff Partner: ·Sarah Van Sickle, Early Years Project Manager for Special Needs Resourcing