Unit 3 - Government of Saskatchewan

Transcription

Perspectives on human development
across the life span
A Student Journal
In this issue:
Volume 3, Number 1
Unit Three: Infancy
A Journal of Developmental
Psychology to support Psychology 30,
a course offering of Saskatchewan
Education
In this issue: Infancy
Volume 3, Number 1
Feature Articles
Ages and Stages: From birth to two years of age
Page 4
A year or two is not much compared to the almost eighty years of the average life span.
However, children in their first two years reach half their adult height, develop cognitive abilities that
have surprised even researchers, and learn to express almost every emotion, not just joy and fear, but
also many others, including jealousy and shame. And two of the most important human abilities, talking
and loving are already apparent. This article describes, in detail, these radical and wonderful changes.
Parenting and Child Rearing from a Cross-cultural Perspective!
Page 12
In conversation with Soji and Titi Oyenuga, parents of a 5 month old child, Ages and Stages
explores parenting and child rearing from the perspective of a Nigerian family.
The Child Care Partnership: Managing and monitoring your child care
Page 15
The Saskatchewan Child Care Association (SCCA) is a non-profit membership organization
dedicated to quality child care and education for young children. Quality child care requires a
partnership among caregivers (teachers/educators), children, families, communities and government.
The SCCA aids this partnership by advising policymakers at all government levels; by raising public
awareness, developing information for parents and providing professional development for caregivers.
This information, reprinted with permission, is one example of the resources available in Saskatchewan
to promote child care.
Factsheet: Early Childhood Development
Page 19
Drawing on statistical information gathered from a variety of governmental and organizational
sources, the following facts provide a fascinating and illuminating base for considering the issues in
child care in Canada for the beginning of the new century.
Page 2
Unit Three: Infancy
A Journal of Developmental
Psychology to support Psychology 30, a
course offering of Saskatchewan
Education
Making connections ….
Supporting Families and Children: Government of Canada Initiatives
Page 21
The Government of Canada plays a major role in supporting Canadian families and their children
through strong income support, Employment Insurance parental benefits, tax supports, communitybased programs and research through partnerships with provincial and territorial governments. As the
most recent Government of Canada initiatives illustrate, we are committed to ensuring that our actions
reflect the values of a caring society.
The National Children's Agenda: Developing a Shared Vision
Page 24
During the spring and summer of 1999, Canadians participated in a public dialogue through
many activities, including roundtable discussions, focus groups and individual feedback. The dialogue
was coordinated at national, provincial and territorial levels, and was documented by transcripts, reports
and other correspondence gathered at a national centre established for this purpose. This article
describes the process, and the results of the public dialogue leading to the declaration of The National
Children's Agenda.
For moms everywhere!
Page 31
A few months ago, when I was picking up the children at school, another mother I knew well
rushed up to me. Emily was fuming with indignation. “Do you know what you and I are?” she
demanded.
My Anthology
Page 32
To truly make Ages and Stages your own, we provide a space where you can keep sayings,
pictures, poems, anecdotes, musical lyrics, anything that you find intriguing, inspiring, amusing or
thought provoking.
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Unit Three: Infancy
AGES & STAGES - NEWBORN TO 2 YEARS
Lesia Oesterreich, M.S.
Family Life Extension Specialist
Human Development and Family Studies
Iowa State University
A year or two is not much compared to the almost eighty years of the average life span. However,
children in their first two years reach half their adult height, develop cognitive abilities that have
surprised even researchers, and learn to express almost every emotion, not just joy and fear, but
also many others, including jealousy and shame. And two of the most important human abilities,
talking and loving are already apparent. This article describes, in detail, these radical and
wonderful changes.
Throughout the first year, infants grow at a tremendously fast rate. In fact, by the end of the first year they
will have tripled in birth weight. Length can be expected to double. By their first birthday, most infants
will be crawling and even may be taking a timid first step! The most essential ingredient in infant care is a
warm, responsive, and dependable adult caregiver. Try to spend lots of time holding, cuddling, and
playing with the infants in your care. You will be richly rewarded with babbles, smiles, and squeals of
laughter.
BY 4 MONTHS
PHYSICAL DEVELOPMENT
• weight: 10-18 pounds
• length: 23-27 inches
• sleeps about 6 hours before waking during the
night
• averages 14-17 hours of sleep daily
• lifts head and chest when lying on stomach
• holds both eyes in a fixed position
• follows a moving object or person with eyes
• grasps rattle or finger
• wiggles and kicks with arms and legs
• rolls over (stomach to back)
• sits with support
SOCIAL AND EMOTIONAL DEVELOPMENT
• cries (with tears) to communicate pain, fear,
discomfort, or loneliness
• babbles or coos
• loves to be touched and held close
• responds to a shaking rattle or bell
• returns a smile
• responds to peak-a-boo games
INTELLECTUAL DEVELOPMENT
• explores objects with mouth
• plays with fingers, hands, toes
• reacts to sound of voice, rattle, bell
• turns head toward bright colors and lights
• recognizes bottle or breast
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Unit Three: Infancy
BY 8 MONTHS
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weight: 14-23 pounds
length: 25-30 inches
first teeth begin to appear
drools, mouths and chews on objects
needs at least 3-4 feedings per day
reaches for cup or spoon when being fed
drinks from a cup with help
enjoys some finely-chopped solid foods
closes mouth firmly or turns head when no longer
hungry
may sleep 11-13 hours at night although this
varies greatly
needs 2-3 naps during the day
develops a rhythm for feeding, eliminating,
sleeping, and being awake
true eye color is established
rolls from back to stomach and stomach to back
sits alone without support and holds head erect
raises up on arms and knees into crawling
position; rocks back and forth, but may not move
forward
uses finger and thumb to pick up an object
transfers objects from one hand to the other
hair growth begins to cover head
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cries in different ways to say he is hurt, wet, hungry,
or lonely
makes noises to voice displeasure or satisfaction
recognizes and looks for familiar voices and sounds
learns by using senses like smell, taste, touch, sight,
hearing
focuses eyes on small objects and reaches for them
looks for ball rolled out of sight
searches for toys hidden under a blanket, basket, or
container
explores objects by touching, shaking, banging, and
mouthing
babbles expressively as if talking
enjoys dropping objects over edge of chair or crib
responds to own name
shows fear of falling off high places such as table or
stairs
spends a great deal of time watching and observing
responds differently to strangers and family
members
imitates sounds, actions, and facial expressions
made by others
shows distress if toy is taken away
squeals, laughs, babbles, smiles in response
likes to be tickled and touched
smiles at own reflection in mirror
raises arms as a sign to be held
recognizes family member names
responds to distress of others by showing distress or
crying
shows mild to severe anxiety at separation from
parent
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Unit Three: Infancy
BY 12 MONTHS
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length: 27-32 inches
sleeps 11-13 hours at night
some babies will stop taking a morning nap;
others will continue both morning and afternoon
naps
begins to refuse bottle or weans self from breast
during day
needs 3 meals a day with 2 snacks in between
enjoys drinking from a cup
begins to eat finger foods
continues to explore everything by mouth
enjoys opening and closing cabinet doors
crawls well
pulls self to a standing position
stands alone holding onto furniture for support
walks holding onto furniture or with adult help
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says first word
says da-da and ma-ma or equivalent
"dances" or bounces to music
interested in picture books
pays attention to conversations
claps hands, waves bye, if prompted
likes to place objects inside one another
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imitates adult actions such as drinking from a cup,
talking on phone
responds to name
likes to watch self in mirror
expresses fear or anxiety toward strangers
wants caregiver or parent to be in constant sight
offers toys or objects to others but expects them to
be returned
may become attached to a favorite toy or blanket
pushes away something he does not want
IDEAS FOR CAREGIVERS
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Help infants develop a sense of trust and security by responding to their cries. Feeling secure
encourages infants to try new things. Be consistent so that they will know what to expect.
Place babies in new places and new positions so that they can see you and others from different
angles.
Hold and cuddle infants when feeding them. Even infants who hold their own bottle need to be
held. Being held and cuddled frequently is
extremely important in the development of baby's sense of self-worth and security. Holding and
cuddling a baby is also a great stress releaser
for an adult. Do not prop infants drinking from a bottle as it may cause choking.
Respect a baby's natural schedule. Most babies will settle into a regular routine for eating,
sleeping, and soiling their diapers, but the
schedule will vary depending on the baby. Some babies need to eat more frequently than some
others. Some will sleep more and take longer naps.
Baby-proof everything! Store toxic substances such as dishwasher detergent, make-up, paint, or
medicine up high. Put safety latches on
cabinets and covers on electrical outlets. Lower crib mattresses so that older infants can't fall over
the rail. Cover sharp corners of tables or shelves that infants might bump into.
Expose babies to bright colors and a variety of objects to look at. Pictures, moving objects,
brightly colored or contrasting color toys attract infants.
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Unit Three: Infancy
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Provide an environment rich with sound. Help infants learn to recognize common household
sounds such as a vacuum cleaner, a radio, a clock, a whistling tea kettle, or a doorbell.
Provide interesting objects for infants to feel, touch, mouth, and explore. Square nylon scarves,
cold metal bowls, plastic measuring cups,
large wooden spoons, and wet washcloths are favorite household toys. Keep easy-to-swallow
objects out of infant's reach. Babies should not be
allowed to play with anything smaller than a half dollar (about 1-1/4 inch).
Provide opportunities for infants to smell different smells. Lemon, vanilla, and apple juice are
wonderful kitchen smells. Babies also enjoy smelling tree bark, dirt, grass, and other natural
things.
Expose older babies to a variety of tastes and temperatures in food. Offer cold sherbet, warm
oatmeal, mashed peaches, and chopped cooked carrots.
Help babies develop a sense of movement and balance by gently bouncing, swaying, swooping,
and swinging with them.
Talk to infants. Face infants when talking to them so they can see you and smile with you. Talk
about what you are doing, familiar objects, or
people. You may even want to babble back or echo sounds your baby makes much as you would
in a regular conversation. Even though an infant cannot understand everything you say, he will be
learning many words that will form the basis for language later on.
Read to infants. Babies enjoy cuddling on a caregiver's lap, looking at colorful picture books, and
hearing the rhythm of their voice. With
time they begin to understand that words have meaning and can be used to identify objects.
Encourage older infants to feed themselves by offering pieces of banana and soft bread sticks.
Give babies a spoon with some mashed
potatoes or other sticky food, and let them practice eating with a spoon. Yes, it will be messy! Be
patient. Learning this skill takes lots of practice.
Play peek-a-boo. Hide your face behind a blanket and then peek out at the baby. Older babies will
learn to do this themselves and will enjoy this game for a long time.
Give babies the freedom to move around. Young infants enjoy being on their backs so that they
can kick, wiggle, and look around. Older
infants need space and time to practice crawling, creeping, pulling up, and walking. Spending too
much time in a walker, playpen, or infant swing may inhibit the development of these important
skills.
Stay with infants when someone new is around. Encourage strangers to approach slowly.
Introduce an infant by name, and let him explore someone new in the safety of your presence.
AGES & STAGES - 12 TO 18 MONTHS
One-year-olds are delightful. Babies this age are developing a real personality and will reward you with
laughter, funny faces, and affectionate hugs. First steps and first words are exciting events. Growth during
this time is still rapid, but height and weight gains are not as dramatic. As growth decreases, appetite
decreases and children may eat less.
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Unit Three: Infancy
• says 8-20 words you can understand
• height: 27-35 inches
• looks at person talking to him
• crawls well
• says "hi" or "bye" if reminded
• stands alone, sits down
• uses expressions like oh-oh
• gestures or points to indicate wants
• asks for something by pointing or using one word
• likes to push, pull, and dump things
• identifies object in a book
• pulls off hat, socks, and mittens
• plays peek-a-boo
• turns pages in a book
• looks for objects that are out of sight
• stacks 2 blocks
• understands and follows simple 1-step directions
• likes to poke, twist, and squeeze
• likes to take things apart
• enjoys flushing toilets and closing doors SOCIAL AND EMOTIONAL DEVELOPMENT
• enjoys carrying small objects while
• becomes upset when separated from parent
walking, often one in each hand
• likes to hand objects to others
• holds crayon and scribbles, but with little
• plays alone on floor with toys
control
• recognizes self in mirror or pictures
• waves bye-bye and claps hands
• enjoys being held and read to
• walks without help
• imitates others, especially by coughing, sneezing,
• enjoys holding spoon when eating, but
or making animal sounds
experiences difficulty in getting spoon
• enjoys an audience and applause
into mouth
• rolls a ball to adult on request
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Enjoy some "floor time" with one-year-olds each day. Crawl around together, play peek-a-boo
behind the sofa, or roll a ball back and forth. Young children will love having you down on their
level.
Review your baby-proofing. Children's increasing growth and mobility make it possible for them
to reach unsafe heights and play with dangerous material. Get down on your knees in each room
and look at things from a child's perspective. Put toxic items like paint, dishwashing detergent,
medicine, and make-up in high cupboards, preferably with a safety cabinet latch.
Put together an "everyday junk box" of items that are fun to feel, poke, and squeeze. You might
include plastic margarine tubs, an old sock, tissue paper to crumple, measuring cups of different
sizes, a turkey baster, a nylon scarf, an egg carton, and paper cups. Remember, items smaller than
a half-dollar can cause choking.
Encourage play with safe mirrors. Stand or sit with a child before a mirror. Talk with him, make
funny faces, and encourage movement.
Provide a variety of simple picture books. Children can point at objects, animals, and people as
you name them. Encourage them to name items and talk about the activities in the pictures.
Provide equipment so that children can practice placing small items into containers. For example,
let them drop clothespins into a plastic bottle. Provide containers with loose-fitting lids, and
encourage children to open and close them.
Relax and have fun dancing to music. Encourage children to bounce, sway, and wiggle.
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Unit Three: Infancy
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Use diapering time to point to some body parts and say them with an infant. Nose, ears, arms, legs,
tummy, toes....
Around 18 months a child may get anxious and clinging about being separated from parents and
other familiar caregivers. This behavior is normal. If possible, minimize separations during this
time and stick to consistent routines.
Talk frequently to children to increase language skills and encourage cooperation. You can make
dressing time more interesting by pointing to and identifying the name of clothes or body parts.
For instance, "See this warm, red coat? Your arms go into the sleeves. See this soft, blue cap? It
goes on your head!"
AGES & STAGES - 18 to 24 Months
Children this age are truly on the go. A greater sense of independence begins to develop as children begin
to walk, run, and climb with greater skill. You also may notice that toddlers this age love to imitate
everything. Pretending to talk on the phone is a favorite activity.
• likes to imitate parents' actions
• begins to show signs of independence; says "no"
• has difficulty sharing
• very possessive
• finds it difficult to wait and wants things right
now!
• gets angry sometimes and has temper tantrums
• acts shy around strangers
• comforts a distressed friend or parent
• refers to self by name
• uses the words "me" and "mine"
• enjoys looking at picture books
• tries to do many things by himself
• enjoys adult attention
• enjoys simple pretend play like wearing hats and
talking on phone
• enjoys exploring, gets into everything, and
requires constant supervision
• generally unable to remember rules
• often gets physically aggressive when frustrated slaps, hits
• shows affection by returning a hug or kiss
• may become attached to a toy or blanket
• has a vocabulary of several hundred words,
including names of toys
• uses 2-3 word sentences
• echoes single words that are spoken by
someone else
• talks to self and "jabbers" expressively
• shows preferences between toys
• likes to choose between two objects
• hums or tries to sing
• listens to short rhymes or fingerplays
• points to eyes, ears, or nose when asked
• uses the words "please" and "thank you" if
prompted
• enjoys singing familiar songs
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Unit Three: Infancy
• height: 30-37 inches
• walks well
• likes to run, but can't always stop and turn well
• drinks from a straw
• feeds self with a spoon
• helps wash hands
• stacks 2-4 blocks
• tosses or rolls a large ball
• opens cabinets, drawers, and boxes
• bends over to pick up toy without falling
• walks up steps with help
• takes steps backward
• enjoys sitting on and moving small-wheeled riding toys
• begins to gain some control of bowels and bladder; complete control may not be achieved until
around age 3. (Boys often do not complete toilet learning until age 3-1/2.)
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Enjoy dancing with children to music with different rhythms. Provide simple musical instruments
such as a rattle or an oatmeal box drum. Now is a good time to teach children simple fingerplays
such as "Eensy Weensy Spider."
Talk with children about everyday things. After 18 months, language development seems to
explode. Children will be learning new words at a very rapid rate.
Read simple books with children every day. Choose books made of cardboard or cloth pages.
Stories that have familiar objects are best. Encourage toddlers to turn pages.
Make your own scrapbook of objects or people your toddlers know by using a small, sturdy photo
album.
Encourage language development by expanding on what a toddler says. When the child says
"kitty," you can say, "Yes, the kitty is little and soft."
Play a simple game of "find." Place 3 familiar toys in front of a toddler and say, "Give me the --."
See if he tries to find it and hand it to you.
Encourage a toddler to play dressup by providing a full-length mirror on the wall and a "pretend
box" filled with caps, scarves, and old shoes.
AGES & STAGES - TWO-YEAR-OLDS
Two-year-olds like to be independent! Favorite words are "Mine" and "No" and "I do it!" Emotions take
on a roller coaster-like quality as 2-year-olds can go from excitement to anger to laughter within a few
moments. A great deal of time is spent exploring, pushing, pulling, filling, dumping, and touching. Twoyear-olds are surer of themselves and of what they can do as they grow. Their bodies stretch out, and most
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Unit Three: Infancy
will lose the potbellied look during this third year of life. As their appetites lessen, they may be particular
about food. They are still growing fairly rapidly. Toddlers are very attached to their caregivers. You may
find them trying out new ideas and exploring their surroundings, but still staying close to you as they need
a base of support and trust. Two-year-olds are usually interested in other children. However, social
interest and physical abilities sometimes collide as a hug becomes a tackle and a gentle pat becomes a
whack. You will need to teach children how to express affection appropriately.
SOCIAL AND EMOTIONAL
DEVELOPMENT
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plays alongside others more than with
them
acts shy around strangers
likes to imitate parents
easily frustrated
affectionate - hugs and kisses
insists on trying to do several tasks
without help
enjoys simple make-believe like talking
on phone, putting on hat
very possessive - offers toys to other
children but then wants them back
needs considerable time to change
activities
capable of frequent tantrums, which are
often a result of his inability to express
himself even though he has ideas
can show aggressive behavior and the
intent to hurt others
can be extremely demanding and
persistent
destructive to objects around him when
frustrated and angry
possessive about caregiver's attention;
show feelings of jealousy
has fears and nightmares
has sense of humor; capable of laughter
shows interest in dressing, brushing hair
and teeth
cannot sit still or play with a toy for
more than a few minutes
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height: 32-40 inches
has almost a full set of teeth
walks up and down stairs by holding onto railing
feeds self with spoon
experiments by touching, smelling, and tasting
likes to push, pull, fill, and dump
can turn pages of a book
stacks 4-6 objects
scribbles vigorously with crayons or markers
many children (but not all) will learn to use toilet
walks without help
walks backwards
tosses or rolls a large ball
stoops or squats
opens cabinets, drawers
can bend over to pick up toy without falling
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enjoys simple stories, rhymes, and songs
uses 2-3 word sentences
says names of toys
hums or tries to sing
enjoys looking at books
points to eyes, ears, or nose when asked
repeats words
interested in learning how to use common items
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Baby-proof your house again. Two-year-olds are taller and more skillful at opening doors and
getting into mischief.
Read aloud to children every day. Encourage toddlers to look at books with large pictures and
sturdy pages. Simple story lines are best.
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Unit Three: Infancy
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Try to expand a 2-year-old's knowledge of words and sentence structure. Let her hear the correct
word order, but don't demand that she imitate you. For example, if she says "more juice," say
"Anna wants more orange juice."
Encourage them to identify noises like vacuum, tap water, dogs barking, thunder, airplane, and
car.
Let toddlers help you with simple chores such as picking up toys or putting clothes in the laundry
basket. Encourage them to name things that you are using.
Add new information to what a child is saying. "Yes that's a blanket, a soft, warm blanket."
Give toddlers clear and simple choices. "Do you want to drink milk or juice? Do you want to wear
green or blue socks?"
Know how to handle a temper tantrum:
1. Don't yell or hit the child,
2. Remain calm,
3. Talk in soothing tone,
4. Put your hand gently on child's arm if possible.
Provide newspaper, flattened grocery sacks, and computer scraps for drawing and painting. Color
books, workbooks, and ditto sheets are not recommended.
Avoid making models of clay or drawing pictures for children to copy. They learn more by
working out their own ideas, and adult-induced items can actually hinder learning.
Do not expect toddlers to share or take turns. Right now they are focused on learning how to
physically handle themselves and on learning to talk. Learning to share will come later.
Provide spaces where toddlers can spend time alone. An old cardboard box or a blanket over a
card table works great.
Avoid pressuring children to be right or left-handed. A few 2-year- olds will begin to show
preference for one hand, but many children will continue to use both hands for a few years.
Provide safe outlets for physical activity and space exploration like small steps, boxes, barrels,
tires, pulling and pushing toys, ride-on and ride-in toys.
Provide opportunities for learning about cause and effect by giving toddlers many opportunities to
fill, dump, collect, gather, give, hide, and seek.
Play "parade" or "follow the leader." Sing sequential songs like "Old MacDonald" to explain
sequences.
Encourage verbal skills by giving simple directions like "Close the door, please" or "Would you
pick up the doll?"
Encourage a toddler's love for imitation by teaching fingerplays and songs. Play "you are a
mirror." Stand or sit facing the children and have them copy everything you do. Reverse roles and
let the child lead while you mirror the actions.
Encourage sand, mud, clay, and water play. Toddlers enjoy messy play and learn a great deal from
mixing, sifting, pouring, stirring, and shaping.
Reprinted with permission from National Network for Child Care -NNCC.
Oesterreich, L. (1995). Ages & stages - two-year-olds. In L. Oesterreich, B. Holt, & S. Karas, Iowa family
child care handbook [Pm 1541] (pp. 199-201). Ames, IA: Iowa State University Extension.
Website: http://www.nncc.org/
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Unit Three: Infancy
Parenting and Child Rearing from a Cross-cultural
Perspective
Abstract: In conversation with Soji and Titi Oyenuga, parents of a 5
month old child, Ages and Stages explores parenting and child rearing
from the perspective of a Nigerian family.
Ages and Stages: Would you please describe your
national and cultural background?
Ages and Stages: Could you tell us more about
your particular tribe?
Soji and Titi: Our family comes from Nigeria, a
Central African country of close to 120 million
people. We come from a country of great
diversity. There are literally hundreds of different
tribes, each with their own customs and traditions.
There are over 400 different languages spoken in
Nigeria of which 3 are major. There are also many
different faith systems, including the Islamic faith,
Christianity as well as traditional spiritual beliefs.
And so while we are Nigerian, that also has many
different meanings. The British once controlled
Nigeria, and so there are still many aspects of our
society which came from Britain, such as
education, and English is the primary language of
instruction in our country.
Soji and Titi: We belong to one of the three major
tribes in Nigeria. Religion plays a major role in
our culture. In the North, the major tribe is the
Hausa, who are predominately Muslim. In the
south-east, the Igbo tribe is the largest, and they
are mainly Christian. We belong to the third major
tribe in Nigeria, the Yoruba, which is based in the
south-west. Our tribe has both Christian as well as
Muslim influences.
Ages and Stages: How would you describe your
culture's approach to the family?
Soji and Titi: Our families are very much
extended families. In fact, the whole community
supports each other. We remain very close to our
parents and relatives. The average size of a
Nigerian family is about 8, usually Nigerian
families have 5 or more children, but that depends
on the economic climate and if there is enough
work and money to support such a large family. It
is primarily the male's responsibility to care for,
and support our parents. They in turn help care for
our family. Males are the providers in our culture.
The role of women is to care for the children and
take care of the home, although that is slowly
changing and more women are now taking up
careers and working outside of the home.
Ages and Stages: Please describe the roles that
you play, as parents, as well as your family
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Unit Three: Infancy
members play, in supporting your beautiful
daughter's growth.
Soji and Titi: Oreoluwa, which literally means
"God's gift", is supported by us directly, but even
by our family, from before the time of her birth.
Our mothers (the grandmothers) will come and
live with us just before the birth of the child. They
will stay with us after the birth for at least 41 days,
when they will have completed their role as
supporters of the mother and child, and then return
home. For 41 days after the birth of the child, the
mother is not allowed to do anything except rest
and feed the baby. But the support of the family
for the mother and child does not end there. As the
grandmothers return to their homes, so a younger,
female sibling of the mother will move into our
house and help raise the child. We then become
responsible for this younger sibling, providing
shelter, food and clothing, even providing her
education. The child is the woman's. The mother
will breast feed, and with the help of the younger
sibling, care for the baby.
the baby is the father's name, but the first name or
names of the baby are chosen by the parents from
suggestions that family and friends offer. We had
over 20 names given to us by our friends and
family. These names come from how people
responded to the baby's birth, for example, how
they felt, or something that happened to them. We
narrowed the 20 suggestions down to 10, and then
chose Oreoluwa as the first name.
Ages and Stages: You have mentioned the roles of
the mother and the family, especially the female
members, but what of the role of the father and
other male members of the family?
Soji and Titi: The role of the males in our culture
is to provide for the family. Males provide the
income necessary to shelter, feed, clothe and pay
for the expenses of the family. That is our role, the
physical jobs that need to be done are done by the
males. Children are the responsibility of the
mother. The father is not even present in the
delivery room. Fathers do not have very much
interaction with the baby, we do not feed or help
raise the child. Fathers provide the financial and
emotional support.
Ages and Stages: You mentioned that your
daughter's name means "God's gift". How did you
choose her name?
Soji and Titi: All babies are named on the 8th day
after birth in a naming ceremony. The last name of
Ages and Stages: In your culture, are boys and
girls raised differently?
Soji and Titi: Yes, even from birth, males and
females are raised differently. For example, girls
will have both ears pierced before they leave the
hospital, that is one tradition in our culture. Girls
are taught through their play that certain roles are
considered appropriate for females, and some are
Page 14
Unit Three: Infancy
more appropriate for males. Males are more
valued in our society because they are the
providers of the family, and also because they
carry on the family name. Also, males do all of the
physical work. But both males and females are
taught to respect their elders. When you come in
to the presence of an elder, women will bend their
knees or kneel down on the ground. Men will lay
prostrate on the ground if it is a formal meeting, or
genuflect (bend at the waist) if it is more informal.
Ages and Stages: I would like to sincerely thank
you for taking the time to share your story with us.
Making connections ….
•
•
•
Interview a family from a culture other
than North American. How does their
culture approach parenting and childrearing?
What is the Aboriginal approach to
parenting and child-rearing? For
information on programs and services,
contact the Program Coordinator:
Kise wa to ta to win Aboriginal Parent
Program,
510 Cynthia Street,
Saskatoon, Sask.
Phone: 665-3337
Reflection: Using the Factsheet: Early
Childhood Development included in this
issue of Ages and Stages, reflect on the
implications that statistics regarding
working mothers and the financial costs
of raising children have on the parenting
and child-rearing practices of Canadians.
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Unit Three: Infancy
A parent's responsibility does not end with
finding and establishing quality child care.
Successful arrangements require an ongoing
commitment to the three-way partnership
between the parents, children and caregivers.
Aside from the specific information that is
included in the agreement, there are several
issues that you should discuss with your
caregiver in the initial stages of the relationship:

Initial Agreement

The first step towards a quality child care arrangement
is the development of an agreement or contract
between you and your caregiver. This will let both of
you know your responsibilities in the child care
process. Information should be included in a parent
information package.
The agreement should include:
Agreed upon arrival and departure times
The facility's hours of operation
Costs for late pick up or early drop off
Details outlining who can pick up the child
Parental involvement/responsibilities
Who lives at the facility
The smoking policy of the child care environment
Policies regarding sick children
Administering of medication
Liability insurance coverage
Alternate caregivers during vacations, illness or
emergencies
Notice for withdrawal of child
Fee structure: cost, how to pay, when to pay,
payment during vacation or child's illness

Review your agreement regularly and be sure
you are upholding your end. If the agreement is
no longer working, set a time to review it with
your caregiver. Once you have agreed on these
items, keep to the terms of the agreement.
Emergency Information
For the safety and security of your child, it is important
that your caregiver has accurate, current information.
These records should include:

You have the right to interview or screen
anyone who may be involved with your child.
Ask your caregiver about the other people
(spouse, teenage children, neighbours) and
alternate caregivers who will be with your
child regularly.
The facility's policies for the disciplining of
children
Procedures in case of emergency
Extra clothing, diapers or food that you will
need to provide
A plan to introduce your child to care

The child's medical history
Allergies
Any chronic conditions
Family and emergency contact information
The names of those authorized to pick up the child.
Notify the caregiver immediately if there are any
changes to this information. If you will not be at your
usual places during the day or you know that you are
going to be unreachable by phone, make sure that your
caregiver has accurate emergency contact information.
Page 16
Unit Three: Infancy
Read Your Mail
Essential Rules for a Good
Child Care Partnership:
Get Involved
Take this partnership seriously. Become involved in
your child's care. The key to maintaining quality care is
the development of frequent, informal interactions
between caregivers and parents that are based on
mutual respect. Be polite, friendly and open to
communication. It only takes a small amount of time to
make a big difference! This is the most effective way
to ensure quality care and a good partnership.
Be on Time
Avoid early drop-off and late pick-up. Pick up your
child at the agreed upon time. Your child is expecting
your arrival and might be upset if you are late on a
regular basis. Lateness without notice can disrupt the
personal lives of caregivers. If you are consistently
late, change your departure time, have someone else
pick up your child or arrange for a different time. If
you must be late then let the caregiver know ahead of
time.
Pay on Time
Don't forget to treat your child care arrangement like
any other important business agreement - pay on time.
It is hard for caregivers to be bill collectors because
they depend on your good-will as much as your
revenue. However late payments will be in the back of
the caregiver's mind and could have an impact on your
relationship. The money spent on care and materials
for your child comes right out of the child care
facility's budget.
Provide the Agreed Upon Terms
Be prompt in responding to the caregiver's request for
clothes and equipment.
Communicate
Inform the caregiver about important changes - good or
bad - in your child's life. Remember that even when
talking to you the caregiver's primary responsibility is
the children. If you want to guarantee the caregiver's
full attention make an appointment to meet at an
appropriate time. If you do not want your child to hear
the discussion, phone the caregiver at a time when both
can talk.
Caregivers communicate officially with parents in
several ways. There are announcements of meetings or
other events on bulletin boards and sometimes there
are newsletters to keep you informed of current
activities. Look for messages in your child's cubby,
lunch box or back-pack.
Follow the Illness Guidelines
One sick child brought to care for the morning can
affect a caregiver's workload and many other families'
lives for weeks. Consider having a plan for back-up
care in case of your child's illness. Furthermore, when
your caregiver is ill, accept that care may not be able to
be provided. Licensed caregivers are required to have
alternate caregivers in the case of sickness or
emergency.
Don't Sneak Out
Some mornings it might seem easy to sneak away from
the child care setting while your child is busy DON"T! You will violate your child's trust if you leave
without saying good-bye. When leaving, explain when
you will return in a way that will be understood (i.e.
after the afternoon snack).
Try to Avoid Rushing
Pick-up and drop-off can be the most chaotic times of
the day and, if hurried, can produce unpleasant results.
Give yourself at least ten minutes for these transitions.
Whenever possible, follow a consistent daily routine.
Be Supportive and
Considerate
You have chosen with great care. Now have faith that
the caregiver will do the job well and that your child will
grow and learn from the experience. If you have
differences with the caregiver, tactfully bring them out
into the open. Your direct approach will be appreciated.
Try to avoid harsh confrontations and harmful
accusations.
When you and your caregiver agree upon an issue, try to
be conscientious about sticking to the agreement.
Remember to treat your caregiver as a professional. In
turn, your caregiver should treat you as a valued client.
A positive attitude, combined with a focus on strengths
makes for a good relationship and for good care.
Page 17
Unit Three: Infancy
Child Care Checklist
Once the child care service begins it will require your ongoing monitoring to ensure that the placement
provides a good experience for your child. Use these suggestions to keep track of your child care
arrangement.
Daily Monitoring Guidelines

Leave yourself time to talk to the caregiver
during both drop-off and pick-up. If you have
any concerns, talk to the caregiver and try to
arrive at a solution that works for both of you.
Read any posted schedules or messages.
Talk to your child about how the day went and
listen to feelings and thoughts.
Take time to make sure that the child care setting
looks and feels comfortable and clean for
children.
Once or Twice a Year Monitoring
Guidelines
Review the facility's license and policies.
Attend an open house, a parent meeting or a
board meeting.
Visit the health care setting for at least two
hours on one occasion.
Participate in a special event, activity, birthday
party or lunch.
Have an in-depth meeting with your caregiver
to review your child's progress, the terms of
your agreement and any concerns.

Weekly Monitoring Guidelines

Read newsletters or notices provided by your
caregiver.
Think of three appropriate activities your child
has participated in during the week.
Arrive fifteen minutes early one day to observe
your child's interaction with others.
Describe to another person how your caregiver
carries out a basic routine (feeding, toileting)
with your child.
Ask your child or caregiver what television
programs your child watches.
Find out how often, where and for how long your
child is usually outside.
Ask about your child's eating habits. Is your child
receiving nutritious, well-balanced foods.
Ask about visitors or any new people who helped
in your child's group at the centre.
Monthly Monitoring Guidelines

Have your spouse, a family member or friend
pick up your child; then ask for impressions.
If your child is in centre care, speak with the
director to get a sense of the overall operation
and current issues.
Drop in unexpectedly at least once. Observe the
interaction between the caregiver and children
and the activities they are involved in. Compare
your observations with the feedback provided by
your caregiver and child.
Spend one half hour at the start or end of a day or
during lunch to watch one activity or routine.
Signs of Problems
Every relationship, whether professional
or
personal,
encounters
various
challenges. It is unrealistic to expect a
problem-free child care relationship, but
there are some steps that can be taken to
avoid problems or to help deal with these
challenges when they occur.
Red Flags
Red flags are warning signals that indicate
things that may not be quite right in your child
care arrangement.
Does your child:

Whimper or exhibit fear when dropped off.
Show a real reluctance to go to child care
(other than the normal desire not to leave the
parent).
Have a loss of appetite or a significant
change in sleep patterns (i.e. bedwetting)
Appear unusually upset, apprehensive or
fearful of adults or other children.
Physically withdraw from the caregiver.
Crave attention, upset easily or cry
unusually often.
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Unit Three: Infancy

Appear to often be over-tired when picked
up.
Appear withdrawn, apathetic, more excitable
or aggressive than usual.
Does your caregiver:

Let children scream and fight in the
background while talking to you.
Speak with a sharp, negative tone to you or
the children, or use aggressive body
language.
Deny you entry beyond the front door.
Become angry or defensive when you
calmly ask questions about your child.
Speak negatively about other children or
adults
Imply that a problem with your child is all
your fault.
Fail to give you feedback on your child's
day or appear to avoid you.
Frequently have headaches, back problems
or look physically drained or ill.
Leave the facility unclean or unsafe for
children.
Speak about feeling lonely, isolated, and
burdened or appears to have lost interest in
caregiving.
Seem distressed by recent family
unemployment or personal problems.
Take on too many children.
Leave children unsupervised.
Let the children watch too much television.
You should discuss these behaviours with
the caregiver immediately in a low-key, nonaccusing manner. If your caregiver has not
noticed anything or seems evasive you may
have to consider other arrangements. A
combination of several red flags should be a
sign to parents that their care arrangement
may not be working out.
Parental Stress
Many parents suffer from feelings of guilt over
leaving a child in care. Some feel like they have to
'make it up' to their children for leaving them
during the day. Others believe deep down that
only a parent can care for a child.
These feelings, while often perfectly natural, can
lead to problems in care arrangements if parents
let their own stress cloud their judgment. They
can unfairly blame caregivers and jeopardize good
parent/caregiver relationships. Most importantly,
children pick up on their own feelings of anxiety.
One way to deal with stress related problems is to
talk to someone about how you are feeling. If you
are feeling guilty, you might consider talking to
your caregiver about it. Finally, a great way to
combat parental stress is to spend quality time
with your child. Talk about each other's day on the
ride home or read a story together in the evening.
If you approach the care in a positive way,
your child will too!
As a parent do you:

Feel the caregiver has values and childrearing methods entirely different from your
own.
Always worry about your child when you
are at work or have a gut feeling things
aren't going as well as they should.
Feel that the caregiver has taken advantage
of you because you have no other options.
Not feel welcome or accepted in child care
environment or feel intimidated by the
caregiver.
Suspect your caregiver doesn't like your
child.
Lack trust with your caregiver.
Find that other parents seem dissatisfied or
discontent with the care.
The Saskatchewan Child Care Association (SCCA)
is a non-profit membership organization dedicated
to quality child care and education for young
children. Quality child care requires a partnership
among caregivers (teachers/educators), children,
families, communities and government.
The SCCA aids this partnership by advising
policymakers at all government levels; by raising
public awareness, developing information for
parents and providing professional development for
caregivers.
If you would like more information about the
SCCA, choosing child care, or resource materials,
please contact the SCCA by phone at (306) 9750875; toll free 1-888-658-4408; fax at (306) 9750879; or by e-mail at saskcare@sk.sympatico.ca
Page 19
Unit Three: Infancy
Factsheet: Early Childhood Development
Drawing on statistical information gathered from a variety of governmental and
organizational sources, the following facts provide a fascinating and illuminating base
for considering the issues in child care in Canada for the beginning of the new century.
Fact: Research on brain development has shown that, by the time a baby is born, its brain contains all the nerve
cells it will ever have. The amount of stimulation the child receives and the richness of the environment in which
the child spends his or her first three to five years will largely determine the child’s, and later the adult’s personality
and behaviour.
• The foundation of basic trust is established in the first two years of life.
• Around the age of one year, the speech centre in the brain is ready to begin producing language.
• The capacity to empathize with others begins to develop in the first three years of life.
• Control over one’s aggressive behaviour is crystallized by three years of age.
• By the age of five or six, children have learned a variety of coping and problem-solving skills.
Fact: The period from preconception to age five could be described as the “investment” phase for healthy child
development and subsequently, the development of healthy adults.
• During these critical early years, when the return on investment is highest, public expenditures are
relatively small.
• Conversely, higher public expenditures are made later, often to address the problems that result when
needed services and supports are not provided during infancy and early childhood.
Fact: The number and severity of adverse early experiences negatively affects brain development and future
potential.
• A negative environment places a child “at-risk” of developing learning, behavioural and physical
problems which may be difficult or even impossible to resolve.
Fact: The earlier we provide the support children need in their lives, the greater the positive impact throughout their
lives.
• Key to building resiliency in children is the development of a secure attachment, during the first twelve
to eighteen months of life, to at least one primary caregiver, and the ability of caregivers to meet the
child’s developmental needs.
Fact: Early intervention means identifying “at risk” children between birth and school age, then providing supports
and services to the child and their family to reduce or prevent developmental problems.
• Risk factors include such things as social isolation, child abuse, violence within the family, parental
depression, poor parenting, substance abuse and disabilities.
• Early interventions are multifaceted and may be child-focused and/or parent-caregiver focused, which
includes community-coordinated supports and programs.
• In Canada, research indicates that for every $1 invested in early childhood programs, there is an
approximate $2 benefit.
Fact: The well-being of children is inherently related to the well-being of their caregivers, families and
communities.
• Infants and children thrive on secure attachments with nurturing caregivers.
Page 20
Unit Three: Infancy
•
•
A well functioning family is a building block for a child’s future potential.
Children and families need healthy, safe, secure and socially-connected communities.
Fact: The period between ages 6 and 18 years can be described as the “enhancement” or “remediation” phase.
• If the first five years of a child’s life have not gone well, they may be less ready to enter school because
they have not developed age-appropriate language or social skills and may be emotionally immature.
• Both the financial costs and the costs to the child of reversing the effects of a poor start in life are far
greater than the costs of prevention and early intervention.
Fact: More than three quarters of mothers with children aged 6-14 are in the workforce as are seven out of ten
mothers with children under the age of 6. (Vanier Institute of the Family, 2000)
Fact: Economists from Statistics Canada project that the labour participation of women aged 15 – 44 will rise from
the current rate of approximately 71% to about 80% by the year 2011.
Fact: Almost 400,000 children are born each year, and 86% of their mothers end up back in the workplace in a
year. (Globe and Mail, February 25, 2000)
Fact: The Vanier Institute of the Family estimates that women in the labour force contribute approximately $25.6
billion dollars a year in federal and provincial taxes.
Fact: A 1998 national poll found that nearly 90% of Canadians think that high quality childcare is important to help
ensure Canada’s future social and economic well-being, and 81% think governments should develop a plan to
improve child care. (The Progress of Canada’s Children: Into the Millenium, Canadian Council on Social
Development, 1999)
Fact: There has been a 400% increase in the use of paid child care services by preschool children of families since
1967. (Human Resource Sector Study on Child Care, 1998)
Fact: In 1998, the cost of raising a child from birth to age 18 was estimated to be $160,000 – up by $4000 from
1995. The largest proportion of this cost – 33% was attributed to child care, and shelter was the next largest
expenditure at 23%. (Canadian Council on Social Development, 1999)
Fact: Between 1991 and 1998, the proportion of workers with dependents who reported excess tension due to
family/work conflicts increased from 38% to 44%. (Canadian Council on Social Development, 1999)
Fact: Close to 1.4 million children use paid child care services in Canada, but there are only about 500,000
regulated spaces. (Human Resource Sector Study on Child Care, 1998)
Sources: Saskatchewan Social Services, Canadian Child Care Advocacy Association
Making connections …..
•
•
•
Contact your local M.L.A. and inquire about early intervention programs, supports and services
provided by the provincial government.
Contact the Office of the Minister of Health in Ottawa, and inquire about early intervention
programs, supports and services provided by the federal government.
The National Children’s Agenda (http://unionsociale.gc.ca/nca_e.html)
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Unit Three: Infancy
Supporting Families and Children:
Government of Canada Initiatives
The Government of Canada plays a major role in supporting Canadian families and their
children through strong income support, Employment Insurance parental benefits, tax
supports, community-based programs and research through partnerships with provincial and
territorial governments. As the most recent Government of Canada initiatives illustrate, we
are committed to ensuring that our actions reflect the values of a caring society.
The Government of Canada and provincial and
territorial governments agreed on the terms of an
early childhood development framework, with an
investment by the federal government of $2.2
billion over five years, starting in 2001/02. This
significant investment is one more step being
taken in the government’s overall plan to support
Canadian families and their children. The
Government of Canada has made helping children
and their families a priority of its long-term
commitment to a better quality of life. Healthy
children, secure families and vibrant communities
are all essential in defining quality of life in
Canada.
Current evidence suggests that the early years of
childhood are especially vital to a child’s
development and future ability to learn. Promoting
early childhood development can have long term
benefits that extend throughout children’s lives.
The Government of Canada plays a major role in
supporting Canadian families and their children
through strong income support, Employment
Insurance parental benefits, tax supports,
community-based programs and research through
partnerships with provincial and territorial
governments. As the most recent Government of
Canada initiatives illustrate, we are committed to
ensuring that our actions reflect the values of a
caring society.
Early Childhood Development
The Government of Canada, provincial and
territorial governments have launched an early
childhood development initiative that will provide
more money in services and programs for young
children and their families. Early childhood
development is a priority under the National
Children's Agenda.
There is growing evidence about how critical the
early years are to a child's development. Canadian
governments realize they need to invest wisely in
services supporting children during their early
years so that these children will be happy, healthy
and ready to learn. In support of this initiative, the
Government of Canada is making a substantial
investment of $ 2.2 billion in early childhood
development over the next 5 years, starting in
2001/02. Provincial and territorial governments
have agreed to use this increased funding to
• promote healthy pregnancy, birth and
infancy,
• improve parenting and family supports,
• strengthen early childhood development,
learning and care, and
• strengthen community supports.
For Canadian families, these new investments will
ultimately mean better access to services such as
prenatal classes and screening, preschool
programs and child care, and parent information
and family support.
Each provincial or territorial government will be
able to tailor its early childhood development
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Unit Three: Infancy
services to better meet the needs of Canadian
children. Investments in early childhood
development could mean better services for
pregnant women and infants, more child care
spaces or a network of parent resource centers.
Regardless of how governments choose to invest
in their youngest citizens, they will report publicly
on what they are doing. This will allow
governments, and Canadians, to track our progress
in improving the well-being of young children.
Early childhood development is one of several
major investments being made by the Government
of Canada in its action plan for children and their
families. Under this plan, we worked together with
provincial and territorial governments and First
Nations to help children living in poverty through
the National Child Benefit. Federal contributions
to income support in this area will reach $2.5
billion by the year 2004. We are also extending
parental leave under Employment Insurance from
six months to one year for employed parents. This
will enable parents to spend more time with their
children during the first year of life, a crucial
period in their development. To provide support
for all Canadian families, we made them our first
priority for tax cuts.
All of these major investments are in addition to
ongoing Government of Canada initiatives. For
example, knowing how to invest wisely in
children depends on having good research to show
us how well our children are doing and how we
can help them do even better. Programs supporting
Aboriginal children and their families, such as
Aboriginal Head Start, are essential to our plan.
And, of course, health initiatives, such as the
Community Action Program for Children and the
Canadian Prenatal Nutrition Program, are also
key. Whether through our partnership with
provincial and territorial governments, or through
Government of Canada initiatives, we are working
to ensure that all Canadian children are given the
best
start
possible
in
life.
Extended Parental Benefits
Recognizing that parents have primary
responsibility for the well-being of their children,
the Government of Canada is also making it
possible for them to spend more time at home
during the critical first year of life. Maternity and
parental benefits will double from the current six
months to one full year, and the leave available to
adoptive parents will triple, from 10 weeks to 35
weeks. This will give parents the choice to spend
an extra six months with their children during that
precious initial period following a birth or
adoption. The government will also make it easier
for parents to collect benefits by working 600
hours of insurable employment, 100 hours less
than the current requirement.
More Income for Canadian Families
To provide support for all Canadian families, we
made them our first priority for tax cuts. Families
with children will get tax breaks averaging 21 per
cent by the time the 2000 budget measures are
fully in place.
By 2004, yearly funding to families under the
Canada Child Tax Benefit will have increased by
$2.5 billion. Parents will then be able to claim
annual benefits of up to $2,400 for the first child
and $2,200 for subsequent children—up from the
current maximums of $1,805 and $1,605
respectively. And the Canada Child Tax Benefit is
now indexed to keep up with the cost of living.
The National Child Benefit is both a federal
supplement paid through the Canada Child Tax
Benefit and a series of provincial, territorial and
First Nations reinvestments in enhanced programs
and services for low-income children and families.
This initiative helps those parents who want to
work but have low-paying jobs to improve their
quality of life while caring for their children.
Research
Ultimately, research helps policy makers decide
which policies and programs best support children
and their families. To this end, the Government of
Canada is actively engaged in a number of
targeted research initiatives. The National
Longitudinal Survey of Children and Youth is a
long-term study of Canadian children that tracks
their development and well-being from birth to
early adulthood. The survey collects information
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Unit Three: Infancy
about factors (family, friends, schools and
communities) influencing a child’s physical,
behavioural and learning development. This forms
the basis of a directed policy-oriented research
program.
At the community level, Understanding the Early
Years is a research initiative that focuses on
children under the age of six and involves
teachers, parents, guardians and community
agencies. It helps communities understand how
their children are doing and how best to respond to
their needs. With this information, communities
can put in place specific action plans that will help
their children—both before and after they enter
school—to reach their full potential.
Aboriginal Programs and Services
The Government of Canada addresses the special
needs of Aboriginal children and their families
through many of the initiatives described above.
The development of a longitudinal research survey
of Aboriginal children is under discussion.
Federal/provincial/territorial initiatives such as the
new early childhood development agreement and
the National Child Benefit involve First Nations in
the development and management of programs
and services on reserve. And ongoing programs
supporting Aboriginal children and their families,
such as Aboriginal Head Start, are also essential to
our plan. This early intervention program for
young Aboriginal children and families living in
urban and large northern communities directly
involves parents and the community in the design
and implementation of pre-school projects and
includes the promotion of culture and languages,
education, health, nutrition, counseling and
improved social supports.
•
•
six years of age living in conditions of risk
such as low-income families, teenage-parent
families
and
children
experiencing
developmental delays. CAPC is now serving
70,000 parents and their children in over 300
urban, rural and remote communities across
Canada.
The Canada Prenatal Nutrition Program helps
communities develop or enhance programs for
pregnant women at risk by providing support,
education, referrals and counseling on issues
such as alcohol abuse, stress and family
violence. The program offers services to about
26,000 women at risk.
The Fetal Alcohol Syndrome/Fetal Alcohol
Effects (FAS/FAE) initiative aims at
preventing one of the major known
preventable birth defects. FAS occurs in about
three of every 1,000 births in Canada and can
cause intellectual deficits and learning
disabilities that may also lead to other
secondary disabilities such as early school
drop out, trouble with the law and alcohol and
drug abuse problems. Prevention is achieved
through increasing awareness and supporting
community
action.
Healthy Family Initiatives
The Government of Canada is committed to
enhancing the health and well-being of Canadian
families and their children through a number of
programs and initiatives.
• The Community Action Program for Children
(CAPC) addresses the health and social
development needs of children from birth to
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Unit Three: Infancy
Public Report
Public Dialogue on the
National Children's Agenda
Developing a Shared Vision
During the spring and summer of 1999, Canadians participated in the public dialogue through many
activities, including roundtable discussions, focus groups and individual feedback. The dialogue was
coordinated at national, provincial and territorial levels, and was documented by transcripts, reports and
other correspondence gathered at a national centre established for this purpose.
“We believe our heritage, culture and religion are what make us human beings. It is very difficult in
the city to learn these things because many of the knowledgeable people who know about it and can
help us don’t live here. We must have help and resources so that we can reach out and build
connections between us and them.”
... an adult participant
Shared Activities by Governments
• Five roundtable discussions were held in Vancouver, Edmonton, Toronto, Ottawa and St. John's.
Delegates from across the country were invited to represent the interests of non-governmental
organizations involved with children through education, recreation, special needs and disabilities,
research and advocacy.
• Members of the general public participated in focus groups held in Vancouver, Edmonton,
Toronto, Ottawa and St. John's.
• Five Aboriginal organizations held discussions within their constituencies. These organizations
included the Assembly of First Nations, the Congress of Aboriginal Peoples, the Inuit Tapirisat of
Canada, the Métis National Council and the Native Women's Association of Canada.
• A 1-800 number and web site were established to distribute the dialogue documents and receive
feedback.
• A workbook was available by mail, fax or on-line to assist individual Canadians in commenting
on the dialogue documents.
• A national workshop of professionals, academics and representatives from the five Aboriginal
organizations was held in September 1999 to discuss the supplementary document, A National
Children's Agenda—Measuring Child Well-being and Monitoring Progress.
Additional Activities
Each jurisdiction also held discussions, workshops and activities suited to their environments. Some
organized presentations and information tables at conferences and regional events related to children.
Others organized consultations and presentations among Aboriginal organizations, teachers, family
resource centres and other associations and networks concerned with children.
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Activities for Children and Youth
Early in the public dialogue process, Canadians emphasized the importance of providing opportunities for
children and youth to comment on the National Children's Agenda. During the spring and summer of
1999, provinces and territories distributed the dialogue documents to and engaged in discussion with
youth groups, delegations and participants in children’s activities, including:
• Symposium on the Rights of the Child (British Columbia);
• First Circle: Uniting for Children Forum (Alberta);
• The Youth Delegation (Saskatchewan);
• Camp Stephens (Manitoba);
• Regional youth workshops (Ontario, Nova Scotia); and
• Community Youth Network (Newfoundland).
Activities Beyond Governments
Many non-governmental organizations, including child and youth services agencies, advocacy
organizations, professional associations and francophone organizations held meetings within their
constituencies to discuss the National Children’s Agenda and the perspectives of children and youth.
What Was Said?
General Comments on the Dialogue Documents
• Participants in the public dialogue expressed strong support for the National Children's Agenda. Most
believed that Canadians share the NCA vision for children and hold many of its values and goals in
common.
• Participants saw roles for parents, themselves, and for business, communities and all Canadians in
putting the National Children’s Agenda into action. They also emphasized that an agenda for children
needs concrete and long-term commitments on the part of governments.
• Participants also said that all children must have access to opportunities and resources, including
children with different abilities and children living in different economic, cultural, linguistic and
regional circumstances.
• Participants stressed that the voices and perspectives of children and youth must play an important
role in the progress of the National Children's Agenda, both now and in the future. Some participants
suggested that public participation in the National Children’s Agenda could have been invited earlier
in its development.
Finally, the five Aboriginal organizations that held discussions within their constituencies have completed
written reports on those discussions.
These reports are available from the organizations:
• Assembly of First Nations – (613) 241-6789
• Congress of Aboriginal Peoples - (613) 747-6022
• Inuit Tapirisat of Canada – (613) 238-8181
• Métis National Council – (613) 232-3216
• Native Women's Association of Canada – (613) 722-3033
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Comments on the Agenda’s Vision, Values and Goals
"I want this whole world to realize that people should care for one another. All kids should be loved
and looked after and not rejected or abandoned. We need to feel safe and always be happy and not
have to worry about if we are going to make it home from school."
... a youth
There was broad support for the vision statements set out in the National Children’s Agenda. Some
participants discussed additions to the statements, yet many wanted them to be simple. In summary,
participants suggested:
• The vision, values and goals must be inspirational. They must be statements that every Canadian
can remember.
• Emphasis must be placed on respecting and valuing children for who they are now, in addition to
who they will become in the future.
• The vision statements should be clear when discussing the best interests of children; the highest
priority must be given to the perspectives and interests of children themselves. The statements
must embrace children’s national, international and Aboriginal rights.
• The vision must embrace all children, including those with disabilities and special needs,
newcomers to Canada, children in official language minority communities and children living in
urban, rural and remote communities.
• References to families should include extended families, caregivers, non-traditional families and
single parents.
• Special emphasis on Aboriginal children in the vision statements is important and appropriate.
Comments on How Canadians Can Best Respond
Participants’ comments on the six areas for action outlined by the National Children’s Agenda (from
original discussion document as noted above) can be summarized by the following:
• Participants strongly agreed that a special effort must be directed to early childhood health and
development. Participants discussed the importance of universal access to early childhood
programs, and provided examples of services that should be accessible to everyone, including preand post-natal care, nutritional care, childcare, and preschool and literacy programs.
• Participants discussed the advantages of broad educational and learning opportunities that start
early in childhood and continue at a post-secondary level. They emphasized that learning must go
beyond formal environments, and they stressed the importance of creative, cultural and spiritual
elements, as well as opportunities for recreation and play. Many participants said that activities
must value learning for the joy of learning, in addition to the benefits that learning can bring later
in life.
• The importance of support for families of all types, including single and stay-at-home parents, was
emphasized.
• Participants agreed that some children need special support. Many reiterated the importance of
steps to improve the circumstances of children living in poverty, Aboriginal children (including
those living off reserve), children with disabilities and other special needs, and recently arrived
immigrant children.
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•
•
•
•
•
Participants emphasized the seriousness of child poverty, and said that steps must be taken to
provide children with basic needs, including food, clothing and shelter. Many said that child
poverty in Canada must be addressed before other goals can be achieved.
Participants wanted to ensure that older children are not overlooked. They suggested that the
National Children’s Agenda must promote activities for children of all ages. Opportunities for
older children and adolescents are vital, and should include encouragement through mentoring and
community involvement. Affordable access to recreational and creative activities was also
emphasized.
Some participants said that support for families is vital, but must not contribute to unnecessary
government presence in family life.
Participants recognized and affirmed that many roles are necessary to bring the National
Children’s Agenda to life. There was a consensus that in addition to the primary role of parents,
supported by families and communities, governments also place a high priority on the well-being
of children.
Participants wanted citizens and their communities to assume greater personal responsibility for
better parenting and to pay more careful attention to children’s well-being. Many said that
workplaces, businesses and corporations must also be asked to contribute through the promotion
of family-friendly employment policies, community giving and other leadership roles.
Comments on Measuring and Monitoring Our Activities
Participants agreed that it is important to measure and monitor the progress of children in order to
improve policies and programs that affect children’s well-being. Some participants believed that public,
government and business interest in economic information should be complemented by information on
social conditions, including the circumstances of Canada’s children. Participants’ comments on measuring
and monitoring can be summarized by the following:
• To be effective, information about children should be made available to national, provincial,
regional and community policy makers and leaders. Information should also be provided to the
public. Participants discussed the value of using a common set of broad societal indicators to track
the well-being of Canada’s children.
• To be meaningful, information on indicators—measurements used to track how well children are
doing—should be reported regularly and compared over time. Participants said that these
indicators should track changes in children’s lives, as well as the environments that influence
them. Participants discussed the importance of gathering information about children who face
special challenges, including Aboriginal children and children with disabilities.
• Participants said that new ways to share research, experience and information about children
should be found. Participants discussed examples of programs and ideas that have made a positive
difference for children. It was suggested that governments gather and share this information. By
sharing knowledge, even in instances where information is changing or incomplete, people
providing programs and services for children can review and adapt effective practices.
• Participants suggested that federal, provincial, territorial and local governments work together
with non-governmental organizations and interested Canadians to measure and track children’s
progress.
Aboriginal Voices
The five national Aboriginal organizations conducted their own dialogue processes and provided reports
to Ministers. The following quotes are excerpts from the Aboriginal reports:
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Inuit Tapirisat of Canada
“Children shouldn’t have to leave home to receive support which is the case in the North for children who
are disabled, who have to travel great distances to receive care.”
Assembly of First Nations
“The scope of First Nation’s childcare must be broad enough to meet the diverse and changing needs of
societies in transition. Childcare services must be flexible to meet parent’s needs for childcare support
while parents attend training or participate in employment through modern or traditional means. Most
importantly, childcare must support parents, individuals and communities in order to assist them in
moving towards self-sufficiency.”
Native Women’s Association of Canada
“It was suggested that a component be added (to the Vision) that stipulates that children will be respected
for their cultural, religious and racial backgrounds and a firm foundation will be built for children to
learn respect and care for each other regardless of diversity.”
Métis National Council
“The Métis National Council would like to see “an annual report card on the status of Métis children in
the care of the state, i.e. correctional institutions, provincial family and child services, foster homes,
private family care agencies, drug and alcohol rehabilitation and other social agencies.”
Congress of Aboriginal Peoples
“As participants in the development of this (children’s) agenda, Aboriginal people can open the eyes of
all Canadians, since traditional Aboriginal child care approaches are increasingly seen as being in
harmony with emerging child development research. We believe that children represent the primary
means through which our cultures can preserve traditions, heritage and languages. In this sense our
children are considered to be the hope of the future.”
A Shared Vision for Canada's Children
The following vision, values and goals have been amended to reflect suggestions and ideas offered by
Canadians who participated in the public dialogue. These statements are the foundation of the National
Children's Agenda. Governments recognize that the National Children's Agenda will work only if it
reaches beyond governments and inspires all Canadians to help put children front and centre. Citizens
understand their own communities and their own partners best. We invite everyone to join in hope, and in
a special promise to make room for children in the centre of our society.
A) Our Vision: What do we, as a society, want for our children?
• We want all of our children to be loved and to thrive.
• We want every child to be valued and to develop his or her unique physical, emotional,
intellectual, spiritual and creative capacities.
• We want every child to be respected and protected, and in turn, to respect and protect the rights of
others.
• We want all of our children to belong and contribute to communities that appreciate diversity,
support different abilities and share their resources.
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B) Our Values: What do we, as a society, believe about our children?
• We believe that children thrive within families and communities that can meet their physical
needs, as well as provide security, nurturing, respect and love. We believe we can support children
by helping parents, families and their communities provide the resources their children need.
• We believe our children must be recognized for their inherent worth and valued for who they are
as much as who they will become. We believe that children's voices must be respected in
determining their best interests. We believe that protecting children's interests is a basic social
responsibility.
• We believe in the importance of parents, elders and extended families in nurturing Aboriginal
children. We value the voices of Aboriginal children, and honour their traditional and spiritual
significance in Aboriginal communities.
• We believe in the importance of educators, coaches, caregivers and other mentors in nurturing
children. We believe in the value of working together.
• We believe our goals for children must reflect Canada's rich traditions and cultures. We believe
our goals must be achieved in partnership with the communities we live in.
• We believe that the protections granted to children by Canada's Charter of Rights and Freedoms
and the United Nations Convention on the Rights of the Child must be preserved.
C) Our Goals: What do we hope to achieve?
The following goals incorporate knowledge we have about influences on child development. They are
directed by the National Children's Agenda's vision for children and the values this vision embodies. The
goals are focused on four measurable areas: health; safety and security; success at learning; and social
engagement and responsibility. We can track our progress in achieving these goals by measuring and
reporting on key indicators and influences on children's lives.
As a nation, we aspire to have children who are:
• Healthy-Physically and Emotionally
Children who are as physically and emotionally healthy as they can be, with strong self-esteem,
life skills and enthusiasm. Children who are physically and mentally active, live healthy lifestyles,
are free of preventable disease and injury, and enjoy healthy environments.
• Safe and Secure
Children whose basic needs are met, including love, shelter, food, clothing, recreation and play.
Children who are protected from abuse, neglect, exploitation and dangerous environments, and
who are given support by caring adults.
• Successful at Learning
Children who achieve physical, emotional and social development, language skills, literacy,
numeracy and general knowledge to the best of their capabilities. Children who are ready for
learning throughout their lives so they can gain the abilities they need for present and future
fulfillment.
• Socially Engaged and Responsible
Children who can form stable attachments to nurturing adults when they are young and develop
supportive relationships within and outside their families. Children who value Canada's cultural
heritage and diversity, and who develop an understanding of the rights and responsibilities of
belonging to a wider society. Children who respect themselves and others through being respected,
and understand the personal and social consequences of their choices.
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Next Steps- How can we respond?
What Canadians can do
Parents, families, communities, businesses, non-profit organizations, professional networks, associations
and thousands of volunteers make key contributions to the well-being of Canada's children and youth.
Canada's governments value this work and the partnerships that will help to engage everyone-including
children and youth themselves-to improve the well-being of Canada's children, for today and for the
future. The National Children's Agenda has the potential to focus and coordinate the leadership and
initiative demonstrated by dedicated citizens across the country.
What we can do as governments
Governments across Canada have introduced a broad range of benefits and services to help Canadian
children have the best possible opportunity to develop to their full potential. Provincial and territorial
governments deliver many of these services, including education, health care and child welfare.
In addition, federal, provincial and territorial governments are working together to improve the economic
security of families through the National Child Benefit. The National Child Benefit aims to help prevent
and reduce the depth of child poverty, help parents to find and keep jobs by providing benefits and
services that better support low-income families and their children and reduce overlap and duplication
between governments.
The National Children's Agenda shared vision is influencing other intergovernmental initiatives. For
example, governments are exploring opportunities for further collaboration on early childhood
development. In addition, governments are considering ways to foster strong adolescent development.
Governments are also looking at better ways to monitor the progress of Canada's children and to share
effective approaches to improving child well-being.
The shared vision of the National Children's Agenda will guide our governments in our ongoing efforts to
support children and families.
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For Moms Everywhere!
A few months ago, when I was picking up the children at school, another mother I knew well rushed up to
me. Emily was fuming with indignation. “Do you know what you and I are?” she demanded. Before I
could answer, and I didn’t really have one handy, she blurted out the reason for her question. It seemed
she had just returned from renewing her driver’s license at The County Clerk’s office. Asked by the
woman recorder to state her occupation, Emily had hesitated, uncertain how to classify herself.
What I mean is,” explained the recorder, “do you have a job, or are you just a .....?” “Of course I have a
job,” snapped Emily. “I’m a mother!”
“We don’t list ‘mother’ as an occupation... ‘housewife’ covers it,” said the recorder emphatically.
I forgot all about her story until one day I found myself in the same situation, this time at our own Town
Hall. The Clerk was obviously a career woman, poised, efficient, and possessed of a high-sounding title
like “Official interrogator” or “Town Registrar.”
“And what is your occupation?” she probed. I don’t know what made me say it. The words simply popped
out. “I’m a Research Associate in the field of Child Development and Human Relations.” The clerk
paused, ball-point pen frozen in midair, and looked up as though she had not heard right. I repeated the
title slowly, emphasizing the most significant words. Then I stared with wonder as my pompous
pronouncement was written in bold, black ink on the official questionnaire.
“Might I ask,” said the clerk with new interest, “just what you do in your field?” Coolly, without any trace
of fluster in my voice, I heard myself reply, “I have a continuing program of research (what mother
doesn’t) in the laboratory and in the field (normally I would have said indoors and out). I’m working for
my Masters (the whole darned family) and already have four credits (all daughters). “Of course, the job is
one of the most demanding in the humanities (any mom care to disagree?), and I often work 14 hours a
day (24 is more like it). But the job is more challenging than most run-of-the-mill careers and the rewards
are in satisfaction rather than just money.”
There was an increasing note of respect in the clerk’s voice as she completed the form, stood up, and then
personally ushered me to the door. As I drove into our driveway, buoyed up by my glamorous new career,
I was greeted by my lab assistants - ages 13, 7, and 3. Upstairs I could hear our new experimental model
(6 months) in the child development program, testing out a new vocal pattern. I felt triumphant! I had
scored a beat on bureaucracy! And I had gone on the official records as someone more distinguished and
indispensable to mankind than “just another mother.”
¾ Motherhood... what a glorious career. Especially when there’s a title on the door. Whether a stay at
home Mom or a career Mom, we all carry this title.
•
•
Making connections …….
What is the status of mothers in society today? How has that status changed, if at all?
Re-write this anecdote from the perspective of (a) a father, (b) a child
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My Anthology
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