Research Library

Newcomer Consultations on the Context of Early Learning and Care in Edmonton

Abstract
ECELC sought to consult with newcomer communities in Edmonton, specifically in regard to planning a centralized system of early learning and care that honours the realities of marginalized families and works to mitigate and remove institutional and/or systemic disadvantage for these families. The information from these consultations will be used to ensure ECELC’s activities take into account the lived experiences of newcomer families and that it considers an inclusion/equity lens in its work as it moves forward. Multicultural Family Resource Society (MFRS), one of the ECELC members, was approached to conduct this work on behalf of the Council through MFRS Coaching, Advisory, and Research Services. The consultations involved meeting with key groups of people to learn about what is already known about this topic and to identify who some of the ‘knowledge keepers’ are on this topic. MFRS consulted with Multicultural Health Brokers Cooperative; Jasper Place Child and Family Resource Centre; Intercultural Child and Family Centre; University of Alberta, Community-University Partnership for the Study of Children, Youth, and Families (CUP); MacEwan University, Human Services and Early Learning and Care; and Muslim Community of Edmonton (MCE) Child Care Centre to assess what work has already been done recently on the topic of newcomer families and early learning and care and to identify existing groups of practitioners and community members that would be good candidates for further consultation. The consultations also sought to identify facilitators for future conversations as community consultation often generates the richest data when the facilitators are known to participants and this would be an important aspect to future ECELC work.
Authors: Ashima Sumaru-Jurf,Roxanne Felix-Mah Publication Date: 6/1/2019

Publication Type: Report

URL:https://drive.google.com/file/d/1PqK0BLqY7VkRLWQfdEpozkBzovPa0fyb/view
Notes

Location: Edmonton, AB

Key findings:

1) Much heterogeneity exists within the newcomer population, thus ECELC can benefit from engaging a multiplicity of newcomers and those who work closely with newcomers.

2) Some of the realities for newcomer families mirror the realities for other families in Edmonton when it comes to issues such as poverty or racialization and how that affects experiences of early learning and care.

3) There is a knowledge-to-action gap in the sector, where next steps should be to look at how meaningful change can occur (e.g. E.g., what would it take to have the sector implement equitable early childhood assessments and evaluation?).

4) ECELC must be cautious not to conflate centralization with top-down standardization. Newcomer families and those who serve them in early learning and care spaces need flexibility to be creative and responsive.

5) ECELC should use an authentic partnership approach to be a model of how to engage newcomer families and agencies.

Future research / gaps identified: n/a

Key populations: Newcomer children and families accessing early learning and care in Edmonton, AB

Integration timeline: Not defined

Open access: Yes

Community organizations:

1) Edmonton Council for Early Learning and Care (ECELC)

2) Multicultural Family Resource Society (MFRS)

Key recommendations:

1) Conduct a cost-benefit analysis of current programming.

2) Explore the ‘invisible labour’ that the early learning and care sector provides.

3) Invest in evaluations of current programs and services.

4) Create a profile of affordability/non-affordability of early learning and care that is specific to newcomer families.

5) Develop initiatives to decrease language barriers in programming.

6) Design and implement a systems navigator role and hub model for families to access.

7) Map all other agencies and organizations that work in newcomer early learning and care in Edmonton to better understand the available services and the current gaps.

8) Facilitate education sessions for early learning and care professionals to learn more about EDI, newcomer specific contexts, and common issues that newcomers may face.

9) Develop culturally appropriate ways of assessment for newcomer children and families.

10) Improve coordination of early learning and care services for newcomer families.

11) Implement educational opportunities for the newcomer serving sector as a whole to better understand early learning and care services.

8)


Collections education-students-teachers

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