School Readiness - More About Community and Agency Roles

5. More About Community and Agency Roles

A National School Readiness Task Force Report in the US (North Central Regional Education Laboratory, 1993), has defined the need for young children to be supported by Caring Communities. Such communities " provide comprehensive support for young children ages 0-4 and their families. They fill gaps in health, family support, child care and related human services and work to link services to bring more continuous and convenient help to families. They improve support for young children and families in public schools."

There are several ways in which a "caring community" can promote the development and learning of children and youth. These include:

v social services, child welfare agencies and social workers programs can be focused on the early years of the child's development

v public health units, community health centres and nurses playing a co-ordinating role bringing community resources, services and programs together and providing preventive health services

v voluntary health, welfare and other organizations can promote the status of young children and provide education and community development services

v child-serving organizations and professionals in private practice can offer services and programs adapted for young children

v municipalities, public libraries, museums/science centres and recreation departments can focus on early childhood programs and activities

v local businesses can support activities and ensure their products or services are not harmful to youth

v local service clubs can include early childhood activities and materials in their programs

v local media outlets, including community newspapers, local radio stations and television outlets as well as local freenets and Internet providers can encourage and promote policies, programs and activities supporting young children

The Role of the Child Welfare Agency and Public Health

The role of the child welfare agency and public health units/ centres in the development of the young child can be summarized to include:

* - conducting formal assessments of the needs of young children in their community and planning for those needs

* - identifying community and school-based resources for young children

* - delivering preventive, treatment and crisis services to families and children

* - delivering services to schools and supporting school staff with advice and resources

* - providing parent education and empowerment programs

* - facilitating and leading interagency cooperation

* - supporting coordinated delivery of program and services to young children

* - creating, maintaining and monitoring public and community support for programs and polices for young children

* - monitoring and reporting on the status of young children in their community

The changes required of social and health services have been described by many. A pro-family and pro-child approach to service delivery will have these characteristics (North Central Regional Education Laboratory, 1993):

* - a comprehensive set of services responding to a full range of child and family needs

* - the bulk of resources employed will be to preventive programs

* - the system will be family centered and driven, meeting the needs of the whole family not just individuals or specific problems

* - separate services will be integrated and coordinated by a common intake point

* - the services will be developmental, responding to changing family and child needs

* - the front-line workers will have the capacity to be flexible

* - the services will be sensitive to gender, cultural, ability and racial diversity

* - the performance of the system will be measured and monitored

Sudbury, Ontario The Better Beginnings, Better Futures program of the Ontario government led to a coalition of school boards and local service agencies in Sudbury, Ontario. The project was launched in 1991 and it places an emphasis on community development and parent participation. Parent groups have been formed in schools to support aboriginal, Afro-Canadian and Latin American families and students.

Community Awareness and Support

Schools can be part of community programs and activities to create awareness and support for young children. The activities that can be organized to increase community awareness include:

· coordination with other agency campaigns

· direct communications to parents

· participation in special events and workshops

· participation in the National Child Day

· participation in the I Am Your Child Activities of the Child Welfare League of Canada

· adoption of policies on children by municipalities, Boards of Health, social service agencies and school boards

· cooperation from the local media by covering school events and programs as well as publishing supportive editorials.

National Child Day, November 20th

The Federal Government has sponsored National Child Day on November 20th of each year to promote the status of children. The theme for 1997 was the celebration of the U.N. Convention on the Rights of the Child. The materials for this national day included suggested activities for schools and local communities. There is a list of activities for preschool children such as creating cards, stickers or crafts, putting on plays or puppet shows and doing school or class murals.

For more on community and agency readiness, go to:

5.1 Community and School Approach Explained

5.2 Support Services for Children