What entry gaps are children experiencing in early years education and what are strategies for seamless entry?
Project Description:
The City of Hamilton is committed to providing inclusive services where every child can fully participate in early years education. The city uses Special Needs Resourcing (SNR) funding to provide licensed child care sites across the city with the appropriate level of service for children with special needs, including staff, equipment and supplies. Licensed child care providers and community partners work together to provide quality care and services where all children can have a sense of belonging and well-being
Young children’s entry into early years education (i.e., licensed child care and school age child care) in different ways based on choice. Some families wait until Kindergarten to enter their children into school age child care.
Although early identification and intervention do identify children with special needs, some children may enter licensed child care or school-age child care who were not identified with special or apparent needs. With or without an identified special or apparent need, entry to early years education may result in some families and children experiencing gaps during entry.
Students will complete:
Five (5) page literature reviews from research between 2018-2023 about children with special needs entry pathways to early education (i.e., licensed child care and school-age care) and identify strategies to support seamless and successful entry to early education.
Primary Staff Partner: Marion Trent-Kratz, Supervisor, Early Years System
Secondary Staff Partner: ·Sarah Van Sickle, Early Years Project Manager for Special Needs Resourcing
Instructor name: Mayu Nishimura, Faculty of Science, McMaster University
Course name: HUMBEHV 3AP3: Advanced Applied Psychology