Thrive by 5: Foundation Workshop Full Notes - page 7

7
INSIGHTSFROM INTERVIEWSDONEPRE-
CHANGELAB
If timepermitted, and as part of thepreparation for the
FoundationWorkshop, TB5participantswere asked to
informally interview a fewpeople (colleagues, family
members, etc.) basedon the conveningquestions
(outlinedonpageone)..
At the FoundationWorkshop, participants debriefed their
interviews in small group conversations. In rounds, they
were asked todiscuss:
Round1 –What are you findingmost exciting about
your work right now?
Round2 –What struck youmost from your interviews
as youdid your preparation?
Participants shared inplenary the high-level points from
the second roundof conversation.
Table 1
Don’t wear your kids out (someparentsmanufacture
experiences for their childrengoingon the idea that
thiswill add to a littleperson’s life) – don’t need to
program everything
For peopleoutsideour field, ECD has nomeaning;
what does ‘ThriveBy 5”mean/look like?
Need tobuild adult capacity
We need to connect parents to community
Sense that cities are toobig to connect
Break things down intomanageable chunks
(neighbourhood vs. province) for us to intervene
Sense that childrenborn in late 80s are struggling
with things in their lives?
o Howdoboom andbust cycles influencewell-
being?
Haveobserved the sentiment that: “Some children
are vulnerable, but that’s notmy child”
Table 2
What is access to affordable learning and care?
What is the roleof business?
Isolation from individual perspective andeven
communities
Parents need to stop abdicating their responsibility
Table 3
ECDdoes not belong toone system
Information is great, but without context its just
information, so conversation is key
Need to understandgoals/strengths of parents
More training for daycareworkers
Learn throughplayprogram are important (affordable
and accessible)
Find kids interests and follow them
Arts education andgood health is essential
Connectingwith neighbor’s is essential
Training for parents
Listen towhat parents really need
Learning shouldbe fun
Table 4
Advocate for strongpolicy
Think of thewhole child
Bringing the sectors together; noonegroup cando it
on their own
Havebeen asked, “Whywould you need to study
that?”
The need for highly competent early childhood
educators, what does education look like?
Thegapbetween theory andgoodpractice
Table 5
Singleparents have a hard timegetting to things; so
what aboutmobiledelivery of services topeople?
How couldwe use the cooperativemodel tobring
services topeople?
“Buddy bench” – in amall, if you sat there you’dbe
identified as someonewhoneeds help
Who is defining thriving?
Re-thinkK-12 systems, full day kindergarten andpre-
school
Who is teaching theparents about parenting?
We areonly giving lip service, if we truly value
children… thingswould look vastly different
Revitalizegeographic community
School boards should not buildormanagebuildings
Value child care as aprofession
Table 6
Importanceof focusingonplay - not necessarily a
barrier to children thrivingby 5
Very difficult tonavigate information andbe agood
self-advocate
Child care system remains oneof thesegreatest
barriers andweperpetuate harm (i.e.: womanmust
pursue employment, etc.)
Volunteers (Phil Carlton and LaunaClark) sorted the
insights gathered above from interviews into themes. The
themeswere:
Overarchingquestions the
collective ‘we’ has
Community
Parent Choice
ChildCareProfessionals
Policy
Child
ChildCare
Institution
Parent Education
1,2,3,4,5,6 8,9,10,11,12,13,14,15,16,17,...32
Powered by FlippingBook