(CCHRSC)Child Care Human Resources Sector

Council

Who Are They?

CCHRSC

• The Child Care Human Resources Sector Council

• funded from 2003-2013 by the Human Resources and Skills Development Canada’s Sector Council Program

• is a non-profit organization that works to address the human resources issues in early learning and care environments.

The organization consists of a volunteer board with members stretching across Canada

(http://www.ccsc-cssge.ca/).

CCHRSC 1996 Accomplishments

• In a final look news bulletin titled: As Time Goes By

• CCHRSC remembers that

• Human Resources Development Canada approves the first sector study of the Child Care workforce in 1996.

• CCHRSC organization began with

– 11 members (23 recommendations)

– 3 issues

• Work environment

• Skills

• Recognition

March 2013

• in March of 2013 Child Care Human Resources Sector Council amounts to:– 7,500 members

– 21 issues

– Executive Director Diana Carter(2003-2013 and the rest of the organization is forced to stop progress due to loss of core funding from the Government. Resulting in the dissolution of the organization.

•

Functions/concepts

• Building and sharing knowledge to advance HR and labour market issues.

• Creating tools to promote good HR management practices.

• Fostering the development of a skilled workforce and

• Providing leadership and coordination on HR issues (http://www.ccsc-cssge.ca/about-cchrsc/who-we-are).

Child Care Human Resources Sector Council

Occupations of the ECEC Sector

• Early Childhood Education and Care Sector employs:

• Early Childhood Educators ( ECE’s)

• ECE assistants ( ECA’s)

• Child Care administrators

Who Is Part Of The Workforce?

• Members of the ECEC Labor Force includes:

• 170,340 - ECE’s and assistants

• 69,785- babysitters, nannies and parent helpers.

• 49,600 Teaching assistants who work with Children under 12 years of age.

• 32,700 Kindergarten Teachers

• Total workforce approximates to 322,425

Statistical Analysis Of Workforce

• 96% of all ECE’s are women

• Sixth most female dominated occupation in the country.

• Most ECEC workers are highly educated.

• On average:

• 67% ECE’s & ECA’s (assistants)

• 67% of Teachers assistants

• 98.2% Teachers

• 43% of Babysitters, nannies and parent helpers

possess Post Secondary Credentials.

Higher Education

• The level of education ranges from a one year certificate to a three or four year university degree. Most ECE’s have a two Year Diploma which is mandatory by the College of ECE’s in order to be qualified to work. A portrait of Canada’s Early Childhood Education and Care Workforce (2009)

• Website

Effects of the rise of ECEC Workforce:

• According to the CCHRSC a huge increase in Employment of ECEC workers between 2001-2006 resulted in a significant drop in unemployment.

• rate dropped from 4.8%- 4.4%

• As of 2006 lowest unemployment rate for:

• ECE’s and ECA’s 4.0%

• Babysitters, Nannies and Parent Helpers were at the highest rate of unemployment with a rate of 6.9%.

Early Childhood Educator’s worker shortage

• According to a bulletin from the Child Care Human Resources Sector Council, between 2001-2007 there was a shortage of 24,766 ECEC workers.

• In 2007, the shortage was highest in Quebec (1400) and Ontario (1000).

• In that same year, there were 4,802 ECEC workers that were still needed fill positions in daycares.

Early Childhood Educator’s worker shortage

Benefits of the Child Care Human Resources Council

Wages

• Money is not the reason ECE’s become educators. Being around children, taking pleasure when we are instrumental in children exceeding their own expectations is more of a reason.

• We are on hourly wages which can vary from province to province.

MEDIAN GROSS HOURLY WAGES, 2012

Provinces Program Staff Program Director

Newfoundland and

Labrador

$14.00 $16.00

Prince Edward Island $15.00 $21.00

Nova Scotia $12.84 $17.56

New Brunswick $13.50 $15.00

Quebec $19.13 $32.64

Ontario $17.29 $22.50

Manitoba $16.00 $24.70

Saskatchewan $14.92 $22.14

Alberta $15.33 $20.00

British Columbia $17.00 $2083

Canada $16.50 $22.00

Note: The territories are not included due to small sample size. Figures from Quebec cautiondue to low number of

respondents

Statistics

• The vast majority of program staff (92.5%) worked the same number of hours( 37) and 88.5% of program staff work five days per week.

• The median number of years working for their current employer was four, but 25% had been there for ten years or more, and another 25% had worked for two years or less.

•

Statistics

• The majority of staff (59.8%) were still working in the same position as when they started. Averaging three years.

• 25% had only been in their position for one year, and another 25% had been in

• the same position for seven years or more.

• 78.5% of program staff received a wage increase in the last three years.

Unqualified Staff:

Unqualified Staff:

• The chart to the right shows what employers do when they find it difficult to fill a position with someone who is qualified.

Graph

HR tool Kit for an ECE administrator

• Some topics under this section are:

• Workforce demographics, planning, developing HR policies, leaves of absence, recruitment and hiring, orientation, and retention, employee recognition, performance appraisal and management, supervision, discipline,

• employment termination, generational differences in the workplace,

I am a board member : HR Tool Kit• Topics under this section are:

• metrics and Succession Planning, Risk Management in HR, The boards role in HR, Developing HR Policies: The role of the board, Hiring an executive director, Learning training and development, and Interpersonal communication

I am an ECE: HR toolkit

• The topics in this section are:

• HR in a unionized workplace, Leaves of absence, orientation, employee recognition, wages and salaries, employee benefits, learning training and development and

interpersonal development.

THE CHILD CARE HUMAN RESOURCES SECTOR COUNCIL

Projects & Publications of

CCHRSC Provides Legislative Framework For ECE’s

• In 2008 CCHRSC created a project called :

• Pathways to Early Childhood Education Credentials In Canada.

• Main goal was to understand the requirements and processes used in each province and territory, to recognize individual ECE credentials in order to be eligible for employment as a qualified ECE.

• from this project came new developments of the Occupational Standards.

• Source: Child care Human Resources Sector Council Spring 2009 Bulletin Accessed July 3 2013 from http://www.ccsc.cssge.ca

Provinces and Territories

Legislative Documentation

• Occupational Standards for Early Childhood Educators.

• Describes what a person in a particular occupation must know and be able to do-the level of skills and knowledge required to do their job effectively, safely and properly (OSFECEp3).

Was expanded to create Occupational Standards for Child Care Administrators update 2013 which was based on the collaboration of 2006 Administrators and 2010 ECE versions.

• This project ran from March 2012 to March 2013

• the project focused on:

• Creating a school-age profile that defined the knowledge, skills and abilities required to work effectively in this specialized area of ECEC.

• Expanding the Infant Care Profile created as part of a pilot project in 2010.

Occupational Standards for Early Childhood Educators

• Who is the Occupational Standards for?• Intended for ECE’s who work in Early Childhood Education and

Care Environments.• Applies to ECE’s who provide education and care to Children aged

0-12.Includes groupings such as Infants/ ToddlersPreschool, School age and inclusive care in: Publicly funded child care settings Privately operated child care settings Home- based child care settings Family resource programs Other child care settings - such as Nursery schools and

Kindergartens

Purpose of Occupational Standards

• In regards to Employers: Identifies key tasks and roles Identify professional development needs Facilitating objective job description Providing guidance for recruitment

• In regards to early childhood education faculty: • identify areas where expertise is required(OSFECEp3)

• In regards to Early childhood Educators: Offers a foundation for career development Identifies training gaps in required occupational skill set(sensitivity training) Enhances occupational recognition Enhances job mobility.(OSFECEp3)

Child Development , Learning and Care

• Section A: Task A.1 of Occupational Standards For Early Childhood Educators p 13 States:

• Facilitate the development and Behaviour of Children

• Through daily experiences that support and promote the child’s physical, language, emotional , cognitive, social and creative development and behaviour using observation tools .

• Variety of observation tools may be:

• Notes, Videos, photos

• parental observations

• non- biased language-

• non- judgmental terminology

Child Development Learning And Care

Occupational Standards For Early childhood Educators, Child Care Human Resources Sector Council p 15-16 states:

Sub Task A.1.5 Facilitate Acceptance of Diversity

Model Positive Attitude towards diversity

Family, cultural , special needs

provide materials and activities that reflect diversity

• Sub task A.1.6

• Facilitate Emotional Development of Children

• Observe child’s interactions:

• during drop- off

• with family members

• while playing with other children and adults

Child Development , Learning and Care

• Occupational Standards For Early childhood Educators, Child Care Human Resources Sector Council p17-18 States:

• Subtask A1.7• Facilitate creative development of children by:• structuring the environment and activities around creative learning.• Provide activities that allow children to express their creativity.

• Task A. 3.1• Build meaningful relationships with the children• (CCHRSC p30)

• Sub Task A.4.3 • Implement preventative health and safety measures • recognize signs of various communicable disease• (OSFECE p 37• Sub Task A.2.2• Implement Inclusion Policy • Implement an inclusive environment for children.• promote inclusion in the program.(CCHRSC p 20)

Family And Community Relations

• Section C : Form collaborative partnerships with families. • Sub Task C 1.1 Build and Maintain Meaningful Relationships With

Families: (OSFECE p 65)

• Communicate ongoing successes and concerns ( parent/ Teacher conferences)

• respect that parents are experts on their own children• respect different family structures(same sex or single Parent).• Encourage input from parents in developing individual plans or

addressing concerns that arise.

• Sub task C.1.2 Orient Families to the program• Discuss goals and objectives of the program• (Child Care Human Resources Sector council p66)

Family And Community Relations

• Task C.2 Use Community Resources

Sub Task C.2.1 Access And Engage Community• Resources, Facilities And Services

• Utilize community facilities and services like libraries• And parks

ECE’s collect information on resources in the area• Post contact information for families • Network with community members to implement programs and develop

partnerships.• Maintain positive partnerships and communicate effectively.• (Occupational Standards For Early Childhood Educators p 71 )

Family And Community Relations

Family and Community Relations :

• Sub task C. 2.2 Raise Awareness of Community events

• Encourage parents to get involved and participate in community events

Sub Task C 2.3 Involve volunteers

• Parents, students family members – give them tasks

explain policies and procedures to Volunteers .

(Child Care Human Resources Sector council p 72)

Family And Community Relations

• Task C.3 Advocate for Children and Families

Sub task C3.1 Make Connections Between Families And Resources :

Advocate on behalf of families

Support family requests

Collaborate with parents to identify needs of children and family dynamics.

(Occupational Standards For Early Childhood Educators p 73)

Sub Task C 3.2 Respect the Rights of the Child

Ensure families’ cultural practices, traditions and home language are respected in practice and policy.

(Child Care Human Resources Sector Council P 74)