Opening keynote

Building Relationships and Making Connections with Newcomer Children and Families

Mary Lynne Matheson: Education Coordinator, Intercultural Child & Family Centre, Edmonton, AB. Mary Lynne has taught in the Early Learning and Child Care Programs at MacEwan University and the Bridging Program for Immigrant Child Care Workers. She has been a Pedagogical Mentor for Alberta’s Child Care Curriculum Framework Project and more recently has extended her commitment to the Intercultural Child and Family Centre as their Education Coordinator.

Edmonton Intercultural Centre

Intercultural Child & Family Centre

“At the Centre, our child care staff is chosen to echo, as nearly as possible, the cultural diversity among the children and families.” (www.icfc.ca)

Play, Participation & Possibilities

(Makovichuk, Hewes, Lirette & Thomas, 2014)

Pilot II: 2014-2015

Pilot III: 2015-2016

Pilot III Extension: 2016

Pilot IV: 2017

“What makes ICFC intercultural?”

Before: playrooms with few authentic cultural artifacts provided at Before: Rug with stereotypical depictions of children from other children’s level. countries.

Toddler Room

PPP Holistic Goal: Well-Being

“Children develop a sense of place through making connections between the centre, home and broader communities.”

(Makovichuk et al, 2014)

Before: Preschool Room

Now: Preschool Room

OSC Room

Space: Places to be alone

11

Inspired by the semi-secluded spaces in other centres we visited, educators found places to create these kind of spots in each room.

Time: Emergent, Play-Based Planning

“Play activities that support children’s cultural backgrounds and home languages help them build a strong cultural identity at the same time as they encourage cross-cultural sharing and learning.” (www.icfc.ca)

Time: Large Blocks of Time for Free Play

Time: Flexible, Visual Schedule

Time: Works in Progress

Time: Wall of Fame

Materials: Authentic Artifacts

“Are the materials you offer to children representative and respectful of their family, social, and cultural practices and traditions and ways of knowing?” (Makovichuk et al, p. 71)

Materials: Authentic Artifacts

Materials: Natural Items

Materials: Loose Parts

“Do the materials and how you offer them invite children to access them independently and use them in a variety of ways?” (Makovichuk et al, p. 70)

Portrait Project: Compositions with Loose Parts

Participation: Knowing our Play Room Community

Picture of blocs made from boxes with pics of children in the room

Participation: Family Blocks

Participation: Knowing our Play Room Community

Participation: Connections with Home

Participation: Intentional Practices Educators intentionally focus on the ways they

communicate with children:

- Use of descriptive feedback

- Offering choices

- Focus on problem solving/solution finding

- Explaining why

- Avoiding use of “No, stop & don’t”

Tensions while honouring rituals, tradition & culture

Child Guidance

This realization has lead us to consider “wise practice” in our work.

“...wise practises are always contextually located...” (Goodfellow, 2001, p. 1)

For us, wise practise has come to embrace practices that are both positive ELCC and positive cultural

practice.

Steven Builds his English Vocabulary Through

Play with his Favorite Toys

Written by: Rita October 2016

Steven, from the very first day that you joined us, I noticed that animals, bugs and dinosaurs were your favorite toys. You play with them joyfully. You even change the tone of your voice as you imagine the different animals talking with each other.

Today you found a scorpion and exclaimed – “Pauk!” (in Russian it means a spider).

I said that it was a scorpion. I pronounced the word with the stress on the last syllable – as that is how it sounds in Russian. You repeated, “Scorpion!” and I added, “In English it sounds almost the same.” Together we learned about the word and how to say it in English.

When it was time to clean up, I asked you to sort the toys into their buckets: bugs, dinosaurs and animals.

After a minute of thinking, I noticed that you put the scorpion with the bugs. You accomplished the task successfully.

Every time you picked a toy, I named it in Russian and English. And you repeated the words in English.

I notice that you always choose books about animals. You point at the pictures and name the animals, birds and insects. “U meny Loshadka!”, you said and showed me the toy. “I have a horse!”, I translated. You smiled and repeated, “Horse!” Before nap time the other day, you picked a book and asked me to read. I read in English and translated some sentences and words to Russian. You repeated the English words with smile.

Why this is important

• Steven is learning about the conventions of the English language and his vocabulary is growing every day.

• When I speak in Russian, his home language, Steven is being supported as he learns a new language.

• Steven is developing a sense of others through knowing that I am a person he can depend on for help and care at the centre. He also knows that his family’s language is being used and respected here. This helps him as he adapts to this new environment.

Opportunities & Possibilities

Involve other children in manipulative play with animal toys to help Steven build relationships with new playmates.

Include additional interactive activities such as games “Doggy, doggy, where is your bone?”, “Horsey Ride” song, and Animal Race in the gym and outside.

Following his interest, educators can help to enhance his English vocabulary: read books, play games, sing songs, recite rhymes and repeat words and phrases in English with actions, gestures, and pointing to objects.

I can teach other educators and children key words and simple phrases in Russian to help them connect even more with Steven.

Creating Learning Stories

“Children appreciate their own distinctiveness and that of others... ...[through] learning about their cultural heritages and those of other families within the centre and the broader society ...[through] becoming knowledgeable and confident in their various identities including cultural, racial, physical, spiritual, linguistic, gender and socioeconomic” (Makovichuk et al, 2014, p. 111)

Recognizing Cultural Scripts In Play

Recognizing Cultural Scripts in Play

The Blessing

Written by: Rigbe & Jazz September 16, 2015

Written by: Jazz November 28, 2016

The Portrait

Reyhan Persists

Written by: Francine Moosomin October 2016

Reyhan, I have noticed that you enjoy Maya’s company in the gymnasium. You have been constantly crawling around the gym socializing and exploring these last few weeks. I think that wanting to play with the other children has been an incentive for you to walk.

Back in the playroom, your curiosity has lead you to try new strategies with the shape blocks.

You keep on trying until

you get all of them on the pegs!

Today I asked, “Who is ready to go to the gym?” and you showed us that you really wanted to go to there.

Look at your picture! You are

using the cupboard for balance. You have figured out a way to stand on your own!

In the gym, you are now able to

participate while jumping and walking from mat to mat with the other children. In just a few days you were able to walk confidently without using any objects for support. Look at you go! It looked easy for you to try out the equipment and bikes with your new found skill of walking on your own.

All that walking to play, explore and socialize today was very exciting for you Reyhan and also very tiring. You walked up to me, held up your hands and let me know you wanted me to carry you. Of course, I picked you up, cuddled you and you fell fast asleep in a matter of moments.

What this tells us about Reyhan

Reyhan, you are a very determined boy! Once you got started, it did not take you long to figure out how to walk on your own. Even with the blocks, you kept on trying until you met your goals. Determination and persistence are traits that will be valuable to you throughout your life.

There will be very little that you won’t be able to accomplish!

Opportunities & Possibilities

• I will look for other materials that Reyhan can use to explore and challenge himself in the playroom.

• And when he accomplishes a goal, I will be sure to recognize his efforts by congratulating him and describing what he has done!

• I will always pick up and cuddle Reyhan when his explorations exhaust him!

Family’s Response

I was wondering how you felt after you read my story about Reyhan’s determination and persistence.

“I feel so happy. I feel like crying. Reyhan is so happy at the day care. Every day I pick him up, he doesn’t want to leave.”

Rehima

Visit with Wendy Lee from New Zealand

Learning Stories…

…are about a child’s learning

…are about a child’s dispositions to learn (seeking, playing, participating, caring & persisting)

…should have an emotional connection

…should show the positive relationship with the educator

This is why they powerfully draw parents into the conversation about their child.

Tiffany Makes a Family Bracelet

Written by: Agie December 2016

I set up the art table with letter beads, scissors, paper and ribbon and I was happy to see you trying out my invitation to play. Tiffany, you poured out the letters on a piece of red paper and began to make a bracelet using the letter beads and the ribbon. You looked carefully for specific letters and began to combine them.

I noticed that you had spelled out Hoa’s name with the beads.

I said, “You made one for Hoa and you put a heart on it. It was so kind of you to make her a bracelet, Tiffany!”

You smiled at me and said, “Yeah.”

Next you cut another long piece of ribbon and said, “I need beads, more letters and I need to decorate some more.” You had a plan! You started to put some letters on the ribbon and it read TDKACR. I asked what you meant with those letters and you said, “T is for Tiffany, D is for Danica, K is for Kevin my dad, A is for Arlyn, she’s my mom, C is for Callie and R is for Roxy, my cats.” How thoughtful, you included your whole family!

You put some more colourful beads on your bracelet and asked me, “Can you tie it? It’s going to be my present for my Mom and Dad.” And so I tied it on your wrist and you happily held up your hand and showed others the bracelet that you had made.

What this tells us about Tiffany as a Learner

Tiffany, you exhibited persistence and perseverance when you made your bracelets. You stayed at the art table for a long period of time so that you would be able to complete your bracelet projects. You not only added the letters which represenedt your family but you even decorated it with colourful square beads. You demonstrated your disposition for being caring as you also made a bracelet for Hoa; this was so thoughtful! Tiffany, as you made the bracelet, it showed that you have strong ties with your family. You used the letter beads to represent their names, expressed your imaginative ideas and you made a connection between home and the center. Also, as you connected the beads using the ribbon you demonstrated your fine motor skills and hand-eye coordination. This took focus and concentration!

Opportunities and Possibilities Encourage Tiffany and other children to make a scrapbook about their families. Provide them materials like paper and markers so they can draw their family members and then compile them in their portfolios. Make a picture collage of things we do when we are with our family, for example going to the park or doing a family chore like gardening. Create a visual chart with children to illustrate the number of people in their families. Provide more activities and materials that can boost the children’s fine motor skills like weaving and making a dream catcher.

Family’s Response

Tiffany exhibited a caring attitude and interest in fine motor activities when she made the bracelet. Do you noticed this same characteristic and interest at home? “I am so happy to see how much you care about my daughters. You notice what they are doing and help them learn. I always appreciate everything staff do at the centre. You do so much.” Arlyn

Children’s Portfolios

Portfolio Binders

Welcome Letter with educators’ memories of the child’s first days, weeks, months

Educators’ Stories

Invitation for family and child to include their story

Child’s Learning Stories

Planning Stories

Items selected by the child

Educators’ Stories

Child’s Learning Stories

“We eat like this at home.”

As children came into the room, one

child commented, “It’s like a picnic.” and

another added, “We eat like this at

home.”

Lemlem prepared a traditional Ethiopian meal for the children. She made delicious dishes including injera, dabo and mesir wat and lined up the bowls of food on a cloth on the floor.

“My mom makes this one.” said one child as she took some injera. Another child seemed hesitant so we invited him to try some injera as well but he told us, “I want the bread” as he pointed to the dabo.

Children seemed to be comfortable with communal eating and no one asked for a spoon. Most children knew what to do as they scooped up food with their injera and dipped the dabo. Then we noticed that one child seemed hesitant. “No eat!” he told us. Once we offered him his own plate, he was able to enjoy his lunch.

Why this is important

Children develop a positive sense of self when they feel that their family traditions are respected and celebrated; this strengthens the connections between home and the centre. Many of our children have experienced communal eating as it is part of how they eat at home; their sense of identity is reinforced as they eat food that is familiar and in a way that is familiar.

Children get to appreciate their own culture and also that of others when we provide this kind of authentic cultural experience. It provides opportunities for children to talk about themselves and their home experiences and feel confident that they are valued. This provides important learning about our similarities and differences.

We role model and reinforce caring when we respect children’s individual preferences when they are uncomfortable and offer alternatives.

“My mom’s bread is thin.”

Written by: Jazz January 2016

Documentation

Edmonton Oilers Literacy Backpack Project

• To encourage home reading & writing • To promote & encourage use of home language • To provide an opportunity for children and

parents to engage in a playful activity together • To provide our families access to a variety of

quality children’s books • To create further connection between home &

the centre • For OSC children, to provide experiences with

books that are engaging

Going on a Bear Hunt

My Mother’s Sari

Leaf Man

Sources for Books

• Quality children’s books with translation by our staff, languages dept at U of A and cultural brokers

• Family and staff suggestions

• Language Lizard (www.languagelizard.com)

Being Culturally Responsive

At a staff meeting last year, we began to examine more closely what we are doing to recognize, respect and engage the cultures of our educators, children and families.

Exercise using Hall’s Ice Berg Model of Culture

Indirect/Invisible Indirect/Visible

/Visible

Our next challenge

How do we have access to the less visible, deeper aspects of our families’ cultures?

Relationships

Family Support

Family Support • Monthly newsletter • Subsidy assistance • Job search & resumes • Personal counselling • Parenting support • Brokering support for accessing services • Housing search assistance • Food Bank & In Kind centre access • Weekly Bread Basket • 2017 transition to kindergarten project • Dad`s Group • Family events

A different kind of family event

We found that after the first family events using this new format, we learned a few more things about families’ values and beliefs and child rearing practices.

Parents’ hopes and dreams for their children: •To be loving and caring people •To learn and be successful in life •To obey adults, to be respectful •To have a closer relationship with me (dad) than I had with my father •To be accepted in society and be happy •To do well in school and get a good job

References

Goodfellow, J. (2001). Wise practice: The need to move beyond best practice

in early childhood settings. Australian Journal of Early Childhood.

Retrieved from http://ezproxy.uws.edu.au/login?

Makovichuk, L., Hewes, J., Lirette, P. & Thomas, N. (2014). Play, Participation,

and Possibilities: An Early Learning and Child Care Curriculum

Framework for Alberta. Edmonton, AB: Retrieved from

www.childcareframework.com

PPT Reference

Matheson, M.L. (2017). Building relationships &

making connections with newcomer

children and families. Edmonton, AB:

Intercultural Child & Family Centre.