Acknowledgments
This is the first version of the Building Blocks for Child Care Start-Up Resource Kit. Our plan is to launch it on the web, work with it, solicit your feedback and then revise it further. So, we'd like to first acknowledge your participation in this process.
So many people have contributed helpful comments and suggestions to the development of this resource. In particular, Jane Beach provided many, many hours of diligent research. Carol Ann Young lent her considerable experience and knowledge and without her insights and contributions, the Design section could not have been accomplished. Jane Wilson from Rural Voices, Jamie Kass, from the Canadian Union of Postal Workers, Martha Friendly from the Childcare Resource and Research Unit, our helpful architect, Rob Froom and Debra Mayer all provided important glimpses on a variety of topics; Zeenat Janmohamed helped to provide an accurate anti-racist, anti-bias approach.
Without the support of the Atkinson Charitable Foundation, the Canadian Union of Postal Workers and Working Enterprises, this project would not have been possible. We would really like to express our appreciation to them.
Introduction
This resource provides information and links to help the planning, the design and operations for early learning and child care (ELCC). It traces the development of an early learning and child care program from conception to completion. It encompasses information to help you whether you are:
- Involved in new construction, renovating or expanding an existing space
- Developing a stand-alone child care centre or combining a number of programs
- Creating a new board of directors or partnering with larger organization ns; or
- Partnering or integrating with other services
- Integrating fragmented rural early learning and child care services into one holistic and responsive community based system
What is Early Learning and Child Care? (ELCC)
Early Learning and child care programs encompass a range of services. They include, but are not necessarily limited to:
- Full-day child care centres
- Part-day nursery schools/preschools (including Aboriginal Head Start and other compensatory part-day programs)
- Regulated family child care homes (known as day homes, or home child care in some provinces or territories)
- Family resource centres
- Parent/child drop-in programs and playgroups
- Parenting and parent support programs
- Toy and equipment-lending libraries
Kindergarten and pre-kindergarten programs in the education system
These may include methods such as:
- Integrated hub models encompassing any or all of the above Seamless delivery model combining kindergarten, child care and parenting programs into one
Our planning and development focus is on full-day child care centres and part-day nursery schools/preschools, as they have defined space requirements, and other health and safety measures contained in regulations.
In some provinces and territories family child care homes may be purpose-built in housing co-ops and non-market housing and may have defined space requirements, but usually they are located in the caregiver's home so most aspects of the development process do not apply. However, a family child care provider may find some of the resource materials, the discussion about space organization and ideas about developing a program vision helpful.
In some provinces and territories family child care homes may be purpose-built in usually they are located in the caregiver's home so most aspects of the development process do not apply. However, a family child care provider may find some of the resource materials, the discussion about space organization and ideas about developing a program vision helpful.
Organization of this Resource
The working assumption is that this resource kit is a "clearinghouse of information and resources" not an encyclopaedic reference manual. A lot of good work has already been done. Our intention is to compile useful resources to make them easily available to you. Where web-based resources are not available, we will provide you with pdf files and/or references.
Of course, the resources are voluminous and we cannot possibly include them all. We have tried to represent examples of resources and links from across Canada that are current. In some areas, using resources from a particular province, state or country may have wider application, so we have included them even though they are written for a specific jurisdiction. Hopefully, we will have given you enough background to seek out the details you need in your own province or territory.
In some cases, there may be a good reference for a particular province or territory, or a reference that dates back to the nineties, but is still useful. To accommodate these kinds of resources, we have included a list of them in a separate "additional resources" section. You might find additional resources specific to your situation here.
Please let us know of resources that you think should be included in this resource kit. And if you would like to share your development experiences, we will include a selection of them on the website.
Why Was This Resource Developed?
The Steps
You may not need to undertake all the steps listed below, nor will they necessarily take place in the same order. We have attempted to identify the main steps that many large-scale projects will at least need to consider.
Each step and areas of consideration are described in the following sections. Under each section we have subdivided the information into further sections to make the information as accessible as possible.
Getting Started
- Identifying your Project
- Information Gathering
- Forming a Planning Committee
- Assessing the Need for the Project
- Developing the Vision and Mission
- Establishing Goals and Objectives
- Describing the Operational Model
Developing Governance (Organizational) Structure
- Determining the Organizational Structure - who is the operator?
- Governing a not-for-profit Early Learning and Child Care Program
- Considerations when establishing your Board
- Steps for Effective Board Operations
- Developing Partnerships for integrated, merged or amalgamated programs
- Integrating Rural ELCC Services
Financial Planning
- Financial Planning
- Financial Management
- Fundraising
Design and Development Process
- The Importance of the Physical Space
- Establishing the Building Committee
- Ten Steps in the Development and Design Process
- Securing Professional Expertise
- The Project Manager
- The Architect
- Developing a Vision for the Physical Environment
- Developing the Functional Program
- Feasibility Analysis
- Schematic Design
- Detailed Design Phase
- Preparing Bid Documents
- Tendering
- Construction Phase
- Post-Construction Phase
Preparing to Open
- Action Plan Checklist
- The Business Plan
- Critical Path
- Opening the Doors
To respond to the urgent need for high quality early learning and child care programs (ELCC)
Quality child care provides positive outcomes for children, supports labour force participation and builds strong neighbourhoods. Conversely, poor quality child car can have a negative impact on children. In most parts of Canada there is a shortage of quality early learning and child care programs for children outside of the formal education system.
In 2004:
- There were enough regulated child care spaces for about 15.5% of children 0-12 in full- and part-day centres and regulated family child care homes
- In full- and part-day centres there were enough spaces for 17.5% of children under the age of 6 and 14% of children 6-12
- An estimated 37% of all centre-based spaces for children under 6 were part-day, part-week, such as nursery schools and preschools
- Many existing ELCC programs have lengthy waiting lists, especially ones with a reputation for providing high quality and offer a full-day program
- In recent years there has been an increased awareness of the importance of the early years and the role that a quality ELCC program can play in supporting healthy child development
- A number of provinces have announced plans to increase the supply of regulated child care spaces over the next 3-5 years
- Services in rural Canada were even more inadequate and many farm fatalities caused when child care was not available
To help streamline the process of creating a new facility
Planning, developing and implementing new ELCC programs is a complex process.
Any group embarking on a project to create a new ELCC program will need to make numerous decisions including the scope and nature of the program, possible partnerships with other service providers, a capital and fundraising campaign, whether to renovate existing space or to build, or what kind of governance model to use.
The process is even more complex in rural, remote and northern Canada where small populations, non-standard work schedules and large geographic distances compound the problems. This kit will provide examples from successful integrated Canadian programs to help others to learn from the experiences of small communities and increase the probability of success.
The development and operation of regulated child care depends on the cooperation of all levels of government, and the ability and willingness of parents, voluntary groups, non-profit service organizations, churches and governments, who often lack the knowledge or expertise about the various steps necessary.
Assuming that the program includes a centre-based child care component, there are:
- Many provincial and local regulations and standards to meet
- Planning considerations about the size, numbers and ages of children to be served
- Human resource issues to address
- Building and design decisions to make
- Significant funding to secure; and
- Social stigmas to overcome
To help create better physical environments for young children
Typically the physical environment of ELCC programs, particularly regulated child care centres, has not been as high a priority as other factors affecting quality, such as staffing, financing or programming. The physical environment has an impact on children's physical, social, emotional and cognitive development, yet, there have been few opportunities in Canada to create purpose-built facilities, or create spaces that are based on the best available knowledge about the built environment and universal design principles. Often ELCC programs are housed in existing buildings, where space is not designed to optimize child development, such as church basements, retail or office space, surplus school classrooms intended for use by older children, or in shared community space. Access to appropriate outdoor play space is often a challenge or non-existent.
To support rural, remote and northern communities to respond to the need for flexible programming
The issue of creating the physical environment is very real for rural families. Rural child care now includes leaving children alone in the house with a monitor so that parents can hear what happens, taking them on machinery in the fields (leading cause of children's death is machinery "run-overs"), putting them in empty stalls in barns or for a small percentage there may be extended family or neighbours to help out when needed. Most of these options do not provide children with quality environments. In rural, remote and northern communities, integrated systems can meet the needs of small communities which do not have the population base to support "an infant program" a preschool program and a school-age program". In these communities, integrated hub models will incorporate multi-age, multifaceted programs providing supports and services for infants, preschoolers, school-age, youth, parents, resource centres and may go so far as intergenerational programs.
To provide support to ELCC programs to offer comprehensive programming for children with special needs.
- Universal design principles are part of a concept of design, right from the beginning, that embodies characteristics that make a physical environment accessible to all people. Hallways are wide enough for wheelchairs, washrooms are accessible, kitchen counters are reachable. At its best, universal design is so well done that adaptations are invisible. There is no ramp, because the threshold of the building is at ground level. The field of universal design is opening up rapidly, as a large proportion of our adult population ages--and wants to remain active and independent. We should expect no less for our youngest children. According to research conducted by SpeciaLink, and reflected within their Inclusion Assessment tools (link), centres rate most highly (at 7, or excellent) when:
- Universal design principles are evident throughout.
- All classroom areas are accessible, as are washrooms, coatrooms and hallways.
- Sound and light are at appropriate levels.
- All playground areas are accessible.
This resource will begin to suggest resources to help you reach these goals.
To acknowledge the need to establish a clearinghouse of information
There are many resources available on developing ELCC programs, on making decisions in the process, financial considerations, fundraising strategies, design considerations, etc. Some resources are only available in specific provinces but have broad application to other provinces and territories. However, it can be a daunting task to gather the necessary information, interpret it and know the key factors in helping make the most effective choices. This kit is not an exhaustive resource, but is intended to provide insights and some tools on the range of activities and many of the considerations necessary in the planning, the design and delivery of a child care facility. It provides information on and links to key resources to help you through the process.
This clearinghouse will develop as we collect and produce new resources. For example, information on quality rural child care is very limited. B2C2 will endeavour to develop and enhance these resources over time.
To increase interest in greater integration of ELCC programs
Many ELCC programs in Canada are characterized as a patchwork of fragmented services, while children and families need a continuum of services that have the flexibility to change over time and that can be provided in family friendly space.
Often programs operate in isolation from one another and have different and separate governance structures. A child may start her day with a caregiver, then attend a kindergarten program for part of the morning, followed by a child care centre in the afternoon - with little consistency or continuity among the settings.
In recent years, more attention has been given to options that make more effective use of resources, and create seamless access for families, and a seamless day for children. As a result, there has been a range of approaches, such as:
- Co-locating child care, nursery school or playgroups with a school
- Offering a range of ELCC programs under one administrative body and often located in one building - hub models with or without satellite programs
- Administrative hubs that start and operate a number of facilities
- Services in which child care, kindergarten and parenting programs are offered in a seamless program with a single staff team.
Hubs can provide a continuum and range of services in child- and family-friendly spaces. For example, a purpose built facility can offer licensed child care, parent-child drop in, and evening and weekend family programs. They can maximize the available space in an energy-efficient environment.
To prepare groups for potential expansion
Because of the urgent need for high quality ELCC, a number of provinces and territories have proposed action plans for the expansion of child care programs including the availability of some capital support to non-profit groups. This resource is intended to help existing programs to expand.
This resource is intended for groups interested in developing a new child care centre that offers high quality inclusive care for children, a positive work environment for staff, a welcoming environment for parents - and that is sustainable - requires the involvement of many key stakeholders and is a fairly complex and lengthy process. Whether you are a parent group, an existing non-profit organization, a child care branch in a provincial/territorial government, a developer, or an individual - such as a project manager, a school principal, a licensing official - this resource will help ensure you are aware of the main steps in developing a new or expanded non-profit early learning and child care program.
We hope that, by navigating through various sections of this website, you will find resources and links that will help you or members of your project team put the pieces together and benefit from what others have learned from undertaking similar projects and processes. We welcome your feedback on what was useful, what other resources you think are needed, and particularly, information about your project and your development process.
Each section of this website will address three components:
- Considerations: the ideas, the discussion, food for thought.
- The Steps: an overview of the process at each stage to develop, expand, open, operate or integrate an early learning and child care program. As much as possible, we will include examples of specific tools, design ideas, features, etc.
- Resources and Links: Links to useful and readily available resources and contact people who can help you.
Phases of Development
- Getting Organized: What type of program are you developing and who will it serve? You will need to determine the numbers and ages of children to be served, the types of programs and services to be offered, the program philosophy, pedagogy and curriculum, whether or not your focus is on a particular program, the hours and days the program will be open and what you want the children's daily experience to be like.
- The Governance Structure: who will run the program? Will it be a community board of directors, a multi-service agency, a consortium of multiple child-serving organizations, a school board or other local government body?
- Financial Planning: What are your costs and where will your revenue come from? You will need to determine what government funding might be available in one-time capital grants and ongoing operating funding. How will you pay wages and benefits that will attract and keep qualified, skilled staff? How will you keep parent fees affordable? What kind of agreement do you have with respect to the ongoing occupancy of the facility and the related costs?
- Facility Planning: Will you rent or build, or renovate? How do you find your facility? How do you develop a capital plan? What is good design - both indoor and outdoor environments? How do you identify the opportunities the space provides; the impact of space on staff: child interactions as well as specific information about the building process, and how to work with professionals.
- Preparing to Open: It might be a good idea to read this section first and then work backwards! This section contains a checklist of "must haves" to be in place by the time you open the doors. Do you have a functional board, a wonderful facility, a feasible financial plan, highly qualified staff, administrative policies and procedures, a healthy environment, an excellent program for the children?