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| History of the Prekindergarten Program During the 1980's research showed that quality early intervention and prevention programs have both long-term and short-term benefits for children who are at risk of failure in school and in life. In the short-term, early intervention improves cognitive functioning, strengthens social skills and results in healthier children with higher self- esteem. In the long-term, the program results in major savings related to lower rates of juvenile crime, fewer failed grades and drop-outs, fewer teen pregnancies, fewer referrals for special education, and less dependence on social programs. Although prevention can occur at any stage in a child's life, research shows that programs that focus on children from the prenatal stage to the age of six or seven are most effective for the children themselves and their families. In 1993, Saskatchewan Learning (then Saskatchewan Education) and Saskatchewan Social Services through the Saskatchewan Action Plan For Children, undertook two Preschool Support Pilots with the communities of La Loche and Prince Albert (West Flat). These Preschool Support Pilots laid the foundation and provided direction for the implementation of the Saskatchewan Prekindergarten Program. This program began in 1996 under the direction of Saskatchewan Learning and in partnership with school divisions. Community Schools were chosen as sites for the program as they are mandated to provide high quality, holistic programs for early intervention and are located in areas where there are high numbers of children and families who would benefit most from the Prekindergarten experience. In 1997, Saskatchewan Learning in consultation with school divisions, educators and early childhood specialists, developed the philosophy, policy and guidelines for Prekindergarten contained in the document, Better Beginnings, Better Futures: Best Practices Policy and Guidelines for Prekindergarten in Saskatchewan Community Schools. During the 1997/98 school year, twenty-six Prekindergarten Programs were in operation throughout the province. The number of Prekindergarten Programs expanded as more schools became designated Community Schools. 119 Prekindergarten Programs have now been established and are providing services to over 1,900 three and four year old children and their families. Funding Guidelines School divisions receive $48,346 for each half-time Prekindergarten Program. This funding supports staff salaries, and family and community involvement. Some funding is also available the first year for new Prekindergarten programs for start-up expenses. There is also a transportation allowance available to reduce transportation barriers that prevent a child from attending. Partnerships between school divisions and local human service/childcare agencies have developed in many communities to enhance Prekindergarten supports provided to children and their families. Program Framework Prekindergarten in Saskatchewan Community Schools incorporates a comprehensive range of effective educational practices to support young children's total development and to lay the foundation for school success and lifelong learning. It provides a holistic, responsive, culturally affirming, developmentally appropriate and caring learning program. The focus is on the healthy development of the whole child - physically, socially, emotionally, spiritually and intellectually. Family members and caregivers are active partners in the childrens' development and have opportunities to enhance their parenting skills and strengthen social and health supports. Responsive Learning Program The Prekindergarten Program draws on Saskatchewan's Kindergarten Curriculum as its foundation and incorporates additional elements to meet the needs of very young children. The program is developmentally appropriate, flexible and responsive to the varying and unique needs of each child. The learning environment is prepared allowing the child to learn through direct, concrete experiences and play. There are opportunities and supports for children to develop in each of the physical, social, emotional, intellectual and spiritual domains. Each Prekindergarten has a qualified teacher and teacher associate on staff. Classrooms have a maximum enrolment of sixteen children who are in a mixed age grouping of three and four year olds. Each half-day program operates for 2.5 - 3 hours per day, five days per week. The Prekindergarten Program provides a service to children with the greatest need. A Responsive Learning Program may include:
Caring Environment The Prekindergarten learning environment is caring, nurturing, culturally affirming and safe. It focuses on the development of a positive self-concept within each child. The Prekindergarten has an "open door" policy in which parents, caregivers and extended family members are welcome to participate in all activities, creating an atmosphere where children can learn from family members as well as the Prekindergarten staff. A Caring Environment may include:
Parent and Family Involvement The focus on parent and family involvement in the Prekindergarten is key to the child's well-being and development. The benefits for children of parent involvement range from improved cognitive functioning to greater school success. Teachers benefit by gaining greater knowledge of the child, his or her family, and the community in which they reside. Parents and staff benefit by working together as role models and teachers to their children. Parent involvement outside of the classroom provides formal and informal opportunities for parents to develop relationships and engage in personal growth activities. Meaningful Involvement of Parent and Family may include:
Community Partnerships and Integrated Services Supports to meet the needs of Prekindergarten children exist beyond the boundaries of the Prekindergarten Program. Services from health, mental health, social services, justice and recreation, as well as supports from churches and community service agencies are needed to address the diverse needs of the children and families involved in the Prekindergarten Program. The coordination and delivery of integrated services is the shared responsibility of school divisions, Prekindergarten staff, parents, community members and the partnering agencies. Community Partnerships and Integrated Services may include:
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