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Understanding the Early Years
Community Development and Partnerships Directorate
Human Resources and Social Development Canada

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1. What is Understanding the Early Years (UEY)?

Understanding the Early Years (UEY) is a national initiative that enables members of communities across Canada to better understand the needs of their young children and families so that they can determine the best programs and services to meet those needs.

The focus of UEY is community capacity building using local research on young children. The broad objectives of UEY are to:

• Strengthen the capacity of communities to use quality local research to help them make decisions to enhance children's lives; and
• Enable community members to work together to address the needs of children.

The Initiative provides members of participating communities with quality information on the school readiness of their kindergarten¹ children; family and community factors that influence children's development; and the availability of local resources to support young children and their families. Parents, teachers, key decision-makers, and others interested in the well-being of children in each community can then work together to address issues identified by this information.

UEY aims to involve children from all backgrounds including Aboriginal children (which generally applies to First Nations, Inuit and Métis), children of new immigrants, children in official language minority communities and children in disadvantaged circumstances.

A UEY community is selected through a Call for Proposals process. Human Resources and Social Development Canada enters into a three-year contribution agreement with a non-profit organization which is the project sponsor for the UEY community. Each UEY community has three years to implement UEY activities. The research on children's school readiness and children's family and community experiences is conducted in each community by two independent organizations under contract to Human Resources and Social Development Canada. With UEY funding, the sponsoring organization hires a community co-ordinator to manage all aspects of UEY and a researcher to carry out the research on community programs and services, and to interpret and map all research results. The sponsoring organization and co-ordinator work with a community coalition consisting of parents, teachers, school representatives and others interested in the well-being of children to develop a Community Action Plan. This Action Plan, which is based on the results of the research, identifies measures to improve services and programs for young children, and to encourage the community to work together to address the needs of their young children.

2. History of UEY

UEY was launched as a research initiative to enhance knowledge about community factors that influence the early development of children. Starting in 1999 with North York, Ontario, by 2001 the pilot initiative comprised twelve communities, which are listed in Appendix A.

UEY became a national initiative in 2004. Up to 100 communities will be funded through four annual Calls for Proposals (CFP) over the period of 2005 to 2008. The first group of 21 new communities received funding in Fall 2005. See Appendix A for the list of the 2005 communities.

3. Objectives of UEY

Each local UEY project has two overall objectives: carrying out community-based research and enabling community members to use the research-generated information to improve decision-making on children's issues. The community-based research can be further divided into gathering information and building knowledge.

The UEY Initiative does not deliver programs or services.

The following chart summarizes the objectives of UEY and the components of UEY which contribute to each objective. An "*" indicates that the activity is a contract managed by HRSDC.

3.1 Research

The UEY initiative is all about helping communities obtain multi-source high quality data on the development of their young children, factors that influence early childhood development, and the community's resources. The reports that present the results of the analysis of this information build knowledge at the community level about the needs of young children and their families. This knowledge enables parents, teachers and other members of the community to make policy, program and investment decisions that meet those specific needs.

3.1.1 Gathering Information

3.1.1.1 Children's Development, Family and Community Experiences

Experiences in the early years of a child's life, from birth to age six, are important in determining how well the child can enjoy life and feel worthwhile as he or she grows up. Interactions with parents, siblings and other children and adults in the community have important impacts on a child's development and help establish the foundation for future development and well-being. Children generally thrive in families and communities that meet their developmental needs. Conversely, poor supports for children's needs reduce children's quality of life and may increase the likelihood of experiencing future academic and social difficulties.

One of the key pieces of information that UEY collects in communities is the school readiness of kindergarten children. By taking into account all the important domains of children's development, school readiness in kindergarten is a useful indicator for communities of how their children are doing. Furthermore, children's school readiness is shaped by all their experiences as young children in their families and their communities. When the information is collected in kindergarten, it becomes an informative indicator of how the community has been supporting its young children and their families over the first five years of children's lives. How children are doing in kindergarten also gives communities an idea of what supports may be needed for these children as they enter school and the wider community.

The information about the school readiness of kindergarten children and their experiences in their families and communities is provided by two instruments: the Early Development Instrument (EDI) and the Parent Interviews and Direct Assessments of Children Survey (PIDACS). The Initiative does not include other data collections on children and their parents.

Early Development Instrument (EDI)

The EDI measures the school readiness of kindergarten children prior to grade one and is completed by kindergarten teachers for each child in their classes. The concept includes the child's ability to meet the various demands of learning in a classroom and school environment, the ability to benefit from the educational activities at school, as well as the ability to interact with and get along with others, including teachers and other children. The instrument measures five domains of children's development: physical health and well-being, social competence, emotional maturity, language and cognitive development, communication skills and general knowledge.

The EDI was developed by the Offord Centre for Child Studies at McMaster University, which has a contractual agreement with Human Resources and Social Development Canada to manage the EDI data collection and produce reports for each UEY community. This data collection is done in collaboration with participating schools, school boards, and the UEY co-ordinator.

Parent Interviews and Direct Assessments of Children Survey (PIDACS)

The PIDACS examines the relationship between children's development and various family and community factors that could influence that development. The PIDACS is based on the National Longitudinal Survey of Children and Youth (NLSCY)² for five year olds and collects information about a representative sample of 300 to 500 kindergarten children in a community. The survey interviews the person most knowledgeable (PMK) about the child, usually a parent or guardian, to obtain information on the family, the child's development and the child's experiences in the community. The survey also carries out three direct assessment activities with the child which look at children's receptive or hearing vocabulary, copying and printing skills related to early literacy, and number knowledge.

The PIDACS data collection is conducted by an independent contractor hired by Human Resources and Social Development Canada. The contractor is also responsible for analyzing the data and writing community-specific research reports based on the EDI and PIDACS results for each UEY site. The data collection is done in collaboration with participating parents, schools, school boards, and the UEY co-ordinator.

3.1.1.2 Inventory of Community Programs and Services

Each UEY community is responsible for developing an inventory of the local programs and services available to young children and their families; this is sometimes called an inventory of community assets. These include a range of services such as health clinics, schools, family resource centres, recreational facilities (including parks and pools), and child care facilities, and the programming specific to each. Collecting information on the location of these resources allows the researcher to map them with other data. The purpose of this exercise is to see how the availability and distribution of community resources is linked to young children's developmental outcomes and whether there are gaps in provision of services and programs to support children and their families. See Section 3.1.2.2, Community Mapping Report, below.

3.1.1.3 Community Socioeconomic Characteristics

Knowledge about the economic, social and cultural conditions in which young children grow up is essential to understanding how the early years are shaped. Communities may want to compile local data on community characteristics such as levels of employment and education and housing rental rates. This information can be obtained by analyzing neighbourhood specific data from the latest Census of Canada or from local administrative information. The information can then be mapped to show the different socioeconomic environments in the community in which young children live. See Section 3.1.2.2, Community Mapping Report, below.

Another use of this local socioeconomic data is to create a Social Index which is a simple way to summarize the data to indicate the number of risk factors in a community which may be related to children's development. The Social Index uses the following Census data for a community:

• Unemployment rate
• Average income of households
• Education level
• Family status
• Residents' mobility
• Language
• Home ownership
• Immigrant population
• Reliance on government transfers

3.1.2 Building Knowledge

3.1.2.1 Community Research Report

The Early Development Instrument (EDI) and the Parent Interviews and Direct Assessments of Children Survey (PIDACS) provide a balance between the collection of subjective data, via questionnaires completed by the parent and teacher, and objective data through direct assessment of children's skills and abilities. For each community, this multi-source data forms the basis of the Community Research Report that presents rich information about the community's young children. The Community Research Report helps the community better understand how its children are doing and their unmet needs. It is one of the key research documents which the community can use to develop a Community Action Plan and to encourage every member of the community to work together to address concerns related to children's development.

The Community Research Reports are prepared by an independent analyst in collaboration with the participating community, under contract with Human Resources and Social Development Canada.

3.1.2.2 Community Mapping Report

Another key activity implemented in each UEY community is a community mapping exercise. Community maps organize local information and present it in a format that is easily understandable to people with a wide variety of backgrounds, and, therefore, are a vehicle for helping members of the community work together. Furthermore, the maps can help identify areas of strength and areas of need in the community. They then stimulate discussion and bring people together to generate ideas and solutions.

Using Geographic Information Systems (GIS) computer software, maps are created to display the following information by different geographic areas of the community:

• information in the Inventory of Community Programs and Services (community assets);
• local socio-economic characteristics; and
• the results of the Early Development Instrument data collection.

These maps provide a visual picture of the relationships between community factors (for example, location of parks, libraries and child care centres), community socio-economic characteristics such as rates of employment and home ownership, and children's school readiness (for example, social competence).

These maps are consolidated into a Community Mapping Report. This report is another key research document which the community can use to increase understanding of how the community is supporting children through its programs and services and to develop the Community Action Plan.

The Community Mapping Report is prepared by the community researcher in the local UEY site, with funding provided by Human Resources and Social Development Canada through the Contribution Agreement.

3 .1.2.3 Community Action Plan

The Community Action Plan is one of the most important products for a UEY community. Drawing on the Community Research Report and the Community Mapping Report, the UEY sponsoring organization and co-ordinator work in collaboration with the community coalition to create an evidence-based Community Action Plan to act on the findings about the young children in their community. By proposing community programs and services that will enhance children's development, the Action Plan serves as the community's blueprint which the UEY sponsoring organization, co-ordinator and coalition can use to encourage the whole community to undertake concrete measures to address the needs and problems identified by the research.

As indicated above, the Community Action Plan is developed by the sponsoring organization, co-ordinator and coalition in the local UEY site. Funding is provided through the Contribution Agreement with Human Resources and Social Development Canada.

3.2 Enabling the Community

When effectively disseminated and shared with the community, the UEY research provides information in clear and compelling ways. Valuable lessons are learned about the needs and strengths of the community with respect to early childhood development. As this understanding improves, the members of the community can determine how they will work together to improve children's outcomes based on the research evidence. The research-based information can also be particularly powerful in convincing decision-makers of a need in the community with respect to children.

The UEY process emphasizes that any community's response must consider its unique features. Because the UEY strategies require the community to look at itself as a whole community, as well as neighbourhood by neighbourhood, effects of action will be more enduring.

The UEY initiative is a community learning process, through which community organizations, educators, parents and other concerned community members learn the value of community research and acquire the capability of decision-making based on evidence. It also emphasizes the importance of a coordinated approach to resolving issues at a community level which can result in creative and valuable responses to issues which improve the life of all the members in the community.

4. Roles and Responsibilities of UEY Players

Within each UEY site, Human Resources and Social Development Canada (HRSDC) representatives and local community members are key participants with different roles and responsibilities. The following diagram illustrates the nature of the relationships between these partners.

UEY Key Players

* HRSDC = Human Resources and Social Development Canada

* * EDI = Early Development Instrument; PIDACS = Parent Interviews and Direct Assessments of Children Survey

To support the success of each project, UEY players take on the following roles and responsibilities.

Community Sponsoring Organization

As a legally incorporated non-profit organization with a mandate focused on social development issues, the sponsor enters into the Contribution Agreement with Human Resources and Social Development Canada. The sponsoring organization is accountable for the management and delivery of the project, within the budget allocations and project timelines, and responsible for project results and deliverables. This includes supervising the local UEY project, hiring the UEY co-ordinator and researcher, and adhering to the Agreement, including financial and activity reporting to Human Resources and Social Development Canada.

Community Coalition

The coalition consists of a group of interested and committed local individuals representing the various people and agencies with an interest in children's development (e.g., parents, teachers, school boards, social services, health services, recreational services, sponsoring organization, governments and the business sector). Coalition members work in collaboration with the UEY sponsoring organization and co-ordinator to understand the UEY data, to encourage the community to support the needs of children, and to develop an evidence-based Community Action Plan to address and improve programs and services for children and their families.

Community Co-ordinator

Reporting to the sponsoring organization, the UEY co-ordinator is a full-time position, responsible for many tasks ranging from facilitating data collection activities; developing community interest and buy-in; and transferring knowledge (for example, through organizing public events and media relations). In addition, in collaboration with others, the UEY coordinator develops a range of reports and products, including the Community Action Plan, and communications products.

Community Researcher

The UEY research function can be met through a part-time position for specific time periods. The main functions are to manage the gathering of information for the Inventory of Community Programs and Services, to compile data on community socioeconomic characteristics, to carry out the community mapping using Geographic Information Systems (GIS) software and to produce the Community Mapping Report. The researcher will also interpret the results of the research for the community and liaise with the Offord Centre for Child Studies and the PIDACS contractor regarding research reports using the community data.

Human Resources and Social Development Canada (HRSDC)

Human Resources and Social Development Canada is responsible for the overall management of the national Initiative. HRSDC provides contribution funding to UEY sponsoring organizations to manage and deliver the UEY project in specific communities. The funding also includes service contracts for the collection and analysis of the Early Development Instrument and Parent Interviews and Direct Assessments of Children Survey data for each UEY community. The funding to communities supports a range of activities including the collection of local-level data, the development of a Community Mapping Report and a Community Action Plan, and the hiring of a UEY co-ordinator and researcher. HRSDC also supports UEY sites through activities such as hosting an orientation for new sponsoring organizations and co-ordinators.

Independent Contractors for Data Collections

Two independent contractors collect and report on the information from teachers, parents and children, under contract to Human Resources and Social Development Canada.

The Offord Centre for Child Studies at McMaster University manages the collection of the Early Development Instrument (EDI) data. This work includes providing reports on EDI results to individual UEY communities.

The Parent Interviews and Direct Assessments of Children Survey (PIDACS) collection is also managed by an independent contractor. In collaboration with each community, this contractor develops a Community Research Report for them based on the analysis of the PIDACS and EDI data.

5. The UEY Community Life Cycle

Under the Contribution Agreement with Human Resources and Social Development Canada, the sponsoring organization is responsible for the implementation of the three-year UEY project. The following provides the minimum key activities that will occur in a community.

Year 1

• Hire co-ordinator and researcher.
• Participate in orientation and training activities.
• Strengthen the UEY community coalition.
• Work with the community to develop an understanding of, and commitment to, the local UEY project and the larger UEY initiative.
• Work with independent data collection contractors and school boards to prepare for the EDI and PIDACS data collections.
• Carry out the Inventory of Community Programs and Services and compile local socioeconomic information.
• Start community mapping.

Year 2

• Work with independent data collection contractors and school boards to facilitate the EDI and PIDACS data collections. (The data collections occur from January to late spring 2008).
• Complete the Inventory of Community Programs and Services and compilation of local socioeconomic information.
• Develop the Community Mapping Report.
• Disseminate the Community Research Report and related information/documents (e.g., using locally prepared communications tools) to members of the community.
• Start to develop a Community Action Plan based on the research findings.

Year 3

• Continue to communicate research results locally.
• Complete the Community Action Plan.
• Work with community to start to implement the Community Action Plan.
• Complete final report for Human Resources and Social Development Canada as per the Contribution Agreement.

6. UEY Products

The three key UEY products are described in Section 3.1.2:

• Community Research Report;
• Community Mapping Report; and
• Community Action Plan.

In addition, to measure the progress of each project over time, and to ensure accountability for funding, the sponsoring organization provides several reports to Human Resources and Social Development Canada under the Contribution Agreement, including:

• Ongoing financial and activity reports; and
• Progress and final reports.

A UEY community should consider other specific products that will help encourage the community coalition and other members of the community to work together in the UEY project and to share knowledge from the research. This work includes raising awareness about: the role that families and communities play in child well-being, the process of evidence-based decision-making, and the importance of developing innovative local solutions to address community needs.

These products may include brochures, presentations, user-friendly summaries of findings, and media articles. Products may be of interest to a range of community members, including teachers, parent-teacher associations, school boards, health service agencies, police service boards, local coaches, and parks and recreation associations.

7. Applications

7.1 Who Can Apply

To be eligible for funding under the UEY Initiative, an applicant organization must be legally incorporated and non-profit and must be pursuing activities in the area of social development.

The community must be geographic and have:

• an active community coalition focusing on social issues;
• the support of all participating school boards; and
• a minimum of 300 children entering kindergarten in the 2007-08 school year.

UEY aims to ensure a fair regional distribution of sites across Canada which will include rural, urban, Aboriginal (which generally applies to First Nations, Inuit and Métis) and official language minority communities, and new Canadians.

7.2 How Communities are Selected

Communities are selected for UEY through a Call for Proposals process. Calls for Proposals are posted on the Human Resources and Social Development Canada Web site. Approximately 25 new communities will join the initiative each year from 2006 to 2009, resulting in up to 100 new UEY communities across the country. Funding for each community is for three years.

Proposals that are submitted to the UEY Call for Proposals undergo a two step review. A preliminary assessment is conducted to determine whether the proposal meets the basic mandatory requirements for UEY. Proposals that meet the mandatory requirements are given a formal review by departmental staff, as well as a review by external experts, prior to the creation of a list of sites that will be recommended for funding.

8. Where to Find More Information about UEY

Research and background reports related to the UEY Initiative can be found on the Human Resources and Social Development Canada Web site at www.sdc.gc.ca: go to "Children," then "Understanding the Early Years".

Appendix A - List of Understanding the Early Years Communities

Pilot Communities

The first five communities concluded their projects in 2005.

UEY Prince Albert, Saskatchewan
UEY Winnipeg, Manitoba
UEY North York, Ontario
UEY Prince Edward Island
UEY Southwestern Newfoundland

The following seven communities will end in 2007.

UEY Abbotsford, British Columbia
UEY Saskatoon, Saskatchewan
UEY South Eastman, Manitoba
UEY Niagara Falls, Ontario
UEY Mississauga Dixie-Bloor, Ontario
UEY Montréal, Québec
UEY Hampton, New Brunswick

National Initiative

The following 21 communities began their three-year UEY projects in Fall 2005.

British Columbia
    UEY Greater Victoria
    UEY Mission
    UEY Okanagan Similkameen
    UEY Sunshine Coast
    UEY Campbell River
    UEY North Shore (North and West Vancouver)

Québec
    UEY Pointe-de-l'Île de Montréal
    UEY YALDEI

New Brunswick
   UEY Greater Saint John

Saskatchewan
    UEY Northeast Saskatchewan

Manitoba
    UEY Lorette (Division scolaire franco-manitobaine)

Nova Scotia    
    UEY Cumberland County
    UEY Halifax West and Area
    UEY Western Nova Scotia

Ontario
    UEY Niagara Region
    UEY Ottawa
    UEY Northern Region of Ontario
    UEY Kawartha Lakes and     Haliburton County
    UEY Lower Hamilton
    UEY Milton
    UEY Northumberland County