Reports

Mobilizing Innovative Models in Early Childhood Education and Care for Newcomer Families and Children: A Pan-Canadian Environmental Scan  

Fakhari, N., Pimentel. M., & McIsaac, J-L. 2023.

Positive Solutions for Families: Graphic Report. Early Childhood Collaborative Research Centre & Nova Scotia Early Childhood Development Intervention Services. 2022

• Positive Solutions for Families (PSF) involves a series of six workshops that provide parenting strategies that help build families’ confidence and ability to support their young children’s social, emotional, and behavioural development. Phase 2 of the project was implemented in the fall of 2021. This report outlines the results of Phase 2.

Supporting Numeracy and Literacy in Play-Based Early Learning Programs: Graphic Report. McIsaac, JL., McLean, C., Cummings, R., LeBlanc, LA., Briscombe, A., & Pimentel, M. 2022.

Soutenir la numératie et la Littératie dans les programmes d’apprentissage précode basés sur le Jeu: Rapport graphique. McIsaac, JL., McLean, C., Cummings, R., LeBlanc, LA., Briscombe, A., & Pimentel, M. 2022.

Community Report – Amplifying the Voices of Black Families and Educators: Challenging Anti-Black Racism in Early Childhood Environments. Stirling-Cameron, E., Hamilton-Hinch, B., Watson, C., Hickens, N., Pimentel, M., & McIsaac, JL. 2022.

COVID-19 Immediate Household Bubbles and Social Support in Nova Scotia for Parents of Young Children. Humble, Á. & McIsaac, JL. 2022

• Dr. Áine Humble (Dept. of Family Studies and Gerontology at MSVU) and Dr. Jessie-Lee McIsaac (Faculty of Education/Dept. of Child and Youth Study at MSVU) interviewed 18 mothers of young children about their experiences with the “immediate household bubble” to understand if and how the bubble helped them.

Nova Scotia Pyramid Model: Executive Summary Report 2022-23. McIsaac, J-L., Ashley R., Cosman H., Cummings R., Larson E J.

• The Nova Scotia Pyramid Model is funded by the Department of Education and Early Childhood Development. This report is prepared as part of the Pyramid Model initiative by the Early Childhood Collaborative Research Centre at Mount Saint Vincent University and approved by the Provincial Leadership Team.

Modèle de la Pyramide de la Nouvelle-Écosse: Sommaire exécutif 2022-23. McIsaac, J-L., Ashley R., Cosman H., Cummings R., Larson E J.

• Le modèle de la pyramide de la Nouvelle-Écosse est financé par le ministère de l’Éducation et du Développement de la petite enfance. Le présent rapport a été préparé dans le cadre de l’initiative sur le modèle de la pyramide du Early Childhood Collaborative Research Centre à l’Université Mount Saint Vincent University et approuvé par l’équipe de direction provinciale.

Nova Scotia Pyramid Model: Executive Summary Report 2020-21. McIsaac, J-L., Geldart, S., Cummings, R., Pimentel, M., Harley, J. 2021.

• The Nova Scotia Pyramid Model is funded by the Department of Education and Early Childhood Development. This report is prepared as part of the Pyramid Model initiative by the Early Childhood Collaborative Research Centre at Mount Saint Vincent University and approved by the Provincial Leadership Team.

Modèle de la Pyramide de la Nouvelle-Écosse: Sommaire exécutif 2020-21. McIsaac, J-L., Geldart, S., Cummings, R., Pimentel, M., Harley, J. 2021.

• Le modèle de la pyramide de la Nouvelle-Écosse est financé par le ministère de l’Éducation et du Développement de la petite enfance. Le présent rapport a été préparé dans le cadre de l’initiative sur le modèle de la pyramide du Early Childhood Collaborative Research Centre à l’Université Mount Saint Vincent University et approuvé par l’équipe de direction provinciale.

Nova Scotia Pyramid Model Annual Report: Executive Summary. McCabe, S., Harley, J., McIsaac, J-L. 2020.

• The Nova Scotia Pyramid Model is funded by the Department of Education and Early Childhood Development. This report is prepared as part of the Pyramid Model initiative by the Early Childhood Collaborative Research Centre at Mount Saint Vincent University and approved by the Provincial Leadership Team.

Rapport annuel sur le modèle de la pyramide en Nouvelle-Écosse. McCabe, S.,, Harley, J., McIsaac, J-L. 2020.

• Le modèle de la pyramide de la Nouvelle-Écosse est financé par le ministère de l’Éducation et du Développement de la petite enfance. Le présent rapport a été préparé dans le cadre de l’initiative sur le modèle de la pyramide du Early Childhood Collaborative Research Centre à l’Université Mount Saint Vincent University et approuvé par l’équipe de direction provinciale.

Atlantic Canadian Virtual Seminar Series Graphic Report, March – June 2021.

• Throughout the months of March – June 2021, the ECCRC hosted five virtual conversations with early childhood policymakers, researchers, and practitioners from across Atlantic Canada to share current progress in the provinces and discuss opportunities and aspirations for the future. This graphic report serves as a summary of all five conversations and includes illustrated graphics by Mo Dresch, Graphic Facilitator, and ideas brought up in discussions amongst participants.

Quality Matters: Executive Summary. Hilland, D., McIsaac, J-L., McLean, C., Turner, J. 2021

Quality Matters: Final Report. Hilland, D., McIsaac, J-L., McLean, C., Turner, J. 2020

Nova Scotia’s Early Learning Curriculum Framework Professional Development Final Evaluation Report. McIsaac, J., McLean, C. 2020

• The purpose of this report is to share findings from an evaluation of ELCF Professional Development (PD) initiative. The evaluation was conducted by Dr. Jessie-Lee McIsaac and Dr. Christine McLean with the Early Childhood Collaborative Research Centre (ECCRC) at Mount Saint Vincent University on behalf of the DEECD. The aim of the evaluation was to examine the delivery of the training as well as the extent to which the ELCF PD influenced change in early childhood education practices within the sector.

Expanding Connections to Support Early Childhood Development in Nova Scotia. Early Childhood Collaborative Research Centre. 2021.

• Early childhood practitioners, supporters, students, researchers, and policymakers participated in a three-part virtual seminar series. This is a visual report. View the recorded sessions.

Mobilizing Connections to Build Early Childhood Partnerships in Nova Scotia. Early Childhood Collaborative Research Centre. 2019.

• Researchers, policy makers, and practitioners gathered at Mount Saint Vincent
  University to strengthen collaborations, promote collective learning, and identify
  ways to move forward in early childhood research, policy and practice.

Addressing the achievement gap through Pre-Primary: Exploring families’ experiences and future workforce expectations to support future implementation. Jessie-Lee McIsaac, Turner, J., McLean. C., Harkins, MJ., Richard, B., Smith,M. 2019.

• The purpose of this research was to provide formative information to support the implementation of Pre-Primary by elucidating the perceptions of potential workforce participants and the experiences of families with young children. Two objectives were explored:
  • To understand families’ experiences with Pre-Primary, their motivations for participation (or non-participation) and their needs for other supports for early childhood development.
  • To describe the perceptions of post-secondary students in Early Childhood Education (ECE)/Child and Youth Study (CYS) programs on the changes in workforce opportunities through Pre-Primary as well as their expectations of employment opportunities and career path options post-graduation.

Learning as we Grow: Evaluation of the Nova Scotia Early Years Centre. Years 1, 2, 3 and 4. Available at the Nova Scotia Department of Education and Early Childhood Development.

Movement and physical a promotion in regulated child care centres: An assessment of existing environments and practices within Nova Scotia. Kelly E, Jessie-Lee McIsaac, Rossiter M. 2015.

We are excited to share the report of our recent project (funded by the Change Lab Action Research Initiative) in partnership with the Iranian Cultural Society of Nova Scotia.

• In this community evaluation of Halifax Farsi School, we had informal conversations with children and interviews with parents, teachers, and school administrators to learn about the ways that the school can implement to enhance Iranian children’s connection to their Persian heritage and culture
• Sincere thanks to all our participants, school administrators, Majid Taghavi and Forough Parastar, and ECCRC team members

The Community evaluation of Halifax Farsi Schools was also translated into a Farsi version.