Understanding the Early Years - Early Childhood Development in Saskatoon, Saskatchewan - November 2002

V. Looking forward

Overall, the children of Saskatoon showed strong signs of positive development and preparedness for learning at school. The community is composed of high quality and safe neighbourhoods, even though there are a number of neighbourhoods that are transient and of very low socioeconomic status. The community has relatively good access to resources for children, and families make use of them. These factors undoubtedly contribute to Saskatoon's success in preparing children for a good start in life.

Although many Canadian communities share at least some of these broader characteristics, each community also exhibits a variety of unique features that sets it apart from others.

This is one of the reasons community-based research is so important. Research allows a community to understand how well its youngest citizens are developing and lends insight into how the obtained results came about. Investments for families and children, as well as for children's development, can be monitored over time so that effectiveness and efficiency of community effort can be improved.

Saskatoon can take pride in the success of its youngest children; however, there is room for improvement, particularly in the area of behavioural development. The prevalence of children with behavioural problems was at least one-and-a-half times national norms. These results may be attributable to three factors. Saskatoon had somewhat low scores on the indicators describing parenting skills and maternal mental health. Also, Saskatoon has a particularly high percentage of single parents. Feelings of loneliness and prolonged depression are common amongst single parents, and mothers who suffer depression may find it difficult to display warmth towards their children or be engaged with them in learning activities. These three factors —positive parenting, maternal mental health, and living in a two-parent family — are important protective factors for children's healthy development, particularly with respect to behaviour.

A. What makes Saskatoon unique?

Several features of Saskatoon stand out as unique. First, Saskatoon has a high percentage of single parent families and a number of areas of low socioeconomic status. There is a marked residential segregation, with most of the poor neighbourhoods located to the west of the South Saskatchewan River. It also has a high percentage of Aboriginal families. Second, despite having areas of low socioeconomic status, Saskatoon has strong neighbourhoods, with high levels of social support. Parents considered their neighbourhoods to be clean and safe, offering quality schools and nurseries, and a range of facilities for young children. These factors likely contribute to Saskatoon's success on the markers of cognitive development. Third, Saskatoon has a high percentage of children with behaviour problems. This is of particular concern, as behaviour problems upon entry to school tend to persist throughout the schooling years and are a risk factor for low school achievement and disaffection from school. If children with behaviour problems tend to be concentrated in certain schools in Saskatoon, because of the residential segregation evident in our analyses, then the risks associated with poor behavioural development are increased further.

B. Summary

Saskatoon is one of twelve communities participating in the UEY initiative. Through this initiative, valuable lessons are being learned about the needs and strengths of communities with different economic, social, and physical characteristics. With respect to early childhood development, we are also learning how communities are working to improve children's outcomes, as well as the relative success (or lack thereof) of their efforts.

Communities will determine how their citizens will work together to improve children's early developmental outcomes based on research evidence. Results from the UEY initiative will inform the discussion in the community for future action plans.

At the same time, it is a societal responsibility - of governments, educators, community agencies, neighbourhoods, and families - to make sure improvements take place for all children. Strategies that require the community to look at itself as a whole community, as well as neighbourhood by neighbourhood, will likely have more enduring effects. UEY is able to provide research results to support both.

For example, neighbourhood by neighbourhood, families may improve their outdoor play-spaces, and on a community level, concerned agencies and organisations could improve community-wide strategies to integrate disadvantaged groups. As communities document their efforts, as well as their results, effective practices will be identified.

Any community's response must consider its unique features. The importance of a coordinated approach involving families, teachers, and all community members must be emphasised because each has been shown to be important in enhancing a child's development. Governments, community institutions, schools, and the voluntary sector in Saskatoon must continue to work together, as each can make a valuable and important contribution. Support for families with children from the larger community network is critical.