Educare

Educare Center of Milwaukee

Educare is a state-of-the-art program with a focus on developing early skills and promoting and enhancing parent-child relationships that create a foundation for successful learning. Educare is a national model of early education and care built on Early Head Start and Head Start Standards. The program enrolls children as early as six weeks old, and children have the opportunity to remain in Educare until they are ready to transition to kindergarten. Educare programs seek to raise awareness of the importance of high quality education and family services. Research on Educare Centers has shown that the earlier children enroll in an Educare program and the longer they remain in Educare, the better prepared they are for school. Data (Educare promising early returns) has shown us that children who enter an Educare program between the ages of birth to two years, and remain in Educare until Kindergarten are scoring above average on school readiness tests. This means that these children are entering school with the knowledge of important concepts such as colors, letters, shapes, sequence, self-awareness, and vocabulary. Knowledge of these concepts is essential for school success.

History

The first Educare center opened in 2000 in Chicago IL. Through a partnership with the Buffet Early Childhood Fund, the Educare Center of Milwaukee opened in 2005 and was the third Educare center in the country. Currently there are 15 schools from coast to coast, and this innovative network is still growing. For more information about the network of Educare Schools, please visit: www.educareschools.org.

Additionally, you can view this video that was created about Educare programs across the country (Please be advised: this video is 14 minutes long):

Educare’s Core Features

Provide full-day, full-year services
Educare Center of Milwaukee is open 12 months a year from 7:00am- 6:00pm, Monday-Friday.

Maintain small class sizes

Infant toddler rooms: 3 teachers: 8 children
Pre-school rooms: 3 teachers : 17 children

Use research- based strategies

The Educare Center of Milwaukee works with a research team from UWM to collect data from our families, children and staff to strengthen our program.
The information is reviewed several times through-out the year to ensure the highest quality of care for our families and to ensure children are ready to enter school.
Parents receive communication about their child’s progress

Maintain high staff qualifications (Minimum qualifications are. . .)

Master Teachers & Family Support Manager: Master’s degrees
Lead Teachers & Family Advocate Specialists: Bachelor’s degrees
Assistant Teachers: Associate’s degrees
Teacher Aides: HS diplomas/GED, Childcare Certifications, and/or CDA

Offer on-site family support

Family support staff are available to families during all program hours and receive training on strategies to engage and support parents.
Family support staff have small caseloads to provide the highest quality of services to families
Family support staff have a specific and intentional role in supporting the parent-child relationship; the parent’s role in their child’s development, health and learning; and the parent’s role in their child’s school experiences.

Implement reflective supervision and practice

Staff meet regularly with their supervisor individually or in groups to discuss the work openly to support professional growth and change.

Provide continuity of care to help children develop secure relationships

Children remain with the same teaching team from entry until transition to preschool
Children are able to work in small groups with a primary caregiver teacher to support individualized instruction and relationship-based work.

Implement an interdisciplinary approach

Education & family support staff, and/or other professionals/consultants meet regularly in order to discuss & understand the child in the context of his/her family

Provide an enhanced focus on language and literacy

Evident in the program’s use of assessments, curriculum, and lesson planning, including individualized goals and instruction.
Adult and peer interactions, both verbal and non-verbal, are emphasized as central to language development

Provide a strong emphasis on social-emotional development to promote school readiness

Evident in the program’s use of assessments, curriculum, and lesson planning, including individualized goals and instruction.
The discipline and child guidance policy is based on proactive, positive approaches to discipline
There is evidence of engagement with parents and children (families are involved, communication is open, cultural sensitivity and awareness is promoted)
Transitions are planned carefully into, within, and from the program, involving parents and a multi-disciplinary team of staff

Provide an enhanced focus on problem solving and numeracy (math)

Evident in the program’s use of assessments, curriculum, and lesson planning, including individualized goals and instruction.

Integrate the arts into the program to strengthen and support social-emotional, language, and literacy development

Intentional emphasis on use of art experiences (drama, dance, music, story-telling, and visual arts)
Parents, families, and staff are provided opportunities to participate in arts activities

Start Early-Emphasize Prenatal Services

Offer referrals
Collaborate with the NDF Home Visitation Prenatal Program or other community Prenatal Services
Doulas are recommended through partnerships