Child care assistance is essential, judge rules

t Carol Mathey's Center for Children and Families in Oakdale, "everything was normal," before the state government shutdown took effect July 1, says Director Stacie Penn.

But the mood changed a bit at the center after a majority of the government coffers closed at the beginning of the month.

When Gov. Mark Dayton and the Legislature couldn't reach a budget agreement by June 30, funding for essential services was set to continue. But, child care assistance was not one of them, says Child Care Works Executive Director Mary Nienow.

Child Care Works provides advocacy for providers and followed activity of the state during the 2011 legislative session, she says.

Appeals to the decision about eliminating child care assistance during the shutdown were in effect almost immediately and luckily, providers say, it was deemed essential again last week.

It happened just a day before a breakthrough between Gov. Dayton and the Republicans that may end the government shutdown.

The offer included increasing aid shifts from schools by $700 million and borrowing $700 million against future tobacco revenues to close the remaining $1.4 billion budget gap, according to a letter from Gov. Dayton's office issued last Thursday.

Gov. Dayton then awaited a response from the Legislature and planned to call a special session to work on the budget "around the clock," according to the letter. The Legislature met last weekend and a special session had not been set as of Monday.

Some relief ...

Child care providers are waiting to hear if they will receive back payments of funding they did not receive due to the government shutdown.

In the meantime, they know future payments will not be delayed.

Penn says 40 percent of kids at Carol Mathey's are from low-income families and almost all of them are on government assistance of some kind.

The assistance is issued as a reimbursement to the center, which is a nonprofit organization, for its child care services and can be anywhere between $16,000 and $20,000 per month, she says.

When Ramsey County District Court Judge Kathleen Gearin passed the ruling to restore the funding, it came at the same time child care providers told Nienow they would have run out of resources, she says.

They worried about not being able to pay their mortgage, taxes, layoffs and even closing, Nienow says.

At Carol Mathey's, three full-time employees would have been laid off, Penn adds.

There shouldn't be any cutbacks now with the restored funding.

"We'll work with the families, we want them to continue to have quality care and consistency," Penn says. "We're glad the judge was able to realize child care is essential."

But, looming budget cuts

While child care providers and parents received some good news with the restored funding, there are still looming concerns about how the final budget allocations will shake out.

Nienow says she heard the proposed cut to child care assistance is 5 percent, plus the loss of grants that support a statewide resource and referral program for families seeking child care.

"The last six months we have been very vocal about how harmful that will be to child care to both the Legislature and Governor Dayton's office," she says.

Plus, Nienow says the state of Minnesota does not supply the level of reimbursement to providers it should be based on federal standards.

The federal government recommends assistance cover 75 percent of the market cost, but in Minnesota it is only covers 35 percent, she says.

"The rate (the state) pays for child care assistance has not kept up (with the) market so families receiving assistance have less choice in what they can afford. This additional 5 percent rate cut is going to move us in the wrong direction," Nienow says.

Child care assistance in Minnesota serves nearly 20,000 families and more than 35,000 children with about $16.5 million in funds each month, she says.

The Maple Tree Child Care Center at St. Paul's Monastery in Maplewood has less families who receive child care assistance than other providers, however staff are concerned about future budget cuts, says Director Jennie Schlauch.

"We are already subsidizing our county clients quite a bit because the county doesn't pay what we charge," Schlauch says. "We cover that difference and try to help our families in that way, but if it gets cut further, that gets concerning."

Overall Penn says the government shutdown, even if it is over soon, is affecting business because their clients with state jobs aren't working and don't need child care.

"The more people don't have jobs, (they) will take their kids out of day care," Penn says. "I hope they can learn to compromise and come to a solution so they can get people back to work."

Source: http://oakdalelakeelmoreview.com/main.asp?SectionID=4&SubSectionID=233&ArticleID=7885

Daycare owner where toddler died shuts down remaining daycare centers

Katie Muhammad, the owner of Katie's Kids Learning Center, has decided to shut down her remaining three daycare centers across South Florida. The sudden move comes just over 11 months after a toddler's lifeless body was found in the backseat of a Katie's Kids daycare van in Delray Beach.

Since the baby's death, Muhammad claims she's lost everything and simply can't go on.

"My house is in foreclosure, I've lost my car. I've pretty much lost everything," she said during an exclusive interview earlier this week.

Muhammad made the decision to close her remaining centers Wednesday night after months of financial and personal turmoil. The closures include a Katie's Kids Learning Center on SE 2nd Street in Boynton Beach, another location at NE 3rd Avenue in Delray Beach, and the Wexford Academy in Margate, which is in Broward County. The shutdown leave 211 children looking for child care elsewhere.

It was August 5th, 2010 when 2 1/2-year-old Haile Brockington's body was found in the backseat of a Katie's Kids daycare van. According to investigators, the child had been left in the van for approximately, 6 hours before another child, boarding the bus to go home, discovered the little girl.

State investigators have charged the daycare's former driver, Amanda Inman, and former director, Petra Rodriguez, with aggravated manslaughter charges. According to local and state investigations, the death was the result of protocol that was in place but not followed by these employees. The death forced Muhammad to close that daycare center but she was hoping to keep her remaining three opened.

"We provide a really good service. We help the community a lot. The parents know if they need anything, even food will be dropped off at their homes," said Muhammad. 100 percent of those enrolled were low income families who were subsidized by the government.

Muhammad claims in addition to her personal loss, her business wasn't making any money. Her enrollment, while steady, wasn't enough to keep her paying the bills. She said she didn't have the money to pay her employees. In addition, her insurance company is in the process of finalizing a 7-figure settlement with the Brockington family. Muhammad claims her insurer was threatening to drop coverage after the settlement. Muhammad said her ultimate decision to close the centers came on the advice of one of her bankruptcy attorneys.

Since the toddler's death, Muhammad's daycare centers have failed a series of health inspections. Her Boynton Beach and Delray Beach facilities have been cited for a number of safety violations including peeling paint and dusty vents, to issues with employee background screening. At Wexford Academy in Margate, an April 2011 inspection detailed how a toddler's teacher had her boyfriend at the facility, "all the time" who, "has a record." During an unrelated complaint investigation, an inspector observed a driver transporting children who were not wearing seatbelts and standing up in the back of the van. Muhammad claims the children had unbuckled the belts themselves and the driver couldn't pull over on a busy street. As of Wednesday, Muhammad had appealed the finding.

NewsChannel 5 broke the news about the center closings to Andred Yaffa, an attorney representing the Brockington family. "I'm sure parents will feel comforted knowing no other child will be subject to what Haile went through,"said Yaffa. I hope that other daycare owners will have learned from this," he said.

Source: http://www.wptv.com/dpp/news/daycare-owner-where-toddler-died-shuts-down-all-remaining-daycare-centers

Early learning centre

TOAST and dripping for lunch and an afternoon nap on a wooden bed you’d carry outside, along with all the other children.

If it was raining you’d have your nap in a shed, if not you’d be in the open air, wrapped up in a cotton blanket, from February until November.

That was the philosophy of Broomhall Nursery School in its early years: fresh air, healthy living, ‘wholesome food and happy companionship’ as the Nursery School Association put it at the time.

“This was a pioneering place 80 years ago,” said current head Gill Peacock. “Broomhall was one of the first nursery schools in the city.”

It is now the oldest city nursery school, following the closure of Denby Street.

On Saturday, Broomhall Nursery School and Children’s Centre will celebrate its 80th school year with a garden party from 11am to 3pm off Broomhall Road. There’ll be food and drink, music ranging from skiffle to jazz to a choir of pupils aged from three to four-and-three-quarters, games from the past and an exhibition of memorabilia.

“The garden party is for anyone with a relationship with Broomhall over the last 80 years,” said Gill. “There‘ll be photographs, a special newspaper, and we’ll be showing a DVD with video footage of the 1930s and 40s.”

Eightieth anniversaries are usually commemorated with oak, she added, so in the afternoon the council’s director of children, young people and families, Sonia Sharp, will plant an oak tree in the grounds, assisted by some of the school’s earliest and most recent pupils.

The nursery school actually opened in the autumn of 1930 but at the exact time of its 80th birthday last year the Victorian building was in the throes of rebuilding work, so staff decided to celebrate the birthday at the annual garden party towards the end of the 80th academic year.

Celebrations have been over a year in the planning, with an organising team comprising all the nursery’s 30 staff (many of whom have worked at Broomhall for 20 years or more) and around 20 parents and supporters.

Former pupils will be able to find their names in the old school registers and there’ll even be a ‘wash house’ set up, complete with soap and water, to have a go at pre-machine washing.

Gill hopes former pupils will celebrate the anniversary and reminisce about their days at the nursery.

There have been some changes at Broomhall, however.

There’s still lots of outdoor activities but the paddling pool has now been replaced by a staff car park and the nursery is now also a SureStart Children’s Centre.

The centre now caters for over 150 young children under the age of five and their families. Now many local people visit for family activities including the toy library, baby massage, breastfeeding advice, family health checks, meetings for childminders and sessions to support families in various ways.

In the 1930s, one of the aims was to help families in conditions of poor housing, with instruction about how to wash, brush your hair and clean your teeth. There were regular visits by the school nurse and dosings of cod liver oil.

During the Second World War the buildings were damaged by a nearby bomb and some pupils and staff were evacuated for a time. The nursery also enabled mothers to carry out war work in the factories, said Gill.

“In those days they did music and playing outdoors and playing with water and sand and lots of lovely activities that children still enjoy today.

“Children are children and children learn through first-hand experiences of all those sorts of things. Many aspects of what we do here haven’t changed but you could say the way we do it and our understanding of why we do it has come on.”

Over the years, students have visited from all over the world to learn about nursery education Sheffield 10 style.

Families and pupils also have links to many other countries now. Twenty-four languages are spoken by Broomhall families and Gill sees the school’s diversity as a “real asset.”

“It reflects the world we’re living in. All our families want the best for their children yet their starting point is different, their own experiences of family life and understanding of it can be very different.

“But all our children want to do is to come in and learn and play and make friends and form relationships.”

This is an important time for nursery education with a huge variety of providers and a perception that nursery education is an expensive commodity.

Gill hopes that parents, professionals and all those with an interest in nursery education will let the authorities know what services are required in the difficult financial climate.

When she looked back at the aims of the nursery in 1930, there was much that was familiar.

Along with learning through play, fresh air and ‘happy companionship’, there were also the key priorities of the modern Children’s Centre established in 2005 – promotion of learning, health and emotional wellbeing.

“It’s interesting to read the school logs and see those were the founding principles of the nursery 80 years ago,” said Gill.

Source:http://www.sheffieldtelegraph.co.uk/news/early_learning_centre_1_3513996

The Government’s Rationale for Right to Education

In the process of reporting today’s story on the implementation of the Right to Education Act on Shri Ram School in New Delhi, we posed a series of questions to Anshu Vaish, secretary for school education and literacy at the Department of Human Resource Development.

Manan Vatsyayana/Agence France-Presse/Getty Images

Inclusion of 25% children from disadvantaged groups and weaker sections is a moderate step to remedy the situation.

Ms. Vaish’s comments were insightful and articulate in laying out the government’s vision for what it is seeking to achieve through its focus on education — something much broader than simply educating kids. Here are her responses in full:

–The Statement of Objects and Reasons attached to the RTE Act states: “The Right of Children to Free and Compulsory Education Bill, 2008, is anchored in the belief that the values of equality, social justice and democracy and the creation of a just and humane society can be achieved only through provision of inclusive elementary education to all. Provision of free and compulsory education of satisfactory quality to children from disadvantaged and weaker sections is, therefore, not merely the responsibility of schools run or supported by the appropriate Governments, but also of schools which are not dependent on Government funds.”

–The key words in the SOR are “equality, social justice and democracy,” “just and humane society,” and “inclusive elementary education to all.” It is in this context that private schools, not dependent on Government funds, are included in the RTE Act.

–The idea that schooling should act as a means of social cohesion and inclusion is not new; it has been oft repeated. But the sad reality is that there persists in our country a division in the provision of schools: the “ordinary” and the “exclusive.” The first serves children who depend on the Government for their education, and the second comprises children whose education is paid for by their parents. Over the years schooling offered by these two systems has become increasingly disparate and unequal, and the goal of social cohesion has received little public attention.

-The Kothari Commission (1964-66) articulated the idea of a “neighborhood” school as a common space, where all children cutting across caste, class and gender lines learn together in the best inclusive manner. This idea has been articulated in practically all policy documents thereafter: the National Policy on Education 1968, as well as the National Curriculum Framework, 2005. This concept has also been incorporated in the RTE Act, 2009.

–The present school system – whether government or private – is a far cry from the ideal of school as a site for inclusion. Privately-run schools and those run by the government or local bodies largely cater to differentiated social categories and economic strata. Consequently, children grow up segregated. The segregation starts as early as the nursery stage, and by the time children are nine or ten years old, many private schools feel reluctant to follow a policy of integrating children from the socio-economically weaker sections of society with those from the better-off strata.

–There are several reasons for this reluctance: Firstly, the authorities and teachers of these schools feel that children belonging to disadvantaged groups and weaker sections will not be able to cope with the amount of work required to survive in the competitive environment of their schools. Secondly, among certain principals and teachers of private schools, there is also an apprehension that children from sharply varying socio-economically classes will find it hard to mix. The third reason for their reluctance is financial. The expenditure to be incurred for keeping a child at a private school has become so high that a child whose education is not financially supported will become a burden on the school. Research on the financing of private schools is scant, but it needs to be acknowledged that there is a very wide variety of private schools. The range includes schools flush with funds to those running on a subsistence budget.

–It is widely believed that privately schooled children attain a higher standard of learning. However, learning cannot be understood purely in academic terms, since the aims of education also include the inculcation of values and attitudes consistent with the Constitution’s egalitarian framework. Apart from promoting social cohesion, a heterogeneous school population, comprising children across caste, class and gender, provides an enriched learning environment.

–Learning occurs, not merely from instruction imparted within the four walls of the classroom, but from the classroom ethos and from interactivity between children from different backgrounds – different castes, different religions, different socio-economic backgrounds. Increase in the variability of the backgrounds and culture enriches the classroom, generates in children respect for difference and diversity, and enhances learning. The classroom culture remains intellectually moribund if it does not acknowledge the diversity and plurality of our people and our country. A school that has only one segment of the wider society represented in it is greatly depleted in terms of human context.

–For children of socio-economically weaker backgrounds to feel at home in private schools, it is necessary that they form a substantial proportion or critical mass in the class they join. It is for this reason that the RTE Act provides for admission of 25% children from disadvantaged groups and weaker sections in class I only, not across the whole school. As children admitted to class I move to class II, new children will be admitted to class I, and so on till completion of eight years of elementary education. The rationale for admission in class I only must be appreciated in human terms.

–Teachers who are used to a selective, homogeneous classroom environment cannot be expected to develop the required positive attitude and professional skills to deal with a diversified class overnight. The same applies to children. Children who have grown up to an age of nine or ten in a homogeneous or segregated environment have been socialized into a structure of norms and behavior. They cannot be transformed on demand. Also, the overall school ethos cannot be expected to respond to a new policy in a positive manner all of a sudden. Education is indeed an act of faith and social engineering – but not quick-fix social engineering. In view of the fact that children take time to socialize and teachers take time to develop new attitudes and pedagogic skills, the RTE Act provides for admission of disadvantaged and poor children at the entry level, covering pre-school and Class I.

–With these children moving up, and a new cohort of children entering pre-school and Class I in each successive year, the school will gradually have a more diverse population spread across all classes. Progression at this pace will allow children the opportunity to grow up together and create bonds: bonds that can survive social walls. Progression at this pace can allow the school to develop the professional capacity to respond to the intellectual and emotional needs of children from diverse backgrounds. Children who are younger than eight years of age are yet to develop a stable social identity. Their values are still forming, and their motivation to derive meaning from experience, both concrete and social is very strong.

–Therefore, it is a valid argument that the policy of mixing children from different socio-economic strata has the best chance of succeeding if it starts from the formative years of nursery/kindergarten and Class I. Diversity enhances learning and development, while segregation impoverishes the classroom environment of all schools, private or government.

–Admission of 25% children from disadvantaged groups and weaker sections in the neighborhood is not merely to provide avenues of quality education to poor and disadvantaged children. The larger objective is to provide a common place where children sit, eat and live together for at least eight years of their lives across caste, class and gender divides in order that it narrows down such divisions in our society. The other objective is that the 75% children who have been lucky to come from better endowed families, learn through their interaction with the children from families who haven’t had similar opportunities, but are rich in knowledge systems allied to trade, craft, farming and other services, and that the pedagogic enrichment of the 75% children is provided by such intermingling.

–This will of course require classroom practices, teacher training, etc. to constantly bring out these pedagogic practices, rather than merely make children from these two sections sit together. The often voiced concern about how the 25% children from disadvantaged groups and weaker sections can cope in an environment where rich children exist can be resolved when the teaching learning process and teachers use these children as sources of knowledge so that their esteem and recognition goes up and they begin to be treated as equals.

–The RTE Act is a modest effort to bring about social integration. The “common school” concept of the Kothari Commission did not materialize. Neither could we overcome the legacy of separate “tolas” or “dhanis” in our villages. Education has been given the responsibility of social cohesion by policy; inclusion of 25% children from disadvantaged groups and weaker sections is a moderate step to remedy the situation.

Source: http://blogs.wsj.com/indiarealtime/2011/06/04/the-governments-rationale-for-right-to-education/

Fix age for nursery admissions: HC

The Delhi High Court on Tuesday directed the Delhi Government to fix, within three months, the maximum age of admission of children in nursery. "To clear the confusion with regard to the maximum age of the child to be admitted to different classes, the DoE is also directed to take responsibility to

frame specific and clear guidelines within a period of three months, so that the object of the Right to Education (RTE) does not get mired in uncertainty," Justice Kailash Gambhir said.

The court order came after the DoE said that though it has fixed the minimum age as three years — for admisison to the pre-school class — the maximum age limit has not been fixed, as the issue is left to the wisdom of schools.

Justice Gambhir was hearing a petition filed by a man whose son, belonging to the economically weaker section (EWS), was denied admission in the nursery by a private school, on the ground that he, being over four years of age, was ineligible.

The father of the toddler took the plea that the DoE has only prescribed the minimum age limit for the admission to nursery and the denial of admission to his ward would jeopardise his career.

"This court is of the considered view that for attaining the non-negotiable objectives of the RTE Act, DoE is, henceforth, directed to take steps to help the petitioner to see if any seat at the pre-school level or pre-primary level is available in any other aided or unaided school in his neighbourhood," the court said.

"It is imperative for every parent to be vigilant and watchful to seek timely admission of their children at the pre-school level or at the pre-primary level on the fulfilment criteria and any discretion by the court — in favour of one student — will not only create an anomalous situation but will also disturb the entire admission system," it said.

Source:http://www.hindustantimes.com/Fix-age-for-nursery-admissions-HC/Article1-701640.aspx

Contact Anubhav Learning Center Pre Nursery School Delhi

Contact
Pamposh Public School
(Under KECSS Regd.)

In Collaboration with

Anubhav Learning Centre
B-36, Pamposh Enclave,
New Delhi-110048.
Phone No. : 46566625, 46536255
Mobile No. : 9311145400
E-Mail : info@anubhavlearningcenter.org

Pre School in Delhi Parent's Experiences

What Parents say about Anubhav Learning Center Pre Nursery School Delhi:

Day care concept was not something I was comfortable with but I happened to visit Anubhav Learning Centre by chance after visiting other day care centre. However, after 4 visits and talking to Dr. Gulabani, I finally realized and decided to put my kids at Anubhav with a heavy heart, full of guilt and unsure as to how they would respond
The first three months was pure torture for me, but full marks to the teachers and staff at Anubhav which made the transition so comfortable for me.
To cut the long story short, at Anubhav the kids have found a home away from home in terms of hygiene, food, attention and most importantly love and patience. The staff and Dr. Gulabani are always open to suggestions, ideas and even criticism.
In the last 8 months, I have seen an attempt to strive for improvement of infrastructure, organization and innovation. This is a sign of an healthy institute. My family and I would like to thank the staff and teachers for all they so lovingly do and for being so transparent, truthful and honest to the parents. A special thanks to Dr. Gulabani for making “Anubhav” truly an “Anubhav” for a life time for these little kids.
I wish you all a very happy and peaceful new year 2009.
Kind Regards,
Dr. Shweta K. Javali
Mother of Nachiket & Amogh
Students of Anubhav Learning Centre

Dear Ma'am, " Brilliant" is the only word which aptly describes our annual day functions held on last Saturday at ISCKON Auditorium. Every minute detail seemed to be taken care of and perfectly organised , and this kids were amazing
Coming to the newsletter, it was indeed very refreshing and this is a milestone for Anuhav. We look forward to more. May I once again express my deep appreciation for you and your team .
Incidentally , I'm reminded of a Latin phrase " Res Ipsa Loquitor" which means " Thing speaks for itself " - this show is a "res ipsa loquitor " by Anubhav .
Deep Regards,
Smitha Sehgal
Mother of Simran Sehgal
Student of Anubhav Learning Centre

This is to inform you that Naomi will not be continuing at Anubhav Learning Centre (ALC) from February 2007. We will be leaving for Kerala in March & before we start preparing for the new arrival, we would like to spend some quality time with her.

We would even like to take this opportunity in thanking you and everybody at ALC for everything you have done for Naomi. ALC has always been her "Second home". Every morning, she looks forward to going to school & when she gets back, she keeps talking about Arushi, Maisah, Adu-padu, Sohani, Nidhima & all her friends. She even has her set of imaginary friends at home... not surprising, all with the same name as in the school.

We as parents will never forget her first day at ALC (it still brings those tears back) but in the same breath, we would even say, every time she left for school with a bag smile on her face... that made our day! Thanks for your wonderful day, in no team she adjusted so well. As she grows up, she may not really remember her 2 years at ALC but all that she learnt here is definitely going to take her a long way.

We may not know everybody at ALC, but we have heard so much about Vasugi Didi, Meera Didi, Nirmala Didi, Anu Didi, Kapil bhaiya, Van Bhaiya, Shikha maam, Priyanka maam, Neeru maam, Nandita maam, Sonal maam, Neena maam & of course all her friends. Thank you all for loving Naomi so much. She is going to miss each one of you.

Great going ALC!!!

Yours Sincerely

Alex & Liz

Parents of Naomi

Student of Anubhav Learning Centre