Child Development Worker

Supported Child Development Worker Company

The swiya of the shíshálh people lies between Queens Reach in Jervis Inlet and Howe Sound on the south coast of British Columbia. Historically there were four main settlements at kalpilin (Pender Harbour), ts’unay (Deserted Bay), xenichen (Jervis Inlet) and tewankw near Porpoise Bay. shíshálh Nation is committed to innovation in program and service delivery designed to assist our members and community to achieve greater independence, wellness and self-sufficiency.

Foundational to our shared work is the protection, promotion and practice of shíshálh culture, language and laws within our swiya.

The Supportive Child Development Worker (SCD Worker) will provide support systems for children who have additional needs. You will work effectively with an integrated team, as well as independently, to implement child‑specific strategies, activities and plans to support children with a developmental delay in physical, cognitive, social or behavioural areas to fully participate in a childcare setting.

• Oversee and provide direct floor support and supervision to mem7iman Child Development Centre Programs and the SCD One-to-One Support workers.
• Work alongside families, staff and intervention specialists to address behaviour challenges /concerns, formulate care plans, assess one-to-one support needs, make referrals to appropriate early intervention agency, etc.
• Work with the Floor Manager or their designate to stay informed about relevant legislation and policy changes that meet the required federal and provincial regulations and licensing requirements for the program, sharing this information with staff as appropriate.
• Support families in making informed decisions for their child by sharing knowledge and expertise in recommended practices for early intervention.
• Complete necessary early intervention assessments and documents as necessary to determine eligibility for SCD with families, childcare providers and professionals to determine the appropriate level of support required for each case (ASQ’s,AESP-3s, etc.).
• Facilitate the development and implementation of Individual Service Plans for children who have additional needs outlined by the families and the early intervention team.
• Encourage guardians to be strong advocates for their child to receive the best diagnostic assessments and medical-related services.
• Support Early Years Programs in developing and implementing inclusive settings for children with additional needs.
• Work with the Floor Manager to ensure Centre policies and procedures, as well as Child Care Licensing regulations, are shared with and understood by staff, contractors, volunteers, students, and families as appropriate.
• Maintain knowledge and awareness of current early care and learning practices and trends.
• Maintain a resource library for community caregivers and families.
• Provide floor coverage to maintain or enhance staff-to-child ratios as needed.
• Maintain confidentiality at all times regarding children, families, community members and staff.

• Work with the Floor Manager to ensure all SCD One-to-One Support Workers are meeting the required provincial Child Care licensing regulations and requirements for the Centre.
• Support the Floor Manager to maintain accurate and confidential records as per Child Care Licensing requirements, including attendance, immunization, and any other applicable records.

• Regularly update and upload necessary documents to the required system about individual child caseloads, encounters, phone calls, text messages, incidents, records, assessments, early intervention data, etc.
• Facilitate and support SCD One-to-One Support workers with program planning, with a focus on providing culturally affirming and meaning-making experiences appropriate to the needs and interests of each child onCD caseload.
• Support SCD One-to-One Support workers to develop inclusive daily activity schedules that include a balance of active/quiet, indoor/outdoor, and individual/group activities while incorporating child-directed activities, care routines and transition times.
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