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This profile describes various facets of Saint Lucia's National Association of Early Childhood Educators (NAECE), whose mission is "to stand up for the rights of children." The profile first presents the association's 5-year action plan, which includes goals for: (1) technical assistance, for example scholarships for the poor to attend early childhood education centers, acquisition of equipment for centers, and dissemination of information; (2) training, for parent educators and community-based management, for example; (3) services, including selling low-cost materials to centers and parents; (4) local and international fundraising; (5) infant-school liaison, including publication of a manual on child development; (6) evaluation, including assessment of NAECE's impact on early childhood centers; (7) government advocacy, such as contact with specific education officials; (8) institutional development, such as acquisition of necessary office equipment; and (9) publicity, including releasing information on radio and television. The profile continues with a discussion of the rationale of NAECE, particularly its advocacy of community-based early childhood education, followed by a listing of the organization's nine objectives. The profile concludes with a presentation of NAECE's budget for 1996-97. (EV)

A survey was administered to families in St. Lucia during home visits between November 1993 and July 1995, after the local Parents As Teachers Programme had been affiliated with the Parents As Teachers Program in St. Louis, Missouri (affiliation took place in 1991). In all, 2000 home visits were conducted in the communities of Laborie, Banse, Soufriere, Augier, Vieux-Fort and Choiseul by eight parent educators, six St. Lucian and two American Peace Corps volunteers. Family profiles were gathered which revealed that 78% of mothers and fathers had only primary education; 51% of the mothers were between 20 to 30 years of age; 58% of families had more than 3 other family members living with them; 68% of mothers worked as housewives in their homes; and the overwhelming majority of fathers who were employed were employed in low-status jobs. Four main types of parent concerns emerged from the home visits: abuse (emotional and physical), poverty, irresponsibility of fathers, and enthusiasm for the Parents As Teachers program. Mothers expressed an overwhelming interest in home visitation as part of the program. (JW)

This booklet advocates and describes the establishment of community run preschool and day care centers. The type described is based on the Laborie Community Education Centre in Saint Lucia, West Indies. Chapter 1 advocates establishing small, local institutions that are community managed, community owned, concerned with quality, and sustainable. Chapter 2 describes the institution, which should concentrate on a preschool and day care center for children 0 to 5 years and with a parents-as-teachers program for parents of disadvantaged children. A food program is optional, but there should be scholarship help. Chapter 3 stresses the importance of parent involvement, especially for at-risk children. Various features are listed that can make parent programs successful. Chapter 4 lists the activities of the director, such as overseeing meetings, recruitment, evaluation, financial management, preparing annual reports, and liaising with funding and government organizations. Chapter 5 sets out the duties of the early childhood education administrator, especially relations with staff. Chapter 6 discusses the importance and duties of the other staff, especially their relations with the children. Chapter 7 describes the types of technical assistance needed. Chapter 8 describes the benefits of a board and the qualities board members should possess. Chapter 9 discusses achieving financial sustainability and the functions and duties of members and the director. (Includes 15 appendices comprised of various forms, budgets, meeting agendas, letters, questionnaires, evaluation forms, and checklists.) (TM)