Early Childhood Education Report
Early ChildhoodEducation Report2014
TERMS USED IN EARLY CHILDHOOD EDUCATIONREPORT 2014Early childhood education (ECE) refers to programs for youngchildren based on an explicit curriculum delivered by qualifiedstaff and designed to support children’s development andlearning. Settings may include child care centres, nurseryschools, preschools, pre- or junior kindergarten and kindergarten.Attendance is regular and children may participate on their ownor with a parent or caregiver.Early childhood educators refers to the adults who work directlywith children in early childhood education settings, have ECEpost-secondary education credentials and are recognized byprovincial/territorial legislation as qualified to teach in licensedchild care, nursery schools, preschool or kindergarten programs.Curriculum is a way of structuring learning experiences as anorganized program of activities. In early childhood education,learning experiences include everything that happens to a childfrom arrival to departure.The following abbreviations of provincial/territorial names areused in this report:Early Childhood Education Report 2014 is published by:Ontario Institute for Studies in Education/ University of Toronto252 Bloor Street West, Toronto ON M5S 1V6www.oise.utoronto.ca/atkinson/ISBN 978-1-928167-02-0The Ontario Institute for Studies in Education holds the copyright to theEarly Childhood Education Report 2014. It encourages digital or hard copyreproduction of the materials in whole or in part for teaching or non-profit use,providing full acknowledgement is given. Copying in any other circumstances,including but not limited to any commercial use, re-use in commercialpublications, or for translation or adaptation, is not permitted without priorwritten permission from OISE. To request permission to reprint or republishmaterial from this site, or if you are unclear who is the copyright holder, pleasecontact: atkinson.centre@utoronto.ca.Cite this publication as: Akbari, E., McCuaig, K. (2014) Early ChildhoodEducation Report 2014. Toronto: Ontario Institute for Studies in Education.NLNewfoundland and LabradorPEPrince Edward IslandNSNova ScotiaNBNew nABAlbertaBCBritish ColumbiaYKYukonNTNorthwest TerritoriesNUNunavut
ACKNOWLEDGEMENTSSaskatchewanMany people read and provided invaluable information forthis Report. We appreciate the thoughtful and insightfulcomments provided by Alexis Gagné, Jane Bertrand, Pat Wedge,Ann Robertson, Sue Deloney, Christine Maclean, Ann Sherman,Joanne Murrell, Charles Pascal, Zeenat Janmohamed, ChristineNunez, André Plamondon, François Lagarde and JenniferJenkins.Ministry of EducationAlbertaAlberta Children and Youth ServicesAlberta EducationBritish ColumbiaMinistry of Children and Family DevelopmentMinistry of EducationWe would like to acknowledge the Atkinson Centre at theOntario Institute for Studies in Education/University of Torontoand the support and encouragement provided by its chair, Dr.Jennifer Jenkins, and its faculty and administration. Also to theConnaught Global Challenge Award, University of Toronto thatsupports the work of Dr. Emis Akbari.Northwest TerritoriesDepartment of Education, Culture and EmploymentThe production of this report was made possible thanks to theskill and patience of the following: our copy editors, JaniceDyer (English) and Maryse Froment-Lebeau (French); ClaireGascon-Giard, who provided invaluable feedback as she ledthe French translation made by Asiatis; graphic designers ErinHolmes of Soplari Design and Greg Slater of Thistle Printing. Theauthors would also like to acknowledge Kathleen McBride andCranberryink for the website development and With Intent for itscommunications support.We can not find the words to express our gratitude to our projectdirector, Stacey Mudie, who kept unlimited drafts of text andfigures in play, and who organized all the logistics that allowedthe Report to happen.We would like to highlight the vital contribution of StatisticsCanada to this project. Helping Canadians understand theircountry—its population, resources, economy, society andculture—is critical to protecting our democracy. The qualityinformation generated by the department is invaluable forevidence-based policy making at every level of governance.The Atkinson Centresincerely thanks itsfunding partners (listedhere) whose support isessential to the creationand dissemination ofthe Early ChildhoodEducation Report 2014.Thanks also to the staff of provincial and territorial departmentsand ministries who gave generously of their time to respond toour questions.Departments contacted included:Newfoundland and LabradorWe are grateful tothe Lucie and AndréChagnon Foundationwho sponsored theFrench translation for theReport and contributed toits content developmentand dissemination inQuébec. Our admirationgoes to the Jimmy PrattFoundation who has usedboth editions of the ECEReport to great effect inNewfoundland.Department of Child, Youth and Family ServicesDepartment of Education and Early Childhood DevelopmentDepartment of Health and Community ServicesNew BrunswickDepartment of Education and Early Childhood DevelopmentNova ScotiaDepartment of Education and Early Childhood DevelopmentPrince Edward IslandDepartment of Education and Early Childhood DevelopmentQuébecMinistry of Children and Youth ServicesMinistry of Education, Leisure and SportsWhile appreciating the input of many, the authors accept fullresponsibility for the content of the Early Childhood EducationReport 2014.OntarioMinistry of EducationEmis Akbari, Kerry McCuaigManitobaHealthy Child ManitobaFamily ServicesEducation and Advanced Learning3
Early Education Report 2014Public policy shapes early childhood programsEarly Childhood Development Initiative (2000)n Canada, education and child care fall primarily within thejurisdiction of provinces and territories, although there is along history of federal involvement both through transfersto individuals and to provincial and territorial governments.While the federal government has been an inconsistent playerin early childhood policy, it has influenced provincial andterritorial programs and priorities.IThe Early Childhood Development Initiative (ECDI) provides 500 million annually for programs to promote infant andmaternal health, improve parenting and community supportsand strengthen early learning and child care. The agreementwas significant as it took a holistic view of early childhood as aprocess that begins in utero and continues to formal schooling.Most provinces focused their efforts on information andparenting resources, while scant amounts were targeted to earlylearning and care programs.The 2004 Speech from the Throne announced that the federalgovernment would work with the provinces to create a nationalsystem of early learning and child care. As a condition of 5-billion in funding over 5 years announced in the 2005 federalbudget, provinces signed bi-lateral agreements-in-principlecommitting to develop detailed action plans that identifiedtheir spending priorities for early learning and child care. Planswere to address the four QUAD principles: quality, universality,accessibility and developmental programming. A federalelection and a new government terminated this funding. InMarch 2007, the 5-billion commitment disappeared. Instead, 250 million a year was earmarked for a Community Child CareInvestment Program and transferred to provincial and territorialgovernments. A 25 percent tax credit was made available tobusinesses to create licensed child care spaces in the workplace.1The latter, as predicted, received very little take up (see Figure 1.1).Multilateral Framework Agreement on Early Learning andChild Care (2003)To address the deficiency in the ECDI, the 2003 MultilateralFramework Agreement on Early Learning and Child Care (MFA)provided 250 million annually exclusively for programs forpreschool-aged children. Provinces and territories were tomeet broad principles in their spending and agreed to enhanceaccessibility, quality, inclusion and parental choice. Unlikepast agreements for child care, funding was not targeted tolow-income families, and the concept of accountability wasintroduced. Both the ECDI and MFA had specific requirementsfor each jurisdiction to issue annual reports on their progress.aThe MFA and the QUAD coincided with the release of anassessment by the Organisation for Economic Co-operationand Development (OECD) of Canada’s early education andcare services. Together, they opened a public discussion thathelped change policy-makers’ perceptions about child care.No longer was it primarily viewed as labour market support forlow-income parents. The inclusion of early learning into theagreements’ names reflected an understanding of the need forenvironments that support children’s earliest development.Despite its short tenure, QUAD left a legacy. Many provincescontinued to develop and pursue their action plans, evenwithout federal funding. In fact, investments in early learningand care across Canada more than doubled from 3.5 billion in2006 to 7.5 billion in 2011. By 2014, provinces and territorieswere spending 10.9-billion on early education and childcare. Remnants of other federal/provincial efforts to develop apan-Canadian approach to supporting young children and theirfamilies also remain.a4While Quebec receives funding, it is not a signatory to these agreements.
The requirement that provinces and territories develop planspromoting access and quality as a condition of funding wasalso a departure. Until then, most provinces/territories hadlimited their involvement to program licensing and assessingthe eligibility of low-income working parents for subsidies. Anopening was created for community planning, for support forthe early childhood workforce and to establish curriculum andaccountability frameworks.provinces has not rolled out at the same rate in First Nationscommunities because federal funding does not recognize theincreased costs. In addition, obstacles to the recruitment andretention of qualified educators are magnified in Aboriginalcommunities. Administrators and educators are not required tohave the same qualifications as educators working in provincialschools and programs. They do not have access to the samesupports or professional development opportunities, nor do theyenjoy the same remuneration or job security available to thelargely unionized education sectors in the provinces.Child Care Spaces Initiative (2007)The Child Care Spaces Initiative (CCSI) was developed to providean incentive to employers to create workplace child care. Theinitiative again defined child care as a program primarily forworking parents. By bypassing provincial/territorial governments,it undermined their newly-found role in early childhood servicedevelopment. Following a report by a government-appointedcommittee pointing out the plan’s flaws, the funds weretransferred to provincial and territorial governments.2Funding formulas and agreements between First Nationcommunities and four federal government departments andtheir provincial counterparts create a jurisdictional quagmirethat impedes service development and provision.6 First Nationscommunities face additional social and structural barriers. Thepain of residential schools has left a legacy of suspicion of groupeducational programs for children, particularly those influencedby non-Aboriginals.7Funding from all the above initiatives has since been rolledinto the Canada Social Transfer, a block transfer to provinces/territories. As a portion of all early education and carespending, it is a resource available to provincial and territorialgovernments for early childhood services.Military FamiliesThe federal government has a direct role in funding earlychildhood programs on First Nations reserves, for militarypersonnel, for federal prisoners and for refugees and immigrantsto Canada. Funding levels have largely remained stagnant andsome have been reduced for 2014–2015.The Department of National Defence/Canadian Forces supportsMilitary Family Resource Centres in Canada and abroad.8 Theirmandate covers child and youth development, parenting andfamily supports. Some provide child care on-site, while othersact as a referral service. A 2009 report identified a significant gapbetween the need for and the availability of child care servicesfor Canadian Forces families. In particular, there was a lack ofemergency care to deal with deployment, evening and weekendwork, respite care and casualty support. Despite the shortageof trained educators for Canadian Forces programs, there is nostrategy for training or recruitment.9First Nations and Aboriginal PeoplesCommunity Action Program for Children (1993)Four federal departments are responsible for early learningprograms to Aboriginal people: Health Canada, Employmentand Social Development Canada (ESDC), Aboriginal Affairs andNorthern Development Canada (AANDC) and the Public HealthAgency of Canada (PHAC). These departments transfer fundsto First Nations communities for on-reserve and off-reserveschool tuitions; Aboriginal Head Start on- and off-reserve; familysupport and maternal and child health programs on- and offreserve; and the First Nations and Inuit Child Care Initiative. Inaddition, through intergovernmental agreements with Albertaand Ontario, the federal government reimburses a portion of thecosts for on-reserve early childhood programming.The Community Action Program for Children (CAPC) supportsactivities targeted to children between birth and 6 years of ageliving in challenging circumstances. These programs are fundedthrough ministerial agreements between the Public HealthAgency of Canada and provinces/territories, and are managedthrough joint management committees in each province/territory.Direct Federal Funding to ECE ProgramsOther ProgramsApproximately two-thirds of federally sentenced womenhave dependent children. Correctional Service Canadamother–child programs allow preschool-age children to residewith their mother with the option of attending preschoolprograms in the community or in the prison.10 At the time ofwriting, only one facility—Edmonton—has the program, andonly one child is enrolled.11AANDC also transfers funds to First Nations for schools onreserve and for tuitions for students attending schools off-reserve.Federal transfers for education have been held at a 2 percentincrease annually since 1996, an amount that has not kept pacewith inflation nor funding increases in provincial schools. In2012, on a per capita basis, AANDC provided about 3,000 less perfull time Aboriginal student than what was spent on students inprovincial schools.3, 4The Ministry of Citizenship and Immigration offers fundingfor Language Instruction for Newcomers to Canada (LINC). Achild care component, available for children ages 6 months to6 years, helps parents attend LINC classes by covering the costsof informal care on-site or in local licensed child care centres.12Funding was reduced in the 2014 budget.Flatlined funding challenges First Nations communities toprovide equitable programming for their children.5 Tuitionsfor First Nations students attending provincial schools haveincreased, putting First Nations in deficit positions with localschool boards. The development of full-day kindergarten in someThe Child Care Human Resources Sector Council was one ofthe industry councils funded by Human Resources and SkillsDevelopment Canada. Through research and networking, itdeveloped and disseminated information and tools for early5
childhood educators and progam operators. Funding for allcouncils ended in March 2013.services, leaving them fragmented, unaccountable and vulnerable.In 2006, the OECD released Starting Strong, the mostcomprehensive examination of early childhood educationand care ever undertaken.14 Its investigation of services in20 countries found that in jurisdictions where the policyand delivery of education and child care are divided, similarchallenges prevail:The National Longitudinal Survey of Children and Youth (NLSCY),developed jointly by Human Resources and Skills DevelopmentCanada and Statistics Canada, followed the development ofchildren in Canada through regular monitoring of factors thatinfluence their well-being. Its final report was tabled in 2012.Statistics Canada developed one round of data collection with theSurvey of Young Canadians with a questionnaire based on theNLSCY.13 The file is now inactive. Coverage is sparse.Not all families receive the services they are eligible for.Service location and affordability are barriers.Service hours and parents’ work schedules often conflict.Families with multiple needs have difficulty fitting servicestogether. Families lose needed services as children age or theircircumstances change.Figure 1.1 Federal Investments in Early Learning and Child CarePolicyProgram NameLead DepartmentAnnualExpenditureMajor transfers toP/T governmentsCanada SocialTransferFinance Canada 1.2-billionfor supportof children’sprograms.Increases by 3%annually.aIncome transfersUniversal ChildCare BenefitESDC3.1 billionbTax expendituresChild CareExpense DeductionCRA 955-millioncInvestment TaxCredit for ChildCare SpacesPrograms forAboriginalChildrenOther spendingService providers are also challenged: There is no ongoing contact with families during theirchildren’s early years. Inflexible mandates and funding criteria prevent the deliveryof cohesive support. Funding is based on outputs rather than outcomes, makingit difficult to tailor services to families’ diverse needs andcircumstances. Mandates are focused on the treatment of deficienciesrather than their prevention or the promotion of healthydevelopment.Less than 2.5-milliondAboriginal HeadStart Urban andNorthern AffairsPHAC 41.3-millioneAboriginal HeadStart on ReservePHAC 59-millionfFirst Nations andInuit Child CareInitiativeESDC 56.6-milliongChild Care onReserve (ON, AB)AANDC 21-millionhMilitary Families,newcomers,research, etc.VariousN/AThe OECD’s 2004 profile of Canada fit the description ofcountries with divided policy and delivery of early educationand child care.15 Funding and access challenges werehighlighted, but the absence of coherent legislative and policyframeworks was also identified. There is a need for more publicinvestment, the OECD suggested, but how it is spent requiresequal consideration.aFinance Canada website, August 2014. Based on the following FPT agreements: 500 million for ECDI; 250 millionfor ELCC; 250 million for new child care spaces; b Budget 2014–2015 estimates1; c Tax Expenditures and Evaluations,projection for 20132; d Tax Expenditures and Evaluations, projection for 20133; e Public Health Agency of Canada programevaluation, allocation for 2014–15. Of this, 36.3 million is ongoing funding and 5 million is funding which is due tosunset in 2014–154; f 46.5 million base funding, 7.5 million ongoing initiatives, 5 million due to sunset in 2014–155; gHuman Resources Social Development Canada website, for 2008–09; h Aboriginal Affairs and Northern DevelopmentCanada website fiscal year 2006–07.Since then, a convergence of opinion among policy-makers,academics, parents and educators has agreed that earlychildhood programs should be structured to capture youngchildren’s exuberance for learning and prepare them forschool. In Learn Canada 2020: Joint Declaration Provincial andTerritorial Ministers of Education, the prekindergarten yearswere named as the first of the four pillars of lifelong learning.High-quality early education should be available to all children,the declaration stated.161. Budget 2014-15. The Government Expenditure Plan and Main Estimates. Retrieved from g.pdf2. Department of Finance Canada. (2014). Tax Expenditures and Evaluations 2013. Retrieved from . Ibid.4. Public Health Agency of Canada. (2014). Evaluation of the Aboriginal Head Start in Urban and Northern CommunitiesProgram at the Public Health Agency of Canada. Retrieved from www.phac-aspc.gc.ca/about nc-papacun/index-eng.php.5. Ibid.POLICY DEVELOPMENTS: THE PROVINCES ANDTERRITORIESA more mature understanding of the role of public policy insupporting early childhood education has spurred jurisdictionsto adopt a more comprehensive view of the early years. Mostprovinces/territories have produced policy frameworks withvisions and goals. In addition, education departments moreactively promote learning for young children.1. GovernanceEarly childhood services are split between education, parentingand care programs. Kindergarten is delivered as an extension ofpublic education, an entitlement for all and with no fees charged.Parenting programs have a mix of public and communitysponsors. Where available, they are generally offered at no orminimal cost to parents. Neither kindergarten nor parentingprograms address the need for non-parental care—that falls tochild care. Market delivery dominates the delivery of child careSince 2006, eight jurisdictions have appointed a lead departmentresponsible for early childhood services. Prince Edward Island,New Brunswick, Ontario, Saskatchewan, the Northwest Territories,Nunavut, and most recently, Nova Scotia and Newfoundland,have combined their education, child care and related early years6
services under their ministries of education. In Quebec, schoolshave been responsible for after-school programs for children ages5 to 12 years since 1998. Manitoba’s five-year plan for child care(2014) includes a commission to examine service delivery.Moving child care under the wing of education departments islimited if on-the-ground service delivery remains fragmented.Parents still struggle to find affordable, reliable services, and serviceproviders continue to answer to multiple funding and regulatorymasters. In a major reorganization, New Brunswick has alignedall its early years’ services to match seven new school divisions.Amendments to Ontario’s new child care legislation requireschool boards and service providers to cooperate with municipalchildren’s services managers in the planning and delivery of earlyyears’ services.Co-locating responsibilities for the early years within the sameministry does not necessarily result in policy and fundingcoherence. Some jurisdictions have established divisions withintheir ministries responsible for addressing the unique needs ofyoung learners. These units have adopted a holistic view of childdevelopment, assisting schools to create environments suitablefor younger learners and helping to allay reasonable concerns thatschools are not sufficiently responsive to very young children. Theearly years mandate of New Brunswick education from birth to age8 is reflected in the reexamination of its pedagogical approachesin the primary grades. NewFoundland and Ontario are reviewingtheir grades 1–3 curriculum to extend the experiential learningframeworks that have been successful with younger children.Creating an early childhood education system out of a servicepatchwork is tough work, but it is worth it. When early educationis organized so it also supports parents’ workforce participation, itmore than pays for itself. Parents who are able to work pay taxesand draw less on social transfers. Children who are nurtured andstimulated in their early years are less likely to require expensivespecial education programs. Getting governance structures right isthe foundation to growing effective ECE services.Figure 1.2. Governance for Early Childhood Education by Province/TerritoryProvince/TerritorySingle ECEDepartmentCommon ECESupervisory UnitNLDepartment ofEducation andEarly ChildhoodDevelopmentIn developmentDepartment ofEducation andEarly ChildhoodDevelopmentPENSNBIntegrated ECE FrameworkLocal AuthorityEarly Learning Framework:Learning from the Start (2012).Caring for Our Future: ProvincialStrategy for Quality, Sufficientand Affordable Child Care inNewfoundland and Labrador(2012-2022)Kindergarten: 2 school districts; 1 English with 4regions, 1 FrenchDivision ofEarly ChildhoodDevelopmentSecuring The Future For OurChildren: Preschool ExcellenceInitiative (May 2010)Kindergarten: 1 English and 1 French languageschool boardDepartment ofEducation andEarly ChildhoodDevelopmentEarly YearsBranchIn developmentKindergarten: 9 school boards; 7 English, 1 French,1 AboriginalAdvisory Council on theEarly YearsEarly Years Programs: Department of Education andEarly Childhood DevelopmentProvincial Early YearsPartnershipDepartment ofEducation andEarly ChildhoodDevelopmentEarly ChildhoodDevelopmentBe Ready for Success (2008)Action Plan: Putting Children First(2012)Kindergarten: 7 district education councils; 4Anglophone, 3 francophoneFrancophone andAnglophone earlychildhood servicenetworksStrategic Plan 2012–2017Kindergarten and after-school programs: 69school boards, 60 French, 9 EnglishQCPublic AdvisoryEarly Years Programs: 4 regionsEarly Years Programs: Child Care Facilities BoardEarly Years Programs: Early Childhood ServicesCoordinators are located within the department’s 7districtsEarly Years AdvisoryCommittee (to beestablished)Regional advisorycommitteesEarly Years Programs: 165 regional coordinatingoffices of the Ministère de la famille et des ainésONMinistry of EducationEarly YearsDivisionKindergarten and after-school programs: 72school boards; 31 English Public, 29 English Catholic,4 French Public, 8 French Catholic, plus 10 SchoolAuthoritiesOntario Early Years PolicyFramework (2013)Early Years Programs: 47 regional service managersMBSKStarting Early, Starting Strong:Manitoba’s Early ChildDevelopment Framework(November 2013).Family Choices: Manitoba’s Planto Expand Early Learning andChild Care (2014)Ministry of EducationEarly YearsBranch7Kindergarten: 37 school divisions including 1 DivisionScolaire Franco-ManitobaineProvincial Healthy ChildAdvisory CommitteeEarly Years Programs: Provincial licensing staff workout of the Winnipeg community area and regionaloffices throughout the provinceChild Care RegulatoryReview CommitteeKindergarten: 28 school divisions including Conseildes écoles fransaskoisesRegional IntersectoralCommitteesEarly Years Programs: 3 regional offices of the EarlyLearning and Child Care ProgramEarly Years Networkslinked to RICS andKidsFirstThe Parent ChildCoalitions
Figure 1.2. Governance for Early Childhood Education by Province/Territory (con’t)Province/TerritorySingle ECEDepartmentCommon ECESupervisory UnitABIntegrated ECE FrameworkLocal AuthorityPublic AdvisoryTogether We Raise Tomorrow,An Alberta Approach to EarlyChildhood Development (2013)Early Childhood Services: 41 public, 16 separate,4 Francophone, 142 private school authorities, 96private ECS school authorities, 35 First NationsFamily and CommunityEngagement CouncilsEarly Years Programs: 10 regional Child and FamilyServices AuthoritiesBCNTDepartment ofEducation, Cultureand EmploymentEarly ChildhoodDevelopment andLearningThe Family’s Agenda for BritishColumbia; Building SustainableQuality Early Years Strategy toSupport BC Families (2013)Kindergarten: 60 school districts, Conseil scolairefrancophone, independent schoolsRight from the Start: A Frameworkfor Early Childhood Developmentin the Northwest Territories(2013)Kindergarten: 8 educational jurisdictionsProvincial ChildcareCouncilEarly Years Programs: Community Care LicensingBranch, Ministry of HealthEarly Years Programs: 6 regionsSource: Provincial and and Northwest Territories profiles (2014)2. FundingDespite government changes and differences in capacities,ranging from surpluses in the west to deficit challenges inmiddle Canada and the east, every jurisdiction maintained theircontributions to the early years in 2014, while most increasedtheir funding over 2011.Newfoundland earmarked 34.5-million for full-day kindergartento begin in 2016. Ontario’s ambitious plan for full-day kindergartenfor all its 265,000, 4- and 5-year-olds was realized this year, as wasthe beginning of 4-year-old full-day kindergarten in the NorthwestTerritories. Saskatchewan expanded its prekindergarten sites.Nova Scotia is piloting integrated children’s centres in its schools,including a universal program for 4 year olds. British Columbiahas approved 12 provincially branded Early Years Centres to bettercoordinate early childhood services.Figure 2.1 Provincial/Territorial Budget Balance 2014/2015(millions)Province /TerritoryBudgetNLQuebec’s 2014 budget plan commits to increasing statesubsidized child care spaces by 6,500 this year and 4,000 a yearuntil the network is complete. Included is a 10-year, 807 millioncapital fund. Saskatchewan allocated 52.7 million to add another500 child care spaces in 2014–15. Manitoba upped its budgetby 5.5 million to add more spaces and enhance support to theworkforce. Alberta’s child care budget increased by 18 millionfor access, quality and wage improvements. The 2014 budgetadded 17.7 million in British Columbia for new spaces, with anemphasis on spaces located in schools. Newfoundland enhancedits budget by 11.4 million.( 349)PE( 40)NS( 279)NB( 391)QC( 2,350)ON( 12,500)MB( 357)SK 71AB 1,385BC 184NT 200But public funding for early childhood services still remains lowand, on the child care side, is primarily directed to priming themarket, encouraging operators to establish or expand services.Numbers based on 2014 budget estimates as reported by individual governments.Figure 2.2 ECE Budget as a Percentage of Provincial/Territorial BudgetsProvince/TerritoryKindergartenLicensed Child CareOther ECETotal ECE BudgetP/T BudgetECE Budget as % ofP/T BudgetNL 47,000,000 39,139,000 8,885,300 95,024,300 7,501,613,0001.3%PE 15,917,877 14,750,500 30,668,377 1,657,000,0001.9%NS 100,812,000 52,925,000 153,737,000 9,935,694,0001.5%NB 87,302,200 43,906,900 24,600,800 155,809,900 8,427,214,0001.8%QC 908,812,000 3,245,511,100
Early Childhood Development Initiative (2000) The Early Childhood Development Initiative (ECDI) provides 500 million annually for programs to promote infant and maternal health, improve parenting and community supports and strengthen early learning and child care. The agreement was significant as it took a holistic view of early childhood as a
Understand the importance of early childhood education for 0-6 years Learn the need and scope of early childhood education. 18.2 Importance/ Need for early childhood care and education 18.2.1 Significance of early childhood years i. Early childhood is a period of life not just quantitatively different from that of an adult
Early Childhood Education I L1 Early Childhood Education II L2 Early Childhood Education III L3C Early Childhood Education Advanced Studies AS The core course sequencing with the complementary courses provided in the following table serves as a guide to schools for their programs of study.
ECE 240 - Administration of Early Childhood Care and Education Programs (3) ECE 241 - Administration: Human Relations for Early Childhood Education (3) Colorado Mesa University B.A. Early Childhood Education - Early Childhood Special Education Advisor: Vail Shoultz-McCole vshoultz@coloradomesa.edu 970-255-2674
Early Childhood Care, Development and Education (ECCDE) is a term that is used interchangeably worldwide but refers to the same concept of early childhood education and cognitive development. The World Bank for instance refers to it as Early Childhood Care and Education, whereas UNESCO refers to it as Early Childhood Development Care.
T.E.A.C.H. Early Childhoodâ PENNSYLVANIA Certification Only Scholarship What is the Purpose of the T.E.A.C.H. Early Childhood Certification Only Scholarship? The purpose of the T.E.A.C.H. Early Childhood Certification Only Scholarship is to assist early childhood teachers in obtaining their PA Early Childhood Education (PreK-4) teaching certificate.
Center-Based and Family Child Care Early Childhood Education Reviewer The Early Childhood Education (ECE) Reviewer must meet one of the following sets of education and experience options: Education and Experience Option I 1. B.A., B.S., or advanced degree in early childhood education/child development or home
CHAPTER 1 An Overview of Assessment in Early Childhood Understanding Assessment in Infancy and Early Childhood Not too long ago, resources on early childhood assessment were limited to occa-sional articles in journals, chapters in textbooks on teaching in early childhood pro-grams, and a few small textbooks that were used as secondary texts in .
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