{"id":559,"date":"2011-11-21T18:06:42","date_gmt":"2011-11-21T18:06:42","guid":{"rendered":"http:\/\/content.scienceofecd.com\/third-edition\/?page_id=559"},"modified":"2026-02-20T15:38:03","modified_gmt":"2026-02-20T15:38:03","slug":"the-ecology-of-childhood","status":"publish","type":"page","link":"https:\/\/content.scienceofecd.com\/third-edition\/the-ecology-of-childhood\/","title":{"rendered":"EC 3.2 Strengthening early child development programs"},"content":{"rendered":"
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Consider…<\/strong><\/p>\n

Early childhood education options<\/strong><\/p>\n

\nCarlana lives in downtown Halifax and is five-years-old. She goes to Primary (Kindergarten) in the local public school every morning…Read more<\/a> <\/span><\/strong>\n<\/p>\n<\/div><\/div>\n\n

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Children do not come to an early childhood setting merely to do their “learning”. They “live” in these settings for many hours each week. Just as they discover at home how the toilet flushes, how round things roll and square things stay put, or how soothing it is to hear dad’s voice sing them to sleep, each hour in an early childhood setting is filled with new information and experiences.<\/p>\n\n\n\n

Pages 2.2 and 2.3 of this module look at research findings related to early childhood programs for young children. Now we consider what currently exists and what needs to be done to strengthen early childhood development programs to ensure that they provide optimal environments for young children. Three Canadian reports follow.<\/p>\n\n\n\n

First, to highlight some of the general considerations about Rethinking Early Childhood Education<\/em>, read the Chapter 5 summary from the Early Years Study 4<\/em> (McCain, 2020).<\/p>\n\n\n

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\n READ<\/span>Early Years Study 4: Chapter 5 Highlights<\/span><\/span> \n <\/div>\n <\/a>\n<\/div><\/div>\n\n\n

The Childcare Resource and Research Unit (CRRU) compiles and publishes data on early childhood education and care in Canada. The CRRU reports have been published since 1992, allowing longitudinal analysis and comparisons that look at trends, demographics and policies across the country. The following document highlights the most current findings.<\/p>\n\n\n

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\n READ<\/span>Summary and analysis of key findings: Early childhood education and care in Canada 2024\/2025<\/span><\/span> \n <\/div>\n <\/a>\n<\/div><\/div>\n\n\n

Click on the following link to see the 2024\/2025 full report.<\/p>\n\n\n

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\n EXPLORE<\/span>\n Early childhood education and care in Canada 2024\/2025<\/span>\n \n <\/div>\n <\/a>\n<\/div>\n\n<\/div>\n\n
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The CRRU published a supplement to the 2023 report due to rapid changes in child care spaces in Canada. You can read the report in the link below.<\/p>\n\n\n

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\n READ<\/span>Interim Space Statistics 2024: Early Childhood Education and Care in Canada<\/span><\/span> \n <\/div>\n <\/a>\n<\/div><\/div>\n

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The ECE Report, from the Atkinson Centre, reviews early childhood education policies across Canadian jurisdictions. Explore their website to learn more about the report and findings.<\/p>\n\n\n

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\n EXPLORE<\/span>\n Early Childhood Education Report 2023<\/span>\n \n <\/div>\n <\/a>\n<\/div>\n\n<\/div>\n\n
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What is the state of the child care system in Canada?<\/p>\n\n\n\n

What issues are identified in the three reports?  What are the similarities and differences in their findings?<\/p>\n\n<\/div><\/div>\n\n\n

In the following reading from the Encyclopedia on Early Childhood Development<\/em>, Dr. Rianne Mahon, from Carleton University, makes the point that decades of research have identified what is needed to create a good system of non-parental child care. She highlights common issues identified by researchers and provides an analysis of what this means for government support.<\/p>\n\n\n

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\n READ<\/span>Child care policy: A comparative perspective<\/span><\/span> \n <\/div>\n <\/a>\n<\/div><\/div>\n\n
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Think about the system in your jurisdiction or community. What is the role of government? What are the policies in your jurisdiction? Do they reflect research findings?<\/p>\n\n<\/div><\/div>\n\n\n

There are many variations on the types of programs and services that can sustain and improve the lives of young children. Those available will depend on the communities in which they are serving, the goals of the program\/service, the partners working to offer the program\/service (parents, community, government and non-governmental partners) as well as the cost.<\/p>\n\n\n\n

The Shirley G. Moore Laboratory School at the University of Minnesota is sponsored by the Institute of Child Development. It demonstrates exemplary early childhood education practices, prepares educators, and is involved in research and child study. Sheila Williams-Ridge is the director of the lab school. Watch the next video to learn more about how this lab school creates a welcoming, calming and non-institutional environment for children and families.<\/p>\n\n\n

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\n VIEW<\/span>\n Williams-Ridge – welcoming environment (2:36)<\/span>\n <\/div>\n <\/div>\n
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