tag:theconversation.com,2011:/global/topics/early-childhood-education-3187/articlesEarly childhood education – The Conversation2024-02-12T19:04:31Ztag:theconversation.com,2011:article/2228462024-02-12T19:04:31Z2024-02-12T19:04:31ZChanges are coming to Ontario’s kindergarten program — what parents and caregivers need to know<figure><img src="https://images.theconversation.com/files/574435/original/file-20240208-24-5pusnq.jpg?ixlib=rb-1.1.0&rect=14%2C592%2C4927%2C2697&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">'Back to basics' language used by the government distracts from the importance of continuously updating and revising curriculum. </span> <span class="attribution"><span class="source">(Allison Shelley/The Verbatim Agency for EDUimages)</span>, <a class="license" href="http://creativecommons.org/licenses/by-nc/4.0/">CC BY-NC</a></span></figcaption></figure><p>Ontario Education Minister Stephen Lecce recently announced Ontario’s full-day kindergarten program is undergoing an <a href="https://www.cp24.com/news/ontario-announces-overhaul-of-kindergarten-curriculum-1.6738400">“overhaul” which will help “to create more systemic approaches to reading instruction and the introduction, in a very basic way, of mathematical skills and numeracy skills</a>.”</p>
<p>What do these proposed changes mean for educators, parents and children? </p>
<p>The proposed revisions must be considered and understood in the context of 1) <a href="https://www.dcp.edu.gov.on.ca/en/curriculum/kindergarten">the current full-day play-based kindergarten curriculum</a>, and 2) <a href="https://www.ohrc.on.ca/en/right-to-read-inquiry-report">recommendations and research that emerged from Ontario’s Right to Read report</a>, released in February 2022, stemming from an inquiry of the Ontario Human Rights Commission (OHRC). </p>
<p>The <a href="https://www.ohrc.on.ca/sites/default/files/Right%20to%20Read%20Executive%20Summary_OHRC%20English_0.pdf">Right to Read inquiry</a> revealed Ontario’s public education system was not using evidence-based approaches to teach children with reading disabilities (and others) how to read. The education minister also said curricular updates are in keeping with <a href="https://www.cbc.ca/news/canada/right-to-read-inquiry-report-literacy-ontario-1.6378408">the Right to Read report’s recommendations</a>.</p>
<p>While the province says kindergarten updates will be <a href="https://news.ontario.ca/en/release/1004097/ontario-unveils-a-back-to-basics-kindergarten-curriculum">combined with “hands-on and play-based learning</a>” there are concerns that play-based aspects of the curriculum — also grounded in <a href="https://theconversation.com/full-day-kindergarten-the-best-of-what-we-imagined-is-happening-in-classrooms-112602">evidence-based approaches to child development</a> — could be impacted by curricular revisions.</p>
<figure class="align-center ">
<img alt="A child seen holding a book." src="https://images.theconversation.com/files/574439/original/file-20240208-18-9w9ojl.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/574439/original/file-20240208-18-9w9ojl.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/574439/original/file-20240208-18-9w9ojl.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/574439/original/file-20240208-18-9w9ojl.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/574439/original/file-20240208-18-9w9ojl.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/574439/original/file-20240208-18-9w9ojl.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/574439/original/file-20240208-18-9w9ojl.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">Curricular updates are in keeping with the Ontario Human Rights Commission’s Right to Read report recommendations.</span>
<span class="attribution"><span class="source">(Piqsels)</span></span>
</figcaption>
</figure>
<h2>Teaching reading isn’t basic</h2>
<p>The “back to basics” language used in the province’s kindergarten announcement is intentionally and strategically tied to Premier Doug Ford’s promise in his <a href="https://ontariopc.ca/">election campaign</a> and is a slogan that Ford (and his team) have <a href="https://www.thestar.com/politics/provincial/premier-doug-ford-says-education-is-going-back-to-the-basics/article_50d11e2c-871b-5818-9c8d-c4aa33b6bc47.html">continued to use since becoming premier</a>. </p>
<p>It is not surprising that this political strategy is being used to market updates to the kindergarten program. </p>
<p>However, this language distracts from the importance of continuously updating and revising curriculum across the kindergarten to Grade 12 education sector. </p>
<p>It’s also important to note that the phrase “basics” is contradictory to what we know about the science of reading: teaching reading is anything but basic and <a href="https://www.aft.org/ae/summer2020/moats">involves understanding reading psychology and development, understanding language structure, applying evidence-based practices and using validated and reliable assessments to inform teaching</a>. </p>
<h2>Ontario’s full-day play-based kindergarten</h2>
<p>The current kindergarten curriculum has been in effect following a 2010 public policy shift. <a href="https://childcarecanada.org/resources/issue-files/resources/issue-files/resources/issue-files/resources/issue-files/resources">Based on recommendations from Ontario’s special advisor on early learning</a>, <a href="https://www.hdsb.ca/Documents/FDK-Parent-Fact-Sheet.pdf">in 2010 Ontario</a> began phasing in full-day play-based kindergarten for all four- and five-year old children. </p>
<p>This shift was also informed by <a href="https://www.oise.utoronto.ca/home/sites/default/files/2023-10/6-2014_-_ontario_s_full-day_kindergarten_a_bold_public_policy_initiative.pdf">interviews, focus groups and published scientific research on early learning</a>.</p>
<p>Essential to the <a href="https://www.ontario.ca/document/kindergarten-program-2016">revised kindergarten program</a> was the play-based structure of the full-day program. So was the delivery of the model by a <a href="https://theconversation.com/a-team-approach-makes-full-day-kindergarten-a-success-113339">teaching team</a> of an Ontario certified teacher and a registered early childhood educator. </p>
<p>Decisions to revise the earlier half-day kindergarten program acknowledged and leveraged research on the <a href="https://theconversation.com/kindergarten-scrapbooks-arent-just-your-childs-keepsake-theyre-central-to-learning-117066">value of play</a> and its role in <a href="https://doi.org/10.1002/rev3.3097">supporting academic, social and emotional development</a>. </p>
<p>It is important to note that <a href="https://files.ontario.ca/books/edu_the_kindergarten_program_english_aoda_web_oct7.pdf">misconceptions exist about play-based learning</a>, including the belief that play-based learning means letting children do whatever they want. Evidence-based play-based learning <a href="https://files.ontario.ca/books/edu_the_kindergarten_program_english_aoda_web_oct7.pdf">“…involves educators being deliberate and purposeful in creating play-based learning environments</a>.” </p>
<p>Furthermore, play is a basic human right of all children as recognized in the <a href="https://www.ohchr.org/en/instruments-mechanisms/instruments/convention-rights-child">United Nations Convention on the Rights of the Child</a>. The revised play-based model in Ontario had (and continues to have) both empirical and philosophical grounds.</p>
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<img alt="An educator seen at a table with children with musical instruments." src="https://images.theconversation.com/files/574443/original/file-20240208-22-4mox38.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/574443/original/file-20240208-22-4mox38.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/574443/original/file-20240208-22-4mox38.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/574443/original/file-20240208-22-4mox38.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/574443/original/file-20240208-22-4mox38.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/574443/original/file-20240208-22-4mox38.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/574443/original/file-20240208-22-4mox38.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">Educators are involved in the purposeful creation of play-based learning environments.‘</span>
<span class="attribution"><span class="source">(Shutterstock)</span></span>
</figcaption>
</figure>
<h2>The OHRC Right to Read report</h2>
<p>Changes to the above model are now being made in response to recommendations from the Right to Read inquiry. </p>
<p>The inquiry’s report includes 157 recommendations directly tied to addressing systemic issues affecting children’s right to read. These <a href="https://www.ohrc.on.ca/en/right-to-read-inquiry-report/appendix-1-list-recommendations">involve changes to curriculum, instruction and interventions and screening and assessments</a> related to reading. The recommendations for curriculum and instruction focus on the need for evidence-based direct and explicit instruction. </p>
<p>These recommendations were made based on the <a href="https://www.ohrc.on.ca/en/right-to-read-inquiry-report/executive-summary">most up-to-date research on reading, lived experiences of students, families and educators and informed by expertise in the area of human rights</a>. </p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/reading-disabilities-are-a-human-rights-issue-saskatchewan-joins-calls-to-address-barriers-214129">Reading disabilities are a human rights issue — Saskatchewan joins calls to address barriers</a>
</strong>
</em>
</p>
<hr>
<p>The Right to Read report states: “Implementing the OHRC’s recommendations will ensure more equitable opportunities and outcomes for students in Ontario’s public education system.”</p>
<p>In keeping with prior revisions to the Ontario Kindergarten program, current plans to update kindergarten curriculum are being made based on empirical and philosophical grounds.</p>
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<iframe width="440" height="260" src="https://www.youtube.com/embed/iney0cEpx24?wmode=transparent&start=13" frameborder="0" allowfullscreen=""></iframe>
<figcaption><span class="caption">Video from the Right to Read inquiry.</span></figcaption>
</figure>
<h2>Not an either/or conversation</h2>
<p>As revisions to Ontario’s kindergarten curriculum unfold, stakeholders need to ensure the best scientific research in both play-based learning and early reading are leveraged to ensure the success of all young children. </p>
<p>The beauty is that play-based learning is not an all-or-nothing approach. Drawing on the benefits of playful learning and using these strategies in combination with evidence-based direct instructional practices in kindergarten will be essential to successfully integrating proposed revisions. </p>
<p>There are many educators in Ontario who already offer meaningful play-based learning opportunities and direct and systematic instruction in their classrooms. </p>
<p>This is evidenced in research published in 2016 <a href="https://doi.org/10.1080/10409289.2016.1220771">by early childhood researchers Angela Pyle and Erica Danniels</a> and also in follow-up research by Pyle and colleagues in <a href="https://doi.org/10.1007/s10643-017-0852-Z">2018</a> which focused on how play and literacy interface in full-day kindergarten classrooms. </p>
<p>My current research in kindergarten classrooms, to be published later this year, examines how educators use a range of approaches (including teacher-directed play) to support children’s literacy and self-regulation outcomes. This research has, to date, also documented kindergarten educators using systematic instruction in combination with play-based learning.</p>
<h2>Educators need development, resources</h2>
<p>What’s needed is to ensure kindergarten educators are being provided with training and professional development to effectively lead classrooms utilizing both play-based learning and systematic instruction in reading, writing and math. This task is anything from basic — but is 100 per cent possible and necessary. </p>
<p>As curricular revisions are made, we must ask: </p>
<ul>
<li><p>Who are the stakeholders that are being invited to make the revisions to the curriculum? </p></li>
<li><p>Who is missing from the conversations? </p></li>
<li><p>What research is being used? </p></li>
<li><p>What type of training will be provided to educators? </p></li>
<li><p>Will this training include a focus on what it means to teach in evidence-based ways — and how to do so? </p></li>
<li><p>Will policymakers consider class size and sufficient resourcing for teachers so all students have the classroom supports required to ensure these changes will have real impact?</p></li>
</ul>
<p>In updating a curriculum, we cannot merely add additional content for educators to cover each day. </p>
<p>Instead, we need to consider what these changes mean and how we can best support educators in successfully supporting children’s learning — through both play-based learning and direct instruction.</p><img src="https://counter.theconversation.com/content/222846/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Kristy Timmons received funding from Social Sciences and Humanities Research Council. She is an Associate Professor of Early Childhood Education at Queen's University, an Ontario Certified Teacher, and a Registered Early Childhood Educator. </span></em></p>We need to ensure the best scientific research in play-based learning and early reading is leveraged, and teachers receive supports to meet children’s developmental and academic needs.Kristy Timmons, Associate Professor, Early Childhood Education, Queen's University, OntarioLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/2214442024-01-25T16:08:01Z2024-01-25T16:08:01ZIn most provinces, 4-year-olds aren’t at school — but it’s an economically smart way to create child-care spaces<iframe style="width: 100%; height: 100px; border: none; position: relative; z-index: 1;" allowtransparency="" allow="clipboard-read; clipboard-write" src="https://narrations.ad-auris.com/widget/the-conversation-canada/in-most-provinces-4-year-olds-arent-at-school-but-its-an-economically-smart-way-to-create-child-care-spaces" width="100%" height="400"></iframe>
<p>Economists have been increasingly vocal on the fiscal rationale for strategic investments in the early years. </p>
<p>But how to invest wisely? </p>
<p>In 2024, the question is urgent as provinces and territories look to the second half of the <a href="https://www.canada.ca/en/early-learning-child-care-agreement/agreements-provinces-territories.html">Canada-Wide Early Learning and Child Care Agreements (CWELCC)</a> signed in 2021 with a promise of $10-a-day child care, and many <a href="https://childcarepolicy.net/the-story-coming-from-the-cselcc-survey-i-dont-think-were-going-to-make-itnot-even-close">scramble to meet the exploding demand</a> for space. </p>
<p>Yet $10-a-day day child care <a href="https://bc.ctvnews.ca/new-study-shows-few-low-income-families-benefiting-from-10-daycare-in-b-c-1.6691486">remains a pipe dream for many families</a>. </p>
<p>One leading <a href="https://www.deloitte.com/gh/en/about/people/profiles.3b68a259.html">Canadian economist, Craig Alexander</a>,<br>
<a href="https://www.theglobeandmail.com/opinion/article-public-schools-can-address-canadas-child-care-deserts/">has presented a strong argument for</a> leaning on <a href="http://mwmccain.ca/reports/2023/12/04/seven-benefits-building-down-public-education-younger-children/">the neighbourhood public school in the push to expand early learning</a>. </p>
<h2>Free programs for four-year-olds</h2>
<p>As an early childhood researcher, I waded into this conversation in 2023 by presenting <a href="https://theconversation.com/childrens-early-learning-belongs-in-neighbourhood-schools-209826">international evidence for linking early education with the public school system</a>. </p>
<p>Four-year-olds <a href="https://www.dcp.edu.gov.on.ca/en/curriculum/kindergarten">in Ontario</a>, <a href="https://www.ednet.ns.ca/pre-primary">Nova Scotia</a> and <a href="https://www.ece.gov.nt.ca/en/services/junior-kindergartenkindergarten">the Northwest Territories</a> are students in their neighbourhood schools, enjoying play-based programs with their peers, free of charge. </p>
<p>Many four-year-olds in the rest of Canada — or at least their parents and caregivers — are searching for child-care spaces. </p>
<p><a href="https://www.cbc.ca/news/canada/toronto/child-care-ontario-funding-1.7083821#">While Ontario</a>, <a href="https://www.cbc.ca/news/canada/nova-scotia/education-department-community-conversations-child-care-1.7014070#:%7E:text=In%20recent%20years%2C%20day%2Dcare,lengthy%20wait%2Dlists%20for%20spaces.">Nova Scotia and</a> <a href="https://www.cbc.ca/news/canada/north/yellowknife-parents-desperate-for-child-care-1.6767899">the Northwest Territories</a> face challenges with expanding child-care spaces, one thing they’ve gotten right is taking four-year-olds out of the equation by providing them free all-day, school-based programs. </p>
<p>When four- and five-year-old children are provided with a full day of schooling, it can free space in child care for younger children, while <a href="https://ecereport.ca/en/workforce-report/">strengthening the early years work force through</a> more stable and lucrative employment in neighbourhood schools.</p>
<figure>
<iframe width="440" height="260" src="https://www.youtube.com/embed/fDUOxX0XJzw?wmode=transparent&start=9" frameborder="0" allowfullscreen=""></iframe>
<figcaption><span class="caption">Video about Nova Scotia’s school-based pre-primary program.</span></figcaption>
</figure>
<h2>Evidence for financial return</h2>
<p>In 2010, <em>The Early Years Study 3</em> <a href="https://earlyyearsstudy.ca/wp-content/uploads/2019/05/EYS3.pdf">profiled a growing economic argument for investments in the early years</a> and identified how this reaps a healthy financial return for governments. </p>
<p>Since then, many Canadian economists continue to provide evidence for this: </p>
<ul>
<li><p>In 2012, <a href="https://cffp.recherche.usherbrooke.ca/wp-content/uploads/2018/12/cr_2012-02_impact_of_quebecs_universal_low_fee.pdf">Pierre Fortin</a> and colleagues provided empirical evidence for this financial return. </p></li>
<li><p><a href="https://www.oise.utoronto.ca/home/sites/default/files/2023-10/child_care_in_new_brunswick_-_the_social_economic_impacts_-_nov_2015.pdf">In 2015, Elizabeth Dhuey joined this argument</a> for the socio-economic rationale of strategic investments in the early years. </p></li>
<li><p>Post-COVID-19, Jim Stanford identified that <a href="https://centreforfuturework.ca/wp-content/uploads/2020/11/ELCC-Report-Formatted-FINAL-FINAL.pdf">investing in the early years was imperative to rebuilding the country’s economy</a>. </p></li>
<li><p><a href="https://www.cbc.ca/radio/thecurrent/the-current-for-may-22-2020-1.5580159/without-more-support-for-child-care-economic-recovery-will-be-slow-says-expert-1.5581464">Armine Yalnizyan coined the phrase “she-covery”</a> in referencing the importance of child care as countries embark on post-COVID-19 economic recovery.</p></li>
<li><p>And, Gordon Cleveland’s 2021 economic analysis of <a href="https://www.etfo.ca/getmedia/05d5d7d5-4253-48ca-92d5-6b0b7e261792/210204_ExecSummaryDrGordon.pdf">Ontario’s use of public schools for four-year-olds</a> authored for the Elementary Teachers’ Federation of Ontario concluded school-based four-year-old programs are much more cost-efficient than non-school based programs, and that these bring better educational outcomes for children. </p></li>
</ul>
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<figcaption><span class="caption">Video about the Northwest Territories kindergarten program.</span></figcaption>
</figure>
<h2>International evidence for school progrmas</h2>
<p>Alexander’s 2023 research on this issue follows his 2017 Canada Conference Board study on the <a href="https://www.conferenceboard.ca/product/ready-for-life-a-socio-economic-analysis-of-early-childhood-education-and-care/">long-term positive economic impact of quality early learning across lifespans</a> and a 2012 TD economics literature review he co-authored about <a href="https://d3n8a8pro7vhmx.cloudfront.net/childcareon/pages/234/attachments/original/1371740525/di1112_EarlyChildhoodEducation.pdf?1371740525">the widespread and long-lasting benefits of early childhood education</a>.</p>
<p>His rationale for expanding <a href="http://mwmccain.ca/reports/2023/12/04/seven-benefits-building-down-public-education-younger-children">early learning through schools</a> centres around seven core arguments:</p>
<p><strong>1. Schools are in every neighbourhood, helping <a href="https://policyalternatives.ca/sites/default/files/uploads/publications/National%20Office/2023/05/not-done-yet%20%281%29.pdf">eliminate childcare deserts</a>.</strong> By relying on existing infrastructure and space, especially in rural areas where excess capacity exists, early learning can expand quickly at little cost to governments and at great convenience to children and families. </p>
<p><strong>2. Schools deliver programs that can maximize inclusivity and diversity, boosting the impact of ELCC expansion.</strong> Alexander notes the exceptionally high enrolment of all children in free and accessible public school programs. In schools, expertise and resources exist to accommodate diverse learners through specialist educators, counsellors, psychologists and therapists. </p>
<p><strong>3. School programs can <a href="https://doi.org/10.1787/25216031">provide a continuum</a> of high-quality learning.</strong> Schools have a mandate and monitoring systems in place, to ensure quality education, strong outcomes, streamlined curriculum and smooth transitions. </p>
<p><strong>4. Schools attract and retain top-quality early childhood educators and lift market competition for ECEs, which can increase compensation in the sector broadly.</strong> The stability of schools, unionized staff, higher salaries and benefits — plus better working conditions — offer <a href="https://ecereport.ca/media/uploads/wr-downloads/canadas_children_need_a_professional_early_childhood_education_workforce.pdf">early child educators not only more stable employment but career advancement</a> opportunities and professional support.</p>
<p><strong>5. Schools have economies of scale due to being part of the public sector.</strong> Most early learning centres have limited purchasing power. Neighbourhood schools are better positioned to negotiate deals through purchasing quantity that motivates efficiencies, lowers expenses and maximizes resources for programs.</p>
<p><strong>6. Schools have strong governance and political accountability for outcomes.</strong>
Schools excel at program accountability and monitoring, public reporting and close scrutiny. Their data collection for program assessment is easier than surveys of licensed care providers: for example, early years centres are monitored by ministry inspectors who visit periodically to ensure adherence to the regulations.
School governance structures and resources are well-established.</p>
<p><strong>7. Schools eliminate the risk of market-based supply disruptions (like sudden closures due to low profit margins, sick staff or damaged infrastructure like a burst pipe); they reduce the risk of politically triggered supply disruptions</strong> (like if governments decide to de-fund public child-care and early education). Schools are less precarious, allowing families a greater sense of stability and children greater continuity of care. </p>
<p>Alexander’s work validates the growing movement by governments relying on the neighbourhood school for children’s early learning. </p>
<p>It reflects <a href="https://theconversation.com/why-doesnt-canada-let-schools-provide-child-care-188419">existing international practice in European countries such as Spain</a>, and emerging <a href="https://www.eyalliance.org.uk/news/2023/12/labour-reportedly-planning-fund-new-nurseries-primary-schools#">practice in countries like England</a>. </p>
<p>It addresses the need for child-care spaces by embracing quality and <a href="https://theconversation.com/child-care-or-education-words-matter-in-how-we-envision-living-well-with-children-198034">viewing early learning as early education, economically wise</a> and educationally sound. </p>
<p>Schools can do this better — something the <a href="https://theconversation.com/what-to-look-for-in-a-high-quality-pre-primary-or-junior-kindergarten-program-189060">province of Nova Scotia is demonstrating with their new</a> school-based pre-primary program.</p>
<h2>Alarms sounding for agreements</h2>
<p>Meanwhile, alarms are sounding for the CWELCC agreements. While much has been achieved, much more is needed as many <a href="https://policyalternatives.ca/sites/default/files/uploads/publications/National%20Office/2023/10/measuring-matters-FINAL-October%2027%202023.pdf">centres are at capacity and unable to expand further</a>. </p>
<p>Availing of capacity in neighbourhood schools, especially in rural areas where classrooms sit empty, offers an opportunity for rapid expansion. </p>
<p>Craig Alexander’s advice is timely and informed.</p><img src="https://counter.theconversation.com/content/221444/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>David Philpott does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.</span></em></p>It makes good economic sense to lean on the neighbourhood public school in the push to expand early learning.David Philpott, Professor, Special Education, Memorial University of NewfoundlandLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/2172472023-12-26T17:15:34Z2023-12-26T17:15:34ZHow counting by 10 helps children learn about the meaning of numbers<figure><img src="https://images.theconversation.com/files/564574/original/file-20231208-15-3eojg4.jpg?ixlib=rb-1.1.0&rect=0%2C242%2C4383%2C3017&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">Using concrete tools or objects matters for fostering mathematical development – but how can children best learn to count by 10?
</span> <span class="attribution"><span class="source">(Shutterstock)</span></span></figcaption></figure><iframe style="width: 100%; height: 100px; border: none; position: relative; z-index: 1;" allowtransparency="" allow="clipboard-read; clipboard-write" src="https://narrations.ad-auris.com/widget/the-conversation-canada/how-counting-by-10-helps-children-learn-about-the-meaning-of-numbers" width="100%" height="400"></iframe>
<p>When children start school, they learn how to recite their numbers (“one, two, three…”) and how to write them (1, 2, 3…). Learning about what those numbers mean is even more challenging, and this becomes trickier yet when numbers have more than one digit — such as 42 and 608. </p>
<p>It turns out that the meaning of such “multidigit” numbers cannot be gleaned from simply looking at them or by performing calculations with them. Our number system has many hidden meanings that are not transparent, making it <a href="https://doi.org/10.1037/dev0001145">difficult for children</a> to comprehend it. </p>
<p>In collaboration with elementary teachers, the Mathematics Teaching and Learning Lab at <a href="https://www.concordia.ca/">Concordia University</a> explores tools that can support young children’s understanding of multidigit numbers.</p>
<p>We investigate the impact of using concrete objects (like bundling straws into groups of 10). We also investigate the use of visual tools, such as number lines and charts, or words to represent numbers (the word for 40 is “forty”) and written notation (for example, 42). </p>
<p>Our recent research examined whether the “hundreds chart” — 10 by 10 grids containing numbers from one to 100, with each row in the chart containing numbers in groups of 10 — could be useful for teaching children about counting by 10, something foundational for understanding how numbers work. </p>
<h2>What’s in a number?</h2>
<p>Most adults know that the placement of the “4” and “2” in 42 means four tens and two ones, respectively. </p>
<p>But when young children start learning about numbers, they do not naturally see 10s and ones in a number like 42. They think the number represents 42 things counted from one to 42 without distinguishing between the meaning of the digits “4” and “2.” Over time, through counting and other activities, children see the four as a <a href="https://doi.org/10.1177/1053451221994827">collection of 40 ones</a>. </p>
<p>This realization is not sufficient, however, for <a href="https://doi.org/10.1111/ssm.12258">learning more advanced topics</a> in math. </p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/mathematical-thinking-begins-in-the-early-years-with-dialogue-and-real-world-exploration-128282">Mathematical thinking begins in the early years with dialogue and real-world exploration</a>
</strong>
</em>
</p>
<hr>
<p>An important next step is to see that 42 is made up of four distinct groups of 10 and two ones, and that the four 10s can be counted as if they were ones (for example, 42 is one, two, three, four 10s and one, two, “ones”). </p>
<p>Ultimately, one of the most challenging aspects of understanding numbers is that groups of ten and ones are <a href="https://doi.org/10.17226/12519">different kinds of units</a>. </p>
<h2>Numbers can be arranged in different ways</h2>
<p>The numbers in hundreds charts can be arranged in different ways. A top-down hundreds chart has the digit “1” in the top-left corner and 100 in the bottom-right corner. </p>
<p>The numbers increase by 10 moving downward one row at a time, like going from 24 to 34 using one hop down, for instance. A second type of chart is the “bottom-up” chart, which has the numbers increasing in the opposite direction. </p>
<h2>Counting by 10s</h2>
<p>Children can move from one number to another in the chart to <a href="https://doi.org/10.5951/teacchilmath.24.3.00e1">solve problems</a>. Considering 24 + 20, for example, children could start on 24 and move 20 spaces to land on 44. </p>
<p>Another way would be to move up (or down, depending on the chart) two rows (for example, counting “one,” “two”) until they land on 44. This second method shows a developing understanding of multidigit numbers being composed of distinct groups of 10, which is critical for an advanced knowledge of the number system. </p>
<p>For her master’s research at Concordia University, Vera Wagner, one of the authors of this story, thought children might find it more intuitive to solve problems with the bottom-up chart, where the numbers get larger with upward movement. </p>
<p>After all, plants grow taller and liquid rises in a glass as it is filled. Because of such <a href="https://doi.org/10.1111/tops.12278">familiar experiences</a>, she thought children would move by tens more frequently in the bottom-up chart than in the top-down chart. </p>
<h2>Study with kindergarteners, Grade 1 students</h2>
<p>To examine this hypothesis, we worked with 47 kindergarten and first grade students in Canada and the United States. All the children but one spoke English at home. In addition to English, 14 also spoke French, four spoke Spanish, one spoke Russian, one spoke Arabic, one spoke Mandarin and one communicated to some extent in ASL at home. </p>
<p>We assigned all child participants in the study an online version of <a href="http://mathchart.ca/chart.html#nt">either a top-down</a> or <a href="https://mathchart.ca/chart.html#reversednt">bottom-up</a> hundreds chart, programmed by research assistant André Loiselle, to solve arithmetic word problems. </p>
<p><a href="https://doi.org/10.1111/ssm.12593">What we found surprised us</a>: children counted by tens more often with the top-down chart than the bottom-up one. This was the exact opposite of what we thought they might do!</p>
<p>This finding suggests that the top-down chart fosters children’s counting by tens as if they were ones (that is, up or down one row at a time), an important step in their mathematical development. Children using the bottom-up chart were more likely to confuse the digits and move in the wrong direction. </p>
<h2>Tools can impact learning</h2>
<p>Our research suggests that the types of tools used in the math classroom can impact children’s learning in <a href="https://doi.org/10.1016/j.learninstruc.2008.03.005">different ways</a>. </p>
<p>One advantage of the top-down chart could be the corresponding left-to-right and downward movement that matches the direction in which children learn to read in English and French, the official languages of instruction in the schools in our study. Children who learn to read in a different direction (for example, <a href="https://escholarship.org/uc/item/4tt0k00j">from right to left, as in Arabic</a>) may interact with some math tools differently from children whose first language is English or French. </p>
<p>The role of cultural experiences in math learning opens up questions about the design of teaching tools for the classroom, and the relevance <a href="https://theconversation.com/culturally-responsive-teaching-in-a-globalized-world-109881">of culturally responsive</a> mathematics teaching. Future research could seek to directly examine the relation between reading direction and the use of the hundreds chart.</p><img src="https://counter.theconversation.com/content/217247/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Helena Osana received funding from the Social Sciences and Humanities Research Council of Canada for this research. </span></em></p><p class="fine-print"><em><span>Jairo A. Navarrete-Ulloa receives funding from the National Agency for Research and Development (ANID) in Chile. </span></em></p><p class="fine-print"><em><span>Vera Wagner does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.</span></em></p>Findings of a study suggest using a ‘hundreds chart’ showing numbers one through 100, beginning with one in the top-left corner, fosters children’s counting by 10s.Helena Osana, Professor, Principal Investigator of the Mathematics Teaching and Learning Lab, Concordia UniversityJairo A. Navarrete-Ulloa, Adjunct assistant professor, Institute of Education Sciences, Universidad de O’Higgins (Chile)Vera Wagner, Research Assistant, Mathematics Teaching and Learning Lab, Concordia UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/2185152023-11-26T19:20:37Z2023-11-26T19:20:37ZA major new childcare report glosses over the issues educators face at work and why they leave<p>The Productivity Commission has just released a <a href="https://www.pc.gov.au/inquiries/current/childhood/draft">major report</a> as part of its inquiry into early childhood education and care. </p>
<p>The draft <a href="https://theconversation.com/the-productivity-commission-wants-all-australian-kids-to-have-access-to-3-days-of-early-learning-and-care-a-week-218247">recommendation</a> that all children under five should have access to three days a week of “high quality” early education is grabbing headlines. </p>
<p>But if this is going to happen, we need a workforce to provide it. And in its report, the commission glossed over educator burnout and their working conditions. This is what makes it so difficult to retain staff.</p>
<p><a href="http://www.iier.org.au/iier33/rogers-abs.html">Our research</a> shows why this needs to change. </p>
<h2>What does the Productivity Commission say?</h2>
<p>The interim report (the final report is due in June 2024) repeatedly noted how early childhood education and care is important to children and <a href="https://www.theparenthood.org.au/choiceless">families’ wellbeing</a>. If families cannot access high-quality services, <a href="https://www.afr.com/policy/economy/cheaper-childcare-pays-for-itself-20201011-p563xj">parents cannot work</a> and children do not get the education and development opportunities they need to thrive. </p>
<p>The report does note “workforce challenges” and issues with pay and conditions – noting some staff were leaving for “lower stress” jobs. It also noted these this has been a “major concern” for the sector for “many years”.</p>
<p>But it does not specifically address educators’ wellbeing. </p>
<p><div data-react-class="Tweet" data-react-props="{"tweetId":"1727795966953025627"}"></div></p>
<h2>Vacancies at ‘record highs’</h2>
<p>Early childhood educators are passionate about their jobs and well trained, but they are leaving the sector <a href="https://thesector.com.au/2022/05/31/ecec-job-advertisements-have-doubled-since-covid-19-illustrating-the-depth-of-staffing-crisis/">in droves</a>. </p>
<p>The commission’s report notes vacancies for early childhood education and care positions are at “record highs and vacancy rates are above those of the wider workforce”. It suggests the sector has more than 5,000 vacancies Australia wide. </p>
<p>This figure does not consider the early learning services that have closed, reduced their capacity or simply stopped advertising because of low staff.</p>
<h2>Our research</h2>
<p>Our <a href="https://theconversation.com/early-educators-around-the-world-feel-burnt-out-and-devalued-heres-how-we-can-help-202513">previous research</a> showed educators around the world (including Australia) are at risk of <a href="https://blog.une.edu.au/hasse/2021/12/07/early-childhood-educator-staff-welfare-tales-of-burnout-and-hope/">burning out</a>. This is due to inadequate support from their workplaces, a focus on <a href="https://journals.sagepub.com/doi/abs/10.1177/1365480216651519">collecting administrative data</a> over interacting with children, low pay and <a href="https://womensagenda.com.au/latest/smile-and-wave-ladies-the-attempts-to-silence-grace-tame-mirrors-the-plight-of-early-childhood-educators/">low status</a>.</p>
<p>Our <a href="https://www.taylorfrancis.com/chapters/edit/10.4324/9781003352129-12/new-ways-working-new-opportunities-wendy-boyd-marg-rogers-margaret-sims">new study</a> looked at the experiences of Australian educators at the height of COVID lockdowns, to understand the new pressures on the workforce and the ways they adapted. This involved online interviews with <a href="http://www.iier.org.au/iier33/rogers-abs.html">six educational leaders</a> from different service types in regional and rural NSW. </p>
<p>During COVID early childhood educators kept working but <a href="https://thesector.com.au/2021/09/02/love-your-educators-make-them-a-priority-for-the-vaccine-the-parenthood-says/">were not prioritised for vaccinations</a>, despite constant contact with parents in high-risk jobs. New requirements from health authorities were constant and services often had to work out-of-hours to implement them at little notice. </p>
<p>As one interviewee told us: </p>
<blockquote>
<p>No wonder we are burnt out when even our weekends and annual leave are interrupted.</p>
</blockquote>
<p>Extra duties included deep cleaning, further administrative reporting, extra communication with parents and constant adjustment to staffing. But there was no extra funding to go with this work. As one interviewee told us: </p>
<blockquote>
<p>We had this good group of casuals […] They didn’t have work, so there were […] some emotional times with staff […] because we couldn’t employ them.</p>
</blockquote>
<p>At the same time, childrens’ and families’ needs increased, with the stress of the pandemic and waves of lockdowns. Another interviewee spoke of the emotional demands they faced: </p>
<blockquote>
<p>[staff] were stressed - they were concerned about themselves, [and] their family. I had older staff, […] Indigenous staff [and was] trying to support […] and care for them.</p>
</blockquote>
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<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/early-educators-around-the-world-feel-burnt-out-and-devalued-heres-how-we-can-help-202513">Early educators around the world feel burnt out and devalued. Here's how we can help</a>
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</p>
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<h2>Things have not necessarily improved</h2>
<p>The pandemic has thankfully eased, but despite being essential workers, educators do not have the recognition and support <a href="https://www.iier.org.au/iier32/sims-abs.html">they deserve</a>. Their work continues to demand a lot for <a href="https://theconversation.com/covid-chaos-has-shed-light-on-many-issues-in-the-australian-childcare-sector-here-are-4-of-them-174404">low status and little pay</a>. </p>
<p>For example, the median wages of qualified teachers who work in the early learning system are about 20% lower than those of primary school teachers.</p>
<p>They continue to work in <a href="https://educationhq.com/news/managerialism-has-taken-over-in-early-childhood-education-109737/">highly regulated systems</a>, with burdensome administrative processes for <a href="https://www.iejee.com/index.php/IEJEE/article/view/1447/532">quality assurance</a>. This work includes assessment, rating, quality assurance plans, programming and safety documentation. </p>
<p>This can necessitate <a href="https://blog.aare.edu.au/time-money-exhaustion-why-early-childhood-educators-will-join-the-great-resignation/">unpaid hours</a>. And the <a href="https://theconversation.com/early-childhood-educators-are-slaves-to-the-demands-of-box-ticking-regulations-167283">emphasis</a> on documentation and data collection reduces educators’ <a href="https://thesector.com.au/2021/10/25/bound-for-burnout-early-childhood-educators-are-swimming-against-a-gendered-micromanaged-tide/">time with children</a> and <a href="https://doi.org/10.1080/1350293X.2020.1836583">job satisfaction</a>. </p>
<p>Other stressors have also replaced <a href="https://link.springer.com/chapter/10.1007/978-3-030-96977-6_4">COVID requirements</a>. This includes the impact of climate change (which also means keeping children safe and healthy in very hot, smoky or rainy weather), cost-of-living pressures and a housing crisis. These issues affect educators and the families and children they support.</p>
<h2>We need to do 4 things</h2>
<p>The Productivity Commission has a huge job to do in examining early education and care. But it has not yet adequately grappled with the causes of educator burnout and attrition. </p>
<p>To attract and retain the workforce required for the sector, we need to do four things:</p>
<ol>
<li><p>fund <a href="https://www.aare.edu.au/blog/?p=16626">wellbeing programs</a>, including, peer support, mentoring programs, coaching and counselling for early childhood educators </p></li>
<li><p>provide incentives for educators to work in “<a href="https://www.vu.edu.au/mitchell-institute/early-learning/childcare-deserts-oases-how-accessible-is-childcare-in-australia">childcare deserts</a>”, where services are scarce (this includes regional, rural and remote areas and poorer metropolitan suburbs)</p></li>
<li><p>overhaul administrative burdens </p></li>
<li><p>make early learning <a href="https://www.afr.com/work-and-careers/workplace/make-affordable-childcare-part-of-the-education-system-20220502-p5ahwl">part of the education system</a> to improve educators’ pay, status and conditions.</p></li>
</ol>
<p>Until system-wide issues are addressed and governments prioritise educator wellbeing, we are not going to get the workforce we need to educate and care for young children in Australia. </p>
<p><em>Professor Margaret Sims (Macquarie University) and Associate Professor Wendy Boyd (Southern Cross University) were co-researchers in this study.</em></p><img src="https://counter.theconversation.com/content/218515/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Marg Rogers receives funding from the Commonwealth-funded Manna Institute, which is building place-based mental health research capacity in regional, rural, and remote Australia.</span></em></p>Early childhood educators are passionate but they are leaving the sector in droves.Marg Rogers, Senior Lecturer, Early Childhood Education; Post Doctoral Fellow, Manna Institute, University of New EnglandLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/2182472023-11-23T11:30:09Z2023-11-23T11:30:09ZThe Productivity Commission wants all Australian kids to have access to 3 days of early learning and care a week<p>A major new report is recommending bold changes to Australia’s early childhood sector. On Thursday night, the Productivity Commission released an <a href="https://www.pc.gov.au/inquiries/current/childhood/draft">interim report</a> from its <a href="https://www.pc.gov.au/inquiries/current/childhood#draft">inquiry</a> into early childhood education and care.</p>
<p>The report recommends every Australian child aged under five years gets access to three days a week of “high-quality” early learning and care. This entitlement could occur in a range of settings such as centre-based day care, family day care and preschool. </p>
<p>Currently there is no national guarantee, only a mix of entitlements to preschool for three- and four-year-olds, which varies depending on the state.</p>
<p>The report also recommends lower-income families receive a 100% <a href="https://www.servicesaustralia.gov.au/child-care-subsidy">child care subsidy</a> for these three days and some work or study requirements are removed. This means families earning less than A$80,000 would get up to 30 hours of free childcare for children aged under five years.</p>
<p>The recommendations would result in a huge overhaul of the sector and require large increases in the supply of early education places and government funding. </p>
<h2>Why do we have this report?</h2>
<p>The inquiry was set up in February this year, following a <a href="https://www.alp.org.au/policies/cheaper-child-care">Labor election promise</a> to conduct a comprehensive review of the sector with the aim of paying 90% of fees for all families covered by the <a href="https://www.servicesaustralia.gov.au/child-care-subsidy">Child Care Subsidy</a>. </p>
<p>The report is one of several federal government-commissioned inquiries into early education and care. The Australian Competition and Consumer Commission is currently looking at <a href="https://www.accc.gov.au/inquiries-and-consultations/childcare-inquiry-2023">the early learning market</a> and Australia’s children’s education and care regulator is looking at <a href="https://ministers.education.gov.au/clare/interview-sky-news-sunday-agenda-0">safety</a> in the sector. </p>
<p>The Productivity Commission review has a broader scope than the other reviews and is examining issues such as cost, quality, workforce and access to early learning and care.</p>
<p>The sector already provides services to more than <a href="https://www.education.gov.au/early-childhood/resources/june-quarter-2023-data-tables">1.4 million children</a> every year and receives about A$13 billion in government funding. </p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/yes-childcare-is-costly-but-nowhere-near-as-costly-as-recent-reports-suggest-heres-why-215259">Yes, childcare is costly, but nowhere near as costly as recent reports suggest – here's why</a>
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</p>
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<h2>What are the key findings?</h2>
<p>The interim report found Australia’s early learning and care system can be complex and costly, with patchy provision in some areas and not enough support for vulnerable groups.</p>
<p>To meet these challenges, the Productivity Commission recommends the federal government takes a more active role in ensuring up to 30 hours or three days a week of quality early childhood education and care is available to all children up to five years.</p>
<p>This would be the first time there is an explicit policy aim in Australia for an entitlement like this.</p>
<p>The report highlighted that those who are likely to benefit most from childcare services - those experiencing disadvantage – are also less likely to attend. To increase participation, the report recommends “relaxing” the <a href="https://www.servicesaustralia.gov.au/activity-level-and-subsidised-care-for-child-care-subsidy?context=41186">activity test</a> and increasing subsidies for low income families.</p>
<p>At the moment, many families need to undertake a certain amount of work, study or volunteering (“activity”) to be eligible for the child care subsidy.</p>
<p>As Associate Commissioner Deborah Brennan said:</p>
<blockquote>
<p>A child’s entitlement to at least three days of [early childhood education and care] a week should not depend on how much their parents work.</p>
</blockquote>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/more-than-1-million-australians-have-no-access-to-childcare-in-their-area-179557">More than 1 million Australians have no access to childcare in their area</a>
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</em>
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<h2>Fees and subsidies</h2>
<p>A key point is the amount of subsidy different families should receive.</p>
<p>Currently, families earning between $80,000 and $530,000 receive up to 90% in subsidies. The subsidy decreases by 1% for each $5,000 they earn above $80,000. The subsidy is paid directly to early childhood services and they pass it on to families as a fee reduction. </p>
<p>In response to Labor’s request to investigate a 90% universal subsidy, Productivity Commission modelling suggests this would would increase the child care subsidy payments by about $4.1 billion annually, or 33%. The biggest beneficiaries would be high-income families, because their subsidy would increase the most. </p>
<p>But the report goes a step further. For families on incomes up to $80,000 it recommends increasing the subsidy to 100% of the <a href="https://www.servicesaustralia.gov.au/type-child-care-you-use-can-affect-child-care-subsidy?context=41186">top subsidy rate</a> for 30 hours a week.</p>
<p>This would make up to 30 hours of childcare effectively free for about 30% of all families with children aged under five. The estimated cost of this policy, along with the relaxing of the activity test, is an additional $2.5 billion a year, or 20%.</p>
<p>The commission believes these changes would remove barriers for lower-income families and encourage more children experiencing disadvantage to benefit from high-quality early learning. </p>
<p>As the report says: </p>
<blockquote>
<p>Affordability should not be a barrier to […] access.</p>
</blockquote>
<p>The commission will explore further recommendations in their final report for subsidy rates to families not covered by the 100% subsidy recommendation. </p>
<p><iframe id="Scxct" class="tc-infographic-datawrapper" src="https://datawrapper.dwcdn.net/Scxct/3/" height="400px" width="100%" style="border: none" frameborder="0"></iframe></p>
<h2>Expansive reform</h2>
<p>The commission’s proposal would introduce an entitlement to early education and care like reforms already underway in other countries. </p>
<p><a href="https://www.smh.com.au/politics/federal/why-australia-should-look-to-quebec-s-5-a-day-daycare-20230702-p5dl3q.html">Quebec in Canada</a> already has an entitlement to childcare at $10 a day regardless of income. </p>
<p>The <a href="https://www.childcarechoices.gov.uk/upcoming-changes-to-childcare-support/">United Kingdom</a> is expanding childcare entitlements to 30 hours per week for many working families with children aged over nine months.</p>
<p>The commission highlights such an expansion “will require careful sequencing and implementation”.</p>
<p>To do this, it is proposing more government involvement in locations where families struggle to find appropriate education and care. At the moment, the government subsidises those who create the demand for early childhood services (parents and families). Meanwhile, supply is created by a mix of for-profit and not-for-profit providers opening centres to respond to this need.</p>
<p>This is different to our school system, where governments fund schools directly, there is greater government service provision and schools are not allowed to be for-profit.</p>
<h2>What next?</h2>
<p>When viewed this way, the Productivity Commission has not recommended a major overhaul of the current approach. Instead, it will explore the most effective government interventions where the current model is not working properly. This means there is still a lot of detail that needs to be worked out.</p>
<p>But the reform agenda is undeniably big and geared towards directing the most support to those children from disadvantaged backgrounds. </p>
<p>The commission will hold public hearings next year with a final report due to the government on June 30 2024.</p><img src="https://counter.theconversation.com/content/218247/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Peter Hurley works for the Mitchell Institute who receive funding from Minderoo Foundation to undertake research into early childhood education and care.</span></em></p><p class="fine-print"><em><span>Melissa Tham works for the Mitchell Institute who receive funding from Minderoo Foundation to undertake research into early childhood education and care.</span></em></p>Australia is set to embark on bold changes to early childhood education if a new report is anything to go by.Peter Hurley, Director, Mitchell Institute, Victoria UniversityMelissa Tham, Research fellow, Victoria UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/2083962023-09-14T21:19:18Z2023-09-14T21:19:18ZOntario needs to remove barriers to child-care subsidies for low-income families<iframe style="width: 100%; height: 100px; border: none; position: relative; z-index: 1;" allowtransparency="" allow="clipboard-read; clipboard-write" src="https://narrations.ad-auris.com/widget/the-conversation-canada/ontario-needs-to-remove-barriers-to-child-care-subsidies-for-low-income-families" width="100%" height="400"></iframe>
<p>In September, a major turnover in child care occurs, as preschoolers graduate to kindergarten and a new wave of preschoolers enters into early learning and care systems. </p>
<p>This year, the pressures on the child-care sector have increased dramatically as governments are radically decreasing the costs of child care for families as they <a href="https://www.canada.ca/en/early-learning-child-care-agreement/agreements-provinces-territories.html">implement Canada-wide early learning and child care (CWELCC)</a> agreements.</p>
<p>The government of Ontario has <a href="https://www.fao-on.org/en/Blog/Publications/2022-education-estimates">projected significant increases in demand for child care</a> as a result of lower fees. In these early days, we are not aware of evidence of this happening, but <a href="https://www.cbc.ca/news/canada/london/now-that-daycare-is-cheaper-in-ontario-demand-is-up-are-working-parents-getting-squeezed-out-1.6757416">anecdotally this seems to be the case</a>.</p>
<p>While provinces are talking about increasing the number of spaces, substantial <a href="https://doi.org/10.3138/cpp.2022-059">labour shortages in staff</a> (since pay and benefits are poor in this sector) and insufficient investment in physical spaces likely mean that increases in demand will <a href="https://fao-on.org/en/Blog/Publications/2022-education-estimates">far outpace increases in supply</a>.</p>
<p>When resources are scarce, disadvantaged parents and children receive the short end of the services stick while more affluent families are more likely to secure access to higher-quality services. </p>
<p>Research from 2005 found that following Québec’s move to significantly expand a network of daycare services in 1997 and reduce fees for parents, “<a href="https://irpp.org/research-studies/quality-counts">the overall quality of the daycare settings attended by children from less privileged families was significantly lower</a> than that of those attended by children from more privileged families.” </p>
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Read more:
<a href="https://theconversation.com/ottawas-10-a-day-child-care-promise-should-heed-quebecs-insights-about-balancing-low-fees-with-high-quality-159626">Ottawa's $10-a-day child care promise should heed Québec’s insights about balancing low fees with high quality</a>
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<p>Ontario’s current implementation plan for child care and early learning agreements runs the risk of leaving disadvantaged families further behind, rather than closing gaps in opportunities and outcomes for their children. To prevent this, Ontario, and indeed all provinces, need to double down on removing barriers to child-care subsidies for low-income families. </p>
<h2>Lower-income families have less access</h2>
<p>In Canada, many children spend a <a href="https://www150.statcan.gc.ca/n1/pub/89-652-x/89-652-x2014005-eng.pdf">significant part of their day in early learning and child care</a>, whether in centres or home-based settings.</p>
<p>With the introduction of new child care agreements across Canada, all families are eligible for substantial fee reduction. </p>
<p>For example, when Ontario’s agreement is fully implemented, fees should be down to approximately $12 per day, regardless of whether both parents (or one parent in single-parent households) work or study. </p>
<h2>$10 a day is a hardship for many</h2>
<p>Before the federal government announced the introduction of Canada-wide early learning and care agreements, most parents who received a child-care subsidy in Toronto paid well below $10 per day. For example, when we examined data pertaining to nearly 900 parents recruited from the City of Toronto’s child-care subsidy waitlist, we found that, based on their financial and work/study activity eligibility, parents paid an average of $3.33 per day. </p>
<p>Since their fee contribution was set based on financial eligibility criteria, this means that $10 per day would be a hardship for many of these families. Without additional fee subsidies, these parents would likely not be able to afford care.</p>
<h2>Complicating factors</h2>
<p>Even if parents can afford child care (whether through their earnings or subsidies), they still need to secure a space. Wait lists for child care can be long, with some parents having to get in line even before their child is born. </p>
<p>This is especially challenging for families who are new to Canada or unfamiliar with the system, as well as those in neighbourhoods with limited child-care options. </p>
<p>As documented by the research of Petr Varmuza, one of the authors of this story, in the City of Toronto, when neighbourhoods have lower levels of income and maternal education, they tend to have lower availability of child care. </p>
<p>One complicating factor is that parents find it hard to evaluate the quality of care their children receive, with many being unaware of whether it is <a href="https://doi.org/10.1186/s40723-019-0063-8">licensed or not</a>. </p>
<h2>Disadvantages compounded</h2>
<p>It is concerning that children from lower-income families <a href="https://doi.org/10.1186/s40723-019-0063-8">are less likely to have access to any form of licensed care</a>. Low-income families tend to have limited knowledge of the child-care sector and tend to live in neighbourhoods with fewer child-care <a href="https://www.oise.utoronto.ca/atkinson/UserFiles/File/Events/2023_Summer_Institute/Michal_Perlman_-_WHO_S_IN_AND_WHO_IS_OUT_CWELCC_AND_EQUITY.pdf">spaces per child</a>. </p>
<p>Furthermore, because subsidies for low-income parents are tied to parent activity, if their circumstances change for any reason (like losing a job, going on parental leave or caring for a sick family member), their subsidy is revoked. And research has linked such <a href="https://doi.org/10.1007/s10643-023-01513-8">disruptions in care to worse outcomes for children</a>. </p>
<p>It is simply unfair that low-income parents are subject to these activity requirements in order to receive the level of subsidy they need while, under the current framework for CWELCC, higher income parents are not subject to these restrictions. </p>
<h2>Remove work/study requirements</h2>
<p>To address this inequity, all work/study requirements for fee subsidies should be removed.</p>
<p>Inclusivity is explicitly stated as an important goal of the federal government’s Canada-wide early learning and child care initiative, and one aimed at providing support to society’s most vulnerable populations and ensuring the healthy development of their children. </p>
<p>However, for vulnerable and marginalized groups, access to early learning and child care remains uncertain. This inclusivity goal must become a top priority to fulfil affordable care for all families.</p>
<p>The ultimate solution is publicly funded child care with enough spaces for everyone.</p><img src="https://counter.theconversation.com/content/208396/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Michal Perlman receives funding from the Social Sciences and Humanities Research Council, The Lawson Foundation, The Nova Scotia Department of Education and Early Childhood Development and other sources.</span></em></p><p class="fine-print"><em><span>Samantha Burns receives funding from the Social Sciences and Humanities Research Council and The Nova Scotia Department of Education and Early Childhood Development. </span></em></p><p class="fine-print"><em><span>Petr Varmuza does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.</span></em></p>For vulnerable and marginalized groups, access to early learning and child care remains uncertain. Inclusive access must become a top priority to achieve affordable care for all families.Michal Perlman, Professor of Applied Psychology and Human Development, University of TorontoPetr Varmuza, Assistant Researcher, Perlman Lab, Ontario Institute for the Studies of Education, University of TorontoSamantha Burns, Ph.D. Student, Developmental Psychology and Education, University of TorontoLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/2098262023-08-28T21:42:27Z2023-08-28T21:42:27ZChildren’s early learning belongs in neighbourhood schools<iframe style="width: 100%; height: 100px; border: none; position: relative; z-index: 1;" allowtransparency="" allow="clipboard-read; clipboard-write" src="https://narrations.ad-auris.com/widget/the-conversation-canada/childrens-early-learning-belongs-in-neighbourhood-schools" width="100%" height="400"></iframe>
<p>The beginning of each school year brings an opportunity to reflect, for children, families and also for policymakers. Some important lessons pertain to effective ways provinces and territories <a href="https://irpp.org/research-studies/early-learning-and-child-care-in-canada/">can expand children’s and families’ access</a> to early learning programs. </p>
<p><a href="https://www.canada.ca/en/department-finance/news/2021/04/budget-2021-a-canada-wide-early-learning-and-child-care-plan.html">Canada-wide early learning and child-care agreements</a> established between the federal government and provinces or territories allow governments to be creative with increasing access. Research can guide that creativity by linking the early years to neighbourhood schools. </p>
<p>Programs for four-year-olds (alternately known as pre-kindergarten, pre-primary, junior kindergarten or two-year kindergarten, depending on the area) belong in neighbourhood schools, closely tied into the cascade of schools’ curriculum, teaching and learning expertise. These programs establish a continuum of learning and healthy child development. </p>
<p>Right now, access to schooling for four-year-olds <a href="https://ecereport.ca">is not consistent across the country</a>, as noted by the Early Childhood Education report by the not-for-profit Atkinson Centre. </p>
<p>For example, Alberta, Saskatchewan and New Brunswick have part-time programs for some high-risk children only, while Ontario, Northwest Territories and Nova Scotia offer universal full-day junior kindergarten in neighbourhood schools.</p>
<p>Ample evidence points towards <a href="https://theconversation.com/why-doesnt-canada-let-schools-provide-child-care-188419">benefits and practical ways of offering high-quality early learning programs</a> in schools quickly and efficiently.</p>
<h2>Relying on school infrastructure</h2>
<p>Schools can launch early learning and care fast and well by including four-year-olds in the neighbourhood school in programs offered by the school, free of charge. These programs <a href="https://childcarecanada.org/documents/research-policy-practice/21/12/10-day-child-care-will-it-really-reduce-barriers-employment">recognize that any fee, even $10 a day, is a challenge</a> for many, especially those who most need the program. </p>
<p>This approach is efficient and effective, child-friendly and family focused, and informed by a wealth of international research.</p>
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<img alt="A child and teacher seen in discussion at a table in a classroom." src="https://images.theconversation.com/files/544647/original/file-20230824-2922-lty3yt.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/544647/original/file-20230824-2922-lty3yt.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/544647/original/file-20230824-2922-lty3yt.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/544647/original/file-20230824-2922-lty3yt.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/544647/original/file-20230824-2922-lty3yt.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/544647/original/file-20230824-2922-lty3yt.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/544647/original/file-20230824-2922-lty3yt.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
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<span class="caption">Governments can focus on extending existing infrastructure and resources of their schools to serve four-year-olds.</span>
<span class="attribution"><span class="source">(Allison Shelley/The Verbatim Agency for EDUimages</span>, <a class="license" href="http://creativecommons.org/licenses/by-nc/4.0/">CC BY-NC</a></span>
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<h2>Creating more early years spaces</h2>
<p>Ample examples exist of governments who have effectively launched school based early learning programs:</p>
<ul>
<li><p>In 2021, 5,900 Nova Scotia children enrolled in pre-primary, after the province first <a href="https://novascotia.ca/news/release/?id=20201002005">launched the program in 2017</a>. <a href="https://childcarecanada.org/sites/default/files/ECEC2021-Northwest-Territories_0.pdf">The Northwest Territories</a> created just over 500 spaces in a similar time frame. </p></li>
<li><p>In 2021-22, with its large and disbursed population, <a href="https://www.ontario.ca/page/facts-about-elementary-and-secondary-education#section-3">Ontario enrolled over 250,000 children within five years</a> in what has become a <a href="https://www.etfo.ca/news-publications/publications/ontario-s-kindergarten-program-a-success-story-full-report,">popular and successful two-year kindergarten program that begins at age four</a>.</p></li>
<li><p><a href="https://www.quebec.ca/en/education/preschool-elementary-and-secondary-schools/kindergarten">The Québec government</a> is gradually expanding <a href="https://www.quebec.ca/education/prescolaire-primaire-et-secondaire/maternelle">their program for four-year-olds</a> into a universal program operated <a href="https://www.nfsb.qc.ca/kindergarten">by public schools</a>. </p></li>
</ul>
<p>Canadian success with school-based pre-kindergarten reflects international experiences, including in the United States: </p>
<ul>
<li><p><a href="https://www.nber.org/papers/w28756">In Boston, where a pre-kindergarten program</a> was established in the 1990’s, researchers are documenting the lifelong boost <a href="https://www.huffpost.com/entry/boston-free-universal-pre-k_n_64a7f68be4b03d308d946c76">enjoyed by children and economies</a>. </p></li>
<li><p>Many school districts in <a href="https://mailchi.mp/learningpolicyinstitute/california-added-a-new-grade-to-public-schools-how-is-it-going?e=d9ba33f225">California plan to be ahead of schedule</a> in <a href="https://www.latimes.com/california/newsletter/2023-05-10/california-wants-to-provide-preschool-for-all-but-districts-face-a-rocky-road-ahead-essential-california">adding a new grade</a> to their school system to accommodate four-year-olds.</p></li>
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<h2>High-quality programs</h2>
<p>For many governments, relying on infrastructure and resources of neighbourhood schools has been an effective way to expand access to quality early childhood education. Similar lessons were learned in many schools’ move to full-day kindergarten <a href="https://ecereport.ca/en/resources/charts-graphs/overview/early-childhood-education-report-2020/">for five-year-olds, once unheard of but now enjoyed by all but three provinces in Canada</a>. </p>
<p>As regions across Canada work to meet the expansion requirements outlined in the federal agreements, enrolment numbers for existing school-based programs for four-year-olds offer an attractive route toward creating more early years spaces.</p>
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Read more:
<a href="https://theconversation.com/what-to-look-for-in-a-high-quality-pre-primary-or-junior-kindergarten-program-189060">What to look for in a high-quality 'pre-primary' or junior kindergarten program</a>
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<p>It is not just the rate of expansion that is impressive; so too is the quality of programs. Well-trained educators are attracted to working in neighbourhood schools with better pay packages and staff support. Pre-kindergarten and kindergarten share curriculum and teaching approaches that make play the heart of education while cultivating children’s enjoyment of learning. </p>
<p>Schools, with curriculum leaders, professional development plans and accountability structures, are better able to monitor and promote quality than the current mix of child-care providers. </p>
<h2>Short- and long-term benefits</h2>
<p><a href="https://ojs.lib.uwo.ca/index.php/eei/article/view/9386">National</a> and <a href="https://ojs.lib.uwo.ca/index.php/eei/article/view/9385">international</a> research confirms that including four-year-olds in early childhood education boosts literacy, numeracy and language learning and behavioural regulation while ensuring <a href="https://www.conferenceboard.ca/product/ready-for-life-a-socio-economic-analysis-of-early-childhood-education-and-care/">higher graduation rates, post-secondary enrolments, family incomes and reduced draws on social programs</a>. </p>
<p>High-quality early childhood education <a href="https://ojs.lib.uwo.ca/index.php/eei/issue/view/1054">lowers special education rates</a> and lessens the intensity of supports required for children with identified exceptionalities.</p>
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Read more:
<a href="https://theconversation.com/new-research-shows-quality-early-childhood-education-reduces-need-for-later-special-ed-112275">New research shows quality early childhood education reduces need for later special ed</a>
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<p>When children are in school-based programs, they enjoy the resources of the school such as gymnasiums and libraries. They have access to support staff such as speech therapists, counsellors and psychologists. Families enjoy having all their children at one site, and can sometimes also rely on busing. </p>
<p>School-based education for four-year olds is particularly appropriate in rural areas where declining populations preclude any viable model of early years programs while schools struggle to maintain enrolment and stay open. </p>
<p><a href="https://www.etfo.ca/news-publications/publications/ontario-s-kindergarten-program-a-success-story-full-report,">An economic evaluation of Ontario’s model</a> yielded glowing reports on the wisdom of the investment.</p>
<h2>Return on investment, continuity of learning</h2>
<p>A report from the Roosevelt Institute, a not-for-profit think tank in the United States, notes “<a href="https://rooseveltinstitute.org/wp-content/uploads/2023/06/RI_Childcare-as-Industrial-Policy-Blueprint_Report_202306.pdf">studies of early care and education programs beginning at birth targeted to disadvantaged groups</a> — such as children in low-income communities of color — have demonstrated significant improvements in their long-term education, health, and employment outcomes, leading economist James Heckman to estimate a 13 percent per year return on investment for similar programs.” New York’s pre-kindergarten program created 70,000 spaces in two years. </p>
<p><a href="https://ourplace.org.au/our-place-publication-col/">In Australia, efforts to align programs serving three- and four-year-olds</a> with primary grades stress the significance of learning and teaching that smooths the transition for children and families and optimizes academic and developmental outcomes.</p>
<h2>Early learning is early education</h2>
<p>Strategic planning creates efficiencies through programs informed by research and which assure quality. Families do not want more poor programs for their children. They need to know that their children are immersed in high-quality early learning and they do not want to be exhausted in their search for it.</p>
<p>Early learning <a href="https://earlyyearsstudy.ca">is early education</a>. It belongs under the purview of Ministries of Education. The federal government invested in children’s early learning and child-care because it finally accepted the wisdom of doing so — for children’s learning and development, for families’ well-being, for the economy and for communities optimal social outcomes. </p>
<p>The lessons that we need to learn in our move towards pre-kindergarten tell us much about where early learning and child care needs to be secured. Governments struggling to increase capacity to meet the demand for child care space would be wise to learn these lessons.</p><img src="https://counter.theconversation.com/content/209826/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>David Philpott does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.</span></em></p>Access to schooling for four-year-olds is inconsistent across Canada. Families need to know children are immersed in high-quality early learning, and they shouldn’t be exhausted searching for it.David Philpott, Professor, Special Education, Memorial University of NewfoundlandLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/2111972023-08-10T20:00:59Z2023-08-10T20:00:59ZWe need more than police checks: how parents and educators can keep childcare services safe from abuse<figure><img src="https://images.theconversation.com/files/541642/original/file-20230808-19-37xtfa.jpg?ixlib=rb-1.1.0&rect=14%2C51%2C4905%2C3223&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">
</span> <span class="attribution"><span class="source">Shutterstock</span></span></figcaption></figure><p>Last week, a former childcare centre worker <a href="https://www.afp.gov.au/news-media/media-releases/man-charged-rape-and-sexual-assaults-childcare-centres">was charged</a> with more than 1,600 child abuse offences, sending shivers through the Australian community. There are about <a href="https://www.education.gov.au/early-childhood/early-childhood-data-and-reports/quarterly-reports-usage-services-fees-and-subsidies/march-quarter-2022-report">1.4 million children</a> using a childcare service (including centre-based care, family daycare and outside school hours care) around the country.</p>
<p>In response to a confidential briefing about the case last year, Education Minister Jason Clare <a href="https://www.smh.com.au/national/helicopter-parents-promote-unsafe-phone-use-in-childcare-advocates-warn-20230803-p5dtk9.html">set up a review</a> into safety practices in the childcare sector. </p>
<p>This will see the Australian Children’s Education and Care Quality Authority work with the Australian Federal Police. They will provide an interim report in October and a final report in December. </p>
<p>Recent <a href="https://www.acms.au/resources/the-prevalence-and-impact-of-child-maltreatment-in-australia-findings-from-the-australian-child-maltreatment-study-2023-brief-report/">Australian research</a> indicates children are most likely to be sexually abused by an adolescent they know (such as a sibling or peer at school) or an adult caregiver in the home. </p>
<p>Nonetheless, the first question parents have understandably asked in the wake of this devastating news is “how could this happen?”. Followed very closely by “is my child safe?”.</p>
<p>We can reduce the likelihood of abuse occurring in childcare centres. This will need governments, childcare services, educators and parents to work together.</p>
<h2>Police checks are just the start</h2>
<p>Each state and territory requires people who work with children to have a working with children <a href="https://ocg.nsw.gov.au/working-children-check">clearance</a>. </p>
<p>There are differences between state and territory jurisdictions but applicants are required to prove their identity and provide prior aliases. </p>
<p>At the centre of the process is a police criminal history check. Certain records, including charges or convictions for child sexual offences or other violent offences would see an application denied. </p>
<p>This is a start. But it does not mean all employees with a clearance are trustworthy. Unfortunately, many offenders remain undetected, let alone prosecuted. And working with children may give employees the opportunity to offend for the first time, or trigger previously unrealised motivations to offend.</p>
<p>The man charged with 1,623 child abuse offences in multiple jurisdictions, including Queensland, <a href="https://www.abc.net.au/news/2023-08-09/qld-blue-card-check-man-facing-child-abuse-charges-found-nothing/102707068">had passed</a> the state’s “blue card” check, clearing him to work with children.</p>
<figure class="align-center ">
<img alt="Children play with play-dough and coloured rocks." src="https://images.theconversation.com/files/541644/original/file-20230808-15-cnw778.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/541644/original/file-20230808-15-cnw778.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=402&fit=crop&dpr=1 600w, https://images.theconversation.com/files/541644/original/file-20230808-15-cnw778.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=402&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/541644/original/file-20230808-15-cnw778.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=402&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/541644/original/file-20230808-15-cnw778.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=505&fit=crop&dpr=1 754w, https://images.theconversation.com/files/541644/original/file-20230808-15-cnw778.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=505&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/541644/original/file-20230808-15-cnw778.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=505&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
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<span class="caption">All childcare workers need to pass a working with children check.</span>
<span class="attribution"><span class="source">Shutterstock</span></span>
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<h2>Safer recruitment processes</h2>
<p>With the current <a href="https://www.theguardian.com/australia-news/2023/jul/15/rising-fees-and-staff-shortages-the-crisis-in-australias-childcare-system">shortage of childcare workers</a>, employers may be tempted to expedite the employment of new staff. But rigorous <a href="https://library.nspcc.org.uk/HeritageScripts/Hapi.dll/search2?CookieCheck=45145.5458067708&searchTerm0=C2843">recruitment practices</a> are vital.</p>
<p>A history of frequent job changes and working at multiple sites and organisations – particularly when accompanied by residential relocations – suggests someone might be trying to evade detection.</p>
<p>Verbal reference checks are more effective than written forms or reports. This includes talking directly to past managers and supervisors, including those in other jurisdictions. Questions should include, were there any concerns about their interactions with children? Were they reported? Would the employer hire them again? If not, why not?</p>
<h2>The importance of open plan centres</h2>
<p>Even if someone motivated to abuse children gets a job, it is still possible to prevent abuse occurring.</p>
<p>The physical environment of a childcare centre and how it is managed can significantly reduce the opportunity for abuse to occur. <a href="https://doi.org/10.4324/9781843925606">Open plan centres</a> allow for natural surveillance and reduce the likelihood of offending. </p>
<p>Where possible, it is also important to prevent blind spots (created by moving furniture, covering windows or building cubbies) that obstruct the natural line of sight. If there are blind spots like windowless offices or storerooms, open door policies or CCTV can be used.</p>
<p>On top of all this, centres can require staff to always be in line of sight of another staff member.</p>
<p>Centres should also ban staff from carrying personal mobile phones during work hours and stipulate where they should be stored. If staff need to take photos of children for documentation or parent reports, this can be <a href="https://www.smh.com.au/national/helicopter-parents-promote-unsafe-phone-use-in-childcare-advocates-warn-20230803-p5dtk9.html">done on a centre device</a> that is managed and overseen by multiple staff.</p>
<figure class="align-center ">
<img alt="An open plan childcare classroom with desks, shelves and shelves." src="https://images.theconversation.com/files/541643/original/file-20230808-27-xypnhp.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/541643/original/file-20230808-27-xypnhp.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=396&fit=crop&dpr=1 600w, https://images.theconversation.com/files/541643/original/file-20230808-27-xypnhp.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=396&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/541643/original/file-20230808-27-xypnhp.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=396&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/541643/original/file-20230808-27-xypnhp.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=498&fit=crop&dpr=1 754w, https://images.theconversation.com/files/541643/original/file-20230808-27-xypnhp.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=498&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/541643/original/file-20230808-27-xypnhp.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=498&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">Open plan centres can help keep children safe.</span>
<span class="attribution"><span class="source">Shutterstock</span></span>
</figcaption>
</figure>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/real-dirt-no-fake-grass-and-low-traffic-what-to-look-for-when-choosing-a-childcare-centre-191260">Real dirt, no fake grass and low traffic – what to look for when choosing a childcare centre</a>
</strong>
</em>
</p>
<hr>
<h2>Beware of cognitive biases</h2>
<p>Research on <a href="https://apo.org.au/sites/default/files/resource-files/2015-09/apo-nid58977.pdf">child sexual abuse</a> is full of accounts of disbelief a person could engage in that behaviour.</p>
<p>Both parents and centre workers are <a href="https://apo.org.au/sites/default/files/resource-files/2015-09/apo-nid58977.pdf">susceptible to cognitive biases</a>, that can lead them to discount the likelihood a person could abuse children. In the childcare context two factors can increase these biases.</p>
<p>Knowing a person has a working with children check tends to reinforce the view they are a “good person” who would not harm a child. </p>
<p>Child sex abusers also engage in a range of grooming techniques. While community awareness of child grooming techniques is increasing, there is less awareness that offenders often <a href="https://doi.org/10.1177/0964663906066613">groom parents and colleagues</a>. They do this by ingratiating themselves through acts of kindness and friendship. </p>
<p>These behaviours serve to reinforce they are “good people” and facilitate continued access to children. Overly familiar and personal conduct is another red flag in child-related employment contexts.</p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/use-proper-names-for-body-parts-dont-force-hugs-how-to-protect-your-kids-from-in-person-sexual-abuse-139970">Use proper names for body parts, don't force hugs: how to protect your kids from in-person sexual abuse</a>
</strong>
</em>
</p>
<hr>
<h2>Share information</h2>
<p>Information sharing is a key part of reducing risk. Centres should have clear processes for staff and parents to safely raise concerns and have them investigated quickly.</p>
<p>Importantly, we must also equip children with the skills to communicate concerns if they arise. This includes <a href="https://onlinelibrary.wiley.com/doi/abs/10.1002/car.1012">teaching them</a> appropriate terminology for body parts and basic rules about safe and unsafe behaviours. This can empower even very young children to disclose abuse. </p>
<p>The vast majority of childcare workers are good people. And if there is clear leadership and governance for childcare centres and good parental awareness, we can improve children’s safety. But we need to remain vigilant.</p>
<hr>
<p><em>For support and advice regarding child sexual abuse, you can call <a href="https://bravehearts.org.au">Bravehearts</a> on 1800 272 831.</em> </p>
<p><em>If you are a child, teenager or young adult who needs help and support, you can call <a href="https://kidshelpline.com.au">Kids Helpline</a> on 1800 55 1800.</em></p>
<p><em>If you are an adult who experienced abuse as a child, call the <a href="https://blueknot.org.au/survivors/blue-knot-helpline-redress-support-service/">Blue Knot Helpline</a> on 1300 657 380.</em></p>
<p><em>You can also call <a href="https://www.1800respect.org.au">1800RESPECT</a> on 1800 737 732 to access support for domestic, family and sexual violence.</em></p><img src="https://counter.theconversation.com/content/211197/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>The authors do not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and have disclosed no relevant affiliations beyond their academic appointment.</span></em></p>The news a former childcare worker has been charged with more than 1,600 child abuse offences has sent shivers through the Australian community.David Bartlett, Industry Fellow, Griffith UniversityAmanda L. Robertson, Adjunct Research Fellow - Griffith Criminology Institute, Griffith UniversityDanielle Arlanda Harris, Senior Lecturer, Griffith UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/2057302023-06-05T13:26:32Z2023-06-05T13:26:32ZYoung children’s words predict reading ability — 5 ways parents and caregivers can help grow them<figure><img src="https://images.theconversation.com/files/528059/original/file-20230524-19-guuave.jpg?ixlib=rb-1.1.0&rect=10%2C82%2C6850%2C3651&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">Tactile experiences combined with purposeful talking with children about new real-world exploration helps children learn new words. </span> <span class="attribution"><span class="source">(Shutterstock)</span></span></figcaption></figure><p>Becoming a proficient reader holds endless possibilities for a child. These opportunties include long-term <a href="https://doi.org/10.1016%2Fj.appdev.2008.12.025">academic achievement and educational opportunities, daily life</a> and eventual workplace success — and the magic of being transported to the world of fantasy and mystery, limited only by the imagination.</p>
<p>It’s a complex process that <a href="https://www.theliteracybug.com/stages">unfolds gradually in recognizable stages</a>. Young learners must see and interact with combinations of letters and words thousands of times to support early reading fluency.</p>
<p>A vast and deep vocabulary affords precision and nuance in making meaning of the world. Young children are ready and capable of learning complex vocabulary (words like “construct,” for example) required as a knowledge base for reading proficiency as they mature, especially if <a href="https://files.eric.ed.gov/fulltext/ED616018.pdf">taught strategically and explicitly</a>. </p>
<h2>Early childhood instruction</h2>
<p>Early childhood instruction is critical to teach young children the crucial vocabulary they need from an early stage. This positions and better prepares them for the transition a few years ahead — from learning to read in the youngest grades, to reading to learn.</p>
<p>Yet research suggests the effectiveness of literacy <a href="https://doi.org/10.1177/1086296X14551474">instruction at the kindergarten level is mixed</a> and uneven. </p>
<figure class="align-center ">
<img alt="A mother seen on the floor with older baby and a board book." src="https://images.theconversation.com/files/528063/original/file-20230524-29-btsnpo.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/528063/original/file-20230524-29-btsnpo.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/528063/original/file-20230524-29-btsnpo.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/528063/original/file-20230524-29-btsnpo.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/528063/original/file-20230524-29-btsnpo.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/528063/original/file-20230524-29-btsnpo.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/528063/original/file-20230524-29-btsnpo.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">Families and caregivers have key roles supporting children in learning words from a young age.</span>
<span class="attribution"><span class="source">(Pexels/William Fortunato)</span></span>
</figcaption>
</figure>
<p>Policymakers and school boards need to ensure educators are implementing best practices in literacy instruction. Families and caregivers also have key roles supporting children in learning words from a young age. </p>
<h2>Early stages of reading</h2>
<p>The early stages of learning to read, often described as <a href="https://www.readingrockets.org/teaching/reading101-course/toolbox/decoding">decoding (using knowledge of the relationship of letters to sounds)</a>, can <a href="https://cwf.ca/research/publications/report-the-case-for-literacy-in-alberta/">generally be attained by the vast majority of young learners by Grade 3</a>. </p>
<p>This is achieved through instruction in <a href="https://www.readingrockets.org/teaching/reading101-course/modules/phonological-and-phonemic-awareness-introduction#">phonemic awareness skills (noticing and working with specific sounds in spoken words)</a>, <a href="https://www.readingrockets.org/teaching/reading101-course/modules/phonics/phonics-practice">phonics (sound-letter relationships)</a> and sight word recognition — perhaps 400 literate words. These <a href="https://sightwords.com/sight-words/dolch/">include high-frequency words</a> and some 200 additional content words relevant to children’s cognitive and socio-developmental contexts such as “friend” or “neighbour.” </p>
<p>Such words serve as the building blocks for automatizing these foundational skills. </p>
<h2>Grade 4: Pivotal time</h2>
<p>Grade 4 represents an enormous leap in literacy development because there’s a shift from early literacy learning associated with narrative texts to academic literacy learning associated with expository (informational) genres. This shift is <a href="http://dx.doi.org/10.1002/RRQ.011">accompanied by a high demand for “academic vocabulary.”</a> These words are more abstract, discipline-specific, technical, <a href="https://www.merriam-webster.com/dictionary/idiom">idiomatic and</a> often have Latin and Greek roots: the language of school and books. </p>
<figure class="align-center ">
<img alt="Students in about grade 4 seen standing around a poster they are making." src="https://images.theconversation.com/files/528066/original/file-20230524-29-gch40s.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/528066/original/file-20230524-29-gch40s.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/528066/original/file-20230524-29-gch40s.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/528066/original/file-20230524-29-gch40s.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/528066/original/file-20230524-29-gch40s.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/528066/original/file-20230524-29-gch40s.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/528066/original/file-20230524-29-gch40s.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">In Grade 4, children shift from learning to read to reading to learn.</span>
<span class="attribution"><span class="source">(Allison Shelley/EDUimages)</span>, <a class="license" href="http://creativecommons.org/licenses/by-nc/4.0/">CC BY-NC</a></span>
</figcaption>
</figure>
<p>These words cannot be learned from mere exposure and incidental acquisition. They <a href="https://doi.org/10.14288/bctj.v1i1.235">must be taught</a>. </p>
<p>In Grade 4, academic vocabulary knowledge becomes the key predictor of whether young readers will be able to extract meaning from print on the page. Literacy researchers Jeanne S. Chall and Vicki A. Jacobs coined the <a href="http://www.aft.org/periodical/american-educator/spring-2003/classic-study-poor-childrens-fourth-grade-slump">term “the Grade 4 slump” to describe the phenomenon of reading failure</a> among so many young learners at this pivotal point.</p>
<h2>Importance of early learning</h2>
<p>Various other scholars similarly identify vocabulary knowledge in Grade 1 as the single factor that accounts for the large variance in reading outcomes: Vocabulary in Grade 1 is predictive of more than 30 per cent of <a href="https://www.aft.org/periodical/american-educator/spring-2001/teaching-vocabulary">reading comprehension in Grade 11</a>.</p>
<p>Far too many young children do not make the transition successfully from apparent success with limited vocabulary requirements associated with early literacy benchmarks and later, more complex reading comprehension and capabilities.</p>
<p>Research from the United States <a href="https://www.nationsreportcard.gov/reading/nation/achievement/?grade=4">finds some 33 per cent of Grade 4 students are unable to read at the basic level</a>.</p>
<p>In Canada, Julia O’Sullivan — a professor of health policy, management and evaluation — notes that <a href="https://leaderpost.com/news/saskatchewan/sask-reading-levels-among-school-children-continue-to-struggle-post-2020">depending on the province</a> or territory, <a href="https://www.theglobeandmail.com/opinion/article-there-is-a-reading-crisis-in-canada-the-pandemic-will-make-it-worse/">at least 20 per cent and up to 40 per cent of Grade 3 and 4</a> students don’t meet reading expectations.</p>
<h2>Mobilizing words</h2>
<p>Children who have the requisite vocabulary knowledge in their oral repertoire, estimated at some 9,000-word families by Grade 4 (run, runs, running, ran belong to one word family), must now marshal and mobilize these words — <a href="https://www.aft.org/periodical/american-educator/spring-2003/oral-comprehension-sets-ceiling-reading">mostly acquired from early experiences before kindergarten</a>.</p>
<p>Here are some ways parents and caregivers can help children grow their words.</p>
<p><strong>1) Have “serve and return conversations” with children.</strong> Here, adults <a href="https://www.scientificamerican.com/article/talking-with-mdash-not-just-to-mdash-kids-powers-how-they-learn-language">consciously talk <em>with</em> children, not <em>to</em> them with the aim of amplifying</a> and teaching language. This means adults take the time to help children find the words they may be seeking, introduce and talk about new words and echo back and affirm children’s expanding vocabulary. How adults take turns speaking and the quality of vocabulary matters. </p>
<p><strong>2) Tactile experiences combined with talk.</strong> Provide opportunities for children to have tactile experiences, manipulating objects through hands-on play and helping around the house, providing the words for these objects. This matters due to the “<a href="https://doi.org/10.3758/s13428-018-1171-z">body object interaction</a>” value of these words, meaning that children are sensory and social beings who learn and reconstruct <a href="https://doi.org/10.1080/03004430.2016.1223064">the external world into internal mental representations</a> mediated through language. </p>
<figure class="align-center ">
<img alt="A boy seen with a sponge washing dishes." src="https://images.theconversation.com/files/528062/original/file-20230524-33669-grz0ww.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/528062/original/file-20230524-33669-grz0ww.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=426&fit=crop&dpr=1 600w, https://images.theconversation.com/files/528062/original/file-20230524-33669-grz0ww.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=426&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/528062/original/file-20230524-33669-grz0ww.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=426&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/528062/original/file-20230524-33669-grz0ww.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=536&fit=crop&dpr=1 754w, https://images.theconversation.com/files/528062/original/file-20230524-33669-grz0ww.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=536&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/528062/original/file-20230524-33669-grz0ww.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=536&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">Supporting children by talking through tactile experiences and new words helps their vocabulary grow.</span>
<span class="attribution"><span class="source">(Shutterstock)</span></span>
</figcaption>
</figure>
<p>Through playing and working with their hands, supported through talk, children develop neurocircuity known as embodied cognition. Such adult talk <a href="https://doi.org/10.1177/0142723714535768">supports vocabulary learning</a>. This could take the form of diverse activities like playing with blocks, learning to use cooking utensils or tools or helping sort items in a shed.</p>
<p>Digitally mediated simulations on a computer screen are no substitute for real world experiences and children’s hands-on engagement with <a href="https://doi.org/10.3389%2Ffpsyg.2011.00015">print materials</a></p>
<p><strong>4) Provide meaningful contexts and words linked by their meanings.</strong> Choose a familiar topic of interest to your child. For example, you might talk about <a href="https://www.youtube.com/watch?v=1bJ5qJljiHM">recycling to help youngsters learn words</a> such as dispose, separate, prevent and produce. A child could be enlisted to help sort recycling items for the benefit of embodied cognition. Draw attention to new words, teach the meanings and provide playful opportunities to learn and practise using them. </p>
<p><strong>3) Reading aloud.</strong> Reading to young children needs to be sustained into the upper elementary school years, and include expository texts, since children are not <a href="https://doi.org/10.1177/0142723713503144">yet able to independently expand</a> their vocabulary development.</p>
<p><strong>5) Model and foster a love of reading and words.</strong> <a href="https://theconversation.com/why-it-matters-that-teens-are-reading-less-99281">A love of reading, books and curiosity and consciousness about words and their meanings</a> matters. Subscribe to your local newspaper or magazines, take trips to the library and limit screen time. </p>
<p>Early interventions for enhancing young children’s vocabulary knowledge have the best chance of resetting the vocabulary trajectory and closing the vocabulary gap. These can shift yet be sustained over time to account for children’s developmental learning needs. Waiting until Grade 4 is waiting too long.</p><img src="https://counter.theconversation.com/content/205730/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Hetty Roessingh does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.</span></em></p>Having a vast and deep vocabulary affords precision and nuance in making meaning of the world, and this is key to children becoming proficient readers.Hetty Roessingh, Professor, Werklund School of Education, University of CalgaryLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/2038252023-05-08T18:02:17Z2023-05-08T18:02:17ZToddlers can engage in complex games as they get to know each other over time<figure><img src="https://images.theconversation.com/files/523939/original/file-20230502-26-1a8jnc.jpg?ixlib=rb-1.1.0&rect=251%2C110%2C3164%2C1734&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">As toddlers form peer relationships, social pretend play and games increase. </span> <span class="attribution"><span class="source">(Shutterstock)</span></span></figcaption></figure><p>A mother wondered about her two-year-old child Oliver’s socialization with peers when he played at his friend’s house or when he was at his child-care centre. Since Oliver is still learning to talk, he cannot describe his social experiences.</p>
<p>This is a fictional situation, but researchers encounter similar challenges when gathering information about very young children’s experiences with peers. Yet, it is important to study young children’s socialization with peers, as <a href="https://psycnet.apa.org/record/2018-00748-011">these early, initial interactions set the stage for the quality</a> of later relationships.</p>
<p>In collaboration with colleagues Ayelet Lahat, Holly Recchia, William Bukowski and Jonathan Santo, we used a unique dataset to study how these young children’s relationships form. We included 32 toddlers of two different age cohorts, with children either aged about 20 months or about 30 months. </p>
<p>Each toddler was paired with two same-age, same-gender toddlers. Each pair met for 18 different 45-minute play dates over a four-month period, so each child had a total of 36 play dates. We observed how very young children (20-month-olds) <a href="https://doi.org/10.1177/01650254221121854">developed peer relationships</a>, and how they are capable of engaging in complex games as they get to know a peer over time. </p>
<figure class="align-center ">
<img alt="Two children seen sitting on a carpet playing" src="https://images.theconversation.com/files/523485/original/file-20230429-16-mnyjxf.jpg?ixlib=rb-1.1.0&rect=0%2C17%2C5793%2C3035&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/523485/original/file-20230429-16-mnyjxf.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/523485/original/file-20230429-16-mnyjxf.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/523485/original/file-20230429-16-mnyjxf.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/523485/original/file-20230429-16-mnyjxf.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/523485/original/file-20230429-16-mnyjxf.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/523485/original/file-20230429-16-mnyjxf.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">Each child in the study had 18 play dates with two different peers, for a total of 36 play dates, over a four-month period.</span>
<span class="attribution"><span class="source">(Cottonbro Studio/Pexels)</span></span>
</figcaption>
</figure>
<h2>Interaction between two regular playmates</h2>
<p>Our study recruited parents in a mid-sized Canadian city (in Waterloo Region, Ont.) by phone, based on birth announcements in a local newspaper. Most parents in the sample had at least some post-secondary education.</p>
<p>Collecting data was not easy, since parents had to agree to 36 play dates with one of two regular playmates in the study. Having a series of play dates allowed us <a href="https://doi.org/10.2307/1130782">to explore the changes in children’s interactions</a> as they formed a relationship with a peer. </p>
<p>Play dates alternated between the toddlers’ homes, and between visits with the two different play partners. All participating parents were mothers. Mothers were asked to allow the children to interact freely with one another and not to direct or organize their play; they were free to respond to the toddlers’ overtures.</p>
<p>A researcher followed the children and dictated all peer-related social actions onto one track of an audio tape recorder. On a second track, the children’s verbal and vocal behaviour was recorded.</p>
<h2>How consistent are children with different peers?</h2>
<p>All children’s interactions were coded into: </p>
<ul>
<li>the type of actions: for example, does the child smile, watch or show another child something?</li>
<li>type of sequences: for example, a conflict, a game or a series of actions made by children in response to an action made by the peer, such as a child offering to share a snack and the other child accepting.<br></li>
<li>type of contributions: if a child initiates or ends a sequence.</li>
</ul>
<figure class="align-center ">
<img alt="Two children seen sharing a water bottle." src="https://images.theconversation.com/files/523934/original/file-20230502-4869-rxhhxq.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/523934/original/file-20230502-4869-rxhhxq.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/523934/original/file-20230502-4869-rxhhxq.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/523934/original/file-20230502-4869-rxhhxq.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/523934/original/file-20230502-4869-rxhhxq.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=502&fit=crop&dpr=1 754w, https://images.theconversation.com/files/523934/original/file-20230502-4869-rxhhxq.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=502&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/523934/original/file-20230502-4869-rxhhxq.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=502&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">A study coded children’s interactions to understand how children develop relationships with peers.</span>
<span class="attribution"><span class="source">(Flickr/Jessica Lucia)</span>, <a class="license" href="http://creativecommons.org/licenses/by-nc-nd/4.0/">CC BY-NC-ND</a></span>
</figcaption>
</figure>
<p>The dataset is complex <a href="https://doi.org/10.1016/S0065-2601(08)60144-6">to analyze because each child had two play partners</a>, and because the play took place over time. </p>
<p>However, the dataset is unique and valuable because it provides the opportunity to study how young children develop peer relationships and how consistent they are in how they interact with different children. </p>
<h2>Role of age and language ability</h2>
<p>A first study examined the <a href="https://doi.org/10.1177/01650254221121854">change in interactions over time</a>. We found that as toddlers form peer relationships, positive interactions such as games, social pretend play and relationship-affirming gestures (like greeting or thanking each other, or laughing in delight) further increased, and conflicts or negative actions (such as inflicting bodily harm or disruptive fussing) decreased.</p>
<p>Toddlers’ interactions become increasingly more organized and positive as the relationship evolved. Age and language ability predicted changes in frequency and length of the different types of sequences.</p>
<h2>Importance of initial behaviours</h2>
<p>A second <a href="https://doi.org/10.1371/journal.pone.0276932">study on positive and negative actions</a> found that toddlers’ behaviours, when they initially meet, set the stage for the relationships they develop. So, it is important for toddlers to have more positive interactions at the beginning of the relationship.</p>
<p>A third study on social pretend play, which is currently in press, indicated that young children are capable of engaging in social pretend play — a form of complex interaction — with peers.</p>
<p>Successful initiations of pretend play increased faster as children got to know one another, towards later play dates. Children’s age and language abilities were positively associated with the frequency and the length of social pretend play.</p>
<figure class="align-center ">
<img alt="Two children seen running outdoors." src="https://images.theconversation.com/files/523940/original/file-20230502-22-mz7m14.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/523940/original/file-20230502-22-mz7m14.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/523940/original/file-20230502-22-mz7m14.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/523940/original/file-20230502-22-mz7m14.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/523940/original/file-20230502-22-mz7m14.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/523940/original/file-20230502-22-mz7m14.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/523940/original/file-20230502-22-mz7m14.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">Changes in children’s interactions as they get to know one another are complex.</span>
<span class="attribution"><span class="source">(Pexels/ Caleb Oquendo)</span></span>
</figcaption>
</figure>
<h2>Consistent play partners matter</h2>
<p>Changes in children’s interactions as they get to know one another are complex.
Overall, positive interactions tend to increase and early positive interactions predict later positive interactions.</p>
<p>Caregivers and parents should be aware that toddlers develop relationships with peers. Having a consistent play partner is important, as children’s interactions become more involved and sophisticated once they get to know one another. </p>
<p>It is important for young children to have a positive play partner, as a positive peer can promote positive peer interactions and relationships.</p>
<figure class="align-center ">
<img alt="Two children seen playing with sand." src="https://images.theconversation.com/files/523484/original/file-20230429-18-tq8yu0.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/523484/original/file-20230429-18-tq8yu0.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/523484/original/file-20230429-18-tq8yu0.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/523484/original/file-20230429-18-tq8yu0.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/523484/original/file-20230429-18-tq8yu0.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/523484/original/file-20230429-18-tq8yu0.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/523484/original/file-20230429-18-tq8yu0.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">It is important for young children to have a positive play partner.</span>
<span class="attribution"><span class="source">(Pexels/Yan Krukau)</span></span>
</figcaption>
</figure>
<h2>Socially sophisticated play</h2>
<p>These findings suggest several considerations and practices for parents and caregivers and for child policy. </p>
<p>It is important for caregivers and parents to intervene and support children when they experience negative interactions with peers as children get to know one another (during the first few times when two unfamiliar toddlers meet) and to encourage positive interactions between them. If a child doesn’t know how to initiate interactions with a peer, adults may model or encourage the child to invite the peer to play games by sharing toys.</p>
<p>Our study documents that even 20-month-old children are able to engage in socially sophisticated play. Parents and all caregivers and educators should provide materials to enable very young children’s play. </p>
<p>The opportunity to <a href="https://doi.org/10.1016/B978-012370877-9.00066-9">develop relationships with specific peers can be fostered</a> by regularly attending early childhood education programs or regularly playing with the same children.</p><img src="https://counter.theconversation.com/content/203825/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Hildy Ross receives funding from the Social Sciences and Humanities Research Council of Canada.</span></em></p><p class="fine-print"><em><span>Michal Perlman receives funding from the Social Sciences and Humanities Research Council of Canada, Canadian Institutes of Health Research, Lawson Foundation, McCain Foundation and others.</span></em></p><p class="fine-print"><em><span>Nina Howe receives funding from the Social Sciences and Humanities Research Council of Canada and the Concordia University Research Chair in Early Childhood Development and Education. </span></em></p><p class="fine-print"><em><span>Zhangjing Luo does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.</span></em></p>A unique dataset from 32 children on 36 different play dates provided the opportunity to study how young children develop peer relationships, and how consistent they are with different children.Zhangjing Luo, Ph.D Student, Developmental Psychology and Education, University of TorontoHildy Ross, Distinguished Professor Emerita, Department of Psychology, University of WaterlooMichal Perlman, Professor of Applied Psychology and Human Development, University of TorontoNina Howe, Professor of Early Childhood and Elementary Education, Research Chair in Early Childhood Development and Education, Concordia UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/2023012023-04-18T20:02:44Z2023-04-18T20:02:44ZWhen kids like the box more than the toy: The benefits of playing with everyday objects<figure><img src="https://images.theconversation.com/files/521611/original/file-20230418-1223-8sess3.jpg?ixlib=rb-1.1.0&rect=658%2C77%2C3604%2C3037&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">If children love boxes and other upcycled items, do parents really need to invest in 'eco toys'? </span> <span class="attribution"><span class="source">(Shutterstock)</span></span></figcaption></figure><p>Many have observed that sometimes when given a toy as a present, <a href="https://theconversation.com/heres-why-young-children-often-prefer-wrapping-paper-and-boxes-to-actual-presents-70671">children play with the box the toy came in, or even the gift wrapping</a>.</p>
<p>In earlier generations, children’s play materials were often homemade or relatively simple. Commercial or hand-made toys were made from durable and long-lasting materials. </p>
<p>Today, mass-produced plastic toys with <a href="https://books.google.ca/books?hl=en&lr=&id=ueQUEAAAQBAJ&oi=fnd&pg=PA25&dq=Sluss,+2021+play+materials&ots=uHtTVA0FaS&sig=3Tyyl726iZarZtpM0QqOe13hgjc#v=onepage&q=Sluss%2C%202021%20play%20materials&f=false">limited purpose have permanently entered children’s learning environments</a>. These toys are often designed to be used in specific ways, with limited imaginative play opportunities. </p>
<p>A trend in <a href="https://files.eric.ed.gov/fulltext/EJ1120194.pdf">the marketing of</a> sustainable toys coincides both with addressing ecological concerns, and with educational interest in play materials that <a href="https://fairydustteaching.com/2016/10/loose-parts">allow children to play</a> in many ways.</p>
<p>A type of play known by researchers and educators as “loose parts play” <a href="https://files.eric.ed.gov/fulltext/EJ1225658.pdf">involves children</a> playing with and re-purposing materials that <a href="https://www.inspiringscotland.org.uk/wp-content/uploads/2019/07/Loose-Parts-Play-Toolkit-2019-web.pdf">can be used in multiple ways</a>. This can include playing with everyday, natural or manufactured parts (like cardboard, sticks, pots and pans, sand or beads not originally intended for play) or with commercial toys like blocks or stackable cups.</p>
<p>The language of <a href="https://ojs.lboro.ac.uk/SDEC/article/view/1204/1171">loose parts</a> to talk about the use of unrestricted items in children’s play was first used by architect Simon Nicholson in the 70s, who discussed a “theory of loose parts” when writing about playground and educational design.</p>
<p>My research with colleagues is examining which materials — including store-bought and natural or upcycled items — are most conducive to specific types of quality play in young children’s environments. </p>
<figure class="align-center ">
<img alt="A toddler seen playing with blocks." src="https://images.theconversation.com/files/521368/original/file-20230417-24-awxrlw.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/521368/original/file-20230417-24-awxrlw.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/521368/original/file-20230417-24-awxrlw.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/521368/original/file-20230417-24-awxrlw.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/521368/original/file-20230417-24-awxrlw.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/521368/original/file-20230417-24-awxrlw.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/521368/original/file-20230417-24-awxrlw.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">Through play, children make connections and integrate their experiences.</span>
<span class="attribution"><span class="source">(Shutterstock)</span></span>
</figcaption>
</figure>
<h2>What is play?</h2>
<p>Play is often defined as an activity pursued <a href="https://psycnet.apa.org/record/2004-21781-011">for its own sake and characterized largely by its processes rather than end goals</a>. Although the exact definition of play is debated, <a href="https://pubmed.ncbi.nlm.nih.gov/9680672/">researchers agree it is exceptionally complex</a>.</p>
<p>Play has also been described as an integrating process, <a href="https://www.child-encyclopedia.com/school-readiness/according-experts/role-schools-and-communities-childrens-school-transition">providing an ecosystem where children can make connections between previous experiences</a>, represent their ideas in different ways, imagine possibilities, explore and create new meanings. </p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/mathematical-thinking-begins-in-the-early-years-with-dialogue-and-real-world-exploration-128282">Mathematical thinking begins in the early years with dialogue and real-world exploration</a>
</strong>
</em>
</p>
<hr>
<p>Such complexity can be seen in children’s play themes, materials, content, social interactions, and the understandings children demonstrate in their play. </p>
<p>The more complex the play, the <a href="https://doi.org/10.1097/IYC.0b013e31821e995c">more it impacts development</a>. Even a small dose of quality <a href="https://doi.org/10.1093/oxfordhb/9780195395761.013.0011">play improves children’s performance on subsequent cognitive development tasks</a>. </p>
<h2>Complex play, skills and benefits</h2>
<p>The skills acquired in play — including overcoming impulses, behaviour control, exploration and discovery, problem-solving, social interaction, and attention to process and outcomes — are foundational <a href="http://www.tojet.net/articles/v18i4/1841.pdf">cognitive structures that also drive learning</a>.</p>
<p>Children’s play themes generally follow the <a href="https://www.exchangepress.com/catalog/product/bridging-research-and-practice-seven-loose-parts-myths-busted/5025634/">ideas inherent in the materials and toys available</a>. </p>
<p>However, as noted, materials and toys used for children’s play <a href="https://web.archive.org/web/20190319182447id_/https://core.ac.uk/download/pdf/82151298.pdf">have changed significantly over the years</a>, reflecting societal changes, technological advancements and shifts in understanding child development. </p>
<figure>
<iframe width="440" height="260" src="https://www.youtube.com/embed/acAv1C4LYVQ?wmode=transparent&start=0" frameborder="0" allowfullscreen=""></iframe>
<figcaption><span class="caption">How to use stacking cups for speech and language development.</span></figcaption>
</figure>
<p>Early learning and child-care communities today widely incorporate loose parts for their perceived potential to offer high-quality play opportunities. Such opportunities allow children to use their <a href="https://psycnet.apa.org/record/2012-13642-018">imaginations and explore their surroundings</a> and support children’s cognitive development. </p>
<h2>Education in Canada</h2>
<p>In Canada, Alberta, Manitoba and Nova Scotia’s education guidelines for early childhood explicitly discuss the importance of loose parts play. The Nova Scotia Curriculum, for instance, acknowledges that the use of loose parts encourages “<a href="https://www.ednet.ns.ca/docs/nselcurriculumframework.pdf">creativity and open-ended learning</a>.” </p>
<p>Six other provincial frameworks don’t use the words “loose parts,” but equally stress the importance of this kind of play. While many parents, educators and policy-makers recognize the benefits of involving children in play with loose parts, the basic evidence regarding children’s indoor play with loose materials is unknown. </p>
<p>There are only a <a href="https://doi.org/10.1007/s12310-017-9220-9">handful of empirical studies on indoor loose parts play with limited focus on its developmental benefits</a> beyond children’s physical and social development. Research has narrowly focused on children’s outdoor play with loose parts and mostly on <a href="https://doi.org/10.18357/jcs.v42i4.18103">physical</a> and <a href="https://doi.org/10.1111/josh.12025">social development</a>. </p>
<figure class="align-center ">
<img alt="Children seen with sand and toys." src="https://images.theconversation.com/files/521367/original/file-20230417-26-drtsuh.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/521367/original/file-20230417-26-drtsuh.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=401&fit=crop&dpr=1 600w, https://images.theconversation.com/files/521367/original/file-20230417-26-drtsuh.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=401&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/521367/original/file-20230417-26-drtsuh.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=401&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/521367/original/file-20230417-26-drtsuh.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/521367/original/file-20230417-26-drtsuh.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/521367/original/file-20230417-26-drtsuh.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">What is the relationship between children’s indoor play with loose parts and children’s cognitive skills?</span>
<span class="attribution"><span class="source">(Shutterstock)</span></span>
</figcaption>
</figure>
<p>Current research has not examined children’s indoor play with loose parts and its relationship to children’s cognitive skills. As a result, educators and policy-makers have little empirical evidence on which to base important decisions about what materials to invest in and integrate into children’s learning environments.</p>
<h2>Equitable play opportunities</h2>
<p>Children from socio-economically disadvantaged backgrounds start kindergarten disproportionately behind their more affluent and privileged peers in <a href="https://doi.org/10.1037/0022-0663.91.1.116">knowledge and educational performance</a>. </p>
<p>Low-income families <a href="https://www.museumofplay.org/app/uploads/2022/01/5-2-article-the-use-of-play-materials-in-early-intervention_0.pdf">often cannot afford toys</a> for children. Could household objects (like plastic tubs or egg cartons) offer equitable play opportunities for all children, if early childhood programs and professionals supported parents with up-cycling items into play things? </p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/coronavirus-spotlights-equity-and-access-issues-with-childrens-right-to-play-137187">Coronavirus spotlights equity and access issues with children's right to play</a>
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<p>My colleagues and I are conducting research to address gaps in our understanding of children’s loose parts play. Specifically, we examine the play types and play engagement levels of children between the ages of four and five who participate in our study. </p>
<p>We also take into account the effects of children’s cognitive development, parental income and education on how young children play with everyday objects, both when they play by themselves and with their parents. </p>
<p>We just finished collecting data in the first phase of our studies focused on children’s solitary play. Children were given opportunities to play with either a box of carefully curated loose parts like blocks, felt balls, yarn, pinecones or a toy that had only a limited function: percussion instruments.</p>
<h2>Cognitive and language development</h2>
<p>We collected data using video recordings of children’s play in two sessions (one with loose parts and the other session with the limited-purpose toy as a control), parent questionnaires and a cognitive measurement tool for benchmarking children’s cognitive and language development. </p>
<p>We are now analyzing crucial relationships between children’s play with different loose objects and children’s cognitive development, and considering key social determinants such as gender, socioeconomic status and maternal education. </p>
<p>Such knowledge will support educators and parents with an understanding of which materials are most conducive to specific types of quality play in young children’s environments.</p><img src="https://counter.theconversation.com/content/202301/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Ozlem Cankaya is affiliated with Terra Centre and Edmonton Council for Early Learning and Child Care. MacEwan University funds Dr. Cankaya's loose parts play research. </span></em></p>How should we understand what toys or ‘loose part’ materials support children’s play, and what’s the relationship of parents’ education and income to this? A study aims to find out.Ozlem Cankaya, Assistant Professor, Early Childhood Curriculum Studies, MacEwan UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/2023132023-04-17T18:58:38Z2023-04-17T18:58:38ZHow Two-Eyed Seeing, ‘Etuaptmumk,’ is changing outdoor play in early childhood education<figure><img src="https://images.theconversation.com/files/516866/original/file-20230322-18-ptbyr3.png?ixlib=rb-1.1.0&rect=66%2C107%2C1837%2C987&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">When we walk together in a good way, we learn to see the world from multiple perspectives. </span> <span class="attribution"><span class="source">(Walking Together/Emily Kewageshig/Annick Press)</span></span></figcaption></figure><p>A knowledge and research collective at Humber College has been working to create, teach and evaluate a new course in the early childhood education program, <a href="https://humber.ca/today/news/instead-taking-notes-students-new-humber-college-class-focus-feel-and-connection">Two-Eyed Land-Based Play and Co-Learning</a>.</p>
<p><em>Etuaptmumk</em> (eh-doo-ahp-duh-mumk) or <a href="http://www.integrativescience.ca/">Two-Eyed Seeing</a> is the gift of multiple perspectives in the <a href="https://novascotia.ca/news/release/?id=20220407003">Mi’kmaw language</a>. </p>
<p>We are Louise Zimanyi, professor and researcher of French-Canadian and Hungarian descent living as a guest in <a href="https://www.youtube.com/watch?v=voXySM-knRc">Tkaronto/Toronto</a>, Ont., <a href="https://www.thecanadianencyclopedia.ca/en/article/toronto-purchase-treaty-13">Treaty 13 territory</a>, and Mi’kmaw Elder Albert Marshall, Moose Clan from <a href="https://www.youtube.com/watch?v=QfDtxhsS31A">Eskasoni, Unama’ki</a>/Cape Breton, Nova Scotia, the territory of the Mi'kma'ki. </p>
<p>We are part of the Two-Eyed Land-Based Play and Co-Learning Knowledge and Research Collective and have been co-learning together since <a href="https://www.youtube.com/watch?v=pJcjf1nUckc2020">meeting in early 2020</a>. Co-learning means enhancing each other’s understandings and perspectives, by sharing your gifts through relationships and the exchange of stories.</p>
<p>Two-Eyed Seeing inspired the reimagining of Humber’s nature program for young children, and is the focus of Louise’s doctoral work. Exploring <a href="https://www.youtube.com/watch?v=ArYbcbl6Vr4">children’s outdoor play through Two-Eyed Seeing</a> led to
<a href="https://theconversation.com/ca/topics/decolonizing-education-95431">rethinking post-secondary</a> training for early childhood educators through this unique and timely course. </p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/wonder-and-wisdom-in-a-childrens-forest-nature-program-106692">Wonder and wisdom in a children's forest nature program</a>
</strong>
</em>
</p>
<hr>
<p>With support from the <a href="https://lawson.ca/our-work/outdoor-play/second-phase">Lawson Foundation</a>, we are contributing to advancing outdoor play practice and research in early learning and child care in Canada.</p>
<h2>Exchange of stories</h2>
<p>Two-Eyed Seeing research embraces both Indigenous and non-Indigenous research methods. It emphasizes “the exchange of stories, the foundation of any and all relationships,” in the words of Elder Marshall. How does Two-Eyed Seeing inform an early childhood program? A key approach and practice we have explored is “walking together.”</p>
<p>This is also the title of a new <a href="https://www.annickpress.com/Books/W/Walking-Together">children’s picture book we have written</a>, illustrated by Anishinaabe artist <a href="https://www.emily-kewageshig.com/">Emily Kewageshig</a>. The book is a result of developing meaningful and lasting relationships through sharing stories and the desire to create resources for children, families and educators. </p>
<figure class="align-center ">
<img alt="Cover image of a book showing people in silhouette standing on the back of a turtle." src="https://images.theconversation.com/files/520374/original/file-20230411-24-8pg16g.png?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/520374/original/file-20230411-24-8pg16g.png?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=606&fit=crop&dpr=1 600w, https://images.theconversation.com/files/520374/original/file-20230411-24-8pg16g.png?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=606&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/520374/original/file-20230411-24-8pg16g.png?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=606&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/520374/original/file-20230411-24-8pg16g.png?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=761&fit=crop&dpr=1 754w, https://images.theconversation.com/files/520374/original/file-20230411-24-8pg16g.png?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=761&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/520374/original/file-20230411-24-8pg16g.png?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=761&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">The book ‘Walking Together’ follows a group of young children connecting to Land as their teacher throughout the seasons.</span>
<span class="attribution"><span class="source">(Walking Together/Marshall, Zimanyi, Kewageshig)</span></span>
</figcaption>
</figure>
<p><em>Walking Together</em> offers guidance on nurturing respectful and reciprocal relationships. We learn the <a href="https://www.un.org/development/desa/indigenouspeoples/indigenous-languages.html">languages of the Land</a>: the Land takes care of us when we take care of her.</p>
<p>Through reconnecting to and with the Land, <a href="https://www.edcan.ca/articles/the-best-of-both-worlds/">Two-Eyed Seeing</a> is about learning to see from one eye with the strengths of Indigenous knowledges and ways of knowing and from the other eye with the strengths of non-Indigenous knowledges and ways of knowing. Learning to use both eyes together for the <a href="https://lnuey.ca/wp-content/uploads/2021/03/CONCEPTS-FactSheet_2021.pdf">benefit of all</a> prioritizes our eco-kin, and restores balance between natural and human worlds.</p>
<h2>Co-learning with the Land</h2>
<p>The course at Humber is located on and shaped by the <a href="https://humber.ca/indigenous/landacknowledgement">traditional and treaty lands of the Mississaugas of the Credit</a> and Indigenous and non-Indigenous faculty who co-teach the course. The course is supported by local and regional Indigenous Elders, Knowledge Holders, mentors and storytellers.</p>
<p>All who participate in the course co-learn together as they connect or reconnect to and with <a href="https://humber.ca/arboretum/explore/ecosystems.html">nature’s ecosystems</a> through Land-based experiences, storytelling, inter-generational teachings and reflection in all seasons and weather.</p>
<p>Two-Eyed Seeing and walking together is inspired by the wisdom of the late Mi’kmaw Spiritual Leader and Healer Chief, Charles Labrador, of Acadia First Nation, Nova Scotia, who said:</p>
<blockquote>
<p>“Go into the forest, you see the Birch, Maple, Pine. Look underground and all those <a href="http://www.integrativescience.ca/Principles/TreesHoldingHands/">trees are holding hands</a>. We as people must do the same.”</p>
</blockquote>
<figure class="align-center zoomable">
<a href="https://images.theconversation.com/files/519913/original/file-20230406-16-vhpbpl.png?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="Illustration shows children standing in a forest holding hands." src="https://images.theconversation.com/files/519913/original/file-20230406-16-vhpbpl.png?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/519913/original/file-20230406-16-vhpbpl.png?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=303&fit=crop&dpr=1 600w, https://images.theconversation.com/files/519913/original/file-20230406-16-vhpbpl.png?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=303&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/519913/original/file-20230406-16-vhpbpl.png?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=303&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/519913/original/file-20230406-16-vhpbpl.png?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=381&fit=crop&dpr=1 754w, https://images.theconversation.com/files/519913/original/file-20230406-16-vhpbpl.png?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=381&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/519913/original/file-20230406-16-vhpbpl.png?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=381&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
<figcaption>
<span class="caption">When we walk on the Land in a good way, we are all connected.</span>
<span class="attribution"><span class="source">(Walking Together/Marshall, Zimanyi, Kewageshig)</span></span>
</figcaption>
</figure>
<h2>Transforming early childhood education</h2>
<p>In early childhood education, walking together builds on the <a href="https://jipe.ca/index.php/jipe/article/view/130/59">benefits of outdoor and nature-based play</a> that <a href="https://www.child-encyclopedia.com/outdoor-play#">supports children’s emotional, intellectual and physical development</a> through exploration and inquiry. </p>
<p>Walking together engages spirit, heart, mind and body together. </p>
<p>When we walk together in a good way, Frog, Stick, Water and Rock are our teachers. We learn about their gifts through our two eyes. Across <a href="https://www.annickpress.com/Books/T/Turtle-Island">Turtle Island</a>, the stories of animal and plants will be different depending on what <a href="https://native-land.ca/">Indigenous Lands</a> one is on. </p>
<figure class="align-center zoomable">
<a href="https://images.theconversation.com/files/519914/original/file-20230406-694-jbn5ex.png?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="Image of woman with long braided hair that travels across space and touches a frog." src="https://images.theconversation.com/files/519914/original/file-20230406-694-jbn5ex.png?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/519914/original/file-20230406-694-jbn5ex.png?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=302&fit=crop&dpr=1 600w, https://images.theconversation.com/files/519914/original/file-20230406-694-jbn5ex.png?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=302&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/519914/original/file-20230406-694-jbn5ex.png?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=302&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/519914/original/file-20230406-694-jbn5ex.png?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=380&fit=crop&dpr=1 754w, https://images.theconversation.com/files/519914/original/file-20230406-694-jbn5ex.png?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=380&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/519914/original/file-20230406-694-jbn5ex.png?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=380&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
<figcaption>
<span class="caption">We all have collective responsibilities to protect the Earth as good ancestors.</span>
<span class="attribution"><span class="source">(Walking Together / Marshall, Zimanyi, Kewageshig)</span></span>
</figcaption>
</figure>
<p>In understanding that <a href="http://www.harmonywithnatureun.org/">nature has rights</a>, and we all have collective responsibilities to protect the Earth as good ancestors, the practice of walking together demonstrates that <a href="https://d3n8a8pro7vhmx.cloudfront.net/aeceo/pages/2524/attachments/original/1595879343/eceLINK_Summer_2020_i_speak_frog.pdf?1595879343">different ways of knowing</a> can co-exist together peacefully. </p>
<p><a href="https://yellowheadinstitute.org/2021/03/17/creating-ethical-spaces-opportunities-to-connect-with-land-for-life-and-learning-in-the-nwt/">Co-learning relationships</a> are essential to <a href="https://doi.org/10.1177/2043610617703833">rethinking</a> and <a href="https://www.child-encyclopedia.com/outdoor-play/according-experts/indigenizing-outdoor-play">transforming early childhood education practice</a> in response to the <a href="https://www.cbc.ca/news/indigenous/beyond-94-truth-and-reconciliation-1.4574765">Truth and Reconciliation Calls to Action</a> and <a href="https://www.indigenouswatchdog.org/cta/call-to-action-12/">Call to Action No. 12</a>. </p>
<h2>Seeing from another’s perspective</h2>
<p>Two-Eyed Seeing helps us to know the environment through human eyes while also seeing things from another’s perspective. With this braided knowledge, we are enriched and transformed. </p>
<p>We then bear a responsibility to share what we learn and act for the <a href="https://climateatlas.ca/indigenous/first-nations">benefit of all</a>, now and for seven generations ahead.</p>
<h2>Responsibilities to all beings</h2>
<p>The first phase of the <a href="https://humber.ca/today/news/humber-professor-and-mi-kmaw-elder-co-author-new-children-s-book">research at Humber</a> has been supported by a faculty team, <a href="http://www.indigagogy.com/">Maamaawisiiwin Education Research Centre</a> and <a href="https://humber.ca/research/sotl">Humber’s Office of Research and Innovation, Scholarly Teaching and Learning</a>.</p>
<p>Initial findings demonstrate that <a href="https://humber.ca/indigenous/indigenous-education-plan">co-teaching and co-learning engages spirit, heart, mind and body for all learners</a>. </p>
<p>As storytellers, <a href="https://www.universityaffairs.ca/features/feature-article/dont-just-publish-another-paper-lets-do-something-says-scholar-advocate-cindy-blackstock/">advocates</a>, writers and artists, we are using our gifts to enact our own and collective responsibilities to all beings. </p>
<p>Like the flossy milkweed flower seeds that are carried on autumn winds for future generations of <a href="https://wwf.ca/species/monarch-butterfly/">monarch butterflies</a>, these seeds of knowledge can guide, regenerate and transform early childhood education practice for the <a href="https://theconversation.com/cop15s-global-biodiversity-framework-must-advance-indigenous-led-conservation-to-halt-biodiversity-loss-by-2030-195188">benefit of all</a>. This is an approach that has global relevance for protecting <a href="https://theconversation.com/weaving-indigenous-and-western-ways-of-knowing-can-help-canada-achieve-its-biodiversity-goals-201063">biodiversity</a>, climate action and resilience.</p>
<p>When we walk together in a good way, we learn to know the world through two eyes.</p>
<p><em>Wela'lioq</em>, Thank you.</p><img src="https://counter.theconversation.com/content/202313/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>The authors do not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and have disclosed no relevant affiliations beyond their academic appointment.</span></em></p>‘Etuaptmumk’ or Two-Eyed Seeing is the gift of multiple perspectives in the Mi’kmaw language. A key practice of this in an early childhood outdoor program is walking together and sharing stories.Louise Zimanyi, PhD Candidate, Social Sciences, Royal Roads UniversityAlbert D. Marshall, Elder and research partnerLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/2009512023-03-27T20:27:35Z2023-03-27T20:27:35ZNewly linked data can reveal academic development from kindergarten to high school in 150,000 students<figure><img src="https://images.theconversation.com/files/514026/original/file-20230307-28-cvuuzw.jpg?ixlib=rb-1.1.0&rect=0%2C39%2C2558%2C1730&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">Early play-based learning helps children develop skills and knowledge before elementary school, and provides an essential foundation for learning in later years. </span> <span class="attribution"><span class="source"> THE CANADIAN PRESS/Lars Hagberg</span></span></figcaption></figure><p>If you observe a kindergarten classroom, its games, songs, <a href="https://theconversation.com/kindergarten-scrapbooks-arent-just-your-childs-keepsake-theyre-central-to-learning-117066">stories and activities</a> might seem to be just for fun. </p>
<p>But play-based learning helps children develop skills and knowledge before elementary school and provides an essential foundation for learning in later years. </p>
<p>The <a href="https://www.oise.utoronto.ca/atkinson/UserFiles/File/Resources_Topics/With_Our_Best_Future_In_Mind_-_Charles_Pascal.pdf">framework guiding Ontario’s full-day kindergarten</a> emphasizes play-based learning, which has demonstrated successful learning outcomes in <a href="http://dx.doi.org/10.1080/10409289.2016.1220771">kindergarten</a> and <a href="https://doi.org/10.1007/s10671-022-09312-5">beyond</a>. </p>
<p>What if we could discover <a href="https://doi.org/10.1037/cjbs2007001">key features of early child development</a> that correlate with strong learning pathways through high school? Educators could use that information to ensure all students, especially those who are struggling in school, are getting the supports they need, when they need them. </p>
<p><a href="https://ijpds.org/article/view/1843">Our research</a> documents how we established a valid data resource that could chart student learning over time. This research reports on the first steps of a much larger longitudinal study based at McMaster University and Ontario Institute for Studies in Education. </p>
<h2>Early support matters</h2>
<p>Research tells us that the earlier we provide individualized supports to students, the more <a href="https://doi.org/10.1037/edu0000181">positive their effects</a>.</p>
<p>But to help achieve that goal, we need data — specifically data that tracks children’s development and learning from their early childhood through their adolescence. </p>
<p>Ontario is <a href="https://www150.statcan.gc.ca/t1/tbl1/en/tv.action?pid=1710000901">Canada’s most populous province</a>, yet for decades it has lacked such data. </p>
<p>Before our research started, we possessed two separate datasets that, if combined, would provide an array of crucial measures of children’s demographics, their perceptions of themselves as learners, their routines in and out of school, the languages they use at home and attributes of their neighbourhoods. </p>
<figure class="align-center ">
<img alt="Hands of children seen in a circle." src="https://images.theconversation.com/files/514692/original/file-20230310-20-48vocx.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/514692/original/file-20230310-20-48vocx.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/514692/original/file-20230310-20-48vocx.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/514692/original/file-20230310-20-48vocx.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/514692/original/file-20230310-20-48vocx.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/514692/original/file-20230310-20-48vocx.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/514692/original/file-20230310-20-48vocx.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">Research is examining relationships between children’s readiness for school learning and their development across many areas and their later academic outcomes.</span>
<span class="attribution"><span class="source">(Pexels/ Yan Krukau)</span></span>
</figcaption>
</figure>
<h2>Data sources</h2>
<p>One dataset had been gathered using the <a href="https://edi.offordcentre.com/">Early Development Instrument (EDI)</a>. This is an assessment tool, validated by extensive research, that gauges early childhood development and readiness for school learning. In kindergarten, using the EDI, teachers assess children in five developmental domains: physical health and well-being, social competence, emotional maturity, language and cognitive development and communication skills and general knowledge.</p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/writing-and-reading-starts-with-childrens-hands-on-play-125182">Writing and reading starts with children's hands-on play</a>
</strong>
</em>
</p>
<hr>
<p>The other dataset holds Ontario students’ literacy and numeracy achievement during primary, elementary and high school. These data were gathered through <a href="https://www.eqao.com/">Ontario’s Education Quality and Accountability Office (EQAO)</a>. </p>
<p>A core challenge has been successfully linking information from two datasets — one containing only kindergarten students and another containing only elementary and high school students — when both are anonymized and lack common identifiers. </p>
<h2>Half of students linked</h2>
<p>But by adapting extensive protocols developed by data scientists to link such datasets, we used information on students’ date of birth, sex, school board, school, language program and language background (if the student was learning the language of instruction, English or French, as a new language) to successfully link approximately half of all students, and then validate that linkage. </p>
<p>The team’s most recent paper <a href="https://doi.org/10.23889/ijpds.v8i1.1843">describes this protocol in detail</a>. </p>
<p>The EDI was administered in three-year cycles within Ontario in the time frame we studied, from 2004 to 2012. It was not possible to match all the cohorts completely, as some years were interrupted by job action and the COVID-19 pandemic. </p>
<p>The resulting dataset contains extensive information on over 150,000 children who started kindergarten from 2004 to 2012. Both the EDI and EQAO datasets cover all of Ontario 74 school districts, and although the process of linking necessarily resulted in a reduced dataset, the differences between linked and unlinked samples were small.</p>
<h2>Understanding where to allocate resources</h2>
<p>We will use linked data to examine which childhood indicators are associated with later success or struggles. The team is currently examining variation in high school literacy achievement that is associated with children’s language and cognitive development in kindergarten. Early results suggest these developmental skills measured in kindergarten are meaningful predictors of academic and other outcomes well into high school. </p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/new-research-shows-quality-early-childhood-education-reduces-need-for-later-special-ed-112275">New research shows quality early childhood education reduces need for later special ed</a>
</strong>
</em>
</p>
<hr>
<p>The research plan is to examine different patterns of literacy achievement in elementary and high school, and to explore the predictive power (if any) of kindergarten linguistic and cognitive skills. </p>
<p>Such research can support school administrators and policymakers with solid evidence to allocate resources, starting with children’s earliest years in school.</p><img src="https://counter.theconversation.com/content/200951/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Jeanne Sinclair receives funding from Social Sciences and Humanities Research Council (SSHRC) of Canada.</span></em></p><p class="fine-print"><em><span>Magdalena Janus receives funding from Social Sciences and Humanities Research Council (SSHRC) of Canada.</span></em></p><p class="fine-print"><em><span>Scott Davies receives funding from Social Sciences and Humanities Research Council (SSHRC) of Canada.</span></em></p>A study following Ontario students between 2004 and 2012 can help policymakers ensure all students get the supports they need when they need them.Jeanne Sinclair, Assistant Professor, Faculty of Education, Memorial University of NewfoundlandMagdalena Janus, Professor, Department of Psychiatry and Behavioural Neurosciences, McMaster UniversityScott Davies, Professor, Ontario Institute for Studies in Education, University of TorontoLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1980342023-02-09T20:47:25Z2023-02-09T20:47:25Z‘Child care’ or education? Words matter in how we envision living well with children<figure><img src="https://images.theconversation.com/files/508389/original/file-20230206-17-ehswee.jpg?ixlib=rb-1.1.0&rect=29%2C14%2C4912%2C2504&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">Investing in non-profit programs that provide culturally-relevant education is important to children and families.</span> <span class="attribution"><a class="license" href="http://creativecommons.org/licenses/by-nc/4.0/">CC BY-NC</a></span></figcaption></figure><p>As people across Canada begin to understand the implications of the <a href="https://www.canada.ca/en/department-finance/news/2021/12/a-canada-wide-early-learning-and-child-care-plan.html">Canada-Wide Early Learning and Child Care program</a>,
public conversations often centre on the economic benefits of getting children back into quality child care, and their parents or guardians back into a robust Canadian economy. </p>
<p>In this narrative, early childhood education matters <a href="https://www.saltwire.com/atlantic-canada/news/record-employment-rate-for-women-shows-trudeaus-subsidized-daycare-plan-is-working-100802678/#.Y4-hRR13O0U.twitter">primarily as a driver of economic growth</a>. </p>
<p>This nurtures a belief that children and their learning should be conceptualized as a primarily economic issue: We need child care, the logic goes, so that women can work or children can learn the skills they need to contribute to the future market economy.</p>
<p>We are part of a collective of educators and scholars, the <a href="https://www.earlychildhoodcollaboratory.net/">Early Childhood Pedagogies Collaboratory</a>, invested in thinking about early childhood education otherwise. We ask: What narratives or stories are going unnoticed in the face of the universal child care plan in Canada?</p>
<p>Our proposal: Canada creates an education system that focuses on the work of living well with children. </p>
<figure class="align-center ">
<img alt="A hand is seen holding a child's drawing in front of woods." src="https://images.theconversation.com/files/508386/original/file-20230206-21-lkl63x.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/508386/original/file-20230206-21-lkl63x.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=450&fit=crop&dpr=1 600w, https://images.theconversation.com/files/508386/original/file-20230206-21-lkl63x.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=450&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/508386/original/file-20230206-21-lkl63x.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=450&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/508386/original/file-20230206-21-lkl63x.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=566&fit=crop&dpr=1 754w, https://images.theconversation.com/files/508386/original/file-20230206-21-lkl63x.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=566&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/508386/original/file-20230206-21-lkl63x.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=566&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">Our society urgently needs us to pay more attention to the education of young children.</span>
<span class="attribution"><span class="source">(Sherri-Lynn Yazbeck)</span>, <span class="license">Author provided</span></span>
</figcaption>
</figure>
<h2>Operating like a business?</h2>
<p>We are concerned with the current marketization of the early childhood education profession — how childhood education is increasingly forced to adapt itself to the needs of the market economy, where what becomes important is how well the field operates like a business. </p>
<p>For us, education is not about market-based economics. The buying and selling of children’s education and the labour of educators concerns us. What is urgently needed is to pay more attention to the education of young children — their relations to learning, which we call “pedagogy.” We define this pedagogy as the work of living well with children.</p>
<p>By focusing on living well with children, <a href="https://doi.org/10.1080/14733285.2022.2042197">we are able to ask different questions that relate to early childhood education</a>. This means asking how we can foster ethical spaces with children and families.</p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/how-early-childhood-education-is-responding-to-climate-change-175107">How early childhood education is responding to climate change</a>
</strong>
</em>
</p>
<hr>
<h2>Education as an event, experience</h2>
<p>Pedagogy takes <a href="https://doi.org/10.1080/1350293X.2020.1817235">education as an event and an experience</a>. It is more than simply caring for children’s basic needs. Instead, it’s about collaborating with children and families to craft curriculum that truly matters to the messy worlds that children inhabit and inherit.</p>
<p>Amid the new federal funding, there is the creation of a market economy around childhood. </p>
<p>For example, as Ontario grapples with a shortage of early childhood educators, some advocates are concerned the province <a href="https://toronto.ctvnews.ca/ontario-could-be-short-8-500-early-childhood-educators-government-officials-estimate-1.6230879#">will focus mostly or exclusively on recruiting more early childhood educators, increasing admissions to programs or offering low-cost tuition</a>.</p>
<p>Such initiatives would see early childhood education as a numbers game, easily and inexpensively creating educators who can quickly fill positions. This would be at the detriment of longer, slower education required to think carefully about how to live well with children. </p>
<p>The risks to children, families and educators of rapidly expanding “spaces” under corporate business models are also apparent: The <em>Globe and Mail</em> reports that <a href="https://www.theglobeandmail.com/business/article-ontario-daycare-childcare-lullaboo/">after the North Toronto Early Years Centre was acquired by a “rapidly expanding daycare chain,”</a> existing staff were presented with new contracts that paid less and said they could be moved to another location at any time.</p>
<h2>Turn the narrative around</h2>
<p>Our society needs to turn the narrative around: children are not in early childhood education to provide employment opportunities for educators and guardians.</p>
<p>Instead, educators are involved in co-creating locally meaningful and responsive educational and social spaces. This means being co-investigators with children into the inquiries that arise out of their complex and diverse lives.</p>
<p>Together as a society, educators, community members, parents and caregivers need to ask what roles we all need to take on in order to build a truly universal system that can meet the unknowns of children’s lives now and into the future.</p>
<p>We want to share two actions the community and early childhood education field can act upon. </p>
<p>These follow the <a href="https://theconversation.com/federal-budget-2021-7-actions-to-ensure-canadas-child-care-plan-is-about-education-159191">seven actions our collaboratory recommended in an earlier article</a>.</p>
<figure class="align-center ">
<img alt="Children's and an educator's hands seen working with paper at a table." src="https://images.theconversation.com/files/508391/original/file-20230206-25-y8wva7.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/508391/original/file-20230206-25-y8wva7.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/508391/original/file-20230206-25-y8wva7.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/508391/original/file-20230206-25-y8wva7.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/508391/original/file-20230206-25-y8wva7.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/508391/original/file-20230206-25-y8wva7.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/508391/original/file-20230206-25-y8wva7.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">Early childhood education involves more than merely meeting children’s basic needs.</span>
<span class="attribution"><span class="source">(Pexels/Yan Krukov)</span></span>
</figcaption>
</figure>
<p><strong>1. Understand ethical responsibility and shift our language.</strong></p>
<p>We, as a Canadian society, need to recognize the complexity of early childhood educators creating spaces for young children instead of simply warehousing children to advance the economy. </p>
<p>Shifting our language means educational and training institutions, policymakers and society must change our expectations of early childhood education, as we ask it to become an educational undertaking, not just about “supervision.” </p>
<p>We have an ethical obligation to our youngest citizens to re-frame the educator and the early childhood education system as ethically responsible for meeting children and families in all the richness of their diverse life stories. </p>
<p>We invite everyone to intervene when hearing early childhood education <a href="https://doi.org/10.1177/2043610617747978">referred to as only supervisory care</a>. </p>
<p>We instead raise the possibility that early childhood education involves more than merely meeting children’s basic needs.</p>
<p>Changing the expectations, stories and knowledge our society brings to concepts about educators, children and families is a good first step to changing the narrative around early childhood education.</p>
<p><strong>2. Invest in non-profit programs which provide education that centres living well with children.</strong></p>
<p>We need opportunities to understand education as a learning space, not strictly one for supervision, so guardians can join the workforce. </p>
<p>This requires that we, as government, advocates, families and communities, understand educators as capable and competent professionals, and education as a vibrant space full of life. </p>
<p>Public investment needs to be tied to non-profit programs where the primary concern is the meaningful and <a href="https://theconversation.com/weaving-is-helping-strengthen-ancestral-knowledge-among-women-and-children-in-ingapirca-ecuador-177137">culturally relevant</a> education of young children. </p>
<h2>Thinking beyond economics</h2>
<p>The two actions we propose are not a recipe but an invitation to disrupt problematic narratives that position educators and children as resources toward a market economy. </p>
<p>We are not proposing a “solution”; we propose we need an ongoing discussion about the purposes of early childhood education. </p>
<p>Shifting the narratives our society brings to understanding early childhood education in Canada matters to children’s and families’ lives. We can think beyond economics with children and families and educators. </p>
<p><em>Authored in conversation with Early Childhood Collaboratory members: Alexandra Berry (Capilano University); Alicja Frankowski, Courtney Amber, Cristina Delgado Vintimilla (York University); B. Denise Hodgins (British Columbia Early Childhood Pedagogy Network); Cory Jobb (Thompson Rivers University); Iris Berger (University of British Columbia); Kelly-Ann MacAlpine, Narda Nelson, Randa Khattar, Tatiana Zakharova-Goodman and Veronica Pacini-Ketchabaw (Western University); Sylvia Kind (Capilano University).</em></p><img src="https://counter.theconversation.com/content/198034/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Nicole Land receives funding from the Social Sciences and Humanities Research Council of Canada. </span></em></p><p class="fine-print"><em><span>Kathleen Kummen receives funding from the Ministry of Education and Child Care, British Columbia.</span></em></p>Early childhood education isn’t about warehousing children so adults can go to work. There is an ethical imperative to support a paradigm shift in how our society values educating young children.Nicole Land, Assistant Professor of Early Childhood Studies, Toronto Metropolitan UniversityKathleen Kummen, Chair, Education and Childhood Studies, Capilano UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1950922023-01-09T02:50:00Z2023-01-09T02:50:00ZHelp! My kid won’t read chapter books. What do I do?<figure><img src="https://images.theconversation.com/files/496609/original/file-20221121-15-u8qumb.jpg?ixlib=rb-1.1.0&rect=0%2C16%2C3716%2C2464&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">
</span> <span class="attribution"><a class="source" href="https://www.pexels.com/photo/boy-reading-a-comic-book-8342188/">Photo by Mikhail Nilov/Pexels</a>, <a class="license" href="http://creativecommons.org/licenses/by/4.0/">CC BY</a></span></figcaption></figure><p>Many children start school excited about learning to read. And parents too! After many years of reading and re-reading (seemingly ad nauseam) favourite picture books aloud, it’s thrilling to see your child develop their own reading skills.</p>
<p>But what if they seem to be “stuck” on books that still use lots of illustrations, such as graphic novels, comics or picture books? </p>
<p>Many parents fret about their child still not having fallen in love with chapter books. You might mourn the fact they still aren’t reading the books you loved as a child – the Roald Dahl classics, the Narnia books or more recent releases such as the Harry Potter series.</p>
<p>But the fact is, it’s counterproductive to push your child to read a whole chapter book independently if they are not ready. You might turn them off reading altogether. Here’s what to do instead. </p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/book-week-its-not-the-costume-that-matters-but-falling-in-love-with-reading-188748">Book Week: it's not the costume that matters, but falling in love with reading</a>
</strong>
</em>
</p>
<hr>
<figure class="align-center zoomable">
<a href="https://images.theconversation.com/files/496610/original/file-20221121-18968-ovwj6y.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="A kid flicks through a comic" src="https://images.theconversation.com/files/496610/original/file-20221121-18968-ovwj6y.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/496610/original/file-20221121-18968-ovwj6y.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/496610/original/file-20221121-18968-ovwj6y.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/496610/original/file-20221121-18968-ovwj6y.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/496610/original/file-20221121-18968-ovwj6y.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/496610/original/file-20221121-18968-ovwj6y.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/496610/original/file-20221121-18968-ovwj6y.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
<figcaption>
<span class="caption">Lots of kids still delight in books that rely heavily on visual aids, such as comics, graphic novels and picture books.</span>
<span class="attribution"><a class="source" href="https://www.pexels.com/photo/crop-child-reading-comics-at-home-4142267/">Photo by Dayvison Tadeu/Pexels</a>, <a class="license" href="http://creativecommons.org/licenses/by/4.0/">CC BY</a></span>
</figcaption>
</figure>
<h2>Yes, chapter books are important. But don’t rush</h2>
<p>Chapter books are an <a href="https://www.tandfonline.com/doi/abs/10.1080/19388070802062781">important step</a> in learning to read. They introduce increasingly complex storylines, themes, characters and settings. </p>
<p>They expand children’s vocabulary (which is <a href="https://ncca.ie/media/4018/improving-reading-comprehension-in-the-primary-classes-professor-timothy-shanahan-university-of-illinois-at-chicago.pdf">essential</a> for developing reading comprehension).</p>
<p>Importantly, when texts have no pictures, children must rely on decoding (recognising sound-letter relationships) to make sense of the words.</p>
<p>This helps with developing reading <a href="https://files.eric.ed.gov/fulltext/ED489535.pdf">fluency</a> (reading accurately with expression at a pace that allows for comprehension), and developing reading stamina (maintaining comprehension over longer passages of text).</p>
<p>But the transition to chapter books can be daunting for children. It’s a big leap from picture books, where so much meaning is carried in the illustrations, to books where readers rely solely on the print to make sense of the text.</p>
<p>Your child may not be ready to read entire chapter books independently. They may still not have developed what researchers call “automaticity” in their decoding skills (reading words without having to sound them out). </p>
<p>Automaticity <a href="https://johnbald.typepad.com/files/handbookearlylit.pdf">frees up mental space</a> for paying attention to meaning. In other words, if you have to stop and sound words out all the time, it’s hard to follow the plot and can take the fun out of reading.</p>
<p>Here are some ways you can help your child develop the skills they need to read and enjoy chapter books.</p>
<figure class="align-center zoomable">
<a href="https://images.theconversation.com/files/496617/original/file-20221121-18964-lmrp7g.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="Narnia books sit upon a shelf." src="https://images.theconversation.com/files/496617/original/file-20221121-18964-lmrp7g.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/496617/original/file-20221121-18964-lmrp7g.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/496617/original/file-20221121-18964-lmrp7g.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/496617/original/file-20221121-18964-lmrp7g.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/496617/original/file-20221121-18964-lmrp7g.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/496617/original/file-20221121-18964-lmrp7g.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/496617/original/file-20221121-18964-lmrp7g.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
<figcaption>
<span class="caption">Maybe your kids just aren’t into the same books you loved as a child – and that’s OK.</span>
<span class="attribution"><a class="source" href="https://www.pexels.com/photo/the-chronicles-of-narnia-book-159778/">Photo by Pixabay via Pexels.</a>, <a class="license" href="http://creativecommons.org/licenses/by/4.0/">CC BY</a></span>
</figcaption>
</figure>
<h2>Choose books that support the transition</h2>
<p>Many books are designed to support young readers, with short chapters featuring plenty of images. </p>
<p>There are picture books for older children, and don’t be frightened of <a href="https://doi.org/10.1002/trtr.1695">graphic novels</a>. As well as visual richness, they often offer sophisticated storylines and themes. </p>
<p>Visit your local library and ask the children’s librarian for suggestions.</p>
<h2>Share the reading, make it fun and keep the conversation going</h2>
<p><a href="https://www.tandfonline.com/doi/abs/10.1080/01443410903103657?journalCode=cedp20">Share the reading</a>; you read a page or a paragraph, and they read a page or a paragraph, or even just a sentence or two.</p>
<p>This makes reading less overwhelming for kids, but still allows them to practise.</p>
<p>Plan reading time so it doesn’t compete with distractions such as screen time or siblings.</p>
<p>Your child may even like to help read a story to a younger sibling or to grandparents via Zoom.</p>
<p>Read alongside your child so you can share ideas about the story, author or series.</p>
<p>Talk with your child about movies, video games, images, art and comics. All of this talk <a href="https://eric.ed.gov/?id=ED583551">helps</a> build vocabulary and knowledge, which help them tackle more challenging texts.</p>
<figure class="align-center zoomable">
<a href="https://images.theconversation.com/files/496615/original/file-20221121-25-u5sbv3.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="Two children look at a picture book" src="https://images.theconversation.com/files/496615/original/file-20221121-25-u5sbv3.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/496615/original/file-20221121-25-u5sbv3.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/496615/original/file-20221121-25-u5sbv3.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/496615/original/file-20221121-25-u5sbv3.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/496615/original/file-20221121-25-u5sbv3.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/496615/original/file-20221121-25-u5sbv3.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/496615/original/file-20221121-25-u5sbv3.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
<figcaption>
<span class="caption">Let’s not think that picture books are only for little kids.</span>
<span class="attribution"><a class="source" href="https://www.pexels.com/photo/delighted-ethnic-little-siblings-reading-interesting-book-on-couch-6437805/">Photo by Marta Wave/Pexels</a>, <a class="license" href="http://creativecommons.org/licenses/by/4.0/">CC BY</a></span>
</figcaption>
</figure>
<h2>Respect their interests and keep it positive</h2>
<p>Let your child explore the books they’re interested in.</p>
<p>Some children are not keen on fiction, and prefer to read about science or the world around them. These kinds of texts <a href="https://www.tandfonline.com/doi/full/10.1080/00461520.2016.1168741">also help</a> develop vocabulary and complex language.</p>
<p>Remember, reading for pleasure is <a href="https://doi.org/10.1111/lit.12156">associated with overall reading attainment</a> and writing ability. It’s a big part of becoming a lifetime reader.</p>
<p>Yes, you can still suggest books to your child. But don’t get upset if they say no, and definitely don’t insult their tastes by putting down their favourite books and authors.</p>
<p>Whatever their response, keep the conversation channels open and help them feel confident about their own choices.</p>
<figure class="align-center zoomable">
<a href="https://images.theconversation.com/files/496613/original/file-20221121-18827-pfgf3.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="A child reads Captain Underpants" src="https://images.theconversation.com/files/496613/original/file-20221121-18827-pfgf3.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/496613/original/file-20221121-18827-pfgf3.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/496613/original/file-20221121-18827-pfgf3.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/496613/original/file-20221121-18827-pfgf3.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/496613/original/file-20221121-18827-pfgf3.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/496613/original/file-20221121-18827-pfgf3.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/496613/original/file-20221121-18827-pfgf3.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
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<span class="caption">Don’t insult your child’s taste in books.</span>
<span class="attribution"><span class="source">Shutterstock</span></span>
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<h2>Check your own anxiety levels and accept it takes time</h2>
<p>Children can pick up on <a href="https://researchoutput.csu.edu.au/ws/portalfiles/portal/9726474/51099conference%26%2320%3Bpaper.pdfhttps:/researchoutput.csu.edu.au/ws/portalfiles/portal/9726474/51099conference%26%2320%3Bpaper.pdf">parental anxiety</a> about academic achievement. </p>
<p>Anxiety <a href="https://pubmed.ncbi.nlm.nih.gov/26963369/">takes up mental space</a> and interferes with your child’s work as they practise more challenging reading.</p>
<p>Children may seem to master their sounds and letters quickly, but still need years of schooling to develop the knowledge and language they need for skilled reading <a href="https://ila.onlinelibrary.wiley.com/doi/abs/10.1598/RRQ.40.2.3">comprehension</a>. They also need time to get used to the pages of full print and the smaller font size in chapter books.</p>
<p>Accept that learning to read is a marathon, not a sprint. It’s big work for a young person. </p>
<h2>What if I’m still worried?</h2>
<p>If you are really worried about your child’s reading, talk to their teacher and consider if a sight or hearing test is warranted (to check they can see the letters and discriminate language sounds).</p>
<p>If your child does have decoding difficulties, a <a href="https://link.springer.com/chapter/10.1007/978-3-030-26550-2_8">systematic approach</a> to learning about sound-letter relationships, and practice in reading accurately and fluently is important.</p>
<p>In the end, though, your most important role is to give time and encouragement, to maintain an interest and enjoyment in reading together and independently.</p>
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<em>
<strong>
Read more:
<a href="https://theconversation.com/5-ways-to-support-childrens-early-literacy-skills-and-build-family-connections-this-summer-184900">5 ways to support children's early literacy skills and build family connections this summer</a>
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<img src="https://counter.theconversation.com/content/195092/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Bronwyn Parkin is affiliated with the Primary English Teaching Association of Australia. </span></em></p><p class="fine-print"><em><span>Pauline Jones is President of the Primary English Teaching Association Australia (PETAA)</span></em></p><p class="fine-print"><em><span>Helen Harper and Susan Feez do not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and have disclosed no relevant affiliations beyond their academic appointment.</span></em></p>It’s counterproductive to push your child to read a whole chapter book independently if they are not ready. You might turn them off reading altogether. Here’s what to do instead.Helen Harper, Senior Lecturer in English, Literacy and Language Education, University of New EnglandBronwyn Parkin, Adjunct lecturer, Linguistics, University of Adelaide, University of AdelaidePauline Jones, Associate Professor in Language in Education, University of WollongongSusan Feez, Senior Lecturer, School of Education, University of New EnglandLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1912602022-10-24T19:02:51Z2022-10-24T19:02:51ZReal dirt, no fake grass and low traffic – what to look for when choosing a childcare centre<figure><img src="https://images.theconversation.com/files/491225/original/file-20221024-70590-tqvnng.jpg?ixlib=rb-1.1.0&rect=0%2C40%2C3876%2C2514&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">
</span> <span class="attribution"><span class="source">Jelleke Vanooteghem/Unsplash</span></span></figcaption></figure><p>Choosing a childcare centre for your child can be a challenging process. </p>
<p>To start with, choices may be <a href="https://www.vu.edu.au/sites/default/files/how-accessible-is-childcare-report.pdf">limited</a> if there are not many childcare centres in the area where you live or work. Or if the waiting lists are full. We know there are “childcare deserts” around the country. </p>
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Read more:
<a href="https://theconversation.com/how-the-early-childhood-learning-and-care-system-works-and-doesnt-work-it-will-take-some-fixing-185299">How the early childhood learning and care system works (and doesn't work) – it will take some fixing</a>
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<p>But if you do have choice, what should you look for? Parents may already be looking for warm, caring educators and a centre with good accreditation ratings. What may be less well known is a childcare centre’s physical environment – its location and indoor and outdoor spaces – is also important.</p>
<p>Research <a href="https://www.annualreviews.org/doi/10.1146/annurev.psych.57.102904.190057">shows</a> physical environments have a <a href="https://www.acecqa.gov.au/sites/default/files/acecqa/files/Reports/OccasionalPaper4-TheQualityofPhysicalEnvironments.pdf">major influence</a> on children’s health, wellbeing, development and learning.</p>
<p>We are early childhood researchers and in a recent <a href="https://www.researchgate.net/publication/355318538_In_whose_best_interests_Regulating_childcare_environments_in_Australia">study</a>, we highlight four important features for parents to look for in a childcare centre’s physical environment. These are based on children’s right to a <a href="https://www.unicef.org.au/united-nations-convention-on-the-rights-of-the-child?">safe and healthy environment</a>.</p>
<h2>Our study</h2>
<p>In Australia, <a href="https://www.peakequities.com.au/childcare-in-australia-a-guide-to-investment/">property developers</a> are increasingly investing in childcare centres. They have become powerful influences on where childcare centres are and how they are designed. </p>
<figure class="align-center ">
<img alt="Children play outside in the sand, next to a log." src="https://images.theconversation.com/files/491250/original/file-20221024-17-d6dtpq.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/491250/original/file-20221024-17-d6dtpq.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/491250/original/file-20221024-17-d6dtpq.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/491250/original/file-20221024-17-d6dtpq.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/491250/original/file-20221024-17-d6dtpq.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/491250/original/file-20221024-17-d6dtpq.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/491250/original/file-20221024-17-d6dtpq.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
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<span class="caption">Childcare in Australia is run by a mix of for-profit and not-for-profit providers.</span>
<span class="attribution"><span class="source">Mick Tsikas/AAP</span></span>
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</figure>
<p>In addition, childcare in Australia is increasingly provided by for-profit organisations. As of 2020, <a href="https://elaa.org.au/wp-content/uploads/2021/03/Strength-of-Community-based-ECEC-Services-March-2021-2.pdf">49% of childcare services</a> were by for-profit organisations. On the share market, childcare centres are seen as a <a href="https://www.childcare4sale.com.au/7-reasons-childcare-centres-are-outperforming-other-investments-and-smart-buyers-know-it/">smart</a> investment.</p>
<p>There are regulations around childcare environments such as space, fencing and resources, but these are minimal requirements. This can mean children’s health, wellbeing and development are not always seen as the top priority when designing centres. Here are four questions parents can ask when looking at potential childcare centres. </p>
<h2>1. Is it near a busy road?</h2>
<p>Many childcare centres are located on busy roads. Government planning regulations can encourage this. In the planning process, residents in quieter streets may complain about possible noise and traffic from a childcare centre. Busy road sites often also represent greater investment value for property developers as they can be cheaper. </p>
<p>Unfortunately, these sites potentially expose children to <a href="https://onlinelibrary.wiley.com/doi/epdf/10.1111/1753-6405.12915">toxic traffic emissions</a>, including hazardous small particle emissions, linked to the development of asthma and allergies. The closer a centre is to a busy road the greater the danger. </p>
<p>If possible, avoid childcare centres that are next to roads with four lanes or more of constant traffic, especially heavy and diesel vehicles.</p>
<h2>2. Is it very noisy?</h2>
<p>It is important to consider the noise levels your child may consistently experience in a centre. Noisy environments can disrupt the important interactions between educators and children. </p>
<figure class="align-left ">
<img alt="Aerial view of an eight-lane road in Melbourne." src="https://images.theconversation.com/files/491229/original/file-20221024-13-32l60k.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=237&fit=clip" srcset="https://images.theconversation.com/files/491229/original/file-20221024-13-32l60k.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=900&fit=crop&dpr=1 600w, https://images.theconversation.com/files/491229/original/file-20221024-13-32l60k.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=900&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/491229/original/file-20221024-13-32l60k.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=900&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/491229/original/file-20221024-13-32l60k.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=1131&fit=crop&dpr=1 754w, https://images.theconversation.com/files/491229/original/file-20221024-13-32l60k.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=1131&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/491229/original/file-20221024-13-32l60k.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=1131&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
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<span class="caption">Busy roads can mean more pollution and more noise for children as they play.</span>
<span class="attribution"><span class="source">Dean Bennett/Unsplash</span></span>
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</figure>
<p>Is there a roar of traffic from busy roads? When inside, is it noisy due to large numbers of children grouped together? Or is there <a href="https://link.springer.com/article/10.1023/A:1016663520205">a lot of echoing</a> due to hard surfaces? </p>
<p>If staff and children struggle to be heard and always need to raise their voices, this can make it harder for children to develop social and language skills. </p>
<p>Noisy environments are <a href="https://www.tandfonline.com/doi/full/10.1080/09669760.2018.1479632">particularly concerning</a> for babies and toddlers, children with disabilities, and children who have a first language other than English. </p>
<p>So try to avoid centres where your child will be exposed to constant excessive noise.</p>
<h2>3. Is there limited or no outdoor space?</h2>
<p>Increasingly, childcare centres are requesting <a href="https://nsw.childcarealliance.org.au/news/579-potential-risk-and-lack-of-transparency-over-waivers-for-simulated-outdoor-spaces">waivers</a> for the provision of outdoor space to play. Regulatory bodies can grant exemptions here if centres are seen to be meeting a local demand for enrolments. So some centres only have tiny outdoor areas, some have none at all. </p>
<figure class="align-right ">
<img alt="A happy child, learning on a wooden deck." src="https://images.theconversation.com/files/491230/original/file-20221024-12-w6xqi7.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=237&fit=clip" srcset="https://images.theconversation.com/files/491230/original/file-20221024-12-w6xqi7.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=906&fit=crop&dpr=1 600w, https://images.theconversation.com/files/491230/original/file-20221024-12-w6xqi7.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=906&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/491230/original/file-20221024-12-w6xqi7.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=906&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/491230/original/file-20221024-12-w6xqi7.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=1138&fit=crop&dpr=1 754w, https://images.theconversation.com/files/491230/original/file-20221024-12-w6xqi7.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=1138&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/491230/original/file-20221024-12-w6xqi7.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=1138&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
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<span class="caption">Time spent outdoors will ensure your child will gain much-needed Vitamin D.</span>
<span class="attribution"><span class="source">Khoa Phẩm/Unsplash</span></span>
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</figure>
<p>Childcare providers may incorrectly claim an indoor <a href="https://www.theage.com.au/national/victoria/how-fake-nature-in-child-care-centres-could-be-damaging-20170113-gtr5il.html">simulated outdoor space</a> (for example, fake grass and painted jungle murals) is an adequate substitute for outdoor space to play.</p>
<p>Children need sun-safe time outside for <a href="https://www.sunsmart.com.au/downloads/resources/brochures/how-much-sun-enough-vitamin-d.pdf">healthy vitamin D levels</a> (which keeps bones and muscles strong), a sense of wellbeing, and for healthy sleep patterns.</p>
<p>There is also growing evidence that children need around 10–15 hours per week of exposure to natural outdoor light (including in the shade or on a verandah) to ensure <a href="https://www.uts.edu.au/about/graduate-school-health/orthoptics/news/rise-short-sightedness-linked-less-time-outdoors">healthy vision development</a> and to avoid <a href="https://www.youtube.com/watch?v=DjdkbcOx05A">developing short sightedness</a>. </p>
<p>Children love being <a href="https://www.chop.edu/news/health-tip/benefits-outdoor-play-why-it-matters">outdoors</a> and we recommend looking for a centre that provides well-shaded outdoor play areas that enable plenty of time outside. We also recommend you avoid centres with limited or no outdoor spaces for play, especially if you are enrolling your child full-time.</p>
<h2>4. Are there natural features?</h2>
<p>Unfortunately, artificial turf and <a href="https://timrgill.files.wordpress.com/2010/10/no-fear-19-12-07.pdf">rubber surfaces</a> surfaces are frequently being installed in childcare settings due to the perception of easy maintenance. </p>
<p>These can create <a href="https://www.news.com.au/lifestyle/parenting/school-life/university-study-finds-areas-of-western-sydney-school-playgrounds-reach-70c-in-summer/news-story/6d0fb3b42b4ae402459ffc3a917d1002">extremely hot</a> and <a href="https://www.watoday.com.au/national/western-australia/perth-childcare-centre-fined-15-000-after-toddlers-feet-burnt-during-fire-drill-20200908-p55th3.html">dangerous</a> surfaces that use potentially <a href="https://www.sciencedirect.com/science/article/abs/pii/S0304389420329897?fr=RR-2&ref=pdf_download&rr=75ef7885e83daad2">toxic chemicals</a>. </p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/covid-changed-drop-off-and-pick-ups-but-parents-can-still-have-a-strong-relationship-with-their-childs-educators-187685">COVID changed drop-off and pick ups – but parents can still have a strong relationship with their child's educators</a>
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<p>Totally flat, artificial surfaces do not provide as many opportunities to develop motor skills as <a href="https://www.tandfonline.com/doi/abs/10.1080/01426397.2018.1551524">varied and natural surfaces</a>.
Surfaces that include slopes and levels with materials such as tanbark, gravel, dirt and sand are better. </p>
<p>Research has <a href="https://www.tandfonline.com/doi/abs/10.1080/03004430.2019.1651306?journalCode=gecd20">also shown</a> outdoor areas dominated by equipment and artificial surfaces do not support children’s wellbeing or <a href="https://www.researchgate.net/publication/333839842_From_boats_to_bushes_environmental_elements_supportive_of_children's_sociodramatic_play_outdoors">learning through play</a>. Natural environments provide more challenge, variety and interesting resources for children to use in their creative play. </p>
<p>So, look for centres with trees, shrubs, rocks, mud and other natural features to complement artificial materials and equipment in their outdoor spaces.</p>
<h2>Knowing what to look for</h2>
<p>We appreciate it can be very difficult to find a childcare centre with available spots that suits work and family needs. </p>
<p>But if you do have a choice, it’s worth being aware of how a childcare centre’s location and design can protect children’s health and wellbeing and support their play and social interactions. Knowing what to look for in the physical environment of a centre will help you choose a centre where your child can thrive.</p><img src="https://counter.theconversation.com/content/191260/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Anne-Marie Morrissey has received funding from CoLab Architects to fund the original research for this work.</span></em></p><p class="fine-print"><em><span>Deborah Moore has received funding from CoLab Architects to fund the original research for this work.</span></em></p>A new study by early childhood researchers looks at four important features of a centre’s physical environment.Anne-Marie Morrissey, Associate Professor, Early Childhood Education, Deakin UniversityDeborah Moore, Associate Lecturer in Education, Monash UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1890602022-10-20T20:27:34Z2022-10-20T20:27:34ZWhat to look for in a high-quality ‘pre-primary’ or junior kindergarten program<figure><img src="https://images.theconversation.com/files/487427/original/file-20220929-24-qbh9t4.jpg?ixlib=rb-1.1.0&rect=0%2C29%2C4927%2C2460&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">Locating early learning programs in schools provides stable programming infrastructure and allows for potential collaborations between early childhood educators and teachers.</span> <span class="attribution"><a class="source" href="https://creativecommons.org/licenses/by-nc/4.0/">(Allison Shelley/The Verbatim Agency for EDUimages)</a>, <a class="license" href="http://creativecommons.org/licenses/by-nc/4.0/">CC BY-NC</a></span></figcaption></figure><p>This fall, many young children across Canada have entered early learning or preschool programs for the first time. </p>
<p><a href="https://doi.org/10.1080/21699763.2018.1526700">Access to early learning</a> is a challenge across the country — and many parents scramble to find a space for their children. </p>
<p>But there are some programs that are readily available and accessible to all children in their catchment areas. In Nova Scotia, an <a href="https://theconversation.com/nova-scotias-new-pre-primary-class-gives-kids-a-head-start-through-play-based-learning-115444">investment in universal early childhood education is happening</a> through the “pre-primary program,” housed in primary schools. This is similar to what is currently offered as play-based junior kindergarten in schools in both <a href="http://www.edu.gov.on.ca/kindergarten/">Ontario</a> and <a href="https://www.ece.gov.nt.ca/en/services/junior-kindergartenkindergarten">the Northwest Territories</a>.</p>
<p>As many parents or caregivers drop their young children off at a “big school” they may wonder: What should I be looking for in this program? What makes it a high-quality program? Our team took a closer look at <a href="https://doi.org/10.1007/s10643-022-01372-9">what constitutes high quality in these publicly funded, school-based settings</a>.</p>
<h2>Differences in early learning programs</h2>
<p>There are many similarities between regulated early learning and child-care settings and early learning programs offered in schools. Both are expected to follow a play-based curriculum, and both have qualified early childhood educators working with these children in the year or years before they begin more formal school grades. However, there are differences as well.</p>
<p>What defines quality in this specific setting is <a href="https://doi.org/10.1177/0193841X06291524">not a straightforward process</a>, given its unique characteristics. For this reason, we need to <a href="https://www.oecd-ilibrary.org/education/structural-characteristics-and-process-quality-in-early-childhood-education-and-care_edaf3793-en">consider broader system factors</a>, in addition to structural characteristics (like child-staff ratios, group size, training) and process considerations, including people’s interactions, routines and activities. </p>
<p>Through a <a href="https://doi.org/10.1080/1364557032000119616">systematic process</a>, we examined existing literature about quality in early childhood school-based programs. This included consultation with international experts and <a href="https://doi.org/10.1007/s10643-022-01372-9">searching</a> literature databases. </p>
<figure class="align-center ">
<img alt="Children seen playing at a desk." src="https://images.theconversation.com/files/487428/original/file-20220929-14-xzfelu.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/487428/original/file-20220929-14-xzfelu.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/487428/original/file-20220929-14-xzfelu.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/487428/original/file-20220929-14-xzfelu.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/487428/original/file-20220929-14-xzfelu.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/487428/original/file-20220929-14-xzfelu.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/487428/original/file-20220929-14-xzfelu.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">Offering ongoing assessment and evaluation of children’s learning is one aspect of offering quality programming.</span>
<span class="attribution"><span class="source"> (Allison Shelley/The Verbatim Agency for EDUimages</span>, <a class="license" href="http://creativecommons.org/licenses/by-nc/4.0/">CC BY-NC</a></span>
</figcaption>
</figure>
<p>We found 6,335 possible sources, and a rigourous screening process helped to identify the most relevant studies. Our final review focused on 41 sources, which informed an expanded image of what high-quality means in school-based early childhood programs like pre-primary and kindergarten. We propose that identifying high-quality should include considering internal and external influences on quality programming, and that it’s important to examine themes of policies, practice, place and people.</p>
<h2>Policies</h2>
<p>Policies that govern publicly funded, school-based early learning programs are foundationally important. Sustainable funding, adhering to regulations, government investment and ongoing assessment and evaluation of children’s learning are <a href="https://childcarecanada.org/publications/quality-design/06/01/quality-design-what-do-we-know-about-quality-early-learning-and-ch">key to providing quality programming</a>. </p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/kindergarten-scrapbooks-arent-just-your-childs-keepsake-theyre-central-to-learning-117066">Kindergarten scrapbooks aren't just your child's keepsake — they're central to learning</a>
</strong>
</em>
</p>
<hr>
<p>Ongoing, planned and well-resourced assessment and evaluation of such programs could also contribute to supporting high-quality practice by determining if programs are reaching goals and effectively using their funding. </p>
<h2>Practices</h2>
<p>Practices that support high-quality programs include following a teaching and learning approach that is responsive to children’s ways of learning — for example, using a play-based approach that supports exploration and self-expression.</p>
<p><a href="https://files.eric.ed.gov/fulltext/ED573102.pdf">Other practices that early childhood experts identify</a> as indicating high quality include low adult-to-child ratios and small class sizes depending on the individual support needs of children within the classroom.</p>
<p>In addition to group size, warm, responsive and positive relationships between educators and children are <a href="https://ro.uow.edu.au/cgi/viewcontent.cgi?article=5315&context=sspapers">critical to supporting adults and children’s joint attention and sustained shared thinking</a>.</p>
<p>Research also identifies that the extent to which programs <a href="https://doi.org/10.1016/j.ecresq.2006.07.005">support and promote inclusion and diversity</a> is related to program quality. </p>
<p>“Inclusion” refers to the acknowledgement and celebration of diverse abilities, cultural and linguistic backgrounds and family structures. It also means policy support designed to mitigate adversity arising from low socio-economic family circumstances by offering affordable spaces, lunch programs and other services to assist families with young children. As well, it refers to any additional or specialized service supports that are provided to children and families.</p>
<h2>Place</h2>
<p>The location and the time spent in the learning environment, as well as the structure of the learning environment itself, are all considered important components of quality. Schools provide stable infrastructure for programming and allow for potential collaborations between early childhood educators and teachers.</p>
<p>The time spent in the program, or “dosage,” is an important component of quality as well. <a href="https://ro.uow.edu.au/cgi/viewcontent.cgi?article=5315&context=sspapers">The more time spent in a quality early learning program</a> in the year prior to mainstream elementary school, the more likely there will be positive outcomes for children.</p>
<figure class="align-center ">
<img alt="An educator seen at a desk with students." src="https://images.theconversation.com/files/489628/original/file-20221013-13-9kim2w.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/489628/original/file-20221013-13-9kim2w.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/489628/original/file-20221013-13-9kim2w.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/489628/original/file-20221013-13-9kim2w.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/489628/original/file-20221013-13-9kim2w.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/489628/original/file-20221013-13-9kim2w.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/489628/original/file-20221013-13-9kim2w.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">Whether or not staff have studied early childhood education matters.</span>
<span class="attribution"><span class="source">(Shutterstock)</span></span>
</figcaption>
</figure>
<h2>People</h2>
<p>The people who work in pre-primary or junior kindergarten programs in schools greatly influence the quality of the program being offered. </p>
<p>Educators’ level of post-secondary education <a href="https://doi.org/10.1016/S0885-2006(03)00008-5">specific to early childhood education</a> is a major indicator of positive developmental outcomes for children. <a href="https://doi.org/10.4073/csr.2017.1">More formal qualifications</a> and <a href="https://eric.ed.gov/?id=ED480815">ongoing professional development</a> are often related to better-quality programming.</p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/canadas-covid-19-child-care-plan-must-start-with-investing-in-early-childhood-educators-157553">Canada's COVID-19 child-care plan must start with investing in early childhood educators</a>
</strong>
</em>
</p>
<hr>
<p>Given the placement of these programs in <a href="https://eric.ed.gov/?id=EJ964856">schools, support from administrators, principals and teaching assistants</a> also influence the quality of programming, along with the <a href="http://www.apls.org/pdf/early_learning_full.pdf">involvement of families and communities</a>. </p>
<p>Educators become more aware of families’ perspectives of quality as parents, families and community members are welcomed to participate in an early learning setting at a level that is possible for them in terms of their resources and availability. Educators gain knowledge of the cultural and social contexts of the children in their program.</p>
<p>As another school year unfolds, the first for many young children entering school-based early learning programs, our review provides insight into some considerations for implementing these programs to ensure they are offered in a high-quality manner to support children and families.</p><img src="https://counter.theconversation.com/content/189060/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Christine McLean has received funding from the Margaret and Wallace McCain Family Foundation.</span></em></p><p class="fine-print"><em><span>Jessie-Lee McIsaac has received project funding from the Social Sciences and Humanities Research Council, Canadian Institutes of Health Research, Public Health Agency of Canada, Margaret and Wallace McCain Family Foundation, and the Nova Scotia Department of Education and Early Childhood Development. Her research program is undertaken, in part, thanks to funding from the Canada Research Chairs program. McIsaac is also a board member of a non-profit child care centre in Nova Scotia.</span></em></p>People, policies, practice and place all matter in publicly funded, school-based children’s early learning programs.Christine McLean, Assistant Professor, Child and Youth Studies, Mount Saint Vincent UniversityJessie-Lee McIsaac, Assistant Professor, Canada Research Chair in Early Childhood: Diversity and Transitions, Mount Saint Vincent UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1864562022-09-06T20:16:25Z2022-09-06T20:16:25ZHow caregivers can help build children’s emerging language skills<figure><img src="https://images.theconversation.com/files/482378/original/file-20220901-14792-5mbmre.jpg?ixlib=rb-1.1.0&rect=0%2C200%2C4677%2C2928&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">It is not just the number of words that children hear that is important — the quality of the language children hear also matters.</span> <span class="attribution"><span class="source">(Shutterstock)</span></span></figcaption></figure><p>When children develop the ability to understand language, as well as speak and communicate, this helps them interact with others and learn about their world. Research shows that children’s early language skills have a long reach in <a href="https://doi.org/10.1177/0265659020947817">affecting later life outcomes</a>. </p>
<p>Children with better language skills have an <a href="https://doi.org/10.1111/cdev.13540">easier time regulating their emotions and interacting with their peers</a>, likely in part because they can more easily communicate their thoughts, feelings and ideas. </p>
<p>Children with better language skills are also more likely to be ready for, and <a href="https://doi.org/10.1016/j.ecresq.2015.10.002">succeed in school</a>, and have better <a href="https://doi.org/10.1016/j.cogdev.2018.04.005">reading and writing skills</a>. When they are older, they are <a href="https://doi.org/10.1044/1058-0360(2009/08-0083)">more likely to be successful and fulfilled at work</a>.</p>
<p>Given the clear importance of language skills for lifelong outcomes, it is critical to set children up early for language success. Parents, grandparents, caregivers as well as early learning and care programs can play vital roles in supporting children’s language skills. We present three ways to help build children’s emerging language skills.</p>
<figure class="align-center ">
<img alt="A woman seen holding up fingers to a toddler and talking with him." src="https://images.theconversation.com/files/482381/original/file-20220901-27-t4jryr.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/482381/original/file-20220901-27-t4jryr.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/482381/original/file-20220901-27-t4jryr.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/482381/original/file-20220901-27-t4jryr.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/482381/original/file-20220901-27-t4jryr.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/482381/original/file-20220901-27-t4jryr.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/482381/original/file-20220901-27-t4jryr.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">Early learning and care programs can play vital roles in supporting children’s language skills.</span>
<span class="attribution"><span class="source">(Bridget Coila/Flickr)</span>, <a class="license" href="http://creativecommons.org/licenses/by-sa/4.0/">CC BY-SA</a></span>
</figcaption>
</figure>
<h2>1. Use language around children as often as possible</h2>
<p>Talking to, around, and especially with children <a href="https://doi.org/10.1542/peds.2017-4276">supports their language learning</a>. This is the case for children of all economic and cultural backgrounds. </p>
<p>Both the <a href="https://doi.org/10.1111/cdev.13508">quantity and the quality of what caregivers say matter</a> for children’s language learning. </p>
<p>Our research shows that children who hear more words and sentences have more words in their vocabulary and stronger language skills. So, as much as possible, talk with your children. Even when they can’t speak, children are still absorbing and learning from the language they hear around them.</p>
<figure class="align-center ">
<img alt="A man with two young children and a baby sit around a table." src="https://images.theconversation.com/files/481910/original/file-20220830-35381-ix7qgq.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/481910/original/file-20220830-35381-ix7qgq.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/481910/original/file-20220830-35381-ix7qgq.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/481910/original/file-20220830-35381-ix7qgq.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/481910/original/file-20220830-35381-ix7qgq.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/481910/original/file-20220830-35381-ix7qgq.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/481910/original/file-20220830-35381-ix7qgq.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">Children who hear more words and sentences have more words in their vocabulary and stronger language skills.</span>
<span class="attribution"><span class="source">(Pexels/Keira Burton)</span></span>
</figcaption>
</figure>
<p>Pretend you are a commentator, talking out loud about what you are doing, why you are doing it, and what’s happening in the child’s environment. For example, when sitting at a park with your baby or preschooler, you might say: </p>
<blockquote>
<p>“Look at the green tree. It’s a maple tree. How many trees do we see? That tree looks different from the tree by the bench…..” </p>
</blockquote>
<p>It is not just the number of words that children hear that is important — the quality of the language children hear also matters. </p>
<p>That means it is important to use a variety of words and sentence structures when talking to children. For example, instead of just pointing to a dog and labeling it, you can describe the fur colour of the dog, talk about what the dog is doing, and ask questions about the dog. </p>
<p>For example: </p>
<blockquote>
<p>“Look at the dog. The dog is so big and fluffy and has such long legs. The dog is running towards the ball. That ball sure bounces. I hope the dog can catch it.”</p>
</blockquote>
<p>Caregivers can also ask questions starting with words like “who, what, when, where, and why” to encourage children to provide a more complex response. This gives them the opportunity to use new words and sentence structures in their own speech. </p>
<p>Open-ended statements are also great to encourage language growth. You can use statements like: Tell me more, is that so, and then what happened…? Try to wait at least five to ten seconds to give your child time to respond. </p>
<figure class="align-center ">
<img alt="A mother, daughter and dog." src="https://images.theconversation.com/files/481911/original/file-20220830-35381-phq2k6.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/481911/original/file-20220830-35381-phq2k6.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/481911/original/file-20220830-35381-phq2k6.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/481911/original/file-20220830-35381-phq2k6.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/481911/original/file-20220830-35381-phq2k6.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/481911/original/file-20220830-35381-phq2k6.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/481911/original/file-20220830-35381-phq2k6.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">Talking about different attributes of children’s environments and the objects around them helps children make connections.</span>
<span class="attribution"><span class="source">(Shutterstock)</span></span>
</figcaption>
</figure>
<h2>2. Read books with children daily</h2>
<p>Shared book reading provides another great opportunity for language learning. Book reading exposes children to new words that are less commonly used in everyday speech as well as a variety of sentence structures. Books are a great way to expose children to high quality language as well as create a unique bonding experience. </p>
<p>Reading together also helps children focus and pay attention for longer periods of time, which helps them learn and sets them up for success in school. </p>
<p>Caregivers can try to make reading with children part of their everyday routine. How you read can help improve the child’s ability to learn new words. Describe pictures, give a definition for new words, ask questions, and incorporate music. Stories provide an opportunity to make links with your child’s experiences. Even when children are still young, invite them to turn the pages of the book and ask them what they think might happen next.</p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/parents-play-a-key-role-in-fostering-childrens-love-of-reading-121089">Parents play a key role in fostering children's love of reading</a>
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</em>
</p>
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<figure class="align-center ">
<img alt="A dad seen reading to his baby." src="https://images.theconversation.com/files/482377/original/file-20220901-4342-arjlg8.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/482377/original/file-20220901-4342-arjlg8.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/482377/original/file-20220901-4342-arjlg8.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/482377/original/file-20220901-4342-arjlg8.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/482377/original/file-20220901-4342-arjlg8.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/482377/original/file-20220901-4342-arjlg8.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/482377/original/file-20220901-4342-arjlg8.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">Reading with children helps them focus and pay attention for longer periods of time.</span>
<span class="attribution"><span class="source">(Pexels/Nappy)</span></span>
</figcaption>
</figure>
<h2>3. Engage in ‘serve and return’ interactions</h2>
<p>Language skills can be developed through everyday interactions between caregivers and children. Sensitive caregivers notice vocalizations, cries, facial expressions, and other clues signaling that children need help, comfort or reassurance. </p>
<p>Sensitive interactions are often called “serve and return” interactions because they are like a game of tennis. The child “serves” a cue by pointing to something, asking a question, or saying something, and the caregiver needs to “return” the serve by repeating, answering or commenting. </p>
<p>While parents can be sensitive when speaking with their child, they can also show sensitivity by comforting a child who is sad or hurt. Our research shows that <a href="https://doi.org/10.1542/peds.2018-3556">when caregivers are sensitive to their child’s needs and engage in serve and return interactions</a>, children develop better language skills.</p>
<figure>
<iframe width="440" height="260" src="https://www.youtube.com/embed/KNrnZag17Ek?wmode=transparent&start=17" frameborder="0" allowfullscreen=""></iframe>
<figcaption><span class="caption">Video on ‘serve and return’ interactions from Center on the Developing Child at Harvard University.</span></figcaption>
</figure>
<p>Even young infants benefit from serve-and-return interactions. For instance, ask your infant a question, and give them some time to answer! When they do, through uttering a sound like “da”, repeat it again, and then elaborate by saying “dada” and connect it to a reference point (like “daddy”) to encourage more language use and understanding. That way, we can support children’s inherent drive to connect and communicate with us.</p>
<p>Children begin learning language as very young babies and continue to develop their language abilities throughout childhood. Caregivers can help develop and enhance this important skill in everyday life by talking, singing, reading and tuning into them!</p><img src="https://counter.theconversation.com/content/186456/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Audrey-Ann Deneault receives funding from the Social Sciences and Humanities Research Council of Canada and from the Fonds de recherche du Québec - Société et culture.</span></em></p><p class="fine-print"><em><span>Lorraine Reggin receives funding from the Social Sciences and Humanities Research Council and has completed two Mitacs Accelerate Internships in collaboration with Calgary Reads, a not-for-profit literacy organization in Calgary, AB. </span></em></p><p class="fine-print"><em><span>Penny Pexman receives funding from the Social Sciences and Humanities Research Council and the Natural Sciences and Engineering Research Council. </span></em></p><p class="fine-print"><em><span>Sheri Madigan receives funding from the Social Sciences and Humanities Research Council, the Canadian Institutes of Health Research, the Alberta Children's Hospital Foundation, and the Canada Research Chairs program.</span></em></p><p class="fine-print"><em><span>Susan Graham receives funding from the Social Sciences and Humanities Research Council, the Natural Sciences and Engineering Research Council of Canada, and the Alberta Children's Hospital Foundation through the Owerko Centre.</span></em></p>Given the clear importance of language skills for lifelong outcomes, it is critical to set children up early for language success.Audrey-Ann Deneault, Postdoctoral Research Fellow, Department of Psychology, University of CalgaryLorraine Reggin, PhD student, Cognitive Psychology, University of CalgaryPenny Pexman, Professor of Psychology, University of CalgarySheri Madigan, Professor, Canada Research Chair in Determinants of Child Development, Owerko Centre at the Alberta Children’s Hospital Research Institute, University of CalgarySusan Graham, Professor, Department of Psychology, University of CalgaryLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1890332022-09-01T14:21:06Z2022-09-01T14:21:06ZKindergarten transitions can be eased by supporting kids’ social and emotional needs<figure><img src="https://images.theconversation.com/files/481643/original/file-20220829-8371-phq2k6.jpg?ixlib=rb-1.1.0&rect=0%2C58%2C5215%2C3123&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">For many parents, caregivers and children, the entry into kindergarten is a watershed transition. </span> <span class="attribution"><span class="source">THE CANADIAN PRESS/Darryl Dyck</span></span></figcaption></figure><iframe style="width: 100%; height: 100px; border: none; position: relative; z-index: 1;" allowtransparency="" allow="clipboard-read; clipboard-write" src="https://narrations.ad-auris.com/widget/the-conversation-canada/kindergarten-transitions-can-be-eased-by-supporting-kids--social-and-emotional-needs" width="100%" height="400"></iframe>
<p>With the new school year here, parents and caregivers of young children may be experiencing <a href="https://www.verywellfamily.com/tips-to-ease-back-to-school-anxiety-620832">heightened emotions and anxieties</a> about starting kindergarten. </p>
<p>Under typical circumstances, the transition to kindergarten evokes a <a href="https://www.huffingtonpost.co.uk/2014/08/26/starting-school-first-day-of-school-is-the-most-emotional-milestone-for-parents_n_7323376.html">multitude of emotions</a> for parents and caregivers. Amid ongoing COVID-19 concerns, transitioning into a new school year may prompt a unique set of emotions and anxieties for both parents and children. </p>
<p>Whether or not children entering kindergarten have experienced <a href="https://doi.org/10.1080/00131911.2021.1966389">learning interruptions due to closures</a> — for example, through interruptions to <a href="https://theconversation.com/low-income-families-should-not-lose-child-care-subsidies-while-on-parental-leave-180659">stable early learning and child care</a> settings — children’s <a href="https://scanfamilies.org/resource/social-development-in-children/">early social development</a> continues to be at the <a href="https://www150.statcan.gc.ca/n1/pub/11-631-x/2020004/s8-eng.htm">forefront of many parents’ concerns</a>. </p>
<p>Considering the unparalleled experiences of the pandemic, and in acknowledgement of any <a href="https://childmind.org/article/helping-children-with-special-needs-go-back-to-school/">anxieties about the upcoming school year</a>, the list below contains some evidence-based tips on how parents or caregivers can attend to the <a href="https://www.heartofconnecting.com/parenting-articles/a-child-s-list-of-social-and-emotional-needs">social and emotional needs</a> of young children as they transition into kindergarten programs. </p>
<h2>1. Give yourself credit for positive family interactions</h2>
<p>Although the pandemic decreased opportunities for social interactions, positive family interactions still contribute heavily to children’s early social development. <a href="https://doi.org/10.1111/infa.12488">Recent research</a> suggests the presence of nurturing parents and caregivers is enough to mitigate the pandemic’s negative effects on infants’ social development.</p>
<figure class="align-center ">
<img alt="A mother and son hug side-to-side." src="https://images.theconversation.com/files/481653/original/file-20220829-20-u7gjz6.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/481653/original/file-20220829-20-u7gjz6.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/481653/original/file-20220829-20-u7gjz6.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/481653/original/file-20220829-20-u7gjz6.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/481653/original/file-20220829-20-u7gjz6.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/481653/original/file-20220829-20-u7gjz6.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/481653/original/file-20220829-20-u7gjz6.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">Positive family interactions contribute heavily to children’s early social development.</span>
<span class="attribution"><span class="source">(Shutterstock)</span></span>
</figcaption>
</figure>
<p>The establishment of a <a href="https://doi.org/10.1177%2F23779608211009000">secure attachment</a> to a primary caregiver in the first few years of life facilitates a child’s drive to explore and experiment and is related to their later socio-emotional and physical health outcomes. </p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/infancy-and-early-childhood-matter-so-much-because-of-attachment-117733">Infancy and early childhood matter so much because of attachment</a>
</strong>
</em>
</p>
<hr>
<p>In the kindergarten classroom, this secure attachment encourages children to <a href="https://doi.org/10.3345%2Fkjp.2012.55.12.449">confidently seek out new experiences and form positive relationships with others</a>. Parents or caregivers can rest assured that your efforts to promote positive early family interactions indeed make a difference. </p>
<h2>2. Nurture social skills</h2>
<p>Social skills, such as sharing and listening, are the tools we use to communicate and interact with others in order to develop positive relationships. Social skill competence in kindergarten has been linked to key <a href="https://doi.org/10.2105/AJPH.2015.302630">young adult outcomes</a> in education, employment and mental health. </p>
<p>Concerns over missed socialization opportunities caused by pandemic-related restrictions have been a <a href="https://doi.org/10.1016%2Fj.jped.2020.08.008">key focus of early childhood research</a>. Reinforcing the <a href="https://parentingscience.com/social-skills-activities/">social skills</a> that children have opportunities to develop through <a href="http://www.edu.gov.on.ca/kindergarten/parents-guide-play-based-learn-en.pdf">play-based learning</a> in the classroom may assist your child with the initiation of such skills in different contexts. </p>
<p>In addition to supporting opportunities for hands-on play with other children, social skills can be nurtured by making time for conversations with children that facilitate learning about various social interactions, <a href="https://theconversation.com/how-parents-can-be-emotion-coaches-as-kids-navigate-back-to-school-during-covid-19-166148">through coaching children through social situations</a> and explicit instruction. </p>
<p><a href="https://www.uclahealth.org/vitalsigns/during-pandemic-a-nurturing-home-goes-far-to-promote-normal-development">Modelling positive interactions</a> of listening and sharing and reinforcing these and other <a href="https://www.ontario.ca/page/kindergarten#section-4">important skills</a> also matters.</p>
<figure class="align-center ">
<img alt="Children seen sitting on the floor playing with blocks." src="https://images.theconversation.com/files/481644/original/file-20220829-8758-1xd45n.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/481644/original/file-20220829-8758-1xd45n.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/481644/original/file-20220829-8758-1xd45n.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/481644/original/file-20220829-8758-1xd45n.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/481644/original/file-20220829-8758-1xd45n.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/481644/original/file-20220829-8758-1xd45n.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/481644/original/file-20220829-8758-1xd45n.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">Children have opportunities to develop through play-based learning.</span>
<span class="attribution"><span class="source">(Shutterstock)</span></span>
</figcaption>
</figure>
<h2>3. Help your child learn to identify their feelings</h2>
<p>Social skills are interdependent with emotional skills. <a href="https://edi.offordcentre.com/can-early-social-emotional-functioning-predict-later-mental-health-issues/">Social-emotional learning</a> skills, taught in different ways like educators’ support for a child’s self-regulation in the classroom, are critical to children’s mental health, academic and social development.</p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/6-ways-to-teach-kindergarten-kids-to-deal-with-stress-during-covid-19-whether-learning-online-or-at-school-154807">6 ways to teach kindergarten kids to deal with stress during COVID-19, whether learning online or at school</a>
</strong>
</em>
</p>
<hr>
<p>These critical skills can be <a href="https://nap.nationalacademies.org/resource/other/dbasse/wellbeing-tools/interactive/">nurtured at home</a> by encouraging conversations about <a href="https://www.verywellfamily.com/how-to-teach-kids-about-feelings-1095012">your child’s emotions</a>, helping your child <a href="https://nhsa.org/resource/five-ways-parents-can-support-childrens-social-emotional-development/">label</a> how they are feeling, and modelling various <a href="https://www.bigheartworld.org/calm-down-with-move-this-world/">positive coping mechanisms to alleviate stress</a> and anxiety, such as <a href="https://www.youtube.com/watch?v=RiMb2Bw4Ae8">breathing techniques</a> and/or <a href="https://www.youtube.com/watch?v=xLoK5rOl8Qk">mindfulness</a>. Parents can also turn to <a href="https://www.cbc.ca/parents/learning/view/fifteen-librarian-recommended-books-for-kids-dealing-with-anxiety">children’s literature</a> to help their child identify and manage their feelings. </p>
<h2>4. Acknowledge your own emotions and model positivity</h2>
<p><a href="https://www.family.cmho.org/back-to-school-tips-for-parents/">Acknowledging your emotions</a> about your child’s transition to kindergarten may alleviate stress and anxiety by decreasing the cognitive and emotional burden of denying such emotions. Since children are particularly <a href="https://childmind.org/article/how-to-avoid-passing-anxiety-on-to-your-kids/">attuned to the stress and anxieties of their immediate caregivers</a>, managing your own stress and anxiety is an effective contributor to keeping your child’s anxieties at bay. Discussing the positive aspects of kindergarten may also help your child look forward to the many exciting moments they will experience this school year. </p>
<h2>5. Establish school-year routines</h2>
<p>Establishing an <a href="https://www.parents.com/toddlers-preschoolers/sleep/schedule/how-to-have-happier-bedtimes-and-better-sleep/">age-appropriate bedtime routine</a> and schedule can help children throughout the school year by facilitating predictable and clear expectations. Using a <a href="https://www.surreyplace.ca/resources/how-to-use-a-visual-schedule-to-support-routines/#:%7E:text=Visual%20schedules%20allow%20your%20child,expectations%20will%20be%20made%20clear.">visual schedule</a> to support routines for kindergarten-aged children can <a href="https://ed-psych.utah.edu/school-psych/_resources/documents/grants/autism-training-grant/Visual-Schedules-Practical-Guide-for-Families.pdf">foster independence, increase flexibility and support literacy development</a>. Establishing a daily routine also provides children with a sense of <a href="https://www.healthychildren.org/English/ages-stages/toddler/Pages/Soothing-Your-Childs-Separation-Anxiety.aspx">security, stability and decreases separation anxiety</a>. </p>
<figure class="align-center ">
<img alt="Young students seen sitting at a table." src="https://images.theconversation.com/files/481650/original/file-20220829-8742-c9xkqx.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/481650/original/file-20220829-8742-c9xkqx.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/481650/original/file-20220829-8742-c9xkqx.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/481650/original/file-20220829-8742-c9xkqx.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/481650/original/file-20220829-8742-c9xkqx.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/481650/original/file-20220829-8742-c9xkqx.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/481650/original/file-20220829-8742-c9xkqx.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">Establishing daily school-year routines in the home can help children venture into classroom experiences.</span>
<span class="attribution"><span class="source">(Shutterstock)</span></span>
</figcaption>
</figure>
<h2>6. Know that positive family-educator partnerships are essential</h2>
<p>Positive <a href="https://earlylearningnetwork.unl.edu/2018/08/29/parent-teacher-relationships">family-educator partnerships</a> are critical for children’s <a href="https://www.mdrc.org/sites/default/files/The_Impact_of_Family_Imvolvement_ES.pdf">social, emotional and academic success</a>
and for maintaining equitable family engagement. It is educators’ / schools’ responsibility to <a href="https://oese.ed.gov/files/2020/10/equitable_family_engag_508.pdf">honour custodial parent or caregiver efforts to communicate concerns</a>, and schools should be bolstering engagement with school communities in culturally sensitive ways. </p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/if-i-could-change-one-thing-in-education-community-school-partnerships-would-be-top-priority-188189">If I could change one thing in education: Community-school partnerships would be top priority</a>
</strong>
</em>
</p>
<hr>
<p>Parents and caregivers must be included by educators and schools as equal advocates for their child’s education. This is particularly critical for racialized parents and caregivers whose voices have been historically marginalized by the education system. </p>
<figure class="align-center ">
<img alt="A father hugs a boy." src="https://images.theconversation.com/files/481654/original/file-20220829-27-36667.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/481654/original/file-20220829-27-36667.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/481654/original/file-20220829-27-36667.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/481654/original/file-20220829-27-36667.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/481654/original/file-20220829-27-36667.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/481654/original/file-20220829-27-36667.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/481654/original/file-20220829-27-36667.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">If parents or caregivers notice an increase in their child’s anxiety, this should be brought to the educators’ attention.</span>
<span class="attribution"><span class="source">(Shutterstock)</span></span>
</figcaption>
</figure>
<p><a href="https://www.edcan.ca/articles/colour-of-wellbeing/">Reciprocity</a> in communication builds community and belonging and sees parents or kin with custodial responsibilities as <a href="https://edtrust.org/the-equity-line/listen-parents-education-advocates/">equal advocates</a> in the education process. Additionally, if parents or caregivers <a href="https://smho-smso.ca/parents-and-caregivers/noticing-mental-health-concerns-for-your-child/">notice</a> an increase in their child’s level of anxiety, this should be brought to the educator’s attention so that they can discuss <a href="https://smho-smso.ca/">school-based and/or community-based resources</a> and <a href="https://smho-smso.ca/parents-and-caregivers/suppports-available-through-schools/">support options</a> available.</p>
<p>Parents and caregivers are <a href="https://www.ldatschool.ca/effective-parent-teacher-partnerships/#:%7E:text=Ontario's%20parent%20engagement%20policy%20recognizes,at%20home%20and%20at%20school.">vital partners</a> in education, and together, families and educators can ease back-to-school jitters and help make this an exciting and positive transition for children.</p><img src="https://counter.theconversation.com/content/189033/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Kimberly Hillier receives funding from WE-SPARK Health Institute. </span></em></p>Parents and caregivers are vital partners in education, and together, educators and families can ease back-to-school jitters and help make this an exciting and positive transition for children.Kimberly Hillier, Lecturer, Faculty of Education, University of WindsorLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1884192022-08-15T18:33:32Z2022-08-15T18:33:32ZWhy doesn’t Canada let schools provide child care?<figure><img src="https://images.theconversation.com/files/478371/original/file-20220809-20-cu99bf.jpg?ixlib=rb-1.1.0&rect=0%2C35%2C6000%2C3287&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">Canada is preventing provinces and territories from using federal child-care dollars to transform schools into one-stop centres for young children.</span> <span class="attribution"><span class="source">(Pexels/Yan Krukov)</span></span></figcaption></figure><iframe style="width: 100%; height: 100px; border: none; position: relative; z-index: 1;" allowtransparency="" allow="clipboard-read; clipboard-write" src="https://narrations.ad-auris.com/widget/the-conversation-canada/why-doesn-t-canada-let-schools-provide-child-care" width="100%" height="400"></iframe>
<p>Canada’s policy-makers could take lessons from other countries who have streamlined early learning and child care within their schools. </p>
<p>Instead, they are putting up roadblocks, preventing provinces and territories from using federal child-care dollars to transform schools into one-stop centres for young children. </p>
<p>It’s a timely issue as parents countdown to the first day of classes, while scheduling down-to-the-minute drop-offs and pickups between child care and school, and scrutinizing child-care wait lists, hoping to net one of <a href="https://www.canada.ca/en/department-finance/news/2021/04/budget-2021-a-canada-wide-early-learning-and-child-care-plan.html">the coveted low-cost spaces</a>. This all adds up to unnecessary stress for families that could easily be avoided.</p>
<h2>Early childhood education models</h2>
<p>In <a href="https://www.andalucia.org/en/medina-sidonia">Medina Sidonia</a>, the small Spanish town where I am spending the summer, festivities are gearing up for school’s return. </p>
<p>Children, organized into their new class groups, parade through the streets into the main square to pick up their back-to-school kits. In the lead are achingly adorable toddlers about to enter their first year of <em>escuela infantil</em>. </p>
<figure class="align-left ">
<img alt="A town square." src="https://images.theconversation.com/files/478325/original/file-20220809-12-x5kab1.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=237&fit=clip" srcset="https://images.theconversation.com/files/478325/original/file-20220809-12-x5kab1.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=450&fit=crop&dpr=1 600w, https://images.theconversation.com/files/478325/original/file-20220809-12-x5kab1.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=450&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/478325/original/file-20220809-12-x5kab1.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=450&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/478325/original/file-20220809-12-x5kab1.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=566&fit=crop&dpr=1 754w, https://images.theconversation.com/files/478325/original/file-20220809-12-x5kab1.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=566&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/478325/original/file-20220809-12-x5kab1.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=566&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">In Medina Sidonia, Spain, the prelude to school for little children includes a parade through the streets.</span>
<span class="attribution"><span class="source">(Michael Gaylard/Flickr)</span>, <a class="license" href="http://creativecommons.org/licenses/by/4.0/">CC BY</a></span>
</figcaption>
</figure>
<p>School in Spain officially starts at age six, but it’s normal for much younger children to participate. </p>
<p>Federal legislation, passed in 2006, established preschool as a publicly-funded extension of education, delivered without fees for families. Over <a href="https://gpseducation.oecd.org/CountryProfile?primaryCountry=ESP&treshold=10&topic=EO">97 per cent of children between the ages of three and five attend</a>, with efforts underway to <a href="https://www.unicef.org/eca/media/18841/file/Spanish%20Deep%20dive%20Policy%20Brief%20EN.pdf">incorporate two-year-olds</a>. </p>
<p>The school day for all ages begins at 8:30 in the morning, ends at 4:30 and includes that delightful Spanish tradition, the two-hour lunch. Children may stay and eat with their peers or join the family meal at home. For parents who need additional hours to accommodate their work, child care is provided on site. </p>
<p>Spain isn’t an anomaly: <a href="https://stats.oecd.org/index.aspx?queryid=54761">Education departments in 18 OECD countries deliver free preschool for children</a> starting at three years old. Belgium starts kids earlier at <a href="https://www.thevillage.be/parenting/school/free-state-education/#pre-school">two-and-a-half</a>. In most countries attendance is optional, but in 2019 the French government made <a href="https://www.frenchentree.com/living-in-france/education/french-primary-school-system/"><em>école maternelle</em> compulsory</a> for children turning three, even though 97 percent of preschoolers already participated.</p>
<p>Free preschool guarantees an early learning experience for all children while accommodating the needs of working families with additional hours. </p>
<p>While European youngsters and their families anticipate schools’ opening, in my home province of Ontario the government siphoned almost <a href="https://pressprogress.ca/doug-ford-quietly-reduced-education-spending-by-nearly-a-billion-dollars-last-year/">$1 billion out of the education budget</a>, while <a href="https://toronto.ctvnews.ca/most-toronto-childcare-centres-have-not-yet-signed-on-to-10-a-day-care-here-s-why-1.5980606">municipalities struggle</a> to get operators to sign up for $10-a-day child care. </p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/canadas-covid-19-child-care-plan-must-start-with-investing-in-early-childhood-educators-157553">Canada's COVID-19 child-care plan must start with investing in early childhood educators</a>
</strong>
</em>
</p>
<hr>
<h2>Uneven Canadian approaches</h2>
<p>Ottawa’s $30-billion effort to create a Canada-wide early learning and child-care system is centred on <a href="https://www.canada.ca/en/department-finance/news/2022/04/supporting-early-learning-and-child-care.html">affordable parent fees and creating 275,000 new spaces</a>. </p>
<p>Forging a coherent social program out of a disjointed mix of commercial, charitable, religious and nonprofit providers operating under <a href="https://www.canada.ca/en/early-learning-child-care-agreement/agreements-provinces-territories.html">13 different provincial and territorial agreements</a> is no small task, made more complex by rules that exclude schools from receiving federal child-care dollars.</p>
<p>Education ministries recognizing the value of early learning to <a href="https://earlyyearsstudy.ca">later school success</a> have extended their mandates to include younger children. Alternately called <a href="http://www.education.gouv.qc.ca/fileadmin/site_web/documents/PFEQ/Prescolaire_4ans_en.pdf">preschool education</a>, <a href="https://www.saskatchewan.ca/residents/education-and-learning/prek-12-education-early-learning-and-schools/prekindergarten">prekindergarten</a>, <a href="https://www.ednet.ns.ca/pre-primary/faq-general-info">pre-primary</a>, <a href="https://www.dcp.edu.gov.on.ca/en/curriculum/kindergarten">junior kindergarten</a>, <a href="https://www.alberta.ca/early-childhood-education.aspx">early childhood services</a> or <a href="https://news.gov.bc.ca/releases/2022EDUC0005-000227">Just B4</a> depending on their location, schools in six provinces and two territories offer preschool to at least some four-year-olds. Saskatchewan and Alberta <a href="https://ecereport.ca/en/resources/charts-graphs/overview/percent-of-children-attending/">include three-year-olds</a> who are <a href="https://www.saskatchewan.ca/residents/education-and-learning/prek-12-education-early-learning-and-schools/prekindergarten">at risk of learning delays</a>.</p>
<p>Newfoundland was about to join until told federal child-care dollars could not be used in schools. Its plan to offer full-day junior kindergarten to all four-year-olds <a href="https://www.gov.nl.ca/releases/2022/education/0621n01/">was replaced by a contract with a child care provider</a> to deliver 30 classes. </p>
<p>Nearby <a href="https://www.canada.ca/en/early-learning-child-care-agreement/agreements-provinces-territories/nova-scotia-canada-wide-2021.html">Nova Scotia scaled back its plans to have three-year-olds</a> join its pre-primary program.</p>
<h2>Children with special needs affected</h2>
<p>In Ontario, where full-day kindergarten for four- and five-year-olds and on-site child care have been the norm for almost a decade, child care operated by schools <a href="https://www.therecord.com/news/waterloo-region/2022/04/26/fees-for-extended-child-care-at-waterloo-region-public-district-school-board-schools-jump-545-per-cent.html">does not qualify for federal funding to reduce parent fees</a>. It’s a decision that hits more than the budgets of affected families. </p>
<p>Unlike child care, school-delivered programs must accommodate children with special needs, and schools are among the few employers to offer <a href="https://www.oise.utoronto.ca/atkinson/About_Us/What_We_Do/Schools_at_the_Centre_Study/index.html">early childhood educators decent wages and working conditions</a>.</p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/child-care-after-the-coronavirus-pandemic-should-be-more-inclusive-of-children-with-disabilities-141172">Child care after the coronavirus pandemic should be more inclusive of children with disabilities</a>
</strong>
</em>
</p>
<hr>
<figure class="align-center ">
<img alt="Educators are seen sitting with children in a circle." src="https://images.theconversation.com/files/478374/original/file-20220809-15110-u9tdgl.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/478374/original/file-20220809-15110-u9tdgl.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/478374/original/file-20220809-15110-u9tdgl.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/478374/original/file-20220809-15110-u9tdgl.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/478374/original/file-20220809-15110-u9tdgl.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/478374/original/file-20220809-15110-u9tdgl.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/478374/original/file-20220809-15110-u9tdgl.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">Schools offer early childhood educators decent wages and working conditions.</span>
<span class="attribution"><span class="source">(Pexels/Yan Krukov)</span></span>
</figcaption>
</figure>
<h2>Québec lessons</h2>
<p>Québec’s early learning expansion plans are unconstrained by the <a href="https://www.canada.ca/en/early-learning-child-care-agreement/agreements-provinces-territories/quebec-canada-wide-2021.html#h2.16">$6-billion share it received from Ottawa’s child care fund</a>. <a href="https://ecereport.ca/media/uploads/2021-profiles-en/quebec_profile_en_2020.pdf">The province’s Education Act was amended in 2019</a>, entitling all four-year-old children to <a href="https://www.quebec.ca/en/education/preschool-elementary-and-secondary-schools/kindergarten">preschool education</a>. Schools will have a place for every eligible child by 2023, and provide <a href="https://www.quebec.ca/en/education/preschool-elementary-and-secondary-schools/kindergarten">subsidized before- and after-school child care hours</a> for those who need it.</p>
<p>Québec’s 20 plus years’ experience developing low-cost care has taught some lessons: a central learning is schools serve all kids. Child care only reaches some. </p>
<p><a href="https://www.cbc.ca/news/canada/montreal/quebec-daycare-problems-1.6096763">Long wait lists for care</a> still confront Québec parents. Even if all the targets in the <a href="https://www.canada.ca/en/early-learning-child-care-agreement/agreements-provinces-territories.html">child-care agreements</a> are realized by the end of their five-year terms, only 59 per cent of kids under six will have access. </p>
<p>Experience tells us the children left out will likely be those who could benefit most, youngsters <a href="https://www150.statcan.gc.ca/n1/pub/36-28-0001/2021008/article/00002-eng.htm">from low-income, racialized and new Canadian families</a>.</p>
<h2>Change federal policy</h2>
<p>Child care delivered by schools has many advantages. Schools are publicly owned, eliminating the need for costly land and facility acquisition. Operating and oversight mechanisms are already in place. </p>
<p>Consolidating learning and care for children of all ages in one neighbourhood location reduces its carbon footprint. </p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/canadas-child-care-investment-needs-to-advance-climate-change-policy-goals-185104">Canada's child-care investment needs to advance climate change policy goals</a>
</strong>
</em>
</p>
<hr>
<p>Parents are spared the hassle of multiple trips between school and child care. Additionally, <a href="https://doi.org/10.1007/s10643-022-01372-9">research finds publicly funded early childhood programs</a> delivered by schools score high in quality.</p>
<p>Yet federal policy prevents scaling up these settings. It’s a bad rule that needs changing before we see more daycare centres springing up in strip malls and storefronts, rather than excited youngsters stepping over school thresholds onto their best futures.</p><img src="https://counter.theconversation.com/content/188419/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Kerry McCuaig receives funding from the Government of Canada, the Margaret and Wallace McCain Family Foundation, the Lawson Foundation, the Atkinson Foundation, the Early Childhood Educators Human Resource Council, Newfoundland. </span></em></p>Canada has much to learn from other countries about better ways of providing learning and care for children.Kerry McCuaig, Fellow in Early Childhood Policy, Atkinson Centre, Ontario Institute for Studies in Education, University of TorontoLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1851042022-07-24T12:28:53Z2022-07-24T12:28:53ZCanada’s child-care investment needs to advance climate change policy goals<figure><img src="https://images.theconversation.com/files/474698/original/file-20220718-18-v7tjuj.JPG?ixlib=rb-1.1.0&rect=804%2C50%2C3988%2C2687&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">Canadian Prime Minister Justin Trudeau, left, plays with children in an early learning and child care centre in Brampton, Ont., March 28, 2022. </span> <span class="attribution"><span class="source">THE CANADIAN PRESS/Nathan Denette</span></span></figcaption></figure><p>On <a href="https://www.ohchr.org/en/statements-and-speeches/2022/04/right-healthy-environment">Oct. 8 last year, the United Nations Human Rights Council</a> recognized that a clean, healthy and sustainable environment is a human right. </p>
<p>Further to this, a <a href="https://www.ohchr.org/en/press-releases/2021/10/un-child-rights-committee-rules-countries-bear-cross-border-responsibility">historical ruling</a> by the <a href="https://www.ohchr.org/en/treaty-bodies/crc">United Nations Child Rights Committee</a> decided a country can be held accountable for the negative impacts of its carbon emissions on children both within and beyond its territory.</p>
<p><a href="https://www.canada.ca/en/department-finance/news/2022/04/supporting-early-learning-and-child-care.html">Canada is investing $27 billion</a> in early learning and child care. All 13 provinces and territories signed onto the agreement with a promise of reducing parent fees and increasing access for children zero to five years of age. </p>
<p>Canada’s federal early learning and child-care investment is an opportunity to think green within the early learning and child-care sector and re-evaluate the status quo. It’s a chance to ensure <a href="https://www.canada.ca/en/services/environment/weather/climatechange/climate-plan/climate-plan-overview.html">sustainability and climate goals</a> are incorporated both in short- and long-term policies, and in current programs and classrooms.</p>
<h2>Canada is a laggard</h2>
<p>As legislation is being developed, where new early learning and child-care programs are located, how they are designed, constructed and resourced, can either add to the problem of climate change or help mitigate it. </p>
<p>Right now, the nexus of early childhood education and sustainability requires a lot more funding, scholarship and action. </p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/how-early-childhood-education-is-responding-to-climate-change-175107">How early childhood education is responding to climate change</a>
</strong>
</em>
</p>
<hr>
<p>The May 2022 release of <a href="https://www.unicef.ca/sites/default/files/2022-05/UNICEF%20RC17%20Canadian%20Companion%20%28ENG%29%20-%20DigitalFINAL.pdf">UNICEF’s Report Card 17</a> specifically addressed environmental stressors on the well-being of children. Overall, it ranks Canada 28 out of 39 rich countries. We stand alongside the worst of our peers in municipal waste and resource consumption, and 38 of 39 for physical and policy environments that surround the child.</p>
<p>Children are the least responsible for, but bear the greatest impact of, the climate crisis. Yet, <a href="https://www.newsecuritybeat.org/2019/05/climate-change-weaken-childrens-education-tropics/">the impact is not evenly distributed</a>. Climate change adds to <a href="https://hechingerreport.org/opinion-how-climate-change-and-early-childhood-are-intertwined/">another crisis — that of inequality</a>. </p>
<p>Poor individual, societal and policy decisions effect certain communities of children more than others: those living in <a href="https://openknowledge.worldbank.org/bitstream/handle/10986/34555/Revised-Estimates-of-theImpact-of-Climate-Change-on-Extreme-Poverty-by-2030.pdf?sequence=1">poverty</a>, in <a href="https://ehp.niehs.nih.gov/doi/abs/10.1289/isee.2021.O-LT-065">Indigenous and northern communities</a> and those who are <a href="https://www.globalcitizen.org/en/content/why-is-climate-change-a-racial-justice-issue/">racialized</a>. </p>
<figure class="align-center ">
<img alt="An emergency sign is seen above rising flood waters." src="https://images.theconversation.com/files/474719/original/file-20220718-4540-ypidp0.JPG?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/474719/original/file-20220718-4540-ypidp0.JPG?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/474719/original/file-20220718-4540-ypidp0.JPG?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/474719/original/file-20220718-4540-ypidp0.JPG?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/474719/original/file-20220718-4540-ypidp0.JPG?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/474719/original/file-20220718-4540-ypidp0.JPG?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/474719/original/file-20220718-4540-ypidp0.JPG?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">Flooding is shown at Peguis First Nation, Man., May 4, 2022.</span>
<span class="attribution"><span class="source">THE CANADIAN PRESS/David Lipnowski</span></span>
</figcaption>
</figure>
<h2>Sustainability education and action</h2>
<p>Early years curriculum <a href="https://eric.ed.gov/?id=EJ1264526">must include sustainability education and action</a>, and these must be reflected in what happens in the classroom. <a href="https://unu.edu/publications/articles/why-traditional-knowledge-holds-the-key-to-climate-change.html">Climate experts</a> agree that one critical way to address the climate crisis is to empower Indigenous communities, and to support meaningful dialogues with Indigenous knowledge holders to determine sustainable and co-operative steps forward.</p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/children-make-connections-to-aki-earth-through-anishinaabe-teachings-133669">Children make connections to Aki (Earth) through Anishinaabe teachings</a>
</strong>
</em>
</p>
<hr>
<p>The environmental challenge is greater than any one single stakeholder. For every <a href="https://time.com/person-of-the-year-2019-greta-thunberg/">Greta Thunberg</a>, there are millions of children that are collateral damage from policy decisions, naïve contributors to the problem, or both.</p>
<p>Pro-environmental attitudes and behaviours are critical and foundational for effectively addressing climate change. Children develop these <a href="https://doi.org/10.1016/j.gloenvcha.2019.101947">by age seven</a>. Transformations in systems and policies, environmental awareness education and the knowledge, attitudes, behaviours, practices and beliefs that young children hold about the environment in their early years are now matters of survival. </p>
<p>Governments must approach climate action in a concerted manner. This is an interconnected problem requiring intersectional approaches. The complexity of the challenge necessitates the mobilization of every sector. </p>
<p>In Canada’s early learning and care sector, parallel with well-established quality criteria within early childhood education programs, principles and standards of practice should incorporate aspects of the built environment that include green spaces, climate sustainability and Indigenous partnerships and collaboration. </p>
<figure class="align-center ">
<img alt="A child holds an insect while talking with a teacher and young children." src="https://images.theconversation.com/files/474369/original/file-20220715-14-p7p8xd.jpg?ixlib=rb-1.1.0&rect=96%2C29%2C4846%2C2600&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/474369/original/file-20220715-14-p7p8xd.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/474369/original/file-20220715-14-p7p8xd.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/474369/original/file-20220715-14-p7p8xd.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/474369/original/file-20220715-14-p7p8xd.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/474369/original/file-20220715-14-p7p8xd.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/474369/original/file-20220715-14-p7p8xd.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">Children are the least responsible, but bear the greatest impact of the climate crisis.</span>
<span class="attribution"><span class="source">(Allison Shelley/The Verbatim Agency for EDUimages)</span>, <a class="license" href="http://creativecommons.org/licenses/by-sa/4.0/">CC BY-SA</a></span>
</figcaption>
</figure>
<h2>More than sustainable buildings</h2>
<p><a href="https://inequality.org/research/child-care-earth-day/">Some researchers based in the United States are looking at examples</a> in Canada as positive models for both our investments in child care and approaching expansion in a sustainable way. </p>
<p>For example, British Columbia is making steps forward. A <a href="https://www.ecebc.ca/application/files/2116/4874/8164/CCCABC_ECEBC_climate_change_March_30_2022_web.pdf">recent report</a> by the <a href="https://www.cccabc.bc.ca/">Coalition of Child Care Advocates of B.C.</a> demonstrates five ways the early learning sector and climate change policy can intersect: </p>
<ol>
<li><p>Protect children’s environmental health: pay attention to where programs are built as much as how they are built. </p></li>
<li><p>Improve buildings: new builds should be sustainable, net-zero and climate resilient; child care capital plans should include funds for Indigenous-led program facilities.</p></li>
<li><p>Reduce transportation emissions: when child care is embedded in schools, parents spend less time in cars travelling to pick up their children in various places.</p></li>
<li><p>Power the clean economy: embed climate goals in all public investments, including child care. </p></li>
<li><p>Help families engage: adding sustainability and climate responsibility to curriculum and engaging families not only helps the next generation, but supports behaviour change today. </p></li>
</ol>
<p>These issues should have our anxious concern. Whether we are parents, scholars, educators, members of governments or the community large, if we are all not champions for climate change, we are hindering progress and part of the problem. Canada’s $27-billion child-care investment should not be another missed opportunity.</p><img src="https://counter.theconversation.com/content/185104/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Emis Akbari receives funding from The Atkinson Foundation, The Margaret and Wallace McCain Family Foundation, and The Lawson Foundation.</span></em></p><p class="fine-print"><em><span>Isabelle Vinet leads a knowledge dissemination project "The Encyclopedia on Early Childhood Development" that receives funding from the Lawson Foundation and the Margaret and Wallace McCain Family Foundation.</span></em></p>Where new early learning and child-care programs are located, how they are designed, built and resourced, and what they teach can either add to the problem of climate change or help mitigate it.Emis Akbari, Adjunct Professor, Department of Applied Psychology and Human Development at Ontario Institute for the Study of Education (OISE) and Senior Policy Fellow at the Atkinson Centre, University of TorontoIsabelle Vinet, Lecturer, Early Childhood Development, Université du Québec à Montréal (UQAM)Licensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1839482022-07-13T15:01:49Z2022-07-13T15:01:49ZFrom full-day learning to 30 minutes daily: The effects of school closures on kindergarteners<figure><img src="https://images.theconversation.com/files/472826/original/file-20220706-11561-dgrlr7.jpg?ixlib=rb-1.1.0&rect=0%2C192%2C4950%2C2541&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">Ongoing monitoring of students in early grades will be important to identify how missing out on in-person classes has affected students. </span> <span class="attribution"><span class="source">(Allison Shelley/The Verbatim Agency for EDUimages)</span>, <a class="license" href="http://creativecommons.org/licenses/by-nc/4.0/">CC BY-NC</a></span></figcaption></figure><iframe style="width: 100%; height: 100px; border: none; position: relative; z-index: 1;" allowtransparency="" allow="clipboard-read; clipboard-write" src="https://narrations.ad-auris.com/widget/the-conversation-canada/from-full-day-learning-to-30-minutes-daily--the-effects-of-school-closures-on-kindergarteners" width="100%" height="400"></iframe>
<p>The <a href="https://doi.org/10.1007/978-1-4615-0195-4_147">early years of children’s development</a> are crucial for developing social, emotional and communication skills. Given the significance of these years, it is vital we continue to unpack what happened for young children at different points of the pandemic.</p>
<p>People invested in children’s development and education, from researchers to educators <a href="https://www.cp24.com/news/tdsb-chair-concerned-about-extraordinary-developmental-needs-of-incoming-kindergarteners-due-to-covid-isolation-1.5833360">to school board representatives</a>, have expressed concerns about the impact of the pandemic on kindergarten students. </p>
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<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/coronavirus-school-closures-could-widen-inequities-for-our-youngest-students-136669">Coronavirus school closures could widen inequities for our youngest students</a>
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<p>School closures meant kindergarteners were not able to interact directly with their peers and teachers, or practise self-regulation in a classroom. Understanding the effects of pandemic-related school shutdowns on kindergarten students is important for planning how to address its impact. </p>
<h2>Ontario study</h2>
<p>In Ontario, kindergarten is a two-year program (junior and senior) with children beginning to attend in September of the year they turn four. </p>
<p>The <a href="http://www.edu.gov.on.ca/eng/curriculum/elementary/kindergarten.html">mandated full-day kindergarten curriculum</a> focuses on play-based learning and includes hands-on activities, group work and social interaction.</p>
<p>Considering the nature of kindergarten in Ontario, teaching and learning online from March to June 2020 posed challenges for educators, students and families. </p>
<p><a href="https://edi.offordcentre.com/">Our team at the Offord Centre for Child Studies</a> at McMaster University conducted a study entitled, <a href="https://edi.offordcentre.com/about/current-research-projects/"><em>Hidden Future Front Line: Educators’ Perspective on the Impact of the COVID-19 Pandemic on Kindergarten Children from May to July 2020</em></a>.</p>
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Read more:
<a href="https://theconversation.com/after-ontarios-covid-19-school-closures-a-responsive-recovery-plan-is-critical-177514">After Ontario's COVID-19 school closures, a responsive recovery plan is critical</a>
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<p>A total of 2,569 kindergarten educators (<a href="https://theconversation.com/a-team-approach-makes-full-day-kindergarten-a-success-113339">early childhood educators and kindergarten teachers</a>) representing almost all the school districts in Ontario shared their thoughts about teaching during the first set of pandemic-related school closures in spring 2020. </p>
<h2>Barriers to online learning</h2>
<p>Our descriptive study paints a clear picture of the learning and interactions during that time. It <a href="https://doi.org/10.1007/s10643-021-01304-z">highlights many unique challenges and concerns faced by educators of the youngest learners</a>.</p>
<p>First, educators reported significant barriers to online learning in nine specific areas during this time. These included technological barriers such as lack of access to electronic devices, poor internet quality, privacy concerns and student challenges communicating in English.</p>
<p>Eighty per cent of educators also discussed barriers around implementing curricula online. They discussed the young age of their pupils and basic incompatibility of online learning for children this age, particularly given the play-based nature of kindergarten.</p>
<p>As one educator shared with us: </p>
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<p>“This is the complete opposite of what the full-day, play-based learning is all about. Children need to manipulate with concrete objects, plan and investigate during play, interact with their peers and not swipe across a screen.”</p>
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<p>Educators noted kindergarten-age children could not independently log on to their online classes or complete class activities without the support of an adult or older child. </p>
<p>Almost 90 per cent of educators noted that a lack of involvement from parents or guardians was a concern: many stated that parents often did not report on how children were doing or did not turn in assignments for them, making it difficult for educators to know their students’ well-being.</p>
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Read more:
<a href="https://theconversation.com/the-moms-are-not-alright-how-coronavirus-pandemic-policies-penalize-mothers-144713">The moms are not alright: How coronavirus pandemic policies penalize mothers</a>
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<p>Educators struggled to teach the kindergarten curriculum, and as a result voiced concerns about what implications this may have for these children’s future learning. </p>
<h2>Return to classrooms</h2>
<p>We asked educators to share with us their concerns regarding the return to the classroom setting. Of the educators surveyed, 90 per cent said they had concerns about returning to the classroom in September 2020. </p>
<p>Educators expressed concerns about the ability of young students to follow any potential protocols, and if it was even realistic to expect five-year-olds to be able to socially distance. Developmentally, kindergarten students often need assistance with tasks such as opening a juice box, zipping up their coat or going to the bathroom. Many teachers wondered how they could assist their pupils while keeping a distance.</p>
<h2>Expected impact in later grades</h2>
<p>Taken together, our findings indicate kindergarten educators faced challenges during school closures due to the COVID-19 pandemic that were unique because of the young age of their pupils. </p>
<p>As a result, we expect the lack of a fully interactive environment in kindergarten may impact some children’s learning in later grades. </p>
<p>There is <a href="https://doi.org/10.1097/INF.0000000000003052">emerging evidence</a> that school closures should be a measure of last resort in fighting a pandemic.</p>
<h2>Continued supports necessary</h2>
<p>Our study results also highlighted the need for continued supports for the youngest learners and the necessity to monitor the development of students in kindergarten during the pandemic, as well as after. </p>
<p><a href="https://www.cbc.ca/news/canada/learning-curve-assessment-1.6492272">Along with others</a>, we recommend that these potential struggles in learning and self-regulation be considered by educators, principals, schools, school districts and ministries of education in adjusting curricula in the coming years.</p><img src="https://counter.theconversation.com/content/183948/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Magdalena Janus received funding from CIHR and is a member of the Offord Centre for Child Studies at McMaster University.</span></em></p><p class="fine-print"><em><span>Natalie Spadafora does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.</span></em></p>The lack of a fully interactive environment in kindergarten due to pandemic school closures may negatively impact some children’s learning in later grades.Natalie Spadafora, Post-doctoral fellow, Offord Centre for Child Studies, McMaster UniversityMagdalena Janus, Professor, Department of Psychiatry and Behavioural Neurosciences, McMaster UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1806592022-06-30T18:44:48Z2022-06-30T18:44:48ZLow-income families should not lose child-care subsidies while on parental leave<figure><img src="https://images.theconversation.com/files/468811/original/file-20220614-8082-exzajv.jpg?ixlib=rb-1.1.0&rect=0%2C7%2C4767%2C2930&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">Child-care policy needs to be designed to ensure children have stable access to high-quality care. </span> <span class="attribution"><a class="source" href="https://images.all4ed.org/license/">(Allison Shelley/The Verbatim Agency for EDUimages)</a>, <a class="license" href="http://creativecommons.org/licenses/by-nc/4.0/">CC BY-NC</a></span></figcaption></figure><p>High-quality early childhood education and care services provide children with warm and nurturing interactions and ample opportunities for <a href="https://doi.org/10.1257/jep.15.2.213">children to play, foster their intellectual and emotional growth</a> and <a href="https://doi.org/10.1111/j.1467-8624.2008.01227.x">develop important social skills</a>.</p>
<p>The constraints faced by disadvantaged families may reduce parents’ abilities to provide similar opportunities for growth at home, so it is not surprising that early childhood education and care has been shown to have the <a href="https://doi.org/10.1111/cdev.12551">most positive impact for at-risk families</a>. </p>
<p>Research has shown that unstable child care (for instance, children who shift from one care provider to another in a short period of time or who experience multiple arrangements simultaneously) is associated with negative outcomes, such as <a href="https://doi.org/10.1016/j.ecresq.2008.09.001">poor mental health and higher rates of aggression for children</a>. </p>
<p>Our own research has found that a history of stable early childhood education and care may have buffered <a href="https://doi.org/10.1016/j.ecresq.2021.12.004">the negative mental health effects of the pandemic for some children</a>. </p>
<p>A shift must be made in our society to prioritize giving all children, and especially children from low-income families, access to stable and high-quality early learning and care where they are able to flourish and grow. Yet Ontario’s subsidy policy for child care right now doesn’t prioritize stability of care for low-income families.</p>
<h2>Mental health effects of the pandemic</h2>
<p>We conducted <a href="https://doi.org/10.1016/j.ecresq.2021.12.004">a longitutinal study</a> (of people over time) of 183 low-income mothers and their young children from Toronto. We examined children’s mental health changes from about two years before the pandemic and at the start of the pandemic, during its first eight or so months, beginning in spring 2020. </p>
<p>We wanted to try to understand why some kids were doing better than others early in the pandemic. At this point, children who were part of the study were in junior kindergarten to Grade 1.</p>
<p>In both phases of the study, parents reported on their children’s mental health using <a href="https://www.sdqinfo.org/a0.html">a mental health measure for children</a>. With this data, we were able to create profiles of changes to mental health in response to COVID-19. </p>
<p>We found that 38 per cent of children experienced improvements in mental health after the onset of the pandemic. We found, after examining the data to eliminate other potential influencing factors, that this group of children were more likely to have a history of stable early learning and child care prior to the pandemic.</p>
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<img alt="A young child is seen wearing a face mask at a playground." src="https://images.theconversation.com/files/468820/original/file-20220614-18-dteg2p.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/468820/original/file-20220614-18-dteg2p.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/468820/original/file-20220614-18-dteg2p.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/468820/original/file-20220614-18-dteg2p.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/468820/original/file-20220614-18-dteg2p.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/468820/original/file-20220614-18-dteg2p.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/468820/original/file-20220614-18-dteg2p.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
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<span class="caption">Some children were doing better than others early on during the pandemic.</span>
<span class="attribution"><span class="source">(Shutterstock)</span></span>
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<h2>Some implications of our study</h2>
<p>Our study adds evidence to existing research that demonstrates the important positive effects of stable learning and care for young children, and how this can serve as a protective factor in the face of major life stressors.</p>
<p>Current policies <a href="https://efis.fma.csc.gov.on.ca/faab/Memos/CC2019/EYCC05_Guideline_EN.pdf">for early learning and child-care subsidies</a> in Ontario increase the likelihood of education and care instability, and can have detrimental consequences for children.</p>
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Read more:
<a href="https://theconversation.com/ontarios-child-care-agreement-is-poised-to-fail-low-income-children-and-families-185113">Ontario's child-care agreement is poised to fail low-income children and families</a>
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<p>Ontario’s subsidy system pays the difference between the total price of child-care services and parents’ contribution, as determined by a provincially <a href="https://www.ontario.ca/page/child-care-subsidies#section-0">established formula</a>. </p>
<p>In Ontario, unlike some provinces, this is not a fixed percentage or a fixed amount. The absence of a cap on the maximum subsidy allows parents to choose high-quality early learning and care, regardless of the actual cost of care. However, access to a subsidized space is not a guaranteed right for Ontario families because of funding limits and space shortages. </p>
<h2>Subsidies penalize changes in families</h2>
<p>In Ontario, funding for subsidies is transferred from the province to the municipalities who oversee local service delivery. </p>
<p>The criteria for subsidy eligibility vary somewhat by municipality. <a href="https://www.toronto.ca/community-people/employment-social-support/child-family-support/child-care-support/paying-your-fees-to-the-child-care-program">In Toronto</a>, for example, to receive early learning and care subsidies, parents must work full time, go to school full time or have a child considered to have “special needs” as outlined in the <a href="http://www.edu.gov.on.ca/earlyyears/licensing-standards.html">Child Care and Early Years Act</a>.</p>
<p>Parents can lose their subsidy for any number of reasons unrelated to their need for one, for example, if they lose their job, go on parental leave because they have had another child, or quit their job to care for other family members. </p>
<p>For low-income families, the loss of a subsidy means the loss of the child-care space, which in Ontario costs on average <a href="https://www.canada.ca/en/early-learning-child-care-agreement/agreements-provinces-territories/ontario-canada-wide-2021.html">$14,000 for a preschool child, and up to $19,100 for a child below 18 months of age</a>.</p>
<p>For families, losing a subsidy creates instability in care for children, which means the loss of friends, routines and educators with whom they formed bonds, and causes drastic disruptions to young children’s lives. </p>
<p>These losses are especially difficult for children from poorly resourced families whose parents may be dealing with stressors like a job loss or the birth of another child.</p>
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<img alt="A young child is shown kissing his baby sibling." src="https://images.theconversation.com/files/468817/original/file-20220614-11-emw3xz.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/468817/original/file-20220614-11-emw3xz.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/468817/original/file-20220614-11-emw3xz.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/468817/original/file-20220614-11-emw3xz.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/468817/original/file-20220614-11-emw3xz.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/468817/original/file-20220614-11-emw3xz.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/468817/original/file-20220614-11-emw3xz.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
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<span class="caption">Parents can lose a child-care subsidy if they go on parental leave because they have another child.</span>
<span class="attribution"><span class="source">(Pexels/Keira Burton)</span></span>
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<h2>New agreement hasn’t fixed problem</h2>
<p>The new Canada-Ontario early years and early learning and child-care agreement, <a href="https://www.ontario.ca/page/canada-ontario-early-years-and-child-care-agreement">for the $12-a-day price, does not alleviate the problem outlined above</a>. </p>
<p>Low-income families who cannot afford the reduced fees will be subjected to punitive restrictions imposed by the existing subsidy rules. This is not only grossly unfair, but also counterproductive given the benefits of stable, high-quality care for children from disadvantaged families. </p>
<p>Policies around subsidies must adopt this perspective and not penalize families for circumstances that are often outside of their control.</p><img src="https://counter.theconversation.com/content/180659/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Samantha Burns receives funding from Social Sciences and Humanities Research Council. </span></em></p><p class="fine-print"><em><span>Michal Perlman receives funding from Social Sciences and Humanities Research Council and the City of Toronto. </span></em></p><p class="fine-print"><em><span>Calpanaa Jegatheeswaran, Petr Varmuza, and Sumayya Saleem do not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and have disclosed no relevant affiliations beyond their academic appointment.</span></em></p>Stable child care can protect kids in the face of major life stressors — so should subsidy policies.Samantha Burns, Ph.D. Student, Developmental Psychology and Education, University of TorontoCalpanaa Jegatheeswaran, Doctoral Student, Developmental Psychology and Education, University of TorontoMichal Perlman, Professor of Applied Psychology and Human Development, University of TorontoPetr Varmuza, Assistant researcher, Perlman Lab, Ontario Institute for the Studies of Education, University of TorontoSumayya Saleem, PhD Student, Developmental Psychology and Education, University of TorontoLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1852992022-06-21T02:16:16Z2022-06-21T02:16:16ZHow the early childhood learning and care system works (and doesn’t work) – it will take some fixing<figure><img src="https://images.theconversation.com/files/469722/original/file-20220620-25-glwfff.jpg?ixlib=rb-1.1.0&rect=0%2C0%2C5533%2C3899&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">
</span> <span class="attribution"><span class="source">Shutterstock</span></span></figcaption></figure><p>Recent Victorian and New South Wales government <a href="https://www.abc.net.au/news/2022-06-16/nsw-victoria-plan-for-new-preschool-year-education/101155350">announcements</a> may signal the first steps in a profound change to Australia’s early childhood sector.</p>
<p>And it’s been a long time coming. Over the past 30 years there has been a big increase in the use of early learning. There are more parents in the workforce and more children in formal care <a href="https://aifs.gov.au/publications/child-care-package-evaluation-final-report">than ever before</a>.</p>
<p>And our current system is struggling to cope. Access to childcare can <a href="https://www.vu.edu.au/mitchell-institute/early-learning/childcare-deserts-oases-how-accessible-is-childcare-in-australia#:%7E:text=A%20childcare%20desert%20is%20a,and%20in%20all%20capital%20cities.">depend on where you live</a>. </p>
<p>Low pay and poor conditions have <a href="https://theconversation.com/early-childhood-educators-are-leaving-in-droves-here-are-3-ways-to-keep-them-and-attract-more-153187">led to major problems</a> with attracting and retaining the skilled workforce we need to deliver early learning and care services.</p>
<p>The state governments’ promises are significant. They follow the new federal Labor government’s <a href="https://www.canberratimes.com.au/story/7725480/albanese-seeks-legacy-through-child-care">promise</a> to investigate how to introduce universal high-quality childcare.</p>
<p>But a lot of work needs to be done for Australia’s early childhood sector to live up to the promises being made by governments.</p>
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Read more:
<a href="https://theconversation.com/a-15-billion-promise-of-universal-access-to-preschool-is-this-the-game-changer-for-aussie-kids-185211">A $15 billion promise of universal access to preschool: is this the game-changer for Aussie kids?</a>
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<h2>How does the current system work?</h2>
<p>Australia’s early childhood sector is better thought of as several systems operating under a single <a href="https://www.acecqa.gov.au/national-quality-framework">national quality framework</a>.</p>
<p>Services funded by the Child Care Subsidy (CCS) are the largest part of the system. These include what is traditionally thought of as “childcare”.</p>
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Read more:
<a href="https://theconversation.com/high-childcare-fees-low-pay-for-staff-and-a-lack-of-places-pose-a-huge-policy-challenge-183617">High childcare fees, low pay for staff and a lack of places pose a huge policy challenge</a>
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<p>These services use a subsidy-based funding model where providers set their price and charge parents a fee.</p>
<p>The federal government supports the cost through a subsidy, based on family income and paid directly to the childcare service.</p>
<p>A major part of the NSW and Victorian government announcements is an expansion of preschool programs.</p>
<p>Whereas childcare can cater for children aged 0 to 5 years, preschool is more focused on the year or two years before school. Preschool involves structured play-based learning in a range of settings. These include schools, standalone centres and, increasingly, alongside childcare services in centre-based day care.</p>
<p>By expanding access to preschools, the state governments are offering to create more places, particularly for children aged 3 to 5.</p>
<p>Like the school sector, they will use a direct funding model. This is where governments pay a pre-determined amount directly to a centre based on enrolments. </p>
<p>The NSW and Victorian government also announced measures focusing on the supply-side of childcare. </p>
<p>The Victorian government is promising to establish <a href="https://www.theage.com.au/national/victoria/kindergarten-to-get-a-9b-overhaul-with-more-places-and-longer-hours-20220615-p5atzl.html">50 government-operated childcare centres</a>, bucking a trend of relying on non-government providers to deliver childcare.</p>
<p>NSW will <a href="https://www.treasury.nsw.gov.au/childcare-fund/affordable-and-accessible-childcare">create a fund</a> to support an increase of 47,000 childcare places at non-government providers. </p>
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Read more:
<a href="https://theconversation.com/more-diversity-can-help-solve-twin-problems-of-early-childhood-staff-shortages-and-families-missing-out-185205">More diversity can help solve twin problems of early childhood staff shortages and families missing out</a>
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<h2>What are the problems with the system?</h2>
<p>The current early childhood system has strengths, but many weaknesses too.</p>
<p>The total amount of subsidies provided is large – about A$8.5 billion per year. But so is the cost to parents. <a href="https://www.vu.edu.au/mitchell-institute/early-learning/election-2022-early-childhood-education-care-policy-brief">Estimates based on federal government data</a> suggest the current average out-of-pocket cost for the first child in centre-based day care is A$5,000 per year.</p>
<p>Access is another big issue. Recent <a href="https://www.vu.edu.au/mitchell-institute/early-learning/childcare-deserts-oases-how-accessible-is-childcare-in-australia#:%7E:text=A%20childcare%20desert%20is%20a,and%20in%20all%20capital%20cities.">Mitchell Institute research</a> highlights the extent of the problem of “childcare deserts”. These are areas where there are more than three children vying for every available place. </p>
<p>About 35% of Australians live in a childcare desert. And 1.1 million Australians do not have access to a childcare centre at all.</p>
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Read more:
<a href="https://theconversation.com/more-than-1-million-australians-have-no-access-to-childcare-in-their-area-179557">More than 1 million Australians have no access to childcare in their area</a>
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<p>Unlike the school system, governments do not have an obligation to provide access to childcare. Instead, providers choose where to operate. Price plays a central role in the system’s design, and weak or unstable demand means it can be too risky to operate in certain locations.</p>
<p>Providers can be encouraged to go where there is more demand and where they can charge more.</p>
<p>Finding the workforce to enable increased supply will be a further challenge to the proposed expansion. The sector is experiencing <a href="https://labourmarketinsights.gov.au/our-research/internet-vacancy-index/">record workforce shortages</a>. </p>
<p>A high-quality workforce is a <a href="https://theconversation.com/greatest-transformation-of-early-education-in-a-generation-hinges-on-qualified-supported-and-thriving-staff-185210">major component</a> of a quality system. Attracting skilled workers and retaining them will be very important.</p>
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Read more:
<a href="https://theconversation.com/greatest-transformation-of-early-education-in-a-generation-well-that-depends-on-qualified-supported-and-thriving-staff-185210">'Greatest transformation of early education in a generation'? Well, that depends on qualified, supported and thriving staff</a>
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<h2>What’s driving the need for change?</h2>
<p>Behind the flurry of announcements are long-term demographic shifts. The proportion of children in formal childcare has increased by 75% since 1996. About 66% of three-year-olds were in a subsidised service in the <a href="https://www.dese.gov.au/early-childhood/resources/june-quarter-2021">July 2021 quarter</a>. Nearly <a href="https://www.aihw.gov.au/reports/cws/69/australias-children/contents/education/early-childhood-education">90% of eligible children</a> were enrolled in a preschool program in the year before they started school. </p>
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<p>If home is where we start from, some form of early learning is where most children will end up next.</p>
<p>Making sure that families are supported in a way that meets their needs and matches a child’s stage of development is vitally important.</p>
<p>The early childhood sector is only part of the response. Meeting the needs of families and children also <a href="https://cpd.org.au/2021/11/starting-better-centre-for-policy-development/">requires reform</a> of parental leave, maternal and child health services, and other wraparound services.</p>
<p>The announcements made by the federal, NSW and Victorian governments set the scene for the next stage of reform in the early childhood sector.</p>
<p>Designing a system that delivers affordable, accessible, high-quality early childhood education and care will require a lot more work, and a lot more resources than what has just been announced.</p>
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<p><em>This article is part of The Conversation’s <a href="https://theconversation.com/au/topics/breaking-the-cycle-119149">Breaking the Cycle</a> series, which is supported by a philanthropic grant from the Paul Ramsay Foundation.</em></p><img src="https://counter.theconversation.com/content/185299/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Peter Hurley works for the Mitchell Institute who receive funding from Minderoo's Thrive By Five to undertake research into early childhood education and care. This article is part of The Conversation's Breaking the Cycle series, which is about escaping cycles of disadvantage. The series is supported by a philanthropic grant from the Paul Ramsay Foundation.</span></em></p>The system has several elements and many problems. Making it fit for purpose will take a lot of work and even more resources than those that have just been announced.Peter Hurley, Policy Fellow, Mitchell Institute, Victoria UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1851132022-06-20T17:41:40Z2022-06-20T17:41:40ZOntario’s child-care agreement is poised to fail low-income children and families<figure><img src="https://images.theconversation.com/files/469353/original/file-20220616-18-sol6f0.jpg?ixlib=rb-1.1.0&rect=943%2C50%2C3250%2C1697&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">Ontario's child care policy now creates a universal, flat-fee child care for medium and high-income families
but doesn't guarantee subsidies to low-income families. </span> <span class="attribution"><span class="source">THE CANADIAN PRESS/Justin Tang</span></span></figcaption></figure><p>Many parents, <a href="https://www.thestar.com/politics/political-opinion/2022/03/29/national-daycare-plan-is-a-gift-to-canadas-economy-that-will-keep-giving.html">economists and</a> and child-care advocates celebrated <a href="https://www.canada.ca/en/early-learning-child-care-agreement/agreements-provinces-territories/ontario-canada-wide-2021.html#h2.18">the signing of Ontario’s early learning and child-care agreement with the federal government</a> at the end of March.</p>
<p>The agreement means a substantial infusion of federal government funding to allow an immediate 25 per cent reduction of child-care fees, followed by a further reduction to 50 per cent at the end of 2022. A final <a href="https://www.cbc.ca/news/canada/toronto/ontario-10-dollar-child-care-deal-1.6397643">reduction to an average of $10 per day is set to happen by 2026</a>.</p>
<p>As researchers with combined expertise in <a href="https://theconversation.com/home-child-care-in-canada-should-be-affordable-high-quality-and-licensed-166862">public policy and its effectiveness, and applied psychology and human development and preschool-aged children</a>, we believe universal access to early learning and child care should mean an equitable treatment of every child, where every child receives the support they need. But this isn’t the case with Ontario’s agreement. </p>
<p>Something that deserves scrutiny and redress is how Ontario’s new early learning and child-care deal creates inequities for children in the most economically disadvantaged families. </p>
<h2>Issues with the agreement</h2>
<p>Only a few days after Ontario’s agreement was signed, significant cracks began to emerge. <a href="https://springmag.ca/ontarios-childcare-deal-is-bad-for-workers-and-parents">Child-care researchers and advocates raised concerns</a> about the agreement’s provisions that allow <a href="https://efis.fma.csc.gov.on.ca/faab/CCMemos_2022.htm">proportional expansion of the for-profit sector</a> and the lack of commitment to living wages and benefits for child-care workers. </p>
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Read more:
<a href="https://theconversation.com/children-across-canada-deserve-a-professional-early-childhood-education-workforce-181124">Children across Canada deserve a professional early childhood education workforce</a>
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<p>The proposed expansion of 86,000 spaces beyond the 2019 licensed capacity falls overwhelmingly short of the forecasted demand that will be generated by lower child-care fees. </p>
<p><a href="https://childcarepolicy.net/how-big-will-the-expansion-of-child-care-services-need-to-be-in-ontario/">Expert analysis</a> suggests that as many as 200,000 additional licensed child-care spaces may be required as a result of demand spurred by halving parents’ child-care fees. By 2026, when the full fee reduction must be implemented, yet another 100,000 spaces may be required.</p>
<p>Every unique early learning and child-care agreement Canada has signed across the country leaves it up to provinces or territories to <a href="https://www.cbc.ca/news/canada/childcare-agreements-canada-provinces-territories-1.6400123">determine how the average $10 fee will achieved</a>. </p>
<figure class="align-center ">
<img alt="A podium is seen that says '$10 a day child care for families." src="https://images.theconversation.com/files/469334/original/file-20220616-22-y1vka9.JPG?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/469334/original/file-20220616-22-y1vka9.JPG?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=401&fit=crop&dpr=1 600w, https://images.theconversation.com/files/469334/original/file-20220616-22-y1vka9.JPG?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=401&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/469334/original/file-20220616-22-y1vka9.JPG?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=401&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/469334/original/file-20220616-22-y1vka9.JPG?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/469334/original/file-20220616-22-y1vka9.JPG?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/469334/original/file-20220616-22-y1vka9.JPG?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">Provinces need to determine how they’ll meet a $10 a day average child- care fees, and in Ontario guaranteed subsidies for low-income families aren’t part of the plan.</span>
<span class="attribution"><span class="source">THE CANADIAN PRESS/Justin Tang</span></span>
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</figure>
<h2>Subsidy rules</h2>
<p>In Ontario, the agreement provides for the $10 provincial average to be created by the combination <a href="https://www.ontario.ca/page/canada-ontario-early-years-and-child-care-agreement">of a flat $12 fee</a> combined with lower fees paid by families receiving child care subsidies. Those subsidies are subject to availability and aren’t guaranteed to every family who meets established social need criteria.
<a href="https://www.canlii.org/en/on/laws/regu/o-reg-138-15/latest/o-reg-138-15.html">Criteria include</a> being employed, attending school or having a certified child or parent with a special need. </p>
<p>These conditions are reminiscent of Victorian-era attitudes that obscure the policy and systemic roots of poverty and which restrict state aid for <a href="https://theconversation.com/free-school-meals-debate-shows-how-victorian-attitudes-about-undeserving-poor-persist-149130">the “deserving” poor — those who are considered gainfully employed</a>, “productive” or working to improve their economic situations. </p>
<p>In Ontario, the amount of the financial subsidy is the difference between full fees and a <a href="https://www.canlii.org/en/on/laws/regu/o-reg-138-15/latest/o-reg-138-15.html">family’s own contribution as determined by an income test defined by provincial regulation</a>. The payment is calculated by excluding net taxable family income under $20,000, charging a 10 per cent of income between $20,000 and $40,000 and rising to 30 per cent for income above $40,000. </p>
<p>If a parent’s child-care provider agrees to participate in Ontario’s new early learning and child care agreement, 25 per cent fees parents have paid after April 1, 2022, would be retroactively refunded. The new rate would apply going forward. Providers have up to Sept. 1 to sign up. </p>
<p>For fully employed families, whether they pay full fees or receive a subsidy, the child-care cost may be further reduced by claiming the <a href="https://www.ontario.ca/page/ontario-child-care-tax-credit#:%7E:text=Families%20can%20receive%20up%20to,up%20to%20%24750%20for%202021">Child Care Expense Deduction</a> and the <a href="https://www.ontario.ca/page/ontario-child-care-tax-credit#:%7E:text=Eligible%20families%20can%20claim%20up,for%20the%202021%20taxation%20year.">Ontario Childcare and Affordable Relief from Expense</a> tax credit.</p>
<h2>Access isn’t universal</h2>
<p>Ontario’s agreement thus creates a universal, flat-fee child care for medium and high-income families. Subject to limited funding availability, Ontario retains subsidized child-care for a portion of the subsidy eligible parents for low-income people under stringent conditions. </p>
<p>Higher-income families have no eligibility requirements or a maximum income cap to take advantage of the reduced child-care fees. </p>
<p>But for those low-income families who meet the subsidy eligibility criteria, access will become unfortunately harder:
Ontario’s April 2022 <a href="https://efis.fma.csc.gov.on.ca/faab/Memos/CC2022/EYCC02_Attach2_EN.pdf">provincial funding guidelines</a> reduce transfers to municipalities for subsidy funding by 25 per cent. They also specifically prohibit the use of the new early learning and care agreement funding from increasing the number of subsidies, despite long waiting lists in many areas of Ontario.</p>
<figure class="align-center ">
<img alt="People are seen walking behind a sign for temporary jobs while stepping onto a city bus." src="https://images.theconversation.com/files/469326/original/file-20220616-22-z4n6cz.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/469326/original/file-20220616-22-z4n6cz.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=417&fit=crop&dpr=1 600w, https://images.theconversation.com/files/469326/original/file-20220616-22-z4n6cz.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=417&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/469326/original/file-20220616-22-z4n6cz.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=417&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/469326/original/file-20220616-22-z4n6cz.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=524&fit=crop&dpr=1 754w, https://images.theconversation.com/files/469326/original/file-20220616-22-z4n6cz.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=524&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/469326/original/file-20220616-22-z4n6cz.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=524&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">The current subsidy policy puts a burden on families who face unemployment and precarious work.</span>
<span class="attribution"><span class="source">THE CANADIAN PRESS/Nathan Denette</span></span>
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<h2>Many low-income families won’t be eligible</h2>
<p>Decades <a href="https://doi.org/10.1787/edaf3793-en">of research</a> demonstrates that the <a href="https://www.nber.org/papers/w29985">most disadvantaged children can benefit most from access to high-quality licensed</a> child care.</p>
<p>The very tool that can improve the life chances and reduce the inter-generational transfer of poverty is, by the Ontario government’s exclusionary policy, systemically less available to many of the most disadvantaged children.</p>
<p>There is substantial international and Canadian evidence that well-off families living in well-off communities have better access to better-quality child-care programs. Without attention to equitable access, universalization of child-care access leads to over-representation of children from relatively more affluent families. This can be seen in <a href="https://doi.org/10.1093/pch/14.10.662">Québec’s experience</a> with implementing what was launched as <a href="https://policyoptions.irpp.org/magazines/february-2021/what-is-the-quebec-model-of-early-learning-and-child-care/">$5-a-day child care</a> more than 20 years ago, as well as in the <a href="https://doi.org/10.1080/13501763.2017.1401108">experience of several European Union member states</a>. </p>
<p>Universal access should mean an equitable treatment of every child, where every child receives the support they need. </p>
<figure class="align-center ">
<img alt="Two toddlers seen sitting on the floor in an early learning and care centre." src="https://images.theconversation.com/files/469324/original/file-20220616-24-nbay51.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/469324/original/file-20220616-24-nbay51.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/469324/original/file-20220616-24-nbay51.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/469324/original/file-20220616-24-nbay51.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/469324/original/file-20220616-24-nbay51.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/469324/original/file-20220616-24-nbay51.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/469324/original/file-20220616-24-nbay51.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">Ontario’s restrictive eligibility criteria for subsidies should be removed to ensure equitable treatment for low-income families.</span>
<span class="attribution"><span class="source">(Shutterstock)</span></span>
</figcaption>
</figure>
<h2>Next steps</h2>
<p>In Ontario, the obvious next steps are the removal of the subsidy system’s restrictive eligibility criteria. </p>
<p>Ontario needs to introduce a guarantee access to full early learning and care experiences for children from low-income families. Right now, <a href="https://www.ontario.ca/page/canada-ontario-early-years-and-child-care-agreement">the $12 flat fee</a> should be replaced by an income-tested fee reflecting family incomes.
The income test mechanism should be flexible enough to meet the conditions of the new agreement.</p>
<p>Reducing the inequity gap should be at the top of agenda for implementation of the new early learning and care agreement. If this is not addressed, this policy direction will have consequences affecting the life chances of disadvantaged populations possibly for generations to come.</p><img src="https://counter.theconversation.com/content/185113/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Linda A. White receives funding from the Social Sciences and Humanities Research Council of Canada (SSHRC). Her RBC Chair in Economic and Public Policy is supported by a donation via the University of Toronto. </span></em></p><p class="fine-print"><em><span>Michal Perlman receives funding from the Social Sciences and Humanities Research Council of Canada (SSHRC), the Canadian Institutes of Health Research (CIHR), the Lawson Foundation and other sources. </span></em></p><p class="fine-print"><em><span>Petr Varmuza does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.</span></em></p>Ontario’s flat fee for child care should be replaced by an income-tested fee reflecting family incomes.Petr Varmuza, Assistant researcher, Perlman Lab, Ontario Institute for the Studies of Education, University of TorontoLinda A. White, RBC Chair and Professor, Department of Political Science and Munk School of Global Affairs and Public Policy, University of TorontoMichal Perlman, Professor of Applied Psychology and Human Development, University of TorontoLicensed as Creative Commons – attribution, no derivatives.