NOTES IN INTRODUCTION IN
 Programs standards
EARLY LEARNING AND CHILD
CARE
CHAPTER 1
Prepare you to become ELCC
PRACTITIONER including
1. Discovery of new information about
children and families
2. The development of new ideas that
influence your knowledge, skills and
attitudes on issues related to children
and families
3. Development of relationships with
children and families, peers, mentors,
early childhood practitioners and other
professionals
4. Recognition of how you can play an
active role in your learning and how you
can contribute to others’ learning.
5. Acceptance of being part of a learning
community so that you can contribute to
creating a learning environment that
values diversity and multiple
perspectives.
 There as been unprecedented
recognition of early learning and child
care in national policy initiatives
 Interest has evolved for two reasons:
1. Policy makers now recognize that
access to quality early learning and hild
care can strengthen the foundations of
lifelong learning for all children;
2. Keen international interest in it as an
important foundation for achieving
societal goals.
CHANGES due to establishment of a
Canadian early and child care system is
sure to affect the role of early childhood
practitioners.
 EMPLOYMENT options
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 Salary levels
 Minimum educational standards will
change as government revise
policies and financial commitments
to early childhood services.
The present-day delivery of ECS draws on
diverse disciplines, including health,
neuroscience, cognitive science,
developmental psychology and education.
CLAVELAND AND KRASHINSKY – suggest
children benefit when they have both rich
experience within a family setting and access
to quality community early childhood services.
 In partnership, families and early
childhood pactitioners provide the
experiences, opportunities and
environments that foster the
development of the child and the
acquisition of life skills necessary to
function and flourish in our complex
society
 Early childhood student practitioners
require this information so that they can
effectively create environments that
respects, nurture, and support children
their growth and development.
EARLT CHILDHOOD STUDENT
PRACTITIONERS.
Individuals who are enrolled in early childhood
studies in a college certificate, diploma, or
university degree program.
EARLY LEARNING AND CHILD
CARE
 A comprehensive system of early
learning and child care programs for
children from infancy to 6 years based
on principles of inclusion, affordability,
accessibility, quality and parental
choice.
  IN these environments, early childhood and who participate in continuous
practitioners create safe, interesting, learning about young children.
innovative play opportunities that are
responsive to children’s needs, EARLY CHILDHOOD SERVICES
interests, and abilities, while supporting Programs provided for children in child care
the needs of families. settings, homes, institutions, recreational
facilities or other group settings.
EARLY CHILDHOOD EDUCATION AND
CARE EARLY CHILDHOOD

Programs that support the healthy Refers to the period from birth to 8 years of age
development of all children by providing each
child with access to quality programs that are CHILD CARE
developmentally and culturally appropriate
regardless of choice of service, age, or Government regulated child care offered in
developmental needs of children, or residence centers and family child care homes.
of family
COMMUNITY PROGRAMS
CANADIAN CHILD CARE FEDERATION
Nursery Schools/preschools and resource
A bilingual non-profit, national member-based programs that are regulated by
organization established in 1987. These are provincial/territorial governments.
more than 11,000 members, including early
learning and child care practitioners, Importance of knowing the roots of early
academics, parents and policy makers. childhood services

EARLY CHILDHOOD EDUCATION  The historical perspective gives

The study of theories and practices that
support the implementation of programs and
services that support the healthy development
of all children.
ELCC relates to scaffold used in construction.
A strong foundation is necessary. Build a
foundation of knowledge about children before
adding new layers of information.
EARLY CHILDHOOD EDUCATOR
 Describe individuals who work with
children and hold a post secondary ECE
credential.
EARLY CHILDHOOD PRACTITIONER
 Individuals who have completed early
childhood studies in a college certificate,
diploma or university degree program,
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practitioners insight into the beliefs and
concepts impacting current practices.
 Basis for new knowledge
 Helps practitioners understand how the
field has developed over time and
understanding why current standards of
practice have evolved.
 Examining theories provides early
childhood student practitioners with a
structure to understand how learning
occurs
 Tool to examine and predict children’t
learning needs based on identified
benchmarks
ROOTS OF EARLY LEARNING AND CHILD
CARE SERVICES
1. Gives historical perspectives
2. Helps in the development of new
knowledge
 3. Provides insight into how experiences  Societies began to recognize that children
and program content are structured. required educational programs early in life,
4. Explains how and why current standards rather than as adults.
of practice have evolved
5. Provides a structure to understand how  Children educated in their early years would
learning occurs. be better equipped to help family improve
their position in society.
BEGINNING ROOTS OF EARLY
CHILDHOOD SERVICES
FIRST WRITTEN DOCUMENTATION
5 th
– 13 th
centuries- the only available REFERENCING EARLY CHILDHOOD
education was religious instruction and training EDUCATION
for the priesthood at monastery schools.
Children learned survival skills by working side  Is found in the writings of the ancient
by side with their families and employers. Greeks and Romans.

LATTER PART OF THE DARK AGES
 Policies of Charlemagne of France
influenced societal direction. He proclaimed
that the nobility should know their letters.
 Craft guilds and apprenticeship programs
were developed and expanded across the
country
TRANSITION FROM DARK AGES TO
RENNAISSANCE 14th century-
th
REFORMATION in the 16 century-
 Young boys were provided with
opportunities to learn specific skills from a
male adult that prepared those boys to
become contributing members of society.
 Germany established a school system
leading other EUROPEAN societies to do
the same.
 Plato and Aristotle= determined that the
early years had more of an impact on a
child’s development
 Plato suggested that the early years were
critical for developing healthy bodies and
formulating the blue print for one’’s
character.
 Advocated for children to be educated
initially by nurses and then their parents
during the first 6 years in a home setting.
 Essential to develop interpersonal skills and
later academic skills
 3-6 years play opportunities with other
children of similar ages
 Formal setting was most appropriate after
the age of 6
MODERN ROOTS

 More educational programs were  Europeans migrated to Canada have

established influenced Canadian society.

 The infant morality rate declined.  19th and early 20th centuries – 12 theorists
who contributed fundamentally to the body
 Shift in how people viewed children. of literature on early childhood.

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UNDERSTANDING CHILD DEVELOPMENT
1. Erik Erikson
2. Howard Gardner
3. Abraham Maslow
4. Jean Piaget
5. Lev Vygotsky

UNDERSTANDING HOW CHILDREN LEARN AND DEVELOP

1. John Comenius,
2. John Dewey
3. Friedrich Froebel
4. John Locke
5. Maria Montessori
6. Johann Pestalozzi
7. Jean Jacques Rousseau

John Comenius Access to education and in own language

John Locke Children are born as blank tablets
Jean-Jacques Rousseau Children have innate timetable and will develop
accordingly
Johann Pestalozzi Effective education is based on sensory experiences
Mother is the best teacher
Friedrich Froebel Initiated the first kindergarten “Garden of children”
An unfolding process
Maria Montessori Child development occurs in stages
Sensitive periods
Abraham Maslow Children have basic needs- food, shelter, security/ love
Needs is essential for individuals to achieve their fullest
potential.
Lev Vgotsky Children’s mental, language and social development is
enhanced by social interactions
Jean Piaget Children learn most effectively when they have active,
hands-on involvement in learning
Erik Erikson Cognitive and social development cannot be separated
Howard Gardner Children have multiple intelligences
Children learn differently
THE EVOLUTION OF EARLY LEARNING AND CHILD CARE IN CANADA

The beginning of ECS in Canada dates back to 1850, when the first creche opened in Montreal to
serve children of poor working mothers.

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In 1857 the Grey Nuns in Montreal operated the first educational program known as “Salle d asile
Saint Joseph”. It provided care for children aged 3 to 7, most of whom were from poverty-stricken
homes.

Toronto public school system established the first kindergarten programs for 5-year-old.

PROVINCIAL/FEDERAL/TER language skills, numeracy and general

knowledge.
RITORIAL AGREEMENTS 4. Social engagement and responsibility such
as forming stable attachments and
1. SUFA- SOCIAL UNION FRAMEWORK supportive relationships, valuing diversity
AGREEMENT and understanding the rights and
2. ECDA- EARLY CHILDHOOD responsibilities of a citizen.
DEVELOPMENT AGREEMENT
3. UNITED NATIONS SPECIAL ASSEMBLY SOCIAL UNION FRAME WORK
ON CHILDREN DECLARATION
4. WORLD FIT FOR CHILDREN AGREEMENT (SUFA)
5. A CANADA FIT FOR CHILDREN
Signed on Feb 4 1999 by federal, 9 provinces
and two territories (QUEBEC did not sign on
NATIONAL CHILDREN’S the SUFA)
 Main purpose is to improve the social
AGENDA (NCA) policies and programs developed by
various levels of government in Canada.
Four core vision statements:  Made 2 commitments
1. To work together to build a framework
1. Children be loved and thrived that will adjust and modernize social
2. Children be valued and have the programs
opportunity to develop their unique 2. To work together to develop social
capacities programs.
3. Children be respected and protected
and in return respect and protect others EARLY CHILDHOOD DEVELOPMENT
4. That they belong and contribute to AGREEMENT (ECDA) September 11, 2020
caring communities. $2.2 billion social program designed to support
the early development of children in Canada.
FURTHER IDENTIFIED FOUR
GOALS TO SUPPORT VISION:  Builds on the SUFA agreement as a
way of improving social programs for
Canadians.
1. Physical and emotional health, including
strong self-esteem, life skills and healthy  To promote early hildhood development
lifestyles. and support families and communities
2. Safety and security such as meeting basic so that children will reach their fullest
physical and emotional needs and potential, physically emotionally socially
protecting children from abuse, neglect and and intellectually.
other harmful situations  Promoting healthy pregnancy, birth and
3. Success at learning, including physical, infancy
emotional and social development,  Improving parenting and family supports

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  Strengthening early childhood
development, learning and caring

Most early learning and child care programs

UNITED NATIONS are regulated by the provincial and territorial
DELARATION- A world fit governments through a ministry of social
community or family services. This include
for children child care, preschool programs (half-day
programs) and family child care.
May 10, 2002. All countries belonging to the
UN except USA and Somalia signed on the 10
year plan of action for children with 4 priorities. FAMILY CHILD CARE

1. Promote healthy lives  Child care offered on a full-or part time

2. Quality education basis for small numbers of children and
3. Against abuse exploitation and violence provided by a non-relative caregiver, in a
4. Combat AIDS home setting. This may or may not be
government regulated.
CANADA FIT FOR  All provinces provide parents with low
incomes with some form of subsidy for
CHILDREN regulated child care.

Declaration of Canada’s commitment to WHY GOVERNMENTS SHOULD

children, strong agenda for children
4 THEMES
1. Supporting families and strengthening
communities
2. Promoting healthy lives
3. Protecting from harm
4. Promoting education and learning
 It calls for strategies that are child
centered, multi sector. Intended to
include everyone
 Recognizes that every Child living in
Canada deserves a healthy start in life.
 Early childhood to age 6 is a critical
period for growth and development.
INVEST IN EARLY LEARNING AND
CHILD CARE?
 Of all investments a society can make for
its future, the nurturing of young children is
perhaps the most crucial.
 Quality of a child’s development affects
health, lifelong learning, earning potential
and advancement of society without
question children in Canada require
commitments from all levels of government
to develop and implement services that will
support a strongly early learning and child
care sector.
THE INFLUENCE OF FAMILY AND
CULTURE ON EARLY LEARNING AND
CHILD CARE SERVICES
Because there are immigrants- dominate parts
of Canada’s larger urban areas, early

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childhood practitioners must understand
various cultures and respect diversity, because
children’s values, communication processes
and needs are highly influenced by family
culture, beliefs and family support systems.
Canada’s Aboriginal Families- live in
poverty and substandard housing and a high
percentage of these children have poor physical
and mental health

FAMILY UNIT IN CANADA 7. Less time is available for families to

support each other.
8. Less low income housing is available,
1. Lone-parent families, headed by mothers or
increasing the number of Familes living
fathers
on the streets or in shelters
2. Teenage parents living on their own with
9. More parents are caring for their
their children
children and their parents
3. Teenage parents and children living with
10. More immigrant families without family
the teenagers’ parents.
or community support are trying to
4. Blended families
establish new lives in Canada.
5. Single parent- two parent families headed
by LGBT
6. Two parent families headed by a mother
and a father CONTEXT CULTURE AND
7. Two parent families with no children of their ETHNICITY
own but providing support to other people’s
children like nephews and nieces
CONTEXT- refers to the environment in which
8. Parents caring for their children and their
development occurs
parents
9. Grandparents caring for their grandchildren
CULTURE- underlying beliefs, patterns of
10. New immigrant families whose first
behaviour and assumptions of a group that are
language is neither English nor French.
passed on from one generation to the next.’’

SOCIATAL CHAGNES ETHNICITY – refers to cultural heritage,

nationality, characteristics, race, religion and
language.
IMPACTS ON EARLY
CHILDHOOD SERVICES The culture and ethnicity of any society
influences parenting practices and places a
particular value on the early childhood period of
1. More parents work full time outside of
a lifespan.
the home
2. More parents work a variety of hours,
Parental practices reflect cultural and ethinic
including part time and shift work
backgrounds, which in turn influence early
3. More parents work longer hours
childhood experiences and thetypes of early
4. More women and children lie in shelters
childhood services required.
on a temporary basis
5. More young children are cared for by
CONTEMPORARY CANADIANS
non family members
INFLUENCING EARLY LEARNING AND
6. More children with special needs are
CHILD CARE.
remaining with their family unit

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10 CANDIANS WHO HAVE MADE MAJOR
CONTRIBUTIONS
1. ROSEMARY BROWN – known for her work
as a social activist, educator, politician, and
author, contributed greatly to advancing
women’s rights and gender equality. She
was concerned about the shortage of
money for women’s issues because she
believed that if society addressed poverty,
economic independence and violence
prevention, then women and girls would be
better able to achieve their full potential and
build a healthier society and economy. First
black her advocates include removing of
discrimination based on sex or marital
status.
2. DR. GILLIAN DOHERTY - Is one of
canada’s leaders in early childhood
research. Identified predictors of quality in
child care centres and family child care
homes and continues to influence the
framework for quality child care.
3. MARTHA FRIENDLY – identifying the state
of early childhood across Canada and has
provided data and recommendations
necessary for policy development.
4. MARY GORDON – teacher of
children, teacher of parents and teacher of
teachers both nationally and internationally.
Developed a number of programs that
support children and family development.
Developed firs and largest school-based
parenting and family literacy program.
Developed roots of empathy, a non for
profit, groundbreaking, evidence-based
classroom program that focuses on
reducing levels of aggression and violence
among school-aged children by raising
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children’s social and emotional competence
and empathy.
5. DR CLYDE HERTZMAN – has been
instrumental in examining the relationship of
prenatal and early childhood experiences to
life long health, well being and competence.
Links population health to human
development, emphasizing the special role
of early childhood development as a
determinant of health.
6. DR. SHARON HOPE IRWIN- founder of
special link, non profit organization has long
been an advocate of supporting parents of
children with disabilities to have the same
level of access to inclusive early learning
and child care programs as children with
typical development.
7. DR DONNA LERO has made many
contributions to new knowledge on issues
related to work-life and families as well as
to a national evaluation of the impact of
changes to Canada’s parental-leave
legislation.
8. Hon. Margaret Norrie McCain - promote
women’s rights, social equality, education
and the arts across Canada. Member of the
Muriel McQueen Fergusson Foundation in
New Brunswick, to eliminate family violence
through public education and research.
9. DR FRASER MUSTARD- has made
significant contributions to the early
childhood sector by examining the socio-
economic determinants of human
development and health. He emphasized
on the importance of early childhood and
the role of communities in supporting
children and their development.
10. DR. DAN OFFORD- his work has
influenced child psychiatry and mental
health research. He was particularly
interested in children from disadvantaged
 backgrounds who are at risk for low self-
esteem and emotional problems and in how
such problems impact their potential and
daily living.

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