• Overview
  • Profiles
    • Provincial/Territorial Profiles
      • Federal
      • Newfoundland and Labrador
      • Prince Edward Island
      • Nova Scotia
      • New Brunswick
      • Quebec
      • Ontario
      • Manitoba
      • Saskatchewan
      • Alberta
      • British Columbia
      • Northwest Territories
      • Yukon
      • Nunavut
    • CWELCC TRACKER
      • Newfoundland and Labrador
      • Prince Edward Island
      • Nova Scotia
      • New Brunswick
      • Ontario
      • Manitoba
      • Saskatchewan
      • Alberta
      • British Columbia
      • Northwest Territories
      • Nunavut
      • Yukon
  • Results & Trends
  • Methodology
  • Previous Reports
    • ECE Report 2020
      • Overview 2020
      • Methodology
      • Acknowledgements
      • Terms & Definitions
      • Charts and Graphs
      • Q & A
      • Videos
      • Media
      • About the Authors
    • ECE Report 2017
      • Summary Report 2017
        • Summary Report
        • Attention to Governance
        • More Funding
        • Access
        • Quality
        • Accountability
        • Challenges
        • Acknowledgements
        • Terms Used
      • ECE Report 2017 Results
      • ECE Trends
      • Methodology
        • Methodology
        • Developing the Report
        • The Influence of The OECD and other International Measures
        • The ECE Report Categories
        • Attaining the Benchmarks
          • I. Benchmarks focused on governance for integrated early childhood education
          • II. Benchmarks focused on funding to promote quality, access and equity
          • III. Benchmarks focused on equitable access
          • IV. Benchmarks focusing on quality in the early learning environment
          • V. Benchmarks focused on accountability
        • Next Steps for The Early Childhood Education Report
        • References
      • Federal Profile
      • Provincial/Territorial Profiles
        • Federal
        • Newfoundland and Labrador
        • Prince Edward Island
        • Nova Scotia
        • New Brunswick
        • Quebec
        • Ontario
        • Manitoba
        • Saskatchewan
        • Alberta
        • British Columbia
        • Northwest Territories
        • Nunavut
        • Yukon
      • Charts and Graphs
    • ECE Report 2014
      • Executive Summary
        • The Policy Gap
        • Attention to Governance
        • More Funding
        • More Programming
        • Improved Quality
        • Challenges Remain
        • Access Matters but so Does Quality
        • Funding Methodology Matters
        • The Education/Care Gap
        • Results
      • Early Childhood Education - Full Report
        • Direct Federal Funding to ECE Programs
        • Policy Developments: The Provinces & Territories
          • 1. Governance
          • 2. Funding
          • 3. Access
          • 5. Accountability
          • 4. Learning Environments
          • 6. Trends
        • References
        • Terms used in the Early Childhood Education Report 2014
        • Acknowledgements
      • Provincial/Territorial Profiles
        • Newfoundland and Labrador
        • Prince Edward Island
        • Nova Scotia
        • New Brunswick
        • Quebec
        • Ontario
        • Manitoba
        • Saskatchewan
        • Alberta
        • British Columbia
        • Northwest Territories
      • Methodology
        • Developing the Report
        • The Influence of The OECD and other International Measures
        • The ECE Report 2014 Categories
        • Attaining the Benchmarks
          • I. Benchmarks focused on governance for integrated early childhood education
          • II. Benchmarks focused on funding to promote quality, access and equity
          • III. Benchmarks focused on equitable access
          • IV. Benchmarks focusing on quality in the early learning environment
          • V. Benchmarks focused on accountability
        • Next Steps for The Early Childhood Education Report 2014
        • References
      • About the Authors
      • Questions & Answers
      • Results at a Glance
      • What Others are Saying
      • Presentations & Resources
        • Presentations
        • Videos
    • ECE Report 2011 (Early Years Study 3)
      • Introduction: Foundations are Stepping up for Children
        • 1. Getting crazy for the kids
        • 2. Changing the conversation
        • 3. The resources can be found
        • 4. Turning Science into Action
      • Introduction: Mothers and others needed for healthy human development
        • 1. Childhood makes us human
        • 2. Closing the gap between rich and poor
        • Introduction: References
      • Chapter 1: A Smart Start for School and Life
        • 1. Good education cares
        • 2. The child care dilemma
        • 3. The loop in the public debate
        • 4. Starting from education's base
        • 5. One-in-four start out disadvantaged
        • 6. Democracy in trouble
        • 7. Making a difference
        • 8. Paying for inaction
        • 9. Turning chaos into systems
        • 10. Changing populations
        • 11. Changing families
        • Chapter 1: Figures
        • Chapter 1: References
      • Chapter 2: Early Life and Learning, Behaviour and Health
        • 1. Genes and environments
        • 2. Building the brain's architecture
        • 3. Sensory Pathways
        • 4. The limbic system pathways
        • 5. Prefrontal cortex pathways
        • 6. Language pathways
        • 7. Learning, behaviour and health
        • 8. Early adversity and later life
        • 9. Consilience: A new framework of understanding
        • Chapter 2: Figures
        • Chapter 2: References
      • Chapter 3: Creating Spaces and Places for Young Children and Families
        • 1. Celebrating childhood
        • 2. What early childhood education offers children and families
        • 3. Components of quality early childhood education
        • 4. Educators matter
        • 5. Early childhood options for all
        • 6. Challenges to early childhood service integration
        • 7. Benefits of early childhood program integration
        • 8. New thinking for new challenges
        • 9. Influencing policy change
        • Chapter 3: Figures
        • Chapter 3: References
      • Chapter 4: Early Childhood Education as Economic Development
        • 1. Decades of research reveal benefits
        • 2. Canadian cost-benefit analyses
        • 3. Developing community capacity to support children
        • 4. Child care as regional economic development
        • 5. Preschool as economic stimulus
        • 6. Early childhood programming: A no cost solution
        • 7. Wisely investing in early childhood
        • Chapter 4: Figures
        • Chapter 4: References
      • Chapter 5: Public Policy Shapes Early Childhood Programs
        • 1. Federal involvement in ECE policy and programs
        • 2. Direct federal funding to ECE programs
        • 3.1 Policy developments: The provinces and territories - Governance
        • 3.2 Policy developments: The provinces and territories - Funding
        • 3.3 Policy developments: The Provinces and Territories - Access
        • 3.4 Policy developments: The Provinces and Territories - Learning Environments
        • 4. Curriculum
        • 5. Next Steps
        • Chapter 5: Figures
        • Chapter 5: References
      • Chapter 6: Where are we? How Far do we have to go?
        • 1. Improving outcomes for children
        • 2. Three make passing grade
        • Chapter 6: Figures
        • Chapter 6: References
        • Download the Study
      • ECE Report
        • Early Childhood Education Report 2011
        • Developing the Report
        • The influence of the OECD and other international measures
        • The ECDI categories
        • I. Benchmarks focused on governance for integrated early childhood education
        • II. Benchmarks focused on funding to promote quality, access and equity
        • III. Benchmarks focused on equitable access
        • IV. Benchmarks focusing on quality in the early learning environment
        • V. Benchmarks focused on accountability
        • Next Steps for the Early Childhood Education Report 2011
        • Download Report
    • All Studies
  • Workforce
  • Resources
    • Acknowledgements
    • Terms & Definitions
    • Charts and Graphs 2023
    • Questions & Answers
    • Videos
    • Media
    • About the Authors
  • Contact
EN | FR
EN | FR
EN | FR
EN | FR
  • Overview
  • Profiles
    • Provincial/Territorial Profiles
      • Federal
      • Newfoundland and Labrador
      • Prince Edward Island
      • Nova Scotia
      • New Brunswick
      • Quebec
      • Ontario
      • Manitoba
      • Saskatchewan
      • Alberta
      • British Columbia
      • Northwest Territories
      • Yukon
      • Nunavut
    • CWELCC TRACKER
      • Newfoundland and Labrador
      • Prince Edward Island
      • Nova Scotia
      • New Brunswick
      • Ontario
      • Manitoba
      • Saskatchewan
      • Alberta
      • British Columbia
      • Northwest Territories
      • Nunavut
      • Yukon
  • Results & Trends
  • Methodology
  • Previous Reports
    • ECE Report 2020
      • Overview 2020
      • Methodology
      • Acknowledgements
      • Terms & Definitions
      • Charts and Graphs
      • Q & A
      • Videos
      • Media
      • About the Authors
    • ECE Report 2017
      • Summary Report 2017
        • Summary Report
        • Attention to Governance
        • More Funding
        • Access
        • Quality
        • Accountability
        • Challenges
        • Acknowledgements
        • Terms Used
      • ECE Report 2017 Results
      • ECE Trends
      • Methodology
        • Methodology
        • Developing the Report
        • The Influence of The OECD and other International Measures
        • The ECE Report Categories
        • Attaining the Benchmarks
          • I. Benchmarks focused on governance for integrated early childhood education
          • II. Benchmarks focused on funding to promote quality, access and equity
          • III. Benchmarks focused on equitable access
          • IV. Benchmarks focusing on quality in the early learning environment
          • V. Benchmarks focused on accountability
        • Next Steps for The Early Childhood Education Report
        • References
      • Federal Profile
      • Provincial/Territorial Profiles
        • Federal
        • Newfoundland and Labrador
        • Prince Edward Island
        • Nova Scotia
        • New Brunswick
        • Quebec
        • Ontario
        • Manitoba
        • Saskatchewan
        • Alberta
        • British Columbia
        • Northwest Territories
        • Nunavut
        • Yukon
      • Charts and Graphs
    • ECE Report 2014
      • Executive Summary
        • The Policy Gap
        • Attention to Governance
        • More Funding
        • More Programming
        • Improved Quality
        • Challenges Remain
        • Access Matters but so Does Quality
        • Funding Methodology Matters
        • The Education/Care Gap
        • Results
      • Early Childhood Education - Full Report
        • Direct Federal Funding to ECE Programs
        • Policy Developments: The Provinces & Territories
          • 1. Governance
          • 2. Funding
          • 3. Access
          • 5. Accountability
          • 4. Learning Environments
          • 6. Trends
        • References
        • Terms used in the Early Childhood Education Report 2014
        • Acknowledgements
      • Provincial/Territorial Profiles
        • Newfoundland and Labrador
        • Prince Edward Island
        • Nova Scotia
        • New Brunswick
        • Quebec
        • Ontario
        • Manitoba
        • Saskatchewan
        • Alberta
        • British Columbia
        • Northwest Territories
      • Methodology
        • Developing the Report
        • The Influence of The OECD and other International Measures
        • The ECE Report 2014 Categories
        • Attaining the Benchmarks
          • I. Benchmarks focused on governance for integrated early childhood education
          • II. Benchmarks focused on funding to promote quality, access and equity
          • III. Benchmarks focused on equitable access
          • IV. Benchmarks focusing on quality in the early learning environment
          • V. Benchmarks focused on accountability
        • Next Steps for The Early Childhood Education Report 2014
        • References
      • About the Authors
      • Questions & Answers
      • Results at a Glance
      • What Others are Saying
      • Presentations & Resources
        • Presentations
        • Videos
    • ECE Report 2011 (Early Years Study 3)
      • Introduction: Foundations are Stepping up for Children
        • 1. Getting crazy for the kids
        • 2. Changing the conversation
        • 3. The resources can be found
        • 4. Turning Science into Action
      • Introduction: Mothers and others needed for healthy human development
        • 1. Childhood makes us human
        • 2. Closing the gap between rich and poor
        • Introduction: References
      • Chapter 1: A Smart Start for School and Life
        • 1. Good education cares
        • 2. The child care dilemma
        • 3. The loop in the public debate
        • 4. Starting from education's base
        • 5. One-in-four start out disadvantaged
        • 6. Democracy in trouble
        • 7. Making a difference
        • 8. Paying for inaction
        • 9. Turning chaos into systems
        • 10. Changing populations
        • 11. Changing families
        • Chapter 1: Figures
        • Chapter 1: References
      • Chapter 2: Early Life and Learning, Behaviour and Health
        • 1. Genes and environments
        • 2. Building the brain's architecture
        • 3. Sensory Pathways
        • 4. The limbic system pathways
        • 5. Prefrontal cortex pathways
        • 6. Language pathways
        • 7. Learning, behaviour and health
        • 8. Early adversity and later life
        • 9. Consilience: A new framework of understanding
        • Chapter 2: Figures
        • Chapter 2: References
      • Chapter 3: Creating Spaces and Places for Young Children and Families
        • 1. Celebrating childhood
        • 2. What early childhood education offers children and families
        • 3. Components of quality early childhood education
        • 4. Educators matter
        • 5. Early childhood options for all
        • 6. Challenges to early childhood service integration
        • 7. Benefits of early childhood program integration
        • 8. New thinking for new challenges
        • 9. Influencing policy change
        • Chapter 3: Figures
        • Chapter 3: References
      • Chapter 4: Early Childhood Education as Economic Development
        • 1. Decades of research reveal benefits
        • 2. Canadian cost-benefit analyses
        • 3. Developing community capacity to support children
        • 4. Child care as regional economic development
        • 5. Preschool as economic stimulus
        • 6. Early childhood programming: A no cost solution
        • 7. Wisely investing in early childhood
        • Chapter 4: Figures
        • Chapter 4: References
      • Chapter 5: Public Policy Shapes Early Childhood Programs
        • 1. Federal involvement in ECE policy and programs
        • 2. Direct federal funding to ECE programs
        • 3.1 Policy developments: The provinces and territories - Governance
        • 3.2 Policy developments: The provinces and territories - Funding
        • 3.3 Policy developments: The Provinces and Territories - Access
        • 3.4 Policy developments: The Provinces and Territories - Learning Environments
        • 4. Curriculum
        • 5. Next Steps
        • Chapter 5: Figures
        • Chapter 5: References
      • Chapter 6: Where are we? How Far do we have to go?
        • 1. Improving outcomes for children
        • 2. Three make passing grade
        • Chapter 6: Figures
        • Chapter 6: References
        • Download the Study
      • ECE Report
        • Early Childhood Education Report 2011
        • Developing the Report
        • The influence of the OECD and other international measures
        • The ECDI categories
        • I. Benchmarks focused on governance for integrated early childhood education
        • II. Benchmarks focused on funding to promote quality, access and equity
        • III. Benchmarks focused on equitable access
        • IV. Benchmarks focusing on quality in the early learning environment
        • V. Benchmarks focused on accountability
        • Next Steps for the Early Childhood Education Report 2011
        • Download Report
    • All Studies
  • Workforce
  • Resources
    • Acknowledgements
    • Terms & Definitions
    • Charts and Graphs 2023
    • Questions & Answers
    • Videos
    • Media
    • About the Authors
  • Contact
  • Overview
  • Profiles
    • Provincial/Territorial Profiles
      • Federal
      • Newfoundland and Labrador
      • Prince Edward Island
      • Nova Scotia
      • New Brunswick
      • Quebec
      • Ontario
      • Manitoba
      • Saskatchewan
      • Alberta
      • British Columbia
      • Northwest Territories
      • Yukon
      • Nunavut
    • CWELCC TRACKER
      • Newfoundland and Labrador
      • Prince Edward Island
      • Nova Scotia
      • New Brunswick
      • Ontario
      • Manitoba
      • Saskatchewan
      • Alberta
      • British Columbia
      • Northwest Territories
      • Nunavut
      • Yukon
  • Results & Trends
  • Methodology
  • Previous Reports
    • ECE Report 2020
      • Overview 2020
      • Methodology
      • Acknowledgements
      • Terms & Definitions
      • Charts and Graphs
      • Q & A
      • Videos
      • Media
      • About the Authors
    • ECE Report 2017
      • Summary Report 2017
        • Summary Report
        • Attention to Governance
        • More Funding
        • Access
        • Quality
        • Accountability
        • Challenges
        • Acknowledgements
        • Terms Used
      • ECE Report 2017 Results
      • ECE Trends
      • Methodology
        • Methodology
        • Developing the Report
        • The Influence of The OECD and other International Measures
        • The ECE Report Categories
        • Attaining the Benchmarks
          • I. Benchmarks focused on governance for integrated early childhood education
          • II. Benchmarks focused on funding to promote quality, access and equity
          • III. Benchmarks focused on equitable access
          • IV. Benchmarks focusing on quality in the early learning environment
          • V. Benchmarks focused on accountability
        • Next Steps for The Early Childhood Education Report
        • References
      • Federal Profile
      • Provincial/Territorial Profiles
        • Federal
        • Newfoundland and Labrador
        • Prince Edward Island
        • Nova Scotia
        • New Brunswick
        • Quebec
        • Ontario
        • Manitoba
        • Saskatchewan
        • Alberta
        • British Columbia
        • Northwest Territories
        • Nunavut
        • Yukon
      • Charts and Graphs
    • ECE Report 2014
      • Executive Summary
        • The Policy Gap
        • Attention to Governance
        • More Funding
        • More Programming
        • Improved Quality
        • Challenges Remain
        • Access Matters but so Does Quality
        • Funding Methodology Matters
        • The Education/Care Gap
        • Results
      • Early Childhood Education - Full Report
        • Direct Federal Funding to ECE Programs
        • Policy Developments: The Provinces & Territories
          • 1. Governance
          • 2. Funding
          • 3. Access
          • 5. Accountability
          • 4. Learning Environments
          • 6. Trends
        • References
        • Terms used in the Early Childhood Education Report 2014
        • Acknowledgements
      • Provincial/Territorial Profiles
        • Newfoundland and Labrador
        • Prince Edward Island
        • Nova Scotia
        • New Brunswick
        • Quebec
        • Ontario
        • Manitoba
        • Saskatchewan
        • Alberta
        • British Columbia
        • Northwest Territories
      • Methodology
        • Developing the Report
        • The Influence of The OECD and other International Measures
        • The ECE Report 2014 Categories
        • Attaining the Benchmarks
          • I. Benchmarks focused on governance for integrated early childhood education
          • II. Benchmarks focused on funding to promote quality, access and equity
          • III. Benchmarks focused on equitable access
          • IV. Benchmarks focusing on quality in the early learning environment
          • V. Benchmarks focused on accountability
        • Next Steps for The Early Childhood Education Report 2014
        • References
      • About the Authors
      • Questions & Answers
      • Results at a Glance
      • What Others are Saying
      • Presentations & Resources
        • Presentations
        • Videos
    • ECE Report 2011 (Early Years Study 3)
      • Introduction: Foundations are Stepping up for Children
        • 1. Getting crazy for the kids
        • 2. Changing the conversation
        • 3. The resources can be found
        • 4. Turning Science into Action
      • Introduction: Mothers and others needed for healthy human development
        • 1. Childhood makes us human
        • 2. Closing the gap between rich and poor
        • Introduction: References
      • Chapter 1: A Smart Start for School and Life
        • 1. Good education cares
        • 2. The child care dilemma
        • 3. The loop in the public debate
        • 4. Starting from education's base
        • 5. One-in-four start out disadvantaged
        • 6. Democracy in trouble
        • 7. Making a difference
        • 8. Paying for inaction
        • 9. Turning chaos into systems
        • 10. Changing populations
        • 11. Changing families
        • Chapter 1: Figures
        • Chapter 1: References
      • Chapter 2: Early Life and Learning, Behaviour and Health
        • 1. Genes and environments
        • 2. Building the brain's architecture
        • 3. Sensory Pathways
        • 4. The limbic system pathways
        • 5. Prefrontal cortex pathways
        • 6. Language pathways
        • 7. Learning, behaviour and health
        • 8. Early adversity and later life
        • 9. Consilience: A new framework of understanding
        • Chapter 2: Figures
        • Chapter 2: References
      • Chapter 3: Creating Spaces and Places for Young Children and Families
        • 1. Celebrating childhood
        • 2. What early childhood education offers children and families
        • 3. Components of quality early childhood education
        • 4. Educators matter
        • 5. Early childhood options for all
        • 6. Challenges to early childhood service integration
        • 7. Benefits of early childhood program integration
        • 8. New thinking for new challenges
        • 9. Influencing policy change
        • Chapter 3: Figures
        • Chapter 3: References
      • Chapter 4: Early Childhood Education as Economic Development
        • 1. Decades of research reveal benefits
        • 2. Canadian cost-benefit analyses
        • 3. Developing community capacity to support children
        • 4. Child care as regional economic development
        • 5. Preschool as economic stimulus
        • 6. Early childhood programming: A no cost solution
        • 7. Wisely investing in early childhood
        • Chapter 4: Figures
        • Chapter 4: References
      • Chapter 5: Public Policy Shapes Early Childhood Programs
        • 1. Federal involvement in ECE policy and programs
        • 2. Direct federal funding to ECE programs
        • 3.1 Policy developments: The provinces and territories - Governance
        • 3.2 Policy developments: The provinces and territories - Funding
        • 3.3 Policy developments: The Provinces and Territories - Access
        • 3.4 Policy developments: The Provinces and Territories - Learning Environments
        • 4. Curriculum
        • 5. Next Steps
        • Chapter 5: Figures
        • Chapter 5: References
      • Chapter 6: Where are we? How Far do we have to go?
        • 1. Improving outcomes for children
        • 2. Three make passing grade
        • Chapter 6: Figures
        • Chapter 6: References
        • Download the Study
      • ECE Report
        • Early Childhood Education Report 2011
        • Developing the Report
        • The influence of the OECD and other international measures
        • The ECDI categories
        • I. Benchmarks focused on governance for integrated early childhood education
        • II. Benchmarks focused on funding to promote quality, access and equity
        • III. Benchmarks focused on equitable access
        • IV. Benchmarks focusing on quality in the early learning environment
        • V. Benchmarks focused on accountability
        • Next Steps for the Early Childhood Education Report 2011
        • Download Report
    • All Studies
  • Workforce
  • Resources
    • Acknowledgements
    • Terms & Definitions
    • Charts and Graphs 2023
    • Questions & Answers
    • Videos
    • Media
    • About the Authors
  • Contact
  • Overview
  • Profiles
    • Provincial/Territorial Profiles
      • Federal
      • Newfoundland and Labrador
      • Prince Edward Island
      • Nova Scotia
      • New Brunswick
      • Quebec
      • Ontario
      • Manitoba
      • Saskatchewan
      • Alberta
      • British Columbia
      • Northwest Territories
      • Yukon
      • Nunavut
    • CWELCC TRACKER
      • Newfoundland and Labrador
      • Prince Edward Island
      • Nova Scotia
      • New Brunswick
      • Ontario
      • Manitoba
      • Saskatchewan
      • Alberta
      • British Columbia
      • Northwest Territories
      • Nunavut
      • Yukon
  • Results & Trends
  • Methodology
  • Previous Reports
    • ECE Report 2020
      • Overview 2020
      • Methodology
      • Acknowledgements
      • Terms & Definitions
      • Charts and Graphs
      • Q & A
      • Videos
      • Media
      • About the Authors
    • ECE Report 2017
      • Summary Report 2017
        • Summary Report
        • Attention to Governance
        • More Funding
        • Access
        • Quality
        • Accountability
        • Challenges
        • Acknowledgements
        • Terms Used
      • ECE Report 2017 Results
      • ECE Trends
      • Methodology
        • Methodology
        • Developing the Report
        • The Influence of The OECD and other International Measures
        • The ECE Report Categories
        • Attaining the Benchmarks
          • I. Benchmarks focused on governance for integrated early childhood education
          • II. Benchmarks focused on funding to promote quality, access and equity
          • III. Benchmarks focused on equitable access
          • IV. Benchmarks focusing on quality in the early learning environment
          • V. Benchmarks focused on accountability
        • Next Steps for The Early Childhood Education Report
        • References
      • Federal Profile
      • Provincial/Territorial Profiles
        • Federal
        • Newfoundland and Labrador
        • Prince Edward Island
        • Nova Scotia
        • New Brunswick
        • Quebec
        • Ontario
        • Manitoba
        • Saskatchewan
        • Alberta
        • British Columbia
        • Northwest Territories
        • Nunavut
        • Yukon
      • Charts and Graphs
    • ECE Report 2014
      • Executive Summary
        • The Policy Gap
        • Attention to Governance
        • More Funding
        • More Programming
        • Improved Quality
        • Challenges Remain
        • Access Matters but so Does Quality
        • Funding Methodology Matters
        • The Education/Care Gap
        • Results
      • Early Childhood Education - Full Report
        • Direct Federal Funding to ECE Programs
        • Policy Developments: The Provinces & Territories
          • 1. Governance
          • 2. Funding
          • 3. Access
          • 5. Accountability
          • 4. Learning Environments
          • 6. Trends
        • References
        • Terms used in the Early Childhood Education Report 2014
        • Acknowledgements
      • Provincial/Territorial Profiles
        • Newfoundland and Labrador
        • Prince Edward Island
        • Nova Scotia
        • New Brunswick
        • Quebec
        • Ontario
        • Manitoba
        • Saskatchewan
        • Alberta
        • British Columbia
        • Northwest Territories
      • Methodology
        • Developing the Report
        • The Influence of The OECD and other International Measures
        • The ECE Report 2014 Categories
        • Attaining the Benchmarks
          • I. Benchmarks focused on governance for integrated early childhood education
          • II. Benchmarks focused on funding to promote quality, access and equity
          • III. Benchmarks focused on equitable access
          • IV. Benchmarks focusing on quality in the early learning environment
          • V. Benchmarks focused on accountability
        • Next Steps for The Early Childhood Education Report 2014
        • References
      • About the Authors
      • Questions & Answers
      • Results at a Glance
      • What Others are Saying
      • Presentations & Resources
        • Presentations
        • Videos
    • ECE Report 2011 (Early Years Study 3)
      • Introduction: Foundations are Stepping up for Children
        • 1. Getting crazy for the kids
        • 2. Changing the conversation
        • 3. The resources can be found
        • 4. Turning Science into Action
      • Introduction: Mothers and others needed for healthy human development
        • 1. Childhood makes us human
        • 2. Closing the gap between rich and poor
        • Introduction: References
      • Chapter 1: A Smart Start for School and Life
        • 1. Good education cares
        • 2. The child care dilemma
        • 3. The loop in the public debate
        • 4. Starting from education's base
        • 5. One-in-four start out disadvantaged
        • 6. Democracy in trouble
        • 7. Making a difference
        • 8. Paying for inaction
        • 9. Turning chaos into systems
        • 10. Changing populations
        • 11. Changing families
        • Chapter 1: Figures
        • Chapter 1: References
      • Chapter 2: Early Life and Learning, Behaviour and Health
        • 1. Genes and environments
        • 2. Building the brain's architecture
        • 3. Sensory Pathways
        • 4. The limbic system pathways
        • 5. Prefrontal cortex pathways
        • 6. Language pathways
        • 7. Learning, behaviour and health
        • 8. Early adversity and later life
        • 9. Consilience: A new framework of understanding
        • Chapter 2: Figures
        • Chapter 2: References
      • Chapter 3: Creating Spaces and Places for Young Children and Families
        • 1. Celebrating childhood
        • 2. What early childhood education offers children and families
        • 3. Components of quality early childhood education
        • 4. Educators matter
        • 5. Early childhood options for all
        • 6. Challenges to early childhood service integration
        • 7. Benefits of early childhood program integration
        • 8. New thinking for new challenges
        • 9. Influencing policy change
        • Chapter 3: Figures
        • Chapter 3: References
      • Chapter 4: Early Childhood Education as Economic Development
        • 1. Decades of research reveal benefits
        • 2. Canadian cost-benefit analyses
        • 3. Developing community capacity to support children
        • 4. Child care as regional economic development
        • 5. Preschool as economic stimulus
        • 6. Early childhood programming: A no cost solution
        • 7. Wisely investing in early childhood
        • Chapter 4: Figures
        • Chapter 4: References
      • Chapter 5: Public Policy Shapes Early Childhood Programs
        • 1. Federal involvement in ECE policy and programs
        • 2. Direct federal funding to ECE programs
        • 3.1 Policy developments: The provinces and territories - Governance
        • 3.2 Policy developments: The provinces and territories - Funding
        • 3.3 Policy developments: The Provinces and Territories - Access
        • 3.4 Policy developments: The Provinces and Territories - Learning Environments
        • 4. Curriculum
        • 5. Next Steps
        • Chapter 5: Figures
        • Chapter 5: References
      • Chapter 6: Where are we? How Far do we have to go?
        • 1. Improving outcomes for children
        • 2. Three make passing grade
        • Chapter 6: Figures
        • Chapter 6: References
        • Download the Study
      • ECE Report
        • Early Childhood Education Report 2011
        • Developing the Report
        • The influence of the OECD and other international measures
        • The ECDI categories
        • I. Benchmarks focused on governance for integrated early childhood education
        • II. Benchmarks focused on funding to promote quality, access and equity
        • III. Benchmarks focused on equitable access
        • IV. Benchmarks focusing on quality in the early learning environment
        • V. Benchmarks focused on accountability
        • Next Steps for the Early Childhood Education Report 2011
        • Download Report
    • All Studies
  • Workforce
  • Resources
    • Acknowledgements
    • Terms & Definitions
    • Charts and Graphs 2023
    • Questions & Answers
    • Videos
    • Media
    • About the Authors
  • Contact

2. Building the brain's architecture

The brain’s basic structure is formed early in prenatal development as 100 billion neurons begin to join up to form neural pathways and networks. Neurons communicate with each other to form circuits and share information using both electrical and chemical signals to carry information across the brain and body’s nervous systems. Electrical impulses are transmitted along the neuron’s axon and chemicals carry the electrical signals across the synapse to the dendrites of another neuron. The receiving neuron then fires another electrical signal, and the signal is relayed to the next neuron in the neural chain.

Figure 2.2

In 1949, Canadian psychologist Donald Hebb postulated that when one cell excites another repeatedly, a change occurs in one or both cells that contributes to a stable link between them.12 In other words, “neurons that fire together, wire together.” Hebb’s work pushed the frontier of scientists’ reluctant recognition of the inextricable role of our biology in how we think, learn, socialize and behave.13 Hebb and the next generation of scientists emphasized the importance of networks of neural circuits. Experiences carried to the brain influence how the neurons join up with each other to construct neural networks that make up the brain’s architecture.

All perceptions, thoughts and behaviours result from combinations of signals among neurons. Proper nervous system function involves coordinated action of neurons in many brain regions. The nervous system influences and is influenced by all other body systems (e.g., cardiovascular, endocrine, gastrointestinal and immune systems).

Figure 2.3

However, this is not the whole story. The basic building blocks of neural pathways are brain cells: neurons and glial cells. Neurons make up about 15 percent of our brain cells and glial cells make up the rest. Neuron and glial cells are intimately connected with each other. “Neurons are elegant cells, the brain’s information specialists. But the workhorses? Those are the glia,”14 says Douglas Fields of the U.S. National Institute of Child Health and Human Development. Scientists now report that glial cells are significant players in how the brain and the body’s nervous system function.

Glial cells can control communication across the synapses and are therefore implicated in our learning, behaviour and health.15 Neurons “speak” across synapses by generating electrical impulses that trigger chemical communication between neurons and prompt more impulses in other neurons. Glia have receptors (receiving docks) for many of the same chemical messages used by neurons. They are able then to eavesdrop on the neurons and respond in ways that help strengthen the messages. Without glial cells, neurons and their synapses fail to function properly. Some varieties of glia wrap around axons, the “wires” that connect neurons, forming insulation called myelin and contribute to more efficient learning. Others work in concert with the immune system to prune out inefficient neural connections.

Gene–environment interactions shape the quality of the architecture of the brain. As we come to better understand the processes that regulate gene function, we are gaining a better understanding of how experiences at different stages of life affect gene functions in neurons and glia cells.

The plasticity of the brain refers to its ability to learn, remember, forget, reorganize and recover from injury. The brain is more receptive to stimuli during earlier stages of development. For example, children who are dyslexic have difficulty with language and expression that handicaps their learning and work. They tend to have sound sensing and speech functioning distributed more on the right side of the brain instead of on the left. Intensive stimulation with phonemes by 6 years of age can lead to reformation of the neural pathways to left side of the brain, indicating that neural plasticity, including neurons and neural pathways, is sufficiently malleable at this age that normal function can be restored.16

Next: 3. Sensory Pathways

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TABLE OF CONTENTS

    • Introduction: Foundations are Stepping up for Children
      • 1. Getting crazy for the kids
      • 2. Changing the conversation
      • 3. The resources can be found
      • 4. Turning Science into Action
    • Introduction: Mothers and others needed for healthy human development
      • 1. Childhood makes us human
      • 2. Closing the gap between rich and poor
      • Introduction: References
    • Chapter 1: A Smart Start for School and Life
      • 1. Good education cares
      • 2. The child care dilemma
      • 3. The loop in the public debate
      • 4. Starting from education's base
      • 5. One-in-four start out disadvantaged
      • 6. Democracy in trouble
      • 7. Making a difference
      • 8. Paying for inaction
      • 9. Turning chaos into systems
      • 10. Changing populations
      • 11. Changing families
      • Chapter 1: Figures
      • Chapter 1: References
    • Chapter 2: Early Life and Learning, Behaviour and Health
      • 1. Genes and environments
      • 2. Building the brain's architecture
      • 3. Sensory Pathways
      • 4. The limbic system pathways
      • 5. Prefrontal cortex pathways
      • 6. Language pathways
      • 7. Learning, behaviour and health
      • 8. Early adversity and later life
      • 9. Consilience: A new framework of understanding
      • Chapter 2: Figures
      • Chapter 2: References
    • Chapter 3: Creating Spaces and Places for Young Children and Families
      • 1. Celebrating childhood
      • 2. What early childhood education offers children and families
      • 3. Components of quality early childhood education
      • 4. Educators matter
      • 5. Early childhood options for all
      • 6. Challenges to early childhood service integration
      • 7. Benefits of early childhood program integration
      • 8. New thinking for new challenges
      • 9. Influencing policy change
      • Chapter 3: Figures
      • Chapter 3: References
    • Chapter 4: Early Childhood Education as Economic Development
      • 1. Decades of research reveal benefits
      • 2. Canadian cost-benefit analyses
      • 3. Developing community capacity to support children
      • 4. Child care as regional economic development
      • 5. Preschool as economic stimulus
      • 6. Early childhood programming: A no cost solution
      • 7. Wisely investing in early childhood
      • Chapter 4: Figures
      • Chapter 4: References
    • Chapter 5: Public Policy Shapes Early Childhood Programs
      • 1. Federal involvement in ECE policy and programs
      • 2. Direct federal funding to ECE programs
      • 3.1 Policy developments: The provinces and territories - Governance
      • 3.2 Policy developments: The provinces and territories - Funding
      • 3.3 Policy developments: The Provinces and Territories - Access
      • 3.4 Policy developments: The Provinces and Territories - Learning Environments
      • 4. Curriculum
      • 5. Next Steps
      • Chapter 5: Figures
      • Chapter 5: References
    • Chapter 6: Where are we? How Far do we have to go?
      • 1. Improving outcomes for children
      • 2. Three make passing grade
      • Chapter 6: Figures
      • Chapter 6: References
      • Download the Study
    • ECE Report
      • Early Childhood Education Report 2011
      • Developing the Report
      • The influence of the OECD and other international measures
      • The ECDI categories
      • I. Benchmarks focused on governance for integrated early childhood education
      • II. Benchmarks focused on funding to promote quality, access and equity
      • III. Benchmarks focused on equitable access
      • IV. Benchmarks focusing on quality in the early learning environment
      • V. Benchmarks focused on accountability
      • Next Steps for the Early Childhood Education Report 2011
      • Download Report

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