• 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

Chapter 1: References

  1. Hennessy, T., & Leebosh, D. (in press). Focus group summary and analysis: Public perceptions of early learning and child care. Ottawa, ON: Environics Research Group.

  2. Canadian Council on Learning. (2009a). Canadian attitudes toward child care and early childhood learning. In Canadian Council on Learning, 2008 Survey of Canadian Attitudes toward Learning: Results for learning throughout the lifespan (pp. 8–18). Ottawa, ON: Canadian Council on Learning.

  3. Bushnik, T. (2006). Child care in Canada. Children and youth research paper series. Ottawa, ON: Statistics Canada.

  4. Statistics Canada. (2011b). Quarterly Demographic Estimates.Vol. 25, no. 1. Statistics Canada Catalogue no. 91-002-XWE. Ottawa. June 22. Retrieved from http://www.statcan.gc.ca/bsolc/olc-cel/olc-cel?catno=91-002-X⟨=eng

  5. Canadian Council on Learning. (2009a). Canadian attitudes toward child care and early childhood learning. In Canadian Council on Learning, 2008 Survey of Canadian Attitudes toward Learning: Results for learning throughout the lifespan (pp. 8–18). Ottawa, ON: Canadian Council on Learning.

  6. Council of Ministers of Education, Canada. (2008a). Education in Canada. Retrieved from http://www.cmec.ca/Publications/Lists/Publications/Attachments/64/Education-in-Canada2008.pdf

  7. Hennessy, T., & Leebosh, D. (in press). Focus group summary and analysis: Public perceptions of early learning and child care. Ottawa, ON: Environics Research Group.

  8. Cleveland, G., Forer, B., Hyatt, D., Japel, C., & Krashinsky, M. (2008). New evidence about child care in Canada: Use patterns, affordability and quality. IRPP Choices, 14(2).

  9. Japel, C., Tremblay, R. E., & Côté, S. (2005). Quality counts! Assessing the quality of daycare services based on the Quebec Longitudinal Study of Child Development. IRPP Choices, 11(5).

  10.  Ibid.

  11. Vanier Institute of the Family. (2011a). Maternity and parental leave. Fascinating Families, 37, 1–2.

  12. Canada Revenue Agency. (n.d.). CCTB: Calculation and payment information. Retrieved from http://www.cra-arc.gc.ca/bnfts/cctb/fq_pymnts-eng.html

  13. Battle, K., Torjman, S., & Mendelson, M. (2006). More than a name change: The Universal Child Care Benefit. Ottawa, ON: Caledon Institute of Social Policy.

  14. Campaign 2000. (2010). 2010 Report Card on Child and Family Poverty in Canada. Retrieved from http://www.campaign2000.ca/reportCards/national/2010EnglishC2000NationalReportCard.pdf

  15. Statistics Canada. (2007, April 26). Study: Demographic changes across an urban-to-rural gradient. The Daily. Retrieved from http://www.statcan.gc.ca/daily-quotidien/070426/dq070426a-eng.htm

  16. Organisation for Economic Co-operation and Development Directorate for Education. (2004). Early childhood care and education policy: Canada country note. Paris, FR: OECD Secretariat.

  17. Statistics Canada. (2006, June 15). Study: Changing patterns of women in the Canadian labour force. The Daily. Retrieved from http://www.statcan.gc.ca/daily-quotidien/060615/dq060615c-eng.htm

  18. Organisation for Economic Co-operation and Development. (2008). Growing unequal? Income distribution and poverty in OECD countries, Country note: Canada. Paris, FR: OECD Publishing.

  19. Kan, M. Y., Sullivan, O., & Gershuny, J. (2011). Gender convergence in domestic work: Discerning the effects of interactional and institutional barriers from large-scale data. Sociology, 45, 234–251.

  20. University of Oxford. (2011, May 23). Why women are still left doing most of the housework. Oxford, UK: University of Oxford. Retrieved from http://www.ox.ac.uk/media/news_stories/2011/112304_1.html

  21. Toying with child care. (2006, April 6). The Ottawa Citizen. Retrieved from http://www.canada.com/ottawacitizen/news/citizensweekly/story.html?id=1ed75588-68b2-435a-a407-5cb45d31288b&k=8896

  22. Delacourt, S. (2011, February 3). Conservatives draw fire over comment on child care. Toronto Star. Retrieved from http://www.thestar.com/news/canada/article/932826--conservatives-draw-fire-over-comment-onchild-care

  23. Canadian Education Association. (2007). Public attitudes toward education in Canada: The 2007 Canadian Education Association (CEA) survey. Toronto, ON: Canadian Education Association. Retrieved from http://www.cea-ace.ca/sites/cea-ace.ca/files/cea-2007-public-education-in-canada-summary.pdf

  24. Pascal, C. (2009). With our best future in mind: Implementing early learning in Ontario. Report to the Premier by the Special Advisor on Early Learning. Toronto, ON: Queen’s Printer of Ontario.

  25. Offord Centre for Child Studies. (n.d.). School readiness to learn national SK cohort results: Based on the Early Development Instrument data collection for senior kindergarten students in Canada, Spring 2008. Retrieved from http://www.offordcentre.com/readiness/pubs/2008_11_12_National_SK_Cohort.pdf

  26. Janus, M. & Duku, E. (2007). The school entry gap: Socioeconomic, family, and health factors associated with children’s school readiness to learn. Early Education and Development, 18(3), 375–403.

  27. Pianta, R., Howes, C., Burchinal, M., Bryant, D., Clifford, R., Early, D., & Barbarin, O. (2005). Features of pre-kindergarten programs, classrooms, and teachers: Do they predict observed classroom quality and child-teacher interactions? Applied Developmental Science, 9(3), 144–159.

  28. Sylva, K., Melhuish, E., Sammons, P., Siraj-Blatchford, I., & Taggart, B. (2009). Effective Pre-School and Primary Education 3-11 (EPPE 3-11) final report from the primary phase: Pre-school, school, and family influences on children’s development during key stage 2 (age 7–11). London, UK: Institute of Education, University of London.

  29. Ackerman, D., Barnett, S., Hawkinson, L., Brown, K. & McGonigle, E. (2009, March). Providing preschool education for all 4-year-olds: Lessons from six state journeys. Preschool Policy Brief, 18. New Brunswick, NJ: NIEER; Southern Education Foundation. (2008). Time to lead again: The promise of Georgia pre-K. Atlanta, GA: Author.

  30. Gilmore, J. (2010). Trends in dropout rates and the labour market outcomes of young dropouts. Ottawa, ON: Labour Statistics Division, Statistics Canada.

  31. Concordia University. (2010, November 16). Disadvantaged youth more likely to be high-school dropouts, young parents and poor adults. ScienceDaily. Retrieved from http://www.sciencedaily.com/releases/2010/11/101116103630.htm

  32. Kershaw, P. (2011, April 5). We need a Canada that works for all generations. Vancouver Sun. Retrieved from http://www.vancouversun.com/

  33. Ruggeri, J., & Zou, Y. (2004). Population aging and per capita cash payments under the Canada Health Transfer. Ottawa, ON: Caledon Institute of Social Policy.

  34. Fortin, P. (2006, July 17). The baby boomers’ tab. In depth: Canada 2020. Retrieved from http://www.cbc.ca/news/background/canada2020/essay-fortin.html

  35. Graves, F. (2011). Accurate polling, flawed forecast: An empirical retrospective on Election 41. Retrieved from http://www.ekospolitics.com/index.php/2011/06/accurate-polling-flawed-forecast-june-17-2011/; Fortin, P. (2006, July 17). The baby boomers’ tab. In depth: Canada 2020. Retrieved from http://www.cbc.ca/news/background/canada2020/essay-fortin.html

  36. Toronto Board of Trade. (2010). Lifting all boats: Promoting social cohesion and economic inclusion in the Toronto region. Toronto, ON: Author.

  37. Kestler, L., Brennan, P., Walker, E., & Stowe, Z. (2006). “Peripartum depression, mother-infant interaction, and infant cortisol levels.” Paper presented at the annual meeting of the XVth Biennial International Conference on Infant Studies. Westin Miyako. Kyoto, Japan. 19 June 2006. Retrieved from http://citation.allacademic.com/meta/p_mla_apa_research_citation/0/9/3/8/8/p93889_index.html

  38. Paulson, J. F. (2010). Focusing on depression in expectant and new fathers: Prenatal and postpartum depression not limited to mothers. Psychiatry Times, 27(2). Retrieved from http://www.psychiatrictimes.com/depression/content/article/10168/1519072?pageNumber=3

  39. Onozawa, K., Glover, V., Adams, D., Modi, N., & Kumar, R. C. (2001). Infant massage improves mother-infant interaction for mothers with postnatal depression. Journal of Affective Disorders, 63(1-3), 201–207.

  40. Vanier Institute of the Family. (2011b). Profiling Canada’s families IV. Retrieved from http://www.vifamily.ca/media/node/371/attachments/FamiliesCountFINAL.pdf

  41. Higgins, C., & Duxbury, L. (2002). The 2001 national work–life conflict study: Report one. Ottawa, ON: Health Canada.

  42. Parental conflict can affect school performance. (2005, May 9). ScienceDaily. Retrieved from http://www.sciencedaily.com/releases/2005/05/050509114047.htm

  43. Porter, C. (2009, November 28). Unravelling over ‘seamless’ day for kids. Toronto Star. Retrieved from http://www.parentcentral.ca/parent/education/schoolsandresources/article/731989--porterunravelling-over-seamless-day-for-kids

  44. Toronto First Duty. (2009). Research findings from Phase 2 of Toronto First Duty and their implications for full day learning in Ontario. Retrieved from http://www.toronto.ca/firstduty/research_findings_from_phase_two_tfd%20.pdf

  45. Siraj-Blatchford, I., & Siraj-Blatchford, J. (2009). Early years knowledge review 3: Improving development outcomes for children through effective practice in integrating early years services. London, UK: Centre for Excellence and Outcomes in Children and Young People’s Services (C4EO). Retrieved from http://www.c4eo.org.uk/themes/earlyyears/effectivepractice/files/c4eo_effective_practice_kr_1.pdf

  46. Government of Australia, Department of Families, Housing, Community Services and Indigenous Affairs. (n.d.). Stronger families in Australia study: The impact of communities for children. Retrieved from http://www.fahcsia.gov.au/about/publicationsarticles/research/occasional/Documents/op25/default.htm

  47. Toronto First Duty. (2008). Toronto First Duty: Lessons from the TFD research. Retrieved from http://www.toronto.ca/firstduty/tfd_research_summary.pdf

  48. Centre for Community Child Health. (2011). Policy brief 21: Evidence-based practice and practice-based evidence: What does it all mean? Melbourne, AU: The Royal Children’s Hospital. Retrieved from http://www.rch.org.au/ccch/resources.cfm?doc_id=10885

  49. Gibson, A., & Hanvey, L. (2001). Special education in Canada. Perception, 25(2). Retrieved from: http://www.ccsd.ca/perception/252/specialed.htm

  50. Bennett, S., & Wynne, K. (2006). Special education transformation: Final report to the Minister of Education, The Honourable Sandra Pupatello: The report of the Co-Chairs with the recommendations of the Working Table on Special Education. Retrieved from http://www.edu.gov.on.ca/eng/document/reports/speced/transformation/transformation.pdf

  51. People for Education. (2011). Annual report on Ontario’s publicly funded schools 2011. Toronto, ON: People for Education.

  52. 52. Gibson, A., & Hanvey, L. (2001). Special education in Canada. Perception, 25(2). Retrieved from: http://www.ccsd.ca/perception/252/specialed.htm

  53. Canadian Council on Learning. (2009b). No “drop” in the bucket: The high costs of dropping out. Lessons in Learning (pp. 2–4). Retrieved from http://www.ccl-cca.ca/pdfs/LessonsInLearning/49-02_04_09E.pdf

  54. United Way. (n.d.). Volunteer as a family. Retrieved from http://liveunited.org/take-action/volunteer-as-a-family

  55. Dedel, K. (2005). School vandalism and break-ins. Guide No. 35. Centre for Problem-Oriented Policing. Retrieved from http://www.popcenter.org/problems/vandalism/

  56. Pearson Education, Inc. (2007). Most and least livable countries: UN Human Development Index, 2006. Retrieved from http://www.infoplease.com/ipa/A0778562.html#ixzz1Om97sBCC

  57. Corter, C., Pelletier, J., Janmohamed, Z., Bertrand, J., Arimura, T., Patel, S., . . . Brown, D. (2009). Toronto First Duty Phase 2, 2006-2008: Final research report. Retrieved from http://www.toronto.ca/firstduty/TFD_phase2_final.pdf

  58. Toronto First Duty. (2008). Toronto First Duty: Lessons from the TFD research. Retrieved from http://www.toronto.ca/firstduty/tfd_research_summary.pdf

  59. Ibid.

  60. Bennett, J. (2008b). Early childhood education and care systems in the OECD countries: the issue of tradition and governance. In R. E. Tremblay, M. Boivin & R. D. Peters (Eds.), Encyclopedia on Early Childhood Development. Montreal, QC: Centre of Excellence for Early Childhood Development (pp. 1-5). Retrieved from http://www.child-encyclopedia.com/documents/BennettANGxp.pdf

  61. Saul, J. R. (2007). People for Education 2007 Conference. York University. Toronto, ON. 3 November 2007. Keynote address. Retrieved from http://www.peopleforeducation.com/

  62. Statistics Canada. Estimates of population, by age group and sex for July 1, Canada, provinces and territories, annual, 2010. CANSIM Table 051-0001. Ottawa.

  63. Statistics Canada. (2011a). Father’s Day … by the numbers 2011. Retrieved from http://www42.statcan.ca/smr08/2011/smr08_157_2011-eng.htm

  64. Statistics Canada. (2011b). Quarterly Demographic Estimates. Vol. 25, no. 1. Statistics Canada Catalogue no. 91-002-XWE. Ottawa. June 22. Retrieved from http://www.statcan.gc.ca/bsolc/olc-cel/olc-cel?catno=91-002-X⟨=eng

  65. Ibid.

  66. Statistics Canada. (2005, March 22). Study: Canada’s visible minority population in 2017. The Daily. Retrieved from http://www.statcan.gc.ca/daily-quotidien/050322/dq050322b-eng.htm

  67. Ibid.

  68. Ibid.; Statistics Canada. (2011, April 27). Births. The Daily. Retrieved from http://www.statcan.gc.ca/daily-quotidien/110427/dq110427a-eng.htm

  69. Statistics Canada. (2007, April 26). Study: Demographic changes across an urban-to-rural gradient. The Daily. Retrieved from http://www.statcan.gc.ca/daily-quotidien/070426/dq070426a-eng.htm

  70. Statistics Canada. (2011, April 27). Births. The Daily. Retrieved from http://www.statcan.gc.ca/daily-quotidien/110427/dq110427a-eng.htm

  71. Ibid.

  72. Organisation for Economic Co-operation and Development. (2011). OECD country snapshots on family and children policies and outcomes. Retrieved from http://www.oecd.org/document/4/0,3746,en_2649_34819_37836996_1_1_1_1,00.html

  73. Luong, M. (2008, May). Life after teenage motherhood. Perspectives, Statistics Canada, 5-13. Retrieved from www.statcan.gc.ca/pub/75-001-x/2008105/pdf/10577-eng.pdf

  74. Statistics Canada. (2008). 2006 Census: Aboriginal peoples in Canada in 2006: Inuit, Métis and First Nations, 2006 census: First Nations People. Statistics Canada Catalogue no. 97558XIE2006001. Ottawa. January 15. Analysis Series, 2006 Census. Retrieved from http://www12.statcan.ca/census-recensement/2006/as-sa/97-558/p19-eng.cfm

 

Next: Chapter 2: Early Life and Learning, Behaviour and Health

Download Full Report

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

© 2025 Atkinson Centre, All rights reserved
Contact Us

Newsletter sign up

© 2025 Atkinson Centre, All rights reserved
Contact Us

Newsletter sign up