Developing the Report
The benchmarks for the ECE Report were established following an extensive review of monitoring tools developed in Canada and internationally, and in consultation with experts involved in the development of these measures. Nineteen benchmarks were selected and populated using available data compiled from past environmental scans (Beach et al., 2009; Beach, 2010), an analysis of government publications and reports, Statistics Canada data (including population estimates) and customs runs from the National Longitudinal Survey of Children and Youth (NLSCY) and the Labour Survey. Provincial/territorial profiles were developed using the above data, supplemented by a survey of, and key informant interviews with, provincial and territorial officials. Draft profiles were provided to officials for comment. Four seminars also helped to inform the content of the ECE Report. These are listed in the Acknowledgements section of EYS 3.
Reviews of early childhood education in Canada have traditionally focused on counting child care spaces and per capita funding levels. Research has either evaluated child outcomes or the quality of programs offered. Until the OECD’s 2004 review of early childhood education and care in Canada, there had not been an extensive evaluation of the policy frameworks that influence the environments that service providers operate in and in which small children learn and are nurtured. The ECE Report picks up on this work.
- 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
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