Other publications
ACCESS: Preliminary results: Data set [PDF]
"Canadian child care: Preliminary results from a national survey during the COVID-19 pandemic"
Access full report (PDF)
Executive Summary in EN (p. i)
Executive Summary in FR (p. xx).
Research and expert perspectives agree that one of the key elements that determines the quality of an early childhood education and care program is the number of adults to children - the ratio/class size. However, it is also clear that the adult: child ratio is not the sole quality-determining element. Other important elements, especially training and qualifications, interact with ratio to form the structural and pedagogical base for quality in an ECEC program.
This companion document to Early childhood education and care in Canada 2008 highlights 30 important facts about Canadian child care, kindergarten and family leave.
Print copies of 30 quick facts about Canadian ECEC are free. Individual copies may be included with orders of other publications; otherwise bulk orders only. Contact us for bulk order details.
Selected presentation from the conference, Halifax, June 15, 2007.
Companion document to Early childhood education and care 2006, this publication presents a summary and analysis of the data and identifies key trends. Includes illustrative charts and graphs.
Print copies of Trends & Analysis 2007 are free. Individual copies may be included with orders of other publications; otherwise bulk orders only. Contact us for bulk order details.
This publication presents a summary and analysis of the data from Early childhood education and care in Canada 2004 and identifies key trends. Includes illustrative charts and graphs. Trends & Analysis 2004 is available in French and English.
Print copies of Trends & Analysis 2004 and Tendances et analyses are free. Individual copies may be included with orders of other publications; otherwise, bulk orders only. Contact us for bulk order details.
Gordon Cleveland and Michael Krashinsky, Economics,
Division of Management, University of Toronto at Scarborough
This paper examines eight myths often used to argue against public support for early childhood education and care. Its main objective is to respond to these eight myths, to subject them and associated research to critical scrutiny, and to respond in a popular fashion. Research evidence and logic are combined to provide a readable, economically-oriented critique to these frequently heard assertions. The myths are:
