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1. What piece of legislation mandated the creation of the College of Early Childhood Educators and what role does advocacy play in the creation of the regulatory body? (Robanpreet Kaur & Nneka Obasi)

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1. What piece of legislation mandated the creation of the College of Early Childhood Educators and what role does advocacy play in the creation of the regulatory body? (Robanpreet Kaur & Nneka Obasi)

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The College of Early Childhood Educators (CECE) was established as a result of the Early Childhood Educators Act, 2007, to mandate the early childhood education profession in Ontario (Straker, 2024). The Act specifies the role of the CECE in setting registration criteria and ethical and professional standards for RECEs, the main purpose being the protection of the public interest, i.e. children and their families (Straker, 2024).

Advocacy was a major factor in the formation of the regulatory body. The AECEO pushed for the creation of the CECE and was directly involved in the drafting and implementation of the Early Childhood Educators Act, 2007. The AECEO's advocacy work had as the goal to ensure that the regulatory body would safeguard the public interest, establish the appropriate standards for the profession, and contribute to the professionalization of early childhood education in Ontario (Straker, 2024).

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2. What positive role does the CECE have for early childhood educators, children and families? (Yin Ping Wu, Winnie, 301272157)

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2. What positive role does the CECE have for early childhood educators, children and families? (Yin Ping Wu, Winnie, 301272157)

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CECE mandate to serve and protect the public interest.

1.     Registration Requirement - All ECEs must register with the college to practice legally in Ontario. This ensures to meet specified education and training standards, promoting professionalism and competence within the field. By regulating registration, the CECE upholds the integrity of the profession, safeguarding the public and ensuring that only individuals who meet established standards are permitted to work in early childhood education settings.

2.     Public Register - The CECE allows the registered members of the public to verify the credentials and registration status of ECEs. This transparency promotes accountability and trust between educators, colleagues, children, and families. This can enhance families’ confidence in the education of their children.

3.     Standards of Practice - The CECE establishes and enforces standards of practice that govern the Code of Ethics, professional behavior, and responsibilities of ECEs. These standards ensure that ECEs provide high-quality care and education while upholding the rights and well-being of children and families. By setting clear expectations for professional behavior and practice, the CECE promotes consistency, quality, and accountability within the profession and the primary concerns for children, families, and the ECEs. For example, includes implementing health and safety protocols, supervising children effectively, and promoting positive social interactions.

4.     Continuing Competence - The RECEs are encouraged to participate in ongoing professional development and demonstrate continued competence in their practice. It helps educators stay updated on best practices, new research, and evolving trends in early childhood education, enhancing the quality of care and pedagogy. However, lifelong learning, and professionalism improvement, foster a culture of excellence and innovation that benefits educators, children, and families. Such as periodical workshops, courses, regular conferences, and emergent literacy strategies; able to enhance the efficacy of teaching skills.

5.     Complaints and Discipline Processes - The CECE establishes transparent processes for addressing complaints and disciplinary matters related to the conduct or competence of RECEs. These processes ensure accountability for resolving the problems. By implementing fair and transparent complaints and discipline processes, the CECE upholds public trust and demonstrates fairness then illustrates to the public, employers, or colleagues.

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3. What is the mandate of the AECEO and what stood out for you the most from the information presented by the guest speaker Amber? (Fathima Bisma Mohamed Iftikar)

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3. What is the mandate of the AECEO and what stood out for you the most from the information presented by the guest speaker Amber? (Fathima Bisma Mohamed Iftikar)

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The Association of Early Childhood Educators Ontario (AECEO) is a professional association for Early Childhood Educators (ECEs) in Ontario. Its mandate is to create and support a powerful collective voice for ECEs to be able to take part in and impact positive change that is beneficial for children, families, communities, and ECEs themselves. AECEO stands for respect, recognition, and appropriate wages and working conditions for all Registered Early Childhood Educators (RECEs). It is a voluntary membership organization, aiming at improving the standards of the early childhood profession. AECEO also seeks to develop and nurture an ECE-led movement to enhance the wages and working conditions of RECEs and early years staff in Ontario. Moreover, it aims at linking ECEs, early years staff, parents, and other allies through Decent Work Communities of Practice (Straker, 2024).

The most striking aspect of Amber’s presentation is the focus on the collective voice and advocacy activities of the AECEO that result in positive change in the ECE sector. The in-depth analysis of public policy work, the Professional Pay and Decent Work Campaign, and the roadmap to universal child care in Ontario demonstrates the substantial effect organized advocacy and community building can have on the working conditions, recognition, and professional standards of ECEs in Ontario (Straker, 2024).

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4. What role can you play in the work that the AECEO does and why is your voice important? (from Yuk Fun Lo Cherry, 301122414)

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4. What role can you play in the work that the AECEO does and why is your voice important? (from Yuk Fun Lo Cherry, 301122414)

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ACECEO has been committed to advocating for the rights and well-being of RECEs in Ontario, Canada. The organization is committed to establishing professionally recognized qualifications for RECE. And has been fighting for the most favourable wages, working conditions and related issues for colleagues in the industry. As society progresses and learning trends change, RECEs working on the frontline can understand the teaching needs and changes in current early childhood education jobs.

After joining AECEO as a RECE, you need to participate in policy advocacy work to promote the output and input of high-quality early childhood education. We act as advocates. One is to improve the future development of work for the industry. Our first-hand experience and industry knowledge can provide valuable insights into the challenges children face in early learning. This helps to develop more accurate and effective promotion strategies and syllabus for daycare centres and schools.

We need to actively participate in the activities and seminars organized by AECEO. Our experience and perspectives can help formulate industry policies to improve the service quality of early childhood education. Our opinions better reflect current educator needs and concerns, identifying them early so improvements can be made.

RECE as a member of AECEO need to speak out to build a good and fair platform for the early childhood education industry. This can foster an ideology of solidarity, take collective action when needed on issues that matter to the industry, and increase negotiating leverage.

Therefore, RECE's voice is not only about defending the rights of educators, but also about highlighting the critical role that early childhood education plays in children's development. AECEO needs our voices to contribute to improving the quality of early childhood education.

The information from: https://www.aeceo.ca/

What role can you play in the work that the AECEO does and why is your voice important? (Nneka Obasi)

As a student, I can help the Association of Early Childhood Educators Ontario (AECEO) in many ways. I can share new ideas and thoughts based on what I learned during my practical training in field practicum, carry out research, enrich discussion and bring innovative and effective practices in early childhood education (ECE). I can also give feedback on ECE training programs and suggest ways to make them better. My observations during training can help find areas where the education system can improve, making ECE training and practice better for future students.

My voice matters because I represent the future of ECE. My ideas can help AECEO tackle challenges and make the most of new opportunities in early childhood education.

By involving students like me, AECEO can help us feel a sense of belonging and care about the profession and help to raise future committed advocates for the rights and well-being of children, families, and ECE professionals throughout their careers.

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Association of Early Childhood Educators Ontario

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The Association of Early Childhood Educators of Ontario
(AECEO) is your professional association.

Click here to become a member. Click here to donate.

Our mission is to build and support a strong collective voice for early childhood educators (ECEs) so they can participate in and influence positive change that benefits ECEs, children, families, and communities.

We are dedicated to ensuring First Nation, Inuit, Métis and Afro-Indigenous educators are positioned to lead the resurgence of Indigenous communities.

Our work explicitly aims to be anti-racist, anti-oppressive, and inclusive to honour and acknowledge the diverse perspectives and gifts of our community members.

We intentionally acknowledge the unique barriers unrecognized and underserved communities face. Supporting these communities to be architects of the sector is critical to developing a truly inclusive child care system.

The Association of Early Childhood Educators of Ontario has been the professional association for ECEs in Ontario for 71 years. Its primary purpose is to advocate for respect, recognition, and appropriate wages & working conditions for all ECEs. The AECEO serves our members and the ECE community by:

Building the capacity and leadership of ECEs to advocate for their profession and the children and families they care for.

Participation in advocacy and advisory towards the provincial government and other decision makers to promote the quality of programs through increased recognition and compensation for ECEs.

Raising and disseminating ECEs' questions and concerns arising from new policies and programs and changes to current systems.

Collecting, analyzing and circulating relevant policy and research with a particular focus on implications and opportunities for the ECE workforce.

Supporting ECEs to connect with each other and to become more knowledgeable about the policies and systems that impact their daily work.

Working with partners to advocate for a high quality, publicly funded early childhood education and child care system that serves children from 0 - 12 years old, one that provides professional wages and working conditions for the ECE workforce.

College of ECE & AECEO

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Association of Early Childhood Educators Ontario

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Click here to become a member. Click here to donate. Our mission is to build and support a strong collective voice for early childhood educators (ECEs) so they can participate in and influence positive change that benefits ECEs, children, families, and communities.

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Straker, A. (2024). AECEO Class Presentation. Association of Early Childhood Educators Ontario. 2024-02-07 AECEO Class Presentation.pdf

(2024) Class Week 5 CECE Joining the regulated profession.pdf

(2017) CECE Code of Ethics and Standards of Practice