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Q.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 regulator body?

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Q.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 regulator body?

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In May 2007, the Ontario government passed the Early Childhood Educators Act, 2007 (ECE Act), which established the College of Early Childhood Educators (CECE). In the public interest, this law is essential to the regulation and governance of Ontario's Registered Early Childhood Educators (RECEs) (College of Early Childhood Educators, n.d., para. 2).

These are the main features of the ECE Act that paved the way for the development of the CECE:

1. Definition of Practice: The Act defines what early childhood education professionals are expected to do in their daily work.

2. Membership Requirement: To practice early childhood education, an individual is required to be a member of the College.

3. Title Protection: The terms "early childhood educator" and "registered early childhood educator" are only permitted to be used by members of the College.

4. Functions and Duties: The Act defines the functions and accountabilities of the Registrar, along with clauses about registration, appeals, grievances, discipline, and committees that determine eligibility to practice.

The regulatory body was significantly shaped by advocacy. The CECE was actively lobbied for by supporters, including organizations that represent early childhood educators in Ontario, such as the Association of Early Childhood Educators of Ontario (AECEO). Their endeavors were directed towards guaranteeing elevated benchmarks, expert responsibility, and safeguarding the general welfare. Through advocacy, they brought attention to the necessity of a regulatory body that would protect children's welfare, maintain the integrity of the early childhood education profession, and encourage practice excellence.

In conclusion, lobbying efforts led to the development of the CECE, which is currently essential to upholding professional standards and guaranteeing the quality of early childhood education in Ontario. This was made possible by the ECE Act.

-Manjit

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The practice of early childhood education in Ontario is regulated by the College of Early Childhood Educators (the College) in accordance with the Early Childhood Educators Act, 2007 and the regulations and by-laws made under that Act.

The Early Childhood Educators Act, 2007, established the College. The Act includes:

A definition of what constitutes the practice of the profession;

A requirement for persons to be members in order to practise the profession;

Title protection authorizing only members of the College to use the titles "early childhood educator" or "registered early childhood educator" or an abbreviation;

Roles and responsibilities of the Registrar; Registration Appeals, Complaints, Discipline, Fitness to Practise
Committees; and

Transitional provisions.

Early Childhood Educators Act, 2007
Early Childhood Educators Act, 2007
Regulations
Continuous Professional Learning Regulation
Designation of Geographic Area
Professional Misconduct Regulation
Registration Regulation
Submissions to Government

Submission to the Standing Committee on Social Policy: Bill 27 (November 2021)

Submission to the Standing Committee on Social Policy: Bill 283 (May 2021)

Letter to Ministry of Education and Ministry of College and Universities on COVID impacts on early childhood education programs (February 2021)

Letter to Public Health on COVID-19 vaccination for RECEs providing child care (January 2021)

Submission to Ministry of Education on proposed regulatory amendments under the Child Care and Early Years Act, 2014 (November 2020)

Letter to Ministry of Education on the five-year review of the Child Care and Early Years Act, 2014 (July 2020)

Letter to Ministry of Education and Report on Funding for Therapy (July 2019)

Submission to the Standing Committee on General Government: Bill 66 (March 2019)

Engagement on Class Size (February 2019)

Submission to the Standing Committee on Social Policy: Bill 48 (February 2019)

Submission to the Standing Committee on Finance and Economic Affairs: Bill 31 (April 2018)

Submission regarding standards for early childhood education college programs in Ontario (December 2017)

Bill 89 - College Submission (March 2017)

Response to the Ministry of Education's consultation on Ontario's renewed vision for the early years (January 2017)

College responds to the Protecting Students Act (October 2016)

Response to the proposed phase two regulations under the Child Care and Early Years Act (April 2016)

College submission to the Ministry of Education on modernization (November 2012)

Regarding Bill 242, Full Day Early Learning Statute Law Amendment Act, 2010

Letter to Minister Dombrowsky: Amendments to Bill 242 (April 30, 2010)

Cover letter for Submission to the Standing Committee on Social Policy (March 22, 2010)

Submission to the Standing Committee on Social Policy (March 22, 2010)

From the Ministry of Children and Youth Services

Letter from Minister Broten: Supporting early learning and child care (April 9, 2010)

Regarding proposed regulatory am endments to the Day Nurseries Act (replaced by the Child Care and Early Years Act).

Letter to Minister Broten (March 3, 2010)

Response from Minister Broten (April 15, 2010)

Regarding full-day learning for four- and five-year-olds

Submission regarding the Early Learning Advisor's advice to the Premier (September 5, 2008)

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The practice of early childhood education in Ontario is regulated by the College of Early Childhood Educators (the College) in accordance with the Early Childhood Educators Act, 2007 and the regulations and by-laws made under that Act. The Early Childhood Educators Act, 2007, established the College.

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Q.2.  What positive role does the CECE have for early childhood educators, children and families? 

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Q.2.  What positive role does the CECE have for early childhood educators, children and families? 

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CECE plays several positive roles in regulating the profession of early childhood education, which benefits both educators and the children and families they serve. First, CECE establishes and maintains professional standards for early childhood educators to ensure that they possess the required qualifications and skills to offer quality care to young children. Second, by regulating the profession, CECE helps to maintain accountability within the field to ensure that early childhood educators adhere to ethical guidelines and best practices. Also, they help elevate the status of every educator.

Lastly, they encourage educators to pursue continuous professional development, fostering a culture of learning and growth within the profession and this will not only benefit the educator but also the children and families by providing the best possible care.

-Leiza Espiritu

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Q.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?

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Q.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?

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AECEO is an organization established in Ontario that aims to support all Early Childhood Educators, regardless of the location they work in. It has a mandate to build and grow the campaigns led by ECE to improve the respect, recognition, wages, and working conditions of RECEs and early years staff in Ontario. The guest speaker Amber shared so much information in the presentation. In her presentation, the Building Leadership & Learning Communities Project stood out for me the most, since I was concerned about professional continuous learning. I understood that CECE encourages ECEs to participate in professional continuous learning, but I do not know where to join and how to keep learning the newest professional knowledge.

The guest speaker Amber shared that AECEO has a building leadership & Learning Communities Project, which helps to support the Decent Work and Professional Pay Campaign, provides practice about building relationships with communities, and supplies ongoing professional learning opportunities. Therefore, the Building Leadership & Learning Communities Project from AECEO is the most impressive information presented.

-Wing

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Q.4. What role can you play in the work that the AECEO does and why is your voice important? 

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Q.4. What role can you play in the work that the AECEO does and why is your voice important? 

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As stated in AECEO, our role as an educator involves the whole community of the education sector. It is most important to stay informed of the current policies, research, and concerns that are related to early childhood education to successfully advocate the needs of the children, their families, and us, the educators. This knowledge will also help us to promote the right campaigns and policies to ensure high-quality early childhood education, support the marginalized community, and advocate equity among educators in terms of compensation and professional learning.

Another role is to build relationships with different agencies, families, communities, and fellow educators. It is important to note that in cultivating relationships, we should not have personal biases or vested interests. This role will help us bring awareness of our importance as ECEs and our need for support and recognition. That is why our voice is important because it influences the community of early childhood education by pushing changes in the policies and practices. This is to improve our working environment and to have equal access to professional development and opportunities.

-Abegail

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College of Early Childhood Educator. (n.d.). Act and Regulations. https://www.college-ece.ca/about-us/act-and-regulations/