This document provides an overview and comparison of child care in Canada and the United States. It discusses the history, underlying philosophies, program structures, roles of early childhood educators, and training needed in both countries. While child care is accessible, affordability is a major issue for many families. Overall availability of care is lower in Canada compared to some regions in the US. Both countries aim to support early learning and recognize the importance of child development, but more improvements are still needed.

1. Global perspective Child Care
Canada and United States
Sofia Abubeker, Fareeda Hapy, Suwon Choi
Huma Mir, Yuleisi Slina, Jenny Nguyen

2. Contents
 Formal/Informal
 History
 Underlying Philosophy
 Program Structure
 Roles of early childhood educators
 Training needed

3. Formal - US
 Working families with children, child care expenses
can consume a large portion of the family budget
 Low-income families-the expenses can be significant
 Some of the parents who use paid care may place
their children in care they consider unsatisfactory
because other arrangements are unaffordable, with
potential effects on a variety of child outcomes.

4. Informal - US
 Families use informal care in response to low-wage
working conditions
 Sometimes informal care meets family’s needs but, in
some cases the informal care met minimal standars of
health and safety
 A surprising number of families find the subsidy system
unhelpful
 Bureaucratic procedures and staff attitudes in agencies
that manage subsidies often discourage parents who
qualify from using this help
http://www.mdrc.org/publications/353/policybrief.html

5. History – US
 Firs educator was in1500.
―Reading, Writing, Arithmet
ic, and bookkeeping‖
 Firs kindergarten opened
for children aged about two
to six years by Friedrich
Wilhelm Froeble(1782-
1852)
 ―Bible‖, ―New England
Primer and the Horn Book‖

6. Underlying Philosophy/Availability and
Accessibility - US
 Poorly distributed in both public and private
providers
 Child care fees paid by parents equal, on average
 Only about 10% of eligible low-income parents get
the subsidies
 Less available to those who live in rural areas
compared to those who live in urban cities.
 Less professional training

7. Underlying Philosophy/Availability and
Accessibility – US(con’t)
 Those who live in urban cities and belong to a
middle class salaries have the same accessibility.
 Single mothers received more financial help from the
government then single fathers
 Child care is ―…less available in the south..‖
compared to northern U.S
 Lower-income areas have less availability compared
to middle and higher income families

8. Underlying Philosophy/Availability and
Accessibility – US(con’t)
 Child care is accessible in the United States, but the
problem lies on whether parents can afford them
 Child care in Washington and Massachusetts are the
most expensive and the least expensive is in
Mississippi
-Infant cost are around $7,000-$14,000 a year
-$3,400-$10,400 for school ages children
http://www.naccrra.org/randd/docs/Cost%20of%20Chil
d%20Care%20in%20the%20United%20States%202
010.pdf (cost by state)

9. Program Structure- US
 Bank Street Developmental
Interaction Approach
 The High/Scope Curriculum
 Montessori Preschool
Curriculum
 Opening the World of
Learning(OWL)
 Reggio Emilia Approach
http://nccic.acf.hhs.gov/poptopics/c
urricula-ece.html

10. Roles of early childhood educators -
US
 Teacher
 Master teacher
 Assistant teacher
 Director

11. Training needed - US
 High school diploma or equivalent
 Work experiences
 Orientation
http://www.bls.gov/oco/cg/cgs032.htm#training

12. Underlying Philosophy - Canada
 Based upon the recognition emotional, physical, intellectual
and social growth
 Different learning centers, childcare provided public and
private care also provided such as day care, private homecare
 Child services among Canadians are distributed free with
government and volunteer help
 YMCA is one of the largest non-profitable childcare provider
 Provides individual attention, and financial support for parents
who aren’t able to provide it
 Helps provide disable children physical, and emotional help

13. Availability/Accessibility - Canada
 ―Canada ranked last among developed countries in terms
of access to early learning and child care spaces — and
last in terms of public investment."
http://www.cbc.ca/news/story/2009/02/06/f-daycare.html
 child care is mainly private meaning majority of families
have to pay for daycare and some have government
assistance from provincial and territorial ministry.
http://www.ccaac.ca/pdf/resources/factsheets/universality.
pdf
 More daycare now are offering after hours compared to
the 6am-6pm program
 "cbc chart http://www.cbc.ca/news/story/2009/02/06/f-
daycare.html

14. Program Structure - Canada
According to ELECT(Early Learning for Every Child
Today)
 Early child development sets the foundation for
lifelong learning, behavior, and health.
 Partnerships with families and communities
strengthen the ability of early childhood settings to
meet the needs of young children
 Respect for diversity, equity, and inclusion are
prerequisites for honoring children’s rights, optimal
development, and learning.

15. Program Structure – Canada (con’t)
 A planned curriculum supports early learning
 Play is a means to early learning that capitalizes on
children’s natural curiosity and exuberance
 Knowledgeable, responsive early childhood
professionals are essential.
Toronto District School Board ―Child Care Resource
Manual‖ 2nd Edition

16. Conclusion Canada/US
 Not enough child care; waiting lists are long, fess are
way too high; there are far too few subsidies to help
families.
 The lack of child care is affecting the quality of life for
Toronto families
 Both countries have more similarities than
differences in the child care
 Some differences in training programs like video
teleconferences and CDA credential training of ECEs
but their basic purpose is the same
http://mothersforchildcare.ca/?p=1592
http://www.mdrc.org/publications/353/policybrief.html