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