1.3 Early Childhood Education: Structures, Frameworks and Resources

Being a Leader

In most contexts, administrative leaders also work directly on the floor, navigating the dual responsibilities of “on-the-floor” leadership and administrative management. For this course, participants will focus on the leadership role encompassing financial management, human resources, governance, and the centre's overall operations. Beyond these administrative tasks, leaders are also responsible for fostering professionalism, ethical conduct, and staff well-being. They play a pivotal role in supporting staff development, advocating for quality early childhood education and care, and maintaining a collaborative and inclusive organizational culture.

Being a Leader or the Leader is more than just a title think about yourself as a Leader, lifting your staff as Leaders, the families as Leaders, and most of all the children that you are supporting as our FUTURE Leaders.  How are you supporting them to be their own leaders? We must be GREAT role models and understand that we are all leaders in our own ways.  – A Blanket Approach – Children are our Future; Children are our Future Leaders” (interviewed 18 Chiefs and 3 Friendship Centers)

Bringing Language and Culture into the Program

A high-quality Early Learning program grounded in First Nations practices should reflect the local language, cultural teachings, and ways of being. Work with the community to understand how these teachings should be brought into the program and what respectful implementation looks like.

Guiding Documents

There are a variety of documents that guide childcare and Early Childhood Education in the province of British Columbia:

• British Columbia's Child Care plan,
• BC Early Learning Framework
• BC Early Childhood Educator Occupational Competencies
• Code of Ethics: Early Childhood Educators of BC

The Early Childhood Educators of British Columbia (ECEBC) Code of Ethics is a guiding framework for professional conduct, ensuring that early childhood educators uphold the highest standards in their work with children, families, and communities. It emphasizes respect, integrity, and lifelong learning, aligning with the belief that children are sacred gifts full of potential.

All of these documents share the goal of building quality childcare for children and families. Whether you are working in BC or elsewhere, reviewing these documents and researching their parallels in your setting is a valuable activity. In this section, you will explore these documents and reflect on the value they add to your centres.

References

British Columbia Ministry of Education. (2025). Our plan: Childcare BC. https://www2.gov.bc.ca/gov/content/family-social-supports/caring-for-young-children/child-care-strategy

British Columbia Ministry of Advanced Education. (2001). Childcare sector occupational competencies. https://www2.gov.bc.ca/assets/gov/education/early-learning/teach/ece/bc_occupational_competencies.pdf

British Columbia Ministry of Education. (2019). British Columbia early learning framework. Ministry of Education, Ministry of Health, Ministry of Children and Family Development, & Early Advisory Group. https://www2.gov.bc.ca/gov/content/education-training/early-learning/teach/early-learning-framework

The Early Childhood Educators of British Columbia (ECEBC). (2021). Code of ethics. (7th ed.). https://www.ecebc.ca/resources-merchandise/code-of-ethics

The BC Childcare Plan

The BC Child Care care plan aims to establish child care as a core service. The plan focuses on affordable, high-quality, inclusive, and culturally safe childcare accessible to all families.

First, read the Government of BC's (2018) "Child Care BC: Caring for Kids, Lifting Up Families" guide to explore the plan further. This quick fact sheet from Stronger BC can also provide commonly requested information.

Once you have a basic understanding of the plan, take some time to listen to Grace Lore (2023), British Columbia's Minister of State for Childcare, as she shares insights on the BC Child Care Plan, outlines expectations for group childcare programs, and discusses the future steps for childcare advocates in this engaging podcast.

References

Government of British Columbia (2018). Child Care BC: Caring for Kids, Lifting Up Families" guide.

https://www.bcbudget.gov.bc.ca/2018/childcare/2018_Child_Care_BC.pdf

Government of British Columbia (2024). Progress since the launch of Child Care BC. https://www2.gov.bc.ca/assets/gov/family-and-social-supports/child-care/our-plan/9107_childcarebc_factsheet.pdf

Lore, G. (2023, February). BC's path to universal child care [Audio podcast]. Minister of State for Childcare. Westcoast Child Care Resource Centre. https://www.wstcoast.org/news-articles/podcasts/bcs-path-universal-child-care-podcast-season-2-episode-6-grace-lore

Activity 1.3 | ECE Occupational Competencies

Occupational competencies for Early Childhood Educators have been developed to support building a qualified workforce of Early Childhood Educators. Many post-secondary institutions' programs and government policies are based on these competencies. Before engaging in the provided reflection, read the BC Child Care Sector Occupational Competencies to familiarize yourself with them.

Now take some time to review the BC First Nations Early Childhood Educator Occupational Standards.

Reflection

Consider how you might use these competencies to open a discussion with staff about the overall practices happening within your context:

• Where are the practice strengths in your programming concerning these competencies?
• What competencies need more attention?

Review section A-2 of the BC Child Care Sector Occupational Competencies, and read these statements outlining children’s rights:

1. “Understanding and respecting children’s rights is an essential part of good practice. Practitioners need to understand the concept of inherent rights and the relationship between rights and responsibilities.”

2. "Children’s right to participate in decisions that affect them, to their maximum developmental capacity"

Consider:

How is this lived in your centre? What practices demonstrate this competency?

Look to these examples for inspiration:

References

Aboriginal Child Care Society. (2018). BC First Nations' early childhood educator occupational standards. https://www.acc-society.bc.ca/wp-content/uploads/2018/06/Occupational-Standards-pr13-PRINT.pdf

British Columbia Ministry of Advanced Education. (2001). Childcare sector occupational competencies. https://www2.gov.bc.ca/assets/gov/education/early-learning/teach/ece/bc_occupational_competencies.pdf

BC Early Learning Framework

The BC Early Learning Frameworkfocuses on children from birth to age eight. It connects with BC’s Curriculum and Core Competencies, encouraging collaboration between early childhood educators and teachers.

The framework emphasizes reconciliation with Indigenous peoples by resisting colonial practices, honouring Indigenous knowledge, and aligning with the United Nations Declaration on the Rights of Indigenous Peoples (UNDRIP) and the Truth and Reconciliation Commission (TRC) Calls to Action.

The BC Early Learning Framework also promotes inclusive practices for children with diverse abilities. It introduces intentional new language, such as “living inquiries” and “pathways,” to inspire fresh perspectives on childhood care, learning, and holistic development.

Reflect

How does the governance structure of your ECE centre align with the principles of the BC Early Learning Framework, particularly in fostering collaboration, promoting reconciliation with Indigenous peoples, and creating inclusive practices for children with diverse abilities?

References

British Columbia Ministry of Education. (2019). British Columbia early learning framework. Ministry of Education, Ministry of Health, Ministry of Children and Family Development, & Early Advisory Group. https://www2.gov.bc.ca/gov/content/education-training/early-learning/teach/early-learning-framework

Truth and Reconciliation Commission of Canada. (2015). Truth and Reconciliation Commission of Canada: Calls to action. https://www2.gov.bc.ca/assets/gov/british-columbians-our-governments/indigenous-people/aboriginal-peoples-documents/calls_to_action_english2.pdf

United Nations. (2007). United Nations Declaration on the Rights of Indigenous Peoples (A/RES/61/295). https://www.un.org/development/desa/indigenouspeoples/wp-content/uploads/sites/19/2018/11/UNDRIP_E_web.pdf

Child Care Resource and Referral

Child Care Resource and Referral centre (CCRR) programs receive their funding through the Ministry of Education and Child Care and play a key role in improving the accessibility and availability of diverse child care options and services. |They offer a range of pertinent resources for any centre. These programs foster relationships within the childcare sector by providing services such as lending libraries and professional learning and networking to childcare providers. They also house the registry for licence-not-required childcare programs.

Find your local Child Care Resource and Referral centre through the BC Goverment website and explore their programming and resources. Additionally, consider visiting other CCRRs listed on the site, as they offer lots of great resources, and it is worthwhile to visit them all!

Reflect:

After exploring your local Child Care Resource and Referral centre and others, consider:

1. What is your definition of quality childcare?

2. How can you draw on these resources to critically reflect on your Early Learning and Care program?

Reference

Government of British Columbia. (n.d.). Find your child care resource and referral (CCRR) centre. https://www2.gov.bc.ca/ccrr-centres