Quality Depends on Educators: Strengthening the Early Years Workforce Across Canada

The Educator at the Heart of Canada’s Early Learning Future

Across Canada, early childhood education is experiencing one of its biggest transformations in history. With the advent of the Canada Wide Early Learning and Child Care (CWELCC) system and the movement toward $10 a day care, families are gaining access to more affordable early learning than ever before. But behind every new space, every improved classroom, and every well designed curriculum stands the one element that ultimately determines the success of the entire system:

Educators.

Quality in early years centres has always and will always depend on the people doing the work. The individuals who greet children at the door with a warm smile. The ones who kneel down and connect at eye level. The ones who soothe crying infants, guide toddlers through conflict, model empathy, and create the emotional climate where children’s brains flourish.

• Without educators, there is no system.
• Without educators, there is no quality.
• Without educators, there is no early learning.

Yet the workforce is under strain. Retention is fragile. Burnout is widespread. And the expectations placed on educators grow every year.

Lets explore what it truly means to support, develop, and sustain the early years workforce in Canada  not just from a policy standpoint, but from a human one. It is a tribute to educators and a call to action for leaders.

Let’s begin with an honest look at the workforce landscape today.

The Workforce Reality in Canada Challenges That Can No Longer Be Ignored

If you walk into early childhood centres across Canada from Vancouver to Halifax, from Edmonton to Toronto you hear similar stories. Educators love the work, but they are tired. They are passionate, but sometimes overwhelmed. They are skilled, but stretched thin.

The staffing crisis is not theoretical; it is lived every day in classrooms.

One director described it perfectly:
“We have families waiting for spots, empty classrooms, and open job postings. What we don’t have are enough educators.”

Canada’s commitment to increasing access to childcare is inspiring and necessary, but it has also exposed loudly and clearly that the system cannot expand without investing in the people who sustain it.

Educators are experiencing:

• emotionally heavy workloads
• increased behavioural needs post pandemic
• expectations to integrate new curriculum frameworks
• growing pressure from families
• limited breaks
• physically demanding days
• rising documentation duties
  
  

And while wages are improving in some provinces, they often remain inconsistent, leaving educators with the difficult task of balancing passion with financial pressure.

But there is an opportunity here, one that Canada has never had before. For the first time, the national spotlight is on ECEs. The country is beginning to acknowledge that early childhood educators are professionals, not babysitters; developmental experts, not supervisors of play; and essential workers, not optional ones.

This moment in history can either deepen the staffing crisis or transform the profession forever.

Why Educators Are the Core of Quality

The quality of an early years program doesn’t come from the toys, the lesson plans, or the aesthetics. It comes from relationships.

• The educator is the curriculum.
• The educator is the emotional safety.
• The educator is the foundation on which all learning is built.
  
  

When you think about the children who thrive in early learning settings, it is rarely because someone bought a new sensory table. It is because an educator:

• listened
• laughed with them
• cared for them
• noticed their interests
• sat with them on tough days
• celebrated their small victories
• connected with their families
• created trust
  
  

These daily interactions shape the architecture of a child’s brain.

And this is why Canada’s mission to transform early learning must begin not with classroom tools but with the people inside those classrooms.

• When educators thrive, children thrive.
• When educators are respected, children feel respected.
• When educators receive training, children receive richer learning.
• When educators feel supported, interactions become warmer and more intentional.
• When educators stay, continuity and attachment deepen.
  
  

Everything comes back to the workforce.

Workforce Wellbeing Is Not a Luxury It Is a Predictor of Child Outcomes

Canadian studies consistently show that the emotional climate of the classroom is the greatest predictor of children’s wellbeing and the emotional climate begins with the educator.

• If educators are calm, children feel safe.
• If educators feel supported, children feel nurtured.
• If educators feel confident, children explore freely.
• If educators feel overwhelmed, exhausted, or undervalued, this naturally affects the entire environment.

This doesn’t mean educators must be perfect, it means they must be supported.

It is unfair and impossible to expect emotional excellence from professionals who feel:

• underpaid
• undervalued
• overstretched
• unheard
• unsupported
• isolated
  
  

A centre’s quality is not measured by its materials.
It is measured by the wellbeing of the educators.

A healthy educator equals a healthy classroom.
A supported educator equals a supported child.

The Canadian Push for Professional Development Why PD Matters More Than Ever

With the national movement toward higher standards and more spaces, professional development isn’t optional anymore, it's essential.

Across Canada, PD needs have expanded dramatically:

• how to support post-pandemic behaviours
• how to implement provincial frameworks (e.g., HDLH, BC ELF, FLIGHT)
• how to integrate Indigenous perspectives meaningfully
• how to support multilingual families
• how to use trauma informed and culturally responsive practices
• how to document learning authentically
• how to navigate educator mental health
  
  

Many educators feel the weight of these expectations but not always the support.

Effective PD does more than teach skills.
It builds professional identity.

A strong PD culture says to educators:

“You matter.”
“Your growth matters.”
“Your expertise matters.”
“You deserve to learn, evolve, and expand.”

In provinces where PD is prioritized, educator morale is higher.
Turnover is lower.
Quality is more consistent.

PD reconnects educators with their “why.”
It refreshes passion.
It instills confidence.
It strengthens teams.
It reduces burnout.

Professional development is not the extra
it is the heart of high quality early learning in Canada.

Leadership Support  The Make or Break Factor in Workforce Stability

Educators rarely leave the profession because they don’t love children.
They leave because they don’t feel supported.

A strong leader is not simply a manager.
A strong leader is a coach, a mentor, an anchor, a listener, and a protector of staff wellbeing.

The most effective Canadian early years leaders are the ones who:

• recognize effort publicly
• check in emotionally
• protect breaks and planning time
• distribute workload fairly
• support new educators with mentorship
• maintain a calm, respectful tone
• communicate clearly and compassionately
• keep expectations realistic
• encourage professional growth
• advocate fiercely for their team
  
  

When educators feel psychologically safe with their leaders, retention skyrockets.
When they don’t, turnover becomes impossible to control.

This isn’t about leadership perfection; it’s about leadership humanity.

Educators don’t need flawless leaders.
They need leaders who care.

The Heart of Retention Why Educators Stay (And Why They Leave)

Retention in early years centres isn’t a mystery. It follows clear patterns.

• Educators stay when they feel respected.
• They stay when they feel valued.
• They stay when their work is acknowledged.
• They stay when their leaders see them as humans, not staffing numbers.
• They stay when they have opportunities for growth.
• They stay when their contributions matter.
• They stay when they feel part of something bigger than themselves.

And yes wages matter. But culture matters even more.

Turnover happens when:

• the emotional load becomes too heavy
• burnout goes unaddressed
• professional identity is dismissed
• communication breaks down
• there is little opportunity to grow
• the environment feels chaotic
• educators feel replaceable
  
  

Retention is an emotional experience.
A relational experience.
A leadership experience.

And ultimately, it is an investment in quality.

Leadership That Transforms What Strong Leaders in Early Years Centres Actually Do

One of the greatest determinants of educator wellbeing in Canada isn’t curriculum, funding, or classroom resources. It’s leadership.

Educators consistently say that supportive leadership is the difference between staying in the field and walking away from it. A leader doesn’t need to have all the answers but they do need to offer connection, clarity, and calm.

Great leaders understand that early childhood education is emotional work, and so they lead emotionally. They understand that educators give pieces of themselves each day to children, and therefore leaders must give care, structure, and reassurance to educators.

Strong leaders do five powerful things exceptionally well:

1. They See People, Not Just Positions

A true leader notices the small things:

• who seems tired
• who’s been carrying extra weight
• who hasn’t had a break
• who needs reassurance
• who needs a challenge
• who needs to feel appreciated
  
  

When educators say they feel seen, morale rises instantly.
This sense of visibility builds loyalty, stability, and trust.

2. They Communicate Clearly and Compassionately

Confusion breeds stress.
Clarity breeds confidence.

Leadership communication must be:

• honest
• transparent
• respectful
• human
  
  

Educators thrive when they understand expectations not because they fear consequences, but because they feel supported.

3. They Protect Time Especially Breaks and Planning

In Canadian centres facing staffing shortages, breaks are often sacrificed. But educators cannot regulate children if they cannot regulate themselves. A strong leader advocates fiercely for protected time because they understand:

An educator with a moment to breathe becomes an educator with patience.

This is not a luxury. It is a necessity.

4. They Provide Coaching Instead of Judgement

Canadian early years educators are skilled, but the work is complex. Behavioral challenges have increased. Post-pandemic transitions have shifted children’s needs. Inclusion demands are higher.

Educators need coaching, not criticism support, not blame.

A powerful leader asks:
“What do you need? How can I help? What would make this easier?”

These questions transform professional identity and strengthen retention.

5. They Build Community, Not Just Teams

The strongest workforce retention strategy in Canada is simple:
belonging.

A leader who fosters connection through team meetings, celebrations, peer mentorship, open dialogue, and shared goals  creates a workplace educators never want to leave.

People do not stay because of policies.
They stay because of people.

Retention Strategies That Work Keeping Educators Inspired, Committed, and Growing

Every centre director asks the same question:

“How do we keep educators?”

The answer isn’t complicated, but it requires intentionality.

Here are powerful retention strategies that Canadian early years centres are using successfully:

1. 1. Build a Culture of Appreciation (Daily, Not Yearly)

A simple “thank you,” a note on a locker, a quick “I noticed what you did with that child,” means more than most leaders realize. Recognition fuels morale.

Educators want to feel valued not occasionally, but consistently.

2. 2. Celebrate Strengths, Not Just Fix Weaknesses

Instead of saying:
“You need to improve your documentation.”

Say:
“You connect beautifully with families. Let’s build on that strength while working on documentation together.”

Strength-based leadership boosts confidence.
Confidence boosts retention.

3. 3. Offer Opportunities for Growth

Canadian educators want:

• to learn
• to specialize
• to lead
• to mentor
• to be challenged
• to grow professionally
  
  

When a centre provides pathways leading a project, mentoring a new educator, spearheading a curriculum idea educators feel proud, capable, and connected to their profession.

4. 4. Encourage Educator Voice in Decision Making

Retention increases dramatically when educators feel heard.
Invite them to:

• planning conversations
• room changes
• policy updates
• new initiatives
• professional development topics
  
  

Educators want input.
Not because they want control, but because they want respect.

5. 5. Offer Emotional Support, Not Just Administrative Support

Educators carry children’s emotions all day. They need leaders who carry theirs.

This might look like:

• checking in
• offering a safe space to vent
• giving educators permission to reset
• supporting work-life balance
• recognizing overwhelm
• addressing conflicts with care
  
  

Emotional support stabilizes staff more than any policy ever could.

6. 6. Create Predictable Routines and Clear Structures

Chaos leads to turnover.
Consistency leads to security.

When educators know:

• who they’re working with
• what routines look like
• what is expected each day
• what support is available
• what systems exist
  
  

their stress decreases and confidence grows.

7. 7. Foster Strong Team Relationships

When educators feel connected to each other, they are far more likely to stay.
A centre with strong team bonds becomes a home, not just a job.

Community keeps people rooted.

Building a Culture of Professional Learning How Centres Can Create a PD Journey, Not Occasional Training

Professional development doesn’t become transformative through one workshop.
It becomes transformative when it becomes part of the centre’s identity.

Canadian early years centres that excel at PD do so because they integrate learning into every aspect of their culture. PD is not an obligation, it is a celebration of growth.

Here’s how strong centres build a PD culture:

They Start With Passion, Not Compliance

Educators are inspired by PD when it speaks to their interests:

• infant development
• trauma informed care
• play based learning
• social emotional development
• behavioural strategies
• documentation that feels authentic
• inclusion
• Indigenous knowledge
• emerging trends in Canada
  
  

When educators choose topics they love, engagement skyrockets.

They Provide Regular, Bite-Sized Learning

Not every PD needs to be a three-hour workshop.
Many centres use:

• weekly “reflection moments”
• quick learning bursts
• team discussions
• peer mentorship
• article reviews
• mini demos
  
  

Frequent micro learning builds confidence steadily.

They Support New Educators Deeply

The first 90 days determine whether a new educator will stay.

Centres with high retention rates assign:

• mentors
• welcome packages
• check-ins
• buddy systems
• gradual onboarding
  
  

This investment pays off immediately.

They Honour Learning Styles

• Some educators learn by reading.
• Some by observing.
• Some by doing.
• Some by discussing.

A PD culture embraces variety.

They Celebrate Growth Publicly

When an educator completes PD, leaders recognize it. When a team member applies new learning in the classroom, the whole team celebrates.

This creates a cycle of motivation, pride, and excellence.

They Connect PD to Practice

The most powerful PD is the kind that shows up in daily routines:

• a new conflict resolution strategy
• a refreshed approach to circle time
• a more nurturing transition strategy
• a deeper understanding of behaviour
• a culturally responsive classroom practice
  
  

PD becomes valuable when it becomes visible.

Canadian Provincial Differences Why PD Needs Are Not the Same Across the Country

Canada is vast geographically, culturally, and politically which means PD needs differ across provinces and territories. A centre in Manitoba may not face the same workforce pressures as one in Quebec or New Brunswick.

Here are real differences that shape PD needs:

Ontario

Strong emphasis on How Does Learning Happen?, documentation, and emotional wellbeing.

British Columbia

Focus on the BC Early Learning Framework, nature pedagogy, and reconciliation.

Alberta

FLIGHT influences reflective practice and responsive routines.

Quebec

Unique system structure and workforce challenges due to large daycare expansion.

Atlantic Provinces

Rapid development of early learning frameworks and pressure to expand staffing rapidly.

Northern Territories

Cultural context, community connections, and land based learning are central.

A sophisticated PD culture respects these nuances.

Supporting Educator Mental Health A Workforce Priority Canada Can No Longer Ignore

Educator mental health is not a private matter, it is a professional matter.

Across Canada, educators describe feeling:

• exhausted
• emotionally drained
• overstimulated
• underappreciated
• overwhelmed by behaviours
• isolated in their roles
  
  

When mental health declines, turnover increases.
When mental health is supported, retention rises and quality stabilizes.

Strong centres implement mental health strategies such as:

• wellness check ins
• protected breaks
• calm-down spaces for staff
• open communication
• policies that respect boundaries
• leadership that listens without judgment
  
  

A mentally healthy educator is an emotionally available educator.
And emotionally available educators are the core of children’s learning.

Staffing Models That Actually Support Educators Not Overwhelm Them

One of the most overlooked elements of quality in early years centres is the staffing model itself. Many centres across Canada operate in a constant state of “survival mode” due to shortages, turnover, and unpredictable schedules. But a thoughtful, intentional staffing model can transform not only the daily experience of educators, but also the atmosphere of the entire centre.

An effective staffing model places stability before convenience. It prioritizes consistent pairings so educators are not working with new partners every week. It builds predictability into routines so staff know exactly what their morning looks like, what their afternoon feels like, and where they will be needed. It protects breaks not as an afterthought, but as a central part of the day because educators who can pause and recharge return to children with patience and presence.

Canadian centres thriving with strong staffing models often create gentle rhythms instead of rigid structures. They understand that children, educators, and families all benefit from relational consistency. When educators work with the same co teacher, they develop a shared understanding, a mutual flow, and a predictable partnership. Conflicts decrease. Communication becomes smoother. And children feel the emotional stability of a united team.

A supportive staffing model also ensures float staff or relief educators are present, not as “extras,” but as essential parts of the team. Centres that successfully combat burnout often budget intentionally for coverage acknowledging that educators deserve planning time, need mental health breaks, and must attend training without classroom chaos.

In short, staffing models are not simply logistical documents. They are wellbeing frameworks. They determine how supported educators feel. They determine whether the day feels rushed or grounded. And most importantly, they determine whether an educator ends the day energized or depleted.

Growing Your Own Future How Centres Create Long-Term Workforce Stability

Retention is not just about keeping today’s staff; it’s about building pathways for tomorrow’s educators as well. Many leaders across Canada are discovering the power of “grow-your-own” models that nurture talent from within the community.

This begins by identifying educators who show leadership potential, those who calmly guide others, those who are already supporting new staff, or those who naturally take initiative in the classroom. Instead of waiting for burnout to push them away or for opportunity to pull them elsewhere, strong leaders create mentorship pathways that deepen their commitment. Educators who feel their workplace sees potential in them often stay longer and give more.

Another approach is building partnerships with colleges, universities, and local high schools. Many Canadian centres offer internships, field placement opportunities, and introductory courses on early learning for young people. These initiatives expose future educators to the field early, giving them a taste of the joy, purpose, and meaning found in early childhood education.

Some centres create internal training programs where assistants can become ECEs and ECEs can become leads or supervisors. Others offer financial support toward courses, pay for professional development, or reward long-term commitment with additional training opportunities.

Long-term stability grows when centres intentionally develop careers rather than simply hiring for immediate needs. When educators feel they have a future in their workplace, not just job  retention becomes a natural outcome.

Canada’s Vision A Future Where Educators Are Respected Professionals

Canada is at a turning point. With billions of dollars being invested into early learning, the country is increasingly recognizing that childcare is not simply a service, it is an essential component of the nation’s economic, social, and developmental future.

But this future cannot be built on empty rooms, unfilled positions, and exhausted educators. It must be built on a foundation of respect, recognition, and professional identity. It must acknowledge that early childhood educators are not assistants to learning, they are creators of it. They are not supporting cast members in children’s lives, they are leading roles in children’s earliest chapters. They are not “the people who watch children” they are the individuals shaping attachment, emotional regulation, language development, social skills, confidence, and foundational learning.

The future must reflect their expertise. It must protect their mental health. It must pay them fairly. It must honour their contributions. And it must provide pathways for professional growth.

If Canada continues building the early learning system without building the workforce behind it, the foundation will crumble. But if Canada invests intentionally in educators, the system will become one of the strongest in the world.

Inspiring Success Stories What Happens When Centres Prioritize Their Educators

Across the provinces, many centres are already proving that change is possible.

In Nova Scotia, a centre director introduced weekly reflective team circles, where educators could share challenges and celebrations. Within six months, turnover dropped significantly, and the emotional atmosphere changed entirely. Staff began supporting each other instead of struggling alone.

In Alberta, a program created a mentorship model pairing new educators with seasoned ones. This eliminated the fear and loneliness many new staff feel. The result? New educators reported feeling “part of the family” within weeks rather than months.

In Ontario, a centre implemented dedicated wellness breaks and scheduled float staff intentionally. Educators began returning to classrooms with more joy, more patience, and more energy. Behaviour challenges decreased not because children changed, but because educators finally had the emotional space to support them.

In British Columbia, leadership invested heavily in ongoing training connected to the BC Early Learning Framework. Educators began taking ownership of curriculum planning and reflective practice. As their confidence grew, so did their sense of pride and professional identity.

Each of these stories proves the same truth:

When educators feel supported, everything improves.

• Children thrive.
• Families feel secure.
• Teams become cohesive.
• Centres become warm, stable, nurturing communities.
• And the profession grows stronger for the next generation.

 A Call to Action Canada’s Early Years Future Depends on You

This entire series has focused on one message:
quality depends on educators.

The next decade of early learning in Canada will be shaped by the decisions leaders make today. Will educators be treated as essential professionals? Will workforce wellbeing be placed at the centre of quality improvement? Will leadership, PD, and mental health be priority investments not optional ones?

Every Canadian child deserves educators who feel proud, supported, confident, and emotionally grounded. Every educator deserves workplaces where their role is respected, their needs are acknowledged, and their growth is nurtured.

If Canada truly wants a world-class early learning system, it must build a world-class early years workforce  and that begins with one centre, one leader, one educator, and one decision at a time.

Early childhood education is not just a field.
It is a calling.
It is a responsibility.
It is a gift.
And it is the foundation of the nation’s future.

For the educators working tirelessly each day: you are the heart of Canadian early learning.
For the leaders guiding teams with care: you are building the future, one educator at a time.
And for the children, the ones who run through your doors each morning with excitement are the living proof that your work matters more than you may ever know.

Canada’s early learning system will grow. But its success will always depend on the people willing to stand in those classrooms, open their hearts, and shape the first years of a child’s life.

This is your work.
This is your impact.
And this is your legacy.