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Learn Through Active Play (LTAP) is a professional development program that empowers early childhood educators and child care professionals with the skills to build confident, meaningful active play habits that fit naturally into every part of your day. You’ll learn how to create inclusive environments that invite movement, support smooth transitions, and strengthen relationships with children and colleagues. LTAP is delivered to the entire early learning and child care workforce, as well as to ECE students in post-secondary programs, ensuring everyone has access to this shared foundation. LTAP provides ongoing support and mentoring to increase pedagogical capacity in early learning environments, access to additional fully funded workshop opportunities, and a range of resources available on our website. LTAP brings together simple, consistent shifts and practical strategies that make active play accessible, joyful, and sustainable so active play doesn’t interrupt your day, it enhances it.

Guidelines to support collaboration between early learning and school-based educators. Drawing on workforce experiences, this resource outlines practical strategies for co-managing shared classrooms - clarifying roles, communication routines, and joint planning to strengthen professional relationships and improve learning environments.

Educator specialization in early childhood, such as having a diploma, degree or certification in areas like child development or education, is often viewed as a marker of program quality. A review of 16 studies involving more than 15,000 preschoolers examined whether this specialization is linked to children’s outcomes. Results showed very few consistent associations. Small positive links were found for children’s language and social skills, but not for mathematics, vocabulary or letter recognition. These findings suggest that while specialization may have some benefits, it is not a strong stand-alone predictor of children’s development.

Research has long questioned whether more years of educator experience in early childhood settings improve children’s outcomes. A review of 32 studies, covering over 28,000 children and 4,000 educators, found little evidence of consistent links. Across areas such as vocabulary, math, and social development, children’s outcomes did not reliably improve with additional years of educator experience. These results suggest that experience alone may not be a strong indicator of quality in early childhood programs, pointing instead to the need to examine other factors that influence learning and development.

Professional development (PD) is a powerful way to strengthen Early Childhood Education and Care. But with so many PD programs available, it can be hard to know which make the biggest difference. This review brings together evidence from over 30,000 preschool children to examine how PD impacts outcomes like school readiness, social-emotional skills, and language/literacy. Findings show PD works best when program content aligns with child outcomes and includes coaching. These results highlight where investments in PD can most effectively support both educators and children.

This paper is the result of a broader study that set out to uncover the innovative changes and practices in ECEC policy, practice, and pedagogy enacted across provincial/territorial boundaries in diverse communities across Canada with the hope of contributing to the ongoing conversation informing the development of a new system of ECEC in Canada.

This report by Dr. Emis Akbari and Kerry McCuaig examines how lowering qualification standards for ECEs affect child care quality in Ontario. It highlights the risks of reduced training requirements, emphasizing the importance of maintaining high standards to support children's development, educator well-being, and the long-term success of early learning programs.