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This 2016 review synthesizes more than three decades of research on what helps early childhood educators stay in the field. Drawing on 32 empirical studies, it identifies seven factors that shape workforce stability: wages and benefits, job satisfaction, organizational characteristics, education and training, demographic factors, job characteristics, and alternative employment opportunities. The review finds that higher pay, supportive workplaces, and access to professional development are consistently linked to stronger retention. Public and nonprofit centres that meet accreditation or policy standards show particularly low turnover, highlighting the value of sustained investment in a stable and qualified early learning workforce.

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.

Power and Potential: Reframing the ECE Workforce as a Force for Social Change
Check back for more information about the 2026 Annual Summer Institute.

The Halton Resource Connection (THRC) partners with individuals and organizations in the Halton community to support children and youth. It provides curriculum resources, services, equipment, and professional learning opportunities to improve the quality of care in early learning and childcare settings.

The Code of Ethics and Standards of Practice outlines the professional expectations, skills, and values for Registered Early Childhood Educators (RECEs). It defines the scope of the profession and informs both RECEs and the public about their responsibilities. As regulated professionals, RECEs are expected to uphold integrity and adhere to these standards both in their workplace and within the community.

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The Manitoba Child Care Association (MCCA) is a non-profit, membership-driven organization focused on advocating for high-quality child care and advancing early childhood education as a respected profession. MCCA provides resources and support to its members, aiming to cultivate pride and excitement in being part of a progressive and valued profession in early learning and child care.

The Early Childhood Educators of British Columbia (ECEBC) is an organization dedicated to supporting ECEs in BC. They provide professional development, training, and resources while fostering a community that values early childhood education. ECEBC advocates for the sector by empowering educators through education, collaboration, and leadership.

The Early Childhood Human Resources Council (ECEHRC) is a non-for-profit organization focused on strengthening the Early Learning and Child Care (ELCC) workforce in Newfoundland and Labrador. The Council works to improve the recruitment and retention of qualified ECEs by providing resources and support to current and future members of the ELCC sector.