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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.

This report reviews how provinces and territories across Canada are addressing early learning and child care workforce challenges through policy. It summarizes actions on wages, benefits, pensions, and workforce development, identifying key differences in how governments are implementing commitments under the Canada-Wide Early Learning and Child Care Agreements. The report highlights progress in improving compensation and professionalization but notes that uneven implementation continues to limit equity across jurisdictions. It calls for consistent national standards to ensure all early childhood educators are fairly paid and supported, regardless of where they work.

This report presents the results of province-wide surveys of early childhood educators and centre directors, exploring how wages, benefits, and professional development initiatives have shaped workforce stability since 2019. Findings show significant progress: most directors report higher job satisfaction and improved recruitment and retention following increases to the wage grid, the introduction of pensions, and access to post-secondary programs. Ongoing challenges include staffing shortages in rural areas and difficulties finding substitutes. The study highlights the importance of sustained investments in fair compensation and continuous learning to strengthen PEI’s early childhood workforce.

This study explores the factors shaping recruitment and retention in Hamilton’s early childhood education workforce. Drawing on interviews and survey responses from more than 120 educators, the research finds that low pay, heavy workloads, and limited opportunities for advancement remain significant barriers. Educators reported a lack of respect for their professional role, insufficient staff ratios, and a need for stronger workplace supports and benefits. The report offers concrete recommendations to improve educator well-being, strengthen professional recognition, and ensure sustainable workforce growth in Hamilton’s early learning sector.

This evaluation examines British Columbia’s Early Care and Learning Recruitment and Retention Strategy, part of the province’s ChildCareBC plan. The study draws on survey, census, and administrative data from 2019–2024 to assess progress toward building a stable, well-compensated, and valued ECE workforce. The report highlights modest gains in wages and professional development, alongside persistent staffing shortages and uneven progress toward long-term goals. It concludes with policy recommendations to strengthen career pathways, improve public recognition of ECEs, and align compensation with the broader education sector.

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.

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.

Power and Potential: Reframing the ECE Workforce as a Force for Social Change
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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.