Addressing Accessibility Issues in Early Childhood Education in Canada
Ingi Hong
Introduction
Accessibility in early childhood education (ECE) is a pressing issue in Canada, with significant challenges surrounding the availability and quality of early learning centers and daycare facilities (Irwin & Lero, 2021). According to the Centers for Disease Control and Prevention (2023a), early diagnosis and suitable services for children and their families can significantly impact the lives of children with disabilities. However, due to high costs or limited availability in their area, many children cannot access the services or education they need.
Beyond the general shortage of early learning centers, only one in five Canadian child-care centres offer high-quality care for children with disabilities (Irwin & Lero, 2021). This raises concerns about the accessibility of services for children who need additional care and attention, such as appropriate early intervention. In addition, the Ontario Human Rights Commission (2022) published the executive summary of the Right to Read document, highlighting the importance of early screening and intervention in early literacy development, such as word-reading difficulties.
This paper will explore the accessibility issues in ECE, particularly focusing on the shortage of centers that meet quality standards for children with disabilities. It will also discuss the importance of early intervention and its effects on parents who have children with disabilities. Furthermore, this paper will review the benefits of integrating digital technology as a solution to mitigate current accessibility issues in early screening and intervention. By highlighting technology-assisted early intervention for young children and their parents to propose solutions for improving accessibility in early childhood education.
Current Accessibility Issues in ECE
Shortage of Early Learning Centers and Daycare Facilities
The general shortage of early learning centers and daycare facilities in Canada is a significant barrier to ECE accessibility. Nearly half of Canadian children under the age of five live in areas where there are more than three children competing for every available childcare spot (Macdonald, 2023). This shortage is exacerbated by regional disparities, with rural areas experiencing even more pronounced gaps in service availability compared to urban centers (Macdonald, 2023). The lack of sufficient childcare options forces many parents to rely on informal or unlicensed care, which may not meet the same safety and education standards as licensed facilities. It makes many parents unable to return to work or pursue further education due to the lack of available childcare, which affects the overall economy. The high demand for limited spots also drives up costs, making childcare unaffordable for many families. The federal and provincial governments have recognized this issue and have made commitments to increase the number of available childcare spaces, but progress has been slow.
High-Quality Centers for Children with Disabilities
In terms of accessibility in ECE, early learning centers and daycares should be able to provide adequate service to children who have disabilities. However, Irwin and Lero (2021) state that only 20% of Canadian childcare centers offer high-quality care for children with disabilities. In other words, 80 % of early learning centers often lack the necessary resources, such as trained staff and specialized equipment, to provide appropriate care and support (Irwin & Lero, 2021). Consequently, children with various physical, emotional, and behavioral disabilities, as well as those on the autism spectrum, are often rejected by centers that are either at capacity or do not have the required staff (Irwin & Lero, 2021).
Then, what is the high-quality care? It involves more than just meeting basic health and safety standards. It requires an inclusive environment where children can engage in activities that promote their cognitive, physical, and social development. Several key attributes characterize a high-quality early childhood education program worldwide. According to a group of experienced early childhood educators representing diverse international backgrounds, seven dimensions of quality have been identified by the Association for Childhood Education International (Jalongo et al., 2004). It includes “(1) philosophies and goals, (2) high-quality physical environments, (3) developmentally appropriate and effective pedagogy and curriculum, (4) attention to basic and special needs, (5) respect for families and communities, (6) professionally prepared teachers and staff, and (7) rigorous program evaluation” (Jalongo et al., 2004, p.143). Attention to both basic and special needs is essential to providing adequate services, such as early screening and interventions (Jalongo et al., 2004). Unfortunately, many centers are not equipped to provide such services, leading to disparities in educational outcomes for children with disabilities.
Early Intervention (EI)
Benefits of Early Intervention
The Centers for Disease Control and Prevention (2023a) emphasize that early diagnosis and appropriate services can make a significant difference in the lives of children with mental disorders, reducing the need for more intensive and costly interventions later. Early intervention (EI) encompasses services and support for infants and young children with developmental delays and disabilities, along with their families. It can greatly enhance a child’s ability to acquire new skills, tackle challenges, and achieve success in school and life. For instance, children who receive EI services are more likely to achieve developmental milestones on time and have improved academic performance later in life (Centers for Disease Control and Prevention, 2023b). In addition, extensive research has demonstrated the success of various EI programs, leading to widespread recognition of their effectiveness as a preventative measure (Underwood, 2012) and better long-term outcomes for children with disabilities (Hall & Bierman, 2015).
In order to achieve a successful outcome, Meadan and Daczewitz (2015) suggest that EI practices prioritize families, grounded in evidence-based, active participation and training for parents, and service delivery in natural environments for children. EI impacts an individual child’s development path and supports them by providing the appropriate therapy, such as speech therapy, physical therapy, and other interventions, depending on the specific needs of the child and family. Moreover, one of the most crucial aspects of EI is active family involvement, particularly given the young age of the children benefiting from these services. Family engagement is fundamental because parents and caregivers play a pivotal role in a child’s development. Their consistent involvement can significantly amplify the positive outcomes of early intervention programs (Hall & Bierman, 2015).
Early intervention (EI) benefits to both children and parents. Parents of children with disabilities often face significant stress and uncertainty as they navigate the complexities of raising a child with special needs (Macdonald, 2023). EI programs can offer parents education and training on how to support their child’s development effectively. These programs also provide parents with access to a network of professionals and other parents who can offer guidance and emotional support (Hall & Bierman, 2015).
Barriers and Challenges
Although early intervention significantly influences young children’s development and overall life success, many children still lack access to these services, missing the vital period for their growth and development. To find solutions for accessibility issues, it is crucial to first identify the problems and barriers.
Underwoods (2012) highlights the lack of federal guidelines and funding for early intervention, as well as the absence of clear provincial legislation mandating these services. Consequently, defining and establishing early intervention services is challenging. As recommended, implementing EI services in natural environments like children’s homes, daycares, and communities faces significant challenges (Meadan & Daczewitz, 2015). Many interventions, including those involving parents, often do not occur at home, primarily due to barriers such as long travel distances for EI providers, which are costly in terms of time and transportation. Additionally, challenges such as a shortage of trained providers, difficulties in maintaining program credibility, engaging parents, and accessibility barriers due to cost and location further hinder widespread implementation (Hall & Bierman, 2015; Meadan & Daczewitz, 2015).
Despite these challenges, it is essential to customize service delivery based on children’s and families’ unique needs and situations. Additionally, Underwoods (2012) suggests that there should be federal mandates and funding for early childhood programs due to their profound impact on children’s development. To remove the barriers to access to EIs, we should explore technology-assisted intervention approaches to find practical solutions.
Accessibility and Technology
Researchers evaluate the effects of technology-based parenting interventions on both parents and children, and these interventions are delivered via web-based platforms, online discussion forums, mobile devices, and video teleconferencing (Hall & Bierman, 2015). Multiple case studies have observed positive outcomes such as increased parent knowledge, improved parenting skills, and reduced parenting stress (Kaplan et al., 2014). The same as any other theory and model, it cannot explain everything; technology-assisted or based interventions are no exception. However, since technology adds various and flexible approaches to traditional interventions, it could provide a complementary way to improve accessibility and convenience for diverse populations.
Web-Based Platforms & Online Discussion Forums
Web-based platforms and online discussion forums showed some positive outcomes in providing resources and specific parenting programs, leading to enhancements in child development knowledge and parenting confidence (Hall & Bierman, 2015). Even though the effectiveness of web-based interventions can vary, these platforms provide insight into valuable interactive features like online classes, discussion forums, and opportunities for parents to seek support from experts and peers (Hall & Bierman, 2015). This highlights the need for ongoing evaluation and improvement of online parenting programs to ensure they effectively support parents and enhance child outcomes. Some studies showed that access to online parent education programs and discussion forums can lead to decreased parenting stress and improved coping skills among participants (Kaplan et al., 2014). Additionally, several researchers have found that when a service provider is not physically present, parents tend to be more actively involved. Providing early intervention services remotely is a logical solution for addressing service gaps and lowering delivery costs (Meadan & Daczewitz, 2015).
Mobile Devices & Video Conferencing
Using mobile devices, including text messaging, phone calls, and email, for parenting interventions has resulted in improved parental engagement and positive changes in child behavior (Hall & Bierman, 2015). For instance, technology-assisted interventions enable active parental involvement by facilitating easy follow-ups through text, phone calls, and emails with EI providers and experts. Coaching and parent communication via videoconferencing also effectively promoted parent skill acquisition and reduced child behavior problems, especially among families facing various challenges (Meadan & Daczewitz, 2015). Consequently, this support makes weekly home visits or in-person meetings more effective for improving child behavior and outcomes (Hall & Bierman, 2015). The use of mobile devices and video conferencing provided additional support and guidance to parents, contributing to positive results in parent-reported knowledge, attitudes, and behavior compared to minimal intervention or support (Hall & Bierman, 2015; Meadan & Daczewitz, 2015).
The integration of technology-based parenting interventions facilitated continuous support and interaction between parents and professionals, bridging gaps in access to resources and expertise. These technologies offer a convenient and flexible means of delivering interventions, allowing for real-time feedback, guidance, and skill-building opportunities for parents. By combining the convenience of mobile devices with the interactive nature of video conferencing, interventions can be personalized and adapted to meet the specific needs of families, ultimately leading to improved parent engagement, enhanced parenting skills, and positive outcomes for both parents and children.
Conclusion
In conclusion, the accessibility challenges in Early Childhood Education (ECE) in Canada present significant barriers to quality education for children. The shortage of high-quality early learning centers and daycare facilities, especially for children with disabilities, stresses the urgent need for improved services and support mechanisms in the ECE sector. Despite government efforts to increase ECEs’ wages to boost childcare workforces (Government of Ontario, 2023), however, the availability of childcare spaces, progress has been slow, leaving many families struggling to access suitable care for their children (Macdonald, 2023).
Early intervention (EI) plays a crucial role in supporting children with developmental delays and disabilities, offering them the opportunity to reach their full potential. However, barriers such as limited access to services, geographical disparities, and challenges in implementing interventions in natural environments pose obstacles to the effective delivery of early intervention programs.
The integration of technology in ECE, particularly through web-based platforms, online discussion forums, mobile devices, and video conferencing, offers invaluable insight into solutions which enhance accessibility and support for children and parents. These technology-assisted interventions showed positive outcomes in improving parental knowledge and skills, as well as reducing parenting stress, ultimately leading to better child outcomes.
Moving forward, it is essential to continue exploring innovative approaches, such as technology-assisted interventions, to overcome barriers and ensure equitable access to early intervention services in ECE. By combining the strengths of technology with evidence-based practices, we can create a more inclusive and supportive environment for children with disabilities and their families, ultimately fostering positive outcomes in both education and life.
References
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