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                About the Childcare Resource and Research Unit

                The Childcare Resource and Research Unit is a policy research institute with a goal of early childhood education and child care for all --  fundamental  for women’s equality and a right for all children.

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                A bad bargain for us all: Why the market doesn’t deliver child care that works for Canadian children and families 5 Jun 2019 | Canada
                This paper is intended to promote and stimulate public and policy debate by highlighting the range of issues associated with relying on a child care market. It shines a light on a critical question that is fundamental to debate about child care in Canada: Is child care a public good or is it a private responsibility? It examines in some detail the broad concept of a marketized approach to child care and the practical implications of what relying on the market means for families, children, educators, the larger society and the public purse.
                Government of Canada announces members of new expert panel on early learning and child care data and research 5 Jun 2019 | Canada
                On June 4th, the Honourable Jean?Yves Duclos, Minister of Families, Children and Social Development, announced the selected members of the newly created expert panel on early learning and child care data and research. The Expert Panel brings together a diverse group of 14 leaders, practitioners, Indigenous representatives and experts in early learning and child care to provide advice on the development of an early learning and child care data and research strategy. The Expert Panel also supports the implementation of the Multilateral Early Learning and Child Care Framework and the Indigenous Early Learning and Child Care Framework.
                Early years teachers as leaders of change through reflexivity praxis? 5 Jun 2019 | Europe
                This English paper outlines the findings of a recent small-scale qualitative research study suggesting that Early Years Teachers (EYT), when offered time and space to document and reflect on their provision, subsequently transform their own pedagogy and effectively lead their colleagues in making crucial changes to support early reading in their settings. The EYTs engaged in this study recognized a shortfall in their current provision and actively pursued resolution as reflexive pedagogical leaders.
                Changing lives in our lifetime 29 May 2019 | International
                Save the Children's third annual Global Childhood Report examines the major reasons why childhood comes to an early end, and found significantly fewer children suffering ill-health, malnutrition, exclusion from education, child labor, child marriage, early pregnancy and violent death. A comparison of End of Childhood Index scores finds the overall situation for children has improved in 173 out of 176 countries since 2000.
                Child care and child outcomes: A comparison across European countries 29 May 2019 | Europe
                This 2016 report using data from OECD’s PISA, Eurostat and World Bank’s WDI explores how child cognitive outcomes at the aggregate country level are affected by macroeconomic conditions, specifically government education expenditures. It also investigates how investments received in early life are linked to child educational outcomes when children are adolescents. The report finds that higher shares of the sample with pre-primary education in early years are associated with better later outcomes.

                Many social programs support families, but child care is the backbone of them all.

                — National Council of Welfare, Preschool Children: Promises to Keep , 1999

                Why good child care?

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