Submission #2363

Since the introduction of the pedagogical support role, the level of support both educators and children need has finally been met in a meaningful way.

Pedagogical support isn’t a luxury—it’s what allows educators to do their jobs well. Being able to step out of ratio, even briefly, creates the space needed to regulate, refocus, and return to the floor as a calmer, more present educator. That directly impacts the quality of care and learning we provide.

It also makes critical work possible: planning meaningful experiences, completing documentation, and—most importantly—observing children with intention. When we’re not stretched thin meeting basic ratios, we can actually notice patterns—what may be influencing behaviours, what sparks curiosity, and how each child is developing. From there, we can create thoughtful plans that truly support their growth.

Without pedagogical support, these opportunities disappear. Educators are left managing instead of teaching, reacting instead of understanding.

At the same time, expectations continue to grow. With added frameworks like AQI and increasing responsibilities, removing existing supports only adds more pressure. Educators are already stretched thin—this will lead to increased stress and burnout, which inevitably impacts the quality of care and creates barriers to children’s learning.

Cutting funding for this role doesn’t just affect educators—it directly impacts the quality of early learning environments and the support children receive during their most formative years.

This role is a game changer, and it deserves to be recognized and protected.