Submission #2369

It has taken me days to organize my thoughts into words, and even now, I’m not sure I’ve fully captured everything I want to say.

The role of Pedagogical Support gave me the opportunity to enter the ELCC sector—something I have since realized is my lifelong career and exactly where I am meant to be. This work is incredibly rewarding, and I felt passionate about it from the very beginning. I am deeply grateful to have been given this opportunity from day one of a new EYC.

In this role, I provide additional support wherever it is needed, both for educators and for the children in our care. I step in on the floor and maintain ratios during staff absences due to illness, emergencies, or appointments, and I cover breaks when needed, so educators can take their well-deserved time to reset. I also provide classroom coverage so educators can focus on planning, documenting, and observing—essential aspects of quality care. Beyond that, I help wherever I am needed: supporting in classrooms, caring for children who become ill, assisting with maintaining the cleanliness of our centre, or simply spending extra time engaging with the children.

Reducing funding for Pedagogical Support—even by 50%—would be a significant loss for the sector, one that will quickly increase the strain on the workforce. Without this support, burnout and staff turnover will inevitably rise, while the overall quality of care declines. Childcare involves far more than simply meeting children’s physical needs. It requires extensive time for planning, documentation, and observation—work that is critical to supporting children’s development.

If support staff positions are reduced or eliminated, educators will lose the time needed to carry out these essential responsibilities. While children’s basic needs will always be met, the quality of their learning experiences will suffer as a result.