Submission #2389

I am writing to express my deep concern regarding the recent cuts to pedagogical support positions
within early learning programs in Prince Edward Island.
Having operated an early learning centre for over 30 years, I have witnessed firsthand how much our
sector has evolved. Our programs have expanded significantly to meet the growing and diverse needs
of our communities, including responding to government initiatives to increase access and create more
licensed spaces. In doing so, many centres—including ours—invested heavily in expansion, staffing,
and infrastructure to meet this demand.
It is therefore extremely frustrating to now see reductions in the very support systems that make this
expansion sustainable.
These roles are not “extra”—they are a vital part of the infrastructure that upholds quality in early
learning environments. Strong relationships are the foundation of high-quality programs. When staffing
is reduced—especially positions designed to support educators and programming—we weaken those
relationships and, in turn, jeopardize the well-being of both children and educators.
Pedagogical supports and above-ratio staffing levels provide the individualized attention, care, and
meaningful learning experiences that every child deserves. These roles enhance program planning,
strengthen curriculum delivery, and ensure that each child’s unique strengths and needs are
recognized and nurtured. They allow educators the time to truly connect with children, understanding
that development occurs at different rates and in different ways.
It is also important to highlight that our sector has actively supported educators in upscaling their
qualifications and certifications to meet higher standards of practice. This investment in professional
growth is undermined when the system simultaneously reduces the very supports that allow educators
to apply their skills effectively and sustainably.
Early childhood educators are already carrying significant demands. Reducing support only adds to the
pressure in an already strained sector. Recruitment and retention are at a critical point, and decisions
like this risk deepening the crisis further. Rural early learning centres may be impacted even more
severely, as access to qualified educators is already limited in these communities.
Support positions are essential to educator well-being and make it possible to create inclusive,
responsive, and high-quality learning environments. Without a strong pedagogical support system, we
risk diminishing the quality of care and education that families rely on and that children need to thrive.
Early childhood educators play an incredibly important role in the lives of children. The expectations
placed on them—to plan, implement, and build upon children’s strengths—are significant and vital.
Removing the supports that make this work sustainable ultimately undermines the entire system.
I urge parents, educators, and communities to stand together and be a collective voice for our children,
as they are our future and we must continue to invest in them.
Sincerely,
Tracy Doyle