Why..WHY…do we have to keep being “resilient”? Why is that always the expectation placed on us?

For years, we have fought to be seen. To be respected. To be treated as the educators we are, not dismissed as babysitters. We have advocated for fair wages, pensions, and professional recognition. We have stood up for our rights time and time again.

We are highly skilled professionals who do far more than supervise. We nurture development, support emotional well-being, create inclusive learning environments, and lay the foundation for lifelong success. Our work is not optional—it is essential.

Yet the reality? More is constantly being added to our plates while less is being given in return. More responsibility. Higher expectations. And now, cuts to an extremely important role within our centres—cuts that will have a direct and lasting impact on educators, programs, and the families who rely on us.

This is not just frustrating—it’s unsustainable. What happens when educators burn out? When they leave the field? When the system can no longer hold itself together?

Remember when we were called essential? Essential enough to show up every single day during the uncertainty of COVID. Essential enough to put our health on the line so families could keep working and our communities could keep functioning. We carried that responsibility without hesitation.
If we are essential in a crisis, then we are essential, period!!

It’s time to stop asking us to be resilient and start treating us with the respect, support, and investment that reflects the critical role we play.

Pedagogical staff play a vital and often understated role in the effective functioning of our early learning centres. Their presence ensures that both children and educators are supported in meaningful and practical ways throughout the day.

One of the key contributions of pedagogical staff is their ability to step into classrooms and support the care and supervision of children. This allows educators the necessary time to complete essential responsibilities such as documenting children’s development, preparing progress reports, and engaging in reflective practices that enhance the quality of learning experiences.

In addition, pedagogical staff provide critical support during family meetings, enabling educators to communicate effectively with families while ensuring that the classroom continues to run smoothly. Their flexibility and responsiveness help maintain a balance between administrative responsibilities and high-quality child care.

Pedagogical staff also play an important role in guiding educators through systems such as AQI, helping them better understand expectations, improve their practices, and align with quality standards. Their mentorship strengthens the overall learning environment and promotes continuous professional growth within the team.

Beyond the classroom, their support extends to operational needs within the centre. Whether it is stepping into the kitchen when the cook is unavailable, assisting during staff shortages, or covering unexpected absences, pedagogical staff ensure that the centre continues to function efficiently without compromising the well-being of children.

Overall, pedagogical staff are an essential pillar of our centres. Their adaptability, knowledge, and willingness to support in multiple capacities contribute significantly to maintaining a high standard of care, fostering a collaborative work environment, and ensuring the best possible outcomes for children and families.

Pedagogical support, to me, means teamwork, care, voices being heard, power, and a true sense of belonging. It creates a space where educators feel confident, respected, and supported in their daily practice. It allows us to come together, share ideas, reflect on our experiences, and grow not only as educators, but as individuals.

Without having a pedagogical leader, educators are left to navigate challenges on their own. This can lead to uncertainty, inconsistency, and feelings of isolation within the team. It can become difficult to stay grounded in our values and frameworks, and to feel confident in the decisions we are making. Without ongoing support and reflection, there is a risk of burnout, disconnection, and a loss of passion for the work we do.

Pedagogical leadership helps guide our thinking, encourages meaningful conversations, and supports us in being intentional in our practice. It creates opportunities for reflection, collaboration, and continuous learning. When educators feel supported and heard, they are more present, responsive, and engaged with the children and families they work with.

Strong pedagogical support not only strengthens educators, but also enhances the overall environment for children. When we feel a sense of belonging and empowerment, we are better able to create nurturing, inclusive, and responsive spaces where every child feels safe, valued, and capable.

At Wonder Bees, we’ve been reflecting a lot on the recent budget cuts to pedagogical support, and the conversation feels incomplete without naming a bigger truth:

Family Home Centres have never had equal access to this support in the first place.
Pedagogical support is what helps educators grow, reflect, and respond to children in meaningful, informed ways. It strengthens programs. It supports inclusion. It helps us navigate the complex, human work of caring for children.
But for many Family Home Centre operators, that support has always been limited or entirely out of reach.
So when funding is cut, it doesn’t just reduce support, it deepens an already existing gap.

Family Home Centres are licensed.
We follow the same regulations.
We support children with diverse needs.
We build strong, responsive relationships with families.

And yet, we are often expected to do this work:
• without access to the same funding
• without the same professional supports
• while also carrying the full weight of running a program alone

Educator. Director. Administrator. Cook. Cleaner. Business owner.
All in one, often without a team to lean on.

We talk a lot about quality in early learning, so here are the facts.

* 1 in 3 childcare employees report burnout “often” or “extremely often”
* 37% of childcare workers report frequent burnout, compared to 24% in the general workforce
* Half our educators leave the field within 5 years. That means every second child care provider you meet, will no longer be present by year 5.
* 82% of childcare operators are struggling to hire qualified staff.
* 62% of operators have had to actively recruit in the last 2 years
(https://www.ymcaworkwell.com/cc-insights-to-impact-2024)

Those stats mean that:

* Educators your child bonds with are leaving
* Constant new faces in programs
* Rooms running short-staffed
* Experienced educators burning out and leaving faster then we can train new staff
* Programs struggling to stay consistent

As a FHC, we constantly hear from families leaving centers that have high turnover concerns that have driven them to look for alternative childcare arrangements (e.g. family home centers) And with a 50% reduction to funding for support staff – that’s about to get a whole lot worse. Already we have had families reach out, concerned about staffing cuts, and even pending classroom closures.

High staff turnover doesn’t just affect programs, it affects the relationships children rely on to feel safe, understood, and ready to learn. It affects language, disrupts attachment (the foundation for everything), impacts emotional regulation, and creates chronic stress.

As conversations continue around funding and support in early childhood, we hope to see Family Home Centres meaningfully included.

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

“There comes a point where we need to stop just pulling people out of the river. We need to go upstream and find out why they’re falling in.” Desmond Tutu.

There comes a point where we need to stop just throwing money and bandaids into the public schools due to “behaviour issues” and fully commit to investing focus and financial support into the Early Years communities in order to ensure that children during their most sensitive periods of development are having the best possible chance at success when entering kindergarten and beyond.

Imagine a reality where children entering into the public school system have strong emotional regulation, have social skills that promote fair and inclusivity, potential bullies have had guidance to funnel those same attributes into positive leadership skills and potential victims have developed a strong voice through confidence building to become much needed nurturers!

What a wonderful domino effect could happen, as now money could be spent on crucial investments in PSB like playground equipment, music & the arts, sports equipment, technology and innovation etc.

The government needs to look at just how valuable the flow between the 2 sectors could be and create more investments that are potentially beneficial and profitable to all stakeholders, especially our youngest citizens who will have the future task of fixing our today’s problems.

Every year there are more EA positions needing to be filled in PSB. However, early years sector are being affected by funding being taken away for necessary pedagogical support that enables ECE’s to offer the quality care and education within our centers that are working hard to regulate children in identifying and coping with big emotions that will absolutely affect their ability to not only learn, but to be successful as part of a classroom community. We are the frontlines to supporting children’s learning and mental health. Our government needs to recognize that what we do in years 0 to 5 has a direct effect on a child’s journey through not only academics but self-awareness and ability to become valuable members of society in all walks of life through the school years and after.

It all starts with the children.
Go up stream (or in this case “against mainstream”), and help prevent the children from falling through the cracks of the system!

Le mentorat pédagogique joue un rôle fondamental dans la qualité des services offerts au sein d’un CPE. Bien plus qu’un simple soutien, il permet d’accompagner les éducatrices au quotidien, de renforcer leurs pratiques et d’assurer une cohérence pédagogique dans l’ensemble du centre.

Dans un contexte où les heures de mentorat sont réduites, l’impact se fait rapidement sentir. Moins de présence terrain signifie moins d’accompagnement individualisé, moins d’observations, et donc moins d’opportunités d’amélioration continue. Pourtant, c’est justement ce suivi régulier qui permet de soutenir les éducatrices face aux défis quotidiens, notamment avec les besoins variés des enfants, les comportements complexes et les attentes élevées en matière de qualité.
Réduire ces heures, c’est fragiliser un pilier essentiel du fonctionnement du CPE. Investir dans le mentorat, c’est investir directement dans la qualité éducative, le bien-être des équipes et le développement des enfants.

What’s being proposed isn’t just a budget adjustment it’s a step backward for a sector that has worked tirelessly to grow, improve, and meet the needs of children and families. Centers across pei stretched themselves too expand spaces, support staff through training, and uphold high standards in programming, documentation, and family engagement.
Pedagogical Support staff are not an “extra” they are essential. When we remove or reduce that support, we are directly impacting the quality of early learning experiences.
We’ve come too far as a profession to lose momentum now. The work happening across PEI shows what’s possible when early years are properly supported and valued.
I strongly urge decision makers to reconsider these cuts and listen to the voices of those working on the front lines.

I would be lost without our pedagogical staff. These ECE’s step in with knowledge and love during the toughest moments from nap time, to transitions, to band aids and snuggling sick little ones. They are our capacity to make the day run smoothly. They are not simply an extra set of hands as you may assume. These educators build real relationships with children across the centre. Because of this, I can step away to reflect, plan, and document learning, knowing the children are supported by someone they trust. This is what allows early childhood education to be responsive and meaningful. Pedagogical support staff make all the special experiences we deliver possible.

This year, I have relied on our pedagogical support staff more than ever. Their support has directly impacted my capacity to show up for children with the time, patience, and intention they deserve. Reducing this support indicates to educators that our work is not valued or seen, it is a silent request for us to do more and to do it on our own time. If we value early childhood education, we must continue to invest in the people who make it possible.

As both a parent and an ECE, I have seen how important pedagogical support is within an early years centre. I see first hand just how valuable this on going support is that allows us to do the work we do every single day.

As a mom of a two year old – Its crucial that his educators are well supported, as children benefit through stronger programming and an environment that doesn’t feel burnt out. Cutting pedagogical support doesn’t just affect educators – it affects the overall quality of care and learning families rely on for our children.

I got my Level II ECA through the accelerated program in hopes to continue that. With the funding cut in place – it will be difficult for a lot of people to manage that.
It’s all very disappointing, and concerning.

To Whom It May Concern,

I am writing to express how important pedagogical staff have been in supporting me throughout my career in education. There have been many times when I have needed guidance, encouragement, and practical support, and the pedagogical staff have always been there to help me succeed.

Their knowledge, patience, and willingness to assist have made a tremendous difference in my professional growth. They provide mentorship, answer questions, offer resources, and help problem-solve challenges that arise in the workplace. Because of their support, I have been able to build confidence, improve my skills, and continue working in a career that I care deeply about.

Working with children who have extra needs can be incredibly rewarding, but it can also be emotionally and mentally demanding. Without the right supports in place, educators can experience stress, burnout, and challenges with their own mental health. This is why the support of pedagogical staff is so important. They help guide us through difficult situations, provide strategies, and remind us that we are not alone in this work.

With the recent cutbacks by the PEI government, I am concerned about the impact this will have on staff and on those of us who rely on their expertise and support. These positions are not extras—they are essential to the success of educators and to the quality of learning environments for children. Without these supports, the growth and development of the children they work with will decrease. The early years are critical, and the support children receive now helps shape who they become in the future. We are shaping our future citizens.

We all know that this profession still needs strong, caring, and dedicated educators. I can honestly say that I would not still be in this career if it were not for the help and encouragement I have received from pedagogical staff. Their work often happens behind the scenes, but it has a lasting and meaningful impact on both educators and students.

I hope their value is recognized and that decisions moving forward consider the critical role they play in supporting education in Prince Edward Island.

Sincerely,

Mary Robbins

It’s taken me a few days to really put my thoughts together on this. But I think I’m ready now. As an educator who’s been in the field for 6+ years, I can say that being an ECE is a hard but rewarding job. A few years ago a pedagogical support position came into the field and it was life changing. We had time each week that was guaranteed, even if someone was sick or ratio was high. Planning became an every week thing and my observations became more detailed, my planning became more creative and my overall well being improved. I loved hearing how excited my group was to spend time with the pedagogical support staff and to hear the different activities they did on my planning day. The pedagogical staff gives guaranteed planning and educators a money to step away and truly reflect. This has impacted my practice in such a positive way and it saddens me to hear there is talk of taking away those hours. If anything educators need more time and support rather than less. We all know how common burnout is in the ECE field and if we want to improve that we need to obtain the support we do have. And even consider more. The children deserve intentional planning, observations and learning experiences. I am my best self and educator when I have proper time to work, think and get creative. To take away this support even a little bit would be going back in the wrong direction. Educators are essential and children need prepared educators. I really hope that this decision can be reconsidered for the sake of all ECEs. – Signed a very passionate ECE

I am writing to express my concern about the cuts to pedagogical support funding in Prince Edward Island’s early learning and child care system. While I am not a certified Early Childhood Educator, I have been working as a summer student in the field the past few years, meaning I am aware of just how vital this field is. I am currently enrolled in a Speech-Language Pathology master’s program and have just completed my first year. Through both my academic training and practical experience, I am beginning to see just how critical the early years are for communication development. Knowing this, it is difficult to see funding being reduced for the very supports that help educators create responsive, language-rich environments.

From what I have learned so far, strong language development does not happen by chance. It happens through consistent, intentional interactions with adults who have the time and support to engage with children meaningfully. Pedagogical support staff help make that possible by giving educators the space to plan, reflect, and respond to children’s individual needs. Without this support, I worry that educators will be stretched too thin and that children, especially those who may already be struggling with communication, will have fewer opportunities to build these essential skills. Early gaps in language can have lasting impacts, and reducing support at this stage feels like a step in the wrong direction.

As someone preparing to work in a field that focuses on supporting children’s communication, I find this especially concerning. Early childhood settings are often where challenges are first noticed and where small supports can make a big difference. Cutting pedagogical funding risks losing those moments of early support and connection. I strongly urge decision-makers to reconsider these changes and to recognize the importance of maintaining strong supports for both educators and the children they care for.

As an Early Childhood Intern (ECI) on Prince Edward Island, who has also worked in a Pedagogical Support role, I find it deeply concerning to learn of a proposed 50% reduction in funding.
Having dedicated staff available to support the many responsibilities educators manage throughout the day is essential to the effective operation of any early learning centre. Reducing this funding will likely contribute to increased staff burnout—an issue that is already significant—and may limit the level of care and attention children are able to receive and deserve.
This decision carries broader implications beyond the classroom. If not reconsidered, it could impact not only the quality of early childhood education, but also parents’ ability to maintain employment and businesses’ capacity to operate effectively.

I am not going to rewrite what everyone has written before me, but I want to emphasize the importance of every single emotion I read in those impacts. One thing I have learned as an Early Childhood Educator is that perseverance and advocating are what we do best. I am a firm believer that knowledge is power, and now that the sector’s perspective is being heard, the right decision will be made. This has been such a rewarding position. It helps with workplace retention and contributes to better quality care for the children of PEI.

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.

I believe the field of education should have resources regardless of cost, especially given the importance and need on the island, where most children attend daycare. We know the demand is high, and unfortunately, the quality depends on political factors. Therefore, public policy is crucial to sustaining an early childhood education system. We need visionary leaders who support children and qualified professionals in charge.

On the other hand, as an educator, I see that there are positions like pedagogical support where the role is to provide support, but if they don’t do so adequately or if their support is nonexistent, it’s equally difficult to have support that exists only on paper but not in practice. Obviously, it’s necessary if this person truly fulfills their duties, but otherwise, it’s a pseudo-position.

Working with a mentor is an incredibly valuable support as an educator. A mentor provides help when I need to find resources or prepare an activity. When a child is sick or having a crisis, they are there to support me. A mentor helps manage the entire team, the staff, and the center, and without their support, educators have to work much harder.

A mentor also provides solutions and strategies for the classroom. Thanks to them, we can prepare fun and engaging activities for the children. They are truly our right hand. Without their support, the center can begin to decline, and it becomes very difficult. We have experienced this ourselves, and it led to a very strong burnout. Please think about us, the educators, the children and the families, this is really sad and disappointment :((((

At Morell & Area Early Learning Centre, we, like the entire sector, are struggling to understand how the recent decision to reduce funding for Pedagogical Support Staff aligns with the Government of Prince Edward Island’s stated commitments to strengthen, grow, and sustain our early childhood sector. The Progressive Conservative Party of Prince Edward Island has consistently spoken about the importance of recruiting and retaining qualified Early Childhood Educators, recognizing that a strong workforce is essential to building a high-quality early learning system. Public messaging has emphasized supporting educators, reducing burnout, and ensuring the system can grow while maintaining quality.

Yet this decision to reduce funding for pedagogical support staff does the opposite!

At our centre, this reduction represents a 50% loss of pedagogical support hours. This is not simply a budget adjustment or a number reflected at the bottom of a spreadsheet. It is a significant loss of real, human support within our centre. This reduction impacts our ability to respond effectively to the needs of children within our Early Years Centre. It limits our capacity to support educators in meeting the increasing expectations of high-quality care and education. It reduces the time and space educators have to reflect, observe, and plan in meaningful ways, particularly for children who require additional support now more than ever. At the same time, it places added strain on a workforce already facing growing demands.

Most importantly, this reduction represents a direct loss of income for qualified Early Childhood Educators in Prince Edward Island. These are professionals who stepped into these roles in good faith, trusting in the Government of Prince Edward Island’s commitment to support this sector and its workforce. For several years, we have heard consistent messaging about the importance of recruiting and retaining qualified educators to meet the growing demand for high-quality, accessible, and affordable child care. We have heard that we are the envy of other provinces, spoken of at a national level. Why? Because we, the sector, are holding up our end of the agreement and providing quality, responsive care, helping recruit new educators, and mentoring Holland College students entering the field of early childhood education. We are, at the government’s request, providing families with expansions in regulated EYC spaces across the island. How do you think these important moves are being made? WITH SUPPORT, support from our qualified, experienced, pedagogical support staff! Decisions such as reductions in funding for these positions raise serious concerns across the sector about how our government chooses to uphold its end of agreements and commitments. These pedagogical support positions are not just an “extra” staff member. They are what allow our centres to remain high-quality, responsive to the increased needs of children and families, and to assist educators in doing their jobs to the high standards PEI families have become accustomed to. They provide the time needed for planning, documentation, and reflection. They support quality programming, responsive environments, and the ability to meet the diverse and evolving needs of children.

Let’s look at the larger picture here. There is strong evidence-based research demonstrating that investment in early childhood education yields long-term societal benefits. Countries such as Finland and Norway, which invest heavily in early years systems, see stronger outcomes in education, health, and overall well-being. These systems recognize that investing early reduces future strain on schools, healthcare systems, and social services. We understand that cuts need to be made, but making them in places like early childhood creates strains and dependence on other sectors in the near future. Educators experience higher levels of stress and burnout. Turnover increases. Quality becomes harder to maintain. And children, particularly those who would benefit most from strong early supports, are the ones who feel the impact. The early years are not a place to reduce investment. They are the foundation for everything that follows.

As a sector, Early Childhood Educators have always been resilient. We adapt. We show up. We make it work. But resilience should not be used as a reason to continue removing essential supports. There is a growing sense across the field that we are being asked to carry more, with less, simply because we always have. During the COVID-19 pandemic, Early Childhood Educators were deemed essential. Centres re-opened, and educators stepped up in extraordinary ways to ensure that essential workers could continue their jobs. We cared for children so that healthcare workers, emergency responders, and other essential services could keep this Island running.

That reality has not changed; we, the early childhood educators, are essential to ensuring that every other sector’s employees on Prince Edward Island can show up to work because we are showing up to support their children’s care and needs day in and day out. If Early Years Centres are no longer able to operate effectively due to burnout, staffing shortages, and a lack of support, the impact will not be isolated to our sector. It will ripple across the entire Island. Parents will not be able to work. Essential services will be disrupted. Communities will feel the strain. Child care is not separate from the economy. It is what allows the economy to function.

We are not asking for more than what has already been recognized as necessary. We are asking for alignment between commitment and action. How does reducing support for educators align with the Government of Prince Edward Island’s stated commitment to recruit, retain, and support qualified Early Childhood Educators?

The strongest way to build the future of this Island is to invest in its people when it matters most. That begins in the early years!

Thank you for taking the time to read my thoughts on this matter! I hope you can reflect on how these decisions are impacting the early years sector and our precious next generation of leaders!

Paige MacLaren

Director of Morell and Area Early Learning Centre

Pedagogical support is important in the early years because it helps educators create meaningful learning experiences that support each child’s growth, development, and well-being. Through guidance, reflection, and ongoing learning, educators are better able to understand how children learn through play, relationships, and exploration. Strong pedagogical support also encourages inclusive practices, helps educators build confidence in their teaching strategies, and ensures children are given opportunities to develop socially, emotionally, physically, and cognitively in a safe and supportive environment. When educators are supported in their practice, children benefit from higher quality learning experiences that help build a strong foundation for future success.

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.

I am disappointed to hear about the budget cuts, as this funding has made such a meaningful difference for many of us in the field. I’m one of many who took the steps to success and continued on to the accelerated program to achieve my Level 3. Without this support, I likely wouldn’t have had the opportunity, or even considered, becoming an early childhood educator.
Now that I’m in the field, I see every day how valuable this additional support is. It strengthens our practice, helps us provide better care, and creates a more positive environment for both staff and children. These supports truly make a difference in maintaining a sustainable and rewarding workplace.
My hope is that the importance of this funding can be recognized, as it plays a key role in supporting educators at all stages of their careers, including those experienced professionals we look up to and learn from. Maintaining these supports helps ensure we can continue to thrive, not just get through each day.

My first experience with pedagogical support staff came at a critical moment in my career.

I graduated in June 2022, expecting to begin as a toddler classroom assistant while gaining experience. Instead, by September, I was placed as the head and only educator in a preschool classroom. I was newly graduated and not yet ready to carry that responsibility alone.

Many days, I felt overwhelmed and unsure if I was making the right decisions while trying to meet every child’s needs. It often felt like being pulled in every direction without the time to pause, reflect, or plan.

Pedagogical support staff changed that.

In our centre, they provide educators with time outside the classroom for planning and documentation, and step in as extra support during busy moments like celebrations. More importantly, they offer relief. Knowing I would have that time or extra help allowed me to breathe and regain a sense of balance.

The cuts to this funding are deeply concerning. Our sector is already stretched thin, with educators managing increasing needs while feeling undervalued and overextended. Pedagogical support staff are not an extra, they are essential.

We do not need fewer supports. We need more.

Pedagogical Support Workers provide an essential layer to childcare. They are available to step in when educators can’t, provide educators with documentation & planning time, provide extra support to children who need them.

As someone in the field, I have witnessed our pedagogical support staff bond with the children, forming the type of relationships that wouldn’t happen without the dedicated time to be able to.

Cutting back funding for pedagogical support is not only going to hurt the centres and staff, but it’s going to directly impact the children and their care negatively. Without having these members as part of the team, educators will not have time to meet the high demands put into place, leading to potentially less than adequate childcare.

We are taking steps backwards in a field that only needs steps forwards. This is the wrong choice.

My response to our government on their decision to cut childcare funding:

I AM outraged , we are “resilient” ok so how far do you want to stretch this work force? I am absolutely livid and I speak for majority of educators: ” we are burnt out NOW as it stands with extra supports we have in place, we love our jobs and we love the children BUT when providing QUALITY care is of upmost priority and you are ripping away what we absolutely need to function day to day and we are asking for more support on top of that, you have no idea how a day to day runs in a childcare centre and before these decisions were finalized YOU should have talked to directors, educators, families and other management agencies surrounding childcare so you could get a clear picture of what QUALITY over QUANTITY would look like.

Continued staff burn out
Constant staff over turn
More child and staff incidents (injuries)
No programming time
No time to document child’s progress or take proper observations
Constant state of chaos
Children become stressed and anxious causing further child development concerns
Parents become stressed and concerned
Educators leaving the workforce completely

Every single “classroom” should have nothing less then TWO full time educators, when NEEDED there should be funding set aside so centres can add additional support(SNA, IBI , Behavioural supports, trained and experienced) educators as needed in a timely manner, when educators take lunch and breaks there should be enough staff to cover those much needed breaks.

I hear this a lot and it’s not fair: we “chose” this line of work we need to adapt” we still deserve to be treated with every ounce of respect as any other career choice, and our children deserve every right to have the best care possible.

Signed,
A Mother( and Educator) of two boys who went through two licensed early years centres

pedagogy helps educators make intentional decisions—not just doing activities, but understanding why they are doing them and how those choices impact a child’s development. It connects theory with practice, so teachers can support children’s thinking, identity, culture, and emotional well-being in a more meaningful and respectful way.

Our Centre will be facing significant challenges come June when pedagogical support will be cut in half. This will drastically reduce support within the centre and classrooms and when that happens it will directly effect children, families, and educators. This cut will prevent educators the opportunity to create authentic planning and observations of the children off the floor and out of ratio. The pedagogical support leader is crucial to aid each classroom with the much-needed support for children’s individual needs. Pedagogical support individuals give all educators the ability to go-out of ratio to create action plans and individual goals for children in need that are tailored to that specific child(ren) to set them up for success in their future learning.

Pedagogy support staff in daycare are important because they help ensure high-quality early learning experiences for children. They help educators in using effective teaching strategies based on child development principles. Their support helps identify and respond to each child’s unique needs. They also assist in creating inclusive and engaging learning environments. In places like Prince Edward Island, they help maintain consistent standards across daycare centers. Overall, they improve both educator practice and children’s outcomes.

Pedagogical support made a meaningful difference in our centre by giving us dedicated time to plan and prepare thoughtfully. Having regular hours for activity planning, preparing materials, and completing documentation allowed everything to run more smoothly and intentionally, rather than last minute.
It also gave us the opportunity to focus on maintaining a clean, well-organized environment through deep cleaning, which directly supports children’s health and safety. In addition, we were able to be more mindful of AQI and adjust our routines to ensure children’s well-being.
The support also strengthened our implementation of the Pyramid Model, helping us be more consistent in building positive relationships, supporting social-emotional development, and responding to children’s needs in a calm and intentional way.
Overall, pedagogical support helped us feel more prepared, confident, and organized, which positively impacted both educators and children.

In early childhood education, pedagogy is crucial because it enables educators to comprehend how young children learn. It directs them to employ appropriate teaching strategies, attend to the requirements of every child, and establish a secure, enjoyable learning environment.

Ongoing support (like mentoring, coaching, or training) helps educators improve their teaching strategies, manage behaviour effectively, and reflect on their practice.

With good pedagogical guidance, educators plan activities that support cognitive, social, emotional, and physical growth—not just keep children busy. It helps children build language skills, problem-solving ability, and confidence.

A Pedagogical Support Staff member has a meaningful impact on my work, the centre environment, and the children and families we support in several ways.

In my daily practice, they guide and strengthen my understanding of pedagogy by helping me reflect on my teaching approaches. Through their feedback, I’ve become more intentional in how I plan activities, observe children, and respond to their interests. They encourage me to think deeper about the “why” behind what I do, which has improved my confidence and professionalism as an educator.

At the centre level, they help create a more collaborative and positive learning environment. They support the team by sharing new ideas, modeling best practices, and promoting consistency in how we implement curriculum. Their presence encourages open communication among educators, making it easier to share challenges and find solutions together.

For children, the impact is seen in more engaging, inclusive, and meaningful learning experiences. With the guidance of pedagogical support, we focus more on child-led learning, exploration, and emotional well-being. This helps children feel valued, supported, and excited to learn.

For families, their influence helps build stronger relationships and trust. They support educators in communicating effectively with parents, sharing children’s learning stories, and creating a welcoming environment. Families feel more connected and confident in the care and education their children are receiving.

Overall, a Pedagogical Support Staff member plays a vital role in enhancing the quality of care, supporting educator growth, and creating a nurturing and responsive environment for everyone involved.

I am writing to formally express my deep concern regarding the 50% cut for pedagogical leader position within the Early Years centres.
The Pedagogical Leader role is not an optional support-it is a foundational component of delivering high- quality Early Childhood Education. This position directly supports Educators in implementing curriculum, fostering reflective practice and ensuring that programming aligns with established standards and best practices. Reducing or removing this role risks diminishing the quality of care and learning experiences provided to children, as well as the professional growth and support available to staff.
Beyond its impact on programming, the loss or reduction of this role places additional strain on educators who are already balancing significant responsibilities. Without dedicated pedagogical guidance, staff are left with fewer opportunities for mentorship, collaboration, and meaningful professional development-elements that are essential in maintaining a strong responsive learning environment.
It is also important to consider how this decision may affect families and the broader community. Families trust that our centre operates with a commitment to excellence, and the Pedagogical Leader plays a key role in upholding that trust through consistent, thoughtful and developmentally appropriate practices.
Maintaining the integrity and quality of early childhood education MUST remain a priority.
Sincerely,
Angela Matheson.

I used to work in a Early Learning Centre as a support staff and there was not one day that went by that I wasn’t needed in the classroom to maintain SAFE standards, provide support to the staff or children in our care. This role is critical and this funding is critical to the proper care and flow of a centre. I do not think you understand how deeply this will impact directors, supervisors, ECE’s & staff who are already stretched thin enough.
If anything the funding for this needs to be upped… not cut.
You do not realize the detrimental effects this will have, so if children can’t go to daycare because of cuts, in turn parents can’t go to work, houses are lost, jobs are lost and so on.
I beg you to reconsider this decision. This province has hardly anything for children and teens to do, let’s not cut more support and people that love and want the best for them out of their lives as well.
-A saddened and disappointed former Daycare Support Staff

En tant qu’éducatrice à la petite enfance, je souhaite exprimer, à partir de mon expérience directe, l’importance du rôle des mentores pédagogiques dans notre quotidien.
Dans ma pratique, leur soutien est essentiel. Elles nous offrent des orientations dans des moments clés, nous aident à mieux répondre aux besoins des enfants et nous accompagnent afin de maintenir un environnement stable, sécuritaire et de qualité. Leur présence fait une réelle différence, non seulement pour l’équipe éducative, mais surtout pour les enfants.
Personnellement, j’ai été témoin de la grande dévotion des mentores pédagogiques dans notre centre. Leur disponibilité, leur accompagnement et leur soutien sont fondamentaux. Mes collègues nous ont apporté une aide précieuse dans des moments où, en raison du nombre d’enfants, la charge de travail devient très exigeante. Elles sont toujours présentes avec empathie, professionnalisme et engagement, en nous offrant des outils, du soutien et la confiance nécessaire pour continuer à donner le meilleur de nous-mêmes chaque jour.
Penser à la réduction de ce soutien est préoccupant, car cela aura un impact direct sur notre capacité à offrir le niveau d’attention et d’accompagnement que chaque enfant mérite.
C’est pourquoi je vous invite respectueusement à reconsidérer ces compressions et à reconnaître la valeur essentielle de ce rôle au sein de nos centres.

As an early childhood educator of over 15 years I can say one of the best additions that has come to the Childcare Sector was that of Pedagogical Support staff.

With the many advancements in the PEI Early Learning Sector we are seen as near the top among the other provinces in Canada. The quality of our educators, good professional development opportunities, recruitment of staff to the Centres, better working conditions, and the increase and expansion of centres to provide more spaces is great. BUT such great strides don’t come with out commitment, more resources, and proper staffing support.

I strongly feel that the elimination of this funding will bring setbacks to many of the advancements we have made in the sector over the past several years. You will see more educator burnout, less recruitment of new staff, more mental health challenges among educators, families, and children. The trickle down effect of these cuts will have significant impacts on Centres, educators, families, businesses, and most of all on the most vulnerable members of our society, the children.

Imagine cutting the EAs at schools by 50%, there would be backlash. Imagine if all Island Educators were ‘sick’ for a day. The Island business, families, schools, essential service, and even government would be severely effected. As we burden our educators with more job requirements, more children, less resources, we will also see a crippling effect on the Centres, Staff, their families, the children and more.

I hope that the many messages and voices of Island Families, Directors, Centre Owners, Businesses, and us Educators will testify of the vital importance of the Pedagogical Support Role and that the detrimental effects of these cuts will have significant and lasting impacts in particular upon children and families!

Hoping for continued support
Karen Fraser
B. Rec (DAL ’85)
ECE (Holland College 2016)

How do I begin to write about the role of pedagogical support and what it means to centres on Prince Eduward Island?

First, I want to start with how I find myself in a unique situation where I just came home from a five day international conference with 47 countries being represented from around the world. We spent the days exploring the image of the child, environments as the third teacher, the importance of connections, and how crucial it is for all citizens to be part of their communities. I felt uplifted and proud of our little island, how our government chose to invest in our youngest citizens in 2010 (with Early Year Centre designations) and to further support our centres with funding in 2022 for pedagogical support.

According to the contract between the province and early years centres, pedagogical support is to be utilized to assist with practices designed to enhance quality programming, etc. Pedagogical support is a necessity for foundational work in quality care and education that is not only necessary but expected by our province. In the last sixteen years the expectations on centres and on our educators have only increased, resulting in better outcomes for children. With pedagogical support educators are given:
• the time to observe, record, and document:
• time to collaborate, discuss, research, and create experiences:
• time to do PreK profiles for children moving on to kindergarten and to implement the Assessment of Quality Improvement tool (regulated by the Dept. of Education and Early Learning);
• giving real time for professional sensitivity to provide nurturing relations, especially with the rise of emotional dysregulation in our society.

As we all begin to age, we begin to see how precious time is and how it should never be taken for granted. By taking away funding towards pedagogical support our government is in turn taking away the gift of time that not only our children deserve but it is their fundamental right.

The Early Years Centre Pedagogical Support Agreement between the Government of Prince Edward Island and the centres on PEI details the “Statement of Work” under Section A.

Section A : Eastern Kings Early Learning Academy INC., agrees to carry out and fulfill the work and undertakings set out in this agreement.

The Centre is responsible to:

1. Ensure the pedagogical support position is utilized to assist with practices designed to enhance quality programming. The pedagogical support position is responsible to:
• a. Assist with programming;
• b. Maintain records;
• c. Monitor behaviour and participation of individual children;
• d. Relieve assigned Early Childhood Educators when they are required for other duties; and
• e. Such other duties as may be assigned to support program delivery.

Although the duties are outlined in the contract, every centre uses their pedagogical staff differently. Our goal at EKELA is to use our pedagogical support to alleviate staff stressors and burnout, increase communication and consultation between staff, maintain and increase level of care, provide positive feedback and encouragement to staff and parents, and maintain timely completion of financial and administrative duties.
Specifically as the pedagogical support staff at EKELA, these are the duties I do in the run of one week:

Communication with parents during and after hours regarding:
-signs and symptoms of illnesses and rashes presenting on child,
-current illnesses that have recently presented in centre,
-advice and recommendations on where to go to seek medical advice for current illness
-discussion of waitlist protocols, child registry, and current wait times.
-booking visits and orientation meetings of new children,
-community opportunities and current events specific to early childhood

Communication with staff regarding:
-symptom management of current illnesses and rashes that present during the day,
-behaviour management; including discussion of planning, intervention, and parent communication,
-inclusion strategies and follow-up,
-research and implementation of individualized learning plans

Supporting program staff by:
-covering ratio when allowing staff to go on morning break and lunch,
-relieving staff to go to appointments and/or meet with parents,
-relieving staff to plan and complete requirements of AQI
-providing tools and materials for sensory needs,
-observing and documenting behaviours including researching strategies and current guidelines to assist in management of new behaviours,
-providing extra support to children with extensive needs by managing behaviours and sensory needs or transitioning them to a new environment,
-providing feedback and advice on difficult parent communication

Managing administrative duties like:
-booking monthly attendance, which includes communication with parents regarding shift schedules when booked for Part-Time care
-completing documentation required for government grants such as Special Needs Grant and Inclusion Grant,
-coordinating professional referrals to Speech Therapy, Occupational Therapy, IBI (Intensive Behavioural Intervention), Pediatrics, Psychology, and Social Services,
-writing reports for above mentioned professionals,
-liaison with other community organizations to maintain community link ie: Souris Manor, Souris Library, RCMP, CPS, neighboring schools and daycares,
-organizing and submitting financial records to financial officer and/or board for parent billing, yearly end reports, reimbursement of funds.

While this list is not congruent to every pedagogical support provider, it details what a centre may lose if the support and funding is taken away. This is not a simple ‘budget cut’; this is a staff wellness cut, a team building cut, an administrative system cut, a cut that can take a centre down from outstanding to surviving. Would you rather see your grandchild in a centre that is outstanding, or to a centre that is “just surviving”. If you take anything from this letter, just read that last sentence and let it sink in for a moment.

On PEI, we do not have centres that are just surviving, we have centres that are outstanding. Please don’t take that reputation away from our Island.

Sincerely,
Megan Miller

When I first started working with children, I was still feeling like a child myself, and was unsure of what direction my life was going in. My mother had been an ECE for as long as I could remember, a career choice I was sure I would not pursue. Years later, I reluctantly accepted a part time, on call position as a causal/sub for a childcare centre. My first shift was in an infant room, and from the second I had a child come up to me with a gleaming smile on their face, and a welcoming hug, I was hooked. From then on, I knew I was where I was meant to be. I didn’t know it then, but this career would be the anchor in my life that I so desperately needed.

Anyone who has been in this field of work for as long as many of our predecessors have been (upwards of 20+ years), knows that there have been waves of changes that have shaped the Early Years sector into what it is today. From everything between being underpaid essential workers, social scrutiny, and facing social bias’s of the impactful work they were doing, astronomical tuition fees that kept parents at home instead of being able to send their child to daycare to learn and grow, no supports in place for educators, or children, to the founding of the ECDA, an essential, and cohesive partner in the important work we do, to kindergarten moving into the school systems, wage increases, regulations and childcare acts put in place, a pension, $10/day daycare fees, and since 2022, the addition of a Pedagogical Leader role.

All of the progress that has been made in the Early Years, have been fundamental in PEI being considered the “golden standard” across Canada for ECE’s, and childcare quality as a whole. We cannot accept a change like this. A change like this, is the beginning of going backwards. A change like this, can catapult us back to the days that ECE’s, and ECDA have fought so hard and tirelessly for to change for the better.

We will not accept this brash, and overall harmful decision.

“The right to education is a fundamental human right that ensures children have access to quality education.”
https://www.unicef.ca/sites/default/files/imce_uploads/UTILITYNAV/TEACHERS/DOCS/GC/Childrens_Rights_in_Education.pdf

I fear without full time, Pedagogical Leaders in our centres, this human right is not honoured, and it is the children who are the ones who suffer the most from this lack of regard to the importance of this role.

Pedagogical Leaders do not make the plants grow directly, instead they focus on the soil, sunlight, and water (classroom support, materials, and resources for educators), creating the perfect environment and culture for educators and children to flourish.

It should be noted that after coming together, very last minute, with colleagues around the Island, and seeing/hearing the overwhelming amount of care and advocacy that was represented, I was reassured, yet again, that I am exactly where I want, and need to be, in a field of fierce ECE’s.

Pedagogical support is felt in the everyday moments of an early learning centre, and when it’s reduced, the impact is immediate: less time for planning and reflection, increased pressure around ratios and covering breaks, and rising stress and burnout, and that’s just the surface. In a field where our role is to truly see and support every child, educators also need to feel seen, valued, and supported in that same way. Pedagogical support helps hold that balance, it keeps care, connection, and intention at the centre of what we do every single day. Because at the end of it all, this work is about the children, we teach them to use their voices, to stand up for what they believe in, and to know they matter. So in that same spirit, I choose to stand up for them, because we don’t just teach children to use their voices and stand up for what they believe in, we show them.

To Whom It May Concern,

I am writing to express how important pedagogical staff have been in supporting me throughout my career in education. There have been many times when I have needed guidance, encouragement, and practical support, and the pedagogical staff have always been there to help me succeed.

Their knowledge, patience, and willingness to assist have made a tremendous difference in my professional growth. They provide mentorship, answer questions, offer resources, and help problem-solve challenges that arise in the workplace. Because of their support, I have been able to build confidence, improve my skills, and continue working in a career that I care deeply about.

Working with children who have extra needs can be incredibly rewarding, but it can also be emotionally and mentally demanding. Without the right supports in place, educators can experience stress, burnout, and challenges with their own mental health. This is why the support of pedagogical staff is so important. They help guide us through difficult situations, provide strategies, and remind us that we are not alone in this work.

With the recent cutbacks by the PEI government, I am concerned about the impact this will have on staff and on those of us who rely on their expertise and support. These positions are not extras—they are essential to the success of educators and to the quality of learning environments for children. Without these supports, the growth and development of the children they work with will decrease. The early years are critical, and the support children receive now helps shape who they become in the future. We are shaping our future citizens.

We all know that this profession still needs strong, caring, and dedicated educators. I can honestly say that I would not still be in this career if it were not for the help and encouragement I have received from pedagogical staff. Their work often happens behind the scenes, but it has a lasting and meaningful impact on both educators and students.

I hope their value is recognized and that decisions moving forward consider the critical role they play in supporting education in Prince Edward Island.

Sincerely,

Mary Robbins

Dear Members of the Government,

I am writing as a first-year, Level One Early Childhood Education intern at the beginning of my career. At 20 years old, I am deeply committed to growing as an educator and providing the highest quality care and learning experiences for children.

I chose to pursue my certification through the Steps to Success program with the intention of continuing into accelerated courses to further my education. This pathway allowed me to avoid taking on student loan debt, which would have created significant financial strain given my personal circumstances. Unfortunately, recent budget cuts have altered this plan. I am now faced with a longer and more financially burdensome route to achieving my goals. Had I known these changes were forthcoming, I may have made different decisions regarding my education, including enrolling in a two-year program despite the financial challenges.

This situation is not unique to me. Many aspiring and current educators rely on accessible pathways like this to advance their qualifications. Reducing funding limits opportunities for passionate individuals who are dedicated to this field but may not have the financial means to take on debt.

I am also deeply concerned about the reduction in funding for pedagogical support. These roles are vital within early learning environments. Pedagogical supports provide guidance, mentorship, and essential resources that enable educators to deliver high-quality care and education. Without this support, educators face increased risk of burnout, which ultimately impacts staff retention and the quality of care provided to children.

Early childhood educators play a critical role in the development and well-being of young children. We support not only early learning but also provide safe, nurturing environments that allow families to participate in the workforce. Without adequate support and investment in this sector, the broader community will feel the effects.

I respectfully urge you to reconsider these funding decisions and to recognize the essential role that early childhood education—and those who work within it—play in our society.

Thank you for your time and consideration.

Sincerely,
Emilie Thibodeau.

Dear Members of Government,

I am writing to you as an Early Childhood Educator with over 20 years of experience—years spent caring for, teaching, and advocating for young children and their families.
I want to acknowledge the effort being made to create more child care spaces across Prince Edward Island. Increasing access is important and necessary. However, the decision to reduce funded hours for pedagogical support staff in Early Years Centres is deeply concerning and works against the very system you are trying to strengthen.
Let me be clear: child care is an essential service. Families rely on us every single day so they can go to work, support their households, and contribute to our communities and economy. Treating early learning environments as anything less than essential—and cutting back on the supports that make them function—is not only short-sighted, it is unreasonable.
Pedagogical support staff are not an extra. They are critical to maintaining quality care. They provide educators with the time needed to plan meaningful programming, support the day-to-day operations of centres, and ensure we can be fully present and engaged with the children in our care.
When these supports are reduced, the impact is immediate:
Educators take more work home.
Burnout increases.
Experienced staff leave the field.
And the quality of care becomes harder to maintain.
Over my 20 years in this profession, I have seen what makes a system strong—and it is not just the number of spaces available. It is the level of support provided to the educators within those spaces. You cannot expand child care while simultaneously cutting the very supports that allow it to operate effectively.
Your government has spoken about reducing burnout, retaining educators, and building a strong early childhood system. These goals matter. But they cannot be achieved if the foundation continues to be weakened.
I urge you to reconsider this decision. Supporting educators is not optional—it is essential to the sustainability of child care in this province.
Our work matters. Our role is essential. And the children and families of Prince Edward Island deserve a system that reflects that.

Respectfully,

Brooke Malchin
Early Childhood Educator

The Pedagogical Support role is essential in early learning and child care centres, and it should not be reduced. This position plays a critical part in supporting educators, improving the quality of programs, and ensuring positive outcomes for children and families. With dedicated time for planning, reflection, and documentation, educators are better able to create meaningful learning experiences and respond to children’s needs.

Removing or reducing this support will directly impact the quality of care, increase stress on staff, and make it more difficult for centres to grow and meet increasing demands. At a time when the sector is expanding, strengthening—not cutting—core supports like this role is necessary.

We strongly believe that this role is important, valuable, and needed to maintain a high standard of early childhood education.

Working in a double-sized centre brings with it a unique intensity—double the staff, double the children, and double the families, all of whom rely on us to create a safe, nurturing, and responsive environment. In this context, having two pedagogical leaders has not just been helpful—it has been absolutely essential to the overall wellbeing and functionality of our centre.

In my own experience, I work in a double pre-kindergarten classroom with 18 children in my care each day. While I am fortunate to always have a second educator in the room, that second presence has changed more times than I can count. The constant shifts in staffing can be challenging, not only for consistency in the classroom, but for maintaining a strong sense of stability for the children.

Through all of this, my pedagogical support team has been nothing short of a lifeline. Their presence brings continuity, guidance, and reassurance in moments where things could easily feel overwhelming. They step in with intention—supporting not just the children, but also empowering educators to remain grounded, reflective, and responsive in their practice.

Without their ongoing support, I truly believe my classroom environment would have struggled to stay cohesive. More importantly, the children would have felt that impact. Pedagogical leaders are not an “extra”—they are a foundational part of what allows our classrooms, our educators, and our children to thrive each and every day.

A pedagogical staff is essential. With AQI out and putting more on educators- it is essential to have that support. The sector is trying to stay strong and effective while maintaining professionalism and building healthily relationships with children, parents and between staff. Speaking from experience: pedagogical supports are always a key piece in how smoothly a centre can run. It is not just anyone that is put in that role! They are kind, caring, gentle and supportive. They assist in transitions, activities, clean up after messy play, and even offering a cuddle or hug to a child who just needs that extra snuggle. They help assist educators who are dealing with big emotions or some behaviours of the children.
Learning what the children and staff need in each moment makes a huge impact. There are thousands of times through the day where that support system is essential.
They build long lasting friendships with the children and staff.
I understand there needs to be cuts somewhere. However, centres NEED this role to stay fully funded. It is essential! By cutting back this, you are putting even more on our plates as ECE’s. This will lead to more burn outs and people leaving the sector which I know is the last thing the province needs.

Pedagogical support means something special to everyone. ECEs all around the province are hurt and angered by this decision. This will make the day to day of our work harder and for that reason- the quality of centres and childcare that we strive to attain will be greatly affected. Through AQI, we are seeing a shift on the quality already. While we are working towards the best care possible for the children, it’s no secret that it’s added pressure. However, the support staff is what keeps that quality of childcare up. It provides direct support and it apart of the foundation for making the AQI work.

Less support= less ECEs and less parents being able to get to work. By cutting back funding for this necessary support, it will put more pressure on the sector and people in it, which in turn, impacts many other parts of the province in a negative way.

The recent budget cuts to the ECE sector feel like a significant step backwards.
Over the past few years, centres across PEI have stepped up to address long waiting lists. We’ve expanded, opened new centres, and supported our staff in upgrading their certifications—even when it meant they stepped away from our programs temporarily.
At the same time, we’ve continued to meet and exceed expectations: communicating with families, documenting children’s learning, hosting parent-teacher interviews, and creating meaningful opportunities for family engagement. We’ve made learning visible, stayed active in our communities, and fully committed to the AQI (Assessment for Quality Improvement) process — investing time, energy, and resources into strengthening our environments, programming, relationships, and overall quality.
A key part of making all of this possible has been the support of our Pedagogical Support staff.
Megan Miller and Anne Miller share the limited hours allocated to our centre, yet the mentorship, guidance, and expertise they provide have had an immeasurable impact on our team. Their experience and specialized training are deeply valued—not only by our educators, but by the families and community we serve.
PEI’s Early Childhood system has become the envy of provinces across Canada. We’ve even heard from educators in other provinces and in the United States about how much they admire the pedagogical support model our centres have access to. It raises a difficult question: why would we consider cutting services that have proven to be so valuable to our littlest citizens?
Losing hours in these positions is not just a reduction in staffing — it is a loss in quality, in support, and in our ability to continue meeting the high standards we’ve worked so hard to build at EKELA.

Upset, angry, sad, etc…

Pedagogical Support Staff are such an integral and important part of the team in early years, for both the children in their care and for their fellow coworkers.

Having experience working in both roles, I know how hard Pedagogical Support Staff work, and I know how necessary they are for early childhood educators to get documentation, planning, and other important paperwork done. Also, for children who need it to have an extra person in the room who can provide their presence and assistance to those children when it’s needed (and it is more than often needed).

I am so very disappointed in this decision…

Prince Edward Island’s childcare program, in my opinion, is the gold-standard of Canada. Supports for educators are what allow them to implement the standards our beautiful home is known for around the country and beyond. Wildflower has always viewed quality care as top down, supported educators created supported children. Supported children change the world. While we continue to be grateful for the aspects of our program that have remained intact and for the support we have always received from the Department of Early Years, we urge the Province to find a solution that continues to allow educators to receive that support they deserve. Owners and Directors fight uphill battles every day to combat burnout while also adhering to our commitment to creating the spaces families need, removing this tool from their kit will have long reaching impacts that touch the lives of workers and childcare recipients alike.

Pedagogical support plays an important role in Early Childhood Education (ECE) because it helps educators gain more experience and knowledge. Through this approach, educators learn many things in the centre, and it is very helpful and supportive. It helps educators to use new and different strategies and ideas to connect with children in the learning environment. For example, educators can better understand children’s needs and support them by implementing a variety of activities that encourage engagement within the group and with families. This helps children grow and develop their skills and abilities in a safe environment. Moreover, pedagogical support increases educators’ confidence when working with children and parents, helping to build meaningful relationships through effective communication. Lastly, it improves teaching quality and enhances educators’ knowledge learning skills with the Pedagogical staff help we can do our daily basis paper work and documentation with less stress.

In my years as an educator, I’ve learned that the ‘quality’ of a childcare center isn’t just about the building or the toys—it’s about the time and emotional energy we can give to each child.
​Pedagogical Support is the difference between a child just ‘getting through’ the day and a child actually thriving. There are so many moments where a child needs that extra five minutes of patience, a specialized developmental approach, or just a calm presence to help them through a hard transition. As lead educators, we want to give that care, but when we are managing a whole room alone, those vital moments often have to be rushed.
​Cutting this funding doesn’t just affect the children; it’s a massive blow to educator well-being. These support roles are our safety net and our mentors. They are what keep many of us grounded in an incredibly demanding profession. By taking away half of this support, the province is making an already difficult job feel nearly impossible.
​You cannot have high-quality learning conditions for children if the educators are too burnt out to provide them. We aren’t just asking for ‘extra’ help—we are asking for the essential tools to do our jobs safely and effectively. Please don’t rush our children’s growth by cutting the people who help them grow.

Petition to Oppose Reductions in Pedagogical Support Funding in Prince Edward Island.

We, the undersigned, call on the Government of Prince Edward Island to reconsider and halt any proposed reductions to funding for pedagogical support positions within the education system.

Pedagogical support staff play a vital, system-wide role in ensuring the quality, equity, and effectiveness of education. Reducing this support would have far-reaching negative consequences for students, educators, and the broader community.

Key reasons to maintain and strengthen pedagogical support funding:

1. Direct Impact on Student Learning Outcomes
Pedagogical support professionals help teachers implement evidence-based instructional strategies, differentiate learning, and respond to diverse student needs. Their work directly improves literacy, numeracy, and overall academic achievement.

2. Support for Inclusive Education
Modern classrooms include students with a wide range of learning needs, including those with disabilities, language barriers, and varying socio-emotional challenges. Pedagogical support staff are essential in helping teachers adapt instruction so all students can succeed.

3. Teacher Retention and Well-Being
Teachers are facing increasing workloads and burnout. Removing pedagogical support will place additional pressure on educators, leading to higher stress, lower morale, and increased attrition—ultimately harming the stability of the education system.

4. Efficient Use of Public Resources
Investing in pedagogical support is cost-effective. Early intervention and strong instructional support reduce the need for more expensive remediation, specialized services, and long-term interventions later in a student’s academic journey.

5. Consistency and Quality Across Schools
Pedagogical staff help ensure that curriculum standards and best practices are implemented consistently across classrooms and schools, reducing disparities in educational quality.

6. Professional Development and Instructional Improvement
These roles are essential for coaching teachers, introducing new curricula, and supporting ongoing professional learning. Without them, system-wide improvement efforts slow or fail.

7. Positive Long-Term Economic Impact
A strong education system leads to a more skilled workforce, higher employment rates, and reduced social costs. Weakening instructional support undermines these long-term benefits.

8. Support for Rural and Underserved Communities
In smaller or rural schools, pedagogical support staff often fill critical gaps. Cuts would disproportionately affect students who already face fewer resources and opportunities.

9. Alignment with Evidence-Based Education Policy
Research consistently shows that instructional coaching and pedagogical support are among the most effective ways to improve teaching quality and student achievement.

10. Risk of Widening Educational Inequality
Reducing support will most harm vulnerable students, widening achievement gaps and undermining the province’s commitment to equitable education.

Conclusion
Cutting funding for pedagogical support is a short-term measure that risks long-term harm to students, educators, and the province as a whole. We urge the Government of Prince Edward Island to protect and invest in these essential roles to ensure a high-quality, equitable education system for all.

We respectfully call on the Government to:

* Maintain current funding levels for pedagogical support positions
* Engage with educators and stakeholders before making changes
* Invest in strengthening instructional support across the province

We are a probationary EYC currently navigating the new changes within our business model including expansion, hiring new employees, taking on more children. The Pedagogical support has been fundamental in this journey.

This staff is the person who will do any task given sometimes without notice, They can blend into any of our classrooms effortlessly. They can do administrative work, They can often be found doing anything from documentation to sweeping the floors so the overwhelmed Toddler teacher can get their day back on track.

This role is a vital role within our center and our community. I know our center would not have gotten this far into the transition without ours. Cutting this funding feels like a step back for everyone within our orbit, from the staff themselves down to who matters the most, the children.

Pedagogical Support Staff play a critical role in the daily functioning and quality of early learning and child care centres. Their presence strengthens not only the experiences of children, but also the capacity and well-being of educators.

They are a vital support to educators. With increasing expectations—such as documentation requirements, quality improvement initiatives, and enhanced programming standards—educators are being asked to do more within the same limited time. Pedagogical Support Staff help bridge this gap. They allow educators moments to plan, observe, and reflect, which are all essential components of high-quality early learning

This support also plays a significant role in staff retention and well-being. Early childhood education is a demanding field, and burnout remains a serious concern across the sector. Having consistent, reliable support reduces stress, improves working conditions, and enables educators to sustain the level of high quality care and professionalism that children and families deserve.

A reduction in this role does not simply impact staffing—it directly affects the quality of care, the stability of programming, and the overall climate within the centre. Without this support, educators are stretched thinner, children’s needs become more difficult to meet effectively, and the risk of burnout increases.

Investing in Pedagogical Support Staff is an investment in quality, sustainability, and the well-being of both children and educators. Their impact is felt every day—in the relationships built, the challenges navigated, and the environments that allow children to thrive.

I have worked as and educator in PEI for a few years. I can say with absolute certainty that Pedagogical Support Staff have supported me in so many ways, that I would not be the educator I am today without them. They have covered for me for breaks, when I’ve needed to take a minute for breathers, to support me with their knowledge, and helped me run the classroom. I’ve seen them build relationships with every single child in the daycare, which added to the village it takes to raise a child. I’ve seen children grow very close bonds with these support staff. I know I remember the support staff in my daycare when I was a child. They are the glue that hold together the centres and keep them running smoothly. Cutting the budget for them is simply not the right thing to do and will affect how centres operate dramatically, which at the end of the day will only negatively affect the children in our care.

Nos mentors pédagogiques jouent un rôle essentiel dans la qualité de notre travail en tant qu’éducatrices et éducateurs, mais aussi dans le bien‑être des enfants et des familles de notre communauté. Leur présence quotidienne nous guide, nous encourage et nous soutient. Ils répondent à nos questions concernant l’aménagement des environnements, la documentation, la gestion des comportements et la communication avec les familles. Leur contribution est vaste et profondément appréciée.

Grâce à leurs conseils, les enfants bénéficient d’un personnel plus confiant, mieux informé et capable d’offrir un accompagnement attentif et réfléchi. Leur présence renforce également la cohésion de notre équipe et favorise une collaboration saine et constructive.

Les familles profitent elles aussi de ce soutien : un personnel bien accompagné est plus disponible, plus engagé et plus en mesure d’offrir un service de qualité.

Réduire le nombre de mentors pédagogiques aurait malheureusement des répercussions importantes sur l’ensemble de l’Association de la petite enfance. Le personnel aurait moins accès à l’accompagnement, aux ressources et au temps nécessaire pour la documentation et la planification, ce qui pourrait nuire à la communication avec les familles. Les effets se feraient sentir à tous les niveaux.

Merci.

Pedagogical Support Staff make a clear difference in the day to day work of a centre. They step in when educators need support, which helps the room stay calm and organized. When an educator feels overwhelmed or needs a short mental health break, support staff help keep routines going. During emergencies or busy moments, they provide extra hands so children stay safe and cared for. This support reduces stress and helps educators stay focused on quality interactions with children. Their impact also reaches families and the overall centre environment. They help build strong communication with families and offer an extra layer of care and understanding. With full workloads, educators rely on this support to meet each child’s needs. Removing or reducing these roles would place more pressure on staff, affect program quality, and limit the level of support children and families receive.

This news is very saddening and disappointing. Pedagogical support within my centre helps all of our staff tremendously. As ECE’s, we don’t get enough time throughout the day to get the work we need done within the classroom and the outdoor environments. Our pedagogical support is a huge help and allows us to step off the floor so we can do all this. Without their help, our work with the children wouldn’t be as impactful. As we all know, burnout is a real thing. We want everyone to feel supported throughout the week. With taking care of the children and making sure they are safe, plus all the planning and cleaning that needs to be done, it wouldn’t be at all possible without the help from the pedagogical staff. The children in the centre develop a strong relationship with all the staff in the centre. The pedagogical staff is another staff that the children can go to and trust. They develop relationships with all the children in the centre. This is such a meaningful thing and the children are so lucky and fortunate to have them. Early childhood education is so important and we all want what is best for the children. We want to make sure that they have the best experience possible and to have educators that are there for them and to have fun memories. The pedagogical support gives us that opportunity to give the children the best possible experiences. If we don’t have the time to plan activities for the children, how is that quality learning? As I mentioned above, with extra support that the pedagogical support gives us, this is all possible. Without their help, our ECE’s will feel rushed and not having enough time throughout the day to do the things that they need to do. To have pedagogical support in the centres across PEI means higher quality learning for all the children. Which is what they need so they can grow up to be the strong and independent people that we are teaching them to be.

As an early childhood educator, I have seen significant changes in our field over the years. While expectations for educators have continued to grow, the resources, time, and supports needed to meet those expectations have not kept pace. We are being asked to take on more responsibilities—administrative tasks, documentation, individualized support for children, and family communication—without the necessary tools or conditions to do so effectively. These changes are not only impacting the quality of our work, but also our well-being as educators. Many of us are already experiencing high levels of stress and are on the verge of burnout. Reductions in support, combined with increased demands, place additional strain on educators who are committed to providing nurturing, responsive, and high-quality care for children. When educators are overwhelmed, it becomes more difficult to be fully present, intentional, and reflective in our practice. This directly affects our ability to be strong leaders and advocates for the children in our care. Sustainable, high-quality early learning environments depend on educators who are supported, valued, and given the time and resources needed to do their work well. I respectfully urge decision-makers to consider the impact these changes are having on educators. Investing in adequate support, realistic expectations, and educator well-being is essential—not only for those working in the field, but for the children and families we serve every day.

A Pedagogical Support Staff member has had a meaningful impact on my work, the overall quality of our centre, and the experiences of the children and families we support. In my daily work, they provide guidance, encouragement, and practical strategies that help me reflect on and improve my teaching practices. Through observations and feedback, I have become more intentional in planning activities, supporting children’s development, and creating inclusive learning environments. At the centre level, their support strengthens teamwork and consistency. They help align our practices with curriculum standards and best practices, which improves the overall quality of care and education. They also introduce new ideas, resources, and approaches that keep our program engaging and responsive to children’s needs. For children, their impact is seen in more thoughtful interactions, better learning opportunities, and stronger support for individual needs. They help educators understand children’s development more deeply, which leads to more meaningful and responsive care. For families, they contribute by supporting clear communication and building trust. With their guidance, we are better able to share children’s learning, address concerns, and create a welcoming and inclusive environment for all families. Overall, their role enhances professional growth, improves program quality, and supports positive outcomes for children and families.

Removing a pedagogical leader will directly lower the quality of care in our child care centres. Children will lose essential support, educators will lose critical planning time, and key programs like the Pyramid Model and AQI will no longer be implemented effectively. Child care centres operate like schools, yet we are not supported as such. Our centre alone supports 125 children and employs 30+ staff. In schools, there are multiple layers of support—principals, educational assistants, and more. In our centres, pedagogical leaders fulfill these roles. Removing them creates a gap that directly affects children and staff. PEI is leading the way in early childhood education—if spaces are expanding, support must expand as well. Taking away this role will create a domino effect that impacts the quality of care our children receive. We urge you to protect and invest in the supports that make high-quality early learning possible.

Pedagogical Support positions allow for our level of quality to grow in every moment. From in- house coaching and mentorship, stepping in to help with ratio, helping a child through a difficult behaviour or transition, or helping an educator through a hard moment, and so many other situations, this position is invaluable

During Covid it became very clear just how important early childhood educators were…we are not able to do our jobs or provide the care we do with out the supports we have. Ped. Support staff are essential for centres to function at their best. These rolls are filled with exceptional people who love and care for not only one classroom, but the whole centre of children!!!

I worked at many centres over the years and as my role I was a support person helping the ECEs out when they need help with the children. Without the support we provide for the children will be impacted because we play a vital role with that child who may need that one on one time. The support person is a great relief to the ece to cover them when they need to do documentation, programming, planning it’s the support person role is step in and cover that time and to take over. To have fun with the children and to let their imagination come into play. As a support person I feel hurt that this position may be cut. The workforce won’t be the same!

Having a pedagogical support staff on our team feels like a breath of fresh air when they walk in the room. Not only do they support us in our classrooms, they provide an educator to spend a few hours a week documenting the education of the children in our care for their families to see. They give staff time to be off the floor for appointments that are necessary and not being worried if someone can cover for you while you’re gone. It provides time for staff members to meet together outside of the room and discuss their group and programming plans as a team. The pedagogical support staff IS a necessity and a huge part in the quality of care and education that can be offered.

ECEs are known for our ability to adapt and pivot. Time and time again, we have stepped up to meet the growing needs of our families, our teams, our communities—and most importantly, the children in our care. The recent government announcement to reduce funding for pedagogical support staff represents a significant step backward for our sector. These supports are essential to maintaining the high-quality care and education we are proud to provide—the gold standard among ECEs across the country. Without them, sustaining this level of excellence will become increasingly difficult. Here’s what our pedagogical support staff do:
*Give educators time to observe, plan, reflect on, and document children’s learning and growth
*Support staff in delivering high-quality programming that meets the standards we have continued to fight endlessly to maintain *Assist with the daily operations of the centre
*Help ensure educators can be fully present with children, building the meaningful relationships that form the foundation for lifelong learning
*Help support educators with the effect leading to decreases in educator burnout, thus allowing teams to maintain the quality of care we come to expect from those that support the children – if the big people aren’t ok, the little people won’t be ok.

A Pedagogical Support Staff member has had a meaningful impact on my work, our centre, and the children and families we support. Their guidance has helped strengthen my understanding of child development and encouraged me to reflect more deeply on my teaching practices. Through regular feedback and mentoring, I have become more confident in planning developmentally appropriate activities that support each child’s learning and well-being. At the centre level, their support has improved the overall quality of programming. They have introduced new ideas, strategies, and best practices that promote inclusive, play-based learning environments. This has helped create a more engaging and supportive atmosphere for both educators and children. For children, the impact is seen in their increased engagement, confidence, and social-emotional development. For families, the support staff has helped build stronger communication and relationships by encouraging open dialogue, sharing observations, and providing helpful resources. Overall, their role has contributed to a more positive, reflective, and high-quality learning environment.

This one’s really close to my heart. Pedagogical support has never just been an “extra” in our centre, it’s been a CORE PART of how we show up for children, families, and each other as educators. I’ve seen firsthand what happens when that support is in place. Educators feel more confident, more grounded, and more able to truly be present with the children. We’re able to slow down, reflect, and respond in ways that actually meet children where they’re at, not just manage the day. For our children, it means more inclusion, more patience, and more understanding. It means we can support big emotions, different needs, and individual ways of learning with intention instead of rushing through moments. And for our team, it helps prevent burnout. It gives space for collaboration, mentorship, and growth. Without it, everything becomes heavier. The expectations don’t go away, but the support does. This work matters. It impacts the quality of care every single day, even in the smallest moments. And from where I stand, it’s something that needs to be protected, valued, and continued…for our children, our educators, and our entire community.

I remember the days of little support and hours of personal time being used to meet work requirements (planning, documentation, etc). I am so proud of how supportive PEI has been to our sector and the anvances that have been made to make sure staff are supported and children are receiving quality care. This feels like a step backwards. Scaling back support at a time where children’s needs are at an all time high and sna funding is limited is poor decision making. I realize the government needs to make cuts but early childhood education is not the place to take short cuts! This directly affects the children. I hope government will listen to the feedback and reverse their decision.

From the view of the average Preschool educator relying on supports provided: Pedagogical Support Educators are not an “extra” they are essential! In environments serving children from infancy to pre-kindergarten ages these professionals play a critical role in ensuring that both the children and educators are supported. They provide responsive, individualized support to children who may be struggling emotionally, developmentally, or socially (either by supporting the child who’s needs need to be met, or by stepping into the room educators role with the rest of the class, so the child can receive support). Just as importantly, they step in to support educators so that care and learning can continue safely and meaningfully for all children in the room. Pause and consider a real moment in a classroom: A young child is overwhelmed, unable to regulate their emotions. In that moment, who supports that child one-on-one? Who ensures the rest of the group continues to be cared for? Who allows the lead educator the space to respond with intention rather than urgency, while ensuring the rest of the children are still receiving quailty care in that moment? That support comes from Pedagogical Support staff!! In early learning environments, educators are responsible for the care, education, and well-being of multiple children at once- between 3 to 10, depending on age ratios. Without adequate support, the quality of care is not just challenged- it can be compromised. We must also consider the broader impact. Reducing these supports increases educator burnout, limits our ability to meet children’s needs, and ultimately risks driving skilled professionals out of the field. At a time when childcare availability is already strained, this is not a sustainable direction. Working in early childhood education is often misunderstood. It is not simply “babysitting”, it is a complex, responsive, and deeply intentional profession grounded in play-based learning frameworks, child development knowledge, and emotional attunement. Educators are balancing curriculum, care, documentation, relationships, and regulation support – all within an eight hour shift. Removing key supports makes this work significantly more difficult, and in some cases, unatenable. I encourage everyone to reflect on what quality early childhood education truly requires, and what it means for the children, families, and communities when those standards are harder to uphold. Our youngest learners deserve environments where both they and the educators who care for them are fully supported.

In my role as a pedagogical support staff member, I provide essential coverage that allows classroom educators the time required to complete critical responsibilities such as documentation, curriculum planning, developmental observations, and behaviour support strategies. These tasks are not supplementary—they are fundamental to delivering high-quality, responsive, and developmentally appropriate care to children. Without adequate pedagogical support, educators are left to manage these responsibilities outside of their already demanding classroom hours. This not only increases the risk of staff burnout, but also directly impacts the quality of care and attention children receive. Educators who are overwhelmed have less capacity to engage meaningfully, respond to individual needs, and create enriching learning environments. Reducing funding for pedagogical support staff does not simply affect staffing schedules—it weakens the overall structure that ensures accountability, thoughtful planning, and emotional support within childcare centres. Ultimately, it is the children, families, and frontline educators who will feel these consequences most deeply. I respectfully urge you to reconsider this decision and to recognize the critical role that pedagogical support staff play in sustaining both educator well-being and high standards of early childhood education. Investing in these roles is an investment in the developmental outcomes of children and the long-term stability of the childcare workforce.

This news is very saddening and disappointing. Pedagogical support within my centre helps all of our staff tremendously. As ECEs, we don’t get enough time throughout the day to get the work we need done within the classroom and the outdoor environments. Our pedagogical support is a huge help and allows us to step off the floor so we can do all this. Without their help, our work with the children wouldn’t be as impactful. As we all know, burnout is a real thing. We want everyone to feel supported throughout the week. With taking care of the children and making sure they are safe, plus all the planning and cleaning that needs to be done, it wouldn’t be at all possible without the help from the pedagogical staff. The children have all the staff in the centre including. They develop relationships with each age group of the children. This is such a meaningful thing and the children are so lucky and fortunate to have them. Early childhood education is so important and we all want what is best for the children. We want to make sure that they have the best experience possible and to have educators that are there for them and to have fun memories. The pedagogical support gives us that opportunity to give the children the best possible experiences. If we don’t have the time to plan activities for the children, how is that quality learning? As I mentioned above, with extra support that the pedagogical support gives us, this is all possible. Without their help, our ECE’s will feel rushed and not having enough time throughout the day to do the things that they need to do. To have pedagogical support in the centres across PEI means higher quality learning for all the children. Which is what they need so they can grow up to be the strong and independent people that we are teaching them to be.

As a final-year Early Childhood Education student here in Prince Edward Island, preparing to enter the workforce full-time, I am deeply concerned about the decision to reduce pedagogical support funding in our province. Through my practicum placements across PEI, I have seen firsthand how vital these supports are within our early learning and child care system. Pedagogical leaders and supports play a critical role in guiding educators, strengthening program quality, and ensuring that our centres reflect best practices rooted in play-based, inclusive learning. For educators especially those of us just entering the field these supports provide mentorship, collaboration, and ongoing professional growth. Without them, many staff are left navigating complex needs with fewer resources and less guidance, increasing stress and the risk of burnout in a sector that is already under pressure. Most importantly, these supports directly impact children. Strong pedagogical leadership helps create environments where children feel a sense of belonging, where their interests are valued, and where their development is thoughtfully supported. Reducing funding in this area risks weakening the quality of early learning experiences during some of the most important years of a child’s life. As someone about to begin my career in PEI’s early learning sector, I want to enter a system that is supported, valued, and set up for success. Cutting pedagogical supports sends the opposite message and undermines the progress our province has made in strengthening early childhood education. I strongly urge the Government of Prince Edward Island to reconsider these funding reductions and to continue investing in the supports that benefit educators, children, families, and the future of our communities.

The pedagogical role is more than just “support.” It means having another trusted person in the classroom who helps nurture guide, and care for the children and supporting their development. It allows for more one on one moments, especially for children who may need a little extra attention throughout the day, and helps create a calmer, more responsive environment overall! Having that extra support in the room makes a difference, not only for educators but for the children as well. When educators are supported, children are supported, and their families are supported. Pedagogical support isn’t “extra” it’s essential. The role allows educators respond to children in more meaningful ways, especially when behaviours are involved and more time is needed. The early learning years are the foundation to the children’s learning. By having this support we are able to intentionally inclusive environments where every child and family can feel a sense of belonging and thrive in their every day environment!

I started working as a summer student in 2025. I only see 30% of the struggle our director had to go through trying to manage our daycare facility. she decided to use the extra funding to promote two of the most dedicated educators i have ever met. with their help, she is able to put more energy into the daycare. she managed over 100 kids. no one can do that alone. we need this fund in order to ensure the kids are getting the best education we can provide.

Before the doors of the daycare open, before the first child walks in, pedagogical support is already shaping the day.

It lives in the planning, It ensures that art is not just coloring, but creativity with purpose, sensory play is not random, but meaningful exploration. That outdoor time is intentionally different in the morning and evening, supporting both energy and calm. Pedagogical support is backbone of educators, without it, everything becomes uneven. Activities lose depth. Planning becomes last-minute. Documentation gets delayed. Educators are forced to choose between supervising children, maintaining health and safety, cleaning, managing AQI responsibilities.

Children deserve environments that are prepared, thoughtful, and responsive. Pedagogical support is not an extra layer, it is the foundation that holds everything together. It reduces stress, improves consistency, and ensures that every part of the day is intentional, not accidental. It protects time for documentation, so children’s learning is visible, valued, and shared. It allows educators to focus on what truly matters, being present with children.

I don’t know how the early childhood sector could survive without these essential workers. Not only do they support the children and families, but also educators and society as a whole. The province wants quality early childhood care – it would not be quality without or beloved pedagogical staff. You will have educators leaving due to burn out.

Pedagogical Support Staffs are the first respondents to educators’ most pressing concern: the need for additional support beyond basic staffing requirements. The presence of a pedagogical support helps transform daily practice in child care centres. By giving educators time for planning, observation, and documentation, they improve not only workflow but also the quality of learning experiences for children. Unlike other job environments, child care settings are not predictable where every child’s needs fit neatly into a schedule. Some children require extra time to adjust, additional emotional support, or individualized attention during key moments of the day. Without Pedagogical Support Staff, educators are often stressed, making it difficult to provide that level of care consistently. These roles ensure steady and meaningful interactions are not sacrificed due to time pressures. The benefits also extend to educators and the system as a whole. With added support, staff feel more confident, less overwhelmed, and better able to collaborate with one another. Maintaining funding for Pedagogical Support Staff is critical. These positions are not extras—they are a key part of delivering high-quality early learning and building a sustainable child care system in PEI.

Having our Pedagogical Support at our Centre has been such a gift to the children, educators, families and myself as director. The morale of our Centre has shifted in a meaningful way, and we are finally in a place where we can truly meet each child where they are and give them the support they need to not just grow but thrive. Educators have had more time to be present, responsive, and intentional, which means children have felt more supported, understood, and confident. For some, that added support has been the difference between struggling and succeeding. This role has also supported educators in a very real way, giving them time to plan and reflect during their workday instead of carrying it home. This has created a stronger, more stable environment for everyone, especially the children. Reducing Pedagogical Support hours is concerning because this role is essential. Without it, and without qualified professionals in these positions, the quality of care and learning will be affected. When educators are supported, children benefit. Protecting this role means protecting the experience, growth, and well-being of the children in our care every day.

As both a parent and an ECE, and with my son being autistic, I have really seen how important PED support is in the centre. It makes a big difference in how smoothly the day runs. Having that extra support allows children to get the individual attention they need, especially during times that may be more challenging for them. It helps create a more calm and inclusive environment where all children can feel supported and understood. From an educator’s point of view, PED support also helps us feel more confident in our role. It gives us the opportunity to focus on planning meaningful experiences, observing the children, and completing documentation, knowing that there is additional support available when needed. It also allows us to be more present with the whole group while still meeting individual needs. As a parent, it means a lot to know that my child is supported in a way that helps him succeed and feel comfortable in the environment. It reassures me that he is understood and that his needs are being met. Overall, PED support not only benefits individual children, but also supports educators and strengthens the whole centre community.

Bonjour Je suis éducatrice au Jardin des Étoiles et j’y travaille depuis février 2024. Je souhaite vous partager mon avis sincère concernant la décision de réduire le nombre de mentorats de deux à un. Puisque notre centre accueille plus de 80 enfants, nous faisons face à plusieurs défis liés à l’organisation et au bon fonctionnement du milieu, surtout lorsqu’il manque de ressources. Même avec deux mentorats, certaines journées demandaient déjà beaucoup d’efforts et de soutien pour maintenir un environnement stable et harmonieux. Depuis l’arrivée de notre mentore, nous avons observé des changements positifs au sein de l’équipe. Par son implication, son expérience et son accompagnement quotidien, elle nous aide à mieux collaborer, à développer nos compétences, à mieux gérer certaines situations et à évoluer dans notre pratique professionnelle. Sa présence apporte un soutien précieux à toute l’équipe. Je crois sincèrement que la réduction d’un mentorat aura des conséquences sur l’ensemble du personnel et sur l’équilibre de notre milieu de travail. C’est pourquoi je souhaite respectueusement que cette décision soit reconsidérée. À mon avis, notre centre a besoin de maintenir deux mentorats afin de continuer à offrir un environnement de qualité, autant pour les enfants que pour les membres du personnel. Je vous remercie de l’attention portée à mon message et de la considération accordée à cette réflexion.

It’s really hard to hear that the progress we’ve made in the childcare sector is taking a step backward with the reduction of the pedagogical support role by 50%. This role is what keeps our team connected and working smoothly together. It supports us in so many ways by giving us time for documentation and planning, helping support children who need it most, and keeping communication flowing throughout the centre. It also gives us someone to go to for guidance, to bounce ideas off of, and to work through things together. Most importantly, it helps us better support our children and families during the most important stages of development. I’ve also seen firsthand how much it supports our director. It helps take some of that day to day pressure off by sharing responsibilities, supporting staff, and helping problem-solve when things come up. In turn, our director is able to be more present in the rooms, spending time with educators and children and being part of the day. It just feels more connected, supported, valued and unified. From the outside, it might not seem like a big change, but when you’re in it every day, you really see how important this role is.

I would like to share my thoughts regarding the proposed cuts to the Pedagogical Support Leader role. I strongly believe pedagogical support is essential in maintaining the quality of care and learning environments in our centres. This role supports educators in many important ways throughout the day and has a direct impact on both staff well-being and children’s experiences. Pedagogical support helps provide:
* Planning and documentation time for educators * Coverage for appointments and sick time
* Additional support during challenging behaviours and busy transitions
* Assistance with maintaining classrooms and learning environments
* Extra help during activities, programming, and special events
In addition to our regular classroom responsibilities, educators are now also expected to meet the recently introduced AQI requirements. This includes increased documentation, observations, reflections, and completing many forms to meet expectations and maintain quality standards. These additional responsibilities require significant time, attention, and support throughout the day. Many educators were actually looking forward to receiving even more support as these expectations increased, not seeing existing supports reduced. Pedagogical support plays a major role in helping educators successfully balance these responsibilities while still being fully present and engaged with children. Without this role, it would become increasingly difficult to maintain the same level of quality, consistency, and support within classrooms. I believe investing in pedagogical support is investing in children, educators, and the future of early learning. The support provided through this role strengthens our sector and contributes to healthier, more stable learning environments for everyone involved. Thank you for giving educators the opportunity to share their voices and advocate for the supports that truly make a difference in our daily work.

In the quiet rhythm of a daycare morning, before the laughter fills the room and tiny shoes line the door, there is an unseen force already at work. Behind each moment of learning is hours of planning—art and craft setups, sensory exploration, pretend play scenarios and many more. There are lists to prepare. Materials to gather days in advance. Documentation to complete. PEDAGOGICAL SUPPORT is not an extra. It is the backbone that allows this system to function without breaking the people inside it. Without pedagogical support, the balance collapses. Planning time disappears. Stress rises. Quality drops—not because educators care less, but because they are stretched beyond what one person can carry. When funding for pedagogical support is cut, it is not just a budget decision. It is a decision that impacts every child’s experience. Every educator’s wellbeing. Every classroom’s quality.

Pedagogical Support is absolutely essential for every ECE Centre, it shouldn’t be something that’s at stake at any cost. Ped Staff not only are extremely essential for the children and their growth, but also for every single member of the staff. They are the backbone of a healthy, productive and high functioning daycare, and as a result it makes it possible for children to be more healthy, both physically and mentally. This cut in funding not only affects the children and the staff, but it will have severe repercussions of the quality of the education daycares all across Canada will be able to provide. Children are the focal point of everything we do, taking those resources away from them is not in their best interest.

Pedagogical Leaders are essential in the early years sector on Prince Edward Island. They provide educators with the guidance, resources, and professional learning needed to create high-quality, inclusive, and nurturing environments for children. Strong pedagogical Leaders helps educators grow in their practice, strengthens classroom programming, and ensures children receive the best possible start in life. By investing in these supports, we are investing in our educators, our children, and the future of our communities on Prince Edward Island.

I believe that pedagogy support in daycare is crucial because it transforms routine care into worthwhile educational opportunities. When educators plan activities with intention and purpose, I have observed how children develop stronger language, social, and emotional skills. It enables us to recognize that every child learns differently and modify our methods to meet their specific needs. Pedagogy involves guiding, observing, and reflecting on children’s development in addition to supervising them. Additionally, it fosters a positive atmosphere where kids feel secure, self-assured, and inspired to explore through play. In my opinion, pedagogy support transforms daycare into a place where kids lay a solid foundation for learning and growth throughout their lives, rather than just a place to stay.

Pedagogical support plays an important role in daycare settings. With this support, educators have sufficient time to plan activities that align with children’s interests and developmental milestones, which helps keep them engaged. It also allows time for maintaining cleanliness and sanitation on a regular basis, preparing for AQI requirements, and organizing activities so that children can participate at the right time and fully enjoy them. In addition, pedagogical support makes it easier to prepare for special interaction days, such as Mother’s Day and other events. Educators are also able to complete meaningful documentation, which helps them better understand each child’s needs and development. Without pedagogical support, educators have too many responsibilities on their plates. The workload increases significantly, leaving little time for quality planning, interaction, or reflection. This can feel overwhelming and reduce the overall effectiveness of the learning environment. Pedagogical support also contributes to children’s social, emotional, and cognitive development. Strong bonds between educators and children create a sense of safety and security, and positive interactions between educators and parents are strengthened as well. Removing pedagogical support can have serious consequences. It not only increases stress on educators but may also impact the quality of care and learning provided to children. Decisions about such roles should be made carefully, as they affect both staff and the well-being of the children.

As an educator they are expecting a lot out of us when it comes to planning, documenting and providing for the children. To provide quality childcare you need that opportunity to come off the floor to be able to do some of these things

As both an ECE and a parent of 2 young children requiring child care , I see how sad this news is and the negative effects it will have on both sides . As an ECE the addition of a pedagogical support has been crucial to so many aspects of our programming . More support mentally and physically for our staff , whether it is assisting in the classroom with behaviours , bouncing their ideas off of staff members , helping with classroom tasks , giving the main educators in the room much deserved , planning time , collaboration time , lunch breaks . Covering for appointments, or time off . Being there to assist if a staff is feeling overwhelmed or burnt out . And just being an extra set of eyes and ears in the classroom . Cutting these positions will affect the sector in many ways , more burnout among staff , less time for staff to have allocated to plan developmentally appropriate activities , record observations and documentation’s ( a requirement of the job ). Less assistance in the classroom when it comes to Behaviour management , and less staff available for children when they may need Extra love and support . These vital staff members are there for things like maintaining ratios , helping with sick calls ( and let’s be honest sickness is daycares will always be an issue ), and reducing overtime worked by staff members , which in turn gives all staff much more needed time for breaks , taking less work home and getting to spend more-time with their family and loved ones after caring for other amazing children and families all day. As a parent I see the connections my children have made with these staff members . Someone who not only supports and loves them and cares for them each day , but also a familiar face each morning if their main educator is sick , or doing programming . Someone who is still trained to provide quality care and education to my child(ren) while their other educators are away from the classroom planning amazing experiences for them ( or taking a well deserved break ) . Another person I can count on for ideas on struggles my children may be having at home, and if they are seeing it at daycare . Cutting these positions will not only take away consistency of care and familiarity of faces for my children . It will majorly cut back on the quality of care and education they will receive , daycare is where they spend the majority of their week and the first five years are crucial for a child’s development , and cutting these positions will only hurt that for all educators ; children and families involved .

Je suis éducatrice au Jardin des Étoiles depuis juillet 2024. Depuis mon arrivée, j’ai pu constater à quel point le travail dans notre centre demande de l’organisation, du soutien et une collaboration constante entre les membres de l’équipe. Étant donné qu’il s’agit d’un grand centre, les besoins sont importants et les défis quotidiens peuvent parfois être exigeants. Selon moi, nous avons réellement besoin de maintenir deux mentorats. La présence de deux mentores permet un meilleur accompagnement du personnel, un soutien plus constant et une meilleure gestion des situations au quotidien. Leur rôle est essentiel pour guider, soutenir, rassurer et aider les éducatrices à évoluer professionnellement. Leur soutien a un impact positif non seulement sur l’équipe, mais aussi sur la qualité de l’environnement offert aux enfants. Maintenir deux mentorats contribue à assurer un bon fonctionnement du centre et à préserver un climat de travail sain et équilibré pour tous.

Humanity driven pedagogy is the foundation of our programs. Collective holistic authentic program takes a team not .5 of a human to be in the arena together. Burn out among our front line sector has decreased since 2022 with the impact of retention and accessibility for educators to thrive. The children who fill our centres will be the humans who run our world in the next 20/25 years- they’re worth investing in not just yesterday; everyday!

Pedagogical support staff have made a meaningful impact in our early learning environment by strengthening, both the quality of care and the well-being of educators. Their presence allows educators to feel supported, especially during challenging moments with children as there is always someone available to step in with guidance, strategies or an extra set of hands. This not only helps children regulate their emotions, more effectively, but also ensures that their needs are met with the patient and consistency. For educators, having pedagogical support staff creates valuable opportunities to step back, reflect and plan more intentionally. It reduces stress and prevents burnout as educators are not constantly stretched beyond capacity. This support fosters a more positive and collaborative work environment, where educators feel valued and empowered in their roles. Moreover, pedagogical support staff can also provide support in implementing AQI and pyramid strategies. Educators are able to implement more meaningful learning experiences because they have time to prepare and reflect on the practices that they are learning with the help of pedagogical staff.

This news is not only saddening—it feels like a significant step backward. At a time when Early Childhood Educators are already working under immense pressure and facing increasing expectations, this is not the moment to remove vital supports. Having pedagogical staff at our centre has been incredibly positive. It has provided our educators with dedicated time to plan, document, and strengthen the quality of our programs for the children we serve. Just as importantly, pedagogical staff have helped ease working conditions and supported the overall well-being of both staff and children. The reduction of this funding will have serious and far-reaching impacts. Without pedagogical support, educators will be expected to take on additional responsibilities without the time or resources to do so effectively. This will inevitably lead to increased stress, burnout, and challenges in staff retention—issues our sector is already struggling with. We risk losing skilled, passionate educators who simply cannot sustain the increasing demands placed upon them. In turn, this directly affects the quality of care and learning environments we are able to provide. Educators will have less time to thoughtfully plan, reflect, and respond to the individual needs of children. The consistency, mentorship, and professional guidance that pedagogical staff provide will be lost, weakening both program quality and team cohesion. New educators, in particular, will lose access to critical mentorship and support, making it even harder to build confidence and succeed in their roles. There are also broader impacts to consider. Reduced support within centres can lead to less inclusive and responsive programming, fewer opportunities for meaningful family engagement, and diminished capacity to adapt to the diverse and evolving needs of our communities. What may appear as a funding adjustment on paper translates into real challenges in classrooms every single day. Ultimately, this decision risks undoing the progress that has been made in strengthening early learning environments. It removes a layer of stability and care that benefits not only educators, but the children and families who rely on us every day. When educators are supported, children thrive—and when that support is taken away, the ripple effects are significant and lasting. This decision may balance a budget on paper, but it comes at a very real human cost. I urge you to reconsider what is being lost here—not just a line item, but a critical support system that sustains educators, strengthens programs, and ultimately shapes the experiences of young children at a foundational stage of their lives. If we are truly committed to quality early learning, then we must invest in the people and structures that make it possible. Anything less sends a clear message that this work—and those who do it—are not being valued at the level they deserve.

As an educator, I see every day how essential Pedagogical Support Staff are. They are not an extra—they are necessary. They help us support children in the moments that matter most, especially when they need comfort, time, or extra care. Without them, it becomes harder to meet every child’s needs at once. With them, no child is left behind. They also support educators, reduce stress, and strengthen our classrooms. Full funding for Pedagogical Support Staff means better care for children and a stronger Early Learning and Child Care system in PEI.

Bonjour, Je suis éducatrice au Jardin des Étoiles et j’y travaille depuis février 2024 Je souhaite partager mon avis sincère concernant la décision de réduire le nombre de mentorats de deux à un. Étant donné que nous sommes un grand centre accueillant plus de 80 enfants, nous avons toujours rencontré des difficultés d’organisation et de gestion lorsque nous n’avions pas suffisamment de ressources. Même avec deux mentorats, le travail pouvait déjà être exigeant à certains moments. Depuis l’arrivée de notre mentore, qui a fourni beaucoup d’efforts en formation et en perfectionnement pour être à la hauteur de son rôle, nous avons constaté une réelle amélioration. Elle nous accompagne au quotidien, nous aide à mieux travailler, à gérer nos émotions, à résoudre des problèmes et à évoluer professionnellement. Son soutien est précieux pour toute l’équipe. Je crois sincèrement que cette décision aura un impact sur l’ensemble de l’équipe, et non seulement sur la personne concernée. C’est pourquoi je souhaite que cette décision soit réévaluée. Selon moi, notre centre a réellement besoin de maintenir deux mentorats afin d’assurer un bon fonctionnement et un environnement de qualité pour les enfants comme pour le personnel. Merci de votre attention.

Le mentorat pédagogique a un impact profondément positif au quotidien, une écoute attentive, un appui au bon moment et un soutien discret viennent renforcer les pratiques, soutenir les éducatrices et créer un environnement plus stable et apaisé. Sa présence se reflète dans la qualité des interactions, la confiance des équipes et le bien-être des enfants. Le mentorat pédagogique n’est pas un simple ajout, c’est une base essentielle qui permet à chacun d’évoluer et de donner le meilleur de soi.

Pedagogical support has made a meaningful difference in our centre by providing all classroom educators about one hour each day—to plan and prepare activities, complete documentation, support AQI requirements, and maintain a clean, organized environment. This consistency helped everything stay well-prepared and run smoothly. As a result, educators feel more confident, less rushed, and more focused in their roles. Overall, it has strengthened the quality of our program and created a more positive environment for everyone.

En tant qu’éducatrice, j’ai eu la chance de bénéficier du mentorat pédagogique… et j’en ai vu l’impact réel, chaque jour. Ces petites minutes supplémentaires offertes à un enfant qui en a besoin, pendant que l’éducatrice soutient le reste du groupe, font toute la différence. Le regard extérieur, les idées, les ressources adaptées, les ajustements rapides… tout cela nous permet d’intervenir avec plus de justesse et de sérénité. Aujourd’hui, après presque un mois dans ce rôle, je réalise encore plus à quel point ce soutien est essentiel. Il est difficile d’imaginer le quotidien des éducatrices sans cet appui, qu’il soit pédagogique, physique ou organisationnel. Être là pour accompagner, modéliser, observer, intervenir au bon moment… mais aussi simplement écouter, rassurer et valoriser. Le mentorat pédagogique, ce n’est pas un “plus” c’est un pilier. Un enfant apaisé en respectant son rythme , une éducatrice soutenue au bon moment, une intervention ajustée… ce sont des impacts concrets, visibles et durables.

I’ve seen firsthand, as an ECE on PEI for the past 17 years, how much having a pedagogical role has helped both children and educators across the Island. They step in when we need them most and have given educators the ability to “breathe” during stressful and challenging times. This role allows educators to truly enjoy and engage with children and families in meaningful ways without being stretched too thin. I worry about the sustainability and retention of educators without this support

Bonjour, Je suis éducatrice au Jardin des Étoiles et j’y travaille depuis février 2023. Je souhaite partager mon avis sincère concernant la décision de réduire le nombre de mentorats de deux à un. Étant donné que nous sommes un grand centre accueillant plus de 80 enfants, nous avons toujours rencontré des difficultés d’organisation et de gestion lorsque nous n’avions pas suffisamment de ressources. Même avec deux mentorats, le travail pouvait déjà être exigeant à certains moments. Depuis l’arrivée de notre mentore, qui a fourni beaucoup d’efforts en formation et en perfectionnement pour être à la hauteur de son rôle, nous avons constaté une réelle amélioration. Elle nous accompagne au quotidien, nous aide à mieux travailler, à gérer nos émotions, à résoudre des problèmes et à évoluer professionnellement. Son soutien est précieux pour toute l’équipe. Je crois sincèrement que cette décision aura un impact sur l’ensemble de l’équipe, et non seulement sur la personne concernée. C’est pourquoi je souhaite que cette décision soit réévaluée. Selon moi, notre centre a réellement besoin de maintenir deux mentorats afin d’assurer un bon fonctionnement et un environnement de qualité pour les enfants comme pour le personnel. Merci de votre attention.

Our pedagogical mentors have had a significant positive impact on not only my work as an ECE, but also the children and their families in our community. Our pedagogical mentors guide, encourage, and support everyone in our childcare centre every single day. They answer questions we have about classroom environments and documentation, they help us with behaviour management and communication with families. The list really goes on and on. The children in our care benefit highly from pedagogical mentors as their support and guidance makes us ECEs more knowledgeable and confident in our day to day work. Their presence strengthens our team as a whole and encourages collaboration and team work. The families in our community benefit from a strong, collaborative staff who are able to provide responsive and engaging care to their children thanks to the teachings of our pedagogical mentors. Unfortunately, reducing the number of pedagogical mentors will inevitably have a negative impact on the entire Early Childhood Association as a whole. Staff will have less access to support, guidance, resources, as well as less time for documentation and programming, which will lead to poor communication with families. It will be a ripple effect very much affecting everyone. Thank you.

Our pedagogical support is crucial in our centres. They pass our classes daily to help us in anything we need. They answer all our questions and give us all their support, they help us with research if they don’t have the answers to our questions. With AQI they help us anytime we need it! Cutting back their hours would drastically affect our centre and every other as well

The pedagogical support person in an early learning centre plays a critical leadership role in guiding and strengthening the quality of practice across the program. The Pedagogical support works alongside educators, children, and families to enrich the environment and create experiences that make for quality childcare. Pedagogical support is invaluable for the centre and the children, it allows the staff time for planning, breaks, critical support when children or staff are feeling overwhelmed, helping when short staffed, really functioning as a co-director. When I lived in Northern Canada for two year’s I was not involved in the field, when returning the addition of a pedagogical support was something I felt showed a lot of growth in the understanding of what is needed for quality childcare. The strength of your pedagogical staff is something that is felt throughout the entire centre. Losing those critical hours of a valuable member of the team is a step backwards and will be felt throughout the sector. It is a disservice to the children and families who rely on us to ensure their child/ren have the best possible experiences.

As a centre that has grown significantly over the past year, we are severely impacted by this change. With a large number of staff, there is almost always at least one or two employees absent due to appointments, illness, vacation, or other unavoidable reasons. Without this support, we are unable to properly meet the needs of children without relying on substitutes, who are rarely available and cannot provide the consistency children need. In addition, this reduction in support limits our ability to complete documentation, conduct deep cleaning of classrooms, and meet new AQI expectations. As a result, it affects the consistency, health, and overall quality of our learning environment. Maintaining the high standard of care and professionalism we were able to achieve through this funding will no longer be possible. We risk losing the progress that helped make us one of the strongest provinces in early childhood education. The impact of this decision will be felt by staff, management, children, and their families alike.

Pedagogical Support staff have been critical to the growth of our centres. Directors rely on this role to help maintain ratios and support daily operations, especially during unexpected staffing gaps. Having someone who can step in, while also supporting educators and children, has been a game changer. It has given centres the confidence and capacity to expand.

The introduction of a pedagogical support staff was such a much needed addition to Early Years Centres. As the increasing pressures of meeting high quality regulations, ratios and challenging behaviours continue, the support person was able to provide the additional time, resources and assistance to help centers continue to grow and move forward. Their presence helped eliminate the need for many additional hours of work done at home, extra hands during difficult situations, extra hands during times of learning and a person that assisted in meeting ratio, especially when staff needed a break. This position has decreased burn out and allowed educators the time needed to provide the highest quality care possible.

With pedagogical staff, I am now able to take one hour per week to plan learning experiences for the children in my class. I am able to use this person to help me clean and sanitize toys and equipment we use. I am able to refresh the classroom with new materials, and accommodate important materials needed to align with AQI. I am able to document and update parents on their children. I am able to manage portfolios for 10 children. I am able to fill out paperwork for Kindergarten and required by specialists for children. I am not as burnt out as I would be if I had to do this myself. I have the option to ask for help

Since the pedagogical position has started, it has been the backbone of staff planning, support and well being of my classroom. To loose this support would be devastating, not just for us as staff, but also for the children. They will also suffer. Staff will not be able to plan as effectively if their hours are reduced. We will not be able to have time to prepare materials, teachers will be burnt out due to the lack of support. To cut this position to even half is a step in the wrong direction; and one that will not be taken lightly. It will have ripple effects through out the centre. Families will feel it, children and staff. This is the wrong decision.

I work at a double sized centre and having 2 ped leaders is crucial for our day to day lives. We have double the staff, double the children and double the families to support and our ped leaders allow us to support them to our full abilities. Furthermore, with the new AQI format, we have even more questions that need answering and even more support to assure that our centre meets regulation requirements. Having 2 people in support positions also allows us to have varying answers to the questions we have. They each offer different perspectives and experiences which offer us a more well rounded answer. Cutting the position/ hours will be detrimental to our centre and the care we are able to provide to the families we serve.

In my 25 years as an Early Childhood Educator, I have seen firsthand how much this role has strengthened our work. Pedagogical Support staff give educators the time and space to plan, document, and be fully present with children, without feeling stretched beyond capacity. That support directly impacts the quality of care children receive, and it plays a major role in keeping educators in the sector.

Since its introduction in 2022, the Pedagogical Support position has been essential in making progress across PEI’s Early Learning and Child Care sector. It directly responded to what our sector (the Early Learning and Child Care workforce) told us in 2021 through “This is Your Workforce” consultations, where an extra set of hands above ratio was the #1 priority!

Some children just need a little more time, to get dressed, to settle in, or to work through big emotions like missing their parents. Those are the moments that matter most, and they can’t be rushed. Pedagogical Support staff make that possible; they can step in with the group, or support one child, so no one gets left behind. Without that role, educators are responsible for everyone at once, and those moments become harder to give. That time and care is what helps children grow, and it’s why full funding matters.