The College of Early Childhood Educators (the College) is a professional self-regulatory body for early childhood educators formed to protect the public interest and focused on quality and standards in the practice of early childhood education. It is the first self-regulatory college for early childhood educators in Canada.
The primary duty of the College of Early Childhood Educators is to serve and protect the public interest by:
Setting registration requirements to ensure that only qualified and competent individuals are registered as members;
Maintaining a public register of early childhood educators;
Establishing a code of ethics and standards of practice for early childhood educators;
Investigating complaints from the public about the conduct of its members and, if necessary, disciplining members;
Setting standards of practice that all early childhood educators are accountable to meet;
- Assuring the public that members of the College will be held accountable for providing a high standard of care and early education for children.
The College Council agrees that they see a future in which the College's role is so broadly recognized that:
The Mission is clear from the Early Childhood Educators Act, 2007, which is unequivocal about the purpose of the College and the functions it must perform:
Council believes in the following values to guide its work:
Diversity, Inclusiveness and Accessibility
Governance and Administrative Excellence
Transparency and Accountability
Strategic Priorities for 2012-2015
Strategic Priority One
Implement a comprehensive post secondary pre-service quality assurance mechanism.
The objective of this strategy is to improve the consistency and quality of preparation of entrants into the profession of early childhood education and to utilise the College’s statutory authority to assist in achieving this outcome.
Strategic Priority Two
Implement a continuous professional learning (CPL) requirement that both supports member competency and encourages a culture of life-long learning.
The objective of this strategy is to enable a commitment to professional learning from members throughout their careers, and to design a regulation which will facilitate the requirement for CPL.
Strategic Priority Three
Implement a member engagement strategy which will lead towards a shared professional responsibility for practice excellence.
The objective of this strategy is to engage interactively with members so that the purpose of self-regulation in pursuit of professionalism is broadly accepted and that members work together to achieve their Council’s vision.
Implement an information strategy to strengthen public knowledge and understanding of how the College protects the public interest.
The objective of this strategy is to reach out to audiences who have an interest in the work of the College, e.g. employers, parents, community resources, to ensure that they are well informed about how the College acts to protect the public interest.
Strategic Priority Five
Strengthen and build relationships to enhance the reputation of the College.
The objective of this strategy is to invest in relationships with opinion leaders, primary stakeholders and regulators so that the College’s role is recognized and it can continue to contribute fully to the protection of the public interest and to the continued professionalism of ECEs in early learning and care.