Guiding Principles
ECELC
The Edmonton Council for Early Learning and Care builds on existing capacities and provides leadership in managing, planning and supporting the development of a system of high-quality early learning and care services in Edmonton, with an emphasis on meeting the needs of low-income and vulnerable families.
Principle #1
Work toward developing an integrated system of early learning and care must be informed by, and conform to, human rights principles. These principles are articulated in international agreements such as the United Nations Convention on the Rights of the Child, the United Nations Declaration on the Rights of Indigenous Peoples, and the United Nations Convention on the Rights of Persons with Disabilities.
Principle #2
First Nations, Métis, and Inuit perspectives and guidance are required because of the structural conditions created by our long history of discrimination. Efforts to meet the unique and distinct needs of Indigenous children and their families must be grounded in the right to self-determination. Ensuring this right is upheld in all phases of the development of a system of early learning and care in the City of Edmonton is foundational to redressing the legacy of Indian Residential Schools, advancing the process of reconciliation, and building and rebuilding First Nations, Métis, and Inuit communities that establish and control their educational systems in their own languages and cultural methods of teaching and learning.
Principle #3
Individuals and families from diverse cultures must be engaged in advisory, planning, service delivery, and regulatory roles. Dominant cultures inevitably influence the organization and delivery of services and can be a significant barrier to culturally diverse families and children.
Principle #4
Special efforts are required to identify, engage, and respond to families who may be in need of and entitled to services but who, for whatever reason, are not accessing services. Responsive supports are critical so that all children can be successful at home, in school, and in their communities.
Principle #5
Supports that optimize early child development must be easily accessible as needed on a universal basis. Young children who can benefit from early learning and care are not limited to certain geographic areas of the city or to particular economic or ethnic groups.
Principle #6
Supports must be adapted as necessary for the specific needs of children and their families. As examples, First Nations, Inuit, and Métis children and families have distinctive needs as a function of residential schooling, newcomer families have some characteristics that are specific to their ethnic communities, foster children have needs that arise from disruptive family histories, and children with differential abilities often require services designed to accommodate their specific needs.
Principle #7
Supports must be high in quality. Low-quality supports are not acceptable and do not contribute to meaningful long-term outcomes for children and families.
Principle #8
Access to social, health, and educational systems must be equitable and timely. These systems often are complex and unwelcoming. Barriers include language, culture, confidence, experience, discrimination, and inequitable levels of social and institutional capital and referent power that contribute to an imbalance of power. Although partners in early learning and care are working to reduce barriers, equitable and early access to early learning and care services often requires advocates, navigators, and/or companion workers who play an essential role in linking children and families to the supports they need to be successful at home, in school, and in their communities.
Principle #9
Design, promotion, policy development, and implementation should be guided where possible by research-based evidence. Expertise and research should be sought as necessary to guide this work.
Principle #10
Eliminating childhood poverty requires the elimination of family poverty. Stable and sufficient income is essential for ensuring quality of life and necessities such as adequate nutrition and housing. Stable, safe, and family- appropriate housing is essential for participating in communities, for succeeding in school, and for accessing supportive services. Early learning and care adds an important element to broad efforts by EndPovertyEdmonton and its partners toward eliminating poverty.
Principle #11
Eliminating the experience of poverty from childhood requires structural change and long-term commitments. A truly integrated system of early learning and care requires systemic changes and productive cooperation, coordination, and collaboration among levels of government and communities.
Principle #12
Edmonton can lead by example. Significant changes in early learning and care require cooperation, coordination, and collaboration from several levels of government and from other sectors. Municipalities can and must effect some changes and promote others. The City of Edmonton and other partners must take a leadership role in supporting early child development and eliminating poverty.