Legal and Policy Implications for Early Childhood Professionals in Ontario's Kindergarten Programs

The integration of child care and early education systems has been driving staffing change in early learning environments globally over the past decade (McCuaig & Akbari, 2014; OECD 2004, 2006, 2012; Senate of Canada, 2009). Rationales for staff integration often include concurrent movements to professionalize and regularize the early childhood sector. The legal and policy implication of systems integration in Ontario includes the movement of a largely non-unionized private non-profit sector workforce into the realm of public education in Full Day Kindergarten (FDK). Ontario was the first jurisdiction in Canada to introduce a team teaching model comprised of a Registered Early Childhood Educator (RECE) and kindergarten teacher, bringing approximately 10,000 new RECEs into the public education sector. At the same time, the College of Early Childhood Educators was also established to develop Standards of Practice and provide public accountability for early childhood professionals.;This thesis explores the new "professional" role of the RECE within the integrated FDK staff team in the education sector and the concurrent movement to professionalize and regularize the early childhood profession in Ontario. Through a series of four interrelated manuscripts that use a variety of theoretical and methodological approaches including feminist legal policy research and discourse analysis, this compilation thesis documents the legal and policy impact of FDK staffing policy, and how it has influenced the way the professional co-teaching RECE role in FDK is being developed through legislation, policy and practice. By conceptualizing professionalization as a site of struggle and using feminist legal and policy research perspectives to understand policy implementation, I describe ways in which policy makers can have a more meaningful impact through FDK program implementation at all levels, and disclose strategies on how the policy intent of a more professional status and role for RECEs in Ontario's education system can be realized.