{"id":{"repo_id":"toronto-retro","oai_identifier":"oai:utoronto.scholaris.ca:1807/69316"},"canonical_url":"https://search.dev.ndltd.org/etd/toronto-retro/oai:utoronto.scholaris.ca:1807/69316","repository":{"repo_id":"toronto-retro","name":"University of Toronto","base_url":"https://utoronto.scholaris.ca/server/oai/request"},"display":{"title":"Legal and Policy Implications for Early Childhood Professionals in Ontario's Kindergarten Programs","abstract":"The integration of child care and early education systems has been driving staffing change in early learning environments globally over the past decade. 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 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 text analysis, this compilation thesis documents the legal and policy impact of FDK staffing policy, and how it has influenced the way the new professional 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.","abstract_html":"The integration of child care and early education systems has been driving staffing change in early learning environments globally over the past decade. 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 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 text analysis, this compilation thesis documents the legal and policy impact of FDK staffing policy, and how it has influenced the way the new professional 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.","abstract_has_math":false,"creators":["Gananathan, Romona"],"institution":null,"degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":"Applied Psychology and Human Development","school":null,"contributors":[],"advisors":["Pelletier, Janette"],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-06","date_published":"2015-06","updated_at":"2026-07-27T21:27:58Z","subjects":["early education (kindergarten and early childhood)","education law and policy","feminist legal analysis and gendered work","integrated early learning systems","integrated staff teams","professionalization"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/1807/69316","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Pelletier, Janette"]},{"key":"dc:contributor.department","label":"Department","values":["Applied Psychology and Human Development"]},{"key":"dc:creator","label":"Author","values":["Gananathan, Romona"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2015-06"]},{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2015-07-23T20:48:37Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2015-07-23T20:48:37Z"]},{"key":"dc:date.issued","label":"Date","values":["2015-06"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["early education (kindergarten and early childhood)","education law and policy","feminist legal analysis and gendered work","integrated early learning systems","integrated staff teams","professionalization"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/1807/69316"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The integration of child care and early education systems has been driving staffing change in early learning environments globally over the past decade. 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 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 text analysis, this compilation thesis documents the legal and policy impact of FDK staffing policy, and how it has influenced the way the new professional 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."]},{"key":"dc:description.degree","label":"Dc Description Degree","values":["Ph.D."]},{"key":"dc:title","label":"Title","values":["Legal and Policy Implications for Early Childhood Professionals in Ontario's Kindergarten Programs"]}]}],"canonical_facts":{"dc:contributor.advisor":["Pelletier, Janette"],"dc:contributor.department":["Applied Psychology and Human Development"],"dc:creator":["Gananathan, Romona"],"dc:date":["2015-06"],"dc:date.accessioned":["2015-07-23T20:48:37Z"],"dc:date.available":["2015-07-23T20:48:37Z"],"dc:date.issued":["2015-06"],"dc:description.abstract":["The integration of child care and early education systems has been driving staffing change in early learning environments globally over the past decade. 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 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 text analysis, this compilation thesis documents the legal and policy impact of FDK staffing policy, and how it has influenced the way the new professional 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."],"dc:description.degree":["Ph.D."],"dc:identifier.uri":["http://hdl.handle.net/1807/69316"],"dc:subject":["early education (kindergarten and early childhood)","education law and policy","feminist legal analysis and gendered work","integrated early learning systems","integrated staff teams","professionalization"],"dc:title":["Legal and Policy Implications for Early Childhood Professionals in Ontario's Kindergarten Programs"],"dc:type":["Thesis"]},"updated_at":"2026-07-27T21:27:58Z"}