Universal Childcare

Pressures on education systems have continued to yield concerns about high-quality education, and the number of reforms primarily increased. In this regard, policymakers need to grant significant attention to implementing high-quality education. Policy implementation in the education sector is a complex and evolving process that involves different stakeholders that could lead to failure when not well targeted (Dahlberg et al., 2007). Thus, it is integral to understand the relationships existing between policy, research, and pedagogy. Therefore, this paper aims to determine policy, research, and practice or pedagogy concepts and how they are linked to universal child care in Canada. It envisions Ontario's relationship between ECE and CSE.

Early childhood education belongs to the history of compulsory schooling. In most nations, early childhood care and education from birth to compulsory school are compiled and combined into one unified system. Most countries have a split system, where the consideration for the youngest is separated from the education of older children. Providing early childhood care to children between three and six years old is seen as focused on education. It is increasingly viewed as a means of preparing one for later education and as the first step toward lifelong learning. Universal childcare has been subject to immense policies over its history. In most nations, formally organized childcare for children emerged in the 19th century to end childhood mortality and as an instrument to foster cheap female labor during the industrial revolution (Dahlberg et al., 2007). During that time, most children in childcare were from low-income families, and the parents were considered to need civilization. Over this course, childcare has been and continues to be a subject of policies within the labor sector.

Child care and early education are enabled and supported by policy and research. Accordingly, research activities help determine children's issues and propose recommendations and solutions to address the problems, thus sharing these findings with the state, federal,...…age, and the curriculum formed is guided and informed by CSE (Moss, 2010). There can be various forms in which a child receives formal education at a tender age, which can differ from one state to another. Educational programs could be designed for children at a particular period and provided in childcare, daycare, preschool, nursery, and kindergarten settings. Some programs are run privately, and others operate at a local school system.

In conclusion, universal childcare in Canada was introduced to improve students' lives and general education. For Canadian families, high-quality and affordable childcare is convenient and necessary. Research, policy, and pedagogy inform the National Framework on Early Learning and Childcare that meets the needs of Canadian families and where they live, thus signaling the new government's commitment to available, affordable, and high-quality childcare for all who use it. ECE (Early Childhood Education) is a curriculum formed and designed through CSE programs and evaluations. The relationship between CSE and ECE is…