CHILD-CARE RESEARCH - A CASE FOR CANADIAN NATIONAL STANDARDS

Recent research on child care is reviewed with respect to the effects of (a) licensing/regulation and (b) teacher education on the provision of high quality care for young children and developmental outcomes. A model is proposed indicating direct and indirect links between licensing and regulation, teacher education, the quality of child care and child development outcomes. Discussion focusses on critical differences in American and Canadian demographic and attitudes (i.e., cultural, social, linguistic, economic, political) and how this influences interpretation of research findings. Using the characteristics of the Canadian context as a guiding framework, recommendations are made for national standards for (a) licensing and regulation of child care and, (b) teacher education.