Caring for their children: Impacts of COVID-19 on parents
Statistics Canada, 14 December 2020
This study by Statistics Canada examines how gender influences the division of parental tasks within families during the pandemic. The analysis involves participants living with a partner and performing any one of five parental tasks during the pandemic: playing with children or taking part in leisure activities with them; putting children to bed or seeing that they go to bed; homeschooling or helping children with homework; staying at home with the children; and taking children to or from school or childcare.
Recovery through equality: Developing an inclusive action plan for women in the economy
Canadian Centre for Policy Alternatives, 7 December 2020
This report by Canadian Centre for Policy Alternatives, the Canadian Women's Foundation and Ontario Nonprofit Network outlines how women are being pushed out of paid work at historic rates due to the COVID-19 pandemic, most specifically those in precarious jobs and those who have sacrificed paid work for unpaid child and elder care. The report recommends centralizing the focus on marginalized women and initiatives in women-majority sectors that will provide the broadest and deepest pandemic economic recovery. It recommends two key approaches: overcome barriers to women’s participation in paid employment (such as investing in child care services) and create public infrastructure that enables decent work for all.
CA: COVID-19 is not an equal-opportunity virus. Women still do the lion’s share of parenting tasks amid the pandemic
Toronto Star, 15 December 2020
US: Kids catch and spread coronavirus half as much as adults, Iceland study confirms
National Geographic, 10 December 2020
Research, policy and practice
Early Head Start at 25: Looking to the future
Centre for Social Policy, 8 December 2020
This blog post by Joan Lombardi provides some highlights of the Early Head Start program over its 25 years of progress. The author also calls for a new agenda for a new era of equity, mobility, and achievement through expansion, improved compensation and credentials, and additional innovation and partnerships.
Reconceptualising and (re)forming early childhood professional identities: Ongoing transnational policy discussions
Policy Futures in Education, 10 December 2020
In this paper, the authors outline some of the reconceptualisations and (re)formations of ECEC and teacher professionalism. The authors note that prior to COVID-19, issues around teacher professionalism raised critical questions such as: What has become of the professional ‘self’? Have we lost touch with a profession based on a fundamental ethics of care and encounter? What has happened to worthy wage and other campaigns focused on the well-being of teachers? The authors continue this critical dialogue through the lens of contexts, peoples and places around the world.
He Whakaaro: How participation in early learning is affected by COVID-19
Education Counts, December 2020
This New Zealand government report uses emerging data collected during 2020 to explore children’s patterns of participation in early childhood education (ECE), and how it is being affected by outbreaks, associated lockdowns, and recovery. It finds that a total of 35.5 million hours of formal ECE has been lost due to COVID-19, and participation has been negatively impacted more for more disadvantaged services, and for Pacific and Māori children.
COVID gender (in)equality survey: Netherlands
Universiteit Utrecht, 20 November 2020
This study analyzes data collected in the Netherlands in June 2020. The study looked at how parents/families fared during the mandated work from home period. The authors compare data to pre-pandemic information where possible and note they are now able to compare the experiences of parents with children under the age of 18 at home to those experiences of parents with older children and those without children. Findings suggest that care for children was and remains unevenly distributed within Dutch households, noting that mothers were responsible for more childcare tasks than fathers.
Expressions of children and families on children’s rights: Lessons from STM: EC 2019
The Canadian Journal on Children’s Rights, 6 November 2020
Five graduate students draw on young children’s and family members’ expressions during The Shaking the Movers: Early Childhood event held at Ryerson University in which young children were invited to learn about and discuss their inherent rights. The authors provide evidence on how events such as STM are beneficial in understanding children’s expressions and ideas regarding their rights, and the importance of creating spaces that foster children’s rights.
Child care in the news
CA: Black, minority women in Canada left behind in COVID-19 job recovery
CTV News, 15 December 2020
NS: Nova Scotian families need help with childcare with extended school closures
The Nova Scotia Advocate, 11 December 2020
NS: Cape Breton advocates say child poverty numbers 'unacceptable'
The Telegram, 14 December 2020
QC: Quebec government responds to childcare labour shortage
CTV News, 9 December 2020
ON: Does learning about anti-Black racism count as a professional learning activity? Absolutely!
College of Early Childhood Educators Ontario, 7 December 2020
US: How California plans to increase access to paid family leave to support early childhood
EdSource, 14 December 2020
Webinar recording: Professional precarities in a time of pandemic: Cross-national perspectives
Reconceptualizing Early Childhood Education, 18 November 2020