Early Childhood Education and Care in Canada, 2008 (8th édition)
Référence bibliographique 
Beach, Jane, Friendly, Martha, Ferns, Carolyn, Prabhu, Nina et Forerm, Barry. 2009. Early Childhood Education and Care in Canada, 2008 (8th édition). Toronto: Childcare Resource and Research Unit.
Intentions : « This comprehensive report, the 8th edition since 1992, provides key data on child care and kindergarten across Canada. It tracks spaces, finances, quality issues and public policy developments at the provincial/territorial and federal levels, includes demographic information such as mothers’ labour force participation, and identifies trends over time. » (Site Web, Childcare Resource and Research Unit)
Échantillon/Matériau : « The data were assembled from a variety of sources including Canada-wide data sources (identified below), federal/provincial/territorial government officials and from community, published and other resources. Information on ECEC programs under federal aegis and Aboriginal ECEC programs was provided by federal officials, augmented with publicly available data as noted in the text. Information on kindergarten and regulated child care was provided by provincial/territorial officials. » (p. vii)
Instruments : Divers instruments de collecte de données ont été utilisés, notamment différents questionnaires (pour des entrevues téléphoniques et collecter des informations sur les garderies au Canada).
Type de traitement des données : Analyse statistique
The report aims to presents data on child care and kindergarden in the 14 canadian jurisdictions (10 provinces, the three territories and the federal government). Globally, the report shows that the « [...] range and quality of early childhood education and care services and access to them vary enormously by region and circumstances. Organized ECEC [Early Childhood Education and Child Care] services across Canada are in short supply or, like public kindergarten, not sensitive to the labour force needs of parents and are available for only a minority of preschool-aged children. Regulated child care is often too costly for ordinary families or not sufficiently high quality to be considered ’developmental’. Young schoolaged children may be alone after school or attend recreation or other community programs that are not intended to provide ’care’. Overall, no region of Canada provides a system of well-designed, integrated and adequately funded early childhood education and care services to meet the needs of a majority of families and children. One of the most salient pieces of information about Canada’s early childhood education and care situation is that, although participation in the paid labour force has become the norm for mothers of young children, and the evidence about the benefits of quality early childhood programs for young children has accumulated, the situation has failed to progress significantly. » (p. xi)
Friendly, Martha, Beach, Jane et Turiano, Michelle. 2002. Early Childhood Education and Care in Canada 2001. Toronto: Childcare Resource and Research Unit.
Intentions : Dresser le portrait de la situation contemporaine des services éducatifs pour les jeunes enfants au Canada.
Échantillon/Matériau : « The data were assembled from a variety of sources including Canada-wide data [voir p.ix-xi], federal/provincial/territorial government officials and from community and other ressources. Information on federal ECEC programs was assembled using written and online sources. These were enhanced and clarified through telephone interviews with federal officials. » (p. ix)
Instruments : « The method used to collect data on regulated child care from each province/territory followed a series of steps. First, a written questionnaire was sent to each provincial/territorial child care office. P/T officials then assembled their data; this was followed by a visit to each jurisdiction where meetings were held with the range of officials who had relevant information. Additional meetings with community representatives were then held. Using a combination of material provided by government officials, community groups, written and web sites material, a draft of the material was then compiled. Each jurisdiction assisted further by providing clarifications and updates. Further follow-up was done throughout the editing stage to ensure the information’s accuracy. Kindergarten information was assembled by identifying and contacting the official (or officials) in each jurisdiction with responsibility for kindergarten and, through telephone interviews, collecting information using a short questionnaire developed for this purpose. These data were supplemented by written and website information; sources are noted in the text where they are used. Community representatives were not involved in supplementing this information. » (p. ix) Type de traitement des données : Analyse statistique
« The Childcare Resource and Research Unit has periodically assembled pan-Canadian data to produce a national snapshot of child care and early childhood education. The fifth edition of Early childhood education and care in Canada presents 2001 data. Together with 1992, 1995 and 1998 data compiled for earlier editions, these data reveal several trends in ECEC over the decade. In keeping with current conceptions and development of the early childhood education and care field, this edition adds cross-Canada information on public kindergarten to provincial/territorial information about regulated child care, maternity and parental leave and relevant demographic information. It also includes an examination of: the state of ECEC in Canada, federal ECEC programs, and Aboriginal ECEC. » (provenance : http://www.childcarecanada.org/ECECC2001/index.html)