Guiding Principles
CELC
The Council for Early Learning and Care builds on existing capacities and provides leadership in managing, planning and supporting the development of a system of high-quality early learning and care services, with an emphasis on meeting the needs of low-income and vulnerable families.
Principle #1
Uphold Human Rights: The developing, integrated early learning and care system must uphold and reflect human rights principles. The development of an integrated early learning and care system must be grounded in human rights and equity. These principles are articulated in international agreements, including the United Nations Convention on the Rights of the Child, the United Nations Declaration on the Rights of Indigenous Peoples, and the United Nations Convention on the Rights of Persons with Disabilities. A human rights–based approach ensures that early learning and care systems respect dignity, equity, inclusion, and the inherent rights of all children and families, and that public systems are designed to remove barriers rather than reinforce them.
Principle #2
Engage Indigenous Leadership: Indigenous perspectives and self-determination are essential in shaping all aspects of system design and delivery. Indigenous perspectives and guidance are essential at every stage of system design, governance, and delivery. This principle recognizes the structural conditions created by a long history of discrimination and the ongoing impacts of colonial policies, including residential schooling. Efforts to meet the distinct needs of Indigenous children and their families must be grounded in Indigenous knowledge systems, languages, cultures, and community-led approaches. This principle is foundational to reconciliation and to rebuilding Indigenous-controlled systems of early learning and care.
Principle #3
Embrace Cultural Diversity: Families and individuals from diverse cultures must be engaged in decision-making, planning, and service roles. Individuals and families from diverse cultures must be meaningfully engaged in advisory, planning, service delivery, and regulatory roles. Dominant cultural norms can unintentionally shape the organization and delivery of services in ways that create barriers for culturally diverse families and children. Inclusive engagement ensures that early learning and care systems are culturally responsive, accessible, and reflective of the communities they are intended to serve.
Principle #4
Reach Those Not Being Reached: Identify and support families who may be in need, but are not currently accessing services. Special efforts are required to identify, engage with, and respond to families who may be in need of and entitled to services but who are not currently accessing them. Barriers may include language, culture, system complexity, discrimination, lack of information, or past negative experiences. Proactive outreach, navigation, and relationship-based approaches are essential to ensure that all children and families can benefit from early learning and care supports and thrive at home, in school, and in their communities.
Principle #5
Access to Inclusive Support: Supports for early childhood educators and children must be universally available, easily accessible, and adaptable to the diversity of children in community. Supports for early childhood educators and children must be universally available, easily accessible, and adaptable to the diversity of children and families in the community. Young children who benefit from early learning and care are not limited to particular geographic areas, income levels, or cultural groups. Inclusive access recognizes that while supports should be universal, they must also be responsive to differing needs and circumstances to ensure equitable outcomes
Principle #6
Build on Evidence and Quality: Policies and practices should be research-informed and focus on consistent, high-quality outcomes for children, families and services. Policies, practices, and system design should be informed by research and evidence and focus on consistent, high-quality outcomes for children, families, and services. Expertise, data, and lived experience should be used to guide continuous improvement and accountability. Low-quality supports are not acceptable and do not contribute to meaningful or lasting benefits for children or families.
Principle #7
Focus on Reducing Poverty: Ending childhood poverty requires eliminating family poverty through sustained, systemic change. Ending childhood poverty requires eliminating family poverty through sustained, systemic change. Stable and sufficient income, safe and appropriate housing, and access to coordinated supports are essential conditions for children’s well-being and development. Early learning and care plays a critical role within broader poverty-reduction efforts and must be aligned with long-term strategies that address structural causes rather than short-term symptoms.