When former Lieutenant-Governor of New Brunswick Margaret McCain talks, people tend to listen. And why not?
She was not only the Queen’s representative in this fair province for several years, she is an internationally recognized expert in, and advocate for, early childhood education.
It’s hardly surprising, then, that whenever she swings through these parts, media outlets bend over backwards to lend her their ears.
According to a CBC report last week, Mrs. McCain says, “If the provincial government is serious about fixing its literacy problems it needs to make radical changes that could mean an expansion of public education. (She) said it’s time to adopt the Finnish model and expand public education to include four-year-olds and then three-year-olds. The Finnish model integrates early learning and care within the public system, which McCain said she feels is the best strategy. ‘If we want to reach all children, the public education system is a well-established system where there’s room for extending education downward,’ she said.”
In fact, she added, “You provide equal opportunity for all children. Public education is well-funded, well-structured, well-respected. It’s available, it’s affordable, it’s accessible and most of all there would be consistency of curriculum for all children. . .this is how you give every child an equal opportunity.”
Indeed, there’s little doubt now that around the world, the happiest results correlate with the earliest starts.
A recent Organization for Economic Co-operation and Development report states that in Sweden “The system of pre-school education is outstanding: (a) in its fidelity to societal values and in its attendant commitment to and respect for children; (b) in its systemic approach while respecting programmatic integrity and diversity; and (c) in its respect for teachers, parents, and the public. In each of these categories, the word ‘respect’ appears. There was trust in children and in their abilities, trust in the adults who work with them, trust in decentralised governmental processes, and trust in the state’s commitment to respect the rights of children and to do right by them.”
In Finland, the OECD concludes, “The early childhood education workforce has several strengths, such as a high qualification level of staff with teaching responsibilities, advanced professional development opportunities and favourable working environments. Staff with teaching responsibilities are well educated and trained with high initial qualification requirements. Professional development is mandatory for all staff; and training costs are shared between individual staff members, the government and employers. Working conditions in terms of staff-child ratio are among the best of OECD countries.”
All of which confirms that early childhood education is not the expensive experiment that cynics decry. On the contrary, it is a plausible, workable application for meeting some of our hoariest, long-term social challenges.
The sooner our governments understand that this nation is not, as some political operatives like to assume, a blank canvas for partisan portraiture, the sooner we can get on with investing good money where it belongs: In the future of our kids, who will return dividends that our various adherents of the status quo can’t begin to imagine.
Naturally, as Mrs. McCain states, “There will be some resistance because everybody fears change. And there is a sector of the daycare sector — which is a for-profit. . . If there is an early childhood education sector that wants to remain private then in my vision we have to see them as we do our independent schools. They have to meet certain standards.”
Still, the future of this province’s economic fabric relies on literacy. That’s a project that must begin early in every child’s life.