why there is not encough high-quality daycare in Canada

Why there is not Enough High-Quality Day Care in Canada
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Canada has been identified in many occasions to lack enough high-quality daycares. Many children of working parents and student parents are more often in inadequate care situations. High-quality daycares indicate a significant differences in children’s lives. Daycares are important as they serve as an emergency to lone mothers. The parties involved in day-cares are the government, parents, staff and the society as a whole. Given the importance of daycares we discuss the reasons why there are not enough high-quality daycare in Canada (Prentice, 2007).
There has been a high demand for daycare services as the employment rates amongst women has steadily increased. There are no vacancies in existing daycares yet the number of children increases day by day. This demand is not met by supply causing overcrowding and understaffing reducing the quality of the services rendered in day cares. More spaces are now needed to meet this demand.
Inadequate qualified early childhood educators or instructors is a major factor that is adversely affecting the quality of daycare education in Canada. It has been found that there is the need for the more qualified workforce. Most of the educators practicing today have a two-year diploma with no prior experience in the field. The staff working in daycares only need a certificate which is acquired through orientation. This has affected the quality of work being done as they don’t have what it takes to deliver in this kind of education.

The daycare delivered through a market works against supporting trained and skilled children educators. The cost of a professional workforce is very high and the market cannot bear with the expenses. The parents who are able to afford the high cost is less than the required threshold to have the daycare class kicking. working pressure, low wages and salaries and reluctance on going extra miles to deliver quality work contribute to poor education. Most of these professionals are not compensated according to work done.
The government of Canada has under-invested in the daycare program as they consider this type of education to be a private sector good that is negotiated between the parents and the caregivers. The public sector plays a major role to influence the quality of daycare education. Nevertheless, underfunding has led to limited access to facilities and inequitable quality.
Staff turnover has also affected the quality of daycares in Canada. Due to low wages and salaries, these staffs tend to find better-paying jobs. This makes them forgo the daycare education department employment and end up in other informal engagements. New members of staff are brought to cater for these vacancies. This change from time to time affects the child’s continuity and consequently lower the quality of learning in the schools. Daycares and children are treated as private matters and lifestyle choices between parents and the caregivers. Daycare instructions have been considered as an arrangement of the involved parties (Friendly et al., 2002).
Another reason is that the country’s policies do not reflect the needs of women and families when it comes to caring for the children yet women want to get into the labor market. Daycares have been considered as provincial responsibilities. Women are forced to manage paid work and family responsibilities which include the business of daycare for their children. With very little social and political support in place, women depending on daycares, find themselves in defeated situations and this affect children as well.
Canada approach to daycare services is grounded on social and economic values that provide a traditional model of childcare at home by the mother. Basic assumptions have been made that caregiving work is the role of mothers as many caregivers are women. This has left daycare workforce unable to acquire professionalism and make it a long-term career. As a result, poor quality of education in the instructions has endured for a long time in the country.
Children caregivers are unable to meet or achieve the stated demands and high-quality learning due to lack of appropriate physical, emotional, and monetary support. In regard to increased levels of educational preparation, Greenwood et al., (2007) argues that without corresponding remuneration, there is no likelihood of getting students who are willing to become children educators.
The employment conditions of the workplace and the workforce, majority being the women, are also considered to be private matters to be negotiated within the involved parties. Their working conditions are funded by the parents through fees paid for each kid. This subject mothers with limited access to high-quality daycare since they foster a private struggle for and between women to meet the demand of the care of children.
There is devaluation of day-care work. The early childhood workers are considered to be substitute for mothers. It is assumed that all mothers can rely on their natural abilities to do this work. This challenges the collective perception of this daycare work done by either the skilled or professionals. This assumption has made it difficult for Canada to achieve enough high-quality daycare.
Daycare educators have not been given much attention in Canada as they are left out during other staff meeting s or in sharing school responsibilities (Friendly, et al., 2002). The instructors are also never paid during holidays. This is a very poor operation mode that leaves families on waiting thus, destabilizing children caregivers and a feel disoriented to resume job when the academics commence again. Lack of a proper day care program has led to lack of enough high-quality day cares.
Some illegal daycares have been set up but are not licensed. They do not go through the required assessment and lack regulation. Therefore, do not deliver quality work. There have been reported cases of a child’s death in daycare activities. This is as a result of the operators being involved in regulation violation activities and handling too many children in different locations at the same time.
Financial restraint has also been a problem of quality daycares in Canada. Many government policies do not realize the importance of the existence of daycares and are not familiar with those programs being introduced in school. The financial involvement by the board and government in these facilities is hence ignored. There is fear of the unknown expenses that may surface in future. However, a greater awareness of the importance of daycare program should be addressed for financial assistance to make the quality of education better.
In conclusion the government, board, social welfare groups have contributed a lot in lowering the quality of day-care education in Canada. Even though more daycares are being brought up to cater for increased number of children, there are underlying factors like professionalism, working conditions, salaries and wages, flexibility, regulation and licensing among others that must be taken into account in order to acquire high-quality day-care learning environment. As we have seen, day-cares play a very vital role in a child’s early life and highly contribute to their future. With the proper conditions and measures being put up, development of high-quality day-cares is attainable.

References
Friendly, M., Beach, J., & Turiano, M. (2002). Early childhood education and care in Canada, 2001. Childcare Resource and Research Unit, Centre for Urban and Community Studies, University of Toronto, 455 Spadina Avenue, Ste. 305, Toronto, Ontario M5S 2G8, Canada.
Greenwood, M., de LEEUW, S., & Fraser, T. N. (2007). Aboriginal children and early childhood development and education in Canada: Linking the past and the present to the future. Canadian Journal of Native Education, 30(1), 5.
Prentice, S. (2007). Less access, worse quality: New evidence about poor children and regulated child care in Canada. Journal of Children and Poverty, 13(1), 57-73.