In conversations with families, friends, and even other professionals, ECEs are often described as people who “watch children” or “babysit.” Even people who know the value of being able to drop their child off to a group of safe adults can underestimate what it is that ECEs do all day, often thinking that ECEs “just” play all day. While the care ECEs provide is essential, it is only one part of a highly skilled, multifaceted profession. It’s time we talk openly and often about what ECEs actually do and why that matters.

The Government of Canada’s Job Bank outlines the professional responsibilities of ECEs, including:

• Developing and implementing programs that support physical, cognitive, emotional, and social development
• Leading story times, music, art, physical play, and community-based learning experiences
• Creating environments that protect the health, safety, and well-being of children
• Assessing children’s needs and abilities, and communicating observations with families and staff
• Guiding children through routines like eating, dressing, and toileting in ways that promote independence
• Observing for potential learning or behavioural concerns and preparing documentation for further support
• Building collaborative relationships with co-workers and community service providers
• Supporting school-age children in before- and after-school programs
• Coordinating and supervising others in the learning environment

This is professional work that draws on knowledge of child development, curriculum planning, inclusive practice, relationship-building, and more. It involves continuous decision-making, emotional attunement, and intentional care.

Let's change the conversation.

Promoting what you do isn't self-promotion, it's professional advocacy. It helps families, policy-makers, and the public understand the value of your role and the importance of your profession.

When someone asks what you do, tell them the full story. You’re not “just” caring for or “just” playing with children. You’re shaping environments, building capacity, and supporting lifelong learning.

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