This study explored Ontario early childhood educators' (ECEs) experiences and perceptions about the development of sexuality during early childhood. Sixty-four educators completed an online survey with a mix of closed- and open-ended questions; quantitative data were used to provide descriptive statistics and qualitative data were interpreted using thematic analysis. The findings underscore that ECEs observe children expressing typical sexual behaviours in early learning settings. These behaviours include self-touching, those occurring during bathroom routines and play-time, and behaviours influenced from family experiences. Varying perspectives about the purpose of sexuality education in early childhood emerged; ECEs suggested that knowledge of self, families, and being able to answer children's questions should be key areas on which to focus. Participants also discussed concerns regarding childhood sexual development. Primary concerns included parental involvement, questioning the appropriateness of sexuality education in early childhood, and the need for more professional development. Many factors affected ECEs willingness to address the development of sexuality in their practice. When asked about workplace policies that could provide guidance, one-third of ECEs did not know if a policy existed, and a further 54% stated their workplace had no policy. These findings contribute new data on ECE perceptions about preschool sexuality education in a Canadian context. The development of curriculum and policy are suggested as ways to provide systematic guidance and protocols regarding sexual and gender development. Additional training in the area of childhood sexual development is suggested to increase ECEs' knowledge and skills in guiding the development of sexuality in childhood.

This study examined how polychronicity, or the preference to do several things concurrently, was related to work and family overload, work-family (W-F) conflict, and outcomes in the work, family and life domains (i.e., turnover intent, family and life satisfaction). Using Conservation of Resources theory as a framework, polychronicity was conceptualized as a resource that could be used to reduce work and family overload. The participants were 553 employed parents from Canada and the United States. Results indicated that polychronicity was related to lower work overload. Lower work overload was related to lower work interference with family conflict, lower turnover intent, and higher family and life satisfaction. We also examined gender differences and found that, although women scored significantly higher than men on family overload and family satisfaction, and significantly lower than men on life satisfaction, there was no mean gender difference on polychronicity. In addition, the path coefficients in the model were not significantly different for men and women.

Pre-and post-service sexuality training for Early Childhood Educators (ECEs) is lacking in Canadian and international contexts. The objective of this study was to assess pre-and postservice sexuality education instruction and training needs among an ECE population in Ontario, Canada. Sixty-four participants completed an online survey, which included both closed-and open-ended questions. The survey assessed ECEs': a) perceptions of the quality of addressing sexuality and gender in early learning centres; b) current level of preparation in addressing the development of sexuality; and, c) sexuality training needs. Collectively, participants identified a variety of approaches to sexuality, spoke to themes of inadequate climates to address sexuality education, and the relational characteristics ECEs felt were beneficial for addressing sexuality and gender. Participants (65.6%) recognized the everyday opportunities in which they could engage in discourses of sexuality. Nevertheless, a lack of training to address these domains was notable, with 53.2% reporting inadequate preparation in their current role as an ECE. Findings are discussed in response to a paucity of curriculum documents, which hinders professionals' ability to adopt an emergent approach to address sexuality and gender.

Learning about sexuality is an important part of development in early childhood but is not formally considered in early learning settings. This makes sexuality education for young children both rare and inconsistent across early learning settings. The purpose of this paper is to provide a unique contribution and inform the state of sexuality education in early learning settings in Canada, which is currently an understudied area. We describe the Canadian context of sexuality education in early learning settings and examine its presence in provincial and territorial early learning frameworks. We advocate for the inclusion of sexuality education in early learning settings because it can support children’s development and construction of sexuality, is a critical factor in providing children with personal safety skills and a part of child sexual abuse prevention work, and also sets the foundation for equity and social justice in teaching children about diversity as a norm. We discuss the barriers which act to exclude sexuality education in early learning settings including a lack of curriculum and policy to guide early learning professionals in addressing and supporting this domain, fear of parent reactions, and theoretical constructions of childhood innocence. We conclude with practice and policy recommendations to move the field forward.

The COVID-19 pandemic has changed social organizations and altered children’s worlds. As part of an ongoing longitudinal study of the institutional organization of disabled children’s lives, since March 2020 we have conducted interviews with families in rural and urban communities across Canada (65 families at the time of writing). The narrow focus of governments on the economy, childcare, and schooling does not reflect the scope of experiences of families and disabled children. We describe emerging findings about what the effects of the pandemic closures demonstrate about the social valuing of childhood, disability, and diverse family lives in early childhood education and care. Our research makes the case that ableism, exclusion, and procedural bias are the products of cumulative experiences across institutional sites and that it is critical we understand disabled childhoods more broadly if we are to return to more inclusive early childhood education and care.

Student parents (i.e., students who have their own dependent children) are a specific subpopulation of adult learners. This study investigated the impact of self-efficacy beliefs on student parents' perceived capacity to manage multiple roles and their satisfaction with family, school, and life. Survey data collected from 398 student parents enroled at four Canadian universities were analysed. Latent variable analysis was conducted using maximum likelihood estimation with robust standard errors (MLR) using Mplus. Self-efficacy beliefs were found to influence student parents' perceptions of satisfaction at school, in the family, and with life in general. Perceptions of one's capacity to manage multiple roles (i.e., school-family balance) were found to mediate the relationship between academic self-efficacy and school satisfaction as well as parental self-efficacy and family satisfaction. Furthermore, preliminary evidence is provided of unique subgroups within the student parent population based on children's ages, partner status, and enrolment status (i.e., full/part-time studies).

A substantial body of research documents the impact of informal care on adult caregivers' wellbeing, but little is known of the experiences of young carers who attend postsecondary schools in Canada. Despite the estimated 1.25 million young people ages 15-24 assuming caregiving roles in Canada, young carers are a hidden and largely unsupported demographic in Canada. To gain a better understanding of young caregiving in Canada, the current study explores the role of communal orientation, benefit-finding, life satisfaction, and family satisfaction among young student carers. Further, we examine the mediating role of diverse coping strategies to better understand how communal orientation may be associated with wellbeing. One hundred and thirty-seven participants were recruited from two Canadian universities, and data were collected through online surveys. Results showed that while communal orientation and the use of coping strategies were positively associated with benefit finding, communal orientation was negatively associated with life satisfaction and family satisfaction. Use of instrumental support mediated the association of communal orientation with benefit finding. The findings suggest a communal orientation may help young carers find benefit in the caregiving role by enhancing the use of instrumental support coping strategies.

Two preliminary pilot phases of a peer-mediated social skills program—Stay, Play, and Talk—within inclusive early years settings in Ontario, Canada, investigated changes in observed social interactions and perceived social skills. In Phase 1, a single-subject AB design demonstrated increases in total social interaction units for two of three kindergarten participants during structured activities, and pre- and post-intervention educator ratings demonstrated small social skill increases with peers for all three participants. In Phase 2, pre- and post-intervention educator ratings for nine participants in a group design demonstrated increases in play interaction and disruption and decreases in play disconnection, with a large effect size for increases in play interaction. Findings suggest that program participation within structured settings may support social skills gains for children with social communication difficulties.