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aspire to (CCCF, 1995). The beliefs include integration of theory and practice as the
foundation of quality training and education. As well, diversity is considered an
important contribution to the training. Respect and trust forms the cornerstone of positive
relationships amongst the partners involved in early childhood education training.
Innovation and creativity are each seen as an impetus to advancement of quality training.
Finally, an educational continuum which recognizes personal and professional
development provides a coordinated approach to training and education (Espey &
Company, 2003).
Currently, adherence to the guidelines is strictly voluntary. The role of the
community college in enhancing the capacity of the field to provide quality education and
care has not been fully researched or realized (Doherty, 2003a). There are few formal
means of accessing comparability between programs, aside from periodic evaluations in
some provinces. Accreditation as one of the seven strategies suggested by Doherty
(2003a) would address the role of the community college in promoting quality in the
field.
Ogston (2003) argues that the Canadian early childhood education community is
not ready for the accreditation of its training programs. Membership in professional
associations is low for practitioners compared to other accredited professions. Training
programs can also acquire membership in professional associations but the number of
those who do is also relatively low. In addition, there are significant differences across
the county in the education required of practitioners. Ogston (2003) suggests that the
“introduction of an accreditation system will have to be incremental” (p. 18). The Ontario
government is situated to take the lead in establishing an accreditation requirement for