Equitable start: Accessible early learning and childcare for survivors of gender-based violence
Background: This research explores how to support early childhood educators working with mothers and young children in shelters, with attention to children’s expression, belonging, and well-being, and access to meaningful early learning. Guided by the United Nations Convention on the Rights of the Child and situated within the Canada-wide early learning and childcare context, the study examines responsive, relationship-based, and trauma-informed practices that honour children’s experiences while strengthening educator capacity to create inclusive early learning environments.
Aim: The Equitable Start project aims to address gaps in equitable early learning opportunities for children by supporting early childhood educators in providing play-based learning experiences within shelter settings. We are creating toolkits to support early childhood educators on trauma-informed practices, bibliotherapy resources, and their own well-being. The project documents evidence-informed practice and lessons learned in setting up licensed childcare services in these unique settings. The research and tools will be widely available to share promising practices and findings, so that others may expand upon them.
Method/approach: This is a participatory action research (PAR) project focusing on innovative approaches to access to quality early learning and care. There will be four points of data captured: 1. Documenting the process; 2. Parent experience; 3. Child experience; 4. Early childhood educator experience. The project received initial ethics approval on 27 January 2026 and a second ethics approval in May 2026.
Results/findings: Phase 1 of the research has been completed, with over 1,300 early childhood educators across Canada responding to a national survey exploring their understanding, experiences, and implementation of trauma-informed practice, alongside their self-care practices. Preliminary findings reveal important gaps in early childhood educators’ knowledge, confidence, and implementation of trauma-informed practice, while also highlighting challenges related to educator well-being and self-care.
Conclusion: By addressing critical gaps in trauma-informed practice and educator well-being, the Equitable Start project identifies opportunities to strengthen professional learning and foster more equitable, responsive, and nurturing early learning environments for all children.
Implications for children and families: This research aims to represent your experience in accessing responsive, inclusive early learning experiences where your voices, play, well-being, and sense of belonging are valued, while helping the educators you know support, respect, and connect with you during times of transition and healing.
Implications for practitioners: This research will support you in strengthening trauma-informed, relationship-based practices that honour children’s voices and experiences in shelter settings, while helping you create responsive early learning environments that foster belonging, well-being, play, and meaningful participation.
Funding: This project was funded by Women and Gender Equality Canada.
Keywords: access, equity, early learning, gender-based violence, pre/post service training
This presentation relates to the following United Nations Sustainable Development Goals: