How policies created without early childhood educator input create toxic working environments that objectify educators
Bibliographic record
Abstract
Through the lens of objectification and toxic workplace theory, this article critically examines Ontario, Canada's policies and regulations on early childhood education and care (ECEC). In the context of Canada's transition to universal child care and the persistent workforce crisis in the ECEC sector, this article highlights how registered early childhood educators (RECE) workplace challenges, including poor working conditions, low wages, and a lack of professional recognition, are theorized within objectification and toxic workplace theory. Specifically, the Child Care and Early Years Act (CCEYA) and the Ontario Early Year Framework, which establish the standards and regulations for licensed childcare providers, are analyzed to determine how they objectify RECEs and create toxic workplaces. Grounded in advocacy to improve working conditions in ECEC, this article provides a unique framework for understanding and interrupting how RECEs are not considered in creating government regulations, how individual centers and organizations can interpret the current rules to continue to devalue the contributions of RECEs to the sector, and how and why this continuation of devaluation is affecting the well-being and working conditions of RECEs.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.002 | 0.002 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".