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Reconciliation in early childhood education: Building relationships grounded in respect, partnership and self-determination

May 22, 2026

As a regulator, employer and sector partner, the College of Early Childhood Educators has a responsibility to participate actively in truth and reconciliation. An essential part of our work is to develop real understanding, and to challenge the legacies of colonialism and the racism and discrimination faced by First Nations, Inuit and Métis peoples.

Accepting this responsibility, the College will launch its first Reconciliation Action Plan in June, when Canadians honour National Indigenous History Month. In this article, we explore the importance of reconciliation in early childhood education and look at the College’s ongoing reconciliation journey.

Responsibility and accountability: Why a plan matters

The work of the College and the decisions it makes affects thousands of RECEs, and through them, hundreds of thousands of children and families across Ontario. “In recent years, the College has engaged in learning and unlearning and taken early steps towards reconciliation, but we know that there is more work to be done,” says CEO and Registrar Beth Deazeley. “Formalizing our commitment in a plan means that we move beyond intention into meaningful, culturally responsive action, and that our efforts are rooted in structure, accountability and transparency.”

To guide the development of its plan, the College team worked closely with First Peoples Group (FPG), an Indigenous owned, led and staffed organization that supports other organizations in fostering better relationships between Indigenous Peoples and all Canadians.

“For the profession of early childhood education, a formal Reconciliation Action Plan matters because early childhood educators play a key role in shaping how children understand identity, belonging and relationships from an early age,” says Heather Watts, Principal and Partner at FPG. “A strong reconciliation plan helps ensure the systems that guide the profession better reflect and respect Indigenous children, families, communities and ways of knowing. It also supports educators in building the knowledge and awareness needed to practice with greater cultural humility and care.”

Indigenous wisdom at the centre

Heather describes FPG’s role in the plan creation as bringing an Indigenous lens to the process, supporting the College in thinking through what meaningful reconciliation can look like within its role as a regulator. “Having an Indigenous-led organization involved helps ground the work in lived experience, Indigenous expertise, and community-informed perspectives,” she says. “It brings an added level of accountability and helps ensure the plan reflects more than internal assumptions about what reconciliation should look like. It also supports organizations in identifying where deeper change may be needed beyond visible or symbolic initiatives.”

The collaboration with FPG was essential to the development of the College’s plan. FPG provided a clear structure and planning process, beginning with a literature review on early childhood education through an Indigenous lens and context. They also assessed the College’s efforts toward reconciliation to date and facilitated thoughtful discussion to gain insights on current truths. This set the foundation for a framework for a commitment to actions within a formal plan.

Heather guided the College through a process of learning, reflection and engagement. “This included reviewing existing policies and practices, and looking at leading practices across other organizations,” she says. “Throughout the process, several important Indigenous perspectives and values helped guide the work. A distinctions-based approach ensured attention to the unique identities and rights of First Nations, Inuit, and Métis peoples. Indigenous values such as relationality, reciprocity, humility, and accountability informed how the work was approached.”

Among the many voices consulted were those of staff, Council and Committees, Indigenous Institutes, Indigenous RECEs, other Indigenous-led organizations and sector partners.

She adds: “The planning process also considered the importance of Indigenous self-determination in early childhood education and used a reconciliation framework that looked at change across symbolic, substantive, and systemic levels. This helped ensure the action plan focused not only on visible commitments, but also on the deeper organizational and structural changes needed to support lasting impact.”

Reconciliation through a “four S” approach

Below, Heather describes each of the four areas in the “four S” (symbolic, substantive, systemic, and spirit) reconciliation framework, and we highlight some of the College’s previous and/or ongoing activities in each:

  • Symbolic actions (such as land acknowledgements and public messaging) demonstrate intent:
    • The College makes land acknowledgements at all Council and Committee meetings, and College webinars and events.
    • In its elections cycles, the College makes special appeals to RECEs to encourage those who identify as First Nations, Inuit, Métis, Black, Persons of Colour, and/or as an individual from an equity-deserving group, to consider running for a position on Council.
  • Substantive actions (such as policy changes) demonstrate commitment:
    • The Professional Regulation team expanded its support network to include specialists (i.e., case investigators, RECE mentor) with expertise in Indigenous contexts and trauma-informed practices, to ensure the College remains responsive to the diverse communities we serve.
  • Systemic actions change how an organization works at its core:
    • With guidance from and consultation with Indigenous voices, the College amended its Policy Statement regarding Practicum to recognize the value of land-based practicum from an Indigenous approach.
    • The College also developed guiding documents, such as “Centering Equity in Professional Practice,” to embed reconciliation, anti-racism and Indigenous perspectives into its policy and program reviews.
  • Spirit focuses on relationships, trust and respect for Indigenous ways of knowing:
    • While the College has made what Heather considers solid progress on its reconciliation efforts, particularly in substantive and systemic work, it’s in the area of spirit where she sees additional opportunity for the College. “This means deepening relationships with Indigenous partners and ensuring that this work is guided by Indigenous voices,” she says.

Making and maintaining impact

With a strong base to build on, Heather says, “the next step is to align efforts across all four areas so that change is consistent, grounded, and sustained over time.” Informed by feedback and learnings from the numerous conversations and consultation sessions, the Reconciliation Action Plan will centre around five areas:

1) Indigenous Self-Determination and Governance
2) Cultural Safety and Professional Accountability
3) Recognition of Indigenous Language, Land and Wholistic Pedagogies
4) Equity, Data and Systemic Review
5) Relationships, Transparency and Accountability

“Ultimately, we want to bring about change so that Indigenous RECEs feel seen, heard and respected in their interactions with the College,” says Melanie Dixon RECE, Director of Professional Practice at the College and project lead for the Reconciliation Action Plan. “As well, we want to support the profession in deepening its understanding of the realities of the First Nations, Inuit and Métis children, families and communities, so that Indigenous children and their families experience culturally sensitive and responsive early childhood education and care.”

Melanie adds, “We look forward to our continued relationship and collaboration with FPG, as we implement the plan and publicly report on our progress.”

Stay tuned to our Instagram and LinkedIn for more info as the College officially launches its Reconciliation Action Plan next month.

Resources:

College Resources:

Acknowledgements:

The College extends grateful thanks to:

  • The Indigenous RECEs, Indigenous Institutes, Nations, Knowledge Holders, Elders, staff members, Council and Committee representatives and sector partners who contributed their time, experience, and guidance to our reconciliation action planning process.
  • Heather Watts (Mohawk, Six Nations) and her team at First Peoples Group, whose guidance through the Reconciliation Action Plan process and contributions to this article have been invaluable.
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