2484 member, Joy, RECE told us, “We have to plan quality programs and for us to be able to do that, we need enough time and we need to be paid.”

Currently, too many workers are being pressured to take work home. Increased work demands, including professional development, have not been properly balanced with the time to complete them. COVID-19 has intensified this imbalance significantly and a most obvious consequence has been a crippling staffing shortage.

This CUPE 2484 common proposal is meant to ensure that early childhood educators and child care professionals have the time and resources to meet professional expectations & goals.

No one deserves to choose between their health and the pay need to survive. In addition to the COVID-19 pandemic, which required educators to be absent for illness & quarantine, the child care community is exposed to many childhood illnesses.

As 2484 member Sabrina Ali, RECE said, “The reality is that child care workers don’t have adequate sick days. I know from my experience that it is possible to have decent working conditions in child care. I’m fighting for all of us to have that.”

This proposal is for all employees to have at least 18 days of paid sick leave annually, with an ability to accumulate over the years enough days to bridge them to long term disability.

2484 member Christa, RECE shared, “Families want their educators to have access to good quality professional development because, at the end of the day, we’re able to provide their children with better care.”

Our members have indicated they need to be able to satisfy the continuous professional learning required to be registered with College of ECE without losing vital wages. In addition to the desire to reach their professional potential, this time is critical in reviewing legislated updates from Toronto Public Health, City of Toronto, and the Ministry of Education.

This CUPE 2484 common proposal is to ensure supports include the opportunity to participate in educational workshops, seminars, courses, etc. on paid time and with financial support from Employers, as well as unpaid (extended) professional development/education leave.

Collaboration and communication is limited for educators in program. The positive outcomes of allowing for discussion in communities of practice is recognized in the early learning sector as a tool for continually improving early years standards.

Erin Williams, RECE and 2484 member said, “(It) is a network for educators to come together to share best practices and to support one another in their work.”

This proposal is for each workplace to provide a space and one hour of paid time to allow for front-line workers to collaborate regarding practices and pedagogy that lead to high quality education and care.

Andrene, RECE & 2484 member shared, “It is a very strenuous job… we can be injured on the job, get sickness from the children. Being off work without WSIB puts a lot of strain on us.”

Early learning environments require workers to perform a variety of physical tasks, including carrying children, as well as navigating diverse indoor/outdoor settings. Even before COVID-19, workers were exposed to chemicals & cleaning products. Potential workplace hazards can happen anywhere, but especially in child care.

Making sure all educators have protection when they have a workplace injury or illness is good for everyone:

1. Workers deserve to recover without the threat of losing income.

2. No one should be forced to return to work still sick or injured.

3. WSIB gives employers access to clear rules and guidelines to follow, provided by health & safety experts.

This CUPE 2484 common proposal is to ensure that all employees are covered by WSIB.