Educate! Advocate! Compensate!
Mission:to improve the quality of early care and education for all children by promoting policy, research and organizing that ensure the early care and education workforce is well-educated, receives better compensation and a voice in their workplace.

This organization represents the future of early childhood in our country, for we have to address the compensation issue before we can have quality programs for all our society's children. Great teachers have to have a living wage. It is that simple. There is no other organization fighting for compensation. This is the place to join up.

Here is the link to the .pdf file to the 100 page document.

Principles of Learning and
Development in Early Childhood
Empowerment – Whakamana
Holistic Development – Kotahitanga
Family and Community – Whànau Tangata
Relationships – Ngà Hononga

The Strands
The strands and goals of the curriculum arise from the principles. Each strand embodies an area of learning and development that is woven into the daily programme of the early childhood setting and has its own associated goals for learning.
There are five strands.
Well-being – Mana Atua
Belonging – Mana Whenua
Contribution – Mana Tangata
Communication – Mana Reo
Exploration – Mana Aotùroa

The Goals
The goals identify how the principles and strands can be incorporated into programmes at a practical level. The goals for learning and development within each strand are described in terms of: learning outcomes for knowledge, skills, and attitudes; questions for reflection; some examples of experiences to help meet these outcomes for infants, toddlers, and young children .

UNESCO's Early Childhood and Family Education Unit launched, jointly with Living Values Education, an international initiative on "Early Childhood and Values Education" in early 2000.

1 Every child should have the right to early childhood care and education.
2 All early childhood programmes should be based on the values of trust and respect, non-discrimination and the right of the child to grow in an environment of peace. 
3 The sustainability of quality early childhood programmes should be insured through creating ownership by educators, parents/care providers and the community and providing quality training of key local people including educators.
4 Educators should be trained to create a values-based child-friendly learning environment.

The province of Ontario Canada has developed the Ontario Early Years Centres. This is an example of a way to talk about a broad spectrum of opportunities for parents and families without the language of readiness for school. These centers offer
Early learning and literacy programs for parents and children.
Programs to help parents and caregivers in all aspects of early child development.
Programs on pregnancy and parenting.
Links to other early years programs in the community.
Outreach activities so all parents can get involved with their local Ontario Early Years Centre.