In January of 2024, the Ontario Ministry of Education first announced their “back to basics” kindergarten curriculum, set to be implemented in September 2025. These changes were delayed by one year, and will now be implemented in September 2026. In April 2026, the AECEO released a survey to gain insight into how ECEs are feeling about these changes, and how they anticipate the implementation may impact their role, work, and relationships. This is a report of our findings.
Educators are holding a range of feelings about the kindergarten curriculum update. Many are feeling worried, anxious, and concerned, primarily about their ability to implement a developmentally appropriate play based environment while meeting the new expectations. Fewer are not worried, excited, fine, hopeful, or open to these updates. This report brings a summary of the responses, allowing us to better understand the perspective by the educators who will be most impacted by these changes.
Who we heard from:
146 educators responded to the AECEO survey, with 142 self-identifying as currently working in the FDK program. Geographic representation includes respondents participating from Windsor, London and surrounding area, Waterloo Region, Guelph, Hamilton, Niagara, Toronto and the GTA, Peterborough, Coburg, Brockville, Kingston, Ottawa and surrounding area, Cornwall, Simcoe County, Grey-Bruce county, Sudbury, Sault Ste Marie, and Thunder Bay.
What we heard:
Responses were sorted into the following themes, indicating ECEs' main concerns with the curriculum changes:
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Developmentally appropriate learning through play;
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Challenges with implementation;
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The role of the ECE in Kindergarten classrooms, and;
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ECE & OCT relationships
"We'll have even more ECEs leaving the profession" There are many challenges with curriculum implementation that impact the work of ECEs in the program, including lack of appropriate supports, large class sizes, and the negative impact of less play time for children. Many participants shared their plans, or hopes, to exit the field. One respondent said they anticipate “more added stress if I was continuing my role in the fall. But I am preparing to be finishing my role as a RECE in June” and that they "won't have to face this possible challenge as I won't be returning in the Fall”.
Changes to the curriculum impact the view of the role of the educator in the kindergarten classroom partnership. The actual day to day work of the ECE has had to adapt to the needs present in each classroom, and the idea that ECEs are assistants to OCTs has become more prevalent. Some respondents feel as though ECEs “were starting to gain a little bit of traction in our role and finally being seen and now this is taking a step back." Many respondents also commented on the need for professional development to support this transition. Providing opportunities for kindergarten educators (both ECEs and OCTs) to learn together in partnership is a component of decent work and can support equity between roles.
The responses to the AECEO survey demonstrate the urgent need for creating working conditions that honor the important role of the early childhood educator in the kindergarten program. In order to provide these decent working conditions, and aid the retention of ECEs in the sector, one respondent advocates for “adequate training, realistic implementation timelines, and a commitment to keeping the whole child — not just their academic outputs — at the centre of kindergarten education.”
Read the full report:
- ECE Responses - 2026 Kindergarten Curriculum Changes
- ECE Responses - 2026 Kindergarten Curriculum Changes (plain text)