Yukon Government introduces new Early Learning and Child Care Act with a focus on early childhood educators

On May 1, 2025, Yukon Territory’s new Early Learning and Child Care Act (2025) Bill No. 48 received assent. It replaces the outdated Child Care Act (1990). The new Act will not take effect until the Yukon government develops regulations to support smooth implementation of the provisions.

The Early Learning and Child Care Act (2025) was developed through extensive collaboration and engagement with early childhood educators, families, Yukon First Nations, program owners and operators, and early learning advocates in 2023-2024. This collaboration emphasized the importance of integrating First Nations’ ways of knowing, doing and being and of enshrining the principles of quality, affordability, inclusivity and accessibility in the legislation.

Impact on the Workforce

Excitingly for early childhood educators, program owners and operators, the Act will introduce several new processes that recognize and support the professionalism of educators in Yukon. This includes the introduction of early learning frameworks, the development of an ECE register, the establishment of a certification process, and potentially the introduction of wage grids, pending regulations.

The early learning frameworks, to be developed for each licensed program, will identify values, learning standards and pedagogical approaches that support children’s learning and well-being, identify quality indicators for licensed programs, and include, when applicable, Yukon First Nations’ knowledge, worldviews, cultural and traditional practices and educational priorities.

The Early Childhood Educators of Yukon Territory Association (ECEYT) Board of Directors welcomed the passing of the act in their recent statement. They commend the Yukon government for the meaningful engagement with educators, families, First Nations and Early Learning stakeholders through the development of the act. The Board said they “remain committed to working alongside fellow early learning professionals to ensure that the next phases of implementation reflect the voices of those who work in the field.”