Who Knows the Child Best?

A Discussion on Daycare-Based and School-Based Services for Children with Additional Support Needs

As the school year comes to a close and families begin planning for September, some parents of children with additional support needs may find themselves facing an important decision. They may be asked to choose between receiving services through a school-based early intervention program or continuing to receive supports within their childcare program.

For many families, this decision comes after a journey that began in childcare.

Early childhood educators spend many hours each day observing children as they play, learn, communicate, and interact with others. Because of this, childcare professionals are often among the first people to recognize when a child may be experiencing developmental delays, communication challenges, sensory differences, or difficulties with social interactions.

It is important to note that early childhood educators, like classroom teachers, do not diagnose children. Diagnosis is the role of qualified medical and educational professionals. However, educators play a vital role in observing developmental patterns, documenting concerns, and sharing those observations with families in a respectful and professional manner.

As both an early childhood educator and the parent of a child with special needs, I understand this process from both perspectives. In my own experience, concerns were identified long before a formal diagnosis was received. While no one could tell me exactly what the diagnosis would eventually be, the observations shared by educators helped my family seek further assessment and support.

This experience is not unique. Across Alberta, childcare educators are often the first professionals to raise concerns, support families through referrals and assessments, and implement strategies while children wait for services. Long before a child enters the school system, childcare programs may have already invested months or years supporting that child's development.

For this reason, childcare programs should be viewed not simply as care providers, but as important partners in early intervention.

Benefits of Receiving Supports in a Childcare Setting

One of the greatest strengths of receiving support within a childcare setting is continuity. Children receive intervention in the same environment where they spend most of their day and, in many cases, where they have already spent several years building relationships with educators and peers.

For many children, especially those with additional support needs, these relationships matter. Trust, familiarity, and predictable routines can help reduce anxiety and support emotional regulation. Rather than adjusting to a new setting, new educators, and new expectations, children can continue learning and growing within an environment where they already feel safe and understood.

Childcare educators and consultants have the opportunity to observe children throughout the day during meals, transitions, outdoor play, social interactions, and daily routines. As a result, support strategies can be integrated naturally into real-life experiences rather than being limited to a specific period of instruction.

For working families, childcare programs often provide a practical solution. Many centres operate from early morning until evening, remain open year-round, and have fewer closures than school-based programs. Families do not need to arrange transportation between multiple programs or find alternate care during professional development days, school holidays, and summer breaks.

Benefits of Receiving Supports Through the School System

School divisions provide valuable resources that can benefit many children. Access to multidisciplinary teams, including speech-language pathologists, occupational therapists, psychologists, and specialized educators, allows children to receive targeted interventions designed to support development and school readiness.

School-based programs may also offer structured learning environments and specialized educational resources that meet the needs of some children and families.

These services play an essential role in Alberta's early intervention system and have helped many children successfully transition into kindergarten and beyond.

Considerations for Families

When deciding between childcare-based and school-based services, families must consider more than the availability of supports. Practical realities such as transportation, scheduling, work commitments, program hours, and the number of daily transitions may also affect a child's success.

Many school-based programs operate only for part of the day. As a result, some children attend multiple settings within a single day, moving between school programs, childcare programs, and out-of-school care. While many children adapt well to these transitions, others may benefit from the consistency of remaining in a familiar environment for a larger portion of the day.

Likewise, school calendars include professional development days, holidays, teacher convention days, and seasonal breaks that may require families to arrange alternate care.

There is no single solution that works for every child or family.

The Importance of Partnership

The discussion should not be about whether daycare-based services or school-based services are better. Both provide valuable support and both contribute to children's success.

Childcare educators often provide the foundation through early observation, relationship-building, and day-to-day support. School-based professionals contribute specialized expertise, assessment, and intervention services. When both systems work together, children and families benefit.

Greater recognition of the role childcare educators play in early identification and intervention can strengthen collaboration and improve outcomes for children. Families benefit most when all professionals involved in a child's life are respected as partners working toward the same goal.

Conclusion

Perhaps the most important question is not which system is better, but which environment best meets the needs of the individual child.

For some families, that may be a school-based program. For others, it may be a childcare setting where the child has already spent years building relationships, developing trust, and learning alongside familiar peers and educators.

Both systems have strengths. Both play an important role. By recognizing and respecting the contributions of each, we can create a more collaborative approach that places the needs of children and families at the centre of decision-making.