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The Canadian Child Day Care Federation's National Statement on Quality Child Care suggests separate principles of quality care for center-based and family-based child care. The principles of quality center-based care are divided into seven areas, each with a statement of general philosophy. The philosophical principles are then defined in more detail in three categories: people, practice, and place. Specific indicators of quality care are also provided. The seven areas are suitability and training of care providers, child development and the learning environment, group size and ratios, adult relationships, health and nutrition, safety, and partnerships. The statement on family-based child care begins by defining family day care, identifying various models, and discussing the relationship between licensing and quality. Next, 10 indicators of quality are identified: (1) the role of parents in day care; (2) suitability and training of care providers; (3) coordination of the home and the family day care service; (4) child development and the learning environment; (5) interactions and relationships; (6) health and nutrition; (7) safety; (8) group sizes and ratios; (9) management of a family day care home; and (10) partnerships. Finally, several issues not addressed in the statements are highlighted for future discussion, including the interrelationships of partners, the role of licensing and regulation, and the possibility for accreditation. (AC)

This monograph (in both English and French) examines the impact of poverty on children, with particular reference to the situation of poor children in Canadian elementary and secondary schools. Section 1 briefly introduces the topics of education and poverty. The link between poverty and children's physical and mental health and educational attainment is examined in Section 2. Section 3 discusses problems poor children experience in relation to school. These include hunger; inadequate child care; low self-esteem, motivation, expectations, and achievement; delayed cognitive development; interrupted school attendance; and illiteracy. Section 4 suggests that aspects of the home environment and school experience explain the poor school performance of children from low-income families. Section 5 profiles intervention programs that attempt to redress the problems experienced by poor children in school. These programs include: (1) school-based, and combined school- and home-based, interventions; (2) compensatory education in preschool and elementary grades; and (3) interventions that address literacy, school-to-work transition, and the situation of school dropouts. Several authors' opinions on equality of educational opportunity are presented in Section 6. Conclusions are listed in Section 7. Appended materials include a series of tables presenting data on poverty in Canada; a 44-item reference list; and the Canadian Teachers' Federation's policy on children and poverty. (BC)