Katelyn Ennis raised concerns about daycare inclusivity after her 2½-year-old autistic daughter was dismissed from Smiles and Chuckles Children’s Centre in Stewiacke, N.S., following recurring biting incidents that raised safety concerns in June. Ennis stated in an interview that the dismissal felt discriminatory, noting she believes the child-care provider simply felt her daughter was too much to handle. The daycare’s executive director, Kathy Stewart, countered that the placement ended because challenging behaviors compromised safety, emphasizing that the decision was not based on the child’s diagnosis or communication abilities.
Allegations of Communication Breakdown Surrounding Child Care
Ennis told reporters there was a distinct lack of communication and collaboration from the facility regarding her toddler’s care. According to Ennis, when the daycare began observing concerns around behavior or communication, staff should have reached out to schedule a sit-down discussion about potential support measures. Smiles and Chuckles Children’s Centre declined to discuss specifics regarding the case due to confidentiality, though management confirmed to reporters that they were aware of the mother’s allegations and stated they were untrue. Stewart noted in an email to Ennis that the centre’s dismissal policy permits ending care when a child’s needs cannot be met and extreme behavioral issues persist.
Did You Know? Smiles and Chuckles Children’s Centre in Stewiacke, N.S., cited its formal dismissal policy—which permits ending care when a child’s needs cannot be met and extreme behavioral issues persist—following a serious biting incident on the child’s final day at the facility.
Broader Systemic Challenges in Nova Scotia Child Care
Christine Saulnier, the Nova Scotia director of the Canadian Centre for Policy Alternatives, suggested that removing a child from care highlights a wider failure within the provincial child-care system rather than a fault of the centre alone. Saulnier pointed out that daycares across Nova Scotia require increased funding, stricter regulations, and better enforcement to adequately support children with disabilities. Furthermore, Saulnier noted that there has been a lack of understanding of the skills and qualifications it takes to ensure educators are supported, and that there is a need for capacity for staff to have conversations with parents on paid time, leaving individual facilities to figure out inclusion without proper systemic backing. Meanwhile, Brian Foster, executive director of Inclusion Nova Scotia, emphasized that organizations must understand their human rights responsibilities and collaborate with families rather than stigmatize children with disabilities as safety risks.
Expert Insight: Systemic inclusion relies heavily on proper funding, staff retention, and institutional training rather than placing the entire burden on individual early childhood educators and daycare facilities. When policy frameworks lack robust family-centered support and paid planning time, vulnerable children face a heightened risk of exclusion from early learning environments.
What May Happen Next
Frequently Asked Questions
Why was the toddler dismissed from the daycare?
According to the daycare’s executive director, the child was dismissed because staff observed increasingly challenging behaviors, including a serious biting incident on her final day, and the facility could not provide the required care while ensuring everyone’s safety.
Did the daycare base its decision on the child’s autism diagnosis?
No. Executive director Kathy Stewart stated in an email that the decision to end the child’s placement was not based on her diagnosis, developmental delays, or communication abilities.
What solutions are advocates proposing for the child-care system?
Christine Saulnier of the Canadian Centre for Policy Alternatives and Brian Foster of Inclusion Nova Scotia suggest that Nova Scotia’s child-care system needs more funding, stricter regulations, better enforcement, professional development incentives for staff, paid time for parent communication, and stronger adherence to human rights responsibilities.
How can early childhood education systems better balance safety and inclusivity for children with developmental delays?
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