HOW TO GET THERE
Typical pathway
Students who want this career usually complete post-secondary education in early childhood or primary education, though specific requirements can vary by province, territory, and employer. Some jobs may prefer or require a teaching certificate, while others may have different hiring rules, especially in private settings. Strong experience with children, whether through volunteering, practicum work, camps, tutoring, or child care, can be helpful. Because this is a school-based occupation, students should also build communication, planning, and classroom-management skills. In some places, bilingual ability can help, especially where French-language services are important. Career entry may begin with substitute, term, or other temporary positions before a permanent role becomes available.
THE WORK
What you may do
Preschool teachers plan and lead activities that help children build early learning skills. They teach basic ideas through songs, games, art, stories, movement, and group play. They create daily routines, supervise children, and make the classroom safe and welcoming. They observe how each child is doing, note progress, and adjust activities when needed. They also talk with families and work with school staff or other child-focused professionals to support children’s learning and well-being. In many jobs, teachers help children develop independence, confidence, listening skills, and good behaviour in groups. They may prepare materials, organize the classroom, and keep records related to learning and participation.
A DAY IN THE LIFE
What a day can include
A preschool teacher may start the day by welcoming children, setting out learning materials, and reviewing the plan for the morning. They might lead circle time, read a story, guide music or movement, and help children work together in small groups. Throughout the day, they watch for signs of learning or frustration, give encouragement, and step in to help solve problems. They also manage routines like snacks, transitions, and clean-up. Later, they may meet with families, record observations, prepare activities for the next day, or discuss support needs with other staff. The work is active, varied, and centered on young children’s daily experiences.
SKILLS TO BUILD