Why the First Five Years Matter — and How English-Language Communities Can Support Families Early
The early years don’t announce themselves as critical. They pass quickly, quietly, often in between naps, storybooks, and outdoor play. Yet again and again, both research and lived experience tell us the same thing: what happens in the first five years lays the groundwork for everything that follows. In a recent conversation with Anne-Marie Cech, Program Manager for Early Childhood, Youth and Families from the Community Health and Social Services Network (CHSSN), we explored what truly supports young children’s development — not in ideal conditions, but in the real contexts of English-speaking families across Québec.
What emerged was reassuringly simple.
Daily reading is one of the strongest predictors of early success, not because it accelerates academics, but because it builds connection. A familiar voice, shared attention, and time together support language development, emotional security, and curiosity. These moments matter just as much in classrooms as they do at home. Free play also plays a central role. When children are given space to explore, negotiate, take risks, and invent their own rules, they develop skills that can’t be taught directly: self-regulation, collaboration, problem-solving, and confidence. Whether it’s a school gym, a community centre, or a backyard turned into a snow fort, these experiences form the foundation of executive function long before formal schooling begins.
For many English-speaking families in Québec, however, supporting early development comes with added challenges. Accessing health and social services can be complex. Information is not always available in English, and services can feel fragmented or difficult to navigate — particularly for families who are new to the system. CHSSN’s Bright Beginnings program responds to this reality by focusing on connection rather than duplication. Instead of creating parallel services, it helps link schools, CLSCs, community learning centres, libraries, and maisons de la famille. Coordinators support bilingual access, adapt materials, and bring specialists — including speech and language professionals, mental health supports, and autism services — into familiar, trusted spaces. The result is early, practical support that meets families where they are, long before challenges become crises.
One powerful example comes from Saguenay–Lac-Saint-Jean, where francophone and anglophone parents gather in bilingual groups. Children play while adults share experiences, questions, and concerns. Over time, these spaces build trust, belonging, and mutual understanding — especially for families navigating new communities.
For educators, school leaders, and community partners, the message is clear: early childhood is not just about school readiness. It’s about belonging, access, and relationships. When we read aloud, protect time for play, and work together across sectors, we create conditions where children — and families — can thrive. The first five years don’t require perfection. They require presence, thoughtful collaboration, and systems that show up early, clearly, and in the language families need.
