THE BAR - Early Years Education Ontario Network

RAISING
L I F T I N G T H E F I E L D
THE BAR
N OV E M B E R 2 2 , 2 0 1 1
BMO Conference Centre
3550 Pharmacy Avenue
(south of Steeles Ave.)
Toronto Children’s Services, the School of Early
Childhood George Brown College, and Humber
College Institute of Technology and Advanced
Learning are excited to sponsor this important
professional development event.
This year we are “lifting the field” through the principles
of Early Learning for Every Child Today (ELECT).

Overview of the Day
8:15 Registration and Breakfast
8:45 Welcome Address – Presentation Hall
Toronto Children’s Services, George Brown College and Humber College
9:00 Keynote – Presentation Hall
Sue Corke, Registrar and CEO – College of Early Childhood Educators
9:45 Morning Break
10:00 AM – Workshops (2 hrs)
1. The Power of Music and Movement
2. Social Justice in Early Childhood Education: Systems, Diversity, and Social Transformation
3. Implementing ELECT- Sharing the Journey
4. Enhancing Children’s Resiliency and Mental Health in your School Age Programs
5. Dynamic Duos: Participatory Action Research as a Tool for Team Development
6. Creating Inclusive Early Childhood Environments for ECE’s, Children and Families
7. Setting the Stage for Purposeful Play
12:00 NOON – Lunch and Networking Opportunity – upstairs Dining Hall
1:00 PM – Workshops (1 ½ hours)
1. Learn to Play & Play to Learn
2. Building Meaningful Family Partnerships- More than Just Parents Doing Things
3. Walking Feet and Indoor Voices… Are These Really our Only Choices?
Putting the Meaning Back into the Words We Choose
4. The Critical Practice of Supporting Self Regulation with Young Children
5. Au delá de Quatre, C’est bien plus qu’une Marque!
6. Supporting Queer Families in Early Childhood Education
7. Planning for Purposeful Play (3 hours)
2:30 PM – Afternoon Break and Refreshments
2:45 PM – Workshops ( 1 ½ hours)
1. Launching the Continuum of Development for Children from Nine to Twelve
2. Merging Early Learning Knowledge and Practice: Lessons from the Ground
3. Effective Team Building: It Starts with You
4. College of Early Childhood Educators: Code of Ethics and Standards of Practice
5. Working with Families from a Family Support Perspective
6. Save the Day for Play
7. New Frameworks for Professional Development of Early Childhood Educators
4:15 PM – End
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Keynote Speaker
Sue Corke, Registrar and CEO – College of Early Childhood Educators
Sue Corke recently took on the assignment of Registrar and CEO with
the College of Early Childhood Educators, a provincial self-regulatory
body for the ECE profession. Prior to this, Sue was with the City of
Toronto as Deputy City Manager for 6 years.
During her time with the City of Toronto, Sue was responsible for
implementing 3-1-1; establishing the new Affordable Housing Office with
its mandate of 1000 new affordable homes per year; overseeing the 13
priority neighbourhoods strategy; introducing the Agenda for Prosperity;
and creating the Toronto Office of Partnerships (TOP).
Sue also oversaw operating divisions delivering human services to the
public: Children’s Services; Court Services; Economic Development,
Culture & Tourism; Emergency Medical Services; Toronto Long-Term
Care Homes and Services; Parks, Forestry & Recreation; Shelter, Support
& Housing Administration; Toronto Employment and Social Services; and
Social Development, Finance & Administration.
For 24 years prior to this, Sue was a member of the Ontario Public
Service, joining as a housing policy analyst in the early 80s and leaving as
Deputy Minister of Consumer and Business Services (MCBS) in 2005. During those 24 years, Sue gradually increased her scope and
understanding of public policy and service delivery through such positions as Director, Housing Advocacy Task Force; Director,
Strategic Alliance (MCCR - Teranet); Director, Provincial Facilitators Office (MMAH); Assistant Deputy Minister, Policy & Consumer
Protection Services (MCBS); culminating in her leadership role as Deputy Minister (MCBS).
Sue has lived in Canada for over 30 years, completing a B.A. in Economics and Sociology and an M.Sc in urban and regional planning at
the University of Toronto. She has a special interest in dispute resolution, conflict management and intergovernmental collaboration.
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emphasis will be placed on the complexity of diversity
as it relates to children, families and others; the
various ‘ism’s’ which are an undercurrent and may be
problematic in creating responsive inclusive learning
environments; and raising the bar: reflecting within and
projecting outward to create a ‘mindful’ world.
AM Workshops
1. The Power of Music and Movement
presented by:
Carolyn Hadcock, Faculty, Seneca College
This workshop is designed for anyone who interacts with
children (teachers, Early Childhood teachers, caregivers,
and parents) and would like to explore the wonders of
music and movement. We will discuss the correlation
between brain development and music in all aspects of
the curriculum. Come prepared to sing, dance and play
musical instruments in this highly interactive workshop.
Bring your favourites to share with this group. P.S. You
don’t need a perfect singing voice to join in the fun!
2. Social Justice in Early Childhood
Education: Systems, Diversity, and
Social Transformation
presented by:
Ryan Campbell, MA, RECE, Faculty, Humber College
Vidya Rampersad, Faculty, Humber College
Josie Iannaccio, RECE, Faculty, Humber College
Laura Oyama, Faculty, Humber College
This workshop is intended to stimulate, provoke and
arouse critical thinking while analyzing practices related
to supporting the full scope of human diversity that
characterizes contemporary Canadian society. The
challenge in defining issues related to social justice will
be examined with an emphasis on attitudes, various
perspectives, barriers and the rights and privileges that
influence ‘socially just’ practices. Traditional and current
issues will provide a framework for understanding the
implications of practices that reflect social justice in early
learning communities. ‘Professional practices’ will be
identified and examined to understand responsibilities
and strategies that create awareness and encourage
engagement to promote social transformation. Various
systems and environments will provide the context from
which to examine issues and strategies. Participants
will be encouraged to gaze through the ‘looking glass’
with unbiased eyes to explain possible outcomes,
responsibilities and realistic expectations of the diverse
community of our global village. Consideration and
3. Implementing ELECT- Sharing the Journey
presented by:
Nancy Roscoe, Program Manager, Toronto
Children’s Services
Nelson Hillier, Manager, Waterpark Place Child
Care Centre, George Brown Lab School
Early Learning for Every Child Today (ELECT) was
developed as a guide to support curriculum and pedagogy
in Ontario’s early learning settings. ELECT provides the
tools to integrate new knowledge, promote learning and
development and communicate with other early learning
professionals.
Where do you start? How does your agency / centre
ensure that you are implementing Early Learning for
Every Child Today?
This interactive workshop will provide participants with
training steps and strategies to support the implementation
of ELECT within their agency / centre. Lessons learned
from George Brown College Lab Child Care Centres and
Municipal Child Care Services Child Care Centres on
the process of implementing ELECT will be shared and
discusses and resources and tools to support agencies /
centres to implement ELECT will be reviewed.
4. Enhancing Children’s Resiliency
and Mental Health in your School
Age Programs
presented by:
Diana Raaflaub, Community Recreation Supervisor,
City of Toronto Parks Forestry and Recreation
Children need to develop strengths and acquire skills to
cope and recover in preparation for future challenges.
Research has shown that developing such skills helps
nurture positive mental health. Learn about promising
practices recreation professionals have implemented
in the After School Recreation Care Programs, to
support children’s resiliency through the development of
strength-based programming and caring relationships.
• Attendees will enhance their knowledge of resiliency
research and relationship building tips to enhance
interactions with school age children.
• This session includes an active component where
attendees will participate and learn new games and
activities for children 6-12 years with a strength-based
approach.
• Attendees will take away resources to support
on-site programming
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5. Dynamic Duos: Participatory Action
Research as a Tool for Team Development
presented by:
Erin Cameron, Faculty, Mohawk College
Participatory Action Research is a dynamic process
where learning collaboration, connections, and
inquiry converge with reflective practice. It supports
collaborative change and enables the participants to
systematically increase their understanding of how
ones values, actions and practices contribute to high
quality early learning and care programs. This process is
beneficial for all forms of working teams, including the
interdisciplinary Early Learning Kindergarten classrooms.
This workshop will encourage participants to dialogue
and investigate how the PAR process can support their
in-service professional learning to provide responsive
programs that embrace all six principals in the
ELECT document.
6. Creating Inclusive Early Childhood
Environment for ECE’s, Children and Families
presented by:
Julie Valerio, Faculty, Humber College
Amy Azzopardi, RECE, Humber College
Michael Carlucci, RECE, Humber College
This workshop will address theoretical and practical
principles of inclusion in order to promote self-esteem
and the full participation of children and families. The
design of and/or adaptation of the physical and social
environment, will be the basis of exploration as well
as strategies, materials and learning experiences to
create inclusive, individually responsive programs.
Emphasis will be placed on the specific competencies of
the early childhood professional essential for planning,
implementing and evaluating responsive and inclusive
practice. In this hands-on, interactive and practical
workshop, participants will engage in discussion,
strategizing issues of inclusion. Looking at the child
through a sensory lens will be explored as participants
will experience movement and learning experiences.
Participants will be invited to bring their specific
experiences as well as challenges in their environments
to learn how to:
• Re-examine personal perspectives and challenges
as an ECE with the diverse population in early
learning environments
• Use new strategies to provide inclusive
physical environments
• Use new strategies to provide inclusive
social environments
7. Setting the Stage for Purposeful Play
presented by:
Lisa Shortall, Program Consultant, Family Day
Care Services
Young children and their educators have active roles in
the learning process. ELECT is a framework to guide this
essential learning process and support our understanding
of curriculum, pedagogy and assessment.
This workshop will connect ELECT to how educators
use play to promote children’s development and
meaningful outcomes. Play promotes the social-emotional
skills that underlie and facilitate learning across all
developmental domains.
It will encourage reflection about the principles and
practices needed to support children’s developmental
outcomes; broaden our thinking about appropriate
early curriculum content and related teaching strategies;
emphasize the vital role of the educator to create
supportive environments and scaffold learning; reinforce
the notion of the value of play and the benefits to
children in terms of future success in school and later
in life.
Participants will:
• Identify the stages and levels of play that children
are engaged in.
• Explore how to plan meaningful experiences to
scaffold children’s development.
• Describe how to create a purposeful and
planned learning environment which supports
play and learning
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PM Workshops: 1
1. Learn to Play and Play to Learn
presented by:
Kimberley Day, Occupational Therapist, University
of Toronto
Pauline Dekker, Occupational Therapist, Toronto
District School Board
Ashley Graham, Occupational Therapist, Sick Kids
Anne Martin, Occupational Therapist, Holland Bloorview
Kid’s Rehabilitation Hospital
Jaqueline Martin, Occupational Therapist, University
of Toronto
Patty Rigby, Occupational Therapist, University
of Toronto
Joan Vertes Occupational Therapist, Sick Kids
Christie Welch, Occupational Therapist, Holland
Bloorview Kid’s Rehabilitation Hospital
Play is the central means to early learning and
development for young children. It is a child’s primary
pursuit and capitalizes on their natural curiosity and
exuberance. Positive, high quality play experiences foster
the development of self esteem, self worth and self
efficacy. Furthermore, play stimulates emergent literacy,
numeracy, and inquiry skills along with physical, social,
emotional and cognitive development.
This course will provide interactive, experiential learning
for early childhood educators to inform them how
to develop enriched play environments that support
exploratory play and children’s acquisition of knowledge
and developmental skills. High quality play mediated
by well informed adults is a central goal of the ELECT
document. Workshop attendees will learn how to foster
the child’s self directedness and experiences
of playfulness.
This workshop will run for two hours and will involve
hands-on play activities and sharing ideas. Reflecting on
and applying key concepts of play within the context
of participants’ own work environments will solidify
new learning.
Topics that will be covered in the workshop include:
• Developmental skills achieved through
exploratory play;
• Benefits of play using open-ended, commonly
used materials;
• Creating enriched play environments to support play
and playfulness;
• Key ideas about play from the ELECT framework;
• Resources for communicating the value of play
to parents
Workshop participants will learn:
• How play fosters curiosity, creativity, exploration and
motivation, and how it contributes to learning and
development of skills;
• To identify the benefits of open-ended play materials;
• How to provide children with the “just-right”
challenge to support engagement in play and to
expand the child’s knowledge and repertoire of
play skills;
• How to provide scaffolding for exploratory and
interactive play experiences;
• Practical strategies to become an effective play
partner and to provide children with high quality
play experiences
2. Building Meaningful Family Partnerships-
More than just parents doing things!
presented by:
Lisa Lamarre-O’Gorman, Lab School Manager,
Algonquin College
Parent–education partnerships look different
based on the individuals that are involved in them.
Setting the tone for positive relationships is the
responsibility of the Professional educator. Both ELECT
and the CECE’s Standards of Practice reinforce the
integral role of parent engagement in early learning and
care settings as a key quality indicator and a requirement
of the profession. So how do we set the foundation for
parental engagement during the early years and positively
influence parent involvement in their child’s learning?
This workshop examines the process of forming
respectful, meaningful and sustainable partnerships that
empower parents to be involved in their child’s learning.
Participants will gain an understanding of:
• Our values and perceptions of parents
• How the classroom climate impacts relationships
with parents
• Developing an action oriented approach in establishing
partnerships with families and community
• The critical role of parent engagement and an
understanding of how the ELECT Principles and
the standards of practice reinforce our obligation
to families
3. Walking Feet and Indoor Voices...
Are These Really our Only Choices?
Putting the Meaning Back into the
Words We Choose
presented by:
Tricia Dumais, Associate Faculty, Conestoga College
Cathy O’Toole, RECE, MA, Conestoga College
We’ve all used the words, “Good job” and “We’re
all friends here”! Are we really saying what we mean,
and meaning what we say? Together we will challenge
the language we use in our daily practice and explore
authentic language that reflects how we value young
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children. Together participants will revisit practices in
early learning and child care with the view of authentically
representing the image of the child and the educator in
the daily curriculum. It takes a lot of courage to release
the familiar. As professionals we will “use our words” to
engage in an examination of putting the meaning back into
the words we choose.
4. The Critical Practice of Supporting Self
Regulation with Young Children
presented by:
George Brown Faculty
Research tells us that self regulation influences a child’s
ability to develop those positive emotional attributes that
promote learning. Educator’s interactions strengthen
children’s capacity for learning when they include an
understanding of emerging, individual self-regulating skills.
This workshop will focus on the role and the practices of
Early Childhood Educators in supporting self regulation in
early years settings.
5. Au delà de Quatre, C’est bien plus
qu’une Marque!
presented by:
Kelly O’Gorman EPEI, AAQ, Ville de Toronto,
Services à l’enfance
Natasa Varmuza, EPEI, AAQ, Ville de Toronto,
Services à l’enfance
Au cours de cet atelier interactif, les participants
découvriront les objectifs derrière les critères
d’exploitation de la ville de Toronto fondés sur une
programmation de qualité dans les milieux de la
petite enfance. Grâce à des expériences pratiques, les
participants acquerront une meilleure compréhension
du rôle de l’animateur en tant que praticien dont le
niveau d’observation et d’échange contribue à fournir des
expériences de qualité aux enfants dans les garderies.
Cet atelier offrira aux participants les connaissances
nécessaires pour enrichir des expériences de jeux par un
enseignement intentionnel tout en utilisant le matériel et
les outils quotidiens. Au final, cet atelier permettra aux
participants d’établir le lien entre une programmation de
qualité, les critères d’exploitation de la Ville de Toronto
et le document CAPE (Cadre d’apprentissage pour les
milieux de la petite enfance de l’Ontario)
Grâce à cet atelier, le participant pourra:
1. Acquérir une meilleure compréhension du lien entre
les critères d’exploitation de la Ville de Toronto et
du CAPE
2. Découvrir l’importance de la programmation ciblée et
acquérir des stratégies visant à promouvoir un milieu
d’apprentissage enrichi et interactif à travers le jeu et
les routines quotidiennes.
3. Construire, mettre en œuvre et évaluer les nouvelles
approches de l’apprentissage par le jeu dans
l’environnement de la classe.
6. Supporting Queer Families in Early
Childhood Education
presented by:
Ryan Campbell, MA, RECE, Faculty Humber College
Thomas Silcox-Childs
This workshop will examine issues related to supporting
queer families in early childhood settings. Topics for
exploration include:
1. The inconsistent support for sexual / gender diversity
in classroom spaces for young children
2. The barriers to inclusion, and,
3. Strategies for social change.
Resource sharing and case study / group work will also
bridge theory with practice.
7. Planning for Purposeful Play
resented by:
Sheri Spriggs, Professional Development Consultant,
Childreach
Lori Wilson, Whitehills Child Care Association
Joanne Karasek, Whitehills Child Care Association
This practical, interactive, presentation will help you
recognize how the environment, your daily schedule
and your programming affects the functionality of your
classroom. It will encourage you to develop a curriculum
that is child directed with planned and purposeful learning
opportunities. Using the Continuum of Development, you
will observe and document examples of learning stories
and skill development in play, in order to better plan your
curriculum and share this valuable information
with families.
We will:
− Share information about room arrangement,
schedules and room flow
− Discuss the “Top 6” Learning Centres and show a
virtual tour of a room that is working successfully
− Talk about schedules and how to open up larger
blocks of time for purposeful play, rather than
interrupted times to accommodate snack, bathroom
routine and other transition times.
− Deliver a step-by-step process to show how to plan
with purpose; using scenarios, group activities and
documentation templates. Different scenarios will be
shared specific to infant / toddler, preschool, JK/SK,
School Age and OEYC programs to make the learning
practical and relevant to the various participants.
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PM Workshops: 2
1. Launching the Continuum of Development
for Children from Nine to Twelve
presented by:
Beth Stockton, Professor, George Brown College
Andera Prifti, Program Leader, George Brown Lab School
The Continuum of Development is an ELECT tool used to
guide educator’s observations, documentation, reflection
and planning for children’s learning and development. The
content includes domains and skills from infancy up to
children at the age of eight. The need for a Continuum of
Development for children age’s nine to twelve has been
identified as programs implement ELECT.
To meet the need, Marie Goulet at George Brown
College worked with professionals in child care centres,
recreation programs, after school programs, and family
support and intervention services to develop the much
needed continuum for the older school age group. This
workshop provides opportunities for participants to be
introduced to this new tool and collaborate with peers in
a hands on training exercise, and brainstorm with others
how it can be integrated as a tool that will support
children’s learning in school age programs.
2. Merging Early Learning Knowledge and
Practice: Lessons from the Ground
presented by:
Zeenat Janmohamed, Executive Director,
Atkinson Centre / Faculty, George Brown College
This workshop will bring forward the voice of educators
who have worked in partnership in full day early learning
programs within the broader early education sector.
Early learning teams comprised of early childhood
educators and kindergarten teachers will share their
knowledge, their expertise, and their advice on how we
can push the circle outward to be more inclusive and
integrated in curriculum and pedagogy. Issues related to
different training models for professional preparation will
be considered.
3. Effective Team Building: It Starts with You
presented by:
Larissa Kostevskii, Early Childhood Consultant,
Humber College
Henrietta Verbaan, Early Childhood Consultant,
Humber College
This workshop will discuss and review skills staff need as
they develop effective teams by supporting, encouraging
and working collaboratively with their co-workers, as
well as with the families.
Through hands on activities and discussion throughout,
the participants will reflect on professionalism;
review the characteristics of team roles, and continue
to explore and build their awareness of valuable
communication methods and positive interpersonal skills.
The focus of the presentation begins with the
participant’s own strengths, moving them toward setting
future goals for themselves when working with their
colleagues and families.
Participants will:
• Review professionalism
• Discuss team roles
• Investigate communication methods by:
1. Identifying team roles which best describes their
strengths
2. Contrasting ‘group’ versus ‘team’ participation
3. Completing ‘Dr. Phil’s’ test
4. Discovering the difference between ‘reacting’
versus ‘responding’
5. Reflecting on responses to communication
• Look at how to ‘Bring the Best in Each Other’
4. College of Early Childhood Educators:
Code of Ethics and Standards of Practice
presented by:
Melanie Dixon, Director of Professional Practice,
College of Early Childhood Educators
An informative session with the College of Early
Childhood Educators, Ontario’s professional selfregulatory
body for the early childhood educators. Learn
more about the College’s mandate and functions as the
governing body for registered early childhood educators.
This workshop will incorporate discussion regarding the
Code of Ethics and Standards of Practice with sample
scenarios for participants to consider.
Participants will deepen their understanding about:
− the use of the professional designation, the title
and the public register
− the complaints process and employer mandatory
reports
− the purpose of the standards and their impact on
members, employers and the early learning and
care sector
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5. Working with Families from a Family
Support Perspective
presented by:
Patricia Evans, Manager of Children and Family Programs
at LAMP Community Health Centre
In this workshop we will look at the 12 guiding principles
of Family Support that form the value base for Family
Support programs in Canada. These 12 principles
guide the work of family support practitioners in family
support programs, childcare and other settings that
interact with children in the context of their families.
This approach takes a holistic view, within an ecological
framework to working with families. The 12 guiding
principles were developed by the Family Resource
Program Canada Association in consultation with
Family Support programs across Canada. During this
workshop specific ways of implementing these principles
in order to build meaningful partnerships with families
will be discussed. Opportunities for collaboration and
partnerships will be presented.
During this workshop, we will:
− examine the 12 Guiding Principles of Family Support
− strategize around how to build meaningful
partnerships with families
− explore examples of partnerships between Family
Support Programs and Childcare
7. New Frameworks for Professional
Development of Early Childhood Educators
presented by:
Karen Chandler, Professor, George Brown College
The emerging Early Childhood profession has increased
expectations and accountability for providing quality services
for children and families. It is time to make leading and
development of staff a priority. Currently, many educators
approach professional development in an ad hoc manner.
This session determines that a more systematic approach for
professional development should be considered, aligning it
with program goals and meeting standards of practice.
Participants will:
• build understanding of changing expectations of
the field
• increase awareness of standards and accountability
• identify considerations for systematic approach for
professional development
• build understanding of leadership role in professional
development
6. Save the Day for Play
presented by:
Lois Saunders, RECE, Affiliated Services for Children and
Youth (ASCY), Hamilton Ontario.
Through their involvement in a Province-wide project
to support implementation of ELECT, Ontario’s Early
Learning Framework, ASCY Consultants recognized
the importance of mentoring relationships, and active,
on-site coaching to support and sustain curriculum
change. In addition, they gained insight into the kinds
of resources which would benefit Early Learning
Practitioners in their daily work.
This experience has informed the development of “Save
the Day for Play”
In this workshop, the consultants will share their
insight, discuss the role of the Curriculum mentor,
and introduce the Save the Day for Play process and
software.
1. Mentoring strategies to support and sustain
curriculum change
2. The role of the Director in supporting change.
3. Introduction to “Save the Day for Play” Observation
Software and other resources to complement
ELECT;
4. Awareness of opportunities for further training as
Save the Day for Play Mentor / Consultant
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Location & Contact Information
BMO Financial Group
Institute for Learning
3550 Pharmacy Ave.
Toronto, Ontario
M1W 3Z3
CONTACT
Phone: 416-490-4300
Fax: 416-490-4445
Web : ifl.bmo.com/cp_english/index.htm
Email: eventreservations.ifl@bmo.com
PARKING
FREE parking available on the West side of
the building.
DIRECTIONS:
From West :
n 401 Eastbound to Don Valley Parkway
(DVP) exit.
n Take 404 North to Steeles and Woodbine exit
(Exit 22)
n Stay right and turn right on to Steeles Avenue
n At the 3rd set of lights, turn right on Pharmacy
Ave. and turn into 1st driveway on the right
From East :
n 401 Westbound to Don Valley Parkway
(DVP) exit.
n Take 404 North to Steeles and Woodbine exit
(Exit 22)
n Stay right and turn right on to Steeles Avenue
n At the 3rd set of lights, turn right on Pharmacy
Ave. and turn into 1st driveway on the right.
From South :
n Don Valley Parkway (DVP) North which
becomes 404 North
n Take Steeles and Woodbine exit (Exit 22)
n Stay right and turn right on to Steeles Avenue
n At the 3rd set of lights, turn right on Pharmacy
Ave. and turn into 1st driveway on the right.
TTC Directions
n Take the Steeles East 53/534A from Finch
Station or the Pharmacy North 167 from
Sheppard Station
From North :
n 404 South to Steeles and Woodbine exit
(Exit 22)
n Turn left on to Steeles Avenue
n At the 4th set of lights, turn right on Pharmacy
Ave. and turn into 1st driveway on the right.
Page 9