THE BAR - Early Years Education Ontario Network
THE BAR - Early Years Education Ontario Network
THE BAR - Early Years Education Ontario Network
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RAISING<br />
L I F T I N G T H E F I E L D<br />
<strong>THE</strong> <strong>BAR</strong><br />
N OV E M B E R 2 2 , 2 0 1 1<br />
BMO Conference Centre<br />
3550 Pharmacy Avenue<br />
(south of Steeles Ave.)<br />
Toronto Children’s Services, the School of <strong>Early</strong><br />
Childhood George Brown College, and Humber<br />
College Institute of Technology and Advanced<br />
Learning are excited to sponsor this important<br />
professional development event.<br />
This year we are “lifting the field” through the principles<br />
of <strong>Early</strong> Learning for Every Child Today (ELECT).
Overview of the Day<br />
8:15 Registration and Breakfast<br />
8:45 Welcome Address – Presentation Hall<br />
Toronto Children’s Services, George Brown College and Humber College<br />
9:00 Keynote – Presentation Hall<br />
Sue Corke, Registrar and CEO – College of <strong>Early</strong> Childhood Educators<br />
9:45 Morning Break<br />
10:00 AM – Workshops (2 hrs)<br />
1. The Power of Music and Movement<br />
2. Social Justice in <strong>Early</strong> Childhood <strong>Education</strong>: Systems, Diversity, and Social Transformation<br />
3. Implementing ELECT- Sharing the Journey<br />
4. Enhancing Children’s Resiliency and Mental Health in your School Age Programs<br />
5. Dynamic Duos: Participatory Action Research as a Tool for Team Development<br />
6. Creating Inclusive <strong>Early</strong> Childhood Environments for ECE’s, Children and Families<br />
7. Setting the Stage for Purposeful Play<br />
12:00 NOON – Lunch and <strong>Network</strong>ing Opportunity – upstairs Dining Hall<br />
1:00 PM – Workshops (1 ½ hours)<br />
1. Learn to Play & Play to Learn<br />
2. Building Meaningful Family Partnerships- More than Just Parents Doing Things<br />
3. Walking Feet and Indoor Voices… Are These Really our Only Choices?<br />
Putting the Meaning Back into the Words We Choose<br />
4. The Critical Practice of Supporting Self Regulation with Young Children<br />
5. Au delá de Quatre, C’est bien plus qu’une Marque!<br />
6. Supporting Queer Families in <strong>Early</strong> Childhood <strong>Education</strong><br />
7. Planning for Purposeful Play (3 hours)<br />
2:30 PM – Afternoon Break and Refreshments<br />
2:45 PM – Workshops ( 1 ½ hours)<br />
1. Launching the Continuum of Development for Children from Nine to Twelve<br />
2. Merging <strong>Early</strong> Learning Knowledge and Practice: Lessons from the Ground<br />
3. Effective Team Building: It Starts with You<br />
4. College of <strong>Early</strong> Childhood Educators: Code of Ethics and Standards of Practice<br />
5. Working with Families from a Family Support Perspective<br />
6. Save the Day for Play<br />
7. New Frameworks for Professional Development of <strong>Early</strong> Childhood Educators<br />
4:15 PM – End<br />
Page 1
Keynote Speaker<br />
Sue Corke, Registrar and CEO – College of <strong>Early</strong> Childhood Educators<br />
Sue Corke recently took on the assignment of Registrar and CEO with<br />
the College of <strong>Early</strong> Childhood Educators, a provincial self-regulatory<br />
body for the ECE profession. Prior to this, Sue was with the City of<br />
Toronto as Deputy City Manager for 6 years.<br />
During her time with the City of Toronto, Sue was responsible for<br />
implementing 3-1-1; establishing the new Affordable Housing Office with<br />
its mandate of 1000 new affordable homes per year; overseeing the 13<br />
priority neighbourhoods strategy; introducing the Agenda for Prosperity;<br />
and creating the Toronto Office of Partnerships (TOP).<br />
Sue also oversaw operating divisions delivering human services to the<br />
public: Children’s Services; Court Services; Economic Development,<br />
Culture & Tourism; Emergency Medical Services; Toronto Long-Term<br />
Care Homes and Services; Parks, Forestry & Recreation; Shelter, Support<br />
& Housing Administration; Toronto Employment and Social Services; and<br />
Social Development, Finance & Administration.<br />
For 24 years prior to this, Sue was a member of the <strong>Ontario</strong> Public<br />
Service, joining as a housing policy analyst in the early 80s and leaving as<br />
Deputy Minister of Consumer and Business Services (MCBS) in 2005. During those 24 years, Sue gradually increased her scope and<br />
understanding of public policy and service delivery through such positions as Director, Housing Advocacy Task Force; Director,<br />
Strategic Alliance (MCCR - Teranet); Director, Provincial Facilitators Office (MMAH); Assistant Deputy Minister, Policy & Consumer<br />
Protection Services (MCBS); culminating in her leadership role as Deputy Minister (MCBS).<br />
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<br />
the University of Toronto. She has a special interest in dispute resolution, conflict management and intergovernmental collaboration.<br />
Page 2
emphasis will be placed on the complexity of diversity<br />
as it relates to children, families and others; the<br />
various ‘ism’s’ which are an undercurrent and may be<br />
problematic in creating responsive inclusive learning<br />
environments; and raising the bar: reflecting within and<br />
projecting outward to create a ‘mindful’ world.<br />
AM Workshops<br />
1. The Power of Music and Movement<br />
presented by:<br />
Carolyn Hadcock, Faculty, Seneca College<br />
This workshop is designed for anyone who interacts with<br />
children (teachers, <strong>Early</strong> Childhood teachers, caregivers,<br />
and parents) and would like to explore the wonders of<br />
music and movement. We will discuss the correlation<br />
between brain development and music in all aspects of<br />
the curriculum. Come prepared to sing, dance and play<br />
musical instruments in this highly interactive workshop.<br />
Bring your favourites to share with this group. P.S. You<br />
don’t need a perfect singing voice to join in the fun!<br />
2. Social Justice in <strong>Early</strong> Childhood<br />
<strong>Education</strong>: Systems, Diversity, and<br />
Social Transformation<br />
presented by:<br />
Ryan Campbell, MA, RECE, Faculty, Humber College<br />
Vidya Rampersad, Faculty, Humber College<br />
Josie Iannaccio, RECE, Faculty, Humber College<br />
Laura Oyama, Faculty, Humber College<br />
This workshop is intended to stimulate, provoke and<br />
arouse critical thinking while analyzing practices related<br />
to supporting the full scope of human diversity that<br />
characterizes contemporary Canadian society. The<br />
challenge in defining issues related to social justice will<br />
be examined with an emphasis on attitudes, various<br />
perspectives, barriers and the rights and privileges that<br />
influence ‘socially just’ practices. Traditional and current<br />
issues will provide a framework for understanding the<br />
implications of practices that reflect social justice in early<br />
learning communities. ‘Professional practices’ will be<br />
identified and examined to understand responsibilities<br />
and strategies that create awareness and encourage<br />
engagement to promote social transformation. Various<br />
systems and environments will provide the context from<br />
which to examine issues and strategies. Participants<br />
will be encouraged to gaze through the ‘looking glass’<br />
with unbiased eyes to explain possible outcomes,<br />
responsibilities and realistic expectations of the diverse<br />
community of our global village. Consideration and<br />
3. Implementing ELECT- Sharing the Journey<br />
presented by:<br />
Nancy Roscoe, Program Manager, Toronto<br />
Children’s Services<br />
Nelson Hillier, Manager, Waterpark Place Child<br />
Care Centre, George Brown Lab School<br />
<strong>Early</strong> Learning for Every Child Today (ELECT) was<br />
developed as a guide to support curriculum and pedagogy<br />
in <strong>Ontario</strong>’s early learning settings. ELECT provides the<br />
tools to integrate new knowledge, promote learning and<br />
development and communicate with other early learning<br />
professionals.<br />
Where do you start? How does your agency / centre<br />
ensure that you are implementing <strong>Early</strong> Learning for<br />
Every Child Today?<br />
This interactive workshop will provide participants with<br />
training steps and strategies to support the implementation<br />
of ELECT within their agency / centre. Lessons learned<br />
from George Brown College Lab Child Care Centres and<br />
Municipal Child Care Services Child Care Centres on<br />
the process of implementing ELECT will be shared and<br />
discusses and resources and tools to support agencies /<br />
centres to implement ELECT will be reviewed.<br />
4. Enhancing Children’s Resiliency<br />
and Mental Health in your School<br />
Age Programs<br />
presented by:<br />
Diana Raaflaub, Community Recreation Supervisor,<br />
City of Toronto Parks Forestry and Recreation<br />
Children need to develop strengths and acquire skills to<br />
cope and recover in preparation for future challenges.<br />
Research has shown that developing such skills helps<br />
nurture positive mental health. Learn about promising<br />
practices recreation professionals have implemented<br />
in the After School Recreation Care Programs, to<br />
support children’s resiliency through the development of<br />
strength-based programming and caring relationships.<br />
• Attendees will enhance their knowledge of resiliency<br />
research and relationship building tips to enhance<br />
interactions with school age children.<br />
• This session includes an active component where<br />
attendees will participate and learn new games and<br />
activities for children 6-12 years with a strength-based<br />
approach.<br />
• Attendees will take away resources to support<br />
on-site programming<br />
Page 3
5. Dynamic Duos: Participatory Action<br />
Research as a Tool for Team Development<br />
presented by:<br />
Erin Cameron, Faculty, Mohawk College<br />
Participatory Action Research is a dynamic process<br />
where learning collaboration, connections, and<br />
inquiry converge with reflective practice. It supports<br />
collaborative change and enables the participants to<br />
systematically increase their understanding of how<br />
ones values, actions and practices contribute to high<br />
quality early learning and care programs. This process is<br />
beneficial for all forms of working teams, including the<br />
interdisciplinary <strong>Early</strong> Learning Kindergarten classrooms.<br />
This workshop will encourage participants to dialogue<br />
and investigate how the PAR process can support their<br />
in-service professional learning to provide responsive<br />
programs that embrace all six principals in the<br />
ELECT document.<br />
6. Creating Inclusive <strong>Early</strong> Childhood<br />
Environment for ECE’s, Children and Families<br />
presented by:<br />
Julie Valerio, Faculty, Humber College<br />
Amy Azzopardi, RECE, Humber College<br />
Michael Carlucci, RECE, Humber College<br />
This workshop will address theoretical and practical<br />
principles of inclusion in order to promote self-esteem<br />
and the full participation of children and families. The<br />
design of and/or adaptation of the physical and social<br />
environment, will be the basis of exploration as well<br />
as strategies, materials and learning experiences to<br />
create inclusive, individually responsive programs.<br />
Emphasis will be placed on the specific competencies of<br />
the early childhood professional essential for planning,<br />
implementing and evaluating responsive and inclusive<br />
practice. In this hands-on, interactive and practical<br />
workshop, participants will engage in discussion,<br />
strategizing issues of inclusion. Looking at the child<br />
through a sensory lens will be explored as participants<br />
will experience movement and learning experiences.<br />
Participants will be invited to bring their specific<br />
experiences as well as challenges in their environments<br />
to learn how to:<br />
• Re-examine personal perspectives and challenges<br />
as an ECE with the diverse population in early<br />
learning environments<br />
• Use new strategies to provide inclusive<br />
physical environments<br />
• Use new strategies to provide inclusive<br />
social environments<br />
7. Setting the Stage for Purposeful Play<br />
presented by:<br />
Lisa Shortall, Program Consultant, Family Day<br />
Care Services<br />
Young children and their educators have active roles in<br />
the learning process. ELECT is a framework to guide this<br />
essential learning process and support our understanding<br />
of curriculum, pedagogy and assessment.<br />
This workshop will connect ELECT to how educators<br />
use play to promote children’s development and<br />
meaningful outcomes. Play promotes the social-emotional<br />
skills that underlie and facilitate learning across all<br />
developmental domains.<br />
It will encourage reflection about the principles and<br />
practices needed to support children’s developmental<br />
outcomes; broaden our thinking about appropriate<br />
early curriculum content and related teaching strategies;<br />
emphasize the vital role of the educator to create<br />
supportive environments and scaffold learning; reinforce<br />
the notion of the value of play and the benefits to<br />
children in terms of future success in school and later<br />
in life.<br />
Participants will:<br />
• Identify the stages and levels of play that children<br />
are engaged in.<br />
• Explore how to plan meaningful experiences to<br />
scaffold children’s development.<br />
• Describe how to create a purposeful and<br />
planned learning environment which supports<br />
play and learning<br />
Page 4
PM Workshops: 1<br />
1. Learn to Play and Play to Learn<br />
presented by:<br />
Kimberley Day, Occupational Therapist, University<br />
of Toronto<br />
Pauline Dekker, Occupational Therapist, Toronto<br />
District School Board<br />
Ashley Graham, Occupational Therapist, Sick Kids<br />
Anne Martin, Occupational Therapist, Holland Bloorview<br />
Kid’s Rehabilitation Hospital<br />
Jaqueline Martin, Occupational Therapist, University<br />
of Toronto<br />
Patty Rigby, Occupational Therapist, University<br />
of Toronto<br />
Joan Vertes Occupational Therapist, Sick Kids<br />
Christie Welch, Occupational Therapist, Holland<br />
Bloorview Kid’s Rehabilitation Hospital<br />
Play is the central means to early learning and<br />
development for young children. It is a child’s primary<br />
pursuit and capitalizes on their natural curiosity and<br />
exuberance. Positive, high quality play experiences foster<br />
the development of self esteem, self worth and self<br />
efficacy. Furthermore, play stimulates emergent literacy,<br />
numeracy, and inquiry skills along with physical, social,<br />
emotional and cognitive development.<br />
This course will provide interactive, experiential learning<br />
for early childhood educators to inform them how<br />
to develop enriched play environments that support<br />
exploratory play and children’s acquisition of knowledge<br />
and developmental skills. High quality play mediated<br />
by well informed adults is a central goal of the ELECT<br />
document. Workshop attendees will learn how to foster<br />
the child’s self directedness and experiences<br />
of playfulness.<br />
This workshop will run for two hours and will involve<br />
hands-on play activities and sharing ideas. Reflecting on<br />
and applying key concepts of play within the context<br />
of participants’ own work environments will solidify<br />
new learning.<br />
Topics that will be covered in the workshop include:<br />
• Developmental skills achieved through<br />
exploratory play;<br />
• Benefits of play using open-ended, commonly<br />
used materials;<br />
• Creating enriched play environments to support play<br />
and playfulness;<br />
• Key ideas about play from the ELECT framework;<br />
• Resources for communicating the value of play<br />
to parents<br />
Workshop participants will learn:<br />
• How play fosters curiosity, creativity, exploration and<br />
motivation, and how it contributes to learning and<br />
development of skills;<br />
• To identify the benefits of open-ended play materials;<br />
• How to provide children with the “just-right”<br />
challenge to support engagement in play and to<br />
expand the child’s knowledge and repertoire of<br />
play skills;<br />
• How to provide scaffolding for exploratory and<br />
interactive play experiences;<br />
• Practical strategies to become an effective play<br />
partner and to provide children with high quality<br />
play experiences<br />
2. Building Meaningful Family Partnerships-<br />
More than just parents doing things!<br />
presented by:<br />
Lisa Lamarre-O’Gorman, Lab School Manager,<br />
Algonquin College<br />
Parent–education partnerships look different<br />
based on the individuals that are involved in them.<br />
Setting the tone for positive relationships is the<br />
responsibility of the Professional educator. Both ELECT<br />
and the CECE’s Standards of Practice reinforce the<br />
integral role of parent engagement in early learning and<br />
care settings as a key quality indicator and a requirement<br />
of the profession. So how do we set the foundation for<br />
parental engagement during the early years and positively<br />
influence parent involvement in their child’s learning?<br />
This workshop examines the process of forming<br />
respectful, meaningful and sustainable partnerships that<br />
empower parents to be involved in their child’s learning.<br />
Participants will gain an understanding of:<br />
• Our values and perceptions of parents<br />
• How the classroom climate impacts relationships<br />
with parents<br />
• Developing an action oriented approach in establishing<br />
partnerships with families and community<br />
• The critical role of parent engagement and an<br />
understanding of how the ELECT Principles and<br />
the standards of practice reinforce our obligation<br />
to families<br />
3. Walking Feet and Indoor Voices...<br />
Are These Really our Only Choices?<br />
Putting the Meaning Back into the<br />
Words We Choose<br />
presented by:<br />
Tricia Dumais, Associate Faculty, Conestoga College<br />
Cathy O’Toole, RECE, MA, Conestoga College<br />
We’ve all used the words, “Good job” and “We’re<br />
all friends here”! Are we really saying what we mean,<br />
and meaning what we say? Together we will challenge<br />
the language we use in our daily practice and explore<br />
authentic language that reflects how we value young<br />
Page 5
children. Together participants will revisit practices in<br />
early learning and child care with the view of authentically<br />
representing the image of the child and the educator in<br />
the daily curriculum. It takes a lot of courage to release<br />
the familiar. As professionals we will “use our words” to<br />
engage in an examination of putting the meaning back into<br />
the words we choose.<br />
4. The Critical Practice of Supporting Self<br />
Regulation with Young Children<br />
presented by:<br />
George Brown Faculty<br />
Research tells us that self regulation influences a child’s<br />
ability to develop those positive emotional attributes that<br />
promote learning. Educator’s interactions strengthen<br />
children’s capacity for learning when they include an<br />
understanding of emerging, individual self-regulating skills.<br />
This workshop will focus on the role and the practices of<br />
<strong>Early</strong> Childhood Educators in supporting self regulation in<br />
early years settings.<br />
5. Au delà de Quatre, C’est bien plus<br />
qu’une Marque!<br />
presented by:<br />
Kelly O’Gorman EPEI, AAQ, Ville de Toronto,<br />
Services à l’enfance<br />
Natasa Varmuza, EPEI, AAQ, Ville de Toronto,<br />
Services à l’enfance<br />
Au cours de cet atelier interactif, les participants<br />
découvriront les objectifs derrière les critères<br />
d’exploitation de la ville de Toronto fondés sur une<br />
programmation de qualité dans les milieux de la<br />
petite enfance. Grâce à des expériences pratiques, les<br />
participants acquerront une meilleure compréhension<br />
du rôle de l’animateur en tant que praticien dont le<br />
niveau d’observation et d’échange contribue à fournir des<br />
expériences de qualité aux enfants dans les garderies.<br />
Cet atelier offrira aux participants les connaissances<br />
nécessaires pour enrichir des expériences de jeux par un<br />
enseignement intentionnel tout en utilisant le matériel et<br />
les outils quotidiens. Au final, cet atelier permettra aux<br />
participants d’établir le lien entre une programmation de<br />
qualité, les critères d’exploitation de la Ville de Toronto<br />
et le document CAPE (Cadre d’apprentissage pour les<br />
milieux de la petite enfance de l’<strong>Ontario</strong>)<br />
Grâce à cet atelier, le participant pourra:<br />
1. Acquérir une meilleure compréhension du lien entre<br />
les critères d’exploitation de la Ville de Toronto et<br />
du CAPE<br />
2. Découvrir l’importance de la programmation ciblée et<br />
acquérir des stratégies visant à promouvoir un milieu<br />
d’apprentissage enrichi et interactif à travers le jeu et<br />
les routines quotidiennes.<br />
3. Construire, mettre en œuvre et évaluer les nouvelles<br />
approches de l’apprentissage par le jeu dans<br />
l’environnement de la classe.<br />
6. Supporting Queer Families in <strong>Early</strong><br />
Childhood <strong>Education</strong><br />
presented by:<br />
Ryan Campbell, MA, RECE, Faculty Humber College<br />
Thomas Silcox-Childs<br />
This workshop will examine issues related to supporting<br />
queer families in early childhood settings. Topics for<br />
exploration include:<br />
1. The inconsistent support for sexual / gender diversity<br />
in classroom spaces for young children<br />
2. The barriers to inclusion, and,<br />
3. Strategies for social change.<br />
Resource sharing and case study / group work will also<br />
bridge theory with practice.<br />
7. Planning for Purposeful Play<br />
resented by:<br />
Sheri Spriggs, Professional Development Consultant,<br />
Childreach<br />
Lori Wilson, Whitehills Child Care Association<br />
Joanne Karasek, Whitehills Child Care Association<br />
This practical, interactive, presentation will help you<br />
recognize how the environment, your daily schedule<br />
and your programming affects the functionality of your<br />
classroom. It will encourage you to develop a curriculum<br />
that is child directed with planned and purposeful learning<br />
opportunities. Using the Continuum of Development, you<br />
will observe and document examples of learning stories<br />
and skill development in play, in order to better plan your<br />
curriculum and share this valuable information<br />
with families.<br />
We will:<br />
− Share information about room arrangement,<br />
schedules and room flow<br />
− Discuss the “Top 6” Learning Centres and show a<br />
virtual tour of a room that is working successfully<br />
− Talk about schedules and how to open up larger<br />
blocks of time for purposeful play, rather than<br />
interrupted times to accommodate snack, bathroom<br />
routine and other transition times.<br />
− Deliver a step-by-step process to show how to plan<br />
with purpose; using scenarios, group activities and<br />
documentation templates. Different scenarios will be<br />
shared specific to infant / toddler, preschool, JK/SK,<br />
School Age and OEYC programs to make the learning<br />
practical and relevant to the various participants.<br />
Page 6
PM Workshops: 2<br />
1. Launching the Continuum of Development<br />
for Children from Nine to Twelve<br />
presented by:<br />
Beth Stockton, Professor, George Brown College<br />
Andera Prifti, Program Leader, George Brown Lab School<br />
The Continuum of Development is an ELECT tool used to<br />
guide educator’s observations, documentation, reflection<br />
and planning for children’s learning and development. The<br />
content includes domains and skills from infancy up to<br />
children at the age of eight. The need for a Continuum of<br />
Development for children age’s nine to twelve has been<br />
identified as programs implement ELECT.<br />
To meet the need, Marie Goulet at George Brown<br />
College worked with professionals in child care centres,<br />
recreation programs, after school programs, and family<br />
support and intervention services to develop the much<br />
needed continuum for the older school age group. This<br />
workshop provides opportunities for participants to be<br />
introduced to this new tool and collaborate with peers in<br />
a hands on training exercise, and brainstorm with others<br />
how it can be integrated as a tool that will support<br />
children’s learning in school age programs.<br />
2. Merging <strong>Early</strong> Learning Knowledge and<br />
Practice: Lessons from the Ground<br />
presented by:<br />
Zeenat Janmohamed, Executive Director,<br />
Atkinson Centre / Faculty, George Brown College<br />
This workshop will bring forward the voice of educators<br />
who have worked in partnership in full day early learning<br />
programs within the broader early education sector.<br />
<strong>Early</strong> learning teams comprised of early childhood<br />
educators and kindergarten teachers will share their<br />
knowledge, their expertise, and their advice on how we<br />
can push the circle outward to be more inclusive and<br />
integrated in curriculum and pedagogy. Issues related to<br />
different training models for professional preparation will<br />
be considered.<br />
3. Effective Team Building: It Starts with You<br />
presented by:<br />
Larissa Kostevskii, <strong>Early</strong> Childhood Consultant,<br />
Humber College<br />
Henrietta Verbaan, <strong>Early</strong> Childhood Consultant,<br />
Humber College<br />
This workshop will discuss and review skills staff need as<br />
they develop effective teams by supporting, encouraging<br />
and working collaboratively with their co-workers, as<br />
well as with the families.<br />
Through hands on activities and discussion throughout,<br />
the participants will reflect on professionalism;<br />
review the characteristics of team roles, and continue<br />
to explore and build their awareness of valuable<br />
communication methods and positive interpersonal skills.<br />
The focus of the presentation begins with the<br />
participant’s own strengths, moving them toward setting<br />
future goals for themselves when working with their<br />
colleagues and families.<br />
Participants will:<br />
• Review professionalism<br />
• Discuss team roles<br />
• Investigate communication methods by:<br />
1. Identifying team roles which best describes their<br />
strengths<br />
2. Contrasting ‘group’ versus ‘team’ participation<br />
3. Completing ‘Dr. Phil’s’ test<br />
4. Discovering the difference between ‘reacting’<br />
versus ‘responding’<br />
5. Reflecting on responses to communication<br />
• Look at how to ‘Bring the Best in Each Other’<br />
4. College of <strong>Early</strong> Childhood Educators:<br />
Code of Ethics and Standards of Practice<br />
presented by:<br />
Melanie Dixon, Director of Professional Practice,<br />
College of <strong>Early</strong> Childhood Educators<br />
An informative session with the College of <strong>Early</strong><br />
Childhood Educators, <strong>Ontario</strong>’s professional selfregulatory<br />
body for the early childhood educators. Learn<br />
more about the College’s mandate and functions as the<br />
governing body for registered early childhood educators.<br />
This workshop will incorporate discussion regarding the<br />
Code of Ethics and Standards of Practice with sample<br />
scenarios for participants to consider.<br />
Participants will deepen their understanding about:<br />
− the use of the professional designation, the title<br />
and the public register<br />
− the complaints process and employer mandatory<br />
reports<br />
− the purpose of the standards and their impact on<br />
members, employers and the early learning and<br />
care sector<br />
Page 7
5. Working with Families from a Family<br />
Support Perspective<br />
presented by:<br />
Patricia Evans, Manager of Children and Family Programs<br />
at LAMP Community Health Centre<br />
In this workshop we will look at the 12 guiding principles<br />
of Family Support that form the value base for Family<br />
Support programs in Canada. These 12 principles<br />
guide the work of family support practitioners in family<br />
support programs, childcare and other settings that<br />
interact with children in the context of their families.<br />
This approach takes a holistic view, within an ecological<br />
framework to working with families. The 12 guiding<br />
principles were developed by the Family Resource<br />
Program Canada Association in consultation with<br />
Family Support programs across Canada. During this<br />
workshop specific ways of implementing these principles<br />
in order to build meaningful partnerships with families<br />
will be discussed. Opportunities for collaboration and<br />
partnerships will be presented.<br />
During this workshop, we will:<br />
− examine the 12 Guiding Principles of Family Support<br />
− strategize around how to build meaningful<br />
partnerships with families<br />
− explore examples of partnerships between Family<br />
Support Programs and Childcare<br />
7. New Frameworks for Professional<br />
Development of <strong>Early</strong> Childhood Educators<br />
presented by:<br />
Karen Chandler, Professor, George Brown College<br />
The emerging <strong>Early</strong> Childhood profession has increased<br />
expectations and accountability for providing quality services<br />
for children and families. It is time to make leading and<br />
development of staff a priority. Currently, many educators<br />
approach professional development in an ad hoc manner.<br />
This session determines that a more systematic approach for<br />
professional development should be considered, aligning it<br />
with program goals and meeting standards of practice.<br />
Participants will:<br />
• build understanding of changing expectations of<br />
the field<br />
• increase awareness of standards and accountability<br />
• identify considerations for systematic approach for<br />
professional development<br />
• build understanding of leadership role in professional<br />
development<br />
6. Save the Day for Play<br />
presented by:<br />
Lois Saunders, RECE, Affiliated Services for Children and<br />
Youth (ASCY), Hamilton <strong>Ontario</strong>.<br />
Through their involvement in a Province-wide project<br />
to support implementation of ELECT, <strong>Ontario</strong>’s <strong>Early</strong><br />
Learning Framework, ASCY Consultants recognized<br />
the importance of mentoring relationships, and active,<br />
on-site coaching to support and sustain curriculum<br />
change. In addition, they gained insight into the kinds<br />
of resources which would benefit <strong>Early</strong> Learning<br />
Practitioners in their daily work.<br />
This experience has informed the development of “Save<br />
the Day for Play”<br />
In this workshop, the consultants will share their<br />
insight, discuss the role of the Curriculum mentor,<br />
and introduce the Save the Day for Play process and<br />
software.<br />
1. Mentoring strategies to support and sustain<br />
curriculum change<br />
2. The role of the Director in supporting change.<br />
3. Introduction to “Save the Day for Play” Observation<br />
Software and other resources to complement<br />
ELECT;<br />
4. Awareness of opportunities for further training as<br />
Save the Day for Play Mentor / Consultant<br />
Page 8
Location & Contact Information<br />
BMO Financial Group<br />
Institute for Learning<br />
3550 Pharmacy Ave.<br />
Toronto, <strong>Ontario</strong><br />
M1W 3Z3<br />
CONTACT<br />
Phone: 416-490-4300<br />
Fax: 416-490-4445<br />
Web : ifl.bmo.com/cp_english/index.htm<br />
Email: eventreservations.ifl@bmo.com<br />
PARKING<br />
FREE parking available on the West side of<br />
the building.<br />
DIRECTIONS:<br />
From West :<br />
n 401 Eastbound to Don Valley Parkway<br />
(DVP) exit.<br />
n Take 404 North to Steeles and Woodbine exit<br />
(Exit 22)<br />
n Stay right and turn right on to Steeles Avenue<br />
n At the 3rd set of lights, turn right on Pharmacy<br />
Ave. and turn into 1st driveway on the right<br />
From East :<br />
n 401 Westbound to Don Valley Parkway<br />
(DVP) exit.<br />
n Take 404 North to Steeles and Woodbine exit<br />
(Exit 22)<br />
n Stay right and turn right on to Steeles Avenue<br />
n At the 3rd set of lights, turn right on Pharmacy<br />
Ave. and turn into 1st driveway on the right.<br />
From South :<br />
n Don Valley Parkway (DVP) North which<br />
becomes 404 North<br />
n Take Steeles and Woodbine exit (Exit 22)<br />
n Stay right and turn right on to Steeles Avenue<br />
n At the 3rd set of lights, turn right on Pharmacy<br />
Ave. and turn into 1st driveway on the right.<br />
TTC Directions<br />
n Take the Steeles East 53/534A from Finch<br />
Station or the Pharmacy North 167 from<br />
Sheppard Station<br />
From North :<br />
n 404 South to Steeles and Woodbine exit<br />
(Exit 22)<br />
n Turn left on to Steeles Avenue<br />
n At the 4th set of lights, turn right on Pharmacy<br />
Ave. and turn into 1st driveway on the right.<br />
Page 9