SENSORY GARDENS DESIGNED FOR CHILDREN & WITH CHILDREN

In this inspiring and practical blog by Cara Caudle, a Certified Forest School Practitioner, you'll explore how sensory gardens can transform early learning environments. Designed for children and with children, these gardens awaken curiosity, promote well-being, and support all eight senses — from sight and smell to body awareness and balance.

Whether you're thinking about an indoor setup with calming succulents or a vibrant outdoor space buzzing with pollinators, Cara offers ideas, inspiration, and resources to help you get started. Plus, you'll learn how to involve children in the process, encouraging empathy, mindfulness, and discovery along the way.

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Have you ever noticed the smell of the air after a fresh rain or the way a child’s behaviour shifts as they enter an outdoor play space?

Outdoor exploration and connections with nature are fundamental for lifelong healthy development. From nurturing physical well-being in the early years to supporting mental health in adulthood, learning with nature offers many benefits!

Sensory gardens are a wonderful way to enrich early learning programs by integrating natural opportunities that promote children’s curiosity and engagement. They offer children the opportunity to explore their sensory preferences, discover the unique characteristics of plant life, and deepen their sense of empathy toward all living things through hands-on experience. Sensory gardens can be integrated indoors or outdoors and can be designed in a variety of ways to meet children’s unique needs. Incorporating plants like lavender invites moments of calm through soothing aromas, while sunflowers encourage closer observation of intricate details and the rhythmic patterns of their petals. Whether you are hoping to cultivate a sense of calm, nurture growing attention spans, or foster a sense of wonder, there is a plant that can do just that!

Getting started with a sensory garden means diving into research, planning, rallying support, and embracing the learning that comes with trying something new. Explore the sensory possibilities of native plants then try out your design, observe which plants children are drawn to, which ones they enjoy feeling, and which ones they love to smell. It is also helpful to consider possibilities for including all eight senses, including sight, smell, touch, sound, taste, proprioception (body awareness and strength), interoception (internal sensations), and vestibular (balance and movement). Providing proprioceptive input might mean adding buckets or jugs for children to carry water or soil, while vestibular input could come from logs, stumps, or stepping stones for balancing. These lesser-known sensory areas are often overlooked in early childhood but play a crucial role in helping children feel grounded and connected. Insect homes, wind chimes, and small water features like a birdbath or tabletop fountain can make a sensory garden even more enchanting!

If you’re starting an outdoor sensory garden, you can consider pollinator-friendly native plants as they naturally provide diverse sensory experiences and lend themselves generously to the bugs and insects. Outdoor gardens allow for a variety of plant heights, including some taller than the children, some medium, and some low-growing. A tall height can help frame the flow of foot traffic through an open space or create a hideaway nook for risky-play seekers! Each plant inevitably has its own unique characteristics and strengths, and should be chosen accordingly. Indoor sensory gardens, on the other hand, often rely on smaller plants specifically, such as succulents or slow-growing vines. They are often designed around available light sources and are found in placed in spaces that would benefit from their calming presence, like a connection corner or transition area.

The truth is, your sensory garden will evolve over time based on what you notice works well and what doesn’t. The best time to get started is now!

How will you integrate sensory gardens into your environment?

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Here are additional supporting resources to help springboard your sensory garden!

Pollinator Partnership Canada - https://pollinatorpartnership.ca/en/find-your-roots

Your Ultimate Guide to Sensory Garden Plants & Their Therapeutic Benefits https://rootinnature.ca/guide-to-sensory-plants-their-therapeutic-benefits/

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This blog post was written by Cara Caudle MEd, BASc, RECE.

Cara Caudle is a Certified Forest School Practitioner, Faculty of Early Childhood Education with First Nations Technical Institute, and Director of Childhood Connect. She is passionate about early learning that takes place in connection with nature, holistic well-being, and meaningful relationships.

Be sure to check out Cara’s website, Childhood Connect, and follow her on social media @childhoodconnect.

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Share your sesnory garden journey, or what you’re interested to try by leaving a comment below!

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MEET VICTORIA, STRIVE PROFESSIONAL LEARNING & STATISTICS SPECIALIST!

Meet Victoria Allen (she/her), Strive’s Professional Learning & Statistics Specialist!

We asked Victoria some questions to get to know her a little better. Keep reading to see what she said!

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Tell us a bit about yourself…

Hi, I’m Victoria! I am an all-things-nature-loving person who adores learning, being active as well as getting cozy with a hot cup of coffee, a good book and my kitties by my side at the end of the day! 

Tell us why you chose a career in Early Childhood Education and Care.

I believe in the capabilities of all and feel that choosing a career in Early Childhood Education and Care was a great opportunity to express that while having an outlet for my caregiving instincts. Growing up, I had many animals, from cats and dogs to horses and pigs, that I lived to care for and when I came to London I had to leave them behind, so working in this field has given me back the opportunities to love and care for others in more ways than I thought possible!

What inspires you…

I tend to find inspiration pretty much everywhere, but especially in nature, music, and in watching others learn and grow. I find true joy in cheering others on throughout their journeys and celebrating alongside them.

Tell us something you enjoy doing in your spare time.

In my spare time, I enjoy moving my body at the gym or in the great outdoors (although, you’ll find me outside more in Spring, Summer and Fall than in Winter!), journaling as a way to keep memories, creating embroidery art, listening to music, caring for my many houseplants and gardens as well as reading!

Do you have a favourite quote…

My favourite quote or mantra is, “Wherever life plants you, bloom with grace.” It is my daily reminder that while I can’t control all situations or experiences I find myself in, I can control my responses and make the best out of it as finding balance and growth in life is important to me. Life is full of ups and downs and I feel it’s important to keep looking for the positives wherever they are and no matter how small they may feel.

If you were an ice cream flavour, what flavour would you be and why…

If I were an ice cream flavour, I would be a Ben & Jerry’s Chocolate Fudge Brownie! Honestly, I am generally crazy about chocolate and love consistency… But I also love a little surprise here and there! 

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Welcome to the Strive Team, Victoria! We are so excited to work with you!

Join us in extending Victoria a warm welcome by commenting below!

MEET LENA, STRIVE RESOURCE CENTRE SPECIALIST!

Meet Lena Haider (she/her), one of Strive’s Resource Centre Specialists!

We asked Lena some questions to get to know her a little better. Keep reading to see what she said!

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Tell us a bit about yourself…

Hi everyone, my name is Lena and I’ve been an early childhood educator for 9 years now. I’ve been passionate about the early years for as long as I can remember and knew I wanted a career that focused on the well-being of children from a young age! I am mom to the sweetest toddler who has further ignited my passion for early childhood development. I grew up in London, but I moved away at the start of 2021 and recently made my way back home. During my time away from London, I lived in Alberta & Minnesota and although I left both those places with very fond memories; there is truly no place like home. While living in Alberta, I found a love for the outdoors, hikes, lakes and of course the mountains! We spent every weekend discovering new trails, nearby mountain towns and sighting wildlife. Being in Minnesota, also helped me discover a new hobby which is playing pickleball! In the summer you’ll find my husband & I on all the outdoor courts the city of London now has to offer!

Tell us why you chose a career in Early Childhood Education and Care.

I didn’t always know that I wanted to be an Early Childhood Educator specifically, but I did always know that I wanted to work with children in some capacity. During my university studies (particularly in my child psychology class) I became fascinated with how children learn and how their brains develop. I knew from there, that I wanted to be a part of children’s development and help empower not just them, but their families as well. My favourite part of any role I’ve ever had in the field has always been the conversations we get to have with families and helping them learn how much of an important role they play in their own child’s development.

Tell us about your role…What are you looking forward to in this role?

In my role as the Resource Centre Specialist, I will be able to work closely with both families and other early childhood professionals to connect them with resources available in our centre that will enhance children’s development in their care. I’m looking forward to being able to focus on developing resources that our community could benefit from while still having the component of my job that I love the most which is connecting with families & caregivers.

What inspires you…

As we grow and gain new life experiences, I find the source of our inspirations is always changing. Since becoming a mom, my main source of inspiration right now is my daughter. Naturally, she’s at the forefront of my mind all the time. Whatever I wish for daughter, I wish for all children around the world.  When she experiences something new, I think about how all other children deserve to have these opportunities too and my mind immediately goes to how can we get this to all children.

Do you have a favourite quote?

I do, it’s actually not related to the field but I truly believe in the quote “If you look good, you feel good.” Looking good means different things to me on different days. Sometimes it means I’m having a great skin day, so automatically I’m in a great mood. Sometimes it means I’m wearing a new sweater and suddenly there’s a pep in my step. Other days it just simply means I did something to take care of my physical health and I feel great about that. The quote is just a great reminder for me to always make time for self-care which is something I know so many of us struggle with. When I’m down or not feeling my best, I try to get myself ready for the day and I become a little more motivated to get up, get out and maybe even be productive.  

If you were an ice cream flavour, what flavour would you be and why?

I’m going to say chocolate. That’s the flavour that came to mind as soon as I read the question. Everyone likes chocolate, from young to old. When I look at my peers and my friends in my life, I realize they are all from different walks of life. Some may say it’s a boring flavour, but I think it’s a great base flavour for so many other great desserts and I see that as my own potential. I can evolve and do so many other great things if I set my mind to it.

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Welcome to the Strive Team, Lena! We are so excited to work with you!

Join us in extending Lena a warm welcome by commenting below!

THE EVOLUTION OF STRIVE: A JOURNEY TOWARD INSPIRED LEARNING

The landscape of early childhood education is ever-changing, reflecting shifts in policy, research, and the needs of educators and caregivers. One of the most compelling examples of this evolution is Strive, as we have transformed over the years from including more structured quality assessment frameworks into a dynamic professional learning community while both meeting the needs of the community at the given time.

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A Look Back: The Roots of Quality Initiatives (2003-2014)

Strive’s origins can be traced back to 1999 when Members of the Behaviour Panel identified that children’s behaviour is affected by the quality of the environment they're in, and by the care they receive. This led to the creation of London’s Quality Child Care Project (QCCP) in 2003, managed by Merrymount Children’s Centre.

Throughout the early years, QCCP focused on key areas including mentoring, environments, assessment tools, quality standards and indicators, and professional development. Over time, the initiative evolved to reflect changes in policy and emerging community needs. Key milestones included:

• 2004 - Official launch of Raising the Bar on Quality in London and area

• 2010 – Child care oversight transferred to the Ministry of Education (MEDU).

• 2013 – Renamed the Quality Child Care Coordinating Committee (QCCCC) to align with new early childhood education policies.

• 2014 – Introduction of the "How Does Learning Happen?" framework, emphasizing pedagogy over measurement.

By 2017, the initiative rebranded to what we are today, Strive, marking a significant shift from a standards-based approach to a more reflective and growth-oriented model.

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A Shift in Philosophy

QCCCC Strategic Plan (2016-2018): Defining Quality

The QCCCC aimed to enhance child care through professional learning, defined quality indicators, and collaborative inquiry. Its approach worked to define these quality indicators based on pedagogical practice and developing a corresponding assessment framework, while recognizing that no two programs are the same, and that we are all in different places in our journey.

• Professional Learning – Creating meaningful educational opportunities.

• Quality Standards & Indicators – Defining benchmarks for best practices.

• Innovative Collaboration – Encouraging knowledge-sharing among practitioners.

• Human Resources - An intentionally designed organizational structure.

• Communication - Raise awareness and the profile of QCCCC. 

• Financial Sustainability - Obtain necessary resources to ensure growth and vitality. 

Throughout this strategic plan, creating a strong foundation was essential. Accessibility was always of the utmost importance and professional learning opportunities encouraged reflection and inquiry. However, this reflection and inquiry may have looked very different than it does today as we continue to reflect on how we view “quality”. 

Click HERE to view the full strategic plan.

Strive Strategic Plan (2020 - 2023): Leading Inspired Learning

After the rebrand to Strive, our first strategic plan’s mission was to enhance quality practices and build professional capacity in the sector through reflective learning and collaboration. Key strategic directions included:

• Be Leaders - Strengthen organizational capacity, pursue new funding, raise brand awareness, and advocate for the sector.

• Support Professionals - Provide diverse learning opportunities, resources, and reflective practices to help professionals grow.

• Engage Partners -  Foster strong partnerships to drive innovation and a connected, effective sector.

The plan emphasized leadership, professional development, and collaboration to achieve long-term sustainability and high-quality care. At this time, we had doubled the amount of professional learning offerings from previous years.

Click HERE to view the full strategic plan.

Strive’s Current Strategic Plan (2024-2026): Leading Inspired Learning

The latest Strive plan moves toward an engaged and empowered early years community. Instead of emphasizing quality measurement, Strive has more heavily focused on reflection and inquiry, and fosters a culture of mentorship, leadership, and continuous learning. Working with those who began this journey, our committees, and the community, we shifted away from those checklist type assessment tools from recognizing that “quality” doesn’t necessarily look the same for every centre, child, family, and educator. 

Key shifts in our newest strategic plan include focusing on:

• Capacity Building – Developing educators’ skills in an organic and sustainable way.

• Advancing Mentorship – Encouraging peer-led learning and professional guidance.

• Strengthening Leadership – Cultivating strong, reflective leaders in the sector.

Our community has shifted interest to a process that values reflection and sustainable evolution rather than a prescribed method to measure.

Click HERE to view the full strategic plan.

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Our Committees

Since the start of QCCP the work has been driven by its engaging committees. The Advisory Committee as we know it today used to be called The Quality Child Care Project Coordinating Committee and then the Executive Committee. The Professional Learning Committee was originally the Professional Development Coordinating Committee (PDCC). There were also additional committees including the Mentoring Committee and the Environmental Assessment Tools Committee. Although the names have evolved, the committee's goals have always been to guide our work through the vital voice of community members and partners and therefore support a thriving early years community. 

Advisory

Members of the Advisory Committee represent the diversity and complexity of the Child Care and Early Years sector. Strive leverages administrative support from a backbone organization; Childreach, and takes all organizational initiatives to the membership for endorsement.

Interestingly, we found some notes from a “Quality Initiative Meeting” from  March 4, 2015. The members lists at the time were: 

• Katie Stortz

• Sheryl Third

• Anne-Marie Coughlin

• Jeff Haveman

• Sheri Spriggs

• Lori Wilson

• Holly Gerits

• Kelly Walker

• Barbara Jackson 

• Cyndi Frizelle

Professional Learning

This committee influences, supports and promotes accessible professional learning opportunities within the early childhood community in London and surrounding counties. Goals are to influence the early learning community to provide learning opportunities that align with evidence-based practice, support our community to participate in learning opportunities that contribute to individual goals and the advancement of our profession, and promote a professional learning culture that upholds a high image of children, families and educators.

Long standing organizations that have sat on our committees throughout the years include London Bridge, London Children’s Connection, Whitehills Childcare Association, YMCA, Fanshawe College, St Thomas-Elgin Children’s Services, Thames Valley District School Board, All Kids Belong, and Parkwood Children’s Centre.

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Looking Ahead: The Future of Professional Growth in Early Years Education

Strive’s evolution showcases a broader trend in early childhood education and care: moving away from rigid quality measurement toward a more dynamic, reflective, and community-driven approach.

As we look ahead, Strive continues to advocate for an engaged and empowered early years sector—one where learning is inspired, leadership is cultivated, and collaboration is at the heart of everything we do.

We would not be where we are today without the amazing work of all those involved with the QCCP and QCCCC history and are so excited to continue to grow alongside you, the community and professionals we serve!

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CHILD-LED PLAY

In the busy days of childcare, it is so easy for the mountains of tasks, goals and paperwork to monopolize the time of educators in the classroom. We may unintentionally overshadow the most crucial part of children’s learning: the child’s own curiosity and interests.  

In this blog post, we’ll focus on how we can shift the focus from the checklists and goals to learning alongside the child, and their interests, while myth busting some common misconceptions around child-led play and emergent curriculum.

What is Child-Led Play?  

Child-led play is exactly what it sounds like: play that is initiated and directed by the child where they can take control of learning and exploration (Klavdija, 2023 & Nesbitt, 2024). Taking a slight step back as the educator, children can then take the lead in deciding what, when, and how they engage in their activities. We as educators may offer suggestions, provide materials, and create a safe, enriching environment, but the focus is on the child’s natural curiosity and intrinsic motivation. Child-led play at its core upholds the belief that children are capable and competent individuals that are more than able to guide their own learning and development. 

It can be difficult, as an educator, to release control and allow children to be solely independent in their play. However, it is not about abandoning support and guidance all together, it's about finding the balance between observations, co-learning and support. It is important to remember that children need to feel safe and supported to freely discover the world around them, in this case the childcare environment that YOU create.

What Does Child Led Play Look Like? 

Imagine a childcare centre where children are enthralled with every activity you help set up. A place where children have open access to materials and toys, setting up their own activities or assisting you in curating ideas and designs for their room and activities. Children learning together and you learning with them. These are all examples of how to support child-led play – allowing children to take charge of their own learning and environment.  

It’s important to note that every room and every child, even in the same centre will not demonstrate child-led play the same. Some children might thrive in quiet, solitary play, while others might be more social, engaging in group play. The key is that they are the ones driving the experience, and we, as educators, are there to support, not direct.

Myth #1: Child-led play means no structure

Many people assume that if children are leading the way in their learning, there’s no structure in place. On the contrary, child-led play operates within a thoughtfully curated environment. Educators carefully observe children’s needs and interests, and they provide the materials, spaces, and guidance necessary to facilitate exploration. It’s not about a free-for-all with no rules; it's about creating a flexible, responsive environment where children can thrive while still having clear boundaries and support.

Myth #2: It is too unpredictable

Some may fear that an emergent curriculum is overly chaotic or unmanageable because it doesn't follow a strict, set plan. In reality, the beauty of child-led play lies in its adaptability. Educators can respond to children’s questions, interests, and experiences in real-time, while still having a foundational understanding of developmental milestones and learning outcomes. 

Myth #3: Educators are not needed in child-led play

Another myth is that child-led play means children are left to their own devices without adult involvement. This is far from the truth. Educators play a critical role in child-led play by observing, guiding, and scaffolding learning experiences. They help extend children’s thinking through open-ended questions, provide new materials to spark curiosity, and support social interactions. Educators in these environments are not passive; they are active participants in fostering an enriching, safe, and engaging learning environment. It is also so important for educators to be ready to engage in children’s play if invited in. 

Where to Start? 

It’s about beginning with small, intentional steps. Start by reflecting on your practice. Take a day to observe yourself—how often do you intervene during play? Do you find yourself only supervising rather than intentionally observing? How do you engage with children? Are your current actions reflective of your view of the child? This reflection can provide insights into your own pedagogical style and your relationship with the children in your care. 

Begin by observing the children in your care more closely. Notice how they interact with their environment, their peers, and their own ideas. Take the time to listen and understand their perspectives, rather than imposing your own.  

These steps create a foundation for co-creating and co-learning with the children in your care. Supporting you in setting up invitations and provocations.  

Understanding Invitations and Provocations 

In a child-led environment, we don’t need to plan every moment, but we do need to create opportunities for children to engage. This can be achieved through invitations and provocations. 

An invitation is a way of introducing an activity based on concepts or interests (Davis, 2023). It might be a new material or an open-ended activity that sparks curiosity, creativity and invites children to explore with directions and planned outcomes. When you notice that a child or children have a specific interest this step can allow for a foundation to multiple activities and play centres.  

A provocation is designed to provoke action and stimulate thinking (Davis, 2023). It’s to ignite deeper exploration around an established interest, encouraging children to ask questions, problem-solve, and develop new ideas.  

Imagine you are observing a child, and every day when they come in the morning you notice they go straight for the dinosaurs on the shelf. So, you decide to set up the dinosaurs in the block centre, creating mountains and rivers with loose parts and blocks. This is an example of an invitation. If they engage with the invitation meaningfully (you’ll notice this while observing and engaging with the children) you will observe their learning and growth with them.  

This is your time to really allow the child to take control of their own learning, avoid flooding them with too many questions, and allow them to guide the play. This can be with their words or actions. It is up to you as the educator to encourage further exploration in their world at their pace. If you notice the interest is only growing, (i.e. they are asking you questions or exploring the room beyond your invitation) you can start setting up provocations. Work with the children and your co-educators to expand on their interests. For example, if the children want to know more about where the dinosaurs went, you can research books from the library or resource kits that help to support that learning. If they want to dig up dinosaurs and their bones, see what your centre has and work creatively with the children and your co-educators to make that activity come to life. There is so much information you can use and explore with children.  

Both invitations and provocations are tools that inspire play without dictating its course. There isn’t one right way to set up an invitation or provocation, every child, room and centre is going to look different. It is a process of trial and error, reflection and action. Try not to feel defeated or frustrated when an activity doesn’t go the way you plan, this is the part of co-learning and co-constructing that can seem daunting. Have faith in yourself, co-educators and the children you care for. Find the joy in their play and sit there with them in it. Allow yourself to be part of their learning, not just the organizer of the room. 

References:  

Clinton, J., MD (2020). Love Builds Brains. Tall Pines Press. 

Davis, E. (2023, July 20). Engage your early learners using provocations. https://www.famly.co/blog/learning-through-provocations 

Klavdija. (2023, July 28). The benefits of child-led activities in early years. Kindergartens International Institution Blog. https://blog.kindergartens-international.com/child-led-activities/ 

Nesbitt, E. (2024, August 30). The Power of Child-Led Play: Nurturing Growth and Development in Children — Wildlings Forest School. Wildlings Forest School. https://www.wildlingsforestschool.com/blog/the-power-of-child-led-play

OER UNPACKED: EMPOWERING MENTORS AND STUDENTS IN FIELD PLACEMENTS

In this post, Fanshawe College Early Childhood Leadership students Noah King and Rhea Terry share their valuable perspectives on contributing to the development of an Open Educational Resource (OER) aimed at enhancing field experiences for both students and mentors.

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Field practicum experiences are one of the most important and influential parts of the Early Childhood Education (ECE) and Early Childhood Leadership (ECL) programs. They provide students with the opportunity to apply their theoretical knowledge into real world practice, and have a strong impact on students’ senses of belonging within the field. Recognizing this, Fanshawe’s educational faculty in both the ECE and ECL programs saw a strong need for a resource that seamlessly supports students, agency mentors, and faculty advisors during this phase, and our team collaboratively worked to create an Open Educational Resource (OER) that seeks to enhance field experiences for all stakeholders.

The educational team recognized challenges students faced when navigating field practicum workbooks and instructional workbooks via course pages. Instead, they envisioned one cohesive guideline that not only outlined practical requirements, but also offered additional resources to support students, agency mentors, and field advisors throughout the field experience.

While reviewing literature, we discovered an article that highlighted the need for clarity for agency mentors on students’ learning goals and expected roles during their practicums in order to help engage them in daily routines and activities in a meaningful way. The OER includes many tips and strategies for all stakeholders on ways to collaborate and communicate effectively to ensure that students’ goals are understood, supported, and scaffolded upon to ensure their growth and development as professionals within the ECE field, as the relationship between mentors and students’ was highlighted as a ‘make or break’ factor during many students’ field experiences. As students who have completed several practicums, what was particularly impactful for us is that this project allowed for us to address some of the challenges that we had directly encountered during past field experiences and make a meaningful contribution to continuous quality improvement (CQI) in future students' field experiences.

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This OER will effectively serve as a comprehensive guide for students, agency mentors, and faculty advisors. Our aim is to bridge communication gaps and provide consistent and clear expectations for all parties involved in the practicum experience. Not only will this be helpful for students in navigating their practicum experience, it will also support mentors and advisors in effectively assessing students as well.

Key features of the OER include:

• Clarity of expectations for students, agency mentors, and faculty advisors when participating in field placements.

• Consistent access to program information for all stakeholders.

• Additional resources that can support students and agency mentors in fulfilling the learning outcomes for each practicum.

• Support and encouragement for the development of caring and responsive relationships between students and agency mentors.

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A main benefit of this OER is that it is a one-stop shop for all the information that students need to prepare for their field placement experiences. The OER has chapters dedicated to each of the four placement experiences, including access to the field placement manuals with tutorials on how to fill out the forms and share them with their agency mentors and faculty advisors. On top of that, the second chapter of the OER discusses the roles and responsibilities of each stakeholder, along with tips and strategies for students on how to prepare for and be successful during their field experience. To offer a more personal perspective, testimonials are also included from students who have already completed each practicum. These firsthand accounts provide valuable insight, and highlight the unique and diverse roles that can be taken on during each placement experience. We foresee this instilling confidence in future students as many of the testimonials speak to the fact that many students were able to participate with organizations that truly spoke to their special interests and passions, and that coming out of these experiences they felt that their leadership capacities and expertise had been expanded.

Our hope is that this resource fosters mutual respect, shared goals, and clear communication among students, agency mentors, and faculty advisors. Our aim is to enhance the field experience for students and empower agency mentors and faculty advisors to provide meaningful feedback along their journey to contribute to their development as emerging leaders within the field. We also see that chapter 3 Relationships with Mentors specifically will contribute to improving upon the overall quality and experience for all stakeholders during field experiences. As more people use this platform, we hope that it continues to evolve to meet the changing needs of students, mentors, and the ECE field.

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Written by: Noah King and Rhea Terry

Noah and Rhea played a key role in their solutions project by contributing to the development of an open education resource tailored for emerging community leaders (ECLs). Their work focused on creating accessible and impactful tools to support leadership growth and community engagement.

Rhea Terry

Noah King

MEET ALICIA, STRIVE PROFESSIONAL LEARNING SPECIALIST!

Meet Alicia Vanderwerf (she/her), one of Strive’s Professional Learning Specialists!

We asked Alicia some questions to get to know her a little better. Keep reading to see what she said!

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Tell us a bit about yourself…

Hi, I’m Alicia! I’m a passionate lifelong learner with a strong love for education and creativity. My journey has led me to earn a diploma in Early Childhood Education, a postgraduate certificate in Autism and Behavioural Science, a Bachelor’s in Early Childhood Leadership, and a Bachelor of Education. When I’m not learning or teaching, I enjoy getting creative or relaxing with a good book—two things that bring me so much joy.

Tell us about your role… What are you looking forward to in this role?

As a Professional Learning Specialist, I get to work in a role that blends two of my greatest passions: teaching and learning. I’m excited to create thoughtfully planned and curated learning opportunities for others in the sector, helping them discover new ideas and skills. I’m also looking forward to the fabulous learning experiences I’ll have, which will allow me to grow and evolve right alongside the amazing community I’m here to support!

Tell us something you enjoy doing in your spare time.

In my spare time, I love anything that keeps my mind busy, like colouring, reading a good book or working on puzzles. I also enjoy spending time with friends, whether we’re trying out a new restaurant or just catching up. Cooking and baking are two of my favorite ways to unwind. I love trying out a new recipe and sharing the product with those around me. Essentially I love any excuse to have a lowkey and cozy night.

What is something you’re unlearning…

I’m unlearning the habit of taking everything so seriously and shifting my mindset to embrace the idea that nothing is ever that serious. I’m learning to trust that everything works out the way it’s meant to and realizing that so many of the things I stress about really aren’t worth the worry. Instead, I’m focusing on appreciating what I have and where I am right now. It’s such a freeing shift, and it’s helping me feel lighter, more grounded, and so much more grateful!

Tell us why you chose a career in Early Childhood Education and Care.

My whole life I’ve always known that working with children is what I was meant to do. Over time, I discovered just how much I love being part of the early years community. It’s incredibly rewarding to work alongside motivated, like-minded professionals who are equally passionate about making a difference. I believe that the experiences children have during their early years shape the rest of their lives, and I’m thrilled to contribute to creating positive, impactful experiences for them.

What inspires you…

I’m inspired by passionate professionals who bring energy and dedication to their work—it’s exciting to collaborate with people who care so deeply about making a difference. I’m equally inspired by the joy and curiosity of children. Their excitement for learning and discovery is a constant reminder of why this work matters and the impact we leave.

Do you have a favourite quote…

This might be more of a mantra than a quote, but my favorite is “I can do hard things.” It’s a short and simple reminder that I’m stronger than I think and can handle whatever life throws my way. It’s helped me push through challenges and come out the other side feeling proud of what I’ve accomplished.

If you were an ice cream flavour, what flavour would you be and why…

If I were an ice cream flavour, I would have to say I would be mint chocolate chip. Partially because its my favourite so I’m bias, but also because I feel like I truly embody the “vibe” of mint chocolate chip. It’s a blend of refreshing coolness and a bit of unexpected sweetness, much like how I approach life—calm and composed with a touch of fun and surprise. It’s a classic, yet bold flavour, and I like to give off that energy too!

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Welcome to the Strive Team, Alicia! We are so excited to work with you!

Join us in extending Alicia a warm welcome by commenting below!

A YEAR IN REVIEW:

ANOTHER YEAR GONE BY…

As the year draws to a close, we at Strive are taking a moment to reflect on the incredible journey we’ve shared with the Early Childhood Education and Care (ECEC) community. This year has been marked by growth, innovation, and a commitment to empowering professionals in their vital work with children and families.

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A Year Dedicated to Broadening Growth and Development Opportunities

In 2024, we expanded our professional learning offerings to provide educators with relevant, impactful, and inclusive opportunities. Through in-person and virtual workshops, Communities of Practice (CoPs), curated resources, and more, we strived to meet the evolving needs of educators across London, Middlesex, Oxford, and Elgin.

Highlights include:

• Another System-Wide Professional Learning Day

  • Thank you to everyone who contributed to the success of the London/Middlesex Leading Inspired Learning System-Wide Day and Oxford’s two system-wide days, Caring Hearts. Compassionate Minds. and Sparking Connections! Your hard work, collaboration, and dedication brought these events to life. A heartfelt thank you also to all who participated and engaged in the sessions—your energy, insights, and commitment to learning made each day an inspiring and impactful experience for everyone involved.

• Launch of new Communities of Practice (CoPs)

  • Building on the success of existing CoPs, Strive expanded and developed new CoPs in 2024 to further support professionals in cultivating well-being, belonging, expression, engagement, and networking with like-minded colleagues who share similar goals and intentions.

• Launch of the Community Animator and Mentorship Hub

  • Community Animator, Kayla Paquette has been diligently working to translate the research gathered from their role into actionable supports aimed at sustaining the existing child care and early years workforce, enhancing access to opportunities that promote retention and recruitment, growing the number of qualified staff in the early years and child care sector, and attracting and supporting the development of a more diverse workforce that better reflects the children and families that the sector serves.

• London/Middlesex professionals now have access to FREE Professional Resource Centre membership. With a membership you can access:

  • Resource Centre Lending Library

  • Maker Space

  • Meeting Space

  • Prayer Room

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Looking Ahead

While the year brought many successes, it also presented challenges. These experiences reminded us that flexibility and collaboration are key to overcoming obstacles and maintaining our commitment to high-quality professional learning.

As we step into the new year, we are energized by the possibilities ahead. We’re planning:

• Distribution of System-Wide Resource Kits

• Distribution of newly curated Book Bundles

• Fresh line-up of Professional Learning events 

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Stats

This year we have been a busy community. Via Strive, there has been:

• 96 professional learning opportunities

• 161 professional learning hours

• 1115 professionals that participated in professional learning opportunities

• 38 episodes of the Leading Inspired Learning Podcast

• 397 active members of Professional Resource Centre

  • 1547 open-ended physical resources to incorporate into your practice

And these numbers do not include the Leading Inspired Learning System-Wide Day

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Strive’s Favourite 2024 Professional Learning Offerings:

Amy: There were so many events that I'd love to write about as my favourites, but to pick ONE, the Trivia Night centered around the new Child Care Centre Licensing Manual was an evening to remember! I loved how it combined learning with a fun, relaxed atmosphere. It was a great way to test out knowledge and learn about the new manual updates while connecting with colleagues and fellow childcare professionals in a more casual setting.

The friendly competition brought out a lot of energy, and it was exciting to see how well the teams worked together to answer the questions. Plus, the delicious food and drinks made the evening even more enjoyable! It was a perfect blend of learning, camaraderie, and fun, and I’ll always remember how great it felt to engage with others in such a lively way. Seeing how much fun everyone had brought me so much joy. 

Kayla B: I have to agree with Amy, Trivia Night was a favourite for me. This was our first time trying something like this, and our team learned SO much alongside the community as we compiled questions to support stronger understanding of the CCEYA. We had some experienced professionals in the room that also prompted us to follow up and check-in on our own interpretations of the document along the way. Learning opportunities where our team is able to be just as immersed and inspired by the process are always my favourite.

I also want to take a chance to acknowledge the amazing work that has been happening with Mike Masse to support our local EarlyON/Family Centre teams. We were able this year to take a systems approach and have Mike develop programs to support wellness and mindfulness learning for professionals, families, and children- so all three groups can have the same foundation and speak the same language. I am so excited to see the impacts of this program and what possibilities exist for the future. Alongside Mike’s programs, we were also able to engage with Dana Libby to support in conceptualizing boundary setting and realistic expectations for Family Centre Professionals based on her knowledge of the local system. It was truly such an honour to support and the feedback has been amazing so far.

Sara: There have been so many amazing professional learning opportunities this year, but my personal favourite of 2024 was A Book Tasting: Conversations on Children’s books!

Early Years professionals visited Strive and we had a blast discussing; the Resource Centres practices for selecting books, the important balance of diversifying your bookcase and using outdated books you already have as an opportunity for meaningful discussion, and tips on engaging children in reading. 

The evening was filled with joy as attendees shared childhood reading memories and enjoyed exploring the books on display. It was truly inspiring to witness everyone coming together, exchanging ideas, and sharing stories through conversation and reading.

Jenn: The professional learning opportunities that really stood out to me in 2024 were the session with Joanna Ho on Standing Up, Speaking Out, and Taking Up Space: Amplifying Voices of the Asian Diaspora and the Children’s Rights and Global Citizenship Panel. The conversations and insights shared during these sessions truly deepened my commitment to advocating for diversity, equity, inclusion, and justice, not only in education but in society as a whole.

These experiences pushed me to think in new ways and inspired me to take real action, especially when it comes to ensuring that marginalized voices—whether children, families, or fellow professionals—are heard, valued, and represented in early learning spaces. They also reinforced the importance of standing in solidarity with those who are disempowered, reminding me that collective action and allyship are key to challenging systemic inequities and making real, transformative change.

Olivia: There have been so many amazing professional learning opportunities this year, making it incredibly challenging to pick just one. However, one that I continue to reflect back on and integrate in my practice is Tender Hearts: Understanding and Supporting Children Through Grief facilitated by Patti Broadfoot. I found this session to be both highly informational and practical, broadening my view on what may lead someone to grieve - including, but not limited to experiences such as death, losing a comfort item, or not getting a job you were hoping for.

Not only have I found myself applying my learnings professionally, but also in personal life. As someone who values being a lifelong learner, I always enjoy sessions that allow me to grow as both a professional and individual person. I really enjoyed this session because although death, loss, and grief are often considered taboo subjects, the reality is that they impact us all. Engaging in these difficult conversations are essential in order for us to truly show up and support one another. Engaging in these difficult, yet important, conversations allow us to grow and flourish together as a community.

Kayla P: The professional learning opportunities that really stood out to me in 2024 were our Mentorship sessions and the session with Karyn Callaghan Having and Being a Pedagogical Companion during the Leading Inspired Learning system-wide day event.

What I loved about the mentorship sessions was how powerful the conversations were. It wasn’t just about sharing ideas—it was about real connection. There was this sense of community, of learning from each other, and of feeling like we were all in it together. Those moments reminded me how important it is to have spaces where we can talk openly and grow alongside others!

And then there was Karyn Callaghan. Her session was so inspiring. She has this incredible way of making you stop and think—really think—about the work we do and the impact we have. She brought a fresh perspective to creativity, inquiry, and collaboration, and the way she got everyone reflecting and engaging in dialogue was amazing. I left her session feeling recharged and full of ideas, which was exactly what I needed.

Both of these experiences made me realize how much I value opportunities to connect with others. Whether it’s through mentorship or a session like Karyn’s, it’s those moments of shared learning and reflection that stick with me the most.

Alicia: It’s hard to choose just one favorite event from this year—there were so many incredible offerings! If I had to pick, though, The Cabinet of Curiosity and Creativity facilitated by Kristen Day stands out as my highlight.

I was fortunate enough to see Kristen speak twice—once in Elgin and again during our Leading Inspired Learning System-Wide Learning Day—and both sessions were absolutely fantastic. Kristen’s warm, joyful energy made her presentations so engaging and memorable. She was funny, down-to-earth (she presented barefoot both times!), and delivered such valuable insights on play and learning.

Her sessions encouraged everyone to revisit the basics, explore the limitless potential of loose parts, and reflect on the true meaning of play. Kristen reminded us that play is about the process, not the product. She inspired participants to let go, get creative, and allow children the freedom to explore and discover (free the glue!).
Her fresh perspective was adored by everyone in the room, and I would absolutely jump at the chance to watch her speak again.

Liz: The professional learning opportunity that had the greatest impact on my development was the "Cabinet of Curiosity and Creativity" session with Kristen Day. As someone who values the use of loose parts, I make a point of incorporating them into every invitation and provocation I set up in the Resource Centre. Attending Kristen’s session provided me with new perspectives and resources to enrich the environment further. I found the integration of literacy and provocation, while advocating for children’s freedom of choice, to be particularly validating and aligned with my own pedagogy.

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THANK YOU!

Through the ups and downs, your unwavering dedication, resilience, and passion for nurturing growth and development in ECEC has been truly inspiring.

Thank you for the countless ways you create spaces of belonging, curiosity, and joy for children and families, even during the most challenging times. Your impact is immeasurable, and we are honored to stand alongside you in supporting this sector.

Wishing you a restful and joyful holiday season. We look forward to continuing this journey together in the year ahead!

MEET ANDERA, STRIVE MARKETING & COMMUNICATIONS SPECIALIST!

Meet Andera Novak (she/they), Strive’s Marketing & Communications Specialist!

We asked Andera some questions to get to know them a little better. Keep reading to see what she said!

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Tell us a bit about yourself…

Hello! I’m Andera, and I’ve worked in nonprofit communications for the last three years. My educational background is in English Language & Literature and Public Relations & Corporate Communications, but I’ve volunteered and worked alongside children since my undergraduate years in various capacities!

Tell us about your role… What are you looking forward to in this role?

As the Marketing & Communications Specialist, I have the super exciting job of managing social media, capturing engaging photos, creating digital content, and just generally communicating all the incredible events and resources available to ECEC professionals in all sorts of ways! As this is a relatively new role, I’m excited about the possibility of shaping how Strive markets to the ECE community. On a more personal level, I’m excited to transition my skills from communicating for children/ families to communicating for professionals!

Tell us something you enjoy doing in your spare time.

I love reading, storytelling, travelling, going to the theatre or concerts, and spending time with my two dogs! While I spend plenty of time online for my job, I also love posting and participating in the bookish community on Instagram and TikTok. Staying in and going out is equally exciting for me – I think it's just as fun to go out with my friends as it is to stay in listening to Taylor Swift vinyl while bullet journaling.

What is something you’re unlearning…

On the most basic level, I’m trying to unlearn using Internet slang in the real world. Considering my job, I spend a lot (and I mean, a lot) of time on social media, never mind that I enjoy posting on my accounts as well. I probably am a bit too easily influenced by sounds and phrases that end up in my head and land semi-permanently in my vocabulary until something else comes along.

What is something you’ve learned recently that you’re excited about?

Recently, I’ve been exploring the publishing industry through a certificate program, which has been very exciting! I’ve always loved books, and having worked in a bookstore (plus being that person who decided to get a degree in literature) it’s been interesting to find out more about the industry!

What inspires you…

I’d say seeing the people around me succeed and accomplish their goals. When I see my friends and family doing exciting things, working hard, and achieving their dreams, it ignites my desire to work towards my own goals and aspirations. I think it’s so incredible when you’re able to celebrate the people you love and be celebrated by them as well!

Do you have a favourite quote…

“Rejection is redirection.”

(Only because I couldn’t choose a favourite Taylor Swift lyric that made any sense out of context.)

If you were an ice cream flavour, what flavour would you be and why…

I have to go with vanilla on this one! I like the simple things and my routines. At the same time, vanilla ice cream has the versatility to get all the delicious toppings or flavour combinations (candies, cookies, syrups, etc.) and I think that sometimes I can be kind of wacky like those vanilla-base combinations!

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Welcome to the Strive Team, Andera! We are so excited to work with you!

Join us in extending Andera a warm welcome by commenting below!

SUPPORTING EARLY YEARS PROFESSIONALS IN PREPARING FOR RESPIRATORY ILLNESS SEASON

As the chill of winter settles in, so does the inevitable wave of respiratory illnesses that come with the season. From colds and the flu to COVID-19, navigating the complexities of illness prevention and response in childcare and educational settings can be challenging.

In this post, Heather Bywaters, RN, BScN, MN, from the Middlesex-London Health Unit, shares valuable insights and strategies to help professionals prepare for the season ahead. This blog post outlines general guidance on illness prevention, enhanced cleaning protocols, outbreak reporting and tips for supporting staff, children, and families during respiratory illness season.

The health unit provides information and guidance; however, please refer to your Centre's and/or organization's specific policies.

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Currently, there are no recommendations from the Ministry of Health that specifically apply to Child Care Centres and other similar settings. To prevent the spread of colds, influenza, and COVID-19 in any setting, follow these recommendations: 

• Get vaccinated when you can. They are safe, effective, and the best way to protect you and those around you from infectious diseases.  

• Screen yourself daily for respiratory symptoms. 

• Stay home if you are sick; encourage other people to do the same. 

• Wear a mask in crowds to reduce your risk of getting sick. 

• Cough into your sleeve or your elbow. 

• Wash or sanitize your hands regularly with soap and water or alcohol-based sanitizers. 

• Follow your workplace masking and infection control guidelines.   

• Clean and disinfect high-touch surfaces and shared spaces more often and when visibly dirty. 

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Guidelines for Cleaning and Disinfecting Classrooms 

Routine guidelines for cleaning and disinfection in your centre can be found in the Safe Healthy Children: A Health and Safety Manual for Childcare Providers (PDF) in the Infection Prevention Chapter. In this chapter, there is information about approved disinfectants and instructions for mixing different strengths of Chlorine (Bleach) solutions for different situations. 

A Centre (or a network of Centres) can create their own enhanced cleaning protocols for respiratory Illness season, depending on their own unique situation and preferences (e.g., the frequency that you clean high-touch surfaces may vary). 

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Reporting an Outbreak  

If you suspect an outbreak of illness at your Centre (i.e., when the number of sick children and staff is greater than your normal baseline level), call your Public Health Inspector or MLHU, at 519-663-5317, to speak to the Infectious Disease Control Team.  

• Report: 

• Gastrointestinal Illnesses 

• When there are two or more children and/or staff with gastrointestinal symptoms such as vomiting and/or diarrhea within a 24 – 48-hour period. 

• Respiratory Illnesses 

• When the number of sick children and/or staff who develop symptoms within a period (usually 24 - 48 hours) exceeds what is normal or there are multiple cases in different classrooms. 

For more details about reporting an outbreak, see November EYO e-Newsletter.

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Symptom Monitoring and Response 

We are often asked, “What is the difference between cold and flu?” Their symptoms can be very similar; however, colds usually resolve without serious complications. In addition to the most common flu symptoms that adults experience, children may present with croup, ear infections, nausea, vomiting, and diarrhea. These symptoms are uncommon for adults. Here is a chart comparing flu and cold symptoms. 

Current practice is to consider cold, flu, COVID-19, and other such viruses as a grouping under the banner of “Respiratory Illness”. Therefore, we refer to fall and winter as “Respiratory [Illness] Season.” It really does not matter which virus is causing symptoms in the individual, unless that person is at higher risk for complications related to COVID-19 or influenza. 

Key symptoms that should be monitored for children and staff include: 

• Fever,  

• Cough,  

• Runny nose,  

• Congestion (nasal and/or chest),  

• Generally unwell,  

• Joint or muscle pain, and/or  

• Behavioural changes, such as being unable to participate in normal activities.  

Chart comparing flu and cold symptoms. 

There are no longer protocols or safety measures that apply exclusively to COVID-19. In most cases, the recommendations for respiratory symptoms are the same, with the intent to prevent or minimize the occurrence of all respiratory diseases.

Completing the COVID-19 screening tool daily and following the recommendations provided can minimize illness in your Centre this season. Ideally, staff will self-screen and parents should screen their children every day.  

If a child or staff member has respiratory symptoms, the COVID-19 screening tool will direct them to stay home (self-isolate) until: 

• Symptoms have been improving for at least 24 hours (or 48 hours for nausea, vomiting and/or diarrhea) and 

• There is no fever, and  

• No fever-reducing medications are being used, and 

• No new symptoms appear. 

When all four of the conditions above have been met (i.e., self-isolation has finished), for 10 days after the day symptoms started: 

• Wear a well-fitted mask in all public settings (including school and child care) 

• Avoid non-essential activities where you need to take off your mask (i.e., playing a wind instrument in music class or removing your mask for sports or dining out) 

• Avoid visiting anyone who is immunocompromised or may be at higher risk of illness (for example, seniors) 

• Avoid non-essential visits to highest risk settings such as hospitals and long-term care homes. 

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Currently, there are no recommendations for COVID-19 testing, unless the individual is considered at high risk. Please keep an eye out for updates from the Ministry of Health.

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Vaccination Information 

Flu (Influenza Vaccine): 

• The flu vaccine is recommended for everyone 6 months of age and older. It protects against several strains of currently circulating flu viruses. 

• The vaccine is safe, even for children and pregnant individuals 

• The vaccine is free even if you do not have an Ontario Health Card 

• It is important to get the flu vaccine each year because the vaccine is updated based on trends and the latest evidence. 

• Children 6 months to under 9 years of age who have never received a dose of flu vaccine are recommended to have two doses at least 4 weeks apart. 

COVID-19 Vaccine: 

• Children can begin receiving COVID-19 vaccine starting at 6 months old. The vaccines are safe, effective, and are the best way to protect your child and those closest to them from COVID-19. 

• Where to get Respiratory Vaccines in Middlesex-London

These vaccines can be given at the same time, same day or before or after any other vaccine dose (i.e., COVID/flu vaccines, RSV, routine vaccines).

If your health care provider does not offer these vaccines, , or you do not have a health care provider, you can visit a local pharmacy. Pharmacy locations offering vaccines can be found at https://www.ontario.ca/vaccine-locations

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Health Education for Children and Families 

The health unit has up-to-date information on healthunit.com that can be used to educate children and families about respiratory illness prevention.  

• COVID-19 

• FLU (Influenza) 

Parents with questions are also welcome to call 519-663-5317 to speak to a public health nurse, Monday to Friday, 8:30 am to 4:30 pm. 

If you would like to discuss a situation with a public health nurse or inspector, email: EarlyYearsOutreach@mlhu.on.ca or call 519-663-5317. 
 
Remember – your Centre’s policies are important! The health unit provides information and guidance; however, well-written policies provided to families upon their child’s enrolment make expectations clear and help decrease illness in the centre. 

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Staff Health and Well-being 

This guidance is important for protecting vulnerable staff or children who may be at higher risk of complications. Some folks cannot be vaccinated; others are vaccinated, but their immune systems are compromised and may not benefit from the same level of protection.  

It is important for you to find the time to take care of you. Providing care and education for groups of children can be stressful, especially during times when there is illness circulating in the community. 

• Seek out activities that help you to relax and reduce stress. Try to make them a part of your everyday routine. The more you practice techniques like deep breathing, muscle relaxation, mediation, and yoga, the more effective they will be to help you to manage your stress. Alternatively, spend time outside in nature by going for a walk, talking to a friend, taking a bath, and/or doing something creative you enjoy. Both the College of ECEs and Strive have curated some great opportunities. 

• Try to prioritize getting enough sleep. Being rested helps you deal with stressors that are sure to come your way. 

• Consider your nutrition. Think about what your body needs to function at its best. 

• Ask for and accept help when you need it. Speak to your employer or find resources here: Mental health support: get help - Canada.ca. 

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Contingency Planning 

Contingency planning in childcare is difficult right now. We acknowledge that many centres must cope with insufficient staffing and staffing challenges become worse during respiratory illness season. We know there are limited supply staff. Centres that belong to a network of sites can negotiate temporary staff transfers, but sometimes a room or even a Centre must be closed. 

Strategies that prevent illness and promote health and wellness are the best approach to minimize health-related disruptions during respiratory illness season. Communicate with your families – honestly, early, and often – to help minimize surprises and service disruptions. 

• Ensure your policies are up to date and cover all potential scenarios: 

• What would you have to do if various numbers of children and/or staff became ill? 

• What happens when a “room” needs to be closed? 

• How are decisions made? 

• How might families whose children are not sick be affected and what can they do? 

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Respiratory illness season is an annual event that cannot be avoided. All we can do is learn from previous experience and share best practices. Please reach out if you need information or have questions.  

We wish you the best of health, 

Early Years Outreach at MLHU 

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For more information: 

• MLHU Flu (Influenza) 

• MLHU COVID-19 (2019 Novel Coronavirus)  

• The Public Health Agency of Canada COVID-19 multi-lingual resources  

• Respiratory Illness Prevention Poster

For questions: 

• Email: EarlyYearsOutreach@mlhu.on.ca 

• Call MLHU: 519-663-5317 

• Subscribe to the MLHU Early Years Outreach e-Newsletter and Alerts 

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Special thanks to the team at MLHU for their support in sharing information for this post!

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EXPANDING THE ‘CULTURALLY RESPONSIVE BOOK BUNDLES’ PROJECT

In the Fall of 2022, the City of London partnered with Strive to enhance the diversity of stories, identities, and lived experiences available on bookshelves in licensed child care settings throughout the region. This collaboration resulted in the development and distribution of carefully curated book bundles. A total of 15 titles were selected, compiled, and distributed to every licensed child care centre and school-age program across London-Middlesex. Additionally, a separate bundle of French-language titles was created.

We are excited to share that recently, an expansion of the ‘Culturally Responsive Book Bundles’ project has been actioned. 10 new titles have been curated.

The chosen books emphasize positive representation and are designed to foster a sense of belonging, well-being, citizenship, and empathy among all children, families, and early years professionals.

Keep reading to learn about the new books chosen to support our continued efforts in providing diverse stories, identities, and lived experiences to bookshelves through prioritizing representation and belonging in books.

To explore the origins of this book bundle project and learn more about the titles included in the first bundle, click here.

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The Peaceful Orange Blossom

by Bahaa Faraj Zouki (A Local Author) | Illustrated by Tanya Zeinlova

The story follows Bobo as she embarks on a delightful adventure with her grandparents. Hand in hand with Grandpa, Bobo explores the wonders of nature—from the sweet scent of orange blossoms to the gentle whispers of the wind.

After their adventure, they return home to enjoy a special meal prepared by Grandma. Bobo realizes that the most joyful and meaningful adventures are those shared with family. This gentle and uplifting tale celebrates the beauty of nature and the love between family members.

Prince & Knight

Le prince et le chevalier

by Daniel Haack | Illustrated by Stevie Lewis

This story is a modern fairy tale about a prince who, finds true love in a brave knight who helps him defeat a dragon. The story celebrates love, bravery, and acceptance.

Next Door

by Deborah Kerbel | Illustrated by Issac Liang

In this wordless picture book, a Deaf boy and his mother take a walk through their neighborhood. They greet their neighbors, visit the playground, spot a bird's nest, and buy cookies at the store. Later, they meet new neighbors, a woman and her daughter who recently immigrated. Despite their language differences—American Sign Language and Arabic—the children connect and form a close friendship.

Eyes that Speak to the Stars

Des yeux qui parlent aux étoiles

by Joanna Ho | Illustrated by Dung Ho

This is a heartfelt picture book about a young boy who learns to embrace his Asian heritage and the beauty of his physical features, particularly his eyes, which remind him of his ancestors. The story celebrates cultural pride, self-acceptance, and the importance of family, with stunning illustrations and lyrical prose.

20 First Words in 20 Languages

by Odd Dot

An interactive board book that introduces readers to 20 basic words, like "hello" and "thank you," in 20 different languages. Each page features a new language with vibrant illustrations, helping young readers develop curiosity about languages and cultures worldwide.

You Are Enough: A Book About Inclusion

Comme tu es!: Un livre sur l’inclusion

by Margret O’Hair, Sofia Sanchez | Illustrated by Sofia Cardoso

This empowering picture book from Sofia Sanchez, an 11-year-old model and actress with Down syndrome, reminds readers how important it is to embrace the things that make you who are, be confident, and be proud. Sofia encourages readers to imagine all of the wonderful things you can do if you don't let anyone stop you! You are enough just how you are. Sofia is unique, but her message is universal: We all belong.

Salma the Syrian Chef

Salma et les saveurs de la Syrie

by Danny Ramadan | Illustrated by Anna Bron

A young refugee in Vancouver, Salma, notices her mother’s sadness as they adjust to their new life. To uplift her, Salma decides to cook her mother’s favorite Syrian dish. Despite language barriers and unfamiliar ingredients, the Welcome Center community helps Salma succeed. The meal brings joy and hope, highlighting Syrian culture and the power of community.

Zak’s Safari

Le safari de Zak

by Christy Tyner | Illustrated by Ciaee Ching

When rain ruins Zak's safari plans, he offers a special tour of his family instead. Zak shares how his parents met, fell in love, and chose to have him through donor-conception. With simple, accurate language and vibrant illustrations, Zak’s Safari explores his biological origins and everyday life with his two moms, fostering conversations about family and conception.

My Heart Fills with Happiness

J’ai le coeur rempli de bonheur

by Monique Gray Smith | Illustrated by Julie Fiett

A beautifully illustrated book that explores the simple joys and deep connections that bring happiness. Through the perspective of a young Indigenous child, the story highlights moments of love and contentment, such as spending time with family and enjoying nature. It emphasizes gratitude and the beauty of everyday experiences.

The Last Garden

by Rachel Ip | Illustrated by Anneli Bray

In a war-torn city, a young girl lovingly cares for the last garden amidst escalating conflict. When she and others are forced to leave, she must abandon the garden. Its seeds scatter, and as people return, the city starts to bloom again. The girl eventually comes back to her flourishing garden, symbolizing hope and resilience. Inspired by real war gardens, the story explores conflict, migration, and nature’s healing power.

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Did you know?

Joanna Ho, New York Times bestselling and award winning author, of titles such as Eyes that Speak to the Stars will be facilitating a virtual professional learning session, on Thursday, November 7th?

Join us in expanding our learning in the systemic erasure of the stories of people across the Asian diaspora as many of us know next to nothing about the deep contributions they have made around the world. It is vital that we learn their history so that we may draw strength from those who have come before in order to create bonds of solidarity across diverse Asian communities and beyond.

TO REGISTER CLICK HERE.

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Please share any questions and/or comments below!

STAYING CONNECTED: COMMUNITY ANIMATOR & MENTORSHIP HUB

Written by Kayla Paquette, RECE Strive Community Animator

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In a field where resources are rapidly evolving, keeping up with the latest information can be challenging! To help you stay informed, we have created a dedicated section on the Strive website, the Community Animator & Mentorship hub. This new page is a place where you can stay connected to various resources on mentorship and mentoring relationships. It offers created and curated articles, resources, and professional learning opportunities designed to support your growth and development of mentorship.

While developing the Community Animator & Mentorship page, I immersed myself in various mentoring resources. These resources not only offer information but invite individuals to reflect on approaches to mentorship.

Here are a few resources that particularly resonated with me:

Creating a Culture of Reflective Practice: The Role of Pedagogical Leadership in Early Childhood Programs

Anne Marie Coughlin & Lorrie McGee Baird

This resource thoughtfully guides readers to pause and reflect on significant topics such as values, environments, and relationships before each chapter. Each section is full of reflective questions designed to provoke thoughtful consideration and deeper understanding. Creating a Culture of Reflective Practice offers stories and structures connected to four principles of pedagogical leadership with specific ideas to enhance the work of leaders.

A particularly impactful section, "Building Meaningful Relationships," highlights the crucial role of pedagogical leaders in recognizing the potential and competence in not only children but also the adults they work with.  This section stands out for its insight on how fostering strong, meaningful relationships can transform programs.

Creating a Culture of Reflective Practice is filled with reflective questions that encourage readers to engage in meaningful dialogue with others, supporting both personal and professional growth. These questions serve as valuable tools for readers to explore and discuss the intricate dynamics of their roles and relationships.

“If we want to create an environment where learning can grow and flourish, we must create an environment and specific tools that foster positive, trusting relationships.”

— Creating a Culture of Reflective Practice (pg. 59)

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Supporting Teachers As Learners: a guide for mentors and coaches in early care and education

Marcy Whitebook and Dan Bellm

This book describes the way in which mentoring in Early Childhood Education and Care has changed over the last two decades, and the multiple contexts in which mentoring now occurs. Acting as a guide, this resource provides reflective questions, activities, and templates for hands-on learning, and it can be adapted to a wide variety of early care and education settings.

The book addresses…

• The variety of mentoring programs operating today

• Understanding adult learning and development

• Building strong mentor-protégé relationships and appreciating and understanding differences

• Skills and strategies for effective mentoring

• Mentors as leaders and learners

“Mentors who are aware that adults, as well as children, are always developing and changing will be more effective in their role of supporting teacher learning.”

— Developing Mentoring and Coaching Relationships in Early Care and Education (pg. 85)

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Developing Mentoring & Coaching Relationships in Early Care and Education: a reflective approach

Marilyn Chu

This book strives to bridge the gap between the vision for quality and actual practice. Packed with reflective questions, illustrative mentoring and coaching scenarios, and ready to implement planning tools. The focus is on encouraging reflection on current practices in order to achieve quality programs, meet standards, and promote positive outcomes for children in these times of rising standards and, in many cases, lower levels of support.

This resource is valuable for anyone in mentoring relationships as they encounter challenges in today's early childhood programs and can use this resources as a guide to support individuals.  

Chu presents ideas, suggestions, and tools for individuals to grow their knowledge and skills in how to:

• Consider their own relationship-based professional development competencies

• Apply relationship-based mentoring strategies to promote professional learning

• Effective communication to support observation, reflection, and planning

• Initiate professional development leadership and planning for mentoring systems that grow our own professional development leaders

“Mentoring can help and early care and education program to become a better ‘community of learners’ - a place where both children and adults are encouraged to reach their full potential.”

— Supporting Teachers as Learners (pg. 12)

GUIDING GROWTH: THE ROLE OF COMMUNITES OF PRACTICE IN PROFESSIONAL LEARNING

Building on the success of Communities of Practice: Leadership and Communities of Practice: Infant Educators, and Communities of Practice: Cooks and Dietary Planners, informed by the insights of our Community Animator, Strive is excited to introduce new opportunities this Fall to enrich the early learning community across London, Middlesex, Elgin, and Oxford counties with the launch of additional Communities of Practice (CoPs).  

As we expand our CoPs, we are refining our approach and professional learning opportunities to align more closely with the authentic principles of CoPs. These communities will focus on fostering meaningful collaboration and nurturing growth within our community 

Additional information about the upcoming CoPs will be provided at the end of this post. 

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What is a Community of Practice in the context of ECEC? 

In Early Childhood Education and Care (ECEC), a community of practice (CoP) refers to a group of professionals who collaborate to share knowledge, experiences, and best practices in early childhood development and education. This concept, originally developed by Wenger (1999) and Wenger et al. (2002), emphasizes the social aspect of learning and the importance of collective expertise in improving professional practice. 

CoPs can take place in various formats:  

• In-person: Allowing members to connect face-to-face 

• Online: Enabling collaboration across borders and barriers 

• Hybrid: Which is a combination of both in-person and online interactions to maximize the benefits of each mode of engagement. 

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Key Characteristics of a Community of Practice in ECEC Include: 

• Shared Domain: Members of the community are united by their common interests in ECEC. This could include areas such as child development, strategies for play, inclusive practices, family engagement, nutrition, etc... 

• Community: There is a sense of belonging and mutual engagement among members. This community may include educators, caregivers, administrators, researchers, cooks/dietary planners, and policymakers involved in ECEC. 

• Practice: The focus is on improving professional practice through shared learning and collaboration. Members exchange ideas, strategies, and resources to enhance their effectiveness in supporting young children's development and learning. 

• Learning: Learning within a CoP is characterized by informal exchanges, discussions, and shared experiences. It involves dialogue, reflection, feedback, and the application of knowledge in real-world ECEC settings. 

• Identity: Being part of a CoP helps professionals develop their professional identity and expertise in ECEC. It provides opportunities for mentoring, peer support, and continuous professional development. 

• Regular Meetings: It is crucial that these spaces of collaboration, conversation, learning, and sharing remain continuous. Therefore, members should convene regularly (e.g., weekly, monthly, bi-monthly, quarterly, etc.) to foster relationships and network with fellow professionals. 

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Looking to Join a Community of Practice? 

Joining a community of practice (CoP) involves finding a group aligned with your professional goals and actively participating in its activities. Here are some steps to help guide you on how to join a CoP: 

1. Identify your interest(s): Determine the specific area(s) of Early Childhood Education and Care (ECEC) that are the most interesting and/or relevant to you.  

2. Research existing CoPs: Look for CoPs that focus on your chosen area of interest. You can find CoPs through professional organizations, educational institutions, online platforms, and social media groups. 

3. Attend meetings or events: If the CoP holds regular meetings or events, attend them to get a feel for the group’s focus, dynamics, and relevance to your professional goals. 

4. Introduce yourself and participate: Once you’ve identified a CoP that aligns with your interests, introduce yourself to the group. Participate actively in discussions, share your experiences, and contribute resources or insights that can benefit other members. Diversify the conversation with your unique voice.  

5. Commit to learning and collaboration: Engage consistently with the CoP by attending meetings and/or participating in online discussions and staying updated on relevant resources and developments in the field.  

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Joining a CoP supports members to gain access to a wealth of knowledge, experiences, and best practices shared among peers. Moreover, CoPs provide a supportive community where members can engage in reflective practice, receive constructive feedback, and stay updated on the latest trends and research in the field. Regular meetings and interactions—whether in-person, online, or hybrid—facilitate networking opportunities and the building of strong professional relationships.  

Ultimately, participating in a CoP not only enhances individual competence but also contributes to the overall advancement of early childhood education practices in our region. 

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Upcoming Communities of Practice…

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Keep an eye on our events page for updates on all professional learning opportunities. There are many exciting things to come!

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References/Resources 

College of Early Childhood Educators (2018). Communities of practice. https://www.collegeece.ca/en/Documents/CPL%20Resource-Communities-Of-Practice.pdf 

Third, S. (2022). Reflective Practice in Early Years Education. London: Fanshawe College Pressbooks. 

Wenger, E. (1999). Communities of Practice. Learning, Meaning and Identity. Cambridge: Cambridge University Press.  

Wenger, E., McDermott, R., & Snyder, W. (2002). Cultivating Communities of Practice: A Guide to Managing Knowledge. Boston: Harvard Business School Press. 

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BOOK TASTING: A CONVERSATION ON CHILDREN’S BOOKS

On Wednesday, July 17th we hosted a professional learning session called “Book Tasting: A Conversation on Children’s Books”. During this session our Resource Centre Specialists, Liz and Sara, facilitated a conversation on how they vet books for Strive’s ECE Professional Resource Centre as well as how educators can engage with old and new books in their classrooms. They also created a wonderful brochure to aid in this conversation which can be found here.

After discussing the importance of vetting books, we had a selection of books for participants to explore and reflect on. Folks were able to reconnect with some “classics” as well as be inspired by new books. This blog highlights the books selected for this professional learning session as well as some important information from Array Books in relation to their process of vetting books and the importance of doing so.

If you and/or your colleagues are interested in any of the following books but don’t have the budget to purchase new books, no worries. We’ve got you! You can find and borrow all of these books at our ECE Professional Resource Centre!

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The Pronoun Book

by Chris Ayala-Kronos | Illustrated by Marco Tirado

They, she, he…all together, us! Join along in this vibrant board book’s joyful celebration of people and their pronouns.

How do you know what someone wants to be called? Ask!

This lively board book features eye-catching illustrations of a diverse cast of people and simple text that introduces their pronouns, perfect for readers both young and old.

Dear Dad, Love Nelson

by Margarett McBrice | Illustrated by David Wilkerson

A boy’s letters to his incarcerated father help them stay connected even while they’re apart. Dear Dad, Love Nelson is a glimpse into the life, family, struggles, hope, and questions of Nelson - and the more than five million other children in the US who have experienced parental incarceration. Told through letters he writes his father, Nelson shares his feelings, thoughts, wishes, and happenings, from the celebrations they’ve had to the progress Nelson has made in the car they were fixing to how excited he is to have Dad coming home.

Autumn Peltier, Water Warrior

by Carole Lindstrom | Illustrated by Bridget George | Introduction by Autumn Peltier

Indigenous women have long cared for the land and water, which in turn sustains all life on Earth―honoring their ancestors and providing for generations to come. Yet there was a time when their voices and teachings were nearly drowned out, leaving entire communities and environments in danger and without clean water.

But then came Anishinaabe elder Grandma Josephine and her great-niece, Autumn Peltier.

Featuring a foreword from water advocate and Indigenous Rights Activist Autumn Peltier herself, this stunning picture book encourages young readers to walk in the footsteps of the water warriors before them.

20 First Words in 20 First Languages

by Odd Dot

Enjoy the magic of a board book that translates into twenty different languages. Wheels on each page turn easy-to-read and easy-to-say words and phrases such as hello, thank you, dog, and cat into languages such as Spanish, Italian, and Mandarin. Your toddler will adore learning new words and phrases from around the world. Eye-catching photographs throughout the book will prompt sight word learning and language development.

Not a Box

by Antoinette Portis 

A box is just a box...unless it's not a box. From mountain to rocket ship, a small rabbit shows that a box will go as far as the imagination allows. This board book edition has sturdy pages and is a good size for the youngest readers.

Inspired by a memory of sitting in a box on her driveway with her sister, Antoinette Portis captures the thrill when pretend feels so real that it actually becomes real—when the imagination takes over inside a cardboard box, and through play, a child is transported to a world where anything is possible.

After reading this book aloud, continue the fun by drawing shapes like a triangle or circle, and asking your child what the triangle is NOT!

City Shapes

by Diana Murray | Illustrated by Bryan Collier

From shimmering skyscrapers to fluttering kites to twinkling stars high in the sky, everyday scenes become extraordinary as a young girl walks through her neighborhood noticing exciting new shapes at every turn. Far more than a simple concept book, City Shapes is an explosion of life. Diana Murray's richly crafted yet playful verse encourages readers to discover shapes in the most surprising places, and Bryan Collier's dynamic collages add even more layers to each scene in this ode to city living.

The Very Hungry Caterpillar

by Eric Carle

Including a special feature, die cuts, this beautiful board book edition, perfect for teaching the days of the week, offers readers an interactive experience.

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Why is it important for children to see themselves in books?

“In most educational settings, especially with young children, books are still a primary source of information and entertainment. They are influencing children’s forming opinions and ideas about their world and themselves. What is important? What is valuable? What is expected of me? What could my future look like? A sense of belonging and feeling equally valued as a member of society is fostered by representation in those materials. To build an empowered and empathetic next generation, those highly influential books need to reflect today’s society so that all children feel seen.”

— Array Books

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Stick & Stone

by Beth Ferry | Illustrated by Tom Lichtenheld

When Stick rescues Stone from a prickly situation with Pinecone, a friendship is born. But when Stick gets stuck, can Stone return the favor?

With simple rhyming text, subtle messages of kindness and compassion, and Tom Lichtenheld’s signature charm, this delightful story about making and helping friends will enchant readers young and old because it’s never too early—or too late—to stick up for your friends.

I Love You Forever

by Robert Munsch | Illustrated by Sheila McGraw

A young woman holds her newborn son
And looks at him lovingly.

Softly she sings to him:
"I'll love you forever
I'll like you for always
As long as I'm living
My baby you'll be."

My Mummy, My Mama, My Brother, and Me

by Natalie Meisner | Illustrated by Mathilde Cing-Mars

With this gentle refrain, the debut picture book from celebrated author and playwright Natalie Meisner (Double Pregnant) reflects on her own two-mom, two-son family’s early days growing up in Lockeport, Nova Scotia.

Living by the sea offers myriad charms for the two young brothers in this poetic ode to beachcombing. When the fog disappears, the path to the beach beckons, with all the treasures it leaves behind: lobster traps, buoys, fused glass, urchins, a note in a bottle. But best of all is all the neighbours they meet along the way. An unforgettable instant classic for families of all shapes and sizes. Featuring glorious watercolours by Mathilde Cinq-Mars, which capture the warmth and magic of time spent with family by the sea.

Pete the Cat: I Love my White Shoes

by Eric Litwin & Kimberly Dean | Illustrated by James Dean

Pete the Cat goes walking down the street wearing his brand new white shoes. Along the way, his shoes change from white to red to blue to brown to WET as he steps in piles of strawberries, blueberries, and other big messes! But no matter what color his shoes are, Pete keeps movin' and groovin' and singing his song...because it's all good. Pete the Cat: I Love My White Shoes asks the reader questions about the colors of different foods and objects.

Wave

by Suzy Lee

In this evocative wordless book, internationally acclaimed artist Suzy Lee tells the story of a little girl's day at the beach. Stunning in their simplicity, Lee's illustrations, in just two shades of watercolor, create a vibrant story full of joy and laughter.

A Ball for Daisy

by Chris Raschka

This New York Times Bestseller and New York Times Best Illustrated Book relates a story about love and loss as only Chris Rashcka can tell it. Any child who has ever had a beloved toy break will relate to Daisy's anguish when her favorite ball is destroyed by a bigger dog. In the tradition of his nearly wordless picture book Yo! Yes?, Caldecott Medalist Chris Raschka explores in pictures the joy and sadness that having a special toy can bring. Raschka's signature swirling, impressionistic illustrations and his affectionate story will particularly appeal to young dog lovers and teachers and parents who have children dealing with the loss of something special.

These Olive Trees

by Aya Ghanameh

Oraib loves the olive trees that grow outside the refugee camp where she lives. Each harvest, she and her mama pick the small fruits and she eagerly stomp stomp stomps on them to release their golden oil. Olives have always tied her family to the land, as Oraib learns from the stories Mama tells of a home before war. 

But war has come to their door once more, forcing them to flee. Even as her family is uprooted, Oraib makes a solemn promise to her beloved olive trees. She will see to it that their legacy lives on for generations to come.

Debut author-illustrator Aya Ghanameh boldly paints a tale of bitterness, hope, and the power of believing in a free and thriving future.

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Why is it important to vet out books and authors?

“Books, like all media, are incredibly powerful. They are capable of planting seeds that last a lifetime, whether positive or negative. The world of book publishing is also a vast and unregulated space. Just because something is printed and bound does not mean that it is accurate or appropriate for children. Not all editors and publishers are concerned about inclusion. Anybody can self-publish a printed book and sell it. Additionally, there are now many AI-generated books available that no human being has read before it’s offered for sale. It is imperative to add another level of filter to ensure that these powerful tools are impacting children as an educator intends.”

— Array Books

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Our Skin: A First Conversation About Race

by Megan Madison & Jessica Ralli | Illustrated by Isabel Roxas

Developed by experts in the fields of early childhood and activism against injustice, this topic-driven board book offers clear, concrete language and beautiful imagery that young children can grasp and adults can leverage for further discussion.

While young children are avid observers and questioners of their world, adults often shut down or postpone conversations on complicated topics because it's hard to know where to begin. Research shows that talking about issues like race and gender from the age of two not only helps children understand what they see, but also increases self-awareness, self-esteem, and allows them to recognize and confront things that are unfair, like discrimination and prejudice.

A Gift for Amma

by Meera Sriram | Illustrated by Naruiba Cabassa

In this book inspired by the author's hometown of Chennai, India, a girl explores the vibrant rainbow of delights in a southern Indian street market as she searches for a gift for her amma (mother). Endnotes explain all the items on sale and introduce readers to markets around the world.

Don’t Push the Button

by Bill Cotter

There's only one rule in Larry's book: don't push the button. (Seriously, don't even think about it!) Even if it does look kind of nice, you must never push the button. Who knows what would happen? Okay, quick. No one is looking... push the button. Uh, oh. 

Celebrate curiosity with this silly monster bookA fun read-aloud and bedtime bookScreen-free fun for kidsMakes a great gift for children!

Shadow 

by Suzy Lee

A dark attic. A light bulb. An imaginative little girl.Internationally acclaimed artist Suzy Lee uses these simple elements to create a visual tour de force that perfectly captures the joy of creative play and celebrates the power of imagination. Stunning in their simplicity, Lee's illustrations, in just two shades of color, present an adventure that begins and ends with the click of a light bulb.

Peekaboo Morning

by Rachel Isadora

A toddler plays a game of peekaboo, and you're invited to play too! First there's Mommy to find, with Daddy not far behind. Then Puppy comes peeking around the corner, and a favorite toy train brings the toddler to Grandma and Grandpa. Rachel Isadora's brilliant, joyful pastel illustrations capture familiar and cozy people, toys, and animals that will delight babies, who will love finding out what the toddler sees next.

Counting on Community

by Innosanto Nagara

Counting on Community is Innosanto Nagara's follow-up to his hit ABC book, A is for Activist. Counting up from one stuffed piñata to ten hefty hens--and always counting on each other--children are encouraged to recognize the value of their community, the joys inherent in healthy eco-friendly activities, and the agency they posses to make change. A broad and inspiring vision of diversity is told through stories in words and pictures. And of course, there is a duck to find on every page!

Sweetest Kulu

by Celina Kalluk | Illustrated by Alexandria Neonakis

This beautiful bedtime poem, written by acclaimed Inuit throat singer Celina Kalluk, describes the gifts given to a newborn baby by all the animals of the Arctic.

Lyrically and tenderly told by a mother speaking to her own little Kulu; an Inuktitut term of endearment often bestowed upon babies and young children, this visually stunning book is infused with the traditional Inuit values of love and respect for the land and its animal inhabitants.

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What are some things you look out for when vetting out books?

“While we are vetting books, we are reading them with children of a multitude of backgrounds in mind. When a book includes particular scenarios (a cultural event, a socio-economic situation, a physical attribute, a family structure, a mental state, etc.) we think about how a child might feel if what is being described represented them or their family. Is it portrayed accurately and in an empowering manner? Would that child feel seen and feel good about how they were being spoken about? Additionally, we consider how a child with no exposure to that scenario would come away thinking about it. Would that child receive an informed and compassionate viewpoint?

In general when we are vetting we are looking to weed out books that perpetuate negative stereotypes, don’t reflect the current make-up of societies, and don’t treat all members of society with respect and compassion.”

— Array Books

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Chicka Chicka Boom Boom

by Bill Martin Jr. & John Archambault | Illustrated by Lois Ehlert

A told B,
and B told C,
“I’ll meet you at the
top of the coconut tree”

In this lively alphabet rhyme, all the letters of the alphabet race each other up the coconut tree. Will there be enough room? Oh, no—Chicka Chicka Boom! Boom!

Countless children—and their parents—can joyfully recite the familiar words of this beloved alphabet chant. Bill Martin, Jr., and John Archambault’s rhythmic text keeps the beat with Caldecott Honor illustrator Lois Ehlert’s bold, cheerful art. This winning combination has made the Chicka Chicka series an enduring classic.

Being You: A First Conversation About Gender

by Megan Madison & Jessica Ralli | Illustrated by Anne/Andy Passchier

Developed by experts in the fields of early childhood and activism against injustice, this topic-driven board book offers clear, concrete language and beautiful imagery that young children can grasp and adults can leverage for further discussion.

While young children are avid observers and questioners of their world, adults often shut down or postpone conversations on complicated topics because it's hard to know where to begin. Research shows that talking about issues like race and gender from the age of two not only helps children understand what they see, but also increases self-awareness, self-esteem, and allows them to recognize and confront things that are unfair, like discrimination and prejudice.

Barnabus Project 

by Medeia Cohan Illustrated by Sarah Walsh

Hats of Faith is a simple and striking introduction to the shared custom of religious head coverings. With bright images and a carefully researched interfaith text, this thoughtful book inspires understanding and celebrates our culturally diverse modern world.

Skinnamarink

by Sharon Hampson, Lois Lillienstein & Bram Morrison | Illustrated by Qin Leng

What does "skinnamarink" mean? You may not find its definition in a dictionary, but the meaning is clear to the generations of children who sang along: friendship, happiness, sharing, community and, ultimately, love. This song has been sung in weddings and in classrooms. It can be fun and silly — especially with the accompanying actions! And it has a way of bringing people together. Through Qin Leng's wonderfully imaginative illustrations, this delightful board book tells the story of a community coming together. Young and old, from little mice to a big elephant, people and animals gather into a spontaneous parade as they follow the sound of music.

Holi Colours

by Rain Singh

This Hindu celebration known as the festival of colors and the festival of love signifies the end of winter, the arrival of spring and the victory of good over evil. A time to laugh, play, visit friends and get messy! Little ones will love exploring the colors of Holi through the vibrant photographs and Singh's playful rhymes in this brilliant concept book.

Under My Hijab

by Hena Khan | Illustrated by Aaliya Jaleel

Grandma's hijab clasps under her chin. Auntie pins hers up with a whimsical brooch. Jenna puts a sun hat over hers when she hikes. Iman wears a sports hijab for tae kwon do. As a young girl observes the women in her life and how each covers her hair a different way, she dreams of the possibilities in her own future and how she might express her personality through her hijab.

An ABC of Equality

by Chana Ginelle Eqing | Illustrated by Paulina Morgan

From A to Z, simple explanations accompanied by engaging artwork teach children about the world we live in and how to navigate our way through it. Each right-hand page includes a brightly decorated letter with the word it stands for and an encouraging slogan. On the left, a colorful illustration and bite-size text sum up the concept. Cheerful people from a range of backgrounds, ethnicities, and abilities lead the way through the alphabet. 

• L is for LGBTQIA. Find the words that make you, you.

• N is for No. No means no.

• P is for Privilege. Be aware of your advantages.

• X is for Xenophobia. Ask questions and you’ll see there’s nothing to be afraid of.

Celebrate your Differences, ask more Questions, share your Kindness, and learn to Understand the world.

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Keep the Conversations Going…

As part of this ongoing work, we have also joined The FOLD Kids Challenge! 

FOLD Kids is a non-profit organization that supports readers of all ages by showcasing diverse literature and allowing children and educators to learn from writer's and illustrator's amazing stories.

@foldkids creates a reading prompt each month to encourage excitement about diversifying the literature in your practice.  You can check out our monthly picks in the @eceresourcecentre!

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UNDERSTANDING THE PROFESSIONAL BODIES IN THE EARLY YEARS SECTOR

As of late, individuals in the Early Childhood Education and Care (ECEC) community have shown a keen interest in understanding the different professional bodies within the early years sector. Furthermore, early years professionals are looking for guidance on where to seek support for their advocacy efforts. 

This blog aims to serve as a guide to various professional bodies, outlining their purpose and highlighting some of those currently active within the sector. 

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What are professional bodies?

Professional bodies, also known as professional organizations or associations, represent and support individuals working in a specific profession or field. These organizations typically have a membership consisting of professionals, practitioners, educators, researchers, community members, and sometimes students who are studying to enter the profession. 

Primary functions and characteristics of professional bodies include: 

Setting Standards: Establishing and upholding standards of practice, ethics and qualifications within the profession 

Regulation and Licensing: Regulating entry to the profession through licensing, registration, or certification processes.  

Advocacy and Representation: Advocating for the interests of their members and the profession.  

Professional Development: These organizations provide opportunities for continuing education, training programs, workshops, and other professional learning opportunities.  

Networking and Collaboration: Support members in building relationships, sharing knowledge, and facilitate mentorship experiences.  

Research and Publication: Many professional bodies conduct, sponsor, or publish research within the field. They share information to keep members informed about research findings, innovations, and emerging issues. 

Public Awareness and Education: They educate the public about the value of the profession, its contributions to society, and the standards of quality upheld by professionals.  

Professional bodies may exhibit varying degrees of these characteristics, with some emphasizing certain aspects more than others 

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What professional bodies exist in our sector?

AT THE FEDERAL LEVEL:

Child Care Now: is a national, non-profit organization that advocates for systemic changes and policy reform to achieve accessible, affordable, high-quality childcare for all Canadian children. They represent a significant voice in federal advocacy and policy discussions related to ECEC.  

Canadian Child Care Federation (CCCF): The CCCF is a national organization that promotes quality child care and early learning experiences for children across Canada. They support ECEC professionals through providing resources, professional development opportunities, and advocacy on behalf of early childhood educators and caregivers. There are many ways to get involved if you are interested.  

Child Care Canada/Childcare Resource and Research Unit: is a national organization in Canada focused on researching, analyzing policies, and advocating for high-quality, accessible child care. They publish reports, provide resources, and collaborate to influence policy decisions and improve early childhood education and care across the country. 

Government of Canada: Their website serves as a resource for professionals by offering access to policies, funding opportunities, research reports, and professional development. It provides data through research findings, statistical reports, and policy documents, supporting evidence-based decision-making. 

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AT THE PROVINCIAL LEVEL:

College of Early Childhood Educators (CECE): This is the regulatory body for early childhood educators in Ontario. It sets and enforces standards for registration, ethical conduct, and professional practice. 

Association of Early Childhood Educators Ontario (AECEO): This organization represents early childhood educators and advocates for their professional interests. It promotes professional development and advocates for policies that support quality early childhood education.  

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Image from AECEO

People are often curious about the distinctions between AECEO and CECE. This image offers a visual comparison, highlighting their similarities and differences for better understanding.

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Ontario Coalition for Better Child Care (OCBCC): is a coalition of individuals and organizations advocating for affordable, accessible, and high-quality child care services in Ontario at the systemic level. They work closely with early childhood educators and organizations (such as the AECEO) to improve conditions in the sector.  

Building Blocks for Childcare: A charitable corporation dedicated to the strengthening and expansion of the ECEC sector. They host a set of resources and guidelines developed to support high-quality early learning and child care programs across the province. These resources are aimed at child care operators, educators, and administrators to help them enhance the quality of care and education provided to young children. 

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AT THE LOCAL LEVEL:

London Child Care Network (LCCN): is a coalition of early learning and child care organizations committed to promoting high-quality care. They raise public awareness, educate parents on choosing quality services, advocate for early childhood education, and collaborate with aligned groups to foster a community that values and supports early learning and child care.  

• Recently, their advocacy subcommittee launched the campaign titled Little Moments Big Impact to showcase the valuable work of early years professionals and encourage individuals to pursue careers in ECEC. 

All Kids Belong Inclusion Support Services: are local resource consultant services. Though they are primarily known for in program support, they are also creators of professional learning and develop resources to support program delivery and inclusive practices. 

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Organizations and associations such as these play a crucial role in supporting, regulating, advocating for, and promoting the interests of early years professionals and the quality of  ECEC. 

If you're seeking to get involved, it is encouraged to research these organizations and associations to find where you can join to connect with other folks, discover learning opportunities, and/or contribute to advocating for ECEC. 

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If you're interested in learning more about the AECEO or the CECE, stay tuned for upcoming episodes of the Leading Inspired Learning podcast. In these separate episodes, we'll discuss the work of each organization and association, gaining insights from their representatives. 

Follow us on social media for real-time updates.  

• Instagram: @striveswo & @leadinginspiredlearningpod 

• Facebook: Strive

Additionally, once the episodes are live, they will be embedded in this post for easy access if you'd like to revisit them later. 

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MEET KAYLA, STRIVE COMMUNITY ANIMATOR!

We are so excited to introduce you to Kayla Paquette (she/her), HBA, RECE, Strive Community Animator!

We asked Kayla some questions to get to know her a little better. Keep reading to see what she said!

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Tell us a bit about yourself…

I am a creative and passionate person who loves literature, crafting and storytelling. I am enthusiastic about making complex ideas visible and accessible to everyone. I am always eager to learn and grow both in my personal and professional journey.

Tell us about your role… What are you looking forward to in this role?

I work closely with individuals in the field, gathering diverse perspectives and experiences to shape a sustainable mentoring approach that supports the evolving needs of the early years' community and professionals. I am looking forward to partnering with an amazing team and engaging with the community. I value the experiences of connecting and learning together.

What is something you’ve learned recently that you’re excited about?

I have recently rediscovered the art of storytelling. Whether it is through writing, spoken word, or even just sharing experiences with friends, I have relearned the immense power stories have to connect us, inspire us, and help us make sense of the world. I have been diving into different storytelling techniques: from crafting compelling stories to a visual representation, it has been exciting to weave stories that resonate with others.

What is something you’re unlearning…

I am currently unlearning the belief that the amount of completed tasks relates to value. I am learning that true worth lies in the impact and significance of the work, not the size of the workload.

Tell us why you chose a career in Early Childhood Education and Care.

I chose a career in Early Childhood Education and Care because I believe that the early years are crucial in shaping a person’s future. Working with professionals and the community allows me to create a strong foundation for not only children’s lifelong learning, but professionals learning and growth. The joy and curiosity that children and professionals bring to their work inspires me to be the best individual I can be. 

What inspires you?

What inspires me are the professionals who have a genuine passion for their work and wanting to growth and evolve their practices. I believe these are individuals who not only possess courage and vulnerability but also demonstrate dedication and a commitment to making a positive impact in the community!

Do you have a favourite quote?

“There is no courage without vulnerability. Courage requires the willingness to lean into uncertainty, risk, and emotional exposure.” – Brene Brown

Tell us some things you enjoy doing in your spare time.

In my spare time I enjoy reading books (both personal and professional). I also like to use my passion for creative arts and make motivational stationery and home décor for my online small business!

If you were an ice cream flavour, what flavour would you be and why?

If I were an ice cream flavour, I’d probably be something like salted caramel. Like salted caramel, I try to find a balance in everything I do. I blend creativity with logic and empathy. Plus, I like how salted caramel can surprise people with its complex salty and sweet flavour. I aim to offer insights that leave a lasting impact just like how salted caramel does!

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Welcome to the Strive Team, Kayla! We are so excited to work with you!

Join us in extending Kayla a warm welcome by commenting below!

STRAWBUBS: WHERE MUSIC MEETS SPEECH & LANGUAGE DEVELOPMENT

Learn all about Sarah Hall and her amazing StrawBubs multi-sensory program, the inspiration for it, and how we as early years professionals can utilize her knowledge and tips in our practice!

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A Symphony of Senses:

StrawBubs offers a multi-sensory musical experience, taking little ones on a full-body adventure!

• Hearing and Music: Of course, there's the music itself, stimulating children’s musicality skills and auditory systems.

• Sight: We use many colourful props with different textures and colours; including, egg shakers, sensory scarves, puppets, a rainbow parachute and sensory lights. This creates a visually engaging environment.

• Touch: Simple elements like sensory scarves and bubbles add a fun tactile component to the experience.

There is so much potential to unlock - a treasure trove of speech and language development for children through music and sensory experiences. A small and inexpensive toolkit of props provides many opportunities for learning and strengthening receptive and expressive language in a fun and engaging way. While StrawBubs utilises a vast array of props, you certainly don’t need all the bells and whistles: egg shakers, sensory scarves, perhaps a parachute and some form of bubbles and your golden.

The simple application of egg shakers has endless possibilities for encouraging language, concepts and awareness/labelling of body parts. For example, shake the shakers high, low, fast, and slow or why not dance the shakers on your head, toes or shoulders? Modelling these activities for children is key to fulfilling the language learning opportunities.

Sensory scarves don’t need to be just used for peek-a-boo! They can be swished, swirled, scrunched up, hidden behind your back, and thrown high up into the air. They can be used for creative themed songs harnessing children’s imaginations e.g. swish the scarf like a fish, snap it like a shark, wobble it like a jellyfish or wiggle it like a worm.

The rainbow parachute is always a firm favourite and a great one to encourage language development and learning. A simple example is bouncing props on the parachute and counting them as they fall off (5 cheeky monkeys). Colour recognition is another skill that can be reinforced alongside social skills with others as children and adults work together to move the parachute in lots of different ways (up and down, shaking it, walking around in a circle)

Then there is the power of bubbles and wow do kids just love them! In one of my original StrawBubs songs, I sing “Bubbles make magic in the air” and they really do. There is the excitable kind of bubbles with upbeat music where kids are chasing them around and popping them. Singing about bubbles floating up high and then down low, popping them, clapping them in their hands. Again, more wonderful opportunities for boosting language in such a memorable and fun way. Then there is the relaxing kind, perfect for the end of a music session or before nap/ quiet time. For this application encourage little ones to lay on their backs and watch the bubbles floating down while you play some relaxing lullaby music,

Many other key developmental milestones can also be reinforced through music such as clapping and pointing (pointing being a precursor to speech). From clapping along to playful songs like ‘If You’re Happy and You Know It” to mimicking actions in classic rhymes like "Wind the Bobbin Up," (one I believe is not as popular in Canada but very well known in England). Baby signs (based on American Sign Language) are also sprinkled into StrawBubs. Baby sign is used to bridge the gap before speech arrives! Earlier developing fine motor skills make signing the perfect tool for babies. Signing alongside spoken words and songs has been shown to have benefits in cognitive development, adaptive behaviour and social-emotional development.

Now finally for a little more formal theory linking music, sensory experiences and speech and language

Music & singing: Singing engages multiple senses by integrating auditory, motor and emotional processing. Experimenting with pitch, volume, and tone can stimulate these areas, which are also crucial for speech development. In addition, breath control and facial movements, used for singing, can help pave the way for clear pronunciation and expressive language.

Laying The Building Blocks of Language: Songs are packed with repetition, rhyming, and varying rhythms. These elements expose children to the building blocks of language. They learn new vocabulary, practice speech sounds, and develop an understanding of sentence structure.

Confidence Creators (building self-esteem): Singing with children allows them opportunities to experiment with their voices, express emotions, and build self-esteem. Learning a simple song like ‘Twinkle Twinkle Little Star’ with a few simple signs can be a huge accomplishment for a young child. It provides a wonderful opportunity for positive reinforcement from parents/ caregivers for mastering a song and expressing it in their own unique way.

Social connections: Music creates opportunities for social connection, promoting communication and cooperation skills through a shared musical experience.

Literacy Launchpad: Many songs tell stories or have descriptive lyrics. Singing together exposes children to vocabulary related to different themes and concepts. This exposure to a variety of vocabulary through music can help pave the way for literacy skills later on.

Are you ready to start singing?

Here are some tips for making singing with children a joyful experience:

Choose songs they love and that are familiar: Let them pick their favorites! Enthusiasm goes a long way.

Move and groove: Incorporate actions, signs and movement for a truly multi-sensory experience.

Make it playful: Don't worry about singing in tune or having perfect pitch. Focus on having fun and connecting with the children.

Sing everywhere! Make singing a part of your daily routine – during bath time, bedtime, car rides, or while playing.

Singing with children is a gift you give them that keeps on giving. It can strengthen their communication skills, boost their confidence, and foster social skills with others. It’s also a gift back to yourself, whether you’re a parent, grandparent or childcare provider musical experiences are uplifting for everyone. Seeing the smiles and laughter it brings is something to be cherished. And that’s what life is all about making memories.

So, turn up the music, open your hearts, and start singing together!

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Written by Sarah Hall, StrawBubs

Sarah Hall, the founder of StrawBubs, has created an exciting, interactive music, sensory and development program designed for children aged up to 5 years. Each week is packed full of fun and engaging content to captivate both children and caregivers, nurturing development through joyful musical play.

In late 2021, Sarah moved from London, England, a city saturated with endless choices for fun and exciting programming every day of the week, to the small town of Strathroy, Ontario. She founded StrawBubs in response to fill what she saw as a ‘gap’ in children's programming, designing StrawBubs with ‘fun’ in mind – to bring that extra ‘sparkle and pop’ both parents and children crave. The classes curate what she sees as the perfect balance of fun, education, and connection. They offer a unique opportunity for fostering parent and child connections, building lasting memories and creating a sense of community for you and your little one(s).

Alongside having formal training in musical theatre, Sarah also has an undergraduate degree in Speech and Language therapy from City University London. StrawBubs is essentially a blended product of these two areas of expertise. It is so much more than just an everyday music class; it's where Sarah's dual passions - music and speech & language development - work together to create an enriching musical journey for children! And a fun fact, the name StrawBubs comes from her daughter’s first attempt at saying Strawberry. It made for the perfect name for her new business as the name itself is a product of an evolving speech and language system.

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Register for one of the last two Re-Kindle Your Inner Child: Multi-Sensory Music & Movement sessions today!

Sarah from StrawBubs is set to lead an engaging session, offering participants a dynamic 'musical toolkit' filled with creative ideas to infuse music, movement, and sensory experiences into their childcare environments. Utilizing props like egg shakers, sensory scarves, a parachute, and bubbles, Sarah will demonstrate the versatility of these items through various songs and imaginative applications. The session, structured much like a class for little ones, encourages active participation—expect to shake egg shakers, gracefully wave sensory scarves, and bounce props on the parachute. It's an excellent opportunity to personally experience the joy that music brings and rediscover your inner child. The session aims to empower participants, instilling confidence in seamlessly incorporating the 'musical toolkit' into their settings, regardless of their musical background. There's no need to feel intimidated by music; this session is designed for everyone, regardless of musical expertise.

Come sing, move, and bring a song book and resource kit back to your program!

Elgin County: May 28, 2024 from 6:30 - 8:00 PM at The Masonic Centre of Elgin

Oxford County: June 11, 2024 from 6:30 - 8:00 PM at the Woodstock Covenant Church Gymansium

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ACTIONING INSPIRATION AND LEARNING: HOW “EXTREME MAKEOVER CLASSROOM EDITION” INSPIRED PROFESSIONALS

A wonderful group of early years professionals from Orchard Park Early Learning Centre attended a Strive event called “Extreme Makeover: Classroom Edition” facilitated by Ally Scott and Kathy Harris and were ultimately eager and inspired to make changes to their centre’s environment. The magic began unfolding and the changes kept flowing. Keep reading to go along the journey of their transformation, and to learn about the amazing impact it had on themselves, their practice, and the children in their care… you may even be inspired to start your own classroom makeover!

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The Inspiration

On October 25th, 2023, a group of early years professionals from Orchard Park Early Learning Centre attended “Extreme Makeover: Classroom Edition” facilitated by none other than Strive’s manager (currently on maternity leave), Ally Scott and Kathy Harris, RECE, Centre Director and Pedagogical Lead. In this session, they toured a childcare centre and collected ideas through what they saw and heard and were ultimately eager and inspired to make changes at their own centre. 

Following the session, this team instantly began brainstorming how they could transform their own space to intentionally see the environment as the third teacher. The team wanted to create an environment where a sense of belonging and comfort were top priorities. They researched many different childcare centers in the world, particularly drawn to Reggio Emilia approaches with pieces of Waldorf School ideas tied in. 

A big focus on loose parts play was prioritized using natural materials to provide children with open-ended engagement opportunities. Feeling as though the wide open spaces in their classroom encouraged running and climbing, the children weren’t engaged even when provided materials that the educators felt sparked interest. The team understood that change was imminent, but were unsure of where to begin. There they sat with big ideas, excited to make things happen.

The Action

When the educators noticed that daily, children were dumping toys and leaving areas without even sitting to play, they used this as a motivator and a starting point. The educators wanted meaning and intention in the experiences offered to the children, to see joy and interest in the children’s engagement with materials. The children deserved meaning in their play and the team deserved a connection to their work. Observing this situation, they noticed the children’s engagement and interest in spatial exploration and containment to transferring and transporting items. Their first step into action was adding train tracks with smaller wooden cars as well as build-your-own wooden cars. These were far more engaging and sparked conversation amongst the children. They were working together, problem-solving together, and PLAYING!

“‘The day we took the toys away’ will forever be the statement that inspired and empowered the change to create a space that felt comforting, and inviting, and a place where the children were curious and excited about the materials around them.”

Realizing that they had tooooo muchhhhh stuff, the team slowly minimized what was on shelves and intentionally brought in new materials for the children to explore. The team prioritized the gathering of materials and the funds to “makeover” the classroom. This experience was not cheap. There was intention and meaning also placed on the money spent on reimagining the space. The team bought previously loved furniture and picked out well-kept pieces intentionally. Room dividers were used to create play/work spaces and helped create a space that felt cozy and warm; less like a classroom and into an environment that everyone felt happy to be a part of, and a place that sparked joy and love. Admittedly, it was overwhelming for them at first, and everyone was hesitant about where to start with all of the new additions. The team persevered, and as things were being placed around the room, the vision began to come together and the joy was so palpable, there was squealing. The educators felt inspired and invigorated; their connection to their work was back! 

“It felt so strange to take away toys leaving only animals, wooden tracks, babies and dinosaur manipulatives and completely covering the tables and shelves with loose parts: pine cones, wicker balls, tiles and coffee cans, miniature tree blocks, trays, boxes, etc.” 

“To say the least, the first few days of the change was overwhelming for all of us. The children were so excited and just traveled from one thing to the next, examining the materials and exploring the space”. 

While the children were exploring the materials and the excitement over newness and an environment facelift, the educators were not quite seeing the engagement they had hoped for. 

By day 3, there was worry that this whole rethinking had been a mistake. 

“It felt wild and overstimulating as we tried to engage with them. So we reframed and researched. We read many different articles about loose parts that allowed us to understand what the children needed with the materials and what they needed or didn't need from us. Did you know there are 5 phases of loose parts play?…neither did we. And boy was that an eye opener as well as a feeling of relief to know that we were on the right track. No surprise they just needed time to adjust and so did we.”

“We needed to drop the narrative about ‘how you play’ with an item or ‘where to play’ with an item. We role-modeled for the children that we respected our materials and encouraged cleaning up after we play. We all work together and it's just such a great feeling. They are such capable individuals who, if we listened to more clearly while observing their play we probably could have been further along in the process. The room gets disastrous at times, but now we look at it and smile. We smile that they're busy, engaged, happy and playing.”

The Outcome

About a month after their classroom transformation, the team couldn't be more thrilled with the results. The children were busy, they were engaged, and they were playing. Now, they are dealing with a renewed sense of respect for the classroom and are observing children’s friendships grow as they work together instead of shouting “That's mine!”. The children are problem-solving, expressing themselves in creative ways, and inviting the educators to imaginative play all throughout the day. The educators can see problem-solving skills emerging, improved self-regulation and so much curiosity.

“Did you ever feel like you just couldn't wait to go outside because the children just needed to run? So did we. Now we are having such a different experience where the engagement levels are so high that it's hard to disrupt them at all. Their minds are busy and great things are happening. I mean, it's not always perfect and it is a learning journey that we are all on together, but the passion it has brought back to our work and the engagement with the children make our hearts swell.”

Now, these educators have so much more time to spend with the children, and much of that time they use for observing and collecting information on how they can scaffold their learning. When the children invite these educators into play by asking questions or waving them over to see their work, the educators can be present and engaged in these interactions. 

“You can do it too!! If you really want it, make it happen. Remember the sky's the limit. It brought us back to our roots and we found the love in our careers again as we watched all our hard work surface in a clear picture every day. Start small, feel things out, and dive into the glorious world of open-ended materials otherwise known as loose parts. Take the journey, you are worth it, they are worth it, we are worth it. Allow it to spark your passion and keep the flame high. Our work is so important so let's celebrate and use the knowledge and power that we have.”

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This blog post was written in collaboration with Lauren Goosens RECE, Lindsay Lamb RECE & Tracy Small RECE from the Orchard Park Early Learning Centre.

Top to bottom: Lindsay Lamb, Tracy Small, Lauren Goosens

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Interested in more about this story? Check out the podcast episode below where they chat more about it!

Leading Inspired Learning: A Strive Podcast · Ep: 24 - Transformative Environments with Lindsay Lamb, Tracy Small, and Lauren Goossens

Come see this transformation in person and chat with the team about the new and improved space! Consider registering for a Site Tour at Orchard Park Early Learning Centre happening on May 22, 2024. Click the button below to learn more!

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MENTORING: IN SEARCH OF MEANING

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Sheryl Third (she/her), RECE, writes about mentoring being a strategy for professional learning and support from a historical perspective while asking herself a very important question- where do we go now? While promoting us to make connections to gratitude and to consider how our own willingness to learn from others impacts mentoring relationships, Sheryl dives into some prompts that help us reflect on how we can support one another.

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For many years I have written about and supported the idea of mentoring in early childhood education. Back in 2006 for 10 years, we hosted an Appreciation event for Community Mentors at Fanshawe College. During this time, a monthly document was created called the  Mentor Minute which was sent out to child care centres via email, and in 2015 these emails were turned into a blog called The Mentor Minute with the last post written in the Fall of 2018.

With the Government of Ontario’s focus, and as the profession is coming out of a pandemic, there has been a re-engagement with mentoring with the hiring of Community Animators. 

This has opened up the conversation about how we approach mentoring each other, the students in our programs, and new employees in a profession that has suffered from a lack of care and financial recognition.  From this perspective, there is an opportunity for a reset or what we may coin as Mentoring 2.0.

To begin, let us look at how our regulatory body defines mentoring: “A reciprocal, relationship-based and process-oriented professional learning experience between two individuals (a mentor and a mentee) in the early learning and care sector. The purpose of the relationship is to learn and improve professional practice through reflective practice, self-directed learning, and collaboration”.  A mentor is an individual who shares and uses their knowledge, skills, and experiences to support and guide a mentee to improve their practice and acquire new skills” (CECE).

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Listen to this short video about Standard 5!

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After reviewing this context of mentoring and its historical application in our profession, below are three statements that help give context to mentoring from the College of Early Childhood Educators (CECE):

• A reciprocal, relationship-based, and process-oriented professional learning experience

• to learn and improve professional practice

• shares and uses their knowledge, skills, and experiences to support and guide 

Simon Sinek  states “mentor relationships are not mentor-mentee, they should be mentor-mentor. One should only agree to be someone’s mentor if they too want a mentor for themselves” (Why Reciprocity Improves Mentor-Mentee Relationships, 2012)

This last statement mentions that to be open to being a mentor we must want to be mentored in return to pass along knowledge, and skills and building relationships may hold the key to rethinking our approaches. When we look at how this plays out in our day-to-day work this is where we can refocus our attention on a disposition of wonder, awe, joy, and passion for our work. If we are feeling rundown, unappreciated, or verging on burnout, the likelihood of a positive relationship or experience may very well reduce our capacity to mentor or be mentored.

In this, my wondering is if we shift our focus away from mentoring per se to what we can share with others, or what brings us joy- where is our wonder and awe in our current position? What gets me excited about my work, we may be better situated to pass this along to our colleagues, students, or upcoming leaders.

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References 

Capture Your Flag. (2012). Simon Sinek: Why Reciprocity Improves Mentor Mentee Relationships [Video]. YouTube. https://www.youtube.com/watch?v=NrWg1qy2WNI

College of Early Childhood Educators. (2018). CPL Resource Mentoring. https://www.college-ece.ca/wp-content/uploads/2021/10/CPL-Resource-Mentoring.pdf

College of Early Childhood Educators / Ordre des éducatrices et des éducateurs de la petite enfance. (2022). Revised CPL Program Webinar – May 11, 2022. [Video]. YouTube. https://www.youtube.com/watch?v=vfUWdY1vG3A

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About Sheryl Third:

Sheryl Third (she/her), RECE, has been active in the Childcare community in London since 1986. In 2003, she became a fulltime faculty member at Fanshawe College in the Early Childhood Education Program. Sheryl completed her Master of Arts in Educational Studies, in 2015. Her research interest is in reflective writing and practice in the field of early childhood education, writing papers on Mentoring and reflective practice as tools for professional learning. Sheryl is a member of the Strive Professional Learning Committee and the Strive Advisory Committee. To learn more about our committees, please visit Our Committees.

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If you want to kick-start your thinking around this, listen to Episode 29: Animating Mentorship with Haille Ifabumuyi and Kayla Bartlett, or for more from Sheryl, listen to Episode 5: Wonder & Awe with Sheryl Third.

Also check out an upcoming professional learning event, Movie Night: Gratitude Revealed, facilitated by Sheryl Third.

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Questions or comments?

Please leave them in the comment box below!

PROFESSIONAL LEARNING: LOOKING BEHIND, WITHIN, AND THEN IN FRONT.

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Dr. Tina Bonnett (Ed.D, MS.ECEd., RECE, CTIC), keynote speaker at The Courage to Care with her presentation “Cultivating Secure Spaces to Probe the Complexities of Care”, has been critically reflecting on her experience at this system-wide professional learning day. Tina has kindly shared her reflections with us to further share with the community! Keep reading to dive into Tina’s reflections, and to learn how you can take on a more transformative and reflective approach to your professional learning.

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In the later part of 2023, I was honoured to partake in The Courage to Care system wide professional learning day. I was invited to explore care, as it relates to children, with over 2000 early years professionals across three locations. Since this time, I have continued to reflect on this professional learning (PL) experience.  

At the heart of what I continue to ponder is the pull that some of us seem to feel, when we attend PL, to find immediate answers or solutions to the complexities that accompany our pedagogical work. It can be tempting to enroll in PL with the vision to solve the ‘problems’ that we encounter in our practice, and this is an honourable goal in many cases. For instance, if we are in search of new ideas to extend sensory experiences in our playroom, or add to our self-care and wellness toolkit, professional learning may offer us strategies that we can immediately transfer into practice. There is utility in attending professional learning experiences with the aim to gain transferable solutions, and so our profession undoubtedly needs PL that sets the stage for this to unfold.  

This, however, does not apply to many elements of our pedagogical work that are multidimensional and in need of a responsive approach that honours diverse peoples and communities. Topics such as care, attachment, psychological trauma, gender, equity, diversity, family engagement, cultural responsivity, and a host of other areas in the early years sphere, often do not have a one-size-fits-all or instant solution. They instead require a willingness to sit in (dis)comfort knowing that we may not always walk away from PL with prescriptive solutions. As I reflect on PL experiences that I have engaged in I recall times when I left the experience with more questions than ‘answers’, which in truth left me feeling a bit frustrated. Looking back, however, I now recognize that these were deeply meaningful experiences because instead of offering concrete solutions they provoked me to critically deconstruct and re-frame aspects of my pedagogical philosophy and practice.  

What this requires, I propose, is that we venture into professional learning experiences with the understanding that they are often crafted to set the stage for an ongoing and scaffolded journey where we delve into aspects of our work that are complex and layered. In reflection of this, I wonder if we, in our early years communities, can create safe/accountable spaces to participate in professional learning with an openness to look behind and within ourselves, prior to looking at actionable solutions that lie in front of us? This, I argue, requires vulnerability, as well as the willingness to step into the younger versions of ourselves to consider how our child-self informs the philosophies that guide our work.

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Care as an Example 

Although there are breadth of topics that intersect with our work, for this blog I take up PL that is care focused, as an example. Specific to care, looking behind us can feel unsettling as it requires that we contemplate the caregiving relationships that apply to our own childhood. This is very important given research suggests that our own template of relationships impacts the ways in which we (dis)connect with children. Looking back also means that we act with intentionality to disrupt the notion that care always ‘feels good’. For many early childhood professionals probing their early relationships can be psychologically painful. Needed, therefore, are safe physical and emotional spaces for us to examine the (un)caring styles of our parents/caregivers and how our (un)healed hurts may influence our practice. If we have a willingness to step into this, we can use strategies (e.g., journaling, counselling, self-care) that allow healing from our own care wounds, and in turn action care in ways that are attuned and responsive.   

Looking within means reflecting on and naming our position(s) about care. We can do this by bringing our experiences, biases, and power, to public spaces for exploration. Our beliefs about care are not only shaped by the learning that unfolds in our post-secondary education, but also by the (dis)advantages we encounter, culture, spirituality, and many other factors. Looking within has the potential to bring us closer to being in tune with how our lived and living experiences affect our philosophy of care, and the ways in which we enact it. It is when this has transpired that we are authentically able to suspend judgement and embrace the voices and stories of others, who may have (un)parallel care experiences and positions.  

Only when we have looked behind and within ourselves are we then grounded to look in front. Necessary to this is the motivation to think about, and ‘do’, care in different ways. In our ever-changing world, that is vibrant with professional learning, there are invitations for us to re-think and re-imagine what care embodies, both as individuals with unique experiences and collectively as early years communities. As we lean into our future practice we can explore if the lanterns in Illuminating Care: The Pedagogy and Practice of Care in Early Childhood Communities (Murray, 2023) are (mis)aligned with our beliefs. We can look to Rachel Langford’s work to see how her care theories and policy positions play out in our pedagogical practice. We can also immerse ourselves in paradigms of care that are non-westernized to add to the tapestry of how we have historically thought about, and actioned, care.  

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Behind, Within, and in Front in Professional Learning 

Looking behind, within, and in front of ourselves is no small task, especially for those who hold hurts from their past. As early years professionals we are often natural problem-solvers, and so we may need to intentionally resist the pull to participate in PL with the vision of locating quick answers to the complexities that reflect our practice. This applies to care, which is used in this blog as an example, however, likely pertains to many topics taken up in professional learning. Our work is rooted in being with humans, who are beautifully complicated. With this comes the invitation to enter into professional learning with an openness for seeds to be planted, and the understanding that they will take time and care to be harvested in ways that are responsive to unique peoples and communities..  

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About Dr. Tina Bonnett:

Tina Bonnett (Ed.D, MS.ECEd., RECE, CTIC) is a faculty member in the Honours Bachelor of Early Childhood Leadership (HBECL) degree program at Fanshawe College. She is an RECE, a graduate of York University’s Infant Mental Health program, and has completed a master’s degree with a focus on primary care infant/RECE dyadic attachment relationships. Tina also holds a doctoral degree from Western University. Her dissertation explored the intersection of relational leadership and infant care. Tina has earned a graduate certificate in Applied Psychology and Counselling with a specialization in psychotherapy and is trained in Emotionally-Focused Therapy, ITATM®, and the Circle of Security. Some of her research interests include attachment, trauma-informed practice, relational leadership and care discourse.

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Tina mentions creating “accountable spaces” when participating in professional learning. Read more about what an accountable space is in a previous blog post, “Accountable Spaces: Transforming the Early Years into an Accountable Space”, by Liz Gannon (She/Them) and Jenn Nguyen (She/Her).

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Questions or comments?

Please leave them in the comment box below!