Strive SWO 2025-12-19 Strive SWO 2025-12-19

A YEAR IN REVIEW:

As the 2025 season comes to an end, our hearts are full reflecting on the connections, conversations, and collective learning that shaped this year. Our team hosted a record number of different opportunities and continued our mission to lead inspired learning within the Early Childhood Education and Care (ECEC) sector. Through every gathering and shared experience, we’ve been reminded of the profound impact that passionate educators have on children, families, and one another. We feel so lucky to learn and grow with you all!

Our Growth Over the Year

Not only has the Strive team grown in size, we have grown so much professionally over the course of 2025. Along with welcoming several new team members and interns, we relaunched Leading Inspired Learning: A Strive Podcast, released some new and improved ways to engage in multimodal learning, and even rebranded Strive’s Professional Resource Centre (PRC) (formerly the ECE Professional Resource Centre).

Some of our 2025 highlights include:

New (and returning) faces on the Strive team!
- The new year kicked off with some exciting team updates, including the return of Strive Manager Ally Scott! After parental leave, Ally rejoined us in early February, bringing back her signature drive and sunny energy. We welcomed three new team members across our small teams. Victoria Allen (now Leonard!) joined the Professional Learning team as a Professional Learning and Statistics Specialist, Lena Haider became our new Resource Centre Specialist with the PRC team, and Nyiel Nhial completed our Community Animator duo. We were also so thrilled to welcome Fanshawe Early Childhood Leadership students Avery Lomax and Jazmine George for the summer! We are so grateful for the energy, ideas and enthusiasm they have all brought to our work.
We planned our largest and most complex System Wide yet!
- Thank you to every single volunteer, facilitator, sponsor, partner, and participant who joined us for The Heart of Understanding System-Wide Professional Learning Day! This year, we welcomed professionals not only from London and Middlesex, but from Elgin, Oxford, and Sarnia/Lambton as well. We offered more afternoon breakout options than ever, including virtual viewing spaces, in-person sessions, and French options, to help ensure there was something for everyone. From the bottom of our hearts, thank you to all who engaged so thoughtfully throughout the day. You truly made it meaningful!
Our new and improved Strive Online platform
- Strive Online is your one-stop shop for online learning and resources for London, Middlesex, Elgin, and Oxford ECE Professionals. This new platform makes it even easier to browse professional learning session recordings, pre-recorded webinars, printable resources, and so much more! We wanted to create a space for professionals to easily access materials to complete their CPL goals, so we hope this helps do just that!
New branding and name for Strive’s Professional Resource Centre (PRC)
- This year, we gave our PRC a little refresh, including a simplified name and a new logo. As our work continues to support a wide range of professionals across the community, not just ECEs, we wanted the PRC to better reflect everyone who accesses and benefits from our services. This update helps us more clearly represent the diverse community we are so proud to support!
The growth on our Community Animator team
- This year has been full of momentum and meaningful connections. One of our biggest milestones was launching our Pilot Project, offering individualized support to leaders and educators directly within their childcare centres. It has been an exciting step in deepening our ability to support programs in ways that reflect their unique needs.
- We’ve also been busy out in the community supporting, listening, and engaging. Visiting centres continues to be one of our favourite parts of this work. Every conversation, classroom tour, and shared reflection strengthens our relationships and helps us better understand how to show up for the sector.

The Numbers

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

105 professional learning opportunities
173 professional learning hours offered
1871 professionals who participated in professional learning opportunities
35 episodes of the Leading Inspired Learning podcast
470 active members of Strive’s Professional Resource Centre
- With 223 New Members!
- And over 70 new resources added to incorporate into your practice

And these numbers do not even include The Heart of Understanding, London-Middlesex’s System-Wide Professional Learning Day, which over 2000 educators from our region registered to attend!

Our Team’s Favourite Moments From This Year:

Liz: This year, I really enjoyed welcoming so many new members into the Resource Centre and seeing so many people engage with what we offer. I loved interacting with ECE students from Fanshawe and sharing both our professional learning opportunities and the resources available. Makers Nights were another highlight, giving me the chance to connect with educators and get creative together in the Makers Space. I also enjoyed sharing the Loose Parts Art PL and showing educators how open-ended materials can be transformed into beautiful, transient works of art.

Lena: The highlight of this year for me has to be the way our team came together for System Wide Day! Watching the team filled with so much passion and eager to help each other in any way possible was so admirable and I felt honored to be a part of it. When the day came we were all running on adrenaline and by the end of it I thought I would be relieved it was over but instead I felt sad to see it end. I truly felt my love for this field grow tenfold watching everyone come together in shared spaces to learn and collaborate with one another. The great part is that we hopefully will get to do it all again next year!

Kayla B: This year, what stands out to me the most is the strength in the relationships and visions we have as a team. After many transitions in the team, 2025 offered us chances to connect, moments of levity, and a chance to lean into discomfort together. Similar to Lena, I want to mention that being a part of and witnessing our team pull together arguably the most logistics heavy event we have ever done was amazing. Afterwards, we had a gathering to celebrate the facilitators and thank everyone who supported delivery of the day and it was an emotional experience. I love the relationships that we were able to nurture with local companies and our facilitators this year, and while it felt like we might not make it for a while with all we had to do- we did it and I am so proud of us.

When I think of my favourite professional learning opportunity from this year, it is so hard to choose. Our team put so much love and care into the opportunities chosen that it feels unfair to choose a single one. From Brave Space to outdoor play, play nights at the museum, pedagogical learning, How Does Learning Happen?, and everything in between… I feel like there was such great diversity this year! That said, I had the opportunity to attend Book Study: Cultivating Professional Friendships as a participant this year and I have been really enjoying how it challenges me and forces me to look inward and “come to the edge” as we discuss in our gatherings. So often I am facilitating or speaking at our events, it is rare that I get to slow down and connect. I found that experience very fulfilling. I am so thankful for the connection with this small but mighty group of professionals over the last 6 months and have come out of it with some professional friends that I did not have before. Shout out to Kayla Paquette and Val Bytyqi for challenging us all along the way!

Alicia: Choosing one singular moment from this year is something I simply can not do. Knowing that each moment was my last as a member of the Strive team, really had me pause and reflect after every professional learning session, meeting, discovery call, or even every time we would film our silly little reels. Seeing the strength and growth of our team over this year has been nothing short of amazing. We have come together, challenged each other, and have faced everything thrown our way with such poise. I couldn’t be more grateful to be a part of this team for the last 16 months. I have looked forward to coming to work every single day, which I feel incredibly lucky to be able to say! So, long, sappy story short, every single moment I got to be with my team was my favourite. I can’t wait to see what the team accomplishes in 2026, I will always be cheering them on, no matter where in the world I am. xoxo<3

Amy: Some of my favourite moments from this year were hosting “Strive Tours” either by going out to centres, or by welcoming them into the Strive Classroom and Resource Centre. Hosting these tours allowed me to get to know educators at multiple different centres, share about our work and how we can support them, and provide a fun professional learning experience. Talking to everyone about what we do at Strive constantly reminded me why I love this role so much; being part of someone’s growth, continuously growing myself, and finding ways to bring joy to people’s professional lives.

Victoria: What came to mind when I was asked this question was very simple: joining the Strive team! Becoming a part of this incredible team of amazing people has been one of the most exciting, happy changes I’ve ever made. There was a lot of information to take in when it comes to being a part of the Professional Learning team, but to have been given the time and support to learn from the rest of the team, before trying it out on my own from start to finish for the Elgin Be Well: Flower Arranging event was so rewarding! Even though I unfortunately couldn’t be at the event (I was getting married!) I heard such great feedback and the photos looked incredible!

I can’t wait to see what next year brings!

*Get Comfortable Having Uncomfortable Conversations*

KP: One of my favourite memories from this year actually comes from a recent Professional Learning session: Getting Comfortable with Uncomfortable Conversations. This PL was incredibly engaging, and it was inspiring to see so many leaders come together with openness and curiosity. The conversations were rich, thoughtful, and pushed all of us…myself included to reflect more deeply. I walked away feeling challenged in the best way, and grateful for how this session supported my own ongoing learning and practice!

Nyiel: When I reflect on the question of my favourite moments from this year, two stand out immediately.

The first is joining this team and getting to witness first hand the dedication and heart that goes into supporting this profession. Stepping into a space where I feel seen and supported by a group of powerhouse women who are so driven and passionate about the work they do has inspired me more than I can fully express. Becoming part of this team has not only pushed me to grow, but has reminded me of the impact that shared purpose and true collaboration can have.

*Community of Practice: Cooks & Dietary Planners special PL at Growing Chefs*

The second would have to be, hands down, being part of the conversations during the COPs. Sitting in with the different communities of early year professionals, and hearing their voices, perspectives, and lived experiences come together in one space, eager to learn from one another was incredibly powerful.

These moments have stayed with me, and they’ve shaped not only my year, but also the way I want to show up for 2026.

Andera: I don’t think I could name a single part of this year that was my absolute favourite. I get to see so much working behind the scenes on our print materials, website, and social media, but also out in the community capturing photos and attending professional learning. I love getting to learn from every event I attend and meet with educators in our community, whether having a chat during professional learning or through social media. I think the best part is getting to see and share the incredible work the team does: supporting the Professional Learning Team in promoting the events they put so much effort into planning from start to finish and documenting those events; the detail the Resource Centre team puts into curating kits and materials for families and educators; the care the Community Animators put into each conversation they have with their Pilot Project centres and resources they create to make mentorship more accessible; the way the team has been so willing to work together on our Big Idea Projects (I’m talking about our merch and moving to video podcasts BTW); and, even putting up with my silly social media ideas… I love getting to be part of it and share all that incredible work with our community!

*Educator Play Night at the London Children’s Museum*

Ally: Coming back from mat leave in February and stepping right into the arms of this absolutely incredible team has been a dream. I say it all the time, but it never stops being true: the best part of my job is the people. The laughter, the joy, the passion, the constant yapping (you know who you are) fills my cup every single day.

This year, Strive delivered so much that I’m genuinely proud of. Bringing the podcast back to life and getting behind the mic again has been a huge highlight. And let’s be honest, creating silly, goofy social media content together has become its own kind of team-building. Lifting the veil and letting our community see our fun side? 10/10, would recommend.

When it comes to PL, my favourite moment has to be our Play Night at the London Children’s Museum. Welcoming so many educators into a space purely to play was a beautiful reminder of what really matters in our work. Another standout was the Dr. Shelley Moore sessions we supported AKB in offering. That first inclusion session hit me especially hard. It is the kind of learning I hope every educator has the chance to experience.

Here’s to a year filled with growth, joy, and lots of laugh-crying in the office. And here’s to 2026. Let’s make it even better.

THANK YOU!

We want to thank you for continuing to join us in Leading Inspired Learning in our sector. Through every epic win and unforeseen challenge, the one constant in our work has been YOU - all the professionals in the early childhood education and care community. Thank you for showing up, thank you for giving feedback, thank you for engaging on social media, thank you for accessing our resource centre, and thank you for everything in between! We wouldn’t be here without you!

Wishing you all a happy and healthy holiday season. See you in 2026!

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BUILDING BRIDGES: STRENGTHENING RELATIONSHIPS BETWEEN EDUCATORS AND FAMILIES

What I’ve Learned About Educator-Family Relationships as Both a RECE and a Parent

Before I was a parent, I was an educator. I started as a supply educator during university and college, worked full-time in the summers as an intern, became a preschool educator, and eventually a director. Back then, I saw the relationship between educators and families very differently.

Now that I am a parent, my priorities have shifted. It’s hard to separate my “parent hat” from my RECE hat - but I’ll try.

What I’ve Learned About Educator-Family Relationships as Both a RECE and a Parent
Written by Ally Scott, Strive Manager

Now that I am a parent, my priorities have shifted. It’s hard to separate my “parent hat” from my RECE hat - but I’ll try.

Documentation

RECE Hat:
I used to think the more in-depth, the better. I analyzed every move a child made during play to capture the learning taking place. I snapped countless photos, wrote pages of detailed documentation, and posted it all around the classroom and hallways hoping families would read it.

Parent Hat:
My favorite documentation so far? A simple note after a rough drop-off:

“She settled down quickly and is having her snack with a big smile,” accompanied by a photo of my child.

As a parent, I already know that children learn through play. What I need most is reassurance: that my child is happy, cared for, and loved by her educators. Of course, I still enjoy reading longer documentation about her play, but what truly matters are the smaller, more frequent points of connection that let me know she is seen and truly known.

“Discover the unique characteristics and gifts of each child by talking with his or her family, observing, and documenting (e.g., in addition to what the children are interested in, notice what brings them joy)” (Ministry of Education, 2014)

Pick-Ups

RECE Hat:
I used to make sure I always had a little story ready for each child’s family. Even if a child wasn’t in my group, I made sure I knew about their naps, meals, and bathroom routines so I could answer any question a parent had at the end of the day.

Parent Hat:
I’m not going to lie, I still long for this as a parent. It’s disheartening to hear:

“I don’t know if he napped today; he wasn’t in my group,” or
A vague, “He had a great day.”

When parents leave their child in care, they wonder about their child dozens of times a day. I know I think to myself often: I wonder what Mack is doing? I wonder if he made a friend? I wonder if his educator gave him a hug when he fell down?

At pick-up, all we need is a small moment of reassurance: that our child was cared for, noticed, and loved. Even one personal anecdote makes all the difference.

Emails/Written Communication

RECE Hat:

I used to spend ages drafting emails, scrutinizing every word before hitting send.

Parent Hat:
Now, what I look for is professionalism. Emails don’t need to be long—just clear, respectful, and free from typos. A short, well-written note communicates the message effectively while showing families that their child (and their time) is valued.

Building Stronger Relationships

These daily moments of communication—documentation, pick-ups, emails—are where we can strengthen relationships with families. Every family’s needs are different, so it’s worth asking:

Do they prefer written communication or quick chats?
Is drop-off a better time to connect than pick-up?
Are there language or cultural considerations that could make communication more meaningful?

At the heart of it, parents want to know that their child is safe, happy, and loved. They want to see that their child’s educators notice them, celebrate them, and light up when they arrive in the morning.

Building these bridges is the most important part of our work. Because when families feel seen and supported, children thrive.

References

Ministry of Education. (2014). How does learning happen? Ontario pedagogy for the early years. Queen’s Printer for Ontario. https://files.ontario.ca/edu-how-does-learning-happen-en-2021-03-23.pdf

How are you building bridges with families as an educator? Let us know in the comments below!

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SHAPING THE SECTOR: PROFESSIONAL LEARNING

In early childhood education, each day brings new opportunities to learn. From the children we work with, the families we support and the professionals we collaborate with. We are constantly learning through experience, reflection, and connection.

We also know that balancing so many responsibilities takes incredible dedication. That commitment is what makes our sector so strong. Professional learning can be another meaningful layer of growth. A space to pause, recharge and gain new perspectives that enrich our everyday practice.

That’s why we wanted to build on the amazing work Strive already does by helping make professional learning feel more accessible and inviting for educators across our community.

Who We Are

We are Avery, Emma, and Jazmine, students in the Honours Bachelor of Early Childhood Leadership program at Fanshawe College. This fall, we’re partnering with Strive as part of our final-year project to support and celebrate professional learning in the early years sector.

Our connection with Strive started back in the summer, when Jazmine and Avery had the chance to work with their team and learn from their approach to community and collaboration. Our experience inspired us to create a project that continues the spirit of connection we experienced with Strive. A small way to help more educators experience the benefits of professional learning and to connect with all that Strive offers.

Our Project

Throughout November, we’ll be visiting 20 licensed early learning and child care centres across the city to share resource kits we’ve created about professional learning. Each kit includes information on upcoming opportunities with Strive, ideas for different ways to engage (like CoPs, workshops, the Leading Inspired Learning podcast, and Strive’s blog) and a few other resources.

We randomly selected centres from different areas of London to reach a mix of different programs and communities. Before our visits, we’ll send a quick email introduction, and our drop-ins will be short and friendly. We’ll simply be delivering the kits, but if anyone wants to chat more about professional learning or Strive, we’d love that too!

Moving Forward Together

Professional learning is something we all take part in, whether it’s through a conversation with a colleague, trying a new idea in the classroom, or attending a professional learning event that sparks reflection. It’s about growing together, sharing experiences, and continuing to strengthen the impressive work already happening in early learning programs every day.

Through this project, we hope to help make those opportunities feel even more connected and approachable for educators across our community.

We’re so thankful to Strive for welcoming us into this process and modelling what authentic, relationship-based learning looks like. This experience has reminded us how powerful it can be when we learn with and from one another.

If you’d like to learn more about Strive or upcoming opportunities, their team is always happy to connect. Keep an eye on Strive’s social media for photos of resource kits and updates on professional learning events. If your centre would like to connect before our project wraps up, we’d love to hear from you!

Connect more with Avery, Emma, and Jazmine’s project by commenting below!

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RETHINKING DEVELOPMENTAL SCREENING IN EARLY CHILDHOOD EDUCATION

Many of us can recall using the Look-See Checklist (formerly the Nipissing Developmental Screening Tool) during our studies or in practice. At one time, it served as a common resource in early years programs. Educators used it to start conversations with families, resource consultants, or directors when a child seemed to need extra support. Then for some centres they became required and educators' days were consumed with checking boxes. Thankfully, our critical thinking community spoke up and asked us to pause and really think about looking at children through solely a developmental lens. But recently, we have been seeing these “tools” creeping back into programs and conversations.

So are tools like these more helpful or more harmful? Let’s explore.

The Problem with Screening Tools

Children are not boxes to be ticked off. They are complex, unique, and developing at their own pace. We all know this, even outside of the classroom—babies don’t all crawl, walk, or talk at the exact same time. So why do we hold children to rigid benchmarks through standardized developmental screenings?

When we reduce a child to a list of “yes” or “no” milestones, we risk overlooking the bigger picture: their lived experiences, cultural background, and day-to-day realities. Did they sleep well last night? Do they have access to food? Do they have a supportive grown-up to lean on? These are factors that profoundly impact development—none of which appear on a checklist.

A DEIB Lens

Approaching children through a diversity, equity, inclusion, and belonging (DEIB) lens makes it clear why standardized screening can be problematic. Developmental checklists do not account for systemic inequities.

As Burman (2016) and others remind us, “In disrupting the powerful grip of developmentalism in ECEC, one of our goals is to contribute to the undoing of racism, classism, ableism, and heteropatriarchy” (SAGE Journal).

In other words: these tools often reflect narrow, dominant cultural norms and risk reinforcing bias. Culturally responsive care cannot be standardized.

The “Kindergarten Readiness” Parallel

This conversation is closely tied to the growing push for “kindergarten readiness.” Kristen Day, author of “I'm Not Getting Them Ready for Kindergarten: Breaking Tradition in Early Childhood Education” and others have pointed out that children are not meant to be “ready-made” students. They are, first and foremost, children.

Our job as educators is not to rush children into meeting benchmarks, but to create environments that nurture their growth, curiosity, and joy—wherever they are developmentally.

What About Parents Who Ask for Screening?

Families don’t always have the same background knowledge as educators, so it’s understandable that they might want a clear, tangible way to measure development. That’s where our role shifts to critical conversation.

Instead of handing over a checklist, we can:

Talk with families about what development looks like in diverse ways.
Refer them to supportive programs like EarlyON/Family Centres or healthcare professionals who can provide reassurance.
Emphasize that no two children follow the same path—and that’s not only okay, but expected.

A Balanced Approach

Does this mean developmental tools should be thrown out entirely? Not necessarily. There may be moments when they are helpful—as long as they are used cautiously, and ideally under the guidance of a resource consultant or healthcare professional.

But they should not be universally implemented or treated as the gold standard. Children deserve to be seen as whole beings, not measured against a one-size-fits-all list.

Resources

Checklists may have once had their place, but our understanding of early childhood education has grown. Children are more than milestones. When we shift away from standardized developmentalism and toward culturally responsive, equity-driven practices, we begin to build systems that truly see, value, and nurture every child.

For further reading, see:

Share your thoughts on this topic in the comments below to keep this important conversation going!

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MEET NYIEL, STRIVE COMMUNITY ANIMATOR!

Meet Nyiel Nhial (she/her), one of Strive’s Community Animators!

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

Meet Nyiel Nhial (she/her), one of Strive’s Community Animators!

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

Tell us a bit about yourself…

I graduated from Fanshawe College in 2014 with a diploma in Early Childhood Education and am currently a Registered Early Childhood Educator. Over the years, I’ve had the opportunity to work across various age groups, including infants, toddlers, and preschoolers, with a strong foundation in child development and care.

In 2015, I earned my TESOL/TESL/TEFL certification through Oxford Seminars, which opened the door to an incredible experience teaching English abroad in rural South Korea within the elementary school curriculum. More recently, I’ve expanded my professional skill set by completing a certificate in Organizational Leadership.

I’m deeply passionate about supporting the growth and development of children and building strong relationships with families. I’m now excited to take that passion further by connecting and engaging with the broader community.

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

I grew up caring for my younger siblings and the children in my community, so care has always been a natural part of who I am. But it wasn’t until a family friend pointed out that my connection with children was a true gift that I began to see caregiving as more than just something I did, I saw it as a calling. From that moment on, the field of care became both a passion and a purpose for me. It has taught me so much about myself and has taken me on so many wonderful adventures.

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

My role is Community Animator, and I am most excited about connecting with the community and pushing myself to be more attentive and informed about what's happening in the community that I am a part of.

What inspires you…

I’m inspired by my son and his simple nature to unapologetically be who he is.

Tell us something you enjoy doing in your spare time.

Spending quality time with my son, reading, singing, painting, lawn and garden work, and listening to podcasts.

What is something you’re unlearning?

I'm unlearning the need to always be there for everyone all at once. For a long time, I felt responsible for holding space for everyone around me, often at the expense of my own well-being. I'm learning that I can still care deeply and show up for others without stretching myself too thin — and that setting boundaries is also a form of care.

Do you have a favourite quote…

“Life is what you make it.”

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

I would definitely be chocolate-flavoured ice cream. I mean.. look at me! Dark, rich, smooth, and original.

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

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

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WHY ADVOCACY MATTERS: SPEAKING UP FOR THE EARLY YEARS SECTOR IN ONTARIO

When you hear the word advocacy, what comes to mind? For many educators, the first images are protests, storming Queen’s Park, or lobbying government officials. And let’s be honest — that can feel intimidating, even overwhelming. But advocacy doesn’t always start there. Yes, those big actions are powerful and essential. But there are also smaller, everyday ways to begin. Advocacy can look like learning, reflecting, and showing up as your best professional self.

But advocacy doesn’t always start there. Yes, those big actions are powerful and essential. But there are also smaller, everyday ways to begin. Advocacy can look like learning, reflecting, and showing up as your best professional self.

Start with Understanding CWELCC

One of the simplest ways to advocate is by understanding the Canada–Wide Early Learning and Child Care (CWELCC) system.

What even is CWELCC?! We’ve got you covered.
CWELCC has lowered fees and expanded access — but it doesn’t yet include school-age child care, leaving gaps for families.

At Strive, we believe knowledge is power. Being an informed professional means asking questions, seeking answers, and critically reflecting on how policies impact children, families, and our sector. Simply learning about CWELCC and sharing that knowledge with your community is advocacy.

Show Up as Your Best Professional Self

Another form of advocacy is how you show up in your daily work:

Running the strongest program you can
Building authentic interactions with families
Demonstrating professionalism in your practice

Why does this matter? Because professionalism builds trust. It elevates our sector. And it makes the case, through lived example, that early learning and child care deserves recognition and investment.

When you consistently deliver high-quality, relationship-based care, you are showing families, colleagues, and the community what is possible when early learning is valued. You’re not just caring for children—you’re modelling the importance of our profession. Every thoughtful interaction, every intentional choice in your practice, is a quiet but powerful statement: ECEs matter, and the work we do is essential.

This everyday advocacy lays the groundwork for bigger changes. It helps shift public perception, strengthen trust with families, and support the push for fair compensation, policy change, and sustained investment in the sector.

For us at Strive, professional learning (PL) is a key part of this. PL helps increase professionalism, build capacity, and support educators in running the best possible programs for children and families. That is advocacy in action.

Ready for a Bigger Step in Advocacy?

And perhaps you’re thinking, “I am already doing that, I’m ready for more!” Great! That’s the next step.

Now you’re ready to:

Get involved with LCCN’s Advocacy Committee and/or EYA.
Write a letter to your MP or MPP and share your thoughts about what’s working — and what isn’t.
Join provincial advocacy work with groups like the OCBCC and the AECEO.

These actions move advocacy from the day-to-day into the policy arena, where decisions are being made. And the truth is, your voice is needed there too.

Responding to the AECEO/OCBCC Roadmap

The new Roadmap to Universal Child Care in Ontario (Second Edition, 2025) does a wonderful job outlining what the system looked like before CWELCC, and it provides an accurate snapshot of where we are now. The recommended policy interventions are thoughtful, responsive, and very much aligned with what we at Strive believe.

A few reflections stood out for us:

Statement on Quality

YES! This is what we’ve been saying for years: there is no “one-size-fits-all” approach to quality. If you look back through Strive’s history, you’ll see our community has been echoing this truth for decades. Quality looks different depending on context, community, and need — and that diversity is what makes early learning strong.

Access and Inclusion

As you know, the Strive team has been deeply engaged in our own DEIB/ARAO journey. We’ve shared professional learning and resources as we’ve gone along.

What we haven’t done (yet!) is talk about advocacy in this space. The Roadmap highlights system-level inequities — barriers that still keep many children and families from truly equitable access.

This leaves us asking:

How does this show up in our own centres or organizations?
What are the next steps for advocacy in access and inclusion?
How do we amplify the advocacy already happening through groups like LCCN and EYA, especially around educator retention and immigration policies?

These are not small questions — but even asking them is a form of advocacy.

The Everyday Advocacy That Matters

So yes, advocacy can be protests and rallies. But it can also be:

Reading a blog post like this one.
Learning more about CWELCC. (like listening to our podcast episode here)
Reading the Roadmap.
Following AECEO, OCBCC, EYA and/or other sector leaders on social media.
Talking to a colleague about what you’ve learned.

Each of these actions builds momentum. Each one helps shape the system. Each one is advocacy.

The Roadmap reminds us that building a truly universal, inclusive, and sustainable child care system in Ontario is possible. But it won’t happen on its own. It will take everyday voices — yours, mine, ours together — to keep pushing forward.

Advocacy matters because it shapes what comes next. And the good news is: if you're reading this you've taken the first step. Now, it's up to you what your next step is.

How are you advocating for the Early Years Sector in Ontario? Did we miss anything? Let us know in the comments below!

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BUILDING ON OUR KNOWLEDGE OF COPs

Strive is thrilled to continue to offer opportunities this Fall to engage as a community through our Communities of Practices (CoPs)! Let’s dig deeper into how we can offer opportunities for each other to engage in exciting and relevant pedagogical conversations!

What is a CoP?

In Early Childhood Education and Care (ECEC), “the term communities of practice is a group of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly over time” (Curtis et al., 2013, p.14). At Strive, we currently offer a variety of CoPs: infant, toddler, preschool, school age, leadership, cooks & dietary planners, and Early ON/ON Y VA & Family Centres!

What formats do CoPs get offered in?

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

Online: Enabling collaboration across borders and barriers

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

Starting this September, Strive will be moving all CoPs to in-person in order to engage deeply together! We hope that this intentional shift will help us bring our authentic selves and foster opportunities to dig deeper into our work and support one another. We can’t wait to see everyone gathered!

How do facilitators decide what to talk about during a CoP?

Largely, the information comes from you (the participants)! This means we also can’t do these sessions without you! What does this mean for you as a participant?
This means we ask that you offer topics of conversation through the intake questions - “Please share any topics you'd like to discuss at this CoP.” This doesn’t mean you need to be an expert on a topic but rather, that you come in curious and willing to engage with others on a question, challenge, idea, or script! This part of the process also allows the facilitator to prepare themselves so they can better facilitate the CoP gathering.
Occasionally, facilitators may have topics of conversation to offer or help guide the conversation. Typically, these come from lived experiences as most facilitators are currently working within early years programs and can, therefore, speak to moments that other participants relate to, as well!

What is the role of the facilitator in a COP?

Facilitators are available and engaged alongside participants in a CoP to help guide the conversation and help make connections. The facilitator is also there to support those who may be slightly uncomfortable joining to collaborate with individuals they may not have met before.
Facilitators support keeping the conversation moving without taking over the conversation. Their goal is to support you as a community in having a strong dialogue amongst yourselves.
Facilitators are also there to help support the community through agreements to create conditions for a safe space to question, wonder, and think together!

What is your role as a participant in a CoP?

Suggest a topic for conversation: What is something you’ve been noticing in your work lately? What has been going really well? What has been really challenging? What has been confusing that you’d like to speak to others about?
Bring artifacts such as program planners, observations, notes, questions, stories, photos (but remember to keep confidentiality in mind!), etc., to speak about or share. Having the artifact to lean on in conversation can be particularly supportive as the CoP group is in the beginning stages of getting comfortable together. Artifacts can also support the accuracy of conversation and ensure that conversations are constructive and supportive to the individual who is presenting them.
Most of all, be prepared to engage and speak with one another! Understand that the purpose of a CoP is to create community; the more you regularly attend and engage, the more relationships and comfort you will create within that community! In CoPs, the facilitator does not provide a workshop-style presentation; the group of gathering professionals sets the tone and guides where the conversation will go from meeting to meeting.
Offer feedback. Whether to other participants, the facilitator, through the professional learning feedback survey, feedback is important! It offers new perspectives, ideas, learning and opportunities for growth when we offer constructive feedback.

How do you choose a CoP to join?

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.
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.
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.
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.
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.
Choose a CoP that best supports you! A CoP isn’t a webinar or presentation, so attending a CoP that you wouldn’t be able to speak to might not be supportive of your goals. Strive offers a number of other professional learning opportunities for you to network and learn about different parts of our field. Check out our events page to learn more!

Resources to support your learning:

READ: Check out last year’s CoP blog post to dig into the details of CoPs: www.striveswo.ca/blog-posts/guiding-growth-the-role-of-communites-of-practice-in-professional-learning

LISTEN: In this episode, Ally, Strive Manager, and Kayla (KP!), Strive Community Animator, explore our Communities of Practice: how they can help you connect, engage, and grow as an educator! Listen, learn, reflect, enjoy! Ep: 59 – Communities of Practice: www.striveswo.ca/podcast-posts/ep-59

WATCH: If you learn better through visuals, try watching this video to gain a better understanding of the overview of CoPs: www.youtube.com/watch?v=SmqLyOLIjos&t=57s

Are there any upcoming CoPs you’re attending? Share with us below!

References

Curtis, D., Lebo, D., Cividanes, W. C. M., & Carter, M. (2013). Reflecting in communities of practice: A Workbook for Early Childhood Educators.

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AN INVITATION TO REST

Over the last few summers, we have invited you to join us in investing in rest. This year, we will be continuing this tradition and offering gentle encouragement to the community to care for yourselves. For August, we have cleared our professional learning calendar of workshops, Communities of Practice, and network meetings to leave intentional time and space for rest. In this, we turn our attention to ourselves and our needs - something we often forget to do in caregiving roles.

You are cordially invited to invest in your own rest...

It's essential to recognize how self-care is directly linked to stress and burnout within the field of Early Childhood Education and Care. We encourage you to explore “The Realities of ECE Burnout” by Zuhal Hashemi, a powerful reflection on the emotional and systemic challenges facing our sector. In it, Hashemi shares a striking statistic: approximately 40% of childcare and education professionals report experiencing burnout. This serves as a reminder of just how critical it is to prioritize rest, wellness, and sustainable practices, not only for ourselves but for the future of the profession.

While we may understand that caring for ourselves is critical, it can often be difficult to know where to start. If you are just starting on this journey, or are redirecting your attention to it, we invite you to revisit our previous blogs - one outlining the 7 types of rest, found here, and one outlining ways to curate and create conditions of rest, found here. The information found there is not going to give all the answers, but perhaps, there will be something that resonates and inspires you in your journey. Small, intentional changes have the potential to grow into long-term change and sustainability for your wellness. *As you reflect, please remember to be patient with yourself, rest takes practice, and progress is not linear, especially when we’re not used to taking time for ourselves.

As a team of early years professionals, here are some of the ways we like to take time for rest:

Activities that support creative expression, processing, and mindfulness. For example, colouring, crafting, writing, and painting.
Moving our bodies with ‘slower’ activities such as yoga, walking, swimming at the beach, and strolling - even in stores or malls (especially Homesense - if you know, you know). Hey! Did you know that moving your body supports closing the stress response cycle and can lead to overall more restorative rest?
Grabbing a coffee or treat that we love, or even better, cooking or baking that thing we love!
Engaging in mindful practices and meditation
Listening to music we love, either to dance to or to calm down
Watching a movie or show that brings comfort
Spending quality time with family and friends
Getting outside! Parks, the beach, even yard work!
Escaping into a good book
And sometimes, curating space for rest means decluttering our mind and space so that during that rest time, we can feel at peace. This can look like intentionally planning to tidy a space and/or complete admin tasks to make space and conditions for rest.

We know that rest is not the solution to all of our problems, but it may very well be a large first step in the direction of caring for ourselves and prioritizing our wellness. Rest is not something you need to earn; you are entitled to it. So say yes to rest and stay connected with us this month as we discover and dig into how we rest.

If you are looking for resources to support you on your resting and self-care journey this month, Strive Online hosts previous wellness resources we have shared, and recorded professional learning sessions, to support you along the way! We also have episodes of Leading Inspired Learning, A Strive Podcast, where we dive into topics related to wellness. Some episodes of note are:

How are you planning to rest? Share below!

References

Hashemi, Z. (2024, Fall). The realities of ECE burnout. Association of Early Childhood Educators Ontario.https://assets.nationbuilder.com/aeceo/pages/3083/attachments/original/1735332715/Zuhal_Hashemi_compressed.pdf?1735332715

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WHAT ARE BRAVE SPACES?

When working in the Early Years field, it is vital to be reflective and to commit to continuous professional learning. We know that learning does not end with formal learning and that, as early years professionals, we need to seek outside perspectives, resources, and learning that challenges us.

In collaboration with Caitlin Villeneuve and Eaman Fahmy of Hush&Hum Consulting, the Strive team has been engaging in work to move beyond surface-level diversity, equity, inclusion and belonging (DEIB) and move towards creating and supporting Brave Spaces. This has facilitated the opportunity to better understand the complexities of this work by talking about uncomfortable truths, having engaging conversations, and thinking beyond ourselves.

First, we wanted to define the following terms:

Below are the ten tenets of Brave Spaces and some ways you can reflect and/or act on these tenets, as designed by Hush&Hum Consulting founders Eaman Fahmy and Caitlin Villeneuve:

What challenges can arise:

When we create Brave Spaces, it is not always easy and challenges can arise, such as,

Experiencing fear of saying the wrong thing

Feeling resistant to discomfort

There may be power dynamics between team members

Limited time to having deep conversations

Trouble balancing care and accountability

These challenges are real and valid, and it’s important to acknowledge them. However, the purpose of Brave Space is not to eliminate discomfort and avoid difficult conversations. Instead, it’s about creating a space where we can face these challenges with honesty, vulnerability, and mutual support. In Brave Space, growth happens through open dialogue, active listening, and a shared commitment to learning even when conversations are uncomfortable.

Reflection questions to help support your journey:

What processes do you use, or will you begin to use to audit your learning and reflection?

How can you nurture these skills and dispositions through your work with children?

How do you model empathy, curiosity, and listening in practice?

What ways can you support and guide your team members when creating and supporting brave spaces?

Continuous Learning & Resources:

To continue to deepen your understanding of Brave Spaces, please take a look at the following resources:

Leading Inspired Learning: Episode 58 - “Moving Beyond DEIB with Caitlin Villeneuve and Eaman Fahmy”. In this episode, Kayla, Strive Professional Learning Lead, hosts Caitlin Villeneuve and Eaman Fahmy of Hush&Hum Consulting, to explore ways educators and leaders can move beyond a checklist approach to DEIB!
Leading Inspired Learning: Episode 60 - “Introducing the Brave Space Framework with Caitlin Villeneuve & Eaman Fahmy”. In this episode, Kayla, Strive Professional Learning Lead, is joined once again by Caitlin Villeneuve and Eaman Fahmy of Hush&Hum Consulting to explore the Brave Spaces Framework!
The 1 Page resource from Hush&Hum Consulting is available for download here: www.hushhumconsulting.ca/resources-5-1-1
Pillar’s Brave Space Guidelines: pillarnonprofit.ca/news/pillar-brave-space-guidelines-2024

Strive Team Reflections on our DEIB / Brave Space Work

“The distinction Eaman and Caitlin spoke to regarding being unsafe and uncomfortable has continued to stay with me. As a facilitator in community conversations while also entering programs and spaces, it invited me to reflect and sit with discomfort, to be open to unlearning, and to recognize when defensiveness is often a response to being challenged.

As someone who steps into a variety of early years settings, I see how essential it is to model vulnerability and openness. To listen deeply, to acknowledge lived experiences different from my own, and to use my role to foster spaces where educators and leaders feel empowered to engage in hard conversations. It’s not about having the right answers but about cultivating environments where reflection and care can coexist.

Bringing this learning into my own practice means I now ask different questions, observe more attentively, and hold space with more intention. It means recognizing that the work of DEIB is never finished and that Brave Spaces are not created by one person alone. Brave spaces are co-constructed through relationships, trust, and shared responsibility.

This experience continues to shape how I grow, both personally and professionally. It has affirmed for me that the most meaningful learning often happens when we are willing to step into discomfort with humility, care, and a commitment to doing better together.”

“Eaman and Caitlin used their extensive knowledge and resources in incredibly impactful ways, especially when exploring the nuances between niceness and kindness. This was a concept I had previously struggled with. I often found myself hesitant to disrupt the status quo, defaulting to “niceness” to keep the peace, even when something didn’t sit right with me.

Their training helped me understand that niceness is about being agreeable, avoiding conflict, and maintaining appearances, while kindness is rooted in empathy, integrity, and doing what is right, even when it’s uncomfortable. Kindness isn’t always easy or quiet; it can mean speaking up, setting boundaries, or challenging harm in respectful but direct ways.

The knowledge Eaman and Caitlin shared truly empowered me. I now feel more confident in standing up during uncomfortable situations and challenging difficult rhetoric or conversations. I’ve become more intentional about sharing what I’ve learned with others, offering resources, opening space for reflection, and calling people in when inappropriate language or comments arise. Integrating this shift into my practice has not only supported my own growth, but it has also strengthened the relationships and learning communities I am in.”

“Our team’s work with Brave Space started in consultation with Caitlin and Eaman of Hush&Hum Consulting. We were reflecting as a team on a statement from our strategic plan. It stated, "Embedding equity, diversity, and inclusion in all we do, we will: Build Capacity... Advance Mentorship... Strengthen Leadership”. In reading this, we found it was a challenge to define and act on what this meant. Some questions we bumped up against were- Where did we start? What were the priorities? Were we knowledgeable and comfortable with being facilitators of this work in the community? In seeking support from Eaman and Caitlin, we were not certain of what we needed, but we knew increasing capacity to engage in the work, becoming comfortable with discomfort and terminology, and facilitation were key components.

A few things became clear early on in our work. Firstly, because our team was growing so quickly, we did not all have strong or long-term relationships and trust was still growing. This made DEIB work difficult, because it is rooted in trust. Second, many of us struggled to use language and terminology that we have learned in DEIB work in conversation. We had accumulated a lot of knowledge but struggled to move to action or recall and apply the learning. Third, we did not have confidence in our presence in this work. After doing some team building and growing trust, we came to a point in our journey of engaging Brave Space to curate conditions for the conversations and work to happen.

Brave space has offered our team more honest conversations, deeper connection, and the confidence to acknowledge and admit when we are unsure of or do not know about something. Most meaningfully, it offers us space to see each other as humans and note that this is always work in progress and will never be done.

We recently had a professional learning session for leaders about Brave Space, and something that I continued to reflect on during the session was how much this work and this support through Brave Space has offered me as a leader. While we learned so much in our consultation, Brave Space continues to be a tool that I lean on to keep me honest, to humble me in my work, and to embed authenticity in relationships. Being able to say “hey, I do not know the answers, but I am really interested in exploring this together to learn more” and demonstrate the vulnerability of the learning process has lifted the weight I was feeling under perfectionism and the need to “know the answers” as a leader. While brave space supports work in discomfort as we move towards more equitable spaces, it can also offer strength and comfort in the relationships it fosters.”

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RECLAIMING CIRCLE TIME

Circle time still holds value, especially when we can reimagine its structure through a responsive, child-led lens. In this post, we will explore how educators can reclaim circle time as a meaningful, flexible, and inclusive part of the day.

Does Circle Time Still Have a Place?

Our field of Early Childhood Education and Care has rightfully evolved to focus on emergent curriculum and play-based learning, leaving some educators wondering: Is there still space for “traditional” routines like circle time?

We believe the answer is yes—but it may need to look and feel different from the adult-led, one-size-fits-all model many of us experienced while growing up. When done intentionally, circle time can become a powerful tool for connection, expression, and belonging—centered around children's voices.

Circle Time Through a New Lens

Circle time doesn’t need to be abandoned—it just needs to evolve.

It may just require us to look at it from a different perspective to begin making small adjustments that help us reach our goals for this time of day. Circle time has been impactful in the early years because, at its heart, it’s about building community: sharing stories, thoughts, songs, or quiet reflection in a shared space. When we let go of rigid expectations (like everyone sitting still in a perfect circle), we create space for a more organic, child-led experience.

Circle time can be:

A spontaneous chat during outdoor play

A song sparked by a child at lunch

A quiet moment while reading with a small group

It becomes less about structure, and more about presence, connection, and responsiveness.

What Might Circle Time Look Like Now?

Circle time can happen anytime and in many forms. It doesn't have to be a set time or formal gathering. What matters is that it feels safe, inclusive, and meaningful.

Examples of child-led circle moments:

Sharing weekend stories or photos

Singing songs chosen by children

Reflecting on something interesting that just happened

Conversations about what they want to explore today

Show-and-share moments led by children

Reflective Questions for Educators

What are your goals for circle time?

How might you include children’s voices in planning or leading it?

What will you do when children aren’t engaged—can the plan shift?

Final Thoughts

Circle time can be a deeply meaningful part of the day—when it reflects the children’s interests, needs, and rhythms. Whether it’s a spontaneous story, a group song, or a reflective conversation, it can foster belonging, connection, and co-creation.

As educators, we can transform circle time into a responsive, inclusive, and joyful experience.

Let’s keep what works—and reimagine the rest.

Share your experiences with circle time by leaving a comment below!

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DIGITAL PORTFOLIOS IN EARLY YEARS: BALANCING INNOVATION WITH CONNECTION

Through this blog post, you can explore the strengths and challenges of digital portfolios for children, students, and Early Childhood Educators—helping you make informed decisions that work best for your setting.

In 2025, Canada is expected to have one of the most age-diverse workforces in history. This growing diversity brings a wide range of experiences, skill levels, and comfort with technology—especially when it comes to documentation and communication.

In Early Years Education, educators are often navigating between digital and physical tools. Which format is best? How can we stay organized and communicate effectively? These are real, everyday questions in our field. Whether you're documenting children’s learning or tracking your own professional growth, the choice between digital and physical portfolios isn’t always clear-cut.

What Is a Portfolio?

A portfolio is a collection of work that tells a story—of learning, growth, and experience. In early childhood settings, this might be a child’s evolving art and play-based learning, a student educator’s reflections and documentation, or an experienced professional’s record of ongoing professional development.

At its core, a portfolio is meant to reflect the journey. Whether physical or digital, it should capture meaningful moments in a way that is accessible, engaging, and purposeful.

Examples of sites or programs for digital portfolios:

WordPress

Adobe Portfolio

Notion

Google Keep

Google Docs

Microsoft Word

Benefits of Digital Portfolios

1. Flexible Media Options

Digital platforms allow for the use of photos, videos, voice recordings, and more. This adds depth and creativity to documentation, offering families and colleagues a richer understanding of a child’s experiences or an educator’s growth.

2. Easy Sharing

Digital portfolios can be shared instantly with families, mentors, colleagues, and leaders. This increases accessibility and removes the burden of physically transferring materials. It also encourages feedback, collaboration, and extended family involvement.

3. Supports Family Connection

Sharing real-time updates helps families feel connected to their child’s day—even when they can’t be there in person. Seeing their child’s experiences unfold throughout the week or month can build trust, reassurance, and emotional connection.

4. Supports Minimalist Lifestyles

Families committed to reducing clutter may prefer digital portfolios that offer permanent access without taking up physical space. Educators and students also benefit from reduced storage needs and lighter workloads—literally and figuratively.

5. Eco-Friendly and Cost-Effective

Digital portfolios significantly reduce the need for paper, ink, and other materials. For programs committed to sustainability—and those managing fiscal responsibility—this can be a practical and environmentally responsible solution.

6. Searchability and Organization

Many digital platforms allow tagging and categorizing of entries, making it easier to search for specific documentation. Whether you're tracking observations related to a learning domain or finding reflection examples, digital tools can save time and improve organization.

7. Improved Reliability

Digital files are less vulnerable to being lost, damaged, or misplaced. Portfolios stored online remain intact through classroom moves, spills, and busy transitions.

Challenges of Digital Portfolios

1. Learning Curve

Technology always comes with a learning curve. While most educators become more comfortable over time, adopting new platforms may require training, troubleshooting, and extra support at first.

2. Loss of Tangibility

Digital versions can’t replicate the sensory experience of holding a physical book or feeling textured artwork. Flipping through a child’s physical portfolio can be a special bonding experience—one that can be missed in an entirely digital format.

3. Initial Costs

Implementing digital portfolios often requires upfront investment in technology, software, and infrastructure. The size and needs of your organization will determine how much is required.

4. Privacy and Security Risks

Despite advances in cybersecurity, storing, and sharing sensitive documentation online must be handled with care. Accidental sharing or data breaches can have serious consequences, especially when working with children.

5. Limited Access for Young Children

Many digital tools are not directly accessible to children due to age-appropriate use or tech policies. Some families may also be less comfortable with technology, and educators may face barriers to accessing platforms outside of work hours.

6. Screen Time Considerations

Using digital tools in the classroom can pull educators away from being fully present with children. Documentation may need to happen after hours to avoid screen time during play and learning, which may lead to increased workload outside of program hours.

Final Thoughts: Finding Balance

There is no one-size-fits-all solution. Digital and physical portfolios each offer unique benefits and limitations. The key is to reflect on your context: What works best for your families? What tools do your educators need? What aligns with your values and goals?

For some, a hybrid approach—combining physical portfolios with digital documentation—may offer the best of both worlds. Ultimately, the format matters less than the intention: capturing meaningful learning and nurturing strong, respectful relationships.

By staying flexible, open, and responsive, we can use portfolios—whether digital or physical—to support connection, communication, and lifelong learning.

Share your experiences with digital portfolios by leaving a comment below!

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MEET JAZMINE, STRIVE RESOURCE CENTRE INTERN!

We asked our Strive Resource Centre Intern, Jazmine Geroge some questions to get to know her a little better. Have a read to see what she said!

The Strive Team is delighted to introduce you to Jazmine Geroge (She/Her), our Strive Resource Centre Intern!

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

Tell us a bit about yourself…

Hi, I’m Jazmine! I am an emerging early years professional with a strong passion for building caring relationships, advocating for the needs of children and communities, and supporting the holistic development of young children. I graduated from the Early Childhood Education (ECE) program last June and have just completed my third year in the Early Childhood Leadership (ECL) program. This summer, I am excited to be completing my internship as the Professional Resource Centre Intern with Strive, where I look forward to expanding my learning and developing my leadership skills. I love spending time with my family and friends in my spare time, creating memories and having lots of laughs. I love engaging in different hobbies, which consist of watching movies or TV shows on Netflix, doing my nails, swimming during the summer, camping, listening to music and painting when I get the chance.

Tell us why you chose a pathway in Early Childhood Education and Care…

Growing up, I always knew I wanted to work with children. Babysitting my younger cousins gave me the opportunity to connect with children early on, which sparked my passion for how much I enjoy supporting children through their developmental stages and how rewarding it is to help them reach important milestones as they grow, which lead me to take the ECE program. Through my education and work experiences, I have gained valuable skills and a deeper understanding of how to create safe, inclusive environments that empower children, families, and early years professionals. I am passionate about building secure relationships and provide support by ensuring access to appropriate resources that will meets the needs of those in my care. I look forward to deepening my knowledge through the ECL program and to work towards becoming a teacher to continue making a positive difference in children’s lives and help create meaningful, enriching experiences as they grow.

What advice would you give someone else considering pursuing a career in Early Childhood Education and Care…

Some advice that I would give to someone considering pursuing a career in ECEC is to let your passion show and not feel discouraged when you face challenges. These moments help you grow, build resilience, and develop skills to navigate similar experiences in the future. I would also encourage you to give your all during placements—be confident, ask questions, and do not be afraid to try new things. These experiences and opportunities will allow you to develop your skills and discover your interests. It is also important to be intentional in your interactions—strong, respectful relationships are the foundation of quality care, so take time to connect with children and families and be a positive role model. Explore your curiosities and stay informed by researching topics within the ECEC field, this will help you stay updated with current events and become an advocate and leader within the profession.

What are you most looking forward to doing throughout your internship…

As a Professional Resource Centre Intern, I am most looking forward to building relationships with my mentors and work collaboratively to create meaningful educational resources for families and early years professionals. I am excited to expand my knowledge of implementing culturally responsive resources and to learn how to better support educators and families with using developmentally appropriate materials to support their children’s growth. I also look forward to learning from experienced professionals to strengthen my leadership skills and contribute creatively by developing or reorganizing resources that the Resource Centre provides.

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

Something that I have recently learned that excites me is how to appropriately and thoughtfully implement culturally responsive materials into Strive’s already diverse collection of resources. I am excited to collaborate with my mentors in reorganizing kits and adding books that can support educators in bringing these inclusive materials into their daily practice. I look forward to continuing to expand my knowledge in developing inclusive materials that will empower early years professionals to create inclusive, reflective and, and respectful learning environments for all children and families in their care.

What is something you’re unlearning…

Something I am unlearning is the pressure to always have the right answer when supporting families, educators, or children. At times I feel like I should know exactly how to provide solutions to every challenge or respond to every situation. However, as I continue to grow in the field, I am learning that it is okay not to have all the answers right away, especially since I am still new to the ECEC field and am continuing to learn and grow myself. I am unlearning that I need to be “perfect” or to always have the “right” answer. Instead, I am focusing on creating a space where collaboration and learning are encouraged, reflecting, asking questions, and seek guidance when needed. I am learning that taking the time to listen and be present in the moment can be just as valuable as providing a solution.

What inspires you…

What inspires me is my family because they are always supporting and helping me believe in myself, especially when I am navigating through challenges. They motivate me to keep going and remind me that I am capable of doing anything. I am also inspired by the opportunity to make a positive difference in children and families lives by offering support, actively listening to their needs, and creating a safe and secure environment, where I can contribute to meaningful growth and development in their lives.

Do you have a favourite quote…

“When you feel like quitting, remember why you started”

– Anonymous

I feel that this quote helps me to stay grounded and keep going, even when the journey feels slower than I'd like and helps me to stay strong when facing challenges.

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

I would be the Triple Chocolate Brownie because it is my one of my favourites, especially with the added bonus of brownies as a fun treat, This flavour gives me a sense of calm and excitement, making me ready to enjoy the moment; and the brownies are an unexpected surprise, which is how I try to approach most situations, relaxed, but always up for a little extra fun.

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

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

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MEET AVERY, STRIVE PROJECT INTERN!

We asked our Strive Project Intern, Avery Lomax some questions to get to know her a little better. Have a read to see what she said!

The Strive Team is overjoyed to introduce you to Avery Lomax (She/Her), our Strive Project Intern!

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

Tell us a bit about yourself…

Hi! I’m Avery, a third-year student in the Early Childhood Leadership program at Fanshawe College. I’ve grown passionate about research and its potential to create meaningful change in early learning. I’m especially interested in how we can better support educators in order to improve outcomes for children. I enjoy asking questions, observing practice, and reflecting on what can be done differently to strengthen the field. Through my internship with Strive, I’m excited to deepen my understanding of leadership in early childhood education and care (ECEC) and build the confidence to contribute to progress in a sector that urgently needs it.

Tell us why you chose a pathway in Early Childhood Education and Care…

I chose the field of Early Childhood Education and Care because I’m passionate about creating safe, supportive spaces where children feel seen, heard, and valued. Knowing that I can be a consistent and trusted adult in a child’s life means a lot to me, especially because I understand how important that was in my own childhood. My personal experiences, both positive and negative, have shown me the lasting impact educators can have, and it’s incredibly meaningful and rewarding to now be part of creating those positive moments for children.

What advice would you give someone else considering pursuing a career in Early Childhood Education and Care…

I have a lot of advice I could share with someone considering the ECEC field, but I think one of the most important things is to take care of yourself. This work is deeply relational, and the best way we can truly show up for children is by being in the right mindset to be emotionally present ourselves. When we prioritize our own well-being, we’re better able to engage in best practices and build the meaningful, responsive connections that children need to thrive.

What are you most looking forward to doing throughout your internship…

I'm most excited to build new relationships with the team at Strive and the professionals I meet through PL events. I’m looking forward to observing how my colleagues communicate in these settings and using those experiences to strengthen my own skills in building professional, collaborative relationships in the ECEC setting and everyday life.

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

Recently, I’ve started learning about the stock market, particularly how dividends work and how you can make money from them. While I’m far from being an expert, it’s exciting to feel confident in something related to numbers, which is something I’ve never really understood before. It’s been empowering to grasp the general concepts and see how I can apply this new knowledge. It’s a whole new way of feeling smart and capable!

What is something you’re unlearning…

One thing I’m actively unlearning is the influence of traditional gender roles, both in my personal life and in my work with children. I’m committed to creating inclusive environments where all children feel free to express themselves beyond gendered expectations, and I make a point of gently challenging language and behaviours, both my own and others’, that contribute to reinforcing these stereotypes.

Do you have a favourite quote…

My favourite quote is by Plato: “Wise men speak because they have something to say; fools because they have to say something.” I connect with this quote because it reminds me to be intentional with my words and to speak with purpose rather than out of habit or pressure. It highlights the value of thoughtful communication, something I am working on improving in both my personal life and professional practice.

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

I think if I were an ice cream flavour I would be salted caramel. Classic, sweet, but with a bit of an unexpected twist. I like to think that my personality is warm and comforting, but once you really get to know me, there’s more going on beneath the surface. I have a good mixture of kindness and honesty, trying to keep things real while still being someone that people can count on.

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

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

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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.

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?

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/

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.

Share your sensory 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!

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!

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!

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!

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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!

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!

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.

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!

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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.

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.

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.

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.

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

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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.

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.

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.

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.

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.

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.

Noah King

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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!

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!

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!

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!

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What I’ve Learned About Educator-Family Relationships as Both a RECE and a Parent

What I’ve Learned About Educator-Family Relationships as Both a RECE and a ParentWritten by Ally Scott, Strive Manager

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What I’ve Learned About Educator-Family Relationships as Both a RECE and a Parent
Written by Ally Scott, Strive Manager