MEET BREANNA, STRIVE’S NEW PROJECT ASSOCIATE!
We asked our new Project Associate, Bre Piccolotto, some questions about herself to get to know her a little better. Have a read to see what she said!
We are thrilled to introduce you to our newest team member, Breanna Piccolotto. Bre is joining Strive as the Project Associate, so she will be a key community contact, working closely with participants and facilitators alike.
We asked Bre some questions about herself, to get to know her a little better. Keep reading to see what she said!
Tell Us a Bit About Yourself
Hi. My name is Breanna or Bre, the new Strive Project Associate. I am a recent Fanshawe ECE graduate and I am beyond excited to be an officially Registered Early Childhood Educator. My educational background is in psychology with a minor in statistics. My primary area of interest during my undergraduate studies was social psychology. Looking at the ways people interact and how those interactions come to affect the individual’s brain and personality. This is what initially piqued my interest in Early Childhood Education because it is not only about the impact an Educator can have on a child but it is also the impact a child can have on an Educator. I’m fascinated with how the relationships we develop with children alter the ways that we think, problem solve, manage stress and all kinds of other really interesting changes to our individual responses.
I am originally from Toronto but I grew up in Guelph. Excited to be moving to London soon!
I was an athlete when I was younger. My main sport was wrestling. I was even positioned to join the Canadian Olympic team but unfortunately, I suffered an injury and was unable to continue.
I have two younger brothers who are my inspiration for becoming an Early Childhood Educator. And I have two adorable cats!
What is something you’ve learned recently that you’re excited about?
I’ve been really active on social media recently. With the Covid shut down, it has become a much larger part of my life than it was before. So I’ve been really taking some time to learn from other Educators through their social media platforms. Something that I’ve become really interested in are conversations around professionalism and the imbalances that exist in how professionalism is typically defined or characterized. How the ideals of professionalism have negative impacts for women and people from racialized or marginalized communities. I’ve been reflecting on how my own experiences in positions of leadership have been impacted by imbalanced and idealized professionalism. How it has affected my role as a leader and how I interact with others. It’s been a really fun and educational experience for me. Very revealing. I’m learning to re-define what professionalism means to me and how those standards impact different people based on the position they are in.
What is something your unlearning?
I am a pretty sensitive person and one thing that I have realized is that I am quick to apologize. So something I am unlearning is how to stop apologizing for things that I don’t need to apologize for and, instead, reframing it in an expression of gratitude or appreciation. For example, I was meeting a friend and I was running a few minutes late and instead of saying “oh I’m so sorry for being late” I said, “thank you so much for waiting for me.” And just that slight change in how I expressed my feelings around that situation completely changed the interaction I had with my friend. Instead of immediately focusing on a negative, it changed it into something positive.
What is the biggest misconception about Early Childhood Education you would like to see debunked?
Well, I think there’s a ton, but the biggest myth I see is that Early Childhood Educators are not professionals and that it is an easy job. I started in the field with zero experience working with children. I had done a little bit of coaching but that was mainly with youth and older children and the only experience I had working in education prior to coming into the field was with young adults. So I stepped into a toddler classroom for the very first time and was instantly overwhelmed. There was so much going on and I quickly learned that there are so many nuances in terms of how you interact and build relationships with children and families. It is not easy! This work requires so much training, expertise, and experience and I really feel that a lot of people are completely unaware of that.
I think our government in particular fails to see the Early Childhood Educator as skilled professional and that unfortunately results in a lack of needed support, respect and recognition.
What advice would you give someone considering pursuing a career in Early Childhood Education?
Take opportunities to work with different age groups. One of the most challenging things for me when I first started, because I wasn’t as experienced as some of my fellow Educators, was that I felt very uncomfortable in new environments. I got into a groove with the toddlers and the idea of stepping outside of that was very intimidating. But working across different age groups gives you a lot of great new perspectives on joys and challenges within the field that you might not have considered before. There’s so many wonderful moments that you can have with children in different age groups. What makes infants unique is very different from what makes toddlers unique and so on, so I think it is important to seek out those opportunities and experiences when you can. I think a certain level of understanding between you and your fellow Educators can be achieved as well when you take the time to experience or understand what their specific age group is like. So don’t be afraid to embrace new experiences outside your comfort zone.
How has professional learning contributed to your practice?
Having entered the field initially with no previous experience working with young children or education in Early Childhood, there was a massive learning curve for me. Without professional learning opportunities, I don’t think I would have been able to be a successful Educator.
One of the first professional learning opportunities that I engaged in was a course about resiliency. It looked at resiliency in adults and how that could be translated to working with children. What I found that it gave me, and what I think all professional learning gives us the opportunity to do, is step back and step out of practice to reflect.
At the time, I was a new Educator, in a really busy room and I was still feeling fairly overwhelmed and feeling very unsure of myself and this really helped me take that step back and reframe what was going on in myself and in the environment in a way that ultimately helped me be a better Educator.
Do you have a favourite quote?
“Even a happy life cannot be without a measure of darkness. And the word happy would lose its meaning if it were not balanced by sadness. It is far better to take things as they come with patience and equanimity.”
Carl Jung
That’s something I try very hard to practice and keep top of mind in my own life.
If you were an ice cream flavor, what flavour would you be and why?
Something I learned during the pandemic is that I am lactose intolerant so it would have to be something dairy-free. So maybe lemon sorbet? Because it’s sweet but also a little tangy and that’s like me!
Welcome, Bre! We are so excited to work with you!
WHAT’S IN A NAME?
What’s in a name? Turns out, quite a bit. Bonika Sok shares how she learned to shed shame and embrace both her name and identity (and why you should too!)
TO ALL MY UNIQUELY NAMED FRIENDS OUT THERE, THIS ONE’S FOR YOU.
I struggled to share this story but I think it might be worth a read.
My name is Bonika Sok, and there’s a good chance you didn’t say my name right. It’s pronounced Bon-nik-ka Soak. At first it was a nuisance but now my name has become an important part of my identity. My name has impacted the way I see myself.
Thus, the purpose of my story is to bring awareness to the My Name My Identity Campaign which advocates the importance of pronouncing people’s names correctly because how your name is perceived can impact the personal beliefs you develop about yourself.
Your name is your identity, which means so much more than you think.
What Motivated Me to Write this Blog Post?
My personal life experiences, along with the experiences of those who have related to them, and the messages I have received surrounding my name, are what drove me to share my story. As well, there were a few resources I recently discovered that helped motivate me to write this blog post.
I was surprised to have stumbled across the My Name, My Identity Campaign because I didn’t know something like this even existed. I didn’t realize that my struggle with my name was such a common issue.
THE OBJECTIVES OF THE CAMPAIGN ARE TO:
BRING AWARENESS TO THE IMPORTANCE OF RESPECTING ONE’S NAME AND IDENTITY IN SCHOOLS AS MEASURED BY THE NUMBER OF COMMUNITY MEMBERS MAKING A PLEDGE TO PRONOUNCE STUDENTS’ NAMES CORRECTLY
BUILD A RESPECTFUL AND CARING CULTURE IN SCHOOL COMMUNITIES THAT VALUE DIVERSITY AS MEASURED BY MY NAME STORIES POSTED ON SOCIAL MEDIA.
I truly admire what the campaign stands for as it directly aligns with my personal values and philosophy of Early Childhood Education and Care.
I was also inspired by Gerardo Ochoa’s TED talk about his experience growing up with a name that is difficult to pronounce. I was completely moved by his speech and after watching his talk, I remember feeling thoroughly understood. Throughout his presentation, I kept saying to myself “wow, this guy gets it!” It was very reassuring to hear his experiences and be able to connect to it so deeply. A large part of how I came about reclaiming my own name was from hearing his story. He, as well as my wonderful work colleagues, gave me the courage and motivation to share my name story and how it has impacted my developing identity.
Why is This important?
“A person’s name is the greatest connection to their own identity and individuality. Some might say it is the most important word in the world to that person”
(Russell, 2014).
Our names are a large part of who we are as individuals and should be honoured, valued, and respected as such.
According to the My Name My Identity Campaign, “by pronouncing students’ names correctly, you can foster a sense of belonging and build positive relationships in the classroom, which are crucial for healthy social, psychological, and educational outcomes” (2016). This concept is so important and aligns directly with the values of Ontario’s guiding documents for the early years (e.g. How Does Learning Happen? Ontario’s Pedagogy for the Early Years (2014), Early Learning for Every Child Today: A Framework for Ontario Early Childhood Settings (2007), and Think, Feel, Act: Lessons from Research About Young Children (2013), etc.).
When we consistently pronounce peoples’ names incorrectly, as Gerardo Ochoa says, it can lead to “invisibility”. Children can feel invisible when others constantly struggle to pronounce their names or when their names are not appreciated or recognized as “normal” or “common.”
This can impact a child’s developing self-esteem as our names are a large part of what makes up our individual identity. It can also have damaging effects on a child’s social and emotional development. Disproportionally, the mispronunciation of names affects newcomer children and children of colour, children who are likely already struggling to feel visible and represented in dominant White culture. This comes to influence not only one’s sense of self, but how one relates to others as well.
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Anti-Racism Daily
Take the time to learn how to say our names correctly, even if at first the sounds are difficult for you.
Acknowledge that a name is not just a name - it represents a history and a community.
Understand how the ongoing denial of names connects to country’s legacy of erasure of Black, Indigenous and other people of colour.
Have you ever wondered about the messages we unintentionally send to children when we mispronounce their names? When your Educator describes your name as “difficult to pronounce” or struggles to say it, it could be received as “your name does fit into my vocabulary”. Some peoples’ names are a significant part of their ethnic identity. When their names are perceived as different, it can make that individual feel isolated and can impact their sense of belonging and how they come to see themselves, their ethnicity, and their culture. It is my hope that my story can inspire people to not only embrace their own name and identity but to be respectful and considerate of other peoples’ names as well.
Another reason I am writing this is because I have noticed that there are many people who have felt the need to completely change their name to make it easier for others to pronounce. There seems to be this assumption, especially for newcomers to Canada, that when you arrive here, you need to change your name to something more “Canadian” in order to fit into society.
For instance, I have a friend who immigrated from China and she changed her name when coming to Canada because, in China, her English teacher suggested that this was necessary when moving to an English-speaking country. She told me that she recognized that her real name can be hard for others to pronounce correctly and she had many experiences of having her name mispronounced. She also believed that changing her name would allow her to be more easily accepted in Canada and her “Canadian name” would make it easier for people to remember her.
When I asked her what name she would like to be called, she told me she would love to be called by her real name, but because she is shy and does not feel comfortable correcting others, not wishing to draw any attention to herself, she says nothing. This is similar to my culture, where growing up we are taught that we should always respect and obey our authority figures (ie. elders, teachers, etc.). Questioning or correcting is considered to be very inappropriate.
With this in mind, I encourage everyone to take the steps to ask what name a person wants to be called.
Changing a name is a personal decision and should never be an expectation.
And if someone corrects you about the pronunciation of their name, don’t get defensive, just apologize and try again. Take time to practice if you need to. They are not trying to be rude or picky, they are simply claiming ownership of their name and identity.
And to the people out there who have felt they had to change their name, I want you to know that your name holds great significance and you should embrace it. Correct people EVERY TIME they mispronounce it.
My Name Story
I’m sure we all loved it when there was a substitute teacher in class because it probably meant that we were watching movies all day. But for some of us, we actually dreaded seeing a new face at the front of the classroom because it meant, once again, our name was about to be butchered in front of the entire class, followed by an awkward public apology or poor joke.
Every year in elementary school, my teachers would always make a big scene before even attempting to pronounce my name. Every time, I heard the words “I’m sorry if I pronounce this wrong,” I knew that it was my name that was going to be announced next. I can remember always dreading that first part of the day when attendance was taken. It always made me feel embarrassed and, over time, I began to feel ashamed of my name.
There have been so many variations of my name and growing up, the other children would poke fun at it. I hated my name for a long time. I didn’t like that it was different and hard to pronounce correctly. I thought my name was ugly and I would even complain to my mom and ask her why she chose it. I also felt that it impeded on my ability to fit in with the rest of my peers because I was the only one that had an “uncommon” name. My name could feel like a barrier that prevented me from connecting with my peers.
Because my name didn’t feel like it fit in, I didn’t feel like I fit in either.
Needless to say, my name was mispronounced throughout my years of elementary school. Similar to my friend from China, I was also very shy and I never wanted to correct my teachers and draw attention to myself. I felt like I was being rude or disobedient to my teachers if I corrected them because of the culture I grew up in.
And so, I decided to just let them say my name however they thought it was supposed to be pronounced to make it easier for them.
But in doing so, I realize now that I was only inconveniencing myself because I was being called a name that wasn’t my own.
What I wish I could have told my teachers during this time was;
1) please take the time to learn to pronounce my name correctly so that I don’t feel any different from my peers,
2) please encourage others to take the time to learn as well, and;
3) please do not bring unnecessary attention to it.
When approaching high school, I was given the option to switch my preferred name, so I registered as Nika, a nickname I go by because it is shorter and people are less likely to mispronounce it. By switching my name, there were fewer mispronunciation issues compared to when I was in elementary school. However, in high school, I came across people who wanted to change my name anyways. For example, someone said they wanted to call me Nikki, “for short”. Or some people, when they discovered that I didn’t like my name, would use it in a sad attempt to get under my skin.
Even today, when people try to pronounce my name, they will overemphasize parts of it, or say it very slowly, or some will even begin to pick up a foreign accent when trying to say it.
It was only recently that I realized that for years I’ve completely ignored my real name. Hidden it. This was largely because of my early school experiences. It made me feel like I was different, and when I was that young, I didn’t understand that there was a bigger world out there and that being different was a beautiful thing. My school, classroom, and community were all that I knew. I was easily impressionable. It felt like no one else received this type of attention, so I was left feeling I was different and that I didn’t belong.
These were the lessons I learned indirectly and most likely not even intentionally. That is why it is so important to be aware of these actions and correct them early. This way of thinking needs to be changed so that other children with unique names won’t grow up feeling like outcasts, branding their own self-images and self-expectations.
It took me a long time, but now I am at a point where I love and accept my name. It is different, it is part of what makes me unique, and I now fully embrace both my name and my identity.
I am proud of my name and where I come from and I want others to feel empowered by their names as well.
I struggled to share this story because I am aware of an idea Brené Brown often talks about, that of ‘comparative suffering’, where we don’t want to talk about our struggles because there are other people out there that we perceive to have experienced worse. So we keep our stories to ourselves. But then I was taught that maybe I was robbing the world from hearing their own stories in mine. There are people out there that can probably relate and may feel less lonely or be inspired by it.
What are the Key Messages I Want People to Take Away After Reading My Post?
To bring awareness to the My Name My Identity Campaign
Honour and value all names and identities
The importance of taking the time to learn how to pronounce someone’s name correctly
Make sure you always correct people when they mispronounce your name
Advocate for others; if you know someone is pronouncing someone’s name wrong, please correct them
Encourage others to share their stories and experiences; you are not alone
Promote empathy and respect for cultural names and identities
and finally, and most importantly, be empowered by and embrace your beautiful name!
Want to engage the children in your care in a discussion about belonging and the beauty of names? Check out Your Name is a Song by Jamilah Thompkins-Bigelow. This beautiful story is a love letter to the unique beauty and musicality of our names.
Written by Bonika Sok
References
Russell, J. (2014). Career coach: The power of using a name. Retrieved from: https://www.washingtonpost.com/business/capitalbusiness/career-coach-the-power-of-using-a-name/2014/01/10/8ca03da0-787e-11e3-8963-b4b654bcc9b2_story.html
Santa Clara County Office of Education (2018). Student voice: Respecting the name, respecting the identity [Video file]. Retrieved from: https://www.youtube.com/watch?v=wOipDe7lhYM&feature=youtu.be
Ochoa, Gerardo (2019) Getting it right; why pronouncing names correctly matters [Video file]. Retrieved from: https://www.youtube.com/watch?v=58tDCaEWfHI&feature=youtu.be
The My Name, My Identity Campaign. (2016). https://www.mynamemyidentity.org/
Bonika Sok is Strive’s Project Intern from the Honours Bachelor of Early Childhood Leadership program at Fanshawe College. Bonika was born and raised here in London, Ontario and is one of 7 siblings. When she isn’t studying, you can probably find Bonika teaching herself Spanish, working out or spending time with her family. After graduation next year, Bonika plans to pursue a Master’s Degree in Social Work.
AN OPEN LETTER FOR A NATIONAL CHILD CARE STRATEGY
This week, the Licensed Child Care Network, in collaboration with Fanshawe College and Strive, sent an open letter to elected officials at various levels of the municipal, provincial and federal government.
This week, the Licensed Child Care Network, in collaboration with Fanshawe College and Strive, sent an open letter to elected officials at various levels of the municipal, provincial and federal government.
Our three organizations have come together to advocate, research, and promote a National Childcare Strategy for Canada, setting in motion a collaboration that is unique and fluid to meeting the needs of those who value the early years in the London region.
The existing gaps and inequities in the child care sector were made far more visible during the COVID-19 pandemic. A national strategy and publicly funded system would be the best way forward both in terms of equitable access for children and families and the continued professionalization of Educators.
All levels of government must take action in creating a National Childcare Strategy with the pillars of Affordability, Access, Quality and Responsiveness in mind.
Read the full letter here: A National Childcare Strategy
OPERATIONS: COVID-19 REMAINDER OF 2020
An update on Strive Operations for the remainder of 2020.
Hi everyone,
We hope you are finding joy during this unique summer we are experiencing. The Strive team continues to work from home and are extremely grateful to the Childreach leadership for taking the safety of staff and the community very seriously.
We know it has been a busy time getting centres up and running and navigating the new health and safety measures. Strive wants to extend our deepest appreciation for all that you do in supporting children and families.
With the full endorsement of our Advisory and Professional Learning Committees, Strive will remain virtual for the remainder of 2020. Your health is of the upmost importance to us and we want to ensure that when we gather in person again, it is with full confidence that we can keep everyone as safe as possible.
We will continue releasing our virtual events on our website and social media as offerings are booked so please stay connected with us!
Another great way to know what is coming up is to join our monthly e-blast. You can do so by clicking here: https://striveswo.us17.list-manage.com/subscribe?u=14aa67582bccdaba43ca65484&id=7366e4c949
Thank you again for all the important work you do, we look forward to continuing to support you virtually. Stay positive and healthy!
PROFESSIONAL LEARNING WHILE SOCIAL DISTANCING
Suggestions for free online Professional Learning during this unprecedented time.
Strive recognizes that professional learning may not be top-of-mind during this unprecedented time. We are viewing this work-from-home opportunity as a gift of time to engage in intentional professional growth. Perhaps you need to catch up on documenting your Continuous Professional Learning (CPL from the College of ECE), or you want to achieve some of the goals you have set. Now is the time.
The Strive Team, along with incredible community partners, created this curated list of professional learning opportunities, while maintaining strict social distancing of course.
Firstly, Strive has great online resources on our Members Section including a Program Overview from All Kids Belong, Art-Full Wellness from HOTO Art Therapy, and Karyn Callaghan’s incredible speech from the 2019 Literacy Conference… just to name a few. We are looking into unique ways to continue to offer you live digital PL over the next few weeks as well – so stay tuned to our Social Media platforms and the website for registration.
We also wanted to offer some additional external resources that may be of benefit to you. Our hope is that this list will offer a variety of opportunities that would support goals in many pedagogical areas. As a reminder, here is how Strive defines the Pedagogical Focuses:
Well-Being: Focuses on nurturing a sense of self, health, and wellness for children, families, and professionals.
Belonging: Focuses on cultivating authentic, responsive relationships, positive interactions, and valuing each individual’s unique spirit and contributions.
Engagement: Focuses on meaningful play, inquiry, and exploration, as well as the role of the environment in the co-learning process.
Expression: Focuses on fostering communication and expression in all forms.
Leadership: Focuses on organizational culture and engagement, as well as personal leadership skills.
Podcasts:
Finding Fred is a 10-part series about the life, thinking and work of Fred Rogers, and what lessons can be gleaned from his legacy about how to get by in today’s chaotic world. Episode 1, A Genius of Empathy is particularly good.
Hygge in the Early Years is a charming, weekly podcast embracing Hygge (the Danish concept of coziness and comfort that produces feelings of wellness) to improve on self-care and happiness for Early Childhood Educators.
Playwork is a podcast for people who love to play! Each episode features interviews with playworkers, educators, and play theorists working to create dynamic spaces for play. There are only a few episodes so far but they are really interesting, especially if you have an interest in the adventure play movement.
The Good Ancestor Podcast considers how to create a legacy of healing and liberation for those who are here in this lifetime, and those who will come after us. Host, Layla Saad’s interview with the Executive Director at The Conscious Kid, Ramon Stephens, on parenting through a critical race lens is really excellent.
How Preschool Teachers Do It is a weekly podcast hosted by Early Childhood professionals and advocates Alison Kentos and Cindy Terebush. They use evidence-based research and practice to address a variety of contemporary issues in Early Childhood Education. They have been putting out a lot of great content around the pandemic over the last few weeks. Time Out By Any Other Name Is Still Time Out is another fave.
The Early Education Show examines the policies and politics of education and young children. It is based in Australia but many of the themes are universal.
The Thriving Children Podcast weaves central themes of movement, play and connection, as crucial ingredients in the early years of life through each episode. Alfie Kohn, Lisa Burman, Marc Armitage have all been guests.
All In The Mind is a weekly podcast looking into the mental universe, the mind, brain and behavior. While not focused on Early Childhood Education specifically or exclusively, it definitely informs and overlaps our work. Check out the episodes on Childhood Trauma and the Brain, The Art of Neurodiversity, The Power of Compassion and What is My Child Thinking? an exploration of the latest developments in neuroscience that reveal the intelligence and enhanced consciousness of infants. Or if you’re an animal lover, On Being a Dog.
Smart People Podcast is a weekly, interview-based podcast that features well respected thought leaders engaging in insightful conversation on topics such as psychology, leadership, education, relationships, and more. The episode, How Your Stories Change Your Reality with Educational Neuroscientist, Dr. Jared Cooney Horvath is INCREDIBLE!
Invisibilia by NPR is an all-time favourite. It looks at the unseeable forces that control human behavior and shape our ideas, beliefs, and assumptions. The whole show is incredibly well researched and produced but Season 3 was a real standout. They dubbed it their concept album built around the central idea that, “the world you think you’re living in, is not real.” Check out the episode, The Culture Inside about unconscious bias, and the two-part episode on Emotions.
Curiosity Daily is a daily podcast dedicated to helping you learn more about your mind, body, the natural world, and how history shaped the world into what it is today. Do you know why toilet paper is white? I do. Because of this show. In under 10 minutes, episodes contain a unique mix of research-based life hacks, the latest psychology, science, tech news and more. The show notes always link to additional resources, research briefs and/or academic papers, which is also very cool. Check out the episode that discusses surprising new findings about the role and importance of fetal vision in the womb.
Unlocking Us, hosted by Brené Brown are weekly conversations that unlock the deeply human part of who we are, so that we can live, love, parent, and lead with more courage and heart. The most recent episode, Permission to Feel with Dr. Marc Bracket on the topic of emotional literacy is incredibly insightful and thought-provoking.
After the publication of the Early Years Study 4 back in February, author of the report, the Honourable Mrs. Margaret McCain, sat down with In Conversation host Stephen Hurley to discuss the work and the future of Early Childhood Education. Listen to that conversation HERE.
The BIG PICTURE Social Emotional Learning Podcast tackles a wide-range of topics associated with Social Emotional Learning and development. Episodes are brief and always include research-based evidence as well as practical strategies.
The Preschool Podcast provides practical advice for managing your organization, centre or classroom, as well as thought provoking content and insights about the field of Early Childhood Education. It is produced by HiMama, so occasionally has an obvious, self-serving agenda, but by and large the content is quite good.
Similarly, The Early Learning Podcast, produced by Storypark is for early learning professional looking for “inspiration on the go.” They cover a range of topics such as resilience and self-regulation.
By Leaps & Bounds: A Closer Look at Early Childhood examines how investment in high-quality early learning and care benefits children, families, and Educators as well as society, the workforce and the economy. It is produced in Michigan, but topics and themes (the benefits of play, the critical role of ECEs, etc.) are transferable.
Checking In, is a Ted.com podcast that is being produced in light of the heightened emotions surrounding the COVID-19 pandemic. Host, Susan David is a psychologist at Harvard Medical School who offer us strategies, a support system and an understanding voice during this time of great uncertainty.
Mental Health:
Mental Health Online Resources for Educators: https://more.hmhc.ca/
Crisis and Trauma Resource Institute: https://ca.ctrinstitute.com/
CAMH: https://www.camh.ca/en/health-info/mental-health-and-covid-19
BounceBack® is a free skill-building program managed by the Canadian Mental Health Association (CMHA):
Mental Health First Aid: https://www.mhfa.ca/sites/default/files/mhfa_self-care-resilience-guide.pdf
Peak Resilience: https://peak-resilience.com/blog/2020/3/15/covid-19-amp-your-mental-health-a-comprehensive-resource-guide
Locke Psychotherapy: https://www.locke-psychotherapy.com/post/providing-emotional-practical-support-for-a-child-or-adolescent-during-covid-19
Recorded Webinar: Managing Anxiety During Social (Physical) Isolation for families (from the Nexus Health / Best Start Network): https://attendee.gotowebinar.com/recording/7567216560642617100
Special Needs Resourcing:
Geneva Centre for Autism: https://www.autism.net/
Thames Valley Children’s Centre: https://www.tvcc.on.ca/content?field_theme_tid=24&type_1=resources&field_county_value=All
Development:
The Brain Story Certification: https://www.albertafamilywellness.org/training
Curriculum and Pedagogy:
City Wide Training: https://citywidetraining.ca/resources/curriculum-and-pedagogy.html
MEHRIT Centre: Self Reg 30 Day Challenge
Technology Rich Inquiry Based Research: Process Art: https://tecribresearch.wordpress.com/2020/03/21/continuous-professional-learning-for-early-childhood-educators-process-art/?fbclid=IwAR39SoIFPpCcVh3lCHeXlwYI2U21vMkMXWZAIaZJn42WZAyFHOYRStnoC5Y
The National Geographic Educator Certification (Starts on April 6): https://www.nationalgeographic.org/education/professional-development/educator-certification/
Outdoor Play as a Quality Maker of Early Learning & Risky Play Outdoors: https://www.gotostage.com/channel/0937d93b97574a1cb23e9b1b19c2f1f4
Membership/Policy:
College of ECE: https://www.college-ece.ca/en/Members/Resources
Ministry of Education, Child Care and Early Years Act Self Test: http://www.earlyyears.edu.gov.on.ca/EYPortal/en/ChildCareLicensing/CCEYASelfTest/index.htm
Reflective Reading and Perspective:
Early Childhood Education: Making Sense of Our Life’s Course
Resources for Families:
Play in the Time of Coronavirus Tim Gill (Rethinking Childhood) and Penny Wilson: https://rethinkingchildhood.com/2020/03/18/children-play-in-the-time-of-coronavirus-playwork/#more-7391
Building a Routine When Working from Home and Caring for Kids: https://blog.himama.com/building-a-routine-when-working-at-home-and-caring-for-kids/
Independent Professional Learning:
Early Childhood Investigations Webinars: https://www.earlychildhoodwebinars.com/
Tamarack Institute: Webinars for leadership growth and development: https://www.tamarackcommunity.ca/eventlisting#webinars
Western Continuing Studies is offering three FREE courses in April. These include everyday French, Emergency Management, Design Thinking.
Leadership:
How We Lead: https://howwelead.org/2020/03/18/5-strategies-for-leading-through-the-uncertainty-of-covid-19/
Truth Before Reconciliation
Get a primer in Canada’s colonial reality; a necessary first step in building just relationships with Indigenous Peoples and the land.
8th Fire: Wab’s Walk through History
A quick walk through 500 years of history that ends with an invitation to talk & learn (video, 2 minutes)
How do we solve structural racism?
An overview of 30-years of recommendations to solve the problems of racism and inequality in Canada (PDF)
Is it really genocide? In Canada?
Indigenous activists, artists and journalists examine the UN’s definition of genocide alongside Canada’s history (video, 7 minutes)
Survivors revisit residential schools, and Murray Sinclair explains the work of the Truth and Reconciliation Commission (video, 47 minutes)
Can you commit to 12-16 hours for more in-depth, online learning? The Ontario Indigenous Cultural Safety Program is open for London-Middlesex ECEs, sponsored by the local Journey Together committee. This foundational course will increase your knowledge of colonial legacies and bias. Email asmall@london.ca for registration details. Start dates are ongoing; next available is mid-April.
We will continue to add to this list as we explore additional professional learning opportunities. Be sure to check back often!
Thanks and stay well,
OPERATIONS: COVID-19
The most recent updates regarding operations during the current health crisis.
Update: April 6 2020
With Childreach being our backbone and relying on their excellent leadership, we are following suit and remaining closed to the public until May 4th. Meaghan, Michelle, and I will continue to work from home.
In terms of Spring planning, I wanted to inform you of our plan which is supported by CR Leadership and has been endorsed by our Advisory Committee. Even if our world returns to “normal” on May 4, we want to be sensitive to folks anxiety and priorities when they return to work. After much deliberation, we think it would be best to suspend all in-person professional learning until the Fall. Our plan is to refund and cancel all current in-person Strive offerings and reschedule for the Fall calendar. There are a few previously scheduled sessions that will run via Zoom instead – emails will be sent accordingly.
We have compiled a list of no cost Professional Learning opportunities (external from Strive) for the community and continue to add to it. https://striveswo.ca/our-news/professional-learning-while-social-distancing/ Strive also has many excellent offerings on our member platform (https://striveswo.ca/member-login/) including the keynote speech from the Literacy Conference by Karyn Callaghan. We are continuing to add to the platform and have recently included new material from All Kids Belong.
On top of the PL opportunities mentioned, we are exploring facilitators that will able to deliver live online webinars for our community over the next few months. We are also considering tapping into emerging leaders from local organizations to facilitate community debriefs of external online PL. We are looking forward to hosting our first community of practice in an online format later this month and continue to grow that practice.
This is a very unique approach for Strive and the community – together we are navigating these uncharted waters.
We thank you for your continued support.
-Ally
Update: April 2 2020
We are continuing to closely monitor the situation affecting our world. In order to keep the Strive team and community partners healthy, safety and well, we will remain closed until May 4 2020. This is after careful consideration and support of our leadership team at Childreach (for their full update, visit: https://www.childreach.on.ca/blog/all-childreach-programs-cancelled-until-april-5)
We understand the impact this has on your professional learning plan. We assure you we are continuing to work on offering unique and innovative approaches to support you. If you are currently registered for any of our remaining events, original or rescheduled dates, a Strive Team member will be in touch in the coming week with the latest information. In the meantime, we have currated a list of online professional learning, check it out here: Professional Learning while Social Distancing
Thank you for your understanding and commitment to keeping our communities healthy and safe!
-Ally
March 16 2020
In light of all the most recent information regarding COVID-19, we wanted to assure you that Strive is monitoring the situation closely and, along with our Leadership Team here at Childreach Centre, will continue to make decisions in the best interest of our team as well as the community.
Strive will close to the public from March 14 – April 5, 2020 inclusively.
The Strive team will continue to work on rescheduling professional learning opportunities planned within that time frame.
If you are currently registered for Let’s De-Mystify Succession Planning (March 24), The Pedagogy of Loose Parts (March 25), Resilience Informed Caregiving (March 25), or the Infant Community of Practice (March 31), we will be in touch next week with new dates.
We will also be working on providing additional online learning experiences for Educators over the next three weeks.
The Strive Team can still be reached via email Michelle – michelle@striveswo.ca, Meaghan – meaghan@striveswo.ca, and Ally – ally@striveswo.ca.
We thank you for your continued support and understanding during this time. We know that the risk still remains low in London, Middlesex and Elgin, however, we are committed to ensuring the safest and healthiest possible environments for facilitators, team members, and the early learning community.
Thank you,
Ally Scott, Project Manager
BLOCKS BUILD BODIES AND MINDS – COHORT TWO!
We are offering a second cohort of Diane Kashin’s and Cindy Green’s introductory 5-part online series exploring block play.
Facilitated by: Diane Kashin, Ed.D, RECE and Cindy Green, BSc, RECE
We are offering a second opportunity to participate in this online course.
This unique opportunity invites a new way of engaging in professional learning, online!
Diane Kashin and Cindy Green have created an introductory 5-part online series exploring block play. In your child care environment, it is likely that you already engage in block play daily; these modules will explore the theory and the practice of this ubiquitous play experience. Revisiting this staple learning material in a reflective way will help you engage differently with both the blocks and the children participating with them.
Once you are registered, you will have 6 months to complete this 5-part learning opportunity at your own pace.
Strive members will receive a discounted rate. Log in to your Member Login for your unique link.
There is no geographical boundary – all are welcome but spaces sold out quickly in the first release.
** THIS COURSE IS NOW CLOSED **
Course made possible with the generous support of:
BLOCKS BUILD BODIES AND MINDS
Diane Kashin and Cindy Green have created an introductory 5-part online series exploring block play.
Facilitated by: Diane Kashin, Ed.D, RECE and Cindy Green, BSc, RECE
****This opportunity is SOLD OUT! Stay tuned to Strive for the next release****
This unique opportunity invites a new way of engaging in professional learning, online! Diane Kashin and Cindy Green have created an introductory 5-part online series exploring block play. In your child care environment, it is likely that you already engage in block play daily; these modules will explore the theory and the practice of this ubiquitous play experience. Revisiting this staple learning material in a reflective way will help you engage differently with both the blocks and the children participating with them.
Once you are registered, you will have 6 months to complete this 5-part learning opportunity at your own pace.
Strive members will receive a discounted rate.
There is no geographical boundary – all are welcome but spaces are limited for this first module release!
Fee: $50 (discounted rate for Strive members)
Course made possible with the generous support of:
STRATEGIC PLAN 2020 – 2023
We are pleased to share with you Leading Inspired Learning, our strategic plan for 2020 – 2023.
We are pleased to share with you Leading Inspired Learning, our strategic plan for 2020 – 2023. This is a transformative time in the Child Care and Early Years sector. This plan outlines the change we want to inspire and the strategies we will implement in the next four years.
In 2016, we created our first-ever strategic plan. Since then, we have doubled our annual professional learning offerings, now providing up to 80 professional learning opportunities to over 1,500 Child Care and Early Years professionals annually. We are proud of what we have accomplished in a short time. But, we are only getting started. Our new strategic plan defines the bold vision we have for our future.
Our plan has been developed in consultation with 117 professionals, members, staff, partners, funders, advisory committee members, and professional learning committee members. Their insights and ideas guided us as we created this Plan. We are grateful for their contribution.
The City of London and Middlesex County are engaging in critical work in the Child Care and Early Years sector, through the London-Middlesex Child Care & Early Years Service System Plan: 2019-2023.
We have aligned our strategic plan to support this important work. We will also continue to work in partnership with Elgin County.
Over the next four years, we will leverage our knowledge and expertise to be leaders in the sector. We will build strong partnerships and create opportunities for connection. We will focus on serving as a catalyst to help Child Care and Early Years professionals achieve their goals and build their professional capacity.
Together, we will reach our goal of providing the best care to children in our community.
This strategic plan, along with a detailed operational plan, will guide our work over the next four years. The next step, and the most important step, is to move to action. Through planned, strategic, and consistent action, we will move closer to our vision.
We invite you to be part of our journey. If you are interested in contributing your expertise, attending a learning session, or sharing your stories and experiences, we encourage you to reach out to our team.
We hope you will join us in leading inspired learning!
Sincerely,
Ally Scott
Strive Project Manager
COMMUNITY & CONNECTION
What is a Community of Practice and what does it mean to participate in one? Who are the members of our community? What does it mean to be a member? How far does our membership reach?
What is a Community of Practice?
A Community of Practice (CoP) is defined as a group of people joined by a common passion, concern, interest or enterprise. The term was originally coined in the early 1990’s by cognitive anthropologist, Jean Lave and educational theorist, Etienne Wenger, during their assessment of contextual learning amongst various professional and non-professional groups.
A Community of Practice emphasizes social participation as being central to effective learning.
A Community of Practice is identified by three distinct characteristics: the domain, the community, and the practice.
The ‘domain’ refers to the common interest and the ‘community’ reflects the relationships, engagement, and co-learning between members.
The product of both of these is the practice, which are the shared resources that contribute to knowledge. A CoP model is used in many different sectors but has gained particular popularity in education, where relationships are well known to be central to the learning process.
Strive has relied on the expertise and insights of Deb Curtis, Debbie Lebo, Wendy Cividanes, and Margie Carter in their book, Reflecting in Communities of Practice, to consider, question, and model our approaches for engaging in community with other early years professionals. The reflective questions, impact stories, and multiplicity of perspectives housed within this incredible resource have profoundly shaped the way we think of ourselves as reflective practitioners and the way we engage in our work.
So what does it mean to participate in a Community of Practice?
Strive is proud of the community of learners we have cultivated across London, Middlesex and Elgin, moving beyond working in silos to really embracing a Community of Practice model. Despite the excellent progress that has been made, recent conversations had us reflecting and questioning what participation in a CoP truly means.
Who are the members of our community?
What does it mean to be a member?
How far does our membership reach?
We know the recruitment of qualified Early Childhood Educators has become an all too familiar narrative in our municipalities, resulting in the current hiring crisis faced by childcare organizations and school boards across the province. We also know that membership in a CoP can contribute immensely to ones sense of belonging.
This got us thinking…
By engaging emerging members of the early learning community, specifically those at the secondary and post-secondary levels, what possibilities may exist for recruitment and thusly, sustainability in our field? In what ways may our Community of Practice grow and flourish by rethinking our membership?
“EFFECTIVE COMMUNITIES OF PRACTICE BALANCE MEMBERS’ DIVERSITY WITH A SENSE OF SHARED PURPOSE”
(CURTIS ET AL., 2013).
We therefore decided to intentionally navigate and interrogate our focus on student engagement.
Growing our Community
The first piece of this was hosting Early Childhood Education students from Fanshawe College for a day of professional learning. This was done in collaboration with Childreach. The day was structured as a “mini-conference” and was designed to showcase our collective services, resources, and professional networks. The day was an undeniable success and incredibly well-received by those who participated.
We have had the pleasure of seeing some of the students who participated in that conference return to visit, utilize the ECE Professional Resource Centre to which they were gifted memberships for their participation, and take part in some of our professional learning offerings as well. This is a notable level of student engagement that did not previously exist.
We have surmised that intentionally reaching out and inviting students into our Community of Practice resulted in them feeling supported, valued, and included as contributing members of our learning community, prior to even officially entering the field. Their sense of belonging was reinforced and this encouraged further community engagement.
The second part of our student focus involved secondary school students. Much like post-secondary students, it was determined that high school students, particularly those enrolled in childcare related coursework, were a pool of potential, would-be educator candidates. To bring those students with an expressed interest in the early years into the folds of our community early on, would encourage ongoing field participation later. Working with one secondary school as a “pilot project”, we have been assisting with resourcing, community networking, and mentoring.
We are fulfilled, inspired, and energized by the idea of expanding on the way we define our current CoP membership. We hope to continue to develop these relationships, recognizing the unique perspectives, insights, and experiences that emerging educators bring to our tables.
Written by Meaghan MacDonell, Strive Project Coordinator
CONNECTING THE DOTS
In light of reaching the end of our 2016-2018 Strategic Plan (don’t worry – another one is on its way!), Ally wanted to highlight some of the key deliverables we have achieved and ensure everyone is aware of the various ways to engage with us and learn more.
Ally Scott, BA, RECE, Project Coordinator of Strive
In light of reaching the end of our 2016-2018 Strategic Plan (don’t worry – another one is on its way!) I wanted to highlight some of the key deliverables we have achieved and ensure everyone is aware of the various ways to engage with us and learn more.
*links are embeded in the pictures throughout the article
We know how essential effective communication is in our profession. With an ever-changing, progressive field such as ours, it is of the upmost importance that we stay in the know. In 2016, Strive outlined communication as one of the six strategic directions in our plan. There have been many contributing factors that have enhanced our communication over the last three years. The first major change sparked from our re-branding. With the help of AdHome Creative, we have truly embodied our new identity as Strive. AdHome helped us develop our website, online learning platform, and brand identity. This ensures we have clear visuals on our social media outlets as well as in our Community of Professional Learning Calendar.
As we have done since we were Quality Child Care Coordinating Committee (QCCCC), we continue to coordinate and develop our Community of Professional Learning Calendar three times a year – January to April, May to August, and September to December. These calendars have essential information about Strive, the importance of professional learning, and, of course, all of our great opportunities. If you haven’t been able to get your hands on one of the stunning print copies, be sure to pop into Childreach in January, May and/or September to grab one. We have them available at all of our meetings, while supplies last, and we also try to disperse copies to Family Centres when we can.
Social media has been another strong avenue for communication for Strive. We have handles running on Instagram, Facebook, Twitter, LinkedIN, and Youtube. We love to post pictures from all of our incredible professional learning opportunities, promote upcoming events, and share information from all of our wonderful community partners.
Our website has been another major area that we have grown in leaps and bounds. We are able to host all of the registration directly on our Events pages thanks to Universe. Our hope for a one-stop-shop for all your professional learning needs has come to life. We have recently activated our Strive Online learning platform. Professionals working in the early years in London, Middlesex, and Elgin now have access to a free membership which houses forums, videos, and professional learning documents. We are continuing to grow our library so be sure to check in often.
It is also important to note that we have a monthly e-blast that goes out at the beginning of each month. This e-blast highlights all of the great opportunities that will take place that month. It has links to other additional resources, meeting information as well as upcoming networking sessions.
Last but definitely not least, communication is a key element of our monthly Strive Meetings. These are community meetings held on the second Friday of every month at Childreach. Here, we provide updates on what’s happening at Strive, within the community, as well as provincially.
The best parts of these meetings are the Action Conversations. This is when we pose a question or thought to the group and allow professionals to dissect it together in a Community of Practice. You can feel and hear the energy in the room when these conversations begin. This allows us to capture the voice of the community to make sure we are being responsive and progressive.
I think it is safe to say we have worked hard to achieve our communication strategic direction. “One of the desires of Strive is to strengthen the level of communication so that all Child Care and Early Years Professionals can be reached and have an awareness for future learning opportunities throughout London-Middlesex and surrounding counties.” (Strategic Plan). However, we know there are professionals that still don’t know about us. This is where we rely on word of mouth and organizations to ensure their teams are well aware of all that Strive can offer.
So, this holiday season, in the essence of giving, give a colleague the gift of Strive. Share us on whatever social media you partake in. Forward the December e-blast. Print this article and hand it out. Do whatever you can to get the word out there. We are here for you and we can’t do it without you. Ultimately, we know that we can support educators to provide the best possible care for children and families but it all starts with you.
SHOWCASING INSPIRING SPACES
Strive and the Early Years Professional Network are currently looking for potential centres that would like to host a Site tour.
Child Care and Early Years Professionals:
Site Tour Information
Strive and the Early Years Professional Network are currently looking for potential centres that would like to host a Site tour. Below is more information regarding Site Tours, what hosting entails and how to apply. Thank you in advance for applying!
Thank you for your interest in participating in Strive’s Site Tour initiative. Please read the following information in preparation for applying to host. These tours are not meant to create work for our community rather provide a means in which to bring visibility to the work of our community’s children and its Early Years professionals. The purpose of this document is to encourage sites to reflect on their settings and to ensure the Guiding Principles outlined below are in alignment with quality initiatives in our community.
Objectives:
To promote a vision of intentional continuous professional learning.
To be responsive to our early years’ communities vision of professional learning.
To support ongoing growth and development of Registered Early Childhood Educators and all Early Learning Practitioners.
The Professional Learning Committee (PLC) recommends that the content and delivery methods of learning opportunities are assessed and that each site supports learning that is:
Evidence Informed: Supported by best practice and current research
Multi-faceted: Dynamic and creative initiatives
Responsive: Continuously responds to the needs of our growing profession
Accountable : As early years professionals and as a community
Inclusive: Opportunities and services that can be accessed by all
Collaborative: Working together to achieve shared goals
Reflective : The process of focussed thinking to deepen our understanding of our practice
Site Tour Intention
The Early Years community is diverse and offers a variety of settings. We hope for participants to step outside of their centre and organization for a tour and meaningful dialog with early year’s colleagues. These site tours will take place in diverse early childhood settings across the city and will demonstrate various ways in which this sector observes, studies, reflects plans, collaborates and documents our lives with children.
Criteria
1) Be able to show that provincial documents are embedded into your program. (EarlyON mandates, HDLH, etc)
2) Have established pedagogical practices that support observation, documentation, collaboration and reflection.
3) Be evidence informed and able to demonstrate current best practice.
4) Demonstrate a variety of documentation in order to ensure the thinking processes of the children and Educators are visible.
5) Must be able to accommodate a group of 25-30 people, including parking and be accessible for people who may have physical limitations.
6) Dynamic and creative initiatives are a plus!
Host Responsibilities
1) Ensure you have on site Educators available for a brief introduction and for questions during the tour.
2) Be “company ready”, set the environments with invitations etc. to demonstrate the kinds of materials and experiences your site offers.
3) Provide light refreshments.
4) Return an “Experience Form” to provide insight on how this experience impacted your centre and its work, what you would offer future hosts etc.
5) Send a picture of your centre/building to Strive for marketing and promotional purposes.
6) Notify cleaning staff of the event to ensure there are no interruptions.
How to Apply
Email info@striveswo.ca highlighting the key elements of your centre – photos are welcome. Please explain why you believe your centre is a good fit for the purposes outlined in this document.
Current available dates: Jan 15 2019, March 19 2019.
Indicate if you have a preferred available date. We cannot guarantee that we can offer you your preferred date, however, we will strive to meet all needs.
We will notify all successful hosts via email after the Mentor Working Group Committee has made selections.
Prior to your tour you will be contacted by a member of the Committee where a visit will be arranged to confirm that your site is a good fit for this professional learning experience.
Thank you for your interest in this community initiative.
‘WEE’ WONDER: BIG IMPACT
An educator’s story about how Strive’s professional learning has inspired her practice.
Strive had the extraordinary honour of sharing Erika Murray’s impact story at our last Strive Committee meeting on Friday June 8, 2018. Erika had recently attended two of Strive’s professional learning opportunities – ‘Wee’ Wonder: Exploration of Everyday Materials for Infants and Continuous Professional Learning: Coffee and Conversations. It was evident that Erika has a passion for the early years and growing her practice to best support the children and families in her care. At the second event, Erika shared the story below and we immediately asked her if she would be willing to share with the larger community.
My name is Erika Murray and I am a Registered Early Childhood Educator in the Infant Room at Little Lambs Daycare in Strathroy. I would like to share with you how Strive has impacted my professional growth and development and helped to enrich the relationships with our families and involve our families with our program.
I’ve been fascinated with the concept of loose parts and open-ended materials for a few years now and decided that researching loose parts would be an achievable goal for my CPL portfolio. The concept of loose parts and how they would integrate into meaningful play with infants, while being developmentally appropriate, was what I set out to research.
After attending the “Wee Wonders” workshop, it triggered my memory about the concept of heuristic play that is mentioned in the book Loose Parts 2: Inspiring Play with Infants and
Toddlers and it shifted my focus to that concept of conceptual learning and heuristic play. I had purchased the book as a means of research and development shortly after beginning to work with infants but had put it on the back burner. After some reflective thinking Tuesday night and through conversations with my colleagues, I decided to shift my research goal for my CPL portfolio to the idea of heuristic play for all age groups.
The “Wee Wonders” workshop sparked the fire for both myself and my teammate Alysha. We arrived to work the next day eager to put our learning into practice. Alysha had taken her starter kit from Jenn & Ally and filled it with items to begin our own treasure box! As we started collaborating ideas, we drafted up a newsletter for our families. We asked if they could help us develop a strong loose part supply by donating items to the centre. In the newsletter, we gave a list of example items we were looking for. We also decided to ask our Director Cristina if we could make a Loose Parts Drop Box in a central location in our facility that parents could leave their donations. So Cristina emailed our families the newsletter and within a few hours we received emails back inquiring about the items we were looking for. It was great to hear that our families were excited to help enrich our environment.
I personally and professionally would like to thank Strive for making opportunities for professional development in our community. I’m really excited to continue my professional growth as I move forward and can’t wait to see what the fall calendar will bring! Thank you so much for being such inspiring leaders in our community!
Sincerest Regards,
Erika Murray, RECE
We want to thank Erika for sharing her wonderful story and look forward to hearing how her professional growth continues to impact the children in her care.
QCCCC IS NOW STRIVE!
Strive is proud and honored to announce our rebranding. Formerly the Quality Child Care Coordinating Committee, or QCCCC, we launched our new name, logo, and tagline in October 2017.
Strive is proud and honored to announce our rebranding. Formerly the Quality Child Care Coordinating Committee, or QCCCC, we launched our new name, logo, and tagline in October 2017. With this comes not only an exciting change, but also marks this transformative time in the Early Years sector. While our strategic plan has been in place since 2016, we have made gigantic strides towards our outcomes. Undergoing this rebranding is a major step not only for us, but for all Early Years and Child Care Professionals in the community.
Our new name, Strive, perfectly embodies what we aim to do. Early Years and Child Care Professionals in our community strive to provide quality care for all the children in their programs. We strive to embody and deliver a sense of belonging, well-being, engagement and expression – the four foundations of The Ministry of Educations’ How Does Learning Happen? Pedagogy – in all programs. We strive to do this through meaningful professional learning opportunities, networking meetings, mentoring, professional resources and community engagement that ultimately develop strong pedagogical leaders. This, in turn, contributes to our end goal of the best quality care for the children in our community.
With the help of the award winning design company adHOME, Strive’s new logo encompasses our past, present and future. It acknowledges our strong history with the five founding counties shown through the five main colours. It represents two people coming together collaboratively as well as a nod to the education element with an apple symbolized. The brush-like strokes are fluid and signify movement while also adding a whimsical childish element.
The rebranding of our new image, formally establishes our mission, vision and purpose. We are excited and energized by the transformation in our community and the sector as whole.
We want to take a moment to thank: Our funder; City of London and Middlesex County Children’s Services, the members of the Advisory Committee, our backbone organization; Childreach, St Thomas – Elgin Social Services- Children’s Services, for your continued support, adHOME; for our brand and website development, as well as all of our partner organizations and community members.
HAPPY NEW YEAR!
As 2017 comes to an end, we want to thank all of our community partners for their ongoing support and dedication to the field of Early Childhood Education and to Strive.
As 2017 comes to an end, we want to thank all of our community partners for their ongoing support and dedication to the field of Early Childhood Education and to Strive.
2017 has been a monumental year for the growth of our profession and we look forward to what 2018 has in store. As always, we strive for nothing but the highest quality care for all children, the best professional learning for all educators, and continued collaboration with all community partners and friends.
Happy New Year!
From, Sheri, Darren and Ally