MEET OLIVIA, STRIVE PROJECT INTERN!
We asked our Strive Project intern, Olivia Musico 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 Olivia Musico, our Strive Project Intern!
Olivia joins us from the Honours Bachelor of Early Childhood Leadership degree program at Fanshawe College. Olivia is an artist, an adventurer, a passionate advocate for mental health and wellness, and an accomplished public speaker. This summer she will be helping to coordinate meaningful professional learning opportunities as well as supporting other special projects and initiatives currently underway at Strive.
We asked Olivia some questions to get to know her a little better. Keep reading to see what she said!
Tell us a bit about yourself…
Hello! My name is Olivia Musico and I am proud to say I am one of the ECL interns at Strive for the summer of 2022! I grew up in Bright’s Grove, Ontario and I feel most at peace when I am at the beach, watching the sunset light the sky on fire with beautiful colours. When I am not at internship or doing schoolwork, you can find me working at Boler Mountain, playing soccer, going on adventures with friends and family or working on a creative project of some sort.
At the beginning of my degree, if you had asked me what my goal was after graduation, I would have immediately said ‘teachers’ college.’ However, if you were to ask me what my post-graduation goals were today, I would confidently say ‘I have no clue and that fills me with excitement!’ Now, you may not know me all that well, but I was once someone who felt their entire life needed to be planned out, and after facing many obstacles in life, I have lived and learned the beauty of having an open mind and living in the moment. So, why does the unknown bring me excitement? Because it provides me with endless possibilities and the privilege of being in the now. Maybe I will end up at teachers’ college? Or maybe I will pursue a Master’s in Child Life Specialist? Leadership and advocacy have been and will continue to be a passion of mine too. I am excited to see what the future holds for me, but for now, I am just going to enjoy the journey and be present.
Tell us why you chose a pathway in Early Childhood Education and Care…
I actually began my post-secondary education as a BScN student athlete at Lambton College, before switching to Fanshawe College’s ECL program. Although there were many contributing factors as to why this switch took place, I must say, I am beyond grateful to have found the Honours Bachelor of Early Childhood Leadership program. I have always enjoyed working with children and families, and strive to provide a safe and supportive space where all people feel they can be their authentic self. I also have a passion for advocacy and leadership work, so bringing those two worlds together within the ECL program has continuously inspired me.
What advice would you give someone else considering pursuing a career in Early Childhood Education and Care…
If I had to give advice to someone considering pursuing a career in Early Childhood Education, I would honestly begin by thanking them. This field of work is by no means easy, there are difficult moments, stigma surrounding the profession, and unfortunately, a lack of respect. However, the encouragement and strength of those working in the field is beyond powerful and inspiring. It is an absolute privilege to be in the ECEC workforce and help support our littlest citizens and their families. While I do not intend to scare this prospective professional away, I do believe in the importance of shining light on both the benefits and difficulties of working in this field, because passion, drive, and patience are essential. One of my favourite aspects of being in the field was seeing the children grow and develop into the unique individuals they are. I would encourage the prospective ECE to reflect on what brings them joy, inspiration, and what self-care practices they enjoy, because in order to best care for others, you must first care for yourself. If you’re considering a career in ECEC, I have one question for you…why? Think deeply and be honest with yourself. Do what is best for you.
What are you most looking forward to doing throughout your internship…
I’m not going to lie, when I first found out I got the position as intern at Strive, I called my parents right away and I had a mini dance party in my apartment! I have been attending Strive events since 1st year of my program, so I feel beyond grateful to have my educational and professional development experiences come full circle. I hold much excitement for each project I get to engage in this summer. I think I am most looking forward to being surrounded by like minded, kind hearted, inspirational professionals. I am in ‘awe’ by the conversations and discussions I have had the pleasure of participating in so far and the many committees that have welcomed me so graciously. I am excited to collaborate, connect, and advocate. Near the end of my internship, I have been given the absolute honour of being able to facilitate one of Strive’s Community of Practice: Be Well sessions, where I will share my mental health journey and passion for self-care.
What is something you’ve learned recently that you’re excited about…
On Monday May 9th, 2022 I got to attend ‘Heartwork: And So Much More’ a professional learning event moderated by Dr. Jean Clinton. The day included a number of fantastic, knowledgeable guest speakers, including my internship mentor, Meaghan MacDonell! Can you tell I am proud? If not, well..I am! Anyway, back to the question. During this event my brain was flooded with wisdom, and there was one statement that resonated with me. Mandy Bujold said “obstacles do not equal barriers.” As I mentioned before, I have the privilege of being welcomed onto a few committees as a student intern and emerging leader. When times get tough, I will be able to reflect back onto this motivational day and the inspiration I felt. I believe this phrase can shift one’s mindset and allow for effective problem-solving. I believe hope is a powerful thing and this quote gives me hope.
What is something you’re unlearning…
I am unlearning the misinformation and false truths that were taught to me, both in the educational system and within society, in relation to colonialism, Canadian history, the Indigenous Peoples and their land. I acknowledge that I am a settler and a guest to the land I live on. When I visit home (Lambton County), I am a guest on the traditional territory of the Anishinaabe, Chippewa, Odawa, and Potawatomi Peoples. When I am at internship, work, and Fanshawe College, I am a guest on the traditional territory of the Anishinaabe, Haudenonsaunee, Lūnaapéewak, and Attawondaron Peoples. Because I am in the process of unlearning and relearning, I do not feel I am able to expand too much on my answer at this time. However, I will mention some tips and tools I have partaken in to unlearn and relearn. I believe in the importance of engaging in honest conversation, especially those that evoke emotion and discomfort. I practice active listening; not just hearing the words of another, but actually listening to them and processing what has been said. I engage in reflective practices on a daily basis and hold a non-judgmental, open minded attitude towards myself and others. I know the process of unlearning and relearning will take time, patience, and ongoing acknowledgement. I look forward to learning the truth and continuing these conversations with family, friends, colleagues, strangers, neighbours, and anyone else I encounter in life.
What inspires you…
Possibility. Passion. Hope. Authenticity. These four words are only the beginning of what could be a never-ending list of what inspires me. Possibility allows me to be optimistic and excited for the future. The possible connections I could make, the possible experiences I may have, and the possible knowledge I may learn.
Working with those that pursue their passions inspires me to do the same. I see the impact passion can have in all aspects of life; not only does passion provide inspiration for yourself, but it also has the ability to inspire those around you.
Hope can be a powerful thing. I find it difficult to articulate how inspiring and meaningful the word ‘hope’ is for me, but I will leave you with one question. In times where hope was present, what would be different today had there been no hope?
And finally, authenticity, I truly admire and aspire to be like those who are their authentic self. I find my inspiration is reignited when I work with those who create a space where you feel safe enough to be who you are, free of judgment. Curious as to what quote gives me inspiration? Keep Scrolling to find out!
Do you have a favourite quote…
Always remember to be kind to yourself and Just Keep Swimming.
These are the words I always conclude my public speaking and social media posts with. It began with Dory’s wise words, “Just Keep Swimming.” I used those three words to help me get through some of my toughest moments in life, and continue to use it as motivation to keep moving forward. I eventually added “always remember to be kind to yourself” because I felt the importance and impact of reminding us to care for ourselves. As a society, and especially within this ECEC workforce, we are always told and taught to take care of others, but rarely are we reminded to care for ourselves. Self-care and self-compassion are emerging topics of conversation and if I have the ability to be someone’s reminder, sign me up!
If you were an ice cream flavour, what flavour would you be and why…
If I were to be an ice cream flavour I think I would be cotton candy. Cotton candy? Really Liv? Yes, bear with me as I try to explain my thoughts. Cotton candy is fun, colourful, brings forth your inner child, and is a reliable source of joy. Cotton candy was a top ice cream choice for little Liv. The bright colours always drew me in and it was cotton candy ice cream! Not just ice cream, not just cotton candy, it was cotton candy ice cream! Who knew that was possible?! Now, as a young adult, if I were to choose cotton candy (which I admit, is not too often, but this blog post has made me reconsider my ice cream choices for this upcoming summer), that inner child would be jumping with joy. No matter what age you are, you can always rely on cotton candy ice cream to make you feel joyful, silly, and free. So, why am I cotton candy ice cream? Well, I always enjoy putting smiles on other people’s faces, I encourage others to connect with their inner self and inner child, I value being a reliable person and the cherry on top is that I absolutely love sunsets, which I call cotton candy skies!
Welcome to the Strive Team, Olivia! We are so excited to work with you!
Join us in extending Olivia a warm welcome by commenting below!
ONTARIO PROVINCIAL ELECTION GUIDE – 2022
With the 2022 Provincial Election just around the corner this resource will hopefully assist you in making a sound and informed decision on election day.
The 2022 Ontario Provincial Election is officially underway. Despite the recent signing of the Canada-Wide Early Learning and Child Care agreement, affordable and accessible care, fair compensation, and decent work remain imperative ballot box issues in this province.
Ontario’s Early Years Professionals have an important opportunity
to raise our collective voices and make all of this a reality!
As Early Years Professionals, we know all to well how the conditions in our playrooms and workspaces impact the development and well-being of the children and families we support, as well as ourselves and our colleagues. Yet, the political workings and contexts that ultimately drive and dictate those conditions are not always clear or straight forward. This can lead to reluctance to see ourselves as active, valued participants in the political systems that govern our sector. This can’t continue!
We are passionate, dedicated professionals who CAN affect positive change for Child Care in Ontario!
PARENTS ENTRUST THEIR CHILDREN WITH EARLY EDUCATORS AT THE MOST CRITICAL TIME IN THEIR DEVELOPMENT AND YET SOCIETY LEAVES EARLY EDUCATORS WITH UNMANAGEABLE WORKLOADS AND UNLIVABLE WAGES.
~ NATIONAL HEAD START ASSOCIATION
We desperately need a government committed to substantive change and investment in Early Childhood Education and Care.
It is time for Educators to claim their space as experts in their professional practice. No one understands the challenges of the Ontario childcare system better than those who live it every day!
YOU BELONG IN THIS PROCESS!
But we get it, politics and election hoopla can be nothing short of overwhelming. So consider this your “Everything I Need to Know Before I Vote” guide; a resource to hopefully help you make a sound and informed decision at the polls on June 2.
First things first;
Check your eligibility to vote/registration status.
You can confirm your registration and/or update your information HERE.
You have until May 23rd to add or update your voter information ensuring you receive a voter information card in the mail for the June 2 election.
Second, know where YOU stand on the issues. Reflect on what is important to you as a working professional and as an Ontarian. Then, find out where the candidates stand. Ultimately, your vote should go to a candidate/party that best aligns with your values and priorities.
The following are links to party websites & platforms, this is where you can find their position on key issues:
Ontario Liberal Party, here is the direct link to their position on Child Care.
Green Party of Ontario, does not specifically mention Child Care or Early Childhood Education as part of their platform.
Ontario Progressive Conservative Party, does not specifically mention Child Care or Early Childhood Education as part of their platform, but the Action Plan for implementing the Canada-Wide Early Learning and Child Care (CWELCC) system, released prior to the election, can be found here.
Ontario NDP, here is the direct link to their position on Child Care.
Learn more about the candidates in your local riding HERE.
Unsure of your riding? No problem, use this tool!
AND, FINALLY (AND ARGUABLY MOST IMPORTANTLY), GET OUT AND VOTE!!!
As outlined in the College of Early Childhood Educators’ Standards of Practice, part of our ethical obligation as Educators is an explicit commitment to “advocate in the interest of children, families, early childhood educators and the early years sector” (p.15).
Informed voting is a distinctive and impactful form of advocacy.
The Ontario Provincial election is Thursday, June 2nd and polls will be open from 9 AM to 9 PM (Eastern Standard Time).
Your polling station will be indicated on your aforementioned voter information card, which you will receive by mail. Polling station addresses will be available on the Elections Ontario Website as of May 9.
Know you voting rights!
The Ontario Election Act, Chapter E.6, 2021 states:
Every employee who is qualified to vote shall, while the polls are open on polling day of an election, have three consecutive hours for the purpose of voting and, if the hours of his or her employment do not allow for three consecutive hours, the employee may request that his or her employer allow such time for voting and the employer shall grant the request.
For example, if voting hours are 9:00 a.m. to 9:00 p.m. and you usually work from 11:00 a.m. to 7:00 p.m., your hours of work will not allow three consecutive hours for voting. To give you three consecutive hours to vote, your employer could allow you to arrive late (at 12:00 p.m.), let you leave early (at 6:00 p.m.), or give you three hours off at some point during the work day.
Your employer has the right to decide when the time off will be given.
Any deductions from pay during this allocated time off are prohibited by law.
Unable to vote in person on the 2nd? There are several other means by which you can cast your vote, such as advanced polls, special ballot processes or by mail.
Learn more about all the ways you can vote HERE.
Voting is more than just your democratic right, it is a RESPONSIBILITY and a PRIVILEGE. Exercise it! It demonstrates commitment to ourselves, to our profession, and to each other.
DO NOT WAIT FOR SOMEONE TO COME AND SPEAK FOR YOU. IT’S YOU WHO CAN CHANGE THE WORLD.
~ MALALA YOUSAFZAI
Make sure you’re connected and following @striveswo on social media as we will be updating election news as it rolls in!
LEAVE A REPLY
ADVOCACY CHAT WITH RECE, KARA PIHLAK
The Strive Team interviewed Kara Pihlak, RECE, Executive Director at Oak Park Co-operative Children’s Centre, and Chair of the LCCN Advocacy Subcommittee about how she came to be a passionate advocate for ECEC and what’s next in London/Middlesex!
Advocacy plays a huge role in the early years sector, not only because we are passionate professionals but it is also a responsibility outline by the College of Early Childhood Educators in our Code of Ethics and Standards of Practice.
“RECEs communicate the value and importance of early childhood education in their communities and to the broader public. RECEs advocate in the interest of children, families, early childhood educators and the early years sector.”
(College of Early Childhood Educators, 2017)
For the past two years, the Licensed Child Care Network(LCCN), Fanshawe College, and Strive have been working together to advocate for, research, and promote a National Childcare Strategy for Canada. Our aims have been to advocate for the entire sector, with a special focus on the unique needs of those working in the early years in the London/Middlesex region.
Like many other organizations, advocacy groups, and individual early years professionals in Ontario, we were thrilled when our province signed on to the Federal Child Care Agreement in March of this year! Though not all the details of this agreement have been shared with the sector yet, some have. To dig into her perspective on what this means for Early Years Advocacy in London and Middlesex, we interviewed Kara Pihlak, RECE, Executive Director at Oak Park Co-operative Children’s Centre, and Chair of the LCCN Advocacy Subcommittee.
STRIVE: THANK YOU FOR MAKING THE TIME FOR THIS INTERVIEW KARA! TO START OUT, CAN YOU TELL US A BIT ABOUT YOURSELF AND WHAT LED YOU TO A CAREER IN EARLY CHILDHOOD EDUCATION AND CARE (ECEC)?
KARA: Sure! All throughout my childhood I worked in summer camps, and then during my university career, I worked at an after school program which was an awesome experience. I actually graduated from King’s University College at Western in 2015 with a BA in psychology. So at the end of my BA, I thought to myself, “You know, I don’t want to be a psychologist, I love working with children, especially young children.” So, from there I applied and was accepted to the ECE FastTrack Diploma program at Fanshawe College. I graduated at the end of 2016.
See the Fanshawe Alumni Magazine article about Kara here!
I worked at London Bridge and I just loved it; my work with the infants, the organization, all of it. But even though I was only 23 at the time, I was coming home exhausted. I was caring for infants, lifting, giving a lot of emotional labor. I realized then that I couldn’t really stay on the floor if I wanted to make an adequate wage to, you know, exist. I was a single woman. I wanted to have an apartment and a car, but I was still living at my parents house because I couldn’t afford to move out on my own. I applied for a supervisor position because I wanted to move up in the organization thinking I might make a little bit more money that way. I think sometimes folks are judged for making career decisions based on financial reasons, but it’s really to survive and find some kind of quality of life.
I worked for the Y in the Toronto region for a while, then in 2018, I started as executive director at Oak Park; where I am now.
STRIVE: WAS IT THAT RECOGNITION AND UNDERSTANDING OF THE PROFOUND WEIGHT OF CARE? THE PHYSICAL AND EMOTIONAL LABOUR, EXHAUSTION, AND INABILITY TO SUPPORT YOURSELF ON YOUR WAGES THAT LED YOU TO ADVOCACY?
KARA: Sort of, but really it has been a lifelong experience. Again, I loved working in that infant room. Some of my most treasured memories with children came from that first experience in the field. I loved my boss, I loved my coworkers. I loved going there every day, but I just couldn’t make a life for myself. I couldn’t afford a one bedroom apartment in London. I couldn’t buy myself a vehicle and I thought, “How is this field going to be sustained? Like, I’m not sure how that will be possible at these wages.”
Throughout my career I have seen really hard working women working long shifts for not much recognition or pay. Witnessing and being a part of the devaluing of our work is what led me to being such a strong advocate for ECEC specifically.
STRIVE: THAT LEADS ME TO THIS THIRD QUESTION, WHICH IS: WHAT DOES IT MEAN TO BE AN ADVOCATE?
KARA: To be brave. To me, it is standing up for people who might not have the opportunity to stand up for themselves. ECEs are working hard every day, eight, nine hours a day. They may not have the energy or the opportunity that I may have to advocate for themselves. It’s amplifying those voices. The voices at the heart of the system.
I love being an ED, it’s great, but I recognize that I have benefits that they don’t. Like, I can sit down here with you and do an interview. I can check my phone. I can go to the washroom whenever I like. But it’s ECEs on the floor, working eight hours a day, committed to the children who don’t always have the chance to speak up.
I think we need folks like us, who are in these different types of leadership roles, to be their voice because they are rightly tired. They’re busy and we need to stand up for them.
STRIVE: CAN YOU TELL US ABOUT THE ROLE OF THE LCCN ADVOCACY SUBCOMMITTEE AND WHEN IT WAS ESTABLISHED?
KARA: We started it back in May 2020 with Barb Jackson and Diane Gordon (Co-Chairs of LCCN). I was a member of LCCN when I first started as an ED. I was younger. I was 25, 26. So LCCN really took me in, these mostly women leaders who supported and mentored me. I felt so privileged. Back then the meetings were in person and I took the minutes for a year.
When COVID hit in May 2020, there were a lot of questions around our funding, specifically our general operating grants and the wage Enhancement Grant. I thought, you know, this is the time we need funding the most. It was wild to me that there’s confusion. So that’s really how it started. Barb and Diane gave me the go ahead to start the group and it just snowballed from there.
STRIVE: WHAT IS YOUR BIGGEST WISH FOR THE ECEC SECTOR?
KARA: My biggest wish is more respect and recognition. You know, the federal government is so excited that all the provinces and territories have signed the federal child care deal, and that’s great. But I think there’s an elephant in the room, and that the workforce. They’re not going to be able to build 80 thousand child care spaces without an adequate workforce plan. We won’t be able to build a workforce without raising wages. Again, bearing witness, watching everyone around me, I see and hear stories of Fanshawe students going to Teachers College instead of staying in the early years, people leaving the field.
As a young, unattached woman without children, I see clearly the point of view of younger people coming into the field. They’re not going to want to work in, and stay in a field where they’re making $18 an hour. They want, need, and deserve it a professional, living wage starting at $25 to $30. Careers in care are in high demand – EAs, PSWs, teachers, nurses – what the government isn’t realizing is that in order to make those 80 thousand new child care spaces a reality ECEC is competing with the other caring professional to attract and retain passionate professionals and we can’t compete with low wages.
STRIVE: IT’S TRUE, RIGHT NOW THE AVERAGE COST OF RENT FOR A ONE BEDROOM APARTMENT IN LONDON, ONTARIO IS $1400 A MONTH. AND THAT’S NOT INCLUSIVE.
KARA: I think that because I like to see things through many lenses, that wage piece is the personal rights lens. But, as an advocate, I want to also view the situation from the provincial government’s lens, which is quite different. Their lens is access and voice for families which means spaces, spaces, spaces. This is where these lenses intersect, you can’t create and fill the spaces without raising the wages, benefits, and respect. My motivation is different from theirs, my motivation is caring about people and wanting their rights to be respected and for them to be able to afford to have a home, but regardless of motivations, fair wages and respect for the profession are the only road forward. Otherwise it’s like filling a bucket with a hole in it.
STRIVE: THAT REMINDS ME OF SOMETHING I HEARD YOU SAY EARLIER THIS WEEK AT THE LCCN MEETING, ABOUT YOUR ADVOCACY BEING FOCUSED ON THE THINGS YOU CAN CONTROL. CAN YOU TELL US A BIT ABOUT THAT APPROACH TO ADVOCACY?
KARA: I’ve been doing this for two years and I definitely have at times burned myself out emotionally. The past few months I’ve been reflecting, and we need to take care of ourselves. To do this, I just focus on what I can control. I can’t control who is the premier, I can’t control or decide wages for ECEs. I wish I did! All I can control is sharing my story and gathering the stories and experiences of others. So that is the only thing I focus on. If we get into negative spirals of, no offense, just complaining about things beyond our control, it doesn’t really get us anywhere.
If I hear that there are centres in London that can’t open rooms because they don’t have staff, that’s a story, a fact I can share. If I hear that more ECEs have left centres to go work for the school board, that is another truth I can share. I focus on sharing facts and truths without stressing myself out. The workforce is in crisis, so we all just need to be louder and share those stories, while we also focus our energy on what we can control.
STRIVE: HOW HAS THE SIGNING OF THE FEDERAL CHILD CARE AGREEMENT AFFECTED THE FOCUS OF YOUR ADVOCACY GOING FORWARD?
KARA: Well, I just keep going back to the workforce. I know I sound like a broken record, but it seems like the agreement is very parent fee focused, which is great. I’m very excited for the families at my center who will get discounts or fees reduction! But I’m anticipating parents being quite disappointed in the future when there aren’t enough childcare spaces to fill demand. There’s no spaces, there’s no people to fill them. So again, my focus is the workforce because it’s just the heart of a key of the system.
I’ve said in the past that I want ECEs in childcare to have a professional structure much like teachers in that I want there to be a salary grid as soon as you join the profession. It’s firm, it’s reliable. Folks feel confident making a career in ECE and staying at the centre because they have a standard contract, benefits, paid vacation they can rely on.
As for what the Advocacy sub-committee is up to, the provincial election is June 2nd. So we’re waiting for news from each party and statements about where they stand on professional wages for professional work. We’re working on some questions to send to all the candidates in London and Middlesex. These questions centre around plans for the workforce and their plan (if any) to consult with the sector. One of the things we felt was lacking when Ontario signed the federal child care agreement was consultation with the childcare sector. We’re hopeful that going forward, that can be a part of the deal and future plans as they roll out.
We had a successful meeting with Darryl Wolk, Manager of Policy Development and Public Affairs, at the Ontario Municipal Social Services Association (OMSSA) on April 28th where we shared our stories, and spoke to the struggles of London, Middlesex, and help advocate for us to the Ministry of Education. We are also continuing our partnership with Fanshaw and will be welcoming Early Childhood Leadership students as interns over the summer as well as collaborating with Dr. Céline Bourbonnais-MacDonald on her child care framework prototype for London/Middlesex.
In the two years leading up to the signing of the federal child care deal, the LCCN Advocacy Subcommittee was working tirelessly behind the scenes. Below is a brief list of only some of the stellar advocacy work this passionate group of professionals accomplished in 2021-2022 alone:
On February 22, 2021, we launched the #IAmEssential campaign. This campaign is part of our ongoing effort to bring greater attention and awareness to the child care sector and to further our call for a National Childcare Strategy.
On March 17, 2021, City of London Mayor, Ed Holder sent a letter to the Honourable Ahmed Hussen, Minister of Families, Children and Social Development (now Minister of Housing and Diversity and Inclusion), and the Honourable Todd Smith, Minister of Children, Community and Social Services (now Minister of Energy), voicing his support for the creation of a National Child Care Framework on behalf of the City of London.
On Thursday, April 29, 2021, members of the LCCN had the opportunity to meet and discuss the current and future state of child care with Minister of Education, Stephen Lecce, Ministers Monte McNaughton and Jeff Yurek, and members of their staff.
On Wednesday, November 24th, 2021, the LCCN, along with partners from Strive and Fanshawe College hosted our 2nd Annual Early Years Town Hall.
On Thursday, January 27, 2022, members of the LCCN had another opportunity to meet with Minister of Education, Stephen Lecce. We shared the ongoing impacts of Covid-19 on the child care sector and discussed the increasingly urgent need for Ontario to sign onto the federal child care plan. Following this meeting, LCCN’s Advocacy Sub-Committee drafted an Open Letter to the Minister, echoing our key messages and in particular emphasizing the need for a comprehensive workforce strategy and strongly recommending the implementation of a wage grid with a minimum starting rate of $25/hour.
STRIVE: LAST QUESTION, HOW CAN FOLKS GET INVOLVED IN ADVOCACY?
KARA: I would say share your stories. We all have a story to tell in this community. Speak to your co-workers and your colleagues, speak to the managers at your childcare centre and ask about advocacy, and what your organization is doing to advocate for the sector. Folks can also join our mailing list or even reach out to myself! So yeah, join our mailing list, follow us on social media, attend a meeting and then share your stories – you can even share them with your members of parliament! Maybe your MP honestly doesn’t know much about the child care sector or how ECEs are affected by poor working conditions and low wages and they need to hear it from you.
STRIVE: THANK YOU FOR SHARING YOUR STORY WITH US, KARA! AND FOR ALL YOU DO FOR THE SECTOR.
WHAT DOES ADVOCACY LOOK LIKE IN YOUR PROFESSIONAL PRACTICE? HAVE ANY IDEAS ON HOW FOLKS CAN GET INVOLVED IN LONDON/MIDDLESEX? PLEASE SHARE THEM IN THE COMMENTS BELOW!
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PROFESSIONNELLE EN VEDETTE: GABRIELA NECULMAN
Rencontrez Gabriela! Gabriela Nuculman est une EPEI et superviseure à La Ribambelle. Gabriela donne l’exemple avec gentillesse et passion. Joignez-vous à nous pour apprendre à mieux la connaître et célébrer ses contributions à la communauté de la petite enfance.
Les professionnels de la petite enfance sont précieux, et un élément essentiel pour appuyer les communautés heureuses, saines et prospères. Maintenant, plus que jamais, nous savons à quel point il est important d’avoir des adultes attentifs qui soutiennent les jeunes enfants et les familles.
Nous sommes si fiers de faire partie de cette communauté dynamique et cette série de Professionnels en Vedettes reconnaît les efforts, les innovations et les contributions exceptionnelles de nos précieux collègues du secteur.
Nous sommes ravis de vous présenter Gabriela Neculman, EPEI et superviseure à La Ribambelle. Gabriela donne l’exemple avec gentillesse et passion. Gabriela a touché le cœur et la vie de familles et de collègues partout à Londres, et son dévouement est attesté par leur amour et leur respect pour elle.
Continuez à lire pour en savoir plus sur Gabriela!
Child care and early years professionals are a precious commodity and essential part of happy, healthy, and successful communities. Now, more than ever, we know how important it is to have caring adults supporting young children and families.
We are so proud to be a part of this vibrant community and this Professional Spotlight Series recognizes the outstanding efforts, innovations, and contributions of our treasured colleagues across the sector.
We are delighted to introduce you to Gabriela Neculman, RECE and supervisor at La Ribambelle. Gabriela leads by example with kindness and passion. Gabriela has touched the hearts and lives of families and colleagues all over London, and her dedication is evidenced by their love and respect for her.
Keep reading to learn more about Gabriela!
Parlez-nous un peu de qui vous êtes. / Tell us a bit about yourself.
Mon nom c’est Gabriela Neculman, je suis maman de deux garçons, un a 20 ans et l’autre a 9 ans. Ils sont ma vie! Je travaille auprès des enfants depuis 2005. J’ai eu la chance de travailler dans différents programmes dans notre communauté francophone à London.
J’ai travaillé dans un programme avant et après l’école comme animatrice, aussi comme suppléante d’enseignant dans un de nos conseils scolaires et finalement comme éducatrice en centre de garde. Présentement, je travaille à La Ribambelle comme superviseure de notre centre à L’académie de la Tamise. Mon expérience à La Ribambelle a été très enrichissante, ça fait plus d’onze ans que je suis là et j’adore!
My name is Gabriela Neculman, I’m the mother of two boys, one is 20 and the other is 9 years old. They’re my life! I have been working with children since 2005. I’ve had the privilege of working in various Early Years and Childcare programs within London`s francophone community.
I’ve worked in school-aged before and after school programs, as a supply RECE in for the francophone school boards, and then finally as an educator in a childcare centre. My current role is childcare supervisor at the Academie de la Tamise location of la ribambelle. My experience at la ribambelle have been very enriching, I have worked here for 11 years and I love it!
Partagez pourquoi vous avez choisi une carrière dans l’éducation et la garde des jeunes enfants. / Tell us why you chose a career in Early Childhood Education and Care.
J’ai toujours été entourée par des enfants, dans ma famille nous sommes quatre filles et je suis la plus âgée. J’adore jouer!
J’aime les enfants, je trouve leur petit monde fascinant! Aussi, depuis très jeune je voulais, même si minuscule, faire une différence dans ce monde et je crois que la meilleure façon de le faire c’est à travers les enfants. Je veux être présente pour accompagner les enfants, les guider, les consoler, les sécuriser, les encourager, les aimer mais surtout pour leur apprendre à s’aimer.
I have always been surrounded by children. I’m the eldest of four girls. I love to play!
I love children, I find their little worlds fascinating! I’ve always wanted to make even the tiniest difference in the world, and I believe working with young children is the best way to accomplish this. I want to be present to accompany the children, to guide them, to console them, to make them feel safe, to encourage them, to love them, but most of all to help them learn to love themselves.
Que représente pour vous le métier d’éducatrice de la petite enfance? / What does being an Early Childhood Educator mean to you?
Ce métier est essentiel! Les cinq premières années du développement de l’enfant sont importantes pour son cerveau, donc nous jouons un rôle déterminant pour aider l’enfant à se développer en bonne santé. Nous devons leur donner des soins appropriés et dans un environnement sécuritaire plein de bienveillance.
Our profession is essential! The five first years of children’s brain development are the most important, so we play a determining role in supporting each child’s healthy development. We must provide them with appropriate care and secure environments filled with warmth and kindness.
Quel est le meilleur aspect de votre travail, qu’aimez-vous le plus? / What is the best part of your role?
Le meilleur aspect de mon travail c’est d’être témoin de toute la magie de la petite enfance! Chaque jour est différent, j’aime pouvoir être créative et flexible dans mon travail que ce soit avec les bricolages, les chansons, la planification ou même dans la résolution d’un conflit!
Ce qui me motive chaque jour, c’est entendre des rires fous en passant par les salles, la présence des premiers pas, regarder des yeux pleins de curiosité et de joie, être témoin des essais, des réussites et recevoir plein des câlins chaque jour!
J’adore le côté humain, les relations que nous créons avec les familles, nos collègues, la communauté et nos partenaires afin d’assurer le bien-être des enfants. C’est tellement beau de voir que nous travaillons ensemble pour les enfants.
J’aimerais juste souligner l’importance de notre travail, nous jouons un rôle essentiel dans la vie des enfants et des familles. C’est pourquoi nous devons toujours faire notre travail avec bienveillance et ouverture d’esprit!
The best part of my role is bearing witness to the magic of childhood! Everyday is different, I love being able to be creative and flexible in my work – be it through crafts, songs, planning, or even conflict resolution! Hearing the raucous laughter as I pass by our classrooms, the emergence of first steps, seeing their eyes full of curiosity and joy, witnessing their efforts, their successes, and being the recipient of tons of hugs each day is what keeps me motivated!
I love the human element – the relationships we build with families, our colleagues, the community, and our partners to ensure the well-being of the children. It is wonderful to see us all work together for the children.
I’d also like to underline the importance of our work, we play an essential role in the lives of children and families. That’s why we have to always do this work with kindness and an open spirit!
Qu’est-ce que vous avez appris récemment qui vous passionne? / What is something you’ve learned recently that you’re excited about?
Je sais depuis longtemps à propos de l’importance de prendre soin de soi pour pouvoir bien prendre soin des autres mais récemment j’ai appris à gérer mes émotions à travers la peinture et l’art. J’ai eu la chance de participer à une formation qui m’a ouvert les yeux sur comment utiliser ma passion pour la peinture pour remplir ma tasse quand j’ai besoin et en même temps gérer certaines émotions de façon sécuritaire et positive.
I’ve known about the importance of taking care of yourself so you can continue taking care of others for a long time, but recently I have learned to work through my own emotions from painting and art. I had the opportunity to participate in a professional learning session that opened my eyes to how I can use my passion for painting to fill my cup, while also working through my emotions in a safe and positive way.
Qu’est-ce que vous “désapprenez”? / What is something you’re unlearning?
Nous ne pouvons pas tout contrôler !!!
We cannot control everything!!!
Quels conseils donneriez-vous à quelqu’un qui envisage de poursuivre une carrière dans l’éducation de la petite enfance? / What advice would you give someone considering pursuing a career in Early Childhood Education?
Dans la vie, il faut faire ce que nous aimons, de cette façon nous allons le faire avec amour, bienveillance, ouverture d’esprit et une attitude positive. Dans ce domaine la communication est super importante, nous devons communiquer avec les enfants, les parents, nos collègues alors l’ouverture d’esprit et se mettre dans les souliers des autres (avoir de l’empathie) ce sont des atouts.
In life, you have to do what you love, that way you will do it with love, kindness, an open spirit, and a positive attitude.
In our sector, communication is super important, we must communicate well with children, parts, and colleagues, it is only through an openness of spirit that you can imagine what it is like to walk in someone else’s shoes (to have empathy), these are vital assets.
Gabriela est une éducatrice en or. Elle contribue à améliorer la qualité de vie des enfants. Elle crée un environnement qui encourage l’imagination, la créativité, l’exploration, l’apprentissage par le jeu, l’appartenance, le développement harmonieux, le plaisir, l’épanouissement. Gabriela s’assure du développement harmonieux de l’enfant en observant ses intérêts, ses forces et ses besoins. Les enfants l’adore!
En tant que superviseur, Gabriela est professionnelle et elle possède de vastes connaissances en petite enfance et du curriculum émergent. Elle est un super modèle pour son équipe. Elle est un mentor pour plusieurs personnes. Gabriela est aussi sortie de sa zone de confort dans les dernières années, elle développe et anime des formations. Elle est continuellement en évolution, elle est une étoile brillante !! Gabriela a démontré un dévouement exceptionnel envers les enfants de son centre, les familles et ses collègues. Nous sommes chanceux de l’avoir parmi notre équipe.
Gabriela is an educator of the highest quality. She contributes to improving the quality of life of all children in her care. She is gifted in creating an environment that encourages imagination, creativity, exploration, learning through play, joy, and fulfillment. Gabriela observes the children`s interests, strengths and needs harmoniously to support their development. The children adore her!
As a supervisor, Gabriela is a profession with a vast knowledge of the early years and emergent curriculum. She is an amazing role model for her team who mentors several people. Gabriela has also moved out of her comfort zone recently, developing and facilitating professional learning opportunities. She is continuously growing, she is a shining star! Gabriela has demonstrated an exceptional dedication for the children at her centre, their families, and her colleagues. We are lucky to have her as part of our team!
~Anne Erikkson, Coordonnatrice des régions / Regional Coordinator, la ribambelle
In the two years leading up to the signing of the federal child care deal, the LCCN Advocacy Subcommittee was working tirelessly behind the scenes. Below is a brief list of only some of the stellar advocacy work this passionate group of professionals accomplished in 2021-2022 alone:
On February 22, 2021, we launched the #IAmEssential campaign. This campaign is part of our ongoing effort to bring greater attention and awareness to the child care sector and to further our call for a National Childcare Strategy.
On March 17, 2021, City of London Mayor, Ed Holder sent a letter to the Honourable Ahmed Hussen, Minister of Families, Children and Social Development (now Minister of Housing and Diversity and Inclusion), and the Honourable Todd Smith, Minister of Children, Community and Social Services (now Minister of Energy), voicing his support for the creation of a National Child Care Framework on behalf of the City of London.
On Thursday, April 29, 2021, members of the LCCN had the opportunity to meet and discuss the current and future state of child care with Minister of Education, Stephen Lecce, Ministers Monte McNaughton and Jeff Yurek, and members of their staff.
On Wednesday, November 24th, 2021, the LCCN, along with partners from Strive and Fanshawe College hosted our 2nd Annual Early Years Town Hall.
On Thursday, January 27, 2022, members of the LCCN had another opportunity to meet with Minister of Education, Stephen Lecce. We shared the ongoing impacts of Covid-19 on the child care sector and discussed the increasingly urgent need for Ontario to sign onto the federal child care plan. Following this meeting, LCCN’s Advocacy Sub-Committee drafted an Open Letter to the Minister, echoing our key messages and in particular emphasizing the need for a comprehensive workforce strategy and strongly recommending the implementation of a wage grid with a minimum starting rate of $25/hour.
STRIVE: LAST QUESTION, HOW CAN FOLKS GET INVOLVED IN ADVOCACY?
KARA: I would say share your stories. We all have a story to tell in this community. Speak to your co-workers and your colleagues, speak to the managers at your childcare centre and ask about advocacy, and what your organization is doing to advocate for the sector. Folks can also join our mailing list or even reach out to myself! So yeah, join our mailing list, follow us on social media, attend a meeting and then share your stories – you can even share them with your members of parliament! Maybe your MP honestly doesn’t know much about the child care sector or how ECEs are affected by poor working conditions and low wages and they need to hear it from you.
STRIVE: THANK YOU FOR SHARING YOUR STORY WITH US, KARA! AND FOR ALL YOU DO FOR THE SECTOR.
WHAT DOES ADVOCACY LOOK LIKE IN YOUR PROFESSIONAL PRACTICE? HAVE ANY IDEAS ON HOW FOLKS CAN GET INVOLVED IN LONDON/MIDDLESEX? PLEASE SHARE THEM IN THE COMMENTS BELOW!
LEAVE A REPLY
CONTEMPLATING THE REFLECTIVE PROCESS
Critical reflection is an essential component of Professional Learning. But… what is reflection? And, how can that practice change over time? Strive Project Associate Bre Piccolotto reflects on these questions and more.
If you have participated in any professional learning with us at Strive, chances are you have participated in a post-session reflective chat or submitted responses to the session’s reflective feedback survey. This is our team’s way of encouraging reflective practice. Reflective Practice is a concept that is fundamental to the work we do as early childhood educators and early years professionals.
Vanassche and Kelchtermans (2015) suggest that reflection is one of the most impactful forms of professional learning an educator can engage in. Research from MacNaughton (2003) claims that professionals who regularly reflect on how and why they do what they do in practice, and how new knowledge can be used to better their practice, achieve the best outcomes for children and families in their care.
It is so important to the work of Early Childhood Educators that the College of Early Childhood Educators (CECE) in Ontario has underlined the importance of reflection through our mandatory Continuous Professional Learning (CPL) program, which started in 2016.
WHAT IS REFLECTIVE PRACTICE?
Well, what is Reflective Practice exactly? As defined by the Melbourne Graduate School of Education (2010), reflective practice is a continuous process where professionals analyze their practice in order to identify what drives children’s learning and development, as well as the impact of their own values on their understanding of those concepts.
Pollard (2002) has identified seven characteristics of reflective practice that are especially useful in helping early years professionals understand what reflective practice is, and how it can improve outcomes for the children in their care:
An active focus on goals, how they might be addressed, and what their potential consequences are
A commitment to a continuous cycle of monitoring, evaluating, and re-visiting practice
A focus on informed judgements about practice based on evidence
Open-minded, responsive, and inclusive attitudes
The capacity to re-frame one’s own practice in light of evidence-based reflections and insight based on research
Dialogue with other colleagues, both within your setting and in external networks
The capacity to mediate and adapt from externally developed frameworks, making informed judgements, and defending or challenging existing practice.
MY REFLECTIVE PRACTICE
You may be thinking (just as I was as I dove a bit deeper into reflective practice), this all sounds really great, but how do I conduct my own reflective practice? And that’s a fantastic question. Prior to working with Strive, I had always conducted my reflective practice in a very singular manner: I wrote about the work I was doing and the professional learning I engaged with in a journal. It was a habit I had picked up as a university student and I had always stuck with it: my tried and true method of reflection.
Until this year, I really never questioned it because it had been working for me. But as 2021 progressed, I found myself often struggling to engage or disengaging entirely from professional learning I was participating in. I decided it was time to dig into what was going on. I tried a number of different strategies: moving my at-home workspace around, switching chairs, trying a session while I relaxed in my bed, playing music softly in the background, doodling while I was listening…but nothing seemed to work. I was still walking away from a session feeling like I missed out on all of the learning it had to offer.
Around late July, I realized what the problem really was. My journaling method of reflection was no longer working for me. Therefore, I was not engaging in my post-professional learning session reflection as I had typically done. I was not retaining information from the session…nor was I thinking about how this new information could be used to better my practice and the work that I do with the Strive Team and our community. My reflection method had become exhausted, and I along with it. Professional learning began to feel like a chore instead of something I wanted to be doing. That was when I knew it was time for change.
MAKING CHANGES
In order for reflection to be meaningful and tangible for early years professionals, it has to be based on their lived experiences and goals…and be reflective of their working realities (Barber et al., 2014; Vanassche & Kelchtermans, 2015). The problem I was having was rooted in a process of reflection that was no longer based in my lived experiences or my working reality.
I am no longer a student and my note-taking habits have changed since. Since August of 2020, I have also been working mostly from home. I am at a computer most of my day and I connect with my colleagues and professionals in our community via Zoom. Since my partner works in child care, we have been especially cautious, so my contact with loved ones and friends has also been minimal. Resorting to a reflection process that requires me to sit at my computer or with a journal alone no longer fit my needs as a professional. It no longer fit my needs as a person either. I needed a method that allowed me to connect meaningfully with others, which I am sorely missing.
In October, I had the opportunity to engage in a ton of incredible professional learning opportunities. Many of them were opportunities I knew would not be offered in the same way, or in the same capacity, again. I was determined to take away as much from them as I could.
In August and September, I was doing research on other ways to reflect, so I could make the most of those upcoming October opportunities.
As it turns out, the possibilities are really limitless.
I saw professionals who reflected by writing songs or playing instruments, or creating works of art. Some professionals created storyboards or comics or graphics. Some made mood boards, collages, or crafts. Others recorded videos, conducted interviews, had reflective conversations with their colleagues or loved ones. What I learned was that anything can be made a part of your reflective practice, as long as it fits your professional needs and is done with intention.
TRYING NEW METHODS
I’d like to share four of the reflective processes I tried and discuss the aspects of them I enjoyed, and the aspects I didn’t. I hope that my reflective practice journey will help you to start reflecting on your own. Maybe it will even inspire you to try something new!
1. POST-SESSION REFLECTIVE CONVERSATION
THE METHOD
The professional shares their learning and reflection orally with someone else, be they a colleague, friend, or family member.
THE PL
I used this method after participating in a PL that introduced Autism Spectrum Disorder (ASD) and presented some strategies for educators and early years professionals to use to support children with ASD in their care.
WHAT WORKED
I chose a really great conversation partner. My partner, Mac, is particularly passionate about ASD education and inclusion, so the conversation we shared was very thoughtful, engaged, and left us both with a lot more to think about and reflect upon. We both spent the remainder of the evening researching together and exploring ways that we could better support ASD children and their families in our different roles within the early years sector.
WHAT DID NOT WORK
While the conversation and subsequent brainstorming was very impactful, and I felt I had left the session having reflected on how to best incorporate what I had learned into my professional practice, the time this method required was A LOT. This may, however, be more a reflection of me and my conversation partner (as we can both be chatty and we can both become easily side-tracked, which did happen!).
2. MIND-MAPPING
THE METHOD
A mind-map is a tool that allows the professional to “map” the topic, subtopics, and key points of their learning visually.
THE PL
I tried mind-mapping after a PL opportunity that explored outdoor learning in early years environments, with particular emphasis on place-based learning.
WHAT WORKED
I really enjoyed seeing the connections between what was presented in the session and the work that I do with Strive (particularly with our monthly Community of Practice: Outdoor Play opportunity). I learn well when I have visuals to accompany the verbal presentation of information, so that was a real plus for mind-mapping!
WHAT DID NOT WORK
Overall, it felt so similar to my previous journaling method, and I found that I did not end up taking as much away from this PL opportunity as a wanted to. Thankfully, the opportunity was recorded, so I was able to rewatch the session and reflect on it using a different method (which I will touch on later).
3. CREATING VISUAL ART
THE METHOD
The professional reflects on their learning by creating a piece of visual art using a medium of their choosing. I chose to use paper and a black pen.
THE PL
As a continuation of what we explored in the PL opportunity, I used this method after participating in Strive’s Early Childhood Educator and Child Care Worker Appreciation Day event called “Paint Your Inner Voice”. Participants were guided through an art therapy session, facilitated by Hailey Tallman, Art Therapist and Coach and found of Art Therapy in Action, to reconnect to our inner voice.
WHAT WORKED
I have loved creating art for as long as I can remember, so this method was very fun and natural for me. I liked that the PL opportunity lent itself to this method and the process of transitioning from actively learning to reflecting in this manner was seamless.
WHAT DID NOT WORK
I struggle with process-oriented art.
This piece was created very intentionally with the outcome of wanting it to “look nice” in mind (in other words, it is product-oriented piece of art), which directly goes against everything Hailey had shared with us in the session! But in many ways, this actually contributed to my reflection. I learned that I really need to work on letting myself “let go” and just enjoying the process of doing something instead of worrying about the outcome.
The biggest drawback of this method for me, again, was that it is time-consuming. On days when I really want to participate in a PL opportunity, but I don’t really have the capacity to do much else, this method would likely be ineffective for me.
4. CREATING A PADLET
THE METHOD
Padlet is a application to create visual boards, however, you are not limited to what you would like to include. On your padlet, you can share images, videos, links, and text. You can also add to it at anytime.
THE PL
I used Padlet to document and reflect on my learning as I participated in the CYN Family Literacy Conference, which was a four-evening online conference that explored the importance of story-telling and how it impacts our work with children and families.
WHAT WORKED
Overall, this was my favourite method of reflection. It was great to be able to add to it whenever I wanted to. Given that this was a conference that spanned over four evenings over two weeks, being able to leave and pick back up what I was working on worked well. I also liked having the opportunity to include different content. I shared journal entries, images, videos, and additional resources that I wanted to look into on my Padlet.
WHAT DID NOT WORK
I was missing that human connection piece that I really feel like I need for myself at this point in time. Though this was the most convenient method in terms of time, I did work on it entirely alone.
IN REFLECTION ABOUT REFLECTION
By the end of this month-long exploration into my reflective process and my reflective methods, I was left with one overwhelming clear thought: what I needed most of all to get out of my reflection rut was a change.
Though not all of these methods worked well for me (I certainly won’t be using a mind-map again anytime soon), it was exciting to try them out! This exploration reinvigorated my love of professional learning and reflective practice.
I don’t think I found that magic method that will meet all of my needs. That wasn’t my intention when I set out on this journey. However, I certainly discovered some reflective methods that I will be incorporating into my reflective practice moving forward, and I couldn’t be more thrilled with this outcome.
I think it is important for educators and early years professionals to check in with themselves and their reflective practice every once in a while. Had I not taken a step back and evaluated why I was feeling stuck in my learning, I would likely still be struggling to engage. However, there is no need to wait until something doesn’t feel right to check in with yourself. As we step into another new year, this is an opportune time to celebrate our successes and look toward next steps.
Professional learning is just as much about the professional as it is the learning. Tailor your reflective practice to you and explore what you connect with! I promise you this process, which is essential to our work, will become exponentially more fun if you do!
Written by Bre Piccolotto
DO YOU HAVE AN REFLECTIVE METHODS OR PRACTICES THAT YOU USE REGULARLY? ARE THERE ANY THAT YOU WANT TO TRY? PLEASE SHARE THEM WITH US AT STRIVE BY EMAILING BRE DIRECTLY AT BREANNA@STRIVESWO.CA!
REFERENCES
Barber, H., Cohrssen, C., & Church, A. (2014). Meeting the Australian National Quality Standards: A Case Study of the Professional Learning Needs of Early Childhood Educators. Australian Journal of Early Childhood, 39 (4). Retrieved from: https://doi.org/10.1177/183693911403900404
MacNaughton, G. (2003). Reflecting on early childhood curriculum. In G. MacNaughton, Shaping Early Childhood (pp. 113-120). England: Open University Press.
Melbourne Graduate School of Education (2010). Victorian Early Years Learning and Development Framework Evidence Paper Practice Principle 8: Reflective Practice. Retrieved from: https://www.education.vic.gov.au/Documents/childhood/providers/edcare/evirefprac.pdf
Pollard, A., Collins, J., Simco, N., Swaffield, S., Warin, J. & Warwick, P. (2002). Reflective Teaching: Effective and Evidence-Informed Professional Practice. UK: Continuum. Retrived from: http://ecampus.com/book/0826451179
Vanassche, E. & Kelchtermans, G. (2015) The state of the art in Self-Study of Teacher Education Practices: a systematic literature review. Journal of Curriculum Studies, 47(4), 508-528, DOI: 10.1080/00220272.2014.995712
Bre Piccolotto is Strive’s Project Associate and a Registered Early Childhood Educator. Originally from Guelph, Bre moved to London last year and is loving life in the city. In her spare time, you’ll often find her with her nose buried in a book, tending to her many houseplants, or practicing digital art! You can connect with Bre at breanna@striveswo.ca.
A YEAR IN REVIEW: 2021
Reflecting on 2021. The surprises, challenges and gifts of the past year.
ANOTHER YEAR GONE BY…
And what a year it has been! As with most aspects of life as we knew it, the ongoing Covid-19 pandemic required the Strive team to continue to shift and adapt in our known and familiar ways of engaging in our work, namely virtual professional learning. While not without its hiccups, we have been so pleasantly surprised by the different ways online platforms have allowed us to grow as a professional learning community.
From small, intimate Communities of Practice, to multi-evening series, to community meetings, to our fist every virtual Winter Rethink where we welcomed over 200 fellow early learning professionals on the screen with us, it has been a real gift getting to stretch in our practices and connect and engage together in new ways.
As I am sure many of you can relate to, this year also had us taking stock in the many, significant imbalances that exist in our social systems both historically and contemporarily. A big focus of our work has therefore prioritized continuing to confront and challenge the ways those imbalances and inequities show up within Early Childhood Education and Care.
We are so very grateful to those who have stepped in to help guide our learning, those who have shown us grace when we stumbled, and those who have joined us and shown incredible humility and vulnerability in confronting hard truths and acknowledging where we still have work to do.
We look forward to continuing to disrupt those inherited practices and inequitable ways of knowing and being that ultimately interfere with our ability to make spaces for children, families, and professionals as safe, just, inclusive and welcoming as possible.
The virtual orientation of the pandemic made our world feel a whole lot smaller, allowing us to connect with facilitators from far and wide across Ontario, Canada and internationally as well. However, it has been the local collaborations we have engaged in that really stand out.
We have had the distinct privilege of partnering with LUSO Community Services, Anova, Family Centres London, The London Homeless Coalition, All Kids Belong, the Culturally Safe Spaces Committee, The Middlesex-London Health Unit, The Licensed Child Care Network, Childreach, Fanshawe College, The Child and Youth Network, Thames Valley Children’s Centre, The London InterCommunity Health Centre, Atlohsa, and CMHA Middlesex just to name a few.
These collaborations stand out namely because they speak of the immeasurable strength of community and immense professional expertise and knowledge that exists here in London, Middlesex, and Elgin.
None of the success we experienced this year happened in a vacuum.
We could not have done any of it without the support and guidance of our Advisory Committee, Professional Learning Committees, Childreach, and the ever supportive Child Care and Early Years teams with the city of London, County of Middlesex, and Elgin County. We are so grateful.
Throughout it all, the ups and the downs, the surprises, the joys, the challenges, the one constant has been YOU. The child care and early years community. Our most heartfelt thanks for numerous ways you show up alongside us and support us. Your dedication is remarkable.
This year we have welcomed over 2,500 early years professionals at over 70 learning opportunities. You put your trust in us to help you realize your professional learning goals and we don’t take that for granted.
We are already hard at work planning for a new year of exciting opportunities for learning, growth, reflection and community in 2022. Not to mention, our biggest and most beloved annual tradition, Winter Rethink!
Certainly our biggest wish for the coming year is a return to in-person learning opportunities (oh how we long to see your smiling faces beyond the breakout room!). With vaccination rates ever on the rise, we feel a palpable sense of hope that we may soon see that realized.
We know another year of Covid-19 protocols and restrictions, social distancing, sanitizing, masks, goggles, etc. has not been easy and we hope you continue to feel immense pride in the ways you have shown up, and continue to show up, for children and families in our community.
You are SO ESSENTIAL. You are SO APPRECIATED.
Thank you for continuing to join us in Leading Inspired Learning. We look forward to connecting again in 2022!
Wishing you a happy, healthy, and peaceful holiday season,
PROFESSIONAL SPOTLIGHT: DONNA FLEMMING
Meet Donna! Donna Flemming is a passionate RECE and an EarlyON Facilitator for Middlesex County. Donna pours enthusiasm and positivity into everything she does. Join us in getting to know her better and celebrating her contributions to the early years community.
Child care and early years professionals are a precious commodity and essential part of happy, healthy, and successful communities. Now, more than ever, we know how important it is to have caring adults supporting young children and families.
We are so proud to be a part of this vibrant community and this Professional Spotlight Series recognizes the outstanding efforts, innovations, and contributions of our treasured colleagues across the sector.
We are delighted to introduce you to Donna Flemming, RECE and EarlyON Facilitator for Middlesex. Donna is a nature enthusiast, admired by her colleagues and the families she supports for her kindness, creativity, and ability to foster genuine connections with those around her.
Keep reading to learn more about Donna!
Tell us a bit about yourself…
My name is Donna Fleming. I graduated from the Early Childhood Education program at Fanshawe College in 1985. I have had various roles with children throughout my career, from teaching Sunday School, to camp counsellor, child care teacher, to EarlyON Facilitator in Middlesex.
I am a mother of three, almost-grown boys, who are the light of my life. They make me laugh the loudest, cry the hardest, and stay true to myself.
Tell us why you chose a pathway in Early Childhood Education and Care…
I became an aunt when I was five years old and absolutely loved it! I have always had a genuine interest in the well-being of all children, so a career in Early Childhood Education was a no-brainer.
What is the best part of your role?
Nurturing children’s interest in the natural world and helping them to become more environmentally aware. I love to see them outdoors, noticing the sights, sounds, smells around them, and falling in love with nature.
I WAS IMMEDIATELY DRAWN TO MICHELE WHEN WE MET 1997. SHE HAS HUMOUR AND A KNACK FOR LIGHTENING SITUATIONS WITH AN APPROPRIATE LAUGH OR SEVERAL!
SHE IS PASSIONATE, ENERGETIC, CONSTANTLY SEEKING KNOWLEDGE AND ALWAYS CREATIVE. SHE IS TENACIOUS, DETERMINED, AN EFFECTIVE MENTOR AND TEAM PLAYER. MICHELE EMBODIES AN ATTITUDE OF FAIRNESS, LOGIC AND UNCONDITIONAL ACCEPTANCE. SHE HAS A KNACK FOR MAKING PEOPLE FEEL AT EASE. HER CAREER SPANS OVER DECADES, YET HER KNOWLEDGE SPONGE NEVER DRIES!
MICHELE HAS RAISED 2 GROWN CHILDREN: AN EDUCATOR AND AN ENTREPRENEUR. SHE ALSO HAS A DEVOTED AND SUPPORTIVE HUSBAND, SO SHE DEFINITELY PRACTICES WHAT SHE PREACHES! I RESPECT MICHELE AS AN INDIVIDUAL AND HOW SHE HAS FOSTERED GROWTH AND CONFIDENCE IN ALL WHO ARE LUCKY ENOUGH TO BE IN HER PRESENCE. PROFESSIONALLY AND PERSONALLY, SHE IS AN INDIVIDUAL WHO MOTIVATES AND INSPIRES!
DID I MENTION HUMOUR? LOL. SOMETIMES THE BEST WAY TO DESCRIBE A PERSON IS THROUGH A VISUAL. I WORKED AT PARKWOOD FOR 23 YEARS BEFORE MOVING BACK TO THE EAST COAST 2 YEARS AGO. IT WILL ALWAYS MAKE ME SMILE TO THINK OF SO MANY CHILDREN, PARENTS, FAMILIES AND COLLEAGUES, WHO HAVE LAUGHED AND GIGGLED OVER THE YEARS AND SAID, “MICHELE IS SO FUNNY.” A BEAUTIFUL KNACK TO HAVE.
THANK YOU FOR ALLOWING ME TO RAVE ABOUT A WELL-DESERVED EDUCATOR IN THE FIELD OF EARLY LEARNING! SHE IS A GEM AND I APPRECIATE HER KINDNESS, RESILIENCY AND GOOD HUMOUR.
– PAULA HODDER, RECE
What is something you’ve learned recently that you’re excited about…
I have had to learn a lot of new skills /roles as a team leader. I embrace the challenge and am learning so much about the profession and myself in the process. You are never too old to learn and apply yourself!
What is something you’re unlearning…
I still have a lot of unlearning and learning around Indigenous cultures and teachings. In fact, I still need to learn a lot about inclusion and diversity as a whole. I see this and am willing to address it. I feel we all are in a process of learning alongside of and with each other to gain a better understanding of each individual in this world we share.
What advice would you give someone considering pursuing a career in Early Childhood Education?
That it is the most rewarding profession in that we get to witness the development of each child. Every child has a different learning style and pace. “Each child is unique, not only capable of learning but also of succeeding” (Robert John Meehan). We have to discover what each child needs, then provide and promote it. It should be our goal as an ECE to observe what each child needs emotionally, physically, to be able to communicate effectively and regulate appropriately. Be present and engaged with every child in your care and effectively listen to what they have to say.
I AM SO HAPPY THAT DONNA HAS BEEN NOMINATED . SHE IS SO DESERVING OF RECOGNITION FOR HER OUTSTANDING EFFORTS!
I AM A MOTHER WHO ATTENDS DONNA’S PROGRAMMING ON A REGULAR BASIS WITH MY SON, CASH. I HAVE HAD THE PLEASURE OF KNOWING DONNA FOR 4 YEARS NOW. WE FIRST MET AT AN EARLYON PROGRAM. SHE WORKS SO HARD DOES A FANTASTIC JOB.
I KNOW FIRST-HAND HOW MUCH DONNA ENRICHES THE LIVES OF OUR CHILDREN. SHE ALWAYS GOES ABOVE AND BEYOND TO MAKE EACH CHILD FEEL SPECIAL AND HEARD. SHE ASK QUESTIONS, AND ENCOURAGES THE CHILDREN TO BE CREATIVE AND TRY NEW ACTIVITIES. PRIOR TO COVID, WE WOULD ATTEND DONNA’S PROGRAMS EVERY MONDAY AND THURSDAY. MY SON BEGAN TO REFER TO THE ILDERTON LIBRARY AS “DONNA’S HOUSE.” WHEN THE PANDEMIC HAPPENED, DONNA WAS SUCH A LIGHT FOR US. THROUGH HER YOUTUBE VIDEOS OF NATURE HIKES, COOKING DEMONSTRATIONS, STORY TIMES AND SINGING SONGS, DONNA KEPT US ENGAGED AND CONNECTED.
DONNA ALSO STARTED UP THE NATURE SERIES, WHERE WE GO ON HIKES EXPLORING THE LOCAL WOODS AND CONSERVATION AREAS. ON THESE HIKES, SHE ENCOURAGED THE CHILDREN TO EXPLORE THEIR SURROUNDINGS, BUILD TENTS OUT OF STICKS, MAKE SNOWMEN, JOURNAL FINDINGS, AND IDENTIFY PLANT, ANIMAL, AND INSECT SPECIES. DONNA’S ENTHUSIASM AND LOVE FOR THE OUTDOORS IS ABSOLUTELY CONTAGIOUS AND THE KIDS LOVE IT.
RECENTLY WE ATTENDED HER TEDDY BEAR PICNIC AND HAD SO MUCH FUN. SHE HAD EVEN MADE A TEDDY BEAR VERSION OF THE “CORN HOLE” GAME, CONSTRUCTED OUT OF WOOD WHICH SHE HAD HAND PAINTED A BEAR ON.
DONNA CREATES SUCH A SAFE, WELCOMING, OPEN SPACE FOR CHILDREN AND FAMILIES AND HAS BEEN SO SUPPORTIVE OF MY PARENTING JOURNEY. I ADMIRE HER CAPACITY FOR DEMONSTRATING PATIENCE, UNDERSTANDING, AND POSITIVITY, WHICH BRINGS SO MUCH LIFE TO HER PROGRAMMING. I REALLY CAN’T SAY ENOUGH GOOD THINGS ABOUT DONNA. THOUGH I MET HER THROUGH THE EARLYON, SHE HAS BECOME A TREASURED FRIEND.
DONNA PUTS SO MUCH HEART AND SOUL INTO EVERYTHING SHE DOES. SHE WILL FOREVER LEAVE A LASTING IMPRESSION FOR HER KINDNESS, ENTHUSIASM, AND ABILITY TO MAKE US FEEL SO SPECIAL.
– ERICA RIDDELL, EARLYON FAMILY
What is something you’ve learned recently that you’re excited about?
With Autumn upon us, I have been discovering many types of mushrooms and fungi on my hikes. I have been familiarizing myself with various types and even found some that are tasty to eat!
What is something you’re unlearning?
I have been working on how I react to others and not trying to sway others’ perspectives or opinions. Realizing that I can’t control anyone else’s behaviour and instead looking inward, brings me a sense of freedom.
DONNA STARTED WORKING WITH ONTARIO EARLY YEARS CENTRE IN 2017 (KNOWN NOW AS MIDDLESEX EARLYON). DONNA RADIATES ENTHUSIASM, PASSION AND POSITIVITY AND THAT ENERGY CAN BE FELT IN EVERY PROGRAM SHE OFFERS.
SHE HAS A PROFOUND LOVE FOR NATURE AND NATURE-BASED LEARNING. THIS PASSION LED HER TO DEVELOP AN OUTDOOR ADVENTURERS CLUB, A NATURE-BASED PROGRAM WHERE CHILDREN CAN ENJOY FREE PLAY AND ADVENTURES IN LEARNING IN THE GREAT OUTDOORS. FINDING TOADS, SALAMANDERS OR CICADAS, ALL BECOME AN ENTHUSIASTIC ‘SHOW & TELL’ BY DONNA WITH THE CHILDREN. THIS PROGRAM HAS BECOME EXTREMELY POPULAR IN OUR MIDDLESEX COMMUNITIES, CERTAINLY IN PART DUE TO DONNA’S LEADERSHIP.
DONNA SHOWS SINCERE INTEREST IN OTHERS. SHE IS KIND, COMPASSIONATE AND EMPATHIC. THESE CHARACTERISTICS HAVE LED TO AUTHENTIC CONNECTIONS WITH THE FAMILIES SHE WORKS WITH.
IT IS EVIDENT THAT HER WORK GENUINELY BRINGS HER JOY. HER CONTRIBUTIONS TO THIS COMMUNITY ARE VERY MUCH APPRECIATED AND VALUED.
– NADINE DEVIN, EARLY YEARS PROJECT MANAGER, COUNTY OF MIDDLESEX
What advice would you give someone considering pursuing a career in Early Childhood Education?
Keep an open mind and think outside the box. When I was in college, I thought working in a child care centre was my only option, but there are so many amazing roles and career options in this sector.
How has professional learning contributed to your practice?
I am constantly learning, growing, and modifying my approach to my practice. Learning from others’ knowledge has helped me to become a more effective Educator.
AFTER MOVING TO THE THORNDALE AREA, THE FIRST PLACE I TOOK MY CHILDREN TO TRY AND MEET SOME NEW FRIENDS WAS TO AN EARLYON DROP-IN AT OUR LOCAL LIBRARY. WE WERE INSTANTLY WELCOMED BY THE FRIENDLY FACILITATOR, DONNA.
DONNA’S GENUINE PASSION FOR WORKING WITH CHILDREN WAS OBVIOUS. FROM HER NATURAL ABILITY TO QUICKLY DEVELOP A BOND WITH THE KIDS, TO SHARING ALL OF HER CREATIVE AND FUN IDEAS WITH US, DONNA SOON BECAME A SPECIAL PERSON IN OUR LIVES. SOME OF OUR FAVOURITE ACTIVITIES WITH DONNA INCLUDE MAKING SMOOTHIES AT PLAYGROUP, ZOOM DANCE PARTIES, FOLLOWING ALONG THE ADVENTURES OF NUTSY THE SQUIRREL, EXPLORING NATURE ON OUR ADVENTURE HIKES AND A VERY SPECIAL TEDDY BEAR PICNIC!
OUR RELATIONSHIP WITH DONNA BECAME EVEN MORE APPRECIATED DURING THE COVID-19 PANDEMIC. WITH ALL EARLYON PROGRAMMING SWITCHING TO AN ONLINE FORMAT, DONNA WENT ABOVE AND BEYOND TO REGULARLY CHECK IN ON ME AND THE KIDS. DURING A TIME WHERE IT WAS EASY TO FEEL ISOLATED, DONNA WAS ABLE TO FOSTER A SENSE OF COMMUNITY, EVEN VIRTUALLY. SHE WAS EVEN ABLE TO MAKE A COUPLE OF PORCH VISITS SO SHE COULD STILL SAY HI TO THE KIDS IN A SAFE WAY.
DONNA IS ONE OF A KIND! ALTHOUGH IT MAY BE HER JOB, IT IS CLEAR WHAT JOY IT BRINGS HER TO CONNECT WITH ALL OF HER EARLYON FAMILIES. MY KIDS CONTINUE TO LIGHT UP WHENEVER WE GET TO ATTEND A PROGRAM WITH DONNA. IT IS A PRIVILEGE TO KNOW HER AND WE WILL ALWAYS BE GRATEFUL FOR THE WONDERFUL IMPACT SHE HAD ON OUR FAMILY. SHE TRULY WELCOMED US TO OUR NEW COMMUNITY AND HELPED SHAPE OUR EXPERIENCE LIVING HERE.
– JESSICA, EARLYON FAMILY
Tell us about a recent professional learning experience that had a positive impact on you.
Recently I took a course called 4 Seasons of Reconciliation, a training opportunity to support respectful relationships with Indigenous peoples in the workplace. Through this course, I gained a greater understanding and appreciation of Indigenous peoples and cultures. We are currently looking for ways to bring Indigenous knowledges into our programming, to further foster an inclusive environment.
What inspires you…
The children in my programs inspire me every day! When I see how they respond to something that I have shared with them, I am encouraged to keep going and to learn more, so I can share more.
WE WERE SO FORTUNATE TO HAVE MET DONNA AT THE EARLYON PROGRAM JUST PRIOR TO THE PANDEMIC. WE ENTERED THE PANDEMIC WITH HAVING OUR THIRD BABY, A TODDLER AND OUR OLDEST, WHO WAS IN SK AT THE TIME. AS MANY WELL KNOW, ENTERTAINING A TODDLER CAN BE QUITE DEMANDING, SO WE WERE REALLY APPRECIATIVE TO HAVE DONNA PLAY AN IMPORTANT ROLE IN FOSTERING OUR MIDDLE CHILD’S LEARNING AND ENCOURAGING HIS CONFIDENCE.
WE ARE THANKFUL TO HAVE DONNA’S CONTINUED SUPPORT THROUGH THE EARLYON AND CAN SEE THE POSITIVE IMPACT ON CHILD AS HE STARTED JK THIS SEPTEMBER.
WE SO HAPPY CAN NOW SEE DONNA’S BRIGHT SMILING FACE IN PERSON AS WE ATTEND HER PROGRAMS WITH OUR YOUNGEST. WE ESPECIALLY LOVE THE HIKES SHE LEADS AND ENJOY THE POSITIVE ENERGY SHE BRINGS. SHE IS ALWAYS WILLING TO GET DOWN TO THE CHILDREN’S LEVEL AND JUMP IN THE MUD RIGHT WITH THEM! HER HARD WORK AND CONTINUED ENTHUSIASM DOESN’T GO UNNOTICED. I KNOW WE, AND MANY OTHER FAMILIES, TRULY VALUE HER DEDICATION TO OUR CHILDREN. DONNA, YOU ARE A BRIGHT LIGHT TO OUR CHILDREN AND COMMUNITIES.
– SARA, EARLYON FAMILY
Do you have a favourite quote…
“Today is a good day to have a good day!”
Tell us some things you enjoy doing in your spare time.
I love anything in the outdoors, gardening, camping, hiking, kayaking. I also love to read memoirs or fiction books.
Thank you, Donna, for everything you do for children, families, and other professionals in this community. We are incredibly proud to know you.
Join us in celebrating Donna by dropping her a comment below!
Do you know an outstanding early years professional that deserves to be recognized?
Someone who:
takes an active leadership role within their community;
has a demonstrated ability to build strong relationships;
shows a loving and respectful commitment to children, families, and the ECEC profession;
exudes professionalism and maintains enthusiasm for their continued commitment to ongoing professional learning.
Then nominate them to be our next Professional Spotlight!
Email your nominations to info@striveswo.ca
PROFESSIONAL SPOTLIGHT: JACKIE ANGER
Meet Jackie! Jackie Anger is an enthusiastic RECE and a Director of School Age Child Care. Jackie leads from the heart and inspires the best in those around her. Join us in getting to know her better and celebrating her contributions to the early years community.
Child care and early years professionals are a precious commodity and essential part of happy, healthy, and successful communities. Now, more than ever,we know how important it is to have caring adults supporting young children and families.
We are so proud to be a part of this vibrant community and this Professional Spotlight Series recognizes the outstanding efforts, innovations, and contributions of our treasured colleagues across the sector.
We are delighted to introduce you to Jackie Anger, RECE and a Director of School Age Child Care. Jackie is a dynamic leader whose passion and dedication to the profession, her colleagues, and children and families are undeniable. Jackie leads from the heart, and it shows.
Keep reading to learn more about Jackie!
Tell us a bit about yourself…
Hello! I’m Jackie Anger. I proudly live and work in Elgin County. I am the Director of School Age Child Care the YWCA St.Thomas-Elgin. I have two children: Andrew (7) and Arden (2). I’ve been lucky enough to experience the benefits of both home child care, and centre-based care for my children. Both have been wonderful and supportive in their own ways.
I’ve been with the YWCA since 2007 (mostly!), and have been in this role since 2018. I have always worked with children and youth in various ways including in supporting mentoring programs for children, working as a residential counsellor in mental health treatment facilities, employment projects, or working with young people who have experiences as crown wards. Very proudly, I completed my ECE Fast-Track, Accelerated Diploma in April, and graduated with honours.
In my work, I’m super passionate about promoting mental health in our programs, for both children and our Educators.
I love milk chocolate and dark coffee and my favourite food is toasted marshmallows.
What led you to a career in Early Childhood Education and Care?
I love building teams and collaboration, as well as supporting children and families. This career is the perfect fit for me. I always knew I wanted to work with children. I worked at our small local library growing up and on our children’s programming nights I was able to connect with children through literacy.
What is the best part of your role?
I love seeing AH HA moments when an idea connects with our Educators that brings them closer to the children in their program. I love it when I get to shout “THIS IS COMMUNITY!” when we gain traction on a concept with families, schools, or operators. I love being the lighthouse that helps folks find their own way in their practice.
I AM THRILLED TO SHARE WITH YOU WHY JACKIE IS A SPECIAL PERSON TO WORK WITH AND A SPECIAL CHILDCARE PROFESSIONAL. THERE IS SO MUCH!
JACKIE PUTS EVERYONE BEFORE HERSELF, INCLUDING CHILDREN, FAMILIES, STAFF, AND COLLEAGUES. HER WORK IS CHILD-LED, AND PEOPLE-LED. SHE LEADS WITH HER HEART AND THAT IS SO IMPORTANT, ESPECIALLY IN TIMES LIKE THESE.
JACKIE PAYS A CLOSE EYE TO MENTAL HEALTH, THE EFFECTS COVID-19 MAY BE HAVING ON THOSE AROUND HER, AND ALWAYS CHECKS IN ON HOW PEOPLE ARE FEELING. IF YOU TELL JACKIE SOMETHING IMPORTANT IS GOING ON IN YOUR LIFE, LIKE A BIRTHDAY OR A CAMPING TRIP YOU ARE EXCITED ABOUT, SHE WILL REMEMBER AND ASK YOU ABOUT IT! IT IS TRULY SPECIAL TO HAVE SOMEONE WHO CARES ABOUT THE LITTLE THINGS.
JACKIE IS A GREAT PERSON TO REACH OUT TO FOR SUPPORT. JUST YESTERDAY I SAID “JACKIE, I COULD USE SOME HELP PROBLEM SOLVING THIS AND ORGANIZING MY THOUGHTS” AND SHE JUMPED RIGHT IN, HELPING ME WORK THROUGH MY THOUGHTS, AND REASSURING ME THAT SOMETIMES YOU JUST NEED ANOTHER BRAIN! I OFTEN REACH OUT TO JACKIE FOR SUPPORT, AS SHE HAS SO MUCH KNOWLEDGE FROM HER BACKGROUND IN BOTH CYC AND ECE.
JACKIE RECENTLY GRADUATED FROM THE ECE PROGRAM AS IT WAS IMPORTANT TO HER TO CONTINUE LEARNING AND GROWING HER KNOWLEDGE IN CHILDCARE. HER HARD WORK AS A STUDENT AND ACTING DIRECTOR AMAZES ME (SHE IS ALSO A WIFE AND MOTHER!). I BELIEVE JACKIE’S DEDICATION TO KNOWLEDGE, LEARNING AND CONSTANTLY GROWING AS A PROFESSIONAL, EVEN WHILE SITTING IN THE DIRECTORS’ CHAIR, REALLY SHOWS WHAT MAKES HER A SPECIAL CHILDCARE PROFESSIONAL. JACKIE ALWAYS ENCOURAGES OTHERS IN THEIR GROWTH AS WELL.NOT ONLY IS JACKIE KIND, AND SMART, BUT SHE IS FUN AND THE MOST BUBBLY PERSON I HAVE EVER MET. BEING FUN AND BUBBLY ARE VERY SPECIAL QUALITIES IN A CHILDCARE PROFESSIONAL. JACKIE IS THE PERFECT PERSON TO GO TO FOR A PICK-ME-UP, CREATIVE GAME, OR FUN IDEA. SHE ALWAYS HAS FUNNY STORIES FROM CHILDCARE (LIKE DRESSING UP AS A CLOWN TO THE POINT WHERE CHILDREN AND STAFF DID NOT RECOGNIZE HER) AND SHE IS NOT AFRAID TO GET HER HANDS DIRTY. I HAVE SEEN JACKIE STEP BACK TO CLEAN UP SOME PAINT SO ANOTHER EDUCATOR, WITH THE BEST THERAPEUTIC RELATIONSHIP, CAN JUMP IN AND PROBLEM SOLVE WITH A CHILD NEEDING SUPPORT.
JACKIE KNOWS WHEN TO STEP IN, AND STEP BACK. JACKIE KNOWS WHEN A CHILD, OR STAFF NEEDS GUIDANCE, SPACE, OR SOME LOVE.
JACKIE HAS PERSONALLY DONE SO MUCH FOR ME. I STRUGGLE WITH MY MENTAL HEALTH, AND THIS HAS BEEN A CHALLENGE FOR ME THROUGH MY CAREER. IF I EVER HAVE A CHALLENGING DAY, JACKIE HAS BEEN A PHENOMENAL SUPPORT TO ME. IN THE PAST, IT HAS BEEN DIFFICULT TO DISCLOSE OR NAVIGATE THROUGH MY ILLNESS WITH MY EMPLOYER. THIS IS ABSOLUTELY NOT THE CASE WITH JACKIE. I FEEL SAFE, SUPPORTED, AND CARED ABOUT. I COULD NOT ASK FOR ANYTHING MORE FROM A BOSS, MENTOR, AND VERY SPECIAL COLLEAGUE.
I TRULY ASPIRE TO BE A LEADER AS GREAT AS JACKIE ONE DAY. JACKIE SPENDS HER TIME SHEDDING THE SPOTLIGHT ON OTHERS SO OFTEN, AND I AM HONORED TO SHED THE PROFESSIONAL SPOTLIGHT ON HER TODAY.
– TORI HOWARTH, CHILDCARE COORDINATOR, YWCA ST. THOMAS-ELGIN
What is something you’ve learned recently that you’re excited about?
EVERYTHING. Being a new graduate of the ECE program, I feel so pumped to support our Educators with innovative problem-solving opportunities that meets their needs. I have joined a few Communities of Practice locally, as well as regionally through Strive. I love connecting with other folks in like minded ways and it’s truly rocking my world when I am able to bring these ideas back to our organization. Our next move is working on our Equity, Diversity, and Inclusion Strategy in our Department. This was spurred by a great workshop from Anisha Angella and hosted by Strive.
What is something you’re unlearning?
The pressure of having an answer for everything. I’m leaning into the vulnerability of being a co-learner alongside our staff.
What advice would you give someone considering pursuing a career in Early Childhood Education
Not all heroes wear capes. Childcare Workers and Early Childhood Educators literally keep society’s wheels turning and families afloat. It takes more than just loving kids but you NEED to put that at the core of all you do. I think the pandemic has helped society change their view on how they see childcare professionals. We are not babysitters. We are professional educators and caregivers. We bear witness to children’s emotional, intellectual, psychological development. We are advocates, professional communicators, and hold space for developing humans and their families every day.
JACKIE INSPIRES US TO LEARN MORE AND TO BECOME MORE. SHE IS PERSONABLE, TAKES THE TIME TO GET TO KNOW HER TEAM AND EMBRACES THEM AS A WHOLE. AS A MENTAL HEALTH ADVOCATE, SHE SPEAKS UP AGAINST THE STIGMA ASSOCIATED WITH MENTAL HEALTH DIFFICULTIES, AND CREATES A WORKING ENVIRONMENT THAT ALLOWS ACCEPTANCE, COOPERATION AND A SENSE OF TOGETHERNESS.
FAMILIES AND EDUCATORS AT THE YWCA ST. THOMAS ELGIN HAVE BEEN POSITIVELY IMPACTED BY HER LEADERSHIP AND OUTSTANDING KNOWLEDGE OF EARLY CHILDHOOD EDUCATION.
HAVING HER AS MY MENTOR HAS BEEN ONE OF THE GREATEST HIGHLIGHTS IN MY PROFESSIONAL DEVELOPMENT. WORKING ALONGSIDE HER HAS NOT ONLY HELPED ME BECOME A BETTER LEADER BUT ALSO A BETTER PERSON.
– MARIA GUEVARA, RECE
How has professional learning contributed to your practice?
It has changed me profoundly. Loving kids or having leadership skills is not enough to have a sound and round practice. Historical information from my now 16-year-old college diploma was not enough. Constantly growing, evaluating, reflecting, and inquiring has changed my practice to the core. Committing to professional learning has changed my leadership style. It’s re-prioritized our teams’ goals. Through the ECE Program, and the professional learning opportunities I’ve done since, I am a different educator and leader.
Tell us about a recent professional learning experience that had a positive impact on you.
Well…aside from my whole ECE program… I did a workshop on Simple Interactions and I loved that very much. It is a partnership between the Fred Rogers Institute and Harvard University. I loved how day to day simple interactions can set the pace for our children in profound ways. I also recently attended a workshop through Strive with Anisha Angella on diversity. It will deeply impact the next few months of our EDI strategy.
What inspires you?
Our teams here. When our staff present us with a challenge they’re facing, it inspires me to collaborate and want to do better for them and for our children. I love collaborative problem solving. It also inspires me when I see leadership traits in our field from newer staff and they do something to dare greatly. I love the learning continuum.
Do you have a favourite quote?
“WE CAN DO HARD THINGS”
– GLENNON DOYLE
JACKIE IS THE TYPE OF LEADER WHO IS WORKING TOWARDS LONG-TERM CHANGE AND IMPROVEMENT WITHIN EARLY CHILDHOOD EDUCATION (ECE). SHE RECENTLY COMPLETED HER ECE DIPLOMA TO SUPPORT HER GROWING UNDERSTANDING OF PROFESSIONAL GUIDANCE AND LEGISLATIVE DOCUMENTS, SO THAT SHE CAN BETTER FOCUS THE FOUNDATIONS AND DIRECTIONS OF HER PROFESSIONAL WORK. JACKIE IS AN ADVOCATE FOR EDUCATOR MENTAL HEALTH THROUGH EFFORTS IN SETTING ORGANIZATIONAL STANDARDS FOR RESPONSE AND SUPPORT TO EDUCATOR NEEDS AND MANAGEMENT RESPONSE (FOR EXAMPLE, THE ACKNOWLEDGEMENT THAT ‘MENTAL HEALTH DAYS’ ARE SICK DAYS). SHE IS ALSO CURRENTLY SPEARHEADING AN ORGANIZATIONAL INITIATIVE TO BOOST THE PERCEPTION OF SCHOOL-AGE CHILDCARE FROM A ‘STOP IN BETWEEN’ TO MEANINGFUL PROGRAMMING FOR CHILDREN AND FAMILIES.
JACKIE DEDICATES HERSELF TO ENSURING THE EDUCATORS SHE ENCOUNTERS ARE SUPPORTED AND KNOW THEY ARE VALUED. FROM REIMBURSEMENT OF CECE REGISTRATION FEES, TO REVIEWING AND FINE-TUNING ORGANIZATIONAL PROCEDURES TO REDUCE WORKLOAD AND SUPPORT THE REALISTIC FLOW OF WORK AND INTERACTIONS WITH CHILDREN AND FAMILIES. BEYOND POLICY AND PROCEDURE DEVELOPMENT, JACKIE PRIORITIZES, ABOVE ALL ELSE, A MUTUAL RESPECT AND SUPPORT WITH OTHERS. THESE VALUES EXTEND NOT ONLY THROUGH THE TEAM OF EDUCATORS SHE WORKS WITH, BUT ALSO THE FAMILIES, CHILDREN, SCHOOL BOARD OFFICIAL, AND COMMUNITY PARTNERS SHE WORKS WITH. BEYOND PROFESSIONAL ADVOCACY, JACKIE IS AN ALLY AND A SUPPORT TO COUNT ON WHEN IN NEED OR WHEN YOU NEED A SPACE TO THINK INNOVATIVELY- OR CRITICALLY.
I COUNT MYSELF AS LUCKY TO HAVE HER IN MY CORNER AND SHE IS A LARGE PART OF THE REASON I AM WITH THE ORGANIZATION THAT I AM WITH. I PREDICT AND CAN ALREADY SEE THAT HER IMPACT FOR ST. THOMAS AND ELGIN IN THE LONG-TERM WILL BE PROFOUND.
– KAYLA BARTLETT, RECE
Tell us some things you enjoy doing in your spare time.
Spending time glamping at the trailer on the Nith River in the summer, reading and drinking coffee while it is still hot.
If you were an ice cream flavour, what flavour would you be and why?
Unicorn Toots? Just kidding- I’m going to go with my fave from Shaw’s- Sweet and Salty Pretzel. I’m mostly sweet, but can be fairly sarcastic sometimes, or have an unexpected twist, much like the saltiness of the pretzel.
Anything else you would like to add?
I’m so grateful to my teammate for nominating me for this. I am quite touched and lucky to be in this role learning and working alongside them. I’m also so grateful for all the support and learnings available through Strive!!
Thank you, Jackie, for everything you do for children, families, and other professionals in this community. We are incredibly proud to know you.
Join us in celebrating Jackie by dropping her a comment below!
Do you know an outstanding early years professional that deserves to be recognized?
Someone who:
takes an active leadership role within their community;
has a demonstrated ability to build strong relationships;
shows a loving and respectful commitment to children, families, and the ECEC profession;
exudes professionalism and maintains enthusiasm for their continued commitment to ongoing professional learning.
Then nominate them to be our next Professional Spotlight!
Email your nominations to info@striveswo.ca
PROFESSIONAL SPOTLIGHT: LORENA ARAUZ
Meet Lorena! Lorena Arauz is a passionate Parent Support Coach at Childreach who always goes the extra mile to make children and families feel welcome, supported and engaged. Join us in getting to know her better and celebrating her contributions to the early years community.
Child care and early years professionals are a precious commodity and essential part of happy, healthy, and successful communities. Now, more than ever, we know how important it is to have caring adults supporting young children and families.
We are so proud to be a part of this vibrant community and this Professional Spotlight Series is intended to recognize the many outstanding efforts, innovations, and contributions of our treasured colleagues across the sector.
We are delighted to introduce you to Lorena Arauz, a Parent Support Coach at Childreach. Lorena is well-known amongst her colleagues (who the Strive team is lucky to count themselves among) and the families she supports, for her passion, friendly and encouraging attitude, and creativity.
Keep reading to learn more about Lorena!
Tell us a bit about yourself…
Hi! My name is Lorena Arauz. I have an Early Childhood Education diploma from Fanshawe College. During my last placement – a kindergarten classroom, I decided I wanted to pursue a career in teaching. Soon after I graduated from Fanshawe, I started my undergraduate program at King’s University College, and then I attended UWO for the Bachelor of Education. I am currently pursuing a Master’s degree in Library and Information Science. I have worked at Childreach for almost four years as a Parent Support Coach, facilitating community programs, co-facilitating Wild Child playgroups, various camps, and infant massage classes. I am so grateful for the opportunity to hone my skills and grow in my profession as an Educator at Childreach.
Describe the role of a Parent Support Coach.
A Parent Support Coach is committed to supporting and strengthening families through learning opportunities, such as parent workshops and quality EarlyON programs for children and caregivers. In addition, a Parent Support Coach develops strong connections with the families that participate in programs. They are knowledgeable about services and agencies in the community, and they make sure that families are informed about the programs, services and resources available to them.
What is the best part of your role?
The best part of my role is building rapport and fostering positive relationships and connections with the families that I work with. I also love that I have the freedom to be creative when designing and planning programs for Childreach.
I HAVE HAD THE PRIVILEGE OF WORKING WITH LORENA FOR THE PAST FIVE YEARS. TO WITNESS LORENA INTERACTING WITH FAMILIES AND FACILITATING THEIR LEARNING EXPERIENCE WITH UNEXPECTED SENSORY PLAY MATERIALS, AND ENGAGING SONGS AND STORIES IS MESMERIZING. IT’S NO WONDER THAT FAMILIES FOLLOW HER ALL AROUND THE CITY TO SOAK UP THAT MAGIC!
LORENA IS EXTREMELY CHILD-FOCUSED WITH A DEEP UNDERSTANDING OF CHILDREN’S DEVELOPMENT AND THEIR NEEDS. HER INTERACTIONS WITH THE CHILDREN IN HER PROGRAMS WHETHER THEY ARE INFANTS, TODDLERS OR SCHOOL-AGED, DEMONSTRATE HER PASSION AND SINCERITY FOR HER WORK. HER CREATIVITY AND INNOVATIVE APPROACH TO PROGRAM DELIVERY HAVE SPARKED PROGRAMS SUCH AS PINT-SIZED PICASSOS, WILD BABIES, INFANT & TODDLER SENSORY LABS, MOBILE ART STUDIO, STORY TIME STEAM, AND VIRTUAL KITCHEN PANTRY SCIENCE! ALL OF THESE PROGRAMS ARE WELL-THOUGHT OUT, AGE-APPROPRIATE AND PROVIDE RICH SENSORY PLAY EXPERIENCES FOR FAMILIES AND NURTURE CURIOSITY IN CHILDREN.
OVER THE PANDEMIC, I HAVE BEEN SO IMPRESSED BY LORENA’S FLEXIBILITY TO ADAPT AND FINE-TUNE HER VIRTUAL AND IN-PERSON PROGRAMS ON AN ON-GOING BASIS WHETHER IT BE CHANGING THE TIME OF DAY TO ACCOMMODATE NAPS, OR ADDING KITS TO ENSURE EVERYONE HAD THE RIGHT SUPPLIES, OR EMAILING FRIENDLY PROMPTS TO REMIND FAMILIES OF UPCOMING PROGRAMS. IF SOMETHING IS NOT WORKING, SHE WILL FIX IT. LORENA WAS THE FIRST ON OUR TEAM TO DEVELOP AND SHARE BEST PRACTICES FOR VIRTUAL PROGRAMS USING ZOOM BY RESEARCHING AND COLLECTING WHAT WORKED AND FIXING WHAT DIDN’T. IT’S SELF-INITIATED PROJECTS LIKE THIS THAT DEMONSTRATE HOW IMPORTANT INCLUSION AND ACCESSIBILITY ARE TO LORENA.
LORENA IS CONSTANTLY PURSUING QUALITY, CONTINUOUS PROFESSIONAL LEARNING TO ENHANCE HER PRACTICE THROUGH MANY AVENUES INCLUDING ON-GOING UNIVERSITY STUDIES IN HER FREE TIME – SHE’S CURRENTLY ADDING LIBRARY SCIENCES TO HER TOOLBOX. TO SAY WE’RE AWED BY LORENA IS AN UNDERSTATEMENT.
EVERYONE WHO WORKS WITH LORENA RESPECTS AND APPRECIATES HER SERIOUSNESS, DEDICATION AND PROFESSIONALISM IN PROVIDING INSPIRING EARLY LEARNING ENVIRONMENTS WITH UNEXPECTED MATERIALS – SOMETIMES IT’S AS SIMPLE AND BEAUTIFUL AS A GAGGLE OF BABIES EACH SITTING ON THEIR OWN SHADY PATCH OF GREEN GRASS SPLASHING THEIR CHUBBY LITTLE HANDS IN A TRAY OF COOL WATER WITH A FRESH SPRIG OF SPEARMINT WITH SOOTHING, GENTLE PIANO PLAYING IN THE BACKGROUND. LORENA EXTENDS THESE LEARNING EXPERIENCES THROUGH DOCUMENTATION (VIDEOS, PICTURES, AND TEXT) AND SHARING WITH FAMILIES ON OUR FACEBOOK PAGE. HER ENGAGING WORDS AND IMAGES EMPOWER PARENTS IN PROVIDING THESE DIY PLAY EXPERIENCES AT HOME IN ADDITION TO SCRAMBLING TO REGISTER FOR LORENA’S NEXT PLAYGROUP!
– NADINE REEVES, CHILDREACH PROGRAM & DEVELOPMENT MANAGER
What advice would you give someone considering pursuing a career in Early Childhood Education?
Early Childhood Education is a wonderful opportunity for many different career paths. It is also a great responsibility as you will facilitate children’s learning experiences. So be an observer first. Observation is your best tool as an educator. Through observation, you can learn what the children are learning and what they are interested in. This will help you when planning your provocations, setting up the learning environment, and fostering strong connections.
How has professional learning contributed to your practice?
Professional learning has helped me become a better educator. It has helped me gain a deeper understanding of child development. I have attended a few of the Community of Practice opportunities for Infant Educators. It was an excellent way to share knowledge, ideas, and observations with other infant educators.
LORENA BRINGS SUCH JOY AND ENTHUSIASM TO HER PROGRAMS. FAMILIES WILL OFTEN ASK US, “IS IT A LORENA DAY?”! LORENA IS A FANTASTIC ASSET AS A COMMUNITY PARTNER BECAUSE OF HER COMMITMENT TO FAMILIES, HER VERSATILITY AND HER IMPECCABLE COMMUNICATION AND COLLABORATION. SHE ALWAYS COMES PREPARED WITH EXCITING AND ENGAGING ACTIVITIES AND MATERIALS. LORENA PLANS AND PROGRAMS FOR ALL AGES AND STAGES, AND STRIVES TO MAKE CONNECTIONS WITH EACH AND EVERY FAMILY.
– STEPHANIE HAMEL, PROGRAM SUPERVISOR, FAMILY CENTRE FOX HOLLOW
Do you have a favourite quote…
“IT IS A HAPPY TALENT TO KNOW HOW TO PLAY.”
– RALPH WALDO EMERSON
Tell us some things you enjoy doing in your spare time.
In my spare time, I enjoy spending time with my friends and family. I often explore hiking trails with my dog Toby, but sometimes I like to stay home and enjoy a good movie too.
If you were an ice cream flavour, what flavour would you be and why?
I would be mint chocolate chip: a refreshing spearmint flavour – because I am willing to try new things and explore new ideas.
Thank you, Lorena, for everything you do for children, families, and other professionals in this community. We are incredibly proud to know you.
Join us in celebrating Lorena by dropping her a comment below!
Do you know an outstanding early years professional that deserves to be recognized?
Someone who:
takes an active leadership role within their community;
has a demonstrated ability to build strong relationships;
shows a loving and respectful commitment to children, families, and the ECEC profession;
exudes professionalism and maintains enthusiasm for their continued commitment to ongoing professional learning.
Then nominate them to be our next Professional Spotlight!
Email your nominations to info@striveswo.ca
PROFESSIONAL SPOTLIGHT: TINA CHILTON
Meet Tina! Tina Chilton is a Kitchen Administrator at Milestones Children’s Centre. Tina is a snack time aficionado known for her warm and friendly nature. Join us in getting to know her better and celebrating her contributions to the early years community.
Child care and early years professionals are a precious commodity and essential part of happy, healthy, and successful communities. Now, more than ever, we know how important it is to have caring adults supporting young children and families.
We are so proud to be a part of this vibrant community and this Professional Spotlight Series is intended to recognize the many outstanding efforts, innovations, and contributions of our treasured colleagues across the sector.
This month, we are delighted to introduce you to Tina Chilton, a Kitchen Administrator at Milestones Children’s Centre. Tina is known for her warn and friendly demeanor, her yummy meals and snacks, and her commitment to supporting and mentoring other professionals.
Keep reading to learn more about Tina!
Tell us a bit about yourself…
Hello, my name is Tina Chilton and I am the Kitchen Administrator at Milestones Children’s Centre. I have had the pleasure of working there for the past 15 years. Nutrition is a professional and personal passion for me. I enjoy cooking at work as well for my family at home. I have been married for 16 years and I have one adult daughter. I enjoy running 5K on my treadmill daily before heading to work. I also enjoy being a dog mom to my 7 month old Great Dane, Olive.
Describe the role of a Kitchen Administrator.
As the Kitchen Administrator, I make the menus for our centre and prepare two daily snacks and lunch for the children. I adhere to a budget and create professional relationships with all of our suppliers. I look after the maintenance and repairs of all the appliances and ensure the kitchen is clean and organized. I support our Food Handler, who helps me with the cooking and cleaning, as well as preparing two snacks for our before and after school programs. I am new to the responsibility of being the direct report for our Food Handler, and I am looking forward to the opportunity and challenge to grow in my career.
What is the best part of your role?
The best part of my role is hearing how well the children have eaten the meals I provide. I put so much thought into ensuring they meet their body’s growing needs. I also love writing nutrition facts on the white board in the hallway for our Educators to support conversations with the children about healthy food. I enjoy being a part of the children learning how to eat for a healthy life.
TINA CHILTON HAS BEEN A PART OF MILESTONES CHILDREN’S CENTRE SINCE MARCH OF 2006. SINCE THAT TIME, TINA HAS ENHANCED THE POSITION OF KITCHEN ADMINISTRATOR, DEMONSTRATING HOW CRITICAL HER ROLE IS TO THE SUCCESS OF OUR CHILD CARE PROGRAMS.
TINA IS COMMITTED TO PROVIDING THE CHILDREN WITH SNACKS AND MEALS THAT ARE NOT ONLY NUTRITIOUS, BUT ARE ALSO WELL LIKED BY THE CHILDREN. TINA RESEARCHES MENUS THAT PROVIDE VARIETY AND THAT ARE YUMMY FOR THE CHILDREN AND STAFF, TOO. IT IS COMMON TO HAVE FISH DISHES, BEAN AND TOFU RECIPES, CURRY DISHES, A VARIETY OF FRESH VEGETABLES AND FRESH FRUIT, ETC. EACH DAY AND WEEK. TINA IS COMMITTED TO PAINT YOUR PLATE AND CREATIVELY EDUCATES STAFF ABOUT THE BENEFITS OF DIFFERENT FOODS, BY PROVIDING INFORMATION TO SUPPORT OUR WORKPLACE WELLNESS COMMITTEE AND BY SHARING FOOD INFORMATION DAILY. IN AN EFFORT TO HAVE THE YOUNGER CHILDREN PLAY A PART IN WHAT THEY EAT, TINA POSTS PICTURES OF FRUITS OR VEGETABLES AND GIVE THE CHILDREN THE OPPORTUNITY TO VOTE BY MARKING ON THE WHITE BOARD BESIDE WHICH FRUIT OR VEGETABLE THEY WANT THAT DAY. THIS ALSO INVOLVES THE FAMILIES, AS THEY HELP THE CHILDREN TO CAST THEIR VOTE, PROMOTING A GREAT SENSE OF COMMUNITY AND ENGAGEMENT.
OUR SCHOOL AGED CHILDREN ALSO BENEFIT FROM TINA’S KNOWLEDGE OF FOOD AND FROM HER UNDERSTANDING OF WHAT CHILDREN OF ALL AGES LIKE TO EAT. SNACK TIME IS A HIGHLIGHT AT OUR SCHOOL AGE PROGRAMS.
TINA ALSO ENJOYS BEING A SUPPORTIVE MEMBER OF THE DIETARY COMMUNITY BY NETWORKING WITH KITCHEN STAFF AT OTHER CHILD CARE CENTRES, AND BY CREATING OUTSTANDING PROFESSIONAL RELATIONSHIPS WITH OTHERS IN THE COMMUNITY – FROM PUBLIC HEALTH, TO THE VENDORS THAT SHE WORKS WITH.
TINA MAKES IT HER BUSINESS TO ENSURE THAT THE CHILDREN EAT AS WELL AS THEY POSSIBLY CAN. TINA HAS EVOLVED THE POSITION OF KITCHEN ADMINISTRATOR OF MILESTONES CHILDREN’S CENTRE TO ONE OF LEADER AND EDUCATOR AS WELL AS THE CREATOR OF AMAZING MEALS. WE ARE THANKFUL FOR TINA!
– CORA BURNS, RECE, EXECUTIVE DIRECTOR & CHRISTIE POPESCU, OPERATIONS MANAGER
What is your most popular recipe?
My most popular recipe is probably my oatmeal pancakes or maybe my unstuffed cabbage roll casserole… or it could be pasta in tomato sauce with beans… or tacos with sweet potato wedges. It is so hard to tell, we have really great eaters!
What is something you’ve learned recently that you’re excited about?
Something I have learned recently that I am excited about is my new responsibilities in leadership. I can’t wait to inspire a love of cooking and passion for learning about the best nutrition for the children, guiding staff to be their best professional selves.
“TINA MAKES YUMMY STUFF!” YUMMIER THAN MOMMY MAKES, OR SO I’VE BEEN TOLD!
I ALWAYS HAVE PEACE OF MIND KNOWING THAT OUR 2 BOYS ARE GETTING LOTS OF GOOD, NUTRITIOUS FOOD MADE BY TINA!
WHEN WE WERE HOME AT THE BEGINNING OF THE PANDEMIC WE MISSED TINA’S COOKING – A LOT! WHEN YOU SEE TINA’S MENU AND HEAR ABOUT ALL OF HER DELICIOUS AND NUTRITIOUS MEALS, YOU KNOW THE GREAT PRIDE TINA CLEARLY TAKES IN HER CRAFT AND HOW MUCH SHE CARES ABOUT WHAT SHE DOES. FEEDING TODDLERS IS ONE OF THE HARDEST THINGS AND TINA HAS MASTERED IT! I ALSO ADMIRE THAT TINA ALWAYS HAS A SMILE ON HER FACE WHENEVER WE SEE HER. I HOPE THAT TINA GETS A LOT OF THANK YOU’S FROM THE MANY LITTLE MOUTHS SHE FEEDS DAILY!
– KATE CASEY, PRESCHOOLER PARENT
What is something that you’re unlearning?
I am trying to unlearn thinking that I need to have all the answers to all questions on the spot. It is ok to say “I’ll get back to you on that” and take a bit of time to process and reflect. It is ok to not know the answers right away and give yourself time to find the best ones.
How has professional learning contributed to your practice?
Professional learning has contributed to my growing nutrition knowledge and how to provide the best supportive nutritional environments for children to develop into healthy eaters for life. It has also helped me to learn how to be a better leader and advance and grow in my career. I am a knowledge seeker and love to learn new things.
Tell us about a recent professional learning experience that had a positive impact on you.
I recently watched a webinar on communication and realized how important body language can be. I talk with my hands a lot and I was unaware that my sometimes excited hand gestures can really be off-putting or possibly give the wrong impression. I guess this is also something I am trying to unlearn. I feel this was a positive impact for me because you cannot change what you are unaware of.
What inspires you?
The children inspire me every day. I love knowing that I have positively contributed to their lives, even if they do not always eat the vegetables that I serve! I know that they will see the food as familiar and most likely try it because of this. I love seeing them grow and I look forward to their waves and smiles each day.
WE ARE SO LUCKY THAT TINA ALWAYS BRINGS THE CHILDREN YUMMY AND HEALTHY MEALS. THE CHILDREN LOOK FORWARD TO SEEING TINA EVERYDAY. WHEN TINA DROPS OFF SNACKS, SHE DOESN’T EVEN HAVE TO KNOCK ON OUR CLASSROOM DOOR TO LET US KNOW THAT SHE HAS ARRIVED AS THE CHILDREN WILL EXCITEDLY SAY “TINA IS HERE” AS THEY WAVE AND RUN TO SAY HI TO HER. ONCE TINA LEAVES THEY ARE ALWAYS EXCITED TO SAY “I SAID HI TO TINA.”
THROUGHOUT THE DAY, THE CHILDREN OFTEN ASK WHERE TINA IS. WE LET THEM KNOW SHE’S BUSY MAKING OUR YUMMY MEALS. SO, EVEN THOUGH SHE ISN’T WITH US FOR LONG DURING THE DAY, THE CHILDREN ARE STILL THINKING AND ASKING ABOUT OUR HER.
– STEPHANIE, RECE AND MEGHAN, RECE
What are things you enjoy doing in your spare time?
In my spare time, after my treadmill runs and walking my Great Dane, I really enjoy watching movies and playing board games with my family. I also like trying new recipes!
If you were an ice cream flavour, what flavour would you be and why?
If I were an ice cream flavour I would be chocolate because I love chocolate. Is there anything better?!
Anything else you would like to add?
I would also love to add that I raised an adventurous eater and I contribute it to never putting pressure on her to eat. When she was young, I would let her pick a healthy food item from the grocery store that we had never tried before. We would take it home and figure out how to prepare it and we both would try it. There was never any pressure, if she didn’t like it, she got to spit it out but if she did, then we found a new food to enjoy.
Remember that you are teaching healthy eating for a lifetime, and not just for today!
Thank you, Tina, for everything you do for children, families, and other professionals in this community. We are incredibly proud to know you.
Join us in celebrating Tina by dropping her a comment below!
Do you know an outstanding early years professional that deserves to be recognized?
Someone who:
takes an active leadership role within their community;
has a demonstrated ability to build strong relationships;
shows a loving and respectful commitment to children, families, and the ECEC profession;
exudes professionalism and maintains enthusiasm for their continued commitment to ongoing professional learning.
Then nominate them to be our next Professional Spotlight!
Email your nominations to info@striveswo.ca
PROFESSIONAL SPOTLIGHT: SUE BECHARD
Meet Sue! Sue Bechard is Community Connector at Westmount Family Centre. Sue is kind, compassionate, and goes above and beyond for colleagues and families alike. Join us in getting to know her better and celebrating her contributions to the early years community.
Child care and early years professionals are a precious commodity and essential part of happy, healthy, and successful communities. Now, more than ever, we know how important it is to have caring adults supporting young children and families.
We are so proud to be a part of this vibrant community and this Professional Spotlight Series recognizes the outstanding efforts, innovations, and contributions of our treasured colleagues across the sector.
This month, we are delighted to introduce you to RECE Sue Bechard, a Community Connector at Family Centre Westmount. Sue is cherished by her friends and colleagues for her warm smile, positive attitude, and going above and beyond for the families she works with.
Keep reading to learn more about Sue!
Tell us a bit about yourself…
My name is Sue Bechard and I graduated from Fanshawe College in 1993 from the Early Childhood Education Diploma Program. I was awarded the AECEO award of excellence upon my graduation. Twenty-eight years later, I have never waivered from the career I chose and absolutely love.
I am also a wife and Mom of three children. I have two boys and a girl and yes, my two oldest are now adults! I worked in childcare for 7 years prior to providing home childcare for 6 years, when my heart told me I needed to be home with my young family. For the last 14 years, I have found a new passion in family resource and support. This lead to my position as Community Connector within London Children’s Connection at the Family Centre Westmount. I have had the incredible opportunity to learn and grow within the Family Centred Service System enjoying the challenges and opportunities the position provides.
Describe the role of a Community Connector.
It’s about creating genuine connections with people and connecting them with the right service providers. It is also about providing a safe, inclusive environment in which to support families and help them achieve better outcomes. Working collaboratively with other professionals on and off site to ensure the best connections are made is also a big part of my role. Working with a collective Community of Practice (other connectors across the city) is essential to the role as well.
What is the best part of your role?
Every person has a story. Every person walking through the doors of our family centre is deserving of what they need to thrive. The best part of my role is supporting that person as they walk through the process.
SUE BECHARD HAS WORKED FOR LONDON CHILDREN’S CONNECTION SINCE 2007 AND HAS GROWN ALONGSIDE THE FAMILY CENTRE SERVICE SYSTEM. HER COMPASSION, EMPATHY, STRONG LISTENING SKILLS AND RESOURCEFULNESS HAS MADE HER THE PERFECT FIT FOR OUR LEAD COMMUNITY CONNECTOR AT WESTMOUNT FAMILY CENTRE.
SUE EAGERLY JUMPS INTO NEW OPPORTUNITIES WITH GUSTO TO NOT ONLY SUPPORT HER FELLOW COMMUNITY CONNECTORS BUT ALSO TO ENHANCE HER SKILLS, STAY CURRENT IN HER PRACTICE, AND BUILD RELATIONSHIPS. HER POSITIVE ATTITUDE, SENSE OF FUN, AND OPENNESS ALLOWS HER TO CONNECT WITH FAMILIES AUTHENTICALLY AND GENUINELY.
FAMILIES THAT COME TO SEE SUE FOR SUPPORT AND ASSISTANCE OFTEN KEEP COMING BACK. A FAMILY THAT WAS STRUGGLING WAS SUPPORTED BY SUE FOR OVER A YEAR. SHE HELPED KEEP THEM POSITIVE AND GAVE THEM STRENGTH. WHEN THINGS STARTED TO TURN AROUND FOR THEM, THEY SPECIFICALLY STOPPED IN AT THE CENTRE TO SHOW SUE THE VAN THEY WERE ABLE TO BUY. A WONDERFUL FOLLOW-UP, AS IT’S NOT OFTEN THAT IN OUR WORK A FAMILY’S OUTCOME IS KNOWN. SUE’S DEDICATION TO THIS FAMILY CLEARLY MEANT THE WORLD TO THEM.
– CONNIE DOWELL, COLLEAGUE
What is something you’ve learned recently that you’re excited about…
Reacquainting myself with a musical instrument. I was very musical growing up with an organ, violin and singing. I have been trying my hands at guitar during the pandemic and have been strumming away the last year. I would love to add it to my repertoire!
What is something you’re unlearning…
You can not pour from an empty cup! I am learning to put myself first, when possible, in order to help others, fill their cup. Personally and professionally, life happens and I am trying to unlearn the habit of just pouring through it or pouring when I am empty. Taking care of myself has become number one (some days!). I am still working on it and remind myself that I can not do it all. I have a go get it kind of personality, and sometimes I have to say no, which is really hard for me to do. I am learning that self-care is not selfish.
Why did you choose a career in Early Childhood Education and Care?
I knew I had a great connection with children from an early age. I accepted a cleaning position after school at local childcare centre when I was in high school. The staff could see my eagerness to come in early to volunteer before my shift. Ultimately, it felt right and with support from the centre staff, I applied to become an ECE.
What advice would you give someone considering pursuing a career in Early Childhood Education?
There are now so many job opportunities to pursue in the field. If you are open to challenge and thinking outside of the box- the opportunities are endless. I am an example of how you can keep challenging yourself as an educator and still have a passion for the field. I love to mentor students with the same message. You can do just about anything if you put your mind to it.
WE HAVE BEEN COMING TO WESTMOUNT FAMILY CENTRE FOR OVER 3 YEARS, BEGINNING WITH MY FIRST BABY WHEN THERE WERE NO RESTRICTIONS ON SOCIAL INTERACTIONS AND THEN AGAIN WITH MY SECOND BABY THROUGHOUT THE PANDEMIC. SUE HAS ALWAYS MADE US FEEL WELCOME AND GREETED US WITH A FRIENDLY SMILE (EVEN BEHIND THE MASK). SUE TAKES THE TIME TO LEARN ABOUT FAMILIES AND GENUINELY CARES ABOUT MAKING MEANINGFUL CONNECTIONS. I ALWAYS FELT ENCOURAGED TO ASK QUESTIONS ABOUT PARENTING OR TO JUST TALK ABOUT THE DIFFICULTIES OF PARENTING, KNOWING THAT SUE WOULD LISTEN AND ONLY OFFER VALUABLE ADVICE AND RECOMMENDATIONS. SUE HAS MADE SUCH A WONDERFUL AND POSITIVE IMPACT ON OUR EXPERIENCES WITH THE FAMILY CENTRE, AND HER SUPPORT HAS BEEN INVALUABLE. THANK YOU SUE, WORDS CANNOT EXPRESS OUR GRATITUDE FOR EVERYTHING YOU CONTINUE TO DO!
– ASHLEIGH AND FAMILY
How has professional learning contributed to your practice?
I would not be where I am today if it was not for professional learning. I have been very lucky as London Children’s Connection has always supported our professional learning. My role as a Community Connector came with many different/additional skills to the role. I have learned about poverty in the city, housing, settlement services, and mental health supports. I have been on countless field trips to organizations that are working collectively to support families. These have been wonderful hands on experiences for me as an ECE and a Connector. Keeping in touch with Continuous Professional Leaning also has been important with my role and also has been a huge benefit to me as an RECE.
Tell us about a recent professional learning experience that had a positive impact on you.
Mental Health First Aid Training has had a positive impact on me as a Community Connector. It normalized the conversations that, as a connector, I use so many times throughout the year. It is really ok to not be ok. It’s such a positive experience to learn from professionals working in the field about how to help someone in need. It has been one of those professional learning experiences that I have actively put into practice.
What inspires you…
Families inspire me. It is the best day when you know that you made a difference in someone’s life. It could be something very small or something big. At the end of the day, I go to work to make a difference for others. Reflecting back on how I handled a situation, to improve or acknowledge the success or failure is key. It is not always an easy job.
My team also inspires me to do my best. Having a close family centre team that understands and supports the role of the Connector has made me the connector I am today.
SUE IS A CARING, KNOWLEDGEABLE ECE PROFESSIONAL. SUE OFFERS A FRIENDLY VOICE AND AN OPEN EAR FOR ALL THAT CONNECT WITH HER THROUGH THE WESTMOUNT FAMILY CENTRE. SHE GENUINELY LISTENS TO ALL AND WORKS HARD NETWORKING AND COLLABORATING WITH COMMUNITY PARTNERS TO OFFER SUPPORTIVE INFORMATION UNIQUE TO THE CIRCUMSTANCES OF THE INDIVIDUAL. SUE USES HER EXCELLENT PROBLEM SOLVING SKILLS TO SEARCH OUT THE BEST RESOURCES.
WORKING ALONGSIDE SUE HAS BEEN A JOY FOR ME. I ALWAYS KNEW I COULD TRUST SUE TO RESPOND IN A RESPECTFUL MANNER AND WITH COMPLETE ATTENTION TO A QUESTION OR REQUEST. WHILE I AM NO LONGER WORKING DIRECTLY WITH SUE, I CONTINUE TO PROUDLY RECOMMEND HER TO ANYONE I CONNECT WITH THAT MAY BENEFIT FROM INFORMATION ON LOCAL SERVICES AND RESOURCES. EVEN THOUGH WE ARE NOT IN THE SAME OFFICE, I KNOW SHE IS ONLY A PHONE CALL AWAY!
– JAN GAUDET, COLLEAGUE
Tell us some things you enjoy doing in your spare time.
I love to be outside in nature. I love to find new trails to walk with our family dog. As a family, we love to fish on our boat and take road trips to different fishing spots. I also love crafting anything and everything!
Anything else you would like to add?
If anything, I would like everyone to realize, you don’t need to know everything. I learn something new each day. Listen, observe, reflect and grow. It is what I do best!
Thank you, Sue, for everything you do for children, families, and other professionals in this community. We are incredibly proud to know you.
Join us in celebrating Sue by dropping her a comment below!
Do you know an outstanding early years professional that deserves to be recognized?
Someone who:
takes an active leadership role within their community;
has a demonstrated ability to build strong relationships;
shows a loving and respectful commitment to children, families, and the ECEC profession;
exudes professionalism and maintains enthusiasm for their continued commitment to ongoing professional learning.
Then nominate them to be our next Professional Spotlight!
Email your nominations to info@striveswo.ca
CANADIAN FEDERAL ELECTION GUIDE 2021
With the 2021 Federal Election just around the corner this resource will hopefully assist you in making a sound and informed decision on election day.
The 2021 Federal Election is officially underway and Child Care is finally being recognized as a ballot box issue! This is an opportunity to raise our collective voices and make accessible, affordable Child Care, and fair compensation and decent work for Child Care Professionals a reality!
As Early Learning Professionals, we know the impact of the conditions we create in our playrooms on the development and well-being of the children and families we support. Yet, the political workings and contexts that ultimately drive and dictate those conditions are not always clear or straight forward. This can lead to reluctance to see ourselves as active, valued participants in the political systems that govern our sector. This can’t continue! We are passionate, dedicated professionals who can affect positive change for Child Care in Canada! It’s time to make a difference at the federal level!
Parents entrust their children with early educators at the most critical time in their development and yet society leaves early educators with unmanageable workloads and unlivable wages
— National Head Start Association
We desperately need a government committed to substantive change and investment in Early Childhood Education and Care.
It is time for Educators to claim their space as experts in their professional practice. No one understands the challenges of our current childcare system better than those who live it every day!
You belong in this process!
Do not wait for someone to come and speak for you. It’s you who can change the world.
— Malala Yousafzai
But we get it, politics and election hoopla can be nothing short of overwhelming. So consider this your “Everything I Need to Know Before I Vote” guide; a resource to hopefully help you make a sound and informed decision.
First things first:
Check your eligibility to vote/registration status.
You can confirm your registration and/or update your information HERE.
You should receive a voter information card in the mail by September 10th.
Know where YOU stand. Reflect on what is important to you as a professional and as a citizen. Then, find out where the candidates stand. Ultimately, your vote should go to a candidate/party that aligns with your values and priorities.
Below are links to each to party’s website & platform, this is where you can find their position on key issues:
Liberal Party
Green Party
Conservative Party
NDP
People’s Party of Canada
Here are the available official platforms for each party:
Liberal Party Platform (Their position on childcare can be found here.)
Green Party Platform (Their position on childcare is outlined on p.62)
Conservative Party Platform (their position on childcare is outlined on p.24)
NDP Platform (Their position on childcare is outlined on p.29)
People’s Party of Canada (Does not include childcare in their platform)
Learn more about the candidates in your local riding HERE.
Unsure of your riding? No problem, use this tool!
As outlined in the College of Early Childhood Educators’ Standards of Practice part of our ethical obligation as Educators is an explicit commitment to “advocate in the interest of children, families, early childhood educators and the early years sector” (College of Early Childhood Educators, Code of Ethics and Standards of Practice, p. 15). Informed voting is a distinctive and impactful form of advocacy.
And, finally (and arguably most importantly), VOTE!!!
The election is Monday, September 20th. Polls are open from 9:30 am to 9:30 pm.
Your polling station will be indicated on your aforementioned voter information card, which you will receive by mail. Polling station addresses have not yet been made available on the Elections Canada website.
“By law, everyone who is eligible to vote must have three consecutive hours to cast their vote on election day. If your hours of work do not allow for three consecutive hours to vote, your employer must give you time off.
For example, if you live in a riding where voting hours are 9:30 a.m. to 9:30 p.m. and you usually work from 11:00 a.m. to 7:00 p.m., your hours of work will not allow three consecutive hours for voting. To give you three consecutive hours to vote, your employer could allow you to arrive late (at 12:30 p.m.), let you leave early (at 6:30 p.m.), or give you three hours off at some point during the work day.
Your employer has the right to decide when the time off will be given” (Elections Canada, 2019).
Unable to vote in person on the 20st? There are several other means by which you can cast your vote, such as advanced polls, special ballot processes or by mail.
Learn more about all the ways you can vote HERE.
Given some of the decisions that have been made at the provincial level, effectively backing away from the funding and support of child care services, federal leadership that is committed to making our child care system better is vitally important.
Voting is more than just your democratic right, it is a RESPONSIBILITY and a PRIVILEGE. Exercise it! It demonstrates commitment to ourselves, to our profession and to each other.
Unless someone like you cares a whole awful lot,
Nothing is going to get better. It’s not.– Dr. Seuss
Make sure you’re connected and following @striveswo on social media as we will be updating election news as it rolls in!
AN EDUCATOR’S PATH TO GRATITUDE
What do you do when burnout sets in and the path before you becomes unclear? Michaela Jardine shares how gratitude changed her mindset and led her back home to herself.
I have been a Registered Early Childhood Educator for 7 years.
I left the field after 2.
My name is Michaela Jardine, and this is part of my story.
We tend to believe and make assumptions about a person’s story and how they got to where they did in their life and career. I know I am guilty of assuming that people just went to College or University and landed a job they loved. But that isn’t the case, not always. Yet, we don’t tend to hear about the struggles, challenges, and hardships that people face on their path in life. This seems particularly true in the field of Early Childhood Education and Care.
I have become a huge advocate for mental health and well-being since leaving the ECEC field in 2016. Not many know my story, why I left, what brought me back, and what has led me here.
After the last year and a half of what the child care field has been going through with the pandemic, I feel even more drawn to sharing this part of my story. I am hoping that by sharing my journey it will resonate with you and remind you that you are a priority too.
My Journey
This hasn’t always been easy to share or talk about but I have come to realize that it is a part of who I am.
I graduated and became a Registered Early Childhood Educator in 2014 and I am beyond grateful that I received a job offer right away. In my first two years working in the field I had the opportunity to work with school age children, preschoolers, toddlers and even gained some knowledge and experiences working on tasks alongside my Director. She became a role model for me and I looked up to her, her accomplishments, and her drive for the field.
An experience in those first two years that I am proud of was working with my Director and another co-worker in creating the centre’s first toddler room. Being fresh out of College, this was not an opportunity I thought I would get to be a part of, let alone have a say in.
I worked at that same centre until I left the field in October of 2016.
I worked at that same centre until I left the field in October of 2016.
It wasn’t easy leaving the field or the children, families and coworkers that I had built relationships with over the years but it was hard to ignore the burnout I was feeling. They were my family and deciding to leave was one of the hardest decisions I had to make. I had recently moved an hour away and at the time I thought I could do the drive but the harsh reality quickly set in when I found myself spending 2.5 hours on the road each day while not making enough money to truly support myself and family. There were other problems that has arisen in my home life that only piled onto the growing burnout I was feeling. I was not myself. I was negative, tired, stressed, and didn’t want to do much outside of work besides be at home.
“IT WASN’T EASY LEAVING THE FIELD OR THE CHILDREN, FAMILIES AND COWORKERS THAT I HAD BUILT RELATIONSHIPS WITH OVER THE YEARS BUT IT WAS HARD TO IGNORE THE BURNOUT I WAS FEELING.”
I tried to brush off the feelings for months. I tried to tell myself that I shouldn’t be feeling burnt out, I had only just started my career, I had only been in the field for 2 years. But the truth is, you can experience burnout during any point of your career, especially in the early years. I didn’t have a proper routine, nor did I make myself and my mental health a priority. I was trying so hard to be a great RECE and make sure my career was stable, that I had forgotten about looking after myself and making sure I was stable and cared for too.
When I left, I started working in a factory closer to the town I was living in. It paid double what I was making as an ECE, a job I had gone to College for two years to get. I was frustrated that the career I had dreamed of having one day, couldn’t support me or my family, which at the time made me consider never going back.
Switching jobs and working at the factory allowed me to start focusing on myself again, which I had forgotten to do. I started going to the gym, going for runs, seeing family and friends – I started to thoroughly enjoy life again without feeling burnt out.
Now don’t misunderstand, while working at the factory had its perks, it wasn’t a rewarding job. It allowed me to get ahead financially, get back on track for my physical and mental wellbeing, but I always felt like a piece was missing.
I missed working with children, seeing the accomplishments and milestones they reached, I missed interacting with families and colleagues.
While I knew I wanted to go back into the early years field, I also knew I had to make some changes. I had to make my mental health a priority.
So I started a gratitude practice in the Spring of 2017 and intentionally focused on the good things in my life. Berkeley researcher Dr. Christine Carter, who has been studying and dedicating her career to the ‘science of happiness,’ has explained that counting our blessings is central to not only our physical health, but mental health as well.
My Gratitude Practice
I will say that I did have other supports and resources to help me during this time but a practice that I started and continue to practice today is gratitude. Gratitude is derived from the Latin word gratia, depending on the context it can mean grace, graciousness, or gratefulness and allows people to acknowledge the goodness in their lives.
I start and end my day with The Five-Minute Journal and have been using it now for 4 years. It is a simple way to create a morning and nighttime routine that I looked forward to each day. I also really enjoy that it only takes 5 minutes in the morning and night. I love the Five-Minute Journal because it’s easy to follow and straightforward. The morning routine focuses on gratitude, what would make today great, and daily affirmations. Whereas the nighttime component focuses on reflection, amazing things that happened, what would have made it better and I will sometimes include what I am looking forward to tomorrow. After about a month of practicing gratitude I noticed I was beginning to feel grateful for more and more things throughout the day that I wasn’t even thinking about before. I noticed my inner voice saying more and more loudly, “I’m grateful for…”
Practicing gratitude regularly allowed me to focus on myself, my goals, and my overall well-being. Something I had previously been neglecting. I started to feel happy and joyful again. I even started putting my foot back into the child care field, searching for potential jobs. Although on a neurological level, researchers are just beginning to understand gratitude, it has been shown that grateful people are healthier, happier, more resilient, have a higher sense of self-worth and are, in general, more satisfied with their lives.
Gratitude is a way to appreciate what we already have, instead of searching for the next thing to make us ‘happy’. Walsh (2013) found that when people practice gratitude they are more likely to, enjoy higher flows of dopamine (happy hormone), feel brighter and more alert, and have greater activity in their hypothalamus which influences stress and metabolism levels.
“ALTHOUGH ON A NEUROLOGICAL LEVEL, RESEARCHERS ARE JUST BEGINNING TO UNDERSTAND GRATITUDE, IT HAS BEEN SHOWN THAT GRATEFUL PEOPLE ARE HEALTHIER, HAPPIER, MORE RESILIENT, HAVE A HIGHER SENSE OF SELF-WORTH AND ARE, IN GENERAL, MORE SATISFIED WITH THEIR LIVES.”
Gratitude is a mental state that grows stronger with each use and practice and helps people refocus on what they have instead of what they lack. It wasn’t easy getting used to practicing gratitude or being consistent with my morning and night time routine but I knew it needed to be a priority. Working at the factory wasn’t fulfilling at all, I missed the rewarding career I went to school for. Making myself a priority wasn’t an option anymore, it was essential.
It is so easy to put yourself on the back burner and keep giving when your cup is empty, but eventually you burnout and have nothing left to give. As professionals in an already demanding field it is imperative that you are taking time for yourselves each day. Implementing a practice around gratitude into my day, made sure I was dedicating a part of the day to me, my wellbeing, and refilling MY cup.
“IT IS SO EASY TO PUT YOURSELF ON THE BACK BURNER AND KEEP GIVING WHEN YOUR CUP IS EMPTY, BUT EVENTUALLY YOU BURNOUT AND HAVE NOTHING LEFT TO GIVE. AS PROFESSIONALS IN AN ALREADY DEMANDING FIELD IT IS IMPERATIVE THAT YOU ARE TAKING TIME FOR YOURSELF EACH DAY.”
In the Fall of 2017 I made my way back to the early years field. I have learned to focus on the wellbeing of the children in my care AND on MY overall wellbeing as well.
Whether you practice gratitude or have another way of refilling your cup, I would love to hear how you practice self care! And if you don’t currently prioritize a part of your day for yourself, I challenge you to start. There are so many ways to practice self-care, gratitude is just the one that works best for me.
If there is anything the last year has been reinforced for me, it would be that when we are not at our best, we can’t give our best.
Make yourself a priority, you are worth it .
Written by Michaela Jardine
How do you prioritize yourself and practice self-care? Share your story in the comments below and join us in congratulating Michaela on the successful completion of her internship!
References
Harvard Health. (2011, November 22). Giving thanks can make you happier. Harvard Health Publishing: Harvard Medical School. https://www.health.harvard.edu/healthbeat/giving-thanks-can-make-you-happier.
Walsh, E. (2013, November 18). The Science of Gratitude in Kids. Spark & Stitch Institute. https://sparkandstitchinstitute.com/science-of-gratitude-kids/.
Young, K. (2020, October 15). The science of gratitude – how it changes people, relationships (and Brains!) and how to make it work for you. Hey Sigmund. https://www.heysigmund.com/the-science-of-gratitude/.
Michaela Jardine is Strive’s Project Intern from the Honours Bachelor of Early Childhood Leadership program at Fanshawe College. Michaela was born and raised in Tillsonburg, Ontario and is the youngest of 3 siblings. Outside of school, you will likely find Michaela at the gym, taking on a home renovation project, or out adventuring with her adorable pup, Donny. After graduation next year, Michaela has her sights set on Teacher’s College and hopes to stay connected to local ECEC advocacy work as well.
PROFESSIONAL SPOTLIGHT: JOANNE CHESTERFIELD
Meet Joanne! Joanne Chesterfield is an RECE at Kids Ko. Childcare Centre in Komoka. Joanne is enthusiastic in her approach to her life and her work, and she leads with joy and curiosity. Join us in getting to know her better and celebrating her contributions to the early years community.
Child care and early years professionals are a precious commodity and essential part of happy, healthy, and successful communities. Now, more than ever, we know how important it is to have caring adults supporting young children and families. The child care community has risen to every challenge over the past 16 months with grace, determination and professionalism. We are so proud to be a part of this vibrant community and want to continue to recognize the outstanding efforts, innovations, and contributions of our treasured colleagues across the sector.
We are therefore incredibly excited to introduce our new Professional Spotlight series!
These profiles will feature outstanding early years professionals for their leadership, exemplary practices, and their commitment to giving children the very best possible start in life.
For our very first Professional Spotlight, we are thrilled to introduce you to RECE, Joanne Chesterfield! Joanne is currently a Preschool Educator at Kids Ko. Childcare Centre in Komoka and an active Strive member. Joanne is joyful and enthusiastic in her approach to her life and her work. She inspires the best in those around her and leads with curiosity.
Keep reading to learn more about Joanne!
Tell us a bit about yourself…
Hey! I’m so happy to be here. My name is Joanne and I grew up in Stratford, Ontario. I came to London after graduating high school and attended Fanshawe College. I studied Early Childhood Education and Autism and Behavioural Science. I have been working as a RECE in the field for 9 years. I am married and have 2 children of my own. Lily is 5 in September and Maisie will be 2 in June. I currently am a RECE at Kids Ko.Childcare Centre in Komoka in the Preschool Classroom.
What does being an Early Childhood Educator mean to you?
Being an Early Childhood Educator means a lot to me. I show up daily and give 100%. I start each day with a positive attitude and put the children in my care first. I plan activities according to the children’s needs and interests. As an ECE this job is so rewarding for me. When you see the children accomplish a task and are so excited about accomplishing it, it makes you feel fulfilled and successful. I love spending my days with the children and conversing with families.
What is something you’ve learned recently that you’re excited about…
I have always known that team collaboration was important to me and a key to success when working with others. Recently at work I have created a board for the team members. It says “Take what you need” and has sticky notes with different words on it. For example strength, forgiveness, peace, joy, kindness, a friend etc. The goal is to get all the staff involved.
What is something you’re unlearning…
Something that I am unlearning is letting go and allowing others to take the lead. I always felt like I needed to be the one to do things for them to get done but I am learning that it’s okay for others to help. I can’t do everything myself and that is also okay. It’s something I am still working on.
What is the biggest misconception about Early Childhood Education?
The biggest misconception that I would love to see debunked is that as an ECE people think that all we do is PLAY all day. If I listed all the tasks that we have accomplish in a day and threw in the emotions of the children, diaper changes, cleaning, serving snacks/lunch, fixing boo boos, rubbing backs, planning and implementing activities etc. you would find that none of the Educators in the room only got to play at all! We pay a professional fee every year but are not treated like professionals. I wish that the world could see us for what we really are and how hard we work on a daily basis.
JOANNE JOINED US AT KIDS KO. IN JANUARY AND INSTANTLY MADE AN IMPACT ON OUR COMMUNITY. JOANNE GOT INTO RELATIONSHIP SO QUICKLY WITH HER PEERS, THE CHILDREN IN ALL THE ROOMS AS WELL AS THE PARENTS. HER IMPACT IS SEEN AND HEARD THROUGH THE LEARNING EXPERIENCES SHE CREATES EVERY DAY AS WELL AS THE JOY YOU HEAR COMING OUT OF THE PLAYROOM.
JOANNE’S COMMITMENT TO PROFESSIONAL DEVELOPMENT IS INSPIRING; SHE IS ALWAYS LEARNING AND ENCOURAGING OTHERS TO JOIN IN ON THE EXPERIENCES. EVEN WHEN HER PEERS DO NOT ATTEND THE CLASSES, SHE IS BACK AT THE CENTRE REPORTING ON WHAT SHE LEARNED… OR LEADING EXPERIENCES THAT CREATE OTHERS TO WANT TO LEAD – TALK ABOUT IMPACT!!
JOANNE GOES ABOVE AND BEYOND FOR OUR LOCAL LONDON MIDDLESEX COMMUNITY AND BRINGS THE CHILDREN IN TO THE LEARNING AND EXPERIENCES AS WELL. THIS INCLUDES – THANKING OUR EMERGENCY SERVICES WITH CARDS, THANKING THE MAIL CARRIERS AND NURSES.
JOANNE IS A NATURAL LEADER, WHO CARES DEEPLY ABOUT HER TEAM MEMBERS AND THE CHILDREN IN OUR CENTRE. WE FEEL SO FORTUNATE SHE CHOSE KIDSKO TO CONTINUE IN HER CAREER AS AN RECE!!
– CRISTIN HILDENBRAND, OWNER AND DIRECTOR OF KIDS KO.CHILDCARE CENTRE
Why did you choose a career in Early Childhood Education and Care?
I chose a career in Early Childhood Education because I always enjoyed taking care of my younger cousins. I also really enjoyed my high school co-op experience in Kindergarten classrooms. I knew that I wanted to teach in some way and felt that Early Childhood Education would be a great starting point in that goal.
What advice would you give someone considering pursuing a career in Early Childhood Education?
The advice that I would give someone thinking about choosing a career in this field would be to find a positive mentor/leader in the field that could guide and support you on your learning journey. Get clear on your goals and what/where you want to have an impact in this field. This will help guide your decisions from learning experiences to places to work. Don’t forget to do your research on where you would like to work. Ask yourself, what are their values as a centre? What is the team like? Choosing the right place to work could really make or break you as an Early Childhood Educator. If you don’t align with the centre values or team dynamic, that is totally okay. You will find one that fits into just perfectly. I promise. Lastly, don’t be afraid to take on all the hands-on learning experiences you can and HAVE FUN!
Do you have a favourite quote?
“A BRAVE LEADER IS SOMEONE WHO SAYS I SEE YOU. I HEAR YOU. I DON’T HAVE ALL THE ANSWERS, BUT I’M GOING TO KEEP LISTENING AND ASKING QUESTIONS.”
– BRENE BROWN
How has professional learning contributed to your practice?
Professional learning has contributed to my practice by keeping things fresh. It has allowed me to connect with other Educators in the field and get new ideas or think in a way that I haven’t thought about before. I love attending the sessions that Strive facilitates for Educators. They don’t just focus on the classroom and teaching but also on ourselves. My goal as an Educator is to attend one or two learning experiences a month and I thoroughly enjoy them.
Tell us about a recent professional learning experience that had a positive impact on you.
This is my favourite question! I recently attended a workshop hosted by Strive, with guest speaker Anisha Angella. It was called The Leader in You. This learning experience was beyond amazing! I left feeling empowered and ready to be the best me everyday. Anisha had us create our own Mantra and encouraged us to frame it in our place of work.
So I wrote and framed my own Mantra! I highly recommend it for everyone to try. I read it multiple times a day and it reminds me that I am a Leader. Since then, I have followed Anisha on social media for ongoing inspiration and even attended another learning experience that she provided through Hi Mama.
JOANNE HAS BEEN A GREAT ROLE MODEL FOR COLE. HE HAS CHANGED QUITE A BIT – FOR THE BETTER – SINCE JOANNE STARTED WITH KIDSKO. HE STILL HAS HIS MOMENTS, BUT HAS MADE SIGNIFICANT IMPROVEMENTS SINCE JOANNE HAS BEEN WITH THE CENTRE. WHEN COLE IS AT HOME HE CONSISTENTLY REFERENCES WHAT JOANNE SAYS AND DOES. SHE MAY NOT KNOW IT, BUT SHE’S OFTEN THE TOPIC OF CONVERSATION AT THE DINNER TABLE! HE REALLY LOOKS UP TO HER. JOANNE IS DEFINITELY A POSITIVE CONSTANT IN OUR CHILD’S LIFE. WE ARE SO HAPPY TO HAVE JOANNE AT KIDSKO AND GLAD COLE GETS TO SPEND TIME WITH HER DURING THE DAY.
– KIDSKO FAMILY
Tell us some things you like to do in your spare time?
In my spare time I enjoy spending as much time with my family as possible. We love going to the park, cottage, going for walks and new adventures. I also enjoy reading and learning new things.
If you were an ice cream flavour, what would you be?
If I was an ice cream flavour, I would choose chocolate with peanut butter cups because I’m sweet and full of surprises!
Thank you, Joanne, for all that do and for being a treasured member of the Strive community. We are incredibly proud to know you.
You can connect further with Joanne through her Instagram account, @joannetherece where she shares the inquiries and learning experiences she is engaging in with her preschoolers. Follow along!
And join us in celebrating Joanne by dropping her a comment below!
Do you know an outstanding early years professional that deserves to be recognized?
Someone who:
takes an active leadership role within their community;
has a demonstrated ability to build strong relationships;
shows a loving and respectful commitment to children, families, and the ECEC profession;
exudes professionalism and maintains enthusiasm for their continued commitment to ongoing professional learning.
Then nominate them to be our next Professional Spotlight!
Email your nominations to info@striveswo.ca
PROFESSIONAL LEARNING IN A VIRTUAL WORLD
A facilitator and a learner sit in reflection and share their perspectives on professional learning in a virtual world.
The Voice of a Facilitator
As we enter into the 15th month of what most of us could not have imagined, we find ourselves grappling with how to continue providing engaging professional learning.
In March 2020 we started down a road of what we thought were temporary measures of meetings and learning on ZOOM. As the weeks turned into months, weariness started to occur. Zoom fatigue became a real thing.
Now, we are into our 2nd pandemic year and ZOOM may very well be the new reality for many of us in how we engage in teaching and learning.
This realization has brought to the forefront questions such as, what does engagement look like on a virtual platform? How do we make our own learning meaningful? Is the camera off or on? Can we be engaged without the camera? Should having the camera on or off be mandated?
As we have discovered, there is no easy answer.
In my role as a Professor and lifelong learner, I have turned to learning new strategies for engaging those without a camera on.
Virtual platforms have brought many considerations forward that in 2019 we would never have fathomed. The number one factor being privacy issues and etiquette when a camera is on.
In the early days of the pandemic, platforms struggled and internet capacities often determined how many cameras could be on. Where you are when you turn your camera on is also important for both the learner and the facilitator. Zoom backgrounds and other digital features have been developed so participants can protect their privacy when and if needed. Photos can be added to the screen when cameras are off.
Having considered all this, it still remains a vastly different experience as a presenter who previously relied on reading the room, the faces of the learners, non-verbal communication, and other visual cues to gauge the engagement of the group.
I am leaning into this new reality and rethinking my perspective.
Insights from Katie Novak in her article, To Turn the Camera On or Off, have been particularly helpful.
“I think it really comes down to firm goals and flexible means. The goal is not that we see people but rather the goal is that people are actively engaged in learning, both professional and educational” (Novak, 2020).
What we do know for certain though, in the words of Glennon Doyle, is that “we can do hard things!”
The Voice of a Learner
When arriving at a virtual learning session as a learner, I have found my comfort level with my own camera being on or off, as well as how I may feel about or interpret the camera status of my peers, has been dependent on the context of the session.
During a Professional Learning opportunity largely centred around a facilitator lecturing, for example, personally, whether I can see the videos of my fellow ZOOM attendees or not, has no consequence for me.
This feeling changes rather drastically, however, once the context changes to a session more reliant on discussion and interaction. In the silence after a question is posed by the facilitator, I find myself wondering if others are actually attending the session, or if perhaps they have left. If I find myself being the only attendee with my camera on (and this circumstance has arisen) I feel a heavy sense of responsibility to be the one who answers the question, to be the one who fills the silence.
I attended a virtual learning opportunity not too long ago where I was the only one with their camera on in my assigned breakout room. I tried to start a conversation with the other attendees but didn’t get any response. Faced with black squares and silence, I turned off my camera and waited for it to end. I felt embarrassed and sorry for myself.
I think I had expectations of my fellow participants to make the session engaging and meaningful, and I felt resentful that I wasn’t getting what I needed from them.
Reflecting on these experiences, I wonder if it is really so different from being face to face at an event? I have been to conferences where the people sitting at my table have been reluctant to engage, yet somehow, it didn’t evoke the same intensity of feeling for me as the empty squares on ZOOM seem to. Why?
In both scenarios, it isn’t the responsibility of my peers to ensure I get the most from my professional learning, it is mine. It isn’t up to me to decide the validity of what other people’s engagement looks like, it is up to me to be a reflective professional and ensure I am learning, adapting, and evolving my practice based on my own learning journey and goals.
Maybe the black screens on ZOOM are there to remind me to give my colleagues and peers the space and autonomy over their own learning journeys that they are entitled to and deserve.
Parting Thoughts
It is hard to believe that 15 months after shifting all of our professional learning offerings, we would still find ourselves here, living and learning in this way. The pandemic has disrupted our ways of being, working and connecting and altered Strive operations dramatically.
At a recent community meeting, we were discussing the challenges of virtual learning, pandemic fatigue, and the whole cameras on or off debate. We were marveling at, regardless of the status of the cameras, how absolutely blown away we have been by the ongoing commitment to professional learning demonstrated by the child care community.
Despite it all, the stress, the anxiety, the enhanced screening and cleaning protocols, the disrupted connections with families, coworkers and the community, and the general malaise of living through a global pandemic, Early Childhood Educators and early years professionals have shown nothing but resilience and dedication to their practice. We know you are tired. We know it has been hard.
And yet, there you are.
Logging on after a long day to learn something new, to connect with other professionals, and to continue working toward your goals.
A colleague shared with us that in speaking with her Educators, they described that in a time when there has been so much loss, when so much has been out of our control, their professional learning journeys have been something that they alone have autonomy over. It is something they CAN control. And the ownership and empowerment that derives from that has been very meaningful. We don’t know if that resonates with any of you but for us, it was profound.
When planning and hosting professional learning opportunities it can be easy to get caught up in our own expectations of how we think things “should” go or “should” look. This dialogue about virtual engagement has had us revisit and reflect on our why. There is no playbook for how to navigate professional learning in a virtual world. We are all just doing our best. And even if we can’t “see” you, we do see you, and that is what counts.
Katie Novak perhaps describes it best when she says; “since many people are learning in their own environments, I think it’s important that we share that we do encourage video, and we find great value in seeing faces, but understand there may be barriers to that” (2020).
We are proud to be a part of this community, we are grateful for your participation, and we thank you for all the important work you do.
We look forward to continuing to support you virtually, and, hopefully, some time, not too long from now, in-person again!
Written by Sheryl Third, RECE, MA., and Amanda Seabrook, RECE, Hons. BA. With and afterword from the Strive Team.
What has your experience with virtual professional learning been? Share with us in the comments below!
Sheryl Third, is an RECE and fulltime faculty member at Fanshawe College in the Early Childhood Education Program. Sheryl has a passion for teaching and learning and is active in her community as a member of the Strive Advisory Committee and Professional Learning Committee. Sheryl has a Masters in Educational Studies. Her research interest is in mentoring and reflective practice as tools for professional learning. Most importantly however, Sheryl is a mother of three and a proud Nana to two beautiful granddaughters.
Amanda Seabrook is Strive’s Project Coordinator and a Registered Early Childhood Educator. Amanda is bilingual and has lived in London all her life. In her spare time Amanda loves birding, being out in Nature, reading, knitting, and cross-stitch.
ENGAGMENT THROUGHT PARALLEL WORK: Once Upon a Book Club
This is the story of how an Executive Director, a Board Member, and a team of Educators came together in response to a need for a succession plan. However, as the plan unfolded and with the arrival of the pandemic, something unexpected occurred.
An Executive Director with a Plan
Once upon a time, there was an Executive Director, Barbara Jackson, who hatched a plan to help grow the skills of educators.
After many years of working as the Executive Director of a stand-alone child care centre, I realized the immense pressure this role places on individuals working in this position. Many Executive Directors are Educators who have shifted their practice from working in a classroom to taking on administrative tasks. Over the years however, I learned that some Executive Directors of licensed child care organizations were not Educators and instead had a background in business, finances, human resources, marketing, or communications. Additionally, I learned that Executive Directors of large organizations employed individuals with expertise in specific areas necessary for successfully operating a licensed child care organization.
I began to ponder, what would it look like for our organization if we were able to rethink our organizational structure and create one that exemplified shared leadership and democratic practice?
Community conversations had inspired me to think about succession planning, so it was my hope to create a robust succession plan while providing opportunities for learning and growth.
Capacity building funding applications shared with the child care community by our municipality, presented an opportunity for our organization to “rethink our practice”. Our Program Supervisor had participated in the Pedagogist training with the Provincial Centre of Excellence. Our Centre embedded this pedagogical practice with our Educators and we sought to engage another child care centres to learn together between our sites. This pedagogical project would involve the Program Supervisor and Executive Director working alongside Educators in another organization to research together with children, families, and communities.
The twofold benefits of this plan became evident as we realized:
The opportunity for our Educators to learn administrative tasks to foster the growth of a shared leadership model, and;
In researching together with Educators from another organization, we would not only engage in pedagogical growth within the child care community, but would also work towards succession planning by fostering a larger knowledge base within our Centre.
We secured funding for this pedagogical project from the City of London. Within the Centre we launched an application process to recruit for two new Team Leader positions who would begin to learn the daily operations of a licensed child care centre. The Team Leaders quickly became familiar with the many tasks involved in the day to day operations of a licensed child care facility including the complexities of our work with children, families, and the community.
The second phase of our Pedagogical Project involved partnering with another child care centre. It was our hope that our sites would in unison and engage in learning with each other and with the children. The work from this interagency engagement would be shared with our families, our communities, and our colleagues in the wider child care community.
Yet, as we prepared to enter this next exciting phase of the project, the world was suddenly faced with an invisible enemy, the invasion of the Covid-19 virus.
Turn the Page to the Pandemic
Quickly our entire child care community was turned upside down through the mandated closures of all licensed child care centres in Ontario. Licensed child care agencies were forced to make many difficult decisions during this closure period in 2020. I remember hours of intense meetings with our volunteer Board of Directors, who were busy trying to establish their own family plans to offset the temporary loss of child care.
Driven by our collaborative mission, and a shift to on-line practices, our organization was able to retain our permanent employees. From a home office, I moved payroll to an online system, managed communication with staff, families, and the Board, and revised budget after budget.
Additionally, I sought an approach to keep our staff engaged during a pandemic.
Little did we know how this shift in practice was going to lead to an intense, but rewarding, period of growth for our Centre.
Did you say, “Book Club”?
Both Wendy and Barbara joined the Parkwood Book Club with Nicole and the Program Team. They were co-learners in the discussion of the selected book, Pedagogical Documentation in Early Childhood by Susan Stacey.
Selected for its Canadian content, its easy to read and implement format, enabled the club to choose the next chapter based on the key elements emerging from each discussion. More time was spent in some chapters, while in others the discussion grew into an exploration of the implementation of the ideas in practice at the Centre.
What emerged was a hopscotch through the chapters as opposed to reading the book in order. This approach was an important step to developing a deeper, more personal understanding of pedagogical documentation and how it could unfold at Parkwood.
Lessons Learned
Both the Program Team and the Pedagogical Teams engaged in learning through parallel work during the pandemic. The teams collaborated frequently to share experiences, to develop ideas, and to dream of ways to continue to grow the pedagogical practice of the Educators in Parkwood Children’s Centre.
The Program Team continues to engage with Educators both inhouse and in the community to think about next steps for networking, communities of practice, and to support one another through these challenging times. Working in stand-alone centres can be isolating, so creating spaces for connection during the pandemic was more essential than it was even before Covid.
The larger Pedagogical Team continues to meet and find ways to push one another’s thinking. Further, they are engaged in research to showcase the learning that is taking place among children, educators, families, and communities.
As an organization, we feel so much more aligned and draw strength from our new shared leadership.
The Program Team, Danielle Gebeyehu, Michele Andersen, and Susan Ward, shared their perspectives and experiences on this journey at Strive’s Educator Stories session on March 11, 2021.
AS WE COME TO THE END OF THE STORY OF PARKWOOD’S BOOK CLUB,
The doctoral student and the Board Member were delighted at the success of the research project.
The Pedagogical Team and the Educators were inspired by the deep learning that had taken place through the Book Club, and the new ideas that were shared.
The Executive Director was thrilled with the opportunity that the Book Club had presented for engagement and connection both inside the Centre, and outwardly to other stand-alone child care centres during the Pandemic.
And behind their masks, they smiled.
Written by Barbara Jackson, RECE, MPEd, Parkwood Children’s Centre, Executive Director, and Wendy Crocker, OCT, PhD, Parkwood Children’s Centre, Board Member.
Has the pandemic inspired change or reflection in your own practice or organization? Comment below!
Barbara Jackson is the Executive Director of Parkwood Children’s Centre. She was born and raised in London, Ontario but also had the opportunity to work and learn with children in Alberta and Japan. Her background in cultural anthropology inspired Barb to travel over the years, finally settling in London 15 years ago. Barb holds a Master of Professional Education degree with a focus on Early Childhood Education. She plans on continuing her learning journey but is currently enjoying her time growing pedagogical practice at Parkwood Children’s Centre and working as a part-time instructor at Fanshawe College in the Early Childhood Leadership program.
Wendy Crocker, PhD is a Board Member at Parkwood Children’s Centre. An educator for 30 years in London areas schools, she now teaches in the doctoral program at the School of Graduate Education, Northeastern University, Boston, MA. When she’s not on Zoom with her students, Wendy loves watching movies. She has been planning her garden with the hope that Spring is on the way!
Do you have an inspiring impact story that you’d like to share? We’d love to feature it on a future blog post!
Contact meaghan@striveswo.ca.
THE LASTING IMPACT OF MENTORSHIP
An Educator and her former mentor reconnect after 14 years. A testament to the power and lasting impact of connection.
WE OFTEN FORGET HOW CONNECTED OUR LOCAL EARLY YEARS COMMUNITY REALLY IS!
Early Childhood Educators are incredibly hard working and resilient people and our work has indisputable impact. We typically think about this impact in the role we play in the lives of the children and families we care for. However, we are overlooking an equally important means of influence that we have, that with our colleagues, peers and fellow Educators. Our profession is one that relies on relationships and connection, and mentorship is a big part of that, particularly when it comes to those about to enter or who are new to the field.
Every year, RECEs across our community welcome students into their programs and playrooms to learn, observe, and grow together. We do this in addition to our already strenuous workloads because we believe wholeheartedly in this profession, in one another other, and in the power of continuous learning.
For many of us, the mentors we meet during our placements as students, are the first real professional connections that we make. They guide us, mould us and can help to set the tone and direction of our budding careers.
But what happens after the placement is over? After we cross that stage at graduation? Sadly, we often fall out of touch and don’t always get the opportunity to say, thank you.
Recently, we were fortunate enough to witness an incredible reconnection unfold between an Educator and her former mentor at our Community of Practice: Infant Educators.
This particular Community of Practice invites those who work in and/or support infant programs to come together and collaboratively reflect on the unique joys and the challenges that come with caring for our youngest children. In attendance at January’s gathering were Heather Dunton, an RECE at Jean Vanier Children’s Centre (London Children’s Connection), and Claudette Raymond, an RECE at Whitehills Child Care Association.
When Heather was an student, completing her Early Childhood Education diploma program, she had a placement experience in an infant program at Whitehills Child Care Association. Claudette was her mentor. When Heather and Claudette saw each other on the Zoom call at the Infant CoP, memories of the time they had spent together came flooding back.
We asked if they would be willing to share their story of mentorship and connection and they both graciously agreed! Keep reading to see what they had to say!
Heather’s Story
From September to December 2006 of my Early Childhood Education course, I was lucky to have been placed at the St Thomas Aquinas’ Whitehills Child Care Association site, in the Infant room. My wonderful mentor was Claudette Raymond.
I was nervous, but excited to start my very first experience in an infant room. I wasn’t quite sure what to expect. What I found was a calm, happy room, full of content babies and caring staff.
They had the perfect flow there, sharing tasks, observations, and an obvious enjoyment of their work.
To this day, it makes me feel that the success of a quality infant room depends on the kinship and compatibility of the staff.
You could just feel walking into that room that they had the perfect groove going on. Where they were all equals, taking turns doing the fun and not-so-fun aspects to the job, and the joy in their eyes as they did it all just made me think,
“THIS is why I’m in this field. This is what I want too!”
I recently participated in some Communities of Practice for Infant Educators, and I realized at one of them was the one and only, Claudette Raymond, my former mentor from WHCCA!
I made sure to let her know who I was and how much I appreciated her mentoring me back in 2006, and look where I am now, working at JVCC for London Children’s Connection in…you guessed it…the infant room!
I’ve been there since 2007, 14 years (my goodness, has it been that long?!) and I really owe it to Claudette and the other ladies that were working at that centre, showing me exactly where I belonged in the field of ECE and setting the perfect example of how it should look and feel when you are there:
Calm.
Smooth.
And joyful.
Thank you Claudette, for helping me get to where I am today.
Sincerely,
Heather Dunton (née Vanier) RECE
Claudette’s Story
How funny life can be!
In my last workshop (Community of Practice: Infant Educators), one of the educators also in attendance remembered me as her mentor!
It took me by surprise, but I was so proud to see that Heather had continued on in childcare.
Heather had many kind words and it warmed my heart to hear that I made a positive impact on her. The day of the workshop she even mentioned that she still had the Christmas gift I gave her!
Wow! That was amazing to hear.
From what I remember, Heather was an excellent student; full of life, eager to learn, wonderful with the infants, and always willing to help.
When I mentor students, I look for hard workers who are willing to learn and ask questions. I also look for the warmth they have towards the little ones. Then, I ask myself, would I want to have them as a coworker? With Heather, my response was a big YES!
I am so proud of Heather and so glad she’s taking care of our little ones. They are very lucky.
I’ve been with Whitehills for 30 years now and hearing this former student remember who I was and how much she loved her placement with us means we must be doing something right!
Sincerely,
Claudette (RECE)
Thank you to Heather and Claudette for sharing your story and reminding us of this incredibly important, yet often understated aspect of our work: mentoring.
Do you or did you have an amazing mentor? Tell us about the person or people who have positively influenced your professional journey in the comments below!
INTERESTED IN LEARNING MORE ABOUT, OR PARTICIPATING IN OUR COMMUNITY OF PRACTICE: INFANT EDUCATORS? CLICK HERE.
Written by Heather Dunton, RECE & Claudette Raymond, RECE
Introduction and additional notes by The Strive Team
A YEAR IN REVIEW
Reflecting on 2020. The surprises, challenges and gifts this unprecedented year has offered the early learning and care community.
IT’S HARD TO BELIEVE WE’RE HERE!
And reflecting on what has transpired across our communities, country and globe during 2020 is frankly, quite overwhelming.
We continue to be deeply inspired by the resilience of early learning professionals in these trying times.
We know it has not been easy and we hope you feel pride in the ways you have shown up, and continue to show up, for children and families in our community.
You are truly unsung heroes.
While 2020 started out uneventfully, what resulted is the most extraordinary year we have ever had! Strive only hosted 13 events in-person this year. For perspective, in 2019, we offered 78 in-person professional learning opportunities. Without warning or preparation, we had to quickly pivot to online offerings, and, along with the rest of the world, adapt to new ways of being, working and connecting.
Since the onset of the pandemic, we have offered 42 virtual events and added 16 new online resources to our Member’s Platform. We also created and shared Professional Learning while Social Distancing which 1430 of you utilized!
Needless to say, despite all the barriers, YOU showed up! Your dedication to your profession is remarkable.
We could not have done any of it without the support and guidance of our Advisory Committee, Professional Learning Committees, and the early learning community. We are so thankful.
We are already hard at work planning for a new year of exciting opportunities for learning, growth, reflection and community in 2021. Not to mention, our biggest and most beloved annual tradition, Winter Rethink! With circumstances being what they are and with so much uncertainty still remaining, we have made the difficult, albeit necessary, decision to plan for a virtual Winter Rethink. We have never planned or facilitated a large-scale virtual event and we are reeling with nerves and excitement for what possibilities this decision may hold. We are literally rethinking Winter Rethink!
For many of us, this holiday season is likely to look quite different and with that may come a sense of loss. That’s normal and perfectly understandable. Yet, we still can (and very much need to) stay connected. Think about the traditions you value and reflect on why they matter to you. What makes them important? What do you want to embrace, even if it looks different this year? What are you willing to let go of? Get outside and get creative! Focus on joy. Take stock in what you have. Be graceful with yourselves and with others.
Breathe. Smile. Rest.
Thank you for joining us in Leading Inspired Learning. We look forward to connecting again in 2021!
Wishing you a healthy and peaceful holiday season,
What are you reflecting on as we leave this year behind? Leave us a comment below!
HEALING THROUGH LOVE
Art Therapist, Tisha Summers shares her journey of discovery and healing through love and art. It is a story of resilience, determination and a commitment to helping others.
SHEKOLI, AANIIN, HELLO.
My name is Tisha Summers. I am from Oneida Nation of the Thames First Nation and Wasauksing Nation. I am Wolf clan and my spirit name is Grey Bear Woman. I am an Art Therapist, and the founder and owner of Heal Through Love Art Therapy. I want to share with you my story about why and how I became an Art Therapist. I have wanted to help people ever since I could remember. I desired to offer support and guidance to those who were struggling. I didn’t know how exactly, but I knew that it was my calling to he a helper.
My Journey
At a young age, I remember always being so creative…I loved to dance, sing, draw, write and more. Everyday I woke up driven to create in some way, shape, or form. Unfortunately, at the age of 12, I was diagnosed with depression and struggled with it for years. I also struggled with and continue to struggle with anxiety in many forms, from social anxiety to Obsessive Compulsive Disorder. I was referred by my doctor to a psychiatrist at a psychiatric hospital. It was an overwhelming experience to say the least. Taking a child to a psychiatric hospital where patients with severe mental health disorders reside was unsettling. Seeing individuals talking to themselves and patients getting restrained, as a 12 year old, scared me deeply. I never wanted to go back. So I turned inward and closed myself up even more. In doing so, I lost hold of the creative part of me.
The Dark
During the darkest times of my depression I struggled with suicidal ideation, and self-harming behaviours. I felt as if no one could help me and I felt totally alone in the world. I can only explain this period of my life like I was dropped into a hole, surrounding me with total darkness, and all I could see was a faint light above me…the size of a pea. But no matter what I did I could not escape it. I tried to climb out, but couldn’t escape. Nothing helped. People tried to help. They offered support and kind words but no matter what anyone said to me, I could never see past the veil of black that was consuming me. Comments like, “you’re going to be fine,” “you’ll get over this,” or “nothing is wrong with you!” didn’t help matters.
In school, I was always interested in the arts, from fashion design, to photography, to vocals. In my spare time I began doing automatic writing exercises and creating poetry. In automatic writing, I would write whatever came to my mind, good or bad. I would allow myself to get all of the stuff that I was hanging on to out on the paper!
Many of these pieces were dark and angry, but I allowed myself to feel it, to explore it, and then, to release it. I would sketch and draw to go along with my writings. I soon found that while I was creating art I was totally present in the moment. It felt good. I kept doing this for years, until one day I found that the little pea sized light at the top of my darkness was widening and was getting closer. I found that I was taking interest in new things, socializing with friends again and feeling somewhat happy again. I began allowing and experiencing feelings that I had been numb to for so long.
The Light
After graduating high school and attending post-secondary education, I found myself needing to choose. Choose what career I wanted, what path I would take. I was at a fork in the road. Do I choose a path of creativity or one of helping others. I didn’t think I could do both. I had heard people say there was no future or security in art. Referring to creatives as “starving artists.” So I decided to study mental health.
I went to school for Human Services Foundation, Child and Youth Worker, and a Bachelor of Arts majoring in sociology. I loved the areas that I studied, but always felt that there was something missing. When I decided on that career path, I once again, cut my creative side off. I realized that I wanted to explore my creative side again, but didn’t know how and feared I wasn’t good enough as an artist. I didn’t know how to open that artistic side up again. I had ignored it for so long. I had to rediscover and reintroduce myself, to myself!
I stumbled upon art therapy when I met someone who was a practicing Art Therapist. This immediately sparked my interest, and I was instantly intrigued. I was overwhelmed by the feeling that this is where I belonged. There were a few barriers when I first reached out to begin the program, but everything began falling into place when the time was right! I completed the program and knew I had found exactly what I was meant to do. Without realizing it, I had used art therapy to get through the hardest parts of my life and now I had the ability to help hundreds of others in the same way.
My career as an Art Therapist has already allowed me help people and I am totally honoured to be a part of their healing journey in some small way!
My mission in life is to help those who are going through similar things to what I went through, and to be that little light in someone else’s life. To help someone navigate their way out of their darkness.
I have experienced darkness. That will always be a part of me. I honour that and I love myself. Every thing that has happened to me has prepared me to be the teacher and helper that I am!
THANK YOU/MIIGWETCH/YAW^KO,
Written by Tisha Summers
Tisha Summers is from Oneida Nation of the Thames First Nation and Wasauksing First Nation. Tisha has professional designation with the Canadian Art Therapy Association & qualifying registration with the College of Registered Psychotherapists of Ontario. She has been working directly with children, youth and families for over 17 years in a variety of different settings and is the founder and owner of Heal Through Love Art Therapy.
On October 17, 2020, you can catch Tisha facilitating Supporting Well-Being and Mental Health Through Art Therapy In this fun, highly interactive, virtual session brought to you through the generous support of the Aboriginal Babies and Beyond Coalition, Tisha will introduce participants to ways in which they can use art therapy as a tool to release emotions.
Each participant will receive a prepared art kit, complete with all the necessary materials.
BEHIND THE FEES: The Real Cost of “FREE” Professional Learning
At Strive, we are committed to making professional learning not only meaningful, but accessible as well. In this post, Strive Project Associate, Bre, takes you “behind the fees” to demonstrate how we do this and what guides our operational decisions.
HELLO FELLOW EDUCATORS AND PROFESSIONAL LEARNING ENTHUSIASTS!
I guess now is a perfect opportunity to introduce myself! My name is Bre Piccolotto and I am the newest member of the Strive Team. I’m the one who will be sending you all the emails about completing your reflective feedback surveys (hint: we LOVE it when those are completed!). I hope to get to know the community even better in my role with the Strive team. I am really looking forward to connecting with you about professional learning in the early years!
The Impact of COVID-19 on our Community
IMAGE DESCRIPTION: TITLE IN LIGHT BLUE BLOCK FONT THAT SAYS “STRIVE EVENTS”. SUBTITLE IN BLACK FONT THAT SAYS “POST COVID 19 CLOSURES IN MARCH 2020”. STATISTICS ARE PROVIDED ABOUT STRIVE EVENTS THAT HAVE BEEN HOSTED SINCE THE COVID-19 CLOSURES IN MARCH 2020. THE FIRST LISTED STATISTIC IS “4 MONTHS APRIL TO AUGUST”. THE SECOND STATISTIC IS “24 PROFESSIONAL LEARNING EVENTS”. THE FINAL STATISTIC IS “936 TOTAL ATTENDEES”. BACKGROUND IS LIGHT TURQUOISE WITH ABSTRACT SHAPES IN YELLOW-GREEN, NAVY BLUE, PALE YELLOW, AND LIGHT BLUE.
PHOTO SOURCE: BRE PICCOLOTTO, CREATED ON CANVA.COM
Since April, Strive offered online professional learning events at no cost to our participants. We made that decision because of how severely the early years community was impacted by the COVID-19 pandemic. Even amidst these closures, Strive hosted 24 events and had 936 total attendees! It has been incredible to see this community’s commitment to professional learning even under challenging circumstances! The resilience of early learning professionals is nothing short of inspiring
Prior to working with Strive, I personally attended several of these events as I navigated completing my final semester of the Early Childhood Education program at Fanshawe College amidst the pandemic. I had lost my job in my early years program and was missing the children, families, and colleagues at my centre dearly. I felt listless and my usually upbeat attitude was nowhere to be found. These events helped me refocus on my professional learning goals and provided me with the connection and sense of community I was desperately missing. I began to feel more at ease with how tumultuous and uncertain everything in my life felt. It was wonderful being able to participate with and learn from other professionals and feel supported during this difficult time.
The Transition to the Recovery Phase and the Cost of “Free”
Across Canada, we are gearing up for autumn. For those of us in education, this means the return to school and the reintroduction of in-person services and programs.
At Strive, we want to support Educators and early years professionals in their learning and growth as they transition into the recovery phase this Fall. As Educators are returning to classrooms and playrooms, Strive will be returning to reinstating some associated fees for events. We will, however, continue to be mindful of the impact the pandemic has had on our community. If cost should ever present as a barrier to participation, please do not hesitate to reach out to us. We want to ensure everyone can participate meaningfully in meeting their professional learning goals.
We are extremely grateful to the City of London, County of Middlesex, and city of St. Thomas/Elgin County for continuing to support Strive in a way that allows us to keep our fees minimal for participants. It is important to note here, that when fees are collected at registration, they go immediately back into other services and events that we offer.
When events are offered at no cost to participants there are still expenses that need to be covered. Facilitators who are sharing their knowledge, expertise, time, and resources with our community are always compensated. There are also incidental costs for hosting events whether they be in person or online. Costs for venues, additional equipment, promotion, virtual platform licenses, etc. are all accrued with each session. The Strive team also puts many hours of work into each event to ensure they run smoothly and meet community expectations. We do research and evaluation pre- and post-session to ensure the content is meaningful and in alignment with our guidelines.
We consult and seek endorsement from our Professional Learning Committee to our make certain that our offerings are reflective of Educator needs. All that to say, no fee for you, does not mean no cost to us. Even in instances where there is a registration fee, the amount you pay is significantly different from the actual cost. Strive is committed to making professional learning as accessible as possible by heavily subsidizing the cost to participants.
What Happens Now? The Importance of Supporting Each Other
Though the reinstatement of associated fees for some events may come as a surprise to some, those that have been attending Strive events prior to the COVID-19 pandemic closures know that this is not a new practice. Interestingly, we see a 10% increase in attendance when there is an associated registration fee. It would seem that when there is a cost to attend, folks are more likely to hold themselves accountable and follow through with participating.
While this may not seem extremely meaningful at first glance, it is a very important aspect to our operations. Not only does having members of our community attend our events allow us to support your professional learning journeys, but it also allows us to get a better sense of what our community wants and needs to further develop their practices, programs, and careers (*wink* those reflective feedback surveys are an additional way for you to let us know what we can be doing to support you further *wink*). This facilitates future planning.
Additionally, Strive works collaboratively with our facilitators to determine the capacity for each session. When you register for a session and don’t attend, you are denying someone else the opportunity to participate in that learning. Not only is your attendance a gesture of commitment to your own professional growth but it is also a demonstration of respect and support to the facilitator. It can be incredibly disheartening to be told that 40 people have registered for your session to only have 15 attend. As a community of professionals who often feel we do not receive enough societal support or recognition for the work that we do, it is imperative that we are accountable to supporting one another where and when we can. Our passion at Strive is to support and empower our community, and in return we ask that our community not only supports us, but one another as well.
A Brief Letter to Fellow Educators and Early Years Professionals
Though I am still quite new in the early years community, I have learned a lot about the importance of supporting one another in this field. Being an early years professional can be tough work (as we all know). Honestly, I was not initially expecting it to be as challenging as it has been. Coming from an educational background in psychology, I had a good understanding of early years development. However, this understanding was from a clinical lens which failed to capture the important work Educators do each and every day.
When I stepped into my first program room, I was immediately overwhelmed. I thought, “there is absolutely NO WAY I can do this”. The RECE in the program room noticed my terror immediately. She simply turned to me and said, “these kiddos are so excited to get to know you and you wouldn’t have been hired if you couldn’t do this”. That quick statement, said in passing, as she rushed to stop a toddler from dunking a dinosaur plush into the toilet, meant the world to me. As I took a deep breath, I took my first step towards embracing my passion and purpose in being an early years professional.
As I have progressed in my career, I would not have developed into the Educator and professional I am today without the support of other Educators and pedagogical leaders. I owe so many of my successes to the amazing Educators who have supported me on my journey. That is why I feel it is so essential to offer that same support to other Educators and early years professionals. I truly believe that reciprocal support will be what advances our community forward. Coming together as a community of professionals and supporting one another in our growth is vital.
I want to personally thank all of you for your perseverance, hard work, and support throughout these unprecedented times. The work that you do is essential and the impact you have is undeniable.
If you have any further questions or comments about Strive’s operational decisions, or would like to know more, please don’t hesitate to get in touch with me!
Written by Bre Piccolotto
Breanna Piccolotto is Strive’s Project Associate and a Registered Early Childhood Educator. Bre recently moved to London from Guelph and is enjoying exploring her new city! Bre loves acquiring and tending to her many houseplants. In her spare time, Bre is learning American Sign Language and Korean. You can connect with Bre at breanna@striveswo.ca.