PROFESSIONAL SPOTLIGHT: CAROLINE ALMEIDA

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 aims to recognize the outstanding efforts, innovations, and contributions of our treasured colleagues from across the sector.

We are delighted to introduce you to Caroline Almeida, RECE, Program Supervisor at Whitehills Childcare Association, Sir Arthur Currie location. Caroline was nominated for her passion, dedication, and joy for the early years field. Her story of entering the sector in London and her journey thus far is inspiring and may invigorate other professionals in our early years community.

Keep reading to learn more about Caroline!

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Tell us a bit about yourself…

My name is Caroline Lima Miranda Cortez de Almeida and I came to Canada in December 2017. I graduated from Fanshawe College (Early Childhood Education) in 2019. Last year, I graduated from Seneca in Early Childhood Education Administration, and I am currently taking Early Childhood Leadership at Sault College. Back in Brazil, I have bachelors in Portuguese and English Language and Literature and in Pedagogy.

While attending Fanshawe College I was a supply with the YMCA and with the Middlesex EarlyON – Perth Care for Kids, which granted me great opportunities to interact with families and children from multiple communities in the surrounding area of London.

When I graduated from Fanshawe I got an amazing opportunity to join the Whitehills Childcare Association family, where I was an Educator on the floor, supported in the kitchen, became a Lead Educator, and now I am the Supervisor of the SAC (Sir Arthur Currie) location.

I have been so fortunate to have mentors who have been supporting me all the way; I can really feel them rooting for me and guiding me in the right direction.

Even though I am fairly new in the educational field in Canada, I have been working in this area since I was 14 years old, when I started working as a classroom assistant in a small language school. That was when my passion for this field flourished and became my purpose in life.

As I grew professionally and advanced in my studies, I became a teacher at a Bilingual Elementary School in Brazil (a Canadian school that used the curriculum from Manitoba).

I paused my career to move to Canada in 2017 with my whole family, which was quite a challenge at the time. I came to Canada with my three children (Ana, Amanda, and Arthur) and my husband. They are my rock!

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

I believe my passion for the educational field has always been rooted in my soul. I have never imagined myself doing anything different from being around children and supporting them. It was just meant to be.

What does being an Early Childhood Educator mean to you? What is the best part of your role?

I have put a lot of thought into this question. Being an Early Childhood Educator means so many things at the same time. It means commitment, approachability, reliability, responsibility, and most importantly, it means strong relationships. Being an educator means always being there for the children in your care, your families, and your co-workers.

Being able to interact/connect with everyone around us is certainly the best part of our role. We have the ability to build life-long connections with the little ones in our care; this is priceless!

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

I have recently taken a course on Intercultural Communication that fascinated me. It was amazing to learn a variety of strategies on how to effectively communicate with the people around us. I had many AHA moments when we read and discussed micro-aggressions, the ladder of assumption, and perception. This course helped me understand my own biases and inspired me to fight them.

What is something you are unlearning?

I would not say it is something I am unlearning, but it is just something I sometimes forget.

Even though I am very kind and supportive with everyone around me, I often times forget I need to be kind and forgiving to myself, as I establish very high expectations for myself. I would say I am a work in progress, and that is why I simply love having my mentors around, they are always ready to shine a light on all the positives, and to share their wisdom with me.

What advice would you give someone considering pursuing a career in Early Childhood Education?

Be patient, persistent, and empathetic. Be resilient, as challenging days must never overshadow your accomplishments. Celebrate each milestone, as they will motivate you to keep on trying.

Always remember, every new day means a brand-new beginning; a new chance to be loved and spread love; a new chance to try again!

How has professional learning contributed to your practice?

Professional Learning experiences have been fundamental to my professional growth. They have sparkled reflective thinking and presented new routes to explore, and guidelines for better practices.

Tell us about a recent professional learning experience that had a positive impact on you.

I have learned lots about perception at a session of a Leadership Series recently. It got me thinking about how everyone around me may perceive me in such a different way from what I had thought. By no means in a bad way; just so different and wonderful at the same time. It made me realize I need to value my own qualities more.

Do you have a favourite quote?

“You drown not by falling into a river, but by staying submerged in it.”

– Paulo Coelho

What inspires you?

Stories about overcoming obstacles really inspire me. That is why I love watching movies based on real facts; I find it amazing how people thrive when facing adversity; I always cry though.

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

Spending time with my family, cooking, watching movies, and traveling are definitely some of my favorite things whenever I have some free time.

I really enjoy seeing new places, especially in the fall (my favorite season).

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

If I were an ice cream favour, I would be certainly be “milho verde” (corn).

This was my parent’s favourite flavor and it is mine as well :)

It reminds me of all the summers that we spent at the beach and had a popsicle while admiring the ocean.

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I would like to thank Strive for this beautiful initiative to feature Early Childhood Educators from our community. Learning about each of their experiences and professional paths certainly inspires new and experienced educators.

How blessed are we to be able to relate with one another, and to work as a team towards improving our field and better supporting our little ones?

Thank you!

- Caroline

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Thank you, Caroline, for everything you do for children, families, and other professionals in this community. Our community is better and stronger because of YOU.

Join us in celebrating Caroline by dropping her a comment below!

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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

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PROFESSIONAL SPOTLIGHT: TAYLER VANGEEL

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 aims to recognize the outstanding efforts, innovations, and contributions of our treasured colleagues from across the sector.

We are delighted to introduce you to Tayler Vangeel (she/her), RECE, Centre Supervisor at Family Centre Carling-Thames. Tayler radiates positivity and joy and is an absolutely outstanding early years leader.

Keep reading to learn more about Tayler!

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Tell us a bit about yourself…

My name is Tayler Vangeel and I graduated from Loyalist College in Belleville in 2017 (went to school in Belleville but my hometown is London). Once I returned home, I then obtained a job back with the YMCA as a Registered Early Childhood Educator at the YMCA Wortley location. I worked in various classrooms within the Childcare including infants, toddlers, and preschool. After approximately two years, I was moved to the YMCA Northbrae Childcare to support in a preschool room with centre dynamics. Furthermore, I championed the YMCA Play to Learn curriculum that was embedded into day-to-day programming to ensure quality care. Once I started at Northbrae Childcare I started to learn more about what a Family Centre was (given the close proximity to Family Centre Carling-Thames) and how families were given opportunities to strengthen based on their individual needs. During my 2 years of working in the Northbrae Childcare, I also worked within the School-Age program. Not long after, I realized that it was time for a career change. It was like magic… a part-time position at the Family Centre became available and I took the chance and applied. I ended up getting that position and fell in love with environment, and EarlyON programming. From there I then became the full-time Community Connector and then transitioned into the role of Centre Supervisor of the Family Centre Carling-Thames. I have never been happier with the role I’m in now and excited for more years to come. That is a little about me from a professional perspective but from a personal perspective, I enjoy sports (playing and watching).

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

Growing up I always knew I loved caring for people. I loved playing with dolls as a child and caring for them. My Mom always told me that I had real patience and kindness with people, especially children. She said, “Tayler, you have a special connection with children and feel as if you could work with children one day.” Ever since that moment, I started thinking about being an Early Childhood Educator.

What does being an Early Childhood Educator mean to you? What is the best part of your role?

I’ve thought about this question a lot. Being an Early Childhood Educator means a lot of things. The best part about my role is being able to engage with families and also be a leader for staff, volunteers, and students to mentor and help them navigate the Early Childhood Education field. I feel that this role allows me to teach, and learn through hands-on experiences and professional development opportunities. I really try to make sure the environment at the Family Centre is welcoming to all and make a real effort to make everyone feel like it is a brave/safe space for ideas and thoughts and meaningful discussions with one another.

What is something you’re unlearning…

Something that I’m unlearning and will always be a work in progress is to be more patient and kind to myself. I have the most amount of patience for other people and empathy for what others are going through. I strive every day to help anyone and put others before myself professionally and personally. I have had to learn the hard way that you can’t support and care for others unless you care for yourself first.

What advice would you give someone considering pursuing a career in Early Childhood Education?

Advice that I would give:

Be patient with others and yourself – self-care is important.

You’re not perfect and there is always room for growth. Just because someone gives you feedback doesn’t mean you’re doing the wrong thing, it means that someone has a different perspective of what is going on and can maybe see solutions in a different way.

Wherever you work make sure your morals and values align with the company you’re working for.

Early Childhood Education is more than Child Care. When I was in college a significant focus was on Child Care but if I had known how many more opportunities existed, I would have maybe gone a different way.

How has professional learning contributed to your practice?

Professional learning has contributed a lot to my practice. I have learned a lot through professional development opportunities through Strive, the YMCA of Southwestern Ontario, and more. I find that you always have something to learn because if you stop learning you stop growing and I never want to be stagnant. I know no matter how many professional development courses I take, I will never be perfect. I’m trying my best to be the best educator, leader, and person that I can be.

Tell us about a recent professional learning experience that had a positive impact on you.

I really enjoy professional learning experiences that involve hands-on activities and that really engage you in the experience. I just had a professional development experience that opened my mind and allowed me to look at situations using a different lens. We did an activity called situating and it was the most meaningful experience I have been a part of in a professional development session.

What inspires you…

Situations inspire me. I’ll tell you what I mean by that. I’ve heard of and seen many situations in this world that I don’t agree with. If someone isn’t being included or if someone is being mistreated it makes me want to do better and help be the change for people. I feel the more you speak up and talk about your experiences the more others will too and the world will get better… one day.

Do you have a favourite quote…

“No matter how bleak or menacing a situation may appear, it does not entirely own us. It can’t take away our freedom to respond, our power to take action.”

– Ryder Carroll

“Resilience is accepting your new reality, even if it’s less good than the one you had before. You can fight it, you can do nothing but scream about what you’ve lost, or you can accept that and try to put together something that’s good.”

– Elizabeth Edwards

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

I’m big into sports. I love watching them but most of all playing them. I play volleyball (beach and court) as well as baseball. I played hardball growing up until I was the only girl left in the league and then moved to slow-pitch. I find doing these physical activities really helps my mental health and allows me to channel my energy in a different way.

I love also building Lego. I have found this hobby actually later in life and it is fun and I have found I’m actually more patient in real-life situations since beginning my Lego journey.

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

I would be Neapolitan ice cream. I feel like I would be this kind of ice cream because I feel as though I’m a jack of all trades and I feel like you get a little bit of everything with Neapolitan ice cream because it has three flavours all in one. I’m always balancing a lot of different items including work and home and feel like this is the flavour that best represents me.

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Thank you, Tayler, for everything you do for children, families, and other professionals in this community. Our community is better and stronger because of YOU.

Join us in celebrating Tayler by dropping her a comment below!

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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

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REFLECTING ON MENTORSHIP AND PROFESSIONAL FRIENDSHIP IN EARLY CHILDHOOD EDUCATION (REPOST)

“Mentorship and professional friendship are valuable strategies for supporting professional learning and growth in early childhood education”.

- Diane Kashin, 2023

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About Diane

Dr. Diane Kashin, EdD, RECE, Professional Learning for Early Childhood Education

Diane is a registered early childhood educator from Ontario, Canada. Diane taught early childhood education at both the degree and the diploma level for over 30 years. Diane received a Bachelor of Honours Degree from York University, an Early Childhood Education Diploma from Seneca College, and master’s and doctorate degree from the University of Toronto. Diane’s doctoral thesis on emergent curriculum was published in 2008 and she has co-written three ECE textbooks. Diane has a new book coming out this fall from Redleaf Press titled, Cultivating Professional Friendships in Early Childhood Education. Diane has presented webinars, workshops, and keynote addresses in Ontario, across Canada, and internationally. Diane also writes a blog to support professional learning in early childhood education: Technology Rich Inquiry Based Research.

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In a recent blog post, Diane shares about her work towards challenging the current view of mentorship and professional friendship within early childhood education and care (ECEC). Furthermore, re-conceptualizing and reframing these two concepts in hopes of encouraging ECEC professionals to embrace reciprocal learning within their relationships and engage in continuous professional learning.

In her blog, Diane also connects to and highlights the work of Strive team members Kayla and Haille. Kayla and Haille aim to redefine what mentorship means within various contexts and advocate for the need for mentorship throughout one’s practice no matter what stage they are at within their professional journey.

Kayla Bartlett (left) & Haille Ifabumuyi (right)

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To hear more from Diane on this topic, check out her blog post Reflecting on Mentorship and Professional Friendship in Early Childhood Education HERE or continue reading below!

Also, listen to “Cosy Cottage Conversations with Cindy Green and Diane Kashin” on Strive's podcast, Leading Inspired Learning, where we dive deeper into this conversation!

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Reflecting on Mentorship and Professional Friendship in Early Childhood Education

By: Diane Kashin, EdD, RECE

Technology Rich Inquiry Based Research Blog

Mentorship and professional friendship are valuable strategies for supporting professional learning and growth in early childhood education. The College of Early Childhood Education in Ontario defines mentoring as a reciprocal, relationship-based, and process-oriented experience between a mentor and a mentee, aimed at improving professional practice through reflective practice, self-directed learning, and collaboration. The traditional notion of mentorship however, is as a one-way transfer of knowledge and expertise. While mentees can eventually become mentors themselves, the cycle of knowledge sharing and professional growth may be limited if the mentor is more powerful than the mentee. The distinctions between a mentor and mentee as described by the College of ECE suggests that it is the mentor who shares knowledge and the mentee who receives.

It is impossible to be more knowledgeable in all circumstances. If we see mentorship as a process-driven reciprocal relationship, the role of mentor should be dynamic, going back and forth between two people. According to Vygotsky’s MKO theory (More Knowledgeable Other), learning occurs when someone more knowledgeable bridges the gap between a person’s current abilities and their potential for growth. As early childhood educators, we can benefit from the expertise of a MKO, but it is essential to recognize that we may not always be the most knowledgeable or skillful individual in every situation. Even though I have been an early childhood educator for decades, I am not always more knowledgeable, skillful, or even wiser than others. Case in point, is my professional relationship with two much younger early childhood education leaders, Kayla and Haille. They are involved in a project focused on co-creating a sustainable, multi-pronged mentorship model where early years professionals, in all aspects of their career (e.g., students, leaders, educators working directly with children), feel supported through mentorship. This approach aims to challenge the traditional power dynamic between mentors and mentees and emphasizes the importance of reciprocal learning. Haille and Kayla are intentionally exploring mentorship within the context of friendship, acknowledging the emotional and intertwined nature of the work. They aim to create a space where everyone feels listened to, regardless of where they are on their professional journey. Check out this podcast to learn more about their work.

Strive SWO · Ep: 08 - Making Sense of Mentorship with Haille Ifabumuyi and Kayla Bartlett

Inherent in the traditional mentorship model are challenges, such as finding suitable mentors and time constraints whereas professional friendships develop naturally among colleagues who share common interests and values. In my book, Cultivating Professional Friendships in Early Childhood Education, I advocate for a comprehensive approach where individuals assume all the roles as needed—friend, mentor, mentee, and coach. By embracing these roles, we can create a supportive learning environment where everyone can contribute their unique perspectives and expertise. By embracing the reciprocal nature of learning and recognizing the value of all roles, we can create a dynamic and inclusive space for continuous professional learning.

It is about dismantling and interrogating what mentorship means and recognizing that meaning evolves when we are at different stages of our professional practice. It is likely that ECE students will have practicum mentors. As Haille explains, this kind of relationship might be something that is seen as part of the work, a task to add on to an already busy day or it can be seen as exciting. Kayla reflected on the echo chamber of burnout when the ECE feels that they already have so much to do. An echo chamber is an environment in which you encounter only beliefs and opinions that coincide with your own, where existing views will be reinforced, and alternative ideas won’t be considered. If everyone, is complaining about mentoring ECE students, you might not get to the level of feeling excited about mentorship. If, according to Kayla, you are are only engaging in a hierarchal relationship where a mentor is passing on knowledge and expertise to a mentee, real change will be difficult. There is value in that reciprocal transfer of information. Students might have knowledge that is more current than the ECE in the room.

In the hour and half that we spent in dialogue about mentorships, we covered a lot of bases! We learned from each other. I hadn’t previously reflected on echo chambers in early childhood education! It makes a difference to be open to different perspectives and to consider how our environment or context impacts our views. Mentorship and coaching are often seen from the perspective of business environments. In a care environment you cannot separate your roles. Kayla explained that at times you are coaching, other times you are mentoring and there are times when you are acting as a professional friend. It is much more of an emotionally intertwined environment. We have feelings and when working 9 to 10 hours a day in high stress environments, we get to know each other on many levels. With intentionality, Haille and Kayla are digging deeper into mentorship while considering friendship as they co-construct and co-design this project within their communities. Ultimately, the desire is to get to a place in their work where everyone feels listened to no matter where they are on their journey.

I am confident that Haille and Kayla will continue to move ahead with their good work. I look forward to standing by and watching them shine! I am eager to hear about their learning and professional growth as a friend, a mentor, a mentee, and coach. I wrote my book on professional friendships because I want every early childhood educator to have access to an empowering professional relationship. Professional friendship is an option when there are challenges and problems inherent in mentorship:

Can you find a mentor? I asked a group of ECEs during a webinar on professional friendships, if they had a mentor and/or a professional friend. Overwhelmingly they did not have access to a mentor, but they all felt they had a work friend who supported their growth and development.

Is there a shortage of mentors? Not everyone is willing to take on a mentorship role which can result in limited access to mentorship opportunities, making it difficult for all to benefit from this form of professional learning.

Will your mentor have time to mentor? Both mentors and mentees often have demanding schedules, which can make it difficult to find dedicated time limiting the ability to fully engage in the mentorship process.

Are you well matched to your mentor? Mismatches can occur especially if your mentor has been designated. For mentorship to be effective, it’s crucial to have a good match between the mentor and the mentee. With differences in personalities, philosophies, and communication styles the mentoring relationship can be hindered. If there is a lack of compatibility or rapport between the mentor and mentee, it can impede the mentee’s comfort level in seeking guidance thus limiting the effectiveness of the mentoring process. If the mentor is not comfortable, they may not offer their support and encouragement to the mentee.

Is there a commitment to co-learn in a dynamic process? A mentor may lack experience or knowledge in certain areas. The quality of mentoring will be inhibited if this is not acknowledged and accepted. Mentorship is a process, and the teaching and learning goes back and forth. Why not learn together? Why not learn from the mentee as they have a perspective, experience, and expertise?! A mentee needs to feel heard and not only be in a receiving mode.

Mentorship aims to support the mentee’s professional growth through guidance, expertise sharing, and skill enhancement. Professional friendship, on the other hand, focuses on emotional and social support among colleagues, fostering camaraderie and mutual encouragement. Unlike mentorship, professional friendships develop naturally over time among like-minded colleagues without a hierarchical structure. Mentorship entails accountability, evaluation, and goal-oriented guidance from the mentor to ensure the mentee’s development. In contrast, professional friends provide support and build positive relationships through shared experiences. Mentorship and professional friendship are two vital pillars of support in early childhood education. Rather than viewing these approaches as mutually exclusive, we should recognize their complementary nature, allowing them to coexist harmoniously in our professional lives. Mentorship and friendship are about relationships of mutual discovery, enriching the landscape of early childhood education with diverse forms of support and encouragement.

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You can find Diane on:

• Facebook

• Her page Professional Friendships in Early Childhood Education

• Twitter

• Instagram

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Have any questions or comments? Share with us below!

AN INVITATION TO REST

YOU ARE CORDIALLY INVITED TO INVEST IN YOUR OWN REST…

Last summer we invited you to invest in your rest (read last year's blog post here); this summer we want to reiterate the importance of rest and caring for yourself. As we begin to step out of the pandemic and reintegrate into society and our daily lives, we must be patient with ourselves, remind ourselves that we are worthy of rest, and take time to find what practices rejuvenate us best.

By now, many of us know why rest is important for our mind, body, and soul, but knowing how to rest well is less known.

“By learning the right techniques, we can maximize the power of rest to fully restore ourselves”

- Chamorro-Premuzic & Lee, 2022

Resting is easier said than done, especially in a culture that encourages and rewards a constant state of busyness.

A common misconception is that taking a break or resting is selfish, lazy, and decreases productivity. When in reality, taking a break allows everyone to recharge, improve our focus and concentration (Chamorro-Premuzic & Lee, 2022).

So how do we rest?

1 - Schedule downtime and make it a routine

Habits can be hard to break. Habits can be hard to create. Habits can be difficult to sustain. Routinizing rest can support the development of the activity becoming automatic and maximizes positive effects on our mind, body, and emotions (Chamorro-Premuzic & Lee, 2022).

Tip: Try scheduling rest by using an alarm or calendar. 

2 - Find the right amount of rest

Like most things in life, too much or too little of something can be problematic. The key is to find a happy medium. According to Chamorro-Premuzic & Lee (2022), “a rule of thumb is about four hours’ of rest a day”. 

Now, I know you may think, “Strive team! There is no way I can find four hours to rest in a day!” 

So, let’s break down a day…

When driving to work try listening to your favourite songs or podcasts. There’s half an hour. 

Now while you’re on your break, try being mindful while eating and enjoy each bite of your lunch. There’s an additional hour. 

When you’re driving home, reflect on your day and find moments of gratitude that came up during the day. There’s another half hour. 

You’re halfway there!

Once you get home, maybe now would be a time you take your children to the park or your pet for a walk around the block. Take a moment to breathe in the fresh air before stepping inside and notice the weather. Do you feel the sun beaming on your face, or rain dripping down your back? Is the air crisp and cool or hot and humid? There’s another hour.

When you’re having dinner, enjoy each bite and take in the memories you’re making. Whether you’re laughing with loved ones or watching a favourite tv show. Maybe tonight’s dinner time is short, but that’s still half an hour. Only thirty minutes to go.

At the end of the day, try finding an activity that brings joy to you. This could be watching a tv show, sitting on your porch, trying a new hobby, taking a hot shower. There’s the last thirty minutes.

You did it! Remember, rest can look different for everyone and it can be found throughout our day. It’s how you use your time. Each person’s needs are different, similar to sleep. Some people may need a little less time to rest, while others may need a little more time (Chamorro-Premuzic & Lee, 2022). Find what works best for you.

3 - Identify and prioritize your specific needs

When one thinks of rest, many people imagine sitting on a sofa. Chamorro-Premuzic and Lee (2022) say, '“we often harbor stereotypes about resting”. Now this is not to say that sitting on a sofa isn’t rest, but we must remember that it can look different and is not a one-size-fits-all. The way one rests can be very dependent on the individual's needs such as physical, emotional, mental, or social rest activities. 

Identifying the type of rest needed is essential. For example, someone who is physically exhausted may not choose to go for a walk. Or someone who is socially exhausted may not choose to hang out with a friend. Although it can be hard to squash the narratives society has created in relation to rest, we must take time to reflect and tune into ourselves to understand what type of rest we need.

Tip: Create a list of different restful activities you enjoy in relation to the types of rest (social, emotional, mental, physical) you need.

4 - Make time for deep rest if you have to do deep work

In caring professions, such as Early Childhood Education and Care, this is all the more true. We are, by nature, inclined to say yes, inclined to give, and inclined to prioritize others before ourselves, particularly in the context of our work. This is something we at Strive can attest to firsthand.

Although this article discusses work in the context of physical tasks, we feel it’s important to recognize the emotional work early years professionals engage in, too. We need to recognize that our work relies on our physical, emotional, and mental health. When resting try to remember to give your mind a break, too, and reduce the amount of activities you are engaging in.

“Interrupted downtime is not effective and could create more burdens rather than recovery”

- Chamorro-Premuzic & Lee, 2022

Tip: Tune in with your body to see what your individual needs are. While some people may need multiple sensory inputs to rest, others may be better off engaging in one activity at a time. Find what works best for you.

5 - Don't skip vacation

“We need regular seasonal recharging time, not only for us but for well-functioning and positive workplace and societies”

- Chamorro-Premuzic & Lee, 2022

Vacation is defined as a longer period of time off from work which supports people's recovery from job demands and replenishes our mental, physical, and emotional resources. Of course each company and organization has different vacation policies, but try your best to plan an annual leave and consider your needs for that time off. A vacation does not have to equate to a trip around the world. It could be resting and recuperating at home as well. 

Tip: Consider how you will rest on your time off and remember the previous points listed above.

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As we move into the month of August, we invite you to reflect on how you rest and explore what works best for you. Remember to be patient with yourself, this takes practice, especially when we’re not used to taking time for ourselves.

This month, we have cleared our professional learning calendar of workshops, Communities of Practice, and network meetings.

Instead, we are leaving intentional time and space (and a little bit of gentle encouragement) to rest. As a continuation of Mike Masse’s session in June, he has graciously created a variety of short mindfulness practice videos, specifically for you, early years professionals, to explore over the next couple weeks.

And if you don’t have the capacity to watch them in August, don’t worry! You won’t miss out. The videos will be put on Strive Online in September for you to access on your own time.

As early years professionals ourselves, we thought it might be nice to share with you some of the ways in which we, the Strive team, like to engage in rest.

We love…

Being outdoors, whether that be going to the beach and soaking up the sun, sitting on our back deck for a few minutes, going to the dog park, going for a hike, feeling the rain, taking a walk around the neighbourhood, etc.

Being with family, friends, and loved ones (including our beloved pets!)

Enjoying seasonal foods such as berries, cherries, peaches, tomatoes, etc.

Finding enjoyable hobbies (both new and old) such as watching our favourite tv shows, reading a book, doing crossword and sudoku puzzles, listening to music, running a hot bath and putting on a face mask.

Sleep! Prioritizing 7-9 hours of sleep each night and creating a comforting sleep environment such as freshly washed bed sheets, a clean room, and having phones and electronic devices off and put away. 

We remind ourselves that a lack of sleep does not equate to a gold star, in fact we remind ourselves that we need sleep in order to be the best we can be and each individual’s sleep needs are different.

Exploring creative arts like painting, crocheting, dancing, journaling, etc.

The importance of rest cannot be understated and no matter how busy your day, or week, or month is shaping up to be. Our hope is that you'll invest, even if just for a few moments, in your own rest. And if reading this post is a part of that, we are so very happy you are here. You are worthy and deserving of rest.

Rest isn't an eraser. Making time for rest won't mean that you will magically return to less things on your to-do list. What it can do however, is give you a new perspective and feeling about how you move your way through it.

So say yes to rest and stay connected with us this month as we discover and dig in to how we rest.

HOW ARE YOU PLANNING TO REST THIS WEEK? SHARE BELOW!

MEET HADIL AND SARA, STRIVE RESOURCE CENTRE SPECIALISTS!

The Strive team is thrilled to introduce you to Hadil Alshaghnoubi and Sara D’Alessandro, Strive Resource Centre Specialists!

Hadil and Sara welcome everyone to the resource centre with warm, welcoming smiles. They are both RECEs and share their knowledge and expertise with those who access the resource centre. They are well informed, kind, and empowering team members.

We asked Hadil and Sara some questions to get to know them a little better. Keep reading to see what they have to say!

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MEET HADIL!

Tell us a bit about yourself…

Hello, my name is Hadil and I graduated from the ECL program in 2015. Soon after I graduated, I traveled abroad to the United Arab Emirates and taught as a homeroom teacher in a Kindergarten/SK classroom for six years. I was born in UAE then moved to London with my family when I was a young child. I have always had a passion in working with children and I am forever grateful for all the encouragement I had from family and teachers to pursue a field in Childhood Education. My most favourite things are to spend time with family, traveling, canoeing, watching sunrises and sunsets, as well as walking on beach.

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

I have recently learned painting techniques and I’m super excited to see what I can create.

What is something you’re unlearning…

One thing that I am still currently unlearning is the Canadian history that I have learned throughout elementary school and high school.

What is the best part of your role as Resource Centre Specialist?

This is a tricky question as there are so many elements that I highly enjoy as a Resource Centre Specialist. My absolute favourite part is having those challenging and meaning conversation with ECEs and families regarding resources being used in the most meaningful/purposeful way possible. Another favourite part is connecting with families and inspiring parents about the ECE programs and having those quality conversations with parents regarding child development and appropriate practices. Parents are now more aware on how to use open-ended resources rather than only taking out toys.

How has professional learning contributed to your practice?

Professional developments boost my confidence, strengthen my professional credibility and help me become much more creative in tackling new challenges. Professional learning also supports me in keeping knowledge up to date and prepares me for greater responsibilities. I always looking forward to learning new things and improving /develop new skills. I am able to put my knowledge into practice as well as share the knowledge I gain with others.

Do you have a favourite quote?

“Believe you can and you’re halfway there”

– Theodore Roosevelt

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

If I was an ice cream flavour, I would be cookies and cream because it is predictable. You know when you will get that crunch when eating the ice cream. I’m a very straight forward person there is no hidden mystery flavour in this ice-cream flavour and easy going, predictable and bold, fun.

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

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

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MEET SARA

Tell us a bit about yourself…

Hello everyone! My name is Sara D’Alessandro. I joined the strive team as a Resource Centre Specialist at the beginning of November. I’m a proud Registered Early Childhood Educator with a degree in Early Childhood Leadership and a post-graduate certificate in Autism and Behavioural Science I grew up in Sarnia, and living by the lake has convinced me that being by the water can solve almost any of your problems.

Coming from a family of generations of people in education, I’ve always known I wanted to work with children in some capacity. The second I was old enough, I took the babysitting course and walked up and down my street handing out my business cards. From my first co-op placement in a Child Care Centre in high school, I knew the Early Years was the direction I was going in. My other great passion in life is making and creating in whatever way I can; I love baking and hope to one day be on the Great Canadian Bake Off, and recently, I’ve taken up pottery.

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

That is the beauty of podcasts. In the past, I’ve been hesitant about them for an array of reasons, mainly the reliability of the source and my attention span. But I’ve found a few that I’m really enjoying, which have now become part of my morning routine to listen on my way to work.

What is something you’re unlearning?

I’m on a continuous journey of unlearning my engrained acceptance of the systems that affect our society and our world. I’m someone who has benefitted from these systems, and it’s my responsibility as a professional in the Early Years field to advocate for a different future. To unlearn the statuesque and team up with others to challenge it for a better future for the next generation. Because a society that has blinders on and an exclusive definition of what is valuable is unacceptable. We can do better by unlearning and relearning together so that equity, inclusion, and diversity are no longer buzzwords but a reality for future generations.

What is the best part of your role as Resource Centre Specialist?

Being a Resource Centre Specialist has been an opportunity to collaborate with a wonderful group of people. Being around those passionate about the Early Years further affirms my love for this sector. I cherish the moments in my day when I get to connect with those I’m supporting and help them choose resources that will scaffold their child(ren)’s growth. I like hearing the reports of what the child(ren) liked or disliked, what the individual providing the care learned, and then getting to start the process all over again. It’s all trial and error, but it’s amazing to collaborate and hear others learning moments facilitated by the resources.

How has professional Learning contributed to your practice?

You don’t know what you don’t know, but staying curious is essential to being a continuous learner. Being stagnant in your growth as a person and, in turn, as a professional in the Early Years field does nothing but hurt yourself and those in your orbit. Professional Learning has been everything to my practice; learning from others is an innate part of life, but it can be too easily pushed to the side if vanity or burnout takes over. Through my journey of growth as a person and as a professional, I find myself looking to my PL as my toolkit for how I can move through a situation or do better next time with compassion for myself and others. I have become more reflective because of my persistent call to myself to be better and do better. I have learned that talking isn’t always necessary, but listening always is.

Do you have a favourite quote?

I find quotes come to us when we need them the most, and when they have served their need, they don’t fade away but are tucked into our toolkit for when we need to hear them again. The quote I’m currently obsessed with is from the brilliant Brene Brown,

“Strong backs, soft fronts, and wild hearts.”

The key to authenticity and genuine connections is the balance between having boundaries, standing up for what you believe in, being open to vulnerability, and having compassion for yourself and others. Brene Brown’s words are my anchor and ground me in how I want to move through the world.

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

It would have to be Ben and Jerry’s Half-Baked ice cream. Partly because it is my favourite flavour, but also because I’m always baking something and I’m full of surprises!

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

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

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BELONGING IN BOOKS

“Books are sometimes windows, offering views of worlds, real or imagined, familiar or strange. These windows are also sliding glass doors, and readers need only walk-through in imagination to become a part of whatever world the author has created. When lighting conditions are just right, however, a window can also be a mirror. Literature transforms human experience and reflects it back to us, and in that reflection, we can see our own lives and experiences as part of the larger human experience. Reading, then, becomes a means of self-affirmation, and readers often seek their mirrors in books” (Rudine Sims Bishop, 1990).

When young children cannot find themselves reflected in the books they read, or when the images they see are distorted, eroded by negative stereotypes, or caricatures, their sense of self-worth can be diminished.

In an effort to bring more diverse stories, identities, and lived experiences to bookshelves in licensed child care settings across the region, the City of London engaged Strive in the development and distribution of thoughtfully curated book bundles. 15 titles were ultimately selected, assembled and distributed to all licensed child care centres and school age programs across London-Middlesex in the Fall of 2022. A separate bundle of French-language titles was also assembled.

The books selected focus on positive representation and are intended to support belonging, well-being, citizenship and empathy with and for all children and families.

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It’s a Mitig!

by Bridget George

Giizis—the sun—rises. What’s hiding in the trees? It’s a Mitig! guides young readers through the forest while introducing them to Ojibwe words for nature. From sunup to sundown, encounter an amik playing with sticks and swimming in the river, a prickly gaag hiding in the bushes and a big, bark-covered mitig.

Featuring vibrant and playful artwork and an illustrated Ojibwe-to-English, It’s a Mitig! is one of the first books of its kind and was was created for young children and their families with the heartfelt desire to spark a lifelong interest in learning language.

Your Name is a Song

by Jamilah Thompkins-Bigelow | Illustrated by Luisa Uribe

Frustrated by a day full of teachers and classmates mispronouncing her beautiful name, a little girl tells her mother she never wants to come back to school. In response, the girl’s mother teaches her about the musicality of African, Asian, Black-American, Latinx, and Middle Eastern names on their lyrical walk home through the city. Empowered by this newfound understanding, the young girl is ready to return the next day to share her knowledge with her class. Your Name is a Song is a celebration to remind all of us about the beauty, history, and magic behind names.

Amy Wu and the Perfect Bao

by Kat Zhang | Illustrated by Charlene Chua

Meet the funny, fierce, and fearless Amy Wu, who is determined to make a perfect bao bun today. Can she rise to the occasion? Amy loves to make bao with her family. But it takes skill to make the bao taste and look delicious. And her bao keep coming out all wrong. Then she has an idea that may give her a second chance…Will Amy ever make the perfect bao?

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All cultural groups deserve to be reflected in their diverse complexity. A historical lack of diversity in children’s literature however has generated decades of silence and rendered some cultural experiences invisible. Children from dominant social groups have always found their mirrors in books, but they too are impacted by a lack of books about others.

All children need books as windows that will help them understand the diverse world they live in.

In a society where racism is still one of our most significant, unresolved social issues, books afford children an opportunity to encounter people unlike themselves and life experiences unlike their own.

As mirrors, books for children can be resources for identity work. Yet close approximations are not good enough. For books to be effective mirrors, they must offer as accurate a reflection as possible. Identities are never composed of a single descriptor but are instead a rich combination of experiences, perspectives, knowledges, and cultural ways of being.

If we want our books to be mirrors, we need to invest time in really knowing our children and families in as many ways as possible and then seek out books that reflect those identities in as many ways as possible.

In some instances, we hope that these may be books included in these bundles, but for others, you may need to expand your search. And we hope you will.

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Hair Twins

by Rhaakee Mirchandani | Illustrated by Holly Hatam

Every morning Papa combs through his daughter’s waves like he does his own—parting it down the middle, using coconut oil to get all the tangles out. Some days he braids her hair in two twists down the side of her face. Other days he weaves it into one long braid hanging down her back, just like a unicorn tail. But her favorite style is when he combs her hair in a tight bun on the top of her head, just like the joora he wears every day under his turban. They call this their hair twin look!

We All Play / kimêtawânaw

by Julie Flett

Animals and kids love to play! This wonderful book celebrates playtime and the connection between children and the natural world. Beautiful illustrations show: Birds who chase and chirp! Bears who wiggle and wobble! Whales who swim and squirt! Owls who peek and peep! And a diverse group of kids who love to do the same, shouting: We play too! / kimêtawânaw mîna. A beautiful ode to the animals and humans we share our world with.

The One with the Scraggly Beard

by Elizabeth Withey | Illustrated by Lynn Scurfield

A child tries to understand the life of a man he has seen sleeping under a bridge. The boy’s mother patiently answers his questions and explains how people’s life paths can be so different. The child observes the things he has in common with the man and wonders where his own path will lead. This book is defined by a simple narrative in which a child’s curiosity and perceptiveness act as catalysts for understanding fear, suffering and resilience while exploring themes of homelessness, belonging and compassion.

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“As windows, books can foster curiosity, compassion, and collective action” (Grace Enriquez, 2021). Yet multicultural or diversity education is often approached as separate from or an additive to our normal daily practices in ECEC.

When diverse stories are shared in isolation, they ultimately shrink our windows and obstruct the view they offer. For our books to be effective windows, we need to go beyond single stories, single days or months of the year, and find ways to integrate diverse books throughout the day, throughout the year, and throughout the environment. We need to make them a consistent, intentional, and meaningfully integrated part of our practice and our pedagogy.

Young children may also require our support in pushing open books as sliding glass doors, sometimes too heavy for them to open alone. It is not enough to simply have diverse books in our classrooms, we need to also consider how those books are being used and supported through conversion and in play.

Think about what texts and reading practices you privilege in your work with children?

How is diversity reflected not only in the book’s content but also in the authors, languages, and writing styles?

When sharing diverse stories, are they only situated in far away places or set in the past? Or do we have current, contextual examples as well?

What opportunities are we offering for children to respond to the books we are reading that support the many languages of children? Song, mark making, dramatic play, etc.

Mommy’s Khimar

by Jamilah Thompkins-Bigelow | Illustrated by Ebony Glenn

A young Muslim girl spends a busy day wrapped up in her mother’s colorful headscarf in this sweet and fanciful picture book. A khimar is a flowing scarf that my mommy wears. Before she walks out the door each day, she wraps one around her head. A young girl plays dress up with her mother’s headscarves, feeling her mother’s love with every one she tries on. Charming and vibrant illustrations showcase the beauty of the diverse and welcoming community in this portrait of a young Muslim American girl’s life.

My Family, Your Family!

by Kathryn Cole | Illustrated by Cornelia Li

There is no one-size-fits-all when it comes to families! This book includes a diverse array of characters and celebrates gay parents, single parents, blended families, and other family groups.

Pride Puppy!

by Robin Stevenson | Illustrated by Julie McLaughlin

This rhyming alphabet book tells a lively story, with rich, colorful illustrations that will have readers poring over every detail as they spot items starting with each of the letters of the alphabet. An affirming and inclusive book that offers a joyful glimpse of a Pride parade and the vibrant community that celebrates this day each year.

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In curating these bundles we sought support from the London Public Library whose own Anti-Racism Anti-Oppression Book List helped inform our selections and who also afforded us space to assemble the bundles. Our deepest thanks for their generosity.

We additionally had the absolute privilege of working with the team from Array Books on this project.

After struggling to find high-quality books that represented all the students in their programs, as well as age-appropriate literature that introduced important aspects of the world around us, Array Books was founded.

The team at Array gather and carefully screen children’s literature for terminology, images and topics. The result is a beautiful, and ever-growing collection of visually and narratively diverse books for ages 0-12 that shine a positive light on the differences among us and prompt thought-provoking questions, suitable for any child care environment.

Array supported this project in innumerable ways, from first understanding our goals and making recommendations accordingly to ultimately coordinating the orders, shipping and delivery. We literally could not have done this without them.

To learn more about Array or engage their services, visit: Array Books (array-books.com)

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A Hundred Thousand Welcomes

by Mary Lee Donovan Illustrated by Lian Cho

Welcome, come in! You are invited to travel to homes around the world in this beautifully illustrated picture book about hospitality and acceptance, which features the word “welcome” from more than fourteen languages. Enjoy this timeless story about family, friendship, empathy, and welcoming others.

Going Up!

by Sherry J. Lee | Illustrated by Charlene Chua

An elevator ride to a birthday party turns into a shared experience bursting with joy! Playfully combining the excitement and anticipation of a party with children’s universal love of riding in elevators, this picture book story is ultimately about community and a sense of belonging. With characters from many cultural backgrounds, it showcases the everyday diversity that many urban children experience.

Hats of Faith

by Medeia Cohan Illustrated by Sarah Walsh

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

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Keeping the Conversations Going…

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

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

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

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These book bundles are only a small beginning. A starting point for pedagogical dialogue, an invitation to pay attention to who is represented, underrepresented, misrepresented, or even invisible on our classroom bookshelves, and an opportunity to reflect not only on what we read with children but how we are reading.

While undeniably powerful, particularly for young children, books, like anything, have their limitations. And while they won’t necessarily fix our social wrongs, they can help us to understand each other better and change attitudes towards difference.

And if we can find that one book, that one story, that really speaks to a child, even if only for a moment, we can change that child’s life.

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Our cherished colleague, Lara Vlach, passed away suddenly in May 2023 at the age of 38. Lara was joyful, kind, and deeply generous. She was a passionate advocate who fiercely believed in everyone’s right to show up and be seen, valued, and loved for exactly who they are.

As a lover of children’s books, Lara contributed many thoughtful ideas and suggestions to the development of this project. We dedicate this work, and its continued evolution to her memory.

We miss you, Lara.

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References

Array Books. (2023). Representation in print. https://array-books.com/

Bishop, R.S. (1990). Mirrors, windows and sliding glass doors. Perspectives: Choosing and Using Books for the Classroom, 6(3).

Botelho, M.J. (2021). Reframing mirrors, windows, and doors: A critical analysis of the metaphors for multicultural children’s literature. Journal of Children’s Literature, 47(1).

Enriquez, G. (2021). Foggy mirrors, tiny windows, and heavy doors: Beyond diverse books toward meaningful literacy instruction. The Reading Teacher, 75(1).

The FOLD. (2023). The FOLD kids challenge. https://thefoldcanada.org/webinars-activities/the-fold-kids-challenge/

MEET JENN, STRIVE PROJECT INTERN!

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

Jenn joins us from the Honours Bachelor of Early Childhood Leadership degree program at Fanshawe College. Jenn is a talented dancer, passionate leader, and kindhearted individual. This summer she will be helping coordinate meaningful professional learning opportunities as well as support other special projects and initiatives currently underway at Strive.

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

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Image by Mercedes Jane Payne

Instagram: @mercedington

Tell us a bit about yourself…

My name is Jenn Nguyen, I have just finished my 3rd year at Fanshawe in the Early Childhood Leadership (ECL) program. I am looking forward to working at Strive this summer as their Project Intern.

I grew up in Niagara Falls, Ontario and moved to London in 2019. In my spare time I enjoy spending time with my friends and family. Along with that, I love listening to music, reading, and occasionally binge watching anything that is in Netflix’s Top 10. I have also recently joined a dance studio which has been a highlight in my life these days.

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

I started my academic journey in a program very different from ECEC. Right out of high school I attended university in a public health program. After a few semesters I realized it was not the field for me and took some time off school to figure out what was next for me. In this time off I reflected upon career paths I always wanted to explore and working with children was one of them. This led me to Fanshawe’s ECE program which I graduated from in 2021. After graduating, I still felt there was more for me to learn and more doors I could open if I were to continue my education. Hence me bridging into the ECL program.

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

For someone considering pursuing a career in ECEC I would encourage them to be more proactive and intentional during their field placement experiences. As a student, empower yourself and be a leader within your learning. I would encourage them to ask questions, seek feedback, and try to build relationships.

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

During my internship, I am most looking forward to gaining an enriching experience through quality mentorship. In my short time at Strive so far, I can already tell that the team has an abundance of knowledge and experience to share with me that will guide me in building the skills needed to thrive as a leader in ECEC. I am excited that I will not just have one role model, but an entire team of passionate leaders to learn from.

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

I have gained a deeper insight into the efforts Strive has been making to re-conceptualize and re-construct what it means to truly support diversity, equity, and inclusion in ECEC. With seeing the great progress Strive has made through their Culturally Responsive Book Bundle Project, I am excited to be a part of their work in putting theory into action. Furthermore, I am looking forward to the continuation of these important conversations that create opportunities to amplify representation of marginalized children, families, and early learning professionals.

What is something you’re unlearning…

Something I am unlearning is the concept of work-life balance. Instead, I want to achieve work-life harmony. I have found that trying to balance creates competition between these two aspects. With trying to achieve harmony, I hope to find how work and life can coexist and work together to support reaching my goals. I also hope it will promote overall wellbeing and satisfaction.

What inspires you…

I am inspired when I see other people really passionate about the things that bring them joy. It could be passion towards their hobbies, interests, work, relationships, etc. It brings me motivation to bring as much care and energy into all aspects of my life and to not be afraid to express myself.

Do you have a favourite quote…

“It’s alright to stop, there is no need to run without even knowing the reason”

This quote comes from one of my favourite songs by BTS called ‘Paradise’. This song speaks to an analogy that life can feel like a race and that we try to speed through life to try to be the first to reach the end goal. Sometimes, we do not even know what our goals are but we keep going through life full speed because of expectations others have set for us. I think of this quote when I begin to feel burnout or overwhelmed and it reminds me it’s okay to take a break because life is not a race but a journey I can go through at my own pace.

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

If I were an ice cream flavour I think I would be vanilla because it’s a great flavour alone but works well win combination with other flavours and toppings too.

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

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

MEET LIZ, ECE RESOURCE CENTRE INTERN!

The Strive Team is delighted to introduce you to Liz Gannon (She/They), our ECE Resource Centre Intern!

Liz joins us from the Honours Bachelor of Early Childhood Leadership degree program at Fanshawe College. Liz is a proud advocate for change, a caring individual, and brings a joyful presence to the Strive team. Liz will be working closely with the Resource Centre team to advance our vision of transforming the Resource Centre into a Pedagogical Hub and Professional Learning destination.

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

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Tell us a bit about yourself…

I am new to London, I moved here to attend Fanshawe College in the Early Childhood Leadership program. I have a 5 year old son, who is my inspiration in everything I do. I enjoy going to the beach (in hot or cold weather), going for hikes, and reading. After graduation I want to get my Master’s in Curriculum and Pedagogy.

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

I chose Early Childhood Education and Care because I have always enjoyed working with the children. My personal pedagogy views children as the future of our world and the impact ECEC professionals, like myself, have on the early years will set a growing foundation for a compassionate, driven, and confident future.

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

I would encourage them to research topics they’re passionate about and that best support the challenge and trends with children, families, and within the childcare and education sector. I would encourage them to advocate with children, families, and other ECEC professionals about social issues and for change within our sector and the communities we serve.

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

I’m looking forward to building relationships with my mentors, the ECEC professionals and families Strive works with and serves. I look forward to building upon my knowledge of leadership and sharing my knowledge with Strive, ECEC professionals, and the families we work with.

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

I am excited to expand my knowledge on 2SLGBTQIA+ curriculum and pedagogy and implement additional comprehensive useful materials into Strive’s already extensive inventory.

What is something you’re unlearning…

I am unlearning the teachings and stereotypes I received about Indigenous communities. I am learning how to advocate with their communities to best support their journey to reclaim their languages and culture.

What inspires you…

What inspires me is my son. I want him to grow up to feel free and safe to express his own personality and identity. I want to support a future generation of ECEC professionals and children to be comfortable with their own identities and expressions without fear of rejections of social injustice.

Do you have a favourite quote…

“We are born as who we are. The gender thing is something that is imposed on you.”

– Lauren Cox

This reflects my own views and beliefs as a person that doesn’t prescribe to traditional roles of gender and sexuality. I believe love is natural and hate is taught. As an ECEC professional I hope to encourage love and empathy with the children, families, and other professionals I work with.

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

I would be rainbow sherbet because I look at myself as a combination of events that are unique to my own journey, but together they create my personality, my knowledge, my love, and my life. The different flavours reflect different aspects of my entire body and spirit, but together create a harmonious blend of who I am as a person.

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

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

MEET KAYLA AND HAILLE, STRIVE COMMUNITY ANIMATORS!

The Strive team is thrilled to introduce you to Kayla Bartlett and Haille Ifabumuyi, Strive Community Animators!

Kayla and Haille have taken on a new position at Strive and are eager to connect with you, the community! To hear your voices, share your perspectives, and listen to your stories. Kayla and Halle are inspiring, encouraging professionals and we are beyond lucky to have them join our team!

We asked Kayla and Haille some questions to get to know them a little better. Keep reading to see what they have to say!

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MEET KAYLA!

Tell us a bit about yourself…

I am a Registered Early Childhood Educator with a Bachelors of Science in Early Childhood Studies. I have experience working within full day childcare, before and after school programs, camps, as well as administrative and supervisory positions. In May 2022, I was a Champion of Change panelist in the Heartwork and So Much More event (check our Part 3 to listen to Kayla speak!), discussing advocacy and the work we do within the early years sector. Since then, I have become a founding member of Leaders for Change St. Thomas-Elgin; a group dedicated to transforming childcare and early learning environments throughout the county. Currently, I am exploring a new role as the Strive Community Animator for Elgin County.

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

As I dive into my new role as Community Animator, I have been researching and engaging in many conversations. Recently, I was able to witness a Community of Practice conversation which stumbled on the idea of generational differences and how there may be different expectations of work, mentorship, professionalism, etc. between generations. I am excited to learn more about the differences that exist and assess how I honour them in my professional practice.

What is something you’re unlearning…

I have been working through dismantling my context surrounding rest and worth. Taking time to understand stress cycles, burnout, and the physical impact they have on our health and bodies, inspired me to get serious about taking care of me. I am currently unlearning the concept that rest needs to be earned. I have been practicing prioritizing rest first before commitments. This shift feels uncomfortable in a world of “hustle culture” but over the last few months, I have felt enormous shift in my quality of life, engagement, and well-being.

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

I chose a career in Early Childhood Education and Care after a volunteer experience. I was a Sparks Leader with Girl Guides Canada for a high school level course and was struck by the impact one hour a week can have in a child’s life. Being able to provide safe and caring spaces for children became a passion for me instantly.

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

In my role I am responsible for engaging community partners to inform a vision for a sustainable approach to mentoring that supports early years professionals in all aspects of their career. My role exists to build relationships with community partners to strengthen the voices of early years professionals. Through story telling, sharing experiences, and deep conversations, I will compile data and offer recommendations to Children’s Services for a support system beyond the typical definition of mentorship to embed this way of thinking in ongoing practices.

What I am most looking forward to in this role is capturing the voice of my community. Often within our sectors, systems are imposed onto us. This is such an exciting opportunity to elevate the voices of the working community to offer feedback and assessment of existing or previous systems, and ensure this tool is supportive and sustainable to the workforce.

How has professional learning contributed to your practice?

From the beginning, professional learning has been foundational to my practice. As a student, I would seek out opportunities to extend my learning and broaden my scope. As I entered into the working world, professional learning became an integral piece of my identity as a professional and advocate within the sector. Participating in professional learning allows me not only to stay current in my knowledge and broaden my thinking, but it allows me to speak more clearly and strongly on behalf of children, families, colleagues, and myself. It has allowed me to curate a space where I felt safe to participate and show up authentically in my work.

Tell us about a recent professional learning experience that had a positive impact on you…

Most recently, I attended Winter Rethink 2023. Coming out of a time of personal challenges, this event was just the motivating boost I needed to get back out there. Natalie Royer speaks with such conviction, honesty, and realness. Her prompts and conversations challenged me to hold myself accountable, look at my privilege in a new way, understand how language can impact my day, to hold space in celebrating myself, and be confident in who I am and the work I do.

What inspires you?

I am genuinely inspired by witnessing others have their “aha” moments and moments of growth. This has been my inspiration even from the beginning of my work with children. There is something contagious in the joy and confidence that comes from learning or achieving something new. I think this contagion leads to positions like mine where we have the opportunity to engage in those challenging conversations and see what new perspectives we can discover.

Do you have a favourite quote?

“I am made of who I am with”

This is a quote from Tiziana Filippini’s keynote at the 2018 Ontario Reggio Association conference. I attended this conference during a time when I was unsure of my identity as an Educator. I had been falling into the trap of trying to be like others and was lost. This quote, and the accompanying conversations from that day, kick-started my journey into authentic work and practice.

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

In my spare time, I enjoy prioritizing my well-being and curating a life that feels supportive to me. Part of my unlearning is realizing that for me, self-care is curated within my home and the moments with my family. Lately, I have been doing walks with my family, watching movies or shows, playing games, cooking food we love, listening to audio books, and taking every chance I can get to belly laugh with my toddler. With the longer daylight hours arriving, I will definitely be prioritizing more outdoor time as well.

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

My husband says “the sweetest one”… I would say vanilla with a caramel swirl because I am consistent and dependable, but I may also surprise you.

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

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

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MEET HAILLE

Tell us a bit about yourself…

My name is Haille Ifabumuyi. I am a Registered Early Childhood Educator. I graduated from Fanshawe College’s Honours Bachelor of Early Childhood Leadership Program in 2020, and then moved on to my Master’s of Critical Policy, Equity, and Leadership studies in Western University’s Faculty of Education and graduated in 2022. Previous to this role, I was working for the City of London as a Community Support Associate in the child care fee subsidy team of the Child Care and Early Years department. I have also taught in the Early Childhood Education and Honours Bachelor of Early Childhood Leadership programs at Fanshawe College, and hope to continue teaching in the future. I look forward to starting my journey with Strive, and supporting the early years’ community in a different capacity.

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

I’ve recently learned that some provinces (i.e., Saskatchewan and Prince Edward Island) and territories (i.e., Yukon and Nunavut) have already achieved or are on track to achieve $10-a-day child care, under the Canada-Wide Early Learning and Child Care (CWELCC) initiative. This makes me excited that families will be paying less for child care fees, especially in a time of inflation and rising costs of living. I hope Ontario will too be able to achieve this goal soon.

What is something you’re unlearning?

I am unlearning to be so critical of myself. I tend to get discouraged or upset with myself when I feel that I could do better or should know more about something. Trying to switch my thinking to be more kind to myself is something I am working on.

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

I have always enjoyed education and definitely consider myself a lifelong learner. I have also enjoyed working with and caring for children from a young age. We have all heard this on repeat as early years professionals, but the first three years of a child’s life are so critical. Recognizing this importance, I wanted to pursue a career where I could support children’s initial experiences with education and care, not just to set them up for a healthy and fulfilling life for the future, but also to nurture, support, and listen to children in the now.

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

As the Community Animator for London-Middlesex, I will be working with various community partners across the community to support early years’ professionals in the context of mentorship. The goal is to have a sustainable and inclusive mentorship approach, that will help to mitigate some of the affects of the early years’ workforce crisis. I am most looking forward to connecting with community partners across London and Middlesex, and hear what their needs, insights, and thoughts are around mentorship, and how we can interrogate the idea of mentorship to create something innovative for our community and address the workforce crisis.

How has professional learning contributed to your practice?

Professional learning has helped me to reflect and think more critically as an early years’ professional. Connecting with other early learning professionals has helped to expand my knowledge of the field, and specifically understand what strengths and barriers exist in our community.

Tell us about a recent professional learning experience that had a positive impact on you…

Though not very recent, I had the opportunity to take a site tour of London’s newest Family Centre, Nshwaasnangong Child Care and Family Centre. Touring and learning about this site was a truly heart-warming and eye-opening experience. To see the time, care, dedication, and thought put in to making this centre possible was amazing, and makes me excited to have Indigenous-centered programming in our community.

What inspires you?

As cliché as it may sound, children really inspire me. Each child brings a unique and critical way to learn about the world around them, that causes you as the adult to reflect and helps you to consider a refreshed perspective. I am a big advocate for including children’s voices in not only early childhood practice or classrooms, but also in policy and decision-making in our sector. Children are curious and competent people just like adults, and deserve to have their voices heard, especially when it directly affects their daily lives.

Do you have a favourite quote?

“Crises create fertile ground for change and there can be little doubt that we are living in a time of deepening and converging crises, which will see today’s dominant stories ‘losing their power’, making room for others more attuned to humankind’s condition and hope.”

– Peter Moss, 2014, p. 6, Transformative Change and Real Utopias in Early Childhood Education

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

When I’m not working, I like to do as little as possible. Rest, relaxation, and watching sitcoms or reality TV are my main hobbies, but I also enjoy doing yoga, playing soccer, and spending time with my family and friends.

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

Ben & Jerry’s Netflix and Chilll’d. I would be this flavour as I love binge watching TV and relaxing with my family.

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

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

WHAT’S IN A NAME?: REVISITED

In the summer of 2020, we had the good fortune of hosting Bonika Sok as our Strive Project Intern from Fanshawe’s Honours Bachelor of Early Childhood Leadership program.

During her time with us, Bonika authored a blog post where she shared her experiences of having her name mispronounced and changed during her formative years. This generated powerful conversation about this vital piece of identity amongst the early years community.

Bonika went on to also focus on this topic for her capstone research project. The resulting article, Enduring Effects: Name Mispronunciation and/or Change in Early School Experiences was published in the Journal of Teaching and Learning in December 2022.

To celebrate this and all of Bonika’s accomplishments, we are pulling her original blog post out of the archives as an invitation for continued dialogue relating to this critical pedagogical topic.

Congratulations, Bonika! We are so incredibly proud of you! Thank you for your impactful contributions to the Strive community and beyond.

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TO ALL MY UNIQUELY NAMED FRIENDS OUT THERE, THIS ONE’S FOR YOU.

I struggled to share this story but I think it might be worth a read.

My name is Bonika Sok, and there’s a good chance you didn’t say my name right. It’s pronounced Bon-nik-ka Soak. At first it was a nuisance but now my name has become an important part of my identity. My name has impacted the way I see myself.

Thus, the purpose of my story is to bring awareness to the My Name My Identity Campaign which advocates the importance of pronouncing people’s names correctly because how your name is perceived can impact the personal beliefs you develop about yourself.

Your name is your identity, which means so much more than you think.

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What Motivated Me to Write this Blog Post?

My personal life experiences, along with the experiences of those who have related to them, and the messages I have received surrounding my name, are what drove me to share my story. As well, there were a few resources I recently discovered that helped motivate me to write this blog post.

@zenned_math

I was surprised to have stumbled across the My Name, My Identity Campaign because I didn’t know something like this even existed. I didn’t realize that my struggle with my name was such a common issue.

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THE OBJECTIVES OF THE CAMPAIGN ARE TO:

1. BRING AWARENESS TO THE IMPORTANCE OF RESPECTING ONE’S NAME AND IDENTITY IN SCHOOLS AS MEASURED BY THE NUMBER OF COMMUNITY MEMBERS MAKING A PLEDGE TO PRONOUNCE STUDENTS’ NAMES CORRECTLY

2. BUILD A RESPECTFUL AND CARING CULTURE IN SCHOOL COMMUNITIES THAT VALUE DIVERSITY AS MEASURED BY MY NAME STORIES POSTED ON SOCIAL MEDIA.

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I truly admire what the campaign stands for as it directly aligns with my personal values and philosophy of Early Childhood Education and Care.

I was also inspired by Gerardo Ochoa’s TED talk about his experience growing up with a name that is difficult to pronounce. I was completely moved by his speech and after watching his talk, I remember feeling thoroughly understood. Throughout his presentation, I kept saying to myself “wow, this guy gets it!” It was very reassuring to hear his experiences and be able to connect to it so deeply. A large part of how I came about reclaiming my own name was from hearing his story. He, as well as my wonderful work colleagues, gave me the courage and motivation to share my name story and how it has impacted my developing identity.

Why is This important?

“A person’s name is the greatest connection to their own identity and individuality. Some might say it is the most important word in the world to that person” (Russell, 2014).

Our names are a large part of who we are as individuals and should be honoured, valued, and respected as such.

According to the My Name My Identity Campaign, “by pronouncing students’ names correctly, you can foster a sense of belonging and build positive relationships in the classroom, which are crucial for healthy social, psychological, and educational outcomes” (2016). This concept is so important and aligns directly with the values of Ontario’s guiding documents for the early years (e.g. How Does Learning Happen? Ontario’s Pedagogy for the Early Years (2014), Early Learning for Every Child Today: A Framework for Ontario Early Childhood Settings (2007), and Think, Feel, Act: Lessons from Research About Young Children (2013), etc.).

When we consistently pronounce peoples’ names incorrectly, as Gerardo Ochoa says, it can lead to “invisibility”. Children can feel invisible when others constantly struggle to pronounce their names or when their names are not appreciated or recognized as “normal” or “common.”

This can impact a child’s developing self-esteem as our names are a large part of what makes up our individual identity. It can also have damaging effects on a child’s social and emotional development. Disproportionally, the mispronunciation of names affects newcomer children and children of colour, children who are likely already struggling to feel visible and represented in dominant White culture. This comes to influence not only one’s sense of self, but how one relates to others as well.

@antiracsimdaily

Have you ever wondered about the messages we unintentionally send to children when we mispronounce their names? When your Educator describes your name as “difficult to pronounce” or struggles to say it, it could be received as “your name does fit into my vocabulary”. Some peoples’ names are a significant part of their ethnic identity. When their names are perceived as different, it can make that individual feel isolated and can impact their sense of belonging and how they come to see themselves, their ethnicity, and their culture. It is my hope that my story can inspire people to not only embrace their own name and identity but to be respectful and considerate of other peoples’ names as well.

Another reason I am writing this is because I have noticed that there are many people who have felt the need to completely change their name to make it easier for others to pronounce. There seems to be this assumption, especially for newcomers to Canada, that when you arrive here, you need to change your name to something more “Canadian” in order to fit into society.

For instance, I have a friend who immigrated from China and she changed her name when coming to Canada because, in China, her English teacher suggested that this was necessary when moving to an English-speaking country. She told me that she recognized that her real name can be hard for others to pronounce correctly and she had many experiences of having her name mispronounced. She also believed that changing her name would allow her to be more easily accepted in Canada and her “Canadian name” would make it easier for people to remember her.

When I asked her what name she would like to be called, she told me she would love to be called by her real name, but because she is shy and does not feel comfortable correcting others, not wishing to draw any attention to herself, she says nothing. This is similar to my culture, where growing up we are taught that we should always respect and obey our authority figures (ie. elders, teachers, etc.). Questioning or correcting is considered to be very inappropriate.

With this in mind, I encourage everyone to take the steps to ask what name a person wants to be called.

Changing a name is a personal decision and should never be an expectation.

And if someone corrects you about the pronunciation of their name, don’t get defensive, just apologize and try again. Take time to practice if you need to. They are not trying to be rude or picky, they are simply claiming ownership of their name and identity.

@theconsciouskid

And to the people out there who have felt they had to change their name, I want you to know that your name holds great significance and you should embrace it. Correct people EVERY TIME they mispronounce it.

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My Name Story

I’m sure we all loved it when there was a substitute teacher in class because it probably meant that we were watching movies all day. But for some of us, we actually dreaded seeing a new face at the front of the classroom because it meant, once again, our name was about to be butchered in front of the entire class, followed by an awkward public apology or poor joke.

Every year in elementary school, my teachers would always make a big scene before even attempting to pronounce my name. Every time, I heard the words “I’m sorry if I pronounce this wrong,” I knew that it was my name that was going to be announced next. I can remember always dreading that first part of the day when attendance was taken. It always made me feel embarrassed and, over time, I began to feel ashamed of my name.

There have been so many variations of my name and growing up, the other children would poke fun at it. I hated my name for a long time. I didn’t like that it was different and hard to pronounce correctly. I thought my name was ugly and I would even complain to my mom and ask her why she chose it. I also felt that it impeded on my ability to fit in with the rest of my peers because I was the only one that had an “uncommon” name. My name could feel like a barrier that prevented me from connecting with my peers.

@alyssagtyghter

Because my name didn’t feel like it fit in, I didn’t feel like I fit in either.

Needless to say, my name was mispronounced throughout my years of elementary school. Similar to my friend from China, I was also very shy and I never wanted to correct my teachers and draw attention to myself. I felt like I was being rude or disobedient to my teachers if I corrected them because of the culture I grew up in.

And so, I decided to just let them say my name however they thought it was supposed to be pronounced to make it easier for them.

But in doing so, I realize now that I was only inconveniencing myself because I was being called a name that wasn’t my own.

What I wish I could have told my teachers during this time was;

1) Please take the time to learn to pronounce my name correctly so that I don’t feel any different from my peers,

2) Please encourage others to take the time to learn as well, and;

3) Please do not bring unnecessary attention to it.

When approaching high school, I was given the option to switch my preferred name, so I registered as Nika, a nickname I go by because it is shorter and people are less likely to mispronounce it. By switching my name, there were fewer mispronunciation issues compared to when I was in elementary school. However, in high school, I came across people who wanted to change my name anyways. For example, someone said they wanted to call me Nikki, “for short”. Or some people, when they discovered that I didn’t like my name, would use it in a sad attempt to get under my skin.

Even today, when people try to pronounce my name, they will overemphasize parts of it, or say it very slowly, or some will even begin to pick up a foreign accent when trying to say it.

It was only recently that I realized that for years I’ve completely ignored my real name. Hidden it. This was largely because of my early school experiences. It made me feel like I was different, and when I was that young, I didn’t understand that there was a bigger world out there and that being different was a beautiful thing. My school, classroom, and community were all that I knew. I was easily impressionable. It felt like no one else received this type of attention, so I was left feeling I was different and that I didn’t belong.

These were the lessons I learned indirectly and most likely not even intentionally. That is why it is so important to be aware of these actions and correct them early. This way of thinking needs to be changed so that other children with unique names won’t grow up feeling like outcasts, branding their own self-images and self-expectations.

It took me a long time, but now I am at a point where I love and accept my name. It is different, it is part of what makes me unique, and I now fully embrace both my name and my identity.

I am proud of my name and where I come from and I want others to feel empowered by their names as well.

I struggled to share this story because I am aware of an idea Brené Brown often talks about, that of ‘comparative suffering’, where we don’t want to talk about our struggles because there are other people out there that we perceive to have experienced worse. So we keep our stories to ourselves. But then I was taught that maybe I was robbing the world from hearing their own stories in mine. There are people out there that can probably relate and may feel less lonely or be inspired by it.

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What are the Key Messages I Want People to Take Away After Reading My Post?

• To bring awareness to the My Name My Identity Campaign

• Honour and value all names and identities

• The importance of taking the time to learn how to pronounce someone’s name correctly

• Make sure you always correct people when they mispronounce your name

• Advocate for others; if you know someone is pronouncing someone’s name wrong, please correct them

• Encourage others to share their stories and experiences; you are not alone

• Promote empathy and respect for cultural names and identities

and finally, and most importantly, be empowered by and embrace your beautiful name!

Want to engage the children in your care in a discussion about belonging and the beauty of names? Check out Your Name is a Song by Jamilah Thompkins-Bigelow. This beautiful story is a love letter to the unique beauty and musicality of our names.

Written by Bonika Sok

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References

Russell, J. (2014). Career coach: The power of using a name. Retrieved from: https://www.washingtonpost.com/business/capitalbusiness/career-coach-the-power-of-using-a-name/2014/01/10/8ca03da0-787e-11e3-8963-b4b654bcc9b2_story.html

Santa Clara County Office of Education (2018). Student voice: Respecting the name, respecting the identity [Video file]. Retrieved from: https://www.youtube.com/watch?v=wOipDe7lhYM&feature=youtu.be

Ochoa, Gerardo (2019) Getting it right; why pronouncing names correctly matters [Video file]. Retrieved from: https://www.youtube.com/watch?v=58tDCaEWfHI&feature=youtu.be

The My Name, My Identity Campaign. (2016). https://www.mynamemyidentity.org/

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Bonika Sok is a graduate of the Honours Bachelor of Early Childhood Leadership (ECL) program at Fanshawe College. In 2020, she completed an internship with Strive where she developed a blog post called “What’s in a Name?” This expressed her story of having her name mispronounced and changed in her formative years, which led to others in the community sharing similar experiences. The blog engagement prompted Bonika to focus on this topic for her ECL capstone research. Bonika is currently completing a master’s degree in counselling psychology.

Read Enduring Effects: Name Mispronunciation and/or Change in Early School Experiences, HERE.

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PROFESSIONAL SPOTLIGHT: MICHELE ANDERSEN

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 aims to recognize the outstanding efforts, innovations, and contributions of our treasured colleagues from across the sector.

We are delighted to introduce you to Michele Andersen, RECE and Team Leader at Parkwood Children’s Centre. Michele leads with humour and positivity and inspires those around her with her creativity and enthusiasm.

Keep reading to learn more about Michele!

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Tell us a bit about yourself…

Hi, my name is Michele Andersen and I have been employed at Parkwood Children’s’ Center for over 30 years. My original degree was in Psychology at UWO. Later in my career, I became a Registered Early Childhood Educator. My original goal was to be a primary teacher but that was not to be the case at that time. I truly believe you should never give up on your dreams as you never know what lies ahead in your future. Plant your seeds and let they grow where they may. As it would be, during the pandemic I got my chance to teach at Fanshawe in the Early Childhood Leadership course. I was so grateful to be able to apply my knowledge and experience and to give back to my profession in the process. So friends, never say never and be open-minded and accepting to opportunities that may come your way. You just never know where they will lead!

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

I have always loved being around children and have embraced their uniqueness, spontaneity, and creativity. I just wholeheartedly love being in their presence, hearing their stories and listening to what they have to say and valuing it!

What is the best part of your role?

Being a part of a child’s learning journey and embracing their growth and development. As well, seeing educators develop the leader in themselves and to be confident in their own abilities.

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I was immediately drawn to Michele when we met in 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

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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.

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Michele is an Early Childhood Educator who has been working in the field for many years. Her passion and enthusiasm for childcare are displayed daily. Building relationships with families and children are definitely a priority and she strives to maintain these trusting relationships.

Michele is always up for a challenge and is a dedicated and essential part of our leadership team. She has been a part of our organization since the beginning and has become a valuable resource when mentoring students and fellow co- workers.

Her nomination as an Early Childhood Professional is well deserved. It is wonderful to be recognized for decades of devotion to Early Childhood Education.

– Susan Ward, RECE Parkwood Children’s Centre

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How has professional learning contributed to your practice?

No one can know everything; it is important to get multiple perspectives and viewpoints before you make your stance. We learn best alongside of and with each other. This pertains to the children in our presence as well. That being said, I think one cannot learn enough. I am an ongoing invested learner and want to stay up to date with the current trends, practices, policies and ways of being to be the best educator/person I can be! Ongoing professional learning is a must for all ECEs!

Tell us about a recent professional learning experience that had a positive impact on you.

The CPL Sexual Abuse Prevention Program comes to mind. Although, it was not a pleasant topic, it just goes to show the need for updating your perspectives, knowledge and awareness. I was not aware of its extreme severity and am glad that I took the training to be more aware and can now hopefully prevent or provide aid in these situations. I will definitely be pursuing this area of concern more. It also reiterates our need as a profession to advocate for the child and educators too.

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I had the honour of working with Michele Andersen for over 13 years. In this time, I learned a lot from Michele. I always admired Michele’s ability to thoroughly explain aspects of the daily practice to new employees, students on placement, and to co-workers. This quality supported her as a seasoned RECE Mentor which allowed students and new educators the opportunity to be empowered and competent in their work.

Michele had an excellent sense of humour that she incorporated into her day, with the children, the families, and her colleagues. This helped Michele build meaningful and lasting relationships with others and put others at ease. Michele always welcomed everyone into the centre and was instrumental in supporting retention within the organization. Students and new employees would always rave about how welcomed they felt, and I know Michele was an essential part of providing this nurturing workplace experience.

Michele displayed leadership qualities in her practice by not shying away from challenges. She worked quickly to resolve important issues and made the time to research new ideas and theories. She was able to embed her learnings into practice and role modeled an openness to new ways of being.

I miss working with Michele, but I am thrilled to be able to continue to collaborate with Michele as a community partner and friend.

– Barb Jackson, RECE, former Director at Parkwood Children’s Centre

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What inspires you…

Many things! I get so excited when I see engaged, inspired educators being present with children. To see educators grow the leader in themselves and to develop to their fullest potential. Or a community of practice coming together for conversations around relevant topics in the field and expressing their perspectives, ideas and solutions together, collaborating for a common goal.

Do you have a favourite quote…

Laugh or cry. I choose to laugh and to try and find the positive in every situation. Humour is a huge part of my practice and it helps me to focus on what I can control and what I cannot. Everyone needs to laugh, breathe and slow things down.

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

In my spare time I love to spend time with my family and be outdoors. I also love to cook, entertain and read.

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

I would have to say Rocky Road because I have had lots of challenges in my life; however, I have embraced them and moved on. Whatever obstacles you encounter, just take a step back, reflect and figure out your course of action. Try to turn things around to be more positive and look for the good in each situation. Life is precious and is to be lived! Be grateful for this life we have been given.

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Thank you, Michele, for everything you do for children, families, and other professionals in this community. We are incredibly proud to know you.

Join us in celebrating Michele by dropping her a comment below!

RE-INTRODUCTION TO NURSERY SCHOOL PROGRAMS

“NURSERY SCHOOL IS A GREAT OPTION FOR FAMILIES LOOKING TO PROVIDE THEIR CHILD WITH SOME SOCIALIZATION AND LEARNING OPPORTUNITIES…OFTEN TIMES THE PROGRAMS ARE SMALLER AND THEREFORE GIVE TEACHERS THE OPPORTUNITY TO PROVIDE MORE ONE ON ONE LEARNING FOR THE CHILDREN”

– Grosvenor Nursery School

Over the summer months, nursery schools from across London-Middlesex-Elgin shared their expertise and professional knowledge in relation to nursery school programs, what makes them unique, and what they have to offer our community!

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WHAT MAKES NURSERY SCHOOLS UNIQUE…

“A nursery school program has time to focus more on play and less on the routine aspects of the day due to the short duration”

– Tiny Tots

Here are some key elements of Nursery School programs:

Follow school year calendar, meaning they’re closed during summer months (July/August)

Offer a variety of part-time schedules

Offered in unique settings in your communities, examples: churches and schools

Nursery school programs are licensed under the Ministry of Education and uphold the same requirements as other childcare centres including ratio, scheduling, and creating programs based on How Does Learning Happen?

WHAT ARE THE RATIO REQUIREMENTS?

• Toddler – 1:5

• Preschool – 1:8

HOW ARE THE FOUR FOUNDATIONS SUPPORTED IN NURSERY SCHOOL PROGRAMS…

“Through rich play experiences with other children and committed educators the four foundations are supported. Children will gain a sense of belonging in a small, familiar environment where they have a voice, allowing them to express themselves through art, play and connections with others. Their well-being is supported through routines and independence. Quality materials, provocations and educators that follow the lead of the children will ensure a happy, healthy, engaged classroom.”

– Tiny Tots

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GET TO KNOW YOUR LOCAL NURSERY SCHOOL PROGRAMS…

Grosvenor Nursery School

Grosvenor Nursery School is located in central London and offers programming for children ages 2.5 – 5 years.

Grosvenor Nursery School offers four different programs

• 3 Day morning program (Tuesday, Wednesday and Thursday) from 8:55am – 11:30am

• 3 Day afternoon program (Tuesday, Wednesday and Thursday) from 12:55pm – 3:30pm

• 5 Day morning program (Monday through Friday) from 8:55am – 11:30am

• J.K. program (Monday through Friday) from 8:55am – 11:30am

Tiny Tots

Tiny Tots is located in Rodney, Ontario.

While majority of the children who attend Tiny Tots are around the age 30 months (2.5 years), the mixed age ratio programming allows 20% of the children to be between ages of 24 – 30 months (2 – 2.5 years).

Tiny Tots offers families with the option of attending one to three days a week (Monday, Wednesday, Friday) from 9:30am to 12:00pm.

Calvary Nursery School

Calvary Nursery School is located in South London and offers programming for children between the ages of 18 months to 4 years.

Calvary Nursery School offers morning programing from 8:30am – 11:30am with the option of 2 days per week (Tuesday and Thursday, 3 days per week (Monday, Wednesday, Friday) or 5 days per week (Monday to Friday)

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WHAT IS THE BEST PART ABOUT WORKING IN A NURSERY SCHOOL PROGRAM…

“There is typically less turnover for staff creating positive, close relationships. The short duration of the daily program allows staff to stay fresh and inspired.”

– Tiny Tots

“The flexibility of being able to work in a part time program. The ability to still form relationships with families that are meaningful. Having a great staff that have been dedicated to the school for a long time and therefore are invested in the success of the program.”

– Grosvenor

FROM A SYSTEM LEVEL…

“St. Thomas-Elgin is fortunate to have two Co-operative Nursery Schools in our Municipality. They are licensed by the Ministry of Education, offering high quality learning experiences for toddler and pre-school children. Nursery School programs are a wonderful child care option for families who want flexibility in part-time care.

Educators at co-operative nursery schools have unique relationships with parents/guardians, the children, and the community. Sometimes one, or more generations of families have attended the same nursery school program!

Working in a co-operative allows parents/guardians to assist in the nursery school responsibilities while reducing operating costs and keeping fees down. In addition to the financial benefits of a co-operative, parents/guardians have the opportunity to be directly, or indirectly involved with their child’s early learning experiences.

We are pleased that families have several options available to them in terms of child care, and/or early learning experiences so they can choose the program that best suits their needs.”

-Sheri Spriggs, RECE,

Quality Initiatives Coordinator,

St. Thomas-Elgin Social Services

AN INVITATION TO REST

YOU ARE CORDIALLY INVITED TO INVEST IN YOUR OWN REST…

We live in a culture that encourages a constant state of doing. Busy has become the expectation. We over-schedule, over-commit, and over-extend.

Research would even suggest that how we perceive our level of “busyness” factors significantly into a false sense of self-worth (Bellezza et al., 2017). Scarcity of time has become a badge of honour we strive for, compromising our overall well-being.

When busy becomes a way of life, rest, time for reflection, and acts of self-care tend to fall by the wayside.

“OUR CULTURE ROMANTICIZES THE GLORY OF DOING AND MINIMIZES THE VALUE OF SLOWING DOWN”.

– TINA QUADE

In caring professions, such as Early Childhood Education, this is all the more true. We are, by nature, inclined to say yes, inclined to give, and inclined to prioritize others before ourselves, particularly in the context of our work. This is something we at Strive can attest to firsthand.

Our team’s primary role is to support professional growth by facilitating meaningful opportunities for connection, reflection, and learning. In turn, we find ourselves constantly amazed and inspired by the ways the early years community shows up to participate.

Whether at the end of your long workday, or on a Saturday morning. You show up. While a global pandemic rages on around you. You show up. This dedication to continuous professional learning and building our sectoral capacities absolutely fuels what we do and we are beyond grateful.

Yet while we applaud the unwavering commitment to practice and certainly believe wholeheartedly in the value of professional learning, we have also been reflecting on how our work potentially contributes to the culture of busy.

So we’re trying something a little different.

This month, we have cleared our professional learning calendar.

Yes, you read that correctly.

No workshops, no Communities of Practice, no network meetings.

Nothing.

Instead, we are leaving intentional time and space (and a little bit of gentle encouragement) to rest.

We often turn to rest once we reach a point of extreme exhaustion or burnout when we should instead be actively and habitually investing in our rest.

And by rest, we mean far more than sleep (though sleep is undeniably important). We mean making time for thoughtful, restorative experiences to fuel our bodies, minds, and spirits.

“ALMOST EVERYTHING WILL WORK AGAIN IF YOU UNPLUG IT FOR A FEW MINUTES… INCLUDING YOU.”

– ANNE LAMOTT

THE 7 TYPES OF REST

According to Dr. Saundra Dalton-Smith, there are 7 types of rest that every person needs:

PHYSICAL REST

Rest that recharges, reinvigorates, and repairs the body. Can be both passive (napping, sleeping) or active (mindful movements, stretching, etc.).

This can look like:

• Breathwork

• Yoga

• Massage Therapy

CREATIVE REST

Rest that inspires wonder and imagination.

This can look like:

• Reading

• Listening to Music or a Podcast

• Spending Time in Nature

SOCIAL REST

Rest that connects us to others and ourselves.

This can look like:

• A Phone Call with a Friend

• Rediscovering a Favourite Hobby

• Setting a Boundary

MENTAL REST

Rest that validates our feelings and provides comfort and safety.

This can look like:

• Therapy

• Journaling

• Practicing Positive Self-Talk

SENSORY REST

Rest that makes space for quiet and low stimulation.

• This can look like

• A Candlelit Room

• Time Away from Screens

• Fresh Air

SPIRITUAL REST

Rest that aligns with what gives us purpose.

This can look like:

• Prayer

• Guided Meditation

• Volunteering

The importance of rest cannot be understated and no matter how busy your day, or week, or month is shaping up to be, our hope is that you’ll invest, even if just for a few moments, in your own rest. And if reading this post is a part of that, we are so very happy you are here. You are worthy and deserving of rest.

Rest isn’t an eraser. Making time for rest won’t mean that you will magically return to less things on your to-do list. What it can do however, is give you a new perspective and feeling about how you move your way through it.

So say yes to rest and stay connected with us this month as we discover ways to engage in rest and dig in to why it matters.

HOW ARE YOU PLANNING TO REST THIS WEEK? SHARE BELOW!

PARKS AND PODCASTS: A RECIPE FOR REFLECTING & RECHARGING THIS SUMMER

A Recipe For Reflecting & Recharging This Summer

In a field that cares so much for others, we believe it is essential that you don’t forget to also care for yourself! Gift yourself time this summer to listen to what your heart, mind, body and spirit are in need of.

Maybe its connecting with others or reconnecting with your inner child through play. Maybe it’s a trip to the market and fresh homecooked meal or perhaps a treat out at your favourite coffee shop. Maybe it’s picking up a new hobby or rediscovering an old passion.

Or maybe it’s Podcasts in the Park!

Podcasts offer us a unique medium to learn, reflect, and hear new perspectives. Not to mention they are a great resource to help you reach your CPL goals! With so many to choose from on just about any topic imaginable, listening to a podcast can support you in taking the lead on your own professional learning journey, following your interests and curiosities while giving yourself the grace to go at your own pace.

The Strive team have carefully curated a list of podcasts that we found inspiring, engaging, and empowering. Some are lighthearted, where others may challenge your thinking.

Being outdoors and in nature is known to boost one’s mood, decrease levels of stress and anxiety, increase physical activity, enhance social interactions and so much more! So, grab your headphones, tie up those sneakers, lather on some sunscreen and head outside! Take a walk around your block or explore a local park or greenspace.

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EARLY CHILDHOOD EDUCATION AND CARE:

THE PRESCHOOL PROJECT

Are you familiar with HiMama? Did you know they have a podcast series? The Preschool Project provides both practical advice and thought-provoking content related to the field of Early Childhood Education and Care. The Preschool Podcast has over 300 episodes ranging anywhere from 15 minutes to 45 minutes in length.

One episode we found inspiring and reignited our passions was “Episode #233 / #307: Overcoming Educator Burnout and Rediscovering your Passion for Education” with guest speaker Anisha Grossett. This episode was originally published in 2020 and was republished again in 2022. Having an episode republished speaks to the importance of the theme and how these conversations must continue each and every day! You can’t pour from an empty cup!

EARLY CHILDHOOD CHATTER

Hosts Dr. Tisha Shipley and Dr. Stephanie Heald bring excitement, inspiration, and enthusiasm to a variety of topics related to the Early Years workforce including relationships, engaging with families and choosing love. Special guests include Natalie Royer, Dr. Allison Rief, Dr. Teresa Handy, and many more!

THOUGHT LEADERS PODCAST: BRINGING BIG IDEAS HOME

The Thought Leaders Podcast series was inspired and created as a result of the Human Connections event brought to you by the Early Learning & Literacy Alliance (ELLA formerly ELAWR). This series brings together world leading experts and local leaders who share profound wisdom, intelligence and passion for making change. There are multiple ways to engage in this podcast series, including audio only through Spotify or if you’re a visual learner you can watch the recordings on YouTube! 

“Roses are beautiful, but what if they were the only flower?” 

-Elder Porter (Episode #1: The Way Of The Human Being)

THE EVERYTHING ECE PODCAST

Join host Carla Ward and special guests every week to learn tips, tricks and tools to enhance both your personal and professional practice and find that ideal work-life balance. The Everything ECE Podcast is brought to you by Early Learning Foundations which believes in extending learning beyond the four walls of a classroom. The Everything ECE Podcast can be found on multiple platforms including Spotify, Apple Podcasts and much more.

Whether you’re managing an organization, centre or classroom, broadening your knowledge and perspective can help support your role as an advocate. Workforce retention has been an ongoing discussion and ECE specialist and strategic program manager and consultant, Jeron Bailey, dives deeper into this discussion. Highlighting how the importance of recognition and how “every living thing wants connection and growth” (Episode #30: Improving Staff Retention). 

EMPOWERED PARENTS = EMPOWERED CHILDREN

Empowered Parents = Empowered Children is a series hosted by two passionate preschool educators, Joca and Cynthia. In their podcast series they focus on topics such as antiracism, children’s literacy, guidance, growth and so much more! This podcast series can be found on both Spotify and Apple Podcasts.

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TRUTH & RECONCILIATION:

MBWAACH’IDIWAG

Mbwaach’idiwag (they visit with each other), embeds Indigenization and decolonization promises into institutional practice is difficult and nuanced work, join Western’s Office of Indigenous Initiative’s Sara Mai Chitty as she visits with Indigenous Peoples and allies who seek to bridge the long-held divides between Euro-Western and Indigenous communities through their work in the areas of curriculum, research and beyond.

KUPER ISLAND

Hosted by Duncan McCue, this 8-part series tells the stories of four students who attended one of Canada’s most notorious residential schools: three who survived and one who didn’t.

WARRIOR KIDS

Warrior Kids Podcast is a series hosted by Pamela Palmater which focuses on celebrating everything Indigenous and inspiring listeners to be warriors for social justice and earth justice. All are welcome and encouraged to listen in!

WARRIOR LIFE

Pamela Palmater also hosts another Indigenous podcast series called Warrior Life which focuses on ‘decolonizing our minds, bodies and spirits while at the same time revitalizing our cultures, traditions, laws and governing practices.’ These podcasts can be found on many platforms including YouTube if you’re more of a visual learner.

UNRESERVED

Unreserved is the radio space for Indigenous voices – our cousins, our aunties, our elders, our heroes. Rosanna Deerchild guides us on the path to better understand our shared story. Together, we learn and unlearn, laugh and become gentler in all our relations.

THE SECRET LIFE OF CANADA

The Secret Life of Canada is a podcast about the country you know and the stories you don’t. Join hosts Leah-Simone Bowen and Falen Johnson as they reveal the beautiful, terrible and weird histories of this land.

MATRIARCH MOVEMENT

Shayla Oulette Stonechild hosts Matriarch Movement, using stories to shine light on the issues Indigneous women face and the challenges of the mainstream narrative about Indigenous identity. Matriarch Movement offers up a new category of Indigenous role models, to inspire the next seven generations.

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CONNECTING WITH NATURE:

BIRDNOTE DAILY

Escape the daily grind and immerse yourself in the natural world. Rich in imagery, sound, and information, this podcast inspires you to notice the world around you.

THE DAVID SUZUKI PODCAST

Iconic Canadian scientist, broadcaster, activist, author and elder David Suzuki explores how the pandemic can help us refocus on what’s most important in life. David rediscovers some fundamental truths about our place on this planet. Fire, air, water, earth – the basic elements of life – and spirit. Without them, there is no life. Joined by acclaimed guests like Jane Fonda and Neil Young, inspiring Indigenous leaders and youth activists, the podcast builds a clear vision for a better world, leaving listeners with a renewed sense of possibility, urgency and hope.

“COVID-19 has uprooted our lives causing devastation for millions. It’s also forced us to slow down, pause and consider how we might relearn to live healthily and sustainably on this planet.”

- David Suzuki (Trailer – Welcome To The David Suzuki Podcast)

OLOGIES WITH ALIE WARD

Hosted by humorist and science correspondent, Alie Ward, Ologies with Alie Ward asks smart people silly questions and the answers might change your life. From volcanoes to mars missions to anxiety busters and bee drama. You’ll be sure to leave with a pocket full of charming and bizarre knowledge from professional -ologists.

JOURNALING WITH NATURE

Journaling With nature is for those who want to turn curiosity into wonder, a pencil sketch into a rabbit hole of discovery, a moment of stillness into a life full of joy. Host Bethan Burton invites special guests to share their knowledge, skills and stories and guide listeners on their journey to journal with nature. Additional resources and links can be found in the podcast descriptions.

BRAIN ON NATURE

What’s the relationship between nature and the brain? Join, Sarah Allely, as she discovers how nature helped her recover from a brain injury. What’s the science behind her experience? This series returns to the forests and coastlines to immerse you in the sounds of nature that improved Sarah’s focus, concentration and relieved her headaches, lifting her out of depression and anxiety.

TED CLIMATE

You care about the climate crisis but sometimes thinking about it is just too overwhelming. This podcast aims to help with that. Host Dan Kwartler unpacks the problems and solutions behind big systemic issues in bite-sized episodes. You’ll find out which bag is best for the planet, imagine our world without humans, and follow the international journey of the very shirt on your back.  The show seeks to inspire hope through a focus on solutions and share little ways you can make changes in your daily life, in your towns and cities, and at your workplaces to help change climate change.

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STRIVE TEAM FAVOURITES:

ALLY’S PICK:

Young House Love Has A podcast

Not related to our early years sector at all but it is a wonderful, light hearted podcast that focuses on home improvement, design, organization, simplifying and DIY. John and Sherry Petersik are a married couple, authors, and bloggers. They were in the blogging game before it became cool. They are not currently making new episodes but there are over 180 episodes and worth a listen through.

Why I love this podcast… “This podcast helps me detach from my workday and inspires me in my form of self care: power tools. I appreciate their banter, hearing from special guests, and listening to recommendations for all things ‘home’.

MEAGHAN’S PICK:

Invisibilia by NPR.

Invisibilia is Latin for “the invisible things.”  This show explores the invisible forces that shape human behavior — things like ideas, beliefs, assumptions and emotions.

Why I love this podcast… “This podcast does an amazing job of weaving together incredible storytelling with fascinating psychological and brain science. There are 7 seasons of this show and they are all really great but Season 3 was a real standout for me. I recommend the episode, The Culture Inside about unconscious bias, and the two-part episode on Emotions.”

BRE’S PICK:

It’s Lit (Unabridged) by Princess Weekes

This is the sister podcast to the popular YouTube series It’s Lit!. Hosted by Princess Weekes, this 10-episode podcast spinoff will feature lively conversations with noted authors about their work, discussions about influential novels, and issues related to books and literature. This podcast delivers the conversations you want to have during your book club, but without having to actually sign up for one.

Why I love this podcast… “I just love books. Princess Weekes and her guests examine and unpack literature across genres that forces me to learn, unlearn, and challenge my assumptions and perspectives in a way that reignites my passion for the literary arts. Though this podcast is relatively new (and every episode is incredible, in my opinion), I would recommend “Hope and Rage in Black Literature” with Mikki Kendall and “Comics, Graphic Novels, and Manga” with V.E. Schwab. There is also an entire YouTube series to explore!”

OLIVIA’S PICK:

Wild Ideas Worth Living by REI Co-op

No two journeys are the same, however you may find yourself connecting with host Shelby Stanger and her guests more than you thought you would. This podcast series interviews world-class explorers, athletes, authors, entrepreneurs and health experts about how they took their wild ideas and turned them into a reality. These podcasts are far more than just the physical aspect of being outdoors, these stories are about the journey, mentally, physically, spiritually, and socially.

Why I love this podcast… “This podcast series never fails to inspire me; bringing two of my passions together, the outdoors and creating change, the guests of this podcast address every topic under the sun. From “Embracing the Unexpected” to “The Power of Nature” to “An Inclusive Outdoors” and so much more. This series is a great reminder that we are all resilient, capable and can do anything we set our minds to!”

Happy listening!

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Do you have a favourite podcast?  Drop your recommendations in the comments below!

MEET AMY, ECE RESOURCE CENTRE INTERN!

The Strive Team is delighted to introduce you to Amy Petrarca, our ECE Resource Centre Intern!

Amy joins us from the Honours Bachelor of Early Childhood Leadership degree program at Fanshawe College.  Amy is enthusiastic, creative, and passionate and we are excited to learn alongside her this summer.  Amy will be working closely with the Resource Centre team to advance our vision of transforming the Resource Centre into a Pedagogical Hub and Professional Learning destination.

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

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Tell us a bit about yourself…

Hi everyone! My name is Amy. I just finished my third year in Fanshawe College’s Honours Bachelor of Early Childhood Leadership program. Only one more year to go!

After graduation, I would love to get a Master’s degree, although I’m still trying to decide what to take because I love so many different aspects of this field!

I was born and raised in Burlington, but have lived in London the past three years.

In my spare time I love to be with friends and family and love going to Sauble Beach where my family has a trailer. The beach is my happy place!

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

I have always had a love for working with children, in fact, I’ve never actually had a job that didn’t involve children!

I’m the youngest in my family and have grown up surrounded by many amazing mentors who pursued careers in ECE themselves. They have each taught me many wonderful skills and qualities that inspired me and have led to where I am today.

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

Advice I would give to someone pursuing a career in Early Childhood Education would be to explore all the different opportunities this field has to offer. Take advantage of school placements to recognize what area(s) you are most passionate about and that resonate with your own personal philosophies and values.

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

I am looking forward to all of the amazing relationships I will have the opportunity to build and maintain throughout my internship. Being in the Resource Centre, I will be able to build connections with the Childreach and Strive teams, parents and families, children, and other professionals. Each one of these relationships will offer new knowledge and insights that I will be able to take with me moving forward. 

What inspires you…

Something that inspires me is seeing those around me pursue and thrive in doing what they love. It creates motivation and even more passion for myself to do the same.

Do you have a favourite quote…

“Sunsets are proof that no matter what happens, everyday can end beautifully.

I was walking along a small beach one day up near Sauble when I came across a bench that had that quote on it.

This quickly became my favourite quote.  I love that it reminds me to stay positive.

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

Either vanilla or birthday cake. Vanilla is a flavour that works well with all other flavours. You can add anything you want to it and it will still taste good. This feels like me because I love to work with people and get along well others. I also love to learn new things.

Birthday cake ice cream is one of my personal favorite flavours. Not many adults like this flavour and it reminds me of my inner child!

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

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

MEET OLIVIA, STRIVE PROJECT INTERN!

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!

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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!

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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

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.

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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.

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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

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ADVOCACY CHAT WITH RECE, KARA PIHLAK

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.

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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. 

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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.

  1. 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.

  2. 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.

  3. On Wednesday, November 24th, 2021, the LCCN, along with partners from Strive and Fanshawe College hosted our 2nd Annual Early Years Town Hall.

  4. 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.

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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.

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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

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PROFESSIONNELLE EN VEDETTE: GABRIELA NECULMAN

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!

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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.

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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

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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.

  1. 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.

  2. 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.

  3. On Wednesday, November 24th, 2021, the LCCN, along with partners from Strive and Fanshawe College hosted our 2nd Annual Early Years Town Hall.

  4. 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.

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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.

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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

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CONTEMPLATING THE REFLECTIVE PROCESS

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.

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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:

1. An active focus on goals, how they might be addressed, and what their potential consequences are

2. A commitment to a continuous cycle of monitoring, evaluating, and re-visiting practice

3. A focus on informed judgements about practice based on evidence

4. Open-minded, responsive, and inclusive attitudes

5. The capacity to re-frame one’s own practice in light of evidence-based reflections and insight based on research

6. Dialogue with other colleagues, both within your setting and in external networks

7. 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!

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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

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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.

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