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Who Am I as an Early Childhood Educator?

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Who Am I as an Early Childhood Educator?

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This e-portfolio showcases what I have learned and experienced in the Early Childhood Education Program at Fanshawe College with children of various ages. It is the result of what has been learned at work, personal development, and the desire to assist children and their families. The objects and ideas involved demonstrate how my knowledge and experience have grown, as well as my commitment to the early learning field.

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volunteer and work experience

During my experience in the field, I have met many volunteer opportunities in different educational environments, where I have been given the opportunity to follow and implement appropriate practices for development. These quickly involved self-service at the Children's Care Center in Strathroy, where I supported infant and children's development through sports-based learning and daily routine. I also volunteered at University Heights School and worked in a multicultural preschool in London, Ontario, where I joined children with different linguistic and cultural backgrounds. In addition, my work in both the United States and Libya, which supported students at high school and university classes, allowed me to work with children and adolescents in different stages of development. These experiences allowed me to break down the principles and practice, create meaningful relationships with children and families, and gain hands-on experience in curriculum planning and child observation.

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Artifacts:

Weekly Curriculum Plan

Dramatic Play Planning Sheet

open-ended play.

Sensory Play Activity.

Courses:

1. ECED-1076 – Curriculum & Pedagogy: 0–3 Years

2. ECED-3042 - HUMA - Curriculum & Pedagogy: 3-6 Years

3. ECED-1084-HUMA- Foundations of ECE

4. ECED-1053: Promoting Pro-Social Behavior.

Reflection:

The artifacts in this section reflect my ability to plan and implement a curriculum that is responsive, intentional, and rooted in children's interests. Each activity and plan demonstrates how I incorporate play-based learning to support holistic development. Whether it’s sensory activities, dramatic play, or storytelling projects, I ensure children are engaged through hands-on exploration and curiosity-driven experiences.

My weekly plans show how I integrate developmental domains for examples including language, social, cognitive, and motor skills, into flexible, inclusive routines. These documents also highlight how I respond to children's observations and interests by adapting activities in real-time to meet their evolving needs. I prioritize inquiry-based learning by encouraging children to ask questions, experiment, and reflect through open-ended materials and guided interactions.

As an Early Childhood Educator, I understand that curriculum is not just a plan, it's a living, evolving process that should reflect each child's voice. These artifacts show my commitment to co-constructing learning experiences that are joyful, meaningful, and developmentally appropriate. I strive to create classroom environments that promote curiosity, confidence, and a lifelong love of learning.

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Artifacts:

1. Observation Report

2. Child Development Theories—Piaget & Vygotsky

3. Technology’s Impact on Child Development

4. Things to Avoid During Pregnancy: Teratogens

5. Supporting families

Courses:

ECED-1074: Child Development—Intro

ECED-1075: CHILD DEVELOPMENT 0-3.

Reflection:
These artifacts demonstrate my enhanced understanding and knowledge of child development and all my ability to apply developmental theory and observational techniques effectively in my role as teacher. These artifacts' components show my knowledge and understanding of how to recognize and address children's strengths, interests, and developing skills across all developmental domains.

Together, these artifacts demonstrate how I used developmental knowledge, observation, and reflective thought to improve children's well-being and development. I always recognize the value of prudent risk-taking in developing confidence and resilience, and I normally strive to create safe, supportive environments in which each child can thrive.

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I chose this program because I really think that the first years are the foundation for lifelong development. As a teacher and the mother of four children, I have seen the powerful effect of nurturing and an inclusive environment for a long time. My goal always has been to create a safe and excellent environment where children feel respected, seen, heard, valued, and inspired to learn. I was ready and dreamed of this field because of my desire to help grow with my desire to help them grow in confidence, curiosity, and compassion.

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I anticipate my final courses in the ECE program at the beginning of next year, during which I intend to enhance my leadership skills, strengthen my capacity to support children with diverse needs, and deepen my education through experienced educators. I am eager to embrace new responsibilities and contemplate how I might further develop as a confident, sensitive, and intentional Early Childhood Educator.

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The subsequent artifacts show my skills in children's development, course design, promoting responsible conditions, supporting health and safety, advocating for children and families, and participate in professional development. Each deformation refers to important examples of learning and development, which reflect my ability to translate the principle in authentic early learning environments. These experiences have greatly influenced my professional identity and confirms my enthusiasm for childhood education.

I am proud to offer a specific approach to this domain, which is my multilingual flow in Arabic and English, individual experiences in a variety of cultural surroundings, and an unbreakable commitment to play-based, child-centered learning. I think every child has the underlying capacity and ability, and I try to help them develop them in a holistic, inclusive, and pleasant way.

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Observation Report

course ECED-1074: Child Development – Intro

The Observation Report from my course ECED-1074: Child Development—Intro, ECED-1075 CHILD DEVELOPMENT 0-3. Provided a hands-on opportunity to assess a child’s behavior, interactions, and development in real-time. It strengthened my skills in noticing fine details, such as how a child solves problems or communicates needs. This artifact shows my ability to observe without judgment and to use those observations to guide planning and support.

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Child Development Theories

ECED-1074: Child Development – Intro

In my study of ECED-1074: Child Development—Intro and ECED-1075 CHILD DEVELOPMENT 0-3, I explored how children construct knowledge through play and interaction. These theories helped me better understand cognitive development and the importance of scaffolding learning based on a child’s developmental stage. I now recognize how to challenge children appropriately within their Zone of Proximal Development while still respecting their pace and readiness.

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Things to Avoid During Pregnancy: Teratogens

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Things to Avoid During Pregnancy: Teratogens

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Things to Avoid During Pregnancy: Teratogens

My reflection on the Impact of Technology on Child Development helped me think critically about how modern tools affect social and emotional growth. This artifact shows my awareness of both the benefits and challenges of technology and reinforces my responsibility to promote balance, well-being, and hands-on learning experiences in early years programs.

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Technology’s Impact on Child Development

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Technology’s Impact on Child Development

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Supporting Children's Brain Development

ECED-1075 CHILD DEVELOPMENT0-3.

The Teratogens project deepened my understanding of how prenatal conditions affect development, helping me consider the long-term impact of environmental and biological factors. It also reminded me of the importance of early identification and support for children who may experience developmental delays due to these early risk factors.

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Finally, the Supporting Families artifact reinforces that development happens in the context of strong family relationships. By working collaboratively with families, I can better understand children’s backgrounds and offer consistent support that reflects both home and school environments.

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Fatma Boshiha Play-based

ECED-3042 -HUMA- Curriculum & Pedagogy: 3-6 Years

This is reflected in my ability to incorporate imaginative and social learning through open-ended play.

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Artifacts:

Activities Documenting Play and Learning

Miskasowin and Working Alongside Others

Reflection Analysis #3 – Family Partnerships

Envisioning Quality in Early Learning and Care

Courses:

ECED-1084: Foundations of ECE

ECED-3022: Partnerships with Families

ECED-3044 – HUMA: The Reflective Practitioner

Reflection :

This section demonstrates my growing understanding of how to form strong, respectful partnerships with children, families, and communities. These relationships are foundational to quality early learning, and my coursework and field experiences have helped me explore how to build them with care, empathy, and cultural sensitivity.

Through the Play and Learning Documentation in ECED-1084, I observed how meaningful play invites connection, shared joy, and open communication with children. Simple play-based moments provide rich opportunities to build trust and better understand children's interests, identities, and emotions.

The Miskasowin and Working Alongside Others assignment helped me reflect deeply on Indigenous teachings and the importance of identity, belonging, and relational practice. It challenged me to think about my role in creating inclusive spaces that respect diverse worldviews, including Black, First Nations, Métis, Inuit, and Francophone families.

In Reflection #3 from ECED-3022, I explored real strategies for engaging with families—such as active listening, showing flexibility, and creating culturally welcoming environments. This reflection reinforced the importance of partnerships where families feel valued and heard.

Finally, the Envisioning Quality in Early Learning and Care reading aligned all of these themes together. It emphasized that relationships, inclusion, and collaboration are essential to providing quality care. I now understand that forming responsive partnerships is not just a teaching strategy—it is the heart of ethical and professional early childhood education.

These experiences and reflections continue to shape the way I interact with children and families: with empathy, openness, and a commitment to meaningful collaboration

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Artifacts:

1. Safety Case Study
Analyzes an injury incident, highlights the importance of supervision, documentation, and immediate care.

2. Suspected Child Abuse Reporting Form
Demonstrates understanding of legal responsibilities and the duty to protect children from harm.

3. Trauma-Informed Reflection
Explores the link between children’s health, nutrition, emotional safety, and their developmental outcomes.

4. First Aid & CPR Certification
Provides evidence of readiness to respond to emergencies and promote physical safety in the classroom.

5. Healthy Plate Menu + Healthy Eating Happens for Happy Kids PowerPoint

Hands-on activity and visual tools that support children’s understanding of nutrition and well-being.

Courses:

ECED-1084: Foundations of ECE

ECED-3022: Partnerships with Families

ECED-3044: The Reflective Practitioner

FLDP-1021: Field orientation.

ECED-3038 - HUMA - Child Development: 3-6 Years

ECED-3041: Understanding Child Abuse & Neglect

Reflection :

This section reflects my commitment to maintaining safe, healthy, and ethically sound environments for children in early learning settings. Through both coursework and hands-on learning, I have developed a deeper understanding of how to manage risks, follow legal protocols, and create spaces where children can thrive physically and emotionally.

In my Safety Case Study, I reflected on an incident involving a child’s injury and examined the importance of constant supervision, clear boundaries during active play, and prompt first aid response. This artifact helped me appreciate how thoughtful preparation, reflection, and communication with families are key to preventing and managing safety concerns.

The Suspected Child Abuse Reporting Form illustrates my understanding of Ontario’s Child, Youth and Family Services Act (CYFSA) and the legal responsibility to report concerns. It also emphasizes my role in protecting children while upholding the ethical expectations of the College of Early Childhood Educators (CECE).

My Trauma-Informed Reflection helped me connect children’s health and nutrition with emotional security and resilience. I learned that consistent routines, healthy meals, and nurturing relationships are essential for supporting children who have experienced stress or adversity.

I also designed a “Healthy Plate” craft activity, where children selected and assembled images of nutritious foods onto a paper plate. This hands-on experience helped them understand the role of food in helping our bodies grow and stay strong. Paired with my “Healthy Eating Happens for Happy Kids” PowerPoint, this activity encouraged meaningful conversations about healthy habits, balanced diets, and food-related vocabulary. This artifact shows my ability to integrate health education into early learning in an engaging and developmentally appropriate way.

Lastly, my first aid and CPR certification ensures that I am prepared to take quick, informed action in health emergencies, which is an essential part of promoting well-being in early years settings.

Together, these artifacts demonstrate that I take children’s safety, health, and dignity seriously. They also show my readiness to uphold professional and ethical standards as a responsible and responsive Early Childhood Educator.

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Advocate for Children, Families, and the Profession of Early Childhood

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Advocate for Children, Families, and the Profession of Early Childhood

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Artifacts:

1. Group #3 – Elected Official Letter
The formal advocacy letter targets the systemic needs of families and advocates for increased accessibility to child care.

2. Supporting Families Through Attachment and Stress Reduction
Highlights how strong family partnerships and responsive care reduce stress and support early development.

3. Societal Issues and Their Impact on Play
Explores how poverty, lack of access, and inequity can limit play opportunities and child development.

4. Managing Conflict and Power – Reflection
Demonstrates effective communication, leadership, and fairness in navigating professional challenges.

Courses:

ECED-1075: Child Development (0–3 years)

ECED-3040: Professionalism, Ethics, and Advocacy

ECED-1084 – HUMA: Foundations of ECE

PSYC-1101: Interpersonal Development

Reflection:

Advocacy is central to my role as an early childhood educator. This section reflects how I use my professional voice, knowledge, and communication skills to support children, families, and the ECE field. Throughout my coursework and practice, I’ve learned that advocacy is not just about speaking publicly. It's about making meaningful change through daily actions and informed decisions.

In my elected official letter, I addressed the need for accessible, affordable childcare in Ontario. This artifact demonstrates my growing confidence in using formal writing to influence policies that directly affect children and families. It also helped me recognize how policy engagement is a powerful way to support equity and inclusion in early learning systems.

The artifact Supporting Families Through Attachment and Stress Reduction is both relational and advocacy-focused. It highlights how educators play a critical role in partnering with families, particularly during difficult times. Through open communication and emotional support, we can reduce stress and strengthen children’s well-being and resilience.

My reflection on societal issues and their impact on play allowed me to examine how broader community challenges like poverty and housing instability influence children’s opportunities to learn and thrive. This reflection reminded me that advocating for children's right to play means recognizing and working to remove barriers to equity and access.

Finally, in my Managing Conflict and Power reflection from PSYC-1101, I explored professional communication and ethical leadership. Advocating within the field includes resolving conflict respectfully, collaborating across differences, and modeling fairness. These skills are essential for building inclusive learning communities and advocating for a stronger profession.

Together, these artifacts and experiences reflect my evolving advocacy skills. Whether it's through writing, relationship-building, or policy awareness, I am committed to using my voice to support children, families, and the early childhood education field in meaningful, lasting ways.

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Advocate for Children, Families, and the Profession of Early Childhood

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Artifacts:

1. My Educational Philosophy Worksheet
This worksheet outlines the core values and beliefs that guide my approach to teaching and supporting children.

2. Final Theory Assignment – PSYC 1101
This assignment showcases my comprehension of interpersonal development and highlights the significance of active listening in professional practice.

3. Reflection #3 – SEL Resource (Feeling Buddies)
Applies research-based SEL tools to promote emotional literacy in early learners.

4. OHRC Certificate – Ontario Human Rights Commission
Shows understanding of equity, inclusion, and children's rights in education.

5. Certificate of Professional Learning
Demonstrates ongoing commitment to professional development in early learning.

6. Outdoor Learning Certification Certificate
Reflects training in nature-based and outdoor education approaches.

7. Standard First Aid – CPR-C AED
The individual has verified their emergency readiness and health-related safety skills.

8. Fatma_CV
Updated résumé highlighting qualifications, experience, and training as an Early Childhood Educator.

Courses:

ECED-3003: Educational Perspectives

PSYC-1101: Interpersonal Development

ECED-1053: Promoting Pro-Social Behavior

FLDP-1021: Field Orientation

Reflection—Research & Professional Learning

This section reflects my commitment to ongoing professional growth through self-reflection, research, and training. As an RECE, I understand that our field constantly evolves and that staying informed and reflective is essential to providing quality care and education.

My Educational Philosophy Worksheet allowed me to articulate the foundational beliefs that shape my role as an educator, including the importance of play, inclusivity, and meaningful relationships. This document continues to guide my decisions and interactions with children and families.

The Final Theory Assignment from PSYC-1101 explored listening styles and their impact on relationships in professional settings. It reinforced the importance of empathy, presence, and respectful communication, skills I apply daily in my classroom practice.

In Reflection #3 (Feeling Buddies), I applied a research-based resource to support emotional literacy. It helped me connect theory to action by promoting mindfulness, naming emotions, and helping children regulate in healthy ways.

I also earned several certifications that enhance my readiness as a professional:

The OHRC Certificate strengthened my understanding of human rights and inclusion.

The Outdoor Learning Certification provided me with tools to use natural environments as rich learning spaces.

My Standard First Aid and CPR-C AED ensure I can respond confidently in emergencies.

My CV
I have updated my résumé to showcase my qualifications, experience, and training as an early childhood educator.

These experiences, combined with ongoing professional learning and reflective assignments, demonstrate my passion for continued growth. I believe that a strong educator is also a lifelong learner, someone who stays curious, humble, and open to new insights. I will carry this mindset into every space I work in, advocating for quality, equity, and care in early learning environments.

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Please read our statement related to the $13.2 billion agreement announced on March 28, that is committed to increased affordability and access to high quality child care in Ontario. Qualified professional educators are at the heart of high-quality early learning and care.

COVID-19 Updates: Resources, vaccine information and updates can be found here. Staff are operating as usual, however our office is closed at this time.

New to the College? : Click here to apply to be a Registered Early Childhood Educator.

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Welcome to the College of Early Childhood Educators |

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The College of Early Childhood Educators provides information and communication in an accessible manner when requested. If you require an accessible format and/or communication support, please contact a College staff member or the College at 1 888 961-8558 / info@college-ece.ca.

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Are you encountering any issues, glitches, accessibility concerns, lack of functionality or other problems on the website? Do you have a suggestion, or is there a feature you would like to see? Please let us know so we can improve your experience in the future. Your help is greatly appreciated.

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Early Childhood Education Program Standard

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Early Childhood Education Program Standard

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ECED-3042 - HUMA - Curriculum & Pedagogy: 3-6 Years

Demonstrates how you structure inquiry-based activities across developmental domains.

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the benefits of the outdoors for children 

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the benefits of the outdoors for children 

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ECED-1076 - Curriculum & Pedagogy: 0-3 Years

This is reflected in the benefits of learning and playing outdoors for children.

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ECED-1084-HUMA- Foundations of ECE

Highlights my use of hands-on, sensory-rich experiences to support fine motor and cognitive development.

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ECED-1053 Promoting Pro-Social Behavior.

SEL Integration in Curriculum (e.g., Feeling Buddies) Buddies). Shows how I build emotional regulation into daily planning.

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ECED-1076 - Curriculum & Pedagogy: 0-3 Years

This learning story documents Ons's deep interest in animals and highlights his social, cognitive, and language development through imaginative play. It also includes ELECT connections (Social 1.2, Cognitive 4.7) and suggestions for next steps such as visiting a farm, extending an animal-themed curriculum, and engaging families in supporting one's learning.

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Activities documenting a play and learning experience

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Activities documenting a play and learning experience

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Highlights how play supports connection-building, trust, and communication with children.

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Explores Indigenous worldviews and respectful relationship-building through identity and community.

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Demonstrates your understanding of how to build open, supportive, and responsive partnerships with families.

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ECED-3044 -HUMA- The Reflective Practitione

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ENVISIONING QUALITY IN EARLY LEARNING and CAR

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ENVISIONING QUALITY IN EARLY LEARNING and CAR

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Shows how building inclusive, respectful relationships is a core part of delivering quality care.

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ECED-1005—HUMA: Health Safety & Nutrition 

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ECED-3041—HUMA: Understanding Child Abuse & Neglect 

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ECED-3038 -HUMA- Child Development: 3-6 Years

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SUPPORTING FAMILIES THROUGH ATTACHMENT and STRESS REDUCTION

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SUPPORTING FAMILIES THROUGH ATTACHMENT and STRESS REDUCTION

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Finally, the Supporting Families artifact reinforces that development happens in the context of strong family relationships. By working collaboratively with families, I can better understand children’s backgrounds and offer consistent support that reflects both home and school environments.

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Societal Issues and their Impact on Play

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Societal Issues and their Impact on Play

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Practice Guideline, Pedagogical Practice (July 2020)

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Practice Guideline, Pedagogical Practice (July 2020)

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Guideline July 2020

Pedagogical Practice

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The

Kindergarten

Program

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Code of Ethics and Standards of Practice

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Code of Ethics and Standards of Practice

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INDIGENOUS EARLY LEARNING AND CHILD CARE

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INDIGENOUS EARLY LEARNING AND CHILD CARE

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Menu Planning & Supportive Nutrition Environments in Child Care Settings

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Menu Planning & Supportive Nutrition Environments in Child Care Settings