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Artifacts 1. Brain Development

2. Op-Ed – “Physical Movement

Courses: ECED - 1074- Intodution to child Development

ECED- 3038- Child Development 3-6 years

Reflection: Through my learning about brain development and completing the op-ed assignment on prioritizing physical movement for preschoolers, I developed a deeper understanding of how closely connected these two areas are in early childhood education. I learned that early experiences play a crucial role in shaping the developing brain, and that movement is not just physical activity, but an essential part of how children learn, think, and regulate their emotions.

Studying brain development helped me understand concepts such as neural connections, the importance of early stimulation, and how experiences influence cognitive and emotional growth. When I worked on my op-ed, I was able to apply this knowledge by recognizing that active play and movement support brain development by strengthening these neural pathways. This connection made my argument stronger and more meaningful, as I was not only sharing an opinion but also supporting it with developmental understanding.

This learning also connected strongly to my practicum experience. I observed that when children engaged in physical activities such as outdoor play, dancing, or movement-based games, they were more focused, socially engaged, and better able to manage their emotions. It made me realize that limiting movement can negatively impact not only physical health but also learning and behaviour.

Additionally, this experience helped me grow as a reflective educator. I began to think more critically about how classroom environments and daily routines can either support or limit children’s development. It reinforced my responsibility to advocate for practices that promote holistic development, including incorporating movement as a regular and meaningful part of the curriculum.

Overall, this combined learning experience strengthened my understanding that brain development and physical movement are deeply interconnected. It has influenced my approach to teaching by encouraging me to create active, engaging, and responsive learning environments that support children’s overall growth and well-being.

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Intoduction

This portfolio represents my continued growth and learning journey as an Early Childhood Education (ECE) student in my third semester. Building on the foundational knowledge gained in previous semesters, I have further developed my understanding of child development, inclusive pedagogy, curriculum planning, and play-based learning approaches that support children’s holistic development. My learning now reflects a deeper awareness of how theory connects to practice within real early learning environments.

Throughout this semester, I have engaged in a variety of meaningful experiences, including practicum placements, inquiry-based projects, and reflective assignments. These experiences have strengthened my ability to observe children thoughtfully, plan developmentally appropriate activities, and create inclusive and engaging learning environments that respond to diverse needs. I have become more confident in applying pedagogical approaches that support children’s curiosity, independence, and well-being.

This portfolio not only highlights my academic knowledge but also emphasizes my growing professional skills. Through collaboration, communication, and reflective practice, I have continued to develop as a responsible and responsive educator. My experiences have helped me understand the importance of building positive relationships with children, families, and colleagues while maintaining ethical and professional standards.

Overall, this portfolio reflects my ongoing commitment to becoming a competent, compassionate, and reflective early childhood educator. It demonstrates my dedication to supporting children’s learning and development while continuously improving my practice through experience, reflection, and lifelong learning.

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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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Artifacts: Infographic assingmnet , Field trip assingmnet

Courses: ECED- 1074 , ECED - 1005

Reflection: Performing the Infographic project in ECED-1074 enabled me to visually explain fundamental concepts about child development in a straightforward and interesting manner. This task helped me analyze knowledge, think critically about what is most important for students to comprehend, and deliver it in an accessible and engaging manner. I discovered the need of employing creative tools to facilitate education and information sharing.
The Field Trip project in ECED-1005 offered a hands-on opportunity to monitor children's learning in real-world situations. Visiting the classroom and interacting with students helped me relate academic understanding to actual implementation. I watched children's exploration, interaction, and response to their surroundings, which confirmed the validity of child-focused and developmentally appropriate methods. All of these tasks improved my capacity to combine theory and practice. Additionally, they emphasized the value of creativity, observation, and introspection in helping kids have meaningful educational experiences.

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Artifacts: Discussion Practice

Courses: FLDP - 1024

Reflection: Engaging in the FLDP-1024 Discussion Practice helped me gain an improved understanding of the significance of food and nutrition in early childhood development. Engaging in discourse with my friends enabled me to investigate other viewpoints on healthy eating, cultural food habits, and techniques for encouraging great mealtime experiences for children.
This activity stressed the significance of not just understanding nutritional standards, but also effectively communicating them in a practical and supporting manner. I considered how educators may model good eating behaviors, establish inclusive dining situations, and encourage children's autonomy and decision-making regarding food.
Overall, this conversation practice reaffirmed the link between nutrition, development, and learning, emphasizing the educator's role in instilling lifelong healthy habits in young children.

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Artifacts: CCEYA assingmnet , Chid care Reflection

Courses: FLDP - 1021, FLDP -1024

Reflection: Taking on the CCEYA project provided me with a realistic grasp of the policies and criteria that govern effective early childhood programs. I learned the importance of creating secure, inclusive, and appropriately developed environments that address the needs of all children. This task helped me understand how policies and frameworks are translated into actual practices in childcare settings.
The Child Care Reflection enabled me to apply concept to real-world situations. Observing and reflecting on children's relationships, learning styles, and involvement let me realize the value of responsive caregiving and focused teaching. I learned about how educators use daily routines and activities to scaffold learning, stimulate curiosity, and support social-emotional development.

These experiences helped me better grasp my obligations as an early childhood educator. They emphasized the necessity of combining regulatory knowledge, developmentally appropriate behaviors, and critical thinking while providing high-quality care and learning experiences for young children.

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Artifacts: Pedagogy and Curriculum, Loose parts assingmnet, Research and reflection preplacement synergy

Courses: FLDP- 1021, ECED -1076 , FLDP- 1021

Reflection: In my classes, FLDP-1021 and ECED-1076, I got the opportunity to investigate pedagogy, curriculum creation, and hands-on learning approaches that are critical in early childhood education. The Pedagogy and Curriculum study helped me realize how deliberate preparation and intelligent teaching practices may result in meaningful learning experiences that suit children's developmental requirements. I learned the value of tailoring curriculum to serve varied learners while also encouraging creativity and discovery.
The Loose Parts assignment was very effective in demonstrating how open-ended materials promote problem-solving, inventiveness, and teamwork in children. Working on this assignment made me think about the importance of play-based learning and how flexible materials can help children's cognitive, social, and emotional development. lastly, the Research and Reflection Pre-Placement Synergy linked theory and practice, allowing me to critically evaluate my learning and analyze how it applies in real-world classroom settings. This technique improved my capacity to watch, reflect, and organize activities that are developmentalally appropriate, culturally responsive, and engaging.
Overall, these experiences have increased my understanding of how pedagogy, curriculum, and play-based approaches work together to promote holistic child development. They have also equipped me to be a mindful, purposeful, and adaptive early childhood educator capable of fostering learning settings in which all children can thrive.

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Artifacts: Field Practicum Workbook

Courses: FLDP - 1022

Reflection: Undertaking the Field Practicum Workbook in FLDP-1022 provided a priceless opportunity for me to make the connection between what I learned in the classroom and actual early childhood education practice. I was able to gain a deeper understanding of children's developmental phases, learning styles, and unique requirements by recording observations, organizing activities, and thinking back on my experiences.
The significance of thoughtful preparation, adaptable instruction, and establishing encouraging learning environments was emphasized by this practicum. It also emphasized the need of observation as an aid for professional development, enabling me to evaluate my interactions and tactics in order to enhance my work as an early childhood educator.
All things considered, the training increased my self-assurance and proficiency in using theoretical information in real-world situations, equipping me to offer excellent, child-centered care and instruction.

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Swedha Copy of FLDP 1022_ Field Placement Workbook Forms - Google Docs