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Present - As an educator, we can learn more about a child's cultural background by engaging with families and asking questions to make sure we receive the correct information pertaining to each individual child's background. As a community we can celebrate cultural traditions so the child feels a sense of belonging within their environment.

Authentic - Encouraging children to be their authentic selves by building strong connections and relationships so the child and family feel supported within the community and learning environment.

Speak the Truth - By having open communication and allowing conversations on this topic with the children, we can provide them with a safe space where they are able to express themselves freely and wholeheartedly.

Human - By being able to show empathy and understanding to all children within our care. We can show this by acknowledging and showing respect towards other cultures.

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Present: As an early childhood educator it is important to give children our undivided attention, actively engage in conversation, practice mindfulness and respond with empathy. Doing these things gives children a sense of security and belonging. It helps them feel valued and understood. As educators we can be more present with the children in our care by engaging in activities, showing excitement and interest in what they are doing and playing alongside of them.

Authentic: As an early childhood educator, to be more authentic with children in my care I think it is important to stay consistent with routine, words and actions. When children know what is expected of them, they tend to feel safer. I will engage in open communication with my students by expressing my own feelings in an appropriate way. An example of this would be, “I’m having a tough day, but I am still here for you”.  Having these kinds of interactions with children will encourage them to express themselves and how they are feeling. This will help children to recognize and trust their feelings and gain a sense of self.

Speak the Truth: As an early childhood educator, it is important to create a safe environment where children feel comfortable sharing their feelings and emotions without judgment. Promoting children to express their thoughts and feelings will help to encourage open communication within the classroom. This will help boost their confidence and self-regulation skills.

Human: As an early childhood educator, developing strong and positive connections with each child is vital to a child’s overall well-being. We are responsible for fostering their sense of belonging and security. It is important to always respond empathetically, notice how children are feeling and show compassion towards them, comfort them and support them. By building these positive relationships with the children in our care and viewing each child as an individual we are helping to create a more trusting relationship with them. In turn they will view us as reliable and dependable.

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1. Cultural Impacts on Child Development

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1. Cultural Impacts on Child Development

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Chloe Dupuis

Friday January 17th, 2025

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1. What can we as educators do if a parent doesn't want to share their cultural background/traditions?

2. If a family/child doesn't speak the same language, how can we overcome this barrier?

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4. Early Childhood Sector News/ Social Media

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4. Early Childhood Sector News/ Social Media

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Iruka, I. U., Gardner-Neblett, N., Telfer, N. A., Ibekwe-Okafor, N., Curenton, S. M., Sims, J., Sansbury, A. B., & Neblett, E. W. (2022, December 9). Effects of racism on Child development: Advancing antiracist developmental science. Annual Review of Developmental Psychology. https://www.annualreviews.org/content/journals/10.1146/annurev-devpsych-121020-031339

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Effects of Racism on Child Development: Advancing Antiracist Developmental Science | Annual Reviews

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Racism, a multidimensional system of oppression and exclusion, is part of the foundation of the United States and is detrimental to the health and well-being of Black communities and other racially and ethnically minoritized (REM) communities. There is an emerging body of literature that draws attention to the impact of racism and different racialized experiences on the lives of REM children. Based on the Racism + Resilience + Resistance Integrative Study of Childhood Ecosystem (R3ISE) and focused on attending to the interaction between racism and the cultural assets of REM families and communities, this review highlights how racism impacts REM children's healthy development and learning. In addition to calling for research that advances racial equity using the R3ISEintegrative model, we also identify policies that have some potential to ensure equity in economic stability and security, home and community environment, birth outcomes, and educational opportunities for REM children and their families.

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Morgan Blythe, Chloe Dupuis, Asiya Kashif, Alexandra Wheeler

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Hood, N. (2023, September 19). Culturally responsive pedagogy in early childhood education. THE EDUCATION HUB. https://theeducationhub.org.nz/culturally-responsive-pedagogy-in-ece/

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Culturally responsive approaches emerge from an understanding of families' backgrounds that connects families' cultural heritages to the setting and effects more equitable opportunities for both children and families. Children's cultural backgrounds are drawn on to determine teaching approaches, selection of materials and environments, and interactions with children and their families. It looks different in different contexts and will be constantly adjusted to meet families' and children's needs.
What is cultural responsiveness?

Rather than just focusing on the celebration of differences and the harmonious co-existence of diverse groups, culturally responsive teaching and learning in early childhood education involve teachers' deep engagement with diverse cultures and worldviews in order to transform practice. Cultural responsiveness goes beyond affirming and valuing children's cultures to also include active work on the maintainance and development of children's cultures (some researchers offer the term culturally sustaining pedgogy to better represent these intentions to support the perpetuation of minority cultures). Multicultural contexts hold significant potential for new possibilities for learning and living that empower children, families and communities. They enable non-dominant discourses and non-mainstream practices to be integrated into curriculum and pedagogy, and offer ongoing potential for transforming the practices of the early childhood setting.

What is culture?

The term culture here refers to the lived practices, beliefs and values of particular individuals, families and groups: that is, the taken-for-granted customs, ways of being, and acting and communicating of a group. Culture influences families' everyday interactions with children, and family practices, beliefs and values are acquired by children during these interactions. These cultural understandings and associations are the foundation of children's understanding of the world, as well as providing children with a 'toolbox' of symbols, language, values, beliefs, rituals and objects that help them to deal with situations in life. The cultural socialisation of practices, values and assumptions also shapes play preferences, and research finds that children prefer the style of play that they have been socialised to value and enact.

While we are all familiar with aspects of ethnic macro culture, such as the festivals and diets of major national groups, individuals are also guided at a micro level by cultural beliefs, values and norms for their everyday actions and interactions. The concept of micro culture highlights that there is an everyday notion of culture in which there is much potential for individual idiosyncrasies. Cultural identities are fluid and multiple rather than fixed by tradition, nationality or ethnicity, and they continuously evolve as they are renegotiated and rearticulated.

Why is it important for early childhood settings to be culturally responsive?

Given that early childhood education experiences are the first experiences that children have of education outside the home, curricula and values that empower children's identity and values, and uphold their rights, are of paramount importance. Children have a right to a flexible and responsive curriculum in which they can access and engage with the cultural practices of their homes and communities.

However, research finds that the majority of teachers enact static monocultural discourses for early childhood education, despite multicultural principles for inclusion and equitability in education. Taken-for-granted practices in centres can unwittingly serve to marginalise particular groups of children and families, such as expectations for familiarity with particular equipment, experiences or communication strategies. For example, children may enter the early childhood setting speaking and having heard languages other than English, or having been exposed to different types and amounts of language, or without experience of free play environments. Cultural differences between home beliefs and practices and those of the early childhood setting may affect children's adjustment to the setting and their subsequent learning, and lead to children's disaffection in the early childhood setting. Families can often feel silenced and alienated when their perceptions and experiences are not represented or included in their children's education.

Culturally responsive teaching is an approach that is successfully used with all students due to its focus on knowing children and their families and adapting practices to suit them. Adjustments and adaptations can support all children and families more widely, and the work done in recognising and reducing the difficulties of one child and family will likely benefit many other children and families.

While there is currently a lack of empirical evidence to link culturally responsive practices to increased learning and achievement, research does show that stereotypes are reduced and teachers are more supportive of families and children when teachers view children as individuals and engage in interactions with children and families to learn about their culture. Researchers argue that families who are not from the dominant Western/Pākehā culture are more likely to build relationships and become engaged in early childhood education programmes if teachers offer culturally responsive pedagogies and meet families' expectations. For example, research in New Zealand has shown that the incorporation of aspects of children's home culture into the setting works to successfully mediate the learning experiences of Chinese immigrant children.

Cultural responsiveness:

Provides all children with authentic and appropiate social contexts in which to develop to their full potential

Supports children to maintain their personal culture whilst also supporting them to participate fully in the dominant culture, and to use the cultural tools of both cultures to aid learning

Validates children's identities, so that they can negotiate cultural differences with confidence and stand up for themselves

Helps children from the dominant group feel secure about their cultural identity without feeling superior to others and respond positively to differences

Supports parent partnership and collaboration

Develops both children's and teachers' cultural intelligence[1]

What makes the implementation of culturally responsive practices challenging?

Developing culturally responsive pedagogies can be difficult due to a variety of factors including the complexities of culture, family and teacher attitudes and knowledge, and institutional practices. It is important to be aware of some of the most common impediments to the development of culturally responsive pedagogies and practices in early childhood settings, which include:

Complexities of culture

· Generalised and simplified understandings of cultural group identities rather than unique and complex individual identities

· The discourse of diversity, which assumes a normative standard (for example, identifying only groups that deviate from the norm as diverse)

Family attitudes

· Beliefs about teachers' power, control and expertise which can affect relationships and negatively affect children's learning

· Parents' desire for a mainstream ECE experience rather than a style of education associated with their culture

· An insistence on play-based pedagogies, which may leave families feeling alienated if they value different experiences for children other than the early childhood setting's play-based approach

Teacher attitudes and knowledge

· Understanding difference in terms of deficiency

· Using general information about cultural groups to stereotype individuals

· Lack of awareness about the importance of culture to children's meaning-making

· Lack of detailed knowledge about children and their families, their cultural resources and strengths, and families' differing goals for their children's early childhood education

· Treating all children and families the same

· Minority culture teachers embracing mainstream dominant practices and minimising use of their own cultural tools (including language)

· Focusing exclusively on home language use, and neglecting other important cultural tools

· Lack of awareness of the social inequality engendered by the education system, curriculum and pedagogies

Institutional discourses and practices

· Normative notions of quality, assessment, knowledge and pedagogy, which privilege some cultural groups and, at the same time, may compromise success for children from minority cultures

· Developmental theories of child development which universalise ages and stages to apply to all children

· Discourses of child-centred education and free play, which may not match the learning discourses employed and valued by families, such as learning through observation and skills-based learning, and may encourage teachers to view children as disconnected from their cultural lives by focusing only on what children do in their ECE setting

· Western aspirations for independent and autonomous learners which may not match the aspirations of minority families

· Commitments to biculturalism

· Limited opportunities for meaningful and in-depth communication with families

· A lack of teaching resources and professional development support

Further Reading
Chan, A. (2009). Critical multiculturalism: The challenge of multiculturalism within a New Zealand bicultural context - A Chinese perspective. International Journal of Equity and Innovation in Early Childhood, 7 (1), 29-40.

Rivalland, C. M. P., & Nuttall, J. (2010). Sameness-as-fairness: Early childhood professionals negotiating multiculturalism in early childhood settings. Early Childhood Folio, 14(1), 28-32.

[1] Cultural intelligence involves the motivation, interest and confidence to adapt cross-culturally, an understanding of and reflection on cross-cultural differences, issues, and strategies, and appropriate adjustment of verbal and nonverbal behaviours in cross-cultural interactions.

By Dr Vicki Hargraves

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Culturally responsive pedagogy in ECE - THE EDUCATION HUB

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Culturally responsive approaches emerge from an understanding of families' backgrounds that connects families' cultural heritages to the setting and effects more equitable opportunities for both children and families. Children's cultural backgrounds are drawn on to determine teaching approaches, selection of materials and environments, and interactions with children and their families.

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1. Ontario’s Well-Being Strategy and Children’s Mental Health

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1. Ontario’s Well-Being Strategy and Children’s Mental Health

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Morgan Blythe January 24, 2025

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1. What can we do as educators to help children express their emotions, feelings and opinions and how to be their authentic self?

2. How can early childhood educators create boundaries while also making strong connections with the children in our care?

3. How can ECE’s promote mental health in daily routines and lessons?

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Early Childhood Sector News/Social Media

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Early Childhood Sector News/Social Media

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It Matters: Early Childhood Mental Health, Educator Stress, and Burnout | Early Childhood Education Journal

https://www.cbc.ca/news/canada/thunder-bay/mishkeegogamang-first-nation-youth-suicide-1.7436462

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Morgan Blythe

Chloe Dupuis

Asiya Kashif

Alexandra Wheeler

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The facilitator of the group will be responsible for noting:

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The facilitator of the group will be responsible for noting:

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1) Date & Name of Facilitator

2) P.A.T.H. examples from each group member (Present,

Authentic, speak your Truth, and Human)- this is in connection to your role as a future educator

3) Outstanding Questions group may have (readings, course expectations)

4) Early Childhood Sector News/Social Media

5) Attendance of group members

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Alexandra Wheeler

Friday January 31st, 2025

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Present: Recognizing that as ECEs, we have a unique role in shaping what the early years look like for the children in our care. By ensuring that we engage with children in meaningful ways, and responding with genuine warmth and care, we show that we value the individual child and work as part of a caring community to provide experiences that can aid in the genetic expression of children's genes.

Authentic: Creating and fostering a genuinely caring and inclusive classroom environment where children feel safe to engage in exciting new experiences that aid their development, as well as providing areas that the children can use to self-regulate when they are stressed, as high stress levels can affect gene expression in a negative way.

Truth: By working alongside other educators, families and children, we can support transparent communication and share our experiences as we strive to ensure that children's development is supported in all areas of their lives.

Human: Providing consistent responsive, empathetic care to children, and adapting our methods of interaction to suit each individual child.

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1. How can we share information about epigenetics with families in a sensitive, accessible way?

2. What are some strategies we can use in our practice as ECES to enhance the expression of children's genes?

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New research on how the sperm cells of fathers who faced excessive stress throughout their childhood were found to have different epigenetic markers which may affect their offspring

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Sperm cells carry traces of childhood stress, epigenetic study finds

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Fathers exposed to high stress in childhood had different epigenetic markers that may affect their offspring, though more research is needed.

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Morgan Blythe, Chloe Dupuis, Asiya Kashif, Alexandra Wheeler

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Present: As child educators, we stay present when we observe, actively listen, and respond to the children; this helps them improve their language skills as we engage in conversation and read them stories. It enhances children's communication skills and fosters confidence.

Authentic: By interacting with honesty, love, and respect toward children, we provide an example of authenticity and work to have genuine conversations with them that let them express their feelings and views in a secure environment.

Truth: When we encourage multilingual learners, promote inclusive language practices, and acknowledge a range of linguistic backgrounds, we as educators are speaking the truth. We think about how we can make classrooms inclusive so that every child feels appreciated.

Human: When we recognize that every child has an individual path to take and has to be accommodated, we as educators recognize our humanity. We will now consider how empathy and adaptability help children's language, particularly when it comes to children who have multilingual backgrounds and speech development deficiencies.

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Asiya Kashif

Friday Feburary 7, 2025

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1. How can educators support children with speech and language delays in a group setting?

2. What strategies can be used to encourage bilingual language development in early childhood?

3. How can educators ensure that children from diverse linguistic backgrounds feel included and valued?

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4. Early Childhood Sector News/Social Media

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4. Early Childhood Sector News/Social Media

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Tannen, Janette Neuwahl. “Psychologists: Masks Do Not Impede Preschoolers’ Language Development.” University of Miami News and Events, news.miami.edu/stories/2021/09/psychologists-masks-do-not-impede-preschoolers-language-development.html. Accessed 05 Feb. 2025.

Teamtechone. “Language Development in Early Childhood - the Full Breakdown.” ISHCMC, 29 Oct. 2024, www.ishcmc.com/news-and-blog/language-development-in-early-childhood/. Accessed 05 Feb. 2025.

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Asiya Kashif

Morgan Blythe

Chloe Dupuis

Alexandra Wheeler

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1. Nurturing Nourishment: Exploring Child Development through Food and Nutrition

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1. Nurturing Nourishment: Exploring Child Development through Food and Nutrition

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Chloe Dupuis

February 28, 2025

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Present: As an early childhood educator, we can be fully engaged with the children during meal times to ensure they feel supported and included. Eating alongside children not only gives the educator the opportunity to model healthy eating behaviours, it also allows the time to have open and meaningful conversations about different foods we are eating. While sharing this time with the children, we can talk about different colours, textures, smells and flavours we are experiencing.

Authentic: ECE's can become more open and transparent about food and nutrition with children by having conversations and sharing personal stories related to food and nutrition. We are able to connect on a deeper level and build a trusting relationship. We can do this by, sharing our own experience with food, sharing recipes, talking about traditional foods and our own memories of cooking. Implementing this within our educational practice could help children develop a positive relationship with food.

Speak the Truth: Implementing and providing age-appropriate nutritional information within the classroom. Early childhood educators can promote this by teaching children about the food groups and the benefits of each one. Set up visual aids within the classroom, such as food pyramids to help the children understand the concept.

Human: Showing empathy and understanding by acknowledging and validating all children's feelings about food. We can encourage and praise children when they try new foods or make healthy choices. As ECE's it is our duty to create a supportive and inclusive environment for exploration without judgement.

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1. How can I communicate effectively with parents to support children's nutritional education and healthy eating habits?

2. Are there any community resources to help promote exposure to new foods?

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4. Early Childhood Sector News/Social Media

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4. Early Childhood Sector News/Social Media

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https://www.pm.gc.ca/en/news/news-releases/2024/11/22/healthy-meals-kids-savings-ontario-families

Last year in November, Trudeau announced an agreement with the Government of Ontario to increase school food programs. This highlights the importance of providing proper nutrition.

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From fast food to junk food, social media ads and influencer content are impacting what kids want to eat, and experts say it's becoming harder for parents to cut through the online noise.

A new report found that children see more than 4,000 digital food ads a year, with teens seeing double that number, and the vast majority is for unhealthy food.

Experts who worked on the report published by INFOMAS Canada said social media advertising poses different challenges for parents than traditional television or print advertisements.

"It can be very impactful because if you design an ad that's catchy, you can get kids to share that with their friends," said Monique Potvin Kent, a professor at the University of Ottawa who worked on the report.

The study used Health Canada guidelines to define healthy food, said Potvin Kent, who added that fast food, chocolate, candy and soft drinks were some of the most common items that appeared in social media advertising.

"Parents don't really know what their kids are seeing when they're online and I think they would be surprised by just the volume of advertising that kids are seeing when they're on their smartphones and tablets," Potvin Kent said.

Impact of influencers

It's not just outright ads that can impact what kids want to eat, but also the food content they see online, including videos of content creators trying new products, making recipes or reviewing fast food restaurants.

"I see a lot of mukbangs," said high school student Emily Munro, referring to videos where the host films themselves eating, oftentimes at home or in their car. The word mukbang combines the Korean words for "eating" and "broadcast."

"You're like, 'Why can't I have that food?,' so you watch other people eat that food for enjoyment and be like, 'One day, I'll eat that,'" Munro said.

Other high school students told CBC News they have tried TrüFrü chocolate-covered fruit, Chick-fil-A fast food and matcha-flavoued drinks because they have watched influencers rave about the products.

"If there's social media influencers who are supporting certain products, then it's going to be what's 'cool,' then kids are going to want to be seen eating it," said Jessica Ferris, a pediatric registered dietitian in London.

However, some experts warn that not all food content is as genuine as it seems.

"There's also this sort of hidden method [of advertisement] where these influencers are actually paid by commercial food companies to post about their product," said University of Waterloo professor David Hammond.

Hammond, who worked with Potvin Kent on two research articles exploring how influencers shape food marketing, said it's challenging for some to recognize influencer content as marketing.

"It is as if you have a friend or someone you care about," Hammond said. "It's less obvious that they're being paid to hold up the product. It feels more authentic, engaging and appealing than a traditional advertisement."

Ferris said it's not just about what kids are consuming on social media themselves, but also what their friends are watching - and friends' parents are buying.

"With the clients I'm working with, I'm hearing more about what other kids are bringing to school," said Ferris, adding that kids often want their lunch boxes to fit in with everyone else. "[Influencer] Mr. Beast is popular and he's got chocolate bars and other foods, so they're asking for those."

Cutting through the social media noise

Ferris says it's important for parents to start talking to their kids about eating habits early, using a "food-neutral" approach.

"We don't want to demonize food and talk badly about it, but we can talk about what it offers and the differences," she said.

She recommends parents create their own "family food policy," which is a set of rules that guides the type of food that comes into an individual family's home and how often. She said every family's policy will be different based on dietary restrictions, budget and culture.

Ferris said open conversations about food will help kids make healthier choices as they grow up.

"We can teach them a healthy way to navigate foods while they're still living in our home, so when they're off on their own, they're not feeling restricted and like they need to overindulge in those types of foods because they've never had access to them."

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'I'll want fast food that minute:' How social media food content influences what kids want to eat | CBC News

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A new report by INFORMAS Canada found that children see more than 4,000 digital food ads a year, with teens seeing double that number, and the vast majority is for unhealthy food. Experts say it's becoming harder for parents to cut through the social media noise to help kids make healthy eating choices.

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Morgan Blythe, Chloe Dupuis, Asiya Kashif, Alexandra Wheeler

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Morgan Blythe

Friday March 14th, 2025

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Present: As an early childhood educator it is important to practice mindful engagement. We can do this by acknowledging children's feelings and opinions, actively listening to them and by creating a safe and nurturing learning environment that helps children feel valued and heard. We can have guided reflections with the children in our care by asking them open-ended questions such as, "what do you think would happen if we share the doll". It is crucial that as educators we are mindful of each child and where they are at developmentally and adapt to their specific needs and abilities.

Authentic: It is known that children mirror adult's behaviors. So as ECE's it is our job to set an example of the behaviors we would like to see. It is crucial to model honesty, fairness, kindness and empathy to children. Building genuine connections with children and by being consistent in your expectations we can show children that their feelings truly matter. It is important we celebrate differences and embrace the different backgrounds of the children in our care. This helps to teach children inclusivity and understanding.

speak your Truth: Creating opportunities for children to express their perspectives and let them work through resolving conflict. Use open communication by using clear and age appropriate language to discuss certain morals such as kindness and respect. It is important we gently guide the children in our care by supporting them taking responsibility for their own actions and help them to understand the impact of their actions.

Human: Teaching children to care about their peers and their feelings through role-playing activities can help them step into another child's shoes and help teach empathy. We need to model that it is okay to make mistakes. Use those opportunities for growth. Normalizing their errors will show them that making mistakes is part of being human. Teach children to treat everyone with respect and kindness. This will help teach children to recognize their humanity and others.

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1. How can we as educators model moral behavior in ways that resonate with children?

2. How can moral development be included into play-based learning activities?

3. What are some ways to foster a child's ability to advocate for others?

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4. Early Childhood Sector News/Social Media

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4. Early Childhood Sector News/Social Media

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The Moral Development of the Child: An Integrated Model - PMC

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Asiya Kashif

Morgan Blythe

Chloe Dupuis

Alexandra Wheeler

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Alexandra Wheeler

Friday March 21st, 2025

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Present: As future ECEs, we need to recognize the importance of supporting children in a holistic way that fosters development of multiple intelligences and allows them to explore the world through learning in their own unique ways.

Authentic: By fostering responsive relationships with the children in our care and embracing their individualities and uniqueness, we can support their learning and encourage them to take risks and be courageous.

Truth: As future ECEs, we can foster an environment that prioritizes emotional safety so that we can embrace the vulnerability which inevitably comes with courage.

Human: We can demonstrate to the children in our care that they are valuable members of our community, and their learning journeys are important to us through celebrating not only our victories, but also the lessons that we can learn and share from mistakes.

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1. How can we encourage children to support each other's vulnerabilities?

2. What steps can we take to avoid the stereotyping and stigmatization of young children who do not demonstrate high levels of cognitive intelligence?

3. How can we educate and encourage families to support their child's unique developmental needs?

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4. Early Childhood Sector News/Social Media

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4. Early Childhood Sector News/Social Media

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Encouraging children to take part in every-day activities can support learning through practical experiences which provide sensory engagement, sparks curiosity and promotes critical thinking. Activities in real-world contexts also nurture imagination, creativity and a passion for learning!

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Real-life learning at home: Enhancing imagination and cognitive development in children - Times of India

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Real-life learning experiences at home are crucial for a child’s development. Engaging children in hands-on activities like baking or gardening foster

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Morgan Blythe, Chloe Dupuis, Asiya Kashif, Alexandra Wheeler

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Memory, Problem Solving, and Electronic Media

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Memory, Problem Solving, and Electronic Media

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Asiya Kashif

March 28,2025

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Present: Being present as an educator is about creating a safe and supportive space where the child feels seen, listened to, loved, cared for, respected and so much more. For the memory and problem solving activities, I make sure to support each and every child’s individual developmental needs. I want to be an always present, steady, responsive presence in their journey of learning.

Authentic: As an educator, I reflect on my own teaching and adjust accordingly in terms of what each child needs. I teach students not only theoretical understanding, but also share my own learning experiences with students so that they will understand the value of problem solving and therefore explore their ideas and solutions. It shows trust and ensures that children are comfortable to express their thoughts.

Truth: As an educator; my voice matters and there is a need for me to speak my truth, such as by taking away screen time and allowing children to truly play, being authentic for a greater amount of consistent hours. Integration of technology is complicated but I also promote the need for hands -on activities to foster play which retains the memory of what has been learned and also the development of problem solving ability in children.

Human: For me as an educator, cognitive development and emotional development are of the greatest importance to children who are experts at crying until you listen and/or ignoring you. I make a safe place for  children to learn by making mistakes, having empathy for their struggles and celebrating their success, building them up in their problem solving skills and resilience as a result.

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1. How can educators effectively integrate technology in early childhood classrooms without negatively impacting attention span and creativity?

2. What are the best research-backed strategies for encouraging problem-solving and memory development in young children?

3. How can educators guide parents in balancing screen time and play-based learning at home?

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4. Early Childhood Sector News/Social Media

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4. Early Childhood Sector News/Social Media

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https://www.standard.co.uk/news/health/screen-time-long-term-impact-childrens-brains-study-b1121006.html

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Excessive use of tech devices could have negative impact on child's cognitive development

Time spent on a smartphone, playing video games or watching TV has a significant long-term impact on a child's brain function, a study revealed on Friday (Stock image)

Time spent on a smartphone, playing video games or watching TV has a significant long-term impact on a child's brain function, a study revealed on Friday.

Most Read

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Screen time has significant long-term impact on children's brains

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Excessive use of tech devices could have negative impact on child's cognitive development

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Asiya Kashif

Morgan Blythe

Chloe Dupuis

Alexandra Wheeler

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