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Artifacts:

1.CPR and Standard First Aid (May 2024)

2.CCEYA certificate of completion (March 2025)

3.Menu (2024)

4.Reflection on child abuse and neglect 1 (February 2025)

5.Reflection on child abuse and neglect 2 (March 2025)

6.Identifying attachment styles in a case study (November 2024)

Courses:

1.ECED 1005: Health, nutrition and safety

2.ECED 3041: Understanding Child Abuse and Neglect

3.ECED 1075: Child development 0-3 years

Reflection: I chose the following artifacts included in this outcome because they demonstrate my understanding of the responsibilities Early Childhood Educators have in maintaining children’s safety, well-being, and health while adhering to professional standards, regulations, and practices. These artifacts reflect both my knowledge and practical skills I gained that are essential in creating a safe learning environment.

My CPR, Standard First Aid certification, and my CCEYA certification are foundational credentials that highlight my preparedness and commitment to maintaining safe and regulated practices. These artifacts show my knowledge and commitment to understanding the legal and regulatory framework in the early childhood settings in Ontario. They represent my dedication to meet the required safety standards to be able to care for children.

My group menu creation assignment reflects my knowledge of balance and proper nutrition and its role in supporting children’s growth and development. Through this assignment, I applied my understanding of the dietary guidelines set out in Ontario and planned a well balanced menu that aligns with the standards in our province, while also being culturally and dietary inclusive, and child-friendly. This artifact demonstrates my capability in promoting health and well-being and the intentional practices I make when planning for children’s nutritional needs.

My reflections on child abuse and neglect, reflected on how learning about the signs and impacts of abuse are essential to the learning environment, as being trauma-informed is an essential tool to creating a safe learning environment. These reflections demonstrated my deepened sense of responsibility and empathy, and show that I am prepared to recognize and respond to the signs of abuse with professionalism and care.

Lastly, my assignment on the case study, allowed me to delve deeper into the emotional aspects of child health. By analyzing the case study and researching about the health implications I was able to build an understanding of how health practices influence caregivers and trickle down and influence the behaviours of children. This artifact connects to the outcome by highlighting my understanding of being an informed educator in my practice to better assist children and their families.

Altogether, these artifacts show my understanding of health, safety, standards, and practices. They demonstrate that I am equipped with the knowledge and skills needed to create a safe and responsive environment that promotes each child’s right to health, and safety. As I move on in my profession, these artifacts and credentials will remain crucial to my practice.

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Artifacts:

1. Outdoor Newsletter (October 2024)

2.Self-efficacy (October 2024)

3.Learning in the outdoors (2024)

4.Music and Movement (2024)

5.Looking at our role in supporting children (October 2024)

Courses:

1.ECED 1076: Curriculum and Pedagogy 0-3

2.ECED 1075: Child Development 0-3 years

3.ECED 1084: Foundations 0-3

4.ECED 1053: Promoting Pro-social behaviour

Reflection: The artifacts I have chosen to include under Child Development reflects my understanding of the outcome and demonstrates how I have applied theory to practice throughout the Early Childhood Education program. Each artifacts serves a purpose in displaying how intentional and developmentally appropriate practices can support the holistic growth of young children.

The Exploration in the Outdoors newsletter and the learning experience I created along with it, highlights my ability to design learning experiences that promotes physical, cognitive, emotional, and social development. It examines the benefits of unstructured outdoor play with loose parts to encourage problem-solving, gross motor skills, and opportunities for sensory development. Similarly, my Learning in the Outdoors article, explores the importance of focusing on the connection between outdoor learning and well-being. They also show my ability to create meaningful connections between theory and practice, as I draw from research to support the benefits of nature-based learning, along with representing my understanding of how outdoor experiences contribute to overall well-being and how we can use the outdoors as a third teacher.

My assignment on self-efficacy explores strategies to help children develop a positive sense of self-confidence and my ability to support children in building resilience. Similarly, my assignment on self-regulation shows how I apply strategies to help children navigate their emotions and develop important social-emotional skills, which is an essential part of development.

My presentation on Music and Movement ties to both the physical and cognitive development and emphasizes the importance of embedding Diversity, Equity, and Inclusion into learning. This artifact demonstrates how culturally responsive practices promote belonging and engagement.

These artifacts together were chosen because they directly align with the core concepts of child development and highlight my best work. They demonstrate my ability to reflect critically on children’s need and plan experiences that promote growth and development.

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Artifacts:

1.Field trip newsletter (2024)

2. In class lab 1 (October 2024)

3.Capturing the learning pt.1 (September 2024)

4.Capturing the learning pt. 2 (September 2024)

5.Work task 2 (January 2025)

6.In class lab 2

7.Importance of SEL (November 2024)

8.Picture of Feelings and emotions activity

Courses:

1.ECED 1076: Curriculum and Pedagogy 0-3

2.ECED 1084: Foundations 0-3

3.ECED 1005: Healthy, safety and nutrition

4.ECED 1053: Promoting pro-social behaviour

5.ECED 3042: Curriculum and Pedagogy 3-6 years

Reflection: The following artifacts represent my growth and understanding in the outcome of Program and Curriculum Development within early childhood education. Each artifact demonstrates my ability to observe, reflect, plan, document, and implement meaningful and developmentally appropriate experiences that are responsive to children's interests.

The Farm Field Trip experience highlights my ability to design curriculum that stretches out beyond the classroom. The purpose of this artifact was to introduce real-world experiences where children could engage with animals and explore nature. It aligns with curriculum development because it’s incorporates observation as an instrument used to develop program planning based on the children’s interests.

In my lab assignment: Observation, Documentation, Invitation and Provocation, I observed children engaging in pretend cooking, which led to our creation of an invitation and provocation to the Dramatic Play Centre inspired by a “witch kitchen.” This artifact shows my ability to develop a play-based learning experience that promotes creativity, imagination, and social interactions.

My Capturing the Learning assignment (Part 1 and 2), demonstrates how I use documentation to create intentional program learning opportunities. The written assignment and the newsletter that went along with it, tie directly to program development as it reflects how a simple interest a child shows can be expanded into meaningful activities that support their development.

In my Mystery Box building work task, I highlight my ability to design open-ended curriculum experiences that foster collaboration, social interaction, and problem-solving, while also encouraged development in fine motor skills.

In my other lab assignment, I learn to design a literacy-rich environment by selecting and discussing four physical items I would include to enhance play centres. This artifact represents my understanding of how intentional planning can support language and literacy development.

Lastly, my assignment on the Importance of SEL, along with the accompanying provocation I created, highlights the importance of SEL development within curriculum program planning.

All these artifacts represent my strongest work in the area of Program and Curriculum development. They reflect my ability to create inclusive, engaging, and developmentally appropriate experiences.

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Artifacts:

1.Small group facilitations (January-April 2025)

2.Weekly muses, weeks 1-5 (February 2025)

3.Weekly muses, weeks 7-11 (April 2025)

4.Temperament case study (December 2024)

5.Educational Philosophy (April 2025)

6.Work task 4 (March 2025)

7.Self-assessment (May 2025)

Courses:

1.ECED 3038: Child Development 3-6 years

2.ECED 1075 Child development 0-3 years

3.ECED 3003: educational perspectives

4.ECED 3042: Curriculum and Pedagogy 3-6 years

5.FLDP 1038: Field Seminar

Reflection: The purpose of the artifacts selected under this outcome are to demonstrate my understanding of how strong, respectful and meaningful connections with children along with their families, other colleagues, and other professionals is how we create an effective early childhood education program. These artifacts reflect my understanding in building responsive relationships, empathy, communication and collaboration.

The group facilitation along with the weekly muses/reflections that I participated in one of the courses provided an opportunity to explore the different topics that we learned about in the class. This helped me think and brainstorm about real life strategies to support children and reinforce the importance of understanding children’s individuality and how to respond with empathy and care. These discussions helped strengthen my communication and explore being fully present as an educator.

In my Temperament study, I analyzed the temperament traits of a child in comparison to my own, and applied the goodness of fit model to help identify strategies that would support the child and create a more responsive environment. This assignment helped me to better understand the importance of adapting my approaches based on each child’s needs, further deepening my ability to build respectful and responsive partnerships with children.

My educational philosophy reflected on my beliefs that children are competent, capable, and full of potential especially when provided with responsive and meaningful relationships. This artifact shows how I value respectful relationships not only with the children in my care but also with their families and communities. The reflection also showcases how I view partnerships as essential parts of the learning process, and how I strive to create environments where children feel valued.

In my work task on collaborative relationships in a case study, highlights how I understand that effective communication and teamwork builds effective learning environments. This artifact demonstrates my knowledge of working within a team to support children and demonstrates my understanding of partnerships.

Lastly, in my self-assessment assignment. I had to discuss my reflective strategies I use when reflecting on events and experiences which I think is a crucial tool to have as an ECE as this enables us to be more responsive to the children and families in our care. Not only is it important for the children in our care but it is important for our relationships with colleagues to create stronger partnerships.

Altogether, these artifacts represent my best work for this outcome. They highlight how I understand the importance of responsive relationships and partnerships in the early childhood sector.

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Artifacts:

1.Envisioning quality (February 2025)

2.Poor No More (2025)

3.Reflecting on the Universal beliefs about Early Education and Care (March 2025)

4.Residential School System (2025)

5.Elected Official Letter (May 2025)

Courses:

1.ECED 3044: Reflective Practitioner

2.SOCI 3003: Canadian Families Change and Diversity

3.ECED 3040: Professionalism, Ethics and Advocacy

Reflection: The purpose of the artifacts under this outcome is to highlight my development as an educator that supports children, families, and fellow educators in all areas while recognizing the importance of speaking up and supporting these areas.

My essay on Envisioning Quality, is centred on the belief that children’s opinions, voices, and ideas should be valued and help guide us as educators. This artifact aligns within the advocacy for children aspect because it reinforces the idea that children should be co-teachers and active participants in their learning journey. It advocates that children are competent and capable learners that should have a right within their education.

My reflection on the Poor No More documentary, analyzed how the economic systems in Canada affect families and their access to care. I discussed the importance of building stronger social programs, increasing supports, and rethinking how we should look at our economy especially through a comparison with Sweden’s economic model. This assignment highlights my views on advocating for the families, children and Early Childhood sector in Canada through the economy.

My reflection on the Universal beliefs and Seasonal Pedagogy highlights my understanding that inclusive and culturally responsive education are important to early years settings. These beliefs and approaches provided insight into the importance of early learning education and advocates for the rights of educations as it is a lifelong experience.

In my reflection on the Residential Schools deepened my understanding of the historical and ongoing impacts of colonization on Indigenous communities. This artifact strongly supports the advocacy outcome because through this artifact I demonstrate my duty and commitment to justice and change within my professional practice.

Lastly, my letter to the elected official, Minister Calandra was part of my advocacy for the early childhood profession. I my partner and I urged the Minister and Ministry to take into consideration the immense value we as educators provide to the children, families, and communities in our care. This is a topic I feel strongly about and it was a great learning experience to deepen my understanding of advocacy.

These artifacts together demonstrate my ability to critically think about social issues and my commitment to advocate for the voice and rights of the children and families in my care. Through these I have also learned what it means to be a responsive educator and the importance of advocating for my profession.

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Artifacts:

1.Elevator Talk-YCD (April 2025)

2.Online community research- (2025)

3.Reflective Theorist Comparison 1 (February 2025)

4.Reflective Theorist Comparison 2 (March 2025)

5.Kids Have Stress Too! (November 2024)

6.Second Step (November 2024)

7.Feelings Buddies (December 2024)

8.Loris Malaguzzi (March 2025)

Courses:

1.ECED 3038: Child development 3-6 years

2.ECED 3003: Educational perspectives

3. ECED1053: Promoting Pro-social behaviours

Reflection: I have chosen this artifacts for this outcome because they demonstrate my ability to explore diverse resources and topics , and apply what I have learned to enhance my practice and education.

My research on child development organizations helped me explore how professional organizations contribute to the care of early yers education through their advocacy, social programs and resources. These organizations helped me learn to develop a more inclusive and culturally responsive practice. They also allow me to be more informed about the resources around me so that I can help families more efficiently.

My research on the different educational perspectives allowed me to examine key figures and pedagogies that have shaped the early childhood profession. These perspectives help to enhance my practice and professional learning as I become informed about the different types of pedagogies.

Lastly, my research on the different SEL programs was deeply meaningful because I learned and was exposed to the different resources available that offer emotional regulation in children. Learning about the different programs provided me with information to incorporate in my practice. It also equipped me with the knowledge of the different programs to support children’s well-being through curriculum implementations.

Together, these artifacts demonstrate my skills in research and professional learning as an ongoing part of my practice. They also show my dedication to being a reflective and informed educator.

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ECED 3044_Envisioning quality_Tamara Sanchez 2

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In this assignment I explore the benefits of outdoor play in children’s development and the opportunities it provides for their growth. In the second component of this assignment I created a learning experience in the outdoors that would aid in their development.

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ECED 1076_outdoor newsletter_Tamara Sanchez .pdf

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In this assignment I researched an organization that supports child development. I interviewed the program facilitator to gain more insight into the organization.

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ECED 3041_Elevator Talk_Tamara Sanchez .pdf

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In this assignment I looked more in depth into self-efficacy and ways to help children develop it so they can better support their development.

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In this group assignment, we created a menu for children. This menu ensures that there is a balance in the food groups that they recieve.

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In this assignment we discussed the implications of economic inequality in Canada. I advocated for awareness of the inequalities that go on and how we should work to makes things better.

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SOCI 3003_Assignment 1 Poor No More_Tamara Sanchez

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In this assignment I researched the Atlohsa organization and how they are aiding in child development with the resources they provide.

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In this partner assignment, we planned a filed trip experience that fosters a hands on learning opportunities, well-being, and a connection to nature.

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This is a weekly group facilitation where we discuss how to be Present, Authentic, Human, and speak our Truth.

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In this assignment, I discussed strategies to help children based on weekly topics. These showcase my responsive relationship with helping children

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ECED 3038_Reflections Weeks 1-5_Tamara Sanchez 

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This is the second part to our weekly discussions. Again I discussed strategies to help children based on weekly topics. These showcase my responsive relationship with helping children

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In this assignment, I discussed the benefits of learning in the outdoors for child development.

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In this group assignment, we discussed the benefits of music and movement on child development and how diversity, equity, and inclusion is beneficial to their development and how we can implement it in the classroom.

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In this group assignment, we created an invitation and provocation to the Dramatic play centre.

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In this assignment, we observed two students engaged in an activity, we interpreted the engagement, and then we developed next steps for program development that would pursue their interests.

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This assignment is the visual part of our observation

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ECED 1076 Capturing the Learning pt.2.pdf

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In this assignment, I created an activity, discussed my role in the experience, and connected it to the Kindergarten curriculum expectations.

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In this infographic, I examined the temperament styles of a child (case study) and my own. I then explored the goodness of fit to better support Jamie. This showcases being a responsive educator.

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In this assignment, I reflected on my interactions, connections, and perspectives in creating a responsive learning environment for children.

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In this assignment, I looked at effective partnerships and relationships in the learning environment that help support children and in this instance, to support the child in the case study.

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In this assignment, I reflected on how learning about child abuse and neglect would impact my future personal and professional practice.

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In this assignment, I examined my understanding of child abuse and neglect and the most impactful things I have learned that would help in my practice.

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This assignment, looked at the Universal Beliefs about early childhood education and care. I advocate for the rights and importance of education and intersecting it with seasonal approaches to learning as it provides lifelong experiences.

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In this reflection, I examined the history of the residential schools in Canada and our duty to advocate, learn, understand, and speak up about the issues so we can work to reconcile.

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SOCI 3003_Residential Schools in Canada_Tamara Sanchez

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In this reflection, I compared, researched, and identified the differences between the two educational philosophies of Maria Montessori and Indigenous Pedagogy.

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ECED 3003_Theorist Comparison 1_Tamara Sanchez

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In this reflection, I compared, researched, and identified the differences between two educational perspectives: Marlene Power’s Forest Schools and Loris Malaguzzi’s Reggio Emilia.

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ECED 3003_Theorist Comparison #2_Tamara Sanchez

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In this reflection, I researched and discussed the Kids Have Stress Too! Program.

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In this reflection, I reflected on my findings about the Second Step program and its importance to the educational field.

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In this assignment, I researched the Feeling Buddies programs and how I might use it to support children.

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In this lab, I examined physical items I would place into different play centres that would encourage literacy development

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ECED 1084 – In-Class Lab #2_Tamara Sanchez

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In this assignment, I reviewed the strategies to help support children specifically with self-regulation and their development.

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In this assignment, I reflected on the importance of Social and Emotional learning in the learning environment and how it implementing it in curriculum support child development.

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Importance of Social and Emotional Learning_Tamara Sanchez

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This photo is an example of my program development in accordance with Social and Emotional learning. This was an activity I created that aligned with the assignment discussing the importance of SELin curriculum.

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There are 8 million kids in Canada, and they all have something in common - their rights! November 20 marks National Child Day in Canada. It's a time to celebrate the rights of children and youth and renew our commitment to upholding them.

The United Nations Convention on the Rights of the Child protects the economic, social, cultural, civil and political rights of children. Here are 12 areas of child rights that everyone should know.

1. Non-discrimination

Every child deserves equal treatment - regardless of their gender identity, sex, sexual orientation, race, ethnicity, religion, physical appearance, ability, socio-economic status, nationality, creed, ideology, or other personal identities.

Children with disabilities have the right to receive the accommodations they need to thrive. Refugees should also receive help and maintain the same rights as children born in the country they now live in. Children from minority, disenfranchised, and Indigenous communities have the right to practise their religion, language, culture, and customs.

2. Family

Every child has the right to live with their family. The family can be of any structure, but the family should instil a sense of belonging, and provide a loving and nurturing environment. Children and youth deserve to feel an attachment to their caregivers, whomever their caregivers might be.

Children should not be separated from their parents unless one or both parents are abusive or neglectful, or their home environment is unsafe. Children whose parents do not live together should remain in contact with both parents unless contact harms the child. If a child lives in a different country from their parents, the child and parents must be allowed to travel so they can be together.

3. Health

Every child has the right to be alive. Young people deserve the best possible health care, nutritious food, clothing, clean water, electricity, and safe housing. Children should learn good health and hygiene habits in their schools and homes.

Children should have their mental, psychological, emotional, and physical health checked regularly, especially if they are away from home. Governments also have a responsibility to help families who cannot afford health expenses.

4. Protection From Harm

Every child deserves freedom from abuse. Children should be free from harmful work, drugs, sexual abuse, human trafficking, corporal punishment, emotional and psychological abuse, harmful detention, war, and any other forms of exploitation.

Children have the right to seek legal and medical help if they get hurt or abused. They should be free to make complaints about abuse to a third party, and abusers of children should receive prosecution to the fullest extent of the law.

5. Identity

Children must be registered when they are born. The national government must recognize a child's name and national identity, and children must be informed of their identity.

Children have a right to receive, access and transmit documents of their own identity. Official records should include their name, place and date of birth, and family relations. If documentation gets destroyed or if a child's national identity is otherwise compromised, the government must assist the child in getting their identity back.

6. Education

Every child has the right to an education. Primary education should be free. Secondary education should be accessible to every child - every child should receive the highest level of education available to them.

Education should prepare children to participate as active citizens, teaching them about responsibility and a sense of community. They should also develop their personalities, talents, skills, rights, and abilities while learning to respect others' autonomy, rights, cultures and differences.

7. Freedom of Thought

Children have the right to speak, express and share what they learn, think and feel. They may use any means of creative expression available to them unless their expression somehow harms others.

Children can determine their thoughts, means of expression, opinions, sociopolitical ideologies, and religious and spiritual beliefs, provided that their thoughts do not infringe upon the rights of others. Parents should teach children to express themselves and respect the opinions of others.

Children have the right to join or create groups and organizations. They have the right to meet with others and advocate for change, as long as they do not harm others.

Children have the right to give their opinions on issues that affect them. Adults should take the concerns and opinions of children seriously.

8. Access to Information

Children have the right to transmit and receive information through the internet, radio, phone, television, books and other resources. Adults should ensure that the information children are transmitting and receiving is not harmful. However, they should encourage and teach ways to access and critically process information.

Governments should make access to information as free as possible. They should share information from multiple sources and in multiple languages.

9. Privacy

Every child deserves privacy. The law must protect children's privacy in all areas, including online. Personal documentation of children should not be published.

A child's family, home, personal communications and reputation should be protected. Victims of abuse should not have their names, faces or information published.

10. The Arts

Every child has the right to engage in cultural and creative activities. Children from minority populations have the right to participate in activities that the majority populations of their country do not participate in.

Cultural activities and creative works should represent children of all backgrounds. Children should be free from art designed to traumatize, provoke or disturb them. However, they should receive access to and be allowed to create art that is controversial or unpopular, without fear of censorship.

11. Reparation

If a child is victimized, traumatized, displaced, separated from their parents, or otherwise subject to harm, they should receive reparation and rehabilitation. Children have the right to receive help after enduring any type of pain, trauma or neglect, so they can regain their health, dignity and identity.

Every child has the right to receive legal help and fair treatment. Governments should provide money and resources to assist children from poor and disenfranchised communities.

12. Government Responsibility

Governments must do everything possible to ensure that children enjoy all their inalienable rights and develop in a safe and free society. Governments should prioritize child rights when considering any major policy.

If the laws of a country protect child rights better than the UN Convention on the Rights of the Child, those laws take higher priority. Governments should make active efforts to inform children about their rights.

Find Resources on Child Rights

Children have the right to be treated as citizens. They deserve to grow in a society that loves, cares, respects and protects them. Children are entitled to rights just as much as adults.

You can do something to raise awareness about child rights. Take action to support child rights in Canada today.

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12 Child Rights Everyone Should Know - Children First Canada

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There are 8 million kids in Canada, and they all have something in common - their rights! November 20 marks National Child Day in Canada. It's a time to celebrate the rights of children and youth and renew our commitment to upholding them. Here are 12 areas of child rights that everyone should know.

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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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You are now viewing the Curriculum and Resources content that applies to English-language education in Ontario.

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This is a group research assignment, where we gathered information on the founder of Reggio Emilia: Loris Malaguzzi

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Strong Minds Strong Kids – Psychology Canada

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Copyright © 2023 The Psychology Foundation of Canada.

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Our staff can't provide legal advice, interpret the law or conduct research. You may be able to obtain assistance from a lawyer or paralegal.

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Skip to content Level Up and Leave a Legacy at our Annual Elevate Conference with this Early Bird Special!October 23-25 More Info When you become a Free Resources Member you get access to more helpful resources from Conscious Discipline. It's quick, easy and completely FREE to sign up.

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Physical activity is essential to healthy child development, and the early years are the best time to give kids an active start. But where do you begin?

This website will give you the tools you need to be able to promote and encourage physical activity for children 0-6.

Click a button to get started!

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Physical activity is essential to healthy child development, and the early years are the best time to give kids an active start. But where do you begin? This website will give you the tools you need to be able to promote and encourage physical activity for children 0-6.

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In this assignment, my partner and I wrote a letter to an elected official, in this case it was the Minister of Education. We were advocating for fair and increased wages for early childhood educators. We discussed the important role we play in education and the reasons as to why we need an increase in wages.

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ECED 3040_Elected Official letter_Tamara Sanchez and Chetan Sharma

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In this reflection assignment, I had to reflect on the tools, methods, and my ability to reflect on events and experiences. After that I had to relate it to my position as an ECE and the importance reflecting plays in our field for building relationships with the children in our care.

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The following eportfolio highlights the knowledge, experiences, and skills I have gained through my three semesters in the Fast Track Early Childhood Education program at Fanshawe College. My journey into this field began with my background in art education, where I discovered a passion for working with children and supporting their development through artistic experiences.

After graduating at York University with a degree in Fine Art, I began teaching art lessons to children aged 3 to 6. This experience led me to a full-time position as an art teacher at a private school, where within the first year, I gradually transitioned into supporting and assisting kindergarten and pre-kindergarten classrooms. After the year, I expanded my skills and experience by working at a learning centre where I engaged in different learning experiences with children from 18 months to 10 years old. Currently, I am a kindergarten teacher at another private school in Vaughan, Ontario, a role that has continued to strengthen my passion and love for education.

I hold dear in my heart, the relationships I build with children, the joy in their learning, and the meaningful and empowering moments that come with supporting their growth. Inspired by my experiences and the passion I hold deeply, I decided to pursue the Early Childhood Education program after a close friend, who owns a successful daycare, informed me of the program. Since enrolling at the college, I have genuinely enjoyed the program and look forward to gaining even knowledge through more hands-on experiences during my future placement in a licensed child care setting this summer.

With my strong foundation in child development, a passion for fostering development and learning, and a commitment to continued learning, I am confident in my ability to succeed as an Early Childhood Educator. The following artifacts demonstrate my knowledge and practical skills I have acquired in the early childhood education field.