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Responsive Relationships and Partnerships Page

Artifacts:

1. Family Interview Assignment (March 2024)

2. Family Support Plan (November 2024)

3. Family Interaction/Communications With Family (April 2025)

4. Preschool 4 Welcome Newsletter (July 2026)

Courses:

1. ECED 3022- Partnerships With Families

2. ECED 3037- Inclusive Practice

3. FLDP 3042- Field Praticum

4. COOP ECL1W- Internship

Reflection:

The artifacts included highlight the development of skills related to building meaningful, responsive and trustworthy partnerships with families, collaboration and supporting inclusive practices. The family interview assignment was designed to teach you how to build strong, authentic relationships with each family, recognizing their unique needs, experiences, values and priorities. This project developed my skills in open communication, active listening and building mutual respect as foundational components for creating partnerships. The family support plan allowed me to gain experience in developing a strategic and personalized plan to support families in their child's learning journey. It taught me the skills to identify strengths, needs and available community resources for both child and family. It also allowed me to participate in a mock interview of bringing up challenging conversations with the family, which is helpful for my future role as ECE as I got to experience and practice what a scenario may look like. From my interaction with the family, it helped me to create a relationship to that child's family and update them on their child's progress and strengths, which was great practice for when I get into the field. The Preschool 4 Welcome Newsletter further demonstrates my commitment to building responsive partneships with families. Through the newsletter, I introduced families to the classroom routines, learning goals, expectations, and ways they coould participate in their children's learning. Creating this resources hellped me recognize how proactive communication can foster trust, create a welcoming environment, and encourage meaningful family engagement from the very beginning of the school year. The courses, with addition to having the opportunity to create a classroom newsletter, they have equipped me with theoretical and practical knowledge related to building partnerships and family engagement as we explored strategies for building collaborative and meaningful relationships as well as developed an understanding of how to create a welcoming space that values diversity, equity and inclusion. Through the exploration of responsive relationships, I have learned that collaboration and communication are effective strategies for fostering partnerships.

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Research and Professional Learning

Artifacts:

1. Miskasowin (September 2023)

2. Research Report (March 2024)

3. Theorist Comparison #2 (November 2024)

4. Educational Philosophy (November 2024)

5. Assignment #2- Residential Schools (March 2025)

6. SMART Goals (June 2026)

Courses:

1. ECED 1084- Foundations of ECE

2. COMM 3083- Communications for Community Studies

3. ECED 3003- Educational Perspectives

4. ECED 3003- Educational Perspectives

5. SOCI 3003- Canadian Families Change & Diversity

6. COOP ECL1W- Internship

Reflection:

The artifacts demonstrate exploration, reflection and application of educational philosophy and theoretical comparisons to deepen professional learning. Creating my Miskasowin helped me draw connections to who I am as a person and where I belong. It was beneficial in finding one's self and what makes up you. The research report was an in-depth analysis based on current trends, challenges and strategies in early childhood. It helped me to develop critical inquiry skills and apply evidence-based research to back my beliefs. The theorist comparison was an opportunity to learn about all the different educational perspectives and then compare key ideas from two identical educational theorists, by identifying their impact on curriculum, pedagogy and learning environments. This paper helped me deepen my understanding of how theoretical frameworks guide teaching decisions, and professional practice and start to align your philosophy with aspects of different theories. The educational philosophy presentation was an overall view of my personal beliefs and values about teaching, learning and child development. Through this assignment, I was able to identify that I believe in a child-centred learning environment that supports all individual needs no matter your background abilities or diversity. I also see children as competent and capable in their learning and we as educators are guides to collaborate and work alongside children, families and coworkers to support development needs. I was able to connect philosophical perspectives and long-term goals in ECE. For assignment 2 in sociology, I expanding my knowledge and understanding of the residential schools and how the Indigenous children were impacted through this trauma. It is important to my educational learning to understad the maltreatment in the past of Canada's children. The courses provided a strong foundation for research on reflective practice and exploring professional perspectives. They allowed us to explore social and cultural foundations in ECE and examine how foundational theories and approaches have shaped modern-day practices. Finally, my SMART Goals demonstrates my ability to reflect on my professional growth and identify areas for continued development throughout my internship. Through intentional goal-setting, I was able to recognize my strengths, establish areas of improvement, and reflect on how my experiences shaped my growth as an educator and pedagogical leader. I was able to strengthen my skills in sharing research findings and explore and analyze how different educational perspectives inform decision-making, curriculum planning and teaching strategies. Engaging in these artifacts has allowed me to strengthen my research skills, critical thinking and ability to articulate my beliefs and teaching philosophy. These experiences align with the standrds of the College of ECE in regards to expectations of ongoing professional learning, professionalism, and pedagogical leadership. Through research, reflection, and engagement with diverse perspectives, I have strengthened my ability to make informed decisions, articulate my professional beliefs, and continue developing as an intentional, reflective, and responsive emerging leader.

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Child Development Page

Artifacts:

1. Brain Development Assignment (December 2023)

2. Science of Babies Reflection (January 2024)

3. Language and Child Development Reflection (October 2024)

4. Rana's Case Study (November 2024)

5. Assignment #1- Research Paper: Technology in School Age Program (February 2025)

6. Word of the Day- Weekly Planner (July 2026)

Courses:

1. ECED 1074- Child Development Intro

2. ECED 1075- Child Development 0-3 Yrs

3. ECED 3038- Child Development 3-6 Yrs

4. ECED 3038- Child Development 3-6 Yrs

5. ECED 3039- Child Development 6-12 Yrs

6. COOP ECL1W- Internship

Reflection:

These documents reflect my knowledge of child development from 0-12 years. The first two artifacts are papers written on the importance of nurture and responsiveness for healthy brain development in the early years. The next artifact reflects on an analysis of a case study and how meeting the specific needs of the child promotes healthy development. The next artifact is a reflection on how important it is for children to acquire language skills early on in development and how to promote language competency. The last artifact is research on how technology impacts school age children and what benefits/risks come with the use of devices. It shows how I am able to incorporate today's technology into a schoolage program to help benefit and extend children's learning. In addition, The Word of The Day Daily Plan from my Preschool 4 internship allowed me to apply my knowledge of child development directly into my teaching practice. This activity supported children's language development, vocabulary growth, communication skills, and social emotional learning. By introducing a new word, selecting a related children's book, encouraging children to discuss its meaning, and inviting them to share personal examples, I created an intentional learning experience that built on children's existing knowledge and encouraged active participation. Implementing this into internship has helped me developed a comprehensive understanding of how children grow and learn across different developmental stages. These experiences strengthened my ability to recognize developmental milestones, create responsive learning environments, and use intentional teaching strategies to support children's individual needs. I have strengthened my ability to support children's hollistic development and create meaningful learning experiences that promote their well-being, belonging, and growth.

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Program and Curriculum Development Page

Artifacts:

1. Pedagogical Documentation Assignment (January 2024)

2. Outdoor Play Newsletter (March 2024)

3. Field Trip Assignment (September 2024)

4. Importance of SEL (December 2024)

5. Task #4- Curriculum Web (February 2025)

6. Mud Kitchen Play- Webinar (June 2026)

Courses:

1. ECED 1076- Curriculum and Pedagogy 0-3 Yrs

2. ECED 1076- Curriculum and Pedagogy 0-3 Yrs

3. ECED 1005- Health, Safety and Nutrition

4. ECED 1053- Promoting Pro-Social Behaviour

5. ECE 3039- Child Development 6-12 Yrs

6. Scholar's Choice (Emily Webster)

Reflection:

These four artifacts demonstrate the practical application and understanding of curriculum development and programming based on child development concepts. The outdoor newsletter explored the strategies for promoting the physical development of a child through outdoor play activities. I know now the importance of outdoor play for children and how to design an engaging, safe and age-appropriate outdoor play environment. The pedagogical documentation assignment was a way for me to demonstrate my observation skills and analyze and reflect on the progress of a play experience. This assignment was useful in helping me take my observations and create a play experience that further extends their previous learnings. It also highlighted the importance of documenting a child's learning to support child-centred teaching. The field trip assignment emphasized the importance of intentional planning and safety considerations in facilitating field trips. I was able to design an experience that connected curriculum goals to real-world exploration. The importance of SEL activity assignment analyzed the role SEL has in fostering emotional well-being and resilience in classroom settings. It has given me insight into strategies that could be integrated into daily routines and program planning to support the development of SEL skills early on. The courses have provided me with foundational knowledge and practical skills related to curriculum design based on child-centred learning in the early years. Reflecting on these experiences, I have gained a deeper understanding of curriculum development, intentional teaching and how it is all connected with regard to child development. Working on pedagogical documentation and programming has taught me the importance of observation, collaboration and reflective practice in creating meaningful curriculums. Lastly, task #4 is based on desgning age appropriate activities and shows my knowledge on how I am able to create these activities and as they develop their skills, implement more complex ones at different stages. Additionally, participating in the Mud Kitchen Play Webinar broadened my understanding of the value of open-ended, sensory rich outdoor play. The webinar reinforced how natural materials and unstructured environments encourage creativity, problem-solving, collaboration, communication, and imaginative play. It also inspired me to incorporate more inquiry-based outdoor experiences into practice and communicate the educator's role in creating environments that foster exploration and discovery. Overall, these artifacts demonstrate my growth in designing meaningful curriculum, while aligning with the College of ECE Code of Ethics and Standards of Practice, in relation to pedagogy, curriculum, professionalism, and professional learning.

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Advocacy for Children, Families and the Profession Page

Artifacts:

1. Community Resource Project (March 2024)

2. Pedagogical Documentation (December 2024)

3. Elected Official Letter (March 2025)

4. Discussion Post 3 (July 2026)

Courses:

1. ECED 3022- Partnerships With Families

2. ECED 3042- Curriculum and Pedagogy 3-6 Years

3. ECED 3040- Professionalism: Ethics & Advocacy

4. COOP ECL1W- Internship

Reflection:

These artifacts represent the opportunities I had to engage in advocacy, promote community resources and reflect on pedagogical approaches through assignments. The community resource project allowed me to explore local resources available and familiarize myself with them to identify and support children and families in ways by connecting the services to early learning programs. The project taught me the importance of building community partnerships to strengthen networks of support for children's and families' well-being. The pedagogical documentation showcase helped me to apply my observations from the field and reflect on assessing learning environments, child progress and teaching practices. The documentation is a tool and demonstration of advocacy as it showcases the children's learning experiences and supports communication between peers. The elected letter shows my strengths in advocting for our field about an serious issue I feel strongly affects us. It shows my professionalism and how I value my responsibility to the proffesion, coworkers and children and their families. In the courses, I explored strategies for collaborating with community resources and communicating with families to support shared goals. I also examined how pedagogical approaches can reflect children's needs, interests and strengths and advocate for equitable learning opportunities. Furthermore, discussion post number three reflects my growinf understanding of inclusive and collaborative practice. Through critical reflection I explored the importance of valuing children's voices, creating equitable learning opportunities, and developing meaningful relationships with children and families. These artifacts have taught me the importance of collaboration, resource sharing and evidence-based advocacy in early childhood settings. I have gained a stronger understanding of how critical the role educators play in advocating for equitable opportunities and positive learning experiences for all children and families.

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Health, Regulations and Practices Page

Artifacts:

1. Hand Washing Song Lyrics (January 2024)

2. Ontario's Well-Being Strategy Reflection (September 2024)

3. Physical Growth and Health/Nurturing Nourishment (October 2024)

4. Guidance Assignment (November 2024)

5. Suspected Child Abuse Reporting Form (March 2025)

6. Preschool 4 Classroom Routine and Transition Planning (July 2026)

Courses:

1. ECED 1005- Health, Safety and Nutrition

2. ECED 3038- Child Development 3-6 Years

3. ECED 3038- Child Development 3-6 Years

4. ECED 1053- Promoting Pro-Social Behaviour

5. ECED 3041- Understanding Child Abuse & Neglect

6. COOP ECL1W- Internship

Reflection:

The artifacts demonstrate my understanding of the role health, safety and well-being play in early childhood education, as well as the strategies I have learned to promote positive health habits. The hand washing song was something I wrote to be an engaging and developmentally appropriate way to teach children the importance of proper hand hygiene. The guidance assignment explored strategies to promote positive guidance techniques to foster self-regulation and pro-social behaviours in early years. It has taught me the interconnectedness between health practices and children's emotional well-being by going through different positive guidance strategies that can be used and their effects on children's behaviour. Ontario's well-being strategy reflection helped me to reflect on the principles of Ontario's well-being strategy and its emphasis on promoting holistic health, safety and well-being for children. I was able to use my reflective practices to analyze the importance of creating an environment that supports mental, emotional, physical and social health in children. The artifact, physical growth and health/nurturing nourishment allowed me to draw connections between proper nutrition, physical activity and healthy development for children. I explored the strategies to create an environment that fosters healthy habits and routines, so I can then take this knowledge and implement it in my future curriculum. The abuse report form and simulation role play was a important experience to show my skill in taking initiative and following my duty to report. The courses taken have provided me with strategies for fostering a supportive learning environment, with connectedness to health, safety and child development. Working through these courses and artifacts has helped me strengthen my skills and understanding of how healthy practices intersect and affect early childhood learning and development. I have learned the importance of creating an environment that prioritizes physical health routines such as hygiene and nutrition, as well as emotional health through positive guidance and social interactions. It has also taught me what to do in a child abuse scenario and how to make the report correctly. Adding on documentation of Preschool 4 Classroom Routine and Trasition Planning artifacts, demonstrates my ability to apply my knowledge oh health, safety, and child development within a real classroom environment. By creating a predictable routine and supporting children's transition toward Kindergarten, I recognized the importance of consistency, emotional security, and developmentally appropriate expectations. This experience showed my ability to create an environment that promotes children's independence, confidence, and overall well-being. These experiences align with the College's code of ethics and standards in regards to caring and responsive relationships, safety, and well-being, professionalism, and ethical responsibilities. These experiences have strengthened my confidence in my ability to uphold professional responsibilities and provide environments where all children feel secure, respected, and supported.

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ECE 3038- Week 5 Reflection (Language and Child Development)

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ECE 3038- Week 3 Reflection (Ontario's Well-being Strategy)

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ECE 3038- Week 7 Reflection (Physical Growth and Health/Nurturing Nourishment) 

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ECED 3039- Assignment #1- Technology in School Age Program

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This portfolio includes a collection of documents and professional resources that demonstrate the skills I gained as an Early Childhood Education student at Fanshawe College.

I chose this program because it was close to the program I first enrolled in at the University of Ottawa (Bachelor in Second Language Teaching). The ECE program provided me with hands-on learning and field placements that have helped me further my knowledge and gain experience in the education field. Choosing this program allows me to continue on my passion for teaching and gives me the opportunity to bridge into the ECL program to further my education and career goals.

Placements I have had the chance to complete throughout this program include Pinetree Montessori, East London YMCA in the infant room and Chippewa Public School. I am looking forward to graduating this upcoming spring and continung my professional development in the ECL program. I am grateful for the variety of placements I have had as it has helped me get a feel of the different atmospheres and age groups and helps me form an idea of what group I might want to work with in the future.

In addition, I have further added on documents that have been collected through out my internship for the ECL degree program. The artifacts included represent meaningful learning experiences, documentation, and resources that I developed and participated throughout my Preschool 4 internship. These documents demonstrates my growth as an emerging leader and early childhood educators by highlighting my ability ti plan intentional learning experiences, collaborate with children, families, and colleagues, and reflect on my professional practice. They provide evidence of how I translated pedagogical theory into practice while supporting children's learning, development, and well-being.

The following documents demonstrate my skills and knowledge in child, program and curriculum development, responsive relationships/partnerships, health regulations/practices, advocacy for children, families and the profession, research and professional learning and professional resources. Furthermore, the artifacts align with my internship SMART goals, aligning with the Whole Leadership Framework compenticies of communication, collaboration, and ethical leadership. My portfolio reflects the College of Early Childhood Educators Standards of Practice and Code of Ethics, in particular the standards related to caring and responsive relationships, professionalism, pedagogical leadership, and ongoing professional learning. Together, all these artifacts demonstrate that I have developed the knowledge, skills, and confidence to create inclusive, meaningful, and developmentally appropriate learning experiences while continuing to grow as a reflective and ethical early childhood leader.