# data[].attributes.body
Hello!

My name is Marissa, and I am 30 years old. I have been working with children for over 5 years now and I am also a single mom to a 3 year old. I have a bachelors degree in Recreational Therapy from Seneca College and will be graduating with my ECE diploma from Fanshawe College in June of 2025!

During this course I have acquired a strong understanding of child development and early education frameworks, including "How Does Learning Happen?" and ELECT. I have completed CPR Level C, Food Handlers, and CCEYA certificates. Lastly, I now have a better understanding of behaviour management strategies, family engagement, and creating inclusive learning environments.

As an ECE, I strongly believe in outdoor education and the benefits that children gain while being off screens and instead being outside exploring the natural world.

# data[].attributes.body
Artifacts:

1. Georgina Cares Presentation

2. Case Study Assignment

3. Documentation from work (children info removed)

4. Screen Time is Not a Substitute for Real Play- Op-Ed Paper

Reflection: I have learned that child development is a process shaped by relationships, environments, and meaningful experiences. I now understand how children grow socially, emotionally, physically, and cognitively. This has helped me to be more intentional in my interactions with children and curriculum planning. I’ve learned about the importance of responsive caregiving, inquiry-based learning, and creating inclusive spaces that support each child’s unique needs. This is demonstrated by my attached artifacts of my documentation from my work, child development case study, and how Georgina Cares impacts child development.

Courses: ECED-3038 and ECED-3040

# data[].attributes.body
Artifacts:

1. Co-Constructing the Learning Environment (Group)

2. Capturing the Learning Assignment (Group)

3. Documentation from work (children info removed)

4. Documentation from work 2 (children info removed)

Reflection: Through the ECE program, I’ve learned that program development and curriculum should be flexible, child-centered, and rooted in the interests and needs of the children. I’ve learned how to create meaningful learning experiences by observing children’s play, using documentation, and applying frameworks like How Does Learning Happen?. In this program, I have learned that curriculum is not a fixed plan but an evolving process that supports inquiry, creativity, and collaboration between educators, children, and families. I have demonstrated this by attaching co-constructing the learning environment assignment, capturing the learning assignment, and program documentation from my work.

Courses: ECED-1076

# data[].attributes.body
Artifacts:

1. Attachment Assignment

2. Reflection on Early Education and Care

3. Documentation from work (children info removed)- DAECE position

4. Documentation from work (children info removed)- DAECE position

Reflection: Through my assignments of attachment, reflection on early education and care, and documentation from my job as a DAECE, I have learned that caring and responsive relationships are the foundation of quality early childhood education. It is important to build trust and genuine connections with children and families as it creates a sense of belonging and well-being. By listening, showing empathy, and valuing each family’s cultural background, I will create strong partnerships that foster open communication and collaborative support.

Courses: ECED-1075 and ECED-3044

# data[].attributes.body
Artifacts:

1. The High Cost of Underfunding Child Care Centres

2. Reflection 2

3. CCEYA Certificate

4. Food Handler Certificate

Reflection: With my CCEYA certificate that I acquired during the course and my food handlers certificate, i’ve learned the importance of following health regulations, safe food handling, illness prevention, and government rules and regulations regarding child care centres. I also demonstrated the importance of funding regarding following ministry rules and guidelines in the High Cost of Underfunding Child Care Centres paper I wrote. In our Understanding Child Abuse and Neglect Course, I learned during my reflection 2 assignment the importance of recognizing the signs of abuse and how to report it.

Courses: ECED-3038 and ECED-3041

# data[].attributes.body
Artifacts:

1. Educational Philosophy Paper

2. Reflection 1

3. Standards in Practise Video

4. Elected Official Advocacy Letter and Presentation Assignment

Reflection: Through the ECE course, I’ve gained the confidence to speak up for the rights and needs of children and families, as evident in reflection 1 assignment from my understanding abuse and neglect course. I’ve also learned the importance of advocating for the early childhood profession by promoting fair wages, continual professional learning, professional recognition, and the value of early learning in our communities, as evident in my educational philosophy paper.

Courses: ECED-3003, ECED-3041, and ECED-3040

# data[].attributes.body
Artifacts:

1. Maria Montessori Group Assignment

2. Theorist Comparison: Assignment 1

3. CPR Level C certificate

Reflection: I have learned that staying informed about current studies, theories, and best practices helps me make thoughtful decisions in my work with children and families. I have learned about many theorists and Maria Montessori is my favourite in her view of the child with high respect and the environment as a "third teacher." I hope to continue to learn about Maria Montessori and other theorists as well as keep up to date on all of my training.

Courses: ECED-3003

# data[].attributes.attachment_link.title
By: Alyssa Vandermeer Staci Wad Franchesca Munox Fondeur Marissa Nord

# data[].attributes.attachment_link.title
Pink Colorful Pastel Cute Playful Project Presentation

# data[].attributes.attachment_link.description
Amazingly Simple Graphic Design Software - Canva

# data[].attributes.attachment_link.title
Reflective Theorist Comparison_ Assignment 1

# data[].attributes.attachment_link.title
Curriculum Capturing the Learning Assignment

# data[].attributes.headline
The High Cost of Underfunding Child Care Centres

# data[].attributes.subject
The High Cost of Underfunding Child Care Centres

# data[].attributes.attachment_link.title
The High Cost of Underfunding Child Care Centres

# data[].attributes.attachment_link.readable_text
The College of Early Childhood Educators regulates Ontario's early childhood educators in the public interest.

Read about the history of the Col​lege.

Find out about the College's purpose and mandate.

Learn about the governance of the College through:

Interested in working at the College? See our Career Opp​ortunities​.

# data[].attributes.attachment_link.description
The College of Early Childhood Educators regulates Ontario's early childhood educators in the public interest. Read about the history of the Col​lege. Find out about the College's purpose and mandate. Learn about the governance of the College through: Interested in working at the College? See our Career Opp​ortunities​.

# data[].attributes.attachment_link.provider_name
Association of Early Childhood Educators Ontario

# data[].attributes.attachment_link.readable_text
Professional learning activities accessed by early childhood educators range from single or multi-session workshops to educational and professional credentials such as certificates, diplomas and degrees.

Professional learning activities are currently being delivered by a host of various organizations and institutions in the province. Many regions have resource centres, as either stand-alone organizations or as part of larger institutions that coordinate the provision of professional learning and/or provide access to professional learning calendars.

Our list of professional learning opportunites provides web links and contact information to regional resource centres and training institutions that can connect you to professional learning opportunities in your community.

The AECEO also provides professional learning year round through AECEO sponsored events, workshops, online learning/webinars and community meetings.

This program is mandated by the Ministry of Education to administer this grants program which helps to financially support individuals who are studying in the field, working at home or in a centre-based agency in Ontario, to obtain their ECE Qualifications Upgrade diploma or Leadership certification.

Guiding principles for professional learning

The following criteria were developed by the AECEO in consultation with sector stakeholders to help ECE professionals identify professional learning opportunities of the highest quality. As well, the guiding principles support ECEs to successfully meet the Code of Ethics and Standards of Practice established by the College of ECEs through their continuous professional learning.

Supports active participation

Critically identifies, evaluates and challenges thinking about daily practice

Poses questions about values and beliefs regarding why we do what we do and what we want for children, families, communities and society

Introduces new and relevant ideas and topics

Creates and supports a critically reflective community of practice that reciprocally interacts with the changing needs of children, families and society

Promotes a sense of professionalism

Easily accessible and affordable

Delivered using a broad range of informal and formal strategies or activities

Delivered using a range of formats for different topics including face-to-face, hybrid (combination of face-to-face and on-line), and on-line

Promotes collaboration between all professionals who work in different early childhood education and care settings (i.e. child care, full day kindergarten, family support programs)

Engages participants in reflection regarding their daily practice

Provides diversity to be inclusive of all areas of RECE employment

Supports participant choice with respect to timing, topic and mode of delivery

Continuous professional learning through the College of ECE

The College's Continuous Professional Learnin g (CPL) program complements and formalizes the ongoing professional learning many RECEs do every day.

"Engaging in ongoing professional learning is important to early childhood educators. It is part of the culture of the profession and an integral component of both professionalism and leadership.

The CPL program is a framework and formal process to help RECEs increase their knowledge and skills and ensure quality professional practice throughout their careers. It also communicates to employers, families and the public that RECEs are members of a distinct profession that values ongoing professional learning." College of ECE

Visit the College of ECE website for more information

The AECEO will continue to develop resources to support early childhood educators to fulfill their Continuous Professional Learning requirements and better understand the process.

AECEO Professional Learning & Connections

Learn more about current and past AECEO Professional Learning & Connections Events here.

# data[].attributes.attachment_link.description
Professional learning activities accessed by early childhood educators range from single or multi-session workshops to educational and professional credentials such as certificates, diplomas and degrees. Professional learning activities are currently being delivered by a host of various organizations and institutions in the province.

# data[].attributes.attachment_link.authors[].name
College of Early Childhood Educators / Ordre des éducatrices et des éducateurs de la petite enfance

# data[].attributes.attachment_link.title
Snapshot: Standard I - Caring and Responsive Relationships

# data[].attributes.headline
Screen Time is Not a Substitute for Real Play- Op-Ed Paper

# data[].attributes.subject
Screen Time is Not a Substitute for Real Play- Op-Ed Paper

# data[].attributes.attachment_link.title
Screen Time is Not a Substitute for Real Play_ Op-Ed

# data[].attributes.attachment_link.readable_text
Whether it is due to the shifting priorities in our rapidly changing world, or the fast advancements in technology that have children more engaged with screens than ever, we can collectively agree that we are experiencing a shift from outdoor to indoor play. According to the research team at outsideplay.ca:

37% of children play outside everyday;

33% of school-aged children meet recommended physical activity guidelines (60 - 120 minutes/day);

12% of preschoolers meet the activity guidelines (180 minutes/day);

Students in grades 6-10 play outdoors for an average of 15 minutes/day;

21% of children play more than 1.5 hours outside each day (ParticipACTION, 2020); and,

7% of kids under 10 are allowed to go out on their own.

Could the safety concerns with outdoor play be the main reason for this shift and is risky outdoor play harmful for children?
Children are actually less likely to require medical attention due to an injury from outdoor play than compared to organized sports and the likelihood of dying from an injury is 0.0059 per cent. In addition, the statistics of a child being abducted by a stranger is so small that this data is not even collected (Brussoni, 2017). When it comes to outdoor play, limits are often put on children for what they can do outside. We don't want them to get hurt or for anything bad to happen to them, especially at school.
So, what can we do about the decreasing trend in children's outdoor play?
Dr. Mariana Brussoni's research lab and team are working to reverse the trend of limiting outdoor and risky play through a more balanced approach. They want folks to understand the benefits that playing outdoors has on children's physical health, development and well-being. The risks that come with outdoor play provide opportunities for children to be more physically active, to move their bodies in different ways, and makes them feel more free (Brussoni et al., 2015). The kinds of experiences children have during outdoor risky play encourages them to use their imagination because of the increased affordances for play that rocks, sticks, sand and leaves can provide and how they interact with these play spaces.

Some could argue that children can use their imagination while playing indoors, which can also be safer, but playing outside is very different. Below are additional benefits that playing outdoors has on children according to outsideplay.ca " Take a Risk, Go Play Outside! " infographic and Dr. Brussoni's research lab and team:

One extra hour per day of outdoor play means 762 more steps, 13 less minutes of sedentary time and 7 more minutes of moderate to vigorous physical activity.

Children who play outside get 2000 more daily steps than those who play indoors (ParticipACTION, 2020)

Concentration and attention spans are improved when playing outdoors.

Playing at heights (e.g., climbing a tree) means learning to test limits and define personal boundaries;

Fundamental movement skills are built when playing at speed (e.g., running, biking, sliding);

Playing with tools (e.g., hammer, nails, wood) develops fine motor skills, hand-eye coordination, personal responsibility, and attention to detail while learning the principles of science;

Learning how to manage risks while keeping safe happens when near different elements (e.g., fire, stream, lake);

Independence is built when there is a chance of getting lost (e.g., adventuring around forests, roaming around their neighbourhood);

Rough and tumble play (e.g., wrestling) teaches how body's work and develops social skills such as conflict resolution, teamwork, and self-advocacy by learning what consent looks and feel like at a young age; and,

Environmental awareness and stewardship is developed through an instilled sense of responsibility to connect and protect with nature and wildlife (Weir, 2020).

Incorporating outdoor play into the daily routine of Kindergarten to Grade 12 students at school can have a profound positive impact on their overall development. It provides a well-rounded educational experience that complements classroom learning and supports well-being.

If you are looking for ways to bring your classroom outdoors, Outsideplay.org has created a brand new tool for elementary teachers which revolves around 3 key ingredients: time (e.g., schedule), spaces (e.g., make them interesting and involve loose parts), and freedom (e.g., let them play how they want to and incorporate risks) (Brussoni et al., 2015).

The tool offers 16 modules in the "Learning Hub" that teachers can explore and complete which include videos and resources:

1. What is Risky Outdoor Play?

2. Bridging Risky Play and Learning

3. Creating YES Spaces

4. Observation and the Role of the Teacher in Risky Play

5. Prepare for All Weather

6. Core Routines

7. Urban Hazards

8. Rural Hazards

9. Grab and Go Resources

10. Finding Like-Minded Colleagues

11. What is Emergent Learning?

12. Numeracy and Mathematics Outdoors

13. Science Outdoors

14. Literacy and Language Learning Outdoors

15. Making Learning Visible

16. Loose Parts

The modules are separated into four themes that "offer valuable insights and hands-on resources to begin locating play and learning outdoors":

Outdoor Play & Learning in Schools: Helps teachers understand the potential of outdoor play and learning in elementary schools.

Getting Started: Helps teachers prepare for outdoor play and learning.

Emergent Learning: Helps teachers understand how emergent learning supports outdoor play and learning.

Assessment: Helps teachers assess for reporting purposes.

There are also "Discussion Questions" and a "Speaker Series" which will be coming soon.

For more information on the benefits of outdoor play and how to integrate this into your instruction, check out the resource links that were used to write this feature article:

Brussoni, M., et al. (2015). What is the relationship between risky outdoor play and health in children? A systematic review. International journal of environmental research and public health, 12(6), 6423-6454.

Brussoni, M. (2017) Why kids need risk, fear and excitement in play. Retrieved from: https://theconversation.com/why-kids-need-risk-fear-and-excitement-in-play-81450

ParticipACTION. The Role of the Family in the Physical Activity, Sedentary and Sleep Behaviours of Children and Youth. The 2020 ParticipACTION Report Card on Physical Activity for Children and Youth. Toronto: ParticipACTION; 2020.

Weir, K. (2020). Nurtured by nature: Psychological research is advancing our understanding of how time in nature can improve our mental health and sharpen our cognition. Monitor on Psychology, 51(3).
Why children need to play outside - now more than ever! OutsidePlay.org Teacher Tool https://outsideplay.ca/ https://meganzeni.com

# data[].attributes.attachment_link.title
The Benefits of Outdoor, Risky Play and Why Children Should Play Outside More!

# data[].attributes.attachment_link.description
Outdoor play is a necessary part of childhood and incorporating outdoor play into the daily routine of Kindergarten to Grade 12 students at school can have a profound positive impact on their overall development. If you are an educator looking for ways to bring your classroom outdoors, this article highlights a brand new tool for elementary teachers created by Outsideplay.org.