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More fantastic resources on College of ECE website

https://www.college-ece.ca/public/resources/

CPL Requirements

https://www.college-ece.ca/members/cpl/

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Add Health and Safety Committee Members 

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Add Health and Safety Committee Members 

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Site Tour

Add WHMS Link

AODA link

All HR training links (ie HR Downloads)

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How Does Learning Happen? Ontario's Pedagogy for the Early Years 

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How Does Learning Happen? Ontario's Pedagogy for the Early Years 

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Learn about the rules and requirements to operate a child care program in Ontario.

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Get information about health and safety training to help keep workplaces safe.

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Think, Feel, Act:  Lessons from Research Videos 

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Think, Feel, Act:  Lessons from Research Videos 

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Executive summary

Research shows a strong connection between a child's early years experiences and their overall learning, development, health and wellbeing.

The Think, Feel, Act: Lessons from Research about Young Children research report provides educators in early years settings with information to support early childhood development. It discusses:

the benefits of positive relationships in a child's life for healthy brain development

ideas on how the environment can support children's learning

the use of pedagogical documentation, like images or videos, to learn how children think and learn

the importance of supporting children's ability to self-regulate and key steps for self-regulation

principles to help pedagogical leaders build and promote quality early learning environments

key components of inclusive child care and early years programs

Videos

Positive relationships and brain development

Children's experiences of positive, caring and responsive interactions have a significant impact on the brain and children's learning, development, health and wellbeing.

Watch a video about:

Pedagogical leadership

Pedagogical leadership involves leading or guiding the study of the teaching and learning process.

Watch a video about:

Pedagogical documentation

This process documents children's experiences and studies what children reveal about their views of the world.

Watch a video about:

Inclusion

Inclusive early years programs ensure full participation of all children.

Watch a video about:

Parent engagement

Parent engagement happens when parents and caregivers are invited to participate throughout all areas of the program.

Watch a video about:

Learning environments

The learning environment includes the indoor and outdoor space and materials, daily routines, schedules, rules and the relationships between children, adults and all of these elements.

Watch a video about:

Self-regulation

Self-regulation, the ability to deal with and recover from stress, lays a foundation for long-term physical, psychological, behavioral and educational wellbeing.

Watch a video about:

Disclaimer

If you require this information in an alternative format, please contact information.met@ontario.ca. We will:

acknowledge your request within three business days

provide you with the content within 15 business days

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Think, feel, act: lessons from research about young children

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Research shows a strong connection between a child's early years experiences and their overall learning, development, health and wellbeing. The Think, Feel, Act: Lessons from Research about Young Children research report provides educators in early years settings with information to support early childhood development.

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TORONTO, ON - October 19, 2016 - Food Allergy Canada is building on the success of its online anaphylaxis training program with the launch of its third course, Anaphylaxis in Child Care Settings: What Staff/Caregivers Need to Know. This free, bilingual, medically-reviewed resource is designed for child care staff/caregivers in both home-based and centre-based child care facilities.

Available at allergyaware.ca, this course teaches the basics of anaphylaxis and what can be done to help keep young children at risk of serious allergic reactions safe. The course uses best practices in instructional design and multimedia learning, incorporates graphics, videos, mini-case studies, step-by-step visual guides, and provides a personalized certificate upon successful completion.

"The Anaphylaxis in Child Care Settings course provides an informative and accessible way to learn more about such an important topic," said Lee Anne Kelly, Program Director, Schoolhouse Playcare Centres of Durham, Ontario. "The course content is easy to follow and relevant for centre and family/home providers alike."

Food allergy is the leading cause of potentially life-threatening anaphylactic reactions among children, and is an important public health concern. According to a recent study by the Canadian Institute for Health Information, there were approximately 170,000 allergy-related emergency department visits in 2013-2014, and the visits for anaphylaxis have nearly doubled in 7 years.* There is no way of predicting how severe an allergic reaction may be, and to date there is no known cure for food allergy, making avoidance of allergens the only means of staying safe. In addition to food, there are allergen risks from medication as well as insect stings, which become especially important during the warmer months.

"We are pleased to broaden the Allergy Aware course offerings to include one for child care professionals," said Laurie Harada, Executive Director, Food Allergy Canada. "This latest online course features the information and resources needed to help ensure the safety of children with potentially life-threatening allergies, whether they are in a centre or family/home-based setting."

Food Allergy Canada is also announcing the giveaway of a "Kyle Dine & Friends" food allergy education DVD to the first 25 people who submit their Anaphylaxis in Child Care Settings certificate of completion. Learn more at foodallergycanada.ca and allergyaware.ca.

Developed with Leap Learning Technologies Inc. and in collaboration with the Canadian Society of Allergy and Clinical Immunology, Anaphylaxis in Child Care Settings is compatible with mobile devices - it can be viewed on an iPad or other mobile devices (e.g. tablets, smartphones) as well as desktops and laptops.

The Association of Allergists and Immunologists of Quebec reviewed the French language content; and research and evaluation assistance was provided by AllerGen NCE (Allergy, Genes and Environment Network) Inc. and McMaster University. Funding and other support was provided by provincial and territorial governments, private donors, and premier founding sponsor, TELUS.

* Canadian Institute for Health Information, Anaphylaxis and Allergy in the Emergency Department, 2015.
The time period of the emergency department visits for anaphylaxis covered 2007-2008 to 2013-2014.

About Food Allergy Canada (formerly Anaphylaxis Canada)
Food Allergy Canada is a non-profit charitable organization dedicated to helping Canadians with food allergies and those who care for them. The organization is committed to creating a safer world for people with potentially life-threatening allergies through education, advocacy, and research. The organization's approach to reducing the risk of allergic reactions in both children and adults is focused on self-management, community engagement, understanding, and respect. For more information, please visit www.foodallergycanada.ca.
For more information please contact:
Christopher Holcroft
Empower Consulting for Food Allergy Canada
416-996-0767
christopherholcroft@hotmail.ca

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New anaphylaxis online training course for child care professionals | Allergy Aware

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TORONTO, ON - October 19, 2016 - Food Allergy Canada is building on the success of its online anaphylaxis training program with the launch of its third course, Anaphylaxis in Child Care Settings: What Staff/Caregivers Need to Know. This free, bilingual, medically-reviewed resource is designed for child care staff/caregivers in both home-based and centre-based child care facilities.

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This manual provides general information about Ontario’s law governing child care centres: the Child Care and Early Years Act, 2014 (CCEYA) and Ontario Regulation 137/15 (General) made under the CCEYA.

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Insert Agency Child Care Policies

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Items needed for Staff files

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Insert Agency Human Resources Policies

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Infant and Early Mental Health Promotion

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Big Ideas for the Care of Tiny Humans: A Resource for Early Childhood Educators on Infant Mental Health | Infant and Early Mental Health Promotion

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Disclaimer: The resources provided in this portal are for informational purposes only. While we strive to ensure accuracy, we do not claim ownership of them, unless specified, or necessarily endorse their content, viewpoints, or representations. Any views or opinions expressed are solely those of the respective authors or creators and do not necessarily reflect that of The Hospital for Sick Children. We encourage users to independently verify any information provided and to exercise discretion when relying on these resources. We assume no responsibility or liability for any consequences arising from the use of, or reliance on, these resources. We also encourage users to credit the creators if/when using a particular resource. In accessing these resources, you acknowledge and agree to these terms. To review the Privacy Policy associated with this resource, please click here.

About This Resource:

“Big Ideas for the Care of Tiny Humans” is a resource for Early Childhood Educators and others who work with infants, very young children and their families. The five- module series focuses on infant and early years mental health and selected core concepts, with an emphasis on mental health as a state of wellness that can be fostered through pedagogical practice.

Featuring Dr. Jean Clinton and Lorrie McGee Baird R.E.C.E., the video segments move through the science of social-emotional development to exploring core concepts of mental health and well-being. Guest contributors Dr. Adam Davies, Faith Hale and Nicole Cummings-Morgan offer diverse perspectives from their practice in Early Childhood Education, shaped by their own lived experiences.

The series includes a reflective guide that is primarily designed as a resource for facilitators of Communities of Practice. Within the guide are multiple thinking protocols to deconstruct the “big ideas”, and consider actionable ways to carry knowledge into practice.

“Big Ideas for the Care of Tiny Humans” was made possible through collaboration and funding of Early Years Systems Managers in the City of Hamilton, Municipality of Chatham-Kent and Region of Waterloo.

Following production in 2023 by theblend, (Cambridge Ontario), the initial project group have been joined by a growing number of Early Years Systems Managers across Ontario. As a result of their collaboration and contributions, resources to support educators work with families, and French language resources are under development.

Collectively we are committed to our vision and goal….

“In communities across Ontario, early years and child care programs will create and nurture conditions where all experience foundational conditions for healthy social emotional development and recognize when there are challenges to that healthy development.“

Supplementary Materials:

Full Reflective Guidebook

Full Reflective Guidebook (Printer-Friendly)

Protocols for Reflection, Module 1: Care

Protocols for Reflection, Module 2: Attachment

Protocols for Reflection, Module 3: Emotions

Protocols for Reflection, Module 4: Self

Protocols for Reflection, Module 5: Self-Regulation

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First Door Early Childhood Professional Learning

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100 Languages by Loris Malaguzzi, Reggio Emilia approach

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Relationships that are warm, responsive and predictable help our children thrive. Relationships that generate intense stress can harm the developing brain. http://youtu.be/fJW1RWxWGNY Brain Development in the Early Years – Impact of our View of the Child

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Standard 1: Caring and Responsive Relationships

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Standard 1: Caring and Responsive Relationships

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College of Early Childhood Educators / Ordre des éducatrices et des éducateurs de la petite enfance

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Snapshot: Standard I - Caring and Responsive Relationships

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College of Early Childhood Educators / Ordre des éducatrices et des éducateurs de la petite enfance

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Snapshot: Standard II - Curriculum and Pedagogy

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Standard 3: Safety, Health and Well-Being 

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Standard 3: Safety, Health and Well-Being 

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College of Early Childhood Educators / Ordre des éducatrices et des éducateurs de la petite enfance

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Snapshot: Standard III - Safety, Health and Well-Being

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Standard 4: Professionalism and Leadership

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Standard 4: Professionalism and Leadership

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College of Early Childhood Educators / Ordre des éducatrices et des éducateurs de la petite enfance

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Snapshot: Standard IV - Professionalism and Leadership

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Standard 5: Professional Boundaries, Dual Relationships and Conflicts of Interest

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Standard 5: Professional Boundaries, Dual Relationships and Conflicts of Interest

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College of Early Childhood Educators / Ordre des éducatrices et des éducateurs de la petite enfance

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Snapshot: Standard V - Professional Boundaries, Dual Relationships and Conflicts of Interest

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Standard 6: Confidentiality, Release of Information and Duty to Report

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Standard 6: Confidentiality, Release of Information and Duty to Report

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College of Early Childhood Educators / Ordre des éducatrices et des éducateurs de la petite enfance

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Snapshot: Standard VI - Confidentiality, Release of Information and Duty to Report

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Add Role

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Dr Stuart Shanker: The effect of conflict environment on young children's development

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Compass Resource Consultant Training List

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Compass Resource Consultant Training List

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Inclusive Early Years Programs – Establishing an Environment that Works for All Children

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Inclusive Early Years Programs – The Role of Leaders

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Inclusive Early Years Programs - Benefits for Children with Special Needs

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Parents as Active Participants in Early Years Programs

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Parents as Active Participants in Early Years Programs

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Parent Engagement - Parents as Active Participants in Early Years Programs

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Parent Engagement - Inviting Parent Involvement in Early Years Programs

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Early Years Learning Environments - Designing Spaces with Children's Input

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Early Years Learning Environments - Investigating the Natural World

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Following Children's Interest and Natural Curiosity

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Following Children's Interest and Natural Curiosity

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Early Years Learning Environments - Following Children's Interest and Natural Curiosity

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Self Regulation - Helping Young Children Cope with Stress

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Creating Supportive Environments for Young Children 

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Creating Supportive Environments for Young Children 

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Self Regulation - Creating Supportive Environments for Young Children

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College of Early Childhood Educators / Ordre des éducatrices et des éducateurs de la petite enfance

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College of Early Childhood Educators / Ordre des éducatrices et des éducateurs de la petite enfance