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My name is Anila Shahzad, and I am currently studying Early Childhood Education at Fanshawe College. I hold a Master’s degree in Psychology from Pakistan, which has given me a strong understanding of human behavior and development.

My lifelong passion for working with children and helping them grow led me to pursue a career as an Early Childhood Educator. I believe that children are our future, and investing in their early years lays the foundation for a lifetime of success. That belief inspired my transition into the field of Early Childhood Education.

For the past four years, I have worked as an Early Childhood Assistant (ECA) in a daycare, where I have gained hands-on experience supporting children's emotional, social, and cognitive development. This experience has helped me recognize the unique needs and potential of each child and deepened my desire to further my education and training. My time in the daycare environment confirmed my goal: to create spaces where children feel safe, supported, and able to thrive.

I chose this program because I want to give children a strong and positive start in life. My goal is to contribute meaningfully to their development by applying child development theories and best teaching practices. I aim to be a part of a team that influences children's futures through responsive and inclusive learning environments.

Looking ahead, I am excited to begin my placement with preschoolers. This experience will allow me to apply the knowledge and strategies I have learned throughout my studies in a real-world setting. I look forward to seeing how my theoretical understanding and practical skills can positively impact children's development in the classroom.

This portfolio highlights the knowledge, skills, and experiences I have gained throughout my journey as an Early Childhood Educator, both through work and study.

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Artifacts:

1. Project Temperament

2. Science of Babies

3. Project: Risk Factors & Teratogens

4. Case Study: Rana

5. “Kids Have Stress Too” Reflection

6. Pumpkin Patch Adventure Plan

Courses:

1. ECED-1075

2. ECED-3038

3. ECED-1053

Reflection:

I have selected these six artifacts because they best showcase my understanding of core child development concepts and how they apply in real-world early childhood education settings. These pieces reflect my growth in observing, documenting, and responding to children’s developmental needs across the physical, emotional, cognitive, and social domains.

Through these artifacts, I’ve demonstrated my ability to assess children’s temperament (as seen in the Project Temperament assignment), understand how the brain develops in the earliest years (Science of Babies), and explore environmental risk factors like teratogens that impact development even before birth (Project: Risk Factors & Teratogens). My Case Study of Rana highlights how social determinants like language, poverty, and culture shape a child’s learning experience and how educators can respond inclusively.

The Kids Have Stress Too reflection showed me how critical self-regulation and emotional understanding are in early years education. The Pumpkin Patch Adventure group project allowed me to collaborate with peers to design a developmentally appropriate and engaging field trip plan that fosters teamwork, exploration, and real-world learning for preschool and kindergarten children.

As an early childhood educator, I believe in fostering an environment where each child is seen as capable and unique. I recognize that development occurs at different rates, and it is my role to provide the right support, care, and engagement for every child to thrive. Whether through play-based learning, strong educator-child relationships, or intentional curriculum planning, my goal is to support holistic development while being mindful of each child’s individuality and lived experience.

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_              Project Risk Factors & Teratogens Anila Shahzad.docx (1)

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Assignment # 1 Case study Rana Anila ready to submit (2)

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“Kids Have Stress Too” Psychology Foundation of Canada (1)

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Artifacts:

1. Capturing the Learning: Toddler Play Observation

2. Envisioning Quality in Early Childhood Education.

3. Kindergarten Planning: Community Helpers in Action

4. Work Task #3: Supporting Self-Regulation in the Kindergarten Classroom

5. Photovoice 1

Courses:

1. ECED-1076

2. ECED-3044

3. ECED-3042

4. ECED-3040

Reflection:

The following artifacts demonstrate my understanding of how responsive, intentional, and developmentally appropriate programming shapes children's learning experiences. Each piece provides evidence of my ability to plan, reflect, and connect pedagogy to frameworks such as How Does Learning Happen?, ELECT, and The Kindergarten Program (2016).

In Capturing the Learning, I analyzed toddler play and used observation to propose a developmentally aligned experience that enhanced motor, social, and cognitive skills—highlighting how play is a powerful vehicle for learning. The Envisioning Quality essay expanded my understanding of policy and frameworks in Canada’s early childhood system, reinforcing how a national curriculum can support inclusion, equity, and professionalism in our field.

The Kindergarten Community Helpers plan and Work Task #3 on Self-Regulation show my ability to design programming that aligns with all four kindergarten frames—fostering belonging, promoting well-being, integrating literacy and numeracy, and encouraging problem-solving. Through these collaborative group projects, I practiced team planning, inclusive design, and reflective evaluation.

I believe that quality early childhood education emerges from thoughtful, intentional practice rooted in observation and responsive relationships. These projects reflect my commitment to delivering inclusive, inquiry-based, and culturally relevant curriculum that supports the holistic development of all children.

This photo represents how I include children's voices in the curriculum through art and shared decision-making. Inspired by Brown and Grigg (2017), I learned that documentation is more than decoration it tells the story of our learning community. The handprint tree reflects our creativity, inclusion, and the value of each child’s contributions. It also shows how I am growing as an educator who supports learning beyond traditional outcomes.

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Fnal  3042 group assignment  planning (1)

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Work Task# 3 Final Asiya & Anila (1) (1)

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Artifacts:

1. Ahmad Case Study Reflection

2. Universal Beliefs

3. Photovoice 2

4. Photovoice 3

Courses:

1. ECED-3041

2. ECED-3044

3. ECED 3040

Reflection:

This section of my portfolio demonstrates my understanding of the powerful role that responsive relationships and respectful partnerships play in supporting children's holistic development. Both artifacts emphasize the importance of equity, cultural awareness, and trust-building between educators, families, and communities.

The Ahmad Case Study Reflection challenged me to examine how systemic bias and cultural misunderstandings can break down the relationship between families and child protection services. I came to realize how essential it is for educators and professionals to take a culturally sensitive, strengths-based approach in their work with diverse families. Building trust requires understanding, empathy, and an openness to cultural practices different from our own.

In my analysis of Universal Beliefs and Inclusive Pedagogy, I explored how frameworks like How Does Learning Happen? and Hopi Martins’ Seasonal Pedagogy emphasize partnerships rooted in mutual respect and community engagement. I learned how inclusive education is grounded in listening—not only to children but to families, Elders, and the land itself. These philosophies have helped shape my belief that educators must build reciprocal, authentic relationships with all stakeholders in a child's world.

Together, these reflections illustrate my evolving commitment to responsive practice, equity, and continuous learning. As an early childhood educator, I strive to create environments where every child and family feels seen, heard, and supported—because relationships are at the heart of meaningful learning.

This photo represents my journey of building a sense of belonging in the classroom as both an educator and a newcomer to Canada. Inspired by Sonja Arndt’s article, I reflected on how setting up inclusive learning spaces helps children and educators feel connected and valued. It reminds me that responsive relationships start with empathy, care, and the willingness to accept differences. This moment reflects my growth in creating a classroom community where every voice matters.

This photo represents how I use the classroom environment to teach children important social values like respect, honesty, and kindness. Inspired by the Reggio Emilia philosophy and the reading by Hong & Shaffer (2015), I see the classroom as a “third teacher” that shapes children’s learning and relationships. Displaying these posters in the dramatic play area supports the development of empathy and cooperation during everyday interactions. It also reflects my belief that building strong character begins with creating a space where every child feels seen, respected, and safe.

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Assignment 2- Reflecting on The Universal Beliefs about Early Education and Care final Anila (3)

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Artifacts:

1. Handwashing Song Video Assignment

2. Self-Care Reflection

3. Holistic Personal Wellness Plan

4. Menu Planning Assignment

5. Week 4 discussion: Risky Play Reflection

Courses:

1. ECED-1005

2. ECED-3041

3. INDS-1081

4. FLDP-1038

Reflection:

This section showcases my awareness and understanding of both personal and professional health and safety practices that support well-being in early childhood education. Maintaining physical health and emotional wellness in both children and educators is a key responsibility and ethical obligation in this field.

The Handwashing Song Video demonstrates my ability to promote health and hygiene routines in a playful, developmentally appropriate way for children. Our group collaborated to make this routine fun and easy to remember, which aligns with best practices in early learning for promoting cleanliness and preventing illness in child care settings.

The Self-Care Reflection helped me understand the importance of recognizing emotional boundaries and knowing when to pause, ask for help, or access professional support. As educators, we can only care for others when we are caring for ourselves. This artifact is a reminder of the balance we must maintain between responsibility and well-being.

Finally, my Holistic Wellness Plan illustrates my ability to set personal SMART goals and follow through with actions that support physical, emotional, mental, and social well-being. I emphasized the importance of routine, community engagement, and mindfulness, which are just as important for educators as they are for children.

Altogether, these artifacts demonstrate that I understand the importance of health regulations, preventative care, emotional wellness, and reflective practices that build resilience—for both myself and the children and families I serve.

This menu planning assignment demonstrates my knowledge of nutrition, health regulations, and safe meal practices in early learning settings. Using Canada’s Food Guide and child care resources, our group created a week-long lunch and snack plan that supports children’s physical development, dietary needs, and cultural inclusion. This task helped me understand how important proper meal planning is for maintaining children’s health and meeting licensing standards in child care programs.

This reflection discusses how risky play, like tree climbing in winter, supports physical and emotional development while also challenging educators to maintain a safe and responsive learning environment. Based on “The Benefits of Risky Play,” I explored how to balance safety with opportunity, how families might view risk, and how learning goals connect to active outdoor play. This supports my growing knowledge of health regulations and my responsibility to protect and promote children’s well-being while encouraging meaningful growth.

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Artifacts:

1. “Poor No More”

2. Residential Schools

3. Weekly Reflections (Weeks 1–5)

4.  Self-Assessment

5. Elected Official Letter

6.Op-Ed assignment

Courses:

1. ECED-3038

2. SOCI-3003

3.  FLDP-1038

4. ECED-3040

Reflection:

This section of my portfolio highlights my commitment to advocating for equity, inclusion, and justice within early childhood education—and beyond. I’ve come to understand that as an Early Childhood Educator, my role is not only to support children in the classroom, but to be a voice for children and families who are often underserved by systems and policies.

The “Poor No More” assignment showed me the systemic challenges educators and working families face due to income inequality, limited government support, and neoliberal policies that prioritize profit over people. I connected this directly to the undervaluation of the ECE profession and the urgent need to advocate for universal child care and fair wages.

My Residential Schools Presentation was a powerful learning experience that deepened my understanding of the intergenerational trauma that continues to affect Indigenous children and families today. This project emphasized the importance of truth-telling, historical awareness, and reconciliation in creating inclusive learning environments that honour Indigenous voices and resilience.

The Weekly Reflections from ECED-3038 focused on trauma-informed care, cultural inclusivity, systemic inequities, and mental health advocacy. These reflections helped me develop the mindset and tools needed to be a responsive, intentional, and culturally aware educator. They reinforced the idea that advocacy is not just about speaking up—it’s about listening deeply, building trust with families, and helping to create change at both classroom and community levels.

As an ECE professional, I will continue to use my voice and actions to support justice, promote equity, and push for policy reforms that benefit children, families, and the early learning profession as a whole.

Completing this self-assessment helped me understand how I use reflection in my work as an Early Childhood Educator. It showed me that I reflect often during and after events, but I can still grow by seeking more feedback and using different tools. Reflective practice helps me improve professionally and advocate for better learning experiences for children. By knowing my strengths and areas for growth, I can support children and families more thoughtfully and lead by example in the field.

This advocacy letter was written as a group assignment to the Minister of Education, urging the implementation of a standardized wage grid for Early Childhood Educators. It reflects our understanding of the social and economic challenges educators face and our commitment to supporting the profession. This work demonstrates my growing voice as a professional and shows how we can use advocacy to support both educators and the quality of care for children and families.

This Op-Ed assignment allowed me to advocate for improved working conditions and support for early childhood educators. I explored how staffing shortages are not just a practical problem, but an ethical issue that impacts the care, safety, and learning of young children. Through research and personal reflection, I highlighted the importance of valuing educators and ensuring quality, sustainable child care. This work reflects my growing voice as a professional and advocate in the ECE field.

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CPR

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Reflection:

Receiving my Ontario Secondary School Diploma (OSSD) from Emery Adult Learning Centre marked a significant academic achievement that opened the doors for my post-secondary education and ECE career. It reflects the resilience and commitment I carried into my college studies and beyond.

My Cooperative Education Certificate from Scholars Montessori Academy was one of my first hands-on experiences in an early childhood setting. As an ECE Assistant Trainee, I learned to support children’s development while collaborating with mentors in real environments. This placement gave me practical insight into how theory is applied in day-to-day care and classroom routines.

Additionally, my Standard First Aid & CPR Level C Certification (valid through 2028) ensures I am trained and ready to respond to emergencies with confidence. This qualification is essential in maintaining safety and fulfilling regulatory responsibilities in child care settings. It demonstrates my preparedness, awareness of health protocols, and ability to protect children’s well-being at all times.

Together, these achievements reflect my dedication to lifelong learning, my readiness to support children's development, and my professionalism as I continue to grow in this field.

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How Does learning happen

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Anila final Residential school Assignment (2)

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Ahmad case study final reflection (3) (1)

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Assignment # 1 Self- Assessment ANILA Ready to go (1) (1)

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Op-Ed Assignment final ready to go anila (1)

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Association of Early Childhood Educators Ontario

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The Association of Early Childhood Educators of Ontario
(AECEO) is your professional association.

Click here to become a member. Click here to donate.

Our mission is to build and support a strong collective voice for early childhood educators (ECEs) so they can participate in and influence positive change that benefits ECEs, children, families, and communities.

We are dedicated to ensuring First Nation, Inuit, Métis and Afro-Indigenous educators are positioned to lead the resurgence of Indigenous communities.

Our work explicitly aims to be anti-racist, anti-oppressive, and inclusive to honour and acknowledge the diverse perspectives and gifts of our community members.

We intentionally acknowledge the unique barriers unrecognized and underserved communities face. Supporting these communities to be architects of the sector is critical to developing a truly inclusive child care system.

The Association of Early Childhood Educators of Ontario has been the professional association for ECEs in Ontario for 71 years. Its primary purpose is to advocate for respect, recognition, and appropriate wages & working conditions for all ECEs. The AECEO serves our members and the ECE community by:

Building the capacity and leadership of ECEs to advocate for their profession and the children and families they care for.

Participation in advocacy and advisory towards the provincial government and other decision makers to promote the quality of programs through increased recognition and compensation for ECEs.

Raising and disseminating ECEs' questions and concerns arising from new policies and programs and changes to current systems.

Collecting, analyzing and circulating relevant policy and research with a particular focus on implications and opportunities for the ECE workforce.

Supporting ECEs to connect with each other and to become more knowledgeable about the policies and systems that impact their daily work.

Working with partners to advocate for a high quality, publicly funded early childhood education and child care system that serves children from 0 - 12 years old, one that provides professional wages and working conditions for the ECE workforce.

College of ECE & AECEO

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Association of Early Childhood Educators Ontario

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Click here to become a member. Click here to donate. Our mission is to build and support a strong collective voice for early childhood educators (ECEs) so they can participate in and influence positive change that benefits ECEs, children, families, and communities.

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THE PSYCHOLOGY FOUNDATION OF CANADA – Strong Minds Strong Kids – Psychology Canada