1. Science of Babies

2. Project Temperament

3. Case Study: Rana

4. To Wake or Not to Wake : An Ethical Dilemma

Courses:

1. ECED-1074 : Child Development : Intro

2. ECED-3038: Child Development: 3-6 Years

3. ECED-3039: Child Development: 6-12 Years

4. ECED-3040: Professionalism, Ethics, and Advocacy

   
   

Reflection:

The following artifacts demonstrate my understanding of how children develop from the prenatal stage through adulthood. The interplay between nature and nurture plays a significant role in their development, which will definitely shape each child's temperament that I, as an educator, should also observe and consider as they grow.

This is illustrated in one of the artifacts I included, Rana's case study, which we examined in one of our courses. Her family experienced many challenges and barriers as newcomers. One of these is language; this barrier affected their confidence. Additionally, they faced food insecurity, which impacted Rana's cognitive and physical development. In this artifact, I have dissected and identified my role as an educator and the resources I can provide to families to help them overcome these barriers.

Another artifact that I believe is very important to include is an example of an ethical dilemma I encountered while working in childcare. As a supply educator, it is essential to be reminded of a specific experience that through my observations, I was able to represent the child and advocate for her phase of development, specifically in the area of sleep.

In my practice, I learned that I must keenly observe and understand each child's temperament to build more meaningful relationships with them. In understanding child's development and its phases, I can create an environment built on understanding and make it more inclusive. Understanding child development will broaden my knowledge and enable me to build more meaningful relationships with my partners: the families, and the community. It is also vital for me to equip myself with the available resources that I can share with families to nurture children's development better.

1. Early Learning for Every Child Today (ELECT)

2. Music and Movement

3. Howard Gardner's Multiple Intelligences

4. Pedagogical Documentation: Making Thinking and Learning Visible

5. Final Workbook (3rd semester)

6. My Educational Philosophy

7. Group Facilitation - Cognitive

Courses:

1. Ministry of Education

2. ECED-1076: Curriculum and Pedagogy: 0-3 Years

3. ECED-3003: Educational Perspectives

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

5. FLDP-3023: Field Practicum: 3-6 Years

6. ECED-3003: Educational Perspectives

7. ECED-3039: Child Development: 6-12 Years

Reflection:

The following artifacts I included serve as my basis for reviewing the concepts necessary when tailoring the program and curriculum design.

The ELECT document served as my ultimate guide when I designed activities for children during my placements, which is reflected in the final workbook which I included as an artifact. As I am aware that children progress through different levels and phases in their developmental stage, this document can help identify expectations at this specific stage and age group, allowing us to create more activities that will scaffold their growth.

In designing a curriculum, I must consider what pedagogy I want to uphold as an educator. Reaching the near end of the program, I will base my practice on the emergent curriculum, combined with a touch of the Montessori-based approach, as discussed in an artificact I have also included, entitled "My Educational Philiosophy". Upholding this kind of pedagogy will also require a deeper understanding of how children possess multiple intelligences that we also must consider in designing the curriculum; the important of embedding music and movement, which I advocate for. I have observed how music and movement help with self-regulation and easily capture children's attention.

Moreover, the group faciliation that we did, which focuses on Cognitive development, was an activity that I enjoyed immensely. Embedding this in the curriculum when working with school-age children will for sure be enjoyable for them, and at the same time, it will be beneficial for their cognitive development.

I have learned that designing a curriculum and selecting the appropriate pedagogy to guide my practice is a challenging task. It is a crucial component that should be determined beforehand to reach my ultimate goal as an educator and have direction in my practice. It is best to align myself with what I believed in and how I view children, so I can be more comfortable and goal-driven to succeed, and provide them the best care and nurturing I can.

1. Community Resource Project

2. Family Interview

3. Secure Bonds

4. N'Amerind Friendship Centre

5. Residential Schools in Canada

6. Pedagogical Identity

Courses:

1. ECED-3022: Partnerships with Families

2. PSYC-1101: Interpersonal Development

3. ECED-1075: Child Development: 0-3 Years

4. ECED-3038: Child Development: 3-6 Yrs

5. SOCI-3003: Canadian Families Change and Diversity

6. ECED-3044: Best Practices: The Reflective Practitioner

Reflection:

The following artifacts share a part of who I am: my experiences, culture, beliefs, and values that I brought with me to Canada, particularly the Pedagogical Identity artifact. This highlights how our biases and personal choices are shaped by these influences, and how they, in turn, affect the way we implement the curriculum and make decisions in this field.

Practicing through case studies and even conducting a personal interview with a parent is crucial to learn in this field. Honestly, when we were asked to interview a parent, I didn't know where to find one who would be willing to do it. I didn't know anyone at that time, as I wasn't working in childcare yet, and being in my first placement, I hadn't yet built strong relationships with parents. Some of them are also in a rush to pick-up and drop-off. Fortunately, a friend referred me to a parent who's also living near where I was living, so I toughened up and did the interview with her.

I learned that building a connection and earning the family's trust prior is not only beneficial for me as an educator, but also for the child. Sharing notes with their families to promote continuity of learning from school to home is very important to ensure consistency and avoid confusion for the child. This experience was also beneficial for me in producing a pamphlet about secure bonds. I highlighted the importance of secure attachment to children, providing parents an idea of what a secure child looks like and emphasizing our roles as educators in providing such to children.

Other artifacts, such as the "N'Amerind Friendship Centre" and "Residential Schools in Canada", reflect that I recognize Indigenous peoples and respect their cultures, values, and linguistic diversity. It is also crucial to acknowledge the dark history that has deeply harmed Indigenous communities. As an educator, understanding their traditions and experiences is essential to upholding cultural appropriateness and advocating for the prevention of child abuse.

1. Health Forms

2. Exploring Nature at the Community Park (Field Trip)

3. First Aid and CPR-C Certificate

4. Holistic Care and Wellness in Early Years Settings

5. Handwashing Video

6. Weekly Meal Plan

7. Simulation Role Play Notes

Courses:

1. ECED-1005: Health and Safety and Nutrition

2. Ministry of Education

3. ECED-3041: Understanding Child Abuse and Neglect

   
   

Reflection:

The following artifacts play a crucial role, as they outline Ontario's regulations and policies towards Nutrition, Safety, Hygiene, and Wellness. The health forms and First Aid and CPR-C certificate are prerequisites to ensure that we, as childcare providers, are physically healthy, vaccinated, and equipped with basic life support skills.

I value hygiene and strongly advocate for the importance of wellness in children, especially during their early years. It is our responsibility to instill healthy routines during this stage so that children become accustomed to frequent handwashing and eating nutritious foods. Sharing a handwashing video, along with my knowledge of creating a weekly meal plan, serves as a meaningful training for promoting these habits. The same applies to us as educators. We must ensure that we are healthy, hygienic, and fit to provide children with the best care possible. These government-regulated mandates support this by outlining the responsibilities that we, as educators, must follow to ensure health and wellness standards for all children.

In addition, having strong knowledge about child abuse and neglect has helped me become familiar with the indicators, most especially the process of advocating for children through contacting the CAS when signs of abuse or neglect are present. This understanding is very crucial to our role as advocates for children. We serve as their voice when they are unable to speak for themselves, and this knowledge empowers us to help mitigate and prevent further child abuse and neglec, ultimately supporting the goal of promoting children's holistic well-being.

1. Social Story

2. Child Care and Early Years Act 2022

3. UN Convention on the Rights of the Child

4. Elected Official Letter

Courses:

1. ECED-3037: Inclusive Practice

2. Ministry of Education

3. ECED-3039: Child Development: 6-12 Years

4. ECED-3040: Professionalism, Ethics, and Advocacy

   
   

Reflection:

The following artifacts highlight the central role that we, as educators, play in the field of Early Childhood Education. As professionals, we continually advocate for children, their respective families, and the profession itself, ensuring that our work remains noble and trustworthy in the eyes of our stakeholders. Our role is rooted in cultivating and inspiring the minds of tomorrow.

I find social stories to be a valuable tool in accommodating children's needs. Creating them requires sensitivity and empathy to choose the right words and convey messages that resonate with children. Social stories can be an effective strategy for mitigating challenging situations and reducing stress among children. As educators, we are responsible for upholding the four foundations of learning intact for all children, which are Well-being, Expression, Belongingness, and Engagement.

The artifacts, such as CCEYA (2022) and the UN Convention on the Rights of the Child, serve as guiding principles that reinforce our commitment to advocating for children, their families, and our profession. These documents reflect the immense trust placed in us as educators to uphold their standards and ensure that children's rights, safety, and holistic development remain at the forefront of our practice.

Additionally, a recent addition to this column is the Elected Official Letter, which our group created to advocate for our profession and, most importantly, for children. The letter centers on our appeal for at least an hour per day for all educators to have dedicated program planning time. This time enables us to plan and prepare high-quality learning experiences effectively and thoughtfully, ensuring that children receive the best care and education possible while also supporting the professional growth and well-being of educators.

1. The Global Employee: The Benefits and Challenges of a Diverse Workforce and Intercultural Communication Research Report

2. Being an Early Childhood Educator: Demanding but Low-Paying

3. Impacts of Loose Parts on Children's Cognitive, Social, and Emotional Development

4. Technology Use in School-Age Programs

Courses:

1. COMM-3082: Communications for Community Studies

2. ECED-3038: Child Development: 3-6 Years

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

4. ECED-3039: Child Development: 6-12 Years

   
   

Reflection:

The following artifacts illustrate the numerous benefits of expanding one's knowledge and learning through engaging in professional development sessions and research. As Early Childhood educators, we have a responsibility to continually build on our existing knowledge and explore areas where we may lack expertise. By doing so, we can become more reflective and effective practitioners, equipped to support the growth and development of the children in our care.

The first artifact is a qualitative research we conducted as a group, where we examined the benefits and challenges of a diverse workforce and intercultural communication. On the other hand, I also conducted a research project focused on the Early Childhood education field, where, although the work is highly demanding, it remains significantly low-paying. Both researches reflect the realities we continually face as Early Childhood educators, drawn from secondary sources such as articles, testimonies, and existing interviews from experienced professionals in the field. I also became particularly interested in the loose parts article because, coming from a country that primarily follows a Montessori-based approach, I need to become familiar with how loose parts can support and enhance children's overall development.

Another gray area worth addressing and talking about is the use of technology among school-age groups. While technology offers clear advantages, it also presents concerns regarding children's overall well-being. These topics are just some of the expanding issues that require us to stay updated through ongoing professional learning resources, ensuring that we remain informed, reflective, and responsive practitioners.