ECE Workshops & Courses

We would like to acknowledge with respect that our workshops are created and take place on the core territory of the Kwikwetlem First Nation. This territory lies within the shared traditional territories of the Tsleil-Waututh, Katzie, Musqueam, Squamish, and Sto:lo Nation. We are thankful to play, learn, and grow on this unceded land.


CURRENT ECE WORKSHOPS AVAILABLE  

Upon completion of all ECE workshops, participants will receive a Certificate of Completion which may be counted towards their required professional development hours with the BC ECE Registry.

As required by the BC ECE Registry, all workshops encompass elements of:

The newest topics can be found in this top section

Supporting Newcomer Families with Attachment-Based Care: 

  • We can’t always know what adversity children and families have faced in the past or currently face in their daily lives. In this workshop, participants will think about taking an attachment-based approach as a way to support a variety of children and families. Participants will be asked to think about a diversity of family dynamics, for example, newcomer families, immigrant or refugee families with intergenerational trauma, to think about how we support each of these families best. Throughout the workshop, participants will be asked to think with a pedagogy of humility to better support the children and families they work with. *Please note, this workshop is geared toward supporting newcomer families but can be presented more broadly to include a diversity of families.

See, Think, Do, Rethinking Curriculum:

  • This workshop is an extension of the workshop titled ‘Transitioning out of Theme-Based Curriculum.‘ This workshop focuses on using pedagogical practices that are inquiry-based. Inquiry gives educators the opportunity to dive deeper into a curriculum that is ethical, living, and inclusive. Practical examples will be provided. The main references for this workshop will come from Ann Pelo and Margie Carter (2018), ‘From teaching to thinking, a pedagogy for reimagining our work’ and ‘Journeys: Reconceptualizing Early Childhood Practices through Pedagogical Narration’ by Veronica Pacini-Ketchabaw, Fikile Nxumalo, Laurie Kocher, Enid Elliot, Alejandra Sanchez (2014).

Trauma-Informed Care in Early Years:

  • Many children face adversity in their early life but not all adversity is experienced as trauma. What is trauma? What impacts does trauma have on development? How long do the impacts of trauma last? Nadine Burke Harris (2018), author of ‘the deepest well,’ highlights that adverse childhood experiences can lead to negative long-term health outcomes. Trauma is not flat but rather dynamic in that it can be felt and impact children in unique and individual ways. As educators, we can also feel vicarious trauma for the children that we know have experienced trauma as well. Participants will be presented with information on stress, adversity, and trauma and will learn about the observable qualities of relationship building and coregulation as a foundations for compassionate, non-victimizing trauma-informed care.

Positive Guidance Strategies with Young Children:

  • According to the BC ELF (2019), “supporting the holistic development of children with care and empathy is a strategic priority for reducing inequalities and enduring children’s well-being” (OECD, 2018, p. 4). In this workshop participants will be presented with information on positive guidance strategies while also being asked to critically reflect on their personal guidance philosophy. Participants will think about how to build strong responsive relationships as a way to guide young children and learn practical strategies for guiding challenging behaviours. The strategies I share are based on my years of working directly with neurodiverse children and years working in early intervention services.

Assessing Assumptions in Early Childhood Education:

  • Through discussion, participants will be asked to think with multiple perspectives and consider taken for granted knowledge and practice in ECE. Why do we want to assert independence in young children? Why do we expect that children learn to regulate at young ages? Why do we feel necessary to narrate and transmit the knowledges we deem as important? Participants will be asked to think deeply about the broad assumptions that are embedded into early years theory and research and how they might impact everyday practices. The main reference for this workshop will come from the work of Erica Burman (2017) in ‘deconstructing developmental psychology.’

Supporting Infant and Childhood Mental Health:

  • According to Thomas Boyce (2019), the author of ‘the dandelion and the orchid: why some children struggle and how all can thrive,’ highly reactive orchid children are sensitive to their environment and are at a higher risk of being misunderstood. There will be many factors about children that are unknown to us as educators however in the time we work with children we can create environments that support resilience or negatively impact already sensitive children. In this workshop participants will be presented with information about what impacts infant and childhood mental health while also thinking critically about how we foster resilience in early years environments. 

Social Justice, Diversity, Anti Racist and Anti Biased Approaches in Early Years

Anti biased and anti-racist Approaches in Early Years:

  • In this workshop participants will think about bias and racism in an open and respectful way. Participants will be asked to think about the words ‘tolerance,’ ‘inclusion’ and ‘equality.’ What do these words mean, where do they come from? Who do they privilege and who do they marginalize? Through this open dialogue, the hope is that participants begin to move past uncomfortable feelings to think about how they can continue conversations to support anti-biased and anti-racist approaches in ways that are meaningful.

Thinking with Social Justice in ECE:

  • This workshop is meant to support educators in thinking with a social justice perspective by thinking about what social justice means to them. How do we create more equitable early childhood spaces? Through thinking with pedagogical questions, participants will engage in discussions to explore how to make visible injustices, advocate and begin to stand in solidarity with children and families who may need and want support.

Anti-Biased Curriculum in Early Years:

  • In this workshop participants will have an opportunity to think with inquiry and critical reflection to think about anti-bias curriculum. What does it mean in child care? How do we begin to make that shift? What is the educator’s role? How do we apply it to our practice? This workshop bridges off fundamental social justice perspectives to think about anti-biased curriculum, thinking with BC Early Learning Framework perspectives and multiple perspectives. In this workshop, I also discuss how we might move from feeling stuck in  ‘seeing’ and ‘thinking’ to ‘doing.’

PLEASE NOTE: To stand in solidarity with my Indigenous brother, sister, and Indigenous colleagues, I do not facilitate workshops on Indigenous topics/issues on my own. I will continue to co-facilitate with my sister until she feels ready to present the topics on her own. I am working on creating more opportunities for BIPOC voices to be heard on this platform. I will gladly connect anyone to my contacts who would like to learn directly from Indigenous speakers, dancers, and advocates. Thank you.

Supporting Resilience and Standing in Solidarity:

  • As Early Childhood Educators, it is our ethical duty to think about how we nurture and honour diversity as well, decolonizing our pedagogical practices. In this workshop participants explore aspects of the Indigenous Early Years Cultural Safety Resource Guide (2019) published by the Government of BC as a starting point for dialogue. Ana and Jessica share perspectives that support the resiliency of children, complexity of caregiving, and stand in solidarity with a diversity of children and families.

The BC Early Learning Framework (2019)

Exploring the BC Early Learning Framework:

  • In this workshop participants get a basic introductory overview of the BC Early Learning Framework 2019 which focuses on the revisions of the BC Early Learning Framework and briefly goes over other sections of the BC ELF. Participants also get an overview of some new language and why this new language is important to changing the way we think about learning. 

Going Deeper into The BC Early Learning Framework:

  • The revised BC Early Learning Framework (2019) includes new content, language, and theory. In this workshop participants will get a brief introductory overview of the revisions, vision, principles, and some of the new language in the framework. Participants will also get a chance to engage in collaborative dialogue to think with pedagogy. Tensions and discomforts may arise from using a ‘pedagogy of listening’ and ‘critical reflection’ to uncover deeply rooted biases and theory however it is an essential step to creating a new culture of professional educators who can see, think, and practice beyond the classroom and their current approaches to practice.

Honoring Children:

  • What does it mean to honor children as citizens? Why is it important that we support children in feeling valued within society? These are critically reflective questions that have emerged in my time sharing the Early Learning Framework and talking about social justice within Early Years. Come to this workshop with an open mind and an inquiry into how you might be able to shift your practice and classroom to value children as citizens within a democratic early learning space.

Exploring the Pedagogical Narration Process:

  • In this workshop participants will get a chance to explore the pedagogical narration process in more depth. Participants will get a chance to go through the ELF examples together and think about ways they can implement this process in their programs. This workshop is useful for educators who are already in the process of following children’s interests and doing documentation but would like to make links to the ELF.

Play Pedagogies and Play Partnering

Exploring Pathways to Play with Infants, Toddlers, and Children:

  • At each stage of development, play looks different. In this workshop participants get to share ideas about how play might look and feel for infants, toddlers, and children. Through exploring the importance of play educators can reimagine the space, place, and time they make to honor play for young children. In this workshop participants also get a chance to think about using an attachment-based approach to strengthen play relationships. 

Exploring the Principles of Play and How to be a Play Partner:

  • In “The Power of Vulnerability,” Dr. Brené Brown references Dr. Stuart Brown and provides us with the principles of play. In this workshop participants will get an overview of what the principles of play are, and participants will get a chance to explore how to be a play partner. Through the work of Dr. Stuart Brown, educators will get a review of the importance of a diverse range of play including rough and tumble play for the development of young children. 

Exploring Our Image of the Child, Educator, and Learning:

  • Exploring the image of the child, educator, and what we think about learning is important in changing our perspectives about how we set up our environment. What we think about these images will affect how we set up inquiries and provocations to play. Let’s explore what it means to set up invitations to play by examining our own images and societal images.

Programming, Curriculum, and Inquiry-Based Pedagogies

Exploring Inquiry-Based Learning in Early Years Programs:

  • Inquiry-based learning is an essential part of an emergent curriculum however Inquiry-based learning is not just Early Learning Framework specific. There are many ways Inquiry-Based Learning can occur and many ways each center can implement Inquiry-Based Learning that is unique to their center. In this workshop participants are encouraged to think about ways to extend and scaffold their current curriculum and pedagogical perspectives. 

The Importance of Aesthetics in Early Child Care Settings:

  • In this workshop participants get to explore the principles of Aesthetics from various theoretical perspectives but primarily from a Reggio Emilia-inspired perspective. The environment is not just physical, it is social and emotional too which affects the well-being of children, families, and educators. Let us explore together how to enhance the aesthetic environments in early years programs.

Transitioning out of Theme-Based Curriculum:

  • Making the transition from a theme-based curriculum to following the children’s interests can seem intimidating. This is an introductory workshop about supporting educators in understanding inquiry-based learning from a supportive perspective. This workshop is suitable for programs/educators that would like to make the transition from a theme-based curriculum to the following inquiry. This workshop could also be helpful for educators who are used to the theme-based curriculum but are working in a center that is using inquiry-based learning.

Inclusion and Enhancing Inclusive Environments 

Capacity Building Inclusive Environments and Working with Challenging Behaviours:

  • As part of a pilot project, I had the chance to explore a capacity-building role in which I worked with teams to enhance their inclusive environments. Join me in this workshop as I share the steps I developed for capacity building and how you can implement these steps within your center to help you enhance your inclusive capacity. These steps are not meant to provide a ‘recipe’ but rather a guide that can be rewritten as needed. In this workshop, we also talk about community supports and what steps you can take if you are really worried about a child who is presenting challenges after making adaptations and modifications within your program.

Understanding and Supporting Challenging Behaviours Through Relationship Building:

  • In this workshop participants are asked to think about what ‘challenging’ means to them. In the field, we often seek strategies to deal with what we find challenging but many who have been in the field for years know that what might work one day, may not work the next. In this workshop, educators will be given a variety of strategies but also asked to critically reflect on what their expectations are and how shifting the narrative of those expectations might help the most in choosing more connection-based approaches instead of correction-based approaches

Attachment Theory

Attachment-Based Care:

  • In introductory ECE, we are taught about the importance of attachment-based care for infant development and secure attachment. We are also taught about the importance of the primary caregiver model to create safe spaces. How can we bridge these perspectives into 3-5 programs and beyond to expand this continuity of care and encourage relationship-based perspectives within society and the community? 

Exploring Intuitive Approaches to Practice for Caregivers and Educators:

  • In the Early Years, field educators work within the limitations of parent and supervisor expectations, organizational policies, and licensing regulations. These aspects have contributed to a technical approach to practice. In this workshop, we explore what it means to take an Intuitive approach while also considering the many boundaries of the field.

Gentle Guiding and Caregiving:

  • Too often educators are not in tune with their triggers and how their adult responses may frighten children. In this workshop participants go over gentle guiding and caregiving strategies that support connection with infants and children. Gentle caregiving is not about creating an environment with ‘no rules’ but rather it is about creating an environment where there is a balance between confident guiding and creating gentle boundaries.

Professionalism, Ethics, Team Building, and Advocacy

Exploring Social and Emotional Competence with Educators:

  • Educators understand the importance of social and emotional competence for children but in the beautiful words of Dr. Brené Brown, we can only love others as much as we love ourselves and we can only have as much compassion for others as we have for ourselves. Dr. Brené Brown and Dr. Vanessa Lapointe are psychologists who have asked us to have the courage to reflect on ourselves to better understand our own biases to caregiving. We each have our own triggers and bring to our practice pieces of how we were raised. Let’s talk about these things together and connect to Early Years in a safe, supportive, and compassionate way.

Self Care Strategies for Early Childhood Educators:

  • In this workshop participants explore self-reflection, critical reflection, intuition, advocacy, and self-compassion to care for themselves better. Working in ECE is stressful and tiring work especially during the COVID 19 pandemic. When those in caring fields neglect to care for themselves, they run out of energy to do the work they do. It is important for educators to focus on self-care to avoid burning out in the long run. In this workshop participants will be able to share what works for them but also be given strategies of what might help them in their self-care journey.

Exploring Professionalism, Advocacy, and Qualities of Professional Educators:

  • In this workshop participants get to explore what their image of the educator is and what it means to be a professional in the field. We are constantly saying we are not babysitters. We do important work and we are the backbone of the economy. Let us think about ways in which we can support each other from a strength-based and solution-based perspective to think about ways to advocate for the children, families, and the profession we love so much.

Don’t see what you are looking for? Customized workshops can be made upon request. Contact us here.