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  

Our most popular topics are listed below, however to request a customized topic please contact us here.

Live and self-paced workshops can be found on the ‘self-paced workshops’ page or by clicking HERE 

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:

Workshops based on Social Justice, Responsibility, 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.  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 educators 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 the 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 diaglogue. 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.

Workshops based on 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 the 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.

Workshops on 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.

Workshops based on 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 Aesthetic 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.

Workshops on 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 gengle 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.

Workshops Based on Inclusion and Enhancing Inclusive Environments 

Relationship-Based Positive Guidance and Alternatives to Time Out

  • The BC Early Learning Framework is a piece of government policy that sets forth best practices for working with children in the early year’s age group. 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 well-being” (OECD, 2018, p. 4). In this workshop participants will be presented with information on the qualities of empathy and positive relationship-based guidance while also being asked to critically reflect on their personal guidance philosophy. We know ‘time out’ does not work but in ways, this practice is still being used by simply changing the word ‘time out’ to something else. In this workshop participants will be asked to think about the difference between ‘time out’ and other strategies that would foster a sense of well-being and belonging.

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

 

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Workshops on 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.