LunchProvided

Session 2 (for leaders)

Module 3: Exploring our Early Years Practices and Connecting them to Capable,Confident and Curious: Nova Scotia’s Early Learning Curriculum Framework.

Early years practices vary widely across our province, and yet we all havesomething in common: A desire to provide the best programs possible for all ourchildren. What does the Framework say about putting our good intentions intopractice? What does this look like in our everyday work?
In this module, educators will examine six aspects of the Framework: Responsivenessto Children, Intentional Teaching, Relationships with people, materials and theworld, Connecting our Image of the Child to what we actually do, Play as a wayof Learning, and the Role of Families, Community and Culture. All of theseaspects can be tied in concrete ways to our everyday work with children, and wewill use activities and dialogue – including the Reflective Planning Cycle - toassist with making these topics come to life.
Leaders will also engage with these topics, but in addition will have theopportunity to consider how to support such practices in the workplace, how tobring families into decision-making processes, the development of communitiesof practice as a support system, and the role of pedagogical leadership as ourclassroom practices begin to shift and adjust.

Module 4: The Learning Environment and how it Supports Children’s Thinking,Ideas, and Engagement

This module will examine not only the physical environment (i.e. materials,furniture and space) but also the ‘non-visible’ aspects of the spaces where wework with children. How does an environment help to build relationships?Include all children and their interests and diversities? Encourage innovativethinking, for both children and adults? How does it make our philosophiesvisible?
Educators will consider all these questions with the goal of adjusting bothindoor and outdoor environments in response to children, providing invitationsthat scaffold their thinking and learning, considering the role of beauty inour environments, and developing inquiries with children where the environmentplays the important role of ‘third teacher,’ along with their families andtheir communities.
Leaders will consider the same topics, while also considering ‘whole centre’aspects of the environment, how to include families and community, and how todevelop an environment that supports a culture of reflection and innovation fortheir staff.

This session is being hosted by MSVU.  Lunch is Provided.

Please Visit the Capable, Confident and Curious – Nova Scotia’s Early Learning Curriculum Framework link https://www.eypdc.ca/learning/early-learning-curriculum-framework/

   for more details, and click on Locations & Dates to register! Please Note the separate link to register for MSVU locations


Please contact [email protected] if you have any questions.

LunchProvided

Session 2 (for leaders)

Module 3: Exploring our Early Years Practices and Connecting them to Capable,Confident and Curious: Nova Scotia’s Early Learning Curriculum Framework.

Early years practices vary widely across our province, and yet we all havesomething in common: A desire to provide the best programs possible for all ourchildren. What does the Framework say about putting our good intentions intopractice? What does this look like in our everyday work?
In this module, educators will examine six aspects of the Framework: Responsivenessto Children, Intentional Teaching, Relationships with people, materials and theworld, Connecting our Image of the Child to what we actually do, Play as a wayof Learning, and the Role of Families, Community and Culture. All of theseaspects can be tied in concrete ways to our everyday work with children, and wewill use activities and dialogue – including the Reflective Planning Cycle - toassist with making these topics come to life.
Leaders will also engage with these topics, but in addition will have theopportunity to consider how to support such practices in the workplace, how tobring families into decision-making processes, the development of communitiesof practice as a support system, and the role of pedagogical leadership as ourclassroom practices begin to shift and adjust.

Module 4: The Learning Environment and how it Supports Children’s Thinking,Ideas, and Engagement

This module will examine not only the physical environment (i.e. materials,furniture and space) but also the ‘non-visible’ aspects of the spaces where wework with children. How does an environment help to build relationships?Include all children and their interests and diversities? Encourage innovativethinking, for both children and adults? How does it make our philosophiesvisible?
Educators will consider all these questions with the goal of adjusting bothindoor and outdoor environments in response to children, providing invitationsthat scaffold their thinking and learning, considering the role of beauty inour environments, and developing inquiries with children where the environmentplays the important role of ‘third teacher,’ along with their families andtheir communities.
Leaders will consider the same topics, while also considering ‘whole centre’aspects of the environment, how to include families and community, and how todevelop an environment that supports a culture of reflection and innovation fortheir staff.

This session is being hosted by MSVU.  Lunch is Provided.

Please Visit the Capable, Confident and Curious – Nova Scotia’s Early Learning Curriculum Framework link https://www.eypdc.ca/learning/early-learning-curriculum-framework/

   for more details, and click on Locations & Dates to register! Please Note the separate link to register for MSVU locations


Please contact [email protected] if you have any questions.

LunchProvided

Session 2 (for staff)

Module 3: Exploring our Early Years Practices and Connecting them to Capable,Confident and Curious: Nova Scotia’s Early Learning Curriculum Framework.

Early years practices vary widely across our province, and yet we all havesomething in common: A desire to provide the best programs possible for all ourchildren. What does the Framework say about putting our good intentions intopractice? What does this look like in our everyday work?
In this module, educators will examine six aspects of the Framework: Responsivenessto Children, Intentional Teaching, Relationships with people, materials and theworld, Connecting our Image of the Child to what we actually do, Play as a wayof Learning, and the Role of Families, Community and Culture. All of theseaspects can be tied in concrete ways to our everyday work with children, and wewill use activities and dialogue – including the Reflective Planning Cycle - toassist with making these topics come to life.
Leaders will also engage with these topics, but in addition will have theopportunity to consider how to support such practices in the workplace, how tobring families into decision-making processes, the development of communitiesof practice as a support system, and the role of pedagogical leadership as ourclassroom practices begin to shift and adjust.

Module 4: The Learning Environment and how it Supports Children’s Thinking,Ideas, and Engagement

This module will examine not only the physical environment (i.e. materials,furniture and space) but also the ‘non-visible’ aspects of the spaces where wework with children. How does an environment help to build relationships?Include all children and their interests and diversities? Encourage innovativethinking, for both children and adults? How does it make our philosophiesvisible?
Educators will consider all these questions with the goal of adjusting bothindoor and outdoor environments in response to children, providing invitationsthat scaffold their thinking and learning, considering the role of beauty inour environments, and developing inquiries with children where the environmentplays the important role of ‘third teacher,’ along with their families andtheir communities.
Leaders will consider the same topics, while also considering ‘whole centre’aspects of the environment, how to include families and community, and how todevelop an environment that supports a culture of reflection and innovation fortheir staff.

This session is being hosted by MSVU.  Lunch is Provided.

Please Visit the Capable, Confident and Curious – Nova Scotia’s Early Learning Curriculum Framework link https://www.eypdc.ca/learning/early-learning-curriculum-framework/

   for more details, and click on Locations & Dates to register! Please Note the separate link to register for MSVU locations


Please contact [email protected] if you have any questions.

Facilitated by Kathy Black

As we focus on quality in early childhood, it is important to recognize that educators are a very important component of quality.  Early childhood educators are often a child’s second teacher, & is responsible to nurture, guide & provide life experiences, in the absence of parents or guardians.  This workshop will provide educators with understanding on how they influence quality in childcare.  In the morning we will examine the physical environment, staff knowledge/skills, group sizes & parent & community involvement.  In the afternoon we will hear how three programs in the province are offering play based learning through different curriculum approaches..

Registration for our MSVU workshops, along our PD brochure with full workshops details, descriptions and presenter bios is found online  www.msvu.ca/earlychildhoodworkshops   

9:00-4:00
Lunch Provided

Session 2 (educators)

Module 3: Exploring our Early Years Practices and Connecting them to Capable, Confident and Curious: Nova Scotia’s Early Learning Curriculum Framework.

Early years practices vary widely across our province, and yet we all have something in common: A desire to provide the best programs possible for all our children. What does the Framework say about putting our good intentions into practice? What does this look like in our everyday work?
In this module, educators will examine six aspects of the Framework: Responsiveness to Children, Intentional Teaching, Relationships with people, materials and the world, Connecting our Image of the Child to what we actually do, Play as a way of Learning, and the Role of Families, Community and Culture. All of these aspects can be tied in concrete ways to our everyday work with children, and we will use activities and dialogue – including the Reflective Planning Cycle - to assist with making these topics come to life.

Module 4: The Learning Environment and how it Supports Children’s Thinking, Ideas, and Engagement

This module will examine not only the physical environment (i.e. materials, furniture and space) but also the ‘non-visible’ aspects of the spaces where we work with children. How does an environment help to build relationships? Include all children and their interests and diversities? Encourage innovative thinking, for both children and adults? How does it make our philosophies visible?
Educators will consider all these questions with the goal of adjusting both indoor and outdoor environments in response to children, providing invitations that scaffold their thinking and learning, considering the role of beauty in our environments, and developing inquiries with children where the environment plays the important role of ‘third teacher,’ along with their families and their communities.

This session is being hosted by Jane Norman College / Early Years Support Centre. Please contact [email protected] for more details.

Module 3&4
Staff Training
April 27th, 2019
9am - 4pm (Lunch Provided)

This module is being hosted by NSCC Kingstec Campus/ Early Childhood Development Support Centre
Please contact [email protected] for more details.

Tuesday April 30 7 - 9 PM $50.00

The world is full of many diverse and wonderful colours, yet most educators offer children simply the primary colours. Come find ways to explore the complexity of colour using common materials and children’s picture books. We will be mixing and making a variety of colours and using a variety of art media. Best of all you will be able to take some of the paint and materials you create back to your classroom to use with your children.

Annette Comeau is founder of Carton Creative Education Consulting and has been working in childcare for 22 years. She has an ECE Diploma and degrees in Fine Art, Art Education and Graphic Design from NSCAD University. She is currently working as the EYCDC’s Early Years Program Specialist. Annette is inspired by the Reggio Emilia approach and is passionate about making art with children and adults.

Register Here

Lunch will be provided
time 9 am-4 pm Module 1: Pedagogical Leadership
‘Pedagogical Leaders demonstrate credible knowledge of the teaching and learning process and draw on those principles to guide individuals and groups.’ (Coughlin and Woodburn, 2016)
This module will focus on how pedagogical leadership supports educators in reflecting upon, and learning more about, their practices with children.
We will address - through experiences and dialogue – the questions: What is an effective pedagogical leader? How do we work through growth and change in positive ways? How do we encourage innovative practices?

Module 2: The Image of the Child
‘A person’s Image of the Child….is influenced by that person’s experiences, culture, values and beliefs’ (N.S Early Learning Curriculum Framework, p11).
This statement about the Image of the Child from the curriculum framework is the foundation for the practices described within the document. In this module, we will use reflection and dialogue to work through our own images of children and how these are made visible in our day to day interactions, routines, decision-making, and responses to children.
We will address – through experiences and dialogue - the questions: What is your ‘Image of the Child’? Why does this image matter? How do our images and practices align with the Framework? What difference does it make to our daily practice? How does the Image of the Child affect the role of an educator or leader?

Facilitated by

Shannon Harrison & Emily Martinello

Imagine a child playing with blocks, building them up, & flying pretend airplanes into the towers as they come crumbling down. What has the child learned? What are they discovering? How are they making sense of their world? Through play, children are able to discover meaning & work through traumatic life experiences. We know that play allows children the opportunity to experiment with emotions & express & release what can’t always be said with words.   This play-based, hands-on workshop will support participants in using a trauma informed lens to support children’s play experiences.    

Objectives: Participants will Explore how early childhood educators can expand on play, using a trauma informed lens, Identify opportunities for meaningful dialogue with children through play , & List strategies for responding to chronic & acute trauma

Registration for our MSVU workshops, along our PD brochure with full workshops details, descriptions and presenter bios is found online  www.msvu.ca/earlychildhoodworkshops   

Saturday, May 4. 8:30 am - 3:30 pm $100.00
Light Lunch Included
It can be hard to find professional development opportunities that focus on the needs of school-age and multi-age child care providers. No longer! Saturday, May 4, 2019 has been designed just for you. Choose three sessions from six topics and earn 6 PD-hours. Enjoy networking and mingling withothers over a light lunch. This day is for you!
What The Day Looks Like
8:30 - 9:00 Registration & Networking
9:00 - 11:00 Session 1 ( A or B )
1A - Literature + Art + Diversity
1B - Let’s Play with Music and Movement
11:00 - 11:15 Break
11:15 - 12:30 Session 2 ( A or B )
2A - Engaging School Age Boys!
2B - Caring For Pets as Curriculum
12:30 - 1:30 Lunch & Networking
1:30 - 3:30 Session 3 ( A or B )
3A - Empowering School Age Girls!

3B - Loose Parts in the Outdoor Classroom
For More information on Sessions and to Register

Workshop #8 (of an 8 part series)
This workshop will further clarify invitations, provocations, zones of investigation and common projects. Participants will explore how to make learning visible through documentation. They will have an opportunity to peruse and discuss various documentation samples. Lastly we will look at how professional development is approached in the centers in Reggio Emilia.

Tuesday, May 7, 14, 21 7-9 PM
$110 for series or $40 for one
As Nova Scotia moves forward with Capable, Confident & Curious each one of us will be reflecting on how our philosophies and beliefs are made visible in our practice.
Some of us will be growing and changing practices to better reflect what we are learning as we engage with the Framework. This series has been developed to assist
educators and programs who are considering changes in their learning and care environments and educational practices. Do one session or do them all. The beauty
of doing all three is that each session is interconnected allowing participants to build on the last; this allows you to choose your own starting point based on your own situation.
Session One: Let’s Talk About... What We Are Doing and Why?
The session focuses on what we are doing as a sector and in our individual centres. With a better understanding of why we need to build a vision statement and a philosophy to suit our needs. What influences the way we work? Bring your vision statement/ philosophy; let’s review it while we work through the session – take back new ideas and thoughts to share with your team. What is developed in the session will just be a starting point...Aims of the session:
• To identify the reason for change and the reason for focusing on a play-based learning framework while identifying the need for a framework rather than a
curriculum;
• To identify what influences our practices and how these affect our philosophy or our vision statement;
• Identify how we can review our current philosophy –strategies to include staff

Presenter: Melissa Edmonds: Working with children has been a passion of mine. Throughout my career this passion has extended to supporting and mentoring educators in their role to provide quality care. During my career I have been a part
of many changes in the Australian Childcare Sector and have advocated for best outcomes for children. To borrow a phrase from an Australian expert in the field Pam Winters, I believe that, “I grow children” and I am passionate about helping others do the same. My time in the early childhood sector started in organizing and managing a creche (babysitting club) in the family owned gymnasium, from there I developed my skills and experience through multiple roles. These included a junior primary/primary teacher, a child care educator, a director of a child care centre, a family day care educator, a coordinator of family day care, and an investigator in child care matters.
My last roles were as a project officer working on the implementation of National Regulations and the National Quality Framework and an Assessment and Rating Officer with a senior focus on Educational Program and Practice. This meant working on the development and implementation of the play-based learning framework for Australia ‘The Early Years Learning Framework’. I worked with services to identify and assess educator and management practices regarding regulations and the EYLF identifying ways forward on an individual centre basis.
Register