1. family and parenting
2. children

the heroes & mentors issue
BEING SUPER-HUMAN
What ECE superpowers
do you have?
tips to be the
BEST
MENTOR
you can be!
Meet our
2014-2015
Board!
EAT like a
SUPERHERO!
winter 2015
Jeff A. Johnson
makes the case for
super
hero
play
E is
ELK ed by
en t
pres
the heroes & mentors issue
We all grew up and got to be where we are today with the help
of a mentor or the inspiration of a personal hero. Family,
friends, instructors, celebrities, fictional characters; they guide,
encourage, and shape our lives for the better.
A hero is someone who is admired for courage, outstanding
achievements, or noble qualities. Who we choose as a personal
hero or mentor can make a big difference. Educators have an
opportunity to become great role models to the children in their
care, and to help inspire a happy and fulfilled life.
The articles we have gathered for this issue of the Early
Learning Knowledge Exchange are a celebration of our heroes
& mentors, and a reflection on how we ourselves can be the
best mentors we can be to others.
in this issue
Letter from the Editor
President’s Message
FYI
Early Childhood
Development
Association
of PEI
Your Thoughts
ECE Profiles
Meet our Board of Directors!
Diploma Training Program
Just for Fun: ECE Superpowers
The Case for Superhero Play
Lessons Learned: Superhero Play
Tips & Tricks: Mentoring
In the Sector: Letting Go
BRIDGES: What is a Mentor?
Zone Francophone
HEA: Eat Like a Superhero!
Phone:
(902) 368-1866
Toll Free:
1-888-368-1866
Fax: (902) 569-7900
Sonya Hooper
Executive Director
(902) 368-0070
Bonnie L. Bell
Administration &
Member Relations
(902)368-1866
Shayna Johnston
Communications
Coordinator
(902)368-1879
Carrie Mills
Education & Training
Coordinator
(902)368-1876
follow us!
www.facebook.com/ECDAofPEI
@ECDAofPEI
is presented by:
ECDAofPEI
www.earlychildhooddevelopment.ca
3 Brighton Road
Room 115
Charlottetown, PEI
Opening Hours:
Monday to Friday
8:30 to 5:00
PRESIDENT’S MESSAGE
By ELIZABETH JEFFERY
President, ECDA
W
hen I was told the theme
of this edition of ELKE
was heroes and mentors,
I knew I was in trouble. I've been
known to share at length about my
PEI Early Childhood mentors and I
thought if I mentioned their names
one more time I stood the chance of
being accused of accepting bribes. At
high risk of sounding like a broken
record, I looked further afield. It
only took a moment before I knew
who I wanted to tell you about.
A few years ago when we were transitioning to the PEI Preschool
Excellence Initiative, I was really
questioning my place in the field. As
the director of a centre, I had always
loved to split my days between the
required administration work and
teaching junior or senior kindergarten. But in this new system, I was
out of ratio all day, and without a
group of little people to call my own
I was feeling lost. The part of the
day that fed my passion was gone
and I was left with just a job.
Then, I received a call from my
friend Liz Hicks (an amazing trainer
from N.S.) who was going to
Chicago for a 3-day study tour and
workshop with Margie Carter.
Margie is half of my favourite duo of
“Carter and Curtis.” They've written
too many books to list but my two
favourites are
and
.
Somehow I knew that going to
Chicago with Liz would be the
experience I needed to rekindle my
passion for my work. So, after
talking to my husband and cashing
in the family Air Miles, off I went to
experience some of the most
powerful training of my life. My
heroes reside within the centres we
visited in Chicago. These centers will
remain forever in my mind.
One program was located in a rundown church across the street from
a school housing children in grades
K to 5. In front of the centre was a
Safe School Zone sign that simply
stated: "Penalties increase for drug
violations, weapons violations, and
gang recruitment within 1000 feet of
the school". WHAT?! In these
buildings were children aged 4
weeks to 9 years… gangs, weapons
and drugs were an issue? I know
I'm naive but that really threw me.
When I walked through the main
doors of the centre there was a sign
asking parents to leave their
weapons and drugs in the office
while they dropped their children off
for the day. What struck me most
was that there was no judgment in
this homemade sign or in the
attitude of the ECEs. Just a request
that the children’s space be kept free
from what was commonplace just
1000 feet away.
Besides the air of acceptance and
understanding, the atmosphere of
the centre was magical, with simple
beauty at every turn. The home-like
setting made you want to snuggle up
and read a story or sit at the table
and chat with a fellow parent or one
of the educators. My first impression
was that they must have a huge
budget to provide such a rich
atmosphere for the children. But if
you looked closely you saw the
reality. The kitchen table and chairs
in the entry way that were so inviting
4 Early Learning Knowledge Exchange Winter 2015
were very old and mismatched. The
soothing koi pond with flowing
water and beautiful rocks was made
from a metal cart they found at the
dump. The flower gardens in the
yard were planted by the dedicated
parents and staff.
One of my favourite quotes is from
Walt Disney who said "it's easy to
make decisions once you know what
your values are." This center knew!
They were willing to work hard and
turn trash into treasures to create
their atmosphere. Then they spent
their money on art supplies, documentation of the children's learning,
training for their teachers, and
programs for families.
There was a connection between the
community, the families and the
team of ECEs. They worked
together without judgment, and they
were able to see the potential for the
centre, for the children and for the
families. Through that connection,
they were able to create magic. What
a life lesson that was for me.
FYI
Did you know…
Sonya Hooper has been the
ECDA Executive Director
for 11.5 years!
ECDA SPRING CONFERENCE
The 2015 ECDA Spring Conference will be held Friday, May
1st 2015 at the Rodd Charlottetown Hotel.
Registration and full details on the 2015 Spring
Conference will be posted on the ECDA website.
NETWORK MEETINGS
The ECDA's monthly ECE and
Supervisors' Network Meetings are a great
mentorship opportunity. Educators and
supervisors have the chance to connect
with their peers, learn from others, and
bring their own experiences and expertise
to the table. For a schedule of these
events, visit our website at
www.earlychildhooddevelopment.ca!
Liability Insurance Coverage
With general liability coverage, your
business is protected if you’re found legally
liable for injuries or property damage
caused by your product, or accidents on
your premises, your operation or at your
customer’s location.
General Third-Party Liability, included in
our commercial policy packages, cover four
types of claims:
● Bodily injury resulting in actual physical
damage or loss
● Property damage or loss
● Personal injury including slander or libel
● Medical expenses
General liability insurance is an affordable
way to protect your business in case you
ever have to defend a claim against your
business in court. With this coverage, you’ll
receive funds up to your policy limits to
cover damages assessed by the courts to
compensate third parties, and cover legal
defense fees and settlement charges.
Questions about your coverage?
Call (902) 367-3407
Mark your calendars,
because the ECDA’s Ultimate Night Out will
be a night to remember! To be held on April
17th 2015, it will be an evening of
extravagance - a time to dress up, let loose,
and enjoy a night out with your team!
The night will mark the final hurrah in
celebration of the ECDA’s 40th birthday
year. You can expect a wonderful 3-course
meal, the Instabooth photo booth to capture
the memories, swag bags & prizes to be
won, a presentation of awards and
recognitions, and many more glamorous
surprises to be announced in the coming
months...
5 Early Learning Knowledge Exchange Winter 2015
YOUR THOUGHTS
WE ASKED:
Why not give your personal hero a shout out?!
My mentor and personal hero is
Nicolle Ford (Director/Owner
at Super Stars). She proves to
me that drive and passion are
what makes her a true role
model. Nicolle has endlessly
challenged me to succeed and
exceed all goals in my journey.
She allows me to think outside
the box and respects the
individual that I am. She is the
rock that keeps me grounded
and the person I look up to in
this field and my personal life. I
hope to inspire someone as
much as she inspires me.
Lindsey Russell- She joined me
in September and has been a
blessing! She is fun, creative,
not afraid to speak her mind,
great with the children and
parents and she is always
coming up with great ideas for
the classroom! You encourage
me daily, tell it to me straight
when I need it, and you listen
with open ears when needed!
Thanks for being a super
educator, a mentor and a friend.
Mary Baird, she is the director
at Abegweit First Nations Early
Learning Centre. She has been
an inspiration, not only for her
staff but for the centre and the
community it serves. She is
always positive and supportive,
and encourages new and
improved ways of teaching and
learning.While simultaneously
honoring tradition and culture.
Mary is very tuned in to the
people around her, always
doing what she can to help.
Merry Pop-in’s Childcare Centre
Abegweit First Nation EYC
Super Stars Daycare
SURVEY SAYS …
How does your centre handle superhero play?
We allow it.
We allow it, but do not
allow weapon / rough
and tumble play.
It is banned!
27%
3%
6 Early Learning Knowledge Exchange Winter 2015
35%
31% We encourage it!
4% We discourage it.
ECE PROFILES
V E R N A L E E M AC P H E E
JE SSI CA M AC K E N Z IE
My children. I wanted to show them
that even with a learning disability or any other type
of disability, you can succeed in life. I truly love
working with children.
To ensure that I work my hardest
to meet each child's developmental needs to the best
of my ability. I strive to ensure that each child has
the foundation to move forward to the next stage of
their development.
Going for walks, watching my son play
hockey and spending time with my friends and
family.
Love You Forever by Robert Munsch.
I have a strong emotional connection to this book
because I read it to my children when they were
young.
Walking in and seeing the
children's smiling faces. I also like listening to their
stories and observing them during play because you
cannot help but smile with them.
I have been working with a
specific child for the past year who has speech
difficulties. I have been fortunate enough to create a
bond and assist this child with developing their
speech and growing their vocabulary in ageappropriate ways.
The children and families I work with.
Seeing the smiles, laughter, learning, and growing.
Working with a fantastic group of ECEs.
To be the best person and
educator that I can be and to always believe in our
profession and why we do what we do. To keep on
top of education and training and to be the advocate
children and families need.
Spending time with my husband and
daughter. I also enjoy reading, travel, and taking
pictures.
"I facilitate thinking, I engage
minds, I listen to questions, I encourage risk, I
support struggle, I cultivate dreams, I learn every
day. I teach." -Venspired.com
Hugs and snuggles and
seeing a child's face light up when they achieve the
thing that they were working on.
Seeing a child meet
developmental milestones that some professionals
thought he wouldn't be able to do.
Be yourself! You can do
anything you set your mind to do.
I hope to teach children
that everyone is different, and that's perfectly okay.
Each child's uniqueness is what makes them special.
7 Early Learning Knowledge Exchange Winter 2015
IN TRAINING
DIPLOMA TRAINING PROGRAM
A
fter completing the first phase of the Blended Training Program, we are happy to report
that 55 participants have decided to continue on to the second phase, the Diploma
Training Program. For these participants, along with their families and their coworkers,
the difficult but rewarding work-life-school balance continues.
The Diploma Training Program began in September 2014 at both Holland College and Collège
Acadie, and participants have already completed two courses to date. Participants will reach
their goal of receiving their diplomas in Early Childhood Care and Education when the program
wraps up in March of 2016.
Similar to the first phase, this program would not be successful without the help and resources
from Skills PEI, The Early Childhood Development Association of PEI, The PEI Department
of Education and Early Childhood Development, and our post secondary partners Holland
College and College Acadie.
Prior to the Christmas break, we caught up with some participants to reflect on their successes
and challenges within the program, and asked them about the best piece of advice they’ve ever
received. Their answers gave us an even stronger appreciation of their hard work and dedication.
Next time you see one of your colleagues who is participating in this program, be sure to
congratulate them on their continued success!
Nicole: My biggest challenge in the
program to date has been finding
the time to complete the course
assignments. I am the mother of
four beautiful children and I work
two jobs, so finding the extra time
for school work can be difficult.
Christina: The biggest challenge
that I have had to face in the
program is finding the right
balance between work, family and
school work! It is really quite
difficult to juggle everything; to
ensure that my children are getting
everything that they need, that I am
not neglecting my husband, that
there is food on the table, and that I
get to bed at a decent hour.
Tarahlyn: Just balancing it all,
young children, home, work and
school.
Christina: My motivation to
continue the program comes from
my need for knowledge. I am
learning so much, and being able
to put what I learn into practice sometimes the next day - is the
greatest feeling!
Tarahlyn: Knowing that I am
bettering myself as a person,
mother and educator.
Charity: My family, my co-workers,
the children, my end goal, and
knowing that I will be helping
others out keeps me motivated to
keep going
Kara: Getting my two-year
certification. It will be nice to finally
say that all my hard work has paid
off.
8 Early Learning Knowledge Exchange Winter 2015
Kara: '”Trust what you know” my
boss and biggest mentor has
always said this to me and it sticks
out in my head anytime I question
myself.
Charity: You can think, you can
dream but the hardest part is
making that dream come true. That
is the best advice that anyone has
given me.
Nicole: The best piece of advice I've
received from a mentor in my life is
to not give up on the things that
are important to me
Nicole LeClair (Leaps and Bounds)
Christina Gallant (Fun Times)
Tarahlyn MacKinnon (Island Montessori)
Kara MacDonald (Creative Child Care)
Charity Kelly (Hunter River ELC)
JUST FOR FUN
ECE SUPERPOWERS
Have any of these super-human abilities?
A superpower is defined as a
"power greater in scope or
magnitude than that which
is considered natural."
Common superpowers that
people wish they possessed
include the ability to fly,
telekinesis, invisibility, and
time travel. Sure, it would be
nice to move objects with
your mind… but is that an
attainable goal?
Early Childhood Educators
who have been doing their
jobs for long enough
develop something quite
similar to superpowers…
These job-specific skills
might not be featured in the
next comic storyline, and
they might not even be
useful once you're off the
clock, but do they ever come
in handy when you work in a
child care centre!
Let’s identify some of the
feats ECEs perform each day
that can only be described
as super!
You might be an Early Childhood Educator!
You can change a diaper in the blink of
an eye, dress 10 children for the wintery
outdoors in the time it takes most people
to get dressed in the morning, not to
mention your uncanny ability to catch a
child before they take a tumble.
You can read the mind of any child. One
look into their eyes and you know who is
about to vomit, who's going to lose their
temper, and who is finally feeling
confident enough to take a new safe risk.
You've got the healing touch! One hug
and that boo boo on a child's knee is long
forgotten; a few minutes of snuggles and
it's not so hard to say "see you later" to
mommy or daddy.
Should the children need a cashier or a
fellow fire fighter for their dramatic play,
you and your tickle trunk are always
perfect for the role. Hair dresser? Horse?
Princess? Table for the tea party?
Whatever it is, you can transform.
You can decipher the code of any and all
children in your care. No matter the type
of cry, the slang word used for
"bathroom", or the articulation of a
mumble, you can translate on the double.
Sources:
"Superhero." The Free Dictionary. Farlex, 3 Apr. 2006. Web. 23 Dec. 2014.
9 Early Learning Knowledge Exchange Winter 2015
MEET THE
BOARD
True identities, revealed!
President
At the ECDA’s 2013-2014 Annual General Meeting, four new volunteer
board members were welcomed to the ECDA Board of Directors; Sarah
Riehl, Mandy MacNevin-Reynolds, Melanie Cochrane and Colleen
MacKinnon-Snow. They joined board members Elizabeth Jeffery
(President), Crystal Affleck (Secretary), Jamie-Lynn Mosher, Anne Miller
and Leona Bernard (Francophone). We asked them about what motivated
them to get involved with the ECDA, about their personal Early Childhood
hero, and the five qualities that describe them.
Advocate, Reflective, Insecure, Mother, Wife.
I knew that with the inception of the PEI Preschool
Excellence Initiative there was a remarkable opportunity for us to create a world where the main
focus would be what was best for the children of our Island. I wanted to be involved!
Dr. Becky Bailey. She is a child psychologist working out of Florida who
has dedicated herself to training teachers to create a world where the language of acceptance,
problem solving, self-advocating and kindness is second nature..
Owner/Director, Little Wonders
Board Member
Director, Eastern Kings Early
Learning Academy
Board Member
ECE, Parkdale Sherwood
Headstart
Board Member
Somewhat disillusioned, Tolerant, Funny, Reasonable, Almost finished.
I have been on and off the Board for many years. Early
childhood fever was always in my heart. When the ECDA began playing a large part in the changes
the PEIPEI was bringing to our sector, I was very interested in coming back to the table. I am proud
to be part of a group that has changed the way we think about early childhood educators.
Kathleen Flanagan Rochon by a long shot. Kathleen has been a catapult
for our profession for over 40 years. Her professionalism and integrity while working in many roles
within our field, and her final contribution to the PEIPEI, has been only a small part of the impact
she has made. We have no idea how lucky we are to have such a great leader of early childhood.
Fun Loving, Creative, Mother, Educator, Happy.
To gain a better understanding of our association and
our field during the big changes of the PEI PEI.
There are so many that I love and pull from on a daily basis that allow me
to be the educator I am today. I am fueled by Lisa Murphy's drive and passion, and by Jeff Johnson’s
ability to educate his own way without worrying about what people think. But on a daily basis I go
back to my time at Holland College in the ECCE program when Chystyna Holman was my learning
manager, and she taught me so much about being an independent educator who followed her own
ideals even if it was making waves. I continue to call on her knowledge and expertise to this day!
Mom, Wife, Educator, Optimist, Happy!
To become more involved in the Early Childhood field.
I am interested in new opportunities for learning and I truly enjoy working with other professionals
who have similar passions and desires when it comes to working with children and other educators!
I don't have one particular hero! I could easily make a list of people I
consider a hero in this field for many different reasons! Some characteristics I look for in others
that I would consider heroic are determination, integrity, joy, compassion, patience and a positive
attitude.
ECE, The Family Place
10 Early Learning Knowledge Exchange Winter 2015
Francophone Board Member
Directrice, Centre Éducatif
Pomme et Rinette
Board Member
ECE at Holland College ELC
Board Member
Infant ECE, Milestones EYC
Secretary
ECE, Just For You
Board Member
ECE, Tiny Tot EYC
Autonome, Calme, Honnête, Déterminé, Optimiste, Pasionnée.
So all kids would be able to have the same opportunities
and services, especially the less fortunate. Not one child should be refused for an Early Years Centre.
Also I so wanted to be surrounded and learn all I could from the expertise around the table with so
much knowledge in the field yes people like Sonya Hooper and Anne the blonde lady and Elizabeth
the president.
Yvonne Gallant, who willingly taught me her skills, knowledge and
expertise In the field. Sonya Hooper, who is a mentor to me because of her determination and hard
work to enhance the outcome for all children.
Mother, Understanding, Dedicated, Lover of the outdoors, Easy going.
I wanted to contribute more to the early childhood field
on PEI and to gain a better understanding of the ECDA. Becoming a board member also allows me
to work with various ECEs from across PEI.
All people who fight for the rights of children, provide a voice to our
youngest members of society and the people who make every child feel important. These people
are my heroes because they are the ones who are creating an inclusive community and understand
that every child has something beautiful and unique to contribute to the world.
Early Childhood Educator, Wife, Geeky, Cat Lover, Passionate.
Over the last few years my involvement with the ECDA
has increased and I felt it was the right time for me to become involved on a deeper level. I feel very
passionate about the work ECEs do and I want to do what I can to help PEI's early education system
continue to blossom and shine.
Magda Gerber. She places so much emphasis on respecting infants for
who they already are, not just who they will become. Her philosophy is simple: gaining trust and
respect from infants comes from the adults in their world showing trust and respect to them.
Outgoing, Goal oriented, Hands on, A doer, Family first!
I’d always been interested in bettering my career and
profession. I decided to start attending ECDA meetings as an outlet for my voice to be heard. After
seeing what the board has done for our profession over the years and what some of their intentions
were for the future I knew that this was something I wanted to be a part of!
Theorist, Jean Piaget. Within each of the four stages of Piaget's theory of
cognitive development, children are constantly organizing and adapting to new information and
experiences; children learn by watching and then doing. Working with children I see this every day
and it helps my team and me to better understand and educate the children we work with.
Married, Pregnant, ECE, Daughter, Happy!
I’ve always wanted to be more involved in the ECE field.
I really enjoyed being part of the ECE network meetings last year, so when the opportunity came
along to join the board I figured it would be a great way to become more involved and learn more
about the sector.
I have to say that I think here in PEI we have such a strong group of
professionals who are always willing to stand up for our rights, and recognition as educators. We
have so many wonderful things happening here and for that reason I cant help but look at the voices
of Island ECE's as heroes.
11 Early Learning Knowledge Exchange Winter 2015
SUPERHERO PLAY
By JEFF A. JOHNSON
Explorations Early Learning
KURRRR--POW
Superman leaps between hotel room beds wearing nothing but a terrycloth
cape as Mom pleads with him to go to sleep.
Wonder Woman enthusiastically ties her smiling little brother to the kitchen
table with her magic jump rope lasso while Dad makes mac-and-cheese.
Batman fights imaginary Joker henchmen to pass the time at Grandma's funeral.
Superhero play. On the surface it is loud,
violent-looking, messy, rowdy, hurly-burly,
and rambunctious. It looks so out of control.
It seems so chaotic. It often takes place at
inopportune times in inopportune places - at
least in the minds of nearby adults.
The thing is, if you peel away the surface
annoyances and look deeper, Superhero play
is valuable and rich in playful learning. Here's
just a small part of what your little superhero
could be learning with all the leaping and
yelling:
Superhero play builds muscle strength and
control, visual tracking skills, coordination,
balance, and kinesthetic awareness. All that
running, jumping, and flying is especially
good at building core strength as well as
strength and control in the arms and legsthings that have to develop before a child
gains full control of the small muscles in their
hands and wrists used in writing. That's
right, superhero play is a pre-writing activity.
On the surface, superhero play sounds like
a lot of yelling, but if you pay close attention
you'll find that this type of play drips with
language. Children engaged in superhero
play solidify their existing vocabulary, try out
new words, develop listening skills, practice
the give-and-take of conversation, and use
language as a tool for problem solving and
negotiation.
Social skills are learned through real-time
practice and superhero play is ripe with
opportunities for such practice. Among other
things, Aquaman and those Ninja Turtles
over there on the other side of the room are
honing their self-control, practicing taking
turns, learning to problem-solve, reading
body language, negotiating, and delaying
gratification.
Learning to "be good" requires an understanding of what bad looks like. This is one
of the reasons some kids relish taking on the
role of Bad Guy-it's a chance to play at all
the things they are repeatedly told not to do.
Superhero play is also a great opportunity
for kids to blow of some steam and manage
stress. It is hard work for a lot of children to
keep their hands to themselves, listen to their
teacher, and live up to adult expectations all
day long-becoming The Batman is a chance
to let loose.
Children enthralled with the zip and zoom
of superhero play also explore big concepts
like Power, Control, Heroism, Leadership,
Life, and Death. These are weighty concepts
for young kids to contemplate - their play is
rich in subtext and symbolism. Play provides
a safe, non-threatening environment for
children to explore them. Playing at Death
with your friends makes it easier to cope with
the death of pets and loved ones in real life.
Being a powerful hero saving the world while
playing makes it a bit easier to be a responsible and kind big brother when it's time to
share your Hot Wheels.
It may be hard to see that pummeling each
other with imaginary laser beams and beating
each other with foam pool noodles promotes
healthy emotional development, but it does.
For children to learn to manage emotions,
they need to experience them. Superheroing
around is a great opportunity to explore big
emotions: Anger, Fear, Anxiety, Stress,
Passion, Joy, Sorrow, Anguish, and more.
Remember, play is a safe haven for kids to
12 Early Learning Knowledge Exchange Winter 2015
BLAMMMM
M
SUPERHERO PLAY
Eat Your Peas
explore complicated concepts-and we all know
how complicated emotions can be.
Jeff A. Johnson is an educator, author,
professional speaker, play advocate and
podcast personality.
more Super and Hero than anyone Marvel or
DC can put in a comic book or on a movie
screen. In fact, the only superhero more
powerful than Mom is Grandma…she has
some strange psychic power over Mom.
We don't keep our kids safe by trying to
remove all potential risks from their lives, we
keep them safe by helping them learn to A dichotomy exists in many early learning
recognize and assess risk in real time; we keep settings: Playing Moms, Princesses, or Fairies
them safe by helping them understand their gets a green light, space, time, and props.
abilities and limits. For example, knowing you Playing Batman, Hulk, or Pirate gets a red
can safely jump from the third step on the back light, a sigh, and an eye roll. One of the biggest
porch requires lots of jumping experience. things we can do as parents and early
Once you have that experience-based educators to support all the playful learning of
knowledge, it's easy to assess whether or not superhero play is to find ways to make
you can confidently leap from the retaining Transformer, Ninja Turtle, Knight, Pirate, and
Fantastic Four play as
wall in your buddy's
socially acceptable as
front yard. Learning to
Mom play.
assess and manage risk
takes lots of practiceOnce we wrap our
http://www.pinterest.com/exearlylearning/
and superhero play is
heads around the idea
weapons-rough-and-tumble-superherorich in practice
death-play/
that all superhero play
opportunities.
has value, we can start
As you see, under the
taking steps to support
surface superhero play is
Batman as much as we
http://www.explorationsearlylearning.com/
rich in playful learning.
support Mom; to
That means we adults
support Power Rangers
should step back a bit
as much as we support Fairy Princesses.
and find ways to embrace and support it in Here are some suggestions:
our homes and early learning programs. One
of the first steps is being able to identify it. You Provide children with big hunks of time where
may be surprised to learn that the most they are free to lead their own play.
popular form of superhero play is not usually
LOUD and wild; flying, lasers, and super Provide plenty of space safe for leaping,
strength are rarely involved; and you may running, flying, and teleporting.
describe it as cute and sweet.
That's because the most popular superhero by
far is not Superman, Captain America, Iron
Man, or The Incredible Hulk. The most
popular superhero for young children to
imitate, idealize, and play at is Mom.
Provide lots of open ended materials so
children can create the props they need. Think
cardboard boxes, tape, paper, blocks, and
markers, not store-bought costumes and
plastic laser blasters.
Think about it-in the eyes of most
preschoolers Mom is all powerful and always
in control. She solves problems, brings peace,
and vanquishes scary shadow-monsters at
bedtime. If she says eat your peas you eat your
peas. In the eyes of young children Mom is
Trust the children to lead their own playful
learning-even if you have to dig deep to see
the value in it. Try not to interfere too much.
Trust that playing at Batman is as valuable as
playing at Mom.
13 Early Learning Knowledge Exchange Winter 2015
LESSONS LEARNED : SUPERHERO PLAY
By ELIZABETH TRENHOLM
Dreams Unlimited
Childcare Centre
Why do we allow superhero play at Dreams Unlimited
Childcare Centre? Certainly when I started out in early
childhood education and care, it was common to stop it
right away even though the children would continue with
the play once the coast was "clear". I began questioning
my own practice as an educator and wondered what
would happen if I changed my thinking around
behaviors that have been considered challenging in the
past; like running inside, hitting, throwing, or wrestling.
What would happen if I set up positive outlets for rough
and tumble play?
So after many discussions at staff meetings, I decided
along with my co-educators to take a risk and we started
to set up the environment in ways where there were
positive opportunities for the children to throw things, to
run, to shoot, to be superheroes, and to even have
wrestling matches.
We had been openly allowing rough and tumble play at
the centre for approximately a year before I met Jeff
Johnson, a professional speaker on the topic, at a
workshop this past fall hosted by the ECDA. I didn't
know why I was no longer comfortable with stopping
rough play until I was listening to Jeff talk about “play
vampires” (a person or situation that sucks the fun out
of play). That's when I realized that I myself used be a
play vampire, and to this day I really try hard to not be
one… even though sometimes I still want to be.
As a team, we recognize which educator is more
comfortable with the different types of rough and
tumble, and, as Jeff would say, we try to find ways to
"make yes easy". When we show the children that we
trust them as leaders in their environment and give them
the time and space needed to support their play instead
of dictating it, amazing things start to happen.
One of our educators at Dreams Unlimited, Rebecca
Knauff has this story to share:
So, even though this type of play may challenge our
thinking at times, we will continue offering rough and
tumble play at Dreams Unlimited. We see first hand
how our children thrive developmentally by creating
physical challenges for themselves: recognizing safe
risks, problem solving, collaborating as a team,
enhancing a strong sense of empowerment, and yes,
blowing off steam too.
WE SAY YES TO SUPERHEROES AND ALL THE
CHARACTERS OF THE CHILDREN'S
IMAGINATION.
Elizabeth Trenholm is the Supervisor at Dreams Unlimited
Childcare Centre and she is a past volunteer member of
the ECDA Board of Directors.
14 Early Learning Knowledge Exchange Winter 2015
TIPS & TRICKS
6 ways to
be the best mentor you can be!
would credit our successes to the support of a mentor. But maybe now you're thinking it's
time to give back and become a mentor to someone else. Maybe it's the new educator at your centre who just
graduated, maybe it's a coworker you've known for years who is starting to explore a new and unfamiliar play invitation,
or maybe it's your supervisor who is expressing an interest in learning more about technology (your field of expertise!).
Being a mentor to someone can be intimidating, difficult, and sometimes hard to navigate but there's no doubt that it's
rewarding. Check out our 6 tips to be the best mentor you can be!
Mentoring doesn't need to fit the "eldernewbie" format; you can mentor a peer
or even someone in a more senior
position. As a mentor, you're someone
who knows a skill your mentee doesn't,
and you care enough to help them learn
and succeed at that skill.
Few things are more impactful than to
lead by example. Good mentors are
respected by their mentees. As a
mentor, you should set the bar for
yourself just as high, or higher, than
you'd expect from your mentee. A
mentor's mantra should be: "Do as I do,
not
as I say."
The most successful people build
relationships and learn from experts of
all ages and backgrounds. Never stop
meeting and learning from new people.
Introduce your mentee to your network
to help them grow their experiences and
learning opportunities.
1 2
3 4
5 6
A great mentor will spend more time
listening than they do speaking. To give
valuable advice, you should first
understand the mentee's needs and
feelings. Let the mentee share, vent, and
ideally work their way to their own
conclusions without forcing the learning
process.
It takes a genuine interest in the
success of your mentee to effectively
mentor someone. Don't "phone in" your
time and efforts. Be accessible. Get to
know your mentee personally, about
their hopes and dreams, so you can
help them accomplish goals in their best
interest.
Offer your advice, but only when your
mentee asks for it. Asking your mentee
questions to draw out possible solutions
is more empowering than direct
instruction. Always remember to
celebrate successes and achievements to
build confidence!
Sources:
Jacquelyn Smith, Jacquelyn. "How To Be A Great Mentor."
. Forbes Magazine, 17 May 2013. Web. 18 Dec. 2014.
Costa, Jose. "How You Can Become a Better Mentor."
. TheHuffingtonPost.com, 3 Apr. 2014. Web. 18 Dec. 2014.
"10 Tips on How to Be a Good Mentor."
. Calgary United Way, 3 July 2012. Web. 18 Dec. 2014.
15 Early Learning Knowledge Exchange Winter 2015
IN THE FIELD : LETTING GO
By CATHY DAWN MCKENNA
Infant Educator,
Milestones EYC
Cathy Dawn has a Bachelor of Arts in Psychology and has been working
in the Early Childhood field since earning her ECE Diploma in 1996. She
currently works in the Infant Program at Milestones EYC.
way of doing things. We find comfort
in, well, what is comfortable for us.
Our practices, our beliefs of how
things should be done, and our fear
of the unknown can hold us back.
Like my little toddler, we cling to the
railing where our initial excitement
turns to fear and in some cases, we
dig our heels in and declare that what
we have been doing has been working
all along and that's that!
N
ot too long ago, one of my
toddlers was attempting to
go down a slide, which is part
of a loft in our room. Sliding down
the slide is a big milestone in the lives
of children, and for some it takes a
great effort to muster up the courage
to sit on their bum at the top and let
gravity take over for the three-foot
thrill ride to the bottom.
This little one was hanging on for dear
life. Her expression had turned from
excitement to downright fear as she
clung to the railing on either side of
her. Her little bum was sliding but
with a death grip on the railing, she
was going nowhere. As I sat down
beside the slide, I gave her words of
encouragement and support and, in
all my worldly wisdom, I said, "Just let
go! Sometimes in life you just have to
let go!"
Now, to this fifteen month old on the
brink of despair, these words meant
nothing. But as I reached out my
hand, with trust, she took it and glided
awkwardly to the bottom. It was then
that I realized the value of those words.
Sometimes, as educators we can
struggle with letting go! We cling to
the ideas and thoughts that rule our
A few years ago, a wonderful coworker and I had a particularly
difficult week with our preschoolers.
It was the middle of summer, hot and
muggy and we were all feeling the
effects. Finally, the end of the week
rolled around and we declared "It's
Fun Friday, anything goes!" Letting
go of our own agendas, we ditched
our plans and jumped into play with
the kids.
When a little one suggested we make
chocolate chip cookies, we raided the
kitchen and made the tastiest preschool-made cookies ever. When
someone asked, "what does the dough
taste like?" we grabbed spoons and
sampled it. When another little one
said "let's eat outside" we said "why
not… it's Fun Friday!" It was the best
day ever.
Because we listened to their ideas and
shared in their excitement, they were
engaged and this lead to very few
behaviours to deal with and we all
walked away at the end of the day with
big smiles on our faces and lots of
stories to tell. On Monday, however,
it was back to business. We had been
deviant for one day but heaven forbid
we let loose any other day but Friday.
Looking back on our fun Fridays, I
now realized that when we "let go" of
16 Early Learning Knowledge Exchange Winter 2015
planning the day's activity around
what
the children should
do and instead took their lead, we
weren't being flippant in our job... we
were doing our job.
Stepping back allowed us to gain a
new perspective. When we became
engaged educators, our role became
one with purpose and intent in the
children's learning. A tasty treat
wasn’t the only outcome of our baking
that Friday. It provided our preschoolers with the opportunity to play
an active role in their own learning.
It took some time to realize that the
concept of letting go was part of a
bigger, more rewarding journey I was
on with each child. I wasn't there to
"teach," I was there to guide and
support their learning.
Emergent Curriculum was a new
concept to me and even though I
clung to my "theme-based" approach
like a life jacket, I could see the
amazing difference when I let go of
my own plans. Observing, listening
and finding out what was of interest
to my little ones was just as
empowering to me as it was to them.
Every day became a "Fun Friday."
My toddler did master the slide, and
within days she had learned to slide
down head first, on her belly, on her
back and every which way. In her
journey to conquer this skill, she
taught me the value of my own words.
As much as I was there for her, she
was mentoring me to learn to trust in
my own abilities. It is tough to let go,
but like anything in life, sometimes
you just have to let go and enjoy the
ride.
BRIDGES
By CLAIRE DOUCETTE
BRIDGES Coach
Dept. Of EECD
Claire Doucette has been an Early Childhood Coach at the
Department of Education and Early Childhood
Development for the past 4 years.
T
he pull of a tiny smile is what
brought many of us into this
field, but it is the relationships we build within this sector that
keep educators here. Relationships
between directors and educators,
educators and families, coaches and
directors/educators. Relationships
that are open, honest, and flexible.
One of the most important relationships we can hold in this field is our
relationship with a mentor. There
are many mentors in the early
childhood world: directors, instructors, early childhood coaches,
coworkers, family members,
children, to name a few!
So, what is a mentor? Are you a
mentor? What does mentoring in
early childhood look like? Mentoring
is guiding, facilitating, modeling,
supporting and reflecting. Reflecting
back on best practice, on the needs
of others, children, families, and coworkers:
In Developing Mentoring Relationships in Early Care and Education,
Marilyn Chu writes:
challenge and support,
build relationships, support and
encourage personal and
professional growth, build formal
and informal partnerships, connect
research-based skills to practice,
help to develop strategies, observe
and reflect, help set goals and clarify
expectations, are accountable, have
an understanding of an educator's
role and prior knowledge and
experience, and provide feedback,
lots of feedback.
Don't we all do this on a daily basis?
As educators, we challenge the
children in our care, and support
their growth and development when
we offer well-thought-out learning
opportunities. We are constantly
building relationships and are
encouraging others to do the same.
We reach out to families to support
open lines of communication and we
work in teams to provide seamless
care. We model healthy relationships for children and support them
as they begin to develop their own
relationships with other children,
educators and program staff.
We are always looking to improve;
to improve what we offer to the
children, how we support each other
and ourselves, and how to keep
current with trends in early
childhood. We are always
developing personally and professionally.
Formal and informal partnerships
are formed when we network with
others in the field to learn and share
successes, when we sit as representatives on boards of directors, and
when we volunteer both inside and
outside of our employment.
New trends, research and new skills
are shared regularly in network
settings, on the floor with coworkers and through social media.
Strategies are developed daily: in the
lunch room, when talking with a
coach and while sharing at parent
meetings. This is one of the benefits
to developing open lines of communication with families and peers.
Observation and reflection are
continual, both for ourselves and for
the children in our care, as is goal
setting; setting goals based on these
observations and reflections.
We are accountable to directors and
centre owners, to families, to
ourselves and to the children we care
for to provide the very best learning
environment possible.
We draw on our prior knowledge
and experience to fulfill our role as
educators and to challenge ourselves
to grow.
And we provide feedback… lots of
feedback! We share with co-workers
about planning ideas and successes,
to directors about ideas, goals, and
strategies used, and to families about
our day, reflecting on what it was,
sharing the great and the "it will be
better tomorrows," and giving a
glimpse of what is yet to come.
I encourage you to see yourself as a
mentor in early childhood… Reflect
on all the ways you fulfill the
definition of a mentor. You are a
modern day super hero!
Chu, M. (2014).Developing Mentoring and Coaching
Relationships in Early Care and Education: A Reflective
Approach. New Jersey: Pearson Education, Inc.
17 Early Learning Knowledge Exchange Winter 2015
ZONE FRANCOPHONE
Par YVONNE GALLANT
Programme Éducateur,
Collège Acadie
Les citations qu'on est tous des
apprenants pour la vie sont
nombreuses. Pour cette raison, moi,
j'ai décidé de vous partager la
suivante. " On ne finit jamais
d'apprendre, car chaque jour nous
apporte des leçons et des expériences
qui enrichissent notre vie. "
Howard Gardner, dans son livre "
Frames of Mind, The theory of
multiple intelligences " propose
l'existence d'au moins huit
intelligences de base. M. Gardner
précise que nous possédons tous ces
intelligences, mais à différents
degrés. Bref, l'être humain étant
unique, chaque personne apprend à
sa façon.
Ce dit, l'apprentissage ne se fait pas
uniquement avec des conférences,
des manuels et des formations. Dans
la vie, nous apprenons beaucoup des
personnes qui nous entourent.
Souvent, l'apprentissage porte autant
sur ce qu'une personne apprend à
faire que sur ce qu'elle apprend " à
ne pas faire ".
Cette année, le Collège Acadie livre
pour la première fois des formations
qui incluent une approche par
modelage. Le modelage représente
une expérience pratique où
l'enseignante du Collège se présente
comme éducatrice de la petite
enfance dans un centre pour faire
voir certaines pratiques appropriées.
Les apprenantes, de leur côté, sont
amenées à réfléchir à l'expérience, à
faire des liens avec les concepts
appris et à assurer le transfert dans
leur contexte respectif.
En fait, le modelage est étroitement
lié au mentorat. Il ne faut pas
nécessairement être étudiante
collégiale pour profiter de
Personne ressource dans la communauté francophone et connue dans le domaine de
la petite enfance depuis plus de 30 ans, Yvonne Gallant est maintenant enseignante
du programme Éducateur de la petite enfance au COLLÈGE ACADIE Î.P.É.
LE MENTORAT ET VOUS
l'expérience, car toute éducatrice,
directrice en petite enfance peut
poursuivre ses apprentissages à l'aide
d'un mentor.
D'après le grand dictionnaire
terminologique, un mentor est une
personne d'expérience qui fournit
volontairement une aide personnelle
et à caractère confidentiel à une
personne moins expérimentée, à titre
de guide, de conseiller et de modèle,
et qui partage avec celle-ci son vécu,
son expertise et sa vision. C'est
pourquoi on dit que tous peuvent
profiter d'une telle expérience.
Alors, une question importante
mérite d'être posée : qui peut être
notre mentor en petite enfance? Une
question qui fait réfléchir n'est-ce
pas? En réalité, nos communautés
sont riches en mentors si nous
prenons le temps de regarder à
l'extérieur de la boîte. Il est vrai que
les centres de la petite enfance
francophone sont loin les uns des
autres. Il suffit donc de regarder
dans sa propre communauté pour en
trouver.
Voici quelques exemples :
1. Une bibliothécaire : Elle peut
nous appuyer du point de vue de nos
choix de livres ainsi que nous aider à
améliorer nos compétences à lire ou
à raconter des histoires aux enfants.
2. Un artiste : Cette personne peut
nous inspirer à créer et à inventer, ce
qui, par la suite, dégagera notre
créativité auprès des enfants.
3. Un grand parent ou un individu
que nous respectons en raison de sa
capacité de rester calme et patient :
18 Early Learning Knowledge Exchange Winter 2015
la présence et les connaissances de
ces personnes peuvent être des
atouts précieux dans le mentorat
d'une éducatrice qui a une charge
éducative importante et de
nombreuses tâches de son arrivée le
matin jusqu'à son départ en fin de
journée.
4. Un gérant de petites entreprises :
Cette personne peut offrir des
connaissances pour nous aider avec
la gestion de ressources humaines, le
marketing ainsi que la comptabilité.
5. Et n'oublions surtout pas les
collègues de travail : il y a
possiblement des individus de
l'équipe de travail qui peuvent servir
de mentor.
Ces idées sont seulement quelques
exemples d'endroits où une
éducatrice peut se diriger pour des
apprentissages avec un mentor : il en
existe bien d'autres.
Enfin, la pédagogie évolue. Les
recherches nous offrent des
nouveautés et le cadre pédagogique
nous inspire à offrir de meilleurs
services en petite enfance dans nos
communautés. Une éducatrice doit
toujours être en apprentissage
continu et elle doit toujours
renouveler sa volonté et son
engagement de cheminer dans le
domaine de la petite enfance.
Je lance alors le défi suivant. Prenez
le temps de regarder à l'intérieur de
vous afin de découvrir le domaine
d'apprentissage que vous voudriez
explorer et, par la suite, chercher
autour de vous pour découvrir qui
peut être votre mentor.
HEALTH & NUTRITION
By SHANNON OCHSNER, RD
Healthy Eating Coordinator,
Healthy Eating Alliance
Questions about the Healthy Living Guidelines? Contact
Shannon at the PEI Healthy Eating Alliance by phone at
(902) 368-6844 or by email at [email protected].
Butternut Squash
Mac and Cheese
EAT LIKE A SUPERHERO!
Serves 40 children
Superman didn't get his cape
by eating french fries and
greasy pizza! He feels great
because he eats his veggies
and whole grains! You can
influence the kids at your
centre to eat and feel great too, by
using these tips to make your centre the
healthiest it can be!
• 7½ C butternut squash, peeled
and cubed
• 3¼ C low-sodium chicken broth
• 3¾ C milk
• 5 garlic cloves, peeled
• 1/3 C plain Greek yogurt
• 2/3 tsp salt
• 1¼ tsp ground black pepper
• 6¼ C shredded cheddar cheese
• 2½ lbs whole wheat macaroni
• 2 tsp olive oil
• 1¼ C whole wheat breadcrumbs
Vegetables and fruit are chock-full of fibre,
vitamins and minerals that are essential for
healthy growth and development. When
choosing recipes and planning meals, choose a
variety of vegetables and fruit; this ensures that
children are offered a variety of nutrients each time
they eat!
Tips to increase vegetable and fruit intake:
● Let them decide. Children that have more influence and ownership
over what they are eating may be more likely to eat those foods.
Have each child choose a vegetable or fruit each week.
● Fun shapes. Cut fruits and vegetables into fun shapes with cookie
cutters or arrange in a colorful rainbow pattern!
● Bright and colorful. If the vegetables and fruit look more appealing,
children may be more likely to eat them. Choose colorful vegetables
and fruit such as mango, carrots, kiwi, watermelon and green beans.
• Preheat oven to 375°.
• Combine squash, broth, milk, and
garlic in a large saucepan; bring
to a boil over medium-high heat.
Reduce heat and simmer until
squash is tender, about 25
minutes. Remove from heat.
• Place the squash mixture in a
blender. Add salt, pepper and
Greek yogurt. Secure blender lid,
remove the center piece of lid to
allow steam to escape. Place a
towel over opening to avoid
splatters. Blend until smooth.
Place blended squash mixture in
a bowl; stir in cheese until
combined.
• Cook pasta according to package,
omitting salt and fat. Stir pasta in
to squash mixture. Spread evenly
into multiple baking dishes
coated with cooking spray.
• Mix panko and olive oil. Spread
evenly over pasta mixure.
• Bake at 375° for 25 minutes or
until bubbly.
Choose grain products that are made from whole grains. All grains start off
as whole grains. When they are refined, some healthy parts of the grain are
lost such as protein, fibre, vitamins and minerals.
Did you know that multigrain and whole grain aren’t interchangeable
terms? Multigrain simply means more than one grain. This could mean that
there are multiple refined grains! Always look for
grains on the
ingredient list.
When purchasing grains:
● Choose breads, bagels, English muffins, pitas, tortillas and wraps
with 2 to 4 grams of fibre per serving
● Choose cereals that are low in sugar with at least 4 grams of fibre
per serving
● Choose brown rice and whole grain pasta over white varieties.
Adapted from http://www.myrecipes.com/
recipe/creamy-light-macaroni-cheese
19 Early Learning Knowledge Exchange Winter 2015
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