The Hugging Tree

Hugging tree 3.jpgThe “Hugging Tree” is a permanent fixture in our preschool classroom. It is the centre of our community time where we express our emotions and share how we are feeling. Social-emotional skills are an important element of preschool and children need to know that they are in a safe place where they can express their emotions and that there are caring adults who can help them understand and deal with their feelings.

We were finding that certain friends in our program needed plenty of hugs on a daily basis and that they were attempting to get hugs from all of their friends. Some friends didn’t always want a hug and would run away. This would create a “chase” throughout the classroom with the possibility of somebody falling and getting hurt. Continue reading

More Reflections on How Does Learning Happen?

HDLH.jpgAs a RECE and a resource consultant who has worked in the ECE field for more than 30 years, I initially was uninspired by the Ministry of Education’s publication How Does Learning Happen? (HDLH). Weren’t the 4 Foundations (Belonging, Engagement, Well-Being and Expression) just common sense? It was only when I took a second look at the document and the questions it posed that I realized how valuable it could be as the impetus for ongoing reflective practice and discussion among teaching team members in ECE communities. Continue reading

The Positive Outcome Program

We’d like to share our experience with La Coccinelle – Le Prélude daycare service and acknowledge the help and support received from CISS through the Positive Outcomes Program (POP).

Following a request to POP, we were given assistance that helped us complete necessary changes within a few months thanks to the work and collaboration of the whole teaching staff. Continue reading

Outdoor Play in the Winter Months

I have been an early childhood educator for many years, and I enjoy my chosen profession. Outdoor play is close to my heart, especially in the winter time. The benefits for children are not just the fresh air and exercise but the learning experience they gain in the winter months.

Snow Lion by David McPhail.jpgIn terms of pedagogy, in preparation for the experience one might turn to books for inspiration. Books offer ideas about what to do with snow, activities from science facts to sensory findings. One of my favorite children’s books is titled Snow Lion by David McPhail. When Lion finds the jungle too hot and travels to the mountain, he discovers cold, white, fluffy snow and brings it back to share with his friends. The learning continues as the snow melts and Lion then offers to take his friends to the mountain so they can also experience snow. Continue reading

Making Outdoor Play a Positive Learning Experience for all Children

The role of the educator is to set the stage to support all children in their learning. There are different approaches and ways to teach skills and facilitate outdoor play in order to create a positive and meaningful experience. There are many benefits in planning outdoor play such as:

  • snow-tree-imageAllowing time to explore while practicing gross motor skills.
  • Providing a way to release high energy levels.
  • Creating opportunities to build independence, confidence and a sense of belonging.
  • Supporting the development of creativity and imagination.
  • Allowing opportunities for cooperative play, the development of play and social skills.

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Clothing Rituals: Moving from Season to Season

Does your child have difficulty with change of clothing between seasons e.g. moving from shoes to boots, long sleeves to short, coat to just a tee shirt?  This can be a common characteristic in children with Autism and those with sensory processing difficulties. It can be the result of tactile sensitivity; the child is particular about the clothes he wears, finds tags and seams itchy or irritating, may not like having his sleeves pushed up, and likes only loose or tight clothing, socks and shoes or bare feet. Some children have difficulty tolerating touch to their skin and find that they can only tolerate certain clothing. It may also be the result of an intolerance to change in routine, transitions, or type of clothing. Some children are rigid and ritualistic because their world is confusing and overwhelming. The rituals and routines are their attempts to control their world in order to cope with it. Continue reading

Yes We Can!

Did you know?

Training participation.jpg

The Professional Development Module Series are interactive workshops that provide teaching teams with the opportunity to enhance their skills and knowledge as well as to make connections between; Physical Space, Structure and Transitions, Teacher Responses and their impact on the children’s behaviours.

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