This module, designed for any type of leader in our field who is working in a regulated child care setting or Pre-primary Program, will focus on how pedagogical leadership supports educators in reflecting upon, and learning more about, their practices with children.

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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.

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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 do, Play as a way of Learning, and the Role of Families, Community and Culture. 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.

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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?

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In our daily work, we observe children all the time – but how are we observing, and for what purpose? Knowing what to look for, and the possibilities for responding to what we see and hear, is a crucial part of inquiry-based curriculum, play-based practice, and the building of responsive and meaningful teaching and learning.

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In this module, participants will explore how reflective practice connects to the curriculum framework, how to use the Reflective Planning Cycle as a useful tool in our daily lives with children, as well as how to include families in this cycle.

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Documentation makes children’s learning, ideas, thinking and strategies visible, and serves to communicate to others – parents, colleagues, the community – not only what is happening in our setting, but how, and why the documented play or event is important. It is a crucial part of reflective practice and ongoing professional learning for educators, and also a way to revisit past events with children.

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Children come to us from diverse families and communities, and we want them to feel welcomed, comfortable, and understood. How can we welcome and collaborate with all families so that everyone is included in our settings? What does it mean to develop authentic relationships? Do parents have a place in decision-making within our settings? How do we build relationships and collaborations with our cities and towns and how does this benefit all of us? In this module, we will hear from educators who have developed, through varied approaches, strong and respectful relationships with families and communities.

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