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The County of Dufferin Ontario

RAISING THE BAR NEWS & ARTICLES


How planning and reflection develop young children thinking skills
02/15/2017
There is empirical and practical evidence that promote the development of thinking and reasoning in young children in the early years by providing two curriculum components- planning and reflecting.
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Thinking about belonging and contributing
01/31/2017
On this page 1. Belonging and contributing: What are we learning from research? 2. Emotional development through relationships 3. Laying the foundations for citizenship and environmental stewardship 4. Supporting children's sense of belonging and contributing through collaboration, empathy, and inclusiveness 5. Developing a sense of belonging and contributing through the arts
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The Progression towards Pedagogical Documentation
01/26/2017
Documentation becomes pedagogical when it is interpreted and analyzed by the educators and children who create the content and those that view it.
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What is Pedagogy anyway?
01/13/2017
What is Pedagogy anyway? When we talk about Pedagogical Documentation, What do we mean?
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Emergent curriculum in relationship-driven learning environments
12/20/2016
Creating an effective relationship driven learning environment
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Process or Product? The Argument for Aesthetic Exploration in the Early Years
12/05/2016
For those who are considering the difference between art and crafts.
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Not all Documentation is Pedagogical
11/09/2016
Ontario’s pedagogy for the early years: How Does Learning Happen (2014) is considered a pedagogical document. It suggests a number of pedagogical approaches to “nurture learning and development in the early years” that includes “using pedagogical documentation as a means to value, discuss and make learning visible”
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What Does “Reggio-Inspired” Mean?
09/30/2016
Reggio-inspired classroom become self-directed learners, confident in their competence to accomplish whatever they set out to do. The children in these classrooms use teachers as resources when necessary. The teachers respond for requests for help by re-loading the children’s arsenals with whatever they need and then launching them back into their project. Sometimes the children’s project work comes from children’s ideas, and sometimes from teachers’ ideas, but always the teachers see their job as helping the children make their own ideas visible…helping them make plans and realize them…supporting the children to sustain effort toward their goals and giving them the tools and techniques they need when they need them
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Child Care and Early Years Act Program Regulations
04/28/2016
Child Care and Early Years Act Program Regulations How does Learning Happen Regional Sessions Fall 2015
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Below the Surface there is so Much More: The Early Learning Programming Cycle
04/13/2016
Diane Kashin
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College of ECE
04/13/2016
College of ECE Spring
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Creating invitations for learning
02/29/2016
Deb Curtis- Creating invitations for learning
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provocations and invitations: reflections on the differences
02/23/2016
February 16, 2016 ~ Louise Jupp Since our last #ReggioPLC twitter chat, I have spent a great deal of time, thinking about and inquiring about provocations and invitations. I still believe, that as educators, we often use the terms interchangeably, and frequently, within the same sentence, thought or explanation, as if one term is needed to explain the other.
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Public Plan for Ontario Early Years Child and Family Centres
02/23/2016
Transforming Ontario's Early Years Child and Family Programs" Ontario is moving forward on its commitment to integrate and transform its child and family programs. Four existing programs, funded by the Ontario government, will be integrated. Ontario Early Years Child and Family Centres (OEYCFCs) will give families and children access to high-quality early years programs, as well as some programs that meet needs within their community.
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Regulatory Registry Posting related to the Child Care and Early Years Act, 2014 and the Education Act: Phase 2 Regulations
02/11/2016
All interested parties are encouraged to provide feedback on the proposed regulations by April 1, 2016. The ministry values the unique and diverse perspectives from parents/families and broader child care, education, service system management, and early years partners.
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Kids grasp words as symbols before learning to read
01/29/2016
A study has found many preschoolers accept synonyms for pictures but not for written labels.
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ETFO website
01/08/2016
- videos with accompanying facilitator’s guides, a photo gallery and classroom tours.
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College of ECE
01/08/2016
Annual Report 2014-2015 Now Available
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Connexions College of ECE Fall and Winter
11/24/2015
Fall and Winter College of Early Childhood Educators Connexions
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MEHRIT CENTRE NEWSLETTER
11/24/2015
Fall Newsletter MEHRIT CENTRE
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Worksheets don’t Work: Try Reggio-Inspired Mathematics!
08/24/2015
Diane Kashin, Ed.D, RECE discusses why worksheets do not work in the classroom. Diane invites us to look at open ended experiences.
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Understanding Emergent Curriculum in Practice
07/29/2015
Emergent curriculum describes curriculum that develops from exploring what is relevant, interesting and personally meaningful to children. ‘As caring adults, we make choices for children that reflect our values; at the same time we keep our plans open-ended and responsive to children.’1
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Titles and Topics: Emergent Curriculum Projects and Inquiries
07/29/2015
Diane Kashin, Ed.D, RECE. I have written before about coming to terms to terms and I find myself still grappling with all the buzzwords popping up in my news feeds on Facebook, Twitter, and Pinterest. As another semester approaches and once again I find myself supporting early childhood education degree students in their field practicum I am searching for ways to explain, support and encourage. I anticipate being asked the same questions that early learning professionals often ask: •What is emergent curriculum? •What is pedagogy? •Are projects the same as inquiries? •How do you decide what to call your project or inquiry?
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Webinars
07/29/2015
Early Childhood Investigations offers free webinars to early childhood educators. The series is produced by Engagement Strategies, LLC., and presented by leading authors, experts, and leaders. Our goal is to allow you to participate in conference-quality training without leaving your home, classroom, or office.
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Child Care and Early Years Resources
07/29/2015
Child Care and Early Years Resources- Ministry of Education
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Becoming A Reflective Teacher
07/21/2015
For reflective teachers, their work is an ongoing process of closely observing and studying the significance of children’s unfolding activities. Rather than just following preplanned lessons and techniques, reflective teachers consider what Margie Carter, Wendy Cividanes, Deb Curtis, and Debbie Lebo they know about the children in their group and about child development theory to better understand and delight in what happens in the classroom. Reflection allows teachers to make effective, meaningful decisions about how to respond to and plan for children. It keeps them excited about their work.
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Planning Environments That Engage And Inspire Young Learners
07/20/2015
Toddler- Planning Environments and Materials That Respond to Young Children’s Lively Minds
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College of Early Childhood Educators
07/02/2015
Spring Summer Newsletter College of Early Childhood Educators
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Conversation about Play
07/02/2015
A Conversation About Play Is play merely something fun that all children engage in "just because"? Or is it a way in which children learn? NAEYC's Peter Pizzolongo and Kyle Snow offer a view of play that takes both into account.
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Duty to report
07/02/2015
The College of Early Childhood Educators has published Professional Advisory: Duty to Report on the requirement to report child abuse under section 72 of the Child and Family Services Act, 1990 (CFSA). Registered early childhood educators (RECEs) have a responsibility to protect children from harm. This includes situations where there is a suspicion that a child is in need of protection. Therefore it is important that RECEs are knowledgeable about their duty to report to a Children's Aid Society (CAS) under the CFSA
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The New Child Care and Early Years Act: What Providers and Parents Need to Know
06/11/2015
Together, we have been working hard to ensure child care in Ontario reflects the realities of our modern world. Our overarching goal is to build a child care and early years system that better supports parents and gives children the best possible start in life. Extensive consultation with parents and early years partners was key to developing this modernization plan.
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College of Early Childhood Educators
05/13/2015
Winter issue
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Creating Invitations for Learning
04/27/2015
Invitations for learning
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The Environment Is a Teacher
04/13/2015
Space speaks. Architects and designers know this; young children know it too. Everyday, they are reading the environments through which they navigate. The environment is a teacher.
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