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The County of Dufferin Ontario

RAISING THE BAR RESOURCES


Videos
Brain Development in the Early Years– Impact of Positive, Quality Interactions with Children
2015-03-26
When children experience positive, caring and responsive interactions with educators, caregivers and parents, they learn and grow. This video is part of the Think, Feel Act series.
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Brain Development in the Early Years – Connecting with Children vs. Directing their Behavior
2015-03-26
Focusing on positive interactions with children with less emphasis on directing behavior is crucial for healthy brain development. This video is part of the Think, Feel Act series.
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Brain Development in the Early Years – Viewing Children as Capable and Competent
2015-03-26
Educators that view children as capable and competent engage in positive interactions that support children’s growth and development. This video is part of the Think, Feel Act series.
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Brain Development in the Early Years – Impact of our View of the Child
2015-03-26
Positive things happen when educators follow children’s interests and excitement to guide learning. This video is part of the Think, Feel Act series.
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Brain Development in the Early Years – Impact of Children’s Early Experiences [FR]
2015-03-26
The study of genetics has provided a better understanding of the importance of positive interactions on children’s brain development. This video is part of the Think, Feel Act series.
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Brain Development in the Early Years – The Effects of the Environment on Children [FR]
2015-03-26
Epigenetics is the study of how the environment and children’s experiences shape brain development. This video is part of the Think, Feel Act series.
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Inclusive Early Years Programs – Establishing an Environment that Works for All Children
2015-03-26
A high quality and inclusive early years program supports all of the children’s individual needs, builds on their strengths, and establishes an environment and way of interacting with children that works for everyone, including children with special needs. This video is part of the Think, Feel Act series.
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Inclusive Early Years Programs – The Role of Leaders
2015-03-26
Leaders play a crucial role in helping educators learn about how to work together as a team, address challenges, and continue to grow from their experiences in order to support inclusion. This video is part of the Think, Feel Act series.
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Inclusive Early Years Programs - Impacts on Children and Families
2015-03-26
When children with special needs are included in early years programs with other typically developing children, they have a sense of belonging as valued contributors. This video is part of the Think, Feel Act series.
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Inclusive Early Years Programs - Benefits for Children with Special Needs
2015-03-26
Building programs that focus on comfort and commitment towards inclusion and working together as a team to create an inclusive environment, leads to positive outcomes for children with special needs and their families. This video is part of the Think, Feel Act series.
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Pedagogical Leadership: Guiding Teaching and Learning in Early Years Settings
2015-03-26
Pedagogical leadership is about guiding the study of the teaching and learning process alongside educators. Pedagogical leaders can be anyone with a strong knowledge of theory and practice, experience working with young children and families, and a commitment to ongoing learning. This video is part of the Think, Feel Act series.
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Pedagogical Leadership: Building Strong Relationships with Educators in Early Years Settings
2015-03-26
Pedagogical leadership is about guiding the study of the teaching and learning process alongside educators. Pedagogical leaders help other early years professionals learn through relationships and build trust by looking at their work and practice from a place of strength. This video is part of the Think, Feel Act series.
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Pedagogical Leadership – Encouraging Educators’ Reflective Thinking in Early Years Settings
2015-03-26
Pedagogical leadership is about guiding the study of the teaching and learning process alongside educators. Pedagogical leaders recognize the value of not only knowledge and skills, but also dispositions or attitudes to create a culture of reflective thinkers. This video is part of the Think, Feel Act series.
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Pedagogical Leadership – Recognizing Possibilities for Professional Learning in Early Years Settings
2015-03-26
Possibilities for learning happen in every moment, including with children throughout the day and during professional learning. This video is part of the Think, Feel Act series.
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Early Years Learning Environments - A New Perspective on Creating Engaging Spaces for Children
2015-03-26
An early years environment with complex and engaging materials invites collaboration and helps children to cope with stress and manage their feelings. This video is part of the Think, Feel Act series.
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Early Years Learning Environments - Supporting Children's Curiosity and Ongoing Investigation
2015-03-26
Open ended materials and environments that support children’s exploration, investigation, and curiosity, foster complex thinking and learning. This video is part of the Think, Feel Act series.
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Early Years Learning Environments - Learning with Children and Building on Their Ideas
2015-03-26
When educators are open to learning with and about children’s ideas, gifts, and questions, they extend children’s learning. This video is part of the Think, Feel Act series.
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Early Years Learning Environments - Supporting Children as Competent Learners
2015-03-26
Children develop responsibility to be safe and careful when exploring materials when educators see children as competent and capable. This video is part of the Think, Feel Act series.
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Early Years Learning Environments - Designing Spaces with Children's Input
2015-03-26
Recognizing the environment as a teacher and creating a flexible space that is designed with input from children creates many possibilities for learning and growth. This video is part of the Think, Feel Act series.
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Early Years Learning Environments - Following Children's Interest and Natural Curiosity
2015-03-26
Allowing flexibility in the day based on children’s interests supports children’s in-depth long-term investigation and engagement. This video is part of the Think, Feel Act series.
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Early Years Learning Environments - Investigating the Natural World
2015-03-26
Viewing the outdoor environment as a space that has multiple possibilities for investigation supports children’s creative problem solving, learning, and complex thinking. This video is part of the Think, Feel Act series.
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Parent Engagement - Inviting Parent Involvement in Early Years Programs [FR]
2015-03-26
Parents/caregivers feel part of their children’s learning when they are invited to be active participants and contributors throughout all areas of the program. This video is part of the Think, Feel Act series.
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Parent Engagement - Building Partnerships with Parents in Early Years Programs [FR]
2015-03-26
High quality child care and family support programs have strategies that build trust and partnerships with families to better support the children in their program. This video is part of the Think, Feel Act series.
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Parent Engagement - Parents as Active Participants in Early Years Programs
2015-03-26
When educators view parents/caregivers as connected to their children’s learning and encourage parents/caregivers to participate in the early years program in many different ways, they have a more complete understanding of the children and their interests. This video is part of the Think, Feel Act series.
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Pedagogical Documentation – From Observing to Interpreting Children’s Learning
2015-03-26
Pedagogical documentation is a process for documenting children's experiences and studying what children reveal about their views of the world. This video is part of the Think, Feel Act series.
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Pedagogical Documentation – Making Children’s Learning and Thinking Visible
2015-03-26
Pedagogical documentation provides a placeholder for children’s experiences that can be revisited at a later time to study and interpret with others. This video is part of the Think, Feel Act series.
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Pedagogical Documentation - An Ongoing Practice of Making Connections with Children’s Learning
2015-03-26
Pedagogical documentation is a complex process that involves following and capturing children’s excitement and wonder about the world around them, and making connections to children’s interpretations and learning. This video is part of the Think, Feel Act series.
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Self Regulation - Sources of Stress in Young Children
2015-03-26
Self-regulation is about how effectively and efficiently children deal with stress and then recover from it, which helps them stay calm, focused, and alert. This video is part of the Think, Feel Act series.
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Self Regulation - Impacts of Stress on Young Children
2015-03-26
Today’s environment and lifestyle has many stressors for young children, which challenge them to cope. This video is part of the Think, Feel Act series.
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Self Regulation - Helping Young Children Cope with Stress
2015-03-26
Educators can help children’s self-regulation by identifying and reducing stressors, building children’s self-awareness, and promoting children’s abilities to calm down when agitated. This video is part of the Think, Feel Act series.
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Self Regulation - Creating Supportive Environments for Young Children
2015-03-26
Early years settings that provide multiple ways to support individual children in calming down and staying focused help promote self-regulation. This video is part of the Think, Feel Act series.
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Le développement du cerveau – L’impact d’interactions positives et de qualité sur les enfants
2015-03-26
Quand les enfants ont des interactions positives, chaleureuses et attentives avec les éducatrices et éducateurs, les personnes responsables d'eux et les parents, ils apprennent et se développent. Cette vidéo fait partie de la collection Penser, Sentir, Agir.
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Le développement du cerveau – Entrer en relation avec l’enfant plutôt que diriger son comportement
2015-03-26
Favoriser des interactions positives avec les enfants en évitant le plus possible de diriger leur comportement est essentiel au développement sain du cerveau des enfants. Cette vidéo fait partie de la collection Penser, Sentir, Agir.
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Le développement du cerveau – Considérer les enfants comme capables et compétents
2015-03-26
Le personnel éducateur qui considère les enfants comme des personnes capables et compétentes entretient des interactions positives avec eux, qui favorisent leur croissance et leur développement. Cette vidéo fait partie de la collection Penser, Sentir, Agir.
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Le développement du cerveau – L'impact de notre vision de l’enfant
2015-03-26
Quand les éducatrices et éducateurs se laissent guider par ce qui intéresse et enthousiasme l'enfant, ils constatent des retombées positives sur l'apprentissage. Cette vidéo fait partie de la collection Penser, Sentir, Agir.
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Le développement du cerveau – L'impact des expériences de la petite enfance
2015-03-26
Les études en génétique ont permis de mieux comprendre l'importance des interactions positives sur le développement du cerveau des enfants. Cette vidéo fait partie de la collection Penser, Sentir, Agir.
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Le développement du cerveau – Les effets de l’environnement sur les enfants
2015-03-26
L'épigénétique est l'étude de la façon dont l'environnement et les expériences vécues par les enfants peuvent influer sur le développement du cerveau. Cette vidéo fait partie de la collection Penser, Sentir, Agir.
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Les programmes inclusifs – Créer un environnement qui convient à tous les enfants
2015-03-26
Un programme inclusif et de grande qualité pour la petite enfance répond à tous les besoins individuels des enfants, en s'appuyant sur leurs forces et en créant un environnement et un mode d'interaction qui conviennent à tous, y compris aux enfants ayant des besoins particuliers. Cette vidéo fait partie de la collection Penser, Sentir, Agir.
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Les programmes inclusifs pour la petite enfance – Le rôle des leaders
2015-03-26
Les leaders de la petite enfance jouent un rôle crucial auprès du personnel éducateur en les aidant à développer leur capacité à travailler ensemble, à faire face aux défis et à apprendre de leurs expériences dans le but de favoriser l'inclusion. Cette vidéo fait partie de la collection Penser, Sentir, Agir.
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Les programmes inclusifs pour la petite enfance – L'impact sur les enfants et les familles
2015-03-26
Lorsque des enfants ayant des besoins particuliers rejoignent un programme pour la petite enfance qui accueille des enfants au développement conventionnel, ils éprouvent un sentiment d'appartenance et deviennent des participants appréciés. Cette vidéo fait partie de la collection Penser, Sentir, Agir.
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Les programmes inclusifs – Les avantages pour les enfants ayant des besoins particuliers
2015-03-26
L'élaboration de programmes qui s'appuient sur le bien-être et l'engagement en faveur de l'inclusion et sur le travail d'équipe pour créer un environnement inclusif a des effets positifs sur les enfants ayant des besoins particuliers et leur famille. Cette vidéo fait partie de la collection Penser, Sentir, Agir.
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Le leadership pédagogique – Guider l’enseignement et l’apprentissage
2015-03-26
Le leadership pédagogique est une façon de guider l'étude de l'enseignement et du processus d'apprentissage avec le personnel éducateur. Toute personne qui possède des connaissances théoriques et pratiques approfondies, qui a de l'expérience dans le travail auprès de jeunes enfants et de leur famille et qui est engagée dans un processus continu d'apprentissage peut devenir leader pédagogique. Cette vidéo fait partie de la collection Penser, Sentir, Agir.
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Le leadership pédagogique – Créer des liens solides avec le personnel éducateur de la petite enfance
2015-03-26
Le leadership pédagogique est une façon de guider l'étude de l'enseignement et du processus d'apprentissage aux côtés du personnel éducateur. Les leaders pédagogiques incitent d'autres professionnels de la petite enfance à acquérir des connaissances par le biais des relations et à prendre confiance en eux en abordant leur travail et leur pratique sous l'angle de leur compétence. Cette vidéo fait partie de la collection Penser, Sentir, Agir.
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Child Care and Early Years Act
2015-06-23
Child Care and Early Years webcast June 23, 2015
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A video on early investments into childcare
2015-10-08
A video on early investments into childcare
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Early Mathematics
2015-10-27
Looking at Early math: Learning Trajectories Intentional Play-Based Learning Intentional Instruction Integrated Concrete Concepts Early Math Learning
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Theorist
2016-02-10
Videos: Piaget Lev Vygotsky Jerome Bruner John Dewey and more....
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Annual Meeting 2017 - Dr. Jean Clinton: Early Human Development
2017-01-18
Published on Jan 16, 2017 Dr. Jean Clinton, Clinical Professor from the Department of Psychiatry and Behavioural Neurosciences at McMaster University, will be speaking about why early childhood educators play a key role in building a Canada fit for children.
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Self reg -Early Childhood Education
2017-06-05
Self-reg Dr Stewart Shanker Early Childhood Education
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Self reg - Becoming a self reg haven
2017-06-05
Self reg - Becoming a self reg haven
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Helping our kids feel alright -
2017-06-07
About this Video Canadian children are stressed out, according to recent research from the Centre for Addiction and Mental Health. And it's leading to health issues ranging from allergies and weight gain to behaviour and mood problems. Stuart Shanker, a research professor of psychology and philosophy at York University, joins The Agenda to discuss his new book, "Self-Reg: How to Help Your Child (and You) Break the Stress Cycle and Successfully Engage With Life," which strives to help those dealing with young people and feeling the effects of stress.
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Dr Jean Clinton
2017-06-20
HTAL presents Dr Jean Clinton on early childhood development
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Jean Clinton – Learning – Trauma and Resilience Video
2017-06-30
Jean Clinton – Learning – Trauma and Resilience
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Downloads
2015 Monthly Focus for June - Leadership
2015-06-11
Have you completed your monthly tasks this month and booked a Quality Assurance visit?
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Dec 2014 Newsletter
2015-04-23
Ontario's child care system has served us well, but it hasn't changed fundamentally since the 1980s. We are working to transform child care and early learning in Ontario, to better reflect the realities of our modern world.
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Early Childhood Educator Award - INNOVATIVE PROGRAMMING
2015-05-28
The Raising the Bar – Dufferin network will present this award to an Early Childhood Educator who brings new and unexpected programming ideas to the classroom.
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Early Childhood Educator Award – Peer Nomination TEAM LEADER
2015-05-28
The Raising the Bar – Dufferin network will present this award to an Early Childhood Educator who demonstrates exceptional acts as a team leader, mentor and role model to their peers.
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Early Childhood Educator Award – Peer Nomination NEW EARLY CHILDHOOD EDUCATOR
2015-05-28
The Raising the Bar Dufferin network will present this award to an Early Childhood Educator who graduated from an Early Childhood Education Program between 2012 and 2015 that shows commitment to the field.
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Early Childhood Educator Award – Peer Nomination SUPPORTING FAMILES
2015-05-28
The Raising the Bar – Dufferin network will present this award to an Early Learning Professional who supports families with care, compassion and knowledge.
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Raising the Bar- June
2015-06-11
Monthly focus and questions for June.
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Raising the bar 2015 -Enhancing Quality in the Early Years Communities of Practice
2016-06-01
Raising the bar 2015 Enhancing quality in the Communities of Practice
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Early Childhood Educator Award Peer Nominations -Child Focus Care
2016-07-05
The Raising the Bar – Dufferin network will present this award to an Early Childhood Educator who provides a supportive environment to ensure the well-being of the whole child.
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Early Childhood Educator Awards- How to submit a Nomination
2016-07-05
Frequently asked questions
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Raising the Bar Planning and Reflection Template
2016-11-15
Reflection template for informal learning activities Example: book, articles, webinar
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External Links
Ontario Pedagogy for the Early Years
2015-04-23
Learn about Ontario's pedagogy for the early years and related resources.
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Excerpts From Early Learning for Every Child Today
2015-04-23
Early Learning for Every Child Today. A framework for Ontario early childhood settings (2007), often referred to as ELECT or the Early Learning Framework, is recognized as a foundational document in the early years sector. Sections from the original document are provided here as a companion to How Does Learning Happen? Ontario's Pedagogy for the Early Years.
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What to consider when observing children:
2015-04-27
Observation is a key responsibility of early childhood educators and other early learning practitioners. The purposes of observation are: To gain insight into how children think, learn, and make sense of their world. To gather information to create programs that build on children’s natural curiosity, ideas, abilities, and life experiences. To provide opportunities for discussion among early childhood educators, other early learning practitioners, children, and families. These discussions support learning at home and in the early childhood setting.
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How Does Learning Happen? Ontario's Pedagogy for the Early Years
2015-04-27
How Does Learning Happen? Ontario's Pedagogy for the Early Years is a professional learning resource for those working in child care and child and family programs. It supports pedagogy and program development in early years settings that is shaped by views about children, the role of educators and families, and the relationships among them. It builds on foundational knowledge about children and is grounded in new research and leading-edge practice from around the world.
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•Ontario's Licensed Child Care website
2015-04-27
Search for licensed child care
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•Information about child care in Ontario
2015-04-27
Information about child care in Ontario
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Child care modernization
2015-04-27
Learn how Ontario is modernizing and building a child care and early years system that is high quality, seamless and more responsive to parents’ needs.
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Report Card on Child and Youth Mental Health
2015-05-25
Report Card on Child and Youth Mental Health Children's Mental Health Ontario is pleased to present our First Annual Report Card on Child and Youth Mental Health. The Report Card takes an honest look at the government’s progress toward key policy commitments on child and youth mental health, namely those related to access, accountability, and system coordination. It calls for the allocation of new resources to support increases in demand as well as improvements to service delivery and outcome measures. The Report Card aims to build understanding about the most pressing issues affecting community-based child and youth mental health centres and highlights important next steps toward achieving our collective goals. Official News Release
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Reaching IN …Reaching OUT
2015-05-25
Helping your child travel the ‘Road of Life’ with resilience
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Child Care and Early Years Act
2015-06-23
Child Care and Early Years Act
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Ontario Regulations 137/15 made under the Child Care and Early Years Act
2015-06-23
Ontario Regulations 137/15 made under the Child Care and Early Years Act
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Ontario research exchange
2015-06-29
A little bit about us The Ontario Education Research Exchange (OERE) aims to support Ontario educators in their quest to develop evidence-based practices. We work with education researchers across Ontario as well as Ontario based education organizations, such as teachers’ federations, school boards, and the Ministry of Education, to bring you relevant and practical Ontario developed research summaries. To learn more, click on the About Us icon at the top of this page.
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Peel Children and Youth Initiative Research Shop
2015-06-29
Peel Children and Youth Initiative Research Shop This website is a catalogue of local and national research and evaluation reports and documents that have results that are relevant to children and youth ages 0 to 24 years, and the people who work to support them in Peel. The Research Shop is free, open to the public and can be used to find sources for research, planning, grant writing and a variety of other purposes. To get started, simply enter a keyword and hit “search”.
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What's wrong with Coloring books ?
2015-07-02
What’s Wrong with Coloring Books? by Christine McLean One of the first questions that parents (and sometimes Early Childhood Educators) ask when confronted with the concept of developmentally appropriate practice, especially as it relates to the promotion of children’s creativity is “What’s wrong with coloring books?” People have some difficulty with imagining why these would not be considered appropriate activities to present to children. After all, they reason, “Children love coloring books!” or “I loved coloring when I was little.”
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From Themes to Emergent Curriculum: Facing the Resistance to Change with Kindness and Compassion
2015-10-05
By: Diane Kashin, Ed.D, RECE. I spent a number of my formative years as an early childhood educator working in a community based child care program. I worked collaboratively with the other teachers and the administration team. We had a culture of mutual respect and I felt valued as a member of the community. However, I was frustrated with a curriculum that did not change. I was frustrated with the same themes, the same pre-cuts and the same bulletin boards year after year. When I suggested change, I encountered opposition. This surprised me as I have always viewed change as exciting. I came to realize that everyone is not the same. Change is not always easy. Change can be uncomfortable. Change can be messy
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Symposium on Leadership
2015-10-14
College of ECE Symposium on Leadership
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Interprofessional Collaboration Resource
2015-10-27
Inter-professional collaboration resource produced by the College of Early Childhood Educators and Ontario College of Teachers. Case Studies Other College of ECE Professional Resourses
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Self Regulation
2015-11-24
The Self-Reg Knowledge Series is an ever-growing collection of information developed by Dr. Shanker and TMC. We offer these resources to you and your community to support your local Self-Reg initiative. If you are an early childhood educator, a teacher, a social worker, a nurse, an occupational therapist or anyone working to support the well-being of children, teens or families in your community, please feel free to use these resources.
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Following a Child's lead Emergent Curriculum for Infants and Toddlers
2015-12-08
What does an emergent curriculum look like in a infant and toddler classroom?
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ECE Qualifications Upgrade Program
2015-12-08
Link to ECE Qualifications Upgrade Program
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Digital Documentation: Making Teaching and Learning Visible
2016-01-04
Making teaching and learning visible has been a cornerstone of Reggio inspired practice for some time. In Ontario, there is increasingly an expectation that early learning professionals engage in pedagogical documentation, the process that makes visible teaching and learning. The problem for early childhood educators, specifically, is time. In a long and busy day, how do you find the time to document? There are many ways to document but the key is to make it pedagogical – document so that it informs practice. Pedagogical documentation should allow children, educators, families and others in the community see what takes place in the classroom.
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Understanding the Whole Child and Youth
2016-01-08
In Conversation - An interview with Dr. Lise Bisnaire , Dr. Jean Clinton and Dr. Bruce Ferguson
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video - My Interview with Natural Curiosity
2016-01-08
Joanne Babalis - I feel so fortunate to have had the opportunity to welcome Nikki Fletcher and Andrea Cousineau from the Natural Curiosity team to our classroom. Here is our interview that was a featured story on the Natural Curiosity website of the Dr. Eric Jackman Institute of Child Study University of Toronto www.naturalcuriosity.ca. I wanted to share it with all of you on Earth Day!
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Early Literacy 101: The Basics -You Tube Videos
2016-02-05
Early Literacy Specialist Martha Kovack, OCT, B.A./B.Ed. is currently the Early Literacy Specialist with the Simcoe County Ontario Early Years. Martha supports families and early years practitioners at site visits and workshops to help them understand the many facets of early literacy right from birth, how to identify young children who may be at risk for later reading struggles, and what we can do to help all children gain the skills needed to be well prepared for success in school later on.
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what is the difference between a provocation and an invitation?
2016-02-10
During our most recent #ReggioPLC twitter chat, participants were asked to suggest what we might discuss next. Many of us were compelled by this question:
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Observation And Documentation Videos
2016-04-28
Documentation is the process that allows “pedagogy of listening” to be placed and held for consideration by others; it lifts thinking out of the stream of lived experience in education and makes it visible. (Carol Anne Wien, 2008) Please see below to access resources and materials designed to support educators to develop an effective observation and documentation program.
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Learn Teach Lead Professional Learning Resources k-12
2016-05-12
Click on a category to explore the resources. Looking for something more specific? Use the search function or title drop down lists above.
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Ministry of Education Videos
2016-05-24
-"How does learning Happen"? Program regulations -Program statement -Approaches to foster positive and responsive relationships -Planning and approaches to support exploration, play and inquiry - Approaches to support parent engagement and communication
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"Involve me and I will understand"
2016-12-16
The reflections of the participants in a creative art project in a children's drop in centre Janet Law
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Let’s Talk About STEM Video Series
2017-02-09
Supporting STEM skills in the early years is really about nurturing young children’s curiosity and inborn drive to test, learn, and discover.
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Mental Well-being Drives Success
2017-07-13
The learning Exchange Well being
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Literacy development in the experience of Reggio Emilia infant and toddler centres
2017-07-28
The following two articles offer perspectives on the philosophy of and research projects related to literacy development with in the Reggio Emilia municipal education project.
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