Goal: Use Social Media Platforms to Inform the Public About the Need and Benefits of Protecting Children and Families Rights

Description of the Professional Learning Activity

In June of 2019 I participated in a Massive Open Online Course through the Government of Canada's School of Public Service. The MOOC I participated in was titled: Learn Together for Better Public Engagement and was hosted by the Privy Council of Canada.

Documentation of Participation

Application of Professional Learning in my Practice

By participating in Learn Together for Better Public Engagement, I had the opportunity to connect my work with children and families into a larger section and discover how I can use public engagement methods to improve child and family programs, gain feedback from stakeholders, and step into a leadership role that encourages quality in early learning programs.

A common theme that reoccurred throughout Learn Together for Better Public Engagement was the theme of building relationships. The Massive Open Online Course stressed that public engagement can only be done successfully when a platform of trusting relationships exists between the stakeholders. This idea is well known in Early Childhood Education as RECE's recognize caring and responsive with children, families, and colleagues are crucial to support children's development and well-being. Engaging in the Massive Open Online Course showed me how necessary it is to build caring and responsive relationships with and between families, community members, decision makers, and children. By building caring and responsive relationships with all colleagues (including policy makers, decision makers, and community members) and not just the colleagues one works with every day at the centre, we are able to gain feedback from important stakeholders that can positively change our operations to support the holistic needs of children, families, as citizens of our community.

Going forward, I will strive to build reciprocal relationships with community members and colleagues/professionals in my work to gain feedback that informs the decisions I make that relate to how I holistically support the children and families I work with.

By participating in Learning Together for Better Public Engagement, I learned how to look at the context of a situation and build relationships with all stakeholders which will support me to begin conversations about supporting the rights of children and families.

Description of the Professional Learning Activity

On May 31, 2019, I participated in an online lecture on pedagogy, hosted by the Ontario Provincial Centre of Excellence for Early Years and Child Care. The online lecture included Silvana Calaprice, a pedagogista professor from Italy.

Documentation of Participation

Application of Learning in my Professional Practice

The pedagogy lecture was very reflective and although is not a direct reflection of how I could use social media to advocate for the protection of children and families, it was an opportunity for the group of educators present to reflect on how we can use pedagogical practices to support children and families with a wider perspective. Through particpating in this lecture I reflected on how I can holistically assist my community of children and family's using a pedagogical perspective that allows families to claim or reclaim their roles in their families as the child's primary vehicle for learning, and stressing the concept of a competent child and education processes as complementary ideas. In the lecture, Silvana Calaprice recognized the role of the pedagogista is to support independent thinking processes and the role of the pedagogista extends outside of child care in Italy to work in prisons and municipal settings. I connected with this idea and continue to wonder how I can support thinking processes to recognize the importance of protecting the rights of children as young citizens of our environment. In my practice, I will continue to reflect on how I can interact with families, children, and colleagues to promote independent thinking processes because learning is a process and I will change how I frame my questions and interact with others to collaboratively and reflectively make decisions and draw conclusions that protect children and families in our community. I will specifically do this during my group placements while working in teams comprised of students and staff members to lead discussion and group decision making that supports educators responsibility to children, families, the community, and quality in the profession.

Description of the Professional Learning Activity

On September 24, 2019, I was informed of a list of chocolate companies that engage in child labour and/or slavery. Upon hearing this news, a group of colleagues and I discussed our favourite chocolate brands and researched their origins.

Documentation of Participation

Application of Learning in my Professional Practice

As a professional, I pledge not to support companies that engage in child labour practices as it does not uphold children's human rights to protection and safety, no'r their unique rights to education.

I have also shared the original list of safe/unsafe chocolate companies from the Food Empowerment Project on Twitter as a platform to advocate for children's rights and inform other professionals about ways to support the United Nations Convention on the Rights of a Child.

As an educator, I am committed to advocating for safety, health, education, and play for children across the globe, however by making consumer choices that are not sustainable, I do not support this commitment. Therefore, I will not support brands that trace their cocoa choices back to child labour and I will educate my colleagues and peers on brands that are not dedicated to ending child labour to build a following for this movement.

Description of the Professional Learning Activity

As part of the Bachelor's of Early Learning and Community Development program, a global citizenship course can be taken as an elective in semester 8. During this class on September 20, 2019, I shared my understanding of global citizenship and the importance of global citizenship in an individual's professional life using an online discussion platform. In this post, I also shared a reflection that connects the Universal Human Rights Declaration to the Convention of the Rights of a Child and highlights similarities and differences of these two documents.

Documentation of Participation

Application of Learning in my Professional Practice

By sharing my insights on the Universal Declaration of Human Rights and my knowledge on the Convention on the Rights of a Child, I began a discussion with several of my peers and other professionals about the need to refresh oursleves on these important documents if we wish to advocate meaningfully for the rights of humans, children, and families. Reflecting on these rights stresses ECE's duty to report when children's rights are not respected (Standard 6) and the role of caring and responsive relationships where children experience a sense of belonging for children to thrive (Standard 1). Reflecting on both documents leads me to ask, how can we better support families from a legislative level when looking through a human rights lens? In my professional work, I can share information and educator others on human rights as well as children's rights to protect and support families.

I feel a greater comparison may lead me to opportunities to create infographics about children's rights and human rights that I can share on social media platforms so more professionals can focus on protecting families in our community. This may be a greater opportunity for reflection and Continuous Professional Learning.

Description of the Professional Learning Activity

As part of my third placement with the Bachelor's of Early Learning and Community Development program in December, I created mock social media posts and flyers that would inform parents and community members about children's rights to play and the benefits of risky play and outdoor activities.

Documentation of Participation

Application of Learning in my Professional Practice

By practicing to create flyers and social media posts that share information about children's rights to play and practice their culture, as well as be part of a community, I built practical skills to use in my work in early childhood education programs. Through creating mock flyers and social media posts for my placement, I learned how to determine information that is specifically valuable to children and families in my program and share it in easy, comprehensive, and accessible ways that appeal to parents/caregivers and their home culture. This relates to Standard 2 and Standard 4 of the CECE's standards of practice which states educators co-construct knowledge with colleagues and families and use technology to support children's learning. By using social media to connect with families, technology can be used to bridge the gap between home and child care for learning to occur in every part of a child's life. Standard 4 states educators are leaders and through creating social media posts that include accessible and appropriate resources for families to access I am acting as a leader by supporting families roles in their child's learning journey.

In the future I can continue practicing creating social media posts and resources for families I work with in my work as a supply educator, and as a student in placements to continue bridging gaps between home and the learning environment, and to lead families in their role as the child's primary vehicle for learning.

Description of the Professional Learning Activity

On December 29, 2019 I came across the ACES infographic from the Harvard Centre on the developing child and shared it on my professional twitter to advocate for children's rights to safety and how adults can support children and families from the effects of adverse childhood experiences.

Documentation of Participation

Application of Learning in my Professional Practice

Reading the information on adverse childhood experiences from the Harvard Centre on the Developing Child and reflecting on my role in buffering and reducing toxic stress in children's lives to support healthy growth was insightful to me as an educator on the importance of reducing toxic stress for children's overall development. After reading this crucial information and reflecting on what I could do with it, I decided it was important to share this information in whatever way I can so all children experiencing adverse childhood experiences, and their families can benefit from responsive relationships with caregivers, intervention programs, and current evidence-based research on reducing stress and connecting with children and families to support secure attachment and positive growth.

In the future, I will continue researching toxic stress and how this can be reduced in learning environments by early childhood educators, as well as in classroom environments to extend my impact on children into the school-age years. I can continue researching toxic stress resources from the Harvard Centre on the Developing Child, however I am also interested in resources from the MEHRIT Centre and Dr. Stuart Shanker.

Description of the Professional Learning Activity

On December 30, 2019, I participated in a webinar about Collective Impact to learn how it can be an asset to building partnerships with community members. The webinar was presented by Dan Duncan through the Tamarack Institute.

Documentation of Participation

Application of Learning in my Professional Practice

This webinar is especially helpful to me in my work with the Algonquin College Early Learning Centre as a team of educators and I begin to launch a pilot project of presenting a resource centre to ECE students. This webinar was able to inform me about how to promote community/team engagement through considering the interests of individuals and what they consider meaningful to them in their roles with the resource centre and not just through identifying the various strengths each individual brings to the table. As I continue my work with the resource centre, I will use the insights about Assets-Based Community Development to lead the team to achieving a common goal which Dan Duncan recognizes is critical to collective impact.

As a student that conducts research for the resource centre and various projects, it is also important for me to remember the story behind the data. When researching, it is common to get caught up in high level trends, however Dan Duncan recognizes the necessity to aggregate data to tell a more complete story about the needs of a community, or institution, and the importance of using mixed methodology to determine appropriate ways to "turn the curve" and support the community.

Description of the Professional Learning Activity

On January 30, 2020, I lead a professional discussion with several peers about identifying one's own cultural background to enhance culturally appropriate practice.

Documentation of Participation

Application of Learning in my Professional Practice

After leading a professional discussion with peers in response to reading "Who is a good Early Childhood Educator?" for a leadership course, it has become evident to me that there is a discourse in the early learning sector that culture can be covered by "asking families what celebrations they participate in" and that "it is okay for an educator to not have a cultural identity." After reading "Who is a Good Early Childhood Educator?" by Rachel Langford, I understand that the research tells us the early learning sector is largely diverse at the ground level and becomes homogenous in positions of seniority. I also understand the research tells us difference is at the center of identity and it is critical to identify address the differences of oneself and the people around them to effectively construct a professional identity as an RECE and deeply draw on cultural and theoretical knowledge to support the development of children and families.

Leading a professional discussion allowed me to address Standard 4 of the Standards of Practice and take a leadership role in facilitating a respectful discussion that allowed a group to address their cultural biases and barriers. This professional discussion also allowed me to address culturally appropriate practice and the discourse that makes up current practices about incorporating culture into early learning environments and assist peers to begin constructing their own ethnic, personal, and professional identity.

Leading this discussion has allowed me to recognize misunderstandings about culturally appropriate practice and in the future I will continue to have the discussion about cultural identity in Early Childhood Education to support equitable treatment towards children and families and inclusive spaces that allow all children and families to feel a sense of belonging. I am also interested in furthering my understanding about culture in Early Childhood Education and addressing race, religion, ethnic culture, etc.

Description of the Professional Learning Activity

On February 24, 2020, I participated in a webinar titled Making Equity Matter: Strategies for starting the conversation with Dr. Tyrone Howard. This webinar was offered during Black History Month for educators to support minority and vulnerable children and families from a leadership perspective.

Documentation of Participation

Application of Learning in my Professional Practice

This webinar is particularly insightful after completing a professional discussion with colleagues about appropriately and respectfully incorporating culture into Early Childhood Education Programs. Dr. Tyrone Howard is an expert on focusing on equity in education to turn the curve of existing data and make improvements within the education system that support minority children and families in their overall, lifelong learning journey.

Dr. Tyrone Howard recognizes the frightening statistics that 50% of black male students will not graduate in the United States and 72% of majority minority students (Black and Latino) who attend preschool programs are suspended at least once. Dr Howard's statistics exemplify how stigma, stereotype, and low expectations maintain the system and its need to be broken.

To break the system, it is crucial to build quality relationships with children and families to ensure the program meets their needs to partake in healthy, continuous growth. Relationships remain critical to progressing everything in the profession and it was helpful for me to hear the importance of relationships reiterated.

From a leadership perspective, Dr. Howard recognizes the importance of starting the conversation to break the cycle of disadvantage. With colleagues, I will continue to question practices of incorporating culture in education with relationships at the center. The conversation is often difficult and awkward, however it is only through partaking in the conversation and recognizing historical disadvantage, white fragility, and individual identity.

In the future, when engaging in discussions about equity in early childhood programs, I will be mindful of listening actively to people's needs and questions, using facts, and being direct to effectively communicate the need for equitable early learning in our community that is not just just, fair, or inclusive which tolerates minority families and does not necessarily ensure a sense of belonging. By creating equitable programs, educators more towards truly supporting a culture of belonging and creating a lasting community where all children and families can contribute and learn equally, but to create equitable programs it is first necessary to partake in conversations about why programs are not culturally responsive and how move towards focusing on equity to enhance belonging in Early Childhood Education.

Description of the Professional Learning Activity

From January 2020 to April 2020, I participated in a course titled Survival in the Information Age: Risk & the Media. During this course I learned about the use of social media and how to use social media professionally, as well as the best questions to ask to filter fake news from authentic information which is necessary if I want to use social media as an advocate for children and families rights.

Documentation of Participation

Application of Learning in my Professional Practice

Engaging in the course: Survival in the Information Age, has allowed me to closely monitor my professional and personal social media accounts to ensure I am sharing information that is accurate. In the future, as an advocate for children and families, I will continue to be critical about the resources and information I share to ensure I am not spreading false information and I contribute to progression in the sector. Asking the following questions:

• Where did this come from?
• Who Wrote this?
• What is this information/article trying to do?
• What is the purpose of this information?

Will allow me to continue sharing useful and appropriate information on social media to families and colleagues.

Description of the Professional Learning Activity

From January 2020 to April 2020 I participated in the course titled Leadership, Advocacy and Community Development as part of the Bachelor's of Early Learning and Community Development program at Algonquin College.

Documentation of Participation

Application of Learning in my Professional Practice

Participating in this course has been useful to understand the power of advocacy in the Early Childhood Education sector and the need to be confident as a leader to effectively advocate for the needs of children and families. As I continue my studies, I will continue to advocate for early childhood education and development and act as a leader despite my position. This course has taught me that it is not necessary to be in a supervisory position to act as a leader. In the future, I will continue to act as a leader within my placements and supply work to advocate for children's and families rights and needs.

Reflection of my Learning

Throughout the year I have not been successful in using social media platforms to advocate for children's and families rights, however I have been able to expand my understanding of children's rights and families rights, methods of advocacy, and I have been able to engage in conversations with peers to expand our understanding of children's cultural rights and supporting families cultural identity. I have been able to use Twitter and Brightspace to engage in some online advocacy about the rights of children and families, however I had hoped to do more and learn more about using online platforms to advocate within the sector.

I was successful in starting the conversation about supporting children's and families cultural needs and I enjoyed taking part in online seminars about focusing on supporting social and emotional learning through celebrating and embracing cultural backgrounds. Over the year I have learned the importance of supporting children to develop their cultural identity and I hope to continue learning about the needs of minority children and families to celebrate their culture and develop a healthy cultural identity.

In my next learning year I will change my learning goal to continue advocating for children's and families rights, specifically their cultural rights which has come up several times in my learning about equity and justice in Early Childhood Education. I am not as interested in advocating through social media, although I hope to maintain my professional twitter. I am interested in participating in more professional discussions about how we appropriately incorporate culture in our early childhood programs and extend culturally informed practice to ensure it is meaningful to the children and families we work with.