Continue building knowledge about child development, specifically social and emotional development in relation to early childhood mental health, and the role of trauma in the wake of COVID-19.

Description of Professional Learning Activity

In March and April of 2020 I continuously listened to episodes 1 to 5 of the Brain Architects Podcast from Harvard University's Centre on the Developing Child. This episodes specifically discussed the changes we can be expecting as a result of the Covid-19 pandemic, what educators can do, and how to continue supporting critical brain development during this time.

Documentation of Participation

Application of Professional Learning in My Practice

After reflecting on these podcasts I realized in my position as a student and a supply early childhood educator, I do not have direct contact with families to support them through this difficult time and educate them on ways to continue supporting brain development at home through their experiences as a family while reducing stress in this uncertain time. However, this podcast is insightful to me for when we return to the learning environments as it stresses a focus on emotional development as children transition back into school and child care as this change will likely cause stress again. I have shared these podcasts with peers who are continuing to work with families during their placement experiences which has allowed me to take a leadership position and share pedagogical approaches and conversations in this changing climate, however in my practice, I will continue to extend my learning on emotional development and brain development to support children's growth upon returning to work.

Description of Professional Learning Activity

On September 10th, 2020 I came across an editorial about homeschooling during the pandemic and the challenges that may arise. Although this is an opinion based article, the thoughts and ideas within the article called me to engage in some critical reflection about how the various methods of teaching and learning that are being offered during the COVID-19 pandemic could influence a sense of belonging and community in our programs.

Documentation of Participation

Application of Professional Learning in My Practice

Reading this editorial made me realize that a certain level of privilege may create classrooms that are less diverse in socioeconomic status, culture backgrounds, etc. The author questions if the increasing popularity of homeschooling could possibly erase diversity from our schools in Ontario. While I do not believe it is possible to completely erase diversity, it creates an opportunity for discussion on how educators will continue to celebrate and recognize diversity when their classrooms are less diverse in race, income, experiences, etc. While health and safety is a priority during the pandemic, in my personal practice I believe it will be crucial to discuss and recognize diversity continually in classrooms during the pandemic and as children slowly begin to return to the classroom. I will continue looking for books about diversity and privilege to begin the discussion with children upon returning to the classroom and encourage children to recognize the opportunities they receive to reflect on how they can be global citizens and advocate for social justice in their classroom and wider communities post pandemic.

Description of Professional Learning Activity

On September 17, 2020 I participated in a webinar titled: Continuous Improvement in the Era of COVID-19: Using a guided approach. This webinar included speakers from 1 Place Child Care.

Documentation of Participation

Application of Professional Learning in My Practice

I have recognized it is difficult to implement things immediately in response to COVID-19 because as a supply educator in Full Day Kindergarten I am an inconsistent figure in schools and I am not in programs as often as I was prior to COVID-19 because I must quarantine in between supplying. However, this information continues to be relevant to me as a leader amongst my peers and during the times I supply. This webinar was empowering and identified the need to respond to students and in my practice in the classroom I will approach students needs with a responsive approach to holistically support their immediate needs, rather than a reflexive approach to quickly solve the problem because often the concerns of students are rooted in stress caused by the change in programs and responding to students can help reduce stress and anxiety at this time, even as a supply educator. In my conversations with colleagues I will apply what I learned in this webinar by leading discussions on what we are learning from the COVID-19 situation, how this time can result in positive changes ex. focusing on emotional development and well-being in families, and how we can engage in the cycle of continuous improvement to inform positive and responsive changes in programs during the pandemic and in the future.

Description of Professional Learning Activity

On September 17th, 2020 I listened in on a town hall about children's mental health during the pandemic hosted by Kids in Crisis. Professionals, health practitioners, educators, teachers, mental health experts and parents participated to ask questions, share experiences, and advocate for mental health funding.

Documentation of Participation

Application of Professional Learning in My Practice

This town hall was very informational to me about the every day struggles of families during COVID-19 in relation to children's mental health and the power of advocacy as well as connecting as a community to encourage changes that will support the emotional health and well-being of children. Although I did not attend the town hall specifically for my continuous professional learning goals, It provided opportunity for reflection on the NEED for me to act as a leader in the sector for children's mental health so families can be recognized, supported, and valued in our communities. As a continuing student, I believe I am able to apply this reflection and my learning about the critical need to invest in children's and families mental health by advocating on my platforms and creating resources about children's mental health that can be shared on my platforms and with continuing education peers. I believe I am in an ideal position to create these resources because I am not currently managing children in an early learning program with immediate needs and this allows me to explore the specific needs of families with mental health concerns more.

Description of Professional Learning Activity

On October 13, 2020 I participated in a webinar which included Goldie Hawn and Dr. Jean Clinton about the need for relationships, especially in the time of COVID-19, to address trauma and support healthy brain development in children.

Documentation of Participation

Application of Professional Learning in My Practice

After attending this webinar, and as I approach entering a school-age classroom, I understand the strong need to focus on relationships to support students brain development during this time, and learning will naturally follow development however the brain is unable to grow if it does not feel safe. As I prepare to enter a school-age classroom as an educator, I will apply what I learned by focusing on building relationships with students to strive to create an environment where they feel safe and as though they belong.

The create calm in a school age environment, I believe it would be beneficial to research incorporating mindfulness with students and resources that support emotional health through mindfulness, meditation, etc.

It is necessary to focus on emotional well-being because as an RECE it is my responsibility to create healthy relationships with children and maintain up-to-date on research and best practices to support their learning. As I prepare myself to return to Early Learning environments, this information is helpful in how I will approach students and support their holistic learning.

Description of Professional Learning Activity

On November 10, 2020 I participated in a community of practice with my Bachelor's of Education program on the pedagogy of relationships with Dr. Shari Orders.

Documentation of Participation

Application of Professional Learning in My Practice

The purpose of this learning experience was to reinforce the critical role of relationships. Since I am familiar with the importance of relationships with children to support healthy learning and development, I found the discussion about restorative practice much more meaningful. Restorative practice is an indigenous pedagogy and can take many forms, but at is core involves cultivating a reciprocal relationship between people with each other and the social world. Restorative practices can be used as a method to build relationships with students, and support students to build relationships with each other which is a necessary part of school-age social development and a challenge in the midst/wake of COVID-19 as many people are opting to work and learn online. Restorative circles are one method that can be used to build a community, particularly a dysfunctional community as some online classrooms are since they are unable to build connections in traditional ways. In my practice, I will strive to incorporate restorative circles during community meetings and circle times to support students to build relationships with each other and myself as an educator and a part of the classroom community.

Description of Professional Learning Activity

Over 2020 and 2021, I took part in the Brain Story Certification Course by the Alberta Family Wellness Institute to Learn more about Brain Science in Early Childhood.

Documentation of Participation

Attached above is my completed certificate from the Alberta Family Wellness Institute for taking part in the Brain Story Certification Course.

Application of Professional Learning in My Practice

The Brain Story Certification course reevaluated how I look at supporting early childhood development. Before beginning this course, I knew the brain foundation was built in early childhood and supporting the development of a strong foundation supports healthy development throughout life, leading to later success in relationships, academics, employment, etc. Through engaging in the Brain Story Certification I learned more about the science behind brain development, including the specific roles of the amygdala, hippocampus, and prefrontal cortex and how/when to support these areas of development through responsiveness to address opportunities to grow executive functioning throughout childhood. I also learned more about the role of ACEs and how communities can take part in reducing ACEs and supporting healthy families. Most importantly, I learned about how responsive relationships are key to supporting children's ongoing development and modeling serve and return interactions can support families to build healthy relationships with their young children. While I am not in a leadership position to really implement some of the suggestions in policy and practice, I know I can advocate for community programs that support two-generational approaches by targeting serve-and-return interactions and quality relationships to intervene where concerns are present, such as addiction, neglect, abuse, mental health, etc., and prevent adverse outcomes in a child's development.

As I move forward in my work with school-age children, I will use this information and what I learned to build quality relationships with all children because all children can benefit from quality relationships with an adults, and I look forward to bringing up the Brain Science with peers and colleagues when discussing school-age development to push to create holistic systems that best support children and the developing brain to set them up for success.

Reflection of My Learning

Over this year and the full 2 years of this portfolio cycle, I have met my goal of learning more about child development, particularly social-emotional development and the brain science related to the healthy development of children experiencing trauma. In the midst of COVID-19, I believe this information is more relevant than ever and although the sector does not have all the answers to best support children through COVID-19, I know in my position as a supply educator I can build responsive relationships with children to support their ongoing learning and growth, and buffer the stress experienced by the unknowns of the world today. I also know that responsive relationships with families. and modelling serve and return interactions can support families to respond to children and reduce familial stress at this time. As I was learning, I recognized the abundance of advocacy taking place at this time by Children's Mental Health Ontario and other organizations to invest in programs that support family mental health and crisis interventions for children who are struggling through this pandemic. I wish I had known this so I could have taken part in some advocacy work by supporting these organizations that are working with schools, families, and policy makers to invest in the social-emotional needs of children because children could be highly affected if they do not receive intervention or prevention supports during these sensitive periods of development.