Increase my knowledge of learning theories, pedagogies, and evidence-based practices related to kindergarten and school-age development, including the practice of inclusion and differentiation to create equitable learning opportunities. 

Description of Learning Experience

On September 23rd, 2021, I participated in a webinar on the use of Indigenous literature when working with children.

Documentation of Participation

Application of Professional Learning

After taking part in this learning experience I recognized the need to think critically about the resources we use and how they authentically communicate people's stories, as well as what voices we reinforce through the stories we include in our practice.  By understanding the need for diverse voices that reflect the ideas, needs, and experiences of children and community members, we create opportunities where all people can see themselves reflected in learning materials and are included in stories, discussions, and practices.  Including diverse voices, such as the voices of minority community members, supports the inclusion of diverse cultural backgrounds, cultural competence by listening to the voices of others, and equity by ensuring all voices are given what they need to be heard and are responded to appropriately.  As I continue with my practice I will think purposefully about the literature I choose to create equitable spaces where all voices are listened to, and responded to, and various cultures are reflected in the materials in the environment so all students experience a sense of belonging.  

Description of Learning Experience

In November of 2021, I read Zaretta Hammond's book Culturally Responsive Teaching and the Brain and completed a Book Study on my learning, reflections, and how it can be used in my practice.  

Documentation of Participation

Application of Professional Learning

This book has allowed me to look at social-emotional development differently in how it connects to brain development and I now have a greater understanding of the role of the amygdala in students learning journeys.  I recognize it is critical to prevent an amygdala hijack and necessary to create responsive learning environments and in my work with children, I prioritize building relationships with students over curriculum planning, implementation, and assessment to ensure curriculum development supports engagement. 

Description of Learning Experience

On January 29th, I took part in a workshop that introduced structured literacy with Liisa Freure

Documentation of Participation

Application of Professional Learning

This workshop was a great introduction to structured literacy as an evidence-based practice, however I was hoping to learn more about the 9 elements of structured literacy and before applying structured literacy practices with children, particularly kindergarten children and children developing independent learning skills, I will need to take part in more learning experiences.  Moving forward, I will independently work through the Big Dippers course to further understand the science of reading and structured literacy principles.  

Documentation of Participation

Description of Learning Experience

In the Spring and Summer of 2022 I took part in an Ongoing Professional Learning Course titled: Special Education Part 1 through the University of Queens.  This course allowed me to look into the diverse needs of students with confirmed learning needs.  

Documentation of Participation

Application of Professional Learning

This course allowed me to work collaboratively with educators to enhance my understanding of child development and how we can respond to every student's individual and developmental needs in formal educational settings while advocating for their well-being and partnering with families and professionals.  As I move forward in my practice, I know I am a valuable team member in promoting equitable education that is inclusive to the needs of all children and it is my responsibility to advocate for children's rights to learning and participation.  I will use what I learned in this course to create responsive learning environments that include open-ended opportunities and appropriate opportunities for scaffolding.  

Reflection of my Learning

Throughout this year I have had the opportunity to participate in several learning experiences that have allowed me to extend my knowledge of kindergarten and school-age development.  I recognize how central the role of relationships are and serve-and-return interactions in creating connections that support children's learning and ability to take learning risks at all ages and this will allow me to approach supporting children's learning actively with a relationships-based approach.  This also reminds me to maintain relationships and put relationships first in my work with children, including school-age children.  After participating in the course "Special Education, Part 1," I recognize how practices and learning theories are central to support the needs of children with exceptionalities.  I recognize that I am lacking in my understanding of diverse exceptionalities and how to support the learning of exceptional children through behaviourism, constructivism, and active learning and moving forward, I hope to increase my understanding of diverse exceptionalities and how to support children with evidence-based learning theories that are inclusive.