Engaging Children in Authentic Learning - Learning Principles

Author: Ingrid Crowthers, PHD

1 ECE Hour

Module 1 of 3 (Authentic Learning Environments)

Learning Continuum: Advanced

In order to understand and work with young children, adults need to understand and respond to how children think and how they subsequently interact within their learning spaces. Learning environments and activities for young children are usually organized to encourage children’s active play. Often, however, a clear idea of what the intended learning within a learning space or activity is not defined. It is assumed that children will learn what they need to learn. This may happen, but as adults we also need to ensure that children gain the skills and abilities that lay the foundations of later learning.

Planning With Children

Author: Ingrid Crowthers, PHD

1 ECE Hour

Learning Continuum: Enhanced

Principles and Strategies for Inclusive Early Childhood Programs

Author: Dominion Learning Institute

1 ECE Hour

Module 1 of 3 (Inclusive Family Engagement)

Learning Continuum: Enhanced

This module is designed for Early Years professionals who work directly with children. It discusses the value of and barriers to social inclusion in Early Childhood settings. It challenges ECEs to become observant, knowledgeable, accepting and proactive in making your centre or program safe and inclusive for each child, through interactions and curriculum. The knowledge and empathy developed in early childhood will carry on throughout children’s lifespans, and contribute to the Canada envisioned in the previous module.

Back To Nature!

Author: Monica Carruthers, RECE, ECE.C, ECRT

1 ECE Hour.

Learning Continuum: Foundation

Find out why exposure to nature is so important to brain development and how easy it is to incorporate nature in the curriculum every day. Your role as the play and learning partner will have you planning your outdoor curriculum to get them (and you) excited about outside play. Daily nature play has a positive impact on children with ADHD, FASD, and those of us who are "spirited". Modeling healthy lifestyles will impact lifelong health and well-being as well.

Quality Indicators in Programs for Children from Diverse Cultures

Author: Judith Colbert, PHD

1 ECE Hour

Module 1 of 5 (Diversity Series)

Learning Continuum: Enhanced

This module is about “quality.” On its own, that statement has relatively little meaning. Quality is difficult to define and means different things to different people. You will look first at the context in which programming is being offered, and then focus on ten established professional benchmarks of quality in early care and education to determine whether they continue to signal high quality care in settings serving diverse populations. If they don’t, you will have an opportunity to challenge those benchmarks and look at alternate ways of achieving quality.

Early Childhood Education: An International Perspective

Author: Dominion Learning Institute 

 1 ECE Hour

Learning Continuum: Enhanced

This module is intended for all early years professionals who are involved in the education of young children. There are a variety of factors coming together that have influenced our understanding of how young children learn and what that means for our practice in early learning settings. International as well as Canadian perspectives are shared. 

ECE Curriculum and Pedagogy Frameworks in Canada

Author: Dominion Learning Institute

1 ECE Hour

Learning Continuum: Enhanced

This module is intended for those educators, professors, leaders and policy makers who like or  need to think and talk about the “big picture” in their work related to education, care and support of young children and their families.

Intentional Learning and Early Math Development - Learning To Count

Author: Ingrid Crowthers, PHD

1 ECE Hour

Module 1 of 2 (Early Math Development)

Learning Continuum: Advanced

In order to understand and work with young children, adults need to understand and respond to how children think and how they subsequently interact within their learning spaces. Learning environments and activities for young children are usually organized to encourage children’s active play. Often, however, a clear idea of what the intended learning within a learning space or activity is not defined. It is assumed that children will learn what they need to learn. This may happen, but as adults we also need to ensure that children gain the skills and abilities that lay the foundations of later learning.

Intentional Learning and Early Math Development - Beginning to Count

Author: Ingrid Crowthers, PHD

1 ECE Hour

Module 2 of 2 (Early Math Development)

Learning Continuum: Advanced

In order to understand and work with young children, adults need to understand and respond to how children think and how they subsequently interact within their learning spaces. Learning environments and activities for young children are usually organized to encourage children’s active play. Often, however, a clear idea of what the intended learning within a learning space or activity is not defined. It is assumed that children will learn what they need to learn. This may happen, but as adults we also need to ensure that children gain the skills and abilities that lay the foundations of later learning.

Authentic Learning Environments - Authentic Assessment

Author: Ingrid Crowthers, PHD

1 ECE Hour

Module 2 of 3 (Authentic Learning Environments)

Learning Continuum: Enhanced

In order to understand and work with young children, adults need to understand and respond to how children think and how they subsequently interact within their learning spaces. Learning environments and activities for young children are usually organized to encourage children’s active play. Often, however, a clear idea of what the intended learning within a learning space or activity is not defined. It is assumed that children will learn what they need to learn. This may happen, but as adults we also need to ensure that children gain the skills and abilities that lay the foundations of later learning.

Authentic Learning Environments - Building on Observations

Author: Ingrid Crowthers, PHD

1 ECE Hour

Module 3 of 3 (Authentic Learning Environments)

Learning Continuum: Enhanced

In order to understand and work with young children, adults need to understand and respond to how children think and how they subsequently interact within their learning spaces. Learning environments and activities for young children are usually organized to encourage children’s active play. Often, however, a clear idea of what the intended learning within a learning space or activity is not defined. It is assumed that children will learn what they need to learn. This may happen, but as adults we also need to ensure that children gain the skills and abilities that lay the foundations of later learning.