Contact Us:

Jan Blaxall, MASc, RECE, AECEO.C

Director, Program Development

Dominion Learning Institute of Canada

(519) 472-6332

Info@ecedu.ca

SCH-14-01

More than Half a Childhood: The Role of School-age Programs

Author: Dominion Learning Institute

1 ECE Hour

Learning Continuum: Foundation

Children today live in a different world than in previous generations. This module is meant for providers and staff of school-age child care programs. It looks at research identifying the needs and children 6-12 and the practices that will best meet these needs.

SCH-4-03

Active Play and the School-Aged Child

Author: Dominion Learning Institute

1 ECE Hour

Learning Continuum: Foundation

The Active Healthy Kids Canada (AHKC) report card has been reporting annually on the state of physical activity of Canadian children. The story is not a good news story. It should be of concern to all because physical activity is crucial for individual and societal health.

NEW-J14-03

Meeting The Needs Of Newcomer Children In Classrooms

Author: Judith Colbert, PHD

1 ECE Hour

Module 3 of 6 (Newcomer Children Series)

Learning Continuum: Foundation

In earlier modules in the Newcomer Series, settlement is described as a process of transition and the distinctive needs of all those involved in settlement are considered, with a special focus on the needs of the newcomer child. In this module  you will have an opportunity to think specifically about the challenges of meeting the needs of newcomer children in group settings such as classrooms and to consider the overall role of the early childhood program or school in the settlement of young immigrants and refugees.

SCH-14-02

Delinquency or Resiliency? How "Problem" Behavior Can Be A Child's Hidden Path to Resilience

Author: Michael Ungar, Ph.D

1 ECE Hour

Learning Continuum: Leadership

“We see it in our classrooms and on the evening news: an endless stream of children and teenagers who act with seemingly senseless disregard for themselves and others. But there is another side to this. Dr. Michael Ungar’s work with troubled youth has shown him that the behaviours that worry us most as parents, caregivers, police, counsellors and educators, are those that are sometimes a young person’s best strategy for survival. In this report, Dr. Ungar untangles “problem” behaviours and provides new ways for us to recognize, understand and strengthen hidden resilience”. 

SCH-15-01

Kids Have Stress Too – What Educators Need to Know

Author: The Psychology Foundation of Canada

1 ECE Hour

Learning Continuum: Foundation

A young student’s day is filled with excitement and challenges. And while many children are able to roll with the ups and downs of life, some struggle to maintain balance and focus. And sometimes these struggles manifest as “behavioural issues” in the classroom and beyond. As a teacher, you are more likely to notice a student’s behavioural issues because they are visible and may be disruptive to the classroom. But it is important to realize that a student’s stress response may go beyond actions that attract attention. Some children in your class may be experiencing a range of physical, mental or emotional reactions to highly stressful situations in their lives, including conflict between their parents or problems keeping up with school work.  

SCH-15-02

Educators Can Make the Difference when Kids Have Stress

Author: The Psychology Foundation of Canada

1 ECE Hour

Learning Continuum: Foundation

Educators can create an emotionally healthy environment in their classroom by promoting self-regulation and effective stress coping skills in their students. Discover how to

  • Help students understand stress and its impact on learning, health and getting along with others

  • Teach students practical techniques for managing and/or preventing stress

  • Show students how to address the signs of stress before they get overwhelmed by them

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"All I really need to know... I learned in kindergarten." - Robert Fulghum