the exploration & discovery issue assemblage to get...the exploration & discovery issue ys...

the exploration & discovery issue

ELKE is

presented by

spring/summer 2017

PATTERNSHERE, THERE,

& EVERYWHERE!What are the

different types ofpatterns, and how

can we invitechildren to

discover them?

ASSEMBLAGE

REVAMP YOURDISCOVERYCENTRE

3 REASONSTO GETOUTSIDE…EVERYDAY

How one Halifaxeducator is saving

the environment andproviding free loose

parts to other ECEs

YOURTHOUGHTSOn your favouriteexploration &discovery materialsand invitations

From the coordinatorsof PEI Wild Child

7 tips from the SevenPrinciples of Design

In this edition of Early Learning Knowledge Exchange magazine, we explore the many ways wecan invite children to engage in exploration and discovery; whether that be outdoors, with looseparts, through pattern creation and discovery, or all three at once. Among many excellentcontributors in this magazine, we have engaged the expertise of 2017 ECDA Spring Conferencefacilitators Gabriela Arias de Sanches, Hélène Pouliot-Cleare, Margaret Young, and PEI Wild Childcoordinators Heidi Verheul and Hannah Gehrels (look for the green leaves in this magazine toread their workshop summaries). Each facilitator has contributed an article that is complementaryto their conference workshops to help extend your learnings from those professional developmentopportunities. We hope that this collection of articles from a diverse group of experts will helpyou gain some new ideas and a boost in confidence when embarking on exploration and discoverywith the children in your care!

the exploration & discovery issue

is presented by:

Early ChildhoodDevelopmentAssociation

of PEI

Phone:(902) 368-1866

Toll Free:1-888-368-1866

Fax: (902) 569-7900

Sonya HooperExecutive Director

(902) 368-0070

Bonnie L. BellAdministration &

Member Relations(902)368-1866

Shayna JohnstonCommunications

Coordinator(902)368-1879

3 Brighton RoadRoom 115Charlottetown, PEIOpening Hours:Monday to Friday8:30 to 5:00

www.facebook.com/ECDAofPEI

@ECDAofPEI

www.ecdaofpei.ca

follow us!

Letter from the Editor

President’s & ED’s Messages

FYI

Your Thoughts

ECE Profiles

Tips & Tricks

In Training: Lucas Picard

Nature’s Potential: PEI Wild Child

Loose Parts Library: Justin West

Patterns: Gabriela Arias de Sanchez

Directors’ Discussions: Rochelle Shepard

EC Resource Team: Francine Bernard

in this issue

Health & Nutrition: Margaret Young

Zone Francophone: Hélène Pouliot- Cleare

PRESIDENT’S & ED’S MESSAGE

4 Early Learning Knowledge Exchange S/S 2017

Were you aware that theECDA board of directorsworks toward meeting

ends, or goals, that we take intoconsideration when we are makingdecisions? We are mindful of theseends when discussing everythingfrom what to lobby for, to makingdecisions around professionaldevelopment opportunities which areoffered to our members.There are two significant ends that Iwould like to touch on here. Thefirst being "that E.C.E.'s aresupported to deliver high qualityearly learning and childcare toPrince Edward Island's children".The other being "ensuring E.C.E.'shave resources to continuouslyimprove their skills by providingopportunities to gain skills andknowledge of current best practices".

With those two ends in mind we arethrilled to be offering theopportunity to our members to takepart in a full day of exploration anddiscovery workshops at the 2017ECDA Spring Conference. Thereare such great choices that I found itdifficult to decide which one Iwanted to attend, but I finallynarrowed it down. I have struggledwith math my entire life and that isnot a legacy I want to pass on to anychild, so the opportunity forprofessional development with GabySanchez fits in perfectly with mypersonal professional developmentplan. I'm sure the rest of you wereable to find a workshop that willspeak to a passion, or even better, anarea you feel is in need of moredevelopment. That's what these daysare all about, improving our skills,

finding new passions and havingwonderful opportunities to networkwith fellow early childhoodeducators.With the increase in required hoursof P.D. training that becameeffective with the new regulations inJanuary 2017, it became increasinglyimportant to us that we offeredtraining in areas that had beenidentified from questionnaires filledout at previous conferences, thusallowing E.C.E.'s to take part intraining that was professionallysignificant to them. I can't wait tosee you all in Summerside on Mayfifth!

By ELIZABETH JEFFERYPresident, ECDA

Recent conversations we’veshared with educators, thosewho have been working in

the licensed system for ten years ormore, indicate there has been a highfrequency of incorporating newpractices. This raises the question:what happened to everything thatused to be included in my practice?The same rings true for exploration& discovery - are there anyexperiments you haven’t set out in awhile? Baking soda experiments,homemade lava lamps, Alka-Seltzerrockets, test tube walking water, or

creating a nature exploration thatconnects the children with theircommunity… there are so manyamazing opportunities toincorporate exploration anddiscovery throughout children's lives.These adventures and explorationsdo not need to be expensive, or outof a pre-packaged program; childrenenjoy authentic exploration of thereal world surrounding us! Often themost fun results come from thesimplest of ideas. And sometimes,the biggest impact can come from

the oldest, most traditional ideasburied deep in your tickle trunk.Whether it is new ideas orrediscovering old ones, explorationthrough scientific discovery andnumeracy can be among the mostfun learning opportunities toincorporate into your program. Wehope this issue of Early LearningKnowledge Exchange Magazineinspires your curiosity and sense ofdiscovery!

By SONYA HOOPERExecutive Director, ECDA

FYI


Did you know……that each issue of the Early Learning Knowledge

Exchange Magazine is available to membersonline? Log in to the Member Area of the ECDA

website and click on Resources>OnlineResources>ELKE Magazine for the full archive!

Make sustainability workfor your business

At Co-operators, sustainability is veryimportant to us…we know it's importantto you too, and the example you aresetting for children.

Before pursuing asustainable approach, first consider whatsustainability means to you. Perhaps it'sa strong link to the community or italigns with an environmental issue. Findyour niche, then define it with a missionstatement or slogan.

Sustainable business practicesaren't just greener, they can be moreefficient and save you money, too. Forexample, they help reduce waste andenergy use. To start saving today, switchto post-consumer waste materials likerecycled paper, biodegradable cleanersand LED lights.

In addition to all the practical andfinancial benefits of a sustainableapproach, be proud of the contributionyour business makes to your community.Remember, the more you do to build atrusted socially-responsible brand, themore you reduce operational risks andstrengthen your business.

Debbie Phillips & Associates Inc.Co-operators Cornwall

[email protected] 894-5500

2017 SAVE THE DATES!

Manulife’s My Drug Plan and Pharmacy Savings Search arepersonalized online tools that are quick and easy for members to useon their computer, tablet or favorite mobile device. Whether at theirdoctor’s office, pharmacy or at home, members will be able to getanswers to many drug plan questions, right at their fingertips. Thetools give plan members the ability to find out what their estimatedout of pocket expense is, to learn if a lower cost alternative isavailable, to locate pharmacies within a selected radius, to rankpharmacies based on price, and identify the average cost charged perpharmacy for a specific drug or list of drugs. My Drug Plan andPharmacy Savings Search are perfect for plan members on the go!For more information on Manulife’s recent enhancement, pleasevisit:

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SEP 09AGM +Jeff Johnson

OCT 19|20Fall

conference

JUN 09Ultimate

Night Out

NominateCOMMITMENT & EXCELLENCEIN EARLY CHILDHOOD EDUCATION

Award nominations are open until May 12 for the2017 Awards of Excellence & Commitment. The

awards ceremony will be held June 9.

New for 2017: Commitment to Care Award foryears of service!

Nominate a peer or mentor today! Visitwww.ecdaofpei.ca

What are your favouriteexploration & discoverymaterials?

WE ASKED:

YOUR THOUGHTS


What’s a science &exploration invitation youare most proud of?

Give each child a pie plate with bakingsoda and an eye dropper. Mix food

colouring and vinegar together and haveit displayed in clear containers. Havechildren use the droppers to add thecoloured vinager to the baking soda.

Giving the children real electronics/tools/ parts/ to explore and take apart.

I showed them how the inside parts(gears,cogs,etc) work together to make

things move.

I have used a BIG sunflower andpresented it on a table in the art centre.

We explored everything about thesunflower, drew it, smashed the petalsto make colors, and watched the seeds

dry out to make bird food!

Birds. The children were very interestedin birds as they observed them returningfrom migration. We studied them and got

a variety of stuffed birds from aconservation officer as well as a fallennest. We learned so much together!

Dried flowers, seed catalogue,poppy seed pods, baskets, nonfiction children's books about

seeds and flowers, driedsunflower head,tweezers,dishes

In a recent informal survey circulatedvia the ECDA’s e-newsletter “Week ata Glance,” we asked PEI educators toshare their anonymous thoughts onexploration & discovery.

magnifyingglasses, eye

droppers,syringes, nature

of all kinds

play-doh,flubber, bakingsoda & vinegar,food colouring

anything realand tangible;bugs, worms,and tadpoles

bakingsoda andvinegar

ice andsalt

rocksand

shells

mud, water,anything tactile/

kinesthetic,anything with light

or shadows

mud, bakingsoda, everyday

householditems,

magnets

vinegar, foodcoloring,

baking soda,eye droppers

Spyglasses

(binoculars)

Time

Group size

Clean up

Safety

Lack of access to materials

Weather (outdoor activities)

What are your biggest roadblockswhen planning discovery &exploration activities?

Color mixing, color absorptionwith various flowers

Colored water, ice cube trays,and eye droppers.


ECE PROFILES

LYNN MACINN IS

The children have always been mymotivation. I love watching children learn throughplay. The endless possibilities for learning are whatmakes each day so different from the day before, andwhat career offers you such rewards?

To continue to offer a safe andnurturing centre. One that compliments each family’sneeds, and one they feel assured and comfortable with.I also have professional goals of continually upgradingand enhancing my instructional skills to be the bestemergent ECE possible.

Coaching minor sports, spending time withmy granddaughter Riley and family and friends.

Mo Willems’ Pigeon books.The children are always so engaged and joyful when Iread these books.

The best part of my day is whenwe are outside walking in the woods. I love watchingthe children explore. I love all the questions they haveabout what they see while we are on an adventure. Ialso like my late shift and the time I get with the lastfew children. It's always so quiet and personal.

Any of thebaking soda/vinegar reactions are always engaging,but the one where they inflated their own balloonswith these chemicals had the most impact on them.They were able to justify that when the baking sodafell out of the balloon into the bottle of vinegar, that areaction occurred that blew up their balloon. Anotherinvitation in the woods was to collect longer brokentree limbs and build our own shelter. This involvedtotal engagement and the outcome was a hugesuccess.

KAREN P ICOT

Working as an Early ChildhoodEducator is more than just a profession, it's what I amand what I love. I love knowing every child in ourcentre and I'm proud of the relationships I've builtwith each of them. I work with an amazing staff thatare also friends and a great support system. It's just agreat place to come every day!

My granddaughters!! I have two ofthe most beautiful granddaughters in the world(Makenna and Baylor) and a third to join us in July!My family is my life… My husband, daughters (andson-in-law), granddaughters, brothers and sisters anda whole host of nieces and nephews.

When the babies first wake upfrom their naps and want to snuggle with theirblankies on my knee.

The years I worked as a SpecialNeeds Assistant. Specifically the year I spent with alittle girl with Down's Syndrome. Watching her growand develop during that year was one of the mostrewarding (and challenging) experiences I have everknown.

"The colorchanging milk" exploration is always a favourite. Weask our milk man to leave us expired whole milk whenhe takes it away from the grocery store and he's veryaccommodating. The children want to do it again andagain and the discussions range from "Soap is chasingthe fat molecules around" to "Wow … look at thecolors!!"


TIPS & TRICKS

is available to lend from the ECDA Resource Library. The ResourceLibrary is free to use for all members of the ECDA. Drop-ins are welcome Monday through Friday from 9:00

AM - 5:00 PM. To book a visit outside our business hours please contact Bonnie at: (902) 368-1866

1. Nature inspires beauty

Natural materials are a fixture in looseparts baskets, but try incorporatingthem wherever possible in yourdiscovery centre’s environment. Basicstorage and décor items such as hangingplants with spindling vines, jute rugs,raw cotton drapery, clay pots and metalshelving are easy to find second handand can create a whimsical, inspirationalspace for children to explore anddiscover.

2. Colour generates interest

Is your discovery centre in need of acolour detox? suggestssignificantly reducing bright colour andpattern clutter to create a visuallytranquil environment. Allow theintelligent materials to pop by keepingthe environment neutral - a can of whitepaint can take your primary-colouredfixtures and furniture to a new,refreshing, and relaxing place so thechildren can focus on their explorations.

3. Furnishings define space

Take stock of the items in yourdiscovery centre - does everything havea purpose (or two)? Does each piececontribute to children’s learning? Is itaesthetically pleasing? Replace anythingthat is not working by scanning the buy& sell pages regularly for affordablenew-to-you pieces to elevate your space.

4. Texture adds depth

Infuse tactile and visual texture to yourdiscovery centre by layering naturalmaterials like rag rugs, tiles, andwooden platforms for experiments onthe floor; and hanging prisms, canopiesand sculptures from the ceiling forengaging rainbows and shadows.

5. Displays enhance environment

Create lots of opportunity to displaychildren’s learnings by incorporating

display shelves and trophy cases, emptyframes, vases, baskets and bowls, andweaving invitations.

6. Elements heighten ambiance

Ambiance is greatly affected by theelements of lighting, smell and sound.Assess the ambiance of your discoverycentre - is there furniture blockingnatural light? Could the discovery areause some added soft task lighting? Tryusing fragrant cinnamon sticks or driedlavender to calm the senses. Hang awooden wind chime for subtle soundsas children play… or energize the roomwith the smell of fresh orange peels ina jar and some big band music!

7. Focal points attract attention

Does your discovery centre have a focalpoint? One that entices and engageschildren into the space? If not, considerthe children’s interests and createsomething inspired. It could be a tallarchitectural arch structure around thewater table, a large PVC pipe wall, or atent filled with sensory items.

Thinking about a spring makeover for your centre? Sandra Duncan’s book, (Gryphon House Book 2010) follows the

to share new and wonderful ideas for beautifying your entire centre: “Youcannot achieve this type of environment by adding extra decorations andcommercial displays to your classroom. Beautiful classrooms encompass so muchmore than simply including ‘beautiful things’ in the room. Rather, you must considerthe function and adaptability of the space and the dynamic needs and interests ofthose who inhabit the space.” Inspired by this book and by the Seven Principles ofDesign, we came up with 7 tips to create an inspiring discovery centre!

7 TIPS FORCREATING AN

INSPIRINGDISCOVERY

CENTRE

IN TRAINING


Children are constantly learning about the worldthey live in. They ask questions, investigate, andsort out the knowledge that their experiences and

the people around them provide. When people hear theword 'science', some may automatically think of biology,chemistry and physics, as these are examples of waysscience is often categorized. It is easy to forget themeaning of science itself. Science involves exploring thenatural world through experiments and observation(Merriam-Webster's Learner's Dictionary, 2017). Myaim in this article is to show the link between learningand science through the use of the Early LearningFramework (E.L.F.) document.The E.L.F. document will be familiar tostudents in the early childhood program atHolland College. In this program welearn about how children develop skillsin the area of exploration and discovery,and we use the E.L.F. document in ourprogramming. As a tool, the E.L.F. foreducators breaks down the skillschildren learn and develop withinparticular learning goals. The learning goalof exploration and discovery is organized intothree objectives: 1) curious investigation 2) problemsolving and numeracy and 3) reason, logic, and scientificinquiry (Flanagan, 2011).We are taught to use the above three objectives as aresource to help guide a wide variety of invitations,conversations and other experiences with children. Inthis way they develop skills in multiple areas based ontheir interests and actions throughout the day. Whenchildren use their bodies and senses to explore theenvironment, incorporate investigation, learn about therelationship between symbols and quantity and betweencause and effect, as well as make predictions whilecarrying out a sequence of actions, they are using theskills of science (Flanagan, 2011).The classroom is one of the places children spend mostof their time, so how can we easily incorporate sciencewithin their environment and daily routines? One way isto add toys and materials that provoke the wonderings ofcause and effect. This would provide an opportunity forchildren to think ahead and learn that when an action is

performed it causes a reaction. Incorporating sciencewithin the classroom can be as natural as learning aboutnumeric symbols and what these symbols represent. Forexample, a preschool child may be able to look at a cardwith the symbol for two (2) and be able to place twobeads on the corresponding card. This table top activityincorporates counting and associating with a symbol,which is basic science. Another idea is to model askingopen ended questions about a new concept being taughtto the children. When children start asking questions, itteaches you about their knowledge of the subject whilesparking in them the basis of a hypothesis. These are a

few ideas of ways to create scientific interest in theminds of children.

Personally, my favorite part of explorationand discovery is sensory play. Childrencan learn much through different types ofsensorial play including math concepts,as well as encouraging social, emotional,language and physical development.There are a variety of sensory activities

including: sensory bottles, fake snow madefrom baking soda and hair conditioner, dyed

rice or pasta (Ancini de Pepe pasta is myfavorite), playdough, and oobleck made from water

and cornstarch.The above sensory experiences are often used byeducators. In my view, an important part of offeringthese experiences is adding loose parts. Loose parts aredifferent objects that have a multitude of ways to playwith them. These can also be combined with other itemsto make many different objects. At Holland College, wetalk about loose parts and ways we can provide objectsfrom nature into our play. Some examples of natural andsynthetic loose parts include: acorns, pinecones, sticks,pompoms, pipe cleaners and buttons.In conclusion, exploring items around us and learninghow they work is a large part of a child's learning.Utilizing the concepts of science provides children withthe motivation to discover and learn in a safe andmeaningful way.

Lucas Picard is a second year ECCE student at HollandCollege from Summerside PEI. Lucas has wanted to bean educator for the past 5 years, and is super excited

to graduate June 2017.

By LUCAS PICARD2ⁿd Year Student, Holland

College ECCE Program

Reference:Flanagan, K. (2011). PEI Early Learning Framework.

Merriam-Webster's Learner's Dictionary (2017). " A Definition of Science for English-LanguageLearners. Learnersdictionary.com. Retrieved 28 February 2017, from

http://www.learnersdictionary.com/definition/science.


NATURE’S POTENTIAL

By PEI WILD CHILDHannah Gehrels &

Heidi Verheul

Hannah Gehrels is the PEI Wild Child Projects Coordinator. Shehas a MSc. in Environmental Science and loves encouragingkids to explore their curiosity and wonder in the natural world.

Clothes can be changed, hands andfaces can be wiped clean, we can dry

off, and get warmed up. Fond memoriesof nature and wonder, along with those

we share those moments with, areembedded into our being and canprovide a touchstone throughoutour lives and encourage us to beopen to a world of possibilities.

Something interesting always happens outside and it isusually the children that will lead us to it. Have a few

plastic containers and magnifying lenses on hand to lookclosely at things. Be prepared to have the conversation

about why we should leave the _____(slug, grasshopper,salamander, frog, etc. ) where it was found.

Nature wastes nothing. Everythingfound in nature has a story andanswering questions with morequestions can awaken a richworld of imagination, curiosity,and observation. Don't be theexpert with the answers, butinstead play the role of a co-

conspirator in theirworld of discovery

and play.

Fill some bird feeders, plantseeds in a garden plot, pokearound in the ditch, or read abook sitting under a tree,establishing a routine can helpprovide security to childrenwho do not regularly spendtime outside and focus to thosethat may be over stimulated bythe abundance of senses thatare awakened by being outside.Yes allow them to run aroundand burn off some energy, butalso bring some focusto being with themoutside.

Nature is always changing and it provides a rich space for children(and adults) to explore and discover together and it is often as easyas going outside. As humans, we are animals that have evolved withnature and because of this, our developing brains are hardwired tointeract and ask questions about nature and natural phenomena.

Children mimic and learn from observing ourbehaviour. If you are fearful of spiders, they may

learn to be fearful of spiders. If you hate therain, then they may learn to hate the rain.

If you hate getting dirty, they may learn tohate getting dirty. If you are curiousand ask questions, and passionately

explore the 'unknown', they will want to do thattoo. Be aware of what behaviours you model.

See opposite page for threeof PEI Wild Child’s ideas foractivities that will take you

outside everyday!

3 ACTIVITIES TO

everyday

NATURE’S POTENTIAL


Heidi Verheul is the Wild Child Program Coordinator and has a BSc. inbiology and while completing her B.Ed. she discovered the world of

environmental education and a passion for sharing nature with children.

NATURE ARTThis is an easy and fun activity thatyou can do anywhere! Start with ascavenger hunt to help focus thegroup. Ask everyone to find a leaf,pine cone, rock, or a treasure andbring it back. When there is acollection of objects, divide theobjects into groups and challengethe group to work together andcreate something beautiful (astructure, a work of art, a bird nest,etc). Ask them why is it beautiful?What is it made out of? Theycreate beautiful creations that theyare really proud of!

ANIMAL TRACKSChildren love finding andfollowing animals tracks. Havethem look at their own tracks afterwalking in mud or with wet boots.Then have them search an area forother tracks and they will quicklypoint out any little hole or mark onthe ground that they see! Askthem: "What animal do you thinkmade this track? Which way was itgoing and why?" and you will getthe most creative answers!Remember that it's not aboutgetting the 'right' answer; it's aboutletting them explore the naturalworld and create connections to it.

BIRD CALLSYou can easily download bird callsonto your phone to play for yourclass. Some bird calls havemnemonics to help rememberthem like chickadees ('chick-a-dee-dee, cheessseburrger'), crows('caa, caa'), and great horned owls('who's awake? Me too'). Gooutside and talk to the birds, anddon't forget to spend time listeningfor them too! Ask them what theythink the birds are saying and whydo they even talk to each other.

The Sierra Club Canada Foundation's Wild Child Program is designed to introduce children to nature by providing theopportunity for children to explore, play, and learn in a natural setting over time. On PEI we are able to offer Wild ChildNature Immersion and Wild Child Forest School. Our Nature Immersion Program is a fun environmental educationprogram that is offered for free to child care centres across PEI. Wild Child Forest School is a fee for service socialenterprise and provides opportunities for emergent and child led activities which includes age appropriate risky play andtool use in a natural setting over time. For more information or to volunteer, check out our website atwildchildatlantic.ca, facebook page at PEI Wild Child Program, or email [email protected].

Wild Child at the 2017 ECDA SpringConference

Please join us outside as we play and exploreour natural surroundings. We will share tips,tricks, and strategies from our experiencesas educators with Wild Child Nature Immer-sion and Forest School programs thatsupport emergent learning, risk taking, andsamples of activities that we use.

TAKE YOU OUTSIDE

Discovery is a concept often fostered in children -but adults, too, can benefit from having narrowpaths widened. While childhood educators and

children are drawn to creative solutions and intelligentmaterials for play, learning, and art, it can be a challengeto get the volume of supplies needed at a cost the earlychildhood education centres can withstand.Loose part libraries can be the solution. Assemblage is aHalifax, N.S.-based loose parts library, that was borne ofa desire to ensure children, educators, artists, crafters,and anyone else seeking materials, had a space to findsaid materials and resources to let their creativitytransform what was once junk into the useful, thebeautiful, and the informative.Marshalling resources and getting businesses andcommunity organizations on board was the realopportunity to share a path of discovery: from thediscard pile to something brand new.

Sourcing the loose parts, finding a space to house them,and finding city-wide organizations to partner with waschallenging. It was an exercise in engaging the Halifaxcommunity to see merit in diverting waste materials andin choosing to use loose parts in their classrooms andcreative spaces.Building connections with the community started at agrassroots level by speaking with parents and other childcare centres to gauge interest and understanding of whata loose parts library could offer them, and whether theymight find a partnership mutually beneficial. I knew Ineeded to extend my reach, so I sent emails to connectwith businesses. I was able to build several mutuallybeneficial relationships by tapping into the growingdesire for businesses to be eco-friendly, to save moneyby not trashing items, and to build up their brands withsocially conscious messages.Once I had the seeds of the idea out in the world and had


By JUSTIN WEST & HOLLY WESTVolunteer Director,Assemblage Halifax

LOOSE PARTS LIBRARY

Justin (E.C.E, B.F.A, M.A.E) currently works as a PedagogicalConsultant and volunteer director of Assemblage Halifax. Justininfuses creative expression into his daily routine with children.

The community can play a big role indeveloping a strong program and in building asense of place for children, if you invite it in. Ishared examples of how welcoming andincluding families and neighbours intoclassrooms can enhance a curriculum and helpto create a strong sense of place for children.During this workshop, participants will explorehow their community and surroundings canstrengthen their programs. A short walk aroundwill help illustrate how easy it is to uncover thegifts that surround you if you pause to use theeyes of a child.

Ever wonder how to use "loose parts"? How doyou setup these materials for children toexplore? Come with Justin and play!

What impact does the environment have on achild's learning? How do you document yourchildren's learning effectively? Learn theimportance these aspects of early childhoodeducation have on child development.

This workshop is designed to show educatorshow to use art as a language. By looking at theart space with a critical eye and seeing thepotential of a variety of materials, educators willbegin to examine their own barriers ofcreativity. We will be exploring everydaymaterials in unconventional ways, to refreshour creativity. By getting back to the creativeprocess participants will be able to see past thefinal product and gain insight into whatchildren are thinking and saying with their art.


LOOSE PARTS LIBRARY

Holly West is a Toronto- based writer. Holly donateswriting time to Assemblage and a LGBTQ clothing

brand who raise funds for youth of that community.

This workshop is designed to show educatorshow to use art as a language. By looking at theart space with a critical eye and seeing thepotential of a variety of materials, educators willbegin to examine their own barriers ofcreativity. We will be exploring everydaymaterials in unconventional ways, to refreshour creativity. By getting back to the creativeprocess participants will be able to see past thefinal product and gain insight into whatchildren are thinking and saying with their art.

Halifax Waste Management supported withoffering a workshop to the children to helpdivert waste.

An invitation to Halifax Central Library's Fix-It-Fair as part of Divert Nova Scotia and theirWaste Reduction Week encouragedAssemblage to creatively use donated fabric ina weaving project. The results hangs proudly atthe entrance of Assemblage.

Clean NS initiated a clean your neighbourhoodevent (and provided clear bags, blue bags,gloves and posters) - that Assemblage

registered for and encouraged child carecentres to help clean their neighbourhood. Tolaunch the grand opening of Assemblage wehosted a clean your neighbourhood event atJubilee Road Children's Centre and all thechildren and some parents joined us.

100 in 1 Day is an event that unites people byasking them to take a small action to improvetheir city on a specific date. Assemblage tookpart by creating a bird sculpture out of foundmaterials that are often thrown away.Community members came and made feathersto go onto our bird, which we have featured inour front entry way, and it can be added towhen anyone visits.

secured a donated space in a child care centre, I was ableto solidify donations and invite not just the intelligentmaterials/loose parts into Assemblage, but also thecommunity into the space. This allowed for initiativessuch as worshops, partnerships, and community events(see below for some examples of these initiatives).Because the space, the materials, and the staff are alloffered free of charge, the space is accessible to all. Anycosts incurred to run Assemblage are offset by the feesgathered from the workshops we present. Communityties have continued to strengthen and grow, and we arenow able to meet most of our specific needs for materialsby broadcasting them via social media.Assemblage is housed in the basement of a childcarecentre so there are always children coming through,which motivates the community and local businesses tocontinue to offer support, donations, and to volunteertheir time; all of which are feel-good things to promote.

Discovery is not limited to the children we work with butcan be a means to engage the community, growconnections, foster creativity, and to build new dreams.Intelligent materials allow for the breadth and depth ofthe wide wonder of the world. When we have access,space, and freedom to make and do, we are all more ableto see beauty in the discarded.And as Terry O'Reilly of CBC's Under the Influence saidin a recent broadcast, "If you want to go fast, go alone. Ifyou want to go far, go together."

“If you want to go fast,go alone.

If you want to go far,go together.”

- Terry O’Reilly

Assemblage is located at 6117 Jubilee Road inHalifax, Nova Scotia. Follow Assemblage onFacebook at facebook.com/assemblagehfx


PATTERNS HERE, THERE…

Gabriela has worked for 25+ years in the early years field, as an educator,director and researcher. She is a UPEI PhD Candidate funded by the

Canadian Social Sciences and Humanities Research Council, and is theCanadian liaison for the Association for Childhood Education International.

By GABRIELA ARIAS DESANCHEZ

PhD Candidate, UPEI

Molly (3) was playing inthe sandbox; when shefinished alternating bigand little rocks, she

shouted,

As Early Childhood Educators(ECES), we know that this is afamiliar claim made by many youngchildren. We also know that childrenexplore mathematical ideas as theyinteract with the environment. Thisbelief is strongly rooted in ourtraining and in the idea that "Math iseverywhere." However, that is easyto say. Which aspects of themathematics are important duringthe early years, which less so? Howdo we build on children's ideas?What explorations and discoveriesare relevant? In my work witheducators, I found that the samequestions are wondered by many ofus who are interested in providingquality experiences for our children.The National Council of Teachers ofMathematics (NCTM, 2009)contends that early experiences inmathematics during the first years ofchildren's life seems to be cumulative

across time, impacting their futureeveryday living and problem solvingabilities. However, goodmathematics education during theearly years does not involve pushingschool arithmetic down onto youngchildren. Instead, good matheducation should allow youngchildren to experience mathematicsas they play and explore the world.In the case of patterns, we knowtoday that exploring, discovering,and learning about patterns is afundamental aspect of earlymathematics education. Yes,exploring and discovering shouldlead to learning, and I believe thatthis is our ECE responsibility.If learning about patterns is notguaranteed when we design spacesfor exploring and discoveringpatterns, the mathematics gets lostand we could face the risk ofproviding materials and resourcesthat only lead to an emptymanipulation of items.Understanding mathematics involvessearching for patterns. Hence, byconsidering working with patterns,we provide children with a powerful

mathematical experience forengagement, problem solving, andcritical thinking.Patterns tasks introduce children tothe abstract concepts of change andwhat remains the same. Youngchildren are often exposed to workwith patterns when they are requiredto predict what comes next (i.e., red-blue-red-?). For older children,sequences could have moresophisticated numeric relationships(i.e., 1,1,2,3,5,8,?). Althoughpatterns vary in complexity, learningabout them undoubtedly supportschildren to visualize and understandwhat changes and what remainsconstant.The good news is, patterns areeverywhere, which makes our jobmuch easier. We just need to stop,look around, listen to our heart,dance, repeat in different waysnursery rhymes, and engage withnature and with the rhythms of theday-by-day living. In other words,we need to offer choices andexperiences that invite children tocreate, think and talk about patterns.

…AND EVERYWHERE!


To guarantee that all children enjoythe beauty of discovering andexploring patterns, it is essential toconsider a few key principles aboutpatterning:● Patterns have a core unit, which is

the string of elements that repeats,for example: BIG-little-BIG-little(picture 1)

● Patterns can be numerical (5-10-15-20…) or non- numerical (theycould involve shape, sound, orother attributes such as color orposition (picture 2)

● There are repeating patterns(picture 3).

● There are growing patterns, whichinvolve the idea of progression(picture 4).

● There are relationships patterns,which involve a connectionbetween two sets; for example 1-to-12 (picture 5).

As ECES we should:● Use "pattern-talk" (when describ-

ing patterns, inquiring aboutpatterns; repeating nurseryrhymes, rhythms, and songs);

● Invite children to find patterns,but most importantly to describethem;

● Invite children to make sillychanges in a pattern to predictand see what happens;

● Design rich and engaging invita-tions (which implies selecting pur-poseful materials that invitechildren to create patterns);

● Invite children to create patternsand to follow a pattern you orothers have created; and

● Challenge children to repeat apattern using different materialsor resources.

Creating meaningful spaces andproviding rich opportunities forpattern discovering, exploration, andlearning is a fundamentalmathematics teaching priority duringthe early years. It sets the foundationfor future mathematics enjoyment andlearning. As Clements and Sarama(2009), stated: "To develop the wholechild, we must develop themathematics child." Patterning is asimple tool for doing, seeing,experiencing, and developing themathematics child. Let's build theconversation, the space and thediscovery moments with our youngchildren so the math does not get lost.The educator sat besides Molly:

Gabriela Sanchezat the

2017 ECDA Spring Conference

What is a pattern? How can wehelp children to extend this knowl-edge? Is it important that youngchildren play and learn about pat-terns? Join Gabriela for a hands-onsession where you will be exposedto the most current ideas aboutthe value of reading, coping, andcreating patterns. We will play withpatterns, discuss their differenttypes, exchange ideas, and takethe time to critically think aboutearly math education.


DIRECTOR DISCUSSIONS

By ROCHELLE SHEPARDSupervisor, Hunter River

Early Learning Centre

Every year, I look forward to seeing what the ECDA’sconferences will be focused on. This year I am veryexcited that the 2017 ECDA Spring Conference

will be honing in on Exploration and Discovery. It is avery important and exciting learning goal in the PEI EarlyLearning Framework. As ECEs and directors we arealways learning and growing. Whether we are learning newideas from Holland College students, from conferences,or from attending a network meeting, it is so important tobe open to the new possibilities.In this director’s role, I do not get as muchopportunity to do the front line work. Aseducators we get excited about our jobs,seeing the faces on children who areintent and focused or amazed andexcited fulfills us in a way no other jobever could. It definitely is something Imiss about being on the front line.But in that same way, I get excited andfulfilled when staff comes back fromconferences bursting with new ideas andready to implement changes. I can't wait tosee what this conference brings!There are many ways to keep that excited look on staff'sfaces all year round. When I think of my role as a directorin terms of exploration and discovery, many times I thinkof it in terms of the environment. Creating a budget toallow staff to change up the rooms, buying and/or findingthings for invitations, letting their imagination run free andseeing where they can go from there, are very importantaspects of my work.After one conference, staff were particularly fired up aboutchanging up the environment, having learned lots of solidworkable ideas for change. Like it is for everyone, moneyis an issue. Of course we would love to have infiniteresources to spend on equipment, furnishings and suppliesbut realistically that is not the case. Knowing that othercentres also face this dilemma, we wanted to find out whatthey did creatively to have great spaces for exploration anddiscovery.Each room (we have three) took a morning away from ourcentre and visited three different centres. They tookpictures of both their indoor and outdoor spaces, talking

to the staff there about what they saw and how they madethe space work. At our next staff meeting each roombrought their pictures and ideas from the other centresand shared it with the larger group.Phase two of this project was giving each room a modestbudget and let the two educators from the rooms have amorning to hit the secondhand stores. They took what theyhad learned from that conference along with their centrevisits, and made their own decisions about what might

work for their room and children.To cut down on costs, I substituted in the

rooms for these mornings. What theycame back with, were some great ideas

but more importantly they came backrefreshed, valued and excited. As adirector, that is what I want everyECE to feel!We all want our environment tofoster creativity and independence in

children and above all instill a love forlearning and exploration. Play is the

foundation for higher learning. Itstimulates all the developmental areas in early

childhood and paves the way for future learning.There are two lines from the objective of curiousinvestigation that, although they are listed under whateducators can do to support the learning, I believe itapplies to our role as directors;● Model a joy of discovery and learning in all they do,

expressing excitement at new discoveries, newchallenges, and sharing that excitement with childrenand other educators

● Create an atmosphere in the learning environment thatvalues new ideas and innovative ways to approachroutines

These lines really speak to me about what my role asdirector in exploration and discovery is at our centre.Sharing in the joy, whether that is getting excited about anew idea, helping to get parents on board, asking forvolunteers for an outside clean up, picking up otherpeoples’ "trash" at the end of their driveway or goingdumpster diving… it is all important and valuable work.

Rochelle Shepard has been the Director of the Hunter River ELC forthe past seven years. She lives in Milton with her husband, two

children and way too many pets.

“I get excitedand fulfilled when

staff comes back fromconferences burstingwith new ideas andready to implement

changes.”

As a child, I remember feeling very excited when the firstsigns of spring came upon us. My dad always told me thatblue jays were a significant indication that spring was on

its way. Being raised in the country, what I remember mostabout those days were running in my shiny new rubber bootsthrough the red potato fields and getting stuck in the mud; thesound of the "squish" and the weight of the mud on my boots asI sank deeper and deeper are some of my fondest memories. Mysisters and I would scream in delight as one of us ran home toget some help.Luckily for us my parents have always been open to these kindsof experiences and so from that, my desire to explore with natureand all its possibilities have been a huge part of my everydaywork with centres as well as my journey as a mother of fourbeautiful and very curious children.With the change of seasons from winter to spring, this time ofyear is a perfect opportunity for educators to take advantage ofthe wonderful world of outdoor play. When preparing foroutdoor play, plan ahead and allow time to talk with the childrenabout the clothing they are wearing for outside (rubber boots,rain coats, ball caps, splash pants, etc.) and how it differs fromwhat they were wearing all winter. Ask the children why theyneed different types of clothes and materials, such as umbrellas,and how they will help them to freely enjoy their time outside.Children are engaged by the wonders of nature as they explorewith all of their senses. When thinking through the lens of oursenses, learning opportunities for exploring and discovering areendless. It can be as simple as predicting what will happen to thebuds on the trees or wondering at the first sight of a birds nestnestled up high in a tree about how it got there. Is the water inthe puddles cold? What are the sounds that we hear? How canwe prepare our play yard to welcome back all those teeny tinycreepers and crawlers, and what kinds of things would we like tolearn about them?Asking open ended questions such as, "What happens to thesnow in spring? What are those sounds that we can hear? And Iwonder where all our animal friends hide during the winter?"will help to expand children's thinking, conversations, andvocabulary as you introduce words like hibernation anddaffodils.This spring, take time to plan ahead and provide for children theproper space, time, and guidance needed to ensure their outdoorlearning experiences are memories that will last a lifetime.

EC RESOURCE TEAM


Francine is passionate about celebrating children ascompetent and capable learners. She has worked in theEarly Childhood sector for over 15 years and draws her

inspiration from her 4 beautiful children.

By FRANCINE BERNARDBilingual Early ChildhoodSpecialist, Dept. of EELC

L'apprentissage par le jeu et l'enquête

L'apprentissage par le jeu et l'enquête semble parfoisdifficile à appliquer dans la pratique ou dans la viede tous les jours. Des questions telles " C'est quoi

le processus d'enquête ? Par où commencer ? " sontsouvent demandées.Rappelons que l'enfant de par sa nature déborde decuriosité naturelle et d'énergie et est à la rechercheconstante du sens. Agissant sur ses pulsions, il esttoujours en mouvement et explore son environnementavec tous ses sens (l'odorat, l'ouïe, la vue, le toucher et legoût). Il touche à tout.Lorsque l'enfant explore son environnement et est amenéprogressivement et cumulativement à développer lesdifférentes habiletés liées au processus d'enquête tellesque : observer, émettre des hypothèses, poser desquestions, tenter des expériences, planifier, régler desproblèmes et faire des choix significatifs spontanémentlors du jeu; il participe activement à l'apprentissage parl'enquête.

Cette habileté consisteà être attentif aux choses dans sonenvironnement, aux détails et à utiliserses cinq sens pour recueillir del'information. Il peut ensuite lescomparer avec celles de ses pairs et

développer sa compréhension du sujet. " Qu'est-ce quiarrive… ? Peux-tu m'expliquer pourquoi ceci se passe ? "Ce type de questions lui pose un défi, l'encourage àréfléchir et à s'exprimer.

L'enfant apprendà poser des questions lorsque les adulteslui donnent l'exemple de la curiosité etposent également des questions. Il estpréférable de poser des questionsouvertes, auxquelles on ne sait pas la

réponse et dont on peut répondre par l'observation.L'enfant qui est écouté avec respect, invité à sequestionner, à réfléchir, à formuler des hypothèses et quiest guidé pour trouver les réponses développe plusrapidement cette habileté.

Lors du jeu,l'enfant manipule une variété de matériel.Il touche, sent, regarde, écoute ou goûtepour observer un phénomène. Il recueillede l'information par essais et erreurs, encherchant la cause et l'effet et en faisant

des liens. L'apprentissage est facilité en guidant l'enfantdans ses actions, en agissant comme un miroir, c'est-à-dire en mettant des mots sur ce que l'enfant fait et enposant des questions. " Tu utilises l'entonnoir pour emplirla bouteille. Je me demande pourquoi ?

À cette étape, il estimportant que l'éducateur ou l'éducatrice observecomment l'enfant s'est pris pour résoudre un problème ouselon le besoin, le guide sans pour autant lui donner lasolution car ce que l'enfant veut à tout prix, c'est deréussir seul.

L'enfant encouragéà exprimer ce qu'il a fait, à parler de saréussite ou des difficultés encourues, dece qu'il a aimé, le motive à essayer denouvelles choses et développe son estimede soi.

Les résultats obtenus importent peu. Il faut garder en têteque le but n'est pas de comprendre un phénomène maisbien de l'observer. Lorsque les enfants sont totalementengagés, ils acquièrent des dispositions et descompétences pour l'apprentissage tout au long de leur vie,ce qui sera important pour leur réussite à l'école et après.

Par HÉLÈNE POULIOT-CLEAREConsultante pour la petite

enfance


ZONE FRANCOPHONE

Hélène Pouliot-Cleare consultante pour la petite enfance œuvre en éducation depuisplus de 40 ans. Elle a débuté sa carrière comme éducatrice, a enseigné à

l'élémentaire, au niveau collégial et universitaire, a été conseillère pédagogique pourdifférents conseils scolaire en Ontario, au Ministère de l'Éducation et à TFO chaîne

de télévision française. Maintenant à la retraite, la petite enfance, sa passion,occupe son temps.

Hélène Pouliot-Cleare à laConférence de Printemps 2017

Passionnée par l'apprentissage par le jeu et l'enquête,Hélène présentera un atelier interactif où il sera possibled'explorer, d'expérimenter, de réfléchir sur les sciences etcomment les rendre accessibles dans tous les centres,aux enfants de tout âge y inclut les poupons.

HEALTH & NUTRITION


Margaret Young is a Registered Dietitian with a Master's degree in AppliedHuman Nutrition. She has worked for Sobeys Pharmacy for more than ten

years, first in New Brunswick and now in Prince Edward Island where she helpscustomers in Summerside and Stratford reach their health and nutrition goals.

By MARGARET YOUNGSobeys Pharmacy Dietitian

MENU MAKEOVER

A child who attends daycare full time could eat asmany as 250 meals and 500 snacks a year at yourcentre. That's a lot of menu planning! But it also

means you can have a positive impact on the health of thechildren you care for.Healthy foods help children grow, learn and play. Childrenwho eat healthy food tend to become adults who eat healthyfood, which helps reduce their risk of chronic diseases suchas heart disease and diabetes. Early childhood is a primetime to introduce children to a variety of healthy choices.With all of this in mind, is your menu in need of amakeover? Here are some tips to get you started!

Healthy meals and snacks don't have to be complicated ortake extra time to prepare. Small changes can give a bignutrition boost.Try these simple tips to makeover your menu:● Squeeze in a few extra veggies when you are making

soups, casseroles or pasta sauces. Try adding gratedcarrot and zucchini or canned pumpkin purée tospaghetti sauce. Or stir some frozen mixed vegetablesinto tuna noodle casserole or macaroni and cheese.

● Serve whole grain bread and pasta instead of white.● Choose lower sodium options for broth, canned

tomatoes or tomato sauce.● Use lean or extra lean ground beef, turkey, chicken or

pork. Stir in some oatmeal or ground flaxseed whenmaking meatballs or meatloaf.

● Add canned lentils (drained and rinsed) to recipes thatuse ground meat, such as Shepard's pie, goulash orlasagna.

● Add dried red lentils to homemade soup. Red lentils area bit sneaky. They dissolve as the soup simmers. Yoursoup will be thicker and more nutritious, and no onewill even notice the lentils!

● Mix half flavoured and half plain yogurt. Offer as asnack or use as a dip for fruit.

● Reduce the sugar in baked goods. In most recipes forcookies, muffins, quick breads and fruit crisps you canreduce the sugar by about 1/3 (so if your recipe calls

for 1 cup of sugar, try adding only 2/3 cup). Add anextra sprinkle of cinnamon or a splash of vanilla extractto give a sweet taste instead.

Healthy eating doesn't have to be hard on the budget. Trythese smart shopping tips to help you stay on track:● Keep track of the usual cost of the items you buy so you

can spot a good deal.● Watch the flyer for sales and stock up on items that you

need.● Compare unit prices to get the most food for your

dollar. Find unit prices on the shelf tag.● Buy store brands. They usually cost less than brand

name products but have the same quality.● Get the most out of your meat. Choose less expensive

cuts for soups and stews. Buy whole chickens or turkeysinstead of pieces (and use the bones to make homemadesoup!).

● Buy fresh produce in season when it is less expensive.Frozen or canned vegetables and fruit are also goodchoices.

● Use root veggies in your recipes. They are usually lessexpensive and keep well. Try carrots, turnip, parsnipand sweet potatoes.

Now you are ready to makeover your menu, your way.Think about your centre's unique needs. Do you have a setmenu, or is there flexibility to use items you find on sale?How much storage space do you have in your cupboardsand freezer? Which recipes could be adapted to be a bithealthier? Then you can start brainstorming some solutionsand create the best menu for your centre.

Margaret Young at the 2017 ECDA Spring Conference

This session will explore ways to make healthy and appealingrecipes on a budget. Learn how to make recipes healthierusing simple food swaps. Get tips on saving money at thegrocery store and leave with new ideas for child focusedmeals and snacks.

ELKE is

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