Camille Leyden is a fourth-year Bachelor of Early Childhood Education honours student and a registered Early Childhood Educator. As someone with a learning disability, Camille understands the importance of making learning fun and engaging for students, while ensuring to create learning environments where everyone can see themselves represented. Camille can often be found outdoors with students, learning alongside them and engaging in child-led imaginative play.

Resources

• Indigenous Picture Books This website provides a list of Indigenous picture books published in Canada and a resource for educators explaining how to use these books with children.
• Webinars on Indigenous Topics The National Centre for Truth and Reconciliation has created five free webinars for adults to learn more about residential schools, allyship, biases, and how to work toward reconciliation.
• Professional Learning and Resources for Educators This resource by Lakehead University provides educators with literature on Indigenous topics for professional development, as well as a list of teaching resources to bring Indigenous learning into classrooms.

Jessica Mandamin is an ECEII and a dedicated fourth year Bachelor of Early Childhood Education Honours student at Brock University. Inspired by her personal journey through life’s challenges, she aims to improve the lives of Indigenous educators, parents, and children. Jessica hopes to one day instruct an Indigenous-focused ECE diploma program.

Resources

• A Child Becomes Strong is a manual for counsellors, doctors, educators, midwives, nurses, program managers, and teachers, breaking down life cycle teachings for different stages. It includes First Nations child-rearing practices, developmental milestones, specific health issues, strategies for promoting healthy development, and guidance for parents as role models.
• Best Start Resource Centre. (2010). A child becomes strong: Journeying through each stage of the life cycle. Toronto, Ontario, Canada.
• Wayi Wah! Indigenous Pedagogies: An Act for Reconciliation and Anti-Racist Education explores the essential differences between Indigenous education and multicultural education, highlighting that Indigenous education recognizes the distinct rights and historical context of First Nations, Inuit, and Métis peoples in Canada. It emphasizes the importance of positioning oneself to cultivate respectful and meaningful relationships.
• Chrona, J. (2022). Wayi Wah! Indigenous Pedagogies: An Act for Reconciliation and Anti-Racist Education. Portage & Main Press.Indigenous Methodologies: Characteristics, Conversations, and Contexts examines the intersection of Indigenous methodologies and Western qualitative research, emphasizing both similarities and important differences. It asserts that while qualitative research provides interpretive tools, Indigenous methodologies are founded on unique epistemologies that must be recognized and respected.Kovach, M. (2021).
• Indigenous methodologies: Characteristics, Conversations, and Contexts, Second Edition. University of Toronto Press.

Sarah Jayne from the Six Nations Reserve 40 is an Indigenous educator with a 37-year marriage and six adult children. She oversees Ontario’s sole licensed childcare center for all reserves. Her journey began at Fanshawe College for ECE, followed by an Ontario Teaching Diploma from Queen’s University and a BCE from Brock University. Sarah is dedicated to creating nurturing environments that empower all children to thrive.

Resources

• Indigenous Services Canada: Funding Programs, services, & initiatives for Indigenous and northern communities and organizations.
• Indigenous children and youth programs: Information about services and programs for First Nations, Inuit, and Métis children and youth.
• AECEO Guiding Committee on Truth and Reconciliation A page of resources and information regarding indigenous early learning and reconciliation.

Jessica Mandamin is an ECEII and a dedicated fourth year Bachelor of Early Childhood Education Honours student at Brock University. Inspired by her personal journey through life’s challenges, she aims to improve the lives of Indigenous educators, parents, and children. Jessica hopes to one day instruct an Indigenous-focused ECE diploma program.

Resources

• A Child Becomes Strong is a manual for counsellors, doctors, educators, midwives, nurses, program managers, and teachers, breaking down life cycle teachings for different stages. It includes First Nations child-rearing practices, developmental milestones, specific health issues, strategies for promoting healthy development, and guidance for parents as role models.
• Best Start Resource Centre. (2010). A child becomes strong: Journeying through each stage of the life cycle. Toronto, Ontario, Canada.
• Wayi Wah! Indigenous Pedagogies: An Act for Reconciliation and Anti-Racist Education explores the essential differences between Indigenous education and multicultural education, highlighting that Indigenous education recognizes the distinct rights and historical context of First Nations, Inuit, and Métis peoples in Canada. It emphasizes the importance of positioning oneself to cultivate respectful and meaningful relationships. Chrona, J. (2022).
• Wayi Wah! Indigenous Pedagogies: An Act for Reconciliation and Anti-Racist Education. Portage & Main Press.Indigenous Methodologies: Characteristics, Conversations, and Contexts examines the intersection of Indigenous methodologies and Western qualitative research, emphasizing both similarities and important differences. It asserts that while qualitative research provides interpretive tools, Indigenous methodologies are founded on unique epistemologies that must be recognized and respected.Kovach, M. (2021). Indigenous methodologies: Characteristics, Conversations, and Contexts, Second Edition. University of Toronto Press.

Sarah Jayne from the Six Nations Reserve 40 is an Indigenous educator with a 37-year marriage and six adult children. She oversees Ontario’s sole licensed childcare center for all reserves. Her journey began at Fanshawe College for ECE, followed by an Ontario Teaching Diploma from Queen’s University and a BCE from Brock University. Sarah is dedicated to creating nurturing environments that empower all children to thrive.

Resources

• Indigenous Services Canada: Funding Programs
  Programs, services, & initiatives for Indigenous and northern communities and organizations.
• Indigenous children and youth programs Information about services and programs for First Nations, Inuit, and Métis children and youth.
• AECEO Guiding Committee on Truth and Reconciliation A page of resources and information regarding indigenous early learning and reconciliation.

Robin Kopp is a fourth-year Bachelor of Early Childhood Education (BECE) honours student at Brock University. Robin seeks to build on her fifteen years of experience as an Educational Assistant and become a teacher for children with exceptionalities. Robin enjoys recreational walks, Zumba, and relaxing with her husband and cats.

Ala Mohamed is a dedicated fourth-year education student with a strong commitment to fostering inclusive and equitable learning environments. With extensive experience as an Early Childhood Educator (ECE) in both Canada and overseas, Ala specializes in supporting children from diverse, low-income, and newcomer backgrounds.

Resources

• Special Education Gateway: is a website developed by the Ontario Teachers’ Federation (OTF) dedicated to providing teachers with effective strategies and resources for teaching students with special needs in Ontario’s elementary and secondary schools. They provide a definition, characteristics, resources and strategies for implementing assistive technology and additional information on specific technologies.
• Bridges Canada: is a cross-Canada, full-service, assistive technology company with offices located in Scarborough, Ontario and British Columbia. It provides products, services and resources related to assistive technology. Specific services they provide include training with fully online workshops for organizations, school districts and post-secondary institutions. Additionally, they provide resources such as free webinars and blogs related to AT.
• Inclusive Design Research Centre (IDRC): Based at OCAD University in Toronto, the IDRC is dedicated to developing assistive technologies and inclusive educational resources to accommodate a diverse student body, including individuals with disabilities. In addition to offering materials on inclusive pedagogy, adaptive technology, and universal design for learning (UDL), they carry out research on accessible digital learning environments. Their efforts help teachers make education more accessible to all students.

Amanda Pont-Shanks is a 4th year graduating student in Brock University’s Bachelor of Early Childhood Education Program. Amanda is a Registered Early Childhood Educator with over 20 years experience working in early learning and child care. Navigating Autism spectrum disorder within her family has developed and ongoing passion, drive, and commitment to ensure that the early years is accessible and inclusive for all children. Amanda has been the Programs and Services Manager for Early Learning and Child Care at the Métis Nation of Ontario for almost six years and is also a member of the National Advisory Council for Early Learning and Child Care. As a Métis citizen, Amanda not only advocates for Indigenous ways of knowing at a Provincial and Federal level, she also advocates for the advancement of inclusion to ensure all children, regardless of their support needs feel seen, respected, and heard within their learning environments.

Resources

• Autism Ontario – A Webinar Series: Focus on Autistic Girls and Teens – A webinar developed by Autism Ontario for parents/caregivers of girls aged 10 and under, offering insight into Autism Spectrum Disorder in girls. Topics include independence, privacy, menstruation, and friendships, presented by a social worker.
• CAMH – Understanding Autism in Girls and Women – Canada’s largest mental health institute provides this resource, highlighting the need for improved assessment tools and professional development to address gender bias in autism diagnosis.
• Autistic Self Advocacy Network (ASAN) – A U.S.-based nonprofit run by and for Autistic individuals. ASAN advocates for policy change, creates resources, offers professional development, and publishes position statements on the needs of Autistic people.
• AIDE Canada – Women & Girls Collection  – AIDE Canada provides free resources for parents, educators, practitioners, and Autistic women and girls. This lending library requires a free account and offers curated content on ASD and intellectual disability.

Brooke Fagan is a fourth-year honours Early Childhood Education student at Brock University, with a deep passion for raising awareness of the challenges children with autism face in mainstream classrooms. Committed to advocating for inclusive education, she strives to create supportive learning environments for all students. Embracing universal design principles and leveraging the extensive educational resources offered by her program, along with the continuous learning opportunities at Brock University, Brooke has combined her passion for advocacy with a strong dedication to equipping educators and parents with the tools to better support children in mainstream education.

Resources

• Autism Speaks. A supportive network that offers valuable resources and information for understanding and managing the behavior challenges often faced by individuals with autism. The website offers practical strategies, expert advice, and tools for parents, caregivers, and educators to help support
  positive behavior and create an environment conducive to learning and growth for children with autism. A supportive network that offers valuable resources and information for understanding and managing the behavior challenges often faced by individuals with autism. The website offers practical strategies, expert advice, and tools for parents, caregivers, and educators to help support positive behavior and create an environment conducive to learning and growth for children with autism.A supportive network that offers valuable resources and information for understanding and managing the behavior challenges often faced by individuals with autism. The website offers practical strategies, expert advice, and tools for parents, caregivers, and educators to help support positive behavior and create an environment conducive to learning and growth for children with autism.
• National Autistic Society. Explores strategies to help autistic students thrive in mainstream schools. The article emphasizes the importance of specialized support, such as the Cullum Centres, which provide tailored learning environments while allowing students to integrate with their peers. It highlights the need for better teacher training and inclusive practices to improve outcomes for autistic children in education.
• Aspris Children’s Services. Highlights the challenges faced by autistic children in mainstream schools. It highlights the lack of proper teacher training and insufficient support systems for these students. The blog emphasizes the need for specialized education practices, better teacher qualifications, and structured environments to ensure autistic children can thrive in mainstream education.

Brooklyn Martin is a fourth-year Bachelor of Early Childhood Education (BECE) honours student at Brock University. Brooklyn’s professional aspiration is to become a kindergarten teacher where she can apply her passion for supporting all children to empower and ensure an inclusive learning environment and help children discover their abilities.

Danielle Stolz is a fourth-year Bachelor of Early Childhood Education (BECE) honours student at Brock University. Danielle is a passionate advocate for inclusive education, dedicated to ensuring that all children have equal access to quality learning experiences. She believes that when children learn in an environment that respects and values their differences, they are better equipped to contribute to a more compassionate and understanding society.

Resources

• Centre for ADHD Awareness Canada: is a national charity that provides leadership inawareness, education, and advocacy for ADHD across Canada. It aims to support Canadians affected by ADHD and increase the understanding of children and adults who are affected by ADHD.
• Children and Adults with Attention Deficit Hyperactivity Disorder (CHADD): is a non-profit organization that serves people with ADHD. CHADD empowers people with ADHD by supporting and advocating for inclusion, equity, and universal rights. Their vision is a world that recognizes, includes, and celebrates the strengths of individuals with ADHD.
• ADHD Information, Tips and Tricks: is a website created by Annick Vincent, a physician-psychiatrist, to provide tips, tricks, tools, and resources for improving the well-being of individuals affected by attention deficit disorder with or without hyperactivity (ADD/ADHD) and related challenges. It offers resources for enhancing knowledge of effective strategies for daily life, school, and work, assistance in managing emotions, guidance on nurturing attention capacity, insights into influencing factors, and more.

Cara Hughes is a RECE and a fourth-year Bachelor of Early Childhood Education (BECE) honours student at Brock University. Her research explored early intervention methods, providing her with a strong foundation in evidence-based strategies to support children with autism, where she can apply these strategies to become a Board-Certified Behaviour Analyst (BCBA).

Resources

• Early Start Denver Model (ESDM): is a resource to provide information and training on the Early Start Denver Model intervention approach to support young children with autism.
• The Early Days Center: is a resourceful website that provides information, training and support for parents and caregivers of children with autism about the Group-Based Early Start Denver Model (G-ESDM).

Danielle Stolz is a fourth-year Bachelor of Early Childhood Education (BECE) honours student at Brock University. Danielle is a passionate advocate for inclusive education, dedicated to ensuring that all children have equal access to quality learning experiences. She believes that when children learn in an environment that respects and values their differences, they are better equipped to contribute to a more compassionate and understanding society.

Brooklyn Martin is a fourth-year Bachelor of Early Childhood Education (BECE) honours student at Brock University. Brooklyn’s professional aspiration is to become a kindergarten teacher where she can apply her passion for supporting all children to empower and ensure an inclusive learning environment and help children discover their abilities.

Resources

• Centre for ADHD Awareness Canada: is a national charity that provides leadership in awareness, education, and advocacy for ADHD across Canada. It aims to support Canadians affected by ADHD and increase the understanding of children and adults who are affected by ADHD.
• Children and Adults with Attention Deficit Hyperactivity Disorder (CHADD): is a non-profit organization that serves people with ADHD. CHADD empowers people with ADHD by supporting and advocating for inclusion, equity, and universal rights. Their vision is a world that recognizes, includes, and celebrates the strengths of individuals with ADHD.
• ADHD Information, Tips and Tricks: is a website created by Annick Vincent, a physician-psychiatrist, to provide tips, tricks, tools, and resources for improving the well-being of individuals affected by attention deficit disorder with or without hyperactivity (ADD/ADHD) and related challenges. It offers resources for enhancing knowledge of effective strategies for daily life, school, and work, assistance in managing emotions, guidance on nurturing attention capacity, insights into influencing factors, and more.

Gul Izci is a 4th year student in the Bachelor of Early Childhood Education program at Brock University. Gul has experience with children aged 0-12 years domestically and internationally as a Registered Early Childhood Educator and internationally educated teacher. Gul’s aspiration is to pursue her continuing professional learning as an Ontario-certified teacher.

Resources

• Ontario Ministry of Education: The Ontario Ministry of Education develops policies and programs to support child care and early years programs, ensures safe and legal child care settings through funding, licensing, and inspection, and funds and provides guidelines for core services at EarlyON centers. The Ontario Ministry of Education also funds and oversees publicly funded elementary and secondary school education, develops curriculum documents and teaching resources for kindergarten to Grade 12, and sets provincial standards for assessment, evaluation, and reporting for all Ontario students.
• The Association for Bright Children of Ontario (ABC): The Association for Bright Children of Ontario is a provincial charity that supports parents of bright and gifted children and adolescents through networking, conferences, and workshops. It provides information and advocacy to school boards, educators, and the Ontario Ministry of Education.
• My Gifted Education: My Gifted Education offers high-quality and unique puzzles, cognitive toys, educational tools and a gifted brain training program to enhance children’s cognitive and emotional development worldwide. Countries where services are provided are the USA, Canada, Australia, New Zealand, Brazil, and many countries in Europe and Asia.
• National Association for Gifted Children (NAGC): NAGC aims to empower all who support children with advanced abilities to access equitable opportunities that develop their gifts and talents through advocacy, outreach, education, and research. https://nagc.org/ Swedish National Agency for Education (SNAE): The Swedish National Agency for Education is the central authority for the public school system, publicly organized preschooling, school-age childcare, and adult education. Its mission is to ensure access to high-quality education in secure environments. The agency prepares knowledge requirements, regulations, and national tests. They issue certification diplomas to teachers and preschool teachers and are responsible for the Teachers Disciplinary Board and certification of foreign teaching degrees.

Jackie Mears is a fourth-year Bachelor of Early Childhood Education (BECE) honours student atBrock University. Jackie currently works as a director at an Early Years Centre, where she is passionate about fostering inclusive, play-based learning environments and supporting the growth and development of young children, families, and educators.

Resources

• Ontario Ministry of Education: The Ontario Ministry of Education develops policies and programs to support child care and early years programs, ensures safe and legal child care settings through funding, licensing, and inspection, and funds and provides guidelines for core services at EarlyON centers. The Ontario Ministry of Education also funds and oversees publicly funded elementary and secondary school education, develops curriculum documents and teaching resources for kindergarten to Grade 12, and sets provincial standards for assessment, evaluation, and reporting for all Ontario students.
• The Association for Bright Children of Ontario (ABC): The Association for Bright Children of Ontario is a provincial charity that supports parents of bright and gifted children and adolescents through networking, conferences, and workshops. It provides information and advocacy to school boards, educators, and the Ontario Ministry of Education.
• My Gifted Education: My Gifted Education offers high-quality and unique puzzles, cognitive toys, educational tools and a gifted brain training program to enhance children’s cognitive and emotional development worldwide. Countries where services are provided are the USA, Canada, Australia, New Zealand, Brazil, and many countries in Europe and Asia.
• National Association for Gifted Children (NAGC): NAGC aims to empower all who support children with advanced abilities to access equitable opportunities that develop their gifts and talents through advocacy, outreach, education, and research. https://nagc.org/ Swedish National Agency for Education (SNAE): The Swedish National Agency for Education is the central authority for the public school system, publicly organized preschooling, school-age childcare, and adult education. Its mission is to ensure access to high-quality education in secure environments. The agency prepares knowledge requirements, regulations, and national tests. They issue certification diplomas to teachers and preschool teachers and are responsible for the Teachers Disciplinary Board and certification of foreign teaching degrees.

Janelle Wiens is a RECE, a kindergarten teacher, and a Fourth-Year BECE honours student at Brock University. Her research examines the struggles and barriers for kindergarten educators in Ontario when implementing inclusive classrooms. After completing her OCT, Janelle looks forward to breaking these barriers to inclusive classroom environments.

Resources

• Universal Design for Learning (UDL) Guidelines: The Centre for Applied Special Technology (CAST) presents a UDL guideline for inclusive learning in a classroom setting, which applies to all ages, abilities and stages of learners.
• The Kindergarten Program: This document by the Ontario Ministry of Education outlines the expectations of the kindergarten program in Ontario, as well as the background of Ontario Kindergarten programs and how they came to the play-based program they have today.
• Reflections on Inclusive Education: Paula Boutis from Inclusion Action in Ontario discusses the current issues schools are having with inclusion, as class sizes are getting bigger and support is not increased.

Jennifer Arsenault is a fourth-year Bachelor of Early Childhood Education (BECE) Honours student at Brock University. Her research explored the impact that alternative and augmentative communication has on social skills for children in a preschool setting. Jennifer can often be found talking about her passion for quality childcare and advocating for universal inclusion for all children.

Resources

• Child Development Programs: Augmentative and Alternative Communication Child Development Program is funded by the Ontario Ministry of Children, Community and Social Services. They offer e-learning resources on various topics that deepen the understanding of augmentative and alternative communication, such as what it is, the different types of AAC, myths, and strategies for use.
• Communication Disabilities Access Canada (CDAC): CDAC is a Canadian, non-profit organization that partners with people who have speech, language, and communication disorders to promote communication accessibility to goods and services. They have developed a range of resources used by individuals with disabilities that affect their communication, including human rights lawyers, researchers, clinicians, community businesses, and organizations.
• Ontario Human Rights Commission: Policy on Education for Students with Disabilities The Ontario Human Rights Commission highlights the rights of all students with disabilities to be afforded equal opportunity. The ORHC provides practical guidance on the legal rights and responsibilities as they relate to disabilities in the context of education.

Jeya Muthurajah is a mother and a fourth year student completing her Bachelors of Early Childhood Education (BECE) honours program at Brock University. She has been accepted intothe Master’s of Applied Disability Studies (MADS) program at Brock to pursue her goal in becoming a Board Certified Behaviour Analyst (BCBA).

Resources

• Koegel Autism PRT: This resource is by the founders of Pivotal Response Treatment (PRT), Dr. Robert Koegel and Dr. Lynn Koegel. It allows individuals interested in PRT to undergo a certification and training program and offers books and manuals for purchase in various languages, such as English, Spanish, and Arabic.
• Thames Valley Children Centre : This not-for-profit organization aims to provide services to support children and their families in a family-centred approach. Pivotal Response Treatment (PRT) services are provided for children and their families through a caregiver-mediated early years program (C-MEY).

Julieta Jauregui is a fourth-year student in the Bachelor of Early Childhood Education Honours program at Brock University. As an immigrant, Julieta has a special passion for understanding language development in its implications across cultures and developmental needs. In her practice as a registered Early Childhood Educator, she engages in constant reflective practices to support learning across contexts.

Resources

• Autism Ontario: Advocacy resource website that provides resources to raise awareness about Autism Spectrum Disorder (ASD) educating communities and refer them to programs andinterventions.
• National Professional Development Center on Autism: Promotes evidence-based practices to support youth and children with Autism Spectrum Disorder (ASD) through professional development training resources.
• IABA Research & Education Foundation: The Institute of Applied Behaviour Analysis (IABA) provides evidence-based ABA services, resources and workshops to support the implementation of ABA-based strategies.
• Autism Learning Partnership: Research partnership to support Education and Early Childhood Development (EECD) based on Applied Behaviour Analysis (ABA) research through courses, assessment tools and resources.

Kayla Comegna is a fourth-year Bachelor of Early Childhood Education honours student at Brock University. Kayla is also an RECE and aims to become an elementary school teacher, making a lasting impact on children. She enjoys hiking, reading, baking, educating, and exploring new things with children to foster learning and growth.

Resources

• Closing the Gap: Closing the Gap is an organization that focuses on empowering individuals with disabilities through assistive technology. They provide a comprehensive range of products and services to help children with physical, learning, and developmental disabilities access the tools they need for academic and social success. They also host an annual conference to showcase the latest assistive technologies.
• The Center for Assistive Technology (CAT): CAT is an educational research center focused on providing assistive technology solutions to support children with disabilities. The center offers tools, training, and resources to parents, educators, and healthcare providers, promoting greater independence and inclusion for children in educational environments.
• The Assistive Technology Industry Association (ATIA): ATIA is a global organization dedicated to advancing the field of assistive technology. They provide a variety of resources, including conferences, webinars, and a wide range of assistive technology solutions that help children with disabilities. Their goal is to enhance the learning and development opportunities for children through innovative technologies.

Resources

• Autism Canada : A national organization dedicated to supporting individuals with autism and their families. Provides educational materials, advocacy initiatives, research updates, and access to resources that help improve the lives of those on the autism spectrum.
• Autism Classroom Strategies: Autism Speaks – Offers practical, evidence-based strategies to help educators create structured, inclusive learning environments. Includes guidance on classroom organization, behaviour management, communication strategies, and individualized support for students with autism.
• Autism: Supports and Services – Canada.ca : A government resource providing information on autism services, financial support, and programs available across Canada. Offers links to provincial and territorial resources to assist families and educators in accessing local support.

Krista Michielsen is a fourth-year Bachelor of Early Childhood Education (BECE) honours student at Brock University. Krista’s professional goal is to become an elementary school teacher, where she can continue her love for learning and inspiring children to be the best they can be.

Resources

• Evidence-Based Practices is a resource list of research-backed evidence-based practices that are recommended to use with children who have autism spectrum disorder. It is provided by the National Professional Development Center for Autism and connects to resources and training for care providers. Effective Educational Practices for Students with ASD, A Resource Guide, is provided by the Ministry of Education of Ontario, and provides educators with information, strategies, and practices for planning and implementing educational programs for students with autism spectrum disorder
• Teacher’s Gateway to Special Education is a resource developed by the Ontario Teachers’ Federation, with funding from the Ministry of Education of Ontario, which provides educators with strategies and resources to help address the unique needs of students in Kindergarten to Grade 12.

Charlotte Rauter-Driessen is an RECE and a fourth-year Bachelor of Early Childhood Education (BECE) honours student at Brock University. Charlotte’s professional wish is to expand her work with young children by becoming a counselor, working with children with support needs and advocate for inclusion to increase access for all learners.

Resources

• Inclusion BC: Is a non-profit organization in British Columbia that is committed to supporting people with disabilities and their families. It advocates for the full inclusion of people with intellectual and developmental disabilities in British Columbia.
• Inclusion Quality Scale: The SpeciaLink Early Childhood Inclusion Quality Scale is a tool for assessing inclusion quality in early years programs and for supporting programs to develop into higher inclusive care within their settings.
• Canada Disability Inclusion Plan: This action plan is intended to accelerate and deepen the government’s approach to disability in Canada and improve the lives of people who live with disabilities in Canada.

Mandana Maghsoudi-Kenari is a fourth-year student in the Bachelor of Early Childhood Education (Honours) program at Brock University. She is passionate about supporting young children’s development through inclusive, play-based learning. Mandana is dedicated to creating nurturing environments where every child feels seen, valued, and empowered to grow.

Resources

• Use of peer-mediated interventions in the treatment of autism spectrum disorders: A systematic review. Description: This reading evaluates the effectiveness of peer-mediated interventions in enhancing social skills among children with ASD.
• Effectiveness of the Picture Exchange Communication System (PECS) on communication and speech for children with autism spectrum disorders: A meta-analysis. Description: This meta-analysis examines how the Picture Exchange Communication System (PECS) improves communication and speech in children with autism. It evaluates results from various studies to determine the effectiveness of PECS.
• A systematic review of peer-mediated interventions for children with autism spectrum disorder: This review investigates the effects of peer-mediated interventions on the social interaction skills of children and young adults with ASD in inclusive settings.
• Meta-analysis of PECS with individuals with ASD: Investigation of targeted versus non-targeted outcomes, participant characteristics, and implementation phase. Description: This study examines the effectiveness of PECS for individuals with autism. It demonstrates how PECS enhances communication and explores additional benefits such as improved behaviour, social skills, and speech development.
• Effectiveness of peer-mediated interventions (PMIs) on children with autism spectrum disorder (ASD): A systematic review. Description: This meta-analysis evaluates the effectiveness of PMIs in teaching social interaction to children with ASD, analyzing participant characteristics, intervention variables, and outcomes.
• Pyramid Educational Consultants (PECS Canada): The website provides detailed information about the Picture Exchange Communication System, training opportunities, research, and downloadable resources to support AAC use in classrooms.
• National Professional Development Center on Autism Spectrum Disorder (NPDC): This website shares easy-to-use guides, videos, and tools about proven strategies like peer support and AAC to help teachers and families support children with autism.

Maneek Binning is a fourth-year Bachelor of Early Childhood Education (BECE) Honours student at Brock University. She will be pursuing a Consecutive Bachelor of Education, specializing in Primary/Junior education. Her research explores technology’s role in early childhood education. Maneek is passionate about teaching and making a positive impact as a future elementary school teacher.

Resources

• Common Sense Education offers a wide range of reviews, lesson plans, and digital citizenship resources for educators integrating technology in the classroom. It provides guidance on how to use apps and media more responsibly and effectively with young children.
• Erikson Institute – Technology in Early Childhood Center (TEC Center): is a research-based resource hub helping early childhood educators and families make informed decisions about technology use with young children. It shares best practices, research findings, and training materials rooted in child development theory.
• NAEYC & Fred Rogers Center – Technology and Interactive Media in Early Childhood: is a foundational position statement that outlines the best practices for using technology with children in developmentally appropriate ways. It emphasizes that technology can support early learning, social interaction, and creativity when used intentionally. This resource guides educators and policymakers in creating balanced approaches to digital tool use in early childhood education.

Max Adler, the writer of the capstone project “The Power of Supporting the Sensory Needs of School Age Students with Autism Spectrum Disorder” Max’s unique sensory differences and lived experiences as a person with autism spectrum disorder (ASD), and his role in raising ASD awareness and advocacy as the Autism Advisor for the Hamilton-Wentworth District School Board inspired the creation of this secondary research project. For Max, graduating high school was for a long time my ultimate academic goal in life. Despite immense academic struggle until high school, Max is a living example of the positive role educators play in developing supports and strategies to help students’ thrive and reach their full potential.

Resources

• Autism Ontario (Autism Ontario, 2025) : This website is an excellent resource to help locate everything from educational resources, supports, to events surrounding ASD.
• Autism: Supports and Services (Government of Canada, 2025): This resource by the Government of Canada offers an accessible gateway to ASD resources that are categorized by locality and different needs.
• Ontario Autism Program (Ontario Ministry of Children, Community and Social Services, 2025): This resource highlights support available to families of children and youth on the autism spectrum, including a wide variety of programming.

Megan Schmidt is a qualified RECE and a spring graduate of the BECE program at Brock University. She is a lifelong learner with a passion for understanding children, particularly those with neurodivergence. Her next steps are to attend Athabasca University for a Master of Education degree.

Rachel Bencic is a Registered Early Childhood Educator (RECE) and a fourth-year honours student in the Bachelor of Early Childhood Education program at Brock University. She is deeply committed to advocating for children’s rights, particularly for those with exceptionalities. Rachel aspires to become a resource teacher, ensuring that every child receives the necessary support they deserve.

Resources

• Centre For ADHD Awareness, Canada (CADDAC): a national charity committed to increasing the understanding of ADHD through awareness, education and advocacy. They offer numerous resources for individuals, families and physicians including educational events, awareness initiatives and group coaching programs.
• Duke Center for Girls & Women with ADHD: founded in 2021 as part of the Duke ADHD program, the Duke Center for Girls & Women with ADHD is committed to advancing education among patients, families, clinicians, educators and the public about the unique needs of girls and women with ADHD across their lifespan.
• ADDitude Network: a multi-platform resource network that serves over 3 million individuals each month through digital, audio, eBooks, a print magazine, webinars, social media and more — offering strategies and information about ADHD and related conditions such as learning disabilities and other related mental health conditions.

Resources

• Learning Disabilities Association of Canada provides Information, definitions and resources on learning disabilities in Canada.
• Inclusion Canada: Providing strategies and practices for families, teachers, and all education systems, making inclusive classrooms
• Aide Canada: Supports for all with learning disabilities, autism and other intellectual disabilities, and information for all ages of women.

Heather Buckley-Golder is a fourth-year Bachelor of Early Childhood Education (BECE) honours student at Brock University. Heather’s professional aspiration is to become an elementary teacher where she can guide and support children in their learning journey to reach their full potential, helping shape the children of the future.

Andi Urdaneta Zambrano is a fourth-year Bachelor of Early Childhood Education honours student at Brock University. Currently working as an RECE, Andi’s plan is to continue her education in the Consecutive Education program with the professional aspiration of becoming a kindergarten teacher. She hopes her creativity, passion for social change, and advocacy will shape her teaching.

Resources

• Welcoming and Supporting Dual Language Learners: From the National Association for the Education of Young Children (naeyc) a resource hub to support young children who are learning a second language while continuing to develop their home language. The site provides articles, strategies, and research-based guidance for educators and families working with dual language learners.
• Global Storybooks: Global Storybooks is a free, open multilingual literacy resource for learners of all ages. The resource allows you to read, teach, download, and listen to illustrated stories in a variety of different languages. It includes Indigenous Storybooks, inspired by Little Cree Books, which provides stories in Indigenous languages alongside English and French to support language preservation.
• When Children Speak More Than One Language: A resource guide shared by the Canadian Children’s Literacy Foundation to help parents in raising bilingual children. This guide provides practical tips, research insights, and encouragement for families navigating bilingualism in early childhood.

Ashley Taff is a fourth-year Bachelor of Early Childhood Education (BECE) honours student at Brock University and a Registered Early Childhood Educator (RECE). With a passion for fostering inclusive and engaging learning environments, she aspires to become an elementary school teacher. Ashley is dedicated to supporting children’s development, encouraging curiosity, and creating meaningful educational experiences that inspire growth.

Resources

• Play-Based Learning Strategies: My Teaching Cupboard: This blog post provides practical strategies for implementing play-based learning in early childhood education, supporting foundational learning through engaging activities.
• Learning Through Play: Structural Learning: A teacher’s guide exploring the benefits of play-based learning, backed by research and practical classroom applications to foster deeper student engagement.
•  20 Play-Based Learning Ideas: Teach Starter: A collection of curriculum-aligned play-based learning activities designed to enhance student creativity, problem-solving, and collaborationacross subjects.
• Play-Based Learning : Ontario Science Centre: A professional learning resource for educators, offering insights into the role of play in learning and strategies for incorporating it into various educational settings.

Jasmine Kanani is a fourth-year Bachelor of Early Childhood Education (BECE) honours student at Brock University. Her research explores how Montessori classrooms support second language acquisition among non-native speakers through immersive, play-based environments. Passionate about inclusive, culturally responsive pedagogy, Jasmine aims to create learning spaces where all children feel empowered, understood, and supported in their linguistic and personal development

Resources

• Montessori Foundation: a global non-profit organization dedicated to the advancement of Montessori education. They provide resources and training to support authentic Montessori implementation, including multilingual and inclusive classrooms.
• Bilingual Kidspot: offers practical tips and research-based strategies to support parents and educators raising bilingual children. Their content includes language development insights, multicultural resources, and teaching tools.
• The Center for Applied Linguistics (CAL): a non-profit organization dedicated to promoting language learning and cultural understanding. CAL provides research-based resources and tools to support bilingual education and second language acquisition, with a focus on early childhood and multilingual learners.

Melanie Tomlinson is a fourth-year Bachelor of Early Childhood Education Honours student at Brock University. With 24 years of experience as an educator, she works full-time as a designated early childhood educator, teaching kindergarten with a local school board. She is passionate about supporting young children’s learning and development and advocating for inclusive, play-based education.

Leah Steele is a fourth-year Bachelor of Early Childhood Education Honours student at Brock University. She has worked as an Early Childhood Educator for 9 years in both Canada and Bermuda, where she currently resides. She is a foster care provider and desires to support children at risk and children with diverse learning needs.

Resources

• Supporting English Language Learners: Resources for Educators and Administrators. This website provides resources, strategies, and insights for educators supporting English language learners (ELLs) in various educational settings.
• Reading A-Z. Provides access to a vast collection of printable and projectable books, along with activity sheets and other reading resources tailored for ELL instruction, focusing on phonics, fluency, and vocabulary development.
• Colorin Colorado: A free bilingual website offering a wealth of resources for educators and families of ELLs, including teaching strategies, research-based guidance, and bilingual materials to support student success.

Natalie Erin Breslin is a fourth-year student in Brock University’s Bachelor of Early Childhood Education (Honour) program with a strong passion for early literacy and parental engagement. With a background in psychology, early childhood education, and teaching English as a second language, Natalie is dedicated to understanding how home-based literacy practices shape young children’s language development.

Resources

• National Association for the Education of Young Children (NAEYC): NAEYC provides a comprehensive collection of research-based resources that enhance family engagement in early childhood education. Their materials offer insights into effective practices and strategies that foster strong partnerships between families and educators to support children’s literacy.
• HIPPY Halton: HIPPY (Home Instruction for Parents of Preschool Youngsters) Halton is a free school readiness program in Ontario that empowers parents with the tools, knowledge, and support to prepare their children for academic success. HIPPY provides resources and guidance for parents to engage in their children’s early education from the comfort of their homes.
• ABC Life Literacy Canada: ABC Life Literacy Canada, a national nonprofit organization, promotes literacy across Canada. They provide various free programs and resources to improve family and adult literacy. Their initiatives include Family Literacy Day, which encourages families to read and engage in other literacy-related activities together.

Brigitte de Boer, an educator, researcher, and mother studying at Brock University. With 19 years of Montessori experience, I focus on bilingual education and family engagement. Born in New Brunswick, I aim to teach French. I value inclusive learning, track student progress closely, and balance work, studies, and family with dedication and flexibility. Omee Kinkhath, an RECE educator, is dedicated to creating inclusive, bilingual learning environments. Fluent in multiple languages, she advocates for bilingualism, cognitive, social, and cultural benefits. Omee fosters a supportive classroom where every child feels valued, confident, and prepared to become compassionate, capable, and globally-minded individuals.

Resources

• Duolingo: A popular app that uses gamification to teach French, offering short, interactive lessons on vocabulary, grammar, and pronunciation. It’s free with an option for a premium version. Duolingo. (n.d.). Learn French. Duolingo.
• Gus on the Go: French: Aimed at young learners, this app introduces basic French vocabulary through stories and games, covering topics like animals, colors, and numbers with a playful design.Gus on the Go. (n.d.). Gus on the Go French. Gus on the Go. Retrieved March 28, 2025, from
• Storyplay’r is a platform designed to foster a love for reading among young audiences. It offers an interactive library of engaging digital books, combining storytelling with play. The platform aims to enhance children’s reading experience by making books more immersive and enjoyable.Storyplay’r. (n.d.). Bibliothèque. Storyplay’r.

My name is Sophia Cipparrone, and I am currently in my fourth and final year of the Bachelor of Early Childhood Education (BECE) program at Brock University. I am also a proud Registered Early Childhood Educator (RECE) in Ontario, working directly with young children and families in early learning environments.

Resources

• The Hanen Centre, based in Toronto, The Hanen Centre is a non-profit organization dedicated to providing training programs and resources for parents, caregivers, and professionals to assist children with language delays. Their approach emphasizes family-centered intervention strategies.
• Speech-Language & Audiology Canada (SAC): SAC is a national organization that supports and represents speech-language pathologists, audiologists, and communication health assistants. They offer resources and information to Canadians dealing with speech, language, and hearing disorders.
• Surrey Place: Speech and Language ServicesSurrey Place offers a range of resources and community programs to support children’s speech and language development. Their services include developmental milestones guidance, tips for encouraging language skills, and information on when to seek professional assessments. They provide a quick reference guide with important community resources to help your child’s speech and language development.

Willow Chown is a fourth-year Bachelor of Early Childhood Education (BECE) honours student at Brock University. Her research focuses on gender portrayals and their influence on preschool-aged children’s gender schemas. Willow’s professional aspiration is to become a licensing officer where she can advocate for inclusive early learning environments.

Resources

• College of Early Childhood Educators: Identity Development: outlines the role of educators in nurturing children’s identity development and emphasizes how their inclusive practices and actions have a lasting impact on children’s futures.
• Canadian School Libraries: Equity-Informed Selection: emphasizes the ethical responsibility of librarians and educators in curating diverse and inclusive literature collections that reflect multiple perspectives and challenge stereotypes.
• Kidmap : DIG Checklist for Inclusive, High-Quality Children’s Media: a checklist intended to help educators, parents, and librarians evaluate the inclusivity of children’s books and other media.
• We Need Diverse Books: a nonprofit dedicated to promoting diversity in children’s literature and advocating against book bans that target underrepresented voices.

Adebunmi Adesina is an RECE and a fourth-year Bachelor of Early Childhood Education (BECE) honours student at Brock University. Adebunmi’s research explores trauma-responsive practices that educators can apply to their practice to mitigate the effects of adverse childhood experiences (ACEs) on children. Adebunmi aspires to become a responsive Ontario teacher who promotes children’s resilience development.

Resources

• Reach Out Centre for Kids (ROCK): ROCK is a non-profit, community-based agency offering compassionate, person-centred mental health support and specialized services for families and children from birth to age 17, with limited programming up to age 21. Services include applied behavioural analysis (ABA), early years development, and Fetal Alcohol Spectrum Disorder (FASD) support. ROCK empowers families through individualized and group-based mental health programming. Phone: 905-878-9785.
• Kids Help Phone’s E-Mental Health Services: Kids Help Phone is Canada’s only 24/7 e-mental health service, offering free, confidential, multilingual support for youth. Known as the ‘Unlock The Hope’ youth charity, they provide personalized support to help young people thrive and build resilience. Phone: 1-800-668-6868 | Text: 686868.
• Ontario Association of Children’s Aid Societies (OACAS): OACAS works with 49 member agencies, government, and communities to drive systemic transformation in Ontario’s child welfare system. They offer advocacy, public education, training (including a free, bilingual Trauma Informed Care eLearning course), and policy support focused on improving outcomes for children and youth impacted by social determinants of health.

Alyssa Leary Ettinger is a fourth-year Bachelor of Early Childhood Education (BECE) honours student at Brock University as well as a Registered Early Childhood Educator (RECE) who has worked within the field of ECE for 8 years. Her career aspiration is to be a child play therapist by supporting and guiding young children through emotional and mental challenges, which is what inspired her research topic of Infant Mental Health.

Resources

• Children’s Mental Health Ontario (CMHO) is an organization that focuses on ensuring all infants, children, youth, and families have access to and get the mental health support they require. There are many resources provided for children and adults to seek immediate support, such as Kids Help Phone.
• Sick Kids is a national organization which promotes early mental health resources, events, and trainings for families to have access to and feel supported during pregnancy, infancy, and early childhood.
• Zero to Three offers age-appropriate books for adults to read to children to help them learn how to understand a wide variety of emotions, and various feelings such as anger, fear, self-control,

Carly is an RECE in her fourth year of the ECE Honours Degree Program at Brock University. Carly aspires to be an Elementary school teacher in British Columbia, where she studies, works, and lives. In her free time, she is exploring different parts of the West Coast, spending time with her daughter and husband, and eating delicious food!

Jade Grandpre is a fourth-year Bachelor of Early Childhood Education (BECE) honours student at Brock University. Her honours project focused on reducing burnout among early childhood educators. Jade has a passion to become a teacher because of her love for learning and working with children. She enjoys fishing and spending quality time with her family.

Resources

• College of Early Childhood Educators (CECE) – A governing body for early childhood educators in Ontario. This website provides wellness resources to support the mental health and well-being of Registered Early Childhood Educators (RECEs), including confidential mental health services, self-assessment tools, and professional development materials.
• Early Childhood Education Human Resources Council (ECEHRC) – An organization focused on improving human resources in the early childhood education sector. They emphasize the importance of workplace wellness, addressing stress, burnout, and overall educator well-being through resources and strategies to reduce workplace stress and promote healthy work environments.
• The Working Mind – A workplace mental health training program designed to improve mental health awareness and reduce stigma in organizations. It provides employees, managers, and leadership with the knowledge and skills to support mental well-being in the workplace. By fostering better conversations and creating a supportive environment, the program aims to build stronger teams and healthier workplaces. It focuses on providing tools for recognizing mental health challenges, encouraging open discussions, and promoting a positive workplace culture.

Delaney Hoole-Carriere is a 4th-year Bachelor of Early Childhood Education Honours student passionate about high-quality education. She enjoys early childhood research and is currently supporting a non-profit to develop new programs in Alberta. She looks forward to continuing her research in the Master of Education program at Brock University in May.

Resources

• The Canadian Alliance for Children’s Grief. This website offers information and resources for families and educators supporting children with grief and loss. It also features an educator’s grief and death education toolkit.
• The Association for Death Education and Counselling. This website provides education and resources for individuals supporting others with death and dying. It offers a professional resource library, webinars, handbooks, and journals, along with various tools to assist in supporting those facing grief and loss.
• Canadian Integrated Network for Death Education and Alternatives. This organization promotes alternative death practices, including the renewal of older death traditions such as caring for deceased loved ones in the home.
• Canadian Virtual Hospice: Kids Grief. This free, modular-based program supports parents and educators with death education both at home and in the classroom.
• Alberta Wellness Resources. Compiled for this study, this document contains a comprehensive list of mental health resources for those experiencing distress around grief and loss.

Lauren Murphy is a fourth-year Bachelor of Early Childhood Education (BECE) honours student at Brock University. She is currently a working RECE at a play-based early childhood program. Her research specifically explores the direct link that play has on children´s mental health and the positive benefits it can have for overall well-being.

Resources

• Canadian Mental Health Association is a non-profit, charitable organization that promotes ending biases towards mental health. They offer extensive data on various mental health conditions, as well as children´s mental health specifically. They have various resources available on their website that offer support to families in Ontario. Their goal is to make dealing with mental health struggles easier for those and their families affected.
• The World Organization for Humanitarian Movement is a charitable organization that is dedicated to fighting for social justice and strives to help children worldwide. This resource highlights the significance that play has on children´s mental health and resiliency in early childhood. There is also an emphasis on the importance of making time for play and how to do so.
• Play Learning Lab: is an online learning lab resource that is run by the University of Toronto, Ontario Institute for Studies in Education. They are promoting the different types of play in early childhood, as well as examples of play-based activities. They also have a variety of printable resources that are available to everyone.

Leila Alibasic is a fourth-year Early Childhood Education student at Brock University with nearly eight years of experience as a registered ECE. Some of Leila’s hobbies are travelling, scrapbooking, and gardening. One of Leila’s favourite aspects of being an ECE is utilizing the environment as a third teacher.

Resources

• Mental Health Research Canada – Burnout Report. This report by Mental Health Research Canada presents findings on burnout in Canadian workplaces, including early childhood education. It highlights that burnout is not only common but also increasing in care-related professions. This report emphasises the importance of mental health support, workplace flexibility, and system-wide responses to the issue.
• Overcoming Burnout in Childcare – Lillio Blog. Those in the field may recognize this website from the app used in childcare to communicate with parents. This article from Lillio explores practical strategies for preventing and managing burnout in child care settings. It focuses on self-care, setting boundaries, and creating a supportive workplace culture. It also includes advice for directors on supporting environments where educators feel valued and equipped to succeed.
• AECEO – Advocacy for Early Childhood Educators. Zuhal Hashemi shares their perspective on the challenges ECEs face in Ontario, particularly around respect, workload, and burnout. Through her story, they emphasize the need for systemic reform and collective action to improve work conditions for educators.

Maya Grahovac is a fourth-year Bachelor of Early Childhood Education (BECE) student at Brock University and a registered Early Childhood Educator. Her future goal is to become a kindergarten teacher. This year, her thesis explored social-emotional learning and the best ways to integrate it into early childhood education. In her free time, Maya loves discovering new cities and towns, as well as spending time outdoors and in nature.

Resources

• NAEYC – Social and Emotional Development (National Association for the Education of Young Children [NAEYC], n.d.) – Provides a comprehensive collection of resources on the significance of social and emotional development in early learning, including research, classroom strategies, and family engagement guidance.
• CSEFEL (n.d.) – Offers user-friendly training materials, videos, and print resources promoting social-emotional development and school readiness from birth to age five. Their Pyramid Model is key for supporting social-emotional competence in infants and young children.
• Edutopia – SEL Practices for Early Childhood (Rowell & Toland, 2021)– Presents practical SEL strategies like welcoming inclusion activities, engaging techniques, and optimistic closures to integrate SEL into daily classroom routines.
• American Psychological Association – Social and Emotional Learning (APA, n.d.)– Highlights principles focused on the social context and emotional dimensions of early childhood learning, emphasizing relationships, communication, and emotional well-being in the educational process.

Nikki Cottrell is a fourth-year student at Brock University’s Bachelor of Early Childhood Education (BECE) Honours Program. Nikki has always been passionate about working with children and aspires to be a kindergarten teacher. In the fall, she will continue her professional development at Teachers’ College.

Resources

• School Mental Health Ontario is a provincial implementation support team that recognizes the important role of educators in supporting students’ mental health and offers resources, articles,and services that support educators and students.
• The Centre for Addiction and Mental Health (CAMH): is Canada’s largest mental health teaching hospital and research centre. CAMH offers a resource guide for educators called Talking about Mental Illness that provides educators with ready-to-use, practical information on mental health and illness in youth.
• When Something is Wrong – Strategies for Teachers: is a resource guide for educators put together by the Canadian Psychiatric Research Foundation that covers some of the more common childhood and youth mental health disorders, including anxiety, depression, eating disorders, and self-harm.

Christina Kamarlingos is a fourth-year Bachelor of Early Childhood Education (BECE) honours student at Brock University. Christina is an RECE working in an Ontario Kindergarten classroom and will continue her studies to obtain her Bachelor of Education degree at Western University. She is committed to supporting her students togrow and learn through play-based experiences. Paige Skidgmore is a fourth-year Bachelor of Early Childhood Education (BECE) honours student at Brock University. Paige is an RECE working in an Ontario Child Care Center as a preschool teacher and will continue her education at Lakehead University in their Bachelor of Education program. She is passionate about play-based learning and its role in fostering curiosity, creativity, and development.

Resources

• The Mehrit Centre (Dunsiger, 2024)– A Canadian organization founded by Dr. Stuart Shanker, dedicated to self-regulation. The centre offers training, articles, infographics, and podcasts on the topic.
• The Ontario Kindergarten Program (Queen’s Printer for Ontario, 2016)– A guideline document used by Ontario educators, containing valuable information on self-regulation in early learning settings.
• A Pan-Canadian Document Analysis (Timmons, Bozek & Sharp, 2023)– This article explores how self-regulation is addressed in early childhood policies across Canada, identifying common strategies, variations, and gaps through an analysis of provincial and territorial frameworks.

Sema Targan is a fourth-year student of Early Childhood Education and a two-year experienced certified Early Childhood Educator. She currently works for a child care center in Toronto and assists in the development and growth of young children. Sema is committed to building inclusive, play-oriented learning environments valuing the language, identity, and culture of every child with rich literacy practices.

Cile Sevil is in her fourth year at Brock University, studying towards her Bachelor of Early Childhood Education. She worked as a kindergarten teacher in Turkey for 13 years. Seven years ago, she immigrated to Canada and obtained a two-year diploma in Early Childhood Education from George Brown College. She is now a registered early childhood educator. She believes in inclusive education and identity-affirming curriculum that respects the culture, language, and sense of belonging of children of all backgrounds.

Resources

• Culturally Responsive Education Hub (CRE Hub): promotes education justice through research, policy resource building, and community organizing. The site provides culturally responsive teaching resources, equity practices, and professional learning. Teachers and families use it to overcome system barriers and create inclusive, identity-affirming learning spaces grounded in racial equity and community.
• EmbraceRace – Teaching and Learning About Race in Early Childhood: supports adults raising children to be thoughtful and brave about race from early childhood. It offers webinars, toolkits, and community resources to guide racial learning. Families and educators use these tools to foster anti-racist, inclusive mindsets and apply racially responsive practices in early learning environments.
• Inclusive Schools Network (ISN): encourages equitable, inclusive education globally. It offers planning resources, best practices, and celebrates Inclusive Schools Week™ annually. Families and schools use ISN materials to improve school climate, affirm student diversity, and foster genuine inclusion in multicultural and diverse learning environments.
• The Center for Culturally Responsive Teaching and Learning (CCRTL): teaches educators how to incorporate cultural responsiveness into daily practice using the VABB™ model. It offers coaching, CLR strategies, and mindset-shifting tools. Teachers and school leaders apply these tools to affirm student identities, boost engagement, and build inclusive classrooms that reflect cultural and linguistic diversity.

Amanda Young is a fourth-year student in Brock University’s Bachelor of Early Childhood Education Honours program from Grande Prairie, Alberta. Amanda has a strong interest in education for sustainability (EfS) and being outdoors. She has enjoyed bringing EfS into her practice with young children and aims to include this in her practice as an Early Learning and Child Care instructor.

Resources

• Children & Nature Network: Children and Nature Network is focused on increasing children’s engagement outdoors while providing global information on Education for Sustainability (EfS) practices taking place and barriers that EfS continues to face.
• Government of Canada National Framework for Environmental Learning . The Government of Canada is working towards the development of a National Framework for Environmental Learning as seen in their accessible report.
• Common Worlds Research Collective The Common Worlds Research Collective is focused on the building of relationships between more-than-humans and humans while providing publications, microblogs and resources for interested individuals.

AF is a Registered Early Childhood Educator and fourth-year BECE honours student at Brock University. She believes that children are capable and confident learners who thrive when they are provided the opportunity to engage in hands-on learning in outdoor, natural spaces. AF has plans to further her learning through teachers’ college and graduate studies.

Resources

• What is Wild Pedagogies? The following video provides an overview of wild pedagogies and what it involves in practice. It examines some of the details surrounding how educators think about learning and how they engage children inlearning.
• A deeper understanding of Wild Pedagogies . This article is written to introduce educators to the ideas of wild pedagogies and begin the process of supporting them in decolonizing their definition of wild and disrupting their ideas of traditional education. Its clear descriptions and reflective questions make it a valuable resource for educators.
• Practical Activities to Engage Children in Nature. This book provides hands-on activities that introduce children to the natural world. It is a wonderful resource for educators who want to incorporate more nature-based learning into their practices and are learning alongside their students.

Bridgette Currie is an early childhood educator and a fourth-year Bachelor of Early Childhood Education (Honours) student at Brock University. Her Capstone Project focuses on teaching sustainability through storytelling and. hands-on learning, blending research with classroom interactions. Bridgette aims to inspire young children to care for the planet while helping them become happy, engaged, and successful learners.

Resources

• The Kindergarten Program (2016): Emphasizing inquiry, play-based learning, and concern for the natural world, this curriculum document details Ontario’s learning goals for kindergarten.
• The Case for Nature Connectedness as a Distinct Goal of Early Childhood Education. This article argues that increasing environmental awareness depends on early childhood education’s specific, important objective: nature connectivity.
• From Indigenous philosophy in environmental education to Indigenous planetary futures: what would it take? By stressing interconnection, reciprocity, and respectful interactions with nature, Williams underlines how Indigenous-informed eco-pedagogy can assist in reinventing environmental education.

Kate Dalley is a fourth-year Bachelor of Early Childhood Education (BECE) Honours student at Brock University. Kate’s career goal is to become a Kindergarten Teacher where she can create engaging and supportive learning environments that reflect her passion for play-based learning and outdoor play.

Resources

• Outdoor Play Canada. This non-profit organization is dedicated to uniting advocates, practitioners, researchers, and partners to promote access to outdoor play and movement inCanada. They believe in the developmental, health and wellness benefits outdoor play offers
• Parents and Early Childhood Educators’ Attitudes and Practices in Relation to Children’s Outdoor Risky Play (McFarland & Laird, 2018): This study investigates the perspectives andpractices related to children’s opportunities to engage in outdoor risky play and the factors that prevent this engagement.
• Outside Play: This website serves as a tool for early childhood educators to learn about outdoor play. They define and believe outdoor play to be a fundamental childhood need and that risk-taking is a necessary component of play, but acknowledge that it is less common today due to our protective instincts, which set limits on children and hinder their development.

May Mills is a RECE and is a fourth-year Bachelor of Early Childhood Education (BECE) honours student at Brock University. She has been a preschool educator for almost 5 years, with a special interest in nature, outdoor play and exploration. May enjoys spending her free time with her partner and cat.

Resources

• Family Centres London is a resource where families can connect to multiple resources through one door, including free or low-cost outdoor play groups. If a family has a concern or needs support, a community connector will support you in accessing any information or resources available within the community. They encourage learning through play and outdoor exploration throughout all seasons.
• Family Centres and EarlyON Program Locations – Family Info – Outdoor Play Canada- is a collaborative network of companies engaged in outdoor play advocacy. They attend summits and speak for the advocacy of outdoor play and children’s education, as well as provide articles, information and news to support educators and parents in their knowledge of outdoor education and play. They also host webinars for educators’ continuing education in outdoor play.
• Outdoor Play Canada Nurtured by Nature Forest School- Offers programs for children ages 2-12 to learn and explore within a natural play space. These programs run at different price points and for different age ranges. Their program runs out of a location within London Ontario. Nurtured by Nature Forest School.

Resources

• Environmental sustainability education. UNESCO’s commitment and policies surrounding environmental sustainability.
• Canadian national framework on environmental learning: Discussion paper. A discussion paper to stimulate dialogue amongst Canadians regarding environmental learning in a universal framework.
• Canada’s global call to action. This link provides information on Canada’s 17 calls to action regarding sustainable development.

Rania Pilquil is a pedagogical leader in a nature-based kindergarten program in Norway and is a fourth-year Bachelor of Early Childhood Education (BECE) honours student at Brock University. Her research examines the developmental and well-being benefits of natural environments. Rania is found to be outside most days with the children in her care.

Resources

• National Association for the Education of Young Children (NAEYC) [Kisner, 2019] is an organization promoting high-quality care for young children from birth to eight years of age. This resource provides insight to the benefits of nature play for children, and how nature environments support children’s science learning, social and collaboration skills, physical development, and emotional resilience.
• The Nature Conservancy (Nwatu, 2021) is a non-profit organization working to protect the environment globally. This resource provides examples for caregivers on how they can promote outdoor play and learning for children, and discusses the benefits nature has to offer children. This resource discusses how nature play increases child health and promotes emotional connection to the natural world.
• World Health Organization (2024) is an agency working towards global public health. The link provides facts and an overview of weight and current health issues children are facing globally. This resource discusses the causes and consequences of these issues and urges policymakers to implement more accessible outdoor nature spaces for children as a preventative measure to children’s decline in health.

Stefanie is a fourth-year Early Childhood Education student and a registered educator with 8 years of experience. Aspiring to become a teacher, she is passionate about the significance of outdoor education in kindergarten. Stefanie’s thesis explores the effects of outdoor education on the cognitive and physical development of young learners.

Resources

• Outdoor Play in Canada. Discuss the importance of outdoor play for children’s physical and mental health. Highlight the various outdoor activities available across Canada.
• Outdoor Classroom Project. This organization promotes outdoor learning by providing resources, training, and curriculum ideas for educators. Their website includes guides on setting up outdoor classrooms, engaging children in nature, and incorporating outdoor play into the daily curriculum.
• A Teachers Guidebook: Brining learning Outdoors. The “Outdoor Play in Canada: A Teacher’s Guidebook for Bringing Learning Outside” is a comprehensive resource designed to empower educators with practical strategies, activities, and curriculum connections for fostering outdoor learning experiences that promote students’ holistic development and a deeper connection to Canada’s diverse natural environments.

Tania Kirby is a fourth-year Bachelor of Early Childhood Education Honours Student at Brock University, she is also a Registered Early Childhood Educator. Tania is on her way to becoming an elementary teacher where she can share her passion for learning with her students. Taniaenjoys being outdoors and spending  time with her family in nature.

Resources

• Evergreen Resources Hub: is a national non-profit organization dedicated to transforming public spaces in cities to build a healthier future. This website offers many resources that anyone can print off.
• Outdoor Learning School and Store: has free online workshops that are available to anyone who would like to learn more about outdoor learning and ways to implement it.
• Take Me Outside: has many different resources available to individuals. It also offers workshops and many different opportunities for professional learning.
• This link is to the resource hub with many different links included.
• Outdoor Play Canada: is a not-for-profit organization that understands the importance of children playing outdoors. They believe that outdoor play is important for the physical, mental, emotional, and social health and well-being of all persons (Outdoor Play Canada, 2025). There are many articles provided on the importance of play and being outdoors.

Yuping Huang is a fourth-year student in Brock University’s Bachelor of Early Childhood Education program. Passionate about outdoor learning, she focuses on how nature-based education enhances children’s physical and mental well-being. Her work explores innovative teaching methods to foster curiosity and environmental stewardship, aiming to transform traditional educational practices and create meaningful learning experiences for children.

Resources

• Outdoor Play and Nature-Based Early Childhood Education (TeachKloud) The website explains how outdoor play helps children develop creativity and imagination as well as social skills and emotional well-being and environmental awareness.
• Outdoor Classroom Day – Resources This website provides outdoor lesson plans for educational institutions as well as home play activities and instructions for daily outdoor learning and play integration.
• Fun Outdoor Educational Games for Kids The website provides outdoor educational games that interest children. The website features nature scavenger hunts and wilderness obstacle courses among other activities. The activities promote sensory exploration and biodiversity discovery and hands-on learning while encouraging curiosity and teamwork.

Christina Eade is a second-year student in the Bachelor of Early Childhood Education program at Brock University, having completed her first two years at a different institution. As a registered early childhood educator with 3.5 years of experience in childcare, including recent work in kindergarten classrooms, she is deeply committed to fostering the development of young learners.

Julie VanBrederode is a fourth-year student in the Bachelor’s of Early Childhood Education program at Brock University. Along with her partner, Christina, she is also a registered Early Childhood educator working in the kindergarten classrooms within the Niagara region for the last 10 years

Resources

• Child Mind Institute: Child Mind Institute offers insights into how parents can support their children’s mental health and academic success, with practical tips and advice based on scientific research.
• The National Parent Teacher Association (PTA): The National PTA provides resources for parents to get involved in their children’s education, including research, toolkits, and advocacy tips to enhance parent- school partnerships.
• Edutopia: Provides articles, videos, and practical strategies for fostering parent engagement, including creating effective home-school partnerships and supporting children’s learning at home.

Dylyn Albrecht is a fourth-year Bachelor of Early Childhood Education (BECE) honours student at Brock University. Her research explores how parenting styles impact a child’s social and emotional development, which provides parents and caregivers with effective strategies to best support a child’s development. Dylyn finds enjoyment in her profession by providing children with meaningful experiences to support their life-long learning

Resources

• Promoting Young Children’s Social and Emotional Health: The NAEYC (National Association for the Education of Young Children) website provides resources for early childhood educators. This article focuses on promoting social and emotional health in young children. It offers strategies, insights, and best practices for educators to foster positive relationships, emotional regulation, and social skills in early learning environments.
• The 4 types of parenting styles: What style is right for you: The Mayo Clinic Press Parenting website provides expert-backed guidance on various aspects of parenting. The linked page explores different parenting styles, helping parents understand their approaches and how they impact child development. It offers insights into authoritative, permissive, authoritarian, and uninvolved parenting, with advice on finding a balanced and effective style that supports a child’s well-being.
• Healthy Families: The Be You website, an Australian mental health initiative for educators, provides resources to support the well-being of children and young people. The linked page discusses healthy families, offering insights into effective communication, strong relationships, and emotional well-being within families. It provides strategies for fostering positive family dynamics and supporting children’s mental health.

Haiying Li is a fourth-year Bachelor of Early Childhood Education (BECE) honors student at Brock University. She is also a Registered Early Childhood Educator (RECE) in Ontario. Haiying hopes to utilize her knowledge to create an inclusive, diverse, engaging, and loving environment for children to support their holistic development.

Resources

• Canadian Mental Health Association (CMHA): is a non-profit charitable organization dedicated to making mental health possible for all. They provide mental health programs, services, and support for all Canadians. All Canadians are guaranteed the right to social and economic security, the right to be free from violence, injury and trauma, and the right to access needed mental health resources.
• Caring for Kids New to Canada: is a guide for health professionals working with migrant and refugee children and adolescents. It is aimed at eliminating disparities in the health status of new immigrant children and youth compared to the Canadian native children and improving the long-term health and developmental outcomes of children and youth who are new to Canada.
• Children’s Mental Health Ontario (CMHO): represents Ontario’s publicly-funded Child and Youth Mental Health Centres. They operate in every region across Ontario, providing children, youth and families with treatment and support, including targeted prevention, early intervention, short and long-term counselling and treatment, addiction services, and intensive services such as residential care. Their goal is to ensure that all infants, children, youth and families receive the mental health treatment they need within a high-performing system./

Julie VanBrederode is a fourth year student in the Bachelors of Early childhood education program at Brock University. Along with her partner Christina, she is also a registered Early Childhood educator working in the kindergarten classrooms within the Niagara region for the last 10 years. She firmly believes that active parental involvement is important. She strives to make sure parents are actively involved in the learning process since they are crucial partners in a child’s educational journey.

Resources

• Child Mind Institute: Child Mind Institute offers insights into how parents can support their children’s mental health and academic success, with practical tips and advice based on scientific research.
• The National Parent Teacher Association (PTA): The National PTA provides resources for parents to get involved in their children’s education, including research, toolkits, and advocacy tips to enhance parent-school partnerships.
• Edutopia: Provides articles, videos, and practical strategies for fostering parent engagement, including creating effective home-school partnerships and supporting children’s learning at home.

Sharon Rollason is a RECE and is completing her fourth year in the Bachelor of Early Childhood Education Honours Program (BECE) at Brock University. Sharon is looking forward to applying the knowledge she has gained and helping the children in her care be successful at the start of their academic journey.

Resources

• Siblings Canada is an initiative of the Canadian Centre for Caregiving Excellence (CCCE). This organization raises awareness of siblings’ critical role in creating a responsive care system for people with disabilities. It wants to ensure that Canadian siblings are recognized, valued and supported. The site offers free resources that provide a variety of relevant topics to empower and gain knowledge for siblings of people with disabilities. Virtual events and a mentorship program are available to help guide siblings in similar situations. There is also research, reports and other resources that help with support.
• Sibshops is a website initially created due to the lack of support and resources available to family members and the impact of a disability within a family. Sibshops provides support to siblings of children with disabilities. Offering peer support in a lively recreational setting. The story of how this organization came to be will touch your heart. Check it out.
• Zero to Three is a website developed for parents, educators, and advocates. It offers resources for early childhood development from zero to age three. Resources, virtual events, and articles on different topics provide information and resources along with tools from people who share the same mission: supporting all infants and toddlers in reaching their full potential.

Zachary Coombe is enrolled at Brock University in the Department of Early Childhood Education, honours program. His overall goal is to become a JK/SK teacher once he graduates. But currently he is working full time at a bookstore, as well as a tutor for students from a range of ages.

Resources

• National Association for Family, School, and Community Engagement (NAFSCE): NAFSCE was the first association that focused solely on advancing engagement by families and communities in school. Their mission is to bring in advanced yet easy-to-understand practices that will positively improve student achievement.
• Parents in Partnership: a system created by the Ontario government to inform families of the importance of family engagement in their children’s education. The program encourages any level of involvement from families, whether it be coming up with their own strategies or simply performing lesson plans created by their child’s educator.
• Parents Engaged in Education (PEIE): PEIE created Canada’s first education bank, supporting and funding underprivileged families by providing them with resources, materials, and programs that benefit their children. The program also offers tutoring classes to ensure families can help their children with their studies when needed.

Allynn McLellan, RECE, BECE (Program), is a dedicated professional with extensive experience supporting children with exceptionalities. Passionate about creating inclusive learning environments, she believes every child learns differently and has individual needs. Allynn is committed to positively impacting child development, guided by her belief that children are our future.

Resources

• Branding Objects: For the capstone thesis project, a website was created as a resource for educators to explore research and insights on the perspectives and beliefs surrounding branded licensed characters in Early Childhood Education and Care settings.
• Canadian Marketing Association: The Canadian Marketing Association provides guidelines for marketing to children, focusing on protecting their privacy and well-being. They highlight ethical practices and emphasize that ads should not manipulate or exploit young audiences. In Quebec, there’s a law banning marketing to children under 13.
  Canadian Marketing Association. (2024). Consumer Engagement Standards Guide.
• Children as Consumers: Calvert highlights how advertising affects and influences children due to their cognitive development. It shows how branded characters shape children’s preferences and behaviours, leading to greater recognition and retention by advertisers. The research also stresses the need for media literacy and policy changes to protect children from harmful marketing practices. Calvert, S. L. (2008). Children as consumers: Advertising and marketing. The Future of Children, 18(1), 205–234. https://doi.org/10.1353/foc.0.0001

Catherine Oczkowski is a fourth-year student in Brock University’s Bachelor of Early Childhood Education program. Through passion, commitment, and dedication, Catherine exemplifies reflective practices. She hopes to inspire others to see the complexities, joys, and rewards of a transformed view of early childhood education. Reflecting changes everything through ever-evolving inquiries!

Resources

• The Power of Reflective Practice: Transforming Practice in ECE Blog. This link leads to my blog, where I share information about my thesis research, my background as a life-long learner and early childhood educator, and my experiences of transformation through reflective practices to inspire others to begin.
• Carving Out Time for WonderThis article investigates the wonder of reflective practices, the realistic viewpoint of finding small moments to reflect or wonder that add up to more intentional practices, habits of inquiry,: and shifts in perspective.
• Technology Rich Inquiry Based Research Blog Post: Keeping her legacy alive, Diane’s blog is rich with reflection, offering meaningful insights, critical thinking, and suggestions for putting theory into practice. This post is about thinking and rethinking our educator practices individually or in collaboration.

Fareeha Mirza is a RECE in her fourth year ECE honors degree program at Brock University. She aspires to become an RECE on the school board and experience international teaching opportunities to gain a wider experience. Fareeha can often be foundchallenging herself and trying out new things like various water sports, swimming, and horseback riding.

Resources

• Early Childhood Education Report (2020) – This study keeps track of how each province is doing with ECE policy and funds, as well as the pay and qualifications of teachers. It shows that places that pay their ECE workers more tend to have better results and more stable child care systems, which is good for economic fairness and social growth.
• Roadmap to a Quality Early Learning and Child Care System in Alberta – This document is a strategy plan for making an early learning and child care system in Alberta that is high-quality, affordable, and easy to access. It stresses how important it is to pay ECEs enough to ensure the quality of the program and its long-term success.
• Educators Matter – Building a Strong and Respected Early Childhood Education Workforce – This campaign makes a national call to action to boost pay, working conditions, and respect for early childhood educators. It links teacher pay to the quality of the school, the health of the family, and bigger economic goals like getting more women to work and making them more productive.

Nick Barnes is an Honours Bachelor of Early Childhood Education student at Brock University. His research explores the impact of ECE training on teacher preparedness. When he’s not studying, Nick can often be found outdoors playing sports, his favourite is golf.

Resources

• College of Early Childhood Educators – Professional Learning: The CECE offers resources and frameworks to support ongoing professional development for RECEs, including the Code of Ethics and Standards of Practice. This resource supports educators in enhancing their preparedness and reflective practice.
• Early Childhood Community Development Centre (ECCDC): Based in Ontario, the ECCDC provides professional learning opportunities, resources, and coaching for ECEs. They also foster communities of practice that promote collaboration and growth within the field.
• The Centre of Excellence for Early Childhood Development: This research-driven site offers evidence-based information on best practices in early learning and development. It supports educators and researchers working to improve early childhood education quality and outcomes.

Sheena Blanc is a fourth-year Bachelor of Early Childhood Education honours student at Brock University. With over 12 years of experience as an early childhood professional, Sheena’s expertise focuses on student-centred learning and the firm belief that every child can reach their full potential with the right support and pedagogy.

Resources

• Ontario Coalition for Better Child Care (OCBCC): OCBCC is a membership organization advocating for a public and non-profit early childhood education and care system that is universal, affordable and of high quality. Their members include early childhood educators, parents, center administrators and trade unionists.
• CARE (Cultivating Awareness and Resilience in Education): CARE is a one-of-a-kind, three to four-day program that trains teachers, educators, and administrators on how to alleviate stress and energize their classroom instruction through mindfulness activities, which progress to activities that show how to apply mindfulness to stressful situations that educators frequently encounter.
• Early Childhood Investigations: Early Childhood Investigations provides professional development opportunities to generate discussions in the early education community by offering conference-quality webinars that inspire and motivate directors and teachers to go deeper and elevate their practice. Led by highly regarded thought leaders and specialists in early care and education, each session covers key themes that give early childhood professionals new ideas and insights.

Seoreong Han, who goes by Sylvia, is an early childhood educator and supervisor for an early childcare centre in the Niagara region. She is passionate about learning about and advocating for change in the field of Early Childhood Education. Her research focuses on working conditions for ECEs.

Resources

• Early Childhood Education Report: a government-funded report on access to child care and what this entails for the workforce, as well as statistics and information about Canada’s childcare workforce.
• Association of Early Childhood Educators Ontario: an organization that tackles issues in Ontario early childcare workers’ challenges and rights, and directly advocates for early childhood educators.
• Early Childhood Community Development Centre: an organization that provides free, regular training workshops that provide continual education and resources for early childhood educators.

Yolanda Shea-Slater is an Early Childhood Educator and Pedagogical Consultant based in Brantford, Ontario. As a mother of two, she understands the importance of consistent access to quality childcare. Yolanda is passionate about empowering ECEs to create supportive environments where children, families, and educators thrive, fostering positive, child-centred learning experiences for all.

Abigail Fittler is a fourth-year Bachelor of Early Childhood Education (Honours) student at Brock University and a Registered Early Childhood Educator (RECE), who is passionate about working with children and wants to impact their positively lives. She intends to continue her education at Teachers College.

Amanda Katerenchuk is a fourth-year Bachelor of Early Childhood Education (Honours) student at Brock University and a Registered Early Childhood Educator (RECE), with aspirations of becoming an elementary teacher. She is driven by her passion to make a difference in young children’s lives by fostering a love for lifelong learning.

Resources

• We are Teachers: has published an article titled “What Is Play-Based Learning?”. It explores the concept of play-based learning, emphasizing its role in fostering children’s natural curiosity and developing essential communication and problem-solving skills. The article breaks down the two primary types of play: guided play and free play (Cleaver, 2023)
• Play-based learning in a culture of inquiry: outlines the philosophy and educational approach behind Ontario’s Kindergarten curriculum. This resource provides insights into the pedagogical approaches that support learning in Kindergarten, focusing on the significance of play-based learning within a culture of inquiry (Ontario Ministry of Education, 2016).
• CMEC Statement on Play-Based Learning: is a national policy document that emphasizes the importance of purposeful play in early childhood education across Canada. It highlights research and expert consensus showing that play is essential for children’s holistic development and long-term academic success (Council of Ministers of Education, 2012).

Andrea Mallia is a fourth-year Honours Bachelor of Early Childhood Education (BECE) student at Brock University and a Designated Early Childhood Educator with the TCDSB. Passionate about early learning, she will continue her journey toward becoming an elementary school teacher in the Bachelor of Education program at Tyndale University after graduation.

Vasiliki Milionis is a fourth-year Honours Bachelor of Early Childhood Education (BECE) student at Brock University and a Designated Early Childhood Educator with the DDSB. Committed to fostering young children’s development, she will further her studies at Tyndale University, pursuing a Bachelor of Education to become an elementary school teacher.

Resources

• Eight Ways to Use Movement in Teaching & Learning from Education Week provides practical strategies for incorporating movement into classroom instruction. This resource supports our research on movement-based learning (MBL) by demonstrating how physical activity enhances student engagement, focus, and academic achievement. It offers educators evidence-based approaches to making learning more interactive and effective.
• CIRA Ontario: Encouraging Physical Activity in Schools. Developed by the Canadian Intramural Recreation Association (CIRA) Ontario, this resource provides practical strategies, games, and activities to integrate movement into the school day. It promotes inclusive physical activity opportunities that support student engagement, cooperation, and overall well-being, aligning with broader educational and health goals.
• Reinforcing Elementary Math Lessons With Movement from Edutopia highlights how incorporating movement into math instruction enhances student engagement, comprehension, and retention. This resource supports our research on movement-based learning (MBL) by demonstrating practical ways educators can integrate physical activity into lessons, reinforcing key concepts through hands-on, kinesthetic experiences that improve learning outcomes.

Emilee Hillis is a fourth-year Bachelor of Early Childhood Education (BECE) honours student at Brock University. Emilee aspires to become an elementary French-Immersion teacher where she can support students’ academic journeys while advocating for well-being and social-emotional learning in every classroom.

Resources

• Social Mental Health: Social Mental Health Ontario. (2024). Social-emotional learning. An Ontario curriculum website that addresses social-emotional learning expectations for students.
• CASEL: A website that provides resources and information about social-emotional learning at various levels, such as incorporating SEL in school-age curricula. CASEL. (n.d.). Advancing social and emotional learning.
• Research Article An article that counters the narrative stating online learning does not work for young learners by providing solutions and recommendations for a more effective online K-3 classroom. Campbell, P. S., Arrastía-Chisholm, M., & Torres, K. M. (2022).
• Stop Saying Virtual Learning Does Not Work: Effective Distance Learning for K-3 Students. In Designing effective distance and blended learning environments in K-12 (pp. 128-147). IGI Global.

Krystle Poirier is a Registered Early Childhood Educator (RECE) currently pursuing her Bachelor of ECE honours degree at Brock University. She is passionate about play-based learning and is committed to mentoring and inspiring future educators. Krystle is dedicated to creating meaningful learning experiences that not only support children’s development but also empower emerging professionals within the field.

Samantha Roman is a fourth-year student in Brock University’s Bachelor of Early Childhood Education Honours program. With a passion for supporting young learners, she aims to contribute to the early childhood field by equipping educators with research-based strategies and resources. Through her work, Samantha hopes to inspire meaningful learning experiences that nurture curiosity, confidence, and a love of learning in young children

Resources

• The Secret Mountain – Specializes in children’s musical picture books that combine storytelling with music. Offers resources for parents and educators including lyrics, activities, and downloadable lesson plans to enhance children’s engagement with music and literature.
• Music for Kiddos – An online platform for music therapists and educators working with early learners. Provides a range of materials including an online membership, continuing education courses, a podcast, and a blog filled with ideas and resources.
• Carnegie Hall – Music Educators Toolbox – A free online resource offering grade-specific music education materials for kindergarten through grade five, focused on fundamental musical concepts.

Leah Greek is a fourth-year Bachelor of Early Childhood Education (BECE) honours student at Brock University. Leah is a current Registered Early Childhood Educator (RECE) with an aspiration of becoming an elementary teacher. She is passionate about creating a caring environment that supports children’s journey in reaching their full potential.

Resources

• Action For Healthy Kids: an organization with the goal of creating healthy schools by providing educators with the tools and resources needed to support happy, healthy children. One of these resources focuses on reducing screen time in schools by providing various specific strategies, such as tracking daily screen use and setting goals to decrease it, hanging posters around the school about the negative impacts of screen time, and promoting physical activity.
• National Association for the Education of Young Children (NAEYC): a professional membership organization promoting high-quality early learning by connecting early childhood practice, policy, and research. NAEYC contains many resources informing the importance of play-based learning, and various specific play activities covering a wide variety of subjects.
• Screen Time Action Network: an organization consisting of educators, health professionals, researchers and parents, who all share a common goal of reducing children’s screen time to support healthy development.

Leila Ligata is a fourth-year Bachelor of Early Childhood Education (BECE) honours student at Brock University. Leila’s professional aspiration is to start her own preschool centre. Her passion lies in fostering children’s cognitive, social, and emotional development through inquiry-based learning and inclusive teaching methods.

Resources

• North American Montessori Association is a leading organization in providing professional Montessori diploma programs for educators seeking to become certified Montessori teachers. They have a plethora of information about the Montessori method, as well as their own set of curriculum manuals for children from birth through 12 years of age.
• Reggio Children: offers valuable insights into the Reggio Emilia Approach. It provides resources, research, and examples that showcase how the approach nurtures children’s natural curiosity and encourages them to actively engage with their environment
• The Child and Nature Alliance of Canada is dedicated to promoting the benefits of outdoor and nature-based learning for children. It offers resources, research, and programs that encourage educators, parents, and communities to connect children with nature to support their physical,  emotional, and cognitive development.

Maiyada Attar is 4th year graduating student from the BECE Honours program at Brock University. Maiyada loves working with young children and aspires to work in an elementary classroom where she can promote holistic development in children and enable them to reach their full potential.

Resources

• My Brightwheel: What is Play-Based Learning? This website provides insight into play-based learning, including the main elements, benefits, challenges, and additional information.
• Play-Based Learning: This website by the Government of Western Australia’s Department of Education contains a number of useful resources on the types of play-based learning and ways to incorporate such activities in home settings.
• The Kindergarten Program: This document, published by the Ministry of Education in Ontario, includes both curriculum and learning expectations.

Pamela-May Kitchen is a registered early childhood educator in kindergarten classrooms. She is a fourth-year undergraduate student pursuing a Bachelor of Early Childhood Education Honours Degree at Brock University. Her research focuses on teachers’ perspectives and practices related to inclusive,play-based learning environments. Specifically, she examines how these settings foster children’s development, how educators perceive these environments, and how they facilitate meaningful learning.

Resources

• ECCDC– Early Childhood Community Development Centre – Training and Seminars – The Early Childhood Community Development Centre (ECCDC) offers seminars and workshops that enhance teacher training by providing practical strategies on emotional intelligence, inclusive education, and curriculum development. These professional development opportunities foster collaboration among educators through events and networks, encouraging the sharing of best practices and supporting diversity in education. By participating, educators can improve their teaching skills and build professional relationships, ultimately enhancing the quality of early childhood education and inclusive practices (ECCDC, 2025).
• Embed Social Skills Instruction in Inclusive Settings– This resource outlines strategies for integrating social skills instruction into inclusive classrooms. It emphasizes assessing social skill deficits, using reinforcement, and engaging students in behaviour discussions. Teachers are encouraged to create individualized plans and embed social learning into everyday activities, helping students with disabilities develop essential social competencies while learning alongside peers (Fenty et al., 2008).
• 10 Items That Can Make Your Classroom More Inclusive – Inclusive education involves educating students of all abilities together in a general education classroom, ensuring all have access to the curriculum. Schools must create opportunities with activities, space, and resources to support diverse learners (Eredics, 2014).

Olivia Bonello is a fourth-year Bachelor of Early Childhood Education (BECE) Honours student at Brock University. Olivia’s professional goals are to continue her education and become a primary and junior teacher. Sharing her love of teaching and learning while making learning fun and exciting for children, while supporting their growth and development along the way.

Resources

• Ontario Play-based learning in a culture of inquiry: This website talks about Ontario’s play-based curriculum. It also talks about the importance of play in different aspects of children’s learning and development
• Ontario Preschool Speech and Language Program: This website talks about Ontario’s speech and language program. At the bottom of the page, it shares the important role parents play in their child’s speech development.
• Play-based speech and language pathologist uses curated toys for children of all abilities: This is a new clip from global news that shows how a speech and language pathologist uses play and incorporates play in speech therapy and learning.

Priyanka Seth is a fourth-year student graduating from the Bachelor of Early Childhood Education Honours Program. She enjoys the outdoors and spending time with my family. Priyanka will be going to teachers’ college in the fall and is looking forward to fulfilling her goal of becoming a teacher.

Zahra Zamir is a fourth-year student graduating with an Honours Bachelor of Early Childhood Education program. She is passionate about supporting children’s growth and development. Zahra enjoys going on nature walks, exploring new places, and will soon turn her dream into reality by starting her own child care center.

Resources

• Valuing Diversity: Developing a Deeper Understanding of All Young Children’s Behavior: This article on the NAEYC website explores how important cultural diversity in early childhood education is. It emphasizes the importance of teachers understanding their own cultural backgrounds and how that influences their perceptions of children’s behavior. The article also discusses the necessity of acknowledging and respecting children’s diverse cultural identities. It encourages educators to foster inclusive classrooms by integrating cultural awareness into teaching practices, curriculum, and the learning environment, which will support children’s development and self-esteem.
• Diversity in Early Childhood Education: The blog article on Brightwheel’s website discusses the importance of diversity, equity, and inclusion (DEI) in early childhood education. It emphasizes how early education is a crucial time for children to learn about diversity and to develop attitudes of respect and empathy towards people of different backgrounds. The article provides strategies for educators to promote DEI in their classrooms and curriculum, such as using diverse teaching materials, celebrating cultural differences, and ensuring inclusive teaching practices. It also highlights the value of having diverse staff that reflect the children they teach, fostering an environment where all children feel represented and valued.