With Tina Geers.

Step into the magical world of emergent planning – where children are the key! The way we plan play experiences for children is changing as we focus on the interests and abilities of the children as the core concept behind planning classroom experiences and co-learn, co-create, and co-imagine with the children. What is emergent planning? Is it effective? Will the children still enjoy the experiences and learn? How does it work with the Ontario Framework? Discover the answers to these questions and more as we look at key tips and strategies for implementing an emergent curriculum approach to children’s learning. This workshop is designed to reveal the mystery and magic of the well-known emergent curriculum concept and put it into practice in your early learning environment. Remember! Not all environments and planning are the same – just like not all children or educators are the same. So, let’s figure out how to do it so it works for everyone!

Session 1: Beyond Tag: Planning for Big Body Play Outdoors; Monday September 22, 2025
How Does Learning Happen? Ontario’s Pedagogy for the Early Years encourages us to view outdoor play as time for discovery and learning rather than simply places to blow off steam, which has shifted our lens on how we view outdoor play; as educators, we have moved away from viewing outdoor play as simply a time to release excess energy. However, there is still a role for big body active play within the day. This session will look at how educators can intentionally plan outdoor play to meet children’s need to be physically active and support them to meet Canada’s physical activity guidelines. The session will explore how educators can intentionally plan a variety of low-cost big body outdoor experiences for children of all ages, with participants having opportunities to try out a variety of experiences. There will be opportunities for participants to engage in fun, hands-on experiences that will take place outside, so make sure that you review the weather forecast and come prepared to have fun!

Session 2: Large Loose Parts in the Outdoors; Monday October 20, 2025
This session will explore what schema play is and how it can support educators to intentionally plan outdoor play experiences for children of all ages, using a variety of loose parts. Participants will explore Simon Nicholson’s theory of loose parts and be introduced to Fraser Brown’s ‘compound flexibility’ after which they will investigate how schema play, loose parts, and compound flexibility all work together to support children’s outdoor play affordances. Once educators have uncovered the why behind the theories and how they can support intentional planning for outdoor play with loose parts, participants will gain practical strategies to utilize large loose parts for outdoor play with children. Come prepared for the weather as we’ll be going outside to ‘Mess About’ with loose parts experiences.

Session 3: Outdoor Creative Art Play; Monday November 10, 2025
Outdoor creative art experiences not only stimulate creativity, but they also build brain capacity by providing many new problems to solve, with natural materials that are abundant. That’s the understanding educators have when they say ‘open-ended art’ is a process where children construct their own learning. The more children direct their own art activities, the more learning and brain development takes place.

This registration includes the above 3 dates. All times are 6:30 - 8:30 pm EST.

6:30 to 7:45 pm: Join community agencies to learn about their programming and ways to support children in your early learning environment in their understanding of National Day for Truth and Reconciliation

7:45 to 8:30 pm: Join faculty from the Indigenous Educational Studies Program at Brock University to discuss the 94 Calls to Action from the Truth and Reconciliation Commission and the ways we can create environments where dialogue and understanding can take place to support Indigenous children in our care.

with Autism Ontario

This information session aims to introduce autism and neurodiversity. We will discuss autism and neurodiversity, the features of autism, and provide information on how autistic people may perceive and interact with their environment. We will also discuss how you can be an autistic ally, offering practical tips and strategies on how to create an inclusive environment and support autistic people in your home, school, or community. This information session can be helpful for anyone who interacts with autistic people, including caregivers, community partners, educators, and other professionals.

The CPL Portfolio Cycle is an annual portfolio process where RECEs reflect on their practice, develop one professional learning goal, and plan, engage in, and document their professional learning activities. This interactive session will provide an overview of the CPL Portfolio Cycle, offer tips for completing your portfolio, and an opportunity to get started. Come prepared with your CPL Portfolio components, which include the Reflection and Planning Tool and Record of Professional Learning.

Part 1: Creativity and Play in Everyday Routines; October 7, 2025
Explore the role of play-based, interactive strategies in daily caregiving, incorporating songs, playful provocations, and thoughtfully designed environments. This session focuses on using creativity to foster engagement, well-being, and meaningful learning through routine moments.

Part 2: Nurturing Independence Through Compassionate Care; November 4, 2025
Tap into care-centered approaches that balance warm responsiveness with strategies for fostering autonomy in young children. This session emphasizes nurturing independence through intentional interactions, mindful caregiving, and emotionally supportive routines.

6:30 to 8:00 pm both sessions

We all use visuals, from looking at icons on our phones to reading street signs. We routinely rely on a combination of written materials, pictures, or images as well as messages that we hear to function throughout our day. Just like us, all young children can benefit from the use of visual information to help them to understand what is going to happen, follow directions and, in some instances, get a message across to their communication partner. Children with communication difficulties particularly thrive in a setting where visuals are routinely used in every aspect of their day. Visuals can take the form of real objects, miniatures to represent an object (e.g. toy food), photos, graphics (line drawings), and even video recordings. Come and learn about how visuals can be used to help young children to be more involved in their day which can greatly affect their behaviour and communication skills.

This workshop walks participants through the key components of financial statements, explain what each statement reveals about the health of their centre, and highlights how to use these tools to make stronger financial and strategic decisions.

This Executive Directors and Administrators Network meeting will take place following the webinar Financial Literacy for Early Learning and Child Care Leaders Series Session 1: Financial Literacy - Understanding Financial Statements for Child Care Centres, with Alex Reznikov.

Network participants are invited to also register for the webinar and watch it at the ECCDC and join this network meeting which follows.

For the Fall network we will be visiting Niagara Nursery School and Child Care Centre to view their program which includes infant, toddler, preschool, and school age rooms as well as their naturalized playgrounds, Lavender Labyrinth, and how they collaborate with the Niagara-on-the-Lake Community Centre.

During the network meeting resources to support educators’ outdoor journey will be shared inclusive of strategies for outdoor play in Fall, incorporating large loose parts, sensory experiences, children’s interests, and ways to document the play to engage families. Both experienced educators and those who are new to the field are invited to attend.

In settings of emotional safety, we see:

• less anxiety and stress-based behaviours
• a stronger sense of community
• increased empathy for each other
• powerful relationships
• a sense of calm for the staff and children
• children can safely learn how to self-regulate their emotions with assistance from regulated adults

Emotional safety is possible when leadership and staff make conscious efforts to:

• learn about the needs of modern families
• create welcoming spaces for families
• know the signs of stress behaviours in children
• encourage rest and restoring times
• understand that behaviours are communication of anxiety and stress
• know that changes in the learning environment can decrease anxiety and stress
• see the value in relationship building
• create an atmosphere of calm in learning settings
• allow children to have emotional responses and learn from them
• take time to make adjustments in physical spaces
• partner with parents and families
• ensure all staff members feel respected and valued

Lisa will walk participants through the theory of Emotional Regulation and how it can expand our understanding of what it means to feel safe within learning settings. Emotional safety is vital to the mental health of our entire educational community, including children, educators, and administration. Our early learning settings have the potential to be the buffers necessary for the toxic stress levels we are seeing in modern families.

This workshop will look at the importance of supporting mental health in early learning environments. Participants will explore the ways they can create secure relationships and spaces for young children to learn and grow, and the importance of these relationships on young children’s mental health. Participants will have the opportunity to discuss the ways they currently support children’s well-being and mental health in their learning environment and next steps in their journey.

Séance 1: Apprentissage en plein air ; le mercredi 22 octobre 2025
Cet atelier vise à maximiser l’environnement comme troisième éducateur, enrichir les expériences que vous pouvez offrir aux enfants pour stimuler leur cerveau, la résolution de problèmes, leur prise de risques et spécialement l’empathie envers la nature pour assurer un meilleur avenir pour nous tous.

Séance 2: Communications efficaces avec les parents; le mercredi 11 février 2026
Cet atelier favorisera la discussion d’une variété de sujets traitant de communications efficaces, parfois courageuses avec les familles pour établir une relation de confiance, maintenir des relations saines et faciliter leur contribution, leur participation. Des précisions seront données pour différencier le rôle d’une gardienne d’enfants et celui d’une professionnelle de la petite enfance afin d’être appréciée et reconnue comme professionnelle. Entre autres, la planification requise pour le développement et l’apprentissage optimal de l’enfant sera présentée.

Séance 3: Problème de comportement ou situation d’apprentissage; le mercredi 29 avril 2026
Le comportement qu’il soit positif ou négatif est le langage de l’enfance. Lorsqu’il est dérangeant, il nous pose un défi qui peut frustrer, stresser et nous amener à nous questionner et parfois même à nous sentir inadéquat. Voilà pourquoi il est si important d’acquérir une compréhension profonde du développement normal et des façons dont les enfants apprennent. Cet atelier vise à vous aider à comprendre et à découvrir des stratégies de prévention et d’intervention.

18h30 à 20h30 EST (Toutes les sessions); présenté via webinaire

For the Fall network we will be visiting Stamford Green Day Nursery to view their program which includes toddler, preschool, and school age outdoor space. During the network meeting we will connect with the team to hear about their journey to naturalize their outdoor space, the process they engaged in to shift from a traditional space to a naturalized space. As part of the network we will reflect upon resources to support educators’ outdoor journey to naturalize their space while linking to Ontario’s frameworks, incorporating children’s interests, and considering ways to engage families in the process.

The environment is often called the “third teacher”, and for good reason. The layout, overall flow and availability of materials in your classroom can profoundly influence how children feel, move, engage, wonder, and connect. In this session, we’ll explore how to create intentional, flexible spaces that respond to children’s needs, invite exploration, and nurture a sense of belonging. We will also dig into the role of materials and how what we choose to offer children can spark their curiosity and support their development in powerful ways. Whether your program space is small or large, you’ll leave with practical ideas to reimagine your early learning environment and reflect on strategies for selecting materials that will promote learning, spark curiosity, nurture relationships, and bring joy to your daily practice.

The environment is often called the “third teacher”, and for good reason. The layout, overall flow and availability of materials in your classroom can profoundly influence how children feel, move, engage, wonder, and connect. In this session, we’ll explore how to create intentional, flexible spaces that respond to children’s needs, invite exploration, and nurture a sense of belonging. We will also dig into the role of materials and how what we choose to offer children can spark their curiosity and support their development in powerful ways. Whether your program space is small or large, you’ll leave with practical ideas to reimagine your early learning environment and reflect on strategies for selecting materials that will promote learning, spark curiosity, nurture relationships, and bring joy to your daily practice.

This workshop, offered by Strive Niagara, will highlight ways to support meaningful relationships with families in your early learning environment. Through this session you will gain ideas and strategies for communicating with families in a way that builds trust and collaboration amongst one another. Participants will leave with strategies for ensuring families feel heard and valued in your environment and ways to include them as a partner in your program.

Connecting to the local gardening community to consider how we can garden seed to table with children. How can we bring children along for the journey to understand where their food comes from and what is available in their own backyard? This network will explore ways to incorporate hands-on food education into your curriculum, from planting and harvesting to preparing and enjoying fresh produce. Join us to share ideas, discover resources, and plan activities that teach children about nutrition, sustainability, and the joys of growing their own food.

With Tina Geers.

Playful learning experiences promote a sense of curiosity, exploration, and confidence, which are what we all strive to achieve when we plan for our early childhood environment and our children’s experiences. The emergent curriculum approach is one of the most popular and best approaches to achieve this. This approach lets the child lead the playful experiences and follow their own learning path. As early childhood educators, our job is to observe their interests and plan to complement or extend them. Being intentional about preparing a responsive environment is a key element to emergent planning. How we plan activities, play experiences, provocations and invitations and make changes to our environment all depends on the dynamics of our group of children and our ability to really listen, observe, and learn about the children’s deeper interests and abilities. Let us walk alongside the children and join them in their journeys of wonder, play and curiosity. Join me as we discuss planning strategies that work for everyone. There is no ‘one size fits all’ when it comes to planning for children’s play, so let’s explore what your journey is with the children and how you can plan for play!

This session is designed to help child care leaders understand the importance of using budgets to manage their programs effectively. Participants will learn how to prepare a realistic budget, monitor actual versus budgeted results, and use this information to make timely, informed decisions. The goal is to reduce financial surprises and provide directors with more confidence in managing day-to-day operations.

If you are in a support role, it is crucial to know how to help children and youth return to calm during a crisis. When stressed, everyone's nervous system is hardwired to react with protective patterns such as fight, flight, or freeze. Young people are especially vulnerable because their nervous systems are still developing, and they lack the self-regulation skills needed to calm down. An adult who can help them co-regulate can often de-escalate the situation.

Ce réseau soutient les éducateurs des programmes francophones qui travaillent avec les nourrissons, les tout-petits, les enfants d'âge préscolaire et les enfants d'âge scolaire. Ce réseau leur permettra d'explorer les tendances actuelles, les meilleures pratiques, de réfléchir à des solutions et de renforcer les capacités au sein de la communauté francophone de l'apprentissage et de la garde des jeunes enfants de Niagara. Pour la réunion d'automne, nous visiterons La Boîte à soleil Franco Niagara pour découvrir leur programme, qui comprend des salles pour les nourrissons, les tout-petits, les enfants d'âge préscolaire et les enfants d'âge scolaire. Lors de cette première réunion, des discussions auront lieu pour aborder les sujets d'intérêt du groupe et préparer le terrain pour les prochaines réunions.

This workshop will provide participants with an overview of regulation and why it is important that children are regulated. Participants will learn about the eight sensory systems and gain strategies and ideas for equipment that can support all young children.

This network will offer Niagara’s supervisors an opportunity to connect and collaborate with their colleagues to share and discuss current trends, best practices, and resources to support them within their role. During the network Supervisors will have an opportunity to tour Lakeview Community Daycare East, engage in conversation around strategies to support team building, and set goals. At this meeting, we’ll review resources available through ECCDC to support their role, explore ideas for upcoming network meetings, reflect on challenges and brainstorm solutions, and consider next steps for team building.

What are children showing us through their play, their questions, and their conversations? How can we, as educators, slow down and see ourselves as researchers of their ideas, strategies, and meaning-making? In this session, we’ll explore the power of in the moment documentation: the raw, spontaneous, unpolished notes, transcripts, artifacts, and reflections that allow us to see the learning unfolding in real time. Together, we’ll look at how to capture children’s voices, questions, and thinking through observation and documentation that is practical, authentic, and responsive. We’ll reflect on how real time documentation can help us build deeper connections with children, inform our planning, and share meaningful stories of learning with families and colleagues.

What are children showing us through their play, their questions, and their conversations? How can we, as educators, slow down and see ourselves as researchers of their ideas, strategies, and meaning-making? In this session, we’ll explore the power of in the moment documentation: the raw, spontaneous, unpolished notes, transcripts, artifacts, and reflections that allow us to see the learning unfolding in real time. Together, we’ll look at how to capture children’s voices, questions, and thinking through observation and documentation that is practical, authentic, and responsive. We’ll reflect on how real time documentation can help us build deeper connections with children, inform our planning, and share meaningful stories of learning with families and colleagues.

The Métis Christmas Mittens Story Bag training is designed to introduce the resources from the Métis Christmas Mittens Story Bag and support Early Childhood Educators in effectively incorporating them into their early learning environments. Educators will acquire practical strategies to integrate these materials into their classrooms, fostering dynamic learning centres that honour and celebrate Métis culture. The training also provides a foundation for meaningful, respectful engagement with Métis history and culture, offering examples of cultural appreciation and cultural appropriation as they relate to the Story Bag resources.

Space is limited, Niagara registrants only. Each centre to attend will receive 1 free Métis Christmas Mittens Story Bag, sponsored by Métis Nation of Ontario.

After completing the sessions, you will be able to:

• Identify why information may be difficult for educators to share and difficult for families to hear.
• Plan ahead for how to effectively share information with families.
• Clearly share information in a way that actively involves families in the discussion and is sensitive to their feelings and perspective.

This registration includes the following 2 webinars:

• Part 1: Monday December 1, 2025
• Part 2: Monday December 15, 2025

6:30 to 8:30 pm EST (Both Sessions)

The course is seven hours and taught by a Public Health inspector. It includes:

• Online copy of the Food Handler's Training Manual
• Six hours of instruction
• One hour exam at the end of course

The Certificate is valid for 5 years.

Please note that lunch will not be provided, participants are invited to bring a lunch or go offsite during the lunch break.

How Does Learning Happen?guides us to support children’s early years experiences, learning, development, health, and well-being in ways that last throughout their lifetime. It shares how children learn through exploration, play and inquiry, and thrive when they and their families are valued as active participants and contributors. This engaging and interactive workshop will support educators in building on the four foundations and wisdom of this key pedagogical document and bring them to life using food as a vehicle for learning. We’ll explore concepts connecting food, education, and children and consider the potential of food as a rich medium that can spark inquiry and learning across the curriculum. We’ll dive into the four foundations of How Does Learning Happen? - Belonging, Well-being, Engagement and Expression, and discover how food can be used to support each of these important ways of being. Participants will learn ideas, strategies, and activities for creating engaging, meaningful, and inclusive programming.

Positive childhood experiences are foundational to healthy brain development. Importantly, early childhood experiences have the potential to influence a child’s health and well-being across the lifespan. In this workshop we will be discussing the background of Adverse Childhood Experiences (ACEs), and the power of positive childhood experiences through resilience, relationships, and trauma informed care. Evidence-based strategies to reduce the impact of ACEs and ways to promote wellness in children will be shared along with group discussions.

Session 1: Introduction to Effective Leadership in Early Childhood Settings; December 10, 2025
In our first session we will discuss tools and strategies that will help make you a skilled and confident leader. This will include: understanding the importance and differences between your “management” duties and your role as an early childhood leader; three different leadership styles and the situations in which each will work best; and your important role in influencing employee retention.

Session 2: Performance Management Part 1 – Two Types of Coaching; January 28, 2026
In our second session you will learn how to support employees to be their best selves at work. We will explore and practice Instructional/Directive Coaching and Facilitative/Challenging Coaching and when to use each. We will also complete an in-class practice session approach using case studies and small group work.

Session 3: Giving Feedback and Having Difficult Conversations; February 25, 2026
In our third session we will discuss why we sometimes avoid giving feedback and how we can overcome our fears. You will learn how to give effective feedback (using T3 – Tact, Tone, and Timing). Together we will practice how to get started and exactly what to say when giving feedback. Then we will shift gears to an 8 Step Approach to having difficult or challenging conversations with peers, your manager, parents, or colleagues in other organizations. You’ll watch a funny but educational video with communication expert Shari Harley, author of How to Talk to Anyone about Anything.

Session 4: Performance Management Part 2 - Great Onboarding Practices, Getting off the Roller Coaster, and Employee Retention Strategies; March 25, 2026
In our last session you will learn how great onboarding prevents future performance issues and improves retention. You’ll also learn how to get off the feedback rollercoaster with employees who yo-yo between doing better and doing worse. We’ll look at three strategies that will help build strong supervisor-employee relationships that support long-term retention and prevent turnover.

10:00 am to 12:00 pm EST (all webinars)

Optional Book Bag of three of Paula’s books is available for purchase through this registration (The Supervisor’s Big Book of Answers, From Hiring to Firing, and 7 New Rules for the Sandbox), until November 24, 2025. 
Registrants will be contacted when book can be picked up at ECCDC. If book is to be shipped, please include shipping address in the Notes field during registration.

In a rapidly globalizing world, it's essential for early childhood educators to foster cultural awareness, empathy, and understanding in young learners. Join this session for an enriching workshop that explores the themes of diversity, friendship, and resilience through the beloved children's book "From Far Away" by Robert Munsch.

Session 1: How Does Learning Happen in EarlyON?; December 18, 2025
EarlyON Child and Family Centres are built on principles that support children, parents, and caregivers in learning, growing, and connecting. This workshop invites educators to explore how the overarching values of EarlyON align with the Four Foundations of How Does Learning Happen? (HDLH). Participants will deepen their understanding of HDLH, reflect on its application to their programs, and practice strategies to ensure programs meet these foundational goals effectively. In this workshop, participants will; 1. Deepen understanding of the How Does Learning Happen? framework. 2. Explore how the Four Foundations relate to children, parents, and caregivers in EarlyON programs. 3. Develop strategies to align program delivery with the Four Foundations.

Session 2: Fostering A Sense of Belonging for Families/Caregivers in EarlyON Centres ; February 19, 2026
EarlyON Centres are welcoming spaces where families and caregivers come together to connect, build relationships, and feel a sense of belonging. This workshop invites educators to explore ways to make EarlyON environments inclusive and supportive for all families, strengthening relationships through caring and effective communication. Participants will gain tools to foster belonging and create connections that celebrate the diversity of their communities. Participants will; 1. Discover ways to foster belonging for all families, including dads, grandparents, and LGBTQ+ families. 2. Enhance non-verbal communication to create a warm and welcoming environment. 3. Learn strategies for effective communication with families when language is a barrier.

Session 3: The Emergent Curriculum Approach and Pedagogical Documentation in EarlyON; May 14, 2026
Pedagogical documentation is a powerful tool for making children’s learning, strengths, and capabilities visible to the learning community. Through narration, photographs, videos, and artifacts, educators can capture meaningful moments, reflect on their observations, and plan responsive experiences. This workshop invites participants to explore strategies for documenting learning in creative and inclusive ways while fostering a sense of belonging and celebrating diversity. In this workshop, participants will; 1. Discover diverse methods for documenting children’s learning, including learning stories, photos, and videos. 2. Explore how documentation can highlight diversity, equity, and inclusion (DEI) and inform future planning. 3. Reflect on how documentation builds connections and strengthens the learning community.

6:30 to 8:00 pm (All Sessions)

Session 1: From Control to Connection; January 8, 2026
This session will focus on reframing self-regulation beyond compliance and behaviour control, understanding co-regulation as a pedagogical and relational act, and exploring how environments, materials, relationships, and time affect children's capacity to regulate. The session will also introduce the educator’s role in creating rhythms, rituals, and relational safety.

Session 2: Regulation as a Democratic Practice; February 5, 2026
This session will focus on seeing self-regulation as linked to participation, listening, and agency. Learners will also explore more about creating environments where children’s emotional expressions are welcomed and made visible and including children's voices and choices in emotional and social matters.

Session 3: The Pedagogy of Hope and Care; March 5, 2026
This session will focus on cultivating hope as a pedagogical stance in times of challenge or uncertainty. Participants will explore the idea of the educator as a hopeful, caring, and reflective practitioner and creating hopeful spaces where both children and educators feel seen, heard, and held. Rosalba Bortolotti is a pedagogical consultant and Registered Early Childhood Educator with over 27 years of experience and research in the Reggio Emilia approach. Rosalba has a passion in food pedagogies, school gardens and the practices of seed to table. In addition to presenting to educators around the province, Rosalba has recently developed online webinars and interactive live studio sessions from her studio lab.

All sessions 6:30 to 8:00 pm EST.

The book study will focus on four principles of pedagogical leadership – working from a place of values and vision, building strong relationships, seeing and supporting strengths and competencies, and supporting professional learning in multiple ways.

• Part 1: Tuesday January 13, 2026
• Part 2: Tuesday February 10, 2026
• Part 3: Tuesday March 10, 2026
• Part 4: Tuesday April 14, 2026

6:30 to 8:30 pm EST (All Sessions)

Optional purchase of book is available through this registration until January 5, 2026.
Registrants will be contacted when book can be picked up at ECCDC. If book is to be shipped, please include shipping address in the Notes field during registration.

With Tina Geers.

Ever wonder why some children react in ways we don’t understand? The screaming, biting, and hitting came from nowhere! When a seemingly small situation throws them right into a major meltdown. Feeling like you’re at a standstill of what to do next? Well, then this webinar is for you! Join us as we discuss the why’s behind children’s difficult and challenging behaviours and how we can support them during these difficult moments. Learn what happens in a child’s brain when they are dysregulated and take away some tools that can help you bring them to a responsive state of mind. It’s not easy sometimes...but you are the one who can make a difference. You can help them move from reacting to responding by making meaningful connections and adding some great activities and strategies that everyone can use!

Whether you are just starting out in your career or looking to take your leadership skills to the next level, this workshop will provide you with the knowledge and tools you need to succeed. In this dynamic and engaging workshop, you will gain valuable insights on what kind of leader you are and how you can tap into your unique skills and talents to become a more passionate and purpose-driven leader in your business.

Through a series of interactive exercises and group discussions, you will discover how to identify your strengths and weaknesses as a leader and learn how to leverage them to create a more successful and fulfilling career. You will also gain practical tools and techniques for setting and achieving meaningful goals that align with your purpose and values.

This workshop is designed to empower you to become the best possible version of yourself as a leader.

Registration includes Virtual Workbook, to be sent at later date.

Whether you are just starting out in your career or looking to take your leadership skills to the next level, this workshop will provide you with the knowledge and tools you need to succeed. In this dynamic and engaging workshop, you will gain valuable insights on what kind of leader you are and how you can tap into your unique skills and talents to become a more passionate and purpose-driven leader in your business.

Through a series of interactive exercises and group discussions, you will discover how to identify your strengths and weaknesses as a leader and learn how to leverage them to create a more successful and fulfilling career. You will also gain practical tools and techniques for setting and achieving meaningful goals that align with your purpose and values.

This workshop is designed to empower you to become the best possible version of yourself as a leader.

Registration includes a virtual workbook to be sent closer to date of session.

The Executive Directors and Administrators Network meeting will take place following the in-person workshop Inspiring Passionate and Purpose Driven Leaders, with Andrea Sacco.

Participants are invited to also register for and attend the above workshop prior to joining the in-person network meeting following.

Session 1: Inviting Wonder: The Role of Space, Materials and Time in Children’s Learning; January 15, 2026
Children deserve environments that are beautiful, thoughtfully designed, and offer them opportunities to investigate, wonder, and linger with ideas. This is also the first step in the process of pedagogical documentation. If we want to be able to capture children’s natural curiosities about the world, then we need to give careful thought to their environment. When we do, the possibilities for what to document are endless!

Session 2: Observing Wonder: The Role of Documentation in Children’s Learning; February 12, 2026
When we have environments that invite curiosity and wonder, we can then take time to observe, listen carefully, and document what children are curious about and thinking about in their environment. Documentation invites us to slow down, pause, and notice what captures children’s attention and to bring our own questions about children, teaching, and learning to our work.

Session 3: Studying Wonder: The Role of Adult Reflection, Interpretation and Collaboration in Children’s Learning
; March 12, 2026 What makes documentation pedagogical? It’s when we learn more about the teaching-learning process through studying what we notice. To do this, we make time to think about our documentation together with others. We listen, we ask questions, we wonder, we reflect and through this, we make decisions about where to go next with what we are noticing.

All sessions 6:30 to 8:00 pm EST

This is a blended online/in-person course offering lifesaving first aid skills, cardiopulmonary resuscitation (CPR) skills, and injury prevention skills and knowledge. The course includes the latest first aid and CPR guidelines and meets legislation requirements for provincial/territorial early childhood education and child care worker safety requirements. The online component is self-paced and will take approximately 3-5 hours to complete. This portion of the course must be completed prior to attending the full day (8-hour), in-person portion. Participants must complete the virtual portion, attend and participate in the in-person class, as well as receive a minimum 75% mark for written knowledge evaluation to receive a certificate.

Certificates are valid for 3 years.

Please note that lunch will not be provided, participants are invited to bring a lunch or go offsite during the lunch break.

This is an in-person refresher course offering lifesaving first aid skills, cardiopulmonary resuscitation (CPR) skills, and injury prevention skills and knowledge. The course includes the latest first aid and CPR guidelines and meets legislation requirements for provincial/territorial early childhood education and child care worker safety requirements. Participants must attend and participate in the in-person class, as well as receive a minimum 75% mark for written knowledge evaluation to receive a certificate.

Certificates are valid for 3 years.

Special Requirements: To attend a re-certification you must have a certificate from a Canadian Red Cross Training Partner or the Red Cross from a full course that is not expired. If your current certificate is expired, or you already have a re-certification card, the full course is required this time.

Please note that lunch will not be provided, participants are invited to bring a lunch or go offsite during the lunch break.

The earth offers endless beauty right in our backyards, parks, and greenspaces. Art is often inspired by this beauty in the natural world. In this workshop participants will explore the origins of land art and share some examples of cultures that have created art with nature. Participants will explore how to support children in creating their own art with the common natural materials they find outdoors.

Boundaries and expectations are an important part of creating a safe, predictable, and caring environment where children can thrive. Together, we’ll explore how to co-create shared expectations with children through consistent routines, gentle guidance, and meaningful conversations. We’ll reflect on how our own presence, tone, and responses shape the emotional climate of our classrooms and consider how to foster a sense of safety, trust, and mutual respect. This session takes a thoughtful look at how we support children in learning boundaries, program expectations, and navigating social interactions.

Boundaries and expectations are an important part of creating a safe, predictable, and caring environment where children can thrive. Together, we’ll explore how to co-create shared expectations with children through consistent routines, gentle guidance, and meaningful conversations. We’ll reflect on how our own presence, tone, and responses shape the emotional climate of our classrooms and consider how to foster a sense of safety, trust, and mutual respect. This session takes a thoughtful look at how we support children in learning boundaries, program expectations, and navigating social interactions.

Introducing early numeracy skills to young children can set the foundation for later mathematical understanding. In this session, participants will explore practical strategies for incorporating mathematical concepts into their early learning environment. This session will highlight manipulatives and loose parts that can be utilized in play-based experiences to support numeracy skills as well as practical activities to introduce with the children in your setting.

With Family and Children’s Services (FACS) Niagara

Each of us has a responsibility to protect children and youth from harm. As a professional working with children and supporting others who are, you have a legal and ethical duty to report to a children’s aid society when you have reasonable grounds to suspect that a child is or may be in need of protection. This webinar will provide information on the Duty to Report as outlined under section 125 of the Child, Youth and Family Services Act, 2017 (CYFSA). Participants will gain insight on their obligation and responsibility, as well as the process for reporting to Children’s Aid Society.

Session 1: Creating Inclusive Foundations: Setting the Stage for Respectful Relationships and Supportive Early Learning Environments; February 3, 2026
In this webinar, early learning professionals will have the opportunity to explore strategies for creating affirming environments for sexual and gender diverse children and families. Through reflection on current practices, participants will identify areas for growth, as well as expand their knowledge on how to use inclusive language and pronouns respectfully and confidently in their interactions with children, families, and colleagues.

Session 2: Partnering with Families: Developing Safe Spaces to Support Belonging in Early Learning Environments; March 3, 2026
Creating inclusive spaces where all families feel seen, respected and safe is a vital part of the role of early learning professionals. In this webinar, participants will explore strategies to support pronoun use, strengthen effective communication with families of all structures (including 2SLGBTQ+), and develop relationships that are grounded in respect, openness, and equity. The concept of a “safe space” will be explored, and we will also identify strategies for building trusting relationships with a diverse range of families, including those with queer, trans, and nonbinary caregivers or children.

Both webinars 6:30 to 8:30 pm EST

Part 1: Responsive Relationships and Environment as Third Teacher; February 17, 2026
In this session, we will explore how building responsive relationships with children, families, and the community lays the foundation for learning. We will also examine how the physical environment functions as the third teacher, fostering engagement, creativity, and a sense of belonging.

Part 2: Pedagogical Documentation and Co-Educators with Families; March 24, 2026
This session will focus on the role of pedagogical documentation in capturing and reflecting families’ learning journeys, as well as how it can deepen educator-family partnerships. We will discuss the value of viewing families as co-educators, creating a shared learning experience that includes both the home and the early learning environment.

Part 3: Collaborative Inquiry and Reflection, Learning Through Play, Exploration, and Inquiry; April 28, 2026
The final session highlights the importance of reflective practice and collaborative inquiry in shaping responsive early childhood education. We will explore how learning through play, exploration, and inquiry can be a shared experience, and how continuous reflection supports both professional growth and family engagement.

All 3 webinars 6:30 to 8:00 pm EST.

Please note that a maximum of 2 educators from each licensed child care program in Niagara may register, and each program will receive one story sack for their centre. We ask that designated educators planning to attend be prepared to share the workshop materials and concepts with their Team. The session will include some suggestions on how to share the information.

Please note that a maximum of 2 educators from each licensed child care program in Niagara may register, and each program will receive one story sack for their centre. We ask that designated educators planning to attend be prepared to share the workshop materials and concepts with their Team. The session will include some suggestions on how to share the information.

Please note that a maximum of 2 educators from each licensed child care program in Niagara may register, and each program will receive one story sack for their centre. We ask that designated educators planning to attend be prepared to share the workshop materials and concepts with their Team. The session will include some suggestions on how to share the information.

The presentation will also include a discussion on the important differences between cultural appreciation and cultural appropriation, offering guidance on how to respectfully and authentically engage with Métis culture in early years environments. Educators will leave with cultural connections, teaching strategies, and inspiration for thoughtful programming.

Space is limited, each centre to attend will receive 1 free Métis Baby Story Bag kit, sponsored by Métis Nation of Ontario. Please note: this session is open to Niagara Educators only due to limited number of story bags.

We all use visuals, from looking at icons on our phones to reading street signs. We routinely rely on a combination of written materials, pictures, or images as well as messages that we hear to function throughout our day. Just like us, all young children can benefit from the use of visual information to help them to understand what is going to happen, follow directions and, in some instances, get a message across to their communication partner. Children with communication difficulties particularly thrive in a setting where visuals are routinely used in every aspect of their day. Visuals can take the form of real objects, miniatures to represent an object (e.g. toy food), photos, graphics (line drawings), and even video recordings. Come and learn about how visuals can be used to help young children to be more involved in their day which can greatly affect their behaviour and communication skills.

Focus on the 90% will unfold in four different areas, asking in each of these areas what do you focus on? One idea to apply to each area of our life.

1. The person in the mirror. When we have done the work to see ourselves through a lens of love and compassion, we see the world that way. But why is that just so hard to do? We will unpack the belief systems we learn about what it means to take care of ourselves. We cover how we think, talk and how we treat ourselves. It all starts here.
2. Your job. How we view our job and the story we tell of what we do affects how we show up each day. Seeing your job through the lens of what you can control and what you enjoy will ripple out to affect everyone you work with, those important kiddos you serve, and who you go home to at the end of the day. Every job has its 10%'s but most of those 10%' s are things we have no control over. It becomes a habit to complain. We need to change the habit to focus on what we do enjoy.
3. Your coworkers. 90% of the people you work with are loving and kind and committed to the best possible environment for all children. So why do the 10% people cause so many challenges for others? I will share many tools around the fact that everyone works with someone who is difficult and that needs to be addressed for sure but we can't stay stuck on letting them win. Show up and be grateful for the 90% people you work with. Seeing others through a 90% lens, changes culture.
4. Your personal family life. Sometimes we give 90% at work and a 10% version of ourselves to the people that we love. I will share tools to make sure we have something left at the end of our day.

Includes light refreshments. Please include any attendee allergy or food restriction information on the Notes page in the registration.

Optional book Focus on the 90% is available for purchase through this registration until February 9 2026 only. Book for pick up at the event.

Focus on the 90% will unfold in four different areas, asking in each of these areas what do you focus on? One idea to apply to each area of our life.

1. The person in the mirror. When we have done the work to see ourselves through a lens of love and compassion, we see the world that way. But why is that just so hard to do? We will unpack the belief systems we learn about what it means to take care of ourselves. We cover how we think, talk and how we treat ourselves. It all starts here.
2. Your job. How we view our job and the story we tell of what we do affects how we show up each day. Seeing your job through the lens of what you can control and what you enjoy will ripple out to affect everyone you work with, those important kiddos you serve, and who you go home to at the end of the day. Every job has its 10%'s but most of those 10%' s are things we have no control over. It becomes a habit to complain. We need to change the habit to focus on what we do enjoy.
3. Your coworkers. 90% of the people you work with are loving and kind and committed to the best possible environment for all children. So why do the 10% people cause so many challenges for others? I will share many tools around the fact that everyone works with someone who is difficult and that needs to be addressed for sure but we can't stay stuck on letting them win. Show up and be grateful for the 90% people you work with. Seeing others through a 90% lens, changes culture.
4. Your personal family life. Sometimes we give 90% at work and a 10% version of ourselves to the people that we love. I will share tools to make sure we have something left at the end of our day.

Includes light refreshments.

Optional book Focus on the 90% is available for purchase through this registration until February 9 2026 only.
Please include shipping address in the Notes field during registration.

Session Objective: The session objective is to equip child care owners and operators, supervisors, and directors with effective conflict resolution skills and to educate them on their legal obligations under the Human Rights Code regarding their obligations to accommodate and provide inclusive care to children with disabilities. The session also addresses how to navigate challenging situations where services to a child may have to be modified or withdrawn if there are health and safety risks to other staff and children.

Topics Explored Include:

• An overview of what is entailed in accommodating a child to the point of undue hardship as required under the Human Rights Code
• Discussing what happens if a child care provider cannot accommodate a child
• Interactive case studies to be discussed by participants to reinforce learning objectives
• What are the health and safety requirements that child care operators must adhere to so as to prevent incidents of harm to staff and other children?
• When a safety plan should be created and what should be included in the plan
• How to deal with complaints/concerns from other parents
• Overview of the importance of good documentation
• Interactive case studies will be provided to participants to discuss in break-out rooms and taken up with the facilitator to reinforce learning objectives.

This Executive Directors and Administrators Network meeting will take place following the webinar Accommodating Disabilities in Child Care: A Legal and Practical Guide, with Asha Rampersad.

Network participants are also invited to register for the webinar and watch it at the ECCDC and join this in-person network meeting which follows.

Join us for a webinar that highlights the role of play-based pedagogy in promoting physical literacy among young children. Dr. Jaime Barratt from Brock University will share key findings from her research comparing early childhood educator practices from Canada and Australia. This webinar will focus on how educators play an essential role in fostering physical literacy in childcare environments, offering practical strategies to support children’s movement skills, health and well-being. This session will be valuable for educators, researchers, and policymakers interested in fostering holistic development through play in early childhood education and care contexts.

Session 1: How Does Learning Happen in Home Child Care; March 11, 2026
This interactive and hands-on session explores the principles of How Does Learning Happen? within the unique context of home child care settings. Participants will engage in practical activities, reflective discussions, and collaborative exercises that support the connection between theory and everyday practice. This session emphasizes relationship-building, responsive caregiving, and creating environments that support children's learning and well-being.

Session 2: Communicating with Parents & Caregivers for Home Child Care Providers; May 13, 2026
Home child care providers will explore strategies for building trusting relationships with parents, along with key skills such as responding to upset caregivers and explaining educator concerns. Participants will also investigate cultural differences and how they can affect communication between educators and caregivers.

Both webinars 6:30 to 8:00 pm EST.

Small group experiences offer powerful opportunities to connect with children, follow their interests, and extend their thinking. This session explores how to use small groups not just for activity time, but as rich spaces for conversation, exploration, and relationship-building. We’ll reflect on how to tune in to children’s ideas, use their interests to introduce new concepts and materials, and support emergent learning in responsive and meaningful ways.

Small group experiences offer powerful opportunities to connect with children, follow their interests, and extend their thinking. This session explores how to use small groups not just for activity time, but as rich spaces for conversation, exploration, and relationship-building. We’ll reflect on how to tune in to children’s ideas, use their interests to introduce new concepts and materials, and support emergent learning in responsive and meaningful ways.

In this session, we will explore the importance of bees, biodiversity basics, threats to bees and biodiversity, and conservation efforts. This session will offer the opportunity to observe a hive experience, where participants can safely see live honey bees up close, watch them dance and work together, and experience first-hand how bees support our food chain. Educators will leave with strategies for sharing experiences with children on the topic of bees and biodiversity and supports the development of empathy, wonder, and respect for the natural world.

This workshop will highlight the important elements of school-age children’s development and the middle years through Ontario’s Framework On My Way: A Guide to Support Middle Years Child Development. Participants will also engage and reflect on how they can support children to thrive through Ontario’s Framework Gearing Up: A Strategic Framework to Help Ontario Middle Years Children Thrive.

Session 1: Slow Pedagogy; Thursday April 9, 2026
‘It takes a whole load of slow to grow’. Educators have been encouraged to slow down in our work with children to truly see them. The Froebelian theory of slow pedagogy reenforces this concept of slowing down. This session will explore what slow pedagogy is, the research behind slow pedagogy, and practical strategies that educators can adopt to make time for children’s development and learning in their programs. The session will utilize case studies and stories to explore slow pedagogy.

Session 2: Social Justice Pedagogy; Thursday May 7, 2026
“Children from very young ages internalize messages about power and privilege with regard to gender, race/ethnicity, class, sexual orientation, and language, which they perpetuate through their play and talk” (Ryan & Grieshaber 2004). This session will explore what social justice is, why it matters, and how educators can create more equitable and ethical settings through adapting a pedagogy of social justice. Participants will explore how they can mitigate the inherent power and privilege that dominate society and the role of children’s rights and democracy within a pedagogy of social justice. They will gain practical strategies that can be utilized within their practice to explore fairness and equity with the children they work with.

Session 3: Sustainable Pedagogy; Thursday June 11, 2026
‘A development that meets the needs of the present without compromising the ability of future generations to meet their needs’ is how sustainability has been described, but how does this link to our work with children and what can it look like within our practice? The third and final part of this series will investigate what sustainable pedagogy is, its key components, and what it can look like within our settings. Case studies and stories will be utilized to explore the pillars of sustainable pedagogy and practical strategies will be shared to support educators in affording young children experiences to develop sustainable relationships with the environment.

6:30 to 8:30 pm EST (All Sessions)

Session 1: Putting Positive Supports in Place to Support Children with Challenging Behaviour; Thursday April 16, 2026
Prevention is the best intervention. Just as behaviour can affect all aspects of a learning environment, all the aspects of a learning environment can be structured to promote positive behaviour (NAEYC). This session will cover the continuum that involves universal supports for all children that include building strong relationships and providing a high-quality environment that encourages positive behaviour from learning activities to transitions and materials and opportunities available during free play.

Session 2: Challenging Behaviours - The Importance of Working with Families; Thursday November 5, 2026
Communicating with families about concerns about their child’s behaviour is one of the hardest things you need to do. You might worry that you will damage your relationship with parent(s), put an extra burden on a struggling family, or put the child at risk for excessive punishment or harm. These are often valid concerns; nevertheless, you have an obligation to keep families informed about their child’s progress and well-being. Communication is key to creating family partnerships. Family members must feel comfortable asking questions, seeking information, and raising concerns about their child’s care, well-being, and development. Families may need support as much as their child does. Barbara Kaiser is the co-author of Challenging Behavior in Young Children. She has taught at Acadia University and at Concordia University and College Marie-Victorin. In addition to presenting workshops and keynote speeches on challenging behaviour throughout the United States, Canada, Australia, Singapore, and Europe, Barbara has acted as chief consultant for Facing the Challenge, an instructional DVD based on Challenging Behaviour in Young Children (Devereux Center for Resilient Children), and a workshop, What Do You Do With the Mad That you Feel for Mr. Rogers’ Family Communications, Inc. Barbara founded and was the director of two child care centres and an after-school program. A master’s degree in educational administration from McGill University gives her a firm theoretical foundation, but above all her perspective is practical, realistic, and compassionate, stemming from decades of working with children, families, and teachers.

Both webinars 6:30 to 8:30 pm EST.

Oral language skills are one of the building blocks of emergent literacy. A preschooler’s ability to talk about something that has happened, describe what they see, and maintain a conversation is a big part of what helps them be able to read and write in the future. But what happens when the child is being exposed to English or French for the first time in the child care setting? How can we help children with these skills when we may not even speak their home language? This workshop will quickly take you through what to expect of second language learners and then will be a hands-on look at how we can use current provocations and incorporate new ones to encourage these learners to increase their vocabularies and develop their oral language skills.

We all use visuals, from looking at icons on our phones to reading street signs. We routinely rely on a combination of written materials, pictures, or images as well as messages that we hear to function throughout our day. Just like us, all young children can benefit from the use of visual information to help them to understand what is going to happen, follow directions and, in some instances, get a message across to their communication partner. Children with communication difficulties particularly thrive in a setting where visuals are routinely used in every aspect of their day. Visuals can take the form of real objects, miniatures to represent an object (e.g. toy food), photos, graphics (line drawings), and even video recordings. Come and learn about how visuals can be used to help young children to be more involved in their day which can greatly affect their behaviour and communication skills.

The early childhood and land-based learning training will discuss the importance of “play schemas” and the benefits of planning intentionality based on understanding key child development principles. Participants will engage with thinking about land-based learning and the importance of getting toddlers outdoors to develop their curiosity to understand the interconnectedness of all living things, and as a key strategy in ensuring positive mental health.

This is a blended online/in-person course offering lifesaving first aid skills, cardiopulmonary resuscitation (CPR) skills, and injury prevention skills and knowledge. The course includes the latest first aid and CPR guidelines and meets legislation requirements for provincial/territorial early childhood education and child care worker safety requirements. The online component is self-paced and will take approximately 3-5 hours to complete. This portion of the course must be completed prior to attending the full day (8-hour), in-person portion. Participants must complete the virtual portion, attend and participate in the in-person class, as well as receive a minimum 75% mark for written knowledge evaluation to receive a certificate.

Certificates are valid for 3 years.

Please note that lunch will not be provided, participants are invited to bring a lunch or go offsite during the lunch break.

This is an in-person refresher course offering lifesaving first aid skills, cardiopulmonary resuscitation (CPR) skills, and injury prevention skills and knowledge. The course includes the latest first aid and CPR guidelines and meets legislation requirements for provincial/territorial early childhood education and child care worker safety requirements. Participants must attend and participate in the in-person class, as well as receive a minimum 75% mark for written knowledge evaluation to receive a certificate.

Certificates are valid for 3 years.

Special Requirements: To attend a re-certification you must have a certificate from a Canadian Red Cross Training Partner or the Red Cross from a full course that is not expired. If your current certificate is expired, or you already have a re-certification card, the full course is required this time.

Please note that lunch will not be provided, participants are invited to bring a lunch or go offsite during the lunch break.

Join Niagara Falls Community Health Centre for this informative presentation that will support Early Childhood Educators with increasing their awareness and knowledge of sexual and gender diversity to support the critical conversations and relationship building with families of the children enrolled in early learning programs.

During this webinar, participants will explore the following concepts: Background on why sexual and gender diversity is important to address

• An overview of key terms (Gender Identity, Gender Expression, Sex assigned at Birth, and Physical and Romantic Attraction)
• Pronouns – what are they and how to use them
• How to be an Ally – recommendations to foster more inclusion in personal and professional life
• Resources and information about the Niagara Falls Community Health Centre

Part 1: Creating the Studio: Space and Material Considerations; Tuesday May 5, 2026
How can you set up an inspiring visual art space in your classroom that will invite children to build relationships with art materials? In this session, we’ll think about the physical layout and materials to include in the space as well as initial provocations to invite children into the studio to linger with materials and build relationships.

Part 2: Documenting, Display and Integrating Art into the Whole Classroom; Tuesday June 2, 2026
What can you look for when documenting art experiences? What might be important to capture? How can you share these experiences through display? How can you move art from the studio into the rest of the classroom where it can be used as a tool for thinking, connecting, and sharing with others? In this session, we’ll consider all these questions as we think about how best to now use our new studio space.

Both webinars 6:30 to 8:00 pm EST.

This training equips participants with foundational knowledge of trauma and its effects on the brain and nervous system. Learners will develop a new perspective on understanding behaviours that may have previously been labeled as non-compliance, manipulation, or attention seeking. The training emphasizes a shift from asking, “what is wrong with the child?” to “what happened to the child?” – transforming how we view and engage with children who have experienced trauma. Participants will gain an in depth understanding of the core principles and values of trauma informed care and will leave with a toolkit of evidence-based strategies to effectively apply trauma informed practices in their daily interactions with colleagues, children, and families.

Join us for this engaging workshop where participants will gain strategies for providing educational experiences through daily access to extended time in nature. Participants will explore the many benefits of outdoor play including physical, mental, social and emotional health, while developing a connection with the environment.

Join the Pathstone Mental Health Behaviour Consultant Team for this informative workshop that is back by popular request. In this workshop participants will gain knowledge to identify the function of behaviour, understand the importance of data collection, and develop strategies to help promote student success. This workshop will also cover Self-Regulation: what it is, why its important, signs of it, and what we can do in child care settings to promote positive self-regulation skills.

This Executive Directors and Administrators Network meeting will take place following the webinar Beyond the Basics of Leadership: Enhancing Your Skills and Deepening Your Understanding of Leadership in Early Learning and Child Care, Session 2: It’s NOT Rocket Science: Practical Approaches for Creating Your Next Strategic Plan, with Paula MacLean.

Network participants are invited to also register for the above webinar and watch it at the ECCDC and join the in-person meeting which follows.

Transitions are often seen as the bridges between the scheduled parts of the day, but what if we viewed them as meaningful moments in and of themselves? In this session, we’ll explore how transitions can be opportunities for care, connection, and learning. We’ll consider how small shifts in our routines can create calm, responsive moments that help children feel secure, engaged, and understood. You’ll be invited to slow down and reflect on the flow of your day, tuning into how even the simplest of transitions can be used to build relationships, model regulation, and respond to children’s unique needs and rhythms. Together, we’ll give ourselves permission to pause, to see transitions not as something to “get through”, but as moments filled with potential. You’ll leave with strategies to make your transitions developmentally responsive, meaningful, and full of connection.

Transitions are often seen as the bridges between the scheduled parts of the day, but what if we viewed them as meaningful moments in and of themselves? In this session, we’ll explore how transitions can be opportunities for care, connection, and learning. We’ll consider how small shifts in our routines can create calm, responsive moments that help children feel secure, engaged, and understood. You’ll be invited to slow down and reflect on the flow of your day, tuning into how even the simplest of transitions can be used to build relationships, model regulation, and respond to children’s unique needs and rhythms. Together, we’ll give ourselves permission to pause, to see transitions not as something to “get through”, but as moments filled with potential. You’ll leave with strategies to make your transitions developmentally responsive, meaningful, and full of connection.

Do you wonder about how to get back to the foundations of literacy in your early years program? Are you curious about how to support children in their oral development, phonics, and phonemic awareness? Join us as we share practical tips and interactive experiences on how to incorporate experiences that support these crucial building blocks of literacy. Through hands-on exploration with manipulatives, outdoor resources, and written activities, educators will delve into materials that will inspire students’ literacy skills!

This session will explore why children and youth with autism gravitate towards technology usage, and how it can be used as an effective learning tool. We will also consider how to find a balance for technology usage, strategies for managing screen time, as well as some ideas for screen-free activities.

Join us as we explore strategies for including Indigenous storytelling, music, and movement experiences within your early learning program in a way that is appreciative of Indigenous cultures. Participants will also have the opportunity to learn more about cultural appreciation versus appropriation to create culturally safe learning spaces that support a sense of belonging for all children.

You are invited to join local Niagara Authors for a special event highlighting their work, an opportunity to purchase and have books signed, and engage in networking with colleagues. Book readings will be taking place throughout the evening, and light refreshments will be provided. This special event is a wonderful opportunity to support local writers who have created children’s literature that can be incorporated into your early learning program!

Session 1: Before the Children Arrive: Preparing the Learning Environment; September 22, 2026
A reflective and practical session on the role of the educator as a preparer of spaces and experiences. How do we set the stage for wonder, discovery, and belonging?

Session 2: Spaces that Speak: Designing Environments that Welcome and Inspire; Tuesday October 13, 2026
Explore how thoughtful, intentional design of space can nurture a sense of belonging and provoke curiosity. This session offers practical ideas and reflective strategies for transforming environments.

Session 3: Materials that Listen with Rosalba Bortolotti; Tuesday November 17, 2026
This hands-on session offers time with open-ended materials, exploring how materials "listen back" and provoke thinking. Educators will develop skills in observing, documenting, and expanding children’s inquiries through intentional material choices.

All webinars 6:30 to 8:00 pm EST.

There is a critical shortage of ECEs. Centres are struggling to hire, and keep, staff. Even when they do have a full roster, sometimes those people haven’t developed the experience and skills they need. This is a workshop for leaders. It is designed to help supervisors, administrators, and classroom leaders build the team they need by intentionally developing the people they have. A supervisor in an ECE centre hasn’t necessarily learned how to intentionally develop adults. That critical leadership skill makes all the difference to the health of their teams. Luckily, it can be taught! In this workshop, participants will learn how to observe their team and identify important strengths, as well as gaps in their skills. They’ll learn how to frame those observations so that they can be well-received by the staff they supervise. We will use a tool, The Development Loop, to create plans for growth, and implement ongoing reflection and intentional action to increase the competency of staff.

Child care professionals are invited to learn about the updated “Child Care Menu Planning – Practical Guide” developed by the Ontario Dietitians in Public Health. This guide helps child care providers ensure all meals, snacks, and beverages served in child care settings meet healthy eating recommendations for children one year of age or older. During this interactive workshop, you’ll learn about menu planning, beverages and food to serve, sample menus, and additional resources. Bring your centre’s menus to modify and make changes during the session.

Discover how to apply Dr. Daniel Siegel's 4 Principles of Attachment to foster a sense of safety and belonging in all children, especially those with neurodiversity, within educational settings. Become part of the educational paradigm shift using relationship science to support authentic inclusion and belonging for neurodivergent children.

Learning Objectives:

Participants will be able to:

• Articulate the limitations of traditional educational models versus the benefits of a play-activated approach.
• Identify the four pillars of the PAL Model: Permission, Choice, Repetition, and Voice.
• Explain the core brain science associated with each pillar (e.g., sensory integration, the limbic system, myelination, and language centers).
• Connect specific play behaviours (like wandering, repetition, or imaginative dialogue) to critical brain development processes.
• Apply this understanding to make one immediate, impactful shift in their educational practice.

Participants will engage in reflective discussions and hands-on strategies to integrate nature-based practices into their programs. We will explore:

• Practical approaches to aligning pedagogy with How Does Learning Happen?
• The role of wonder, awe, and ecological identity in early learning
• Risk mitigation strategies and intentional material use in outdoor learning
• The impact of place-based education in licensed/regulated early learning settings
• Strategies for cultivating a connection to nature for children, families, and communities

Facilitators will offer insights from educators, provocations from thought leaders, and tools to support outdoor learning. This session creates a space to bridge theory and practice, empowering educators to shape pedagogical aspirations that foster livable futures in the world of climate crisis.

Session 1: Foundations of Equity, Diversity and Inclusion; Thursday October 15, 2026
An organization is only as strong as its culture—and every person has a role to play in building that culture. This session equips participants with a robust and shared understanding of important equity, diversity, and inclusion concepts and terminology. This will lay the groundwork for productive conversations about building safer spaces and an inclusive culture for those outside our own lived experiences.

Session 2: Effective Allyship: Building Circles of Solidarity; Thursday November 19, 2026
More than ever, there is a need for us to acknowledge our individual role in creating more equitable and inclusive teams and organizations. To facilitate meaningful change, it is crucial for us to be visible allies and to follow through with tangible actions. In practice, allyship requires those with power and privilege to affect change in both the culture and systems that shape our organizations. In this session, participants will understand what it means to be an ally and the core principles of allyship with practical tips that they can apply to everyday practices.

Both webinars 6:30 to 8:00 pm EST.

Dr. Kathryn Underwood will offer the opportunity for participants to think deeply about inclusive practice and how inclusion is embedded within their early learning programs. Participants will explore new research-based strategies for supporting inclusive practice, informed by both educator and family experiences. Early learning and child care programs are deeply embedded within the community, and children’s experiences are intertwined with the faces and places they interact with each day. This workshop will offer participants the opportunity to strengthen their knowledge base and provide new tools and approaches to build upon our understanding of what inclusion is and how it can look in early learning. Among these ideas that will be explored are the importance of knowing and understanding each individual child, considering the language that we use, as well as exploring the idea that inclusion is not just for children, it is for everyone within that space, including families and staff teams.

Registration includes lunch. Please include any attendee allergy or food restriction information on the Notes page in the registration.

Dr. Kathryn Underwood will offer the opportunity for participants to think deeply about inclusive practice and how inclusion is embedded within their early learning programs. Participants will explore new research-based strategies for supporting inclusive practice, informed by both educator and family experiences. Early learning and child care programs are deeply embedded within the community, and children’s experiences are intertwined with the faces and places they interact with each day. This workshop will offer participants the opportunity to strengthen their knowledge base and provide new tools and approaches to build upon our understanding of what inclusion is and how it can look in early learning. Among these ideas that will be explored are the importance of knowing and understanding each individual child, considering the language that we use, as well as exploring the idea that inclusion is not just for children, it is for everyone within that space, including families and staff teams.

Part 1 - Foundations of Home Child Care; Wednesday October 21, 2026
Dive into the essential principles of pedagogy and care and how they integrate with home child care programs. This session covers key aspects like balancing meal prep with caregiving, programming planning, and navigating the distinct challenges of working on your own.

Part 2 - Designing for Longevity and Growth; Wednesday November 25, 2026
Take your home child care practice to the next level with hands-on exercises in environment design, planning for long-term sustainability, and fostering a strong, intentional approach to caregiving. This session focuses on refining daily routines and building a foundation for years of meaningful, high-quality care through intentional goal setting and action planning.

Both webinars 6:30 to 8:00 pm EST

The ability to thrive and manage life’s difficulties is greatly influenced by our mental wellbeing from an early age. Children and youth need supports in their lives to help navigate the challenges that come along with mental health, and to connect them with the necessary support and services. This workshop provides a general overview of the common mental illnesses for children and youth, including the signs and symptoms, themes for treatment, and the controversies that surround some of the diagnoses. Participants will learn tips for informal support of children, youth, and their families struggling with mental health concerns.

Join Julie Hansen and Carla Ward for this comprehensive session that encompasses steps of hiring and onboarding that every administrator must master to build a strong team. Participants will attain practical strategies, addressing topics from attracting top talent to crafting effective onboarding programs. This informative session will equip you with the tools and insights needed to recruit, select, and seamlessly integrate new staff members, ensuring your centre thrives with a skilled and cohesive team.

This Executive Directors and Administrators Network meeting will take place following the webinar The Administrators Guide to Hiring & Onboarding, with Carla Ward and Julie Hansen.

Network participants are invited to also register for the webinar above and watch it at the ECCDC and join the in-person meeting which follows.

This presentation takes a closer look at the concepts of professionalism in early childhood education in Ontario. Topics include ethical and professional standards, using professional judgement, continuous professional learning, accountability for professional practice, and conduct.

Support your well being through this unique DROM movement experience. DROM offers a blend of rhythm, movement, and mindful breathing as a means of supporting stress management, self care, and to spark joy! No experience is needed, and participants are encouraged to wear clothing that is comfortable and easy to move in. This experience is intended not only to support educator well-being, but also to offer a few simple strategies that can be brought back to your early learning environment!

Learning Outcomes

By the end of this workshop, participants will be able to:

• Understand the Foundations of Positive Behaviour
  • Describe key developmental stages that influence children's behaviour in early childhood settings.
  • Recognize the role of emotional regulation and social development in shaping behaviour.
• Identify and Analyze Behavioural Patterns
  • Observe and interpret common behavioural cues in young children.
  • Distinguish between challenging behaviours and developmentally appropriate behaviours.
• Apply Evidence-Based Strategies
  • Implement proactive strategies to encourage positive behaviours and reduce challenging ones.
  • Use positive reinforcement, redirection, and modelling techniques effectively.
• Create Supportive Learning Environments
  • Design classroom environments that promote cooperation, empathy, and self-regulation.
  • Establish consistent routines and expectations that support behavioural development.
• Reflect and Adapt Practices
  • Evaluate the effectiveness of behavioural strategies and make informed adjustments.
  • Reflect on personal biases and attitudes that may influence behavioural responses

Unlock the secrets to greater job satisfaction, stronger relationships, and unwavering confidence. In today's dynamic workplace landscape, intelligence alone is not sufficient. Discover why emotional intelligence, or EQ, reigns supreme as the key to leadership and personal fulfillment. Join us as we delve into the EQ Edge and how it can elevate your career to new heights.

Reimagine technology and digital materials not as distractions, but as creative, expressive, and inclusive tools for meaning-making in early childhood environments. This workshop explores how digital tools like magnifiers and light can act as a new language for inquiry and learning. This workshop is broadcasted live from the Acorn studio and will engage interactive demonstrations. We will uncover hidden details and different perspectives in the world around us. This workshop will inspire you to integrate these concepts into your own programs, empowering children to use technology as a medium for expression and deeper questioning.

People with a growth mindset believe that ability and talent can be developed. This mindset allows us to better adapt and respond to challenges and opportunities, as well as unlock the potential in ourselves, our teams, and our colleagues. It turns out that organizations have mindsets too – and that fostering a growth mindset influences their ability to attract, promote, and engage people from diverse backgrounds. In this session, participants learn about a growth vs. fixed mindset and identify their own mindset and its impact on their team/organization. Leaders taking this course will also leave with practical tools and strategies to promote a growth mindset in themselves and their teams.

Please note that a maximum of 2 educators from each licensed child care program in Niagara may register, and each program will receive one story sack for their centre. We ask that designated educators planning to attend be prepared to share the workshop materials and concepts with their Team. The session will include some suggestions on how to share the information.

Please note that a maximum of 2 educators from each licensed child care program in Niagara may register, and each program will receive one story sack for their centre. We ask that designated educators planning to attend be prepared to share the workshop materials and concepts with their Team. The session will include some suggestions on how to share the information.

Please note that a maximum of 2 educators from each licensed child care program in Niagara may register, and each program will receive one story sack for their centre. We ask that designated educators planning to attend be prepared to share the workshop materials and concepts with their Team. The session will include some suggestions on how to share the information.