RESOURCES
Below are the resources I frequently rely on to offer strong evidence in my work, supporting my methods for assisting children and families.
How Does Learning Happen? (HDLH)
I have chosen to include How Does Learning Happen? Ontario’s Pedagogy for the Early Years (HDLH) is in my portfolio because it has been a foundational resource in shaping my understanding of early childhood education. Before formally beginning my Early Childhood Education (ECE) studies, I integrated its principles into my learning process. I consistently refer to this document during my placement to guide my curriculum contributions and create responsive, inclusive experiences for children.
HDLH emphasizes that “educators are co-learners, reflective practitioners, and researchers who are always learning” (OMEd, 2014, p. 19). This perspective resonates deeply with me as I approach daily with curiosity and a commitment to improving my practice. The document's focus on the four foundations—Belonging, Well-Being, Engagement, and Expression—helps me plan meaningful interactions and activities that support children’s holistic development
Applying How Does Learning Happen? in My Practice
During my placement, I observed children learning about and expressing different emotions. To support their understanding, I planned an interactive activity inspired by How Does Learning Happen? (HDLH), which emphasizes that “educators play a key role in supporting children’s emotional well-being by providing opportunities to explore, express, and regulate their feelings in a safe and supportive environment” (OMEd, 2014, p. 29).
To foster Expression—one of the four foundations of HDLH—I used The Feeling Book to introduce a variety of emotions, such as being silly, angry, scared, and happy. This helped children recognize and name their feelings in a relatable way. To deepen their engagement, I incorporated painted stones with different facial expressions and flashcards, offering multiple ways for them to explore emotions visually and tactilely. HDLH highlights that “offering children different ways to communicate can expand their ability to express their thoughts and feelings” (OMEd, 2014, p. 41), and this activity aligns with that principle by allowing children to engage through books, hands-on materials and discussion.
Observing Young Children
Transformative Inquiry, Pedagogical Documentation, and Reflection
Reading this book during my first semester was a pivotal moment in my Early Childhood Education (ECE) journey. It served as a fundamental building block, offering valuable insights on how to effectively document observations and plan a curriculum based on those observations. "Through the process of observation, we gain deep insights into children’s learning and development, which helps us to design environments that foster their interests and growth (Fenning and Wylie, 2020, p. 27)". This approach has greatly influenced my practice and placements, where I consistently use my observations to shape my curriculum contributions. By tailoring my plans to meet the specific needs and interests of the children, I was able to foster a more engaging and responsive learning environment, which led to successful outcomes. The book’s teachings have become an integral part of my ECE practice, guiding me to be more intentional and reflective in my approach to curriculum development.
Code of Ethics and Standards of Practice
For registered early childhood educators in Ontario
I chose to include the Code of Ethics and Standards of Practice in my portfolio because it serves as the foundation of my professional identity as a Registered Early Childhood Educator. It has guided me throughout my learning journey and continues to shape the decisions I make in my daily practice. These standards remind me of the importance of respect, confidentiality, inclusivity, and ongoing professional development. In my placements and fieldwork, I have used the Code to reflect on my responsibilities toward children, families, and colleagues. For example, when working with a child who was experiencing a difficult transition, I referred to the principles of empathy and responsive care outlined in the Code to ensure I was offering support in a developmentally appropriate and culturally sensitive manner. Upholding the ethical responsibilities outlined in this document helps me create a safe, welcoming, and respectful environment where every child can thrive. Including this in my portfolio reflects my commitment to professional integrity and lifelong learning in the field of early childhood education.
