Courses

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Early childhood education is shaped by relationships, values, and everyday decisions that influence how children experience belonging and participation in early learning settings. Social Contexts in Early Childhood Education explores how social issues such as gender, identity, privilege, and inclusion show up in early childhood environments and impact children’s learning and well-being from birth to age five. Rather than positioning educators as “experts,” the course invites participants into reflective practice that supports thoughtful, responsive decision-making.

Participants will be supported in examining how language, routines, materials, and policies can either support or limit children’s sense of belonging. The course emphasizes developmentally appropriate, respectful, and culturally responsive approaches to working with children and families, while acknowledging the diverse beliefs and contexts present in early learning communities. By the end of the course, participants will feel more confident noticing social dynamics in their practice and making intentional choices that foster inclusive, welcoming early childhood environments.

Presentation Length: 3 hours

Risk-taking in early childhood is often framed as something to minimize or manage. Risky Play: Balancing Safety, Autonomy, and Learninginvites educators to rethink risk as a meaningful and necessary part of children’s development and learning. Through climbing, rough-and-tumble play, experimenting with tools, and navigating uncertainty, children build confidence, problem-solving skills, and a growing understanding of their own capabilities.

Grounded in research and reflective, play-based practice, this workshop explores how risky play supports children’s physical, social, and emotional development while raising important ethical and professional considerations for educators. Participants will examine the distinction between risk and hazard, reflect on personal comfort levels and assumptions, and consider how professional judgment is exercised in real-time play situations.

With a strong focus on autonomy, responsibility, and relational practice, the session encourages educators to reflect on how safety expectations, regulations, and family perspectives shape decisions about children’s play. The workshop emphasizes the educator’s role in noticing, supporting, and documenting risk-taking as learning, as well as communicating the value of risky play to families. Educators will leave with practical strategies and reflective tools they can apply immediately within their own early learning contexts.

Presentation Length: 3 hours

Globalization and Sustainability in ECE Practice explores the dynamic relationship between globalization, sustainability, and early childhood education. Participants will examine how global interconnectedness influences children’s experiences, values, and opportunities, and how early learning environments can nurture awareness, responsibility, and care for the world around them.

Through reflective discussion and practical application, educators will consider the ecological, social, and cultural dimensions of sustainability and how these intersect with children’s identities, family practices, and communities. Together, we will unpack how everyday pedagogical choices, such as storytelling, play, and outdoor learning, can promote fairness, interconnectedness, and ecological responsibility in developmentally appropriate ways.

Participants will also engage in collaborative planning to design curriculum experiences that empower children to think critically about global and environmental issues while fostering their voices in conversations about care for the earth and community. Finally, the session highlights the educator’s role as an advocate, both locally and globally, for sustainability-focused practices, policies, and the rights of the child.

Presentation Length: 3 hours

Inclusion in ECE Practice explores inclusion as an ethical, relational, and pedagogical commitment in early childhood education. Grounded in principles of child development, the course invites educators to examine how developmental differences, environmental contexts, and lived experiences shape children’s learning and participation.

Participants will critically engage with traditional understandings of development and milestones, reframing them through an inclusive lens that values variability, individuality, and belonging. The workshop emphasizes reflective practice, encouraging educators to examine bias, language, and attitudes, and to consider their ethical responsibility to each child and family.

Through practical examples and collaborative reflection, educators will explore inclusive strategies such as Universal Design for Learning, emergent curriculum, multi-modal instruction, and the use of open-ended materials. The course highlights the importance of relationships, family partnerships, and community collaboration in sustaining inclusive environments.

By the end of the workshop, participants will leave with a deeper understanding of inclusion as more than access or accommodation; it is an ongoing practice of intentional design, ethical responsibility, and shared belonging in early childhood communities.

Presentation Length: 3 hours

Literacy in early childhood is often narrowly understood as letters, sounds, and early writing. Multiliteracies in Early Childhood Education: Many Ways of Knowing and Communicating invites educators to rethink literacy as a dynamic, multimodal process of meaning-making that honours the many ways young children communicate and understand their world.

Grounded in contemporary theory and play-based practice, this workshop explores how multiliteracies emerge through play, relationships, movement, storytelling, art, and everyday interactions. Participants will examine how children use oral, visual, bodily, cultural, environmental, and digital literacies long before conventional reading and writing develop.

With a strong focus on inclusion and equity, the session encourages educators to reflect on whose ways of knowing are most visible in their programs and whose may be overlooked. The workshop emphasizes the educator’s role in noticing, valuing, and documenting children’s meaning-making, and in creating environments that invite multiple forms of expression. Educators will leave with practical strategies and reflective tools they can apply immediately within their own contexts.

Presentation Length: 3 hours

Rethinking Taboos: Death Ed in ECE addresses the growing need for death education in early childhood settings. Alberta based researcher and presenter Delaney Carriere’s recent research indicates that children are increasingly exposed to death and that educators are initiating more conversations about death with preschool-aged children than in previous decades. Despite this shift, many educators in Alberta report uncertainty and discomfort, often due to limited formal training and concerns about family beliefs and reactions.

Grounded in radical constructivist theory, this workshop emphasizes that children are active meaning-makers whose questions about death should be met with honest, developmentally appropriate, and culturally sensitive responses. Participants will explore practical communication strategies, reflect on how personal beliefs influence their comfort and approach, and develop strategies for partnering with families. The workshop aims to equip educators with the knowledge, skills, and confidence needed to support children’s understanding of death in a compassionate and professionally responsible manner.

Presentation Length: 3 hours

Observation is a critical component of effective early childhood educators. Observation supports all facets of the work educators do, including their work with children, the environment, educators, administrators, and families. The Art of Observation course supports educators in their journey towards being effective observers of children. Participants will learn the importance of observation in the early childhood environment, define pedagogy and explore the importance of using pedagogy in practice, explore various methods of observation, and explore perspective in observation based on learning goals. Participants will also learn the importance of collaborative observation and using the observations to build effective documentation strategies.

Presentation Length: 3 hours

The Beautiful Places (Indoors) course helps educators design indoor play environments that meet the diverse needs of children and families. Participants will learn to create spaces that inspire wonder, curiosity, and intellectual exploration while incorporating family and community involvement, loose parts, and natural materials. The course also covers inclusive practices to support children with diverse needs, strategies for fostering holistic development, and reviews of common environmental assessment tools.

Presentation Length: 3 hours

The Beautiful Places (Outdoors) course guides educators in creating outdoor play spaces that meet the diverse needs of children and families. Participants will explore strategies for fostering wonder, curiosity, and intellectual growth, incorporating loose parts and natural materials, and involving families and the community in the environment. The course emphasizes creating inclusive spaces that support all children, balancing active and quiet activities, and fostering holistic development. Participants will also review tools for assessing outdoor environments and learn practical approaches to enhancing outdoor play spaces.

Presentation Length: 3 hours

Effective Supervision equips educators with the skills and confidence needed to ensure children’s safety, well-being, and development through adequate supervision. Participants will learn about the purpose and components of effective supervision, including body placement, observation techniques, and creating safe classroom and outdoor environments. The course also emphasizes relationship-building with children, setting age-appropriate expectations, using positive language to establish simple rules, and identifying and addressing barriers to supervision. Key safety policies and procedures are also reviewed to support a secure child care program.

Presentation Length: 3 hours

Children experience many transitions throughout a typical day in childcare. From play time to circle time, lunch time to outdoor time, these transitions can be an excellent time for individual moments with young children, or a source of dread for educators. In the Effective Transitions with Young Children course participants will learn the purpose of transitions within a childcare program; evaluate the transitions they use during the day to identify barriers to effective transitions; and learn effective strategies and techniques for making transitions simple and fun. 

Presentation Length: 3 hours

The Emergent Curriculum course guides educators in implementing a curriculum that aligns with children’s interests, needs, and abilities. Participants will learn the definition and principles of emergent curriculum, the educator’s role in its implementation, and practical strategies such as observation, curriculum webbing, documentation, and revision. The course also introduces project work and inquiry-based learning, emphasizing hands-on approaches to creating meaningful learning experiences for young children.

Presentation Length: 3 hours

The Intentional Teacher course explores the concept of intentionality in early childhood education and its importance for children’s learning outcomes. Participants will define intentionality, examine its role in curriculum implementation, and identify elements of intentional teaching. The course encourages educators to reflect on their teaching philosophy, identity, and practices while learning to apply intentionality in delivering learning content, strategies, and sharing children’s progress with others.

Presentation Length: 3 hours

The Loose Parts and Provocations course highlights the value of using everyday materials and setting up provocations to enhance children’s play and learning. Participants will explore the characteristics of loose parts, examples suitable for various age groups (infant through school-age), and strategies for incorporating them into daily programming. The course also emphasizes the importance of provocations in fostering exploration and understanding, along with practical ways to integrate them into classroom environments.

Presentation Length: 3 hours

The Making Learning Visible course equips educators with skills to document, evaluate, and communicate children’s learning effectively. Participants will explore the purpose of documentation, methods for evaluating learning, and various documentation styles suited to different contexts. The course emphasizes collaboration with learning partners, creating and sharing documentation with families and stakeholders, and using documentation to inform educational practices and enhance learning outcomes.

Presentation Length: 3 hours

The Nurturing Creativity: Open-Ended Art course helps educators provide meaningful art experiences that focus on the process rather than the product. Participants will learn the difference between product-oriented and process-oriented art, the importance of open-ended art, and how to ask open-ended questions to encourage exploration. The course also explores using art to support various curriculum areas, inquiry-based learning, and community involvement. Additionally, participants will gain practical experience with different art media and learn how to create an accessible and inspiring art space for young children.

Presentation Length: 3 hours

Nurturing Creativity: Music & Movement supports educators in providing meaningful music and movement experiences for children. Participants will explore the importance of music and movement for young children; learn key music and movement terms; consider the importance of asking open-ended questions during the music and/or movement experience; using music and movement to support a variety of curriculum areas; using music and movement to explore culture and diversity; explore how and the importance of creating a culture of appreciation and enjoyment of music and movement for young children. Participants will have the opportunity to use a variety of items in the course to gain hands-on understanding of how to implement programs with the children in their care.

Presentation Length: 3 hours

The Positive Child Guidance course equips educators with the skills and knowledge to guide children’s behavior effectively. Participants will learn the purpose of positive guidance, how it differs from punishment, and the importance of setting age-appropriate expectations. The course emphasizes building positive relationships with children, using observation techniques, and managing challenging behaviors. Educators will also learn to create a supportive classroom environment, establish simple rules with positive language, and apply techniques to address difficult behaviours.

Presentation Length: 3 hours

The Programming Through the Ages: Infants and Toddlers course provides educators with an understanding of how to design childcare programming that supports the physical, cognitive, and social-emotional development of infants and toddlers. Participants will review typical developmental milestones for these age groups and learn about intentional teaching, including classroom setup, materials, and activities that promote developmental goals. The course also touches on supporting exceptionalities within infants and toddlers. Educators will develop strategies for creating supportive classroom environments, selecting appropriate materials, and planning activities tailored to the developmental needs of young children.

Presentation Length: 3 hours

Programming Through the Ages: Out of School Care course aims to provide educators with a solid understanding of the importance of programming in childcare specific to the physical, cognitive, and social-emotional developmental needs of school age children from kindergarten through age 12. Educators will begin by reviewing the typical developmental milestones for school aged children. Next, educators will learn about intentional teaching and discuss classroom setup, materials, and activities best suited to support the age-groups developmental goals. Supporting exceptionalities within the age groups will also be briefly discussed. 

Presentation Length: 3 hours

The Programming Through the Ages: Preschool course helps educators understand how to design childcare programming that supports the physical, cognitive, and social-emotional development of preschool-aged children (ages 3-5). Participants will review typical developmental milestones for this age group and learn about intentional teaching practices. The course covers classroom setup, materials, and activities that align with developmental goals and briefly addresses supporting exceptionalities. Educators will develop strategies for creating supportive environments, selecting appropriate materials, and planning activities that foster the development of preschoolers.

Presentation Length: 3 hours

Sensory play is incredibly valuable for young children, however, can also be a daunting task for educators. The Sensory Play course aims to provide clarity and support for educators in providing experiences that support children’s development and focuses on using sight, smell, sound, taste, and/or touch in learning experiences. Participants will discuss the theory behind providing sensory play with young children, myths surrounding sensory play, creating a framework for sensory play engagements, and discussing and advocating for messy play with administrators, colleagues, and families. Participants will learn how to introduce sensory play experiences and materials, how to use sensory play to support learning outcomes in a variety of age groups, explore challenges to sensory play, discuss potential challenges and solutions in providing sensory play in the classroom, and finally explore the practical implementation of sensory play in a modern classroom. 

Presentation Length: 3 hours

As the popularity of Science, Technology, Engineering, and Math (STEM) increases, early childhood practitioners work to support children’s STEM learning throughout the classroom and not just through specific STEM activities. The STEM Learning course supports educators in implementing STEM learning in all areas of the classroom and supports educators to support children’s natural curiosity to explore the world around them. Participants will aim to answer the following questions: What is STEM? Why is STEM important? How do children’s dispositions support STEM learning in the classroom? How do educators integrate STEM across learning centres in the classroom? How do educators support children in their STEM learning? And how do educators communicate the valuable learning taking place with children, families, and other educators?

Presentation Length: 3 hours

Supporting Language and Literacy supports educators to provide an environment that supports language and literacy development through multimodal means. Educators will examine what language and literacy means for young children and their development, examine typical language development patterns in children, identify strategies to support children’s language development within the classroom environment, identify ways to implement language and literacy in everyday practice within the classroom including ‘hands-on’ and ‘hands-off’ approaches, examine common signs of delayed language development in children and discuss resources for families and educators to support all children in their language development. 

Presentation Length: 3 hours

The Team Building course focuses on equipping educators with the knowledge and skills needed to work effectively together in childcare settings. Participants will learn the importance of teamwork for benefiting children, families, and the overall program. The course covers effective communication, identifying individual strengths to enhance the team, creating a positive work environment, conflict resolution techniques, and team-building activities to motivate staff. Educators will gain practical strategies for fostering collaboration and a supportive team culture.

Presentation Length: 3 hours