Early Education and Childcare

 At 12:30, the class started, and the professor introduced herself and us to the class. It was such a nice welcome! The class focused on how important it is to look after yourself before you can look after the children in your care. How to manage stress in the workplace, health, and safety recap within the setting, communicating with other professionals in the workplace etc. After a 20-minute break further into the lesson the class then started working in groups towards an assignment. They were making leaflets for parents in their placements on advised healthy screen time.  

The professor came and chatted with us during the beginning of the other students group work to ask us questions like, what we do in Scotland, how the course is set out, what assignments look like for us, what our favourite part of the job is and hopes for the future. The professor was so lovely and happy to have us in the classroom.   - Cheyanne

I found it so interesting to listen in and observe the way the way the professor taught the class and gave explanations. There were similarities towards the teaching methods as in I enjoyed how open the classroom was, it was relaxed and an open space of questions and chatting. It was very interactive, and the students were happy to communicate with the professor.  - Cheyanne

ECE students visiting from Scotland had the opportunity to play at Seneca lab school today. Thank you to @salaulara or being so accommodating. They loved playing, really playing and reflected on what PLAY looks and feels like as they explored those materials. The question we posed to them was ‘When did you

stop playing?’ On the way home we discussed what as ECE we play with children, but it's not out play, we are participants. Why do we stop playing? When do we stop playing? Let's get back to uninterrupted time in play!

See the post here: https://www.instagram.com/p/Cs4_enGsa5t/?igshid=MzRlODBiNWFlZA==

"I was completely wowed from the moment I seen the areas on offer, a clay room, a full paint room where children had painted on walls, windows, the floors, a block/construction room, mindfulness rooms, quiet creation rooms etc. I was amazed, these spaces are so incredible, and I could picture children in the environment, I certainly know how much the children in my setting would enjoy it. Lori left us there and the staff showing us around literally set us away to play, I had so much fun. I do not know what came over me when I stepped into the paint and clay rooms, it was like I was a child again, I was immersed, engaged and relaxed in the space. I have left the setting feeling so inspired. " - Cheyanne Wakelam

The name of this course took me slightly aback because here they call the course “inclusion of children with special needs” and we have not used that term for years.  

I did find this lesson so incredibly useful and packed full of unfamiliar perspective I would never have thought about before. I did really enjoy the lesson and thought it was well taught and I really felt engaged with it. During this class I was able to join in a conversation from a group working on a task about supporting a child with an acquired brain injury, hearing them chat and discuss the task was so exciting. During the lesson, the professor chatted about disability perspectives in indigenous communities and Jordan's Principle - Cheyanne Wakelam

(312) Jordan's Principle - YouTube