Session A:


A1 Composition in Wonder: Exploration of sound, music and movement (Part 1)

The sense of wonder is one of the most natural and present abilities of all children. The power to explore the world using all senses should always be cherished and fully utilized in childcare centers, as the BC Early Learning Framework suggests.

Our workshop will engage with the sense of hearing and the power of sound as a learning tool. Sound is a pedagogical material that, even if untouchable, is always present . Children feel, see, and acknowledge sound in a multitude of ways.

Through conversation and hands-on provocations, we hope to uncover questions and make discoveries through experiments with sound, music and movement applying multiple mediums both conventional and unusual.

Presenter: Annabella Cant & Violet Jessen

Annabella Cant received her PhD from Simon Fraser University in the Curriculum Theory and Implementation program with her work : Unswaddling Pedagogies; Imagining a new beginning to the practice of Imaginative Education. She is currently an instructor at Capilano University in the Early Childhood Care and Education degree program.

Violet Jessen has been an early childhood educator since 1996 and she began teaching at Capilano University in 2002. Violet has a strong commitment to professional development and community work. She is a member of the Early Childhood Educators of BC and is currently serving on the provincial board.

A2 Whose Risk is it Anyways: Exploring Risks with Infants and Toddlers

All children come into this world and are born unique, they all have unique temperaments and personalities. Thus, for some children, taking risks comes more naturally than for others. Understanding the processes of risk allows us to better understand and support our children and their growth and development. Risk is inevitable, and without risk-taking opportunities, our children will be more apt to take impulsive and poor risks.

Presenters will ask participants to explore their feelings around risk, and what it means for infant toddler development. We will challenge common ideas and rules, and the problems that occur when we make decisions for children based on what we are comfortable with, rather than what they need.

Presenter: Nita Pedersen & Lina Brasil Do Couto

Nita Pedersen is a Senior Educator at SFU Chi Idea re Society in the infant Toddler, Programs Espuleta program. Nita has been in this field for over 25 years and in 2017 won the Prime Minister’s Achievement Award for Excellence in Early Childhood Education.

Lina has worked in the field of early childhood education for over 15 years and it continues to inspire her. She has always been fascinated by how young children learn, especially from one another. The opportunity to engage in reflective practice, advocate for children and support families as an educator is one that she approaches with passion, curiosity and humility. She is so grateful to be a part of SFU Childcare Society for the past 5 years, for how deeply committed they are to emergent curriculum, to personal & professional growth, and to advocacy in early childhood. Currently She is the senior supervisor educator at ‘Les Petits’ IT Program.

A3 Dispositions to Grow Emergent Curriculum

We will interrupt the misconceptions that “following children” is the essence of emergent curriculum. We will illustrate this presentation with a small project highlighting processes the processes that invited and sustained relational inquiry. The workshop follows the format of a mini-lecture and scenarios for discussion.

Presenter: Elaine Beltran Sellitti

After teaching elementary and high school in Brazil, she found her passion educating young children studying Early Childhood Education in Vancouver, after which she has taken many roles in the last twenty-five years, including teaching young children and instructing adults in a variety of contexts, such as college courses and curriculum workshops. Elaine currently teachs early childhood education at a local university. She is an enthusiast of Reggio Emilia pedagogy. She received a Masters of Arts in Education from Simon Eraser University, where she is currently pursuing her PHD in curriculum.

A4 Nurturing Leadership

Within each educator there lies a passion, experience and knowledge. Our culture at SFU Childcare Society (SFUCCS) believes that each of our educators should be able use their passion, skills and interests daily to share and support others. Leadership means inspiration to and from children and colleagues that daily challenges, responds and reflects on our practice,

The typical Leadership model is to direct others from a hierarchical perspective and SFUCCS was engaged in this model. We would provide experts or professional development opportunities to learn from other ECE experts. Only the management team was responsible for the provision of professional development or making it available. Continued professional and personal growth was valued, but only as directed by the upper level management.

Then we began to consider our approach with children and lifting that engagement to all of our relationships. It was then that we realized that we were not consistent with our pedagogy of being with children and others. How could we expect our educators to engage fully with our approach with children if we treated them as empty vessels waiting to be filled with knowledge? Our image of the educator needed to experience a major shift.

Through the presentation, our intent is to unearth the administrative/leadership shifts that the SFUCCS management team took to in an effort to shift our image of the educator to engage them in a different way through our established practice with our children. Opportunities to observe, inquire about and reflect upon is what our educators need to excite them about their work with children.

We are accomplishing this new way of being with educators through a mentoring lens where other educators with a particular passion, skill and experience leads others. This has turned into a collaborative practice at SFUCCS, and also in our broader ECE community and more recently globally.

This presentation will explore the areas of leadership opportunities that are nurtured at SFUCCS, whether it be building administrative strengths or as pedagogical leaders through the development of mentor educators, and growth in our capacity and ability through the engagement of our whole team. We will explore the impact that this approach has had on the educators’ sense of confidence, satisfaction in their work, hiring and retention.

Presenter: Jacqueline Ewonus

Jacqueline Ewonus is the Program Director at SFU Childcare, overseeing 7 IT programs. She has a long relationship in the childcare field in different capacities over the past 25 years. Jacqueline has recently returned from New Zealand, where she spoke at The Early Care and Learning World Forum on Research, Quality and Reflective Practice and most recently returned from Chicago, where she shared SFUCCS’s view on pedagogical leadership at Leadership Connections 2018 National conference at the McCormick Center for Early Childhood Leadership.

A5 Ethical Responsibilities in the Childcare Director-Educator Relationship – Looking through the lens of the ECEBC Code of Ethics and Child Care Licensing Regulations (Part 1)

Employers have a moral obligation to look out for the welfare of employees. It is not a question only of fair pay and good working conditions, there should be a real and enduring concern for the well-being of employees. Employees should feel free to raise ethical or other issues without fear of retaliation. This workshop will focus on the CCLR and the ECEBC Code of Ethics as tools for raising concerns as well as a focus on the duties between employer and employee and what could be done to make sure that the relationship is ethically sound.


Sara Sutherland, Manager of the Capilano University Children’s Centre
Glenda Burrows, Senior Licensing Office, Vancouver Coastal Health

A6 Reconciliation as Relationship: Non-Indigenous Preschool’s Experiences of Exploring Indigenous Cultures

“In order to redress the legacy of residential schools and advance the process of Canadian reconciliation,” the Truth and Reconciliation Commission made 94 calls to action (2015). What are the roles of non-indigenous early childhood educators in these calls? If we work with the children with non-indigenous background, would we still take an action? How can we incorporate indigenous worldview and perspectives in the non-indigenous early childhood program? How can you make it meaningful for the young children to learn about indigenous cultures? The educators at Marpole Preschool tackled these questions in their classroom through Reggio-inspired responsive curriculum and with stories shared with them by a Musqueam Elder. The presenter will describe her own journey of reflecting on how “Indigenous knowledges” were incorporated into their program in a way that was meaningful to the children, and the children’s learning journey of exploring Indigenous knowledge through storytelling. The children and their families developed a close relationship and appreciation toward Indigenous cultures which also included an invitation to National Indigenous People’s Day Celebration at the Musqueam Reserve by the Elder. The presenter looks forward to hearing from participants their thoughts about the Marpole Preschool journey and approach to Truth and Reconciliation.

Natsuko Motegi

Natsuko has been working as an Early Childhood Educator since 2002 after obtaining the Master’s degree of Education in curriculum and instruction. She is passionate about building preschool curriculum based on children’s interests and questions, and strongly believes in the importance of documentation as a tool to observe, record, and reflect in the process of curriculum building as well as to make children’s learning visible. She has been working at Marpole Preschool since 2005 where she demonstrates Reggio-inspired responsive curriculum in practice.

Gabriella Kirton

Gabi began her career in education working as an Educational Assistant. Years later, she did extensive volunteer work at the Parent participation preschool that her son attended. Gabi realized her true passion for Early Childhood education and returned to school to study ECE at Burnaby Continuing Education. This is Gabi’s fourth year working alongside Natsuko at Marpole Preschool, a Reggio inspired preschool in Vancouver.

A7 Working with Living Documentation

The educators of Reggio Emilia have been working with the concept of documentation for many years. In BC, we are exploring pedagogical narrations as part of our Early Years Framework and we are working to implement them in our school curriculum. In this workshop we will explore the possibilities of documentation beyond stories and pictures on the walls. Sharing stories from our Childcare Centres, we will consider how pedagogical narrations become a part of our living documentation at our programs, how the process of documentation enriches our deep investigations with children and how it plays an essential role in involving children and their families in their learning. Some questions we will ponder upon are: what is the role of pedagogical narrations in the process of documentation? What is a living documentation? What is the role of the living documentation in creating cultures of collaboration between educators, children and their families?

Presenter: Maryam Naddaf

Maryam Naddaf is the coordinator of Frog Hollow Reggio-lnspired Learning Centre. In her role, Maryam works closely with Frog Hollow educators, children and their families in designing curriculum, and takes part in professional development opportunities for Frog Hollow educators. Maryam also facilitates and organizes workshops, tours, consultation services and roundtables for the Early Childhood Education and Early Years community in Vancouver and BC. Social justice and quality of life and education has always been a great value for Maryam which has taken her to her journey in obtaining her B.A in Community Rehabilitation Management and many years of working with infants, children, youth and adults with diverse abilities.

A8 Introducing the BC Early Years Pedagogy Network

This session will introduce the BC Early Years Pedagogy Network directed by Drs. Veronica Pacini-Ketchabaw, Denise Hodgins and Kathleen Kummen in partnership with ECEBC and funded by the Ministry of Children and Family Development. The BC Early Years Pedagogy Network will work with early childhood educators to create a dynamic and holistic quality system in early care and learning in British Columbia. In this presentation, we will present how the Network will introduce, support, and evaluate the pedagogist role in early childhood programs across the province over the next few years. This session will share the project’s vision that together BC can lead in the development of a unified ECE system where quality can be understood and lived within the local community context, and where professional early childhood educators are recognized and supported as critical to its foundational backbone.

Presenters: Veronica Pacini Ketchabaw, B. Denise Hodgins and Kathleen Kummen

Veronica Pacini Ketchabaw is a Professor of Early Childhood Education in the Faculty of Education at Western University in Ontario, Canada. She is the co-director of the Ontario Centre of Excellence in Early Years and Child Care, and the British Columbia Early Childhood Pedagogies Network. . Veronica’s writing and research contributes to Common World Childhoods Research Collective (tracing children’s relations with places, materials, and other species), and the Early Childhood Pedagogies Collaboratory (experimenting with the contours, conditions, and complexities of 21st century pedagogies).

Denise Hodgins is the Eexcutive Director of the British Columbia Pedagogies Network and an independent scholar. She draws on her more than 20 years of experience working with children and families in her commitment to making visible and engaging with issues of equity in, through, and for pedagogical and research practices. Her work as a researcher, pedagogical facilitator, and educator is rooted in material feminist theoretical perspectives. Current projects include the research studies “ECE Pedagogical Explorations” and “Climate Action Network: Exploring Climate Change Pedagogies with Children”. Denise is a member of the Early Childhood Pedagogies Collaboratory and the Common Worlds Research Collective.

Kathleen Kummen is both an instructor in the Early Childhood Care and Education Program and the Chair, Innovation and Inquiry in Childhood Studies at Capilano University on the unceded territorial lands of the Squamish and Tsleil-Watuth First Nations. She is a co-director of the British Columbia Pedagogies Nework and is an Adjunct Assistant Professor with the Faculty of Education at Western University in London, Ontario. Kathleen is particularly interested in developing pedagogies that support student educators in attending to the everyday, complex and contradictory lives of 21st century children. She is part of the Early Childhood Collaboratory and the Common Worlds Research Collectives.