2:50 PM – 4:20 PM

B1/C1 Spatial Pathology: Objects, Sounds, Pathways (Part 2)

The lecture will examine the patterns and rituals of our practice guided by perceptions of spatial stimuli with the close look at the system of objects, sounds and pathways that both directly and indirectly dictate our spatial experiences and affect our perceptions and appropriation of the designed space and circumstances.

Presenters: Ana Vojnovic

Ana Vojnovic works as an educator, artist-designer and a lecturer. Her work is an interdisciplinary response to urban conditions, and questions of how built/designed environments affect and condition human perception, and our response to designed circumstances.

C2 Tools for Collegial Relations: Deepening our abilities to Connect and Create Together

The children are imitating our relationships! Moving furniture around can change the mood and flow of the day and also changing how we speak to the children and our colleagues. Examples shared and new ideas will be given time to practice in this workshop. There will be handouts to take for sharing with staff.

Presenters: Margo Running

Margo Running has been in the field for over 20 years working with infants to afterschool-aged children. She has created four centres and a childcare training of 200 hours and has also facilitated workshops and parent coaching circles. Learning is forever and being with children is such an honorable way to learn.

B3/C3 Math in the Park: How Nature teaches us numeracy (Part 2)

There is a misconception that numeracy can only be taught through rote drills and pencil/paper task, but the reality is that numeracy is all around us and freely taught by Mother Nature herselt. Come spend time in a local park and see what numeracy can be found there. Note: Workshop will take place outside regardless of weather. Please dress for weather.

Presenters: Barb Mathieson

Barb Mathieson is on faculty at Capilano University and teaches within the Early Childhood Care and Education Department. She has a passion for bringing play and nature into the lives of children.

C4 Reconceptualizing Inclusion: the ethics of recognition of and responsibility for the other

This workshop invites audiences to engage in reconceptualizing inclusion in early childhood education, thinking “beyond a celebration of individual children’s differences and individual children’s experience of awe and wonder, and beyond the framing discourse of human agency and enrichment” (Taylor, 2013, p.78) and towards thinking about how our relations and dialogues might recognize and respond to ongoing ethics and politics of living well with human and more than human (Taylor & Pacini-Katchabaw, 2019).

Presenters: Dr. Bo Sun Kim, Dongryun Lee, & Taylor Kriese

Dr. Bo Sun Kim is a faculty in the school for education and childhood studies at Capilano University and a Pedagogist at SFU childcare society for west-side 3-5 year old programs. Her professional interests focus on engaging with children’s ideas, perspectives, their relations with worlds through their narratives and artistic languages within pedagogical contexts.

Dongryun Lee, MA, is an Early Childhood Educator at Morningside program at SFU Childcare Society. She has been involved in the child education field with children from various age groups for 15 years in Korea and in Canada. She has been working with Dr. Bo Sun Kim since 2015 at various 3-5 programs at SFU Childcare Society. Dongryun is passionate about collaborating with families and finding ethical ways to live with human and more than human life in Early Childhood Education settings.

Taylor Kriese has been an educator at SFU Childcare Society for 2 years, in a 3-5 classroom. She graduated Capilano University with a Bachelor of Early Childhood Care and Education Degree. These past two years with Bo Sun as the Pedagogista has shaped her practice as an educator, and she is excited to share this process of reflective practice.

C5 Beyond Care: Reconceptualizing Infant & Toddler Programs

What does it mean to go beyond care in an Infant/Toddler program? How does the role of the educator and the concept of time influence our practice of living well together? The educators of Capilano University Children’s Centre under 3’s program invite you to a panel discussion and dialogue regarding their research to conceptualize infant/toddler programming.

Presenters: CUCC I/T Educators

The Capilano University Children’s Centre Infant/Toddler Educators are committed to fostering collaboration with each other in their pedagogical intentions in their research with children and see themselves as co-composers of a world – a life – with children and together, form the culture of the Children’s Centre.

C6 The lived curriculum of an Early Childhood Center from an Aokian perspective

(According to Aoki (1993), a lived curriculum is situated in the lived reality and the collective experiences of the children and educators as they live their lives in an early childhood setting. How might early childhood educators be attuned to the curriculum-as-lived? There is no single lived curriculum but rather many curricula, as many as the children and teachers (Aoki, 1993). Instead of having a predetermined outlook in a curriculum, the lived curriculum is attuned to emergent encounters and is always entangled in complex relations with those encounters. It is concerned about what is happening in the here and now instead of focusing on what will happen in the near future. Aoki (2000) proposes moving “into the cracks” and seeing “curriculum as a living entity” (p. 328). The lived curriculum is organic, situational and contextual. It invites educators and children to dwell, linger and be attuned to the in-between spaces. Drawing from a qualitative case study at a Reggio Emilia inspired early childhood center in North Eastern United States, I share stories of how different curriculum frameworks (provincial and national requirements) co-dwell in the early childhood setting to inform the lived curriculum of the school. In addition to discussing Aoki’s theoretical perspectives in relation to stories from my research study, this workshop will also provide opportunities for the participants to reflect and write the lived curriculum of their early childhood centers.)

Presenters: Tahmina Shayan

Tahmina Shayan is an early childhood instructor at Capilano University. Her research focuses on the lived curriculum of a Reggio Emilia inspired early childhood center in North Eastern United States.

C7 Pedagogy of Place in the Small Forest at UBC Salal’s Daycare

Salal Daycare is a multi-age program at the University of British Columbia, on Unceded Musqueam Territory. At Salal, pedagogical practices regularly acknowledge Indigenous land and ways of knowing. A “Living Inquiry” (2018, BC Ministry of Education, p. 39) emerged during play on a small forested location behind the daycare, children learned this land might become the site of development; the forest as they know it could disappear. Children explore their personal connections to nature here, acknowledging it as a gift and homeland of the Musqueam. They connect to story in the land, affirming, “ In Indigenous cultures, landscape is more than simply a container for human history. It is the mind of reality shaping the stories of time and space” (Marker, 2018, p. 453). Phenomenological orientations posit connections to place as development of Place Identity, “the process whereby people take up place as a significant part of their world recognizing it as integral to their personal and communal identity” (2014, Seamon, p. 17). Children are asking: “If they take the Salal bushes is it like taking part of us? Is the Road digger like Columbus? Did they ask the forest? As educators/researchers, we see potentiality to disrupt traditional notions of children’s identity development; reflexivity in mind, we invite others into this dialogue: How do we hold space for learning when tensions between worldviews arise? Using a Nexus Analysis approach, what can we learn from the “‘dense knot’ of materials, identities and discourses interacting ?” (2015, Kuby & Vaughn p. 444).

Presenters: Kristin Webster & April Martin

Kristin Webster was born and raised in Vancouver BC. She is employed by UBC Child Care Services and supervises the Salal Multi age Child Care program. She is passionate about Land based pedagogy through a lens of Indigenous Knowledge and place. She is currently doing her Bachelor of ECED at Capilano University with plans to continue with her masters at UBC.

April has been working with families and young children for over 25 years. September 2019 she will be an Instructor in the Aboriginal Early Childhood Education Certificate at Native Education College and is currently a Graduate student in the Faculty of Education at the University of British Columbia. April’s research interests include: Indigenous methodologies, land-based learning, and multi-modal storytelling. April is interested in how stories from Musquearm knowledge keepers may intersect with embodied stories from young children’s connections with this same land; in turn, creating potentials for a “Third Space” in pedagogy and practice within ECE. April was born on Northern Vancouver Island and grew up in Kwakwaka’wakw (Laich- kwil-tach) Territory, Campbell River. As a young child she had the privilege to play freely in the woods, rivers and oceans of this Territory and has strong attachments to her birth-place. April’s ancestry is an intersection between Indigenous and Settler (Haudenosanee, Irish, Scottish and Germanic). It is with gratitude she finds herself as a guest on the traditional Territories of the Sḵwx̱ wú7mesh, Musqueum and Tsleil-Waututh First Nations.

B8/C8 But Licensing Says… (Part 2)

We plan to debunk myths regarding licensing requirements and discuss the realities related to the provision of quality child care. Depending on participants’ interests, we can have focused discussions related to sleep, snack/lunch, circle time, and medication administration to address the sometimes difficult task of complying with the Child Care Licensing Regulations. There will be the added opportunity to brainstorm with colleagues to determine various manners in which the intention of outcome based regulations can be met related to each of the topics. Options and methods will not only be presented but group work will also be facilitated regarding the importance of policies and procedures and when and how to submit plans to licensing related to health and safety issues. Time permitting, the topic of exemptions and how and when these can be applied for will be also discussed.

Presenters: Glenda Burrows & Cindy Devlin

Cindy Devlin and Glenda Burrows are child care licensing officers who have worked in a variety of child care settings providing direct care prior to collectively obtaining many years of service as child care licensing officers. At last year’s North Shore and ECEBC conferences this topic was launched within an interactive setting. The session allowed for the collective exploration of the areas of routines and practices that tend to result in higher incidents of non-compliance, complaints, and investigations.

B9/C9 Taking time for Tears: Reducing stress in young children through supporting a Problem Solving approach to Conflict (Part 2)

Conflict happens! How can we positively support young children’s social and emotional learning, as well as, provide them with tools and skills that they will carry with them through all kinds of social conflict? Building on Part One of this workshop series, participants will learn to recognize conflict situations as opportunities for children to learn important social skills. Using the Social-Emotional Learning competencies introduced in Part One, participants will understand the significance of acknowledging children’s feelings as the first step taken in conflict situations. The focus of this workshop will be the understanding and implementation of the HighScope Educational Research Foundation’s approach to conflict resolution, using 6 steps to help children resolve problems. Participants will develop an implementation plan to incorporate both prevention strategies and the problem-solving approach into their early childhood settings and pedagogical practices.

Presenters: Julia Black

Julia Black is a graduate student in the Department of Educational Psychology, at Simon Fraser University, British Columbia, Canada, and an instructor in the School of Education and Childhood Studies at Capilano University. Julia is also a Field Consultant for the HighScope Educational Research Foundation, providing training in the HighScope Curriculum model to educators, locally and internationally. Julia earned a MBA at Athabasca University with a focus on change management among educators implementing new curriculum within early childhood classrooms. For twenty-one years, Julia has worked as an educator and manager in early childhood programs and as an educational and early years policy consultant. Currently her graduate research focuses on the relationship worlds of infants and toddlers with a particular interest on the influence of cultural values and beliefs on pedagogical practice.

B10/C10 Open studio: dialogues with materials (Part 2)

In this session participants will become familiar with ways of thinking about the early childhood studio and will engage together in collective studio processes. With a focus on dialogues with materials, we will explore together the vibrancy of materials, ways of attuning to the life, movements, and rhythms of materials, and engage in collaborations with each other. The session will begin with a short visual presentation illuminating central studio values, commitments, and processes and the rest of the session will be an open studio where participants may drop in for a short while or stay for the entire studio session. The session will close with a debrief of insights and experiences.

Presenters: Dr. Sylvia Kind and CapU ECCE Students

Sylvia Kind, Ph.D. is an instructor in Early Childhood Education at Capilano University and an atelierista at the campus Children’s Centre. Her work is motivated by an interest in young children’s studio practices, their lively material improvisations and collective experimentations, and in developing understandings of studio research in early childhood contexts