This month, we wrapped up our #StandardsinPractice campaign. Over the last year, the campaign provided RECEs with resources, webinars and reflection questions on each of the six standards in the College’s Code of Ethics and Standards of Practice. Throughout the campaign, we had valuable engagement with our members who attended …
Gillian Burns is a retired RECE from the Central West region. She completed her ECE diploma at Sheridan College in 1976, and went on to work as an educator, supervisor, and most recently as a Manager of Children’s Services Investments for Halton Region before retiring in 2018. We spoke with …
Complete this short scenario exercise to improve your communication and collaboration with children and families. It takes about 15 minutes.
Q: The College’s Practice Note on Play-Based Learning supported my understanding of the importance of it, but how can I communicate the value of play-based learning to families and colleagues? Standard II in the Code of Ethics and Standards of Practice says that, “RECEs use appropriate and effective communication strategies …
Melanie Dixon is an RECE in Toronto, Ontario. She is the Director of Professional Practice at the College of Early Childhood Educators. Melanie began her CPL Portfolio Cycle in January 2018. Below are her reflections on the CPL Portfolio Cycle. Living the value of lifelong learning As early childhood educators, …
Showing you’ve participated in planned learning activities throughout your membership year is easy. Follow the steps below to complete the third component of the Continuous Professional Learning (CPL) Portfolio – the Record of Professional Learning, and review what you can include as evidence of participating in CPL learning activities. Read …
Tracey Webster is an RECE and Professional Learning Consultant for Affiliated Services for Children and Youth (ASCY) in Hamilton. She sat down with the College to discuss her own Continuous Professional Learning (CPL) journey and why she feels CPL matters so much to the success of RECEs. According to Tracey, …
Engaging in ongoing professional learning forms part of the culture of early childhood education and is essential to professionalism and leadership. To help Registered Early Childhood Educators remain current in their practice, the College implemented a framework for Continuous Professional Learning (CPL) that is self-directed and self-reflective to be flexible …
Dual relationships can pose a challenge for registered early childhood educators (RECEs) because in addition to a professional relationship, they have one or more relationships with a child, the child’s family, a colleague or a supervisee. To help navigate this practice issue, the College recently released its Practice Guideline on Dual …
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