My Blog: The Playground

Engaging the Whole Child in Natural Environments

The institution Overmarksgården is a farm kindergarten as indicated by the sign at the entrance to the property. It reads Gårbornehave which translates to farm kindergarten, but I see the english word on the end (have) continuing to its full phrase haven, and I am amazed at the accuracy. A have is a garden, a place regarded as a solace for something deeper within us that reaches out to nature seeking profound comfort and inspiration. When I imagine myself there, with great expanses of grass, tended gardens and mossy trees, I feel the limitless possibilities and essence of ease this garden-haven inspires. I have fun running down the rolling hills and playing in the wide-open spaces. I gaze out at these forest playgrounds and feel contentment and hope because of who the children might become with these connections to nature. There are also many play structures to choose from and tools or loose parts to activate the imagination. The Gårbornehave has several rooms and outdoor play spaces signified by their cardinal direction. The children are designated to a direction in which they play and bond with the surroundings. There they learn to use tools, care for animals and develop socially. The children are brought along to tend the hen house, feed the pigs, lambs, and rabbits. They remember these activities happen daily and they ask to help, or the adults see the child needs a break or calming activity and they ask the child(ren) to come along. These practical activities appear to captivate the children. Perhaps they feel the weight of trust, the burgeoning ability to complete these tasks independently, or the deeply ingrained human fascination with watching orange flames lick the side of a pot cooking a soup for lunch.

Nature-Based Theory

What I am most struck by is the way caring acts that give back to the environment seem to be unavoidable. The setting and tools available carry so much potential to solidify the necessity of this practice and all the diverse ways we can help to bring balance to the natural world around us. The children naturally weed the gardens as they pick the visually appealing blooms which gives was for other plants positively benefiting the soils, insects, and overall supporting environmental harmony. They learn to leave some plants alone, why they are there, and what depends on them for nutrients. In their play the children also test the limits of their environment— like the nearby trees, bending the new branches to see if they will support their weight when they climb. They hold the bugs they find hostage in buckets and pick all the blooming flowers they can find. Very often they cannot be dissuaded from this kind of play and the adults do not seem to stop them. They are building a relationship with their environment and developing their social understanding beyond their newly discovered selfhood. When they run to a friend who cries out and they ask if they are okay, they are displaying that empathy. The process of caring for animals is done with the intention of developing empathy for other forms of life, but they also do not avoid the difficult conversations about the results of our actions, accidents, and death. They make it clear which animals are raised to become a treasured early winter meal, and they show the children the lamb who was still born in the spring. They make a small headstone for the mole they find deal in the flooded garden after a rainstorm and help the children process both the common cycles of which death is a part and the unexpected cases. The weather changes drastically which infuses the play with life and novelty. For example, a sudden rainstorm can invigorate the children to run to shelter and look after each other playing out imaginary survival scenarios. Big squalls of wind make the children scream with delight, and the steady drizzle fills their buckets with water to make into “soup.” The day’s quality and the children’s available activities remain unpredictable in the same way the flow state of play works to illuminate, teach and enliven them. This emphasis on the daily and seasonally diverse environment spotlights the playful qualities of nature; I see this as nature’s play. The children may engage in a variety of playful activities with what they find around them (both natural and human-made tools). There are no plastic figures or pretend food, but there are tools for building, cleaning or experimentation like shovels, buckets and brushes. Tools like knives and scissors are also available with the help of an adult. Nature-based theory in practice here centres the tools of knowledge and physicality we may need to engage with nature respectfully and then allows our natural environment to do the rest.

The Role of the Pedagogue

The adults or pedagogues have been previously described as trusting observers and initiators of teaching tasks such as planting, tool use or tending to the animals. They also plan group activities using the centre’s seasonal model and the Danish pedagogue’s “flower” model. Both models are visually depicted on the walls of each kindergarten classroom, and they are loosely referenced in their interactions with the children everyday. The models speak to balancing all the developmental areas and preparing the necessary tools for learning and playing in the current season’s nature. Most importantly adults or pedagogues build relationships with each child that are the foundation for helping that child thrive in every way possible. I see the link between attempting to nurture balance in children — making sure they are sufficiently prepared to enter the social situations and learning environments that await them — and the environmental balancing techniques they teach via life skills and caring for animals. I try to uphold this same foundational ideology as I am considered another adult at the Garbornehave. Similar to most all of the adults or pedagogues I combine playful camaraderie with a tone that invokes respect, and I try to demonstrate my trust in the children. If the children are in distress, they know they can come to any of us because they are safe in our company. I am approached and invited into play that the children initiate but I also contribute activities of my own volition (due to my school requirements). I often find ways to be uniquely and creatively expressive and allow children to participate in my creative play. If they are interested, they join in, and I try to engage them verbally or with body language to extend their expressive language. The adults or pedagogues that have been on the staff for a while have roles to fulfill on the farm which they step out to do, but nearly always bring children along. They often impart knowledge by “doing.” They combine simply worded descriptions of the action and safety measures and getting the child to physically try the task with their support (ranging from “hand-over-hand” to observing from afar). Knife skills or “snittering” is an area where all of these factors specific to Danish pedagogues coalesce. I am able to instruct and observe children perform this task where the children can hold a sharp knife and a “melon branch” (the wood when peeled smells of melon - this is the short hand to identify it), and then sit with spread knees, gliding the blade down and away from them and watch the peeled bark form thin curls and fall to the ground.

Contrasting Canadian and Danish Forest School Approaches

The overarching approaches between Danish and Canadian kindergartens are overlapping, because in my previous placements, the emphasis on seasonal holiday-based planning and “free time” was significant. Nature-based seasonal pedagogy is the frame of reference for Danish pedagogues to build their group activities for the weekly schedule, and the weather and surrounding nature are interwoven with their planned experiences. For example, the emphasis on bonfire activities, feeding fires and starting them are central to their outdoor planning in the colder seasons of the year. The pedagogues also count on the complexity of nature to offer a balance in all the main learning areas and for socialization opportunities to be capitalized upon, while the Canadian approach counts on the sterilized indoor environment to be stocked with an abundance of tools for each learning area. “Free play” is the central focus of each day with far more time allotted for child-led play. Even when it is worked into the schedule to change our central location for the day (for example going further into the forested area or to the biking hills) their activities in the new place are up to the children. There is also an element of spontaneity and doing activities for the sake of pleasure or joy at Overmarksgården that I have not seen highlighted in Canadian approaches.

Extending Ability with Supported Risk

In my first month at Overmarksgården, I observed two children self-start risky tree-climbing play and telling each other where to put their feet in order to climb higher, and their ability to adapt and engage at their level independently was so striking. The Engagement foundation of the Ontario early childhood framework document How Does Learning Happen (Ontario Ministry of Education, 2014b) notes the power of focus, interest, and exploration. The exploration of their abilities here was of their own volition and the concentrated exploration of the natural play space and their ability to engage with it was so fitting with this Ontario-based framework. According to another key Ontario early childhood framework document Early Learning for Every Child Today (Ontario Ministry of Education, 2014a), the physical development that occurs in the preschool kindergarten stage is represented in the free exploration of the play equipment and engagement in group games. This experience naturally integrates these keen areas for growth while allowing for the children to build their comfortability with risk assessment and their fellow beings in the natural world. The access to riskier kinds of play in the outdoors expands the opportunity to meet this standard. I want to take this experience to future centres I work at and challenge the imaginative play times to be longer and immersed more in nature to see how the children adapt.

The instructors at Overmarksgården make fine-motor-based risky play using sharp knives or scissors just was vital as the more active physical kinds. There is both confidence and trust that they put at the forefront, while ensuring adult supervision is present although not overstepping (for example being in the same area instead of hovering over their shoulder). According to Early Learning for Every Child Today or E.L.E.C.T. (Ontario Ministry of Education, 2014a) tool use is a crucial keystone of preschool-age development. More opportunities to master these skills (which include aspects like the child’s interest, adult trust, and freedom to access materials) only benefit the children in care. The Ontario-based Early Childhood Educator regulatory document Code of Ethics and Standards of Practice (College of Early Childhood Educators, 2017) states, Early Childhood Educators are to steadily approach children as the capable and enthusiastic learners that they are, and in this case the Danish Approach confidently demonstrates this idea in a way the Canadian academic courses only described. I want to take this experience to future centres I work at and extend my view of risky play into the planning of teaching experiences, along with the freedom to access materials they are capable of safely using in a room with supervision.

Nature Knowledge and Comfortability

On my first day at Overmarksgården, two children handed me herbs they picked from the ground they knew how to identify and they prompted me how to smell and eat it. The fine motor skills and sensory play that the planting and harvesting process involves are highlighted in E.L.E.C.T. (Ontario Ministry of Education, 2014a). These tenants of development and real-life skills are practiced naturally during these activities. The Wellbeing foundation of How Does Learning Happen (Ontario Ministry of Education, 2014b) connects the importance of nature to the child’s holistic sense of wellbeing. The children were undirected and unprompted by the educator to engage in the process of sharing and sensorily experiencing the local plants. I hope to familiarize children at future centres I work at with local herbs and the joys of planting (and harvesting) that also involve the senses!

Children collecting bugs and putting them in buckets is something I have observed on multiple occasions. They often walk around with a shovel and a bucket and add bugs and leaves to make a little habitat for the bugs they catch. The contrast between the children at my previous placements in a city environment interacting with bugs, and these children who embrace them regularly in their play, was significant. The children here often want to hold them or guide them onto a stick to keep observing them, whereas the children I engaged with in city environments were often afraid or disgusted by these bugs and would make them the enemy in their play. These children are building relationships with these bugs, learning about their temperament, and their needs through direct experience. According to another key Ontario early childhood framework document Think, Feel, Act (Ontario Ministry of Education, 2013), relationships are powerful. The purpose of strong relationships is one of ease of relating and the ease of flow of information. In this case they are forming bonds with these creatures and deepening their understanding of diverse forms of life in the outdoors. Going forward, I want to support the purposeful planning that opens access to the outdoors in exceedingly wider ways so that bonds with the life that exists in nature alongside us can deepen.

Evolving Personal Perspectives

During a long weekend, I completed a seven hour hike up the Preikestolen mountain in Stavanger, Norway. This was an especially important and formative experience of engaging with what Danish Pedagogues reference regularly—Lev Vygotsky’s Red Zone (Williams-Siegfredsen, 2017). The Red Zone is concerned with changing the very fabric of you through severe challenge. Experiences like this alter your understanding of the “safety net” that holds you. From my experience, it asks “when you are backed up against a wall, who do you become?” The Red Zone is concerned with the effects of surviving, while the Yellow Zone is often seen as the preferred “flow state” involving mildly uncomfortable expansion, and the Green Zone involves ease, complacency, and lameness. When I was climbing Preikestolen in the rain, I was feeling significant fear because I understood I was responsible for my own life in this risky situation. I was climbing these steep, wet stones and felt how spinning out of control with fear and panic would not help because I am the one taking myself up and down this rocky path. So, I look carefully at the stones, checking for mosses that make them more slippery, and tell myself one stone at a time. The Engagement foundation of How Does Learning Happen (Ontario Ministry of Education, 2014b) notes the importance of challenge for strengthened focus and deeply learning from an experience. The most meaningful experiences engage the whole child in a way where their foundation shifts (or in other words their self efficacy adapts). Think, Feel, Act (Ontario Ministry of Education, 2013) reflects on pedagogical leadership and the role of the educator and highlights our responsibility and direct affect on the learning environment. Nurturing our dispositions in order to lead a group of children effectively goes hand in hand with experiencing challenges parallel to the children in our care. The Code of Ethics and Standards of Practice (College of Early Childhood Educators, 2017) notes the responsibility that Early Childhood Educators have to design or modify the learning environments to enhance healthy risk taking, but as I mentioned previously, our dispositions have a great effect (alongside our planning and available materials), so our responsibility seems to extend to seizing personal experiences that challenge us similar to how we may facilitate and support children experiencing challenge. Going forward, I am aiming to help children discover their strength in order for their self efficacy to adapt. Influencing the environment as an Early Childhood Educator to ensure children have the most easeful experiences is a disservice to them. After these culminating experiences I understand how the environment is doing a lot of the teaching, and the lack of challenge therein could limit their unique learning.

References

College of Early Childhood Educators. (2017). Code of ethics and standards of practice. https://www.college-ece.ca/wp-content/uploads/2021/10/Code_and_Standards_2017-4.pdf

Ontario Ministry of Education. (2013). Think, feel, act lessons from research about young children. https://files.ontario.ca/edu-think-feel-act-lessons-from-research-about-young-children-en-2021-01-29.pdf

Ontario Ministry of Education. (2014a). Early learning for every child today: A framework for Ontario early childhood settings. https://www.ultimateschoolagers.com/uploads/7/6/2/8/76285121/elect.pdf

Ontario Ministry of Education. (2014b). How does learning happen? Ontario’s pedagogy for the early years. https://files.ontario.ca/edu-how-does-learning-happen-en-2021-03-23.pdf

Williams-Siegfredsen, J. (2017). Understanding the Danish Forest School approach (pp. 28–29). Routledge.

Keep reading to find my written reflection on creating a story map (pictured above) based on engaging with a sit spot (a part of nature you return to in order to build a relationship), the steps and data collection I did to do so, and my long-form land acknowledgment reflection.

Story Map Reflection

 Topic Statement and Age Range

Connection with the land in the early-school-age years lays the foundation for meaningful exchanges between nature’s wisdom and the increasingly more autonomous 4–6-year-old child. Motivation to be outdoors and learn from the surrounding natural environment inspires an enthusiasm to explore the land and register powerful lessons through the lens of physicality. The physical senses, as well as the more subtle social-emotional senses, glean a wealth of knowledge while the body is challenged by the outdoor environment in a productive manner. Nature connectedness is a word we use throughout the paper to describe the child’s positive concept of nature and humans. Barrable & Booth (2020) explain the construct how it “includes cognitive and affective strands, including empathy towards the natural world…experiential and behavioural aspects…nature relatedness and inclusion of self in nature” (p. 2). The age range of 0-8 plays a significant role because it is when “the creation of an ecological identity and the development of a positive relationship with nature” is taking place (Barrable & Booth, 2020, p. 1). Some predictors for a sincere connection to nature were “parental nature connection, and total time spent in attendance of an outdoor nursery” (Barrable & Booth, 2020, p. 1). Our paper explores why fostering this relationship with the land is so important, how caregivers can contribute, and what the research and theoretical perspectives say about the benefits.

Research Questions:

How can a nature-connection rich environment enhance belonging and otherwise positively affect an early-school ager’s life?

The sense of belonging early-school aged children experience when sustained and meaningful contact with nature takes place can surface as, “feelings of being safe and happy in outdoors and natural environments” (Barrable & Booth, 2020, p. 2). Belonging in their environment is a catalyst for learning according to How does learning happen (Ontario Ministry of Education, 2014b): “Opportunities to experience nature every day and to care for and interact with the natural world enhance children’s connections to the world around them” (p. 25). In addition to fostering a foundational sense of belonging, the benefits of early-childhood nature connection include, “increases in self-esteem and self-confidence, motivation, motor skills improvements, development of social skills and relationships, as well as improvements in communication and language skills” (Barrable & Booth, 2020, p. 2). Overall, “connecting to the natural world contributes to children's mental, physical, emotional, and spiritual health and well-being” (Ontario Ministry of Education, 2016, p. 34). Nature connection is holistically beneficial for the early school-ager especially given the interrelated increase in electronic media consumption and childhood obesity and mental health disorders (Ontario Ministry of Education, 2016). Therefore, the “kind of thinking, learning, leadership, and innovation that may be inhibited in children in the classroom” is inspired steadily by significant time in outdoor learning environments (Ontario Ministry of Education, 2016, p. 34).

What does ecological systems theory say about the effects of the incorporation of natural elements?

Ecological systems theory, as articulated by Bronfenbrenner (1979), highlights the importance of diverse roles and settings for early-school-agers to be engaged in order for them to develop. Hypothesis 14 from his 1979 work The ecology of human development: Experiments by nature and design emphasizes that the process of development is facilitated by engaging with a range of roles and settings; therefore, a limited classroom setting would be detrimental. Primary socialization settings like the home and classroom must have a variety of environmental contexts because of how this positively impacts human development. While Bronfenbrenner doesn’t explicitly state the importance of natural materials entering the home and learning environment, they certainly qualify as diversifying those settings. Due to the cultural trend of favouring indoor environments, the early-school-ager’s exposure to natural elements is most often limited. Bronfenbrenner advocates for parents and professionals alike to support human development by incorporating diverse role models and environmental elements into school settings.

How may caregivers engage with nature connection methodology to support their children’s development and why is it important for children to have this connection with the land?

Children’s development can be supported by caregivers by ensuring children spend time in the natural world and have quality interactions with it. When young children are in nature, they can see the beauty in natural materials such as grass, rocks, and leaves. These materials allow the children to access their creativity and imagination. They are free to express themselves and to use the materials how they see fit. Nature provokes children to formulate their own ideas (The Pennsylvania State University, 2019). When they are involved in nature activities or experiences their attentiveness increases (Ontario Ministry of Education, 2016), so caregivers can incorporate natural materials into their homes or classrooms. Sticks for building, tree stumps for climbing and extra seating can all positively contribute to their development. Bringing loose parts from the outdoors to be included in their play could allow them to explore all that nature provides (The Pennsylvania State University, 2019). By ensuring the children have quality time and interactions in nature and with natural elements, caregivers and educators can make strong connections between the children and nature.

Indigenous Perspective

The Indigenous perspective outlined in the Ways of knowing guide by Bell et al. (2010), speaks “to the fundamental principle of ensuring sustainable relationships with the land” (p. 10). Reciprocal and considerate practices of engaging with the land are “reflected through worldview, values, beliefs and stories” (Bell et al., 2010, p. 10). The concept of acting responsibly in consideration to the land is a keystone of Indigenous traditions. Connecting early-school-age children to nature results in environmental stewardship because sustained and meaningful time in nature contributes to an “increasing sensitivity and affective responses towards nature and issues surrounding conservation” (Barrable & Booth, 2020, p. 2). One such way we can connect children to nature from an Indigenous perspective is through studying animal behaviour. For example, “the turtle foraging before the winter months cues to the season beginning to change and [that] turtles will soon go into hibernation” (Bell et al., 2010, p. 74). Bell et al. (2010) write, the Anishinaabe people are observers of these animal mentors and take queues from their behaviours. Engaging in discussions and activities with early-school age children in the classroom about local animal’s qualities and behaviours at different times of the year can bring Indigenous nature connection perspective into learning spaces. 

ELECT

According to the Ontario Ministry of Education (2014a), land-based learning benefits children’s cognitive and social-emotional development. Time spent in nature can help children to think and process their learning better, and it can increase their moods significantly. Considering that, “Children construct knowledge through physical activity, social interactions with others and their own active thinking,” (Ontario Ministry of Education. 2014a, p. 9), when they spend time in nature with others there is a positive effect on their overall development in these areas.

Responsiveness

According to the Ontario Ministry of Education (2013), Think, feel, act: Lessons from research about young children, healthy development is directly related to positive relationships. In order to act responsively we must support children emotionally, physically, and socially to build a trusting relationship. Encouraging children to play outdoors, connect with the environment, and natural materials will be far more effective when they trust us. Helping children to freely connect to the land with their senses in a safe environment is very enriching. Sensory stimulation is derived from interacting with natural environments which allow children to learn with all of their senses. This stimulation fosters their cognitive growth, creativity and critical thinking, and it is available to the children as caregivers or educators are thoughtful about establishing safety and trust in the learning environment.

Reflection

The research process was very successful as there were lots of ECE-based resources and recent studies on nature schools and nature connectedness. The rich results gave us both a thorough understanding of the positive effects of nature connection and relevant developmental theories in support of these diverse environmental connections. The role of the caregiver in engaging children thoughtfully in natural environments was also broken down and rooted in why it is so crucial we support this connection with the land. The tools we have discovered are applicable to our future practices as RECEs and are rooted in the best interest of the developing child.

Learning Experience

Title of the Activity: Nature Walk with a Magnifying Glass

List the materials you would use for the experience and record what you think the children will do and talk if they were to explore and play with these materials. 

Each child would receive a small note pad and an easy grip pencil to put in their backpack, along with a magnifying glass threaded onto a lanyard to wear. The children would use the magnifying glass to look closely at the things they find outside that are most interesting to them. They can record what they see with the pencil and pad in drawings, letters, or words depending on their ability. The guided walk through a forested area will act as the third component or “third teacher” for the activity.

Explain the Activity?

The magnifying glasses on lanyards are for children to have their hands free and stay in the moment, while identifying what piques their interest as we walk at a meandering pace through a nicely forested area. They have the tool hanging in front of them so they can use all of their senses to experience the nature they are immersed in. If they are so inclined, the pad of paper and easy grip pencil are available in their packs (which also stores their water bottle). Combining the magnifying glass, pencil, and paper makes it so their drawings and observations can be more detailed.

What areas of development will be enhanced and address the issues presented by the topic of your research?

Outdoor activities have a holistic scope in how they touch on each of the developmental areas naturally, but this activity enhances the cognitive processes of representation and reflection especially well. Reflecting on what they are observing in their environment and having a physical tool to acknowledge these components they are witnessing like the magnifying glass and the pad of paper give them a sensory link to their thought processes. They are building a diverse database of sensory experiences that expands upon their representation and reflection skills.

Time & description of the setting/environment where you are planning to set up your activity.

The forested walking path will be somewhat familiar to the children, close to the school, and very familiar to the educators who have also complete a site risk assessment form annually. The time for the walk is 30 minutes with five minutes before and after to answer questions and give safety instructions. They will be reminded throughout to explore and stay hydrated.

References

Barrable, A., & Booth, D. (2020). Nature connection in early childhood: A quantitative cross-sectional study. Sustainability, Basel, Switzerland, 12(1), 375-390. https://doi.org/10.3390/su12010375

Bell, N., Conroy, E., Wheatley, K., Michaud, B., Maracle, C., Pelletier, J., Filion, B., Johnson, B. (2010). Ways of knowing guide. Toronto Zoo.

Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Harvard University Press.

Ontario Ministry of Education. (2014a). Excerpts from “ELECT” foundational knowledge from the 2007 publication of Early Learning for Every Child Today: A framework for Ontario early childhood settings. https://www.dufferincounty.ca/sites/default/files/rtb/Excerpts-from-Early-Learning-for-Every-Child-Today.pdf

Ontario Ministry of Education. (2014b). How does learning happen? Ontario’s pedagogy for the early years: A resource about learning through relationships for those who work with young children and their families. https://files.ontario.ca/edu-how-does-learning-happen-en-2021-03-23.pdf

Ontario Ministry of Education. (2013). Think, feel, act: Lessons from research about young children. https://files.ontario.ca/edu-think-feel-act-lessons-from-research-about-young-children-en-2021-01-29.pdf

Ontario Ministry of Education. (2016). The kindergarten program. https://www.ontario.ca/document/kindergarten-program-2016

The Pennsylvania State University. (2019). Children and nature: Do you support the connection? In PennState Extension: Better Kid Care. https://bkc-od-media.vmhost.psu.edu/documents/TIPS0709.pdf

KEY FAMILY TYPES

1. Indigenous families

2. Newcomer families

INDIGENOUS FAMILIES

"FROM 2016 TO 2021, THE NUMBER OF INDIGENOUS PEOPLE

WHO REPORTED THAT THEY COULD SPEAK AN INDIGENOUS

LANGUAGE WELL ENOUGH TO CONDUCT A CONVERSATION

DECLINED BY 4.3%.

HOWEVER, THE NUMBER OF INDIGENOUS PEOPLE WHO

COULD SPEAK AN INDIGENOUS LANGUAGE BUT DID NOT

HAVE AN INDIGENOUS MOTHER TONGUE GREW BY 7.0% OVER

THE SAME PERIOD"

(STATISTICS CANADA, 2022B, PARA. 87).

UNPACKING THE FINDINGS ON INDIGENOUS FAMILIES

I found these findings fascinating, especially how Indigenous people who were

connected in their community could seek out learning their language as a second

language. Although they cannot learn it from their primary caregivers, they are

able to outsource the teachers and experience this reconnection with their

culture. Statistics Canada (2022b) stated "This change reflects a growing share

of Indigenous people who are learning an Indigenous language as a second

language" (para. 87). Early education centres like Aboriginal Head Start

and roles like Indigenous Resource Consultants can be community connection

points for the whole family to reconnect with their Indigenous language and

assist in the facilitation of developing it as an active second language. Focusing

on language inclusion in early learning environments (Chumak-Horbatsch &

Chung, 2016) is stressed by the numbers showing Indigenous language declining

as a mother tongue.

NEWCOMER FAMILIES

"ACCORDING TO THE 2021 CENSUS, 8,361,505 PEOPLE, THAT IS, 23.0%

OF THE POPULATION, WERE FOREIGN-BORN (IMMIGRANTS)...RECENT

IMMIGRANTS MADE UP 15.9% OF THE IMMIGRANT POPULATION"

(STATISTICS CANADA, 2022A, PARA 1).

"IN APRIL 2024, A LARGER PROPORTION OF RECENT IMMIGRANTS

(43%) REPORTED FINDING IT DIFFICULT OR VERY DIFFICULT TO MEET

THEIR FINANCIAL NEEDS OVER THE PAST 12 MONTHS, COMPARED

WITH MORE ESTABLISHED IMMIGRANTS (29%) AND NON-IMMIGRANTS

(29%)" (STATISTICS CANADA, 2024, PARA. 3).

UNPACKING THE FINDINGS ON NEWCOMER FAMILIES

I found it noteworthy that the more established immigrants and the

non-immigrants reported the same amount of difficulty making ends

meet, while a significantly larger number (14% higher) of

newcomers reported difficulty making ends meet. Statistics Canada

(2024) clarified the exact question posed to collect their data "In the

past 12 months, how difficult or easy was it for your household to meet

its financial needs in terms of transportation, housing, food, clothing

and other necessary expenses?" (para. 13). The question highlights the

essential needs that newcomers could very well be struggling to

consistently secure. This is where our role as a well-connected

community member in the ECE field comes in, because we can offer

information about resourcing these items and programs (like settlement

programs) that can counteract the challenges stacked against them

developing a steady income.

ISSUES AND CHALLENGES FOR INDIGENOUS FAMILIES

Assimilation into the "dominant culture," and reactive staff that enact what some folks

describe as kidnapping by the state when referring to the intervention of child and family

services (Ball & Benoit-Jansson, 2022) are the main challenges for Indigenous families in an

early learning and care environment. The loss of language and other cultural practices for

Indigenous families in early learning environments is in part due to the assimilation

approach of being "monolingual, mono-literate, and mono-cultural" (Chumak-Horbatsch &

Chung, 2016, p. 15). In many centres they are teaching the "majority language" and facets

of the "dominant culture" more or less exclusively. In addition, there have been several

reports of Indigenous families being misrepresented to child and family services which

causes drastic interventions to become commonplace (Ball & Benoit-Jansson, 2022). The

families share their disappointment in the reactive early learning staff and child and family

services and compare the speed and willingness that they are removed from their family unit

to the original assimilative governmental procedures.

ISSUES AND CHALLENGES FOR NEWCOMER FAMILIES

The information from Statistics Canada (2024) about the level of difficulty in securing basic needs

points to another main challenge that is finding a job (Hornstein, 2024). Hornstein (2024) shares how

newcomers "may encounter obstacles to having their credentials recognized and finding meaningful

Canadian work" (para. 16). In addition to their credentials potentially not transferring over to an

appropriate equivalent in the eyes of hiring committees, "many jobs in Canada require English or

French and either of these languages can be one of the primary requirements in a job description"

(Hornstein, 2024, para. 3). The expectation to be near-fluent in one of "the official languages in

Canada" (Hornstein, 2024, para. 3) is a steady challenge that impedes on the quality of job

newcomers may be able to secure. These difficulties can affect their experience to feel secure paying

for the services in an early learning and care environment. Due to the potential communication

barrier, clearly understanding the regulations and expectations in Canadian early learning

centres can be another source of stress.

RESPONSIVE INCLUSIVE STRATEGIES FOR INDIGENOUS FAMILIES

• To combat assimilative patterns a strategy that an Early Childhood Educator (ECE) can

implement is an actively intercultural and multilingual program (Chumak-Horbatsch &

Chung, 2016, p. 15). This includes small changes like name tags with children's names

written in their Indigenous language and dual-language books featuring several

Indigenous languages that represent the families we are serving. The larger changes

involve working closely with the families who are willing to be consulted to expand the

intercultural programming, which can look like inviting Elders from the child's Indigenous

community into the classroom to spend time with the children and share songs or stories

in their language.

• When there is confusion about differences in cultural practices, another advisable practice

is "engaging in open dialogues to identify and address microaggressions, and reflecting

critically on the system of social inequities" (Daha, 2016, p. 64). Open communication and

active reflection are cornerstones of this strategy that make the early learning

environment a safer place for Indigenous children and families.

RESPONSIVE INCLUSIVE STRATEGIES FOR NEWCOMER FAMILIES

• To address the potential difficulty with employment and unideal hours, a strategy that an

Early Childhood Educator (ECE) can implement is flexible and personalized support (S.

Sheikh, personal communication, November 28, 2024). This includes working with the team

of ECEs at the centre to optimize how are we honouring the family's schedule and

addressing the time-based components of our care like pick-up, drop-off and meetings. If

need be we can implement accomodations on our end so they can meet their life's

demands.

• Another tool ECEs can implement is respecting differing parenting styles (which may be

highly accepted and successful in their cultural community) and "differ judgement” (S.

Sheikh, personal communication, November 28, 2024). While it is helpful to share what we

know about the Canadian educational system and help build their capacity by role

modelling our tools that they can chose to mimic with their child, it is just as crucial to

learn about how they navigate their routines, and how they redirect and guide their child.

COMMUNITY AGENCIES FOR INDIGENOUS FAMILIES

Shaawnaong Aboriginal Head Start

935 Dundas Street, Toronto, ON M4M 1R4

8:30 a.m.–4:30 p.m. Monday – Saturday

(416) 630-3423

Languages of service: English & Ojibway

Building Strong Spirits is an early intervention program for Aboriginal

children aged 2 1/2 to 6 years old, and their families. It is primarily a

preschool program that prepares young Aboriginal children for school by

meeting their spiritual, emotional, intellectual and physical needs.

Building Strong Spirits is a lifelong learning program that incorporates

the following components:

• Health

• Education

• Nutrition

• Culture and Language

• Parental Involvement

• Social

https://nativechild.org/ear

ly-years/aboriginal-

head-start/

The Building Strong Spirits programming offered at Shaawnaong Aboriginal Head Start

is particularly positive for Indigenous families because it proven to be "culturally and

linguistically relevant " (Government of Canada, 2017, para. 11). In addition, Ball & Benoit-

Jansson (2022) highlight that the "findings to date suggest correlations between culturally based

programming and resilience, a significant increase in children’s sense of belonging and pride in

their Indigenous identity, participation in First Nations cultural practices and languages outside

of the program, use of First Nations medicines and food, and increased self-esteem" (p. 10). The

documented benefits are synonymous with the promised programming Shaawnaong Aboriginal

Head Start offers.

NON-PROFIT COMMUNITY AGENCIES OR

ORGANIZATIONS FOR NEWCOMER FAMILIES

Community Family Services of Ontario

602 Queen St West, Toronto, ON M6J 1E3

Mon, Wed & Fri: 9 am – 5 pm

Tue & Thu: 9 am – 8:30 pm (after 5 pm by

appointment only)

416-979-8299

info@cfso.care

Languages of service: English, Afghan,

Cantonese, Chinese, Chinese - Simplified

(translation only), Chinese - Traditional

(translation only), Farsi (Persian), Fukinese,

Kurdish, Mandarin, other Chinese dialects,

other Middle Eastern languages, Persian,

Tagalog, Turkish, Vietnamese

Services include:

• Information and Referral for:

Immigration / Refugee / Citizenship /

Foreign Domestic Worker

• Welfare & benefits, public health,

childcare, legal aid, housing,

community recreation

• Education and employment training

• English classes

• Settlement Counselling

• Information and Orientation Workshops

• Settlement Interpretation and Translation

The Community Family Services of Ontario offers its settlement services in over 10 different

languages which virtually dissolves the communication barrier and gets right to the tailored

assistance newcomer families need. Hornstein (2024) notes the reported benefits of these

services and that "among those who received employment-related services, 78% credited

settlement services for equipping them with the knowledge, skills, and connections crucial for

success in the Canadian labour market" (para. 20). There are also referral programs that can

help newcomers connect to specialized support workers for more complex government-related

tasks or inquiries. In addition to these services, there are communication enhancing offerings

like interpreters, translations and English language classes.

PERSONAL SOCIAL FAMILY IDENTITY

As a gender nonconforming lesbian partnered with a fellow gender nonconforming

lesbian (we are engaged), I am so grateful when I see several variations of families like

mine (with two moms/two dads and/or gender nonconforming parents) represented

throughout the classroom. Whether they are laminated photos, puzzles, or books, even

that visual recognition makes a difference. It can be a conversation starter, and for

some there can be the inlaid message that you can relax in that space to a certain

degree. It is a small gesture to have passive forms of representation like this, but if

there are multiple forms that include LGTBQ+ families who all look different, it still

combats stereotypes, and it can made folks like us feel like we are seen. I would also

love to see a more neutral caregiver appreciation day in addition to the other days the

centre may celebrate. I feel that takes the message of respect for gender

nonconforming caregivers into a more tangible plane.

COMMON FEATURES

ECEs can arrange their classroom and programming to be intercultural and honour

diverse families with respectful representation and family involvement. This can begin

on the "2D" plane of pictures on the wall and books on the shelf, and progress to days

of celebration (that could highlight family compositions that fall outside the nuclear

family composition for example). Language is very powerful when it comes to cultural

preservation because of the unique wisdom and perspective it contains (Ball & Benoit-

Jansson, 2022), therefore tools like dual language books and strategies like inviting

family members into the class to share food or stories expands the positive impacts of

intercultural planning. In addition, applying a trauma-sensitive "bedside manner" while

talking with families helps family members remain regulated during daily conversations

(S. Sheikh, personal communication, November 28, 2024). Learning to recognize and

respond the signs of dysregulation can be pertinent to resist re-traumatization (Sheikh,

2024), and the basic application of trauma-informed principles contribute to a

generally welcoming and safe environment.

16

Read through the slideshow

Creating Adaptations and Modifications for Inclusive Learning

From birth to 18 months, an infant develops rapidly and forms the basis for their

communication methods. They move through four key stages in infancy, all the way from

prelinguistic to the holophrastic stage. Language development has been observed as a function of

schemas or thinking conditions, as an innate, universal, embedded understanding, and a

reflection of the reinforced surrounding support system. All of these theories in action offer

profound insights as children progress in their own time through the stages of language

acquisition. As Early Childhood Educators in classroom settings with infants, our role is to be

engaging, encouraging and consistent as we help build their fundamental language skills. We can

aid in the frequency and variation of babbling sounds to enhance development in early childhood

infant classrooms.

Infant Language Development Stages

The initial stage of language development opposes the definition of the concept-

involuntary sounds prompted by internal and external stimuli because at this early stage the

sounds are involuntary (Minnesota State University Moorhead, 2010). This denotes why this

stage is prelinguistic or pre-operational. Minnesota State University Moorhead (2010) goes on to

state, cries for varying needs are the main source of communication and the repetitive act (most

concentrated between 0-3 months) strengthens the infant’s vocal tract tone. There is minimal

control on the infant’s part, except for some muscular contractions in the tongue. They are

responsive to differing phonetic inputs observable in their alteration in sucking patterns.

Minnesota State University Moorhead (2010) claims this accounts for the cooing present in the

prelinguistic stage of language development around the 2–3-month mark. Cooing is

characterized by vowel-like sounds that are the wobbly start to intentional verbal

communication.

Minnesota State University Moorhead (2010) states, cooing is followed by babbling, an

exciting milestone marked by the larynx dropping at around four months and the roomier

pharyngeal cavity. In connection to the cephalocaudal trend we see development from the head

down, so even at this early age the child is impressively able to raise and lower the jaw.

According to Minnesota State University Moorhead (2010), a more movable jaw effects the

positions available to the lips and tongue therefore a cacophony of vowel sounds is created. They

tend to follow certain patterns or either repetitive (featuring mono-syllable cycles) or variegated

(alternating varied syllable cycles) as they babble. The consonants featured in the babbling stage

of language development for infants universally are: “/b/ /d/ /g/ /p/ /t/ /k/ /m/ /n/ /w/ /j/ /h/”

(Minnesota State University Moorhead, 2010, para. 4). The globe-spanning similarity in these

babbling patterns lends itself to the ease of the technique to make sound which is the simple

vowel-consonant combination and the open and close of the mouth. Minnesota State University

Moorhead (2010) claims the actual babbling often begins around the 6-month mark and

continues until approximately one year of age. They are experimenting heavily laying an

essential framework for eventual speech development. During this time, they are also building up

their inner catalogue of familiar voices as well as expanding the amount and quality of response

to stimuli as their babbling is often the start to vocally assigned meaning. This time frame (6-9

months specifically) is also host to an influx of gestures with associated meaning used in

building social relationships, communicate needs and initiate interactions. Infants use their

bodies to wave, point or reach often in combination with babbling to convey messages.

Minnesota State University Moorhead (2010) goes on to say, the single-word or

holophrastic stage is the cap end of general infant (0-18 months) language development. We find

milestones like first words and combining communication methods like gestures to express a

desire. Single words are so striking from the mouths of 12–18-month year olds due to the novelty

of the experience and because they are used so poignantly to convey a whole concept or idea.

The words they choose are most likely connected to everyday occurrences, the people closest to

them and familiar objects. The formation of the chosen words are most commonly vowel-

consonant combinations like no, ma, da and in the following order of likelihood: “primarily

noun-like (e.g. [da] (dog)...verbs second (e.g. [go]) and adjectives [ha] (hot) third...[words may]

also include displeasure/rejection words (e.g. [no]) [and] social interaction words (e.g [bai bai]

(bye-bye) [nai nai] (night-night))” (Minnesota State University Moorhead, 2010, para. 4). The

language in their environment is heavily referenced in the infant’s catalogue of words and sounds

and their use and understanding of this meaningful language sums up the profound impact of this

stage.

Theoretical Perspectives on Language Acquisition

There are two influential theories to analyze regarding infant language development

which are cognitive theory and nativist theory. They both have significant value and easily

coexist as pathways of understanding and reinforcing development. LaMarr (2022b) suggests we

should look to Jean Piaget’s cognitive theory for an understanding of stages linked to observed

patterns of how thinking processes progress in infancy. What Noam Chomsky proposes is

nativist theory, associated with a universal language acquisition device (LAD) that equips all

children with exposure to language with innate grammatical and syntax understanding (Dunne,

2023). Infant language development is foremost an individualized experience dependent onfactors

like cognitive abilities and environmental stimuli. Both working theories look to inherent

processes for the core of their argument and ask caregivers or educators to lean into the infant’s

natural pacing and abilities and allow them to evolve in a rich environment.

Jean Piaget had a great deal of influence in the field of child development. The specific

contribution he imparted in the realm of infant language acquisition details the cognitive

progression during the sensorimotor stage between 0-2 years (LaMarr, 2022b). His theory of

cognitive development highlights stages and substages of significance featuring milestones that

are universal to a certain degree. The timing may differ, especially for children with neurological

differences, but these occurrences are a shared human experience. The stage relevant to the

infant age bracket (0-18 months) is titled sensorimotor and its virtues include exploration

through the senses and all kinds of motor activities (LaMarr, 2022b). The substages are more

specific cognitive development markers like reflexive behaviours taking prevalence from 0-1

months, primary circular reactions from 1-4 months, repeating actions, like self-soothing using

their own body, are centre stage. 4-8 months takes on the central focus of secondary circular

reactions where their actions extend to their environment, and they are seen reproducing

combinations that offer interesting effects (LaMarr, 2022b). These early physically evident

substages are home to the cognitive stage known as pre-symbolic where they are performing

gestures, expressions, and abstract vocalizations to communicate (LaMarr, 2022b). There is also

sound to meaning associative connections starting to inform their interactions with the

environment. 8-12 months is the physically evident substage of coordination of secondary

reactions which overlap with the cognitive transition to symbolic thought (LaMarr, 2022b).

Awareness of their environment expands as do their intentional actions to interact with and

manipulate it; the actions can be combinations of steps to reach a specific goal. Tertiary circular

reactions are the prominent observation between 12 and 18 months along with the first-words

stage which are the bookends to the overarching sensory motor stage that encapsulates infancy.

Primitive problem solving, variation in their actions as they assess consequences, and an influx

of curiosity goes hand in hand with first word utterances. Their fast-growing knowledge base of

everyday experiences and symbolic understanding is reflected in the use of first words (LaMarr,

2022b). These initial steps in the sensory motor stage allow for exploration of their environment

with their bodily senses and growing physical capabilities. They develop a beginner inner map of

mental representation and then start navigating that plotted space.

Nativist theory states infants are born hardwired to acquire a working understanding of

language (LaMarr, 2022a). Chomsky stood by the inborn linguistic capabilities of an infant’s

mind and molded his awe and fascination with these neuroscientific brain mechanisms into a

concept called LAD. The ‘device’ he identified is activated upon hearing people communicate

and its role is to pick up on the basic structures of the surrounding language (as early as in utero)

and begin applying them with what they were consciously taught. LAD is comprised of inlaid

processes the mind completes upon exposure to a specific language so that the young learner

may innately grasp its key aspects such as verbs versus nouns and past versus present tense

differentiation, formatting a question and a counting system (Dunne, 2023). This phenomenon is

attributed to the evidential trend that the detailed comprehension of language young children

display could not have been explicitly taught (LaMarr, 2022a). These complexities, in the eyes of

Chomsky, can be attributed to the theoretical existence of "universal grammar" instead of simply

reiterating the surrounding application of language, in which learning of a child’s first language

does not rely on an innate grammar model (LaMarr, 2022a). Instead, the new research shows that

young children use various types of thinking that may not be specific to language at all—such as

the ability to classify the world into categories (people or objects, for instance) and to understand

the relations among things. These capabilities, coupled with a unique human ability to grasp

what others intend to communicate, allow language to happen.

Theoretical Perspectives Limitations

Chomsky’s nativist theory has recently been scrutinized in the article “Evidence rebuts

Chomsky’s theory of language learning” by Paul Ibbotson (2016). He offers insight into the

newest findings rebutting Chomsky’s computerization of human biology, claims based on

assumption, and over generalization. Ibbotson offers a more informed perspective with the core

of the argument, being that children learn intuitively and by discerning patterns. He sources the

human history of language development and psychology as the overarching influence. Instead of

a pre-installed grammar device, their sophisticated categories for the world, intention reading,

and cognitive abilities are cited. These findings and calls for further investigation better

acknowledge the complexities of the over 6000 languages with differing grammatical structures

as well as urge a better understanding of children. There are several rebuttals against cognitive

theory, all along the lines of overly generalized timelines and how the stages like sensory motor

or pre-operational don’t always coincide with milestones of language development. Both theories

receive criticism about vague mentions of cultural and social influence on the respective stages

and inlaid grammar mechanisms when in reality these external inputs are observed today as

crucial aspects to consider.

The Early Childhood Educator’s Role

Caregivers in infant classrooms have several overarching responsibilities in regard to

language development: we must be engaging, supportive and well informed while allowing their

milestones to be reached on their timeline. Responsive caregiving and a language-richenvironment

means provoking an emotional connection to language and plentiful, diverse ways

of interacting with and observing its use. There should always be great care taken to prompt

interaction and offer high-quality responses to an infant’s cues because secure attachment and

the willingness to do something new go hand in hand. It takes trust and sensitivity to foster the

beginnings of language in a classroom. Describing what you are doing, using a variety of

vocabulary words and child-directed speech (CDS) are advised for supporting their cognitive

growth (Boyd et al., 2021). Piaget’s theory does not specifically mention CDS, but the alignment

of purpose and results reveal congruence. Due to the high pitch, repetition, and precise

pronunciation, the levels of engagement, information processing, and emotional connection are

well established. Maintaining an attentive presence in the classroom and assisting and allowing

for children to progress in their own time is our ultimate role.

Self-Evaluation

Researching the topic of language development in infants was very illuminating as the

relevant history has been rapidly transforming and there is so much passion amongst those

discussing the changes and evidentiary support. I find language really interesting and the

intuitive, progressive, pattern-based development road we all take in our own time to be so

valuable to analyze.

The challenges I was faced with were narrowing in on what I could thoroughly analyze in

the allotted time. I found the two most widely studied and improved upon

theories very grounding for honing the focus of my paper. The bias for believing what has been

traditionally laid out for us in Noam Chomsky’s nativist theory was challenged and reconciled in

the process. It is possible to understand these theories came from a place of excited assumption

and can be underdeveloped or authored by those carrying certain biases. We can integrate their

work with what has since been uncovered and slightly adapt their language to find their core

message immensely helpful in combination with more refined current contexts.

References

Boyd, D., Bee, H., & Johnson, P. (2021). Revel Lifespan Development (7th ed.). Pearson Canada.

Dunne, L. (2023, April 25). Noam Chomsky’s radical approach to language. The Collector.

https://www.thecollector.com/noam-chomsky-radical-approach-to-language/

Ibbotson, P. (2016, September 7). Evidence rebuts Chomsky’s theory of language learning.

Scientific American. https://www.scientificamerican.com/article/evidence-rebuts-chomsky-

s-theory-of-language-learning/

LaMarr, T. (2022a, April 28). 12.3: Nativism. Social Sci LibreTexts.

https://socialsci.libretexts.org/Bookshelves/Early_Childhood_Education/Infant_and_Toddl

er_Care_and_Development_(Taintor_and_LaMarr)/12%3A_Theories_of_Language_Acqu

isition/12.03%3A_Nativism

LaMarr, T. (2022b, April 28). 12.4: Cognitive theory. Social Sci LibreTexts.

https://socialsci.libretexts.org/Bookshelves/Early_Childhood_Education/Infant_and_Tod

dler_Care_and_Development_(Taintor_and_LaMarr)/12%3A_Theories_of_Language_A

cquisition/12.04%3A_Cognitive_Theory

Minnesota State University Moorhead. (2010, September 16). Language acquisition part 1.

https://web.mnstate.edu/houtsli/tesl551/LangAcq/page1.htm

Definition of the topic

Self esteem is a stable “positive self-regard or attitude” (Cvncek et al., 2016, p. 50). It is

one of social psychology's most noteworthy observations; since the late 1800’s theorists were

documenting the importance of self-love (Cvncek et al., 2016). Self esteem is active in all of us

from a very young age, and recent study done with preschoolers revealed:

The present findings bear on the proposition that self-esteem serves an identity-

maintenance function, as described in balanced identity theory (BIT). BIT conceives self-

esteem as an association (of self with positive valence) that plays a central role in a

cognitive–affective configuration that also includes association of self with social

categories (e.g., gender identity) and associations of those social categories with valence

(e.g., gender attitude). (Cvncek et al., 2016, p. 55) These findings ring true for general societal

takes on self esteem and directly speak to the preschooler's experience. This study reveals the

contributing factors to self esteem are how we are connecting and categorizing ourselves.

These judgments are informed by social constructs and relationships or interactions.

I selected this topic because I remember the first time I was made to feel bad about my

self (specifically my body) in my preschool classroom. It is important to know these biases are

present as early as three years old and potentially hurting these children who deserve to feel like

they are a whole person, and worthy of respect and love. I went on to study accessible yoga

which places prevalence on the feel of the stretch and not the look. It also celebrates the infinite

number of ways a stretch can look because there is an infinite number of ways a body can look.

Affirming diverse abilities and appearances are tenants I feel are essential to the positive self

esteem preschoolers are establishing. This ideology is supported by Liechty et al. (2014), where

they emphasize “An important aspect of positive body image is attention to physical capability

and appreciation of body functionality over appearance alone” (para. 2). Their work also

specifies, “Body self-assessment that is based more on physical capability and less on external

appearance has been linked with better psychosocial outcomes among youth” (Liechty et al.,

2014, para. 2). The body is profoundly connected to the experience of self and the development of self

esteem, therefore, we must address this aspect directly. In my experience it is fundamental to

perceive the body’s sensorial value and capabilities in order to establish positive associations

with the self.

How this topic/concept/theory impacts preschool development

As per the previously cited study conducted with preschoolers, self esteem is connected

to identity maintenance and contributing factors are things like positive associations with social

categories. The Ontario Ministry of Education’s Excerpts from “ELECT” (2014), presents the

indicators of preschoolers developing the skill of self esteem as “judging themselves as worthy

individuals…seeing themselves as a valued member of the group…setting goals for themselves

and working towards them…acting responsibly towards others” (p. 40). These attributes are

clues into their inner processes because when we see them being considerate of others, they are

likely understanding themselves as worthy of consideration too. If a preschooler is willing to set

personal goals and work to achieve them, they are demonstrating a certain amount of positive

self regard. The Ontario Ministry of Education’s input highlights how educators can track the

experience of preschoolers developing positive self esteem. How educators respond to attributes

or help enhance them through conversations or learning experiences will affect the outcome.

How this knowledge will impact my future practice

Preschoolers are on the cusp of integrating their positive self beliefs and the associations

with things that they value into a solid, working self esteem. Having conversations and learning

experiences around forming judgements and categorizing ourselves and others to ensure the

messaging they are getting contributes to positive and caring beliefs. My future practice will

feature regular experiences that bring these abstract concepts into the tangible with activities in

the art centre or physical play. Nurturing a healthy self esteem allows them to share the notion

they are capable of great feats and worthy of love. These core tenants are what allow them to

navigate the world confidently, learn, and connect with others.

Example of a learning experience to support this area of development

Leading the children in an accessible yoga session where the core concept of “focus on

how you feel and not how you look” is communicated and brought into a tangible experience.

Selecting 20 different stretches to explore and identifying the different versions of each stretch,

that are all achieving the same results, as options for them. The overarching invitation is to

honour your unique inner experience and cultivate appreciation or love for yourself through this

lens. They are guided verbally and shown demonstrations for each stretch where the overarching

invitation is reinforced.

References

Cvencek, D., Greenwald, A. G., & Meltzoff, A. N. (2016). Implicit measures for preschool

children confirm self-esteem’s role in maintaining a balanced identity. Journal of

Experimental Social Psychology, 62, 50–57. https://doi.org/10.1016/j.jesp.2015.09.015

Liechty, J. M., Clarke, S., Birky, J. P., & Harrison, K. (2016). Perceptions of early body image

socialization in families: Exploring knowledge, beliefs, and strategies among mothers of

preschoolers. Body Image, 19, 68–78. https://doi.org/10.1016/j.bodyim.2016.08.010

Ontario Ministry of Education. (2014). Excerpts from “ELECT” foundational knowledge from

the 2007 publication of Early Learning for Every Child Today: A framework for Ontario

early childhood settings. https://www.dufferincounty.ca/sites/default/files/rtb/Excerpts-

from-Early-Learning-for-Every-Child-Today.pdf

Definition of the topic

Language development is the process of comprehension, testing, and application of the

surrounding languages a preschooler is seeing or hearing (Boyd et al., 2021). The social learning

is a crucial component as we see varying levels of language development based on the quality

and quantity of language exposure (LaMarr, 2022). We see processes like fast-mapping where

preschoolers are linking words they hear or see to life events, and then testing them in their

social environments to get nearly instantaneous feedback (Boyd et al., 2021). As a result of

progressing through the stages of language acquisition their agency skyrockets and they are able

to begin school at age 6 (Minnesota State University Moorhead, 2010).

I selected this topic because the cognitive development taking place during the

preschooler age range is remarkable and evident in their expanding communicative abilities. It is

noted in the Chapter 7: Physical and cognitive development in early childhood presentation

(Boyd et al., 2021), their estimated average amount of vocabulary words jumps from 600 to

15,000 between 2 ½ and 6 years of age. There are several affirming factors in childcare

environments, like acting out roles in the dramatic play centre or, building connections with

peers by perceiving and responding to each other’s verbal and emotional messages (Ontario

Ministry of Education, 2014) just to name a few.

How this topic/concept/theory impacts preschool development

A developing preschooler is beginning to navigate the world with increasing amounts of

autonomy and language development is an asset in this regard. They can formulate and express

their opinions. This is a human right that they are able to gain some significant understanding

around and language development is their path to do so. A preschooler needs language as a part

of everyday social interaction with adults and peers. Now that friendships are gaining importance

an established method of communication can deepen those connections, and lead to an improved

overall wellbeing (Ontario Ministry of Education, 2014). Our societies are built to successfully

deliver an immersive education on language to preschoolers, and their ability to absorb and apply

that language learning is essential for their future.

How this knowledge will impact my future practice

The reasoning for an emphasis on language development for preschoolers that cites their

abilities to be independent and play with language, lends itself to my personal pedagogical

approaches, because I want children feel like there is a shared goal between us. It is natural for

them to push for freedom and learn through play, so if my teaching can bolster these aims, I feel

we could cooperate, and create meaningful learning opportunities, and conducive learning

environments. I also want to make sure I am doing everything in my power to make it an

enriching program cognitively with lots of language learning tools like oral storytelling, books

and word-based games. As the children acquire language with these tools, their social

interactions with one another can serve as opportunities for freely applying their understanding

and testing their knowledge. Then comes my part as an active observer and listener in an

educator role as these leaps from books to peer interactions or even private speech are made.

Example of learning experience to support this area of development

To promote language development in preschoolers a storytelling game played in a group

meeting setting would be a simple and successful experience. The game would encourage the

formulation of sentences, attention to their peer’s sentences, camaraderie and bonding in a social

context over language comprehension and use. The first child to the right of the educator would

start them off with an opening sentence and then each child thereafter would add a sentence to

form a story with everyone’s related ideas. The primary mode of comprehension would be oral

but if requested or required the sentences can be written on a whiteboard or chalkboard.

References

Boyd, D., Bee, H., & Johnson, P. (2021a). Chapter 7: Physical and cognitive development in

early childhood. [PowerPoint slides]. Pearson Canada.

https://learn.humber.ca/ultra/courses/_238358_1/outline/edit/document/_17618536_1?co

urseId=_238358_1&view=content

LaMarr, T. (2022, April 28). 12.4: Interactionist/Social theory. Social Sci LibreTexts.

https://socialsci.libretexts.org/Bookshelves/Early_Childhood_Education/Infant_and_Tod

dler_Care_and_Development_(Taintor_and_LaMarr)/12%3A_Theories_of_Language_A

cquisition/12.05%3A_Interactionist_Social_Theory

Minnesota State University Moorhead. (2010, September 16). Language acquisition part 1.

https://web.mnstate.edu/houtsli/tesl551/LangAcq/page1.htm

Ontario Ministry of Education. (2014). How does learning happen? Ontario’s pedagogy for the

early years: A resource about learning through relationships for those who work with

young children and their families. https://files.ontario.ca/edu-how-does-learning-happen-

en-2021-03-23.pdf

Definition of the topic

Childhood obesity effects over one third of 2–5-year-olds in Canada, and Canadian

Indigenous children are living with twice that risk (Boyd et. al., 2021). According to A sense of

belonging: Supporting healthy child development in Aboriginal families,

“Poor nutritional habits and the lack of physical exercise compounded by poverty are at the root of the problem” (Best

Start Resource Centre, 2011, p. 22). Obesity, in general, is a state defined by a number called the

Body Mass Index (BMI), while there have been several documented errors with this method, it

remains integral to the classification and monitoring of obese children (Sweeting, 2008). The

threat of the condition really lies in the cardiovascular strain that high cholesterol and high blood

pressure often bring about, along with type 2 diabetes.

I selected this topic because overall, we are seeing a positive streak with over 60% of 3-

4-year-olds meeting the daily recommended three hours of physical activity (Boyd et. al., 2021).

The Best Start Resource Centre (2011) also states, “there is a gradual move towards promoting

the use of traditional foods and lifestyle that positively impacts childhood wellness” (p. 22). If

we as ECEs understand the intricacies of the condition, its most common co-morbidities, and the

healthy development approaches that honour an Indigenous child or family's traditional ways, we

can make a real difference and continue the momentum. In addition, I wanted to explore how

compassion for any child dealing with obesity is of the utmost importance because of the mental

health strain caused by social and emotional effects. Genetics are one of they key contributors to

childhood obesity so this is largely out of a child’s control, and yet society still says, “they chose

to be this way.” This common outlook is also known as fat-phobic rhetoric, and argues they

deserve to be ridiculed for the way they look because they need a wake-up call for their health.

Hate and fear drive these spectacles of unkindness that stay with a child for a long time.

How this topic/concept/theory impacts preschool development

A developing preschooler is shedding their layers of protective fat from infancy and

imbued with heightened physical exertion needs. However, activity patterns like more time

watching TV, which goes hand in hand with excess snacking, more sugar, and large amounts of

screen time, are contributing to an obesogenic environment for preschoolers (Boyd et. al., 2021).

We must be mindful of the environment we are shaping for these children as “Patterns of eating,

physical activity, and sleep that are established in early childhood continue into later life”

(Ontario Ministry of Education, 2014, p. 29). The mental health component is crucial to consider

as well, as all the domains are intricately connected as noted in How does learning happen?,

“Inadequate nutrition and sleep, low levels of physical activity, and persistent stress in early

childhood can lead to later health problems, including obesity, diabetes, heart disease,

depression, and anxiety” (Ontario Ministry of Education, 2014, p. 29). Emotional effects from

fat-phobic bullying can certainly linger well past their preschool years, and most children have

very few coping skills at this age which make the incidents far more arduous and impactful.

How this knowledge will impact my future practice

The best ways to reach Indigenous children and non-indigenous children alike when it

comes to promoting physical development as ECEs, include approaches like connecting

Indigenous children to their traditional foods and active lifestyles by serving that food if

possible, and bringing in Elders or knowledge holders to inform and instruct the children on the

virtues and methods of physical activity. Any school that is set up to enhance the physical

development of their students is “providing nutritious food and beverages that incorporate family

and cultural preferences…creating positive eating environments with foods and portion sizes that

are responsive to children's cues of hunger and fullness” (Ontario Ministry of Education, 2014, p.

29). Physical literacy is expanded upon as educators are “increasing children's physical activity

and decreasing the amount of time spent in sedentary activities…respecting and finding ways to

support each child's varied physiological and biological rhythms and needs for active play, rest,

and quiet time” (Ontario Ministry of Education, 2014, p. 29). Advocating for these tactics to be

implemented, and taking an active role in doing so, would be a positive addition to my practice.

Example of a learning experience to support this area of development

To foster a positive relationship with exercise, connection with nature, local nutritious

food, and ecological literacy, I would take preschoolers on a walk to identify edible plants and

berries. This experience capitalizes on the conjunction of nourishment and fun by being guided

to safely explore their local environment with all their senses. Including the outdoors is so

valuable in the process of imparting the virtues of physical activity as stated in How does

learning happen?, “Through active play and physical exploration, children gain increasing levels

of independence, learn to persevere and practise self-control, and develop a sense of physical,

emotional, and intellectual mastery and competence” (Ontario Ministry of Education, 2014, p.

29-30). Identifying the plants they cannot eat or touch and why, affirms self-control and body-

based consequences that are also foundational in learning how to best take care of their bodies.5

References

Best Start Resource Centre. (2011). A sense of belonging: Supporting healthy child development

in Aboriginal families. https://resources.beststart.org/wp-content/uploads/2019/01/K04-

A.pdf

Boyd, D., Bee, H., & Johnson, P. (2021a). Chapter 7: Physical and cognitive development in

early childhood. [PowerPoint slides]. Pearson Canada.

https://learn.humber.ca/ultra/courses/_238358_1/outline/edit/document/_17618536_1?co

urseId=_238358_1&view=content

Ontario Ministry of Education. (2014). How does learning happen? Ontario’s pedagogy for the

early years: A resource about learning through relationships for those who work with

young children and their families. https://files.ontario.ca/edu-how-does-learning-happen-

en-2021-03-23.pdf

Sweeting, H. N. (2008). Gendered dimensions of obesity in childhood and adolescence. Nutrition

Journal, 7(1). https://doi.org/10.1186/1475-2891-7-1

Definition of the topic

The four hills of life are an Ojibwe take on the life cycle of all living things, and it is

distinct in how the broad phases of infant, youth, adult and elder are connected to the seasons on

earth (Peacock & Wisuri, 2011). Infancy is compared to spring, where life is new and bursting

with energy but also quite changeable, like the rainy days followed by warmth that fall back to

colder, wet weather. Youth is the season or hill to climb with the most heat, steady growth, and

potential overwhelm or intensity, encapsulated within summer. Adulthood is the clear, brisk fall

where the mind is clearer, more capable, and home to the great harvest of our lives. Winter is the

reflective, wise climb of elder-hood, a healing time with supreme quiet, peace, and plenty of rest.

There is a thorough interweaving of nature’s way within the understanding of the four hills: the

acknowledgment of all things working in circular patterns of birth, death and rebirth like seasons

on earth.

I see it as an insightful and helpful connection to draw upon in the

workplace, and it centres a close relationship to nature, and all of the wisdom it offers. The

comparison of regularly lived experience interacting with the seasons and a possibly more distant

understanding of each stage of life, make the four hills a comprehensible, and creative analogy.

The understanding of this approach inspires original thought, and a closer examination of our

interconnectedness with nature.

How this topic/concept/theory impacts preschool development

Preschool development touches the end of spring and the beginning of summer in a

unique set of early years (Peacock & Wisuri, 2011). We can gleam correlated characteristics like

fruitful energy, and a flurry of activity are natural during this time because of this connection to

the warming hill of youth. The analogy of the hill in general also offers a compassionate view

that their journey up the hill is underway, they are traipsing new territory and being challenged

on all levels. Summer is warm and full of comfort too, so we are prompted to be sources of kind

support for these youth, as it is an essential element of this time.

How this knowledge will impact my future practice

We can be extra attentive to the needs of children living through this season, and

continuously reflect on our experience of the characteristics of this age range and the season of

summer, as we perceive it, to flesh out the complexities of this connection. Spending time with

children, and learning to support them on a personal level, is just as important as acquiring an

internal database of sorts that allows us to understand minute details of their development.

Impactful aspects of that database are acquired through self-reflection, in conjunction with a

thoughtful analysis of the natural world because we are so inextricably linked.

Example of a learning experience to support this area of development

Connection to the natural world’s cycles is essential for a sense of peace and belonging at

any age. With the dizzying amount of activity that occurs in the summer of youth, illustrating

their place in things and their current season’s gifts and challenges becomes that much more

pertinent. Walking them through this information can be done in numerous ways, storybooks

about the season of summer that paint the imaginary experience for them to compare with their

feelings. Time outdoors is also a crucial part of their daily activities and so a guided, intentional4

walk outdoors that encourages more thought about the patterns of nature, especially in the

warmest season, would assist in the helpful messages being registered on more experiential

planes. Layering the either the imagined or firsthand experience of the summer season with a

creative and reflective activity that ties together their feelings about being a child, and how the

surrounding natural elements process the intense, warm and sunny climate of summer. In order

to have them reflect and express themselves, we could intentionally lay out warm colours of

crayons, and a long strip of craft paper with enough room for each child. Then, prompt them to

express themselves freely with the materials provided following the experience portion.

References

Peacock, T., & Wisuri, M. (2011). The four hills of life : Ojibwe wisdom. Minnesota Historical

Society Press

Forest/Nature Schools

The pictured activity, as noted in the

Forest/Nature Schools framework “Takes place in

any outdoor space, including urban greenspace,

playgrounds” (Child and Nature Alliance of

Canada, 2020, p. 1). This outdoor enclosure is, as

emphasized by Forest/Nature Schools

frameworks, a part of “a sustained process of

regular and repeated sessions in the same outdoor

space, supporting children to develop a reciprocal

relationship with the Land, and an understanding

of themselves as a part of the natural world

(Child and Nature Alliance of Canada, 2020, p.

1). The activity began because the children

verbally expressed the desire to build a snowman,

and so met the standard set by Forest/Nature

Schools frameworks that “children’s play [is]

self-directed, freely chosen, intrinsically

motivated” (Child and Nature Alliance of

Canada, 2020, p. 2). Due to the nature of their

desired activity, it certainly met the Forest/Nature

Schools standard as it “Relies on loose, natural

materials to support open-ended, creative play

and learning” (Child and Nature Alliance of

Canada, 2020, p. 2)