T HIS IS AN ONLINE DELIVERY

Culturally Responsive Practice in Nova Scotia’s Early Learning and Child Care Settings is a 12-hour module developed in response to the ongoing enhancements to Nova Scotia’s Early Learning Curriculum Framework (NSELCF). Three (3) sub-modules have been designed to create a safe and ethical space for examining the nature of biases, prejudice, and assumptions. The modules unpack privilege and encourage participants to reflect on the historical and systemic roots of discrimination and racism. The modules reflect on the lived experiences of people who face these challenges in Nova Scotia. Each module is accompanied by home learning that will continue the conversations between modules.

Through a reflective approach, participants will become deeply aware of their own identities and the identities of the children, families, and communities they serve.
Disclaimer: The modules have been developed for synchronous learning. Participants are required to move through each of the modules in sequence, and with the same cohort. The inability to commit will result in a “restart” of the entire training. The objective of the modules is to demonstrate cultural responsiveness, thus, participants must demonstrate this understanding throughout. To do so, participants scheduled for online learning must work from an operational computer, with a working mic and camera.

Module 1: Laying Face and Foundation
Module Objectives:
• Understand who the Mi’kmaq are
• Understand who the Acadians are
• Understand who the Gaels are
• Understand who the African Nova Scotians are
• Explore and contextualize our understanding of culture
• Explore and contextualize our understanding of intersectionality
• Explore and articulate the intersections of race, nationality, gender, and sexuality

Module 1 provides space for the four (4) historical cultures of Nova Scotia to share themselves in a meaningful way. Participants will better understand the four (4) historical cultures, languages, and beliefs. Participants will explore and contextualize specific intersections and how they relate to culture and themselves.

Module 2: Faces of Discrimination
▪ Explore and contextualize our own privileges, biases, and opinions
▪ Explore and contextualize discrimination
▪ Explore and contextualize racism
▪ Explore and contextualize systemic racism
▪ Explore the Indian Act, Residential Schools, Africville, Racialized Policing, “All lives Matter” and, Social Determinants of Health
▪ Explore and contextualize micro-aggression

Module 2 requires participants to explore and contextualize their own privileges, biases, and opinions. Participants will explore how these interrelate with discrimination, racism, and moreover, systemic racism. Participants will specifically explore contemporary racism in Nova Scotia.

Module 3: Faces of Reconciliation
▪ Explore and contextualize reconciliation
▪ Explore Truth and Reconciliation
▪ Explore and review Education Calls to Action
▪ Explore Black Lives Matter
▪ Explore and review United Nations Rights of the Child
▪ Explore Educator’s role in the classroom
▪ Explore 7 Sacred Teachings as a tool
▪ Explore racism from birth onward
▪ Explore Nova Scotia’s Early Learning Curriculum Framework
▪ Explore and articulate culturally responsive practice
▪ Explore and contextualize Allyship

Module 3 provides space to explore the different types of reconciliation while acknowledging the need to act now. Participants explore their own roles in this work; specifically exploring cultural responsiveness as it relates to Early Learning and Child Care Settings and moreover the Early Learning Curriculum Framework.

Pre-registration agreements
-I agree to participate from an operational computer with a working mic and camera.
-I agree all information is confidential and will not be shared outside my group discussions or cohort of participants
-I agree to commit to the entire 12-hour schedule to receive credit.
-I agree to conduct myself in a professional manner and be respectful of other people’s perspectives, opinions, and ideas.
-I agree that I will show up fully committed and engaged in the work.

Facilitators:
Moashella Shortte & Lucas Pellerin

Session Dates and Times:
-Tues. Oct. 7 & Thurs. Oct. 9 6:30pm-8:30pm both evenings
-Tues. Oct. 21 & Thurs. Oct. 23 6:30pm-8:30pm both evenings
-Tues. Oct. 28 & Thurs. Oct. 30 6:30pm-8:30pm both evenings

***Notice there are no sessions on the week of October 14th & 16th.***

To register, click on this link: https://www.eventbrite.com/e/1582909848969?aff=oddtdtcreator

T HIS IS AN ONLINE DELIVERY

Culturally Responsive Practice in Nova Scotia’s Early Learning and Child Care Settings is a 12-hour module developed in response to the ongoing enhancements to Nova Scotia’s Early Learning Curriculum Framework (NSELCF). Three (3) sub-modules have been designed to create a safe and ethical space for examining the nature of biases, prejudice, and assumptions. The modules unpack privilege and encourage participants to reflect on the historical and systemic roots of discrimination and racism. The modules reflect on the lived experiences of people who face these challenges in Nova Scotia. Each module is accompanied by home learning that will continue the conversations between modules.

Through a reflective approach, participants will become deeply aware of their own identities and the identities of the children, families, and communities they serve.
Disclaimer: The modules have been developed for synchronous learning. Participants are required to move through each of the modules in sequence, and with the same cohort. The inability to commit will result in a “restart” of the entire training. The objective of the modules is to demonstrate cultural responsiveness, thus, participants must demonstrate this understanding throughout. To do so, participants scheduled for online learning must work from an operational computer, with a working mic and camera.

Module 1: Laying Face and Foundation
Module Objectives:
• Understand who the Mi’kmaq are
• Understand who the Acadians are
• Understand who the Gaels are
• Understand who the African Nova Scotians are
• Explore and contextualize our understanding of culture
• Explore and contextualize our understanding of intersectionality
• Explore and articulate the intersections of race, nationality, gender, and sexuality

Module 1 provides space for the four (4) historical cultures of Nova Scotia to share themselves in a meaningful way. Participants will better understand the four (4) historical cultures, languages, and beliefs. Participants will explore and contextualize specific intersections and how they relate to culture and themselves.

Module 2: Faces of Discrimination
▪ Explore and contextualize our own privileges, biases, and opinions
▪ Explore and contextualize discrimination
▪ Explore and contextualize racism
▪ Explore and contextualize systemic racism
▪ Explore the Indian Act, Residential Schools, Africville, Racialized Policing, “All lives Matter” and, Social Determinants of Health
▪ Explore and contextualize micro-aggression

Module 2 requires participants to explore and contextualize their own privileges, biases, and opinions. Participants will explore how these interrelate with discrimination, racism, and moreover, systemic racism. Participants will specifically explore contemporary racism in Nova Scotia.

Module 3: Faces of Reconciliation
▪ Explore and contextualize reconciliation
▪ Explore Truth and Reconciliation
▪ Explore and review Education Calls to Action
▪ Explore Black Lives Matter
▪ Explore and review United Nations Rights of the Child
▪ Explore Educator’s role in the classroom
▪ Explore 7 Sacred Teachings as a tool
▪ Explore racism from birth onward
▪ Explore Nova Scotia’s Early Learning Curriculum Framework
▪ Explore and articulate culturally responsive practice
▪ Explore and contextualize Allyship

Module 3 provides space to explore the different types of reconciliation while acknowledging the need to act now. Participants explore their own roles in this work; specifically exploring cultural responsiveness as it relates to Early Learning and Child Care Settings and moreover the Early Learning Curriculum Framework.

Pre-registration agreements
-I agree to participate from an operational computer with a working mic and camera.
-I agree all information is confidential and will not be shared outside my group discussions or cohort of participants
-I agree to commit to the entire 12-hour schedule to receive credit.
-I agree to conduct myself in a professional manner and be respectful of other people’s perspectives, opinions, and ideas.
-I agree that I will show up fully committed and engaged in the work.

Facilitators:
Moashella Shortte & Lucas Pellerin

Session Dates and Times:
-Tues. Oct. 7 & Thurs. Oct. 9 6:30pm-8:30pm both evenings
-Tues. Oct. 21 & Thurs. Oct. 23 6:30pm-8:30pm both evenings
-Tues. Oct. 28 & Thurs. Oct. 30 6:30pm-8:30pm both evenings

***Notice there are no sessions on the week of October 14th & 16th.***

To register, click on this link: https://www.eventbrite.com/e/1582909848969?aff=oddtdtcreator

Session 1; South Shore Waldorf School, Blockhouse, Nova Scotia  IN PERSON Sunday October 5, 2025 10 am– 3pm Cost: $50 Total PD hours: 5 PD hours   Session 2; Small World Learning Centre, Bridgewater, Nova Scotia IN PERSON Sunday, November 2, 2025 10am-3 pm Cost: $50 Total PD hours: 5 PD hours   Register for both sessions $80

 Presenter: Taylor Hansen

 
Description: 

Description:  Join us for a two-part professional development workshop series designed to inspire & deepen your practice as an early childhood educator. Set in two nature-rich early childhood education & care (ECEC) environments in rural Nova Scotia, this series invites you to engage directly with the philosophies of Reggio Emilia & Waldorf—two distinct models that offer rich opportunities to support inclusion & foster meaningful relationships between children & the natural world. Through hands-on, experiential learning in real ECEC settings, you’ll explore how thoughtful pedagogy, nature-connected environments, & inclusive practices come together to support the well-being of all children.

Together, we’ll reflect on the possibilities & challenges within each model, consider barriers to inclusion, & explore how these approaches can be adapted to meet the needs of diverse learners in a variety of early learning contexts. Note: Each workshop stands alone & is a complete experience, though they are designed to complement & enrich one another when attended together.

Learning Goals: Deepen comfort & knowledge of the focus ECEC model’s approach in relation to inclusion & child-nature relationships.

Explore both the unique opportunities & challenges each model presents through rich dialogue & reflection guided by real educator’s experiences in these unique practice spaces.

Inspire new ways of relating with nature & thinking about inclusion in participants' own practice settings.

Session 1: Waldorf Context

Date/Time: Sunday, October 5, 2025 10am-3pm Location: South Shore Waldorf School, Blockhouse, NS

The Waldorf philosophy emphasizes imagination, rhythm, & a spiritual connection to nature. This session begins with a framing presentation on inclusive practice & child-nature relationships, led by the series facilitator. This introduction will prepare participants to critically engage with the Waldorf approach as they:

· Step into a Waldorf-inspired context through hands-on engagement facilitated by a practicing Waldorf educator.

· Experience first-hand the seasonal, story-rich, & nature-centered practices that shape children's daily experiences in this space.

· Engage in conversation with the Waldorf educator to understand the pedagogical intentions behind their approach & how inclusion is considered.

Session 2: Reggio Emilia Context

Date/Time: Sunday, November 2, 2025 10am-3pm Location: Small World Learning Centre, Bridgewater, NS

In this session, we will step into a Reggio-inspired context where nature is approached as a co-teacher & children are viewed as capable, competent, & curious protagonists in their own learning. The session includes:

· An experiential component facilitated by an educator working in a Reggio-inspired setting. Participants will take part in hands-on, nature-based opportunities that mirror what children experience in this context.

· Opportunities to ask the educator about the thinking, planning, & pedagogical values behind their choices.

· A closing reflective segment, led by the series facilitator, where participants will identify inclusion-related opportunities & barriers observed in the model & engage in collaborative planning & goal-setting for their own practice.

Presenter Biography; 

Taylor Hansen  is a mother to two young children and an advocate for children’s rights. She is particularly interested in the dynamic ways diverse children advocate and make space for themselves in their daily lives, as well as the ways caregivers transform space through their courage to care well for children in a world that does not care well for many.

Taylor has worked directly with young people in a variety of capacities and contexts for over 20 years and all of my professional work is driven by a desire to support others in relating to all children as complete people worthy of dignity and respect. Currently, I am a Lecturer in the Department of Child and Youth Study at Mount Saint Vincent University and in this role, I aim to create learning spaces  that prioritize care and connection, challenging colonial norms.

 Location:   IN PERSON

Session 1; South Shore Waldorf School, Blockhouse, Nova Scotia  IN PERSON Sunday October 5, 2025 10 am– 3pm Cost: $50 Total PD hours: 5 PD hours   Session 2; Small World Learning Centre, Bridgewater, Nova Scotia IN PERSON Sunday, November 2, 2025 10am-3 pm Cost: $50 Total PD hours: 5 PD hours   Register for both sessions $80; 10 PD hours

Date: Saturday November 8, 2025 (9am—12 noon) and Monday November 10, 2025 (6pm– 9pm)  Cost: $75  Total PD hours: 6 hrs  Location:  ONLINE  Presenters:  Karen Carey & Colin Morrison

 Description: 

Description:   By the end of this session, participants will be able to:

1. Understand neurodiversity as a natural and valuable aspect of human development, and recognize the diverse developmental profiles of neurodivergent children in early years settings.

2. Apply inclusive, strengths-based strategies to support sensory needs, emotional regulation, and communication for neurodivergent children.

3. 3. Foster secure, collaborative relationships with neurodivergent children and their families, and implement accommodations that promote inclusion, safety, and belonging.

Part 1: Topics

What is Neurodiversity?

· Defining neurodiversity and shifting from deficit to difference

· Overview of common neurodivergent profiles (autism, ADHD, sensory differences, speech/language variations)

Strengths-based language and the social model of disability

Diverse Developmental Pathways

· Moving beyond typical milestones

· Recognizing unique strengths in play, communication, and regulation

Early signs that may be misinterpreted as “challenging” behavior

Building Safe and Nurturing Relationships

· Co-regulation and emotional attunement

· Responding with curiosity, not correction

· Inclusive communication strategies: visual, non-verbal, and augmentative supports

Collaborating with families and validating their expertise

Part 2: Topics

Understanding and Supporting Sensory Profiles

· Introduction to sensory processing and sensory profiles

· Identifying sensory preferences, sensitivities, and avoidances

· Environmental adaptations: reducing overwhelm, increasing regulation

Tools: fidgets, visuals, quiet spaces, movement breaks

Designing Neurodiversity-Informed Routines and Spaces

· Making accommodations without singling out

· Embedding flexibility into daily routines

Examples: flexible transitions, predictable visuals, alternate seating

Becoming a Neurodiversity-Informed Educator

· Reflecting on your own sensory and communication style

· Unpacking biases and ableism in early childhood education

· Working as a team to shift practice and advocate for inclusive care

Partnering with families to co-develop supports that work

 Presenter Biographies; 

Colin Morrison has over 20 years’ experience working with children,  youth & families in the mental health field. Colin has served primarily as youth care worker & case coordinator for families & children in the Child & Family Day Treatment Program at the IWK. He has extensive experience in developing & implementing skill groups with children, particularly in the area of emotional regulation, & providing supportive counselling to families. Colin is currently completing a Master of Social Worker degree at Dalhousie University, & is working on a thesis related to male childhood sexual abuse, & the impacts of "toxic masculinity" on mens' help seeking behaviours. He has a keen interest in trauma focused therapy, attachment theory, mens' health, & issues affecting the LGBTQ+ community. 

 Karen Carey is a Registered Social Worker with over 20 years of experience in mental health services, case coordination, & family support. She currently works as a Clinical Access Navigator with the IWK Central Referral Mental Health & Addictions Program, where she advocates for families & ensures timely access to appropriate care pathways. Karen’s professional practice is rooted in the core values of dignity, self-determination, & social justice. She brings expertise in trauma-informed, client-centered, & anti-oppressive approaches, drawing on extensive experience in crisis intervention, case management, psychoeducation, & interdisciplinary collaboration. In addition to her clinical work, Karen has facilitated professional development workshops at Mount Saint Vincent University on topics such as resilience, caregiver communication, & the impacts of stress & trauma in children. She is passionate about equipping professionals & caregivers with practical tools to support children, youth, & families in meaningful & sustainable ways.

 Together Colin & Karen have seen positive & long lasting benefits for children AND families when they are provided education, strategies, guidance, empathy & support. They see effective communication & open collaboration as the key ingredients in supporting positive futures for the children & families under their care.

Date: Saturday November 8, 2025 (9am—12 noon) and Monday November 10, 2025 (6pm– 9pm)  Cost: $75  Total PD hours: 6 hrs  Location:  ONLINE  Presenters:  Karen Carey & Colin Morrison

 Description: 

Description:   By the end of this session, participants will be able to:

1. Understand neurodiversity as a natural and valuable aspect of human development, and recognize the diverse developmental profiles of neurodivergent children in early years settings.

2. Apply inclusive, strengths-based strategies to support sensory needs, emotional regulation, and communication for neurodivergent children.

3. 3. Foster secure, collaborative relationships with neurodivergent children and their families, and implement accommodations that promote inclusion, safety, and belonging.

Part 1: Topics

What is Neurodiversity?

· Defining neurodiversity and shifting from deficit to difference

· Overview of common neurodivergent profiles (autism, ADHD, sensory differences, speech/language variations)

Strengths-based language and the social model of disability

Diverse Developmental Pathways

· Moving beyond typical milestones

· Recognizing unique strengths in play, communication, and regulation

Early signs that may be misinterpreted as “challenging” behavior

Building Safe and Nurturing Relationships

· Co-regulation and emotional attunement

· Responding with curiosity, not correction

· Inclusive communication strategies: visual, non-verbal, and augmentative supports

Collaborating with families and validating their expertise

Part 2: Topics

Understanding and Supporting Sensory Profiles

· Introduction to sensory processing and sensory profiles

· Identifying sensory preferences, sensitivities, and avoidances

· Environmental adaptations: reducing overwhelm, increasing regulation

Tools: fidgets, visuals, quiet spaces, movement breaks

Designing Neurodiversity-Informed Routines and Spaces

· Making accommodations without singling out

· Embedding flexibility into daily routines

Examples: flexible transitions, predictable visuals, alternate seating

Becoming a Neurodiversity-Informed Educator

· Reflecting on your own sensory and communication style

· Unpacking biases and ableism in early childhood education

· Working as a team to shift practice and advocate for inclusive care

Partnering with families to co-develop supports that work

 Presenter Biographies; 

Colin Morrison has over 20 years’ experience working with children,  youth & families in the mental health field. Colin has served primarily as youth care worker & case coordinator for families & children in the Child & Family Day Treatment Program at the IWK. He has extensive experience in developing & implementing skill groups with children, particularly in the area of emotional regulation, & providing supportive counselling to families. Colin is currently completing a Master of Social Worker degree at Dalhousie University, & is working on a thesis related to male childhood sexual abuse, & the impacts of "toxic masculinity" on mens' help seeking behaviours. He has a keen interest in trauma focused therapy, attachment theory, mens' health, & issues affecting the LGBTQ+ community. 

 Karen Carey is a Registered Social Worker with over 20 years of experience in mental health services, case coordination, & family support. She currently works as a Clinical Access Navigator with the IWK Central Referral Mental Health & Addictions Program, where she advocates for families & ensures timely access to appropriate care pathways. Karen’s professional practice is rooted in the core values of dignity, self-determination, & social justice. She brings expertise in trauma-informed, client-centered, & anti-oppressive approaches, drawing on extensive experience in crisis intervention, case management, psychoeducation, & interdisciplinary collaboration. In addition to her clinical work, Karen has facilitated professional development workshops at Mount Saint Vincent University on topics such as resilience, caregiver communication, & the impacts of stress & trauma in children. She is passionate about equipping professionals & caregivers with practical tools to support children, youth, & families in meaningful & sustainable ways.

 Together Colin & Karen have seen positive & long lasting benefits for children AND families when they are provided education, strategies, guidance, empathy & support. They see effective communication & open collaboration as the key ingredients in supporting positive futures for the children & families under their care.