Events List

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.

Date:  Saturday November 15, 2025  (9am –3pm) IN PERSON  & Tuesday November 18, 2025 6-9pm ONLine Cost: $90 Total PD hours: 9 hours  Location: IN PERSON & ONLINE 

Presenters: Heather Bartholomew & Debbie Thompson 

 Due to popular demand and recommendations from past participants, we are re-offering this two part workshop series to provide participants with a framework for better understanding the function of challenging behavior. Previous participants said, “It really helps you figure out how to prevent behaviors from happening and what techniques work” and, “It was very useful for learning how to deal with problems in the classroom in a positive way.” Participants will be asked to record information on what is currently challenging within their own classrooms & will be supported through interpreting that information to determine why the behaviour is occurring.  Facilitators will then share a variety of tools that can be used as part of a comprehensive plan for preventing the behavior and responding to the behavior when it does occur. Cultural influences, in the context of interpreting behaviour and strategies to build collaboration with all team members will be discussed. This workshop focuses on the prevention of challenging behaviors & how small changes within your routines & programming can make all the difference.

Three learning outcomes:

1) provide preventative strategies to support children with challenging behaviour

2) teach the process to identify functions of behaviour

3) learn how to incorporate this information into a framework to develop a complete plan to support children to use prosocial behaviours to meet their needs.

 Presenter Biographies:  Heather Bartholomew graduated with a Bachelor of Applied Arts (Child & Youth Study) & in the twenty plus years since then, has been working with preschoolers.  Additionally, she has recently begun working part-time with adults with developmental delays, giving her a broader, across the lifespan perspective on supporting diverse individuals at any age.  She has worked as an Early Childhood Educator, one-to-one support staff & as a resource teacher.  For five years, she served as Resource Teacher at the Mount’s Child Study Centre, supporting children with identified special needs &, in particular, delivering programming to students with Autism Spectrum Disorder.  Heather has worked as a Program Implementer in Halifax’s Early Intensive Behavioural Intervention program for the past seventeen years.  She has developed & facilitated workshops on a variety of topics, most frequently relating to Inclusion. Heather is passionate about facilitating positive inclusion experiences & finding effective & efficient strategies to support individual & classroom-wide learning.

Debbie Thompson is a graduate from Mount Saint Vincent University with the Degree in Child & Youth.  Debbie started her journey in ECE at Wee Care Developmental centre working as a Developmental teacher in an integrated setting.  It was there that she knew she wanted to focus her attention on working with children with special needs.  Debbie also developed the Resource position at Wee Care & was responsible for developing & implementing plans for children with special needs. Debbie now works at the IWK as a Program Implementer for the Early Intensive Behaviour Intervention program (EIBI) working with children with Autism.  Through her job at the IWK she continues to work closely with preschool teachers consulting & providing feedback in various programs.  Debbie also teaches regularly at Nova Scotia College of Early Childhood Education & Mount Saint Vincent University on various topics including challenging  behaviour & Inclusion.