Workshops

Culturally Responsive Leadership in Nova Scotia’s Early Learning and Child Care Settings is a 4-hour module developed to align with the revised Capable, Confident, and Curious: Nova Scotia’s Early Learning Curriculum Framework (NSELCF). This professional learning module has been designed to empower directors, assistant directors, pedagogical leaders, inclusion coordinators, and educators in coaching and leadership roles to support others in implementing culturally responsive practice. The module examines the roles of leaders as well as provides an opportunity to practice courageous conversations and coaching techniques with a case study format. Completing Culturally Responsive Practices (CRP) training is a pre-requisite for taking Culturally Responsible Leadership.

Pre-registration agreements

• I have completed the 12-hour Culturally Responsive Practice module.
• 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 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.

Session Date and Time:

Saturday, Sept. 27, 2025 

9:00am-1:00pm

THIS TRAINING IS IN PERSON AT JANE NORMAN COLLEGE, 60 Lorne Street, Truro, NS

To register go to this link;

https://www.eventbrite.ca/e/1470038256999?aff=oddtdtcreator

Any questions contact Jane MacKenzie at 

jane.mackenzie@janenorman.ca

6 PL Hours

This is an in person session with travel between two locations in the town of Kentville, NS.

Learning with Mi'kma'ki is a new professional development opportunity for early childhood professionals in Nova Scotia. This training provides an opportunity for participants to see the natural environment, Earth science, sustainability, reciprocity, and interconnectedness, with two eyes — Etuaptmumk (ed-do-up-dm-momk). The work represents Mi’kmaw-first voice, with the support and advice of a standing committee.

The 6-hour course is an introduction for Early Childhood Educators to explore their immediate relationship with place and how this knowledge can be integrated in learning environments for Early Learners. The field book, which is a part of the training, requires participants to reflect on knowledge and teachings. It helps guide participants in understanding how they, as members of this place, are to be present and, in turn, how being present can be directly linked to the work of Early Learning and Child Care.

TOPICS EXPLORED:

Part 1: Indoor Presentation and Reflection

• Explore Mi’kma’ki
• Explore Land Acknowledgments
• Explore the traditional territory and seven (7) districts
• Explore who are the Mi’kmaq
• Explore Mi’kmaw ways of knowing and being
• Explore the teachings of Netukulimk
• Explore the differences between a gift economy and a wage economy
• Explore how this knowledge relates to early learners
• Explore the importance of play
• Explore the differences between outdoor education, outdoor learning, and land-based learning
• Explore personal skill sets
• Explore Etuaptmumk
• Explore relationships with place

Part 2: Outdoor Activities and Discussions

• Sitting with Land Activity
• Observe – Memorize – Compare Protocol: bird watching
• Observe – Memorize – Compare Protocol: plants and trees
• Talking Circle reflection
• Etuaptmumk – Two-Eyed Seeing
• Case study on outing with children – reflection and discussion.

Please come prepared to spend at least 3 hours outdoors, dress for the weather and have appropriate footware; bring a waterbottle, pen, pencil and coloured pencils or crayons to take notes and make sketches.

Session Date and Times:

Saturday, September 27th: 9:30 am - 4:30 pm

Location:

The first 3 hours of the session will be held in the classroom at NSCC (236 Belcher St, Kentville, NS B4N 0A6) and the final 3 hours will possibly be held at The Gorge, Kentville (This location may change subject to other town events). There will be a 1 hour break for lunch/travel to outdoor location.

Please ensure you have made travel arrangements prior to the event date (vehicle, cycle, carpool, transit, etc).

Register here: https://www.eventbrite.ca/e/1431357461699?aff=oddtdtcreator

If you have any further questions, please contact nova.jones@nscc.ca

CPAJENÉ Module 4: Lier les buts, les objectifs et les stratégies d’apprentissage​ (en ligne)

**Il s'agit d'une session en ligne de deux soirées, vous devez assister aux deux sessions pour recevoir un certificat**

DATES:

Mercredi 1 octobre de 18 h 30 à 20 h 30

et

Mercredi 8 octobre de 18 h 30 à 20 h 30

Module 4: Lier les buts, les objectifs et les stratégies d’apprentissage

En prolongement du Module 3 : Lier les principes et les pratiques de l’apprentissage, ce module aide les participants à se familiariser avec les objectifs d’apprentissage du bien-être, de la découverte et de l’inventivité, de la langue et de la communication, ainsi que de la responsabilité personnelle et sociale. Par le biais de discussions guidées et d’activités pratiques, les participants travailleront avec des exemples tirés du Guide de l’EPE et appliqueront des stratégies alignées sur une programmation intentionnelle et fondée sur les forces.

Les participants vont:

• ​discuter des quatre objectifs d’apprentissage (bienêtre, découverte et inventivité, langue et communication, responsabilité personnelle et sociale) et de les intégrer à la pratique quotidienne;​
• réfléchir aux objectifs et aux stratégies d’apprentissage pour faciliter l’apprentissage et le développement d’enfants, et de les mettre en pratique;​
• faire le lien entre les principes, les pratiques, les buts et les objectifs d’apprentissage et le rôle de l’EPE;
• renforcer leur utilisation du CPAJENE et du Guide de l’EPE comme outils essentiels pour soutenir leur développement professionnel et la mise en œuvre du cadre.

**Il s'agit d'une session en ligne de deux soirées, vous devez assister aux deux sessions pour recevoir un certificat**

*DATES: le mercredi 1 octobre de 18 h 30 à 20 h 30 et le mercredi 8 octobre de 18 h 30 à 20 h 30 en-ligne

Formateurs: Nathalie George et Anaïs Marignale

Inscrivez-vous à cette formation en cliquant ici: https://www.eventbrite.ca/e/billets-cpaje-m4-buts-objectifs-et-strategies-capene-en-ligne-french-1628784952639?aff=oddtdtcreator

Friday October 3rd, 2025
6:25-7:55
Cost 5$


Experience the ultimate relaxation with Yoga Nidra, also known as "yogic sleep." In this soothing practice, Karla will guide you through a transformative journey of breath awareness, body scanning, and visualization to help you release tension and calm the mind. Ideal for stress relief, better sleep, and emotional rejuvenation, Yoga Nidra offers profound relaxation and self-discovery. No experience needed—just come as you are and let go into deep, restorative bliss.

Reserve your spot now: https://forms.office.com/pages/responsepage.aspx?id=etmbxRtLq02JrKCrao5ENaToxpM6ssVLr6wXXLp_xatUNjU4T1NNN1FNM0JVVkEwNVRMNzFQSDdNNi4u&route=shorturl

For more information contact Melissa Dulong at: melissa.dulong@nscc.ca

NSCC Kingstec -  
Saturday, October 4 ⋅9:30am – 1:30pm 

Description:  In this hands-on workshop, discover a variety of books to read to preschoolers.  Explore the use of puppets and props to enhance participatory learning. 


Facilitator:  Cindy Campbell-Stone

Cindy is a storyteller, singer, and performer from Nova Scotia with family roots in Prince Edward Island.  She has been telling stories to audiences of all ages for over forty years.  Cindy likes to include songs or rhymes in her performances and has been known to add musical surprises in her stories.  

For thirty-two years, Cindy was a program planner for youth at Halifax Public Libraries.  She developed many programs including an oracy and literacy-based program called Shake, Rattle and Read for pre-readers and their parents.  She developed an educational entertainment business called StorySong Express.  Cindy performed musical, puppetry and storytelling programs aimed at preschoolers and school-aged children.  She also presented many workshops to teachers, librarians, and early childhood educators.

There are so many performances and stories in Cindy's repertoire that it is difficult to list them all.  She enjoys telling in festivals and conferences, concerts, and open-mic's, schools, preschools, seniors centres, community centres, libraries, and museums.  She can be flexible and versatile as she once performed in a Yert, and on the back of a flat-bed tractor trailer!

Cindy has hosted programs and given workshops and performances for the following organizations where she is also a proud member: storytellers of Canada-Conteurs du Canada, Storytellers Circle of Halifax, Helen Creighton Folklore Society, Dartmouth Heritage Museum, Cole Harbour Farm Heritage Museum, and the Writers Federation of Nova Scotia.  In 2005, Cindy was storyteller on tour for the Canadian Children's Book Centre and Storytellers of Canada-Conteurs du Canada.

Fee: $40

Deadline to register: September 26,  2025

This workshop will be facilitated in-person. Requirements:

• Own water bottle or flask
• Pen and notebook
• Bring own lunch, only snacks provided by NSCC Kingstec

Registered participants will receive detailed instructions.

Please Note Our Payment Process 

Credit Card or VISA Debit payment *Credit or Debit Card payments can be paid over the phone, or in-person at NSCC-Kingstec Campus*

- Registration form AND payment are to be received by us at least TWO WEEKS IN ADVANCE (unless otherwise noted).
- Registrations cannot be processed, nor spaces held, until both registration form and payment are received.
- Cancellations must be processed before the workshop occurs. Please contact us at least one week prior to a workshop if you are unable to attend.

Please contact  nova.jones@nscc.ca or justine.macdonald@nscc.ca  for more details.

*please keep our workshop guidelines in mind* https://www.nscc.ca/ecdsc/professional-development/kingstec-guidelines.asp

To Register: https://bit.ly/ecdscregistration

Organizer: Early Years Professional Development
Early Years Professional Development

event.

Organizer: Early Years Professional Development
Early Years Professional Development.

https://www.eventbrite.ca/e/nscc-burridge-learning-with-mikmaki-tickets-1350044763229?aff=oddtdtcreator

Learning with Mi'kma'ki is a new professional development opportunity for early childhood professionals in Nova Scotia. This training provides an opportunity for participants to see the natural environment, Earth science, sustainability, reciprocity, and interconnectedness, with two eyes — Etuaptmumk (ed-do-up-dm-momk). The work represents Mi’kmaw-first voice, with the support and advice of a standing committee.

The 6-hour course is an introduction for Early Childhood Educators to explore their immediate relationship with place and how this knowledge can be integrated in learning environments for Early Learners. The field book, which is a part of the training, requires participants to reflect on knowledge and teachings. It helps guide participants in understanding how they, as members of this place, are to be present and, in turn, how being present can be directly linked to the work of Early Learning and Child Care.

TOPICS EXPLORED:

Part 1: Indoor Presentation and Reflection

• Explore Mi’kma’ki
• Explore Land Acknowledgments
• Explore the traditional territory and seven (7) districts
• Explore who are the Mi’kmaq
• Explore Mi’kmaw ways of knowing and being
• Explore the teachings of Netukulimk
• Explore the differences between a gift economy and a wage economy
• Explore how this knowledge relates to early learners
• Explore the importance of play
• Explore the differences between outdoor education, outdoor learning, and land-based learning
• Explore personal skill sets
• Explore Etuaptmumk
• Explore relationships with place

Part 2: Outdoor Activities and Discussions

• Sitting with Land Activity
• Observe – Memorize – Compare Protocol: bird watching
• Observe – Memorize – Compare Protocol: plants and trees
• Talking Circle reflection
• Etuaptmumk – Two-Eyed Seeing
• Case study on outing with children – reflection and discussion.

Please come prepared to spend at least 3 hours outdoors, dress for the weather and have appropriate footwear; bring a water bottle, and a brown bag lunch.

Session Date and Times:

Saturday, Oct 4th , 2025 from 9:00 AM to 3:30 PM.

Location:

The first 3 hours of the session will be held in the Argyle Glenwood Community Hall (5832 Nova Scotia Trunk 3, Glenwood, NS B0W 1W0) and the final 3 hours will be held in and around Glenwood Park. There will be a 30 break for lunch, please bring a packed lunch.

For more information contact Melissa Dulong: Melissa.Dulong@nscc.ca

Learning with Mi'kma'ki is a new professional development opportunity for early childhood professionals in Nova Scotia. This training provides an opportunity for participants to see the natural environment, Earth science, sustainability, reciprocity, and interconnectedness, with two eyes — Etuaptmumk (ed-do-up-dm-momk). The work represents Mi’kmaw-first voice, with the support and advice of a standing committee.

The 6-hour course is an introduction for Early Childhood Educators to explore their immediate relationship with place and how this knowledge can be integrated in learning environments for Early Learners. The field book, which is a part of the training, requires participants to reflect on knowledge and teachings. It helps guide participants in understanding how they, as members of this place, are to be present and, in turn, how being present can be directly linked to the work of Early Learning and Child Care.

TOPICS EXPLORED:

Part 1: Indoor Presentation and Reflection

• Explore Mi’kma’ki
• Explore Land Acknowledgments
• Explore the traditional territory and seven (7) districts
• Explore who are the Mi’kmaq
• Explore Mi’kmaw ways of knowing and being
• Explore the teachings of Netukulimk
• Explore the differences between a gift economy and a wage economy
• Explore how this knowledge relates to early learners
• Explore the importance of play
• Explore the differences between outdoor education, outdoor learning, and land-based learning
• Explore personal skill sets
• Explore Etuaptmumk
• Explore relationships with place

Part 2: Outdoor Activities and Discussions

• Sitting with Land Activity
• Observe – Memorize – Compare Protocol: bird watching
• Observe – Memorize – Compare Protocol: plants and trees
• Talking Circle reflection
• Etuaptmumk – Two-Eyed Seeing
• Case study on outing with children – reflection and discussion.

Please come prepared to spend at least 3 hours outdoors, dress for the weather and have appropriate footware; bring a waterbottle, pen, pencil and coloured pencils or crayons to take notes and make sketches.

Session Date and Times:

Saturday, October 4th, 2025, from 9:00 AM to 4:00 PM.

Location:

The first 3 hours of the session will be held in the classroom at NSCECE (6208 Quinpool Rd. 2nd Floor, Halifax, NS) and the final 3 hours will be held in Point Pleasant Park (Exact location details in Point Pleasant Park will be sent out at a later date). There will be a 1 hour break for lunch/travel to outdoor location.

Please ensure you have made travel arrangements prior to the event date (vehicle, carpool, transit, etc). Transit users should check bus routes 4, 7a/7b, and 24 for nearest access between locations.

Click here to register.

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

https://www.eventbrite.ca/e/culturally-responsive-practice-nscc-b-online-tickets-1527399185079?aff=oddtdtcreator

THIS IS AN ONLINE DELIVERY

12 PL Hours

**This workshop is delivered over 6 sessions, you must attend all sessions in order to receive a certificate**

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:

Aram Kim & B de Guzman

https://eypdc.ca/culturally-responsive-practice-training/

Session Dates and Times:

Tuesday, October 7th 6:30 PM - 8:30 PM

Tuesday, October 14th 6:30 PM - 8:30 PM

Tuesday, October 21st 6:30 PM - 8:30 PM

Tuesday, October 28st 6:30 PM - 8:30 PM

Tuesday, November 4th 6:30 PM - 8:30 PM

Tuesday, November 11th 6:30 PM - 8:30 PM

This is a 2 evening online session, you must attend both in order to receive a certificate.

Tuesday, October 7th, from 6:30 PM to 8:30 PM & Thursday, October 9th, from 6:30 PM to 8:30 PM

If you have any questions or concerns, feel free to contact us at circulation@nscece.ca.

Module 3: Connecting Early Learning Principles andPractices

Building on Module 2: Pedagogical Leadership, this moduleprovides an overview of the five early learning principles and six educatorpractices in the NSELCF. Participants will explore how these components relateto one another and begin identifying where they show up in their own programs.This session is designed to help educators become more familiar with and confidentin using the language and structure of the framework.

Participants will:

• Describe the five principles of early learning and how they relate to the role of the educator.
• Identify the six key practices and how they support learning and development in early learning environments.
• Recognize the interconnectiveness between principles and practices, and their role in curriculum planning.
• Differentiate between principles and practices when reflecting on or planning for program environments.

• Continue developing familiarity with the NSELCF and Educator’s Guide, asfoundational tools for guiding reflective and intentional practice

Click here to register
 

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

https://forms.office.com/pages/responsepage.aspx?id=etmbxRtLq02JrKCrao5ENaToxpM6ssVLr6wXXLp_xatUM1lEQUZSREQzS1A3OVFOVzRNWTVMSjM1Sy4u&route=shorturl

Need help navigating eating challenges, so meals and snacks can be an enjoyable part of your day? Sign up for Teach Nutrition’s Nourishing Beginnings. Developed by Registered Dietitians and leaders in early learning and childcare, this program will help you support children to eat well.

What does the program include?

- 30-minute online learning, completed at own pace before the in-person workshop on Oct 7th.

- In-person dinner and learn with a registered dietitian. The group will learn from each other by discussing real life experiences and then learn about the free Teach Nutrition resources designed to support educators and children in early learning centres.

For more information contact: melissa.dulong@nscc.ca or 902-742-7832

CPAJENÉ Module 4: Lier les buts, les objectifs et les stratégies d’apprentissage​ (en ligne)

**Il s'agit d'une session en ligne de deux soirées, vous devez assister aux deux sessions pour recevoir un certificat**

DATES:

Mercredi 1 octobre de 18 h 30 à 20 h 30

et

Mercredi 8 octobre de 18 h 30 à 20 h 30

Module 4: Lier les buts, les objectifs et les stratégies d’apprentissage

En prolongement du Module 3 : Lier les principes et les pratiques de l’apprentissage, ce module aide les participants à se familiariser avec les objectifs d’apprentissage du bien-être, de la découverte et de l’inventivité, de la langue et de la communication, ainsi que de la responsabilité personnelle et sociale. Par le biais de discussions guidées et d’activités pratiques, les participants travailleront avec des exemples tirés du Guide de l’EPE et appliqueront des stratégies alignées sur une programmation intentionnelle et fondée sur les forces.

Les participants vont:

• ​discuter des quatre objectifs d’apprentissage (bienêtre, découverte et inventivité, langue et communication, responsabilité personnelle et sociale) et de les intégrer à la pratique quotidienne;​
• réfléchir aux objectifs et aux stratégies d’apprentissage pour faciliter l’apprentissage et le développement d’enfants, et de les mettre en pratique;​
• faire le lien entre les principes, les pratiques, les buts et les objectifs d’apprentissage et le rôle de l’EPE;
• renforcer leur utilisation du CPAJENE et du Guide de l’EPE comme outils essentiels pour soutenir leur développement professionnel et la mise en œuvre du cadre.

**Il s'agit d'une session en ligne de deux soirées, vous devez assister aux deux sessions pour recevoir un certificat**

*DATES: le mercredi 1 octobre de 18 h 30 à 20 h 30 et le mercredi 8 octobre de 18 h 30 à 20 h 30 en-ligne

Formateurs: Nathalie George et Anaïs Marignale

Inscrivez-vous à cette formation en cliquant ici: https://www.eventbrite.ca/e/billets-cpaje-m4-buts-objectifs-et-strategies-capene-en-ligne-french-1628784952639?aff=oddtdtcreator

“Implementing Sensory Diets” will provide an overview of sensory  processing and how it impacts the learning and behaviour of neurodivergent children. We will consider tools for observation/assessment and strategies for the implementation of sensory diets (physical  exercises, activities, and adaptations meant to meet sensory needs) within early             learning settings.

Facilitator:  Melissa Castonguay

Cost:  $22.80 (tax included)

Preregistration required-submit ECDSC registration form by September 24th.

All registration will take place using our online registration form:  https://forms.office.com/r/Fpexz3sp9w

This is a 2 evening online session, you must attend both in order to receive a certificate.

Tuesday, October 7th, from 6:30 PM to 8:30 PM & Thursday, October 9th, from 6:30 PM to 8:30 PM

If you have any questions or concerns, feel free to contact us at circulation@nscece.ca.

Module 3: Connecting Early Learning Principles andPractices

Building on Module 2: Pedagogical Leadership, this moduleprovides an overview of the five early learning principles and six educatorpractices in the NSELCF. Participants will explore how these components relateto one another and begin identifying where they show up in their own programs.This session is designed to help educators become more familiar with and confidentin using the language and structure of the framework.

Participants will:

• Describe the five principles of early learning and how they relate to the role of the educator.
• Identify the six key practices and how they support learning and development in early learning environments.
• Recognize the interconnectiveness between principles and practices, and their role in curriculum planning.
• Differentiate between principles and practices when reflecting on or planning for program environments.

• Continue developing familiarity with the NSELCF and Educator’s Guide, asfoundational tools for guiding reflective and intentional practice.

Click here to register 
 

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

4 PL hours

This is a 2 evening (Oct. 7 & 9) online session, you must attend both in order to receive a certificate.

JNC - Module 5: Inclusive Learning Environments

As part of the ongoing exploration of the Nova Scotia Early Learning Curriculum Framework (NSELCF), this session invites participants to analyze their early learning environments through a comprehensive lens. Participants will examine how environments convey values, foster a sense of belonging, and shape children's identities and learning experiences. This module offers opportunities to critically assess the design of early learning spaces and consider ways to make environments more welcoming, responsive, and inclusive for all children.

Participants will build on the floor plan activity from Module 3: Connecting Early Learning Principles and Practices and expand their reflections through the learning from this module: the four elements of learning environments, Etuaptmumk (Two-Eyed Seeing), environment as the third teacher, and the role of sensory and aesthetic elements.

Participants will:
-Examine the practice of Inclusive Environments within the NSELCF and understand its connection to the Mi'kmaw principle of Etuaptmumk (Two-Eyed Seeing).
-Assess their current environments using the four elements of learning environments to identify opportunities for accessibility, flexibility, and emotional safety.
-Analyze how the environment functions as a third teacher, influencing children's identities, relationships, and learning experiences.
-Apply knowledge of sensory and aesthetic elements to intentionally design environments that support all children's development and wellbeing.


Oct. 7th, 6:30pm-8:30pm & Oct. 9th, 6:30pm-8:30pm


To register go to this link;
https://www.eventbrite.ca/e/1469939331109?aff=oddtdtcreator

CPAJENE Module 1 – L’image de l’enfant (en ligne)

Dates: Lundi 14 octobre de 18 h 00 à 20 h 30

et

Lundi 21 octobre de 18 h 00 à 20 h 30

**Il s'agit d'une session en ligne de deux soirées, vous devez assister aux deux sessions pour recevoir un certificat**

Module 1: L’image de l’enfant

La base du Cadre pédagogique de l’apprentissage des jeunes enfants de la Nouvelle-Écosse (CPAJENÉ) repose sur la conviction que tous les enfants sont des apprenants capables, confiants et curieux. Dans ce module d’introduction, les participants sont invités à réfléchir profondément à leur propre image de l’enfant, en explorant comment leurs valeurs personnelles et leurs pratiques professionnelles influencent les expériences vécues par les enfants dans les programmes d’apprentissage et de garde.

Ancré dans une vision d’environnements joyeux et intentionnels, ce module prépare les éducateurs à comprendre comment soutenir le développement des enfants en les voyant à travers une approche fondée sur leurs forces.

À travers des études de cas, des dialogues collaboratifs et des réflexions significatives, les personnes éducatrices exploreront comment l’image de l’enfant influence les décisions pédagogiques, les environnements d’apprentissage et les relations avec les familles et les communautés.

Les participants vont:

• expliquer ce que signifie l'Image de l'enfant et comment elle est liée à leur philosophie personnelle et à la philosophie collective du programme d'apprentissage et garde des jeunes enfants (AGJE);​
• reconnaître comment l'Image de l'enfant est liée à la pratique de l'EPE et à la prise de décision concernant la programmation;​
• explorer la manière dont la Convention relative aux droits de l'enfant des Nations Unies influence l'Image de l'enfant et les pratiques de l’EPE;​
• améliorer la prise de conscience de la manière dont l'Image de l’EPE s'applique au développement professionnel individuel et à la compréhension de l'impact du rôle de l’EPE;
• commencez à développer une vision personnelle et collective qui guidera votre croissance professionnelle à travers les modules du CPAJENE.

**Il s'agit d'une session en ligne de deux soirées, vous devez assister aux deux sessions pour recevoir un certificat**

*DATES: Le lundi 14 octobre de 18 h 00 à 20 h 30 et le lundi 21 octobre de 18 h 00 à 20 h 30 en-ligne

Formateurs: Anaïs Marignale et Nathalie George

Inscrivez-vous à cette formation en cliquant ici: https://www.eventbrite.ca/e/cpaje-m1-limage-de-lenfant-capene-en-ligne-french-tickets-1628605676419?aff=oddtdtcreator

https://www.eventbrite.ca/e/culturally-responsive-practice-nscc-b-online-tickets-1527399185079?aff=oddtdtcreator

THIS IS AN ONLINE DELIVERY

12 PL Hours

**This workshop is delivered over 6 sessions, you must attend all sessions in order to receive a certificate**

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:

Aram Kim & B de Guzman

https://eypdc.ca/culturally-responsive-practice-training/

Session Dates and Times:

Tuesday, October 7th 6:30 PM - 8:30 PM

Tuesday, October 14th 6:30 PM - 8:30 PM

Tuesday, October 21st 6:30 PM - 8:30 PM

Tuesday, October 28st 6:30 PM - 8:30 PM

Tuesday, November 4th 6:30 PM - 8:30 PM

Tuesday, November 11th 6:30 PM - 8:30 PM

Module 1: Image of the Child

The foundation of Nova Scotia’s Early Learning Curriculum Framework is the belief that all children are capable, confident, and curious learners. In this opening module, participants are invited to reflect deeply on their own image of the child, exploring how personal values and professional practices shape children’s experiences in early learning and child care programs. Grounded in the vision of joyful, intentional environments, this module sets the stage for understanding how educators can foster children’s growth by seeing and supporting them through a strengths-based lens.

Through case studies, collaborative dialogue, and meaningful reflection, educators will explore how the image of the child influences curriculum decisions, learning environments, and relationships with families and communities.

Participants will:

• Define the concept of the image of the child and explore how it aligns with the principles and practices of the NSELCF.

• Reflect on how personal beliefs and professional values influence their image of the child and their daily interactions.

• Identify ways to support children as capable, confident, and curious through intentional environments and responsive relationships.

• Apply the United Nations Convention on the Rights of the Child (UNCRC) to everyday practice and consider its connection to the image of the child.

• Explore the concept of the educator’s image and how it shapes their role in early learning and child care settings.

• Begin to develop a personal and collective vision that will guide professional growth throughout the NSELCF modules.

***This is a 2 evening online session, you must attend both in order to receive a certificate***

October 14th, 6:30pm-9:00pm & October 16th, 6:30pm-9:00pm


Facilitators: Jane MacKenzie & Lea Anne Joudrie

To register, click on this link: https://www.eventbrite.com/e/1640648637239?aff=oddtdtcreator

Module 1: Image of the Child

The foundation of Nova Scotia’s Early Learning Curriculum Framework is the belief that all children are capable, confident, and curious learners. In this opening module, participants are invited to reflect deeply on their own image of the child, exploring how personal values and professional practices shape children’s experiences in early learning and child care programs. Grounded in the vision of joyful, intentional environments, this module sets the stage for understanding how educators can foster children’s growth by seeing and supporting them through a strengths-based lens.

Through case studies, collaborative dialogue, and meaningful reflection, educators will explore how the image of the child influences curriculum decisions, learning environments, and relationships with families and communities.

Participants will:

• Define the concept of the image of the child and explore how it aligns with the principles and practices of the NSELCF.

• Reflect on how personal beliefs and professional values influence their image of the child and their daily interactions.

• Identify ways to support children as capable, confident, and curious through intentional environments and responsive relationships.

• Apply the United Nations Convention on the Rights of the Child (UNCRC) to everyday practice and consider its connection to the image of the child.

• Explore the concept of the educator’s image and how it shapes their role in early learning and child care settings.

• Begin to develop a personal and collective vision that will guide professional growth throughout the NSELCF modules.

***This is a 2 evening online session, you must attend both in order to receive a certificate***

October 14th, 6:30pm-9:00pm & October 16th, 6:30pm-9:00pm


Facilitators: Jane MacKenzie & Lea Anne Joudrie

To register, click on this link: https://www.eventbrite.com/e/1640648637239?aff=oddtdtcreator

Culturally Responsive Leadership in Nova Scotia’s Early Learning and Child Care Settings is a 3-hour module developed to align with the revised Capable, Confident, and Curious: Nova Scotia’s Early Learning Curriculum Framework (NSELCF). This professional learning module has been designed to empower directors, assistant directors, pedagogical leaders, inclusion coordinators, and educators in coaching and leadership roles to support others in implementing culturally responsive practice. The module examines the roles of leaders as well as provides an opportunity to practice courageous conversations and coaching techniques with a case study format. Completing Culturally Responsive Practices (CRP) training is a pre-requisite for taking Culturally Responsible Leadership.

Pre-registration agreements

• I have completed the 12-hour Culturally Reponsive Practice module.
• 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 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.

Session Date and Time:

Saturday, October 18th, 2025 (online), 9:00AM to 12:00PM

Click here to register 

Learning with Mi'kma'ki is a new professional development opportunity for early childhood professionals in Nova Scotia. This training provides an opportunity for participants to see the natural environment, Earth science, sustainability, reciprocity, and interconnectedness, with two eyes — Etuaptmumk (ed-do-up-dm-momk). The work represents Mi’kmaw-first voice, with the support and advice of a standing committee.

The 6-hour course is an introduction for Early Childhood Educators to explore their immediate relationship with place and how this knowledge can be integrated in learning environments for Early Learners. The field book, which is a part of the training, requires participants to reflect on knowledge and teachings. It helps guide participants in understanding how they, as members of this place, are to be present and, in turn, how being present can be directly linked to the work of Early Learning and Child Care.

TOPICS EXPLORED:

Part 1: Indoor Presentation and Reflection

Explore Mi’kma’ki
Explore Land Acknowledgments
Explore the traditional territory and seven (7) districts
Explore who are the Mi’kmaq
Explore Mi’kmaw ways of knowing and being
Explore the teachings of Netukulimk
Explore the differences between a gift economy and a wage economy
Explore how this knowledge relates to early learners
Explore the importance of play
Explore the differences between outdoor education, outdoor learning, and land-based learning
Explore personal skill sets
Explore Etuaptmumk
Explore relationships with place
Part 2: Outdoor Activities and Discussions

Sitting with Land Activity
Observe – Memorize – Compare Protocol: bird watching
Observe – Memorize – Compare Protocol: plants and trees
Talking Circle reflection
Etuaptmumk – Two-Eyed Seeing
Case study on outing with children – reflection and discussion.

Please come prepared to spend at least 3 hours outdoors, dress for the weather and have appropriate footwear and bring a water bottle

Session Dates and Times:

Oct. 18th 9:00am-4:00pm (Lunch not provided)

9:00am-12:00pm-Jane Norman College (60 Lorne Street, Truro, NS)

1:00pm-4:00pm-Victoria Park (29 Park Road, Truro, NS)

To register go to this link;
https://www.eventbrite.ca/e/1469713856709?aff=oddtdtcreator

CPAJENE Module 1 – L’image de l’enfant (en ligne)

Dates: Lundi 14 octobre de 18 h 00 à 20 h 30

et

Lundi 21 octobre de 18 h 00 à 20 h 30

**Il s'agit d'une session en ligne de deux soirées, vous devez assister aux deux sessions pour recevoir un certificat**

Module 1: L’image de l’enfant

La base du Cadre pédagogique de l’apprentissage des jeunes enfants de la Nouvelle-Écosse (CPAJENÉ) repose sur la conviction que tous les enfants sont des apprenants capables, confiants et curieux. Dans ce module d’introduction, les participants sont invités à réfléchir profondément à leur propre image de l’enfant, en explorant comment leurs valeurs personnelles et leurs pratiques professionnelles influencent les expériences vécues par les enfants dans les programmes d’apprentissage et de garde.

Ancré dans une vision d’environnements joyeux et intentionnels, ce module prépare les éducateurs à comprendre comment soutenir le développement des enfants en les voyant à travers une approche fondée sur leurs forces.

À travers des études de cas, des dialogues collaboratifs et des réflexions significatives, les personnes éducatrices exploreront comment l’image de l’enfant influence les décisions pédagogiques, les environnements d’apprentissage et les relations avec les familles et les communautés.

Les participants vont:

• expliquer ce que signifie l'Image de l'enfant et comment elle est liée à leur philosophie personnelle et à la philosophie collective du programme d'apprentissage et garde des jeunes enfants (AGJE);​
• reconnaître comment l'Image de l'enfant est liée à la pratique de l'EPE et à la prise de décision concernant la programmation;​
• explorer la manière dont la Convention relative aux droits de l'enfant des Nations Unies influence l'Image de l'enfant et les pratiques de l’EPE;​
• améliorer la prise de conscience de la manière dont l'Image de l’EPE s'applique au développement professionnel individuel et à la compréhension de l'impact du rôle de l’EPE;
• commencez à développer une vision personnelle et collective qui guidera votre croissance professionnelle à travers les modules du CPAJENE.

**Il s'agit d'une session en ligne de deux soirées, vous devez assister aux deux sessions pour recevoir un certificat**

*DATES: Le lundi 14 octobre de 18 h 00 à 20 h 30 et le lundi 21 octobre de 18 h 00 à 20 h 30 en-ligne

Formateurs: Anaïs Marignale et Nathalie George

Inscrivez-vous à cette formation en cliquant ici: https://www.eventbrite.ca/e/cpaje-m1-limage-de-lenfant-capene-en-ligne-french-tickets-1628605676419?aff=oddtdtcreator

https://www.eventbrite.ca/e/culturally-responsive-practice-nscc-b-online-tickets-1527399185079?aff=oddtdtcreator

THIS IS AN ONLINE DELIVERY

12 PL Hours

**This workshop is delivered over 6 sessions, you must attend all sessions in order to receive a certificate**

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:

Aram Kim & B de Guzman

https://eypdc.ca/culturally-responsive-practice-training/

Session Dates and Times:

Tuesday, October 7th 6:30 PM - 8:30 PM

Tuesday, October 14th 6:30 PM - 8:30 PM

Tuesday, October 21st 6:30 PM - 8:30 PM

Tuesday, October 28st 6:30 PM - 8:30 PM

Tuesday, November 4th 6:30 PM - 8:30 PM

Tuesday, November 11th 6:30 PM - 8:30 PM

This is a 2 evening online session, you must attend both in order to receive a certificate.

Tuesday, October 21st, from 6:30 PM to 9:00 PM & Thursday, October 23rd, from 6:30 PM to 9:00 PM

If you have any questions or concerns, feel free to contact us at circulation@nscece.ca.

Module 1: Image of the Child

The foundation of Nova Scotia’s Early Learning CurriculumFramework is the belief that all children are capable, confident, and curiouslearners. In this opening module, participants are invited to reflect deeply ontheir own image of the child, exploring how personal values and professionalpractices shape children's experiences in early learning and child careprograms. Grounded in the vision of joyful, intentional environments, thismodule sets the stage for understanding how educators can foster children’sgrowth by seeing and supporting them through a strengths-based lens.

Through case studies, collaborative dialogue, and meaningfulreflection, educators will explore how the image of the child influencescurriculum decisions, learning environments, and relationships with familiesand communities.

Participants will:

• Define the concept of the image of the child and explore how it aligns with the principles and practices of the NSELCF.
• Reflect on how personal beliefs and professional values influence their image of the child and their daily interactions.
• Identify ways to support children as capable, confident, and curious through intentional environments and responsive relationships.
• Apply the United Nations Convention on the Rights of the Child (UNCRC) to everyday practice and consider its connection to the image of the child.
• Explore the concept of the educator's image and how it shapes their role in early learning and child care settings.

• Begin to develop a personal and collective vision that will guideprofessional growth throughout the NSELCF modules.

 
Click here to register 
 

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

The Neurodiversity Affirming Practice Series is a 3 part professional learning workshop that provides educators with the information and professional reflection needed to implement or improve their neurodiversity affirming practice. Each session is 2 hours; 1 hour of informative content and 1 hour of Community of Practice where participants can chat, ask questions and reflect together.

Session #1 (Sept. 24) –Implementing Sensory Diets will provide an overview of sensory processing and how it impacts the learning and behavior of neurodivergent children. We will consider tools for observation/assessment and strategies for the implementation of sensory diets (physical exercises, activities and adaptions meant to meet sensory needs) within early learning settings.

Session #2 (Oct. 22) – Respecting Communication Styles reflects on the importance of supporting and honoring the communication skills of neurodivergent children. We will explore alternate communication styles and how to use them effectively and respectfully (ex. picture exchange, sign language, scripting/echolalia, letterboards, communication boards, AAC, etc.)

Session #3 (Nov. 19)– Collaborating with Families gives practical, experience-driven examples for responsive and meaningful collaboration with the families of neurodivergent children.  We will discuss how to be an outstanding advocate for the child, a good liaison to community resources and professional services, and how to build a culture of acceptance and accessibility within your early learning environment.

 If interested contact Jane MacKenzie at 

jane.mackenzie@janenorman.ca

Cost - $75.00 (this fee is for all 3 sessions - (Sept. 24, Oct. 22 and Nov. 19)

This is a 2 evening online session, you must attend both in order to receive a certificate.

Tuesday, October 21st, from 6:30 PM to 9:00 PM & Thursday, October 23rd, from 6:30 PM to 9:00 PM

If you have any questions or concerns, feel free to contact us at circulation@nscece.ca.

Module 1: Image of the Child

The foundation of Nova Scotia’s Early Learning CurriculumFramework is the belief that all children are capable, confident, and curiouslearners. In this opening module, participants are invited to reflect deeply ontheir own image of the child, exploring how personal values and professionalpractices shape children's experiences in early learning and child careprograms. Grounded in the vision of joyful, intentional environments, thismodule sets the stage for understanding how educators can foster children’sgrowth by seeing and supporting them through a strengths-based lens.

Through case studies, collaborative dialogue, and meaningfulreflection, educators will explore how the image of the child influencescurriculum decisions, learning environments, and relationships with familiesand communities.

Participants will:

• Define the concept of the image of the child and explore how it aligns with the principles and practices of the NSELCF.
• Reflect on how personal beliefs and professional values influence their image of the child and their daily interactions.
• Identify ways to support children as capable, confident, and curious through intentional environments and responsive relationships.
• Apply the United Nations Convention on the Rights of the Child (UNCRC) to everyday practice and consider its connection to the image of the child.
• Explore the concept of the educator's image and how it shapes their role in early learning and child care settings.

• Begin to develop a personal and collective vision that will guideprofessional growth throughout the NSELCF modules.

 
Click here to register 
 

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

Description:  This hands-on workshop aims to engage educators in a deepened understanding on how themed kit boxes can be used as invitations to play.  You'll learn how to provide children with developmentally appropriate and culturally sensitive materials and manipulatives that encourage them to explore, use their imaginations, and to inquire. 

There will be opportunity for educators to investigate a range of kit boxes and to reflect on 'how' they would use them as provocations, or as support to existing themes constructed by children's developing interests.

Participants will finally create their own structured min kit box using a range of loose parts, felt items, and other open-ended materials that will be made available to them.  This workshop will require participants to make a choice on one of three themed kit box ideas.


Facilitator:  Nova Jones

Nova has been an early childhood educator for approximately 30 years working in a range of capacities, including as a centre director and elementary school teacher.  Originally from London, England, Nova moved to Nova Scotia in 2019 with her husband, son, and three cats.  Her unwavering commitment to creating high quality positive and supporting learning environments for young children, their families, and educators alike has driven her passion to work more closely with educators in Nova Scotia.  

Nova has previously facilitated workshops on oral storytelling and outdoor learning environments; she has previously facilitated training courses for ECEs and is now coordinating the ECDSC at Kingstec Campus.  

Nova is currently completing her final thesis for her M.Ed at Acadia University - "I don't think you ever stop learning as an educator; something new always comes along that challenges your understanding of children and child development".

Fee: $40

Deadline to register: October 10,  2025

This workshop will be facilitated in-person. Requirements:

• Own water bottle or flask
• Pen and notebook
• Bring own lunch, only snacks provided by NSCC Kingstec

Registered participants will receive detailed instructions.

Please Note Our Payment Process 

Credit Card or VISA Debit payment *Credit or Debit Card payments can be paid over the phone or in-person at NSCC-Kingstec Campus*

- Registration form AND payment are to be received by us at least TWO WEEKS IN ADVANCE (unless otherwise noted).
- Registrations cannot be processed, nor spaces held, until both registration form and payment are received.
- Cancellations must be processed before the workshop occurs. Please contact us at least one week prior to a workshop if you are unable to attend.

Please contact  nova.jones@nscc.ca or justine.macdonald@nscc.ca  for more details.

*please keep our workshop guidelines in mind* https://www.nscc.ca/ecdsc/professional-development/kingstec-guidelines.asp

To Register: https://bit.ly/ecdscregistration

Organizer: Early Years Professional Development
Early Years Professional Development

Event.

https://www.eventbrite.ca/e/mikmaw-ways-of-being-and-knowing-tickets-1720940301769?aff=oddtdtcreator

Session Date and Times:

Saturday, Oct 25th , 2025 from 8:45 AM to 4 PM.

Location:

IN PERSON NSCC Sydney Waterfront Campus, 500 Esplanade, Sydney, NS B1P 1B1

Overview:

This professional learning session invites educators to deepen their understanding of Mi’kmaw culture, history, and worldview.

This professional learning session invites educators to deepen their understanding of Mi’kmaw culture, history, and worldview through ceremony, storytelling, and reflection. Guided by Mi’kmaw Elders, Knowledge Holders, and community members, the session explores foundational concepts such as Etuaptmumk (Two-Eyed Seeing) and Netukulimk, and emphasizes the importance of relationship, reciprocity, and respect in early learning and child care.

Participants will engage in cultural practices such as smudging and prayer, explore Mi’kmaw language and teachings, and reflect on their own roles in reconciliation and allyship. The session includes the Blanket Exercise, an experiential learning activity that explores the impact of colonization and the resilience of Indigenous Peoples.

Participants will:

• Build cultural competency through Mi’kmaw history, language, and traditions.
• Explore Indigenous worldviews and their relevance to early learning environments.
• Engage with the principles of Etuaptmumk and Netukulimk.
• Reflect on personal and professional growth through ceremony and dialogue.
• Begin or deepen their ally journey in partnership with Mi’kmaw communities.

Date: Saturday October 25, 2025 Time: 9am-4pm Cost: $75/$65 current AECENS members Total PD hours: 7 hours Location: IN PERSON  Presenters: see MSVU Fall 2025 PL brochure for facilitators and bios
 
Description:  

Get ready for a full day of inspiration, connection, and hands-on learning!

📚 Dive into the magic of books and storytelling as we explore how

every part of a child’s day—art, science, math, music, language,

outdoor play—is beautifully connected.

Storytelling & a Whole Lot of Other Stuff!

 Featuring Carolyn Landry, Indigenous Oral Storyteller

& host of the Seven Sacred Teachings Podcast

In partnership with the Association of Early Childhood Educators Nova Scotia; AECENS

 Storytelling is one of the oldest forms of communication & is a way to share experiences, understand others, emotions, perspectives & promote respect for all life. When we listen to a story there can be lasting personal connections, imagining of new possibilities & promotion of innovative problem solving & fostering of a shared understanding.  It can also show a pathway through any adversity that the child may be experiencing.  Stories often have multiple layers of meanings that the listener can ‘hear’ & ponder on & make sense of the world.

The promise of stories is limitless—each narrative opens a new doorway into the possible, a canvas upon which dreams & discoveries are painted. Stories invite us to imagine what could be, to wander into unknown worlds, & to embrace the unfolding of new perspectives. They are pathways for curiosity, bridges to connection, & seeds from which understanding & transformation grow.

This conference is a gathering for those who believe learning begins with curiosity & grows through connection. Through storytelling, art, science, movement, & play, we will explore how imagination, diversity, & a sense of belonging shape vibrant learning communities. Together, we will reflect on how inquiry & self-expression empower children to become authors of their own learning journeys.

We will explore the inherent connectedness of all aspects of the child’s early learning. We will explore methods of integrating this learning into the everyday experiences of children in the early learning & care program. When we approach learning in a holistic manner we engage the whole child.

Using books & story telling as a vehicle to explore the many aspects of the educator’s work with children, we will:

use books & storytelling as invitations to explore art, science, numeracy, literacy & language, music & movement & outdoor play.

examine how inherent in each aspect is the need to allow for autonomous play, & relationship building.

explore the use curriculum webs as a planning & documentation tool.

use the Froebelian principle of Unity & Connectedness as a foundational approach to planning

Come join the story!

 AECENS is a non-profit membership-based association dedicated to supporting early childhood educators and elevating their professional practice. Our members work in a variety of different ECE settings across the province. We provide quality professional learning opportunities and an annual awards gala that recognizes excellence in professional practice. Our strength is in our membership, so join us today. https://aecens.ca/membership

Date: Monday Oct. 27, 2025 Time: 6:30-8:30pm Cost: $20 Total PD hours: 2 hours Location: IN PERSON  Presenter: Kathy Black
 
Description: 

This collaborative series of workshops will provide a safe place for educators to gather in the evening for two hours to form a community of practice with open lines of communication.  A guide will be shared at the beginning of each session, outlining discussion topics and guidelines to participate in the talking circle. Participants will have the opportunity to share in each discussion, or pass. All participates are equal and will feel welcomed and a true sense of belonging.

 Session 1: Interacting and communicating daily with children, families and colleagues

Effective strategies to interact with children throughout the daily routine

Share ways to stay connected with families and colleagues

Presenter Biography; 

Kathy Black began her career as a nanny and later worked at the MSVU Child Study Centre where she was fortunate to learn from some of the best mentors in the early childhood field. Kathy continued her career as an Early Childhood Development Officer and Licensing Officer with the Nova Scotia Provincial Government.  After 30 years in the field, Kathy accepted a term position as faculty in the Early Childhood Education program at the Nova Scotia Community College.  In 2022 Kathy decided to go back to the childcare sector and work directly with the children and families.  Kathy believes that working daily with children and families is her true passion and calling in life.  Kathy began facilitating workshops to ECE’s in 2009 and continues to be inspired when meeting others who are passionate about caring for young children. Her goal is to empower other educators, parents and professionals to discover what is best for all children.

4 PL hours

This NSELCF module introduces the frameworks four learning goals and explores the different learning objectives within.

This is a 2 evening online session, you must attend both in order to receive a certificate.

NSELCF Module 4: Learning Goals, Objectives, and Strategies

Building on Module 3: Connecting Early Learning Principles and Practices, this session supports participants in becoming more familiar with the learning goals of well-being, discovery and invention, language and communication, and person and social responsibility. Through guided discussions and hands-on activities, participants will work with real examples from the Educator's Guide and apply strategies that align with intentional, strengths-based programming.

Participants will:

• Discuss and apply the four learning goals to daily interactions, routines, and planning in early learning and child care settings.
• Reflect on and begin using the learning objectives and strategies that support each goal in practical, meaningful ways.
• Make connections between principles, practices, learning goals, and objectives, and understand how they align with the role of the educator.
• Strengthen their use of the NSELCF and Educator's Guide as foundational tools to support professional growth and curriculum implementation.

Register here: https://www.eventbrite.ca/e/1431579676349?aff=oddtdtcreator

October 27th, 6:30pm-8:30pm & October 29th, 6:30pm-8:30pm

If you have any further questions, please contact nova.jones@nscc.ca

https://www.eventbrite.ca/e/culturally-responsive-practice-nscc-b-online-tickets-1527399185079?aff=oddtdtcreator

THIS IS AN ONLINE DELIVERY

12 PL Hours

**This workshop is delivered over 6 sessions, you must attend all sessions in order to receive a certificate**

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:

Aram Kim & B de Guzman

https://eypdc.ca/culturally-responsive-practice-training/

Session Dates and Times:

Tuesday, October 7th 6:30 PM - 8:30 PM

Tuesday, October 14th 6:30 PM - 8:30 PM

Tuesday, October 21st 6:30 PM - 8:30 PM

Tuesday, October 28st 6:30 PM - 8:30 PM

Tuesday, November 4th 6:30 PM - 8:30 PM

Tuesday, November 11th 6:30 PM - 8:30 PM

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

4 PL hours

This NSELCF module introduces the frameworks four learning goals and explores the different learning objectives within.

This is a 2 evening online session, you must attend both in order to receive a certificate.

NSELCF Module 4: Learning Goals, Objectives, and Strategies

Building on Module 3: Connecting Early Learning Principles and Practices, this session supports participants in becoming more familiar with the learning goals of well-being, discovery and invention, language and communication, and person and social responsibility. Through guided discussions and hands-on activities, participants will work with real examples from the Educator's Guide and apply strategies that align with intentional, strengths-based programming.

Participants will:

• Discuss and apply the four learning goals to daily interactions, routines, and planning in early learning and child care settings.
• Reflect on and begin using the learning objectives and strategies that support each goal in practical, meaningful ways.
• Make connections between principles, practices, learning goals, and objectives, and understand how they align with the role of the educator.
• Strengthen their use of the NSELCF and Educator's Guide as foundational tools to support professional growth and curriculum implementation.

Register here: https://www.eventbrite.ca/e/1431579676349?aff=oddtdtcreator

October 27th, 6:30pm-8:30pm & October 29th, 6:30pm-8:30pm

If you have any further questions, please contact nova.jones@nscc.ca

CPAJENE Module 5: Milieux d’apprentissage inclusifs​ (en ligne)

DATES:

Mercredi 29 octobre de 18h30 à 20h30

et

Mercredi 5 novembre de 18h30 à 20h30

**Il s'agit d'une session en ligne de deux soirées, vous devez assister aux deux sessions pour recevoir un certificat**

Module 5: Milieux d’apprentissage inclusifs

Dans le cadre de l’exploration continue du Cadre pédagogique de l’apprentissage des jeunes enfants de la Nouvelle-Écosse (CPAJENE), ce module invite les participants à analyser leurs environnements d’apprentissage à travers une lentille globale. Les participants examineront comment les environnements transmettent des valeurs, favorisent un sentiment d’appartenance et influencent l’identité et les expériences d’apprentissage des enfants. Ce module offre des occasions d’évaluer de manière critique la conception des espaces d’apprentissage et de réfléchir à des moyens de les rendre plus accueillants, réceptifs et inclusifs pour tous les enfants.

Les participants s’appuieront sur l’activité du plan d’aménagement du Module 3 : Relier les principes et les pratiques de l’apprentissage, et approfondiront leur réflexion à partir des apprentissages de ce module : les quatre éléments des environnements d’apprentissage, l’approche à double perspective, l’environnement comme troisième éducateur, et le rôle des éléments sensoriels et esthétiques.

Les participants vont:

• ​examiner la pratique de milieux d'apprentissage inclusifs, tel qu’il est décrit dans Capable, confiant et curieux: cadre pédagogique pour l’apprentissage des jeunes enfants de la Nouvelle-Écosse (CPAJENE), et ses liens avec l’approche à double perspective;​
• évaluer leur milieu d'apprentissage actuel, à l’intérieur et en plein air, selon les quatre aspects (physique, psychologique, social et temporel) afin de déterminer les possibilités d’améliorer l’accessibilité, la souplesse et le sentiment d’appartenance;​
• analyser le fonctionnement du milieu d'apprentissage en tant que « troisième éducateur » et son influence sur l’identité, les relations et les activités d'apprentissage des enfants;​
• appliquer leurs connaissances sur les aspects sensoriels et esthétiques à la conception de milieux d'apprentissage propices au développement de chaque enfant.​​

**Il s'agit d'une session en ligne de deux soirées, vous devez assister aux deux sessions pour recevoir un certificat**

*DATES: Mercredi 29 octobre de 18h30 à 20h30 et mercredi 5 novembre de 18h30 à 20h30 en-ligne

Formateurs: Lucas Pellerin et Tina Primeau

Inscrivez-vous à cette formation en cliquant ici: https://www.eventbrite.ca/e/billets-cpaje-m5-milieux-dapprentissage-inclusifscapene-en-ligne-french-1628794591469?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

Date:  Saturday November 1, 2025 Time: 9am-12 noon Cost: $40 Total PD hours: 3 PD hours  

Location: IN PERSON Presenters: Jamie Leach & Annette Comeau   

Description: 

How can we use art as a tool to nurture children's curiosity & sustain their inquiry?  This interactive workshop invites early childhood educators to explore how art materials can help make children’s theories & questions visible, support emotional expression, & encourage new perspectives. Through hands-on experiences & discussion, we will consider how art can be woven into the cycle of inquiry, deepening children’s relationships with one another & the world around them. Join us as we reimagine art as a powerful thinking tool for inquiry, exploration, & discovery.

 Main goals/objectives:

· Deepen educators’ understanding of how art can be used to make children’s thinking, questions, & theories visible within an inquiry-based approach.

· Explore & engage with a range of art materials & processes that support children's expression, meaning-making, & perspective-taking.

· Reflect on the role of the educator as a co-learner, listener, & documenter who fosters inquiry by creating an environment that supports children’s thinking through creative processes.

Presenter Biographies; 

Jamie Leach is an associate professor in the Department of Child & Youth Study at Mount Saint Vincent University in Halifax, Nova Scotia.  Her research interests & projects focus on children’s relationships with materials (e.g., emotional expression, social interactions) & the ways in which materials invite or constrain connectedness in playful experiences in early childhood education & care (ECEC) environments.  She is also interested in participant action research with ECEs to co-create communities of practice that offer authentic & sustainable collaboration.  Her other projects include how early learning & care curriculum frameworks are used in ECEC environments & co-creating democratic & immersive theatrical experiences with young children from an ECEC perspective.

Annette Comeau is the Director of the Child Study Centre at MSVU in Halifax, Nova Scotia.  Annette is a graduate of NSCAD University with bachelor's degrees in fine art, Art Education & Design Communication.  She has a diploma in Early Childhood Education from The Nova Scotia College of Early Childhood Education & holds a Level 3 ECE classification in Nova Scotia. She has 28 years of experience in the field.  Passionate about the Reggio Emilia philosophy, Annette values the role of environments, materials, & relationships as co-constructors of meaningful experiences that empower children, families, & educators.

 Location:   IN PERSON

Description:  Communities of Care: something we do everyday - for the children, the families, but are we doing it for ourselves?

Care and learning is one and the same thing.  Not only for the children, but also for those that care and learn alongside them.  We often focus on children, but what about us - the early childhood educators who work with these children?  When we give each other what we are giving children then everyone succeeds, everyone is included. 

We will reflect on what inclusion looks like for all of us, and focus on self-care so we can deliver compassion and kindness to those we work with - children and co-workers!

Facilitator:  Liz Hicks

Liz Hicks has been in the early years learning community for 43 years in various capacities including owning and operating a part-day program.  For the past 20 years she has been delivering workshops, professional learning, consultancy to child care programs, faculty, and practicum supervision, etc.  She is passionate about lifelong learning, and supporting children in and educators to provide the best care and learning environment possible. 

Fee: $40

Deadline to register: October 25,  2025

This workshop will be facilitated in-person. Requirements:

• Own water bottle or flask
• Pen and notebook
• Bring own lunch, only snacks provided by NSCC Kingstec

Registered participants will receive detailed instructions.

Please Note Our Payment Process 

Credit Card or VISA Debit payment *Credit or Debit Card payments can be paid over the phone or in-person at NSCC-Kingstec Campus*

- Registration form AND payment are to be received by us at least TWO WEEKS IN ADVANCE (unless otherwise noted).
- Registrations cannot be processed, nor spaces held, until both registration form and payment are received.
- Cancellations must be processed before the workshop occurs. Please contact us at least one week prior to a workshop if you are unable to attend.

Please contact  nova.jones@nscc.ca or justine.macdonald@nscc.ca  for more details.

*please keep our workshop guidelines in mind* https://www.nscc.ca/ecdsc/professional-development/kingstec-guidelines.asp

To Register: https://bit.ly/ecdscregistration

Organizer: Early Years Professional Development
Early Years Professional Development

Event.

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

https://www.eventbrite.ca/e/culturally-responsive-practice-nscc-b-online-tickets-1527399185079?aff=oddtdtcreator

THIS IS AN ONLINE DELIVERY

12 PL Hours

**This workshop is delivered over 6 sessions, you must attend all sessions in order to receive a certificate**

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:

Aram Kim & B de Guzman

https://eypdc.ca/culturally-responsive-practice-training/

Session Dates and Times:

Tuesday, October 7th 6:30 PM - 8:30 PM

Tuesday, October 14th 6:30 PM - 8:30 PM

Tuesday, October 21st 6:30 PM - 8:30 PM

Tuesday, October 28st 6:30 PM - 8:30 PM

Tuesday, November 4th 6:30 PM - 8:30 PM

Tuesday, November 11th 6:30 PM - 8:30 PM

This is a 2 evening online session, you must attend both in order to receive a certificate.

Tuesday, November 4th, from 6:30 PM to 9:00 PM & Thursday, November 6th, from 6:30 PM to 9:00 PM

If you have any questions or concerns, feel free to contact us at circulation@nscece.ca.

Module 2: Pedagogical Leadership

Building upon the foundational concepts explored in Module1: Image of the Child, this session invites participants to examine howpedagogical leadership shapes learning environments, decision-making, andrelationships in early learning and child care programs. Grounded in theprinciples of Nova Scotia’s Early Learning Curriculum Framework (NSELCF), themodule emphasizes the influence of values, beliefs, and reflective practices onleadership at all levels –from educators to administrators.

Through case studies, collaborative dialogue, and hands-onactivities, participants will explore what it means to lead with intention,embrace change, and support inclusive, inquiry-based learning for children andadults alike.

Participants will:

• Recognize the role of social pedagogy in shaping inclusive practices and how it connects to the image of the child as capable, confident, and curious.
• Reflect on their own values, program philosophies, and leadership approaches as they relate to curriculum decisions and educator practices.
• Understand inclusion from a broader perspective and identify how pedagogical leadership can support equitable learning environments.
• Discuss the complexity of change in early learning and child care programs and explore tools to lead others through reflective, supportive transitions in practice.
• Deepen their understanding of the NSELCF’s five key elements and apply them in leadership and collaboration with colleagues, families, and communities.

Click here to register 
 

Date: Tuesday November 4, 2025Time: 6:30-8:30pm Cost: $20 Total PD hours: 2 hours Location: IN PERSON  Presenter: Kathy Black
 
Description: 

This collaborative series of workshops will provide a safe place for educators to gather in the evening for two hours to form a community of practice with open lines of communication.  A guide will be shared at the beginning of each session, outlining discussion topics and guidelines to participate in the talking circle. Participants will have the opportunity to share in each discussion, or pass. All participates are equal and will feel welcomed and a true sense of belonging.

Session 2: Understanding and supporting all children and families 

The importance of knowing the children and families in your program

What types of supports can educators sharing with families

Presenter Biography; 

Kathy Black began her career as a nanny and later worked at the MSVU Child Study Centre where she was fortunate to learn from some of the best mentors in the early childhood field. Kathy continued her career as an Early Childhood Development Officer and Licensing Officer with the Nova Scotia Provincial Government.  After 30 years in the field, Kathy accepted a term position as faculty in the Early Childhood Education program at the Nova Scotia Community College.  In 2022 Kathy decided to go back to the childcare sector and work directly with the children and families.  Kathy believes that working daily with children and families is her true passion and calling in life.  Kathy began facilitating workshops to ECE’s in 2009 and continues to be inspired when meeting others who are passionate about caring for young children. Her goal is to empower other educators, parents and professionals to discover what is best for all children.

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: Adam Braye & Lea Anne Joudrie

Session Dates and Times:

Nov. 3 - 6:30PM - 8:30PM

Nov. 5 - 6:30PM - 8:30PM   

Nov. 17 - 6:30PM - 8:30PM 

Nov. 19 - 6:30PM - 8:30PM

Nov. 24 - 6:30PM - 8:30PM

Nov. 26 - 6:30PM - 8:30PM

To register go to this link;

https://www.eventbrite.ca/e/1469758510269?aff=oddtdtcreator

“Respecting Communication Styles” reflects on the importance of supporting and honoring the communication skills of neurodivergent children. We will explore alternative    communication styles and how to use them effectively and respectfully (i.e. picture              exchange, sign language, scripting/echolalia, letter boards, communication boards, AAC, etc.).

Facilitator:  Melissa Castonguay

Cost: $22.80 (tax included)

Preregistration required-submit ECDSC registration form by October 22nd.

 All registration will take place using our online registration form:  https://forms.office.com/r/Fpexz3sp9w  

CPAJENE Module 5: Milieux d’apprentissage inclusifs​ (en ligne)

DATES:

Mercredi 29 octobre de 18h30 à 20h30

et

Mercredi 5 novembre de 18h30 à 20h30

**Il s'agit d'une session en ligne de deux soirées, vous devez assister aux deux sessions pour recevoir un certificat**

Module 5: Milieux d’apprentissage inclusifs

Dans le cadre de l’exploration continue du Cadre pédagogique de l’apprentissage des jeunes enfants de la Nouvelle-Écosse (CPAJENE), ce module invite les participants à analyser leurs environnements d’apprentissage à travers une lentille globale. Les participants examineront comment les environnements transmettent des valeurs, favorisent un sentiment d’appartenance et influencent l’identité et les expériences d’apprentissage des enfants. Ce module offre des occasions d’évaluer de manière critique la conception des espaces d’apprentissage et de réfléchir à des moyens de les rendre plus accueillants, réceptifs et inclusifs pour tous les enfants.

Les participants s’appuieront sur l’activité du plan d’aménagement du Module 3 : Relier les principes et les pratiques de l’apprentissage, et approfondiront leur réflexion à partir des apprentissages de ce module : les quatre éléments des environnements d’apprentissage, l’approche à double perspective, l’environnement comme troisième éducateur, et le rôle des éléments sensoriels et esthétiques.

Les participants vont:

• ​examiner la pratique de milieux d'apprentissage inclusifs, tel qu’il est décrit dans Capable, confiant et curieux: cadre pédagogique pour l’apprentissage des jeunes enfants de la Nouvelle-Écosse (CPAJENE), et ses liens avec l’approche à double perspective;​
• évaluer leur milieu d'apprentissage actuel, à l’intérieur et en plein air, selon les quatre aspects (physique, psychologique, social et temporel) afin de déterminer les possibilités d’améliorer l’accessibilité, la souplesse et le sentiment d’appartenance;​
• analyser le fonctionnement du milieu d'apprentissage en tant que « troisième éducateur » et son influence sur l’identité, les relations et les activités d'apprentissage des enfants;​
• appliquer leurs connaissances sur les aspects sensoriels et esthétiques à la conception de milieux d'apprentissage propices au développement de chaque enfant.​​

**Il s'agit d'une session en ligne de deux soirées, vous devez assister aux deux sessions pour recevoir un certificat**

*DATES: Mercredi 29 octobre de 18h30 à 20h30 et mercredi 5 novembre de 18h30 à 20h30 en-ligne

Formateurs: Lucas Pellerin et Tina Primeau

Inscrivez-vous à cette formation en cliquant ici: https://www.eventbrite.ca/e/billets-cpaje-m5-milieux-dapprentissage-inclusifscapene-en-ligne-french-1628794591469?aff=oddtdtcreator

This is a 2 evening online session, you must attend both in order to receive a certificate.

Tuesday, November 4th, from 6:30 PM to 9:00 PM & Thursday, November 6th, from 6:30 PM to 9:00 PM

If you have any questions or concerns, feel free to contact us at circulation@nscece.ca.

Module 2: Pedagogical Leadership

Building upon the foundational concepts explored in Module1: Image of the Child, this session invites participants to examine howpedagogical leadership shapes learning environments, decision-making, andrelationships in early learning and child care programs. Grounded in theprinciples of Nova Scotia’s Early Learning Curriculum Framework (NSELCF), themodule emphasizes the influence of values, beliefs, and reflective practices onleadership at all levels –from educators to administrators.

Through case studies, collaborative dialogue, and hands-onactivities, participants will explore what it means to lead with intention,embrace change, and support inclusive, inquiry-based learning for children andadults alike.

Participants will:

• Recognize the role of social pedagogy in shaping inclusive practices and how it connects to the image of the child as capable, confident, and curious.
• Reflect on their own values, program philosophies, and leadership approaches as they relate to curriculum decisions and educator practices.
• Understand inclusion from a broader perspective and identify how pedagogical leadership can support equitable learning environments.
• Discuss the complexity of change in early learning and child care programs and explore tools to lead others through reflective, supportive transitions in practice.
• Deepen their understanding of the NSELCF’s five key elements and apply them in leadership and collaboration with colleagues, families, and communities.

Click here to register 
 

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.

https://www.eventbrite.ca/e/culturally-responsive-practice-nscc-b-online-tickets-1527399185079?aff=oddtdtcreator

THIS IS AN ONLINE DELIVERY

12 PL Hours

**This workshop is delivered over 6 sessions, you must attend all sessions in order to receive a certificate**

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:

Aram Kim & B de Guzman

https://eypdc.ca/culturally-responsive-practice-training/

Session Dates and Times:

Tuesday, October 7th 6:30 PM - 8:30 PM

Tuesday, October 14th 6:30 PM - 8:30 PM

Tuesday, October 21st 6:30 PM - 8:30 PM

Tuesday, October 28st 6:30 PM - 8:30 PM

Tuesday, November 4th 6:30 PM - 8:30 PM

Tuesday, November 11th 6:30 PM - 8:30 PM

Date: Wednesday November 12, 2025 Time: 6:30-8:30pm Cost: $20 Total PD hours: 2 hours Location: IN PERSON  Presenter: Kathy Black
 
Description: 

This collaborative series of workshops will provide a safe place for educators to gather in the evening for two hours to form a community of practice with open lines of communication.  A guide will be shared at the beginning of each session, outlining discussion topics and guidelines to participate in the talking circle. Participants will have the opportunity to share in each discussion, or pass. All participates are equal and will feel welcomed and a true sense of belonging.

 Session 3: Daily responsibilities for early childhood educators

Review the tools that are available to help educators to understand their role

Walk through your typical day as an ECE in Nova Scotia

 Presenter Biography; 

Kathy Black began her career as a nanny and later worked at the MSVU Child Study Centre where she was fortunate to learn from some of the best mentors in the early childhood field. Kathy continued her career as an Early Childhood Development Officer and Licensing Officer with the Nova Scotia Provincial Government.  After 30 years in the field, Kathy accepted a term position as faculty in the Early Childhood Education program at the Nova Scotia Community College.  In 2022 Kathy decided to go back to the childcare sector and work directly with the children and families.  Kathy believes that working daily with children and families is her true passion and calling in life.  Kathy began facilitating workshops to ECE’s in 2009 and continues to be inspired when meeting others who are passionate about caring for young children. Her goal is to empower other educators, parents and professionals to discover what is best for all children.

CPAJENE Module 2 – Le leadership pédagogique (en ligne)

*DATES: Jeudi 13 novembre de 18 h 00 à 20 h 30

et

Jeudi 20 novembre de 18 h 00 à 20 h 30

**Il s'agit d'une session en ligne de deux soirées, vous devez assister aux deux sessions pour recevoir un certificat**

Module 2: Leadership pédagogique

En s’appuyant sur les concepts fondamentaux du Module 1 : L’image de l’enfant, ce module invite les participants à examiner comment le leadership pédagogique influence les environnements d’apprentissage, la prise de décision et les relations dans les programmes d’apprentissage et de garde des jeunes enfants. Ancré dans les principes du Cadre pédagogique de l’apprentissage des jeunes enfants de la Nouvelle-Écosse (CPAJENE), ce module met en lumière l’impact des valeurs, des croyances et des pratiques réflexives sur le leadership à tous les niveaux — des personnes éducatrices aux gestionnaires.

À travers des études de cas, des dialogues collaboratifs et des activités pratiques, les participants exploreront ce que signifie diriger avec intention, accueillir le changement et soutenir un apprentissage inclusif et fondé sur l’exploration, tant pour les enfants que pour les adultes.

Les participants vont:

• reconnaître la pédagogie sociale et la façon dont elle se connecte à la pratique de l’EPE et à l’image des enfants comme capables, confiants et curieux;​
• pratiquer à établir des liens entre la pédagogie, les valeurs et les perspectives des EPE en ce qui concerne les environnements d’apprentissage de la petite enfance et la programmation;​
• comprendre l’inclusion dans une perspective plus large et comment elle affecte la pédagogie et l’image de l’enfant;​
• discuter de la complexité du changement et de la façon dont la réflexion profite à la pratique de l’AGJE et explorer les outils pour soutenir ce travail;
• approfondir leur compréhension des éléments clés du CPAJENE et les appliquer dans leur leadership et leur collaboration avec les collègues, les familles et les communautés.

**Il s'agit d'une session en ligne de deux soirées, vous devez assister aux deux sessions pour recevoir un certificat**

*DATES: le jeudi 13 novembre de 18 h 00 à 20 h 30 et le jeudi 20 novembre de 18 h 00 à 20 h 30 en-ligne

Formateurs: Tina Primeau et Laurie Buekenhoudt

Inscrivez-vous à cette formation en cliquant ici: https://www.eventbrite.ca/e/billets-cpaje-m2-leadership-pedagogique-capene-en-ligne-french-1628687210289?aff=oddtdtcreator

Module 4: Connecting Learning Goals, Learning Objectives,and Strategies

Building on Module 3: Connecting Early Learning Principlesand Practices, this session supports participants in becoming more familiarwith the learning goals of well-being, discovery and invention, language andcommunication, and personal and social responsibility. Through guideddiscussions and hands-on activities, participants will work with real examplesfrom the Educator’s Guide and apply strategies that align with intentional,strengths-based programming.

Participants will:

• Discuss and apply the four learning goals to daily interactions, routines, and planning in early learning and child care settings.
• Reflect on and begin using the learning objectives and strategies that support each goal in practical, meaningful ways.
• Make connections between principles, practices, learning goals, and objectives, and understand how they align with the role of the educator.
• Strengthen their use of the NSELCF and Educator’s Guide as foundational tools to support professional growth and curriculum implementation.

Click here to register 
 

https://forms.office.com/r/kAteVmJb0y

7 PL hours

Join us for a full-day event focused on the well-being, resilience, and professional growth of early childhood educators.

Enjoy inspiring keynote presentations, hands-on breakout activities, opportunities to connect with local vendors, and an optional closing appreciation reception to wrap up the day.

Keynote Speakers:

Beverlie Dietze, Author, researcher, and educational instructor & Kelly Mitchell from Resilient Life Coaching.

Breakout Session Topics:

• Yoga &Meditation
• Resilience & Wellness
• Sexual & Physical & Mental Health
• Creating and maintaining boundaries
• Sound Bath
• Gift Basket Making
• Journaling
• Eliminating stress and burnout
• Food & Energy
• Creative Expression
• Self-Facials
• Financial Planning

Session Date and Times:

Saturday, November 15th , 2025 from 9:00 AM to 4:00 PM.

Location:

NSCC Burridge, 372 Pleasant St, Yarmouth, NS B5A 2L2

Cost:

100$ (Group Rates Available)

Lunch and snacks provided. 

For more information contact Melissa Dulong: Melissa.Dulong@nscc.ca or Emma Cyr: Emma.Cyr@nscc.ca

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.   

https://forms.office.com/r/aa4YY0vUKm
1 PL hour


To close out the day of our Fall Wellness Conference event, we invite you to join us for an Appreciation Dinner & Reception. This special evening will celebrate early learning professionals and the incredible work you do every day. Much like our past Caring at Work events, this will be a time to relax, connect with colleagues, and enjoy a well-deserved evening of good food, great company, and heartfelt gratitude for all you contribute to children, families, and our community.

Date & Time: 
4:30-6:00
403 Main St, Yarmouth, NS B5A 1G3

Cost:
30$ 
Catered by the Rural Foodie

Location:
The Gilded Courtroom
403 Main St, Yarmouth, NS B5A 1G3

Date: Monday November 17, 2025 Time: 6:30-8:30pm Cost: $20 Total PD hours: 2 hours Location: IN PERSON  Presenter: Kathy Black
 
Description: 

This collaborative series of workshops will provide a safe place for educators to gather in the evening for two hours to form a community of practice with open lines of communication.  A guide will be shared at the beginning of each session, outlining discussion topics and guidelines to participate in the talking circle. Participants will have the opportunity to share in each discussion, or pass. All participates are equal and will feel welcomed and a true sense of belonging.

Session 4: Importance of self care for early childhood educators

What can ECEs do to take care of themselves physically and emotionally

What types of wellness programs are available to ECEs within their community

Participants will have an opportunity to experience tools for self care

  Presenter Biography; 

Kathy Black began her career as a nanny and later worked at the MSVU Child Study Centre where she was fortunate to learn from some of the best mentors in the early childhood field. Kathy continued her career as an Early Childhood Development Officer and Licensing Officer with the Nova Scotia Provincial Government.  After 30 years in the field, Kathy accepted a term position as faculty in the Early Childhood Education program at the Nova Scotia Community College.  In 2022 Kathy decided to go back to the childcare sector and work directly with the children and families.  Kathy believes that working daily with children and families is her true passion and calling in life.  Kathy began facilitating workshops to ECE’s in 2009 and continues to be inspired when meeting others who are passionate about caring for young children. Her goal is to empower other educators, parents and professionals to discover what is best for all children.

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: Adam Braye & Lea Anne Joudrie

Session Dates and Times:

Nov. 3 - 6:30PM - 8:30PM

Nov. 5 - 6:30PM - 8:30PM   

Nov. 17 - 6:30PM - 8:30PM 

Nov. 19 - 6:30PM - 8:30PM

Nov. 24 - 6:30PM - 8:30PM

Nov. 26 - 6:30PM - 8:30PM

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.   

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.

Session Dates and Times:

Session 1: Tuesday, November 18th, 2025 (online), 6:30PM to 8:30PM

Session 2: Thursday, November 20th, 2025 (online), 6:30PM to 8:30PM

Session 3: Saturday, November 22nd, 2025 (online), 9:00AM to 1:00PM

Session 4: Tuesday, November 25th, 2025 (online), 6:30PM to 8:30PM

Session 5: Thursday, November 27th, 2025 (online), 6:30PM to 8:30PM

Click here to register 

The Neurodiversity Affirming Practice Series is a 3 part professional learning workshop that provides educators with the information and professional reflection needed to implement or improve their neurodiversity affirming practice. Each session is 2 hours; 1 hour of informative content and 1 hour of Community of Practice where participants can chat, ask questions and reflect together.

Session #1 (Sept. 24) –Implementing Sensory Diets will provide an overview of sensory processing and how it impacts the learning and behavior of neurodivergent children. We will consider tools for observation/assessment and strategies for the implementation of sensory diets (physical exercises, activities and adaptions meant to meet sensory needs) within early learning settings.

Session #2 (Oct. 22) – Respecting Communication Styles reflects on the importance of supporting and honoring the communication skills of neurodivergent children. We will explore alternate communication styles and how to use them effectively and respectfully (ex. picture exchange, sign language, scripting/echolalia, letterboards, communication boards, AAC, etc.)

Session #3 (Nov. 19)– Collaborating with Families gives practical, experience-driven examples for responsive and meaningful collaboration with the families of neurodivergent children.  We will discuss how to be an outstanding advocate for the child, a good liaison to community resources and professional services, and how to build a culture of acceptance and accessibility within your early learning environment.

 If interested contact Jane MacKenzie at 

jane.mackenzie@janenorman.ca

Cost - $75.00 (this fee is for all 3 sessions - (Sept. 24, Oct. 22 and Nov. 19)

CPAJENE Module 2 – Le leadership pédagogique (en ligne)

*DATES: Jeudi 13 novembre de 18 h 00 à 20 h 30

et

Jeudi 20 novembre de 18 h 00 à 20 h 30

**Il s'agit d'une session en ligne de deux soirées, vous devez assister aux deux sessions pour recevoir un certificat**

Module 2: Leadership pédagogique

En s’appuyant sur les concepts fondamentaux du Module 1 : L’image de l’enfant, ce module invite les participants à examiner comment le leadership pédagogique influence les environnements d’apprentissage, la prise de décision et les relations dans les programmes d’apprentissage et de garde des jeunes enfants. Ancré dans les principes du Cadre pédagogique de l’apprentissage des jeunes enfants de la Nouvelle-Écosse (CPAJENE), ce module met en lumière l’impact des valeurs, des croyances et des pratiques réflexives sur le leadership à tous les niveaux — des personnes éducatrices aux gestionnaires.

À travers des études de cas, des dialogues collaboratifs et des activités pratiques, les participants exploreront ce que signifie diriger avec intention, accueillir le changement et soutenir un apprentissage inclusif et fondé sur l’exploration, tant pour les enfants que pour les adultes.

Les participants vont:

• reconnaître la pédagogie sociale et la façon dont elle se connecte à la pratique de l’EPE et à l’image des enfants comme capables, confiants et curieux;​
• pratiquer à établir des liens entre la pédagogie, les valeurs et les perspectives des EPE en ce qui concerne les environnements d’apprentissage de la petite enfance et la programmation;​
• comprendre l’inclusion dans une perspective plus large et comment elle affecte la pédagogie et l’image de l’enfant;​
• discuter de la complexité du changement et de la façon dont la réflexion profite à la pratique de l’AGJE et explorer les outils pour soutenir ce travail;
• approfondir leur compréhension des éléments clés du CPAJENE et les appliquer dans leur leadership et leur collaboration avec les collègues, les familles et les communautés.

**Il s'agit d'une session en ligne de deux soirées, vous devez assister aux deux sessions pour recevoir un certificat**

*DATES: le jeudi 13 novembre de 18 h 00 à 20 h 30 et le jeudi 20 novembre de 18 h 00 à 20 h 30 en-ligne

Formateurs: Tina Primeau et Laurie Buekenhoudt

Inscrivez-vous à cette formation en cliquant ici: https://www.eventbrite.ca/e/billets-cpaje-m2-leadership-pedagogique-capene-en-ligne-french-1628687210289?aff=oddtdtcreator

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.

Session Dates and Times:

Session 1: Tuesday, November 18th, 2025 (online), 6:30PM to 8:30PM

Session 2: Thursday, November 20th, 2025 (online), 6:30PM to 8:30PM

Session 3: Saturday, November 22nd, 2025 (online), 9:00AM to 1:00PM

Session 4: Tuesday, November 25th, 2025 (online), 6:30PM to 8:30PM

Session 5: Thursday, November 27th, 2025 (online), 6:30PM to 8:30PM

Click here to register 

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.

Session Dates and Times:

Session 1: Tuesday, November 18th, 2025 (online), 6:30PM to 8:30PM

Session 2: Thursday, November 20th, 2025 (online), 6:30PM to 8:30PM

Session 3: Saturday, November 22nd, 2025 (online), 9:00AM to 1:00PM

Session 4: Tuesday, November 25th, 2025 (online), 6:30PM to 8:30PM

Session 5: Thursday, November 27th, 2025 (online), 6:30PM to 8:30PM

Click here to register 

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.

Session Dates and Times:

Session 1: Tuesday, November 18th, 2025 (online), 6:30PM to 8:30PM

Session 2: Thursday, November 20th, 2025 (online), 6:30PM to 8:30PM

Session 3: Saturday, November 22nd, 2025 (online), 9:00AM to 1:00PM

Session 4: Tuesday, November 25th, 2025 (online), 6:30PM to 8:30PM

Session 5: Thursday, November 27th, 2025 (online), 6:30PM to 8:30PM

Click here to register 

NSELCF Module 6: Partnerships with Families and Communities

This module supports educators in building meaningful, inclusive relationships with families and communities. Grounded in the principles of Nova Scotia’s Early Learning Curriculum Framework (NSELCF), the module emphasizes the importance of trust, communication, and collaboration in early learning environments.

Participants will explore strategies for relationship-building, practice supportive communication techniques, and reflect on how to extend partnerships beyond the program into the broader community. Peer-to-peer learning is central to this module, with opportunities for discussion, reflection, and shared experience.

Participants will:

• Identify and apply a variety of relationship building strategies to build and sustain partnerships with families.​
• Demonstrate respectful and reflective communication skills when engaging in values-based or challenging conversations with families.​
• Design and implement inclusive practices that invite families and community members into the program and strengthen community connections.

***This is a 2 evening online session, you must attend both in order to receive a certificate***
November 25th, 6:30pm-8:00pm & November 27th, 6:30pm-8:00pm


Facilitators: Jane MacKenzie & Lea Anne Joudrie

To register, click on this link: https://www.eventbrite.com/e/1719530555179?aff=oddtdtcreator

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: Adam Braye & Lea Anne Joudrie

Session Dates and Times:

Nov. 3 - 6:30PM - 8:30PM

Nov. 5 - 6:30PM - 8:30PM   

Nov. 17 - 6:30PM - 8:30PM 

Nov. 19 - 6:30PM - 8:30PM

Nov. 24 - 6:30PM - 8:30PM

Nov. 26 - 6:30PM - 8:30PM

To register go to this link;

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.

Session times

All sessions will run from 6:30 pm to 8:30 pm

Session dates

Monday, November 24th & Wednesday, November 26th

Monday, December 1st & Wednesday, December 3rd

Monday, December 8th & Wednesday, December 10th.

Register here: https://www.eventbrite.ca/e/1434247174909?aff=oddtdtcreator

If you have any further questions, please contact nova.jones@nscc.ca

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.

Session times

All sessions will run from 6:30 pm to 8:30 pm

Session dates

Monday, November 24th & Wednesday, November 26th

Monday, December 1st & Wednesday, December 3rd

Monday, December 8th & Wednesday, December 10th.

Register here:  https://www.eventbrite.ca/e/1434247174909?aff=oddtdtcreator

If you have any further questions, please contact nova.jones@nscc.ca

NSELCF Module 6: Partnerships with Families and Communities

This module supports educators in building meaningful, inclusive relationships with families and communities. Grounded in the principles of Nova Scotia’s Early Learning Curriculum Framework (NSELCF), the module emphasizes the importance of trust, communication, and collaboration in early learning environments.

Participants will explore strategies for relationship-building, practice supportive communication techniques, and reflect on how to extend partnerships beyond the program into the broader community. Peer-to-peer learning is central to this module, with opportunities for discussion, reflection, and shared experience.

Participants will:

• Identify and apply a variety of relationship building strategies to build and sustain partnerships with families.​
• Demonstrate respectful and reflective communication skills when engaging in values-based or challenging conversations with families.​
• Design and implement inclusive practices that invite families and community members into the program and strengthen community connections.

***This is a 2 evening online session, you must attend both in order to receive a certificate***
November 25th, 6:30pm-8:00pm & November 27th, 6:30pm-8:00pm


Facilitators: Jane MacKenzie & Lea Anne Joudrie

To register, click on this link: https://www.eventbrite.com/e/1719530555179?aff=oddtdtcreator

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.

Session Dates and Times:

Session 1: Tuesday, November 18th, 2025 (online), 6:30PM to 8:30PM

Session 2: Thursday, November 20th, 2025 (online), 6:30PM to 8:30PM

Session 3: Saturday, November 22nd, 2025 (online), 9:00AM to 1:00PM

Session 4: Tuesday, November 25th, 2025 (online), 6:30PM to 8:30PM

Session 5: Thursday, November 27th, 2025 (online), 6:30PM to 8:30PM

Click here to register 

Description:  Do you wonder why some children move with ease while others struggle with coordination?  Do you know how body awareness lays the groundwork for early math skills?  Just like a tree needs strong roots to grow and thrive, a child's brain relies on sensory-motor development as its foundation for learning, self-regulation, attention and social-emotional growth.

In this interactive workshop, we'll explore the neuroscience behind sensory-motor development, the stages of movement maturation, and their impact on school readiness.  Through a mix of theory and hands-on activities, you'll gain practical, creative tools to support children's development - helping them grow strong and flourish, just like a well-nurtured tree.  Perfect for educators, therapists, and caregivers!

Facilitator:  Nancy Ceulemans and Heather Cukierski

Nancy holds a Belgian degree in Education, with a specialty in Early Childhood Development.  She worked in a variety of Early Childhood settings in Belgium, England, and Switzerland.  Later in life, she trained in multiple neurodevelopmental approaches and has a certificate of "Leaders of Learning" from Harvard University.  She currently runs a practice near Halifax where she supports individuals with all sorts of difficulties in life and learning, including trauma.  She has a love for teaching, creates courses on a wide variety of topics, which she presents in Canada and abroad. 

Heather, an experience educator and author, finds joy when empowering students, parents, and professionals.  She owned an award-winning learning centre for over 20 years in Southern Ontario that included a licensed pre-school program.  Heather has an Honours BSc degree in Psychology, and is trained in multiple approaches, including neurodevelopment, transformational coaching, and functional nutrition counselling.  She is located in Grimsby, Ontario, where she uses an integrative approach to support individuals who have attention, learning, behaviour, and mental health issues. 

Fee: $60

Deadline to register: November 21,  2025

This workshop will be facilitated in-person. Requirements:

• Own water bottle or flask
• Pen and notebook
• Bring own lunch, only snacks provided by NSCC Kingstec

Registered participants will receive detailed instructions.

Please Note Our Payment Process 

Credit Card or VISA Debit payment *Credit or Debit Card payments can be paid over the phone or in-person at NSCC-Kingstec Campus*

- Registration form AND payment are to be received by us at least TWO WEEKS IN ADVANCE (unless otherwise noted).
- Registrations cannot be processed, nor spaces held, until both registration form and payment are received.
- Cancellations must be processed before the workshop occurs. Please contact us at least one week prior to a workshop if you are unable to attend.

Please contact  nova.jones@nscc.ca or justine.macdonald@nscc.ca  for more details.

*please keep our workshop guidelines in mind* https://www.nscc.ca/ecdsc/professional-development/kingstec-guidelines.asp

To Register: https://bit.ly/ecdscregistration

Organizer: Early Years Professional Development
Early Years Professional Development

Event.

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.

Session times

All sessions will run from 6:30 pm to 8:30 pm

Session dates

Monday, November 24th & Wednesday, November 26th

Monday, December 1st & Wednesday, December 3rd

Monday, December 8th & Wednesday, December 10th.

Register here:  https://www.eventbrite.ca/e/1434247174909?aff=oddtdtcreator

If you have any further questions, please contact nova.jones@nscc.ca

4 PL hours

This NSELCF module introduces the frameworks four learning goals and explores the different learning objectives within.

This is a 2 evening online session, you must attend both in order to receive a certificate.

NSELCF Module 4: Learning Goals, Objectives, and Strategies

Building on Module 3: Connecting Early Learning Principles and Practices, this session supports participants in becoming more familiar with the learning goals of well-being, discovery and invention, language and communication, and person and social responsibility. Through guided discussions and hands-on activities, participants will work with real examples from the Educator's Guide and apply strategies that align with intentional, strengths-based programming.

Participants will:

• Discuss and apply the four learning goals to daily interactions, routines, and planning in early learning and child care settings.
• Reflect on and begin using the learning objectives and strategies that support each goal in practical, meaningful ways.
• Make connections between principles, practices, learning goals, and objectives, and understand how they align with the role of the educator.
• Strengthen their use of the NSELCF and Educator's Guide as foundational tools to support professional growth and curriculum implementation.

Register here: https://www.eventbrite.ca/e/elcf-m4-learning-goals-learning-objectives-and-strategies-nscc-b-registration-1823711944519?aff=oddtdtcreator

Monday December 1st, 6:30pm-8:30pm & Tuesday December 2nd, 6:30pm-8:30pm

If you have any further questions, please contact Melissa.Dulong@nscc.ca

4 PL hours

This NSELCF module introduces the frameworks four learning goals and explores the different learning objectives within.

This is a 2 evening online session, you must attend both in order to receive a certificate.

NSELCF Module 4: Learning Goals, Objectives, and Strategies

Building on Module 3: Connecting Early Learning Principles and Practices, this session supports participants in becoming more familiar with the learning goals of well-being, discovery and invention, language and communication, and person and social responsibility. Through guided discussions and hands-on activities, participants will work with real examples from the Educator's Guide and apply strategies that align with intentional, strengths-based programming.

Participants will:

• Discuss and apply the four learning goals to daily interactions, routines, and planning in early learning and child care settings.
• Reflect on and begin using the learning objectives and strategies that support each goal in practical, meaningful ways.
• Make connections between principles, practices, learning goals, and objectives, and understand how they align with the role of the educator.
• Strengthen their use of the NSELCF and Educator's Guide as foundational tools to support professional growth and curriculum implementation.

Register here: https://www.eventbrite.ca/e/elcf-m4-learning-goals-learning-objectives-and-strategies-nscc-b-registration-1823711944519?aff=oddtdtcreator

Monday December 1st, 6:30pm-8:30pm & Tuesday December 2nd, 6:30pm-8:30pm

If you have any further questions, please contact Melissa.Dulong@nscc.ca

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.

Session times

All sessions will run from 6:30 pm to 8:30 pm

Session dates

Monday, November 24th & Wednesday, November 26th

Monday, December 1st & Wednesday, December 3rd

Monday, December 8th & Wednesday, December 10th.

Register here:  https://www.eventbrite.ca/e/1434247174909?aff=oddtdtcreator

If you have any further questions, please contact nova.jones@nscc.ca

“Collaborating with Families” gives practical, experience-driven examples for responsive and meaningful collaboration with the families of neurodivergent children. We will discuss how to be an outstanding advocate for the child, a good liaison to community resources and professional services, and how to build a culture of acceptance and accessibility within your early learning environment. 

Facilitator: Melissa Castonguay

Cost: $22.80 (tax included)

Preregistration required-submit ECDSC registration form by November 19th.

All registration will take place using our online registration form: https://forms.office.com/r/Fpexz3sp9w

Culturally Responsive Leadership in Nova Scotia’s Early Learning and Child Care Settings is a 3-hour module developed to align with the revised Capable, Confident, and Curious: Nova Scotia’s Early Learning Curriculum Framework (NSELCF). This professional learning module has been designed to empower directors, assistant directors, pedagogical leaders, inclusion coordinators, and educators in coaching and leadership roles to support others in implementing culturally responsive practice. The module examines the roles of leaders as well as provides an opportunity to practice courageous conversations and coaching techniques with a case study format. Completing Culturally Responsive Practices (CRP) training is a pre-requisite for taking Culturally Responsible Leadership.

Pre-registration agreements

• I have completed the 12-hour Culturally Reponsive Practice module.
• 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 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.

Session Date and Time:

Saturday, December 6th, 2025 (online), 9:00AM to 12:00PM

Click here to register 

Description:  Participants will explore the Early Development Index Tool and review the top 2 - 3 Areas of Vulnerability.  The participants will create a vision of change, reflect, and evaluate their current curriculum and how to take action with their current programming and interactions with the children, families, and community.  We will collaborate and learn with one another, and land in some of the elements from the Early Learning Curriculum Framework. 


Facilitator:  Paula Milbradt

Paula Milbradt has been serving children, families, and communities for over 30 years.  She continues to share her passion and dedication to ECE professionals, families, and community through coaching, workshops, and webinars.  Paula continues to learn and explore her own beliefs by attending conferences and workshops that enhance the Social and Emotional well-being of both children and adults.  She founded Empowermil after fostering 4 boys and continues to hold space for her purpose of making a difference in the world.  She believes that all humans matter and to best support one another we need to acknowledge, validate, and connect with one another. 

Fee: $30

Deadline to register: November 28,  2025

This workshop will be facilitated in-person. Requirements:

• Own water bottle or flask
• Pen and notebook
• Bring own lunch, only snacks provided by NSCC Kingstec

Registered participants will receive detailed instructions.

Please Note Our Payment Process 

Credit Card or VISA Debit payment *Credit or Debit Card payments can be paid over the phone or in-person at NSCC-Kingstec Campus*

- Registration form AND payment are to be received by us at least TWO WEEKS IN ADVANCE (unless otherwise noted).
- Registrations cannot be processed, nor spaces held, until both registration form and payment are received.
- Cancellations must be processed before the workshop occurs. Please contact us at least one week prior to a workshop if you are unable to attend.

Please contact  nova.jones@nscc.ca or justine.macdonald@nscc.ca  for more details.

*please keep our workshop guidelines in mind* https://www.nscc.ca/ecdsc/professional-development/kingstec-guidelines.asp

To Register: https://bit.ly/ecdscregistration

Organizer: Early Years Professional Development
Early Years Professional Development

Event.

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.

Session times

All sessions will run from 6:30 pm to 8:30 pm

Session dates

Monday, November 24th & Wednesday, November 26th

Monday, December 1st & Wednesday, December 3rd

Monday, December 8th & Wednesday, December 10th.

Register here:  https://www.eventbrite.ca/e/1434247174909?aff=oddtdtcreator

If you have any further questions, please contact nova.jones@nscc.ca

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.

Session times

All sessions will run from 6:30 pm to 8:30 pm

Session dates

Monday, November 24th & Wednesday, November 26th

Monday, December 1st & Wednesday, December 3rd

Monday, December 8th & Wednesday, December 10th.

Register here:  https://www.eventbrite.ca/e/1434247174909?aff=oddtdtcreator

If you have any further questions, please contact nova.jones@nscc.ca

Culturally Responsive Leadership in Nova Scotia’s Early Learning and Child Care Settings

This 4-hour professional learning session builds on the foundational concepts introduced in the Culturally Responsive Practice (CRP) series. Designed for directors, assistant directors, pedagogical leaders, inclusion coordinators, and educators in coaching or leadership roles, this session explores how leadership can support culturally responsive practice across early learning and child care programs.

Participants will deepen their understanding of effective leadership and explore the behaviours and responsibilities that support inclusive, strengths-based environments. The session introduces key practices of culturally responsive leadership and provides opportunities to engage in courageous conversations and coaching strategies through a case study format.

Participants will:

• Develop an understanding of effective leadership and the different types of behaviours and responsibilities of leaders
• Develop an understanding of culturally responsive leadership, and identity key practices for culturally responsive leaders
• Understand what courageous conversations are and how to have them with their team
• Understand what coaching is and identify ways to build a supportive environment within their programs.

Note: Completion of the 12-hour Culturally Responsive Practice (CRP) series is a prerequisite for this module.

***This is a 2-evening session and you must attend both days to receive a certificate***

January 6th, 6:30pm-8:30pm & January 8th, 6:30pm-8:30pm


Facilitator: Adam Braye

To register, click on the link: https://www.eventbrite.com/e/1769374309189?aff=oddtdtcreator

The session is designed to refresh and inspire your approach to music and storytelling in an early learning setting! In the first part, we will explore how music can be used in different ways in the classroom. Even if you don't consider yourself a singer or a        musician, there are multiple ways to incorporate music into transitions, routines, and playful learning activities. 

In the second part we will rejuvenate your strategies to make reading books more engaging and interactive, how to choose books that are age appropriate, and explore new as well as   forgotten book treasures! This workshop offers tons of ideas designed to boost your confidence, spark creativity, and provide ready to use tools for immediate use in your classroom!

Facilitators: Nancy Ceulemans & Heather Cukierski

Cost: $34.20 (tax included)

Preregistration required-submit ECDSC registration form along with payment by December 10th.

All registration will take place using our online registration form: https://forms.office.com/r/Fpexz3sp9w

Culturally Responsive Leadership in Nova Scotia’s Early Learning and Child Care Settings

This 4-hour professional learning session builds on the foundational concepts introduced in the Culturally Responsive Practice (CRP) series. Designed for directors, assistant directors, pedagogical leaders, inclusion coordinators, and educators in coaching or leadership roles, this session explores how leadership can support culturally responsive practice across early learning and child care programs.

Participants will deepen their understanding of effective leadership and explore the behaviours and responsibilities that support inclusive, strengths-based environments. The session introduces key practices of culturally responsive leadership and provides opportunities to engage in courageous conversations and coaching strategies through a case study format.

Participants will:

• Develop an understanding of effective leadership and the different types of behaviours and responsibilities of leaders
• Develop an understanding of culturally responsive leadership, and identity key practices for culturally responsive leaders
• Understand what courageous conversations are and how to have them with their team
• Understand what coaching is and identify ways to build a supportive environment within their programs.

Note: Completion of the 12-hour Culturally Responsive Practice (CRP) series is a prerequisite for this module.

***This is a 2-evening session and you must attend both days to receive a certificate***

January 6th, 6:30pm-8:30pm & January 8th, 6:30pm-8:30pm


Facilitator: Adam Braye

To register, click on the link: https://www.eventbrite.com/e/1769374309189?aff=oddtdtcreator

 This is a 2 evening online session, you must attend both in order to receive a certificate.

Tuesday, January 13th, from 6:30 PM to 8:30 PM & Thursday, January 15th, from 6:30 PM to 8:30 PM

If you have any questions or concerns, feel free to contact us at circulation@nscece.ca.

Module 4: Connecting Learning Goals, Learning Objectives,and Strategies

Building on Module 3: Connecting Early Learning Principlesand Practices, this session supports participants in becoming more familiarwith the learning goals of well-being, discovery and invention, language andcommunication, and personal and social responsibility. Through guideddiscussions and hands-on activities, participants will work with real examplesfrom the Educator’s Guide and apply strategies that align with intentional,strengths-based programming.

Participants will:

• Discuss and apply the four learning goals to daily interactions, routines, and planning in early learning and child care settings.
• Reflect on and begin using the learning objectives and strategies that support each goal in practical, meaningful ways.
• Make connections between principles, practices, learning goals, and objectives, and understand how they align with the role of the educator.
• Strengthen their use of the NSELCF and Educator’s Guide as foundational tools to support professional growth and curriculum implementation.

Click here to register 
 

 This is a 2 evening online session, you must attend both in order to receive a certificate.

Tuesday, January 13th, from 6:30 PM to 8:30 PM & Thursday, January 15th, from 6:30 PM to 8:30 PM

If you have any questions or concerns, feel free to contact us at circulation@nscece.ca.

Module 4: Connecting Learning Goals, Learning Objectives,and Strategies

Building on Module 3: Connecting Early Learning Principlesand Practices, this session supports participants in becoming more familiarwith the learning goals of well-being, discovery and invention, language andcommunication, and personal and social responsibility. Through guideddiscussions and hands-on activities, participants will work with real examplesfrom the Educator’s Guide and apply strategies that align with intentional,strengths-based programming.

Participants will:

• Discuss and apply the four learning goals to daily interactions, routines, and planning in early learning and child care settings.
• Reflect on and begin using the learning objectives and strategies that support each goal in practical, meaningful ways.
• Make connections between principles, practices, learning goals, and objectives, and understand how they align with the role of the educator.
• Strengthen their use of the NSELCF and Educator’s Guide as foundational tools to support professional growth and curriculum implementation.

Click here to register 
 

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.

Session Dates and Times:

Session 1: Tuesday, January 20th, 2025 (online), 6:30PM to 8:30PM

Session 2: Thursday, January 22nd, 2025 (online), 6:30PM to 8:30PM

Session 3: Saturday, January 24th, 2025 (online), 9:00AM to 1:00PM

Session 4: Tuesday, January 27th, 2025 (online), 6:30PM to 8:30PM

Session 5: Thursday, January 29th, 2025 (online), 6:30PM to 8:30PM

Click here to register 

One Step Forward Club strives to raise awareness about issues of injustice and inequity and to effect change within ourselves and our community. The One Step Forward Club is a refreshing alternative to a traditional book club. It provides a platform for engaging discussions without, the hefty time commitment. Creating a community of kind, thoughtful people, and we will discuss one great article/film every month.

“Even the smallest steps move you forward”

Facilitator: Adam Braye

Cost - Free

If interested contact Jane Mackenzie at
jane.mackenzie@janenorman.ca

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.

Session Dates and Times:

Session 1: Tuesday, January 20th, 2025 (online), 6:30PM to 8:30PM

Session 2: Thursday, January 22nd, 2025 (online), 6:30PM to 8:30PM

Session 3: Saturday, January 24th, 2025 (online), 9:00AM to 1:00PM

Session 4: Tuesday, January 27th, 2025 (online), 6:30PM to 8:30PM

Session 5: Thursday, January 29th, 2025 (online), 6:30PM to 8:30PM

Click here to register 

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.