Consider what kind of education and training will support staff to be their most effective in your centre? 

Responsible Adults (RA)

Require twenty (20) hours of learning related to child development and/or health.

The requirements for certification as an ECEA are that they take one (1) course related to health and safety or child development from an eligible program, and have a reference. There is no minimum age requirement for ECEAs working alongside children. 

Early Childhood Educators (ECE)

Must have completed a certificate or diploma program or have had their credentials transferred from another province or country. 

Having staff with their full diploma in Early Childhood Education supports quality programming for young children and families. 

Consider applicants' education, certification and experience before interviewing them: 

• Did they attend a recognized Early Childhood Education program? Do they hold a certificate or diploma? 

• Do they hold a valid ECE certificate to practice?

• What was their previous work experience? 

• What is their philosophy?

1. How does the BC Early Learning Framework inform your approach to working with children?

2. What does “respect for children as capable and full of potential” mean to you in practice?

3. The ECEBC Code of Ethics highlights the importance of lifelong learning. How do you engage in ongoing professional growth?

4. How do you incorporate emergent curriculum and play-based learning into your daily practice?

6. Can you share an example of how you have supported children’s sense of belonging in an early learning setting?

7. How do you foster strong, reciprocal relationships with children, families, and colleagues?

8. Describe a time when you navigated a conflict with a co-worker or family member. How did you approach it?

9. How do you support family involvement in the learning process while respecting diverse perspectives and cultural backgrounds?

10. The ELF describes educators as co-learners. Can you share an example of a time you learned something new alongside the children?

11. How do you create inclusive and anti-bias learning environments for all children, including those with diverse abilities and cultural backgrounds?

12. The ELF highlights the importance of critical reflection. How do you engage in reflective practice in your work?

13. Tell us about a time when you received feedback about your practice. How did you respond, and what did you learn?

14. How do you ensure that your practice aligns with the ECEBC Code of Ethics in day-to-day interactions with children and families?

15. What strategies do you use to maintain emotional well-being and resilience in a demanding early learning environment?

16. How do you handle ethical dilemmas, such as a situation where a family’s expectations conflict with best practices in early childhood education?

17. How do you design learning spaces that encourage exploration, inquiry, and a connection to the natural world?

18. The ELF speaks to the importance of the other-than-human world. How do you support children in forming meaningful connections with nature?

19. What role do loose parts and open-ended materials play in your teaching? Can you give an example of how you have used them?

20. How do you support children’s social-emotional development, particularly in moments of conflict or big emotions?

21. What are some provocations or experiences you have set up for children that sparked deep thinking and engagement?

References

British Columbia Ministry of Education. (2019). British Columbia early learning framework. Ministry of Education, Ministry of Health, Ministry of Children and Family Development, & Early Advisory Group. https://www2.gov.bc.ca/gov/content/education-training/early-learning/teach/early-learning-framework

Early Childhood Educators of British Columbia. (2021). Code of ethics. https://www.ecebc.ca/resources-merchandise/code-of-ethics

• Providing staff paid professional learning opportunities
• Notes of appreciation
• Acknowledgement of accomplishments 
• Recognizing staff for hard work at staff meetings 
• Getting to know them, and acknowledge milestones such as birthdays, or years of service
• Bringing food to meetings
• Delegating important tasks to them that would support their growth and development as an Educator
• Providing frequent encouragement and praise 
• Providing raises or promotions
• Paid time to prep or write narrations

Choose topics for PD based on educator needs, current trends, or centre goals.

 Examples

• Play-based & emergent curriculum

• Nature-based learning & rewilding

• Supporting self-regulation & social-emotional learning

• Indigenous ways of knowing in ECE

• Anti-bias & inclusive practices

• Documentation & pedagogical narration

• Guidance strategies

• Attachment

• Self-care for Educators

• Documentation

Workshop Planning

Format

In addition to choosing a topic for PD, you must find a location that fits the format, topic, and space needs. Notably, recreation centres, churches, and community halls often have rooms for rent if a space is needed. 

Facilitation

Secure a facilitator (contact the local colleges, CCRR or other centres for suggestions). 

Workshop Preparation

• Develop an agenda: Make sure there is time for collaboration 
• Prepare materials & resources (handouts, slides, visual aids, reflection journals or discussion prompts, loose parts, natural materials, or play items).
• When possible, provide food for educators and create space for open dialogue, connection and collaboration in the workshop
• At the end of the workshop ask participants: "What is one thing you will bring into your practice tomorrow?". Consider using a quick survey to collect feedback to improve future workshops.

After the Workshop

• Send out key takeaways, readings, and tools 
• You may want to create a shared folder (Google Drive, Padlet, or Canva Whiteboard) for collaboration and sharing of resources so that they can re-visit it at future PD workshops