Open-Ended Art: Setting Up for Success

Open-ended art is defined as an art activity where children are free to use their imagination as they explore a variety of materials without a planned idea of what the final project will look like. This usually takes place in the form of an art centre where children have large blocks of uninterrupted time to explore art materials and create projects at their own pace. However, when children have free access to an art centre, teachers may be challenged by mess and waste. The key is setting up the environment for success.

VIDEO: What is “Self-Reg”?

Have you ever wondered what it means when someone talks about "Self-Reg"? Here's a 1-minute video that explains Self-Reg: A 5-step method for reducing stress.

A call for action: Increasing the mental health outcomes of our educators

Being an early childhood educator comes with a responsibility to inspire, cherish, provoke and entice deep learning processes in the children we care for and educate. With so much responsibility and emphasis on the importance of quality in early childhood programming, it is no wonder that educator mental health topics are coming up more often. It's time to put some thought into how you're going to support your positive mental health and wellbeing this year!

Make Your Feet Match Mine

We have all met children whose foot seems to be stuck on the gas pedal... everything they do seems to be fast and loud! One of the key skills that we try to help preschoolers develop is the ability to control the intensity, the speed or the volume of their actions. Here's a strategy that can help children modulate their behaviour!

Updated guidelines for introduction of common allergenic foods to infants

According to the Canadian Paediatric Society, for high-risk infants (and based on developmental readiness) it's best to introduce common allergenic solids at around 6 months of age, but not before an infant is 4 months of age.

New Online Tutorial: 3 Simple Visuals For Every CNC Program

Young children are naturally visual learners as they observe, imitate and learn to read body language. For newcomer children, visual cues can be even more important - especially if you don't have a shared language!
In the 3 Simple Visuals for CNC tutorial, we'll review the three simple visuals that are essential in every Care for Newcomer Children program.

CNC in Action: Experience Matters When Creating a New CNC Space

When a program needed to open a new CNC space to meet demand, it presented an exciting opportunity for the child care team. However, the process was not without its challenges. Equipped with a vision for the project and lots of experience—not to mention a little help from CMAS—everything came together to create a beautiful and functional space.

Making Small Feel Tall: The Early Childhood Classroom at a Child’s Eye Level

Imagine how the world looks from the eyes of a child: with everything always (literally) over their heads. This article has tips for creating spaces that empower the children in our programs.

9 Tips for Managing CNC: Sharing Promising Practices – New Helping you Manage CNC Webinar

In this webinar, three experienced CNC administrators share tips for managing a successful team that includes both CNC and adult services. Special thanks to Chuck Dowdall from Kingston Literacy, Effat Ghassemi from Newcomer Centre of Peel, and Fitsum Getahun from Immigrant and Refugee Community Organizations of Manitoba for sharing their promising practices. Watch the webinar recording or download the pdf here now!

What is Developmentally Appropriate Practice?

Developmentally Appropriate Practice (also known as DAP) is a teaching perspective in early childhood education where a teacher nurtures a child’s development (social, emotional, physical, and cognitive) based on theories of child development, the needs of the individual child, and the child’s cultural background (community, family history, and family structure).