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Provincial ConferenceGreen InitiativeQuality Practice

WINTER 2008

LinkA PUBLICATION OF THE ASSOCIATION OF EARLY

1ECE Link, Winter 2008

To be the leader in promoting the professional development and recognitionof Early Childhood Educators, on behalf of children in Ontario.

2007-2008 Provincial Board of Directors

Staff of the AECEO Provincial Office

Executive DirectorEduarda SousaExt. 24, [email protected]

COMMUNICATIONSCommunications Director/ECE LINK EditorLeah Yuyitung ECE.CExt. 27, [email protected]

REGISTRATION & CERTIFICATIONDirector of Registration & CertificationLaura SheehanExt. 26, [email protected]

Access to the ECE Field in Ontario, Intake CoordinatorLuciana GongeaExt. 21, [email protected]

Registration and Certification AnalystChristina OliveiraExt. 30, [email protected]

Registration and Certification AnalystAnna JeremianExt. 21, [email protected]

Registration and Membership AnalystLaura BuburuzanExt. 28, [email protected]

Intake AssistantKarina GuerraExt. 29, [email protected]

CONFERENCESConference Services CoordinatorLena DaCostaExt. 22, [email protected]

ADMINISTRATIONAccountingNancy NewmanExt. 25, [email protected]

Office VolunteerLily Breton ECE.CExt. 23

ECE LINK is a quarterly publication of the Association of Early Childhood Educators Ontario (AECEO). Since 1992, thepublication has been distributed across Ontario to all our members and affiliate organizations. The ECE LINK has a circulationof 3000, reaching Early Childhood Educators working in different early learning and child care settings. They include students,frontline practitioners, administrators & supervisors, trainers and policy makers.

Articles published in the ECE LINK reflect the views and opinions of the authors and are not necessarily those of the Association.Acceptance of advertising does not signify AECEO’s endorsement of any product or service, nor is AECEO responsible forrepresentations made by advertisers. For ECE LINK advertising rates contact [email protected]

Copyright© 2008For permission to make copies of ECE LINK articles for distribution, please contact ECE LINK Editor.

Registered Charitable Organization Number: 106732001RR0001

Canada Post Publication Mail Agreement # 40014752

Our Mission

PresidentTheresa Kralovensky ECE.C, Windsor/Essex

President-ElectKelly Massaro-Joblin ECE.C, Thunder Bay

TreasurerJoan Arruda ECE.C, Toronto

SecretaryDiane Kashin ECE.C, York

Members-at-largeLexi Deece-Cassidy, PeelTammy Ferguson, NiagaraKim Hiscott ECE.C, Ottawa ValleyLaurie Landy, YorkRachel Langford, TorontoBarb Vanry ECE.C, Hamilton

AECEO Provincial Office40 Orchard View Blvd. Ste. 211Toronto, ON M4R 1B9Tel (416) 487-3157 Ontario Toll Free 1-866-932-3236Fax (416) 487-3758 Email: [email protected]: www.aeceo.ca

Table of Contents

2 ECE Link, Winter 2008

Cover photo:Access Bridging Program candidate, Ratika Pahwa, receivescongratulations from Eduarda Sousa and Jehad Alweiwi (TNO), aftersuccessful completion of program.Dec. 19, 2007(More on page 13 )

About the Cover

ECE LINKWinter 2008

A quarterly publication of the Association of Early Childhood Educators Ontario.

Inside this issue…

Green InitiativePg25 How Green is My Program Challenge26 10 Easy Program Tweaks27 The Rationale

AECEO UPFrontPg3 ECE Provincial Update13 Access Bridging Program Update

2008 Provincial Conference, Niagara18 Electronic Membership Program (EMP)19 New Members and Donations20 Newly AECEO Certified Members & profiles24 Branch Reports28 Provincial Board Nominations and Motions Notice

Quality PracticePg4 Defining Professionalism: The AECEO Code of Ethics and You6 Reflective Practice: Learning Through Experience

Pg9 The Science of Early Child Development: ECE Online Resource32 In Memory of Jenny Borden


College of ECE� The Transitional Council Members are now posted on the Public Secretariat Website at: www.pas.gov.on.caunder the Ministry of Children and Youth Services Listing. Their bios and the details of their appointments are alsoposted. Below are the 9 members whose tenure is from August 13, 2007 to February 12, 2009.

ECE Prov inc ia l UpdatesECE Prov inc ia l Updates

No. POSITION MEMBER NAME MEMBER NAME1. CHAIR (PART-TIME) FORSYTH, CHRISTINE TORONTO

2. MEMBER (PART-TIME) DUFOUR, SUZANN NORTH YORK

3. MEMBER (PART-TIME) FISHER, MARY TORONTO

4. MEMBER (PART-TIME) HILL-MACDONALD, LU ANN BRANTFORD

5. MEMBER (PART-TIME) MAHON, LOIS LIVELY

6. MEMBER (PART-TIME) MATTE, ELIZABETH ROCKLAND

7. MEMBER (PART-TIME) SHIPLEY, CAROL DALE GRIMSBY

8. MEMBER (PART-TIME) STAGG, BRENDA OAKVILLE

9. MEMBER (PART-TIME) YUYITUNG, LEAH TORONTO

Full Day Pre-school Learning� November 27, 2007 Toronto Star reports: “ The government will spend $200 million in 2010 and another$300 million in 2011 to get the project off the ground, Premier Dalton McGuinty said on Tuesday. EducationMinister Kathleen Wynne said three adults will monitor pupils during the day — a teacher, an early childhoodeducator and an educational assistant. For those parents who wish to have their children in the full-day classes,schooling would begin each day at 7:30 a.m. and run until 6 p.m. Classes would have about 25 kids, Wynnesaid.”

� Charles Pascal appointed Special Advisor to Ontario’s Early Learning Strategy.. Charles Pascal, is Executive Director of the Atkinson Foundation and has been involved in the education and early learning sector for a number of years. His task will be to make recommendations to the Ontario Government on how this full day preschool learning program will look like.

� December 10, 2007, Toronto –– A Symposium on “ Full Day Preschool Learning” with more than 100 people in attendance was organized by the Atkinson Foundation. There were three panelists who spoke on various topics that surround this issue. Panelists were: (1) Zeenat Janmohamed, Researcher at Atkinson Foundation who spoke ofthe importance of early learning development and Atkinson’ s role in this field. (2) Dr. Rachel Langford, Director of Early Childhood Studies Ryerson University, who spoke on the curricula that should be offered in a full day early learning program and (3) David Clegg, President of the Elementary Teachers Federation of Ontario, with hisviews on what he termed as the “ Full Day Junior/Senior Kindergarten” as an extension of the current program in public schools. Powerpoint presentations of both Rachel Langford and David Clegg can be found on the Members Only area of our website under the Resource page.

� Transitional Registrar Position was posted on January, 2008 at Charity Village (www.charityvillage.com) and on Workopolis (www.workopolis.ca) . Search for Registrar position in the Toronto area to see posting. Deadline for application is March 15, 2008. Resumes are to be sent in confidence to 2 St. Clair Ave. East, Suite 800, Toronto, ON M4T 2T5, or by e-mail to [email protected] quoting Position #6000. DANA STEHR & ASSOCIATES INC., Executive Search Consultants


DEFINING PROFESSIONALISM: THE AECEO CODE OF ETHICS AND YOU

By Marnie Tarzia is an active member of the AECEO Thunder Bay Branch and the coordinator of Quality AssuranceProject, District of Thunder Bay.

“Professionalism is not the job you do; it’s how you do the job”. Unknown Author

Professionalism is defined by Webster’s as “the conduct, aims, or qualities that characterize or mark a profession or aprofessional person”. A quality is a general term that is applicable to any trait or characteristic whether individual orgeneric. So the question becomes “What are the inherent qualities of an early childhood educator in practice?”

When we take the time to review the AECEO Code of Ethics we find that we have many obligations. An obligation meansto promise or to vow, so it would seem of necessity to ponder: What is our promise to children, families and ourcolleagues? What is it that we vow to do as leaders? In pursuit of professional competence, how do we go about reachingour peak performance?

The AECEO Code of Ethics provides us with the answers to all of the questions noted above. Having the answers is theeasy part, applying these answers in practice proves more challenging. Action, as they say, speaks louder than words.So in essence it’s not what we say about professionalism that really matters, it’s what we demonstrate professionally inpractice that counts.

If following the AECEO Code of Ethics points to the pathway of professionalism and our profession is working withchildren at the most critical time in the lifecycle - then perhaps as a starting point we need to make our Code of Ethics“real”.

Have you given careful thought to what the appearance, attitudes and actions of persons fulfilling and living the Codeof Ethics would be? Could it be as simple as looking the part and walking the talk? We declare collectively as a professionthat we suffer from disrespect and that our field is misunderstood. Is there any piece of this that we can take ownershipfor?

Neuroscience research and the soon to be established College of Early Childhood Educators has supported our causeand has been or will be instrumental in improving the visibility and profile of our profession. Most of us would tend toagree that there is much more work to be done. Some of this work has been initiated for us and now we must run withthe ball. Simply put, professionalism starts and stops with each one of us. If each of us makes a pact to aspire to presentand communicate a positive professional image, this will send forth a powerful message about who we are and what webelieve. As Barbara Elliott, long time AECEO member and recipient of the Children’s Service Award, so eloquently stated,“Each time a person stands up for an idea, or acts to improve the lot of others, or strikes out against injustice, this personsends forth a tiny ripple of hope. Crossing each other from a million different centres of energy and daring, these tinyripples build a current. This current can sweep down the mightiest of walls of oppression and resistance”. So let’s startthere- by taking our own single first step forward and evaluate our practice against the Code of Ethics, present our ownpositive professional image and see where that takes us both individually and collectively as a profession striving to makea difference in the lives of young children and their families. �



REFLECTIVE PRACTICE: LEARNING THROUGH EXPERIENCE

By: Nicole Patterson, Resource Consultant and Susan Hancock, Supervisor, Integration Services Children’ s ResourceServices, Halton Region

The following is an article on the use of Reflective Practice in the field of Early Childhood Education. It walks through afairly typical situation and uses a process of reflection to enhance self development through individual experiences, personal“ learnings” and the importance of establishing and maintaining positive relationships with others in the Early ChildhoodEducation field.

THE SCENARIO: With briefcase in one hand and day planner in the other, I entered the preschool classroom on my first visit as a Resource Consultant.The child care staff and I exchanged brief “hellos”. We had already met a week earlier at a Service Coordination meeting for Timmy(not his real name), a 3 year old who I had picked up on my caseload. Timmy had been in this classroom for 3 months.

Initially I sat back, observing Timmy in the floor toy area. His teachers remained close to him, facilitating appropriate play with thecars, trucks and his peers.

After observing Timmy and his interaction with teachers and the environment around him, I entered the toy area to mingle with himand his friends. We had a great time building towers out of blocks and making roads for the cars and trucks. One of the teachersthen signalled that it was almost time to tidy-up – “2 more minutes left to play” she announced.

The two minute timeframe quickly came to an end and the tidy-up song began: “Everybody tidy up, tidy up, tidy up…” Timmy’s friendsand I proceeded to pile the blocks into one bin and the vehicles into another. Timmy, however, continued to play, despite my remindersto tidy-up. Timmy looked directly at me, then focused his attention back on driving a truck back and forth on a block. He turned hisback to me completely and continued to roll the truck on the window sill. I called to him again and he turned to look at me once more.“See these blocks”, I said, “these are for you to put in the bin. Your friends are already done”, I added.

I momentarily turned my focus from Timmy to congratulate his classmates for putting their toys away. Timmy paid no attention andcontinued to play. Being unsuccessful in my initial efforts, I held his hand gently and said, “Timmy, time to tidy - put in bin”, pointingto the bin as I spoke.

Timmy responded by giving me the sort of look that says “not a chance…what are you going to do now?” I ignored his glances andannounced, “It’s circle time, I wonder what we‘re doing today.” Timmy stopped for a moment and looked across the room as his peerscompleted tidy-up and prepared for circle. He quickly turned back to me and resumed ‘the look.’

We all find ourselves in these types of situations from time to time. It was my time to admit that I had exhausted my strategies andneeded some assistance. I called to one of the teachers who had been observing the scenario from a distance. We communicatedthrough a look from me to her - “Help!” Within seconds of the teacher coming over, Timmy tidied-up and willingly came to circle.

What are your thoughts and responses as you read the above scenario? Would you have done anything differently? Howare your responses, thoughts and reactions alike or different from mine? Can you connect your responses to your experienceas a Teacher or as a Resource Consultant?

As you consider and question the experiences and relationships you are involved with as a professional, you areparticipating in Reflective Practice.

Reflective Practice is one of the learning tools used in my program to support quality work with centres and families. Thisapproach involves taking the time and developing the ability to examine my own actions and experiences and to exploreand take a closer look at situations I encounter. The process of reflective discussion helps me sort out the thoughts andfeelings an incident evokes and identifies questions that can help me gain additional insights and opportunities to learn frommy experiences through my work.


REFLECTIVE DISCUSSION:Later, that afternoon I returned to my office and described the experience to my Supervisor.

Susan – Did your visit at the centre go as you had expected?

Nicole - No. He really challenged me. I wanted to get to know him during a typical play situation, but it unexpectedly went to acompletely different level. We ended up grid-locked. Every strategy that I tried was unsuccessful. He stood his ground.

Susan – How did that feel?

Nicole – Well, on one hand it felt deflating and on the other I felt energized.

Susan – What do you mean?

Nicole – As a Resource Consultant, I am there to “support the inclusion of a child with special needs”. In one sense children withspecial needs are my “specialty”. I was reminded today that I was NOT the expert where Timmy was concerned. But I also had an“Aha” moment …which was energizing! The teachers and I shared a moment - I could understand how the teachers felt when Timmychallenges and tests the limits. We reflected that Timmy has a feisty nature. This reminded us that we must think outside the box; notassume how he will respond.

Susan – Did you find yourself wondering what the teachers were thinking when you asked for help? It would be really neat to hearwhat their thoughts were.

Nicole - Yes I did. I came in with my briefcase, letterhead note paper and my 10 plus years experience. I came to observe Timmy,his interactions with his peers and teachers and I quickly became the one being observed.

Susan – What were you were hoping for when you joined Timmy and his friends in their play?

Nicole – It was really just another way of observing, trying to get a sense of the room and the children. I think you start doing yourjob and you forget that others are observing you and making inferences, forming judgments and so on. All of these impact therelationship you will have with them.

Susan - Do you think this will impact on the relationship that you will have with the teachers?

Nicole – Yes, my relationship with them is critical. In a way, Timmy’s success is dependent on us being able to successfully collaborate.Today, the teachers saw me experience some of the difficulties and challenges they experience everyday. I think this helps me relateto them and understand more fully what they have gone through with Timmy so far.

Susan – Would you have done anything differently?

I have been using a Reflective Practice approach in my supervision meetings for the past 2 years. My Supervisor and I meet regularlyto discuss my experiences, thoughts and feelings related to my work. Using this approach has been valuable to me in a number ofways.

BENEFITS OF REFLECTIVE PRACTICE1) Learning through experience: Through my work in child care centres, taking a reflective approach has helped me developrelationships with families and teachers that provide frequent learning opportunities and build my self awareness. Exploration andcuriosity open up possibilities for learning – derived not from books but from my work. “This is the purpose of reflection: to allow thepossibility of learning through experience, whether that is the experience of a meeting, a project, a disaster, a success, a relationshipor any other internal or external event, before, during or after it has occurred.” (Joy Amulya, What is Reflective Practice, 2004)

2) Gaining objectivity: Being reflective has also increased my appreciation for the value of slowing down and taking time to thinkabout an experience and to process what is happening in my work. It is helpful for me to be able to step back from the moment, towonder about, explore and brainstorm possible responses and next steps. Journaling is one of the tools that help me take some timeto reflect. It provides an opportunity to relive the situation, describe what happened and identify what went well, did not go well andhow it could have been different and why. While I write, I recall similar situations that I managed before and realize that I can revisitthe past to help me in the present situation.

Reflective Practice continued


3) Understanding different perspectives:: Finally, the experiential learning of Reflective Practice highlights the importance oftaking time to check in with others, get their perspective and clarify my understanding before I respond. For example, I may havesome ideas about how a classroom teacher could approach a situation and reflection has allowed me to be more aware of how I usemy expertise. It is important for me to know what others are thinking and feeling. In my discussions with teachers I make use of openended questions as well as expressions of curiosity and wonder to learn more about their understanding, thoughts and feelings of asituation. I am open to, and supportive of discovering the path to follow together. I will ask “tell me what you are thinking?” andrepeat what I heard to confirm that I have understood. I might continue with “can you say more about that?” or ask what has beentried in similar situations in the past. Together we reflect on ideas, choose among alternatives and develop a plan.

4) Personal Growth: Reflecting on my experiences and action provides me with ongoing opportunities for learning and increasesmy job satisfaction. Reflective practice can be demanding and requires honesty and commitment to relationships. When I take thetime to stop and pay attention to my responses, to reflect on my own practice with my Supervisor, peers and through journaling, Ifurther develop my skills and self awareness.

It has been nearly 2 years since Timmy challenged me in the floor toy area but I remember it like it was just yesterday. On reflectionof the experience, I gained a lot of insight about myself, thanks to Timmy. Reflective Practice made it easier to treat the situation as alearning experience and to use it as a basis for strengthening my relationship with Timmy’s classroom teachers. �

References and Resources:

What is Reflective Practice? Joy Amulya. Centre for Reflective Community Practice, Massachusetts Institute of Technology

The Zero to Three Centre for Program Excellence. Look, Listen, and Learn: Reflective Supervision & Relationship-basedWork.. Rebecca Parlakian. 2001.

TThe Zero to Three Centre for Program Excellence. Reflective Supervision in Practice: Stories From the Field.. RebeccaParlakian, ed. 2002.

The Zero to Three Centre for Program Excellence. The Power of Questions: Building quality relationships withfamilies. Rebecca Parlakian. 2001.

Reflective Practice continued


THE SCIENCE OF EARLY CHILD DEVELOPMENT: ECE Online Resource

By: Mia Elfenbaum, Instructor, Early Childhood Education, Red River College Winnipeg, MB

The Science of Early Child Development online resource was developed in 2001 by Red River College in partnership with the AtkinsonCentre for Society and Child Development, OISE, University of Toronto and Founders’ Network. The plan was to make the excitingnew research on brain development accessible to Early Childhood Education students.

The Science of Early Child Development (SECD) is an interactive online multimedia resource, designed to be informative, thought-provoking, engaging and fun. It narrows the gap between research and practice by explaining current research in a user-friendly way.It includes topics such as experience-based brain development, developmental health, the importance of nurturing care, and thedevelopment of self-regulation.

When people start using the resource, they talk about “getting hooked” by the interesting information and by the links, the games andthe video clips. All these elements support the written text so that users can readily understand and apply the concepts.

While The Science of Early Child Development was originally created with post-secondary students in mind, it has another veryimportant target audience: professionals in child care programs who use it as a tool for professional development. In Manitoba, everylicensed program received a license to use the resource, courtesy of the provincial government. Here are some of the ways directorsand supervisors are using the resource to motivate and update their staff:

• At a staff meeting, caregivers view the video clips of adult-child interactions and of researchers presenting their

findings. Caregivers then discuss the implications and plan how to improve their programs and practices.

• Short readings and case studies are printed and made available to ECEs. A thought-provoking reading left in the

staff room is a subtle way to get people thinking.

• Interactive games are played during nap time to review material in a fun way. ECEs say they find the games really enjoyable and a useful way to learn new ideas.

• Important research findings are shared with parents either by posting a handout or including information in a parent newsletter. It is a great way to support and partner with parents to promote child development.

• Individual staff members take turns going through the resource and then share highlights with their colleagues.

Everyone finds something in the resource that challenges and motivates them.

Small updates have been done regularly and a thoroughly updated second edition is being rolled out early in the year 2008. Thereare many new videos of experts and of children that make the content come alive. New topics include:

• Toxic stress and brain development - read how very stressful experiences early in life actually affect a child’s brain development and his/her life-long ability to cope with challenges.

• Successfully advocating for early years programs – hear and read what international experts have to say about the economic rationale for investing in the early years.

• The latest research on the effects of physical punishment – learn about differing societal attitudes towards parents’ physical punishment of children and how it affects the parent-child relationship.

• How to improve infant care by reading babies’ subtle signals. See examples of nurturing, responsive care that

nourishes early brain development and learn why this is so important for health and well-being.

More information and an online preview are available at www.scienceofecd.com. A full day seminar in Toronto is scheduled forFebruary 26, 2008 by The Atkinson Centre for Society and Child Development in collaboration with George Brown College, RedRiver College and AECEO. See following pages for more info and registration.




From L-R (Back row): Editha Gaerlan, Nada Milakara, Tsevtanka Keremidchieva, Naureen Imran, Gulzar Hudani, Rabia Raja,Neeru Bhardwaj, Sadia Zafar, Majida Shaikh (FFrroonntt rrooww): Irit Varsano, Cattleya Palor, Kalani Tandon, Asima Coutinho, MarinaBulgacova, Ratika Pahwa, Richa Peters ((NNoott PPrreesseenntt)):: Anita Chaniana, Bharti Lokre, Elizabeth Singh, Fotoula Ouksonzoglou, IrisHui, Jacinth Sebastian, Monika Fane, Pranoti Menon, Qamar Sadiq, Rawia Hammad, Kavita Ballgobin, Maria Carvalho, JyotiMahajan, Pratheepa Anandkumar, Munira Taksali, Ulfat Shabbir.

Internationally Trained ECE Candidates receive Letters ofEquivalency through the Access to the Early Childhood

Education Field in Ontario Bridging Program

Richa Peters, Neeru Bhardwaj, PatriciaChorney Rubin (GBC), Lorie Shekter-Wolfson , Ratika Pahwa

Rabia Raja and her familyIrit Varsano, Luciana Gongea (AECEO)

The first cohort of candidates (picture above) who successfully completed the Access to the Early Childhood Education Field inOntario Bridging Program were invited to a celebratory “ graduation” event on December 19, 2007 in Toronto.

The Access to the Early Childhood Education Field in Ontario Bridging Program provides an educational pathway and Canadianwork experience for internationally trained Early Childhood Educators, so they may gain meaningful employment in their field. Projectcomponents include knowledge assessment, language supports, a mentorship strategy, gap training courses and bridge supports toemployment. The program is funded by the Government of Ontario. Candidates in the program come from many parts of the worldincluding India, Pakistan, China, Russia, Lebanon, Philippines, Ukraine, U.S.A., Bulgaria, Croatia, Jamaica, Hong Kong and Ecuador.

Project Partners include the Association of Early Childhood Educators Ontario (AECEO) (project lead), Thorncliffe NeighbourhoodOffice (TNO) and George Brown College (GBC).


Internationally Trained continued

Current Project Status:First Cohort – September 200632 candidates were admitted into the first cohort. 27 candidates completed the program in Fall 2007.

Second Cohort – January 200721 candidates were admitted into the program and 6 have already completed the program and received the AECEO Letter ofEquivalency Certificate.

Third Cohort – September 200725 candidates were admitted.

Fourth Cohort –January 200815 candidates have been admitted in the program. �

Asima Coutinho Neeru Bhardwaj , Naureen Imran,Ratika Pahwa

Zeenat Janmohamed (GBC), MarinaBulgacova


AECEO PROVINCIALANNUAL GENERAL MEETING

DATE: FRIDAY, MAY 9, 2008TIME: 5:00 PM - 6:00 PMPLACE: YERICH AUDITORIUM, NIAGARA COLLEGE

NIAGARA-ON-THE-LAKE

Nominations and Motions deadline submissions for AGM isFebrary 25, 2008(See forms on page 28 )


CHANGING YOUR ADDRESS?Please contact the AECEO Provincial Office

AECEO Members: It is Extremely important to let us know if you aremoving. If you don’t, your mail will be sent to the address on ourdatabase. This adds costs to everyone in extra processing and postagefees. You will aslo miss receiving your materials and information in atimely manner. If you are planning to move or have moved recently,please let us know immediately. Call, fax, or e-mail us the changes.Include us on your list of things to do when you move.

Contact:AECEO 40 Orchard View Boulevard, Suite 211, Toronto, Ontario M4R 1B9 (email) [email protected]

(T) 416-487-3157 (F) 416-487-3758 Tollfree - 1-866-932-3236


Electronic Membership Program (EMP)Now available to Professional Members

RReedduucceedd FFeeee ttoo nneeww aanndd rreenneewwiinngg pprrooffeessssiioonnaall mmeemmbbeerrss……..

The AECEO has been the professional association for Early Childhood Educators for over 55 years.During that time our members have received the benefits of membership such as on-going professionaldevelopment, networking opportunities, leadership guidance and support, access to mentoringopportunities and peer recognition through our certification process.

****** Electronic Membership Program for NEW professional members ******

As of January, 2008, AECEO members can choose to receive all the AECEO news, professionaldevelopment opportunities, ECE LINK electronically thus reducing membership fees by 50%! In savingthe AECEO on printing and mailing costs, we pass the savings on to you, and save the environment atthe same time.

You must have internet access and a personal unique email address to register in this program.

By choosing the EMP option during renewal, you will begin receiving all your AECEO news via email.You will, if you haven’ t registered already, receive an electronic pass code that will allow you accessto the members-only site of the AECEO website where you can access forums, resource links, PD andJob postings as well as download or read your copy of the latest AECEO publications and branchnewsletters.

Introducing the Electronic Membership Program (EMP)

EMP professional members will have all the benefits of their membership category (ie. voting rights,the right to hold office, the right to maintain certification status as applicable). The only difference isthat they will receive all their information electronically, through regular e-bulletins and by accessingthe Members Only area. EMP is part of our “ 2008 How Green is your Program Campaign” and oursmall way of reducing the cost of membership. CCoosstt ooff bbaassiicc EEMMPP iiss oonnllyy $$7700//yyrr.. YYoouu mmuusstt bbeeeelliiggiibbllee ttoo jjooiinn oorr rreenneeww aass aann AAEECCEEOO pprrooffeessssiioonnaall mmeemmbbeerr ttoo qquuaalliiffyy ffoorr EEMMPP. Professionalmembers may also choose to opt for the comprehensive member package at $140/yr which includesall EMP privileges plus CCCF membership (value $15) and a print copy of the quarterly publicationECE LINK (value $70). Current professional members of the AECEO may convert their membership tothe Electronic Membership Program on their renewal date in 2008.

Visit wwwwww..aaeecceeoo..ccaa for more details or [email protected] Tel (416) 487-3157 xt. 28 or 1-866-932-3236 xt. 28

1/2008

Bissett, LynnBorden, JennyBoyle, AnnBrooks, RosalindBrown, EleanorBrown, PaulaCalliste, VeldaChambers, NormaChambers, Norma

New Members & DonationsWelcome New MembersAbubaker, MunaAdams, BeverleyAllard, LynnAllen, LeahAmir, HumairaBarlow, EllaBeck, HeatherBelachew, ArsemaBoudreault, TashaBourguignon, DianaBratu, CorinaBrown, SabrinaBurger, DebbieBurns, CoraCalliste, VeldaCarless, BronwenCarroll, WendyChan, LilyChow, LolettaCollins-Nixon, SusanCook, LynnCouchiching Child Care CtrCronin, DianeDaSilva, ElaineDavies, RhondaDavis, JennDeLuca,GildaDohadwalla, RashidaFeeley, JudyFelix, MeaganFelix, MeaganFitchett, JennaFord, BarbaraFoster, KrystalGadziola, KathyGaji, YasminGamboa, JohannaGibson, TiffanyGong, YunGorgerat, Shelley AnnGraham, JessicaHardy, JuliaHaskins, MelanieHiebert, MaryannHiltz, RebeccaHoribe, YorikoHowell, Lynne MarieHutchison, TanyaHyunJu, KimInshan, RennyIshmael, SherifaIslam, FahmidaJohnston, SandraKatic, MarijaKeksis, AelitaLaBlance, Maya-RoseLoiko, IrynaLuis, LenaLuo, LiyingMacLeod, KeltieMalkowicz, MariaMcIntosh, Lisa

Mielhausen, LisaMigizi Wazason Child Care CtrMohammed, YasminMok, EllenMrango, SuzanaMurray, CarolMyette, SusanNavas, IsmareNesbitt, ShannonPardy, NoelPartenio, LoriPasalis, VickyPickler, FrancesPlacey, MelissaQuinn, JoanneRainville, JodyRamirez, SandraRenaud, CindyResendes, DebbieRhodes, KerrisonRosella, FrancescoRyan, MariaShorey, ManishaShowers, KellyShu, ChangSimpson, MichelleSimpson, RobinSmedts, AmandaSrebrolow, StaceyStankus, RasaSteel Kids DaycareStephenson, CarenSun, JieSzauter, MelissaTamburrini, OrnellaTariq, NasreenTiggir’s Tots DaycareTobin, TammyTomei, ChristinaVaillancourt, Michellevan der Meer, BeertaWalker, CandiceWiebe, MariaWilliams, JuneWinberg, BarbaraWright, AshleyYeniceri, ZuhalZabihi, SueZhang, CarolineZheng, Hui

Thank you for yourgenerous supportDonations from:

Chan, ConnieCharmley, DeborahCharron, Barbara AnnClarke, DeanneCollinge. MarilynDoerr, GeriDurocher, TerralynElliott, BarbaraEngel, MargaretFitchett, JennaGamboa, JohannaGoodison, MartyGreene, LornaHalton Hills Child Care CtrHayes, PatriciaHazlewood, AngelaHiltz, RebeccaHughes, JaniceHutchings, DebraJohnson, MarshaKashin, DianeKaufman, SarahKeksis, AelitaKhan, ZubaiyaKorhonen, LilianKuster, GraceLalor, JennieLarocque, RebeccaMassaro-Joblin, KellyMathews, PatriciaMcDonald, SandraMcGill, CarolynMcKenzie, MauraMigizi Wazason Child Care CtrMills, CherylMulholland, VioletPerras, HeatherPsenak, ConstanceReid, IsabelRobertson, PatriciaRock, JeanRondot, AnnetteSalman, SaminaSaunders, MariaSelics, JudySharma, SangeetaShaw, GayleneSmith, RuthSockovie, BarbaraSpencer, RitaSrebrolow, StaceySteeves, CecileSun, JieTinebra, LeanneTomei, ChristinaVecchio, CarmelaVerbeek, CarolWare, LindaWarwick, MarianYouston, EvelynZabala, LourdesZheng, HuiZigante, Maryann

Special thanks to Dee Stapleton for her donation made in memory of Donna Wood and Jenny Borden



Congratulations Newly Certified AECEO MembersName: Chidinma Igboanugo ECE.CBranch: TorontoWork Place: PVNC Catholic District School BoardJob Title:: TeacherYears of Experience in the ECE Field: 5 Years

Why/How was Certification an important step for you, personally and professionally:Professionally, it is a process that will provide quality child care and high standards for ECE educators.Personally, it is a recognition that I have been able to integrate and apply successfully all that I learned duringtraining. It was an updating process on current research, trends and issues of concern to the profession

Name: Heather Kerr-Gauthier ECE.CBranch: Ottawa ValleyWork Place: Aladin Childcare ServicesJob Title: Head Teacher - KindergartenYears of Experience in the ECE Field: 18 Years

Why/How was Certification an important step for you, personally and professionally:

The certification process was an opportunity to reflect on my personal and professional growth. It is anaffirmation of my achievements and a commitment to my future in the ECE field.

Name: Silvia Falat ECE.CBranch: YorkWork Place: Community of Maple Childcare ServicesJob Title: Early Childhood EducatorYears of Experience in the ECE Field: 16 Years


The Certification process gave me an opportunity to document all of the milestones of my career in childcare.It made me realize the dedication and love I have for this profession. Certification helped build my confidence in my job performance and made me an advocate for others at my workplace to

pursue Certification for themselves.

Name: Kim Stone ECE.CBranch: HaltonWork place: Sedgewick Regional Child Care Centre Job Title: Early Childhood Educator Years of experience in the field: 15 years

Why/How was Certification an important step for you, personally and professionally:The certification process was an important step for me both personally and professionally. While workingthrough the AECEO certification process, I gained a deeper understanding of myself through reflecting on mygrowth, developments and achievements over the years. I have been left with the feeling of greataccomplishment, and a wonderful sense of satisfaction through this learning process.

Professionally, it could not have been a better time to participate in the new certification method. With wonderfulinitiatives in place, including the development of the College for ECE’s, I felt it is time to join in on this exciting movement in the world of EarlyChildhood Educators and demonstrate my support!My recent certification has provided me with a stronger credibility within the organization I work for and I feel exceptionally proud to haveearned the right to use the designation of ECE.C.


Newly Certified AECEO Members continued

Name: Sophia Tate ECE.CBranch: PeelWork Place: Peel Infant DevelopmentJob Title: Program AssistantYears of Experience: 6 years


Becoming a Certified ECE is something which is very important to me. It means that I have taken extra steps to make sure that my skills andknowledge are always improving and that I am keeping up to date with what is happening in the field of ECE. This allows me to bettermeet the needs of the children and families I support in the community.

Name: Julie Mann-Harrison ECE.CBranch: HaltonWork Place: Halton RegionJob Title: Program Support ConsultantYears of Experience: 20 years


Even though I found the Certification process challenging at times, I found myself personally reflecting on how I have supported the childrenI have worked with and the families and other ECEs / caregivers I have supported. I was amazed at how much I have done both personallyand professionally. Thanks to my husband and children who supported me while I completed my Certification.

Name: Amy McGregor ECE.CBranch: LondonWork Place: Cronyn Child Care CentreJob Title: EducatorYears of Experience: 10 years


Ever since I graduated from Fanshawe College I wanted to become Certified, however it wasn’t until I started working for Cronyn that itbecame a reality for me. I love the fact that I can say I am ECE.C. It means to me that I am professionally dedicated to my field and to thechildren I work with. It means that I am willing to go that extra step personally and professionally to become certified. To me it means thatI love and care for my job and my work place.

We would like to recognize the following individuals who alsosuccessfully completed their AECEO Certification:

Roslyn Hilgartner ECE.C - Waterloo/WellingtonJennifer Kinsella ECE.C - Ottawa ValleyCheryl Kreutzer ECE.C - LondonTeresa Ogorzelski ECE.C - LondonKrystal Patterson ECE.C - YorkMelissa Roach ECE.C – Northumberland/ONSStacy Ryder ECE.C - YorkRuby Talwar ECE.C - York


AECEO Certification is the next professional step to take aafftteerr obtaining your ECE diploma or AECEOLetter of Equivalency .

Who can become Certified?

AECEO professional members who are in good standing and have gained competence through education, professionaldevelopment, and reflective practice in the field of early learning and child care (ELCC). Those applying for Professional Certification must:be currently engaged in practice in the field of ELCC in Ontariohold an OCAAT ECE diploma or its equivalent as recognized by the AECEObe a professional member in good standing with the AECEO

NNoottee:: It is highly recommended that applicants gain experience in the field prior to applying.

What constitutes practice in ELCC?

The AECEO recognizes three broad categories of relevant practice in the field of ELCC:

11.. Practitioners: Professionals who offer front-line services to children. They may have gained their experience and learning in a variety of settings including licensed childcare.

2. Administrators: Professionals who are involved in Supervising practitioners (as above) or those involved in child care policy, ministry responsibility, or other indirect work associated with young children and families.

3. Faculty: Professionals who deliver programs to Early Childhood Education students through Colleges and Universities in Ontario.

How do I apply?

Submit the attached Request for Certification application form and the $25 administration payment to the AECEO. Applicationswill be accepted during specified Registration dates only. The next intake will be March 1-30, 2008. Applications submittedoutside of these dates will not be accepted.

What is the cost of Certification?

Request for Application Fee ........................................................... $25.00

Assessment Fee / Credential Assessment Cost................................. $225.00

� First Installment $100 (due May 2, 2008)

� Second Installment $125 (due October 31, 2008)

What are the Timelines?

March 1 – 30, 2008: Registration – Send Request for Certification ApplicationApril 7, 2008: Applicants will receive Certification package by mailMay 2, 2008: “Part One” Application and 1st payment installment due ($100)October 31, 2008: Essay submission and 2nd payment installment due ($125)October 31, 2009: Professional Portfolio submission dueFebruary 28, 2010: Certification results mailed

Association of Early Childhood Educators Ontario Request for Certification Application Form



Branch Reports

Branch ReportsAlgomaThe Algoma branch AECEO has been busy! A media release was prepared and sent out for the Week of the Child.Notices were sent to all child care centers, encouraging them to participate,providing ideas and the AECEO website. In honour of the Week of theChild, our branch hosted a Story Sharing Experience at the food court inStation Mall. Members shared their creative and alternative story tellingtechniques with families shopping in the mall. A Week of the Child displaywas set up at the mall and at our October General meeting.At our general meeting in November we offered an information session onReaching In Reaching Out, a program designed to help adults helpchildren develop resiliency skills. To help gain recognition in the community, the Algoma branch put a floatin the Sault Ste. Marie Santa Claus parade this year. Our theme wasbaking cookies for Santa. We handed out cookies and cookie cutters withrecipe’s attached for families to take home.

Here are more exciting events we are planning for our members in 2008:

Storytelling Event- Feb. 5th, 6-8 pm at the Sault College Native Center

Make and Take Workshop/General Meeting- March 26th, 6-8pm at Childcare Algoma Dacey Rd.

Regional Spring Conference/AGM- April 18th & 19th 8:30-4:30 atthe Watertower Inn on Great Northern Road.

We are looking for volunteers and presenters to assist in these events. Ifyou are interested please contact Jen Parella [email protected] or phone (705) 945-8898.

HaltonAs a part of our Week of the Child celebrations, the AECEO Halton Branchheld a draw for a Wintergreen gift certificate of $150. Congratulations toTThhee FFaammiillyy PPllaaccee. With their gift certificate, the Family Place purchased 5sets of multicultural family figures! This has created many opportunities fordiscussion and exploration for the children! Enjoy!

Margaret Drive Child Care Centre, Halton (Submitted by: Janet Carbray)We celebrated Week of the Child by having a representative from theregion come out and provide a “Recycling Presentation.” Songs andstorytelling were used and the centre received new recycling bins. Thefacilitator also talked about what was recyclable as well as the importanceof composting. The classrooms followed this by creating sculptures usingrecyclable materials. The children loved it! We also had a storyteller fromthe Library and a trip to Parkside Farm for pumpkins and fresh air!

London Janice Meharey WOC ChairThis year’s Week of the Child Celebrations was a resounding communitysuccess. The Committee decided to go with a theme : BBuussyy BBooddiieess ==HHeeaalltthhyy CChhiillddrreenn;; TThhee iimmppoorrttaannccee ooff PPhhyyssiiccaall ffiittnneessss aanndd nnuuttrriittiioonn. Theresult was a roster of performers who came out voluntarily to support thisevent. There were dancers, gymnasts, martial arts performers, yogainstructors and personal trainers, all focused on children’s well being andexercise. The child care centers in London were busy as well, holding openhouses, parading around the neighbourhood, hosting family literacy nightwith activities relating to stories and displaying documentation boards ofthe children and staff.During our Fall Tune Up PD event on October 13, 2007, London Branchawarded the Children’s Service Educator Award to GGlloorriiaa WWrriigghhttowner/teacher of Preschool of the Arts in London and HHeeiiddii CCoolllliinnss fromOxford Community Child Care. Both recipients received a plaque with theirnames, a children service award pin and a certificate.

Niagara and Windsor/Essex Branch New branch websites launched in January 2008. Check it out at wwwwww..aaeecceeoo..ccaa

Association of Early Childhood Educators Ontario (AECEO)


“HOW GREEN IS MY PROGRAM?” TAKE OUR CHALLENGE!

Early Childhood Educators are traditionally known to be resourceful in finding ways to enhance their programming andsurroundings. The lack of funding in many early learning programs has produced legions of hard core “recyclers”. Re-usingpaper and creating great works of art from household and office “junk” products are standard practices in most programs.

However, we feel that there is still more we can do to minimize our environmental footprint. With more than 4,600 licensedprograms in Ontario, it could only be beneficial if we all make an effort to go beyond standard practice and take the AECEO’s“How Green is My Program?” Challenge.

Inspired by the Nature Challenge on the David Suzuki Foundation website,davidsuzuki.ca, the “How Green is My Program?” Challenge lists 10 Easy ProgramTweaks that will reduce your program’s impact on the environment.

The “program tweaks” are grouped into four categories of environmental impact:

Resources Food

Waste Control Awareness Building and Education

We challenge you to incorporate two or three of these suggestions into the dailyoperations of your program. Green alternatives and suggestions, additionalresources, references and links are all right here, making it easy to be green!

And we want to hear from you! We want to celebrate the changes early learning and child care programs are making acrossthe province to reduce their program’s environmental footprint. Write to us and tell us about the changes you’vemade, whether based on the suggestions in this document or things you’re already doing in your program. We want to knowwhat works for you so we can share your story.

We’ll publish selected stories in the AECEO ECE Link and on our website. Your work will inspire others to takeup the “How Green is My Program” challenge.

The AECEO would like to acknowledge the contribution of the following individuals as reviewers in the creation of this program:

Gail Mainster, Nature Challenge Coordinator, David Suzuki FoundationCassandra Polyzou, Toxic Nation Coordinator, Environmental Defence Kelly Massaro-Joblin, Childcare centre DirectorLucy Patterson, Resource ConsultantRobert Caspary, Childcare ChefDiane Bergeron, ECE faculty, Professor

Association of Early Childhood Educators Ontariowww.aeceo.ca



“HOW GREEN IS MY PROGRAM?” 10 EASY TWEAKS

Resources

In our programs, we make use of a lot of resources. It’s easy to make greener decisions about what products to buy, how weuse them, and how we dispose of them.

1) Reduce Paper Use2) Choose washable, re-usable products whenever possible3) Reduce exposure to toxic chemicals

Food

The decisions we make about the food we eat have environmental impacts. The food we consume comes with environmentalcosts, including air and water pollution, species diversity, and land. Here are some easy ways to green the way yourprogram uses food.

4) Plan one meant-free meal a week5) Buy local/seasonal fruits and vegetables whenever possible

Waste Control

Challenge yourself and your staff to think about the amount of waste you produce in your centre. For motivation, check outthe website Story of Stuff at www.storyofstuff.com and click on “Disposal”. This short and entertaining movie givesperspective on the question of where stuff goes when we throw it away.

6) Choose products and supplies that reduce packaging materials7) Invest in long lasting, energy efficient appliances and equipment8) Reduce ‘dollar store shopping’ mentality

Awareness Building and Education

Through your environmental efforts, you can inspire others to take up the challenge of being green. Become a steward ofthe environment in all your actions – through modeling best practices and educating the community, you can create changebeyond your own programs.

9) Build awareness within your program and on centre grounds10 )Encourage change in your community

Association of Early Childhood Educators Ontariowww.aeceo.ca


RESOURCES

1) Reduce paper use. Rationale: The majority of the paper consumed by our society still comes from wood rather than recycled sources. A reduction in the use of paper would mean:

� Less trees being cut � Less pollution � Less waste � More savings to your program� Sending the right message to the children

2) Choose washable, re-usable products whenever possibleRationale: In our society, the disposable mentality is everywhere. Contrary to what you see in most commercials, choosing washable and re-usable products does notmake life that much harder. We need to remind ourselves that when we throw something “away,” it doesn’t really go away. Everything we throw away ends upsomewhere. Choosing washable, reusable products is an easy way to reduce the amount of waste your produce. Here are some more benefits:

� Less waste sent to landfills � Less pollution, cleaner air � More economical in the long run � Sets a good example� Distinguishes your program

3) Reduce exposure to toxic chemicalsRationale: From lead in toys to toxic chemicals in toothpaste, there have been many news reports in recent months about the dangerous chemicals that exist allaround us. The good news is that there are easy ways to reduce the risk. Need more reasons? Consider these:

� Children’s Health � Air and Water quality � Long term health

FOOD

4) Plan one meat free meal a weekRationale: According to the David Suzuki Foundation website, the production and processing of meat requires a disproportionate amount of environmental resourcescompared to all other forms of food production. Reducing the amount of meat we eat would:

� Conserve water � Conserve land � Be healthier � Reduce exposure to chemicals and antibiotics. � Be more economical. � Encourage creativity in the kitchen. � Impact the number of “factory farms”

5) Buy local/seasonal fruits and vegetables whenever possible Rationale: According to the David Suzuki Foundation website, the food we eat travels an estimated 2,400 kilometers to get to our dinner plates. Imagine theenvironmental impact of that! The next time you’re deciding between an apple from Ontario and one from New Zealand, consider all the good reasons for choosinglocal and seasonal fruits and vegetables:

� Better taste � Be healthier � Promotes biodiversity � Conserve energy� Preserve open spaces and support local farming economy � Save money � Increase food safety

WASTE CONTROL.

6) Choose products and supplies that reduce packaging materials Rationale: Everyone knows about the 3-Rs: RReduce, RReuse, RRecycle. The order is important—it’s key to first reduce, then reuse, and finally, to recycle. Reduce thematerial you bring in to your program whenever you can. According to Environment Canada, packaging makes up about half our garbage by volume and onethird of our garbage by weight. When you choose products and supplies with little or no packaging, you:

� Save time and money � Prevent material from entering landfills � Send a message to companies

7) Invest in long lasting, energy efficient appliances and equipmentRationale: Durable, dependable, energy efficient equipment means lower replacement cost and therefore less waste going into landfill:

� Less waste � Save time and money

8) Reduce ‘dollar store shopping’ mentalityRationale: There’s nothing wrong with shopping at the dollar store sometimes, but they do often encourage a mentality of quantity over quality. In the “frenzy” ofdollar store shopping, most of us purchase far more than we need. Reflect on how this mentality plays out for you, and consider these reasons to avoid the dollarstore “frenzy” mentality:

� Avoid low quality products � Increased safety factor � Reduce clutter

AWARENESS BUILDING AND EDUCATION

9) Build Awareness within your program & on centre groundsRationale: As Early Childhood Educators, we know that children see, learn and do what they observe in their immediate environment. Teaching and modeling how touse materials respectfully and manage waste conscientiously would go a long way to protecting our environment in future generations to come. Here are some otherreasons to help motivate you:

� Save time and money � Set an example for your community � Set your centre apart

10) Encourage change in your communityRationale: As educators, we know that small things can have big impacts. Make it your mission to be an educator in your community as well as in your program.Work for change and encourage others to take up environmentally friendly practices. This has benefits for your program as well:

� Increased community involvement � Extend networking opportunities

Association of Early Childhood Educators Ontario www.aeceo.ca


“HOW GREEN IS MY PROGRAM?” THE RATIONALE


2008-2009 AECEO Provincial Board NominationsThe AECEO is in the process of recruiting officers for its Provincial Board of Directors 2008-2009 term. Recruitment isan ongoing task of the Nominations Committee. Suggestions from the branches are welcomed at any time. Branchesshould forward nominations of potential members to the Nominations Committee c/o AECEO Provincial Office.

The Nominations CommitteeThe Nominations Committee, as stated in our by-laws, has the important task of ensuring that:

• Positions are filled with the most suitable candidates• The board is representative of the constituencies involved in early learning and child care (ELCC) in

Ontario• The board is replenished each year.

Also indicated in our Board and Branch Manual, the Committee, in choosing a slate to present at the AGM, has theresponsibility to:

• Contact potential candidates and determine their qualifications through a process of interviews and solicitations of materials to support their qualifications

• Ensure as far as possible that there is a balance of regional representation across Ontario• Ensure as far as possible that there is a balance of representation across the constituencies and ofexpertise across the province and in the ELCC field.

EElliiggiibbiilliittyy aanndd CCrriitteerriiaaThe successful Provincial Board candidate must be a Professional Member in good standing and have demonstrated:

• A strong ethical background• A commitment to the ELCC field• Excellent communication skills• Understanding of the AECEO’ s mission and operations• An interest in Provincial ELCC issues• A commitment to attend up to 4 meetings per year (in person or via phone conferencing)• A commitment to participate in the demands of her/his Board Position.

This is an exciting opportunity for an individual who is interested in professional and personal development and wantsto become involved in affecting meaningful change to our field. The networking opportunities are invaluable and thepursuit of the AECEO’ s mission is very rewarding. All interested candidates may apply by filling the NominationForm. Submissions can be mailed, faxed or emailed by February 25, 2008 to:

AECEO Provincial Nominations Committeec/o AECEO Provincial Office

40 Orchard View Blvd. Ste. 211Toronto, ON M4R 1B9

Fax (416) 487-3758 Email


Provincial Board members are elected for a one-year term of office with a limit of six consecutive years for any individual on theBoard. It is understood that this will be a working board and all board members will be expected to lend their expertise and skillsto Ad Hoc Committees as required.

Nomination forms must be accompanied by a one paragraph profile of nominee, what she/he sees as the major issues of the AECEO,and a photo for inclusion in the AECEO ECE LINK and posting on the website. Nominations Deadline Date: February 25, 2008

Nomination:

We nominate , (please print)

Membership # an AECEO Professional member in good standing, to

stand for a Provincial Board Position at the 2008 AGM (Niagara, May 9, 2008).

Nominators: (Two nominators required)

Name: Member #:

Signature:

Name: Member #:

Signature:

Nominee Consent:

I, , am a member in good standing and

consent to stand for a position with the AECEO Provincial Board.

Signature:

AECEO Provincial Board Nominations Form

Nominations must be submitted by February 25, 2008, to:AECEO Nominations Committeec/o AECEO Provincial Office

40 Orchard View Blvd. Ste. 211, Toronto ON M4R 1B9Email: [email protected] Fax: (416) 487-3758


Member’s Motion Guidelines

The accompanying form provides you, an AECEO member, the opportunity to propose a motion for presentation at the 2008AECEO’s Provincial Annual General Meeting on:

May 9, 20085:00 pm

Yerich Auditorium, Niagara CollegeNiagara-on-the-Lake, Ontario.

As per AECEO By-laws (see below) in order to circulate the motion (i.e. via ECE LINK and posting on the AECEO website)within the 60 days, deadline date for submission for vvoottiinngg consideration at the 2008 AGM is:

February 25, 2008

All motions received after the above date will be presented at the 2008 AGM as information only and for voting considerationat the next year’s AGM.

(AECEO Constitution and By-Laws are posted in its entirety in the Member’s Only Area of our website)

Send completed forms by February 25, 2008 to:AECEO Provincial Office 40 Orchard View Blvd. Ste. 211, Toronto ON M4R 1B9

Fax (416) 487-3758 Email: [email protected]

AECEO By-laws: Section 5F1) Any Member may present a Member’s Motion that is consistent with the Mission and Objects of the Association for

consideration by the membership. It must be received in writing in the manner prescribed by the Provincial Office no less than 60 days prior to the AGM. The Member’s Motion will be circulated to the full membership and voted upon at the upcoming AGM.

2) If the Member’s Motion is received less than 60 days prior to the AGM, it may be presented as information to the members at the Annual General Meeting and will subsequently be circulated to the full membership and brought to a vote at the Annual General Meeting the following year.


(Use separate page as required)

Member’s Motion Form

Motion:

Rationale:

Background:

(Presentation of the Member’s Motion at the AGMPlease check one:� I will be attending the AGM � I will not be attending the AGM.

Please check one: � I will present the Member’s Motion� I will designate a member from my Branch to present the Member’s motion at the AGM� I would like a Provincial Board Member to present the Member’s Motion at the AGM

Submitted by (Name of Member):

Branch: Member #:

Date: Signature:

Send completed forms by FFeebbrruuaarryy 2255,, 22000088 to:AECEO Provincial Office 40 Orchard View Blvd. Ste. 211, Toronto ON M4R 1B9

Fax (416) 487-3758 Email: [email protected]


In Memory

In memory of Jenny Borden (1934-2008)

“Jenny grew up in Toronto and spent her early summers at “Kinkyle” near King, Ontario. She continued to correspondwith many friends from her years at Havergal College, University of Toronto, Seneca College and OISE, where she wasproud to complete her Masters of Education. After several years of running a Co-op Childcare centre, she headed back toSeneca College as a teacher of ECE. She was also keenly involved with many community and government associationsinvolving ECE. More recently, she worked closely with the Canadian Cancer Society.” Excerpt from remembrance service held by family on Jan 9, 2008, Toronto

Jenny Borden…a colleague, a friend, a person who gave to others – children and adults alike. The name Manor Road Co-op Nursery School (MCRNS) and Jenny Borden go hand in hand. Jenny was the Supervisor from September 1979 toJune 1989. She ran a tight ship as Supervisor of the school. I would know, since I was her colleague from 1979 to 1984. Jenny’s love for childrenand her belief in a co-operative nursery school education was no more evident then during her years at MRCNS (the oldest parent co-op inCanada, est. 1937). She impacted on the lives of many children and parents during her time at the Co-op. She had great people skills, a mustwhen working in a co-op school. She shared her expertise in early education and board protocol with the parents when asked. She guided theBoard of Directors on many occasions offering her knowledge and insight into particular issues related to parent involvement. She understood themeaning of parent co-operative…working alongside the parents for the benefit of the children, and teachers – a win-win situation for all. I gained a lot by working alongside Jenny for 6 years. I was also fortunate in having Jenny as my daughters’ nursery school teacher. In my mindthere was no question that my daughters would go to MRCNS and have Jenny as their teacher. I will miss Jenny very much. I would see herregularly, the last time, just a month before her passing, and there was never an occasion that she would not ask, “How are things going at ManorRoad?” The school held a very special place in Jenny’s heart. I know the MRCNS families who knew her will be sad knowing such a wonderfulteacher to both children and parents is no longer with us. Jenny was also an active and valued member of both the AECEO and the Toronto District Parent Cooperative Preschool Corporation (PCPC). Sheheld provincial board and branch positions at the AECEO and PCPC. She was a workshop leader at numerous conferences for both organizations,sharing her knowledge and expertise in the field of early childhood education. Thank you Jenny, for all you did and all you gave to making Manor Road such a wonderful school. Our field has lost a very special person.Martha Smith, BA ECE.C, Supervisor, Manor Rd Cooperative Nursery School

“Jenny was always incredible in her knowledge and understanding of “Robert’s rules” and as Parliamentarian to our AGM’s. I recollect, asincoming Board President, that I admired her tact and professional manner in helping difuse sticky situations. I (and I think everyone on our Boardtoo) felt a sense of trust and confidence in her “word” and in helping maintain and protect the integrity of our AGM’s and the rights of each andevery member to a fair and informed meeting.” Gaby Chauvet ECE.C, AECEO Past Provincial Board President 2001-2007

“Years ago I worked with Jenny on committees and she was always a mentor to me. She welcomed me and gave me support which helped me tofeel comfortable. At AGM’s we all looked to Jenny to know the answer for how things should be done properly.Jenny was always a friendly face to new people to the AECEO.Gayle Ballard ECE.C, AECEO Past Provincial Board Member

“Mistress of Roberts Rules” ! I will always remember Jenny as the kind “watchdog” at the AECEO Annual General Meetings ensuring RobertsRules were followed and clarifying any questions regarding these! Her knowledge here was formidable!!!Valerie Rhomberg ECE.C, AECEO Past Provincial Board Member and Toronto Branch President

“It is typical of Jenny that even as she struggled with her health, she never ceased to give of herself. Her name was never far from our minds whenwe needed an unbiased and knowledgeable perspective. Though she left the Provincial Board in 2001 (after having served as Secretary andHuman Resource Chair) she was always ready and willing to give of her time and advice when we called on her. She remained in touch with theAECEO and came to many provincial conferences just to attend our AGM. Appropriately enough, to exemplify her true generosity of spirit, herselflessness and her passion for the profession, in this issue of the LINK, as was the norm every year of her renewal date, Jenny’s name appears inthe donations list. Her quiet strength and wisdom will be sorely missed.” Eduarda Sousa, Executive Director AECEO

Provincial ConferenceGreen InitiativeQuality Practice

WINTER 2008

LinkA PUBLICATION OF THE ASSOCIATION OF EARLY

Documents

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