In order to understand and work with young children, adults need to understand and respond to how children think and how they subsequently interact within their learning spaces. Learning environments and activities for young children are usually organized to encourage children’s active play. Often, however, a clear idea of what the intended learning within a learning space or activity is not defined. It is assumed that children will learn what they need to learn. This may happen, but as adults we also need to ensure that children gain the skills and abilities that lay the foundations of later learning.

Loris Malaguzzi, considered the three teachers of children to be adults, other children, and their physical environment (Gandini, 1998). Acting as a third teacher, the environment plays an essential role in learning. This course focuses on learning environments that inspire. By examining the principle of the environment as the third teacher, this course will provoke thinking about what is reflected in the environment as it relates to the images, beliefs and values. 

When we document it is to make a link between pedagogy (how learning happens) and curriculum (the content of the learning). Documentation becomes pedagogical when it makes teaching and learning visible. In this course, pedagogical documentation will be explored from both the perspective of the content of the documentation (photos, video, notes, etc.) and the process of observing, documenting and interpreting. Learn about the content and the process while thinking deeply about voice, meaning making and pedagogical choices as part of your journey to learn about the Reggio Emilia Approach.

This module is designed for Early Years professionals who work directly with children. It discusses the value of and barriers to social inclusion in Early Childhood settings. It challenges ECEs to become observant, knowledgeable, accepting and proactive in making your centre or program safe and inclusive for each child, through interactions and curriculum. The knowledge and empathy developed in early childhood will carry on throughout children’s lifespans, and contribute to the Canada envisioned in the previous module.

If Early Childhood Education is to be recognized and accountable as a field that is much more than child-minding, intentional reflective practice and quality enhancement is essential. . This module continues the discussion, with a more specific emphasis on infant and toddler settings, although the content can readily be adapted and applied to a broader age range. We look at Practice Guidelines and Research as informants of the practice ECEs carry out each day.

In order to understand and work with young children, adults need to understand and respond to how children think and how they subsequently interact within their learning spaces. Learning environments and activities for young children are usually organized to encourage children’s active play. Often, however, a clear idea of what the intended learning within a learning space or activity is not defined. It is assumed that children will learn what they need to learn. This may happen, but as adults we also need to ensure that children gain the skills and abilities that lay the foundations of later learning.

In order to understand and work with young children, adults need to understand and respond to how children think and how they subsequently interact within their learning spaces. Learning environments and activities for young children are usually organized to encourage children’s active play. Often, however, a clear idea of what the intended learning within a learning space or activity is not defined. It is assumed that children will learn what they need to learn. This may happen, but as adults we also need to ensure that children gain the skills and abilities that lay the foundations of later learning.

In order to understand and work with young children, adults need to understand and respond to how children think and how they subsequently interact within their learning spaces. Learning environments and activities for young children are usually organized to encourage children’s active play. Often, however, a clear idea of what the intended learning within a learning space or activity is not defined. It is assumed that children will learn what they need to learn. This may happen, but as adults we also need to ensure that children gain the skills and abilities that lay the foundations of later learning.

This module is intended for those educators, professors, leaders and policy makers who like or  need to think and talk about the “big picture” in their work related to education, care and support of young children and their families.