Spring 2015

Addressing Wages/Continuous Professional Learning/Provincial Board Slate
Spring 2015
Association of Early Childhood Educators Ontario
Canada Post Publication Contract No. 40014752

Every preschooler
For sizes under 2.5” wide use this (1” wide is too small):
deserves a good beginning
Try this FREE online preschool nutrition
course developed by Registered Dietitians
for Ontario childcare professionals.
Good Beginnings provides valuable training and resources
to support young children in eating well. The course is
practical, interactive and self-directed. You will receive
a Good Beginnings certificate upon completion.
Good Beginnings is available to childcare professionals as well
as college professors and students in Ontario ECE programs.
Join the thousands who have taken advantage
of this professional development opportunity!
Register for the course today at GoodBeginnings.ca.
The course offers you the tools to
• Address picky eating
• Introduce new foods in a positive way
• Help preschoolers develop
lifelong healthy eating attitudes
and behaviours
• Accommodate special diets and
food allergies
• Plan and evaluate menus
• Prepare and handle food safely
For ongoing support on the course topics, sign up for
Good Beginnings News
Subscribe on the GoodBeginnings.ca home page. This e-newsletter
is available whether you have taken the course or not.
For more ECE resources and activity ideas, visit
Click on ECE under Programs & Resources to
• Download activities and recipes
• Access nutrition facts for your bulletin
boards and parent communications
• Order fun, age-appropriate nutrition
education resources for your centre

STAFF OF THE AECEO PROVINCIAL OFFICE
2014-2015 PROVINCIAL BOARD OF DIRECTORS
Interim Coordinator:
Shani Halfon, Ext. 24
shalfon@aeceo.ca
Office Manager/Membership
Sue Parker, Ext. 27
membership@aeceo.ca
Manager, Professional Development/Marketing
Lena DaCosta, Ext. 22
ldacosta@aeceo.ca
Office Volunteer
Lily Breton, ECE.C
President
Rachel Langford, RECE
Treasurer/President Elect
Noreen McChesney, RECE
Secretary
Goranka Vukelich
Members-At-Large
Elaine Winick, RECE
Chanequa Cameron, RECE
Joan Littleford
Monica Lysack, RECE
Shellie Bird
Copyright© 2015
For permission to make copies of the eceLINK articles for distribution,
please contact info@aeceo.ca
Registered Charitable Organization Number: 106732001RR0001
Canada Post Publication Mail Agreement #: 40014752
AECEO Provincial Office
489 College St., Suite 206
Toronto, ON M6G 1A5
Telephone: (416) 487-3157
Ontario Toll Free 1-866-932-3236
Fax: (416) 487-3758
Email: info@aeceo.ca
Website: www.aeceo.ca
The eceLINK is a quarterly publication of the Association of Early Childhood
Educators Ontario (AECEO). Since 1992, the publication has been
distributed across Ontario to all our members and affiliate organizations.
The eceLINK has a circulation of approximately 3500, 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 ecelINK 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 for representations made by advertisers.
For eceLINK advertising rates contact info@aeceo.ca.
eceLINK - Spring ‘15 3

Take Your Early Childhood Career Further
Earn your Bachelor of Early Childhood Leadership
at George Brown College
Learn to guide and lead curriculum and pedagogy in a program that focuses on human
development, teaching and learning. Full-time and part-time options are available or choose
a two-year, fast-track option if you have an ECE diploma or degree in a related field.
For more information, visit
georgebrown.ca/earlychildhood

TABLE OF CONTENTS
Spring ‘15
6 PIECEMEAL SOLUTIONS GET PIECEMEAL RESULTS:
Addressing wages in regulated child care in Ontario
10 PROFESSIONAL PAY FOR PROFESSIONAL WORK
CAMPAIGN OVERVIEW
12 FACT SHEET: $1 WAGE ENHANCEMENT
14 AECEO BOARD NOMINATIONS SLATE / AGM
PROPOSAL
18 LEARNING AND LEADING TOGETHER
Reflections on leadership and continuous professional learning
20 SPRING INTO ACTION FOR CHILD CARE
21 CONTINUOUS PROFESSIONAL LEARNING
Pinterest, Twitter and Facebook as Professional Learning Tools
24 SPOTLIGHT ON LONG-TIME MEMBERS
26 CHILD CARE MATTERS TO EVERYONE
AECEO/OCBCC Regional Conference Series
27 STUDENT CORNER: WE ARE THE EDUCATORS
29 NEW MEMBERS AND RECENT DONORS
AECEO/PEARSON
Dairy Farmers of Canada
A D I N D E X
Back cover
George Brown College Page 4
Inside front cover
Johnson Insurance Page 26
University of Ontario
Institute of Technology
Inside back cover
COVER:
Professional Pay for Professional Work campaign
logo
ABOVE PHOTO:
International Women’s Day March 2015 Toronto
THE AECEO WOULD LIKE TO ACKNOWLEDGE & THANK THE FOLLOWING CONTRIBUTORS:
Shellie Bird, Velma Doran, Dorothy Gordon, May Jolliffe, Diane Kashin, Lucille Kelleher,
Jhayvee Tampol
eceLINK - Spring ‘15 5

Piecemeal Solutions
Get Piecemeal Results:
Addressing wages in
regulated child care in
Ontario
eceLINK - Spring ‘15 6
Over the past 30 years there have been a number of initiatives in Ontario aimed at increasing wages for the early
childhood education and child care (ECEC) workforce working in regulated child care centres and regulated home
child care. In this article we will look back at what has been done to improve wages for the ECEC workforce in Ontario
and examine how effective these initiatives have been for achieving professional wages. Recent changes to the
provincial child care funding formula and the $1 per hour wage increase for some staff working in the regulated child
care sector will also be analyzed. A concluding discussion about where we are now and how we might begin to move
forward will identify some critical points for addressing the chronic issue of the regulated child care workforce’s low
wages.
The root of the problem
Decades of Canadian and international research have confirmed that ECEC delivered through a market-based system
(as is regulated child care in Ontario), one that depends mostly on user fees to cover the cost of services, cannot
provide adequate wages and working conditions for the ECEC workforce. Much of this research has concluded that
the ECEC workforce actually subsidizes the true cost of these services through their low wages. As the largest item
in the budget, compensation and benefits for the staff in a market- based approach to services is the most obvious
item to be limited to keep user fees affordable. What this means is that the struggle to increase wages is compromised by the fact
that these demands will inherently result in an increase in fees for families. In other words, it is difficult for ECEs to advocate for
increased wages when they know it will make the programs in which they work harder to access for the children and families they
serve.
This reality has been acknowledged up to a point by the various government interventions (discussed in more detail below) that
provide funding to ECEC programs to supplement the cost of staff wages. While this funding has contributed in some measure to
some improvement in compensation for the ECEC workforce, it has failed to get to the root of the problem. Staff wages cannot be
tied to parents’ ability to pay fees or precarious funding streams in the form of grants and subsidies. Indeed, all the evidence points
to the need for a systemic approach to supply side (base or direct) funding for child care programs with a formula that takes into
account and provides funds both for adequate wages and affordable parent fees.
First steps to improve wages: The DOG, the WEG and the PEG
Shellie Bird and Shani Halfon
The Direct Operating Grant was introduced by the Ontario government in 1987 to enable non-profit child care centres to increase
salaries and benefits of staff and maintain affordability for parents. Although the Direct Operating Grant was not only for wages, it
had to be used first and foremost to bring wages up to a specified level before it could be put toward reducing parent fees. Existing
for-profit centres were eligible for half the Direct Operating Grant but no new for-profits were eligible for these funds.
Shortly after this, Canada’s first pay equity legislation came into effect (1989) under the (Liberal) Peterson government. The Wage
Enhancement Grant was introduced in 1991 (by the (NDP) Rae government), first as a ‘down payment on pay equity’, then to
supplement centre funds to assist non-profit child care centres and special needs resource agencies to meet expected pay equity
obligations (see more on pay equity below). Finally, the Provider Enhancement Grant was introduced in 1992 to be used exclusively
for the provision of additional compensation to home child care providers in licensed agencies.
The amount of wage grants service providers received was calculated using a provincial formula that incorporated operating
capacity, age groups, hours of operation, months of operation and the number of full-time equivalent (FTE) staff required to meet
Day Nurseries Act (DNA) staffing ratios. These wage grants accounted for as much as $6,000 to $9,000 dollars for some full-time staff.
The Wage Enhancement Grant was only available to non-profit centres at the time it was established but following its election in
2003 a Liberal government under Dalton McGuinty announced that for-profit programs could access Wage Enhancement Grants.
The advancements made through the DOG/WEG/PEG grants were significant but undependable and short lived. In 1996 the
Conservative government under Mike “Common Sense Revolution” Harris initially tried to cut pay equity-linked wage grants
(leaving child care programs to manage services without this important funding supplement) but a subsequent Charter Challenge
overturned the government’s action.
A period of inequity and confusion followed as centres opening or expanding services after 1996 did so without access to these
grants for staff. A new grant was added to the mix in 2006 under the McGuinty Government when the “Wage Improvement Grant”,

PAY EQUITY AND THE CHILD CARE SECTOR IN
ONTARIO – A TIMELINE
1988- Canada’s first pay equity legislation came into effect,
introduced by the (Liberal) Peterson government.
1991 - The provincial NDP government under Bob Rae
committed to funding 100% of pay equity for the proxy
sector, noting that “pay equity is a right not a luxury”.
1993 - Bill 102 was passed, legislating proportional and
proxy pay equity within the broader non-profit sector .
1994 - Proxy and proportional pay equity adjustments
become available and these female dominated workplaces
began preparing “proxy pay equity plans”.
1995 - Mike Harris Government capped further pay
equity funding and introduced Schedule J to Bill 26 which
abolishes the proxy method and eliminates the workplace
obligation to provide ongoing adjustments.
1996 - A Charter Challenge of Schedule J is filed by Service
Employee International Union Local 204 (SEIU) and is
won in 1998 to have proportional and proxy pay equity
methods reinstated and paid retroactively for 1995 – 1996,
1997 but the Harris Government caps pay equity for all
public sector employees including proxy workplaces.
1998 -The Pay Equity Commission informs employers
that proxy is reinstated and that they must provide 1% of
payroll toward pay adjustments until pay equity is reached
(workplace plans are met). Employers advise the province
that they do not have the funding to meet this obligation.
Government informs employers they must find the funds
within their existing budget to meet the 1% adjustment.
Pay equity adjustments are not paid in 1999, 2000 and
2001.
2001 – A Charter Challenge is filed by CUPE ON, OPSEU,
SEIU, USWA and 4 female applicants. Applicants ask the
Court to order the government to provide funds needed for
employers to meet their pay equity obligations.
2003- The Charter Challenge is settled resulting in
payments of $414 million to 100,000 women over three
years.
2006- The proxy funding under the 2003 settlement ends
and the province fails to continue to flow funding for
employers in the non-profit sector to meet ongoing pay
equity adjustments, telling them it was the cost of “doing
business”.
a onetime-only Best Start funding grant
was flowed to child care centres (both those
receiving the WEG and those that weren’t) to
cover salary costs for new spaces created as
part of Best Start 1 .
Fast forward to 2015. The province has
introduced a new funding formula and more
flexibility for municipal child care service
managers as part of their ‘modernization’
of the regulated child care sector. The new
funding flexibility has eliminated dedicated
funding streams including those for Wage
Enhancement Grants. Funding to support
wages is now part of the General Operating
Expense category. The 2015 funding
guidelines 2 state that General Operating
Expense “may be used for ongoing costs,
including: staff wages and benefits, lease and
occupancy costs, utilities, administration,
transportation for children, resources,
nutrition, supplies, and maintenance”.
It is not yet clear what this will mean for the
‘old’ Wage Enhancement Grant but it does
open the door for new variations in how
much public funding is allocated to subsidizing wages, the
criteria and process for distributing that funding within
municipalities, or even assuring public accountability.
Consistent with the ‘old’ Wage Enhancement Grant, the
new funding guidelines state that a “priority focus should
be placed on non-profit operators” for General Operating
Expense funding.
Pay equity: A key piece in the struggle for
better wages in regulated child care
Pay equity, both in legislation and in principle can play a
critical role in addressing low wages in the regulated child
care sector. In 1988 the Pay Equity Act came into effect. The Pay
Equity Act was enacted in order to redress systemic sex-based
wage discrimination in Ontario workplaces and applied to
all public sector employers and all private sector employers
with more than ten employees, to all employees of these
employers, and to their bargaining agents 3 .
As an underpaid, female dominated workforce, the ECEC
workforce was initially excluded from Pay Equity because
there were no male comparators in the workplace (child
care centres). The standard “job-to-job” comparison method
set out in the Act failed to address low wages in femaledominated
workplaces like child care. The Act directed
government to develop a comparison method for female
dominated workplaces like child care. In 1989 the Pay Equity
Commission recommended two new comparison methods:
1 Best Start was a long-term ECEC strategy implemented by the Liberal government under Dalton McGuinty beginning after the 2003 election. The plan
included a significant expansion of regulated child care spaces but was cut short by the Harper government’s cancellation of the federal-provincial bilateral ELCC
programs in 2006. For more information see http://www.childcarecanada.org/sites/default/files/Ontario.pdf
2 Ontario Child Care Service Management and Funding Guidelines, http://faab.edu.gov.on.ca/Memos/CC2015/EYCC2_EN_Attach_Ontario%20Child%
20Care%20Funding% 20Guideline%202015.pdf
3 http://www.equalpaycoalition.org/about-pay-equity/how-pay-equity-works/
eceLINK - Spring ‘15 7

eceLINK - Spring ‘15 8
Proportional – where there are a small number of male job classes in the workplace, value can be assigned
to the work performed by those classes, allowing women to identify the appropriate wage rate they should
receive for the work they do.
Proxy – in workplaces with few or no male job classes, similar larger workplaces nearby are used as “proxy”
comparators because that workplace has identified the wage gap between men and women using the jobto-job
method. For example an ECE employed in a municipal child care centre is the comparator for an ECE
working in a community non-profit child care centre.
Recognizing the particular financial challenges for the proxy sector, the provincial government committed to
funding 100% of pay equity for the proxy sector in 1991, noting that “pay equity is a right not a luxury”. In 1993,
Bill 102 was passed, legislating proportional and proxy pay equity within the broader non-profit sector and in 1994
proxy and proportional pay equity adjustments become available and these female dominated- workplaces began
preparing “proxy pay equity plans”.
The reality is that for many in the proxy sector the gap between them and their comparators has grown significantly.
As described on the Equal Pay Coalition website 4 ,“unlike public sector employers using the job-to-job or proportional
value comparison methods, there is no end date by which pay equity must be achieved under the proxy method.”
Furthermore, it is now clear that pay equity obligations and plans are not being monitored and enforced. Equal pay
laws which relied on the most vulnerable members of the workforce to complain did not result in any significant
progress in reducing the wage gap. According to the Equal Pay Coalition, there is widespread non-compliance with
the Act and historic under-funding of the Equal Pay Commission has severely limited progress on enforcing pay
equity legislation.
On a positive note and thanks to the advocacy of the Equal Pay Coalition, the current government has committed to
developing a wage gap strategy and closing the gender wage gap in Ontario. The question now is, how is the ECEC
workforce, and other female dominated sectors still struggling for equitable compensation going to be considered
in this strategy?
Under the new funding guidelines, pay equity funding is being flowed through Core Service funding and the 2015 guidelines note
that, “the integration of the pay equity expense under the core services delivery allocation does not relieve CMSMs and DSSABs
or child care operators from their obligations to comply with the Pay Equity Memorandum of Settlement under the Ministry of
Community and Social Services Act. Wage enhancement funding may not be used to replace Pay Equity Memorandum of Settlement
Obligations”.
More of the same? The NEW Wage Enhancement Grant
While the province has ostensibly “modernized” the funding formula to make administration and reporting easier, including
giving municipalities more flexibility through the General Operating Expense category, a new Wage Enhancement Grant has
been introduced that will provide $1 per hour per eligible staff. This grant will be made available to registered ECE’s, program staff,
supervisors, and home child care visitors in the licensed child care sector earning below $26.27 per hour. An equivalent daily rate
and cap is also applied to licensed home child care providers. The government’s stated objective is to help with recruitment and
retention in the community based sector by bringing wage rates paid to RECEs up to those paid in full-day kindergarten in the
public school sector.
The new wage enhancement is an ‘entitlement initiative’ and according to the 2015 funding guidelines it “must be provided to all
qualifying positions based on actual hours/days worked in 2014, regardless of their operator’s auspice, participation in municipal
quality initiatives, or current purchase of service status with their local CMSM or DSSAB”. This enhancement will be 100% funded by
the provincial government and cannot be used for any other operating or general expenses.
There are no enforcement mechanisms associated with this grant. Employers can choose not to apply for the grant and it will not be
rolled into base salary rates. It will also only be available to employees employed at the time the employer applied for the grant. An
additional $1 dollar per hour grant will be made available in 2016, and employers will need to reapply annually for the wage grant
allocation. On the surface a $1 an hour raise is nothing to sneeze at, but for the most part, this stand-alone grant is confusing at best,
and resembles the precarity of past wage enhancement grants.
The grant is also flawed with inherent inequities, particularly with such a wide range of wages within regions and across the
province; $1 (eventually to become $2) looks very different depending on context. A large section of the workforce who have
already dedicated many years and are therefore at the top end of their employers’ compensation packages, and those employers
who have struggled to find a way to compensate their staff properly are also excluded from the funding. And what about training?
Shouldn’t these funds be used to recognize qualified staff who are registered and held accountable by the College of ECEs if the
objective is to recruit and retain them? Is this training of no value to the sector, or to ECEs themselves? Many other questions around
the rationale, effectiveness and fairness of this new grant remain.
4 http://www.equalpaycoalition.org/about-pay-equity/how-pay-equity-works/

Piecemeal solutions get piecemeal results
Looking back and analyzing where we are now, it is evident that
past and current initiatives to address wages in the regulated
child care sector have provided piecemeal and temporary
solutions to a systemic problem. Unfortunately we are left
struggling with the same issues that have plagued the field for
far too long and have yet to see the systemic transformation that
will actually address the root of the problem.
The latest data from the 2013You Bet We Still Care! report actually
showed a 2.7% decrease in wages between 1998 and 2012
(after adjusting for inflation) for ECEs and other staff working in
regulated child care centres in Ontario 5 . YBWSC also identified
on-going issues with recruitment and retention with wages
being a primary reason for dissatisfaction with the work. At the
same time, child care fees continue to be unaffordable for most
families and issues with quality remain.
The government has recognized the persistence of this issue
with the recent $1 Wage Enhancement Grant. The establishment
of the grant itself explicitly acknowledges that there is an ongoing
issue that requires public policy and funding. While the
child care sector is always receptive to wage increases, the latest
$1 per hour Wage Enhancement Grant seems to be another
stopgap measure in dealing with low wages and high parent
fees. Opening up a new and separate funding envelope exactly
when the others are being consolidated is a contradiction that is
hard to ignore! The stated objective of the new funding formula
is to simplify administration and reporting, yet the $1 Wage
Enhancement Grant has laid on a separate funding stream with
reporting requirements.
Furthermore, there has been no indication of how this new grant
will be evaluated (or if it will be) or how it ties in to a longer term
strategy. If the purpose is to recruit and retain qualified staff in
the community based child care sector, how will the government
monitor the effectiveness of this grant in meeting its stated
objectives? What are the other issues effecting recruitment and
retention that need to be addressed simultaneously?
The piecemeal, stopgap measures used over the decades will
not get us to where we need to be. In fact, things often seem
to be getting worse. Building a truly comprehensive system
of regulated child care with a professional workforce requires
focused policy, a systemic approach and governments to
commit substantial and sustained funding. To date this has not
happened and it shows.
Moving forward
We have to continue to push for solutions to provide fair and
consistent wages to ECEs and staff working in regulated child
care. ECEs are skilled professionals with specialized knowledge
and incredible responsibility. Research and data tell us that
wages and working conditions are directly linked to quality in
ECEC programs and continue to be a key factor contributing to
staff turnover and job dissatisfaction in the field.
We need to work with the child care community
to pressure the government to develop a longterm
plan for regulated child care that includes
a comprehensive plan for the workforce. This
should include affordable fees and regional
salary grids that recognize qualified staff and
other levers to enhance quality. A salary grid
along with base funding for child care will
equitably raise the salaries, working conditions
and morale of all early childhood educators and
child care workers. A standardized wage rate
in the child care sector will ensure staff with
equivalent education and work responsibilities
are paid a similar rate of pay no matter where they
work. These initiatives would further contribute
to higher stability and more consistent quality
across programs.
Pay equity legislation has the potential to provide
a legally binding incentive to address wages for
the ECEC workforce. Keeping in mind that the
reality is that as part of the proxy sector, child
care can only achieve pay equity with adequate
levels of public funding, concrete deadlines
and monitored implementation plans. Part of
our work around this issue must position the
ECEC workforce as a key sector to be addressed
through any government strategies to identify
and close the gender wage gap. We need to
reach out to the groups already doing this work
and work together.
How can you get involved?
The AECEO’s Professional Pay for Professional Work campaign
is part of the solution. Through the campaign we can raise
awareness about the issue, bring people together to find
solutions and build a network to advocate for change. The
development of materials to support this discussion and
pressure the government to finally address the root of this issue
is also a priority for this campaign.
We encourage AECEO members and allies to get involved with
the Professional Pay for Professional Work campaign. We need
to work with ECEs, supervisors, operators and parents. The first
thing you can do is go to our website and sign the campaign
petition. By signing and recruiting others to sign we can build
our network to share information and mobilize around key
opportunities to advocate.
The next step is engaging in dialogue around this issue in your
local community. Use this article as a conversation starter or plan
an event. The AECEO will support these initiatives any way we
can. Make sure to look out for campaign events and informational
panels and meetings happening in your community over the
next several months.
For more information please visit us at www.aeceo.ca
5 http://www.ccsc-cssge.ca/sites/default/files/uploads/Projects-Pubs-
Docs/EN%20Pub%20Chart /YouBet SurveyReport_Final.pdf
eceLINK - Spring ‘15 9

Campaign Overview
The overarching goal of the campaign is to address the long-standing issue of low and inequitable
compensation for early childhood educators in Ontario. This campaign calls on the government
to fund professional pay for ALL ECEs in Ontario regardless of where they work. Professional pay
should reflect ECEs’ specialized training, the value of their work and their participation in continuous
professional learning. No ECE should have to work for less than a professional wage and all ECEs
should be recognized for their professional qualifications and practice.
How will we achieve our goal?
• Develop campaign materials to build support and generate awareness on the key issues
• Collect the stories of ECEs to highlight the profession and the impact of low compensation on individuals and the programs
that they work in
• Develop background materials that explore and explain the issue of professional pay and professional work for ECEs to
inform campaign participants and the general public
• Engage with the ECE and broader early childhood education and care community on how we should best resolve this
issue
• Continue to lobby the government to develop a comprehensive workforce strategy for ECEs and continue to advocate for
increased government funding for programs and services where ECEs work that will support improved pay and working
conditions for ECEs
PROFESSIONAL PAY FOR PROFESSIONAL WORK VIDEO AND ONLINE PETITION RELEASED
We were very excited to launch our first short video supporting the Professional Pay for Professional Work campaign. We are grateful
to the three RECEs who contributed their voices and experiences to the video. A supporting petition was released concurrently with
a 10,000 signature goal. If you haven’t had a chance to watch the video or sign the petition they can be found on our website under
the Advocacy for ECEs tab.
For more information and to join the campaign visit www.aeceo.ca
eceLINK - Spring ‘15 10

RENEWAL TIME?
DON’T FORGET TO RENEW YOUR MEMBERSHIP!
As a member of the AECEO you are part of a community that takes the ECE profession to the next level.
Being a member is the best way to stay involved and connect with others who share your passion.
renewing your membership helps to ensure that we are able to continue to promote the profession,
keep you informed, support your professional growth and advocate on your behalf.
Simply put, belonging to your professional association makes good professional sense.
Keep Informed, Stay Connected!
As the professional association for ECEs in Ontario, the AECEO provides members with vital,
up-to-date information about early learning and care.
keep informed and stay connected by notifying us of changes to your contact information,
particularly your email address. Please contact membership@aeceo.ca to confirm or
update your current contact information.
we Offer severAl wAys fOr yOu TO sTAy infOrmed:
Our frequent e-bulletins
are filled with up to date
information, resources and
professional development
opportunities. Not receiving
them? Contact us to get
yourself in the loop.
Are you tweeting?
We are! Find us at
www.twitter.com/aeceo
and click “follow” to
receive our latest tweets.
Are you on Facebook?
We are! Find us at
www.facebook.com/aeceo
and click “like” to join our
online community. We will post
upcoming event info, news and
announcements on this page.
eceLINK - Spring ‘15 11

The $1 wage enhancement for staff in regulated child care centres and
the home child care (wage) enhancement grant: What do we know
This fact sheet uses information found in the Ontario Child Care Service Management and Funding Guidelines 2015 to
support ECEs and the child care community to better understand this new funding initiative and what to expect.
Who is eligible?
• Registered Early Childhood Educators, program staff and supervisors in regulated child care centres and home
child care visitors who earn less than $26.27 an hour are eligible for the $1 per hour wage enhancement (plus
17.5% benefits) 1 , regardless of their operator’s auspice, participation in municipal quality initiatives, or
current purchase of service status with their local CMSM or DSSAB. The grant is only applicable to those who
are working in a position that existed in that program between January 1, 2014 and October 31, 2014.
• Those qualifying positions that have a wage rate between $25.27 and $26.27 per hour are eligible for a partial
wage enhancement that will increase the wage of the qualifying position to $26.27 per hour without exceeding
the cap.
• Other support staff such as cooks are not included unless at least 25% of their position is used to support ratio
requirements (i.e. counted as an adult in the adult:child ratio in the program), in which case the staff may be
eligible for a partial wage enhancement based on the amount of time they are supporting ratio in the program.
• Licenced private home daycare providers who held a contract with a licensed home child care agency between
January 1, 2014 and October 31, 2014, serve the equivalent of two full-­‐time children enrolled in their program
and receive less than $262.70 per day in fees from their agency are eligible for the home child care
enhancement grant of $10 per day. Licenced private home daycare providers who serve less than two full-­‐time
equivalent children and receive less than $126.35 per day in fees from their agency are eligible for a partial grant
of $5 per day.
How will it work?
Individual child care centres and private home daycare agencies need to apply to the municipality (CMSMs and DSSABs)
for the grant and then deliver the money to their eligible staff. The money will come from the province to the
municipality, who will then distribute it to the individual programs and agencies that applied. The money associated
with the wage enhancement is a separate envelope of money flowing from the province to the municipality and can only
be used to increase wages. The wage enhancement funding cannot be used by the municipality or operator to support
system expansion or reduce parent fees.
The Ontario Child Care Service Management and Funding Guidelines 2015 outlines that CMSMs and DSSABs must
require that operators clearly indicate on staff paycheques and home child care provider fee transfers the portion
of funding that is being provided through the wage enhancement grants.
1 Operators that provide benefits at a rate higher than 17.5 percent will not be reimbursed through the wage enhancement.
eceLINK - Spring ‘15 12

When will we see the money?
The Toronto Star 2 (Jan 20, 2015) reported that nobody will see the $1 increase until spring 2015 at the earliest and as
late as fall 2015. Eligible recipients should receive the raise retroactive from January 1, 2015.
Local governments (CMSMs or DSSABs) are required to post the application on their public website for a period of 45-­‐
60 days beginning no later than May 1, 2015 and identify a clear deadline for operator submissions no later than June
30, 2015. Operators who miss this deadline will not be eligible for the grant for the 2015 year. The 2016 application
process must be completed and submitted to the Ministry no later than November 15, 2015.
What is the purpose of the $1 wage grant?
This wage increase aims to close the existing (hourly) wage gap between ECEs and staff in the regulated child care sector
and those working in full-­‐day kindergarten in the public school system. Additionally, the government has indicated that
they want to attract and retain highly qualified educators into the regulated child care sector and support access to
stable (less turnover of staff) and high quality (better staff) child care.
What about the additional $1 promised for 2016?
The province has committed to an additional $1 increase in 2016. However, we do not have the full details on any
criteria or caps that will be applied to the second $1 increase or if the hourly rate cap will be higher or lower. The
application and distribution process may change based on feedback from the first year of implementation.
What do we need to know?
The AECEO, Ontario Coalition for Better Child Care and other partners are working hard to gather questions from the
community and find the answers. Please let us know if you have any answers to these pressing questions and we will
continue to update this resource as more answers become available.
• If an employer refuses to apply for wage subsidy to benefit the wages of their employees, is there any action
that can be taken?
• Will this $1 raise replace the raise that eligible recipients may have already received through other means (i.e.
annual increase to parent fees)? Or will the $1 be in addition to regular yearly raises?
• Will the $1 raise be in addition to other wage enhancement grants coming from the municipal government/local
service manager?
• Will ECEs in full-­‐day kindergarten or family resource programs (i.e. OEYCs) also be receiving a raise in the near
future?
• Will positions created after October 2014 be eligible for the grant in 2016?
For further information please contact info@aeceo.ca or info@childcareontario.org.
January 26, 2015
2 http://www.thestar.com/news/queenspark/2015/01/20/promised-­‐wage-­‐hike-­‐for-­‐ontario-­‐child-­‐care-­‐workers-­‐still-­‐far-­‐
off.html?app=noRedirect
eceLINK - Spring ‘15 13

Slate of Nominations
for the 2015-2016 Provincial Board of Directors
BOARD PROFILES
Profile of the nominees for the 2015-2016 Provincial Board of Directors
PRESIDENT / TREASURER
Noreen McChesney RECE
Noreen has been involved with children and families for over 20 years and has been on the AECEO Board of
Directors for four years. After receiving her B.A. in Psychology from the University of Windsor and her Early
Childhood Education Diploma from Cambrian College, she began practice directly with young children and
their families as an Educator. Noreen has worked in varying capacities in the Early Learning sector, including
supervisory roles in child care, special needs resourcing, parent education and support in CAPC/CPNP programs
and Child Care Program Quality Coordinator for the municipality. She has served on a Child Care Board of
Directors, local system planning tables, Best Start Networks and specialized services committees.
Her current position at Child &Community Resources is Best Start Manager, with oversight of seven Best Start
Hubs in local schools, and co-chairing the Building Early Years Success committee of Sudbury’s Best Start
Network. Also, she has extensive experience as part-time faculty in the ECE program at Cambrian College, and
this work in particular has solidified her commitment to understanding best and promising practice in the
field of Early Learning. Noreen believes that the benefits of membership to the AECEO cannot be emphasized
enough to Registered Early Childhood Educators. She would like to see the membership grow this year,
through the valuable work of local branches. This will be increasingly important to RECEs as the College of
Early Childhood Educators introduces the Continuous Professional Learning program. The AECEO direction
of advocacy for Professional Pay for Professional Work and the building of leadership capacity within the Early
Childhood profession is invaluable to all RECEs in the province.
PAST PRESIDENT
Rachel Langford RECE
SECRETARY
Goranka Vukelich
Dr. Rachel Langford is the director of the School of the Early Childhood Education, Ryerson University. Prior
to this, Rachel taught a variety of Continuing Education ECE courses at Mohawk College and Seneca College
and was a full time professor and program coordinator in the Centre of Early Childhood Development at
George Brown College. She has taught courses on critical thinking, sociology, infant and child development,
curriculum theory and practice, creative expression, early childhood policy and children with special needs. She
has extensive experience in supporting students in their field practice. Rachel has many years of experience
working with different ages in a variety of early childhood settings including parent cooperative, preschool,
and child care. She worked for several years for the Vancouver School Board teaching Kindergarten and Grades
1 and 2 in a multi-age setting and mentoring teachers as a Primary Program Development Associate. She
has extensive experience supporting children with special needs in both integrated and specialized settings.
Rachel is a co-author of the textbook, Inclusion in Early Childhood Programs: Children with Exceptionalities
(Thomson: Nelson, 2010) and the editor of the Checklist for Quality Inclusive Education: A Self-Assessment
Tool and Manual. Her research and publications focus on early learning curriculum frameworks, professional
preparation and the Canadian child care movement. She believes that major issues for the AECEO in the
coming years are opening up and increasing membership, partnering with other organizations to enhance
research and professional learning, enhancing the public profile of Early Childhood Educators as professionals.
In addition, she believes that the AECEO can take a lead in advocating for a comprehensive system of high
quality early childhood development and care services in Ontario.
Goranka has been in the field for over 25 years and is a registered Early Childhood Educator. After graduating from Ryerson with a BAA Early
Childhood Education, she pursued her passion for learning at the High/Scope Educational Research Foundation in Michigan and Pacific Oaks
College in Pasadena where she completed a Masters in Child Growth and Development. She is currently a PhD candidate at Concordia University
in Montreal. Throughout her career Goranka has worked as educator, college professor, consultant and provincial government administrator.
While her life path has taken her many places in Canada and the US, including Ontario, Nova Scotia and Quebec, Goranka has always been
involved in work opportunities that have supported children, families and advanced the early childhood profession. Currently, Goranka is Chair of
Child, Youth & Community Development at Conestoga College in Kitchener. She is excited to be back in Ontario during this exciting time for our
profession and firmly believes that the AECEO can play a leadership role as we work together to create a comprehensive system of high quality
early learning and care services.
eceLINK - Spring ‘15 14

MEMBER-AT-LARGE
Shellie Bird
Shellie has worked for 20 years with infants and toddlers at Centertown Parents Childcare Centre in downtown
Ottawa. She serves as the Union Education Officer of CUPE Local 2204, which represents 300 ECEs, specialists,
cooks, cleaners and clerical staff in 12 centres in the City of Ottawa.
She has been actively involved in child care advocacy at the municipal, provincial and national levels and active
within the trade union movement. She sits on various national and provincial boards and committees in her
work to advance early learning and child care.
MEMBER-AT-LARGE
Chanequa Cameron RECE
Chanequa is a registered Early Childhood Educator who has been working in the sector for 10 years. Chanequa holds
a Bachelors Degree from Seneca College in Child Development and is glad to have been a graduate in this
groundbreaking program. Chanequa has also taken courses and received training in child care management,
resiliency, teaching art through nature, the importance of sign language and the Hanen Centre’s Learning
Language and Loving It Program. In her past Chanequa has worked in a multitude of early learning and
adolescent settings which includes Extend-A-Family, East Scarborough Boys and Girls Club, Bob Rumbell Centre
for the Deaf, numerous City of Toronto specialty camps and a number of high quality child cares. In these
settings Chanequa has provided 1:1 support for children with Autism, Hearing and visual impairments, physical
disabilities, Down Syndrome, cognitive delays and behavior difficulties. Chanequa has also collaborated with
families and a wide array of program staff to implement inclusive and anti-bias principles. Currently Chanequa
is working as a Kindergarten educator and After School Program Supervisor. Chanequa is a key founder of
the AECEO’s first Student Chapter, which was created to build capacity and support networking opportunities
within the ECE community at Seneca’s King campus. In the near future Chanequa aspires to enroll in a Masters
program and eventually complete a Doctoral Degree. She is passionate about writing and is actively developing
a series of children’s books. Chanequa is driven by her work with the AECEO and is excited about working on
the board of directors for a second term, and hopes to continue her work with the AECEO through advocacy
initiatives, research and writing. Finally, Chanequa is determined to be a predominant party in the Current ECE
battle for better wages and equal recognition as education professionals. Ultimately Chanequa would like to
see every ECE earning what they deserve, actively engaging in quality in-service training, while being constantly
praised for the crucial role we play in our community.
MEMBER-AT-LARGE
Laura Coulman RECE
Laura Coulman has been a proud ECE since graduating from Ryerson’s Early Childhood Education programme in
the early 1990s. She completed her MSC in Child Studies at the University of Guelph and is now a PhD candidate
in the Applied Psychology and Human Development programme at OISE/University of Toronto. Laura’s day job is
the child care planning and policy analyst for the County of Wellington. Always having been a strong proponent
of early childhood education and child care, it has shaken her resolve of late that our Ontario potential for
extending the values of a public education system into early childhood is being challenged. The AECEOis a wellsuited
organization to knock child care out of its legacy of provisional and poorly organized services for some,
to a totally new and completely remodeled early childhood education system for all. For Laura, the system redesign
should be made by early childhood educators. She hopes that the AECEO might unlock the potentialof
early childhood education as a truly integrated entity of education – and help to get Charles Pascal’s clearly
articulated and practical framework for early childhood education realized in Ontario in her lifetime.
MEMBER-AT-LARGE
Andrea Ferguson RECE
Andrea Ferguson has her degree in Sociology from York University and a Masters of Arts in Early Childhood
Studies from Ryerson University. She recently finished a twenty-year career at Holland Bloorview Kids
Rehabilitation Hospital working in many disciplines including therapeutic recreation, resource teacher and
coordinator. She is currently working as a part time Professor for both Seneca College and George Brown
College for the Schools of Early Childhood Education. Andrea is very dedicated to working with children with
special needs and their families and continues her career privately supporting communities who seek to have
inclusion as their mandate. Her main focus is leading adult students of ECE to discover the power of knowledge
and helping families to discover the developmental needs of their children with or without a diagnosis. Andrea
believes that the Association of Early Childhood Educators Ontario is instrumental in supporting its members
to continue to become informed professionals and is passionate about working together to continue the work
this provincial organization promotes.
eceLINK - Spring ‘15 15

MEMBER-AT-LARGE
Ruth Houston RECE, AECEO.C
Ruth Houston is a long standing certified member of the AECEO and an active member of the Early Learning
community in York Region. Ruth recently completed the Masters of Arts in Early Childhood Studies Program at
Ryerson and values ongoing learning. Issues of public advocacy pertaining to universal, accessible, not-for-profit
and inclusive childcare, professionalization and compensation for RECEs are topics of great interest. Ruth has
served on many committees within York Region including the Early Years Steering Committee, Enhanced Funding
Standing Committee, School Age and Quality Assurance Subcommittees of the Child & Family Collaborative. She
was the chair of the York Branch of the AECEO for many years and remains committed to the work of the AECEO.
Ruth has a solid understanding of the changes occurring in the early learning and care sector and staying current
on issues relevant to her profession.
MEMBER-AT-LARGE
Lyndsay Macdonald
Lyndsay Macdonald has an MA in Early Childhood Studies from Ryerson University. She has worked in
a number of early childhood education and child care (ECEC) settings in Ontario, as well as in Australia.
Lyndsay is currently working as a policy researcher at the Childcare Resource and Research Unit and is
the part-time coordinator for the Child Care Advocacy Association of Canada. Lyndsay is a passionate
leader who believes in the central role of ECEs in the broader ECEC advocacy movement. She is also
passionate about engaging ECEs in policy discussions and has worked through various venues to make
policy a larger focus in the field of ECEC. Lyndsay has a variety of experience organizing and facilitating
groups and events for the ECEC community. She believes that the AECEO plays an integral role in uniting
and representing ECEs and is committed to finding meaningful ways to contribute to the AECEO and
promote the recognition, support and remuneration of ECEs in Ontario.
MEMBER-AT-LARGE
Joan Littleford
Joan Littleford has recently retired from the Elementary Teachers’ Federation of Ontario (ETFO) where she held
the portfolio of Early Childhood Education. She was a member of the provincial panel on early years curriculum
whose report Early Learning For Every Child Today has lead the provincial policies on care and education
for young children in Ontario. Her work as one of the special advisors on curriculum to Charles Pascal, Early
Learning Advisor, has led to a revised play-based curriculum for Kindergarten classrooms. As an author of many
teacher resources she has always advocated for opportunities for children to be active participants in play-based
educational settings. Joan’s work has recently extended to an intense project with early childhood educators in
West Africa.
Joan brings extensive experience in the development and delivery of professional development and training
for educators to the AECEO and will assist in the Association’s Professional Learning Framework project efforts.
MEMBER-AT-LARGE
Monica Lysack RECE
Monica is passionate about child care policy. As an educator who holds a Bachelor of Education and a Masters
of Education from the University of Regina, she has devoted most of her professional life to the development of
public policy affecting children and families. She has been a national spokesperson for child care advocacy as
the Executive Director for the Child Care Advocacy Association of Canada. As a member of the Federal-Provincial
Early Childhood Development Working Group she helped to negotiate federal-provincial agreements for early
learning and child care. Monica was a member of the national steering committee for Canada’s participation
in the OECD’s international review of ECEC (Starting Strong II) and chaired Saskatchewan’s participation in the
review. Monica is actively involved in politics and as past national executive member of Equal Voice, is a strong
advocate for the election of women at all levels of government. Monica is currently a faculty member of Sheridan
College, School of Education teaching ECE and is excited about the prospect of contributing to the important
work of the AECEO.
eceLINK - Spring ‘15 16

MEMBER-AT-LARGE
Elaine Winick RECE
Dr. Elaine Winick is proud to be a full time faculty member in the George Brown College Early Childhood Education
Department, teaching in both the diploma and degree programs. She is also an ECE honours graduate, eventually
returning to earn a post-graduate certificate in Early Intervention. Throughout her career, Elaine has worked
in many different venues within the early learning field, including child care, preschool and nursery schools,
parent and child programs, employee advocacy programs, consulting firms, private schools, storytelling, family
education programs, fathers’ support programs, Early Literacy Specialist with York Region Ontario Early Years, and
over 23 years of post-secondary education teaching experience. Each of these experiences also brought with
them a myriad of training certificates. Elaine has her undergraduate degree from York University, her Masters
of Education degree from Brock University, and most recently she successfully defended her PhD dissertation
examining ECE leadership in Ontario. She belongs to a number of professional early years groups: including, the
AECEO, NAEYC, Early Years Educators of Ontario, and a Joint Advisory Group focusing on collaborative practice
symposiums. Elaine represents the AECEO at the Ontario Coalition for Better Child Care. During the past year,
Elaine has been part of the College of Early Childhood Educator’s Pilot Project: as a mentor, twice as a learning
module facilitator, and as one of the participants of the CECE Leadership video. As a strong advocate for ongoing
professional learning, Elaine has presented at a large number of local, provincial, national, and international
conferences. At each opportunity she shares her expertise in such areas as child development, literacy, working
with families, arts-based pedagogy, leadership and advocacy, and sharing components of various current
research studies. Ultimately, Elaine feels that both mentoring and high quality ongoing professional learning
should be acknowledged as required and necessary components of professional practice.
AECEO Annual Meeting 2015
Information about the Annual Members’ Meeting and electronic voting will be posted on
our website and distributed via email — and by regular mail for members without email.
Proposed Membership category/fee revisions for 2015 AECEO AGM
The information below outlines changes to membership categories/fees recommended by the provincial board of
directors, to be voted on at the 2015 AGM. Areas of proposed changes are highlighted in the chart below.
MEMBERSHIP CATEGORY
Plan 1: Comprehensive
(Receives mailed copy of eceLINK)
Plan 2: EMP
(Electronic Membership Program)
CURRENT PROPOSED CURRENT PROPOSED
Professional Certified (AECEO.C) $125 $125 $60 $60
Professional $125 $125 $70 $70
Professional Retired $65 $65 Not Available $50
Non-ECE- Change to Associate $110 $125 Not Available $70
Student Not Available Not Available $35 $35
1 st year professional option Not Available $35
RATIONALE
Professional retired EMP category:
To provide a lower cost electronic membership plan option for members in the Professional Retired category.
Non-ECE category:
The term “Associate” is more commonly used by other provincial ECE associations for members who do not qualify for the
other categories, so a name change is recommended. As well, the current fee of $110 for comprehensive membership, with no
electronic option, is out of sync with the other categories. The proposed revision makes the fees the same for Associates as for
Professionals. Of the other 5 provincial associations that have similar categories, 2 have lower prices for the Associate category and
3 have the same fees for the Associate and Professional categories.
Transitional 1 st year professional:
To assist ECEs in the first year after graduation to renew or become members and benefit from AECEO career and other resources
to support them in obtaining their first job as an Registered Early Childhood Educator.

Learning and Leading Together
Reflections on leadership and continuous
professional learning
May Jolliffe,RECE, AECEO.C, MA
It was a wonderful time for me when the College of Early
Childhood Educators became a reality and I, along with many
others, was able to become recognized as professional by joining
the newly created body. Fast forward a few years to the College’s
Leadership Pilot and I jumped at the opportunity to learn more
about the work of the College and to be part of the province
wide community. What a great decision!
My career choices within ECE programs, as a Program Advisor,
college faculty and lab school staff and later as an administrator
and evaluator, meant that I have met and worked with many
committed and talented Early Childhood Educators in a wide
range of programs. The high standards that were set by so
many ECEs were now part of the College’s expectations for all
members.
Many years ago, before provincial wage funding and before
Full Day Kindergarten, I remember talking to other members
of the AECEO Toronto Branch about our dream for professional
recognition. We dreamed of a professional college for Early
Childhood Educators similar to the College of Nurses or Teachers.
Many years of work by so many ECEs and others made this dream
a reality.
Perhaps you participated in the consultations held by the
College as part of the design process for the Continuous
Professional Learning (CPL) program. I continue to be impressed
by the balance between flexibility for the individual learning
needs of ECEs and the standards expected from a self regulatory
College. This was largely because so many RECEs contributed
their expertise to the design of the program. I was privileged to
play a small part in the testing of the tools and resources that
became part of the CPL process. This article is a reflection on that
experience in hope that it will support others to approach CPL
with confidence and enthusiasm.
My experiences in the Leadership Pilot
In fall 2013, I was one of thirty one RECEs who took part in the
Leadership Pilot designed by the College of ECE to test out the
Continuous Professional Learning materials. Over the next eight
months, I was part of a community of ECEs, both as a mentor
and as a learner. Mentors and mentees worked alongside one
another throughout the process. I felt very much like a part of
the entire team which included the participants and College
eceLINK - Spring ‘15 18
staff as we supported each other in navigating new knowledge
and new ways of learning.
At the beginning of the Leadership pilot, one of our first tasks
was to become familiar with the Code of Ethics and Standards of
Practice as these are the foundation of any profession. At first it
is easy to find these documents a bit overwhelming. Early in the
Pilot, when we had assignments, my group would be furiously
flipping through the documents looking for the right Code or
Standard to help us to complete our tasks. For me, the more time
I spent talking with others about them, the easier it became.
We worked on our own individual self assessment and
developed our own professional development plans, testing out
the Continuous Professional Learning (CPL) materials. We each
designed our own plan based on our own strengths, areas to
grow and importantly our own interests and ways of learning.
Learning together while living and working
across the province
In between the opening and
closing retreats where the whole
group was together, my colleagues
in the Leadership Pilot joined
together remotely for five separate
evenings of focused work and
learning in all areas of leadership
and management. During these
“Module” sessions we were
linked through online meeting
technology which meant that
we could see each other, create
presentations together and even
do fun learning activities together
although we were hundreds or even thousands of miles apart. I
was thankful for my ECE large-group skills which served me well
when I led groups through assignments via teleconference. Our
intense work was interspersed with enthusiastic shout outs to
colleagues across the province and lots of laughter.
I had the opportunity to take part in the regular learning
sessions at the College offices where the main video cameras
and linkages were set up and also on one memorable evening
with the Ottawa group in the midst of a winter storm. One of my
mentees invited me to join her and other Ottawa participants
at an early learning centre where we drank tea together and
participated via video link. Through these experiences, I learned
so much about leadership, about values and last but not least,
feeling the support and growth that comes from being a part of
a professional community.

WE are all leaders
My Pilot colleagues, both mentees and mentors, came from all areas of the field so we had
in house leaders in curriculum, parent support, ECEs in Full Day Kindergarten programs, lab
schools, consulting, and adult education among others. Everyone was a leader at some point
during the Pilot because they were passionate about their work. There are many ways that you
are already a leader. You may be developing knowledge about an area of curriculum for your
age group. You may have adapted the daily plan to support an individual child. Creating an
environment where children are safe to inquire with adult support requires your leadership.
Bringing colleagues together to support each other is another way that you are a leader.
What I learned through the Leadership Pilot
1) The Code of Ethics and Standards of Practice are there to protect families and
children (the Public) and they are part of what makes ECE a regulated profession.
2) They are a declaration of our professionalism. The Public can see the standards
that we must meet to maintain our status as RECEs. During the Pilot, I started
to use my RECE designation on letters and proudly declared myself as an RECE
when people asked about my career.
3) There can be situations when someone, perhaps a parent or community member, doesn’t understand your role as an RECE.
For example a parent might ask you to share information about another child (maybe the one that bit their child last week),
to take care of their children on the weekend at their home or to provide an opinion on a family. You can gently but firmly
remind them that you are a member of a regulated profession with strict standards which means that you couldn’t help
them out. When you establish those boundaries, remember that you have the Code of Ethics and Standards of Practice as
your reference.
4) It is important for us as regulated professionals to keep up with new ideas and to be able to share them with others.
5) Find colleagues to work through the Continuous Professional Learning materials with you. Start with some things that you
do well then think about an area of your practice that you want to work on. Will it be something that challenges you or that
you enjoy and want to learn more about?
6) Your commitment, compassion, skills and high ethical standards are now being recognized. Be proud of your
accomplishments and don’t forget to have some fun during the process.
As I reflect upon my experiences in the Leadership Pilot, I have even more confidence in myself and my ECE colleagues and our
demonstrated commitment to professional learning. So much of the work that we do as reflective practitioners exemplifies the very
intent of the CPL expectations. Don’t forget that you are the manager of your own learning and professional growth. One of my new
actions is to start a journal to keep track of my questions, thoughts and accomplishments so that I can later include them in my CPL
Portfolio and seek feedback from my local colleagues. Where will you start?
If you would like to learn more about the Leadership Pilot, the College web site is:
http://www.college-ece.ca/en/Members/Pages/CPL-Program-Cycle-.aspx
eceLINK - Spring ‘15 19

#VoteChildCare2015
MAY 10-17
SPRING INTO
ACTION FOR
CHILD CARE
Together we can make quality, affordable child care a
reality for Canada. As part of the Vote Child Care 2015
campaign, we are organizing a week of action in
communities across the country to celebrate child care as
a public good and call for a system that will provide all
families with high quality care they can afford.
Visit ccaac.ca to plan an event.
A week of action
for child care
Stroller brigades
Family picnics
Flash mobs
Town hall forums
Canvasses
Coffee parties
Make some noise
for child care!
TO PLAN AN EVENT
OR GET INVOLVED IN
EVENTS IN YOUR
COMMUNITY GO TO:
ccaac.ca
eceLINK - Spring ‘15 20

Continuous Professional
Learning:
Dr. Diane Kashin, RECE, AECEO.C
Pinterest, Twitter and
Facebook as Professional
Learning Tools
As part of the College of Early Childhood Educators’ Continuous Professional Learning Program (CPL), registered early childhood
educators (RECEs) are to engage in professional activities as part of their professional learning plan. In addition they are required to
make a record of professional learning in a professional portfolio. According to the CPL Portfolio Handbook, which you can find on
this page of resources and tools: http://www.college-ece.ca/en/Members/Pages/CPL-Program-Cycle-.aspx RECEs will engage in a
variety of learning options from structured to informal activities illustrated in this colourful graphic:
Planned professional
discussions with
colleagues
Webinars/Blogs
Professional
inquiry/action research
Self-study or study
groups
Professional
reading/writing
Case study
analysis
Reflective
practice/journaling
College of Early
Childhood Educators
learning modules
Examples of Continuous
Professional Learning
Options
Post-secondary
courses/programs
Job shadowing
Video/audio resources
Preparing/delivering
workshops, conferences
or parent presentations
Attending workshops
and conferences
Mentorship
Professional social
networking
During the two-year cycle of the CPL process the handbook
suggests that RECEs investigate the learning options available
at their place of employment, in their region, online or through
self-directed study or research. The purpose of this article is to
help you engage in self-directed study and research online using
the social media platforms of Facebook, Twitter, Pinterest and
more! At the same time you will be building a professional social
network of your very own.
Facebook
As part of the CPL process you will be identifying learning
goals and learning activities. Some of these goals could be met
through structured professional learning opportunities such
as workshops, conferences and courses but you can also meet
these goals through what the College of ECE calls “informal” or
self-directed learning using tablets, smartphones or computers
and never having to leave home. You probably already spend
time on social media. This is how you can use it for professional
learning!
There are hundreds of Facebook pages that can support RECEs
in their professional learning and it can become overwhelming.
I recommend that you begin your journey on social media for
professional learning by focusing on a professional learning
topic of interest to you. What do you want to learn more about?
What will help you in your professional practice? What learning
goals have you set? Perhaps you want know about a particular
approach to early learning such as the Reggio Emilia Approach,
Waldorf or Highscope. You might also be interested in different
eceLINK - Spring ‘15 21

programming areas like outdoor play, dramatic play, art, movement, music, math, science, or blocks. Lately there is a lot of interest
in forest and nature school learning. Start searching. You will be amazed how much there is out there. You can also find Facebook
groups made up of other early learning professionals. There are groups specifically made up of Ontario kindergarten teachers and
Registered and Designated Early Childhood Educators. “Like” the pages and join the groups and soon you will have lots to read, learn
and share. You will see that there are many professionals like me who are very active on social media and enjoy sharing articles,
websites, blogs, information about conferences/workshops and photos of practice with others.
and select your pins either directly from Pinterest or by uploading a photo or a website. You can find pins related to your interests
Perhaps you want to put all these great websites, articles and photos somewhere to read and study later. Pinterest is an application
that offers a way to discover, collect, share and store using images. You create boards for each of your professional learning topics
by searching or you can find them by following other early learning professionals using Pinterest for professional purposes. Once
you start following others, they will start following you and you will have even more access to professional resources and you will
be building your professional social network!
Twitter is another social media platform that really showcases professional learning networks. The way you find these professional
communities is by searching using a hashtag. Here are four that are used by early learning professionals in Ontario and beyond.
1. #kinderchat
2. #enviroed
3. #ReggioPLC
4. #leadershipshine
Twitter
All of these hashtags have Twitter chats associated with them. I (@DianeKashin1) co-moderate an international chat with a preschool
teacher from Sweden (@SuzanneAxelsson). We bring together Reggio inspired educators and use the hashtag #ReggioPLC. Jim Grieve,
Assistant Deputy Minister for the Early Learning Division of the Ontario Ministry of Education uses the hashtag #leadershipshine and
also has a regular Twitter chat.
There are even some early learning professionals who use Twitter with the children that they work with. One of my friends, Laurel
Fynes, is a kindergarten teacher in the Peel board. She has taught me a lot about how to use Twitter. I met her on Pinterest! You can
find her at @KinderFynes and her class account at @109ThornKs.
eceLINK - Spring ‘15 22

Blogs, blogs, and more blogs
I have a blog https://tecribresearch.wordpress.com/ and so does Laurel http://thiskindylife.blogspot.ca/.I really like reading blogs
from teachers and early childhood educators from all over the world. They inspire me! Here are some of my favourites:
http://mrsmyerskindergarten.blogspot.ca/
http://wondersinkindergarten.blogspot.ca/
http://eylfpirates.weebly.com/
http://interactionimagination.blogspot.ca/
Blogs
http://www.teacherasaresearcher.com/blog/reggio-emilia-isnt-art
http://tomsensori.blogspot.ca/?wref=bif
There are a number of social media platforms that can be used to create a blog or even a professional e-portfolio including the
following. They are all very user friendly.
Tumblr
Wordpress
Blogspot
Wix
Weebly
I have spent a lot of time on social media in the last few years and I can attest that it has been one of the most meaningful forms
of professional learning that I have engaged in over the years. I have learned so much – I have really expanded my professional
knowledge. I have made friends, I have made connections and I have had fun! I would be happy to help any fellow AECEO member
explore the potential of social media as a professional learning tool. You can contact me through Twitter, Pinterest, Facebook, or
even through email at diane.kashin@ryerson.ca.
eceLINK - Spring ‘15 23

Spotlight on...
Long-time Members
This occasional series features the ECE careers and AECEO experiences of long-time members, many of whom have
retired but continue to renew their memberships and support the AECEO year after year.
The AECEO would not be the strong and vital organization that it is today without their ongoing partnership. Their
stories will inspire you!
Velma Doran AECEO.C
Member no. 422 Peel Branch
My involvement in the AECEO originated in the early 1970’s as a keen, motivated
ECE college student. It has been (and continues to be) a wonderful journey as my
involvements with the AECEO have taken me to places and events I only dreamed about.
After the completion of my Certification, I became involved initially with the local branch
where I worked, (Halton) as the Newsletter Chair, Branch President, and Provincial
Board Member. When my job took me to Peel, I transferred my membership. Colleagues
encouraged me to move forward provincially, which I willingly did. Advocacy and the
desire for quality child care policies in Ontario was a strong motivator for me. The AECEO
seemed the best way to do this. In my volunteer provincial capacity I fulfilled such roles
as Public Relations Chair, Vice President, and ultimately President of the organization.
I attribute my role in all of these positions as the foundation for the life skills I learned
– leadership, presenting, press interviews, editorial publications, teamwork and collaboration, networking and
connecting with colleagues across the country.
The initiatives of the AECEO during this time in the 80’s and 90’s were so many, as the field itself was ‘coming of age’ and
advocacy for children, families and the profession was moving into the forefront – Family Violence and Child Abuse
training manuals, Pay Equity presentations, federal organizations initiated of which AECEO was a key player, legislative
recognition for the profession in Ontario, Advocacy with legislators at Queen’s Park, Week of the Child celebrations
and receptions, Equivalency for out-of-country training, restructuring of AECEO from an operational to a governing
board, ongoing recruitment for new student members, a revised Certification process, policy position papers, to name
a few. I willingly participated and in some cases, initiated, in all of this while maintaining a family, obtaining additional
educational qualifications, and full time jobs as an Early Childhood Educator followed by a faculty position in the
college system. Through all of this advocacy work with the AECEO, the colleagues I met and relationships I developed
have been most memorable and inspiring. As I read the list of current certified members in the AECEO, many of the
names bring fond memories of events and conferences we attended together, press conferences we initiated at Queen’s
Park, late night scrambles to produce a position paper, and professional dialogue we have engaged in. An impressive
list indeed. Definitely there is the potential for synergistic energy to keep children, families and quality early education
front and centre with legislators and policy makers for the future.
I continue to maintain an interest in AECEO initiatives, as I strongly believe in the continued renewal for new leaders in
any organization to continue the huge responsibility of being a voice for the profession. It is with a strong conviction
that I urge all of the early childhood educators I meet currently to join the AECEO – it is a life-changing experience.
Many thanks to the AECEO and all of the colleagues I met for the privilege of advocating and participating in such vital
work. I am optimistic this work will continue to grow and make a difference in our profession for children and families.
eceLINK - Spring ‘15 24

Dorothy Gordon AECEO.C
Member no. 185 Hamilton Branch
During the Second World War, I joined the Air Force as soon as I could (age 18). They
trained me as a wireless operator and sent me to Halifax where I met my future husband.
When the war ended, we returned to Hamilton and very quickly, I found myself with 2
small children a year apart in age. I’m not sure how I decided that Nursery School (as
it was called then) would be a good idea but I had always had it in mind. When the
government came out with the “baby bonus”, I decided that spending it on Nursery
School would be a great use for the money. So, off we went to the Dale Community
Center in Hamilton which offered a co-op nursery school.
In today’s parlance, I was “blown away” by the teachers at the school and the amazing
way they had of relating to the children. When I saw the teachers address each child by
name before giving them a direction/instruction, I was simply astounded at how well
it worked! I wanted to be able to do those things! While participating at the nursery
school, I heard about the Nursery Education Association of Ontario. Four courses were required in order to graduate
and I completed all four courses. I really wish I could remember the names of the impressive women who taught these
courses but, alas, I can’t. Subsequently, the Nursery Education Association became the AECEO. An early member, I
completed the requirements for certification. By now I was determined to continue my education. I had never finished
high school however, so first I had to finish high school followed by University (a degree in psychology from McMaster)
and eventually a Master’s Degree in Education from Brock. I did all of this while continuing to work. After certification
and long after my own children (all 4 of them) had finished their pre-school days, I accepted a job at the therapeutic
Nursery Program at Chedoke Hospitals. This was a pre-school that specialized in children with special needs. There was
a multi-disciplinary staff and we learned many treatment theories and techniques. We provided guidance to parents
and others through the use of observation mirrors. I worked there for four years until I was offered a position teaching
ECE at Mohawk College where I worked until my retirement in 1989.
Throughout my career and beyond, I have kept up my membership in AECEO. It was always interesting to go to the
conferences and meet up with colleagues from across the province. I retired many years ago but remained in touch with
many of my former students and colleagues. Today I live in a nursing home due to blindness and mobility problems.
However, I still maintain my membership. Being a member of AECEO is an important part of my identity.
Lucille Kelleher AECEO.C
Member no. 4553 York Branch
I became a member around 1985 and achieved Certification in the early ’90’s upon realizing
the AECEO truly represented/supported ECE’s as a professional body to the public as well
as providing professional development via a yearly conference, networking and branch
support. The AECEO helped raise the bar of professionalism in many aspects.
I began my career involved in the Co-operative Nursery School movement in Quebec
and continued with a move to Ontario. As an ECE, parent and grandparent I continue to
value and support the crucial role parents play in their child’s overall development. My
career encompassed front line, and supervisory roles in three different centres as well
as serving on Volunteer Boards, the Toronto and District Parent Co-operative Preschool
Corporation (PCPC) Board and the AECEO York Branch. I chose to leave the field and return
to University, for a three year period to attain my MEd from OISE/UT. I then worked as an
Early Interventionist, served on the Ontario Association for Infant and Child Development
(OAICD) Board and was a Special Education Advisory Committee(SEAC) Member. I also had the privilege to be chosen
by the Canadian Child Care Federation (CCCF) to partake in training and delivery of the Early Learning Canada Program.
As a Learning and Development Specialist, I provided job specific training and developed/delivered workshops to
employees of a large municipality involved in the Early Intervention and Child Care Services programs.
I continue, in retirement to support ECE’s in the field by my continual involvement with the AECEO’s Certification
Committee and active participation in the newly established Professional Book Club.
eceLINK - Spring ‘15 25

Child Care Matters to Everyone
The Ontario Coalition for Better Child Care and the Association of Early Childhood Educators Ontario
will be holding six regional conferences that will:
• Bring together different sectors to explore how child care impacts
people from different perspectives.
• Identify strategies to communicate the importance of licensed
child care and trained early childhood educators.
• Build local capacity to work together and advocate for change
in child care.
More dates and locations will be
released soon.
Conferences will be one day and include a cross-sectoral panel of community leaders and a number
of exciting, action-based workshops. We are looking forward to our events in Windsor on May 23 and
Thunder Bay on June 13.
Please save the dates!
An agency of the Government of Ontario.
Un organisme du gouvernement de l’Ontario.
eceLINK - Spring ‘15 26

Student Corner
We are Educators
by Jhayvee Tampol
The field of early childhood education is progressively exerting
its force in our society as it struggles to make its importance
known to everyone. The calls for much-needed change and
support have only become stronger while the field undergoes
professionalization to increase the quality of the service
delivered and to gain respect from society. Part and parcel of this
push towards professionalization are the efforts made to prepare
budding early childhood educators when they enter the field.
At the George Brown College School of Early Childhood, students
are not only taught child development theories but are given the
venue to apply this valuable learning in practice. The two-year
diploma program, for example, is designed to provide students
with seven weeks of academic classes followed by seven weeks
of placement in every semester. Through these placements,
students are immersed in the field where they work directly with
staff and families. A placement at a child care setting allows the
student to document observations and plan and implement
activities for a specific age group.
While these types of placements provide students with a
practical foundation for employment in a child care setting or in
the school boards, the college also offers alternate placements
in different areas of early learning and child care. One of these
is advocacy. Through partnership with the Ontario Coalition
for Better Child Care (OCBCC), the college broadens the
opportunities for students’ learning in the field.
The Ontario Coalition for Better Child Care is a non-profit
organization that advocates for universal, high-quality and
affordable early learning and child care in the province. It
creates initiatives and campaigns that strive to educate and
raise awareness among the citizenry and the policy-makers on
the significance of child care. This is key in pushing for a national
and high-quality child care program that people, regardless of
socioeconomic background, can readily access.
My name is Jhayvee Tampol and this is a reflection on my
experience as an intern at the OCBCC for my third placement.
Beyond the Classroom: Child Care and Society
In order to better understand and appreciate the role that early
learning and child care plays in our society, one has to view it
from various lenses, different from the image of a person feeding
a child and changing diapers. It is part of the political, economic
and social core of our society.
Child care is a political issue. The government is serving a
population that depends on child care in order to secure
employment, support educational goals and provide balance
in the family. As such, it deserves its own place on the national,
provincial and municipal agendas.
My placement at the OCBCC allowed me to take part in the I
Depend on Child Care Campaign. The campaign was launched
to coincide with the 2014
Municipal and School
Board Elections. It was
geared towards educating
the candidates about the
importance of child care and
the key role that an elected
official has in pushing for
reforms and progress in this
sector.
The campaign ran its course
at an opportune time when
hopeful politicians were
scrambling to build their reputation and secure the support of
their constituents. However, the authenticity of the candidates’
support can only be realized after the election when elected
officials devote time and attention to formulating effective
policies on child care.
Child care is also an economic issue. Literature such as TD
Economics’ Special Report (2012) proves the long-lasting
impacts of early childhood education on the economic
prosperity of a country. In the long term, investing in quality
early learning and care can reap benefits for a country by raising
a healthy generation of new leaders. Child care also means a
vibrant workforce with active participation from all genders that
constitute a family.
And very importantly, child care is a social issue that binds
together different sectors of society. It does not mean that if you
do not have a child, you are not part of the child care community.
Child care allows for a stronger workforce, quality of family life
and an educated and healthy population. Everyone in their own
small way can work on ensuring that child care is a priority on the
government’s agenda and investments are made and supported
in this field.
Working with the OCBCC has informed me about these different
facets of child care and has made me realize how child care is an
increasingly vital lifeline in today’s society. I have learned that
child care is more than diaper changes and facilitating arts and
games; it is a larger force that sits in the core of a healthy society.
It is something worth advocating for and an issue that should
never be allowed to go by the wayside.
Thus, an early childhood educator’s knowledge should not be
confined to the quality of the service delivered but also to the
process through which the service of child care is delivered.
eceLINK - Spring ‘15 27

Advocacy in Action
A typical image of an advocate shows a person out on the
street, holding a banner and chanting a call to action. However,
advocacy translates into many forms. At the OCBCC, my student
partner and I were able to attend two District Child Care Advisory
(DCCA) meetings and the Early Learning Committee (ELC). In
these meetings, I witnessed the power of dialogue in clarifying
issues such as the funding options for child care centres, as
well as addressing specific concerns and coming up with viable
solutions.
It was great to see Jane Mercer from the Toronto Coalition for
Better Child Care (TCBCC) speak among the sea of attendees and
spark a meaningful discussion about child care issues. She asked
critical questions backed up with research and evidence.
My student partner and I also had the opportunity to work the
OCBCC table during the leadership fair at George Brown College.
We talked to our fellow students about the nature of OCBCC’s
advocacy and its campaign, focussing on the importance of
voting. We also submitted a question for the Municipal Election
Town Hall debate organized by George Brown College. The
event featured Toronto’s mayoral candidates. Our question
was selected and I was able to personally ask the question to
candidates John Tory, Olivia Chow and Doug Ford.
All of these experiences taught us that there is a plethora of
advocacy channels that can be utilized to forward a cause.
Advocacy: Behind-the-Scenes
The office of the OCBCC is a hub of ideas where people
brainstorm and engage in organizational tasks. These tasks are
part of turning ideas into plans and later into action. My student
partner and I diligently sorted through campaign materials and
mailed them to various child care centres and candidates. We
corresponded with these people through e-mail and we ensured
that we followed up with them.
Internal and external communication are paramount in a
campaign. The people that I worked with in the organization
not only served as role models but also created a stimulating
atmosphere. The structure of the organization required a
division of roles in order for everyone to successfully function at
their best productivity.
Mailing packages, e-mailing and data organization may all seem
as plain administrative work from afar. But one has to look closely
to appreciate the value of these efforts in the organization’s
cause. They require time and patience and they help one develop
an eye for accuracy. Truly, little tasks matter for a bigger cause.
Through dialogue within the organization, we came up with a
forum on child care that catered to the George Brown College
community. The OCBCC, along with the partner organizations,
worked on the content of the program and planned for the
logistics of the event. It was a success as the audience got a
deeper understanding of the current state of child care in the
province.
Advocacy and Technology
The landscape of advocacy has truly changed. Strategies
have been developed to make use of the capabilities of
eceLINK - Spring ‘15 28
technology. For its I Depend on Child Care Campaign, OCBCC used
NationBuilder, an online platform that proved helpful in reaching
out to candidates to get their support for licenced child care. It
is an effective tool to communicate with prospective supporters
and volunteers by providing a means to connect with them and
organize data. I was assigned to updating the NationBuilder
“back end” database once a candidate signed the pledge to
express support for child care. From this, I saw the list grow from
40 to almost 300.
I also took responsibility for the organization’s Twitter account.
Social media is a powerful channel for advocacy as it provides
immediacy and interactivity.
Advocacy and Collaboration
The OCBCC is not only physically sharing the office with the
Association of Early Childhood Educators Ontario (AECEO) and
the Toronto Coalition for Better Child Care (TCBCC) it exists in
collaboration with these two organizations whose missions all
revolve around child care and early childhood educators.
During my placement, my student partner and I also toured the
office of the Child Care Resource and Research Unit (CRRU). We
had the chance to talk to child care researchers whose work is
essential in providing a framework for policy and legislation.
Growth and Challenges
I have to admit that it was a challenge for me when I began
working with the OCBCC. I thought that to be fully successful
in this placement, I need to have a solid understanding of the
various child care issues in Canada let alone the political system
that it operates within. Being an international student from
the Philippines, this is not something that you learn overnight.
Coming from a country where child care is not as structured
as it is in Canada, I first struggled to grasp the entirety of child
care as a political, economic and social issue. In the Philippines,
the demand for child care is usually met through the support
of extended family members such as grandparents and through
the hiring of personal nannies.
I dealt with all the challenges by creating achievable goals and
striving every day to reach them. I also maintained a positive
working attitude through strategies like creating a routine
and setting out daily goals. This helped me direct my focus to
my work. And also, I worked on improving my communication
skills and using the skills that I already have such as my eye for
accuracy and organization in order to contribute to the work of
the organization.
This placement is what I call my own socio-political history class
on child care. Throughout the seven weeks of working with the
OCBCC, I saw the bigger picture that constitutes child care. It is
not all about the science but also the reality of how it is valued
in a society as a measure of good political judgment, economic
viability and social cohesion.
As such, I think that it is greatly beneficial for early childhood
education students to undertake placements in advocacy groups
as it helps them gain a broader understanding of the field.

NEW MEMBERS & RECENT DONORS
The AECEO welcomes our newest members
Adriana Reffo
Akiela Mcleod
Akira Ilmira Eusebio
Alesha Rahmaan
Alexandra Morrison
Alexis Balkos
Ali Mackinlay
Alicia Bhikam
Alicia St.Germain
Alina Ivanchenko
Almas Jabeen
Alyssa Penner
Amanda Brunette
Amanda Cruz
Amanda Persaud
Amanda Pratola
Amber Evoy
Amber Holmes
Amena Gowher
Amina Chowdhury
Ammara Syeda
Amna Ahmed
Amparo Rocha
Anakay Thompson
Andrea Orcsik
Anjana Harigovind
Annelieke Hogenbirk
Annette Heath
Ann-Marie John
Ashley Khan
Ashley Navalta
Ashley Sabooni
Ashley Solis
Ashmini Roopnarine
Athena Panagiotidis
Banusa Mahalingam
Barbara Appiah
Benette Serafico
Bo Zhou
Bonnie Smith
Breanna Ashford
Brianna Adams-Chin
Brikti Fesseha
Britni Pizzi
Caley Drake
Candice Menzies
Carissa DeLara
Carla Grupiljonas
Carrie-Lynne Glason
Carron Bondswell
Cassandra Stapley
Chanmattie Singh
Chantal Morris
Chantelle Hamilton
Charmaine Cruz
Chenise McCollin
Cheong Lo Lee
Cheryl De Slegte
Chijioke Maduakor
Christina Shamshuddin
Claire Johnson
Clarissa Ferreira
Corinna Mitchell
Corolin Santhana
Corrine Romme
Courtney Spaxman
Cristina Castro
Dan Sha
Danielle Jean
Davene Dick
Dayana Basgaran
Deborah Nkebakwu
Diana Fajardo
Dimpal Patel
Donna Kotsopoulos
Dora Joo
Edward Tolin
Eleni Maltezos
Elizabeth Babooram
Elizabeth Malik
Elizabeth Power
Elnaz Vafaei
Erika Wen
Esperance Wutawaku
Eunjeong Lee
Eva Keenan
Evangelia Douros
Fahim Rigi
Farzana Jagnandan
Feliza Fanto
Fenyvesi Laura
Fotoula Dimaras
Gail Hunter
Geeta Mohabir
Georgia Zisis
Ghana Irfan
Ghazala Bilqees
Gisele Bibi
Glenda Alexander
Hafsa Mahida
Haiying Zhou
Han Ye
Hannah Belleza
Harpreet Sarna
Hayley Johnstone
Heather McDermott
Hee Sook Park
Helen Uzum
Hemlata Persaud
Hoda Farhat
Huishu Liang
Hye Ji Kim
Hyo-Jin An
Ibtasam Fatima
Ioulia Bharati-Morozenko
Irene Antonoglou
Iris Schrage
Iris Zhu
Janani Mohanraj
Jennifer Chaiet
Jennifer Copping
Jennifer Mak
Jennifer Pritchard
Jennifer Roberts
Jenny Deangkinay
Jessica Santaguida
Jessie Taylor
Jiabao Jiang
Jihyun Jo
Jing Wang
Jing Yao
Jing Jing Xie
Jinyoung Park
Joanna Vystavil
Jocelyn Jagolino
Joey Mazenes
Johanna Torres
Juan Dominguez
Julianne Marie Torio
Julie-Ann Maki
Kailey Hyrchuk
Kali Kan
Kamini Peiris
Karmokar Shipra
Katelyne Gowanlock
Katherine Johnston
Kathleen Gonsalves
Kathleen Lush
Kathlene Navalta
Kathryn Bernst
Kathy Tran
Kayla Windigo
Kendra Parkhill
Kendra Pierce
Kenji Matsuura
Keren Argueta
Khairunissa Khairunissa
Khatija Zainab
Kimberly Henry
Kira Mandl
Kiran Birdi
Krista Duquette
eceLINK - Spring ‘15 29

NEW MEMBERS & RECENT DONORS
The AECEO welcomes our newest members
Krista Shaw
Kristin Laguer
Krystal Da Silva
Krystal Worrell
Kumudini De Silva
Lan Bai
Lasheka Packkiyarajah
Laura Forneri
Lauren Eby
Laurie Dennison
Layma Pukshmite
Lena Manicone
Liang Lu
Lindsay Manansala
Lisa Tucci
Liwei Sun
Loren Cuenco
Luanne Watt
Luxana Ravinathan
Luxin Li
Madison MacDonald
Madison McBain
Magdalena Pater
Malisa Punit
Margaret Ann Noel
Maria Giuliano
Maria Gul
Maria Iankova
Maria Andrea Aguirre
Melissa Forde
Mellisa Gan
Mengqin Li
Mengshi Ding
Michelle Albina
Mihyun Kim
Mikalia Jarrett
Minseo No
Monica Menard
Munira Islam
Nadya Sigdeo
Nagwa Khalil
Natalie Halushenski
Nazia Masood
Nazima Mogra
Nazish Faheem
Nazmun Nahar
Nicola Maguire
Nicole Kadiebwe
Nicole Panageas
Nicole Travas
Nida Bhatti
Nila Avancena
Nishani Liyanaarachchi
Nusrat Majeed
Pao Ling Yvonne Lin
Paraskevi Dimaras
Patricia Euraj
Patricia Pappini
Paula Marsh
Pei Yi Peng
Qian Hu
Qian Ting (Jenny) Wu
Qianqian Dai
Qingle Shen
Rabeya Basri
Rhonda Smith
Richelle Pangindian
Rizell Salalila
Ronak Atefi
Rosemarie Richards
Roshani Baddeliyanage
Sabrina Lucente
Sadia Hanif
Said Hussain Ahmadzada
Samantha Callam
Samantha Torres
Samantha Wong
Sameera Khan
Samriti Greedharry
Sandra Kinder
Sandra MacGregor
Sara Empey
Sara Gerber
Sarah Amongin
Sarah Lalonde
Sarah MacVicar
Sarah Swamy
SaraRocio Raeesi-Gujani
Savitri Sinanan
Seongsil Jeong
Shabnam Ahmad
Shahina Akhter
Shajeeah Bayat
Shaniqua Ashman
Sharmila Mendoza
Sharon Trinh
Shazia Tubesam
Shelby Rea
Shipan Roni
Shyann May
Simmi Dhillon
Sivatharshini Kaneshathasan
Skyler Cadeau
Sofiya Patel
Sohana Amin
Sola Won
Somayeh Iranshenas
Sophia Adamaley
Sophia Phillips
Staci Richards
Stephanie Jones
Susette De Jose
Syvil Williams
Szilvia Gabnai
Taahira Hamid
Taifa Jubayer
Talita Peters
Tamara Blaney
Tammie Hill
Thuvaraga Selvarajan
Tina Naghdi
Tonglin Fu
Tylar Cawston
Tylin Lee
Uthayakumari Posarajah
Uzma Limbada
Uzma Nadeem
Uzma Sheikh
Victoria Caulfield
Viola Nogra
Xiao Ying Chen
Xiaojing Chen
Xueru Zhong
Yaldalie Chatelain
Yasmin Abubakar
Yasmine Barrage
Ye Rang Oh
Yomattie Boodhoo
Youngim Ahn
Yue Wang
Yun Jung Chae
Yuzhen Liang
Zahra Ghoudjehbikloo
Zuwena Abeid
Thank You to our Recent Donors...
Your support makes great things possible:
Andrade De D’Imperio, Magdalin
Baetens, Dawn
Bilqees, Ghazala
Carlson, Lynn
de Souza, Erica
Fesseha, Brikti
Fortney, Jill
Fotherby, Cheryl
Gordon, Doreen
Lopez, Redelma
Macdonald, Lyndsay
Weygandt, Gale
eceLINK - Spring ‘15 30

PATHWAYS
DIPLOMA-TO-DEGREE
In as little as two years you can turn your college credits
into a university degree. Learn more at uoit.ca/pathways.
BACHELOR OF ARTS (HONOURS) IN EDUCATIONAL STUDIES
AND DIGITAL TECHNOLOGY
SPECIALIZATION IN EARLY CHILDHOOD STUDIES
Pursue your degree and take courses such as:
• Developing Inclusive Learning Environments
• Developing Literacy
• Developing Numeracy
• Holistic Learning in Early Childhood
This program is offered entirely online, allowing for increased flexibility and an
anyplace, anytime learning culture.
2000 Simcoe Street North
Oshawa, Ontario L1H 7K4
Canada
905.721.3190
admissions@uoit.ca
©UOIT 2015. UNIVERSITY OF ONTARIO INSTITUTE OF TECHNOLOGY and Design is an Official Mark of the University of Ontario Institute of
Technology and is protected under Section 9 of the Trade-marks Act. D3940

Make your Continuous Professional
Learning Portfolio the best it can be!
Looking for additional opportunities that will support your
continuous professional learning journey and help you to
create an outstanding portfolio?
Want to get a head start on documenting your required
professional learning as a member of the College of ECE?
Find out how to develop a first-rate professional portfolio; what you should include
and why, and how to best reflect your practice and learning. The AECEO’s online
resources, Module 1-Professionalism and Portfolio Development; and Module
2-Professional E-Portfolio Development will help you with this important step in
your career as a Registered Early Childhood Educator.
Grow two trees with one seed!
These modules are not only
outstanding professional develop
ment resources on their own
they can also be used toward
becoming AECEO Certified.
The AECEO Certification
process supports reflective
practice, improves professional
skills, and reinforces the values
and beliefs that led RECEs to
this work. It enables RECEs to
demonstrate that they remain
current, can respond to personal
and professional challenges, and
continue to learn.
Association of Early Childhood Educators Ontario:
For more information about the AECEO Certification Process or to register
for the modules visit: www.aeceo.ca.