RESOURCES USED IN PRACTICE

CCEYA

The Child Care and Early Years Act (CCEYA, 2014) is the foundational legislation that governs licensed child care in Ontario. Although it is not a “pedagogy,” it directly shapes the pedagogical decisions, professional responsibilities, and daily practices of Early Childhood Educators. In my professional work, I use the CCEYA as a guiding framework to ensure that my interactions, environments, and curriculum decisions uphold children’s rights, safety, well‑being, and developmental needs.

I use the CCEYA to ensure that the environment I create for children is safe, healthy, and developmentally supportive. This includes maintaining proper supervision at all times, following sanitary routines, upholding allergy and nutrition requirements, and ensuring that the physical space is free of hazards. I also rely on the CCEYA to maintain required ratios and group sizes, which helps me provide consistent, responsive care and prevents unsafe situations during transitions or busy periods. The Act also reinforces my responsibility to uphold children’s rights, dignity, and inclusion. In practice, this means using positive guidance strategies, respecting each child’s identity and culture, and ensuring equitable access to materials and experiences. Because the CCEYA mandates the use of How Does Learning Happen? (HDLH) as the provincial pedagogical framework, I integrate the four foundations—Belonging, Well‑Being, Engagement, and Expression—into my curriculum planning and interactions with children. The CCEYA also shapes my professional responsibilities, such as completing accurate documentation, incident reports, attendance records, and medication forms. It guides how I communicate with families by ensuring transparency, respect, and professionalism. 

HOW DOES LEARNING HAPPEN

How Does Learning Happen? (HDLH?) guides the pedagogical decisions I make every day as an Early Childhood Educator. I use this document as a professional compass to ensure that my practice is grounded in relationships, responsive caregiving, and meaningful, play‑based learning. HDLH’s four foundations—Belonging, Well‑Being, Engagement, and Expression—shape how I design environments, interact with children, and plan curriculum experiences. In my work, I intentionally create a sense of Belonging by building warm, trusting relationships and ensuring that every child feels seen, valued, and included. I support Well‑Being by promoting emotional security, healthy routines, and safe, predictable environments where children can explore confidently. I foster Engagement by observing children closely, following their interests, and offering open‑ended materials that invite curiosity, problem‑solving, and deep involvement in play. I encourage Expression by providing multiple ways for children to communicate their ideas—through language, movement, art, sensory exploration, and interactions with others. HDLH also guides my reflective practice, prompting me to think critically about my biases, decisions, and the impact of my actions on children and families. 

Ontario Ministry of Education, 2017

PLAY-BASED LEARNING

I have chosen to include the Play-Based Learning approach in my portfolio because it is central to my belief that young children learn best through active, meaningful, and enjoyable experiences. This approach aligns with my teaching philosophy that children are capable, curious learners who develop skills and understanding through hands-on exploration, social interaction, and imaginative play. In my practice, I intentionally design play-based environments such as dramatic play centres and outdoor inquiry spaces that encourage children to explore, experiment, and express their ideas freely. For example, through community helper role play or nature exploration with loose parts, children are able to develop language, fine motor skills, problem-solving abilities, and social-emotional understanding in a natural and engaging way. Play-based learning also allows me, as an educator, to take on the role of co-learner, where I observe, listen, and extend children’s thinking through open-ended questions and responsive interactions rather than directing their learning.

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