Pedagogical Values and Commitments
At the Seneca ECE Lab School we co-create and live within strong pedagogical values and commitments that while grounded in a solid foundation, are also fluid, evolving and change as we respond to our context in today’s world and the worlds of tomorrow.
- We are committed to and value working towards and with the calls to actions of the TRC (Truth and Reconciliation Commission of Canada)
- We are committed to and value the creation of diverse and inclusive spaces
- We are committed to and value responsive relationships at the core of all do. This connects to our Image of the Child, Educator, Family, Environment and the More-Than-Human World.
- We are committed to and value a strong Image of the Child as a person with rights
- We are committed to and value a strong Image of the Educator as a Co-Learner and Researcher
- We are committed to and value a strong Image of the Family as a Collaborator in our Community
- We are committed to and value a strong Image of the Environment as a Third Teacher
- We are committed to and value Pedagogical Documentation as a place and process for noticing, researching, storytelling, sharing and reflective practice.
- We are committed to and value our role in Mentorship and Support for ECE Students in collaboration with Faculty.
- We are committed to and value collaborative partnerships in research and professional development, based in reciprocity with the larger ECE community throughout Ontario, Canada and the World.
Commitments to the TRC
We acknowledge and recognize the land on which the Lab School is built as the traditional territories of the Mississaugas of the New Credit First Nation and that we are guests upon this land. We work to uphold our shared obligation to protect the land in the spirit of peace, friendship and respect.
In relationship with the FirstPeoples@Seneca, children, educators, students and families are introduced the teachings of Indigenous Cultures through trips to the Odeyto and participating in various traditional ceremonies and teachings.
Inclusion and Diversity
At the Seneca ECE Lab School we take an anti-bias approach to creating inclusive spaces. An anti-bias approach is an active/activist approach to challenging prejudice, stereotyping, bias and the “isms”. Educators openly acknowledge differences, model and provide information about people (past and present) who have worked to change unfair rules or practices. This approach is especially important for children and families of color, indigenous communities and those belonging to the LGBTQ+ community or any minority because it validates their lives and experiences.
The anti-bias environment provides opportunities for exploring identities including but not limited to gender, age, cultural backgrounds, language or dialect spoken, race, sexual orientation, marital status, family status or disabilities.
Responsive Relationships
The Lab School is committed to building, facilitating and encouraging healthy, positive and responsive relationships within our community. This includes children, employees/educators, families, student teachers, faculty, outside agencies and professional communities of practice. We believe that these relationships begin with respect and communication. Each person at the ECE Lab School is valued and considered part of the community. Educators commit to developing a relationship with each child and to understand each child’s unique way of expressing, communicating and learning. We value and actively take part in building relationships through ongoing communication. We believe in the value of listening to the hundred languages of children.
Image of the Child
We hold a strong image of the child; rich, capable and full of potential. The Seneca ECE Lab School honors the holistic development of each child; creating a foundation where children are citizens and always in relation with others, materials, the environment and the land. Educators support discussion, guide and encourage children to listen to other’s verbal and non-verbal language and expression, to approach others with care, concern and empathy. This pedagogical practice of being with and in relation with others fosters various forms of engagement, expression, well-being and belonging. Children prove to be resourceful, creative, competent and true problem solvers. They are natural explorers, inquisitive; and through play, exploration and relationships learn and live well together.
Building on the foundations, we see children as citizens with rights, sharing power to express their own ideas and desires. They are free to express themselves through all of their hundred languages. We believe in children’s capabilities and in their power to guide the learning process.
Image of the Educator
We hold a strong image of the educator, rich, capable, full of potential, a co-learner, and guide with others. Our image of the educator moves away from a traditional role of information provider, expert or rule keeper to one of co-creator/learner/researcher with children.
The educator is a researcher alongside others. More than a facilitator, Educators listen in a hundred ways and many ways respond in a hundred , hundred more. Embracing a passion of lifelong learning, we engage in daily self- reflective practice alone and with others.
“Children are most likely to engage in long, complex episodes of play and demonstrate interest in learning when educators value their ideas and contributions to the curriculum. Children’s engagement and learning are enhanced when educators are co-learners” (HDLH .p37).
Part of the educator’s role is to co-create the conditions for an environment cohesive to learning and living well together. Working with children in a mutual respectful way as partners, co-creators and supporting children in their interest; a process of discovery, inquiry and learning, for all. Reflecting on children as co-citizens, enables us to broaden our understanding of our relationship with them.
Image of the Family
We hold a strong image of the family as a contributing member of our community; the first and most important educator of the child. Strong, rich, capable and full of potential. A co-learner and partner, sharing in the process and journey of learning. Families offer knowledge and a unique perspective of their child. We embrace working collaboratively with and supporting families.
“Fostering good relationships with children and their families is the single most important priority for educators in early year’s programs” (HDLH, P.24.)
Our community would not be complete if families did not share a sense of belonging. As a community, we continuously try to develop authentic relationships with the families, generate common goals and rejoice in their children and their achievements.
Educators encourage families’ presence, participation and engagement within the classroom through many modes. Sharing the strength of each individual family guides all facets of the program and encourages engagement.
Environment as the Third Teacher
We view the environment as rich and full of potential with clear choices as a reflection of our values. This is relevant in both our indoor and outdoor learning environments; one not more important than the other.
Educators design and organize these environments with the view of these spaces as the third teacher. We believe space speaks, and the care and purposefulness we place on creating an authentic and beautiful space in the classroom silently conveys the message that this is an important and meaningful place to people who encounter it. However, the environment is more than just beautiful aesthetics; it is an expression of our philosophical and pedagogical choices and values.
We are committed to creating spaces based in being in relation to the world around us. We place a focus on building relationship with materials, space, time each other and the more-than-human beings in our world. Connecting with the natural world, of which we are a part, is embedded throughout our environments both indoors and outdoors, seeking to cultivate relationships between all beings based in care, empathy and love.
Pedagogical Documentation
Rich pedagogical documentation is created and displayed eloquently, giving thought to the audience. We believe in the power of Pedagogical documentation as a place for educators to engage in reflective practice as well as to reflect on children’s learning which supports future curriculum development. Through the process of creating this documentation and the reflection process, our views, pedagogy and core foundations grow and change. This then becomes reflected in our program statement as it evolves and changes along with us on this journey of discovery.
Student Mentorship
The educators in the ECE Lab School mentor ECE students completing their field placement practicums. We strive to make students feel welcome and part of the team, developing a personal connection, while challenging them to explore other perspectives.
The College of Early Childhood Educators (CECE) defines mentorship as:
“A reciprocal relationships-based and process oriented professional learning experience between two individuals (a mentor and a mentee) in the early learning and care sector. The purpose of the relationship is to learn and improve professional practice through reflective practice, self-directed learning and collaboration.”
In this role, we translate and share our philosophy, values and beliefs to engage and pose more critical thinking in the students. We help to build their understanding of theory and how this translates to practice. Educators include students in pedagogical documentation in order to inspire a love for teaching and learning and appreciate the values of being a part of an early learning team.
Partnerships in Research and Professional Development
The ECE Lab School is established as a leader in the field and has demonstrated an on-going commitment to extending professional learning opportunities to the larger early childhood education community. We have inspired and propelled others to move forward in supporting the emergence of the evolution of their own pedagogical thinking and practices. The ECE Lab School has been established as a community consultant in helping to strengthen the philosophical values at various early learning centers as they seek to explore change and move towards a play based, emergent curriculum and holistic model.
The ECE Lab School values its relationships with other educators both locally and internationally. We are committed to establishing communities of practice to further promote growth, learning and a sense of community both locally and online. Our commitment to professional learning and growth is further demonstrated in various vast and varied social media connections. On-line communities such as: Pinterest, Instagram, Twitter and Facebook act to support and engage with the larger international community and serve as a means for connecting, inspiring and sharing in learning.