The Leadership Journey in the Spirit of Indigenous Early Childhood Educators in Remote Northern First Nations Communities

Abstract:

This article examines Indigenous approaches to health and treatment in order to critique the current early intervention system for children with disabilities. Seeing disability as a social construct, this article suggests that disability as defined within the early intervention system is based on Eurocentric ideals that pathologize Indigenous ways of being. From this conceptualization, this article will illustrate the gaps within the current early childhood support service systems and offer suggestions for developing culturally appropriate support services for Indigenous children with disabilities.

Keywords:

Indigenous educators, early childhood programs, leadership, Wildfire Circle, professional development

“Good-bye Mr. Raccoon, we’ll miss you!” Supporting children’s explorations of life and death in a forest

Abstract:

As educators following and supporting children’s emerging inquiries within a forest school model, we question each day the dynamism and fluidity required as we pedagogically respond to the needs of the learning/playing child within the messy, mixed-up, co-existent, multi-species context of the woods. We reflect as professionals constantly and intensely, particularly when ‘big questions’ emerge like those we encountered upon discovering a dead raccoon in the forest. How do we negotiate complex and ethical issues with children such as life, death, or our place in this world? What are the possibilities and complexities of pursuing a collective and emerging inquiry like the ‘dead raccoon’?

Keywords:

Forest schools, collective-emergent pedagogies, death as a sensitive topic

(Re)Imagining and (Re)Engaging in Relational Encounters: Communities of Practice for (Re)Vitalizing Pedagogies

Abstract:

This article provides an example of pedagogical collaboration among educators, children, families, materials and places. Drawing on moments of practice from the Investigating Quality (IQ) Project we share several dollchild encounters as provocations for (re)imagining and (re)engaging with pedagogy as essential, lively, ethicopolitical, and more-than-human relational encounters. We begin with an overview of the ethos that guide this model, followed by an analysis of thinking-with dolls that experiments with the potential of this model in supporting educators to collaborate, risk, grow, question, and (re)vitalize pedagogies. We conclude with some considerations about this approach as an act of social justice.

Keywords:

Pedagogical development, communities of practice, critically reflective practice, dolls, post-qualitative research

Budget 2026: Ontario still isn’t paying its fair share for child care

Response from the Ontario Coalition for Better Child Care and the Association of Early Childhood Educators Ontario to Ontario’s 2026 Budget

The 2026 Ontario budget shows that the Ford government still doesn’t understand the value of early learning and child care to Ontario’s economy. Ontario families, communities, the economy – and the provincial government – are benefiting from federal investment in the Canada-Wide Early Learning and Child Care (CWELCC) system. But Ontario’s recent budget shows that the province still won’t pay its fair share. While child care remains within provincial jurisdiction, federal investments are now footing the majority of the bill. The Ontario government should boost its contribution by at least $500 million to match federal investments. Click here to read our response in full.

My Learning Experience with the AECEO

Placement student Mariya Tymtsyurak shares a reflection on her experience at the AECEO. Mariya attended placement during the winter semester of 2026 and contributed to the focus groups for the Listening & Storytelling Community Research project.

2026 MPP Meeting Toolkit

A guide to contacting elective representatives & advocating for child care.