Since 2017 eceLINK has published peer reviewed articles, these articles offer a variety of ideas that can be explored individually, by program staff and communities of practice, and by students in post-secondary early childhood education classrooms.
All published eceLINK articles in the peer reviewed collection have undergone blinded (without author information) peer reviews. Each article, authored through a collaboration between academics/researchers and early childhood educators, is firmly grounded in the everyday practice of early childhood education and care. The articles, therefore, have the potential to transform thinking and practices through critical reflection and dialogue .
The eceLINK Peer Reviewed Collection will be featured in both Spring and Fall issues. Calls for articles will be made well in advance of publication. If you have any questions about the submission process, please contact the provincial office at [email protected] - 416-487-3157 x 27
It's YOUR membership and support that allows us to produce the eceLINK and make this content available. If you've found these articles useful, we hope you'll consider joining us as an AECEO Member!
Find our current call for articles HERE
2021
![]() |
Outdoor Learning and Experiences as a Way Forward During the COVID-19 Pandemic and Beyond Kimberly Squires, Tricia van Rhijn, Debra Harwood, and Megan Coghill Abstract: This article examines how the inclusion of outdoor learning can provide early childhood education and care (ECEC) a way forward during the COVID-19 pandemic and beyond. The pandemic has significantly impacted ECEC programs and, although it is not a new concept, outdoor learning provides opportunities to mitigate negative impacts of pandemic-related restrictions for children and educators. Practice-based examples from an early learning setting are provided to highlight some of these opportunities. Some of the challenges and limitations of outdoor learning and experiences are also discussed, and a resource list to support programs to begin embracing outdoor learning is provided. Keywords: COVID-19, early childhood education and care, early years pedagogy, outdoor environments, outdoor learning |
Leading Post-pandemic Organizational Change in Early Childhood Education: How Self-Awareness as a Leader and Distributed Leadership are Foundational to the Change Process Heather Beaudin Abstract: The changes required to work through the COVID-19 pandemic have prompted the ECE community to consider new ways of thinking about how formal and informal leaders and early childhood educators work together through small and large organizational change. Complex changes have occurred throughout the pandemic, requiring leaders to think more deeply about how they plan for and execute organizational change. The aim of this article is to initiate dialogue around factors that must be considered post-pandemic in order to lead sustainable change in early years settings. Specifically, emergent ways of thinking about how change is led in early years education through both self-reflection on the part of leaders and a culture of distributed leadership are explored. Keywords: change, COVID-19, distributed leadership, early childhood education, leadership |
|
![]() |
An Outcome Evaluation of a Professional Development Opportunity Focusing on Sexuality Education for Early Learning Professionals Alice Simone Balter, Deborah Gores, Tricia van Rhijn, Jennifer Katz, Irene Kassies, Mary Gleason, Janelle Joseph Abstract: This outcome evaluation assesses the impact of a one-day professional development opportunity in sexuality education for early learning professionals. A non-experimental pre-test/post-test research design evaluated the experiences of 28 participants. Thematic analysis and paired samples t-tests analyzed the perceived impacts and differences between pre- and post-test assessments. Positive changes were demonstrated in participants’ (a) perceptions of their daily practice, specifically increases in knowledge, comfort, and confidence in answering children’s questions about sexuality, and increased communication between staff and parents; and (b) preparedness to address sexuality in early learning settings. Recommendations for practice aim to increase professional capacity and provide the necessary support for early learning professionals. Keywords: child development, early childhood education, early learning, professional development, program evaluation, public health, sexuality education |
ECE’s Early Experiences in Full-Day Kindergarten: “They just weren’t ready for us!” Rose Walton Abstract: Full-day kindergarten in Ontario is built on a legislated partnership between Registered Early Childhood Educators (RECEs) and kindergarten teachers governed by the Ontario College of Teachers (OCT). These partners share professional space in local schools and have a duty to cooperate. A narrative case study used open-ended, semi-structured questions to learn how RECE participants’ experience daily events within this partnership. Three RECE participants, who identified as female, were employed by three different district school boards. Employing positioning theory (Harre & van Langenhove, 1999) and a thematic and plot analysis of RECE storied daily practices (Creswell, 2009), this paper provides a deeper understanding of how RECEs position themselves within the partnership. Four broad themes emerged: communication barriers between partners, marginalized status within the school hierarchy, differential valuing of roles and responsibilities of the partners, and limited RECE professional learning opportunities. An examination of full-day kindergarten 10 years later suggests RECEs continue to experience systemic and structural inequities due to policies, roles and responsibilities, hierarchies, and professional inequities in the full-day kindergarten partnership. Keywords: hierarchy, inter-professional, kindergarten, legislation, marginalization, policy, Registered Early Childhood Educator, teacher, roles, responsibilities |
|
How Early Years Professionals Can Inform an Early Years Policy Framework Prototype Céline Bourbonnais-MacDonald, Tabatha Anderson, Veronica Clough, Haille Ifabumuyi, and Amy Williams Abstract: This study outlines the first phase of a co-design approach to construct an Early Years policy framework prototype by focusing on the perspective of Early Years professionals in the London–Middlesex area. Previous information was collected from parents/caregivers and child care providers; this study adds the voice of the Early Years professional. Empowering key stakeholders, including Early Years professionals, in the co-design of a policy provides the opportunity for those most impacted by the policy to provide insights beyond consultations. The impact of the COVID-19 pandemic has demonstrated an urgent need for an Early Years policy framework that includes the perspectives of various stakeholders directly impacted by child care. Keywords: Early Years policy framework, Early Years policy design, human-centred policy design, policy co-design |
2020
2019
2018
2017