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Havergal College Early Learning Team

Laura Logaridis, MT, OCT, Leslie Siegrist-Hood, MT, Grad. Dip. ECE, OCT, and Katie Tranter, MEd, OCT are members of the Havergal College Early Learning Team. They are a truly artistic and dynamic group of educators with a wide range of understandings of creativity that they reveal in their elegant blog, Playfully Inspired: A Journey Through Early Learning. Laura loves music, photography and story-telling, Leslie enjoys watercolors, creative movement, singing and playing with beautiful stuff, and Katie sketches, writes, and enjoys cooking! This trio comes together in their work as though they are playing instruments in an ensemble interpreting a beautiful piece of music. Each enhances the work of the other and it is delightful to watch and listen to the ways they value individuality as contributing to the eclectic whole both among themselves and among the children in their care. They work together at Havergal Collegein Toronto and share their teaching experiences through their blog, workshops, classroom visitation days, articles and presentations. They also demonstrate generosity of spirit in their approachability and everyday sharing with educators. I came to know this group via Leslie when she attended the Ontario Reggio Association/York University monthly Pedagogical Documentation Study Groups on Saturday mornings […]
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Danette Dickinson, B.Mus., B.Mus.Ed., ARCT, OCT

Danette Dickinson is a classical pianist. She came to love music as a child, through her interest in and study of piano. She studied piano performance and music education at Memorial University and is now a primary and junior music specialist atThe Bishop Strachan School for classroom, choral and instrumental programs. She is also studying toward a Master of Education degree in Language, Culture and Teaching at York University. I was first introduced to Danette's work with pedagogical documentation in a presentation at Charles Sturt University in Burlington. She and her colleague Susan Hislop spoke about an article that they had written, "The Way the Words Go: An Emergent Approach to Music Curriculum" where they told of their collaborative relationship as they studied and responded to the Grade 1 children's translations of musical and mathematical understandings in graphic and other languages over the course of several months. Danette's music background and Susan's mathematics background were highly complimentary in this study. They found the children to be using both music and mathematics to alternatively energize and lead their explorations and understandings. Photo by Danette Dickinson Danette's perspective of the children's transmediations between materials was very interesting. In particular, she shared the […]
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Lana O’Reilly, MEd, OCT

Lana O’Reilly is a visual artist. She is also a Full-Day Kindergarten teacher with the Toronto District School Board. It is always a pleasure to meet with Lana at all things early learning including: pedagogical documentation sessions, presentations and courses. She generously shares her documentation experiences in videos and publications with educators throughout Ontario. One sample of Lana’s documentation is published in, The Unscripted Classroom: Emergent Curriculum in Action, by Susan Stacey. In this experience Lana reveals a child’s interest in dinosaur skeletons. Her documentation is shaped in the form of conversations that she had with this child in her class over a period of time. The child’s interest was noticed in his engagement with a book and is sustained through his interactions with Lana. It is interesting to note that throughout the documentation of this work the majority of Lana’s conversational responses are questions. Lana lends herself as a facilitator of learning for this child and provides the opportunity for him to expand his thinking and expression of ideas not only using a variety of materials but also his repertoire of expressive oral language. She reveals his understandings and interests through the conversation. Thank you so much Lana for […]
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Marlina Oliveira, BAA, BEd, MEd

Marlina Oliveira is a gardener. She is also the Head ofRichland Academy, a toddler to grade 8 Reggio-inspired independent school in Richmond Hill, and a member of the Ontario Reggio Association board. I visited Richland Academy recently and was warmly welcomed by both Marlina and Laura Murgatroyd, Director of Community Life. It was good timing that during my visit, the exhibit,Cultivate the Scientist in Every Child: The Philosophy of Frances and David Hawkins was located at Richland. This travelling exhibit from the United States shares the Hawkins’ ideas of education as an exploration of materials to develop interests and understandings of children and teachers. David Hawkins was a contemporary of Loris Malaguzzi and each references the other in their work. I enjoyed exploring the exhibit, which had been thoughtfully positioned amongst Marlina’s beautiful plants in the bright, sun filled atrium. As I toured the school I was in for more delightful encounters. My attention was drawn to a significant number of interesting creative artifacts accompanying the documentation found in hallways and classrooms. It became increasingly obvious to me that there was an artistic presence at Richland. I was so excited when Laura led me to an art studio and introduced […]
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Deborah Halls, MEd, OCT

Deborah Halls enjoys music. She is also a Full-Day Kindergarten teacher with the Toronto District School Board.  I first met Deborah at the Ontario Reggio Association pedagogical documentation sessions at York University.  She brings such thoughtful work revealing theories and thinking of children - which always piques my interest. Deborah has contributed to the Ontario landscape of pedagogical documentation in her practice and shares her classroom experiences in presentations, videos and publications. She generously acknowledges that her understandings and participation working with pedagogical documentation happen in relationship. In a conversation with me she noted that, “I depend on my colleagues for their input. Sometimes I am too close to see other things.” She represents a truly transparent and collaborative approach to teaching and learning with young children using pedagogical documentation. Deborah coauthored a chapter in Carol Anne Wien’s book, Emergent Curriculum in the Primary Classroom: Interpreting the Reggio Emilia Approach in Schools, with artist-educator Vanessa Barnett. Their work is titled, Wire Bicycles: A Journey with Galimoto. Deborah and Vanessa tell how, after being inspired by the “The Hundred Languages of Children” exhibit in Toronto in 2006-2007, they introduced wire as a medium for the communication of ideas for the children […]
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Karyn Callaghan, MEd

Update March 1, 2016 Karyn is a photographer. She is also the President of the Ontario Reggio Association, national board member of the Canadian Association for Young Children, board member of the North American Reggio Emilia Alliance, and until the campus closed, was Program Director of the Bachelor of Early Childhood Studies at Charles Sturt University in Burlington, Ontario. She is a well recognized keynote speaker at early learning events held throughout Canada and in the United States, Asia and Australia, and is the co-founder and coordinator of the Artists at the Centre project in Hamilton. This project brings professional artists into early learning and child care centres, and Ontario Early Years Centres to support the children and educators to give visibility to children’s thinking. Karyn also coordinates a Reggio Study Group that has been meeting since 1998, and brings together early childhood educators, kindergarten teachers and artists. Articles she has authored or co-authored with Carol Anne Wien have been published in national and international journals. Some of these are available at the "Artists at the Centre" website. A book co-authored with Carol Anne and artist Jason Avery, “Documenting Children’s Meaning: Engaging in Design and Creativity with Children and Parents” […]
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Rosalba Bortolotti, BA, RECE

Rosalba is a painter. She is also the founder and head of Acorn School, in Richmond Hill, Ontario. She taught previously in the Early Childhood Education program at Seneca College. I have had the delight of meeting Rosalba at several Ontario Reggio Association events and toured her dynamic and welcoming school. The work of Rosalba’s school is inspired by fundamental principles of the Reggio Emilia approach to education with Toddler, Preschool, and Kindergarten programs. She and her colleagues value experiential learning, collaboration, independence, confidence and creativity and they make these understandings visible in their classroom environments and through their thoughtfully designed website. Documentation is offered throughout the school on walls, in books, and in notes. Rosalba has hosted an impressive list of visitors to her school including: Lella Gandini, George Forman, Ellen Hall, Cathy Weisman-Topal, Margie Carter, and Deb Curtis. I asked Rosalba what experiences have contributed to her understandings of pedagogical documentation. This is some of what she told me… Over the many years of studying an understanding of how children, families, and educators learn, I have come to be more of an observer and listener to how we build relationships with children, their families, and the larger community. […]
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Rainbow District School Board

Sudbury, Espanola, Manitoulin, and Shining Tree, Ontario Since the introduction of Early Learning-Kindergarten three years ago, the Rainbow District School Board has made tremendous advances using pedagogical documentation to make children and their thinking visible in their community. A positive stance toward pedagogical documentation has been guided by the partnership of Superintendent Dr. Sharon Speir and researcher Dr. Jeffrey Wood from Laurentian University. Together they have provided opportunities for early learning educators to be fully supported as they explore their understandings and begin to document within their schools. Sharon and Jeffrey have facilitated school visits, in-school learning events, institutes and workshops and, most importantly, provided the social conditions that encourage participation and the disposition to effect change. I first met these exemplary and approachable educators with their researcher teams of Early Learning Kindergarten teachers and Early Childhood Educators at two summer institutes led by Carol Anne Wien. I have been delighted to meet them at many Ontario Reggio Association gatherings since then, including Charles Sturt University and The Bishop Strachan School. The pedagogical documentation panels from the educators of the Rainbow District School Board are noteworthy! In their processes they make visible very insightful and impressive paths of children's learning. They offer […]
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Fraser Mustard Early Learning Academy

Helen Gourgiotis,  BA, BEd, OCT Stephanie Hammond, BA, BEd, OCT Lindsay Keith, BA, MT, OCT, ECE Niki Singh, BA, MA, OCT The individual members of this group are artists in their own right: Helen enjoys baking, Stephanie plays the piano, Lindsay loves to volunteer in her travels, and Niki sews. Together they form a dynamic group of kindergarten teachers that I first met at York University in the Ontario Reggio Association monthly pedagogical documentation sessions. They worked together at Thorncliffe Park Public School in Toronto and have just moved next door to the brand new Fraser Mustard Early Learning Academy.  This exciting development will be the largest publicly funded kindergarten school in the greater Toronto area with 26 full day kindergarten classes. The nearly 700 neighbourhood children that will call this school their own are from 47 countries around the world and speak more than 33 languages. What a wonderful opportunity for children and educators to use pedagogical documentation to share the intelligences of the children! I can only imagine the fantastic possibilities for everyone. These women are very transparent in their work and share their love of learning and research with a sincere open doors attitude toward visitors in their […]
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Kerri Embrey, MEd

Kerri Embrey is a writer and avid arts consumer. She has a Bachelor of Fine Arts degree from the University of Victoria in Visual Art and Writing and she recently graduated from the Faculty of Education at York University where she completed her master’s thesis, When the World is Alive: Aesthetic Experience and Radical Listening, with Carol Anne Wien as her supervisor. Kerri defines radical listening in her thesis as “a metaphor for heightened receptivity to beings, places, and materials.” In her role as a lead teacher of research and inquiry for Junior Kindergarten through Grade 1 at the Bishop Strachan School in Toronto Kerri offers a space for collaboration, discussion, and provocation as she works in a way that parallels the work of the pedagogista in the Reggio Emilia approach to early childhood education.  In this role Kerri says that “I have found that my art training has strongly informed my teaching practice in the way I work with materials, my sense of process and in my predilection for direct experience and experimentation.” A valued part of the experience as an educator at the Bishop Strachan School is active participation in professional learning events.  One such opportunity was when […]
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London Bridge Child Care Services

London Bridge Child Care Services Inc. spans a vast geographical area of the lovely southwestern part of Ontario, including London, Sarnia, Zurich, and Exeter. This dynamic group of educators enters into their work with children and families based on an Emergent Curriculum approach which they describe on their comprehensive website. Leadership at London Bridge is offered by: Anne Marie Coughlin, as the Professional Development Coordinator and Program Director; Angela Woodburn, Program Director; Barb Janson, Program Director and Kathy Harris, Program Director. These women provide extensive learning opportunities for Educators not only within their organization but they also participate in many public workshops and institutes held both provincially and nationally. Documentation at this organization is described along with observation and interpretation. On their website they tell that observation, documentation, and interpretation are “among the most valuable skills a teacher can develop.  It reveals the teaching and learning process for both children and Educators. It can help teachers make informed decisions, develop closer relationships with children, support authentic assessment, enable children to reflect on their own work and make learning visible in the classroom.” Kathy Harris told me in a recent conversation through email that “much of their documentation focus is on Learning Stories and that […]
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Kawartha Child Care Services

An amazing team of early childhood educators work with Kawartha Child Care Services in locations that span three municipalities northeast of Toronto - City of Kawartha Lakes, Durham Region, andPeterborough City and County. These educators work each day to highlight the importance of the relationships of children in their care and share their understandings of their observations using Learning Stories and pedagogical documentation. They are supported in these efforts by site supervisors and a pedagogical team who serve to offer a point of connection for shared understandings for the organization. I was a pedagogical team leader for the Durham region sites for a few months and was welcomed and introduced to child care by site supervisors Shirley Miltenburg and Louise Cruickshank. The educators at each location are very hardworking and sincere in their documentation efforts as they capture memories of children's experiences. There are many significant events documented at each location that positively affect understandings and relationships for children, families, and educators. Three in particular come to mind... I recall one educator's shift in thinking after reviewing her collection of photographs and notes around the use of a popular double bike with a group of preschool children. She came to […]
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Sergio Pascucci, BA, BEd, OCT

Sergio has a love for visual arts. He has a diploma in Fashion Design and says that he "feels that he brings this creativity to the classroom from concept, to pattern, to construction, to product." He is also a teacher with the Peel District School Board. I first met Sergio at the Ontario Reggio Association pedagogical documentation meetings at York University sharing very genuine documentation of learning experiences from his class. I noticed at our sessions that Sergio's beautiful documentation was often of living things - plants and animals, and the outdoors. There was evidence of patience and sensitivity found throughout his documented inquiries in his use of time and careful listening. He noticed almost imperceptible gestures and choices found in photographs of the children and in their drawings. Along with bringing such interesting pieces, Sergio also has an especially commendable disposition of being completely welcoming to the discussion of possibilities and interpretations about what his observations might mean for the children. Sergio is generously transparent in his work and shares his questions, theories, and responses to the children in a blog, Crayons, Wands, and Building Blocks that he has created. How wonderful it would be to be a child […]
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Victoria Armstrong, RECE, BECS

Victoria Armstrong is a dancer. She says she loves ballroom and Latin dancing because it "forces her to live in the moment and get lost in the rhythm and emotion of the music." Victoria is the Early Learning Facilitator with Milton Community Resource Centre where a large part of her role is coordinating the Artists and Children Together program. She is a graduate of Charles Sturt University's Bachelor of Early Childhood Studies program and also attended the University of the Nations in Hawaii, which led her to travel to Japan and India. I met Victoria at a conference at Charles Sturt University and it was so interesting to hear about her role facilitating pedagogical documentation in early learning and licensed child care programs in the Milton, Ontario area. In the Artists and Children Together program Victoria mentors and supports artists and educators working with children to use pedagogical documentation as part of their experience. She says her role is "fairly new and quite emergent so it's continuing to evolve as we learn what works well and what we need to revisit and revise." She connects with the artists and the educators by offering a variety of provocations, including documentation of […]
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Randa Khattar, PhD

Randa Khattar is an artist with words. She is also a professor of education at Charles Sturt University, Burlington, Ontario campus. She teaches educators in both the Bachelor of Early Childhood Studies and in the Bachelor of Education programs. Randa has written a number of academic publications, using language and metaphor to evoke thought-provoking insights about pedagogy from a relational perspective. She is genuinely interested in understanding thinking and conditions for thinking for all. A central strand in her research is responsive education for educators that is grounded in social and ecological justice, sustainability and children's rights and responsibility. Eclectic perspectives are appreciated and valued by Randa and her conversations and writing around pedagogy and documentation reflect this attitude. Students who have worked with Randa appreciate her sensitivity and understanding guiding their learning experience in such intelligent and responsive ways. Dr. Lous Heshusius and Dr. Carol Anne Wien were Randa's supervisors in the doctoral program at York University as she developed her dissertation entitled, Pedagogy of Complex Relationality Exploring Complexity Theory, Neuro-phenomenology, and Attentiveness for Education. Randa and Carol Anne continue to work together to share their appreciative understanding and ideas of relationality and attentiveness in learning. Randa also works […]
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Brenda Jacobs, MEd, OCT

Brenda Jacobs is an avid gardener who enjoys spending time working outdoors. She has travelled extensively in North America, Europe and in parts of China discovering the earth's natural beauty and meeting people around the world.  Brenda is currently teaching Primary/Junior teacher candidates at the Early Childhood Education site at York University where she is a PhD student in Education in the Faculty of Graduate Studies. She is also a part-time professor at Seneca College in the School of Early Childhood Education where she teaches in the Bachelor of Child Development degree program. Prior to starting her PhD and joining the Seneca faculty, Brenda taught primary and junior school-aged children for twenty years in Oxford, England, Vancouver, British Columbia, and in Toronto, Ontario. For her MEd research, Brenda documented and wrote about an emergent curriculum project called Children's Conversations About the Sun, Moon, and Earth, which was later published, in part, inEmergent Curriculum in the Primary Classroom (Wien, 2008, pp. 82-95). This project began with a story read aloud and then extended into a four month long investigation in her public school kindergarten class. In Brenda's words, and in the pedagogical documentation included in this chapter, it is possible to hear […]
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Allison Blight, MEd, OCT

Allison is a dancer.  She specialized in dance while she was at York University and says, “I loved every moment!” Allison is also a primary public school teacher and is dedicated to providing the children she teaches with relevant learning opportunities. I am so happy to have met Allison in our graduate education classes. She is sincerely welcoming to the perspectives of children, families, and colleagues and engages in careful reflection in her teaching practice - such beautiful capacities for an educator. Allison’s MEd work, “A Rocket Like a Lower Case Letter”: Emergent Learning in a Kindergarten Standardized Curriculum, reveals the adventures of her class building and launching rockets. Allison, working as a researcher, carefully gathered documentation for the project using videos, photographs, and recorded conversations.  She then showed, using her pedagogical documentation, where language and science curriculum expectations were embedded within the children’s activities. Not insignificantly, the pedagogical documentation also makes visible how this emergent curriculum effectively sustained the children’s curiosity and directed their inquiry while they actively tested their conjectures and theories. Imagine – rockets in kindergarten – what fun! Associations Ontario College of Teachers OCT   Ontario Reggio Association ORA
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Joanne Babalis, MEd, OCT

Update April 3, 2016 Joanne Marie Babalis continues to be inspired by the world renowned early childhood approach from Reggio Emilia, Italy. She is an educator with the York Region District School board, a PhD student at York University, blogger, speaker, and new mother. Her research interests include documenting the transformation of one's learning environment, making visible students with special rights within project work, and how families view the changes in 21st century education. Joanne shares her documentation via several social media platforms, which include her blog, twitter, instagram, pinterest, youtube, and snapchat. As of most recently, she has started to document educators during professional learning sessions to provide a window into the experience of learning and to encourage transformative practices for young children. Published May 24, 2013 Joanne Babalis is an artist with a talent for interior design, photography, and graphic design. She is also leading the way for educators using social media to share their learning experiences. You can witness her creativity in her blog as she reveals the evolution of changes in her kindergarten classroom environment in the York Region District School Board. At the same time, Joanne also generously shares documentation of the inquiry based learning […]
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Jason Avery, Artist

Jason Avery is an acoustic guitar player. Along with being a musician he is also a self-taught visual artist working in a variety of modes with the Artists at the Centre project in Hamilton, Ontario. This organization provides opportunities for local artists to work alongside young children in early childhood settings to find expression for their thinking using media. These experiences are shared and preserved using pedagogical documentation. Jason has visited the early childhood centers of Reggio Emilia, Italy and is a regular presenter at events associated with the Ontario Reggio Association sharing his experiences with the Artists at the Centre project. Jason uses photography to document children as they build relationships with materials to make their thinking visible.  At one presentation in Victoria, B.C. in 2012, with Carol Anne Wien and Karyn Callaghan, I heard Jason say that he, "puts the camera in the way" to describe how he positions himself to document these experiences. Jason watches and listens patiently and is conscious of offering time and space to allow children to play with media and their ideas. He responds by providing choices of materials and actions that are fresh and un-presumptuous and allows the children to reveal their […]
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Monika Krupa, MDes

Updated March 2016 Monika Krupa is a graphic designer working at the intersection of design based learning, interface design, and learning technologies. She completed the Master of Design program at York University. Happily, for those of us in the Faculty of Education, she elected to take Carol Anne Wien's graduate pedagogical documentation class and she also travelled to Reggio Emilia, Italy with the Canadian Study Group in 2011. Monika inspires educators to consider how design influences the communication, interpretation, and understanding of pedagogical documentation. She offers individual consultations and facilitates group workshops for educators interested in developing their design and visual communication skills. Monika completed her thesis research with a primary class in a public school where the teacher uses pedagogical documentation. The thesis is titled Secrets of the Magic School: Emergent Learning Through the Design Process in a Kindergarten Classroom. This experience provided an opportunity to engage with pedagogical documentation first-hand. As the children collaboratively built a story that took place within their school environment Monika documented the process and discovered just how valuable pedagogical documentation is to understanding the learning that has the potential to happen among groups of children. The living documentation in the classroom, as the […]
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Mary Jane Miller, MEd, OCT

Mary Jane Miller likes to paint and draw. She is also a teacher, presenter, and writer. We first met when she brought some pedagogical documentation of her thesis to a graduate education class at York University. Since then we have spent many happy times together at teaching and learning events including travelling in 2011 to Reggio Emilia, Italy. As an educator, Mary Jane is always interested in learning and she recently enjoyed the North American Reggio Emilia Alliance summer conference in June 2012, Giving Visibility to Creative Thinking and Collaboration in Our Schools and Communities, in Portland, Oregon, U.S.A. She is about to return rejuvenated to her classroom teaching with the Toronto District School Board after a three year secondment to the Faculty of Education at York where she taught Primary/Junior teacher candidates with a background in Early Childhood Education. Mary Jane's thesis, "Can Weaving Make a Horse?": Kang as Protagonist, is published, in part, as a chapter in, Emergent Curriculum in the Primary Classroom (Wien, 2008, pp. 126-143). In this work Mary Jane so carefully tells of a child's thinking as he explores his questions and theories. Her documentation communicates genuine and thoughtful responsiveness to Kang as he develops an […]
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Susan Hislop, MEd, OCT

Susan says, "I am passionate about the beauty and organization of math as it occurs all around us in nature, everyday situations and the mathematics of materials." She also runs marathons, loves gardening and working with young children and clay. Susan is a kindergarten teacher at an independent girls' school in Toronto and has taught previously at schools in Egypt, Cyprus, U.K., and Malaysia. She has visited Reggio Emilia, Italy twice with study groups and attends and participates in presentations with colleagues at conferences and institutes across North America including events at Charles Sturt University in Burlington. I am so happy to have met Susan at York University and value her friendship and laughter and admire her beautiful and sensitive work with young children. Her master's thesis, Enriching Mathematics Expectations in Grade One with Reggio-inspired Emergent Curriculum, demonstrates how she, as a researcher, uses pedagogical documentation to listen and respond to children developing an understanding of mathematics in their lives. The children recorded in the pedagogical documentation of her thesis tell their mathematical theories and ideas and Susan shows how they revise and adapt their understandings within the collective of their classroom. Her pedagogical documentation allows the reader to notice […]
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Marc Richard, PhD

Marc is a dancer. He is also a teacher, consultant, writer, choreographer, and engaging international speaker. He is a leader in dance education in Ontario and is closely involved with many organizations promoting participation in dance. I first met Marc in a graduate course studying pedagogical documentation with Carol Anne Wien at York University. Since then we often meet at Ontario Reggio Association events including the Canadian Study Group in Reggio Emilia, Italy in 2011. As part of his doctoral dissertation, Marc created 13 human sized panels, which beautifully and insightfully demonstrate how pedagogical documentation offers an opportunity to see young children's thinking expressed through creative dance. Marc eloquently gives visibility to the synergistic connection between dance and learning for children with these documentation panels. He not only demonstrates how creative dance initiates, stimulates, and expands children's learning experiences, but also allows readers the opportunity to become aware of the ways creative dance and physical movement contribute to their own understandings of the world. How fortunate it is to have Marc's understanding of dance and pedagogical documentation converge in this way. Associations Council of Ontario Dance and Drama Educators (CODE)Dance and the Child International (daCi)Kaeja d'DanceWorld Alliance for Arts Education […]
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Dr. Carol Anne Wien

Carol Anne aspires to be a jazz pianist, is a lover of the arts, and is a long time student of the Reggio Emilia approach to early childhood education. She is also a highly regarded and beloved professor in the Faculty of Education at York University in Toronto. Carol Anne is well recognized, approachable, and a thought provoking leader in education and offers invaluable support and encouragement for educators of young children in the Canadian experience. As an educator, author, speaker, and collaborator Prof. Carol Anne Wien acts as a catalyst for learning using pedagogical documentation. Her influence is expansive. Leading educators from Reggio Emilia, Italy and many inspired by the Reggio approach from around the world consider her a friend and value her intellectual and affective provocations in considering reciprocal learning relationships with children. Prof. Wien is the first entry in this forum as a tribute to the central role she plays in my understanding of pedagogical documentation and for so many others in the Reggio-inspired approach to learning with young children provincially, nationally, and internationally. UPDATE March 1, 2016 Carol Anne retired in 2014 and after commuting between Halifax and Toronto for 20 years, returned to Halifax. She […]
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My experiences…

My interest in pedagogical documentation was sparked in graduate classes with Prof. Carol Anne Wien at York University and I was privileged to have Carol Anne act as supervisor for my thesis, The Revelation of Self-Talk in Pedagogical Documentation. It was a wonderful experience working with her and one that I will always treasure. Also, it has been delightful to study and work with so many colleagues that are engaged with pedagogical documentation in eclectic and interesting ways. These experiences have expanded my appreciation of the possibilities for pedagogical documentation. In the spring of 2011 I travelled to Reggio Emilia, Italy, as part of the Canadian Study Group organized by the Ontario Reggio Association, to learn first hand about the excellent approach to early childhood education there. It was invigorating to meet people from across Canada with such diverse fields of experience all interested in early learning. I also regularly attend Reggio-inspired learning events within Canada and I particularly enjoy the monthly Ontario Reggio Association pedagogical documentation sessions led by Carol Anne and attended by such people as artists, education administrators, early childhood educators, parents, graduate students, public and independent kindergarten teachers, and college and university faculty members - from […]
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