Professional Development

Agency staff arrange on-going training for our day home educators in a variety of ways including: in their homes, at monthly meetings, conferences, and in office training opportunities.

Our Family Day Home Educators are expected to achieve, at a minimum, their Child Development Assistant Certificate within one year of contracting with the Agency.  They are encouraged to pursue their Child Development Worker and Child Development Supervisor Certification during their career with our Agency.

As part of an Educator’s commitment to professionalism in the field it is expected that Educators will attend training sessions, conferences, and agency meetings to meet requirements for professional development.

Brain Sketch

September 1, 2020

Brain Architecture Game

The Brain Architecture Game is a tabletop game experience that builds understanding of the powerful role of experiences on early brain development – what promotes it, what derails it, with what consequences for society.

Your goal is to build a brain that is as tall as possible, which represents functionality, and as sturdy as possible, which represents the ability to withstand stresses.  After the initial period of early childhood brain development, weights must be hung from the structure of the brain when life hands out stressors.  Will the foundation withstand these weights, or will it collapse?

Girls Playing in Snow

January 12, 2021

Brain Development - Seeing & Supporting Children's Active Bodies & Minds

This training supports educators in creating learning environments in which children can exercise their developing large motor abilities. 


Concepts Discussed:

  • The connection between children's bodies and brains and appreciate the need to incorporate large muscle experiences into the classroom

  • Children's movement needs and practices that will meet these needs in the day homes.

  • How to incorporate large muscle experiences into the day home spaces.

Boy Playing with Blocks

February 23, 2021

Pedagogical Partners - Exploring the Holistic Play Based Goals

We use the terms “holistic” and “play-based” to describe the Alberta goals. The word holistic means that we always consider the whole child in our work—intricately entwined in relationships, in play, in learning, and the environment. Children’s care, play, learning, and development are always considered within the context of family, social, and cultural practices and traditions and the early childhood community. The word play-based brings attention to the central role of play in curriculum meaning making. Children’s play is central to this curriculum framework as an active, exploratory, creative, expressive process, deeply embedded in children’s everyday experiences and through which children participate in, learn about, and actively make sense of the world.

Kids Blowing Bubbles

November 2, 2020

Kids Have Stress Too! ® 

​Even the most nurturing home and school environment includes a range of stressors that can both challenge and motivate children. While stress is a necessary part of development and learning, it’s clear that Canadian families now face more stress than ever before.

Kids Have Stress Too!  Provides a comprehensive introduction to key aspects of early childhood and brain development, as well as the crucial role caregivers and educators play in helping children learn effective stress-management strategies. Designed to meet the needs of early childhood educators and kindergarten teachers, the program contains practice and curriculum-based strategies to help young children learn how to manage stress.

Ux mobile app

January 19, 2021

Pedagogical Partners - Exploring the Planning Cycle

The reflection and planning guide assumes a strong, capable image of the child and family. Within the Alberta curriculum framework, content begins with the experiences of children and engages educators as co-learners, co-researchers and co-imaginers of possibilities. In these roles, educators are encouraged to make use of a co-inquiry process and emergent curriculum planning in ways that notice and name what children are doing in their play, learning and development; reflect and interpret using the curriculum goals and children’s dispositions to learn; and then, co-imagine possibilities with children, families and colleagues for further exploration and play.

Playing with Wooden Alphabets

April1, 2021

Communication with Families Using the ASQ

Regular Ages & Stage Screening (ASQ) provides a fast and helpful look at how children are doing in important areas like communication, social skills, motor skills, and problem-solving skills. Screening can identify a child’s strengths, uncover new milestones to celebrate, and reveal any areas where a child may need support. It helps parents and educators understand a child’s development and know what to look for next.

The great thing about ASQ is that it’s strengths-focused—the emphasis is really on what a child can do. It’s the perfect way to keep track of milestones and celebrate them as a child grows and develops.  And, it helps parents work with doctors and educators to plan next steps when it makes the most difference — a child’s critical first years of life.

ASQ is a screener, not an assessment tool, so it does not diagnose a disability. It can help determine if a child needs further assessment or support in one or more areas. A big benefit of ASQ is that it helps catch potential delays or issues early — so if a child does need some extra support, follow-up, or intervention, they can get it now, when it makes the most difference.

Kid Playing Outdoor

December 8, 2020

Utilizing the PLOT Survey to Inform Planning

The Physical Literacy Observation Tool (PLOT) is used as a guide for observing early years fundamental movement skills to enhance program planning, activities, and play-based environments.  

PLOT is not a child development assessment tool, rather a tool to support Fundamental Movement Skills that are necessary prerequisites to being physically active for a life time.

Brothers Playing

February 9, 2021

Hard Joys:  Managing Behaviour with a Creative Mind & a Playful Spirit

This training introduces six teaching tools for reshaping trying behaviors in young children. It will help educators individualize their teaching responses to each child.

Training Outcomes:

  1. Educators will understand that most children experience behavioural difficulties at some time.

  2. Educators will identify the variability and uniqueness of each child's experience with behavioural difficulties.

  3. Educators will apply six tools for reshaping difficult behaviours.

  4. Educators will investigate behaviors as signals of underlying developmental issues.

  5. Educators will recognize children's different energy zones and how they apply to behavioural difficulties.

  6. Educators will select solutions for difficulties caused by different energy zones from an array of solutions.


May 3, 2021

Making Happy Happen: Building Resilience in Children

This training helps educators understand specific characteristics or elements in a child's life that most contribute to resilience. Developing these resilient tendencies will give a child the essential life skills needed to cope with challenges, adopt a positive perspective, and develop self-confidence and self-worth — all essential ingredients for happiness.


Training Outcomes:

  1. Educators will be able to describe the 7 characteristics and elements that contribute to a child's resilience.

  2. Educators will be able to differentiate between encouragement and praise.

  3. Educators will be able to list at least 5 ways to support children's development in nurturing resilience.

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