Communities of Practice


We believe this at the SRCC - that learning and teaching should be fully integrated and that the best Educators are the ones who see themselves as artists and scientists and researchers, always on the quest to satisfy curiosity - their and/or the children's. 

When we look at how to offer professional development that meets the needs of our Educators we look at what we want to offer the children.  Then we step back and ask "what skills do we need more of, or to hone?".  Then we work together to offer opportunities for those skills to flourish.

One way we have used over the years is Communities of Practice.

A community of practice is a group of people who share something in common or want to learn a common subject together.

We have had two rounds of Communities of Practice in the past with the whole SRCC and have found them to be powerful in advancing our curriculum and connecting Educators from all our programs.

This time our curriculum leadership team identified 3 topics about which our Educators are expressing a desire to deepen their knowledge and skills.

So in the height of summer we offered all Educators the opportunity to voluntarily sign up for one of the following communities of practice:

1. The art of writing documentation
2. The Educator as Researcher
3. Exploring Representational Thinking

These would be 4 sessions over 4 Wednesday evenings - 2 hours per session. 

18 Educators jumped at the chance to dive into their own learning. We quickly had a waitlist but intentionally wanted to keep the groups intimate in the hope that good discussion would be possible.

As with most SRCC events we gather over food at 6:15pm all together. We catch up, chat, collaborate and nourish our bodies.  This may not look like Professional Development but the community building that happens over a meal strengthens collaboration across the SRCC and that is key to our success.


We then break into our communities and spend some time exploring the topic and thinking deeply.  


All participants are sent out with tasks to be accomplished before the next week.


Jennifer is leading the Teacher as Researcher group, Helen the Representational Thinking group and I am leading the Writing group.



It is immensely gratifying to see our Educators from across all 5 of our Centres committed to investing in their own competencies and being willing to stretch into new thinking and practice. This commitment makes us a stronger organisation and helps us to more fully live into our vision and values.


My hats off to Jennifer and Helen for all their preparation and to every Educator who has shown up physically and intellectually in the pursuit of excellence
we all share.


Way to go #TeamSRCC

We will run these same sessions in the Fall/Winter to accommodate those Educators who were unable to get into these sessions.


Parent Perspectives

On our 10 year journey into the world of emergent / responsive / Reggio-inspired curriculum with the guidance of our colleagues at Hilltop Children's Centre, London Bridge Children's Centres and Ann Pelo we have have changed so many things, learned new ways of working alongside the children and facilitating their investigations and explorations. 

One of the things we had really not yet mastered was inviting parents into those investigations to understand what their children were doing at the centre and what their thinking is about that and how they might help us with new insights and participate in a meaningful way in the investigation and help us deepen the curriculum for the children.

We worried parents wouldn't want to take the time to dive into this work with us.  We wanted to honour their perspectives and have them participate in a meaningful way but we know how busy they are. 

So we didn't do it. 

But in 2017 Jennifer and I decided that we needed to be bold  - we really wanted to build stronger relationships with parents and build the SRCC Community. 

So we challenged all our programs to hold a Family Meeting before the end of summer 2017.

Two programs were ready and to go very quickly and last night both the West Cambie Infant and Cranberry Spies work group families came into the programs and learned what their children have been working on, gave us their perspectives and thinking,  and left something for the children and program before they left. 

Cranberry Spies
A group of children at Cranberry have been playing "Spies" for a while.  Educator Dominique paid close attention to the play and what was driving it.  Why is being a spy so exciting?  What can spies get up to that regular children cannot?  What tools do spies need? 

She shared her observations and documentations with the parents of the spies and they told us it helped them make sense of what the children were playing at home.  After a lively sharing of documentation and conversation the parents were invited to make some spy gadgets to leave in the classroom to surprise the spies.  As the gadgets took shape there was more conversation and the topic of a future discussion emerged.  It was a powerful night of collaboration and thinking and discussion and fun.  







West Cambie Infants
As the babies language is emerging the staff have been exploring a range of language and literacy experiences with the infants using a variety of materials.  They invited parents into this story and explained their intentions around their work and  what they had discovered about the children in this group and about language development.  They then offered parents the opportunity to write a story to their child using the photos they had been requested to bring in.  The stories were up in the room this morning when the children arrived this morning and they were so intrigued and delighted!  A great night of mutual understanding and relationship building with and among parents.






We hope the parents who participated found the experience valuable and we hope that when other parents are invited to participate you will do so with curiosity and enthusiasm as we work together to "Change the world by honouring childhood".

An ordinary moment unpacked

The following photos with a short write-up were sent to me for a Facebook post today but I was immediately struck by a couple of things that bear a little closer look.

On the face of this it was a very ordinary moment.  

Moments like these are replicated across the SRCC many many times a day. 

Let's unpack it a bit to see what is really going on here:

1.  Jolanta was thinking about the week ahead - knowing it was going to be hot.  She decided making popsicles today meant they could be enjoyed later in the week.  This is a thinking/planning Educator.  She could have made the popsicles in 5 minutes and popped them in the freezer. 

2. However Jolanta has a very high "image of the child" - she sees them as capable so she asked the children if they would like to help her with her task.  They readily agreed as they too could see there would be real benefits from this work.


3.  Jolanta gave them the tools and then allowed them to do the work.  The work of measuring, estimating, careful eye-hand coordination, social sharing of tasks and taking on new vocabulary.  In this moment the children are unknowingly laying the foundation of literacy, math and science concepts.  Their brains are working hard and storing up this new experience for when the things learned from it will be recalled.  They know to pour slowly, to full things up to the top, to share their ideas and the work.


4.  At this point the popsicles could have been popped into the freezer and all would be done.  But, understanding how much learning was going on here, Jolanta asked - "What do we do now?".  The children paused.  They have a notion that these popsicles need to cool and get hard but they don't yet have all the the knowledge they need. Jolanta encouraged them to discuss their theories and make a decision together about where the popsicles should go.


5.  The children made a consensus driven choice to put them in the fridge.  You and I know, given our years of knowledge building, that this is not the correct place for popsicles but in this moment Jolanta just offered the children an opportunity to concretely discover the properties of water and temperature and their effect on one another.


6. When the popsicles don't set the children will revisit their theories and make another choice.  They are smart and they will likely deduce they need to be colder and they will ask them to be moved to the freezer.  There will be no shame in this - it will be a natural part of the process of solving the problem of how popsicles freeze.  And how great will be the learning - their learning, from their actions, and their thinking.  They will not soon forget that in order for a liquid to freeze it needs to be in a freezer. 

7.  After work there is clean up.  Jolanta continues to demonstrate her belief in children's capacity to learn when she offers them an opportunity to clean up the table after their work.  She helps them see that taking care of the place and space you work in is part of doing good, important work.


And so in this brief, morning moment, so much learning has taken place.  It takes a skilled Educator to see the opportunity and facilitate it.  

We call this "learning through play" and we mean it - the children learn so much each and every day as we facilitate their exploration of their interests and thinking.  

THIS is our work.  Thanks to Jolanta and Jennifer for the insight. 

YOU are invited


 Well not YOU exactly ... but your child is invited.....daily.

Each day when Educators arrive and set up the room for your arrival, they thoughtfully set up invitations in the space - either indoors and/or outdoors.


There is a vast difference between opening a storage closet and grabbing some puzzles and putting them on the table versus thoughtfully and purposefully gathering specific materials to set up an invitation for children to engage with.


It's not that puzzles or other toys are "wrong" - it's that the invitation to the children is rote or vague and not necessarily consistent with their current interests or investigations.


A thoughtful invitation is put together by Educators working collaboratively to offer the children an opportunity to either think more deeply about something they have been expressing interest in, to offer them a new perspective on something or to help them experience a different aspect of the topic.  



Invitations are also used to catch children's attention to encourage their use of new materials or areas of the room that they may usually ignore or avoid. 


Children have a great appreciation of aesthetics and they, like us, are drawn to beauty so beautiful invitations to do art or create with loose parts encourage them to discover new skills and make new connections.


We invite YOU to observe the invitations set up in your program and to begin a dialogue with the Educators about their intention behind what they offer to the children.  Your insight and perspective on what your children are interested in and curious about can inform the programming we offer the children.

My thanks to West Cambie Preschool for all these lovely set-ups I sneak in and photograph after they leave for the day....I am often tempted to stay and play! 

In weather news today....

There are a few pet peeves I have about Early Childhood Education.

Anyone I teach in the ECE Program or any of my colleagues could probably write the list of my peeves without much difficulty (turning on listening ears, running feet, squishing baby bumble bees...etc...GRRR)

But today I want to talk about the weather. 


It's been a wild weather week here in BC.

That weather has sparked many discussions with and by the children. 

As it usually does.

Because children live in the world with all their senses and they truly do notice the weather.  

They know when they walk outside what the temperature is and they can usually determine what clothing they might need.

The don't generally reach for their gloves in the middle of a heat wave.

They know if it's raining they will get wet, there will be puddles.  

They know when it's foggy or windy or sunny or hot or snowing and they learn how to manage themselves in the weather.

They notice when the landscape and weather changes to herald a new season, they easily discuss the changes, notice the leaves falling, the spring blossoms, frost.

They will notice the the time change - the change in when the dawn breaks and when the sun sets.

And IF we don't influence them with our own thoughts they make very little judgement about the weather and accept it for what it is.  

And they very often embrace the weather and it's side effects.  

You've seen the magnetism of a puddle right?  
The joy in watching a kite fly up into the sky?
The feeling of a warm rock to rest on?
The wind in your hair?

And all of these experiences happen outside.  

Where the weather actually is.  

Which is why you will not see us using weather charts and wasting circle time asking children what they think the weather is doing day after day...

We just open the door and go outside.


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