Situational, Analysis, Project Proposal, and Action

Introduction
The Early Childhood field understands the significance of hands on learning, learning that happens within a
social context. Just as we aspire to engage our youngest learners in, in-depth and meaningful experiences that enable
growth to the fullest developmental capacity, we too, must ensure the learning of educators is cultivated through these
same experiences. In order to foster professional growth that resonates at the very core of an educator we must look
deep within our practices, freezing moments within childrens learning and our actions and decisions in relation to
childrens learning in the very moment it occurs so that we are able to pull apart the layers within these snapshots of
our lived experiences. In doing this, the processes that lead to growth and understanding of how children learn will
become transparent, thus allowing educators to make deep connections, fostering their ability to use best practice
within the environments they work. Growing as a professional within the early years field is a process that happens at
different rates, times and in varying ways. Pedagogical documentation can be used as a tool to promote adult learning
and best practice, documentation offers an opportunity for revisiting, reflecting, and interpreting (Rinaldi, 1998, p.
122), all of which are a means in promoting and sustaining continuous growth in educators as their actions are
brought to the surface making them explicitly aware of how they enact their pedagogy. The offering of an alternative
lens in which to see themselves in action, pedagogical documentation...is a way of making visible the often
otherwise invisible learning processes by which children and teachers work in early childhood centres and schools
(Cadwell, 1997).
In recent times, the early years field has seen many changes and with these changes a surge of information
and interest surrounding pedagogical documentation has been seen. Consequently organizations and professionals
within the field have taken notice, and have begun to realize the power documentation holds in enhancing learning
opportunities for children and educators alike. In pursuance of affording pre-service educators with additional
opportunities to grow and learn about their professional selves I have been engaging in a leadership experience within
the Early Childhood Diploma and Apprenticeship programs offered through Mohawk College of Applied Arts and
Technology, which has presented opportunities to look at the current program through an alternative lens. The aim of

this report is to analyse the inherent structures within the program that influence best practices for adult-learners and
in turn, how these positive learning environments may be built upon in order to strengthen student learning. This
report presents a situational analysis of the internal and external factors that influence the students learning
environment within the College. This is followed by a proposal of how I may offer additional recommendations and
resources that may help solidify students in class learning for use in the field. In addition, to examining how the
College of Early Childhood Educators, Codes of Ethics and Standards of Practice (2011) impel my rational for this
leadership experience. Ending with the implications, the underlying literature has on my own evolving philosophy of
education and in turn, how this information influences my current understandings of the role an early childhood
educator has in supporting practices that are in the best interests of children and families.

Situational Analysis
The field of Early Childhood Education has seen many dramatic shifts within the last decade, in
understanding how the field has evolved, it is beneficial to first understand where it began. The history of early
childhood care outside of the family beginning in the mid-19th century, depicts a society that was in the midst of
change due to the impact of world events at the time. Although, the kindergarten movement and organized childcare
was seen in the late 1800s into the early 1900s, there was little government involvement until World War II
(Friendly et al., 2002, p 14). The University of Torontos Institute of Child Study began training nursery school
teachers in 1926, however it was between the years of 1950-1965 that the first diploma program was offered for
preschool teachers at Torontos Ryerson University (AECEO). This history beginning from societal need, tells a
story of increased awareness surrounding the importance early years education has for children, which has led to
enhanced professionalism in the field over the years. Under the jurisdiction of the province the field of early
childhood education has seen many advances as Ontario has reformed its systems to meet the rising demand for
quality education and care.
Understanding that education is the driving force within a country that advances our economy, society and the
individuals who contribute to the foundational fabrics that keep our communities moving forward, political
recognition and intervention was given as the government began to form the post-secondary systems that we see
today. The 1960s marked change, adult education expanded,

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The government and Legislature of the day decided to create colleges of applied arts and technology. They
would be community based, governed by a single statute, and their mandate to work closely with local
employers to devise courses that would train their students for employment (Rae, 2005, p. 5).
Ontario now has 25 Colleges which are governed by the Ontario Colleges of Applied Arts and Technology
Act (2002) (Legislative Assembly of Ontario, 2010). Under the direction of the Ontario Ministry of Training,
Colleges and Universities (TCU), the structure of postsecondary education and the frameworks in which their
programs are created and offered are set in motion and managed by policies formed by the ministry (TCU, 2013). In
1993, the provincial government began the development of a system-wide program of standards to ensure
consistency, quality and accountability for college programs across Ontario. Three elements within each program
standard that shape the skills and knowledge to be taught within the various colleges include specific learning
outcomes, which relate directly to the profession being studied; the essential skills needed for employability within
the specific field of study and the general education requirement for entering the field of study (TCU, 2012).
Collectively, these elements outline the essential skills and knowledge that a student must reliably demonstrate in
order to graduate from the program (TCU, 2012. p. 5). The 2012, Early Childhood Education Standard, makes
certain that college graduates will be prepared to serve children from infancy to school-age and their families within a
wide range of settings, including but not restricted to learning environments comprising of childcare centers, homebased child care; community support centers, intervention programs and Kindergarten programs. Guided by ten
vocational learning outcomes, colleges are impelled to create learning opportunities for per-service educators that
demonstrate the learners ability to be responsive to children, engaging in practices that align with current research,
policy and follow the guidelines set within the College of Early Childhood Educators 2011, Standards of Practice and
Code of Ethics. In addition to outlining best practice that must be demonstrated to graduate and obtain an Early
Childhood Education diploma, the Ministry also explicitly states that pre-service educators must show aptitude in
[engaging] in reflective practice and commit to ongoing professional development to enhance their practice (TCU,
2012, p. 9).

Aside from outlining prerequisites to support students by preparing them for success in their chosen fields of
occupation, the government has also put in place steps to safeguard the creation of an educated workforce that meets
the needs of the economy. The Ministry has worked towards a system where all qualified youth can acquire
opportunities for learning and training beyond secondary education institutions. The Provincial government provides

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funding to colleges in the form of operating grants and tuition revenues, in addition to offering financial assistance
through programs such as the Ontario Student Assistance Program (OSAP), and the 30 Percent Off Ontario Tuition
Grant (TCU, 2013 & Colleges Ontario, 2014). These contributions and programs however helpful for youth in
Ontario do still have their limitations, as affordability is only offered for some students as these program are restricted
by their eligibility process making finical aid available to a select amount of students who are under a specific family
income threshold, thus limiting access, only encompassing students who come from low and some middle class
families (TCU, 2013). Moreover, in 2014, Colleges Ontario stated in their submission for the 2015 budget, Creating
Greater Opportunities for All that The funding for college education in Ontario continues to be less per student than
the amounts provided to universities and high schools (Colleges Ontario, 2014, p. 5). Even with the present
shortcomings within the system the investments in Ontarios post-secondary sector should not be consider
inconsequential, the contributions from our government deserve attention investments in postsecondary education
[were] $4.8 billion (TCU, 2013. p.3), in 2011-2012. Furthermore, in the 2012 Ontario Budget, Strong Action for
Ontario, focus was given to the need to support post-secondary enrolment growth, helping to ensure access to all
qualified students, this is seen through the intended increases in funding for colleges and universities , from $111
million in 2012-13, rising to $155 million in 2014-15 [and] investments in student assistance will increase [from]
$1.039 billion in 2012-13, [to] $1.216 billion in 2014-15 (TCU, 2013, p. 4).

The 2014-2015 budget for Mohawk College of Applied Arts and Technology is $190.6 million, $88 million
or 46% of which is directly provided by provincial grants given to the college in order to offer affordable postsecondary educational services within the regional municipality of Hamilton-Wentworth (Mohawk College, 2014).
The colleges student enrolment is the key driver in determining operating budget revenue levels because enrolment
influences the MTCU operating grant, tuition fees and ancillary revenue. The operating grants and tuition fees
account for 76% percent of total revenue (Mohawk College, 2014, p. 9). The other 24% of the colleges annual
budget is comprised of various sources, some of which are, but not restricted to, money generated from compulsory
student fees, campus revenue generated from student residence, food services, parking and stores located on site; the
colleges investment income and donations (Mohawk college, 2014, p. 9). The cost of the Early Childhood Education
program offered at Mohawk is an estimated $ 2,700 per student for the 2014- 2015 school year. The program intakes
roughly 150 students in 3 class sections in the fall and 50 students in 1 class section in the winter intake (Mohawk

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College, 2014), resulting in the program generating $540,000 or 0.3% of the annual revenue for the college. Mohawk
disburses annual funds based upon the estimated operating costs for the year. The salary and benefits of staff members
working for the college is the largest operating cost at $117,249,920 or 61.5% of the 2014- 2015 budget (Mohawk
College, 2014, p. 3). Just as the provincial government has shown responsibility in overseeing and creating program
frameworks in conjunction with giving finical aid to support the education of our post-secondary learners, it too
becomes the colleges shared responsibility to enable the best possible outcomes for their students, in preparing them
for life long accomplishment as they graduate and become part of the Canadian workforce.

First established in 1966, Mohawk College of Applied Arts and Technology is a non-profit organization
situated within the city of Hamilton, in Southern Ontarios Golden Horseshoe. Today the college serves more than
18,000 full-time and apprenticeship students and 42,000 part-time (Mohawk College, 2014), domestic and
international adult learners. Driven by their vision to construct, prosperous communities and transformed lives
(Mohawk College, 2014, p. 2), the college focuses on educational best practices, student success in learning and the
community in order to provide their learners with new realities [and] endless possibilities (Mohawk College, 2014,
p. 2). Mohawk College offers 117 diploma and certificate programs, and 18 apprenticeship programs with 83.4% of
graduates gaining employment and 94.3% of employers reporting satisfaction with their employees skills and
knowledge (Mohawk College, 2014). In the colleges 2011-2012 graduate report it was indicated that 91% of Early
Childhood Education graduates were employed in program related occupations (Mohawk College, 2012). Ontario
Ministry data also notes that employment rates and employer satisfaction levels for the college were above the sector
average (TCU, 2014, p. 4). Moreover, Mohawk College is ranked as one of the top three colleges for student
satisfaction and for the last four years in a row, the college has received the highest overall student satisfaction score
of any [post-secondary institution] in the Greater Toronto and Hamilton Area (Mohawk College, 2014, p.6).

Under the direction of the Human Services Department within Mohawk College, the Early Childhood
Education program operates under a philosophy which recognizes the fluidity within education, a product of current
knowledge that over time evolves as students are opened to new possibilities as their previous understandings are
expanded. The ongoing process of learning in which foundational professional knowledge propels a students ability
to gage, select and apply practices that honour the intrinsic gifts of each child through current modes of proven best

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practice. Furthermore, the philosophy of the program depicts an image of an educator who strives for recognition for
the child and the early years field through their practice, as stated, early childhood educators can help to build a
better world by making the power of childrens thinking visible and challenging our society to rise to an elevated view
of the child (Mohawk College, 2014, p.3). The early childhood department offers three avenues in which students
may study the early years in order to obtain a certificate and or/ diploma that enables graduates to work within various
aspects of the field. The Early Childhood Education Intensive 8 month program and The Early Childhood Education 2
year program both lead to diplomas at the onset of graduation. The Child Development Practitioner Apprenticeship
program which encompasses 4000 on job hours, including placement specific hours, in addition to 16 in class core
courses leads to a certificate once the student has complete the requirements within the program. Although these
programs vary in length and accreditation all three areas of study focus and share the same objectives in preparing
students to be successful in working within the early years field. The core courses offered within each program impart
skills and knowledge that allow all students regardless of program to learn about child development, learning
environments and curricula that are specific to supporting children in and through infancy, toddlerhood, pre-school
and school age. In addition, to inclusion for children with special needs, assessment of learning; professionalism in
working with families and the community and codes of ethics and standards of practice within the field. Moreover,
students across all three programs are immersed within various placements in the field in order to practice their in
class knowledge within a practical setting, furthering the students knowledge and skills for entry into the field.
Guided by the 2012, Early Childhood Education Standards set by the Ministry of Training, Colleges and Universities,
Mohawk College provides students with vocational learning outcomes and essential employability skill outcomes that
all students must demonstrate in order to complete their studies. Found within the 2014, Early Childhood Education
Departmental Procedures Field Placement Manual students are called to use reflective practice, analyzing the
processes in which they act and the decisions they make in the work place (Mohawk College, 2014, p. 35). Aligning
with the recent changes in the field, surrounding the interest that has emerged around tools that can be used to
enhance ones professional self the college also outlines through their 8th vocational learning outcome that students
must, use resources for ongoing professional development to effect personal and professional change (Mohawk
College, 2014, p.32). It can be assumed that this requirement to look within ones self, to see strength and weakness
in ones practice and to use such knowledge as a platform for growth can often pose challenges for the learner. It
takes a great deal of courage and knowledge to open yourself to the flaws within your decisions and actions, a

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disposition to learning that often does not come naturally. With the best interests of per-service educators in mind it is
imperative that learning institutions, course instructors, mentors and leaders within the field find ways to guide adultlearners through the uncomfortable process of looking critically within ones self, approaches to reflection that allow
for and foster growth in ways that enable educators to see their best professional self.

Revised Proposal
Context of Leadership Experience
The leadership experience I will be engaging in will take place within Mohawk College of Applied Arts and
Technology. Driven by the vision to create prosperous communities and transformed lives, (Mohawk College,
2014, p.2), the College seeks to ensure it is devoted to practices that hold faculty accountable to their students, staff
and the communities they serve while ensuring they act with integrity, transparency and base [their] decisions on
evidence( Mohawk College, 2014, p.4). Mohawk College enables learning opportunities for roughly 18,000 fulltime and apprenticeship students and 42,000 part-time (Mohawk College, 2014, p. 3), domestic and international
adult students.
Engaging in experiences under the umbrella of Mohawk College, I will be specifically immersed in
leadership opportunities centred within the Fennell campuses Human Services department focusing on the Early
Childhood Education full-time and apprenticeship programs. The Early Childhood Education program intakes roughly
200 students a year (Mohawk College, 2014). Early childhood education students engage in onsite courses which
provide online and in class learning opportunities, as well as practical experience within the early years field through
placements where students are immersed in experiences with children ranging in age from 0 to 12 years of age across
the Hamilton and greater Hamilton area.
Early childhood education is a vast field where professionals work in various settings, such as but are not
limited to: childcare, homecare; kindergartens, before and after school programs; Ontario Early Years and Best Start
programs and in special education. Early childhood educators (E.C.Es) support and provide learning opportunities for
infants, toddlers; preschool, kindergarten and or school age children. In addition, E.C.Es also work with the families
of these children who may range in ethnicity and social class. Due to the broad spectrum of the field there have been
many changes within the past decade, and a renewed vision has sought to consolidate and improve the layers of

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fragmentation that have been inherent within the profession. In 2007, the College of Early Childhood Educators was
established as the first regulatory body for the field. In 2010, the Ontario government [transferred the] responsibility
for childcare from the Ministry of Children and Youth Services to the Ministry of Education (Ontario Ministry of
Education, 2012), in order to create a system that better supported families and children. In recent years we have also
seen the release of key documents such as Early Learning for Every Child Today (2007) and How Does Learning
Happen? (2014) which provide frameworks for best practices in Ontario. Furthermore, the Full-day Early Learning
Kindergarten program was introduced in 2010 which brought E.C.Es into the school systems to work with teachers
to provide play-based learning opportunities for four and five years olds across the kindergarten sector. With these
and many other dramatic shifts in the field of Early Childhood Education it becomes essential that educational
institutions, pre-service educators, as well as current professionals within the field seek continuous learning about
themselves, their teaching practice and the profession in order to cultivate environments that foster the best possible
experiences for learning.

Area of Exploration and Inquiry Question

As an Early Childhood Educator who has been immersed within the changes of the field throughout my
eleven years as a professional in the early years sector, my practice has been deeply rooted within the progression,
growing pains and many successes that have occurred within the last decade. In order to align with the philosophy
shifts that have taken place in Ontario many E.C.Es, myself included have had to rethink their teaching practice, in
addition to their values and beliefs surrounding how children learn. Moreover, early learning across the majority of
settings is becoming a collaborative process between professionals from differing fields, early childhood educators,
community members, families and children which has added an additional need for change in practice. A need that
now depends on cooperation and teamwork across all persons who work with and for children. It can be assumed that
change is never met without difficulty, and in the mists of educators rethinking their current and future practices we
have seen a surge of information and interest in the use of pedagogical documentation.
Through pedagogical documentation, the roles in education are shifting; what it means to be a learner and an
educator are being transformed. Students and teachers alike are demonstrating ownership of and engaging in
teaching and learning. Consequently, pedagogical documentation is a vehicle for learning that bridges
understanding of children and adults (Ontario Ministry of Education, 2012, p. 4).

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Pedagogical documentation provides unique insights into the dynamics of not only how children understand
the world around them, but also allows the educator to see how relationships between the children, environment and
themselves are hindered and/or fostered within the program and through teaching practice. In turn, educators are
afforded additional ways in which they may critically reflect on how they affect the learning atmosphere and the
opportunities that are offered to children. This tool enables professionals to rethink, alter and/or remove practices
based on the perceived effects these practices have on the children within their care. The power documentation holds
for a professionals to gain deeper insights opens additional avenues for learning to occur. Understanding this power, I
have come to realize in my short time thus far at Mohawk College that there is a need for incorporating pedagogical
documentation within the program as an instrument of learning for pre-service teachers, a tool that may help enhance
their understanding of the child and themselves as a professional. In order to investigate the correlation between
professional growth and pedagogical documentation I am aiming to explore how this tool can be introduced to
students in a meaningful way, a way that gives them understanding surrounding the power documentation can hold, as
well as providing practical examples that gives students a platform in which they may use as a starting point in the
process of how documentation may be produced, used and later incorporated into their own practices within the field.

Initial Inquiry Question: How do you provide meaningful learning resources and or materials for adult learners in a
way that can inspire their own professional practice?
As I began to pull apart the meaning within the above inquiry question I soon realized the wording of my
initial inquiry question created barriers for exploration. As I thought of my goal to inspire growth, I began to think of
what the process of inspiration may look like and I became conscious of the need to activate the documents offered so
an outlook that captured the importance for continual professional growth could be obtained.
Current Inquiry Question: How do you activate meaningful learning resources and or materials for adult learners in
a way that can inspire a disposition about their own professional practice?
In order to fully investigate all avenues that emerge within the process of unravelling the context that allows
for meaningful connections to be made for adult learners I will be using ministry resources, artefacts from the field;
college course information and discussion as tools to unpack the possible apprehensions students may have in regards

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to producing and reflecting upon documentation. In addition, I will also be collaborating with colleagues in order to
provide learning experiences that may be offered through guest speaking opportunities within the apprenticeship
program and a lunch and learn workshop opened to all adult-learners that will assist students in using documentation
in ways that hold meaning for them.

Collaborators within the Exploration

To gain in-depth understanding surrounding how to provide meaningful learning opportunities and resources
for adult learners in ways in which they become inspired professionally I will be extensively working with my
colleague Diana Miskovic to explore the most suitable ways we can produce and/or provide examples of pedagogical
documentation and learning resources that provide meaning for students and professors so they may feel comfortable
using and creating pedagogical documentation of their own. Additionally, I will be working with Karen Davis, Early
Childhood Education Program Coordinator; Angela Beltrano, Early Childhood Education Professor and Nicole
Kennedy, Ontario Early Years Facilitator and Early Childhood Education Professor. Karen, Angela and Nicole will be
acting as mentors in this process, helping Diana and I to gain deeper understandings surrounding the ins and outs of
the program, as well as the hows, whys and effects of our inquiry on current and future practices within the program
for the pre-service educators who are students within the college.

Possible Benefits of Exploration for Participants and Community

Throughout this inquiry process, the deeper levels of understanding surrounding how pedagogical
documentation and other meaningful resources can be introduced into an adult learning environment will expectantly
strengthen my own professional practice as I work alongside my collaborators to explore ways in which a new tool
can be introduced in such a way that elicits passion in others surrounding the use of reflective professional tool. The
program and adult learners will in turn evolve through this inquiry as embedding [a tool for] reflective practice into
[curriculum] will enhance practice and make a positive impact on the adults and children with whom [they] work
(Johnston, 2009, p. 387). This exploration may also impact adult students future and continued professional growth
as they come to realize through the meaningful experiences and resources offered that reflective practice is not
comfortable or easy and may be time consuming and overwhelming, but without engaging in it we stifle professional
growth before it is able to occur.

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Rationale for Inquiry Project

Working in the field of early childhood education requires professionals to think outside themselves, to think
in an altruistic manner, holding their actions and decisions up for scrutiny in order to ensure accountability to the
children and families they serve. Children are one of societys most vulnerable groups and the quality of interactions
between an educator and their student can have positive and or negative impacts on a childs development. It becomes
essential that educators find ways to minimize any potential for adverse influence to seep into the learning
environment, it is the duty of the educator to ensure principals of ethical practice are interwoven through all
interactions they are involved. Practitioners must continually challenge and evaluate professional judgments and
practices to ensure that they are based on the best available information. As the body of knowledge changes so do the
concepts of best practice (Chandler, 2009, p. 147). A professions informed knowledge is dependent upon time and
place, as research expands understandings, altering the course of policy and attention our professional focuses change.
The field of early childhood education is not exempt from this rule and as our field has gained alternative perspectives
in which to view the early years, documentation has been lifted to the forefront of discussion. (Kalliala et al., 2014).
As I engage in experiences exploring how I may provide meaningful learning resources and or materials for adult
learners in a way that can inspire their own professional practice, I am pulled toward pedagogical documentation as
our current knowledge in the field has demonstrated the ability documentation has for encapsulating childrens
thinking, in addition to how we enact our pedagogy with children. Knowing that early childhood pre-service teacher
education is an important site for the development of new discourses for the profession (Woodrow et al., 2008, p.
91), and propelled by my goal to help enhance my own learning and the learning of my colleagues, I inspire to create
opportunities where pre-service educators can obtain additional resources that they can add within their tool-kit to
continually enhance their professional selves as they enter the field. Under the responsibilities to colleagues and to
the profession section in the College of Early Childhood Educators 2011, codes of ethics and standards of practice I
am required to commit [myself] to engaging in continuous professional learning to enhance [my] practice [and to]
support those who are new to the profession and students aspiring to the profession (CECE, 2011, p. 11). Aligned
with my beliefs surrounding the importance of relationships, and the impact our relationships have on our ability to
grow, so that we are able to insure the well-being and learning of every child is placed in the highest regard, my intent
throughout this process is to gain greater insights into how and why resources become meaningful and or stagnant
within ones practice. In gaining deeper understandings of how professionals make profound connections with learning

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tools I hope to impart experiences that enable pre-services educators to continually grow in their practice. Looking
into the depths of how others perceive pedagogical documentation may be hindered by my own personal bias and the
connection I hold to this means of critical reflection that I am offering. I must be aware of the value I place on
documentation in order to gain a true understanding of how others may perceive this form of professional growth.
In addition, to supporting pre-service educators, I am also compelled by the codes of ethics and standards of
practice set out by the College of Early Childhood Educators to ensure the best interests of the child are paramount
(CECE, 2011, p. 15). As I engage in this leadership experience I am driven by the disposition I hold to continually
seeks opportunities to grow, in order to ensure I am able to serve children in ways that truly suit their needs
(Murphy, personal communication, October 7th, 2014). With this philosophical stance in mind, my desire to afford
educators with additional opportunities to develop ethical practice through critical reflection is strengthened. I
understand the need to look deep within our daily practice, dissecting moments of our lived experiences so that we are
able to afford children learning opportunities that reflect their personal needs. It can be surmised that it is only when
we form the habit of looking deeper, that we will be able to see the underlying functions that enhance childrens
understandings, as well as our own professional knowledge.

Critical Reflection
Historically the early childhood profession has been perceived as a lower status of occupation, our society has
been entrenched in views that have reinforced stereotypes and prejudices surrounding the child, perceptions that have
long oppressed the field of early childhood education. As such, these views have limited the ability of early childhood
practitioners to see themselves as leaders who hold the power to influence the field in ways that may push our
profession and the views of the child forward. It is necessary to lay to rest the assumption that working with children
is something that anyone can do. This assumption is the root cause of the unsatisfactory compensation that
characterizes the early education field in Canada (Chandler, 2009, p. 147). Developing relationships and
communities in addition to the responsibilities we have to children through our daily practice takes foresight, the
vision to see the impact our relationships can have on children lives and the perspective of the greater community.
Moreover, our ability to see our actions as influential, having impact outside their direct environment is needed in
order effect positive change in the field (Mac Naughton, 2003 & Rodd, 2006). Leadership is often seen as a stance

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that positions one over another, but in the field of early childhood education leadership is not restricted by a
hierarchically role. All practitioners regardless of title or length of service can be advocates for the field and children,
the only instruments need to evoke change is through our actions and words (Ren-Etta Sullivan, 2010). As an
educator who strives to constantly challenge my current ways of doing and knowing through my desire to expand my
understandings through continuous education and professional growth I have come to understand the accountability I
have to myself and the field to advocate for advancement in all those who impact the lives of our young. In trying to
shift thinking in others towards a disposition that sees the necessity in critical reflection to constantly push our
professional selves forward for the betterment of our field, children and families I am aware that meaningful
connections must be made that foster an aptitude for leadership within the field. A key point of education is to
encourage the making of meaning, the development of communication, and the continuation of social, emotional,
psychic and physical growth (Khattar et al., 2013, p. 87). Entrenching the learning opportunities given to pre-service
educators with tools that elicit a strong sense of accountability in endlessly raising the level of professionalism within
the field through provocations that excite and allow leadership to be seen, will ultimately open our profession to
greater heights as the field is perpetually moved forward. When educators engage in continuous learning and
questioning, exploring new ideas and adjusting practices, they achieve the best outcomes for children, families, and
themselves (Ontario Ministry of Education, 2014, p. 20).

Conclusion
Learning is a metamorphic process, in order to facilitate transformation we must be open to build upon our
pervious conceptions of self, we must emphasize the gaps within our knowledge and skill, revise our thinking and
open ourselves to new possibilities. As a mechanism for the deconstruction of current understandings, the use of
pedagogical documentation as a tool for critical reflection can provoke educators to see the child and themselves in
new ways as documentation sheds lights on our experiences allowing learning to become visible. Given that the field
is dealing with human lives, practitioners must be accountable- and care about what they do and how they do it
(Chandler, 2009, p. 151). It becomes imperative that our learning intuitions that prepare per-service educators and the
professional development that is offered to practitioners already immersed within the early years field offer
professional growth tools, resources and opportunities that ensure educators seek understanding of how they project
themselves within the environments they work, environments that impact the development of our youngest learners.

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Teaching [is] about decision making, but the skill [is] not making a decision or in knowing why you made
that decision. Rather, the skill lay in knowing why you did not choose one of the 100 other ways in which it
was possible to act (Mac Naughton, 2005, p. 167).
When we see how our pedagogy is truly enacted in our interactions with children, we are able to see beneath
the surface of our actions allowing for a deep understanding of who we are and the direction we may need to move
ourselves toward in order to grow within our profession.

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Bowne, M., Cutler, K., DeBates, D., Gilkerson, D., & Stremmel, A. (2010). Pedagogical documentation and
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