Meaningful Artifacts
A Storytelling
Pete the Cat: I Love My White Shoes
During my second semester, I designed an interactive storytelling experience based on Pete the Cat: I Love My White Shoes for toddlers aged 18 to 36 months in my Curriculum Design course. Using handmade props, I visually represented Pete’s changing shoes to engage the children through repetition, song, and movement, teaching them colours and encouraging physical activity like stomping and wiggling. The storytelling ended with a dance inspired by the story’s themes of resilience and change. I included this experience in my portfolio to showcase my creativity and ability to design engaging, developmentally appropriate activities for young children. It reflects my understanding of early childhood development and commitment to fostering literacy, music, and movement in a play-based environment. This assignment demonstrates my ability to create meaningful activities supporting toddlers’ cognitive, physical, and social-emotional growth while highlighting my enthusiasm for storytelling in early education.
The Ecology and Pedagogy of Place:
Deepening Connections through Relationships
During my third semester in the Land-Based Play and Co-Learning through Etuaptmumk/Two-Eyed Seeing course, I completed a mapping assignment at the Humber Arboretum that enhanced my understanding of nature’s cycles and sensory learning. Observing seasonal changes, I reflected on the interconnectedness of living things. I learned how activities like rock painting and balancing on tree trunks can foster children’s respectful relationships with the land and their environmental stewardship. This experience reshaped my views on risky play’s importance in children’s growth and connection to nature. I included it in my portfolio to showcase my commitment to integrating nature-based learning and Indigenous perspectives into early childhood education. It highlights my ability to incorporate sensory exploration, risky play, and diverse worldviews into meaningful outdoor experiences that encourage children’s growth and wonder in the natural world.
Creating Adaptations and Modifications for Inclusive Learning
During my third semester in the Creating Inclusive Environments course, I designed adaptations to support communication for toddlers with language delays, including the ‘I Want…’ Board, Picture Menu Board, and Tactile Communication Cards. I integrated Indigenous perspectives by incorporating traditional mealtime rituals, ensuring a respectful learning experience. This project allowed me to apply Universal Design for Learning (UDL) principles and enhance my adaptive strategy skills while deepening my understanding of inclusivity and diversity. I included it in my portfolio to highlight my ability to create inclusive learning experiences that provide meaningful opportunities for all children, especially those with language delays. It showcases my commitment to integrating diverse perspectives and creating culturally relevant environments, emphasizing my dedication to fostering inclusivity and effective communication in ECE.