10 Reasons to Choose Quality Early Learning and Child Care

Expert knowledge Early childhood educators are experts in child development and are trained to create inspiring learning environments!
Intentionality Early childhood educators provide your child the gift of time and attention. They will stop and explore the new flowers or jump in the mud puddles with your child.
Young at heart Early childhood educators know how to have fun! They’re not afraid to be silly and laugh with your child; all while nurturing your child’s creativity and helping to build their self-confidence.
Setting limits Every child needs reasonable boundaries, such as no playing ball inside. Early childhood educators set limits and support families in doing the same.
Love of literacy Early childhood educators read and tell stories, sing songs, and do puppet shows to inspire a love of language and to build early literacy skills.
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Confidence boost Early childhood educators provide safe opportunities for your child to be independent and to become confident in their personality and decision making skills.
Inspired learning Early childhood educators ask open-ended questions to inspire creative thought and curiosity, to encourage children to explore, and to make learning fun.
Life skills Early childhood educators use their expertise to develop programs that use play as a tool for teaching math, literacy, science and essential life skills that last for life!
Making friends Early childhood educators are educated to appropriately support children to gain social skills, which are so important in making friends and developing positive relationships!
Helping hand Everyone gets stumped by parenting from time to time - juggling schedules, demands, and behaviours. When it gets tough and you need someone to talk to, reach out to your child’s early childhood educator!
Professional, Certified, Licensed.

Helping PEI families make the early years count

Events : Details

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Events : Details

Training Series
This event has been approved by the Early Learning and Child Care Board for 13.50 professional development training hours.

Payment Policy:

The ECDA's payment policy for all Professional Development is that fees must be paid prior to attending*. The final date to make your payment is one week prior to the start date of the event, unless otherwise communicated (i.e. council or board run centres for cheque approval/signature, would be the exceptions). If payment is not received, before the event payment deadline, you will not be permitted to attend.

In the past, exceptions have been made by the ECDA, but with our growing membership, it has become increasingly difficult to manage. We thank you for your understanding and your commitment to your ongoing Professional Development. The ECDA.

*If you are mailing a cheque, please be aware you should allow a few days ahead of the deadline for it to be received by the ECDA office.

Media Disclaimer:

The Early Childhood Development Association (ECDA) reserves the right to use any photograph/video taken at any event sponsored by the ECDA, without the expressed written permission of those included within the photograph/video. The ECDA may use the photograph/video in publications or other media material produced, used or contracted by the ECDA. Any person desiring not to have their photo taken or distributed must contact the ECDA in writing requesting that his/her image not be distributed.

Refund Policy:

Please be aware that to receive a full refund of your registration fees, notice must be provided to the ECDA, via email, 2 weeks prior to the start date of the event. Beyond that, to receive a 50% refund of fees for a cancelled registration, appropriate documentation ie, doctor's certificate or such must be provided.
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Leadership Series: How Can I Be a Leader While Being a Supervisor?

Application instructions below:


Participants will have the opportunity to engage in a variety of virtual learning encounters through a social constructivist lens. We will examine the paradigms and discourses that contribute to our beliefs around leadership in the early learning sector. We will think alongside leaders, examine new perspectives, and reflect on our aspirations in Early Years Programs. Through this cyclical model participants will have the opportunity to reflect, discuss, challenge and practice new skills.

Topics will include:

1.            Leading From Values and Intention and Cultivating Culture,

2.            Understanding Accountability and Compliance through the lens of Pedagogy,

3.            Pedagogical Leadership.

Apply to be a part of this exciting opportunity:

This is for you if:

  • A leadership position (Director, Supervisor, Team lead, Pedagogical Support, etc)
  • Can commit to the full series—9 sessions (full breakdown of dates listed on flyer and in each portion of the series)
  • Reflection is a big part of your practice
  • ECDA Member

Send in a submission of 250 words or less to the ECDA's Professional Learning Coordinator, Megan McPhee on why you should be part of this amazing opportunity! There are limited seats in this FULLY FUNDED program. You have to submit a brief write up before 12:00pm April 17th to be considered! Help us ignite the pedagogical passion, and create a PEI Wave!!!

Potential submission elements:

  • Regardless of the title you hold-what does it mean to be a leader?
  • What are your hopes for this series?
  • Why do you think you should take this?
  • What problem do you think will be solved by this?


This professional learning opportunity will support leaders achieve the goals outlined for educators, children, and early learning programs in Prince Edward Island’s Pedagogical Framework.

We believe leaders have the power to impact future generations through reflective practice and thoughtful pedagogies. We believe in supporting as many educators in the pedagogical pursuits of connecting children to the natural world and implementing high-quality programs for children and families. We believe that through thoughtfully curated learning opportunities we can sustain and reignite the spark in the existing workforce; enhance retention through supporting leaders, grow the number of qualified educators and attract new educators to the sector from a diverse cross-section of the population.

All of our offerings are driven by a values-based approach. Leaders will have the opportunity to engage in critical thinking and reflection with their peers. We work in emergent ways with educators, leaders, and administrators to consider the systems and structures of our work and make our work and policies live and breathe in new, values-driven ways. Our approach allows for the specific goals, values, and vision of each client to be woven into the work that we do so that it is culturally and contextually relevant to the educators that we serve.


Facilitator Biographies:


Facilitator Biography:

Karen Eilersen (RECE, Forest School Practitioner) is the founder and Director of Discovery Child Care Centre: one of Ontario’s very first licensed child care centres that is also a certified Forest and Nature school, founded in 1998.

She has earned international acclaim for her work in green child care practices and is a pioneer in terms of advancing the Forest and Nature school concept here in Canada. Karen has facilitated college lectures, in-person conferences, system wide professional learning days (up to 450 educators) seminars and workshops. She is a passionate leader whose vision drives the work to connect as many children, families, and educators to nature.

She is both extremely quality-focused when it comes to child care and passionate about challenging the status quo. She is an exemplary role model and has been a key player in the Forest and Nature school movement in Canada. She continues to work in the Forest School Kindergarten program where the children visit a local forest 2 times per week.

Jessica Holder (RECE, BSc, Forest School Practitioner) has been passionately committed to the field of Early Childhood Education for over a decade. She is the Pedagogical Leader at Discovery Child Care Centre where she works collaboratively with educators to reflect on their pedagogical choices and to grow the programs they co-construct with children and families. The values that drive her work are co-construction, intersectionality, democracy, emergence, and curiosity.

She works alongside educators to think collaboratively about the contexts we provide young children. She holds a strong image of a competent and capable educator and believes educators deserve conditions and contexts to think critically about what they know, their stories, and research.

She strives to support professionals to stretch their thinking, reflect on their practice and consider the infinite possibilities to inspire their programs. She is passionate about supporting educators well-being and believes in creating contexts for educators to sense their value to children, society, and our future.