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RESOURCE LIBRARY

We recognize that early learning and child care professionals require access to a variety of resources to ensure the meaningful inclusion of all children. Our library provides an abundance of social and emotional learning resources as well as key documents to guide program-wide implementation of inclusive practices.

Poster: Our Behaviour Expectations - Preschool

Poster: Our Behaviour Expectations - SchoolAge

Poster: Our Behaviour Expectations - Toddler

Poster: Roue Des Émotions - Préscolaire

Poster: Roue Des Émotions - Âge Scolaire

Poster: Solution Idea Wheel - Preschool

Poster: Solution Idea Wheel - School Age

Poster: Solution Ideas - Preschool

Poster: Solution Ideas - School Age

Problem Solving: Practicing Problem-Solving in a Puppet Show

Problem Solving: Supporting Children With Visuals

Problem Solving: Supporting Turn Taking Through Fashion

Problem Solving: Trying to Find a Book

Problem-Solving : Acknowledging a Child's Problem-Solving Efforts

Problem-Solving: Reflecting on a Problem at Large Group Time

Providing Directions: Educator Clarifies How to Use Materials at the Start of an Activity

Providing Directions: Individualized Directions with Check-in to Support Participation

Routine Visuelle: Du Lavage Des Mains

Routine Visuelle: Toilettes - Tout-Petits

Routine Visuelle: Toilettes - Âge Préscolaire Et Scolaire

Routine visuelle : Exemple - Prématernelle

Schedules & Routines: Reviewing the Routine with an Individual Child

Schedules & Routines: Reviewing the Visual Routine

Schedules & Routines: Reviewing the visual schedule before snack

Schedules & Routines: Using Visuals to Support Transitions in an Individualized Way

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Thank You to Our Educators

Our library contains videos of Alberta educators demonstrating pyramid model practices.

We extend our deepest appreciation to each educator for taking a risk in sharing an on-camera “snap shot” in time as they develop their skill, understanding and knowledge of how best to apply these evidence-based practices into their daily interactions and routines with children. It is in making their learning visible that they support the learning of many more educators.

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