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New Brunswick Curriculum Framework for Early Learning and Child Care - English
In partnership with the Government of New Brunswick, research and development of a curriculum framework, curriculum support documents, and a Program of Professional Learning for licensed Early Learning and Child Care sites.
“The New Brunswick Curriculum Framework is about living the good life with children. It is strongly rooted in early childhood internationally and it links New Brunswick with Scandinavia, New Zealand, and Reggio Emilia. It is both local and global. It demonstrates sensitivity about children and acknowledges that these proposed changes present a challenge. That is unusual. It is not prescriptive. It doesn't tell you what to do. It asks questions and invites your responses. I could read about the various child care centres across the province and as an outsider to New Brunswick, it gave me an image of life with children in New Brunswick. It is promising and positive.” - Carol Anne Wien, 2008
Published 2019 for the Department of Education and Early Childhood Development, GNB
Published 2019 for the Department of Education and Early Childhood Development, GNB
Published 2011 for the Department of Education and Early Childhood Development, GNB
Published 2010 for the Department of Social Development, GNB
Published 2010 for the Department of Social Development, GNB
Published 2009 for the Department of Social Development, GNB
Published 2008 for the Department of Social Development, GNB
UNB Early Childhood Team: Sherry Rose, Kin Stewart, Pam Malins and Candace Gallagher. (2020). Bachelor of Education degree in Early Childhood Education Early Childhood Educator Handbook.
UNB Early Childhood Team: Sherry Rose, Kin Stewart, Pam Malins and Candace Gallagher. (2020). Bachelor of Education degree in Early Childhood Education Early Childhood Instructor Handbook.
UNB Early Childhood Team: Sherry Rose, Kin Stewart, Pam Malins and Candace Gallagher. (2020). Bachelor of Education degree in Early Childhood Education Early Childhood Practicum Roles & Responsibilities Handbook.
Debra Harwood, Pam Whitty, Enid Elliot, and Sherry Rose. (2020) The Flat weasel: Children and adults experiencing death through nature/culture encounters. In: Cutter-Mackenzie-Knowles A., Malone K., Barratt Hacking E. (Eds) Research Handbook on Childhoodnature. Springer International Handbooks of Education. Springer.
Kim Stewart and Candace Gallagher. (2020). Entangled narratives: How literate histories of early childhood educators expand possibilities within online learning spaces. Journal of childhood studies, 45(3).
Candace Gallagher. (2020). Entangled women: Markmakers, worldmakers. Antistasis, 10(1).
Kim Stewart. (2020). Antistasis, 10(1). Sacred spaces: Places to call home? Antistasis, 10(1).
Adrian Downey, Candace Gallagher, and Alicia Noreiga. (2020). Introduction to the special Issue: Proceedings from the 2019 Atlantic Education Graduate Student Conference. Antistasis, 10(1).
Candace Gallagher. (2019). The beginnings of a theoretical framework: Weaving the entanglements of my thinking. Antistasis, 9(2).
Pam Whitty, Monica Lysack, Patricia Lirette, Joanne Lehrer, and Jane Hewes. (2020). Passionate about early childhood educational policy, practice, and pedagogy: Exploring intersections between discourses, experiences, and feelings…knitting new terms of belonging. Global education review, 7(2).
Pam Whitty and Heather McKay. (2019). Walking together in and through stories. In K. Lenters & M. McDermott (Eds.), Affect, embodiment, and place in critical literacy: Assembling theory and practice. Routledge.
Rachel Bell, Katelyn Copage, Matt Rogers, and Pam Whitty. (2019). Fleeting Encounters & Brick walls: Animating Embodied Literacies in Our Everyday Relations. Language and Literacy, 20(4).
Adrian Downey, Rachael Bell, Katelyn Copage, Pam Whitty. (2019). Place-Based readings toward Disrupting colonized literacies: A Métissage. in education, 25(2).
Pam Whitty, Jane Hewes, Sherry Rose, Patricia Lirette, and Lee Makovichuk. (2018). (Re)encountering walls, tattoos, and chickadees: disrupting discursive tenacity. Journal of childhood studies, 43(2).
Sherry Rose, Kristy Fitzpatrick, Candace Mersereau, and Pam Whitty. (2017). Playful pedagogic moves: Digital devices in the outdoors. In D. Harwood (Ed.), Crayons and iPads: Learning and teaching of young children in the digital world. Sage.
Craig Jollymore, Sherry Rose, Ann Sherman. (2017). Changing our practices: Resisting habits as an approach to self study. in Education, 23(1).
Pam Whitty. (2017). Complicating literacies: Settler ways of being with story(ies) on Wabanaki Lands. In R. Zaidi & J. Rowsell (Eds.), Literacy lives in transcultural times. Taylor & Francis.
Nicole Letourneau, Pam Whitty, Barry Watson, Jennifer Phillips, Justin Joschko and Doris Gillis. (2015). The influence of newborn early literacy intervention programs in three Canadian provinces. Issues in Comprehensive Pediatric Nursing, 38(4).
Sherry Rose and Pam Whitty. (2013). Valuing subjective complexities: Disrupting the tyranny of time. In L. Prochner & V. Pacini-Ketchabaw (Eds.), Re-situating Canadian early childhood education (pp. 35-52). Peter Lang.
Anne Hunt and Pam Nason. (2012). Navigating between colliding discourses in cross-cultural perspectives on early childhood. In J. Moyles and T. Papatheodorou (Eds.), International perspectives on early childhood and care. Sage.
Anne Hunt and Pam Nason. (2011). Pedagogy as an ethical encounter: How does it look in our professional practice? In A. Campbell & P. Broadhead (Eds.), Working with children and young people: Ethical debates and practices across disciplines and continents. Peter Lang.
Sherry Rose and Pam Whitty. (2010). Where do we find the time to do this? Struggling against the tyranny of time. Alberta Journal of Education, 56(3).
Pam Whitty. (2010). Responsibility with and to other: Deconstructing and re-conceptualizing children, childhoods, and early childhood literacy curricula. Journal of Curriculum Studies, 42(2).
Emily Ashton. (2009). Folding ethical-textual tensions: Explorations in curriculum writing. In P. Whitty & L. Iannacci (Eds.), Early childhood curricula: Reconceptualist perspectives. Detselig Enterprises.
Sherry Rose. (2009). Lion and landscape: Embracing multiplicities inside schooled spaces. In P. Whitty & L. Iannacci (Eds.), Early childhood curricula: Reconceptualist perspectives. Detselig Enterprises.
Pam Whitty. (2009). Curricular conversations and meaning-making with/across modernist-post foundational spaces. In P. Whitty & L. Iannacci (Eds.), Early childhood curricula: Reconceptualist perspectives. Detselig Enterprises.
Pam Whitty, Sherry Rose, Angela Thompson, Leisa Comeau, and Donna Baisley. (2008). Honouring educators’ co-construction of picture books. Canadian Children, 33(2).
December 2020 - ongoing: Micro-credentialing with NBCC, building on educators’ knowledge and experiences while providing them with the opportunity to document and reflect on current practices, demonstrating their competencies.
Winter 2020 - ongoing: Gender and LGBTQ2s Children’s Literature in Early Childhood: Community Perspectives. Conversations with parents about familiarity and comfort with picture books that address gender and sexualities. University Research Fund, $6422.76. (2020-2022)
2015 - ongoing: BEd in ECE online degree. Continuing to develop and grow the two year online Early Childhood degree program. [can link back to degree section]
2012 - ongoing: Documenting Learning through Narrative Assessment. Leaders in early childhood education discussed topics and issues surrounding the ways and tools we use to document, how we use documentation to showcase not just joys and triumphs but also address the challenges. We discussed how to build reflective communities open to discussion and aiming to understand documentation from a variety of viewpoints.
2003 - ongoing: Born to Read New Brunswick (BTR). A NB partnership: Funded by Born to Read and supported by the New Brunswick Teachers Association, produced and published by the UNB ¬ECC with art direction by Goose Lane Editions A NB picture book is published yearly for BTR (6000 copies). Typically, a book is produced for 2 years and then may be republished. [can link back to Children’s Book section]
August 8 & 9, 2018: Anglophone School District North Literacy Retreat: Teachers as Writers. Developed and presented a two-day workshop for K - 8 educators from Anglophone School District North, NB.
September 2017 - March 2018: Co-developed a series of workshops in partnership with Collège communautaire du Nouveau-Brunswick (CCNB) for early childhood educators across New Brunswick about Invitations to Play and Child Guidance.
May 2017 - December 2017: Learning Through Play workshops. In partnership with Anglophone North School District, Anglophone East School District, and Anglophone North School District we developed and facilitated a series of workshops for kindergarten teachers.
January 2017 - March 2017: Teachers as Writers: An Eight Week Study, A partnership between the University of New Brunswick and Anglophone School District West, NB.
October 2016: Planned and organized the Children’s Literature and Literacy Conference. Including seven Canada children’s book authors. Three hundred educators from Atlantic Canada early childhood educators.
2014 - 2018: Bridging Project in partnership with Anglophone School District West. Co-facilitated a series of workshops with early childhood educators, kindergarten teachers, and Anglophone school districts in NB.
2013 - 2017: In partnership with the McCain Family Foundation we organized the Early Childhood Speakers’ Series which included visiting early childhood researchers presenting throughout the province to early childhood educators both in schools and child care settings. (Matt Glover, Anne Haas Dyson, Carol Anne Wien, Penny Kittle, David DeCoste)
2013 - 2015: Learn2Learn Conference, Rothesay Netherwood School, Rothesay, NB. This yearly conference brought private and public educators together and was linked to a university course, and individual action research in classrooms where educators and faculty collaborated.
2007 - 2010: New Brunswick Program of Professional Learning for Early Childhood Educators. Conferences were planned across NB for early childhood educators with keynotes by international scholars and workshops such as play, literacies, documentation, families and provided on site, in classroom support to early childhood educators.
As early childhood leaders in the province, we are committed to learn with/from community partners: NB Libraries, Talk with Me, Family Enrichment, NB public school system, early childhood centres, NBACL and the Department of Education and Early Childhood.