Help bring the Guiding Principles to life
Through our engagement with educators across Alberta, we’ve heard a clear and consistent desire to see how the Guiding Principles show up in real, everyday practice.
As we develop a companion resource to the Guiding Principles, we are looking to you—as the most knowledgeable in your own practice—to help shape what this looks like.
We are inviting educators to contribute short reflections, stories, or moments from their work that connect to the Guiding Principles for Ethical Practice.
These contributions will help build a collection of real examples that reflect:
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the diversity of early learning contexts across Alberta
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the relational and responsive nature of practice
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the thinking, reflection, and decision-making that shape everyday work
There is no expectation for these examples to be “perfect” or resolved. In many cases, the most meaningful reflections are the ones that are still being worked through.
What might you share?
You might choose to share:
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A moment that stood out to you in your day
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A situation that required thoughtful decision-making
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A tension or challenge you are navigating
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A shift in your thinking or practice
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A reflection you are still holding
Please do not include identifying information about children, families, or colleagues. We encourage you to share in ways that respect privacy and confidentiality.
How your contribution may be used
Selected reflections will be included in a companion resource, which will sit alongside the Guiding Principles.
This resource will:
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Share a range of perspectives and experiences
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Support reflection and dialogue across the profession
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Illustrate how the principles can be interpreted in different ways
You will have the option to:
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Share your name/role/certification or remain anonymous
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Have a final say on how your contribution is represented
Please note: Submissions will be used as reflective examples to support shared learning across the profession. While we deeply value the experiences and questions you share, this form is not intended as a space to seek guidance or receive individualized support.
How to submit
Use the form at the bottom of this page to upload your submission.
If you have any questions, please direct them to ecevoices@aecea.ca
Example Submissions
Principle: We are essential in upholding the holistic well-being of the children in our care (2)
Situation
During the afternoon, our program follows a scheduled rest time. One child in our group consistently struggled during this part of the day. They would move around, talk to peers, and often become upset when asked to lie down. I noticed this was becoming a stressful time for them, and for the group.
Reflection
At first, I felt pressure to maintain the routine and support a calm environment for everyone. At the same time, I began to question whether the expectation to rest in the same way was supporting this child’s well-being. I wondered if I was responding to the needs of the group in a way that overlooked this child’s individual rhythms and needs. I also reflected on how rest can look different for different children (physically, emotionally, and culturally).
How It Shaped Practice
Instead of continuing to insist on the same approach, I began offering this child different ways to rest. We created a quieter space nearby where they could look at books or engage in calm activities while still being part of the group environment.
Over time, this reduced their stress and allowed them to regulate in a way that felt more supportive. It also shifted how I approached rest time more broadly, considering flexibility for other children as well.
Ongoing Reflection
I continue to think about how routines can unintentionally prioritize consistency over responsiveness. I wonder how often expectations are shaped by what works for the group, rather than what supports each child’s well-being.
Principle: We are committed to partnership with families (8)
In our program, outdoor play is a regular part of the day. A family shared that they preferred their child not participate outside during colder weather, which created some tension for me.
I found myself feeling unsure how to navigate this. I wanted to respect the family’s wishes, while also holding onto what I understand about the benefits of outdoor play. At times, I noticed myself feeling frustrated, which led me to pause and reflect on where that was coming from.
I started thinking more about what partnership really means. Was I truly making space for this family’s perspective, or was I trying to guide them toward my own idea of what is “best”? At the same time, I was also thinking about my role in sharing knowledge and supporting children’s well-being.
I’ve been approaching conversations with more curiosity. Asking questions, listening more closely, and sharing my thinking in a way that opens communication rather than trying to convince.
We’ve made some small adjustments, but it hasn’t fully resolved. I still feel uncertain at times about whether we’re finding the right balance.
I’m continuing to reflect on how to hold space for both professional knowledge and family voice, and what ethical partnership looks like in situations like this.
Principle: We are dedicated to our profession (9)
During a conversation with a parent, they casually referred to our work as “babysitting.” I didn’t say anything in the moment, but it stayed with me.
I started thinking about how often this happens, and how I talk about my own work outside of the program. I realized I sometimes simplify what I do instead of naming the knowledge and intention behind it.
Since then, I’ve been more intentional about how I speak about my role—both with families and in everyday conversations. It’s something I’m still working on, but I’m becoming more aware of how those small moments shape how our profession is understood.