In this episode, ASCY’s Nancy Baverstock is joined by colleague and long‑time collaborator Anna Minniti, pedagogical leader at Little Peoples Daycare in Hamilton, for a thoughtful conversation about transforming staff meetings into intentional, meaningful spaces for connection, collaboration, and reflective practice.

Together, they explore how shifting away from checklist‑driven meetings and moving towards purposeful “gathering times” can strengthen relationships, elevate educator voices, and align teams around shared values and vision. Drawing from years of experience, they discuss practical ways leaders can create meetings that feel respectful, engaging, and relevant, spaces where educators feel seen, heard, and valued.

This conversation invites listeners to pause and reflect on an important question: Why do we gather? And how can we ensure our time together truly supports growth, wellbeing, and professional learning?

If you’re interested in further support, be sure to explore ASCY’s Stepping Side by Side modules, connect with your ASCY PLC for more guidance and resources.

In this episode, ASCY’s Nicole Colterman is joined by Aaron Bailey, Aaron is a certified ADHD Life Coach, educator, and advocate with both professional and lived experience in ADHD and neurodiversity. With over a decade of work across education, mental health, and coaching, including running his own practice, Aaron brings deep insight and practical support to the ADHD community

Together, Nicole and Aaron explore what ADHD truly is: a neurodevelopmental difference, not a behavioural choice or a character flaw. Aaron clearly explains how differences in brain chemistry, particularly dopamine, impact attention regulation, impulsivity, emotional expression, time perception, working memory, and executive functioning. The conversation reframes behaviour as communication, encouraging educators and caregivers to shift from asking “what’s wrong?” to “what’s happening in the brain?”

Aaron also shares practical, developmentally appropriate strategies that support children in early learning settings, such as visual supports, movement, predictability, novelty, interest‑based approaches, and reducing cognitive load. Many of these approaches benefit all children, which is especially important given that ADHD is often undiagnosed in the early years and children may not yet have the language to describe their needs.

This episode is a strengths‑based, compassionate conversation that reminds us: when children struggle, it’s not because they won’t, it’s because they can’t yet. With understanding, empathy, and brain‑based support, we can remove barriers and help children show us who they really are.

Guest Bio: Aaron Bailey is a certified ADHD Life Coach with advanced training from the ADD Coach Academy (ADDCA). He holds a Professional Certified Coach (PCC) credential from the International Coaching Federation (ICF), as well as his Professional Certified ADHD Coach (PCAC) designation from the Professional Association for ADHD Coaches.

Aaron also holds a Diploma in Child and Youth Services and a Bachelor of Human Services. Over the past decade, he has worked extensively in the ADHD, learning disabilities, and mental health field, including roles at Queen’s University, as an Educational Assistant in the Yukon, and as the owner of his own coaching and education‑based practice.

Resources Mentioned in This Episode

• ADHDfolk on social media: @ADHDfolk
  Created by Aaron Bailey, ADHDfolk shares strengths‑based, educational content on ADHD, brain chemistry, motivation, executive functioning, and everyday strategies.
  
• ADHDfolk YouTube Channel https://www.youtube.com/@ADHDFolk
  Short, accessible videos that explore ADHD through neuroscience, lived experience, humour, and practical supports.
  
  

In this episode, ASCY’s Sue Lepore is joined by Dr. Peter Rosenbaum, internationally respected pediatrician, researcher, educator, and co‑founder of the CanChild Centre for Childhood‑Onset Disability Research at McMaster University. For over five decades, Dr. Rosenbaum has been a leading voice in childhood disability research, shaping innovative ways of understanding children’s development. His most influential contribution, the F‑words in Childhood Disability, has become a globally used strengths‑based framework, translated into more than 35 languages and downloaded over 100,000 times. In 2025, he was appointed an Officer of the Order of Canada for his lifetime of contributions.

Joining him is Elizabeth Chambers, a certified teacher, caregiver, and strong advocate for family‑centred, strengths‑based practice. Elizabeth brings both professional expertise and meaningful lived experience supporting aging parents and a medically complex child. Her insights add depth, compassion, and real‑world connection to this conversation.

Together, Dr. Rosenbaum and Elizabeth explore the six F‑words, function, family, fitness, fun, friends, and future, and how these concepts help us see and support “the whole child.” Through stories, examples, and reflection, they discuss how the F‑words shift our focus from deficits to strengths, from limitations to possibilities, and from “fixing” children to truly partnering with them and their families. They highlight the importance of inclusive environments, family partnerships, and supporting children in ways that honour their interests, relationships, and unique ways of being.

About Dr. Peter Rosenbaum
Dr. Rosenbaum joined McMaster’s Department of Paediatrics in 1973 and co‑founded CanChild in 1989. His career has focused on child functioning, family wellbeing, service delivery, the language used in childhood disability, and communicating complex ideas in accessible ways. His and CanChild’s work on the F‑words continues to influence research, practice, and family engagement around the world.

About Elizabeth Chambers
Elizabeth is a teacher, caregiver, and advocate based in the Niagara Region. As part of the “club sandwich” generation, she supports both her children and aging parents, including caring for her mother with Alzheimer’s and her medically complex son. Her work spans research, advocacy, consulting, and international collaboration. She serves as a Parent Partner and Co‑Principal Investigator on several projects, is part of the ENVISAGE leadership team, and is an associate member of CanChild. She also writes at https://www.lightkeeperlife.com/

Resources Mentioned in This Episode

• CanChild F‑Words Hub
  https://canchild.ca/research-in-practice/f-words-in-childhood-disability/
• Original F‑Words Article (2011)
  https://onlinelibrary.wiley.com/doi/full/10.1111/j.1365-2214.2011.01338.x
• Perspectives Video & Related Resources
  https://canchild.ca/research-in-practice/approaches-to-disability/
• Free F‑Words Online Training Program
  https://canchild-fwords.ca/

In this episode, ASCY’s Sue Lepore chats with Jason Riley, former Hamilton Tiger-Cat, Grey Cup champion, long-time educator, author, and passionate advocate for children and youth. Jason’s story is an extraordinary one: from being a scrawny grade‑schooler who was bullied, to becoming a professional football player and eventually a dedicated teacher.

Sue and Jason explore the realities of bullying, especially within before and after school programs, where educators often see some of the earliest signs. Jason opens up about his own experiences as a child, the impact of supportive adults, and how sports became both an outlet and a turning point. Together, they delve into the many forms bullying can take, the role of social–emotional learning, and why creating safe, responsive environments is essential for every child. They also discuss the growing influence of social media, the rise in anxiety among young people, and the importance of physical literacy, nature, mindfulness, and connection, all of which can help children build resilience and confidence.

Jason's Bio: Jason Riley played at the University of British Columbia (1979-82) and was named All-Canadian Defensive End, in 1981 & 1982. After winning UBC’s first ever Vanier Cup (football national championship) in 1982, he was the Winnipeg Blue Bombers’ first round draft pick. In 1983 Jason was traded for John Hufnagel to the Saskatchewan Roughriders, where he played half a season, then landed in Hamilton as a free agent, where he started as an offensive lineman for 10 years for the Hamilton Tjger-Cats. Jason played in 4 Grey Cups with the Tiger-Cats (1984, 85, 86, & 89), winning in 1986. He was a CFL East All-Star 4 times (86,88,89 & 92) and was named a CFL All-Star in 1989. He was awarded the Charlotte Simmons Humanitarian Award (‘86) for his community service in Hamilton and was inducted into the Tiger-Cats Walk of Fame (‘95). Jason retired from the CFL in 1993 to begin his teaching & coaching career of 30 yrs. He coached Offensive Line at McMaster University over a 25-year span and was on staff for all 8 Yates Cup Championships, ultimately winning the school’s first Vanier Cup in 2011 – he also coached high school football for many of these years. Jason was named “Ontario Master Instructor Offensive Line” in 2010 and published an offensive line coaching manual and DVD. He has also published a children’s book called The Bent Spoon, and his memoir Taming Mad Dog, in 2023. In his retirement, Jason, is on the Board of Directors of both the CFLAA and the HTCAA, where he enjoys supporting former players with financial need with the respective Alumni Support Funds of both associations. Jason is also an avid supporter of youth in the community through his public speaking on Bullying Prevention, Physical Literacy, and the danger of social media to their mental health. Jason and his wife Paulette recently celebrated their 40th wedding anniversary with twin daughters Jordan & Jessica and son Jason Jr. Contact Jason at: jason75z@hotmail.com

Jason's presentation intro video: https://youtu.be/LGL3eUBKWlc

Jason's book: "Taming Mad Dog" https://www.lulu.com/shop/jason-riley/taming-mad-dog/paperback/product-v625mk.html?q=Taming+Mad+dog&page=1&pageSize=4

ASCY RESOURCES: ASCY offers a variety of tools and programs to support bullying awareness and resilience, including Tools for Life, RIRO (Reaching In Reaching Out), our School Age Community of Practice, the Nature Inspired Network, and our ASAP (ASCY School Age Program) team. Learn more at https://ascy.ca/

Originally published: March 23, 2026.

This episode, "A Conversation About Tools For Life", was taken from a larger video presentation recorded with Sue Lepore and Natalie Busato. This episode focuses on the social emotional learning approach called Tools For Life.

This two-part session is intended to support educators by providing an overview of theoretical information about the value of a social, emotional learning approach. Part Two highlights the practical application of the nine key concepts in the early years environments. This recording is about one hour length for each part. It will provide educators with information, strategies and age appropriate practices, resources and ideas, relevant to children from birth to 12 years and beyond.

For the full video recording please visit: https://vimeo.com/765900374

In this special episode, we’re highlighting a unique professional learning and mentoring process called Stepping Side By Side (SSBS).

Stepping Side By Side is an innovative, pedagogical approach to onboarding and mentorship, designed for those stepping into the field of Early Childhood Education, and for those stepping up to support others. Developed in partnership with the City of Hamilton and Affiliated Services For Children and Youth (ASCY) in 2021 as part of the City of Hamilton’s Workforce Planning Table, SSBS fosters reflective practice, continuous learning, and a sense of belonging and well-being among educators.

In this episode, you’ll hear testimonial-style reflections from seven educators and leaders who have engaged with SSBS. Each was asked the same three questions and their responses offer a rich, personal look at how SSBS has impacted their professional journeys, their insights, and their relationships.

Bianca Fatia is a Registered Early Childhood Educator at Hamilton-Wentworth Catholic Child Care Centres. As a newer educator, Bianca shares how Stepping Side by Side helped her build confidence, embrace vulnerability, and deepen her relationships with children, families, and colleagues through intentional listening and reflection.

Jessica LaForme is a Supervisor and Registered Early Childhood Educator at YWCA Hamilton Downtown Child Care Centre. She reflects on how Stepping Side by Side supported her in leading a fresh team of educators, fostering deeper connections, and building a culture of intentional practice and peer mentorship.

Nicola Lau is an Early Childhood Assistant at YWCA Hamilton Downtown Child Care Centre. She offers a grounded classroom perspective, describing Stepping Side by Side as a practical guide for applying tools and knowledge, and shares how it transformed her approach to reflection, documentation, and collaboration.

Kelli McCarles is a Registered Early Childhood Educator and Pedagogical Leader at Hamilton-Wentworth Catholic Child Care Centres. With over 35 years of experience, Kelli brings a deep passion for mentorship and reflective practice, and shares how Stepping Side by Side has helped her support educators in meaningful, personalized ways.

Anna Minnitti is a Registered Early Childhood Educator and Pedagogical Leader at Little Peoples Daycare. Her reflections highlight how Stepping Side by Side reignited passion across her team, supported educators at different stages of their journey, and created space for meaningful conversations and growth within her centre.

Cassidy Taylor is a Registered Early Childhood Educator at Imagineers Early Learning Centre. She describes Stepping Side by Side as a tool for growth and leadership, and shares how it helped her reflect more deeply on her role, build confidence, and support others in the workplace.

Jackie Wilson is a Registered Early Childhood Educator at Imagineers Early Learning Centre. She reflects on how Stepping Side by Side has become a reliable resource for mentorship and guidance, especially when supporting new staff and navigating challenging conversations with families.

Listener Note : With seven inspiring voices in this episode, we know it might be challenging to follow along. To support your listening experience, a full transcript (voice AI software used) is available in the show notes feel free to read along as you listen.

For more information about Stepping Side By Side:

In Hamilton and Haldimand Norfolk, contact your Professional Learning Consultant.

Outside of Hamilton, contact Paola Hohenadel phohenadel@ascy.ca

In this episode, ASCY’s Amanda Karr connects with Amanda McGowan, an EarlyON Coordinator from Today’s Family, who participated in the Language of Art workshop series and has since become a passionate advocate for art, learning and leadership. This six-part series, inspired by Ann Pelo’s book The Language of Art, invites educators to move beyond product-focused art and into a world of process, reflection, and identity.

Together, they explore how the series sparked a personal and professional shift, redefining art spaces, embracing vulnerability, and reconnecting with the inner artist. Amanda McGowan shares how materials became a language for expression, healing, and connection, and how this journey continues to shape her work with children, families, and colleagues.

Whether you’re an educator curious about process art, or someone passionate about creating inclusive, expressive environments for children and families, this conversation offers heartfelt insights into the role of art in early years learning.

For more on this topic, be sure to check out Episode 53: A Conversation About The Language of Art.

If you’re interested in exploring The Language of Art by Ann Pelo further, you can find copies at the ASCY Professional Resource Library. It’s also available through most major book retailers.

Better yet, consider engaging with the book as part of a book study with your ASCY Professional Learning Consultant—book sets are available to support deeper reflection and professional learning.

Dans cet épisode, nous allons entendre une conversation sur la documentation pédagogique et ce que cela signifie vraiment pour les éducateurs, les enfants et les familles.

Tina Dupuis-Primeau est originaire du Nouveau-Brunswick. Elle est d'origine mi'kmaque du côté paternel et acadienne du côté maternel. Tina est mariée et elle est mère d'un adolescent et de deux bébés à fourrure. Passionnée de jeux en plein air, elle est une éducatrice qui adore explorer la nature avec les enfants. Tina travaille dans le domaine depuis près de 20 ans auprès des enfants d'âge préscolaire. Ses expériences dans la création d'un environnement qui soutient l'identité linguistique et culturelle en établissant des relations solides ont fait d'elle une lumière brillante dans la domaine de la petite enfance.