Each year, September 30th — the National Day for Truth and Reconciliation — invites us to reflect on our responsibilities as educators, caregivers, and community members. In early learning and child care, this reflection is more than symbolic. It asks us to actively incorporate Indigenous practices, centre Indigenous voices, and ensure our programs foster respect, relationship, and reciprocity.
At Building Blocks for Child Care (B2C2), we have been connecting with sector partners to learn how reconciliation is being carried forward in everyday child care practice. We recently collaborated with Compass Early Learning and Care, where we heard reflections from Dianne Traynor, Organizational Lead for Pedagogy at Compass and Ashley Collins, Co-CEO at Compass Early Learning and Care. Together, they offered examples of how their teams are weaving Indigenous practices into pedagogy, professional learning, and community relationships.
Practices Rooted in Reflection and Respect
Dianne noted that one of Compass’s commitments has been to begin every meeting or professional learning session with a prompt for reflection. Sometimes this means reading a children’s story or poem by an Indigenous author, or watching a video by an Indigenous activist or performer. “These openings create space for adults to reflect,” Dianne explained, “and to think about how Indigenous voices might influence their own ways of being.”
Dianne also described how children are brought into this practice. Educators invite them to consider their relationship with the “more than human world,” asking questions like, “How does the tree feel when we climb it? What are the rights of the worm?” Compass programs have also made intentional efforts to purchase children’s books by Indigenous authors, ensuring stories are told and retold in everyday spaces.
Connecting Learning to Land and Community
Another example Dianne shared was how some programs have worked with the medicine wheel — planting gardens inspired by its teachings and even using it as inspiration for classroom décor. In Millbrook and Shamrock, educators created children’s land acknowledgments. “Claire’s group at Millbrook even developed a video acknowledgment, with permission to share,” Dianne added.
Ashley emphasized that these practices extend beyond the classroom. She highlighted how educators are increasingly seeking community connections — attending powwows, supporting Indigenous businesses, and engaging in professional learning opportunities such as the 4 Seasons of Indigenous Learning, the Wayi Wah! book study, and a day of learning with Beedobin. “These experiences are helping staff be both brave and curious in building relationships with Indigenous communities,” Ashley explained.
Linking Practice to the Calls to Action
For Dianne, it was also important to link practice to the Truth and Reconciliation Commission’s Calls to Action. She pointed to Calls to Action #57 and #62, which focus on education and training. “We’ve held space for teams to unpack these calls,” she said, “starting with personal land acknowledgments and evolving into conversations about how the Calls connect to everyday child care practice.”
Over the past year, Dianne and Compass pedagogical leader Breanna Tully co-led a series on unpacking language. They began each session with land acknowledgments, gradually weaving in reflections on the Calls to Action. “Breanna has also unpacked many of the Calls with her own teams,” Dianne noted. “It’s about learning and researching for ourselves, and giving credit and honouring the knowledge that has been generously shared.”
Holding Space for Story and Growth
Dianne also reminded us of the power of storytelling. She pointed to Lynleigh Keat’s reflection on water after the ice storm, Kate Long’s poem from the Petroglyphs professional learning session, and Hope Cormier’s reflective invitation for staff during Indigenous Awareness Month. Each, she explained, is an example of how educators are grappling with Indigenous knowledge in authentic and creative ways.
A Collective Commitment
Both Ashley and Dianne stressed that these practices are not endpoints but beginnings. They are part of an ongoing journey of reconciliation that requires humility, bravery, and persistence. “These are stories still unfolding,” Dianne said, “but holding space to share them is an important step.”
As we mark Truth and Reconciliation Day, we’re reminded that reconciliation in child care isn’t a checklist. It’s a commitment to relationships — with Indigenous Peoples, with land, and with each other. Through partnerships like the one we’ve built with Compass Early Learning and Care, B2C2 is grateful to witness and share these stories of practice, reflection, and growth.
