Some Sessions Will Be Updated

Schedule and Descriptions May Change 

Wednesday, July 22 – 6:30 PM – 9:00 PM 

Evening Collective Gathering 

 

Welcome & Symposium Opening 

Keynote: Reza Marvasti (Attend Online or In Person) 

Play Is a Right — Reclaiming Childhood in a Fractured World

In this powerful and deeply human keynote, Reza Marvasti draws on his lived experience and global work to explore the essential role of play in children’s lives. From a childhood shaped by conflict to leading initiatives across more than 18 countries, he brings a rare perspective on resilience, connection, and the universal language of play.

Through compelling stories from refugee camps and underserved communities, Reza challenges the idea of play as optional or secondary. He makes a clear and urgent case that play is a right, not a privilege or luxury, and is inseparable from dignity, mental health, and a child’s ability to connect, create, and realize their full potential.

This keynote invites reflection on how our systems, environments, and practices either protect or limit opportunities for play. With both urgency and optimism, Reza calls on us to reclaim play as a vital force for human potential and a pathway toward more connected, creative communities.

Harbour Side Chat (Attend Online or In Person) 

Title: Confronting Inclusion Barriers: Can we authentically centre the needs of children and families within current systems?

Moderator: TBA 

Panel: TBA 

 

Thursday, July 23, 8:30 AM – 12:30

Morning Collective Gathering 

Kyle Rees & Hillary Hennessey – The Legal Case for Meaningful Inclusion (Attend Online or In Person) 

Through a moderated discussion, lawyer Kyle Rees and Hillary Hennessay of the Newfoundland and Labrador Human Rights Commission will discuss how Human Rights impact access to meaningful inclusion. 

Parallel Sessions 

Block 1 

Block 1A

Dr. Sarah Reddington – Beyond Labels: Reimagining Disability Identity and Inclusive Approaches in Early Childhood. (Attend Online or In Person) *

This workshop invites early childhood educators to rethink disability beyond traditional medical models by exploring critical, social and cultural perspectives. Participants will reflect on how language and dominant assumptions shape everyday practice, while moving beyond fixed categories to design inclusive supports for children. Practitioners will engage in discussion on how to develop disability awareness programming in their practices. We will also explore how ableism operates (often unintentionally) within early years settings and offer strategies to recognize and disrupt it.

*This session is offered in a small-group format with 20-25 participants per offering. It will be offered 3 times, you can choose to attend in Block 1, 2 or 3.

Block 1B

Lisa Pinhorn – When Inclusion Becomes Exclusion: Soft Exclusion and Its Impact on Families (Attend Online or In Person) 

When families have access to Early Childhood Education, the benefits are seen in family economics and mental health, as it builds foundations that can last a lifetime. But what if not all children are included? What is lost when the most vulnerable children are excluded from equitable and inclusive Early Childhood Education? 

Some exclusionary practices are clear and unmistakable, like program expulsions and suspensions. Other practices are more subtle and woven into the childcare culture, now referred to as ‘soft’ expulsion. During this session, we will explore these exclusionary practices and how they can force parents to make painful choices that affect their income and overall well-being.

Block 1C

Dr. Laura Wright, Marine Power and Reza Marvasti – Trauma-Informed Play in the Early Years (Attend Online or In Person) 

This workshop explores how early childhood educators and adults who care for children in the early years can recognize and respond to the impact of trauma through intentional, play-based approaches. Participants will examine how stress and adversity shape young children’s behaviour and development, and discover practical strategies for creating environments where all children feel safe enough to play, connect, and grow.

Learning Outcomes:

• Understand how trauma manifests in young children’s play and behaviour
• Identify key principles of trauma-informed practice in early years settings
• Apply simple, immediate strategies to foster safety, regulation, and connection through play

Thursday, July 23, 12:30 AM – 4:30
Afternoon Session Streams

 

INCLUSION STREAM
(Attend Online or In Person)

Parallel Sessions
Block 2

Block 2A

Dr. Sarah Reddington – Beyond Labels: Reimagining Disability Identity and Inclusive Approaches in Early Childhood. (Attend Online or In Person) *

This workshop invites early childhood educators to rethink disability beyond traditional medical models by exploring critical, social and cultural perspectives. Participants will reflect on how language and dominant assumptions shape everyday practice, while moving beyond fixed categories to design inclusive supports for children. Practitioners will engage in discussion on how to develop disability awareness programming in their practices. We will also explore how ableism operates (often unintentionally) within early years settings and offer strategies to recognize and disrupt it.

*This session is offered in a small-group format with 20-25 participants per offering. It will be offered 3 times, you can choose to attend in Block 1, 2 or 3.

Block 2B

Susan Sparkes- Occupational Therapy in Early Childhood Settings: Supporting Sensory Processing and Universal Design. (Attend Online or In Person) 

This occupational therapy presentation will provide an overview of the role of occupational therapy and its importance in supporting children’s development and well-being, particularly within childcare settings. It will highlight how pediatric occupational therapy relies on collaboration with key caregivers in a child’s life to address factors that may affect their ability to participate in meaningful activities that support their independence and overall functioning.

One of the key areas where function and inclusion intersect is in understanding children’s individual sensory profiles. The material covered will include instruction on the distinction between sensation and perception. By increasing understanding of how each child processes sensory information differently, we can better appreciate how the environment may significantly impact a child’s ability to participate in everyday activities.

The concepts of universal design will be reviewed, along with practical strategies to foster inclusion so that all children are better able to regulate, engage, and participate alongside their peers. This approach shifts the focus from changing the child to modifying the environment, which is a core principle of inclusive and universally designed settings.

Parallel Sessions
Block 3

Block 3A

Dr. Sarah Reddington – Beyond Labels: Reimagining Disability Identity and Inclusive Approaches in Early Childhood. (Attend Online or In Person) *

This workshop invites early childhood educators to rethink disability beyond traditional medical models by exploring critical, social and cultural perspectives. Participants will reflect on how language and dominant assumptions shape everyday practice, while moving beyond fixed categories to design inclusive supports for children. Practitioners will engage in discussion on how to develop disability awareness programming in their practices. We will also explore how ableism operates (often unintentionally) within early years settings and offer strategies to recognize and disrupt it.

*This session is offered in a small-group format with 20-25 participants per offering. It will be offered 3 times, you can choose to attend in Block 1, 2 or 3.

Block 3B

Harbour Side Chat  – Policy, Professional Development and Future Practice (Attend Online or In Person) 

Moderator: Dr. Christine McLean. Associate Professor and Chair, Child and Youth Study Department, Mount Saint Vincent University. 

Panel: To Be Announced

PLAY STREAM
(Only In Person, 25 People Maximum)

Dr. Laura Wright, Marine Power and Reza Marvasti – Honouring Play: Practicing the Language of Childhood

Play IS the language of childhood—and fluency in that language is essential for inclusive practice. This experiential, interactive session invites participants to reconnect with play as both a right and a powerful tool for belonging. Through reflection, discussion, and hands-on exploration, participants will deepen their understanding of how honouring children’s play supports diverse learners and strengthens inclusive communities.

Learning Outcomes:

• Articulate the role of play in fostering inclusion and a sense of belonging for all children
• Reflect on adult assumptions and practices that can unintentionally limit children’s play
• Develop responsive approaches that honour children’s play interests, styles, and needs across diverse abilities and backgrounds
• Explore embedded practices and how to build a container where children can feel a sense of freedom and safety through play

 

Friday, July 24, 8:30 AM – 12:30

Morning Collective Gathering
(Attend Online or In Person)

Participatory Discussion

Title: Can Policy Language Lead to Paradigm-Shifting Practices In Early Learning Settings? Actions Necessary for Rights -Led: Inclusion, Diversity, Equity, Access and Belonging.

Moderator: TBD

Potential Panel: TBD 

Thank You & Symposium Closing

 

 

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