Our training courses

Basic training is mainly intended for educators and educational counselors in childcare settings. Managers are also invited to join the training, as experience has shown that their presence contributes to successful implementation.

The goal of this training is to equip professionals working with children (ages 0 to 5 years old) to help them implement the program.

This 12-hour training is offered over two non-consecutive days, or in 4 blocks of 3 hours, to enable implementation to begin. The material is not included in the cost of training.

At the end of this training, participants will be able to:

• Recognize the fundamental theories supporting the Minipally program and its implementation methods.
• Understand the successful implementation conditions of the program.
• Understand which educational attitudes to promote.
• Better support children in managing their emotions, developing self-control and solving their problems.

Training for toddlers is intended for educators of children two years and younger who have already taken the basic training and who wish to develop further with this complementary adaptation to the Minipally program. This 3-hour training course can be viewed as a refresher and is not required for obtaining the associated supplementary guide.

Minipally for littles ones is a tool for awakening and raising awareness of social skills. The workshops in the program take into consideration the attention span and the sensorimotor needs of infants and toddlers. Daycare is a privileged place of social learning for young children who, between the ages of 1 and 2, can already observe, imitate and experiment with their interactions through play. 

Minipally, the main character, and Tickle Rabbit, his friend, provide models that can be easily reproduced by toddlers in a fun and non-directive way.

At the end of this training, participants will be able to:

• Provide a stimulating and safe educational environment for children that allows them to reach out to others with trust and by choice.
• Lead the program for young children.
• Recognize the modes of learning of young children.
• Support the development of young children’s everyday social skills.

The Minipally program’s update gives preschool educators and teachers a space to:

1. Refresh their memory on the Minipally approach
2. Revisit the essence of some workshops
3. Rediscover their motivation for leading
4. Discover new educational products and program materials

This training course is 3 hours long. As needed, an additional 3 hours of guidance can be added in the form of supervision to answer participants’ questions and allow them to discuss different aspects of their individual and collective experiences leading with the facilitator.

This training is offered in two non-consecutive 6-hour days or in 4 blocks of 3 hours.

At the end of this workshop, participants will be able to:

• Understand the fundamental theories underlying the objectives and teaching methods of the Fluppy program.
• Recognize and put into practice key elements to best implement the program.
• Understand and be able to implement strategies to prevent and act on the first signs of behavioural difficulties in preschool.

This 12-hour training is offered in two non-consecutive 6-hour days, or in 4 blocks of 3 hours.

This 12-hour training course is offered over two non-consecutive days (or 4 blocks of 3 hours). The cost of the material is not included in the cost of training.

At the end of this training, participants will be able to:

• Understand the basic theories supporting the La forêt de l’alphabet program.
• Understand the material, the activities and their application method.
• Integrate La forêt de l’alphabet in their daily practice.

This 12-hour training is offered in two non consecutive 6-hour days, or in 4 blocks of 3 hours. The first 6-hour training session is identical to that of La forêt de l’alphabet. While teachers continue La forêt training for another 6 hours, remedial teachers receive 6 hours specifically focused on learning for at-risk students.

Lasting 6 hours and offered in one day, or in blocks of 3 hours, this training is aimed at educators, pedagogical consultants and teachers working with preschool children, and is designed to equip them with the winning conditions for implementation. Managers are also invited to attend, as experience has shown that their presence contributes to successful implementation.

At the end of this training, participants will be able to:

• Understand the fundamental theories of the Les Aventures de Mimi et ses amis program and its implementation methods.
• Understand the successful implementation conditions of the program.
• Understand which educational attitudes to promote.
• Support children in acquiring and using a new corpus of French vocabulary.
• Support school readiness.

This 15-hour training course is given exclusively face-to-face, in two non-consecutive 6-hour days and one 3-hour half day

Following this training, teachers will be able to:

• Take ownership of the knowledge issues involved in the activities
• be equipped to observe the strategies implemented in action, and thus improve their interactions with their students.

MathMat provides teachers with the tools to stimulate, observe, interpret and appreciate their students’ mathematical development.

PROMOTING ATTENTION IN YOUNG CHILDREN:
“WHEN THE HEAD AND THE BODY CHURN” (Exploring challenges related to ADHD)

This 3, 6 or 12-hour training course is designed to provide a forum for discussing on the early signs of attention-deficit disorder with (or without) hyperactivity, suggest concrete intervention methods and clarify the role of educators working with these children. Inspired by the most recent studies in the field, this training is designed to be flexible, interactive and respectful of the reality of each setting.

Attention-deficit disorder with (or without) hyperactivity is one of the most prevalent mental health problems in the population. Studies show the benefits of early intervention, particularly in reducing the risks associated with the development of other problems and minimizing the intensity of intervention required (less use of government services). In daycare and preschool settings, it is already possible to identify certain warning signs of the problem.

The role of educators at this stage of development is indispensable. When a child shows early signs of ADHD, it is already possible to intervene in the areas of sensory awareness, behaviour regulation and social skills. What are the signs indicating that special support should be offered? How can we intervene in a way that is specific and effective?

At the end of this course, participants will be able to:

1. Understand what is and what isn’t ADHD;
2. Recognize the first indicators of the disorder, its distinctive signs;
3. Know what the most recent research has taught us about this disorder and its impact;
4. Understand the meaning of early intervention and the attitudes and interventions to promote.

UNDERSTAND, PREVENT AND ACT WHEN YOU OBSERVE AGGRESSION IN YOUNG CHILDREN

This training offers participants the opportunity to reflect on their practice in the light of the latest research on aggressive behavior in early childhood.

This 3 or 6-hour training course is the result of a collaboration between the Groupe de recherche sur l’inadaptation psychosociale de l’Université de Montréal (GRIP), the Centre of Excellence for Early Childhood Development (CEECD), the Centre de Psycho-Éducation du Québec (CPEQ), and Jean Gervais, PhD, professor with the Département de psychoéducation et de psychologie (UQO).

At the end of this course, participants will be able to:

1. Identify the known causes of aggression expressed in young children;
2. Distinguish between different forms of aggression;
3. Better understand the most concerning signs;
4. Offer an overview of the ideal interventions to prioritize in young children to prevent further aggression.

This course is intended for anyone working in school settings with children aged 6 to 12. Over the 3-hour course, caregivers will reflect on the various challenges surrounding aggression in the school environment, the possible causes of this aggressiveness, and effective intervention strategies.

At the end of this course, participants will be able to:

1. Distinguish between different types of aggression;
2. Understand the respective causes of aggression;
3. Intervene appropriately, according to current best practices.

This course is intended for anyone working with children aged 6 to 12 attending day camps. Over the course of 3 hours, caregivers will reflect on the challenges that arise in a day camp context, the aggressiveness expressed by some children, the possible causes of this aggressiveness, and effective intervention strategies.

At the end of this course, day camp staff members will be able to:

1. Distinguish between different types of aggression;
2. Understand the respective causes of aggression;
3. Intervene appropriately, according to current best practices.

UNDERSTAND AND PREVENT ANXIETY IN YOUNG CHILDREN AND PROVIDE SUPPORT:
BEING SUPPORTED—AND ACKNOWLEDGED

Our center offers early childhood professionals a 3 or 6-hour training session on the types of intervention to prioritize with children who have difficulty integrating into daycare or preschool because of internalized emotional difficulties.

Anxiety and social isolation in preschoolers are often temporary, and may be part of their adaptation process to new situations. However, when these manifestations become chronic and are accompanied by sadness and emotional dependence, they should draw adults’ attention. Unfortunately, adults sometimes tend to ignore these behaviours, which are less disturbing and less spectacular than aggression and tantrums.

Recent research shows that children who develop these problems in preschool have greater difficulty establishing positive relationships with their peers and that these problems continue through primary school. Research also demonstrates the importance of intervening with these children quickly to prevent the further development of such problems.

At the end of this course, participants will be able to:

1. Tell the difference between the observable signs of different forms of anxiety;
2. Recognize the observable signs of a state of sadness;
3. Recognize the observable signs of social isolation;
4. Implement intervention strategies to support children showing signs of anxiety, sadness or social isolation.

BETTER UNDERSTAND WHAT’S AT STAKE IN AN ATTACHMENT RELATIONSHIP AND PROVIDE SUPPORT

This training course is designed to support intervention focused on a better understanding of attachment needs. It enables intervention practices to be reviewed in light of research on attachment by providing a framework on which to rely when taking action.

As such, avoidance behaviour, oppositional behaviour and aggression are all revisited in relation to a new hypothesis: is it possible that a child acts a certain way because of serious emotional insecurity?

This 3 or 6-hour training course will enable participants to focus on the safest interventions for each type of attachment profile.

At the end of this course, participants will be able to:

1. Understand the basis of attachment theory;
2. Recognize the different types of attachment;
3. Understand the purpose of intervention for different observable profiles during the preschool period and the strategies adapted to these profiles.

THE BRAIN: THIS POWERFUL VECTOR OF HARMONIOUS DEVELOPMENT

The brain development and executive functions training course gives participants the opportunity to reflect on their practices in light of the most recent findings on brain development in young children. It provides a better understanding of the impact of our day-to-day reinforcement on children’s brain development. Together, we’ll create the ideal conditions to facilitate school transition, educational success and social-emotional development.

At the end of this course, participants will be able to:

1. Understand normal brain development in early childhood;
2. Understand the factors that influence this development;
3. Recognize the importance of attachment on the brain development of young children;
4. Understand the importance of having play at the heart of our activities to nurture brain development—and our children.

Bullying raises concerns and questions in many school settings. This 3 or 6-hour training course seeks to share knowledge on what good practice evaluations have taught us about intervention and prevention.

When can we really talk about bullying? Can young children be bullies? Are certain children more at risk of bullying others? What are the observable indicators and warning signs? What can we do to prevent bullying, to stop bullying? Participants will be able to grasp the causes of bullying and benefit from new strategies enabling them to take preventive action.

At the end of this course, participants will be able to:

1. Understand the causes and consequences of bullying;
2. Better recognize the characteristics of children who bully their peers;
3. Better recognize the characteristics of potential victims;
4. Adjust their preventative intervention strategies according to identified concepts.

SUPPORTING YOUNG CHILDREN’S EMOTIONAL COMPETENCE: A KEY TO LONG-TERM MENTAL HEALTH

This 3 or 6-hour training course is designed to inform educators about the emotional development of young children, so that they can support them according to their stage of emotional development. It also offers suggestions on how adults can support children in this learning process on a daily basis. More specifically, it will look at the first expressions of emotion and their regulation, strategies to support the expression of baby’s emotions, and how to support children aged 1 to 5.

Group life requires children to be able to control their impulses so that they can wait their turn, listen to others and share. Emotional regulation enables them to express their emotions without interfering in their interactions with other children or adults. Children who have acquired good emotional competency are generally better equipped to face the challenges of daycare and school. Adults who develop meaningful relationships with a child, such as educators, are key players who can help the child in this day-to-day learning process.

At the end of this course, participants will be able to:

1. Understand the emotional development in young children;
2. Recognize the main stages of this development;
3. Know how to support the child in this development.

STRAGEGIES TO GUIDE EDUCATORS AND TEACHERS TOWARD A RETURN TO BALANCE

The purpose of this training course is to give teachers and educators a space to reflect on the various issues related to professional burnout, while allowing for better regulation of their own emotions. This training course offers several concrete strategies that can be adapted to different contexts enabling participants to better cope with situations of stress and fatigue related to the demands of their work.

This training course is suitable for teams whishing to prevent burnout, as well as for teams who are currently experiencing a lack of balance.

At the end of this course, participants will be able to:

1. Gain a new perspective on burnout issues;
2. Detect the early signs of professional burnout;
3. Adopt effective strategies to prevent and cope with the first signs of burnout;
4. Adopt effective strategies for coping with stress and overwhelming emotions;
5. Adopt effective strategies regain pleasure at work;
6. Recognize the value of peer support.

STRATEGIES FOR EMPOWERING TEACHERS TO WORK WITH STUDENTS AND GROUPS WITH PARTICULAR CHALLENGES

The aim of this training course is to provide teachers with a space in which to address various issues related to classroom management. This philosophical, experiential and pragmatic approach is designed to enable participants to take a fresh look at how they approach more difficult students. In addition, the training on classroom management guidelines proposes a number of concrete techniques for fostering harmony in challenging classes.

At the end of this course, participants will be able to:

1. Adopt strategies to find (or rediscovering) the pleasure of teaching and/or intervening;
2. More easily develop a relationship of trust with an oppositional student or group;
3. See beyond visible behaviours;
4. Help students develop a sense of belonging in their group;
5. Become aware of their personal strengths as teachers;
6. Foster their own sense of safety and empowerment.

FUNDAMENTAL PRINCIPLES FOR INTERVENING IN A WAY THAT PRESERVES THE POSITIVE IMAGE OF CHILDREN

This training course seeks to introduce participants to the main principles of meaningful preventive intervention for children with behavioural problems. It will cover the stages of an effective and rigourous intervention aimed at preserving the positive image of children who exhibit high frequency of disruptive behaviour. The specific characteristics of agitation, opposition and aggression will be discussed, as well as the interventions to be recommended.

This 3 or 6-hour training course gives participants the opportunity to question their practices based on the recent research on early childhood disruptive behaviour management. It is the result of the collaboration between Professor France Capuano, PhD (UQAM), and the Centre de Psycho-Éducation du Québec (CPEQ).

At the end of this course, participants will be able to:

1. Recognize the signs of young children losing control and the possible impact this has on the adults supporting them;
2. Recognize the signs of severe agitation in children that require an adapted intervention;
3. Understand the phases children losing control may go through (conflict escalation);
4. Know the strategies to implement according to identified needs (agitation, opposition, aggression).

QUALITY FOR THE OPTIMAL DEVELOPMENT OF YOUNG CHILDREN

The quality of daycare and preschool services is a highly relevant topic that is of great interest to many players in the education community.

This training course not only familiarizes participants with the concept of “quality”, but also enables them to develop a common understanding of the dimensions and indicators used in quality assessment tools. In addition, the approach used enables participants to reflect on their professional practices in terms of strengths, interests and areas for improvement, for both school-based practitioners and daycare educators and directors/coordinators.

Training course objectives:

1. Introduce educators to the concept of “quality”;
2. Inform educators about the sub-dimensions ECERS-3 and ITERS-3 grids concerning educational quality;
3. Raise educators’ awareness of the importance of acting on quality criteria to meet children’s basic needs.

SUPPORTING THE EMERGENCE OF EVERYDAY SOCIAL SKILLS: KEY PRINCIPLES

The purpose of this training course is to help participants better understand why early social skills development is important, and how to support this development effectively. This 3 or 6-hour training course will also discuss the challenges to be considered with respect to a child’s age and level of development.

Social skills include a wide range of behaviours, from self-respect, respect for others and for the environment, to the ability to follow instructions and regulate emotions. From the standpoint of preventing adjustment problems or delinquency, social skills are essential protective factors.

At the end of this course, participants will be able to:

1. Recognize what are and what are not social skills;
2. Recognize the reasons why it is important to closely support the development of social skills;
3. Better support children in managing their emotions, developing self-control and solving problems.

The Child Development Assessment Scale (CDAS) is an instrument to assess, in case of doubt, whether a child between the ages of 0 and 5 has a developmental delay in the cognitive, motor, language and social-emotional areas. It’s a simple tool, quick to administer, accurate and easy to interpret. In addition, the GED has been scientifically validated using a sample of over 600 children. It has excellent psychometric characteristics, making it reliable and accurate. It is available in French and English. A “European French” version is also available.

THE PARENTING STRESS INDEX: AN EVALUATION TOOL TO GUIDE ACTION

*Available in French only

A training course on the “Parenting Stress Index” was developed to provide a better understanding of the tool’s function and to support professionals in interpreting the results. This 6-hour training course aims to support the implementation of interventions adapted to the profile obtained.

The PSI is a diagnostic instrument designed to measure the level of stress in a parent-child relationship. It is based on the hypothesis that the stress felt by a parent depends on certain characteristics of the child and the parent themselves, as well as situations related to the parent’s role. The questionnaire contains 139 items and can be useful in different contexts such as early identification of dysfunctional parent-child relationships, prevention programs for reducing stress and evaluations of the risk of abuse.

Validated with diverse populations (American, Chinese, Italian, Portuguese, Hispanic, and French Canadian), analyses suggest that the Parenting Stress Index is a robust instrument whose validity holds across diverse cultures.

At the end of this course, participants will be able to:

1. Use the instrument;
2. Explain the intervention goals through the analysis and the interpretation of data;
3. Elaborate on the associated intervention strategies.

THE SOCIO-AFFECTIVE PROFILE: AN ASSESSMENT TOOL TO SUPPORT ACTION

*Available in French only

The 6-hour Socio-Affective Profile training course seeks to promote a better understanding of this tool as well as to support professionals in implementing interventions adapted to a child’s profile.

The PSA is an assessment tool for educators and other professionals who are in regular contact with children from two and a half years old to six years old. It evaluates a child’s social adequacy and adjustment deficiencies in addition to outlining the goals of potential interventions. It is the result of several years of research led by Peter LaFrenière.

Using the PSA enhances the educational task as it allows educators to structure their interventions to encourage social adequacy and to better collaborate with the family as well as all professionals involved in helping the child overcome adjustment deficiencies.