tag:blogger.com,1999:blog-27422585842427228942024-03-08T08:03:32.205-08:00@koA Māori word that describes the blurred boundaries of an authentic teacher/learner relationship... respect, curiosity, mutual-aid, co-construction... together we all learn.
Sounds like Anarchism to me...akohttp://www.blogger.com/profile/15616184093925619910noreply@blogger.comBlogger71125tag:blogger.com,1999:blog-2742258584242722894.post-89488644854989449172015-10-09T21:49:00.004-07:002015-10-09T21:49:56.160-07:00Last post...It's all over for this forum. A busy year running a centre plus study put it on the back-burner. Now I've migrated to Facebook for my rants. Come visit me there: The Kids are Revolting - ECE Aotearoa.<br />
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Thank you for your support and for those who continue visiting, I hope what you find is of some use to your practice/learning as a teacher.<br />
<br />
Ngā mihi,<br />
<br />
Geoffakohttp://www.blogger.com/profile/15616184093925619910noreply@blogger.com0tag:blogger.com,1999:blog-2742258584242722894.post-74391781322723558512014-09-19T18:33:00.000-07:002014-09-25T02:39:15.975-07:00A Brush with Steiner...I've never worked in a Steiner/Waldorf centre and my reading about them is limited to some critical articles, hearsay, and brief mentions during my time at Uni.<br />
<br />
<br />
Prior to starting a new job where a couple of the teachers indicated that they were either Steiner trained or strongly influenced, I read the classic 'Free to Learn' by <span class="st">Lynne Oldfield which, while very rosy in its portrayal of Steiner Education, offered me enough to hopefully build pedagogical bridges with my new colleagues</span><br />
<br />
<span class="st">What I discovered was that the good stuff is easily recognisable and becoming quite mainstream in New Zealand. For instance:</span><br />
<br />
<span class="st">The ideas around <b>routine and natural rhythm</b></span><span class="st"> are familiar to those who follow Pikler/RIE philosophies where following a child's natural cycles of eating, sleeping and playing rather than working to a time schedule offers a more respectful, relationship based way of working/learning with tamariki. Happy children, emotional stability, increased learning opportunities. Tick.</span><br />
<span class="st"><br /></span>
<span class="st">Candles, flowers, karakia, real plates and cups, natural wood etc all work towards setting the fixed points in the day/place as a <b>ritual</b> that is both magical and grounded - a point in learning itself rather than rushed through to get on with the next 'activity'.</span><br />
<b><span class="st"><br /></span></b>
<span class="st"><b>Freedom of movement</b> is again strong with Pikler/RIE as it is generally with what is now considered best practice in ECE. No high chairs or other restrainers and a hands-off approach to teaching that allows for natural physical development.</span><br />
<span class="st"><br /></span>
<span class="st">Another core philosophy that reflects the era of educational thinking that Steiner was exposed to is <b>Free Play</b>. There are </span>numerous criticisms of this constructivist approach to learning learning, mainly based around the limitations on a child's knowledge-base when no intentional teaching is occurring. I've written oodles about this here on this blog. Yet Steiner does try to balance this position with daily teacher-led activities but unfortunately this fails spectacularly in my opinion. Moments of intentional teaching are tightly controlled experiences with no input from the children as to content and direction. For example, wet paper painting with primary colours only and puppet stories - they appear almost identical in any Steiner centre in any country and are a tightly controlled 'Steiner best practice'.<br />
<br />
However, at the other end of the intentional teaching spectrum...<br />
<br />
Steiner practice the concept of <b>'good work'</b>
whereby teachers model life in a functioning community - they bake food,
garden, repair, clean etc - they keep pretty busy as teachers and the
potential learning opportuniest are fantastic. I'm totally into this. Closely related to all this work in the gardens is celebrating the<b> seasons</b> and this is another example a practice that is becoming mainstream.<br />
<br />
So we have beautiful natural centres, bake bread everyday, awesome gardens, festivals and the children roam free for most of the day....<br />
<br />
but there's the homogenised learning experiences, no reading books, and no black or brown paints and pencils because they are inferior colours.... Steiner... 1930's Germany... a hippy take on contemporary eugenics ideas that proposed several stages of reincarnation to become a white person... oh dear.<br />
<br />
Yes Steiner is very 'white and middle class'. He was essentially a fucking nutcase and gave us the educational version of Scientology complete with Atlantis, goblins and aliens, but he stole most of his educational ideas like all the great educationsalist did/do. Pikler, Tolstoy, Ferrer, Montessori, Froebel etc were all active in this period and their ideas merge in many areas. Yet Steiner has serious baggage, lots of it. The main problem with this baggage however is that the movement tries to keep it secret - the racism, the weird spiritualist take on Christianity or 'Anthroposophy' as he coined it which is deeply infused in all the teachings, the anti-science and technology stance...<br />
<br />
So I'm not at all interested in claiming to be 'influenced by Steiner' - there's just no need to be linked with all his bullshit. Take the good bits and call then your own, I like a lot of what Steiner does - but I'm not 'Steiner influenced' - I seek best practice.<br />
<br />
We're having some very interesting discussions at work and on a pedagogical level it's sweet. <br />
<span class="st"></span>akohttp://www.blogger.com/profile/15616184093925619910noreply@blogger.com5tag:blogger.com,1999:blog-2742258584242722894.post-89013652809351418232014-04-11T00:56:00.000-07:002014-04-11T00:56:04.079-07:00Teaching: an anarchist perspectiveA question received via email:<br />
<br />
"I am currently struggling with how to develop thoughtful activities
that promote the ideas of anarchism for not only our son but the
community that I serve of children and families. How do you manage to
find balance between all the ec pedagogues in your work and with your
children?"<br />
<br />
In Aotearoa we are fortunate to have a national curriculum that is built upon a Māori worldview - so it's already challenging dominant western ideas right from the word go - with a framework that allows for a myriad of interpretations as to how these are reflected in practice.<br />
<br />
The title, Te Whāriki, refers to a woven mat and is meant to represent the holistic way children learn. We have the overarching Principles: Empowerment, Holistic Development, Family and Community and Relationships.<br />
<br />
These are then woven with the 'Strands': Well-being, Belonging, Contribution, Communication, and Exploration.<br />
<br />
Within each of these there are goals to guide our practice that range from "an ability to determine their own actions and make their own choices" to "the ability to enquire, research, explore, generate, and modify their own working theories about the natural, social, physical and material worlds."<br />
<br />
So for a Western curriculum, it's foundered on some great ideas! The key factor in turning all these fluffy left-wing platitudes (as the authors were) into practice that is more radical in its intent, is that the document is descriptive and really offers no 'how to' advice, but instead relies on individual interpretation. This is a double edge sword of course as it relies on teachers personal discourses etc to shape the outcome - and there is talk of the neoliberal Govt (1980's) at the time accepting it because they believed that their neoliberal rhetoric was now strong enough within society to covertly determine how the curriculum looked in practice. (They still fight today to get it more prescriptive and more defined in its intentions (esp numeracy and literacy) as lefty teachers continue to spin it their way).<br />
<br />
So as an anarchist I'm fortunate to have such a guiding document (which is a legal requirement of all licensed centres) that allows me to flavour it my way - to "reflect the local community context" as they say.<br />
<br />
From this base it's simply a matter of adding on those pedagogical extras to fine-tune the curriculum - hehe.<br />
<br />
Emmi Pikler and her 'freedom of movement' philosophy draw upon people like Tolstoy, <span class="st"> Francesc</span><span class="st"><span class="st">o</span> Ferrer</span>'s Modern Schools, and other European educationalists (esp the anarchists) with their radical notions on the rights of the child.<br />
<br />
This 'image of the child' as a competent leader of their own learning who is living in the 'now' rather than preparing for some distant goal like school is now widely accepted in Aotearoa. Children are seen as equals with the same rights as adults to determine what happens to them. <br />
<br />
I also draw heavily from the Reggio Emilia approach which was born out of opposition to Fascism and is again a coming together of radical ideas about the image of the child and their rights as an equal member in society. They build on these foundations with there enquiry/project approach to learning. It's highly critical and promotes observation, hypothesing, reflection, re-representation, and that the 'hundred languages' of a child are valid and to be respected.<br />
<br />
For me, widely respected and accepted ECE Pedagogies such as these which are empowering, liberating, child and community centred are further supported by educational luminaries such as John Holt, Matt Hern, Ivan Illich etc who all offer radical new thinking to how children learn, and how we as teachers can help this process.<br />
<br />
So building a working pedagogical base for my practice as an anarchist teacher is not really that difficult. At the core: I always promote the notion of interdependence over independence (a powerful western neoliberal concept if there ever was) and always include cooperative work/activities/challenges that get children working/playing in groups with problems to solve.<br />
<br />
To argue for this approach pedagogically I draw upon Vygotsky and the ZPD ideas - we learn so much more with the help of another.<br />
<br />
Art is an area where it is shown that working in small groups is one of the best working environments to learn. We talk, share ideas, model skills, copy, modify, refine, reflect etc in a manner that truly reflects the ideas of socio-constructivist thinkers - have a read of 'Why Art' on this blog. Art should be at the heart of your centre.<br />
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Caring for the environment, growing and preparing food, maintenance, art, tidying, recycling, up-cycling, music, dance, conversation etc are all core activities to be a member of society and are things I model all the time. I give my time, my energy, my heart ... freely to the children.... our relationships are unconditional.<br />
<br />
Steiner (a nutcase and dodgy in all sort of areas) talks about this 'good work' and this type of being with children. We are not 'teaching' but being with them as guides, mentors, facilitators, memory-banks...<br />
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Anarchism is all about relationships - respectful, reciprocal, honest and real. That's easy. Teaching as an anarchist does not require any extra effort - it's simply what I've come to expect in my world.<br />
<br />
Dealing with management however requires a little more effort...<br />
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I hope this has been of some help! Feel free to ask me to expand on any ideas.<br />
<br />
@ko...<br />
<div>
<br /></div>
akohttp://www.blogger.com/profile/15616184093925619910noreply@blogger.com0tag:blogger.com,1999:blog-2742258584242722894.post-39706199845469892232014-01-30T19:56:00.003-08:002014-01-30T19:56:50.692-08:00There are contradictions...Ann Pelo, my new-found hero of 'pedagogy meets practice'...<br />
<br />
<br />
"There are contradictions... yes talk and be quiet. Learn the names and marvel without knowing names... there is no easy distillation of how to be in a place with a child. With Dylan at the blueberries, sometimes we discussed their sweet tang, sometimes we just savoured the fruit, sharing purple smiles. There were times through the winter and spring when I talked with Dylan about the bushes' cycle of rest and growth; sometimes those explanations sounded like foolish jibber-jabber, and sometimes I nailed the right balance of contextualising information. The only instruction for how to be in a place with a child, it seems to me, is to be wholeheartedly, attentively, genuinely present. Which means, sometimes, conversation and sometimes, quiet. sometimes naming and sometimes marvelling. Being present, together, all the time, in a generous and interested relationship with each other and with a place."<br />
<br />
From <b><i>'The Goodness of Rain - developing an ecological identity in young children'</i></b> (2013) an awesome book I will return to shortly as I explore ideas around a nature-based curriculum.akohttp://www.blogger.com/profile/15616184093925619910noreply@blogger.com0tag:blogger.com,1999:blog-2742258584242722894.post-8821049861038539312014-01-27T16:52:00.001-08:002014-01-27T16:52:15.987-08:00Why art?
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<div class="western" style="margin-bottom: 0cm;">
So, why are we so
focused on art – both pedagogically and in our practice? It's a
question I have asked myself recently, just why as a teacher does so
much of my day involve art. Not just 'doing' art in the traditional
sense, but thinking, observing, and acting in an artful way.
</div>
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<br />
</div>
<div class="western" style="margin-bottom: 0cm;">
The lens' that
generally guide my assessment/planning process of 'notice, recognise
and respond' cold be described as scientific, learning dispositions,
social skills, creative expression a la 'the 100 languages', and
fostering self-esteem – but I'm now realising just how much 'art'
is threaded through these different areas of learning. There is of
course nothing ground-breaking about the notion of 'art' moving
beyond the realm of paint, clay and pencils. How about considering...</div>
<div class="western" style="margin-bottom: 0cm;">
<br />
</div>
<ul>
<li><div class="western" style="margin-bottom: 0cm;">
Science with its
creative thinking, hypothesising and experimentation that are daily
generated by those glorious fundamental questions children ask -
“will the brown grass go green again?”</div>
</li>
<li><div class="western" style="margin-bottom: 0cm;">
Nature-based
learning in which observation and exploration engage all the senses
and provides endless opportunities for artistic play and
representation. We garden, study leaves, bark and moss, follow
spiders and ants trough the grass, lie back and watch the clouds...</div>
</li>
<li><div class="western" style="margin-bottom: 0cm;">
Socio-dramatic
play where real and imaginary props and narratives can be described
as both process art and producing artistic representations.</div>
</li>
<li><div class="western" style="margin-bottom: 0cm;">
Music and dance...</div>
</li>
<li><div class="western" style="margin-bottom: 0cm;">
Story-telling...</div>
</li>
<li><div class="western" style="margin-bottom: 0cm;">
Life...</div>
</li>
</ul>
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<br />
</div>
<div class="western" style="margin-bottom: 0cm;">
Art is a response to
living and everybody consciously or unconsciously engages in it to
some degree. Art is everything and anything – if we have our art
'lens' on that is ...</div>
<div class="western" style="margin-bottom: 0cm;">
<br />
</div>
<div class="western" style="margin-bottom: 0cm;">
At our centre we draw
upon the teaching and learning philosophies of Reggio Emiia which has
at its core a concept developed by Loris Malaguzzie referred to as
'<i>the one hundred languages of children', </i><span style="font-style: normal;">a
reference to the myriad of ways children express their understandings
of themselves and of the world about them. The Reggio Emilia approach
to early childhood education is internationally acclaimed for its
empowering image of the child, the child-led project approach to
learning, an exhaustive documentation process that often includes
public exhibitions, and the fact that it is focused on creative art
as it's primary vehicle for learning...</span></div>
<div class="western" style="margin-bottom: 0cm;">
<br />
</div>
<div class="western" style="margin-bottom: 0cm;">
<span style="font-style: normal;">But..</span><span style="font-style: normal;">.
Reggio Emila is unfortunately also renowned for the awful academic
nature of its literature which can be difficult for lay people to
understand. What does 'The Reggio Emila approach' mean to parents
and many of the teachers tasked with leading this approach?</span></div>
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<br />
</div>
<div class="western" style="font-style: normal; margin-bottom: 0cm;">
Probably
fuck all right?</div>
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<br />
</div>
<div class="western" style="margin-bottom: 0cm;">
<span style="font-style: normal;">Personally,
I (a teacher and a parent), stopped reading anything directly to do
with Reggio Emila a long time ago as I found it largely inaccessible
and so removed from my context of work as to be more confusing than
helpful. Ann Pelo and Susan Wright are now my principle guides when
it comes to art and my role as a teacher. </span><span style="font-style: normal;">(</span><span style="font-style: normal;">In
saying this, I do however recommend the Reggio publication </span><i>In
the Spirit of the Studio, </i><span style="font-style: normal;">by
Lella Gandini</span><i> </i><span style="font-style: normal;">which
has a more practical</span><i> </i><span style="font-style: normal;">focus
and worth seeking out.</span><span style="font-style: normal;">)</span></div>
<div class="western" style="margin-bottom: 0cm;">
<br />
</div>
<div class="western" style="margin-bottom: 0cm;">
<span style="font-style: normal;">Pelo
advocates intentional teaching to develop foundational skills and
draws strongly from Reggio practice (I highly recommend her very
accessible and practice-orientated book, </span><i>The Language of
Art, 2007)</i><span style="font-style: normal;"> and describes art as
“a process of engagement with a range of materials that is sensual
and reflective, creative and deliberate, and which deepens and
extends children's learning.”</span></div>
<div class="western" style="margin-bottom: 0cm;">
<br />
</div>
<div class="western" style="margin-bottom: 0cm;">
<span style="font-style: normal;">In
answering my question </span><i>Why Art?</i><span style="font-style: normal;">,
Pelo proposes that “as children become more comfortable and
skillful with these media, they are able to use them to communicate
their understandings, emotions, and questions. Their fluency in a
range of art 'languages', in turn, opens new possibilities for
collaboration and dialogue, for taking new perspectives, and for
deepening their relationships with each other.” </span>
</div>
<div class="western" style="margin-bottom: 0cm;">
<br />
</div>
<div class="western" style="font-style: normal; margin-bottom: 0cm;">
And
that's about it from Pelo as far as the 'why' goes as her focus is on
the 'how' of teaching art to young children. Get her book, it will be
the only art book you will need as a teacher.</div>
<div class="western" style="margin-bottom: 0cm;">
<br />
</div>
<div class="western" style="margin-bottom: 0cm;">
I know a teacher who
bases herself at the art table at her centre because that's where it
all the action is. Sure there's a lot of intentional teaching
happening as she guides and models art techniques, but there's more
to it than that and this is when I draw upon Susan Wright <i>(Children,
Meaning-making and the Arts,</i> 2003) who takes an indepth look at
why the art studio/space is <i>the</i> place for learning.</div>
<div class="western" style="margin-bottom: 0cm;">
<br />
</div>
<div class="western" style="margin-bottom: 0cm;">
Briefly, this is why we
'do' art all day, everyday – and why you should too...</div>
<div class="western" style="margin-bottom: 0cm;">
<br />
</div>
<div class="western" style="margin-bottom: 0cm;">
Art is a language and
we want our children to be literate. It can be considered as stopped
action frames which provide children with a pre-conceptual
understanding of how they operate in the world. It is a symbol system
for communicating ideas and experiences. This process of
representation is all about creativity, about thinking outside the
box. “Research indicates that a child who is exposed to the arts
acquires a special ability to think creatively, be original,
discover, innovate, and create intellectual property”
(International Child Art Foundation). Art is an activity that engages
all the senses and gets all the brain's synapses firing away as they
draw from imagination, memory or in response to immediate stimuli –
and don't forget that children think with their bodies...</div>
<div class="western" style="margin-bottom: 0cm;">
<br />
</div>
<div class="western" style="margin-bottom: 0cm;">
Art builds fine motor
skills as they learn to control a wide variety of tools and
coordinate movement. From scribble to shapes to repeated and precise
symbols with more complex meanings such as numbers and letters of the
alphabet.</div>
<div class="western" style="margin-bottom: 0cm;">
<br />
</div>
<div class="western" style="margin-bottom: 0cm;">
Art that is open-ended
and (to a degree) process orientated offers endless opportunities to
make choices, hypothesise about results, evaluate, reflect, and build
upon this new knowledge. In art we behave like a scientist.</div>
<div class="western" style="margin-bottom: 0cm;">
<br />
</div>
<div class="western" style="margin-bottom: 0cm;">
Art is a perfect outlet
for children to process their feelings, thoughts and discoveries in a
way that is often easier and more comfortable than words. Movement,
image, colour, line and imagination all help children express
themselves in multidimensional ways.
</div>
<div class="western" style="margin-bottom: 0cm;">
<br />
</div>
<div class="western" style="margin-bottom: 0cm;">
These are all wickedly
important, but the clincher for me is that the art space is
recognised as a prime location for collaborative learning amongst
peers. Here we can see a group of children (and adults) who are
emotionally, intellectually, and aesthetically engaged in solving
problems, creating products, and making meaning – an assemblage in
which each person learns autonomously and through the ways of
learning of others.</div>
<div align="LEFT" class="western" style="margin-bottom: 0cm;">
<br />
</div>
<div align="LEFT" class="western" style="margin-bottom: 0cm;">
In groups we
encounter: new perspectives, strategies, ways of thinking.</div>
<div align="LEFT" class="western" style="margin-bottom: 0cm;">
<br />
</div>
<div align="LEFT" class="western" style="margin-bottom: 0cm;">
We learn to
reflect, modify, extend, clarify, and enrich. Fantastic!<span style="font-size: small;"><span lang="en-GB"><span style="font-style: normal;"><span style="font-weight: normal;">
It is an adventurous, enquiry based approach to learning where
participation can move on from a traditional transmission style of
education to one that can include the whole community. </span></span></span></span>
</div>
<div align="LEFT" class="western" lang="en-GB" style="font-style: normal; font-weight: normal; margin-bottom: 0cm;">
<br />
</div>
<div align="LEFT" class="western" style="margin-bottom: 0cm;">
<span style="font-size: small;"><span lang="en-GB"><span style="font-style: normal;"><span style="font-weight: normal;">Consider
these further points from Krechevsky & Mardell (</span></span></span></span><span style="font-size: small;"><span lang="en-GB"><i><span style="font-weight: normal;">Four
features of learning in groups, </span></i></span></span><span style="font-size: small;"><span lang="en-GB"><span style="font-style: normal;"><span style="font-weight: normal;">2001</span></span></span></span><span style="font-size: small;"><span lang="en-GB"><i><span style="font-weight: normal;">):</span></i></span></span></div>
<div align="LEFT" class="western" lang="en-GB" style="font-style: normal; font-weight: normal; margin-bottom: 0cm;">
<br />
</div>
<div align="LEFT" class="western" style="margin-bottom: 0cm;">
“<span style="font-size: small;"><span lang="en-GB"><span style="font-style: normal;"><span style="font-weight: normal;">While
we acknowledge that learning is individual, we think it is critical
to consider the social construction and existence of knowledge as
well. Learning in a group supports a quality of learning that is
different from individual learning. A focus on collective
understanding – requiring constant comparison, discussion, and
modification of ideas- makes possible learning that is not accessible
to individuals working alone.”</span></span></span></span></div>
<div align="LEFT" class="western" lang="en-GB" style="margin-bottom: 0cm;">
<br />
</div>
<div align="LEFT" class="western" lang="en-GB" style="margin-bottom: 0cm;">
Intentionally include adults in the learning journey – we do not
leave the children to 'naturally develop their knowledge and skills'!
Adults play different roles, but all engage in enquiry. The teacher's
role includes listening, observing, providing provocations for
discovery and joy, intervening at critical moments to model
techniques. Rather than being seen as the sole or primary sources of
information, teachers help children enlist the cognitive and
emotional support of their peers. Teachers also serve as the groups
memory, reminding children of earlier work etc.
</div>
<div align="LEFT" class="western" lang="en-GB" style="margin-bottom: 0cm;">
<br />
</div>
<div align="LEFT" class="western" lang="en-GB" style="margin-bottom: 0cm;">
So gather round the art table and explore meaning making...</div>
akohttp://www.blogger.com/profile/15616184093925619910noreply@blogger.com0tag:blogger.com,1999:blog-2742258584242722894.post-23745750287684514632013-11-01T12:56:00.000-07:002013-11-01T12:56:17.582-07:00Hiatus 2Sigh... the intent, the ideas.... all there but the energy and time is not.... so time to officially declare a holiday! Life is just too busy, but I'll continue once a few other projects are wrapped up.<br />
<br />
@koakohttp://www.blogger.com/profile/15616184093925619910noreply@blogger.com0tag:blogger.com,1999:blog-2742258584242722894.post-8214741562862749372013-08-06T01:24:00.000-07:002013-08-06T01:24:20.661-07:00Chasing Section BSection B of Te Whāriki, the early childhood curriculum in Aotearoa, is written in Te Reo Māori and is designed to guide Kōhanga Reo and Māori immersion centres. I've been searching for an English translation for a while as I'm part of a team in my centre who are reviewing how well we are doing in implementing a bi-cultural ethos to all we do. We're taking a critical look at theory and practice and are delving into topics such as<br />
<i>Place-Based Education</i>, Geneva Gay's <i>Culturally Responsive Pedagogy</i>, Peter Moss's delightfully radical work on <i>education for survival</i>, Māori learning dispositions as a possible framework, work by Rose Pere, are just some on the reading list...<br />
<br />
but I really want to know what our curriculum says we should be doing...<br />
<br />
The Ministry of Education refuses to translate Section B. "Never have and never will" was the gist of their reply to my email. Having lived under the mess that the 'Treaty of Waitangi' (sic) has created, I understand how translations can profoundly alter meanings . I'm told it's surprisingly different and part of me wonders if there is a way to gain some insight while maintaining the integrity of the document. <br />
<br />
Is my curiosity taking me across a line I have no right to be concerned about?<br />
<br />akohttp://www.blogger.com/profile/15616184093925619910noreply@blogger.com2tag:blogger.com,1999:blog-2742258584242722894.post-5458783987204556982013-07-22T02:48:00.002-07:002013-07-22T02:49:27.122-07:00The Hegemony of Niceness... <span style="font-family: Verdana, Arial, Helvetica, sans-serif; font-size: small;"><span style="font-size: small;">Is<b> </b>a phenomenon I've just discovered thanks to </span></span><span style="font-family: Verdana, Arial, Helvetica, sans-serif; font-size: small;"><span style="font-size: small;">Janet
Gonzalez-Mena, Luis Hernandez, and Debra Sullivan, who have authored <i>Learning
from the Bumps in the Road</i><b>.</b> They write about how niceness can be a cover for conflict-avoidance, for
going along to get along, and pretending to be just fine when things are actually a bit shit.</span></span><br />
<span style="font-family: Verdana, Arial, Helvetica, sans-serif; font-size: small;"><span style="font-size: small;"> </span></span><br />
<a href="http://mail.ccie.com/go/eed/10154" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;" target="_blank"></a><span style="font-family: Verdana, Arial, Helvetica, sans-serif; font-size: small;"><span style="font-size: small;">"For us in ECE, it can
mean that the pressure to be nice is so dominant that if
anyone speaks up, speaks out without prettifying her words,
especially if she confronts someone, is cruising for a
bruising. 'Make nice' means 'don't rock the boat.'
Sure, some aspects of making nice are worthy, like being kind,
accepting, forgiving, and upbeat. Those other aspects,
like inauthenticity and sugarcoating? Not so
much..."</span></span><br />
<br />
<span style="font-family: Verdana, Arial, Helvetica, sans-serif; font-size: small;"><span style="font-size: small;">The desire to affirm and nurture 'professional relationships' often
trumps the deeper need for the tough love of confronting
misdeeds and injustice. Niceness frees us from facing
the tough things: confrontation is a bugger. We
all know that smiling and being nurturing, selfless, and
supportive help us fit in, but there is just so much bullshit in ECE... </span></span><br />
<span style="font-family: Verdana, Arial, Helvetica, sans-serif; font-size: small;"><br /><span style="color: black; font-family: Verdana, Arial, Helvetica, sans-serif; font-size: x-small;">
<span style="font-size: small;">Crap team-leaders (consult? discuss? listen? eh?), lazy uninspiring teachers, degree-qualified adults who think their mother is around to clean up after them, jaw-dropping conservatism that leaves me wondering if they can feel empathy, personal discourses that are really fucking suspect, employers who knowingly exploit your passion for children and love telling you about how progressive they are...</span></span></span><br />
<span style="font-family: Verdana, Arial, Helvetica, sans-serif; font-size: small;"><span style="color: black; font-family: Verdana, Arial, Helvetica, sans-serif; font-size: x-small;"><span style="font-size: small;"><br /></span></span></span>
<span style="font-family: Verdana, Arial, Helvetica, sans-serif; font-size: small;"><span style="color: black; font-family: Verdana, Arial, Helvetica, sans-serif; font-size: x-small;"><span style="font-size: small;">So much fucking tip-toeing I feel like a ballet dancer.</span></span></span><br />
<span style="font-family: Verdana, Arial, Helvetica, sans-serif; font-size: small;"><span style="color: black; font-family: Verdana, Arial, Helvetica, sans-serif; font-size: x-small;"><span style="font-size: small;"><br /></span></span></span>
<span style="font-family: Verdana, Arial, Helvetica, sans-serif; font-size: small;"><span style="color: black; font-family: Verdana, Arial, Helvetica, sans-serif; font-size: x-small;"><span style="font-size: small;">Honest, constructive, productive - yet respectful - ANGER can be a good thing.</span></span></span><br />
<span style="font-family: Verdana, Arial, Helvetica, sans-serif; font-size: small;"><span style="color: black; font-family: Verdana, Arial, Helvetica, sans-serif; font-size: x-small;"><span style="font-size: small;"><br /></span></span></span>
<span style="font-family: Verdana, Arial, Helvetica, sans-serif; font-size: small;"><span style="color: black; font-family: Verdana, Arial, Helvetica, sans-serif; font-size: x-small;"><span style="font-size: small;">Tomorrow.</span></span></span>akohttp://www.blogger.com/profile/15616184093925619910noreply@blogger.com0tag:blogger.com,1999:blog-2742258584242722894.post-91441328428385317912013-05-30T02:12:00.002-07:002013-05-30T02:34:44.221-07:00The Intentional Teacher... (with a nod to Emmi Pikler)I've being wanting to return to the subject of the teacher-learner relationship for a while now. After a long process of critiquing the learning principles of Emmi Pikler and it's constructivist positioning of the teacher - especially in relation to the acquisition of content knowledge - I departed for the shores of Vygotsky's socio-constructivism.<br />
<br />
I didn't abandon everything of course - I've happily gutted Pikler's principles and took the best with me: image of the child as a competent learner, respect to allow them to lead their learning, play as the vehicle for learning, as well as an understanding that it remains best practice for infant care and education - but not for older children. Yet in embracing socio-constructivism and it's more active role for the teacher with strategies such as co-construction, guided participation etc, I felt that things had changed to the point where I was unsure of where I was at and what I was doing with my teaching... I need a framework.<br />
<br />
I want my tamariki to learn through play and I want them to be in charge. I trust them to know what they want and that they can achieve their goals in their own time and way. Yet I realise the limitations of the free-play environment, that there is a danger of achieving no more than a reproduction of knowledge with learning limited to peers funds of knowledge. Deep, complex and sustained learning within curriculum areas such as science, mathematics, music, language and art is now recognised as not occurring in the free-play environment.<br />
<br />
So I'm going to teach them, but in ways that are not interruptions to their learning journeys.<br />
<br />
I come back to the idea of the intersubjective learning space where fundamental questions that arise during play/discovery create the opportunity to co-construct new knowledge.... "will the brown grass become green again?" .... "Are butterfly's boys or girls?" Real questions from my centre that gave us opportunity to hypothesise, conduct research, and formulate theories. New ideas and concepts were introduced that was way beyond the funds of knowledge 'pool' of their peers... "children learn from more knowledgeable peers <b>and</b> adults" (Te Whariki).<br />
<br />
Yet this type of teaching 'in response' leaves a lot to chance.<br />
<br />
Intentional Teaching is a strategy explored by Anne Epstein who defines it as directed, designed interactions between children and teachers in which teachers purposefully challenge, scaffold, and extend children's skills.<br />
<br />
Another path of inspiration comes from the philosophies of Reggio Emilia and their concept of the '100 languages with which children make meaning of the world. If we consider that creative expression is a response to living and a form of communication, then we must ask ourselves how young children come to acquire the foundation skills they require to utilise these skills.<br />
<br />
I realise that all this sails pretty close to the wind for many teachers!<br />
<br />
My reason for introducing a programme of intentional teaching to very young children (2yrs+) was to instill an ethos of respect and reverence towards each other and the learning environment through the introduction of specific content knowledge. I've explored content knowledge fully in an older post (link is in the side panel), but briefly, it refers to the vocabulary, concepts and skills in an area of learning.<br />
<br />
The quote that sealed it for me: because young children are often encountering these learning spaces for the first time "they need teachers to set the foundation for later learning and success" (Epstein, 2007).<br />
<br />
Nothing random, not a 'project', but a deliberate teaching lesson. Every day for half an hour I led the toddler cohort through and introduction to equipment and the rules that come with their usage. Hammers and saws, staplers, glue, paint, trowels and rakes, glue-guns, dye... tools that require a level of mastery before they can become tools of expression and creativity.<br />
<br />
There are more layers going on here. The periods of intentional teaching around using new equipment also serves as an introduction to a new way of learning for the children. In the context our my centre it's a transitional process towards a more Reggio Emilia inspired framework of learning where there is a higher level of teacher engagement (using many strategies) than what these children have experienced coming from a pure Pikler-inspired infant curriculum.<br />
<br />
Outcomes?<br />
<br />
I'll have another 'pause in the theory' post and discuss how it all pans out once we have completed a few cycles.<br />
<br />
Now go teach (with respect of course).<br />
<br />
<br />
The best book to buy? The Intentional Teacher by Anne S. Epstein 2007 <br />
<br />akohttp://www.blogger.com/profile/15616184093925619910noreply@blogger.com5tag:blogger.com,1999:blog-2742258584242722894.post-50461899965564090942013-05-24T04:22:00.000-07:002013-05-24T04:22:38.237-07:00Parental discources that make you puke... We have a Dad who likes to hang out at our centre a lot. He's here most days either before or after his (brief) working day. Brilliant is the correct response - involved Dads are a rare breed - but not this guy.<br />
<br />
I'm not sure if he's primarily here for his child or the fact that there's good coffee and a bunch of cool women working here, but whatever his reason, he's really fucking with the kids.<br />
<br />
The problem is his own hang-ups. Thanks to Dad we have boys not wanting to play with the dolls and handbags, boys who don't want to "cry like a girl", but instead want to "smash your face in" and other such sexist macho bullshit.<br />
<br />
What can I do? I really hate difficult conversations... how can I approach him with these concerns of mine?<br />
<br />
Everyday we teachers experience the lived worlds of our children. Their 'funds of knowledge' draws primarily from the world of their parents. They are a reproduction of Mum and/or Dads words, actions and all the underpinning values that generate them.<br />
<br />
And there are some really fucked-up people out there.<br />
<br />
Will four years of being with me - the pro-feminist, anti-war, anti-Hollywood, animal loving, queer supporting, politician hating punk - be enough? <br />
<br />
Our future depends on it.akohttp://www.blogger.com/profile/15616184093925619910noreply@blogger.com2tag:blogger.com,1999:blog-2742258584242722894.post-85044946739148371502013-04-05T02:18:00.000-07:002013-04-07T04:05:00.897-07:00When Exploitation Masquerades as AltruismAltruism - doing something for nothing simply because you love it.<br />
<br />
Yesterday I was informed by my boss that people working in the education sector put in extra hours outside of their contracted hours because they love it and it's about being professional. So 'suck it up' was basically her reply to my complaint of too much paper work and not enough non-contact time.<br />
<br />
Damn.<br />
<br />
Recently, an Auckland ECE centre was touring Aotearoa with examples of their documentation work in the form of wall panels - and they were exquisite. In reply to a query, the teachers responsible informed us that no, they didn't get a lot of non-contact time to produce these, they did it in their own time because they were 'passionate' and 'professional' - these were the results they wanted so they simply did it.<br />
<br />
Last year in the <i>First Years Journal</i> a similar ethos was being espoused by a newly graduated teacher. Donna Bergmen writes in 'Quality of Commitment' (2012, Vol 14;1) that "as a professional teacher .... it is about the willingness to go the extra mile and make sacrifices to take on extra commitment" (p. 29).<br />
<br />
I imaging that most of us are teaching because we enjoy being with children and find the learning process/journey quite fascinating. Yet I feel that this passion to work with children, to take on a difficult and demanding job is exploited. It is exploited by our employers who pay shit wages to University graduates doing a vital job. It is exploited by our employers who demand more and more on less and less time.... assessment and planning for children is barely a blip on the radar for many teachers: self-reviews, parents news-letters, long-term investigation projects ala Reggio Emilia, presentations, repairs and maintenance, resource gathering...<br />
<br />
<br />
In the big bad world of business and profit at any cost, we are the poor cousins of the workforce - I mean what the fuck do we really do but play in the sandpit and change nappies right? And now to top it off we have teaching colleagues cheerleading this ethos of exploitation.<br />
<br />
Does this fit with your idea of what it means to be professional? Suck it up and work your weekends? Not mine.akohttp://www.blogger.com/profile/15616184093925619910noreply@blogger.com1tag:blogger.com,1999:blog-2742258584242722894.post-72945220614127665762013-03-25T00:28:00.001-07:002013-04-03T01:32:20.175-07:00Jumping ship...The Herald recently ran an investigative report into how ECE centres 'work' the 20hrs-free childcare subsidy here in Aotearoa. Every child over the age of three is guaranteed free access to childcare, but in reality most parents pay a top-up fee as the subsidy is only about $11.50 per child-hour. Some Kindergartens will charge you $50 a week 'contribution', while some private centres will bind you to compulsory enrollment times and charge you $400 per week.<br />
<br />
You can read all about it here: <br />
<br />
<a href="https://www.blogger.com/goog_1398773635"><br /></a>
<a href="http://www.nzherald.co.nz/nz/news/article.cfm?c_id=1&objectid=10868835">http://www.nzherald.co.nz/nz/news/article.cfm?c_id=1&objectid=10868835</a><br />
<br />
Two children at my centre have recently left with a third poised to go because of this compulsory hours component. One child spends a day with his father, another is an only child, while the third has a newborn and Mum at home...<br />
<br />
They want to spend time at home with Mum and Dad but the runaway gravy train that is ECEC can't bear to let go - it's all or nothing when it comes to the ching ching and there are plenty more kiddies on the waiting list.<br />
<br />
The majority of the families at my centre are either in serious debt or so consumed by conspicuous consumption that they can't let go of the career ladder for their children. They have weekend children. When one Mum told me that she had decided to quit her job to spend precious time with her only son, she spoke of the battle with her husband over the loss of income and how it would primarily impact on their 'fun'. She won; I see them about all the time off to a park or the beach with friends... free fun. No longer does he cry at the centre window as Mum drives off to work.<br />
<br />
What would happen if more families simplified life for the sake of their children? To have a parent as the primary caregiver rather than a stressed-out professional? We have high unemployment and too many centres; would it be a setback for women as far as workplace equality? Although I can't image society will collapse, it would be interesting to see the roll-on effects of a large drop in attendance. <br />
<br />
Would I lose my job? Now there's a thought.<br />
<br />
3/4/13 Update: Another family rebels against compulsory full-time and gives notice... akohttp://www.blogger.com/profile/15616184093925619910noreply@blogger.com0tag:blogger.com,1999:blog-2742258584242722894.post-34346551549996657402013-03-24T10:37:00.001-07:002013-03-24T10:37:04.212-07:00Making a habit of it..."Early Childhood Council chairman Peter Reynolds says early childhood
teaching is the second most gender-biased profession. The first is nuns."<br />
<br />
Now I was wondering what my next challenge would be... akohttp://www.blogger.com/profile/15616184093925619910noreply@blogger.com0tag:blogger.com,1999:blog-2742258584242722894.post-81811770803399543672013-03-18T00:15:00.001-07:002013-04-07T04:08:48.884-07:00Te Whariki and the Big White Guy in the Sky...<style type="text/css">P { margin-bottom: 0.21cm; direction: ltr; color: rgb(0, 0, 0); }P.western { font-family: "Times New Roman",serif; font-size: 12pt; }P.cjk { font-family: "WenQuanYi Micro Hei"; font-size: 12pt; }P.ctl { font-family: "Lohit Hindi"; font-size: 12pt; }</style>
<br />
<div class="western" style="margin-bottom: 0cm;">
In Aotearoa we don't
have religious instruction in our education system by law. This came
out of colonial fears that 'the troubles' between Irish Catholics
and English Protestants would continue within migrant communities if
one or the other was declared 'official' and made compulsory in
schools. The New Zealand education system was to be free, universal,
and secular. Radical stuff, widely applauded. There were hidden
agendas of course: unifying a diverse country on the brink of
bankruptcy, wayward poor kids causing trouble, up-skilling the work
force etc, but they are not for this discussion!
</div>
<div class="western" style="margin-bottom: 0cm;">
<br /></div>
<div class="western" style="margin-bottom: 0cm;">
Unfortunately the English
settlers in Nelson quickly got around this: the 'Nelson Clause' sees
many state schools officially close for a short period each day for
religious (ie Christian) studies. These are not compulsory – but
peer pressure usually wins hearts and souls. Calls to close this loop
hole continue today. Jump forward several decades and the line
between The State and religion gets blurrier when many church-owned
schools are integrated into the state system and now receive full
funding. Finally, things get really confusing with the Waitangi
Tribunal's decision in the mid-80's that all Government departments
must actively promote Maori language, heritage and customs which saw
the arrival of 'spirituality.' Queue much eye-rolling by Pakeha New Zealand. </div>
<div class="western" style="margin-bottom: 0cm;">
<br /></div>
<div class="western" style="margin-bottom: 0cm;">
Spirituality is “one
of those subjects whose meaning everyone claims to know until they
have to define it” (Sheldrake, 1995).</div>
<div class="western" style="margin-bottom: 0cm;">
<br /></div>
<div class="western" style="margin-bottom: 0cm;">
Our curriculum, Te
Whariki, does not define spirituality or how a child is 'healthy in spirit' despite
it being part of the core aspiration for children. How do teachers help child
develop a spiritual aspect to their lives? Individual interpretation.
Again. Default discourses rear their ugly heads – again.
</div>
<div class="western" style="margin-bottom: 0cm;">
<br /></div>
<div class="western" style="margin-bottom: 0cm;">
Which is why we have
teachers singing Sunday School hymns to children and the karakia said
before meals is turned into a form of Christian prayer complete with
hands clasped.</div>
<div class="western" style="margin-bottom: 0cm;">
<br /></div>
<div class="western" style="margin-bottom: 0cm;">
The Batchelor, Hedges
and Haigh (2011) study into teacher beliefs and practice around
spirituality found that the teachers they interviewed had a clear
understanding that there was a difference between religion and
spirituality. Maybe they got lucky because it has not been like this
in my experience.</div>
<div class="western" style="margin-bottom: 0cm;">
<br /></div>
<div class="western" style="margin-bottom: 0cm;">
Spirituality was found
to have two significant features that were common throughout the
world: </div>
<div class="western" style="margin-bottom: 0cm;">
<br /></div>
<div class="western" style="margin-bottom: 0cm;">
<ul>
<li>The meaning of life, their place in it, connection to other
people, to the land, or to a transcendent being.
</li>
</ul>
</div>
<div class="western" style="margin-bottom: 0cm;">
<ul>
<li>And that it is not synonymous with religion. Historically
however they have been considered to be together and the focus was
religious knowledge.
</li>
</ul>
</div>
<div class="western" style="margin-bottom: 0cm;">
<br /></div>
<div class="western" style="margin-bottom: 0cm;">
So linked, but clearly
separate.
</div>
<div class="western" style="margin-bottom: 0cm;">
<br /></div>
<div class="western" style="margin-bottom: 0cm;">
The phrase that a child
be 'healthy in spirit' used in Te Whariki is not found in any related
literature outside of Te Whariki which is interesting – did they
just make it up?</div>
<div class="western" style="margin-bottom: 0cm;">
<br /></div>
<div class="western" style="margin-bottom: 0cm;">
Fisher (1999) defined
spiritual health as a “dynamic state of being, shown by the extent
to which people live in harmony within relationships... with self,
others, the environment and with something or some-One beyond the
human level.”</div>
<div class="western" style="margin-bottom: 0cm;">
<br /></div>
<div class="western" style="margin-bottom: 0cm;">
This can be expressed
as mutual respect where children can share unselfconscious and
authentic expressions of self. Rofrano (2010) argues that “ the
spiritual life of the infant emerges in relationship with a caring
adult”. In considering that relationships are the basis of a
healthy spirit, the authors found that a distinction is made between
gaining the skills for healthy social/emotional learning and
development and the deeper connections that spirituality entails.
Brilliant. And I think we do a fantastic job at nurturing deep
reciprocal relationships with the children in our care as is required
by Te Whariki.</div>
<div class="western" style="margin-bottom: 0cm;">
<br /></div>
<div class="western" style="margin-bottom: 0cm;">
When it comes to those
'deeper connections', it is the karakia said before meals that <i>most</i>
teachers get right in considering it as a critical ritual to take the concept of relationship to a deeper level. Tilly Reedy, one of the authors of Te
Whariki, writes about the confusion around karakia and the
misconception by many teachers and parents that it is about praying
to either Maori Gods or the Pakeha God. Personally it wasn't until I
was staying at a Marae on Parihaka (staunch opponents to the
Government) where they did not allow any Christian-based karakia to
be said that I realised it wasn't just about 'praying' as I knew it.
Yes, karakia can be looked at as “a form of prayer or relaxation.
It isn't aimed at any faith, belief or denomination, but focuses on
encompassing the physical, mental, spiritual and emotional attributes
within oneself. In Māori tradition, karakia plays a vital role in
upholding the values and traditions of our ancestors,” (Reweti,
2004).</div>
<div class="western" style="margin-bottom: 0cm;">
<br /></div>
<div class="western" style="margin-bottom: 0cm;">
According to Reedy,<span style="font-style: normal;">
karakia</span> is a tool to “imprint within the mind and being of
the person, the ability to focus on the purpose at hand which may be
to seek help for someone, themselves, a job, or to help achieve some
goal.”</div>
<div class="western" style="margin-bottom: 0cm;">
<br /></div>
<div class="western" style="margin-bottom: 0cm;">
So karakia is all about
holistic relationships (self, others, land, past, present, and
future) and perfectly fits our definition for spirituality. Yet
confusion remains about its intent with responsibility for this lying
in the ongoing problem of the curriculum failing to offer clear
definitions and practice guidelines. Parents refuse to let it happen
in their centre as it is 'Christian'. Teachers refuse to say it
because it is 'pagan' etc etc...</div>
<div class="western" style="margin-bottom: 0cm;">
<br /></div>
<div class="western" style="margin-bottom: 0cm;">
Ongoing education? Just talk about it! There is literally nothing 'practical' out there on this topic! Bring back the PD funding!</div>
<div class="western" style="margin-bottom: 0cm;">
<br /></div>
<div class="western" style="margin-bottom: 0cm;">
<span style="font-size: x-small;">Supporting
young to children to grow up healthy in spirit. Susan Batchelor,
Helen Hedges and Mavis Haigh. 2012; The First Years Journal.</span></div>
akohttp://www.blogger.com/profile/15616184093925619910noreply@blogger.com0tag:blogger.com,1999:blog-2742258584242722894.post-91757864647801421592013-02-15T11:14:00.002-08:002013-02-15T11:14:54.705-08:00Better Work Stories..'Better Work Stories' was the basis of an extensive marketing campaign by the New Zealand Police that brags about the excitement and satisfaction you would get from beating up drunk teenagers and being a general power-obsessed fuckwit as they tend to all be.<br />
<br />
The phrase came up the other day when I was talking with a friend about the deep pleasure we get when a 18 month-old baby sidles up to you and squeezes onto your lap for a cuddle or to read a book. Just knowing how much they trust you and feel safe, being able to put your arms around a young child, to laugh and talk with them, point out the world about and make up silly words and stories...<br />
<br />
What a great job. I have the best work stories - and a lot of them involve poos and wees!<br />
<br />
So to paraphrase millions of angry youth the world over: Fuck the Police. Fuck your violence, your power-over, your protection of the rich and oppression of the poor.<br />
<br />
Cuddles not Handcuffs!akohttp://www.blogger.com/profile/15616184093925619910noreply@blogger.com0tag:blogger.com,1999:blog-2742258584242722894.post-1868560567490055882013-01-01T15:41:00.001-08:002013-01-01T15:41:34.963-08:00Why am I an anarchist?Road trips are a familiar theme of our summer holidays - and road trips mean we dig out the old cassette tapes to keep things interesting as we cruise. Which is how we came to be listening to Norman Nawrocki's song 'Why Am I An Anarchist?' For a long time I have thought that he has written the most eloquent description of what fires the passion and anger of anarchist's - well for me at least. While I could endlessly spout on about the world of injustice (and I will from an ECEC perspective), I figured that I'd start the year with a bang and introduce you all to Norman. If you like what you read I'm sure an internet search will provide more...<br />
<br />
<br />
Why am I an anarchist?<br /> Because old age pensioners eat dog food.<br /> Because single moms on welfare cry.<br /> Because politicians steal our futures.<br /> Because women can't walk the streets safely.<br /> Because I want to breathe fresh clean air.<br /> Because hope, freedom and dignity are never on special at walmart.<br /> Because capitalism is a scam.<br /><br />
Why am I an anarchist?<br /> Because I'm tired of supermarket rip offs.<br /> Because truth, peace and justice are almost extinct.<br /> Because TV and newspapers lie.<br /> Because kids go to school hungry.<br /> Because I feel unsafe around cops.<br /> Because America's president leaves me no choice.<br /> Because poetry and butterflies demand equal time.<br /><br />
Why am I an anarchist?<br /> Because no one will watch the rain.<br /> Because groundhogs and rabbits are getting murdered.<br /> Because two headed chickens protests and no one listens.<br /> Because twenty minutes of sunshine can now kill.<br /> Because rent is no longer affordable.<br /> Because we deserve better.<br /><br />
Why am I an anarchist?<br /> Because banks rob people and it's not a crime.<br /> Because I want to banish all cars from the city.<br /> Because they built prisons but close hospitals and schools.<br /> Because neither the sun, the moon or the stars are for sale.<br /> Because corporate greed destroys lakes, rivers and forests.<br /> Because I'm not afraid to dream.<br /> Because I refuse to remain silent.<br /><br />
Why am I an anarchist?<br /> Because it's time to shut down McDonalds.<br /> Because I have friends who can't afford to visit the dentist.<br /> Because one homeless family is too much.<br /> Because the state blames and attacks the poor but rewards it's friends.<br /> Because no fat cat lying politician ever has to wait for the bus.<br /> Because I want social revolution now (now) (now) (now)<br /> Why am I an anarchist?<br />
<br />
<br />
<br />
I'm an anarchist for all of those things and more. Now lets get back to the task of saving our world via education... and direct action!akohttp://www.blogger.com/profile/15616184093925619910noreply@blogger.com0tag:blogger.com,1999:blog-2742258584242722894.post-43509214051360757792012-12-21T16:38:00.001-08:002012-12-21T16:38:45.343-08:00Time for break...Well to wrap a busy year I'll leave you with a quote from journalist and author of several brilliant books, Chris Hedges...<br />
<br />
<span style="font-family: inherit;">“We’ve bought into the idea that education is about training and
“success”, defined monetarily, rather than learning to think critically and to challenge. We should not forget that the true purpose of education is to make minds, not careers. A culture that does not grasp the vital interplay between morality and power, which mistakes management techniques for wisdom, which fails to understand<br />
that the measure of a civilization is its compassion, not its speed or ability to consume, condemns itself to death.”</span><br />
<br />
I'll see you lot next year. The next big project for me to take a critical look at Māori spiritualism in the ECEC context. I have no strong opinions on the topic, but being an anarchist, I do harbour a lot of mistrust towards organised religion and the ideas that we a answerable to a higher deity. Plenty of reading and thinking to do on that one anyway - should keep me out of trouble eh?<br />
<br />
Later skaters.akohttp://www.blogger.com/profile/15616184093925619910noreply@blogger.com0tag:blogger.com,1999:blog-2742258584242722894.post-88021938561338079352012-12-09T22:18:00.002-08:002012-12-09T22:18:25.024-08:00A pause in the theory - keeping it real...
<div class="western" style="line-height: 115%; margin-bottom: 0cm;">
<b>I
want to give my learning journey from Pikler to a more socio-constructivist teaching position a more
practice-based context – to move on from all this academia and get real. And
that context is art...</b></div>
<div class="western" style="line-height: 115%; margin-bottom: 0cm;">
<br />
</div>
<div class="western" style="line-height: 115%; margin-bottom: 0cm;">
It
was a discussion about play and the role of the teacher that first
made me question the wisdom of Pikler's learning principles and the
needs of the older child. I was at a centre that was (and continues
to be) very much inspired by Pikler. A teacher and I were in the art
space, but it was empty of children and activity. My colleague
commented with a sigh that 'somehow it's just all different with
art'.</div>
<div class="western" style="line-height: 115%; margin-bottom: 0cm;">
<br />
</div>
<div class="western" style="line-height: 115%; margin-bottom: 0cm;">
It
may be a coincidence, but my personal pedagogical journey has been
primarily shaped by art.</div>
<div class="western" style="line-height: 115%; margin-bottom: 0cm;">
<br />
</div>
<div class="western" style="line-height: 115%; margin-bottom: 0cm;">
Teacher
practice in New Zealand remains firmly under the sway of
constructivism – a legacy of Kindergartens, the pedagogical
vagueness of our curriculum Te Whāriki, and the widespread confusion
about implementing socio-constructivist practice.
Vygotsky's socio-constructivist theories gets talked about a lot at university,
but in my experience new graduates often lack a clear understanding of the
actual teaching processes involved. Many (and I include myself here) who are introduced to Pikler/Gerber theory in infant papers are seduced by its apparent ease and quickly fall back to the
default teaching methods of older colleagues. For instance I made it
through my degree thinking that 'co-construction' referred to the
fact that there were two people involved in creating new knowledge –
a visibly stunned lecturer explained in our final weeks how wrong we
were – it refers to the social and culture influences working
together...
</div>
<div class="western" style="line-height: 115%; margin-bottom: 0cm;">
<br />
</div>
<div class="western" style="line-height: 115%; margin-bottom: 0cm;">
The
rise of Pikler in infant care is having wide-spread implications –
both positive and negative. On the downside, constructivism is
re-emerging as an acceptable position for the teaching of older
children – our traditional pedagogy is being validated by
‘cutting-edge pedagogy’ and many teachers feel that they are 'off
the hook'. Professional development is big business and there is a
surge in Pikler/constructivist orientated teaching/learning here in
Aotearoa. </div>
<div class="western" style="line-height: 115%; margin-bottom: 0cm;">
<br /></div>
<div class="western" style="line-height: 115%; margin-bottom: 0cm;">
One such workshop I attended was hosted by Pennie Brownlee
and focused on art and creativity (Brownlee is the author of the very
popular art education book 'Magic Places'). Brownlee's message is
essentially constructivist – not (I must stress) a criticism of her
personally as she is very highly regarded in New Zealand as an expert
on infant-toddler care and has been instrumental in the up-take of
Pikler philosophy in New Zealand centres. </div>
<div class="western" style="line-height: 115%; margin-bottom: 0cm;">
<br /></div>
<div class="western" style="line-height: 115%; margin-bottom: 0cm;">
Now, Brownlee made a
comment during the workshop that made me question her overall
message: a centre she knew had yet to 'produce any significant art'.
I also knew this centre and I could see how their constructivist
approach to learning and the role of the teacher leaves the art area
to 'free-play' where there is no adult involvement. I had already
explored this situation with the teaching team about how the art
space seemed 'lost', and that while we actively helped children
decipher other symbol systems like letters and numbers, we had
relegated art to the sphere of free-play – a place where we
considered children brought all their experiences together to be
something 'bigger'. At the time I asked: how do children get the
practical skills and working theories to utilise this area of
expression?</div>
<div class="western" style="line-height: 115%; margin-bottom: 0cm;">
<br />
</div>
<div class="western" style="line-height: 115%; margin-bottom: 0cm;">
I
left this workshop with more questions than answers so I went
looking...</div>
<div class="western" style="line-height: 115%; margin-bottom: 0cm;">
<br />
</div>
<div class="western" style="margin-bottom: 0cm;">
Susan Wright (<i>Children,
meaning making and the arts,</i> 2003) confirmed to me how a
laissez-faire approach to teaching art remains attractive to many
teachers who believe that children should be provided with an
attractive array of materials, and then allowed unfettered freedom to
explore and express. Such a constructivist approach to learning is
echoed in Pennie Brownlee's work despite vigorous critique from
social and cultural perspectives that question the reality of
learning in isolation. Wright asks how is it that freedom of the
individual is equated with non-interventionist practices in art, but
not in such learning areas as literacy or numeracy. As teachers we
are successfully weaving an image of the child as an empowered
competent learner with socio-constructivist theories of learning that
sees children exposed to strategies of modelling, guidance,
scaffolding and even moments of intentional teaching – yet art as a
curriculum area is seemingly left behind to sink or swim according to
'natural development'.</div>
<div class="western" style="margin-bottom: 0cm;">
<br />
</div>
<div class="western" style="margin-bottom: 0cm;">
Wright describes how in
art children depict themselves or others, play out events from real
or imagined worlds, and symbolically express emotional and aesthetic
qualities. They need time to problem-solve in relation to their
depiction of objects and events – both literally and metaphorically
– and that this is often achieved alongside what Vygotsky terms the
'competent other'.</div>
<div class="western" style="margin-bottom: 0cm;">
<br />
</div>
<div class="western" style="line-height: 115%; margin-bottom: 0cm;">
Here
we have a child's peers or an adult acting as guide, facilitator,
protagonist, co-artist, instructor, model, master, and apprentice
(Wright, 2003).</div>
<div class="western" style="line-height: 115%; margin-bottom: 0cm;">
<br />
</div>
<div class="western" style="line-height: 115%; margin-bottom: 0cm;">
Well
that was a breath of fresh air.
</div>
<div class="western" style="line-height: 115%; margin-bottom: 0cm;">
<br />
</div>
<div class="western" style="line-height: 115%; margin-bottom: 0cm;">
Then
I attended a lecture by renowned art educationalist Ann Pelo from the
USA. She is a socio-constructivist through and through and had no
time for 'a laissez-faire approach to teaching art'</div>
<div class="western" style="line-height: 115%; margin-bottom: 0cm;">
<br />
</div>
<div class="western" style="line-height: 115%; margin-bottom: 0cm;">
According
to Pelo, art is an expression of participation in life rather than
product. As teachers it’s not a particular skill we teach, but the
act of participating and engaging in the world. Thus art is not
planned but a response to living - responsive and reflective teaching
is now possible to open an inter-subjective space for
co-construction.</div>
<div class="western" style="line-height: 115%; margin-bottom: 0cm;">
<br />
</div>
<div class="western" style="line-height: 115%; margin-bottom: 0cm;">
The
idea that art is a language resonates with Reggio Emilia teachings
about the '100 languages of children'. From here it is easy to see
the contradictions in our teaching of other 'languages' – be they
spoken, written or symbol-based. As Wright (2003) states, we are
happy to act as 'guide, facilitator, protagonist, co-artist,
instructor, model, master, and apprentice' in helping to build a
child's 'normal' language skills, so lets do the same to ensure
children have the skills to utilise the language of art as a means of
expression and meaning making.</div>
<div class="western" style="line-height: 115%; margin-bottom: 0cm;">
<br />
</div>
<div class="western" style="line-height: 115%; margin-bottom: 0cm;">
For
Pelo, practice looks like this:</div>
<div class="western" style="line-height: 115%; margin-bottom: 0cm;">
<br />
</div>
<ul>
<li><div class="western" style="line-height: 115%; margin-bottom: 0cm;">
Invite and build relationships with the various art mediums - this
can be days or weeks... and should be ongoing.</div>
</li>
</ul>
<ul>
<li><div class="western" style="line-height: 115%; margin-bottom: 0cm;">
Skill comes through practice which is often not the end result of
play, but the product of teacher directed provocations.</div>
</li>
</ul>
<ul>
<li><div class="western" style="line-height: 115%; margin-bottom: 0cm;">
Use art to explain our own actions and thoughts. Model and inspire.</div>
</li>
</ul>
<ul>
<li><div class="western" style="line-height: 115%; margin-bottom: 0cm;">
Fit the medium to the question/idea - power...... use colours to
express this concept?</div>
</li>
</ul>
<ul>
<li><div class="western" style="line-height: 115%; margin-bottom: 0cm;">
Move between the mediums to advance ideas.</div>
</li>
</ul>
<ul>
<li><div class="western" style="line-height: 115%; margin-bottom: 0cm;">
Honour the courage of creating.</div>
</li>
</ul>
<ul>
<li><div class="western" style="line-height: 115%; margin-bottom: 0cm;">
Move from individual to collaborative work.</div>
</li>
</ul>
<div class="western" style="line-height: 115%; margin-bottom: 0cm;">
<br />
</div>
<div class="western" style="line-height: 115%; margin-bottom: 0cm;">
Here
are some examples from my teaching journal to highlight this shift in
my practice:</div>
<div class="western" style="line-height: 115%; margin-bottom: 0cm;">
<br />
</div>
<div class="western" style="line-height: 115%; margin-bottom: 0cm;">
<b>8/10/2012</b></div>
<div class="western" style="line-height: 115%; margin-bottom: 0cm;">
<br />
</div>
<div class="western" style="line-height: 115%; margin-bottom: 0cm;">
Inspired
by Ann Pelo, today I engaged in deliberately inviting children to the
art space and working closely with them in building a closer
relationship with the materials and build a foundational skill level
from which to develop meaning making.</div>
<div class="western" style="line-height: 115%; margin-bottom: 0cm;">
<br />
</div>
<div class="western" style="line-height: 115%; margin-bottom: 0cm;">
I
have had a concern that work with the clay had stalled - it was more
often than not unattended - and that perhaps the children had gone as
far as they could in a free-play exploratory stage.
</div>
<div class="western" style="line-height: 115%; margin-bottom: 0cm;">
<br />
</div>
<div class="western" style="line-height: 115%; margin-bottom: 0cm;">
With
the toddlers we practised squashing, rolling, and poking holes into
the clay. Together we sung a song to describe our actions that
engaged all the children present and helped maintain a focus for a
considerably long time. When I had to leave I noticed that the play
quickly disintegrated with the children dispersing to other play.</div>
<div class="western" style="line-height: 115%; margin-bottom: 0cm;">
<br />
</div>
<div class="western" style="line-height: 115%; margin-bottom: 0cm;">
<b>13/10/2012</b></div>
<div class="western" style="line-height: 115%; margin-bottom: 0cm;">
<br />
</div>
<div class="western" style="line-height: 115%; margin-bottom: 0cm;">
Today
I invited **** to come and paint with me. He agreed and we set up the
water colours. We soon had company and together we explored a
step-by-step process of washing our brushes, selecting a colour and
painting before washing again....</div>
<div class="western" style="line-height: 115%; margin-bottom: 0cm;">
<br />
</div>
<div class="western" style="line-height: 115%; margin-bottom: 0cm;">
This
was a situation of endless repetition with very young children - some
of whom got the sequence and others who would need more coaching.
Pelo describes this foundational skill building as a prerequisite to
using art as a language in meaning making.
</div>
<div class="western" style="line-height: 115%; margin-bottom: 0cm;">
<br />
</div>
<div class="western" style="line-height: 115%; margin-bottom: 0cm;">
<br />
</div>
<div class="western" style="line-height: 115%; margin-bottom: 0cm;">
<b>21/8/2012</b></div>
<div class="western" style="line-height: 115%; margin-bottom: 0cm;">
<br />
</div>
<div class="western" style="margin-bottom: 0cm;">
When one of the
children had stopped working on a picture and was making to leave the
table, I asked if they were happy with what they had produced. Susan
Wright (2003) writes how teachers should draw attention to the
product as well as the process and that children can critically
evaluate their work and explore if it expresses (or not) what they
want. Teachers are then in a position to work with the child in
either re-working the picture or planning for another one.
</div>
<div class="western" style="margin-bottom: 0cm;">
<br />
</div>
<div class="western" style="margin-bottom: 0cm;">
I inquire about naming
the piece and placing it away to dry, but am told “I don't like
it”.</div>
<div class="western" style="margin-bottom: 0cm;">
<br />
</div>
<div class="western" style="margin-bottom: 0cm;">
I make a spontaneous
decision to focus on the product rather than settle for process
learning.</div>
<div class="western" style="margin-bottom: 0cm;">
<br />
</div>
<div class="western" style="margin-bottom: 0cm;">
<i>Why don't you like
it?</i></div>
<div class="western" style="margin-bottom: 0cm;">
<br />
</div>
<div class="western" style="margin-bottom: 0cm;">
<i>I just don't.</i></div>
<div class="western" style="margin-bottom: 0cm;">
<br />
</div>
<div class="western" style="margin-bottom: 0cm;">
<i>Is it the way it
looks? Are the colours not right?</i></div>
<div class="western" style="margin-bottom: 0cm;">
<br />
</div>
<div class="western" style="margin-bottom: 0cm;">
<i>No.</i></div>
<div class="western" style="margin-bottom: 0cm;">
<br />
</div>
<div class="western" style="margin-bottom: 0cm;">
<i>You know we can
change them by adding different colours?</i></div>
<div class="western" style="margin-bottom: 0cm;">
<br />
</div>
<div class="western" style="margin-bottom: 0cm;">
<br />
</div>
<div class="western" style="margin-bottom: 0cm;">
The child returns to
the picture and I help him add a dollop of white paint to the
picture. He works this paint into the picture.</div>
<div class="western" style="margin-bottom: 0cm;">
<br />
</div>
<div class="western" style="margin-bottom: 0cm;">
<i>Do you like how it
looks now?</i></div>
<div class="western" style="margin-bottom: 0cm;">
<br />
</div>
<div class="western" style="margin-bottom: 0cm;">
<i>Yes!</i></div>
<div class="western" style="margin-bottom: 0cm;">
<br />
</div>
<div class="western" style="margin-bottom: 0cm;">
<i>Shall we save it?</i></div>
<div class="western" style="margin-bottom: 0cm;">
<br />
</div>
<div class="western" style="margin-bottom: 0cm;">
<i>Yes!</i></div>
<div class="western" style="margin-bottom: 0cm;">
<br />
</div>
<div class="western" style="margin-bottom: 0cm;">
<i>Shall we write your
name on it?</i></div>
<div class="western" style="margin-bottom: 0cm;">
<br />
</div>
<div class="western" style="margin-bottom: 0cm;">
<i>Yes!</i></div>
<div class="western" style="line-height: 115%; margin-bottom: 0cm;">
<br />
</div>
<div class="western" style="line-height: 115%; margin-bottom: 0cm;">
<br />
</div>
<div class="western" style="line-height: 115%; margin-bottom: 0cm;">
So
for me the art space is no longer 'lost' to whims of free-play and
the environment as the third teacher, but a site of intentional
teaching with the goal of helping children develop foundational
skills with which to use the art materials to express meaning.
</div>
<div class="western" style="line-height: 115%; margin-bottom: 0cm;">
<br />
</div>
<div class="western" style="line-height: 115%; margin-bottom: 0cm;">
And
I'm pretty sure that these instances of intentional teaching remain
true to the core principles of Pikler: respect, trust, empowerment,
relationships...
</div>
<div class="western" style="line-height: 115%; margin-bottom: 0cm;">
<br />
</div>
<div class="western" style="line-height: 115%; margin-bottom: 0cm;">
What
do you think?</div>
akohttp://www.blogger.com/profile/15616184093925619910noreply@blogger.com0tag:blogger.com,1999:blog-2742258584242722894.post-21984847118299177842012-11-23T17:46:00.001-08:002014-04-23T22:57:36.214-07:00Teachers getting close...<style type="text/css">
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@page { margin: 2cm }
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<div class="western" style="margin-bottom: 0cm;">
The teacher kisses the
child goodbye at the end of her shift. Blowing kisses, maybe... but
actively seeking out children to kiss them? My first reaction was
almost anger, but in hindsight was probably jealousy – could I –
a male teacher – safely kiss a child? Do I want to? How would such
a desire sit with my professionalism? The code of ethics and adult
initiated gratification?</div>
<div class="western" style="margin-bottom: 0cm;">
<br /></div>
<div class="western" style="margin-bottom: 0cm;">
So I pondered (and
observed my kissing colleagues) and have made the decision to NOT
kiss any children at my centre. Despite reading into the
repositioning of love and care into our professional paradigm, as a
male teacher, I think it's a bridge too far. I've also questioned the
depth of my feelings – do I really feel love to the point of
wanting to kiss? How I feel about my own children is vastly
different from the feelings I have for the tamariki at work. It's
hard to put into words, but the depth of my care for their well-being
does not in my opinion move into 'love'. I know that love and care
are words that have a lot of significance for early childhood
teachers when they talk about their work – for many it's a central
motivator for being in the profession: they love being with children.</div>
<div class="western" style="margin-bottom: 0cm;">
<br /></div>
<div class="western" style="margin-bottom: 0cm;">
At Carmen Dali's recent
lecture here at Victoria University in Wellington she talked of
re-conceptualising our ideas on love and care so they form the
foundations of teaching in ECEC. She recognised the danger that our
new professional discourse of teaching rather than mothering or
caring for children “could end up valuing the brain over the heart,
and knowledge above the care and love”. Was there a way to to
rehabilitate love and care in our discourse about what we do, in a
way that did not create a political bludgeon that detractors could
use to diminish us with?</div>
<div class="western" style="margin-bottom: 0cm;">
<br /></div>
<div class="western" style="margin-bottom: 0cm;">
Welcome Lisa Goldstein.
She suggests that the solution would be to develop an understanding
of caring that not only positions it as a 'feeling' word but as
rooted in theoretical framework which would overturn the historical
'hegemony of nice'. A way to do this would be to adopt a feminist
moral theory perspective as the theoretical framework to teaching.
The key principles would be the “unending obligation to meet the
other as one-caring”. In other words:</div>
<div class="western" style="margin-bottom: 0cm;">
<br /></div>
<ul>
<li><div class="western" style="margin-bottom: 0cm;">
with engrossment</div>
</li>
<li><div class="western" style="margin-bottom: 0cm;">
with full
attention</div>
</li>
<li><div class="western" style="margin-bottom: 0cm;">
with receptivity
to the other's perspective and situation</div>
</li>
<li><div class="western" style="margin-bottom: 0cm;">
in a state of
'feeling-with' the cared for, not through a sense of projection but
by reception, and thus being able to see and feel with the other</div>
</li>
<li><div class="western" style="margin-bottom: 0cm;">
with motivational
displacement: i.e. By giving primacy, even if momentarily, to the
goals and needs of the other</div>
</li>
</ul>
<div class="western" style="margin-bottom: 0cm;">
<br /></div>
<div class="western" style="margin-bottom: 0cm;">
Goldstein also argues
that it is possible to see the care-orientation to teaching as
complimentary to Vygotsky's model of cognitive development where the
zone of proximal development is a shared intellectual space created
by the adult and the child. She argues that this shared interpersonal
space where adult and child co-construct knowledge can be separate
into two parallel dimensions: the inter-psychological dimension and
the inter-relational dimension with the latter being an
affective/emotional/feeling space created when an adult and child
interact. She argues that eh very first thing that begins in any
teacher/learner type relationship is this inter-relational aspect.
Goldstein suggests that both adult and child are motivated to enter
into these learning relationships by the pleasure and satisfaction
they get form the interpersonal connection, and she calls this 'the
pedagogical power of caring'.</div>
<div class="western" style="margin-bottom: 0cm;">
<br /></div>
<div class="western" style="margin-bottom: 0cm;">
I know that all
learning grows from a secure emotional base – that's basic
Pikler/attachment theory 101 – but does this respect and care
evolve into love and from there the physical expressions of such
love?
</div>
<div class="western" style="margin-bottom: 0cm;">
<br /></div>
<div class="western" style="margin-bottom: 0cm;">
This link to Vygotsky's
ZPD and the idea of intersubjective spaces excites me. It's a logical
link really: we gather in learning environments because they satisfy
us on so many levels. But the questions remain. Can this foundational
'love' translate into physical manifestations like kissing? Who holds
the power in such as act? Is this ethical?</div>
<div class="western" style="margin-bottom: 0cm;">
<br /></div>
<div class="western" style="margin-bottom: 0cm;">
Personally, I'll be
saving the kisses for my own kids.</div>
<div class="western" style="margin-bottom: 0cm;">
<br /></div>
<div class="western" style="margin-bottom: 0cm;">
<br /></div>
<div class="western" style="margin-bottom: 0cm;">
References:</div>
<div class="western" style="margin-bottom: 0cm;">
<br /></div>
<div class="western" style="margin-bottom: 0cm;">
Dali, C. (2006).
Re-visioning love and care in early childhood: Constructing the
future of our profession.<i> The First Years Nga Tau Tuatahi. NZ
Journal of Infant and Toddler Education. 8(1).</i></div>
<div class="western" style="margin-bottom: 0cm;">
<br /></div>
<div class="western" style="margin-bottom: 0cm;">
Goldstein, L. (1998).
More than gentle smiles and warm hugs: applying the ethic of care to
early childhood education. <i>Journal of Research in Childhood
Education. 12(2)</i></div>
akohttp://www.blogger.com/profile/15616184093925619910noreply@blogger.com2tag:blogger.com,1999:blog-2742258584242722894.post-27501134879870583022012-10-27T19:29:00.001-07:002012-11-03T15:21:19.686-07:00The evil reality of money...<div style="margin-bottom: 0cm;">
There are many documented reasons why
men are reluctant to become early childhood educators – some of
them are very real and an ongoing concern such as the culture of sexual
abuse we have created and maintain. Others, like how teacher training
alienates men, or that the spectre of doing 'women's work' is too
challenging for ones identity, are just bullshit in my opinion.
</div>
<div style="margin-bottom: 0cm;">
<br /></div>
<div style="margin-bottom: 0cm;">
Let me help bust some myths:</div>
<div style="margin-bottom: 0cm;">
<br /></div>
<ul>
<li><div style="margin-bottom: 0cm;">
Kids are fun to be around, the
work is mentally challenging with endless variety and you will never
get bored or old and grumpy. Do it.</div>
</li>
<li><div style="margin-bottom: 0cm;">
University is cool. It's even
cooler when you are more mature and not always on the piss and
failing. Lecturers are awesome people full of radical ideas – the
whole place is just a buzz. The downside is organising your
finances to survive. Cut debt, cut costs, get a scholarship, and a
part-time job. Study extramuraly if you can for more flexibility.
Hard work but totally doable.</div>
</li>
<li><div style="margin-bottom: 0cm;">
You can find centres and teams who
trust you as a man to be around children. Refuse to work in a centre
that will not allow you to touch, hug, hold, play, or change
children. Break the cycle of misinformation and generalisations.</div>
</li>
<li><div style="margin-bottom: 0cm;">
The money is great.</div>
</li>
</ul>
<div style="margin-bottom: 0cm;">
<br /></div>
<div style="margin-bottom: 0cm;">
What am I saying? No, the money is shit
actually, and if you are the primary breadwinner then things may get
a little tough. ECE can quickly lose its appeal for a teacher who has
a young family with their partner at home with baby or babies....</div>
<div style="margin-bottom: 0cm;">
<br /></div>
<div style="margin-bottom: 0cm;">
This is what I'm experiencing. Poverty
to the point where we no longer buy fruit. I'm not bitching about no
holidays or meals out, this is the gradual selling of our assets to
met basic needs. When things break they just go in the cupboard. The
car is on TradeMe and there are holes in my jeans that are getting a
bit too big to pull off as 'cool'. When my colleagues invite me out -
“it's just dinner” they don't get it. They don't get it as being
in relationships with partners on incomes so large it relegates
theirs (and mine) to be just spending money...</div>
<div style="margin-bottom: 0cm;">
<br /></div>
<div style="margin-bottom: 0cm;">
What does an industry eager to attract
men do in a situation like this? Do we play along with the gender
division game and its inequality? Should we give men more? Or are we
to wait for a shift in the status of this 'women's work' so the
remuneration fairly reflects the work?
</div>
<div style="margin-bottom: 0cm;">
<br /></div>
<div style="margin-bottom: 0cm;">
Bit shit really eh?</div>
<div style="margin-bottom: 0cm;">
<br /></div>
<div style="margin-bottom: 0cm;">
And now we get to the vicious
dog-eat-dog consumerist cycle I know a lot of my centre whānau are
trapped in. They too need two incomes to survive. Stick the kid in
childcare and use ¾ of the extra wage to pay the fees which leaves
you treading water, but the mortgage gets paid and the cars on the
road etc. Lifestyles are expensive. What we now consider basic needs –
2 cars, holiday home, overseas travel etc – really requires you to
step away from raising your children yourself to paying a service
provider to do it for you.</div>
<div style="margin-bottom: 0cm;">
<br /></div>
<div style="margin-bottom: 0cm;">
We are that service industry. We live
in a service focused economy where a large proportion of the workers
are meeting the needs of the rich. We feed them, build their houses,
mow their lawns, walk their dogs and look after their kids. Real
wages are no longer moving forward – my annual pay adjustment for
inflation did not meet inflation.
</div>
<div style="margin-bottom: 0cm;">
<br /></div>
<div style="margin-bottom: 0cm;">
Is there a solution? My woes are
directly linked to the encroachment of the private sector which is
driving down wages as they suck out profit... Kidicorp, Kindercare,
ABC... the cancer has reached the lymph nodes of ECEC....</div>
<div style="margin-bottom: 0cm;">
<br /></div>
<div style="margin-bottom: 0cm;">
Put the baby into care?</div>
<div style="margin-bottom: 0cm;">
<br /></div>
<div style="margin-bottom: 0cm;">
Another man down?</div>
<div style="margin-bottom: 0cm;">
<br /></div>
<div style="margin-bottom: 0cm;">
<br /></div>
<div style="margin-bottom: 0cm;">
<br /></div>
<div style="margin-bottom: 0cm;">
<br /></div>
<div style="margin-bottom: 0cm;">
</div>
akohttp://www.blogger.com/profile/15616184093925619910noreply@blogger.com2tag:blogger.com,1999:blog-2742258584242722894.post-67435824992316560272012-10-02T20:41:00.000-07:002013-04-07T04:11:35.450-07:00Education is the lighting of a fire...In bed sick and I'm reading Joel Bakan's <i>Childhood Under Siege </i>where he sums up the rationale behind the New Zealand National Governments eduction reforms:<br />
<br />
"Education is bigger than defense."<br />
<br />
Yep it's a goldmine. Public money generating private profit. And that's why, despite shitloads of international evidence that shows that applying a neoliberal business model to education spectacularly fails students and society, we are facing a massive shift in how we view and deliver education here in Aotearoa.<br />
<br />
John Key and his cohort of ideological fools just keep on pushing despite this evidence because big business owns them, controls them, and doesn't really give a fuck what you or the experts think.<br />
<br />
So a big welcome to public-private schools to be set up in poor areas by corporations. Hello to standardised testing regimes that narrow the focus of education to suit the needs of capitalism (and yeah, fuck art). A round of applause for teacher performance pay, fast-track teacher training (now anyone with a degree can teach in matter of weeks), increased classroom sizes, and media witch-hunts that paint teachers as the problem.<br />
<br />
We can safely call this a clusterfuck with immense consequences. Of course we all know what the real problems are. As (the very much aligned) Ivan Snook has shown, educational achievement is directly linked to ones socio-economic status. Poor people fail a school system designed to stratifying workers - it reproduces class, it entrenches poverty - they are meant to fail as capitalism requires a desperate underclass happy to sell their labour for minimum wage. But inequality in New Zealand has blown out of control. There are a lot of hungry kids in our schools and they're not learning anything.<br />
<br />
In early childhood changes are also happening. Deregulation in the 90's saw the private sector explode to the point where we now have too many centres in wealthy areas, not enough in poorer communities, massive fee increases to counter government cuts, and no jobs.<br />
<br />
To top off all this uncertainty in the sector the Government has announced that ECE will be compulsory for the children of beneficiaries.<br />
<br />
Hmm, my centre charges $400 per week and there are no vacancies. So these kids will be going where? New corporate centres with guaranteed income of course! And we love ABC, Kidicorp, Kindercare etc with their minimum standards and homogenised environments.<br />
<br />
Education is about lighting a fire, it's about the re-birthing of democracy, critical thinking and action. Now's the time folks. They can only do this if we let them.<br />
<br />
<br />akohttp://www.blogger.com/profile/15616184093925619910noreply@blogger.com0tag:blogger.com,1999:blog-2742258584242722894.post-20296103225249847262012-09-28T22:17:00.000-07:002013-04-22T03:17:33.348-07:00Beyond Pikler...<div style="line-height: 150%; margin-bottom: 0cm;">
My journey to better
understand my role as a teacher in today's learning environment has
led me to move beyond the learning principles of Emmi Pikler and seek
a more social-constructivist interpretation. Following on from my thinking in 'Pikler and the Older Child', I'm looking at 'what's next'? Here I re-cap where I
stand with Pikler and how I see myself moving forward in a way that retains the core of this philosophy - the image of the child - yet increases opportunities for learning.</div>
<div style="line-height: 150%; margin-bottom: 0cm;">
<br /></div>
<div style="line-height: 150%; margin-bottom: 0cm;">
The foundational
principles of Pikler are not original, rather a convergence of ideas
that draw from the theory and practice of Rousseau, Froebel, Tolstoy,
and Francisco Ferrer's Modern School movement. Together these weave a
pedagogical base that exemplifies best practice. Pikler's principles
of learning can be extrapolated as:</div>
<ul>
<li><div style="line-height: 150%; margin-bottom: 0cm;">
an <i>image</i><i>
</i><i>of</i><i> </i><i>the</i><i> </i><i>child</i> as a free and
equal human being to be treated with dignity and respect.</div>
</li>
<li><div style="line-height: 150%; margin-bottom: 0cm;">
following the
<i>primary</i><i> </i><i>care</i> model to build a secure emotional
base as the foundation for all learning<i>.</i></div>
</li>
<li><div style="line-height: 150%; margin-bottom: 0cm;">
<i>play-based</i><i>
</i><i>learning</i> that is initiated and directed by the player.</div>
</li>
<li><div style="line-height: 150%;">
elevation of the <i>environment</i><i>
</i><i>as</i><i> </i><i>the</i><i> </i><i>third</i><i> </i><i>teacher</i>
and the principle path of teaching.</div>
</li>
</ul>
<div style="line-height: 150%; margin-bottom: 0cm;">
<br /></div>
<div style="line-height: 150%; margin-bottom: 0cm;">
A corner stone of
Pikler philosophy is that teachers adopt a 'wants nothing' position
(Gonzalez-Mena & Widmeyer Eyer, 2009) that allows the learner
freedom to learn and develop at their own pace and direction.
Teachers do not interfere in this process, but through observation
and assessment are able to manipulate the learning environment to
present ongoing learning challenges. It must be remembered that
Pikler worked predominantly with traumatised and disabled infants in
a residential institution. Through observation and reflection Pikler
found that the unhindered development of gross and fine-motor skill
development of infants in an environment of trust and respect, turned
the lives of these children around. By allowing the children to
achieve developmental goals in their way and in their time,
dispositions for learning are then embedded for future learning it
all its facets.</div>
<div style="line-height: 150%; margin-bottom: 0cm;">
<br /></div>
<div style="line-height: 150%; margin-bottom: 0cm;">
The pedagogy and
practice that have come from the early childhood centres of Reggio
Emilia mirror Pikler in considering children as capable, confident
learners who have the right to initiate and direct their learning
journey. The need for secure relationships is also recognised as is
the care taken to create learning environments to satisfy children’s
innate interest in same and different.</div>
<div style="line-height: 150%; margin-bottom: 0cm;">
<br /></div>
<div style="line-height: 150%; margin-bottom: 0cm;">
Where the two
philosophies differ is in the role of the teacher. The Reggio Emilia
approach to learning considers the role of a more skilled and
knowledgeable teacher crucial as child-initiated projects are guided
and developed in ways that far exceed that possible by the children
alone. Co-constructive strategies such as gradual facilitation and
scaffolding utilise intersubjective space to take learning in unique
directions where new knowledge (for both child and adult) is
constructed. That children are not passive receptors of
teacher-generated knowledge, but are able to construct knowledge
based on their experiences and interactions with others, is central
to the Reggio Emilia approach. Teachers do not view themselves as
leaders who are in front of the children, rather, they are with the
children, exploring, discovering, and learning together.
</div>
<div style="line-height: 150%; margin-bottom: 0cm;">
<br /></div>
<div style="line-height: 150%; margin-bottom: 0cm;">
<span style="font-size: medium;"><u><b>Play-based
learning.</b></u></span></div>
<div style="line-height: 150%; margin-bottom: 0cm;">
<br /></div>
<div style="line-height: 150%; margin-bottom: 0cm;">
Teachers with a
constructivist orientation to learning such as that espoused by
Pikler often hope that children will pick up knowledge and skills
through free-play, but there are limitations to accessing knowledge
outside ones lived environment (Wright, 2003). Lillemyr (2003) echoes
this concern and identifies research that questions the level of
learning happening in the free-play environment. They found that
“sustained conversation, highly complex play, and purposeful
involvement leading to creative, exciting discovery”, were rare in
the free-play environment.
</div>
<div style="line-height: 150%; margin-bottom: 0cm;">
<br /></div>
<div style="line-height: 150%; margin-bottom: 0cm;">
I consider play to
be a human right, a cultural right and the right way to learn. When
Hedges (2010) says that while free-play has the capacity to promote
deeper learning, teachers must be actively involved for this to
occur, as a neophyte teacher, I swing between the sacredness of
free-play and knowing that deep, sustained inquiry within these
environments is often lacking (Lillemyr, 2003).</div>
<div style="line-height: 150%; margin-bottom: 0cm;">
<br /></div>
<div style="line-height: 150%; margin-bottom: 0cm;">
A co-constructivist
approach to learning such as that espoused by Reggio Emilia, places a
great emphasis on culturally and socially mediated interactions. The
role of teachers in children's learning lies within the zone of
proximal development with learners collaborating with more
knowledgeable peers or adults to construct new knowledge. Hedges
(2010) describes this adult-child relationship as intersubjective, in
that it has “a mutual or shared understanding, a sharing of purpose
or focus,” that allows for constructing new knowledge not
predetermined or defined.</div>
<div style="line-height: 150%; margin-bottom: 0cm;">
<br /></div>
<div style="line-height: 150%; margin-bottom: 0cm;">
As a teacher, both
finding this intersubjective space and working within it, can be
problematic.</div>
<div style="line-height: 150%; margin-bottom: 0cm;">
Intentional teaching
can be both planned and spontaneous, but it is within free-play that
teacher involvement gets more complex if we are to honour the child's
learning and refrain from taking control.
</div>
<div style="line-height: 150%; margin-bottom: 0cm;">
<br /></div>
<div style="line-height: 150%; margin-bottom: 0cm;">
Gonzalez-Mena &
Widmeyer Eyer expand on their default (Pikler-inspired) teacher role
of 'wants nothing, but is available', to include strategies of
selective intervention that supports problem solving. It could be
argued that 'problem solving' is the core of all learning and that
through supported struggle we become masters.
</div>
<div style="line-height: 150%; margin-bottom: 0cm;">
<br /></div>
<div style="line-height: 150%; margin-bottom: 0cm;">
Tina Bruce (1999)
looks closer at these moments where an empowered learner briefly
invites the participation of an adult. Bruce identifies these areas
as:
</div>
<div style="line-height: 150%; margin-bottom: 0cm;">
<br /></div>
<ul>
<li><div style="line-height: 150%; margin-bottom: 0cm;">
Periods of
practice</div>
</li>
<li><div style="line-height: 150%; margin-bottom: 0cm;">
Manipulation
of resources</div>
</li>
<li><div style="line-height: 150%; margin-bottom: 0cm;">
Problem
solving and the process of struggle</div>
</li>
<li><div style="line-height: 150%; margin-bottom: 0cm;">
Representation
- the producing of a 'product' that is presented for comment</div>
</li>
<li><div style="line-height: 150%; margin-bottom: 0cm;">
Games with
rules</div>
</li>
<li><div style="line-height: 150%; margin-bottom: 0cm;">
Discovery and
inquiry – the child as scientist</div>
</li>
</ul>
<div style="line-height: 150%; margin-bottom: 0cm;">
<br /></div>
<div style="line-height: 150%; margin-bottom: 0cm;">
These all present
instances where teachers can scaffold the building of social,
emotional, physical, and cognitive skills and introduce concepts and
ideas that are outside the child's immediate world. However, in
becoming involved in free-play we must be aware of cutting into play
texts in order to teach a concept out of the play context or
'reality'- to count, label, or offer the 'correct' information etc.
This incidental teaching devalues play, renders it useless by
dragging the children back into a reality constructed by the adult.
Rarely is this intervention to do with the suspended reality of
free-play – more likely it is socialisation, discipline or
cognitive development within a specific curriculum area.</div>
<div style="line-height: 150%; margin-bottom: 0cm;">
<br /></div>
<div style="line-height: 150%; margin-bottom: 0cm;">
To summarise my
understandings:</div>
<div style="line-height: 150%; margin-bottom: 0cm;">
<br /></div>
<div style="line-height: 150%; margin-bottom: 0cm;">
Moments of
intentional teaching seem to be more implicit within the Pikler
philosophy. The close relationship between teacher and learner means
that while infants are essentially left to learn at a pace and
direction that reflects their individual needs, problem solving and
struggle is supported, and the environment is utilised as the third
teacher.</div>
<div style="line-height: 150%; margin-bottom: 0cm;">
<br /></div>
<div style="line-height: 150%; margin-bottom: 0cm;">
Reggio Emilia
retains the core of Pikler's learning principles in that children are
respected as equals to initiate and direct their learning, but
promotes a more co-constructivist approach to this learning with
extended projects developed that better suits the more socially and
culturally mediated learning of older children.
</div>
<div style="line-height: 150%; margin-bottom: 0cm;">
<br /></div>
<div style="line-height: 150%; margin-bottom: 0cm;">
<br /></div>
<div style="line-height: 150%; margin-bottom: 0cm;">
<span style="font-size: medium;"><u><b>The
Role of the Teacher</b></u></span></div>
<div style="line-height: 150%; margin-bottom: 0cm;">
<br /></div>
<div style="line-height: 150%; margin-bottom: 0cm;">
Anne Epstein (2011)
offers this as a starting point in framing the curriculum:</div>
<div style="line-height: 150%; margin-bottom: 0cm;">
<br /></div>
<div style="line-height: 150%; margin-bottom: 0cm;">
A consistent daily
routine should provide a variety of child-initiated and
adult-initiated activities that offer opportunities for children to
work on their own, with one or two peers, in small groups, and in
large groups. Free play (choice time) should occupy the majority of
the program day. Children should be able to choose and carry out
activities that interest them with diverse materials. There should
also be short small-group times and large-group times that are
planned by adults with specific learning goals in mind (e.g., in
mathematics, literacy, science, motor skills, creative arts).
However, even during these adult-initiated times, children should be
free to use materials and interact with others in their own way.
Moreover, whether an activity is initiated by children or adults,
teachers should be intentional in scaffolding (supporting and gently
extending) children’s learning.
</div>
<div style="line-height: 150%; margin-bottom: 0cm;">
<br /></div>
<div style="line-height: 150%; margin-bottom: 0cm;">
Working from the
information gathered (and the authors cited), I have developed a
working guide for my intentional teaching, whether it be spontaneous
or planned. While I consider the list to be evolving as I critically
reflect on my practice, I feel it that it is foundered on best
practice as promoted by leading contemporary educational
practitioners and thus is a strong starting point to exploring my
intentional teaching.</div>
<div align="CENTER" style="line-height: 150%; margin-bottom: 0cm;">
<br /></div>
<div align="CENTER" style="line-height: 150%; margin-bottom: 0cm;">
<br /></div>
<div align="CENTER" style="line-height: 150%; margin-bottom: 0cm;">
<span style="font-family: Papyrus, cursive;"><span style="font-size: large;"><b>As
teachers we step back when children:</b></span></span></div>
<ul>
<li><div style="line-height: 150%; margin-bottom: 0cm;">
<span style="font-family: Liberation Sans, Arial, sans-serif;"><b>Investigate
how things work by actively exploring materials, actions, and ideas</b></span></div>
</li>
<li><div style="line-height: 150%; margin-bottom: 0cm;">
<span style="font-family: Liberation Sans, Arial, sans-serif;"><b>Establish
relationships on their own</b></span></div>
</li>
<li><div style="line-height: 150%; margin-bottom: 0cm;">
<span style="font-family: Liberation Sans, Arial, sans-serif;"><b>Turn
to one another for assistance</b></span></div>
</li>
<li><div style="line-height: 150%; margin-bottom: 0cm;">
<span style="font-family: Liberation Sans, Arial, sans-serif;"><b>Are
motivated to solve problems on their own</b></span></div>
</li>
<li><div style="line-height: 150%; margin-bottom: 0cm;">
<span style="font-family: Liberation Sans, Arial, sans-serif;"><b>Are
so focused that adult intervention would interrupt them</b></span></div>
</li>
<li><div style="line-height: 150%; margin-bottom: 0cm;">
<span style="font-family: Liberation Sans, Arial, sans-serif;"><b>Challenge
themselves and one another to master new skills</b></span></div>
</li>
<li><div style="line-height: 150%; margin-bottom: 0cm;">
<span style="font-family: Liberation Sans, Arial, sans-serif;"><b>Apply
and extend existing knowledge in new ways</b></span></div>
</li>
</ul>
<div style="line-height: 150%; margin-bottom: 0cm;">
<br /></div>
<div align="CENTER" style="line-height: 0.18cm; margin-bottom: 0cm;">
<br /></div>
<div align="CENTER" style="line-height: 0.18cm; margin-bottom: 0cm;">
<span style="font-family: Papyrus, cursive;"><span style="font-size: large;"><b>Planned
or spontaneous moments of intentional </b></span></span><br />
<br />
<br />
<br />
<span style="font-family: Papyrus, cursive;"><span style="font-size: large;"><b>teaching present themselves
when children. </b></span></span></div>
<div style="margin-bottom: 0cm;">
<br /></div>
<ul>
<li><div style="line-height: 150%; margin-bottom: 0cm;">
<span style="font-family: Liberation Sans, Arial, sans-serif;"><b>Are
unaware their actions may be unsafe or hurtful</b></span></div>
</li>
<li><div style="line-height: 150%; margin-bottom: 0cm;">
<span style="font-family: Liberation Sans, Arial, sans-serif;"><b>Have
not encountered materials or experiences elsewhere</b></span></div>
</li>
<li><div style="line-height: 150%; margin-bottom: 0cm;">
<span style="font-family: Liberation Sans, Arial, sans-serif;"><b>Cannot
create systems of knowledge - eg letter names</b></span></div>
</li>
<li><div style="line-height: 150%; margin-bottom: 0cm;">
<span style="font-family: Liberation Sans, Arial, sans-serif;"><b>Are
not aware of something likely to interest them – eg the smell of
flowers</b></span></div>
</li>
<li><div style="line-height: 150%; margin-bottom: 0cm;">
<span style="font-family: Liberation Sans, Arial, sans-serif;"><b>Do
not engage with something they need for further learning – eg
shape names in geometry</b></span></div>
</li>
<li><div style="line-height: 150%; margin-bottom: 0cm;">
<span style="font-family: Liberation Sans, Arial, sans-serif;"><b>Ask
for information or help, especially after trying unsuccessful
solutions of their own</b></span></div>
</li>
<li><div style="line-height: 150%; margin-bottom: 0cm;">
<span style="font-family: Liberation Sans, Arial, sans-serif;"><b>They
can be present without being intrusive in order to sustain learning
(introduce a resource etc)</b></span></div>
</li>
<li><div style="line-height: 150%; margin-bottom: 0cm;">
<span style="font-family: Liberation Sans, Arial, sans-serif;"><b>Can
be challenged over actions, ideas etc in a way to foster
constructive debate</b></span></div>
</li>
<li><div style="line-height: 150%; margin-bottom: 0cm;">
<span style="font-family: Liberation Sans, Arial, sans-serif;"><b>Invite
us into the play space with a defined role</b></span></div>
</li>
<li><div style="line-height: 150%; margin-bottom: 0cm;">
<span style="font-family: Liberation Sans, Arial, sans-serif;"><b>Respond
to fundamental questions; help formulate hypotheses, asking what
they need – even when you know a particular approach is not
‘correct’</b></span></div>
</li>
<li><div style="line-height: 150%; margin-bottom: 0cm;">
<span style="font-family: Liberation Sans, Arial, sans-serif;"><b>Become
the children’s partner, offering assistance, resources, strategies
etc when they are encountering difficulties and frustration may
create negative learning experiences. </b></span></div>
</li>
</ul>
akohttp://www.blogger.com/profile/15616184093925619910noreply@blogger.com0tag:blogger.com,1999:blog-2742258584242722894.post-77903782101913240122012-09-16T01:11:00.002-07:002013-04-22T03:14:51.807-07:00Pikler and the Older Child<div class="western" style="margin-bottom: 0cm;">
This is an old post
that I'm revisiting as my thinking around the relevance of Pikler's
principles of learning in the context of older children continue to
change. A lot has changed.</div>
<div class="western" style="margin-bottom: 0cm;">
<br /></div>
<div class="western" style="margin-bottom: 0cm;">
To refresh: the
theories of Emmi Pikler are not original, but rather a convergence of
principles that together weave a pedagogical base that exemplifies
best practice. These theories can be extrapolated as:</div>
<div class="western" style="margin-bottom: 0cm;">
<br /></div>
<ul>
<li><div class="western" style="margin-bottom: 0cm;">
an <i>image</i><i>
</i><i>of</i><i> </i><i>child</i> as a free and equal human being to
be treated with dignity and respect</div>
</li>
<li><div class="western" style="margin-bottom: 0cm;">
<i>attachment</i><i>
</i><span style="font-style: normal;">or</span><i> </i><i>primary</i><i>
</i><i>care</i> - a secure emotional base is the foundation for all
learning</div>
</li>
<li><div class="western" style="margin-bottom: 0cm;">
<i>play-based</i><i>
</i><i>learning</i> that is initiated and directed by the player</div>
</li>
<li><div class="western" style="margin-bottom: 0cm;">
elevation of the
<i>environment</i><i> </i><i>as</i><i> </i><i>the</i><i> </i><i>third</i><i>
</i><i>teacher</i> and the principle path of teaching</div>
</li>
</ul>
<div class="western" style="margin-bottom: 0cm;">
</div>
<div class="western" style="margin-bottom: 0cm;">
In transitioning from
an infant care model that incorporates these principles to an older
age group we must look at each thread.</div>
<div class="western" style="margin-bottom: 0cm;">
<br /></div>
<div class="western" style="margin-bottom: 0cm;">
<b>Image</b><b> </b><b>of</b><b>
</b><b>the</b><b> </b><b>child</b>.</div>
<div class="western" style="margin-bottom: 0cm;">
<br /></div>
<div class="western" style="margin-bottom: 0cm;">
As I said earlier, our
image of children and childhood reflects both our own journey and
contemporary discourses. Pikler (and other philosophies such as
Reggio Emilia and Anarchist) considers the child as a free and equal
human being, but it's easy to see how these rights can quickly erode
as the child approaches formal education. There is significant
downward pressure from the primary school sector to 'prepare'
children for school – essentially to make their job easier, so we
get lots of mat-time and literacy / numeracy lessons. In the minds of
politicians, many teachers and parents, ECEC is essentially
'pre-school' where children are in a state of preparation for their
adult roles as economically viable workers. ECEC is seen as an
investment and the true purpose and intent of the education system -
homogeneity, social reproduction, obedience etc - is beginning to
rear its ugly head.</div>
<div class="western" style="margin-bottom: 0cm;">
<br /></div>
<div class="western" style="margin-bottom: 0cm;">
Too often children move
from a position of being trusted, respected and valued as an
autonomous individual in the infant years, to being disempowered and
forced to succumb to an adult agenda of 'education'. Can we maintain
the trust that a child can initiate, control, develop, and succeed in
learning challenges that are authentic, meaningful, and contextual?
Of course.</div>
<div class="western" style="margin-bottom: 0cm;">
<br /></div>
<div class="western" style="margin-bottom: 0cm;">
I continue to feel that
this is the core principle of Pikler and one shared by many others.
Is there any reason to abandon such ideals? No.</div>
<div class="western" style="margin-bottom: 0cm;">
<br /></div>
<div class="western" style="margin-bottom: 0cm;">
<br /></div>
<div class="western" style="margin-bottom: 0cm;">
<b>Routine becomes
Ritual</b></div>
<div class="western" style="margin-bottom: 0cm;">
<br /></div>
<div align="LEFT" class="western" style="margin-bottom: 0cm;">
<span style="font-family: TimesNewRomanPSMT, serif;"><span style="font-size: small;">Many
infant programs have been based on a model of care and education that
aligns with an institutional version of attachment theory where a
primary caregiver is critical for emotional stability - the
foundation for all learning. While older children still need security
and predictability, they are not in the beginning stages of
developing basic trust and a sense of self as are infants and
toddlers. </span></span>
</div>
<div align="LEFT" class="western" style="margin-bottom: 0cm;">
<br /></div>
<div class="western" style="margin-bottom: 0cm;">
The concept of
<i>continuity</i><i> </i><i>of</i><i> </i><i>care</i> refers to the
practice of assigning a primary infant care teacher to an
infant and (ideally) continuing this relationship until the child is
three years old or leaves the program. Many centres find this model
unworkable as the child gets older and 'the group' become
increasingly mobile and disperse about the centre. Despite this,
maintaining a strong relationship with children remains crucial –
as all of you know!</div>
<div class="western" style="margin-bottom: 0cm;">
<br /></div>
<div class="western" style="margin-bottom: 0cm;">
Pikler positions the
building of a secure emotional base during caregiving moments such as
toileting, feeding and sleeping where close one-on-one interaction
occurs, but as these times diminish with the increasing independence
of the child, there is a need to look to other ways to create space
for this relationship building.
</div>
<div class="western" style="margin-bottom: 0cm;">
<br /></div>
<div class="western" style="margin-bottom: 0cm;">
This is where we
witness the transformation of other daily routines into rituals that
allow for the continuation of this relationship process. Routines can
be described as an obligation, a job or chore where we do things 'to'
a child rather than 'with'. A routine is often not considered a
period of learning, but an interruption and can be seen occurring
throughout a typical Kindergarten day.</div>
<div class="western" style="margin-bottom: 0cm;">
<br /></div>
<div class="western" style="margin-bottom: 0cm;">
On the other hand, a
ritual conjures images of passion, love, willingness, extraordinary,
creative and caring. In a ritual you are present, giving full
attention with the 'head, heart and hands'. The ritual continues to
have the structure we associate with routine, but its purpose takes
on new meaning as rather than a chore to be gotten through, it is the
base for the building of secure relationships.</div>
<div class="western" style="margin-bottom: 0cm;">
<br /></div>
<div class="western" style="margin-bottom: 0cm;">
Routines that come
become rituals in the centre include periods of relaxation, group
gatherings, and mealtimes. Thus ritual becomes the heart of a child's
day and provides the children with structure and stability with play
the space for exploring the unknown as the child's confidence in
briefly leaving the 'safe spaces' grows. In the ritual we have rhythm
and predictability, we have space for rich authentic relationships
that feed the soul and leave an emotional imprint.</div>
<div class="western" style="margin-bottom: 0cm;">
<br /></div>
<div class="western" style="margin-bottom: 0cm;">
The time I spend with
the children in my primary care reduces as they grow older. I still
assist in toileting some, I sometimes find myself at the kai table
with them, I check in throughout the day to see what they are up too,
and I try to create instances of intentional teaching that
specifically target them. I closely follow their learning progress
and liaise with parents.... yes the links are there, but they are
getting more difficult to maintain from a practical perspective: they
are more mobile and their learning journeys are more individualised -
and of course I'm stuck in other places, not strictly bound by staff
rostering but still often unable to move freely to follow 'my'
children.</div>
<div class="western" style="margin-bottom: 0cm;">
<br /></div>
<div class="western" style="margin-bottom: 0cm;">
.</div>
<div class="western" style="margin-bottom: 0cm;">
<br /></div>
<div class="western" style="margin-bottom: 0cm;">
<b>Play-based learning
and the role of the teacher:</b></div>
<div class="western" style="margin-bottom: 0cm;">
<br /></div>
<div class="western" style="margin-bottom: 0cm;">
The
social-constructivist argument for increased teacher involvement in
children's learning is a central tenet of contemporary teacher
training. Rather than planned outcomes, teachers embrace the
uncertainty of allowing children to lead the learning process with
the teacher repositioned as a co-constructor with access to
resources, skills, ideas etc. Yes a teaching agenda exists. Knowledge
has been chosen as of having value and worthy of children learning.
We seek to enhance numeracy, literacy, mathematical, socialisation
skills and knowledge through strategies such as open ended
questioning, co-construction, scaffolding and manipulation of the
environment.</div>
<div class="western" style="margin-bottom: 0cm;">
<br /></div>
<div class="western" style="margin-bottom: 0cm;">
I agree with this
position and this is where I find myself abandoning Pikler.
</div>
<div class="western" style="margin-bottom: 0cm;">
<br /></div>
<div class="western" style="margin-bottom: 0cm;">
Pikler is an infant
model focused primarily on physical development and aligns perfectly
with Piaget's developmentally-inspired constructivism where the
teacher<span lang="en-NZ"> “</span><span lang="en-NZ">wants-nothing</span><span lang="en-NZ">”</span><span lang="en-NZ">,</span><span lang="en-NZ">
</span><span lang="en-NZ">a</span><span lang="en-NZ"> </span><span lang="en-NZ">reference</span><span lang="en-NZ">
</span><span lang="en-NZ">to</span><span lang="en-NZ"> </span><span lang="en-NZ">the</span><span lang="en-NZ">
</span><span lang="en-NZ">need</span><span lang="en-NZ"> </span><span lang="en-NZ">to</span><span lang="en-NZ">
</span><span lang="en-NZ">let</span><span lang="en-NZ"> </span><span lang="en-NZ">play</span><span lang="en-NZ">
</span><span lang="en-NZ">develop</span><span lang="en-NZ"> </span><span lang="en-NZ">from</span><span lang="en-NZ">
</span><span lang="en-NZ">within</span><span lang="en-NZ"> </span><span lang="en-NZ">the</span><span lang="en-NZ">
</span><span lang="en-NZ">child,</span><span lang="en-NZ"> </span><span lang="en-NZ">to</span><span lang="en-NZ">
</span><span lang="en-NZ">having</span><span lang="en-NZ"> </span><span lang="en-NZ">no</span><span lang="en-NZ">
</span><span lang="en-NZ">set</span><span lang="en-NZ"> </span><span lang="en-NZ">outcomes</span><span lang="en-NZ">
</span><span lang="en-NZ">or</span><span lang="en-NZ"> </span><span lang="en-NZ">agendas</span><span lang="en-NZ">
</span><span lang="en-NZ">which</span><span lang="en-NZ"> </span><span lang="en-NZ">turn</span><span lang="en-NZ">
</span><span lang="en-NZ">play</span><span lang="en-NZ"> </span><span lang="en-NZ">into</span><span lang="en-NZ">
</span><span lang="en-NZ">an</span><span lang="en-NZ"> </span><span lang="en-NZ">'activity'.</span><span lang="en-NZ">
</span><span lang="en-NZ">We</span><span lang="en-NZ"> </span><span lang="en-NZ">'teach''</span><span lang="en-NZ">
</span><span lang="en-NZ">through</span><span lang="en-NZ"> </span><span lang="en-NZ">the</span><span lang="en-NZ">
</span><span lang="en-NZ">environment</span><span lang="en-NZ"> </span><span lang="en-NZ">alone
by providing ongoing challenges.</span><span lang="en-NZ"> </span><span lang="en-NZ">Through</span><span lang="en-NZ">
</span><span lang="en-NZ">secure</span><span lang="en-NZ">
</span><span lang="en-NZ">relationships</span><span lang="en-NZ"> </span><span lang="en-NZ">we</span><span lang="en-NZ">
</span><span lang="en-NZ">build</span><span lang="en-NZ"> </span><span lang="en-NZ">trust,</span><span lang="en-NZ">
</span><span lang="en-NZ">security,</span><span lang="en-NZ"> </span><span lang="en-NZ">safety</span><span lang="en-NZ">
</span><span lang="en-NZ">and</span><span lang="en-NZ"> </span><span lang="en-NZ">a</span><span lang="en-NZ">
</span><span lang="en-NZ">deeper</span><span lang="en-NZ"> </span><span lang="en-NZ">connection</span><span lang="en-NZ">
</span><span lang="en-NZ">with</span><span lang="en-NZ"> </span><span lang="en-NZ">the</span><span lang="en-NZ">
</span><span lang="en-NZ">child that allows to better support their
learning.</span></div>
<div class="western" style="margin-bottom: 0cm;">
<br /></div>
<div class="western" style="margin-bottom: 0cm;">
Yet things change as
the child grows. They can run, climb and jump. They feel secure, have
a good self-esteem and love learning. Yet now this learning is more
conceptual, more about ideas, the world about them, fundamental
questions arise about life...</div>
<div class="western" style="margin-bottom: 0cm;">
<br /></div>
<div class="western" style="margin-bottom: 0cm;">
Research shows that the
learning of language, mathematics, music, science, art etc can stall
without more expert input than that of a child's peers. Lillemyr
(2003) identifies research that questions the level of learning
happening in the free-play environment. They found that “sustained
conversation or play, highly complex play, and purposeful involvement
leading to creative, exciting discovery”, were rare in the
free-play environment. So how children can access more advanced
knowledge and skills if restricted to only learning amongst their
immediate peers?
</div>
<div class="western" style="margin-bottom: 0cm;">
<br /></div>
<div class="western" style="margin-bottom: 0cm;">
We can critique the
types of play we are witnessing and find those moments when an
empowered child briefly invites the participation of an adult:
periods of practice, manipulation, supported struggle,
representation, discovery and inquiry, all present moments where
teachers can introduce concepts and ideas that are outside the
child's immediate world.
</div>
<div class="western" style="margin-bottom: 0cm;">
<br /></div>
<div class="western" style="margin-bottom: 0cm;">
And so we arrive at
co-construction – the central teaching strategy of
social-constructivism and a long way from Pikler. Here the expert is
working alongside the child to construct new knowledge. There is
another post that looks into this in detail. You can find a link on
the right hand list.</div>
<div class="western" style="margin-bottom: 0cm;">
<br /></div>
<div class="western" style="margin-bottom: 0cm;">
This is a fundamental
departure from Pikler. Yes we maintain our image of the child, but no
longer is learning an individual journey.</div>
<div class="western" style="margin-bottom: 0cm;">
<br /></div>
<div class="western" style="margin-bottom: 0cm;">
<br /></div>
<div class="western" style="margin-bottom: 0cm;">
<b>Environment as the
Third Teacher</b></div>
<div class="western" style="margin-bottom: 0cm;">
<br /></div>
<div class="western" style="margin-bottom: 0cm;">
This role of the
teacher remains important even though it is no longer the principle
path of teaching that it once was with infants.</div>
<div class="western" style="margin-bottom: 0cm;">
<br /></div>
<div class="western" style="margin-bottom: 0cm;">
An environmental
structure – be it resources, vegetation, sand, water, places to
hide etc, need not have negative connotations of being prescriptive
and the result of choosing 'correct' knowledge, they can be sources
of infinite possibilities if we keep their purpose open-ended with
the ability to become more complex. A well planned environment can
incorporate concepts of mathematics, science, art, language etc in
ways that inspire questioning from the children.</div>
<div class="western" style="margin-bottom: 0cm;">
<br /></div>
<div class="western">
<b>Conclusion</b></div>
<div class="western">
</div>
<div class="western">
If we are now following this type of programme,
can we still refer to it as Pikler? We could also ask why? If we
consider the context of Pikler's original working environment – a
state orphanage filled with disabled infants – should we really use
this title? Sure we may be based on Pikler's learning principles, but
we are developing a local context that reflects our need to honour
the ongoing pedagogical research and practice.
</div>
<div class="western">
<br />
<br /></div>
<div class="western">
Emmi Pikler picked the best of contemporary
practice – we are doing the same.</div>
<div class="western">
<br />
<br /></div>
<div class="western" style="margin-bottom: 0cm;">
<br /></div>
akohttp://www.blogger.com/profile/15616184093925619910noreply@blogger.com0tag:blogger.com,1999:blog-2742258584242722894.post-74456232651036813382012-08-06T02:19:00.002-07:002012-08-06T02:19:52.140-07:00Imminent death<br />
<div class="western" style="margin-bottom: 0cm;">
Is not a nice reality
in any context. Working with a young child who has a dying relative
is not something any teacher wants, but it happens, often.
</div>
<div class="western" style="margin-bottom: 0cm;">
<br />
</div>
<div class="western" style="margin-bottom: 0cm;">
Mainly it's confusion
that they are experiencing. They see the worry and fear on the faces
of those they love; routines are disrupted – time off work, Nana in
hospital and not at usual her place... all scary stuff to a three-year-old.</div>
<div class="western" style="margin-bottom: 0cm;">
<br />
</div>
<div class="western" style="margin-bottom: 0cm;">
Talking about death
freaks many teachers out. It goes way over into the personal values
territory and requires a deeper commitment to both the child and
their family than is often the norm. What do you believe? God,
fairies, re-incarnation, worm-food, nothing? Do we keep it fluffy? Pass the buck? Does death scare you?</div>
<div class="western" style="margin-bottom: 0cm;">
<br />
</div>
<div class="western" style="margin-bottom: 0cm;">
It scares me. I've
watched my Grandparents and Father die and I don't really want to go
there. I could cry watching the news some nights.</div>
<div class="western" style="margin-bottom: 0cm;">
<br />
</div>
<div class="western" style="margin-bottom: 0cm;">
Death in the context of
ECEC is a different kettle of fish with no direct emotional
connection with (in this instance) the person who is dying. Yet my
role is primarily one of being a child's emotional base – primary
care is integral to Pikler and (in my opinion) best practice. There is no denying
that we have a special relationship, but I'm not Mum or Dad. I hold
children, cuddle them if needed, but I don't kiss them and the 'love'
I feel for them is vastly different than that I feel for my own
children.</div>
<div class="western" style="margin-bottom: 0cm;">
<br />
</div>
<div class="western" style="margin-bottom: 0cm;">
Over the years I've
collected a few children's books on death. Wolf Erlbruch's <i>Duck,
Death and the Tulip </i><span style="font-style: normal;">is probably
my favourite, but not one I read to/with young children as it's a
little too abstract on one hand, but blunt on the other – plus the
pictures are a touch scary. I do however recommend </span><i>Beginnings
and Endings with Lifetimes in Between</i><span style="font-style: normal;">
by Bryan Mellonie and Robert Ingpen, and </span><i>Old Hu-Hu </i><span style="font-style: normal;">by
Kyle Mewburn. Both are brilliant in different ways – fiction and
non-fiction are obvious distinctions. </span><i>Old Hu-Hu</i><span style="font-style: normal;">
has a dry humour throughout as our hero journeys through confusion,
loss and sadness to realising that Old Hu-Hu is with him forever
inside. Very easy to identify with. </span><i>Beginnings and Endings </i><span style="font-style: normal;">is
very matter-of-fact, but in a gentle poetic way: we all live lives,
some are short like butterfly's, while some, like trees, can be for a very long time.</span></div>
<div class="western" style="margin-bottom: 0cm;">
<br />
</div>
<div class="western" style="margin-bottom: 0cm;">
<span style="font-style: normal;">These
two books are new favourites here. Mum has bought copies for home. I
hope they help. I hope the pedagogical focus we have on building
strong relationships above any 'teaching' provides just that little bit more support for
this child - and those that will inevitably follow.</span></div>
<div class="western" style="margin-bottom: 0cm;">
<br />
</div>akohttp://www.blogger.com/profile/15616184093925619910noreply@blogger.com0tag:blogger.com,1999:blog-2742258584242722894.post-81658604446346738392012-04-27T18:16:00.000-07:002012-04-27T18:16:18.381-07:00Play2<br />
<div style="margin-bottom: 0cm;">
Just a quick continuation on the topic of
free-play...</div>
<div style="margin-bottom: 0cm;">
<br />
</div>
<div style="margin-bottom: 0cm;">
Richard Louv discusses in <i>Last Child
in the Woods </i><span style="font-style: normal;">how the rise of
living as secondary experience where everything is filtered through
visual and audio technology is creating a situation where children
essentially do not learn anything of genuine substance.</span></div>
<div style="margin-bottom: 0cm;">
<br />
</div>
<div style="margin-bottom: 0cm;">
<span style="font-style: normal;">Here
he quotes Robin Moore of North Carolina State University:</span></div>
<div style="margin-bottom: 0cm;">
<br />
</div>
<div style="margin-bottom: 0cm;">
<span style="font-style: normal;">Children
live through their senses. Sensory experiences link the child's
exterior world with their interior, hidden, affective world. Since
the natural world is the principle source of sensory stimulation,
freedom to explore and play with the outdoor environment through the
senses in their own space and time is essential for healthy
development of an interior life. This type of self-activated
autonomous interaction is what we call free-play. Individual children
test themselves by interacting with their environment, activating
their potential and reconstructing human culture. The content of the
environment is a critical factor in this process. A rich open
environment will continuously present alternative choices for
creative engagement.</span></div>
<div style="margin-bottom: 0cm;">
<br />
</div>
<div style="margin-bottom: 0cm;">
<span style="font-style: normal;">Another
voice with a fresh perspective on why free-play is a critical
component of curriculum!</span></div>akohttp://www.blogger.com/profile/15616184093925619910noreply@blogger.com0