constructing new meanings or, better, shared meanings.
Shared meanings! Seeing worlds from the eyes and experiences of each other, not just one or the "best" world.
69 Matching Annotations
- Aug 2021
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inst-fs-iad-prod.inscloudgate.net inst-fs-iad-prod.inscloudgate.net
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It generated an awareness that the issues of children and childhood cannot be treated separately from the issues of women, men, families, and society.
Children are able to learn what is going on not only within their school environment, but also in the larger community, and worldwide.
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these choices involve administrators, pedagogistas, teachers, school staff, and parents, though in their different competencies and roles.
Truly a collaborative process.
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- Jul 2021
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we must step back and ask ourselves:What is the child’s intent? What is he or she interest-ed in pursuing? What is our intent or agenda, as theadult? Is that interfering with our understanding ofthe child’s intent?
This makes sense, but do we still correct the child or ask questions to get the child to see the "correct" point of view?
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We have the obligationto think about the future because of the type of workwe do. We have to be open to moving and changingbecause young children are always growing.
We as educators are also lifelong learners and have to adapt to new research as well as what children want to learn.
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They have to be optimistic interpretations,which credit the child with ability.
Maintaining a child-centered strengths-based approach.
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Sometimes working with theparents and the children in parallel ways evolves natu-rally from the project.
Utilizing parents as educators as well.
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Theywere also a way of engendering discussion about theidea of what a citizen is, what it means to be a part of a city, how a city can be lived in.
Children are learning about identity as well--their own and those of others.
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documentation. Little by little, day-by-day, docu-mentation strongly informs our way of being with the children and with our col-leagues, and gives us a way to be closer to the children
Provides a great way for colleague collaboration as well. Getting a. greater image of the child through multiple teacher perspectives.
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- Jun 2021
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familiar first by using directly what you know and what you have learned in order to acquire further learning and knowledge.
We are lifelong learners.
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had been humiliated by the narrowness of their preparatory schools, by working with them on their professional development.
I'm curious to learn more about this.
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1968 that established free education for all children from 3 years to 6 years of age
Still can't believe they have had this since 1968, but the US still does not.
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idea of a laboratory for many types of transformations, constructions, and visual expressions.
"Atelier" is a more fitting term which better describes the learning process and purpose
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docdrop.org docdrop.org
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task of those who ducate is not only to allow the differen es to be expressed, but to make it possible for them to be negotiated and nurtured through exchanging and comparing ideas.
Teachers as facilitators of listening and respectfully sharing ideas.
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istening produces questions, not answer .
Creates more "I wonders" and areas for further exploration, growth, and learning.
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ears.
Observing body language, how children interact with one another, facial expressions, etc. are all part of listening.
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Our understanding andour own being are a small part of a broader, inte-grated knowledge that holds the universe together.
Similar to Brofenbrenner's ecological systems theory.
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But we cannot live without meaning; it would preclude any sense of identity, any hope or any future.
As adults we search for this as well, which we have started in childhood. Having support in the search as children helps explore identity and abilities.
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docdrop.org docdrop.org
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aboratories and resource centers
These would be so valuable to have more of in the U.S.
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shared understanding provides the basis for future joint activity or effort.
How we all learn from one another, children and teachers alike.
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Such conferring takes place on an almost daily basis in short meetings
My co-teachers and I are constantly talking together throughout the day. It's important to make sure we are all on the same page together.
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Rather, they are moments of cognitive disequilibrium, containing positive possibilities for regrouping, hypothesis testing, and intellectual comparison of ideas.
Learning opportunities.
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Systematic documentation allows each teacher to become a producer of research—that is, someone who generates new ideas about curriculum and learning, rather than being merely a consumer of certainty and tradition.
How often do we document? Every minute of the day or just when children are working on something together? I find myself trying to balance documenting and interacting with the children simultaneously difficult. "Hang on, say that again so i can type it out."
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The teacher also observes and documents her own words and actions.
I hadn't thought about that before. It does seem important though!
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group’s “memory” and discuss with children the results of the documenta-tion.
Repeating back to the children their learning helps them learn of their own competencies as mentioned earlier.
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With the help of the teacher, the question or observation of one child leads others to explore territory never encountered, perhaps never even suspected. This is genuine co-action of children.
Teachers act as facilitators of learning between the children.
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verbally or nonverbally
Body language and nonverbal interaction with others is very important to observe as well.
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She believes that citizens have a moral obligation to invest public resources in children’s welfare and to enter into continuous and permanent knowledge cre-ation with children for her city, and society in general, to progress and improve human well-being.
We need more of this in the U.S.
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not a judge, but a resource
Safe person to seek help from.
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persuade children that they deeply share this image
We don't just have to observe their competencies, but have to show children that they themselves are competent.
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own identity and her personal and educational background and experience.
We are lifelong learners.
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advocacy to communicate the value of early education to outside audiences
Yes! Advocacy for ECE with our government for it to be paid for for all US children. Interested to see how Biden's plan plays out.
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educational values,
This is a great concept to include in learning. Reminds me of the children from last week's videos who were talking about race and special rights.
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responsive to the changing times and needs of children, families, and society.
Especially this past year with COVID! The most responsive to change hopefully we will ever have to be.
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docdrop.org docdrop.org
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between indi-vidual liberties and communal responsibilities
This seems like respect. The tensions mentioned remind me of our school's "rules" Welcome, safety, and respect.
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Children encounter numerous marvels on the way to the car or to the store that merit ex-amination-the intriguing shapes and splashes of puddles, the intricate pathways of bugs and worms, the irresistible gleams of shining treasures lying on the street disguised as trash.
I love this about children, but as a teacher (and parent) how can we constantly foster this when there are SO many tasks we have to complete in a set time period?
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it may take time for children to express their thoughts and desires, especially when using a language that is not yet well developed.
Great reminder of another time to use patience.
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perceived lack of time was, however, first on the list.
Guilty of this in the classroom (especially this year with so many more transitions due to COVID safety) AND at home with my own children.
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She hypothesized that the children believed they had a right to use the horses, and contrasted their persistence in trying to obtain the horses with their lack of persistence in obtaining desired objects to which the children did not feel entitled, such as classmates' bottles.
Great observation and example of whole-body/senses listening to the children's languages.
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oes not necessarily mean taking all their utterances at face value, but it does mean observing the nuances"
It means more of interpreting, and listening with our entire senses.
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adults must lis-ten with all of their creativity.
If we don't listen, we will miss seeing the 100 languages of children's learning.
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Children have a right to walk away from people who are bothering them, but ask the bothering people to stop first to see if that works
Trying to solve the conflict on their own before walking away to let it fizzle or to get help.
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Children have a right to pretend withglass, but not a right to drop it 'cause that's not safe
Another way to see and treat as competent and capable, by giving them glass.
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Children have a right to touch everything, but gently, but not birds because that can scare them very much
I love that this right of the children also includes the right of the birds. Children are thinking of animals' rights as well.
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docdrop.org docdrop.org
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produce a true curriculum, a curriculumproduced from all of the children
Curriculum comes from the children's experiences and interests, not just the teacher's.
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She wants the teacher to see theprocess of her work, rather than the product.
This is what we keep in mind while documenting as well, the focus is on the process, not the end product.
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children learn by themselves, inwhich children can take advantage of their ownknowledge and resources autonomously, and inwhich we guarantee the intervention of the adult aslittle as possible.
They learn best through doing and experiencing, not just listening to directions. Give them agency for their learning.
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Life has to be somewhat agitated and upset, a bitrestless, somewhat unknown. As life flows with thethoughts of the children, we need to be open, weneed to change our ideas;
This is great way to model how we deal with changes and uncertainty in life. Especially through the past year, children have witnessed and experienced a lot of change. We can work together to learn resiliency through the unknown.
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We cannot separatethis child from a particular reality.
Why it is important to meet a child where they are at and appreciate and connect to their lived experiences.
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They understandwhether the adults are working together in a trulycollaborative way or if they are separated in someway from each other, living their experience as if itwere private with little interaction.
Children notice this at home if parents are in an argument with one another, but they also notice the adults at school too. Pairing teachers who work well together is crucial for children's learning enviornment.
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- May 2021
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s3.us-central-1.wasabisys.com s3.us-central-1.wasabisys.com
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educational experience
Not a one-size-fits-all program. Culture, community, and resources have to be taken into account for each program.
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learning bydoing
Showing or lecturing is not near as effective as learning by doing. Especially with child-led or child-directed projects (either solo or class).
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“mini-ateliers”
Using mini-ateliers helps to reach children's 100 languages, through providing opportunities of expression and learning via various methods, different languages, paint, clay, music, dance, programming, building, etc. (Our school calls them specialists.)
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documents
Not just photographs, but scripts of what the child describes their work to be.
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photographs
Photographs that are not posed and "smiley," but rather show the child's thinking and learning process. Not overhead or far away shots, but close up of faces and angles from their viewpoint.
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interpretations and discussions
"I noticed child A doing "xyz," shall we dive deeper into that?"
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ask questions
Ask questions, but do not direct or impose own ideas. i.e. "Tell me more about that."
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process of inviting and sustaining learning
A process that changes from one day to the next based on child-interest, timeframe, and ability.
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seen as researchers.
Teachers are not babysitters, but observers, researchers of child development, interaction, psychopathology and monitors of potential intervention.
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physical space fosters encounters, communication, and relationships
Physical spaces are child-size, child-level, child-centered to support their inquiry and social learning opportunities.
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co-responsible partners
Teachers can only do so much (while at school), but it take a partnership with parents to continue the complimentary learning at home.
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system
Learning does not happen in a vacuum. All teachers: educators, parents, child, environment, community, etc. work together. Similar to Bronfenbrenner's Ecological Systems Theory.
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active citizens with rights
Children are much more capable than most adults give them credit for. They are competent, resilient, and able.
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daily observations
Teachers learn from observing children, children are teachers as well.
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latest research
Teachers are educators and researchers, lifelong learners.
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cooperative work
Not just cooperative work between children (i.e. learning to share or build together), but cooperative work of the greater school and community (i.e. working with other grades, child-led community service projects, etc.)
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Both education and care are considered
Signs of whole-child and child-centered philosophy. Includes cognitive/biological and social/emotional development.
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public preschools in 1968
Shows a great importance of early childhood education, whereas in US we still do not have public preschools or ECE.
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public concern
As young children and their care is called a public concern, indicates public and community care and willing to invest, as opposed to the US education system.
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