We would like to acknowledge that this was filmed on the traditional territory of the Tla’amin peoples, where we are grateful to work, play and learn.
Kate Boyd has been an Early Childhood Educator for twenty years, working in Young Parent programs, Supported Childcare and currently in StrongStart. She lives In Powell River with her family and enjoys volunteering in her community and exploring the great outdoors.
Danielle Cazes has been in the Early Childhood Education field since 1991. She is currently part of an amazing Strong Start team in Powell River, where she is privileged to participate in play-based, outdoor learning with children and families
“Children’s worlds are small, detailed places – the crack in the sidewalk receives their full attention, as does the earthworm flipping over and over on the pavement after rainfall. They have access to elements of the natural world that many adults don’t acknowledge. When we, like the children, tune ourselves more finely, we find the natural world waiting for us: cycles of light and dark, the feel and scent of the air, the particularities of the sky – these are elements of the natural world and can begin to anchor us in a place.” (Pelo, n.d.)
This quote brings us back to thoughts of our own childhoods and attachment to place. As you watch and listen to the blog post, we invite you to explore the space with the wonder of a child.
This post was originally published on Rachel’s student blog in February 2020.
From the moment I leave my front door, I can hear the sound of the water rushing down, the sound is encompassing, and immediately connects me to its natural surroundings. I cannot recall the last time I was out for a walk on my own. Carving time out to allow for this escape into the woods, just beyond my yard, required my full intent. It’s myself, my dog Katie, and my thoughts on values I embody as an Early Childhood Educator: respect, relationship, connection, curiosity.
My thoughts are inspired by the pedagogy of listening described by Carlina Rinaldi and foundational to the vision of the Early Learning Framework [ELF] (Government of BC, 2019): “Listening as sensitivity to the patterns that connect, to that which connects us to others; abandoning ourselves to the conviction that our understanding and our own being are but small parts of a broader, integrated knowledge that holds the universe together” (p. 48.). While I’m walking, searching for inspiration, and listening to the many streams, rivers, and sounds of rushing water, I realize that respect, relationship, connection, and curiosity are values that we share as educators that can only be achieved through the act of listening, our abilities to form relationships depend on it.
The curriculum scholar and author Ted Aoki (2011) has influenced many educators in reconceptualizing curriculum. In Curriculum in a New Key he writes about what listening means for a teacher, suggesting her responsibility to the children:
“But she knows deeply from her caring for Tom, Andrew, Margaret, Sara and others that they are counting on her as their teacher, that they trust her to do what she must do as their teacher to lead them out into new possibilities, that is, to educate them. She knows that whenever and wherever she can, between her markings and the lesson plannings, she must listen and be attuned to the care that calls from the very living with her own Grade 5 pupils.” (Aoki, 2004/2011, p. 161.)
Early Childhood must have educators who are listening. Children’s trust in us is cultivated through how well we listen. Listening to the child’s hundred languages forms strong connections, and opens new possibilities for learning. When children feel heard, valued, and supported they can connect to their learning through these relationships and meaningful work. Educators need to notice more about the child than what appears obvious, and what might be shared in verbal language. In a culture of research, educators can listen to the hundred languages of children, and (un)intentionally enact what they value by being compassionate and inviting a sense of wonder.
“Educators are not imposing their ideas on the children, but truly recognizing the children and their efforts. In a way, it is like viewing a child through new eyes. It is challenging to really listen and get to know a child anew and to resist previous ideas of who that child is. Through carefully and intentionally noticing children and what they do, educators have an opportunity to wonder at what they are seeing and hearing.” (BC Early Learning Framework, 2019, p. 57)
References
Aoki, T. T. (2004, 2011). Curriculum in a new key: The collected works of Ted T. Aoki (W. F. Pinar & R. L. Irwin, Eds.). Lawrence Erlbaum, Routledge.
In the Spring of 2020, soon after the announcement that most courses in post-secondary institutions would be moved online because of the pandemic, we had the opportunity of co-teaching a group of ECEC students from VIU’s Cowichan, Powell River, and Nanaimo campuses. With students from several communities, and the sudden shift from face-to-face classes to online classes, we wanted to focus on creating an online community for thinking and learning together. How might we cultivate collaborative, generative, and collegial modes of being teachers?
We welcomed the invitation to think together and found much joy in the process of becoming co-teachers. We oriented ourselves toward this process of creating a space for co-teaching. On a day-to-day basis we committed to teaching together. As colleagues, we actively resisted the lure of efficiency. We did not divide the work among ourselves evenly allowing us to get things done. Instead we made time to slow down and to begin our days with dialogue. As roommates on zoom we lived and breathed the course together.
In our daily conversations within the context of our course and beyond, we became curious about the power of language. We wondered, ‘How might language shape what is possible/ measurable/ observable/ visible/ valued in early childhood spaces?’ To think about/with language, we introduced the concept of binary (paired) oppositions, where “[e]ach word…relies for its meaning on the other. We need the word fat to define slim. The same is so for straight and gay, black and white, etc. A pair always has two” (MacNaughton, 2005, p. 62). We have included more pairs below, some are borrowed from Glenda MacNaughton, others we brainstormed with the students.
complete/ incomplete
predictable/ unpredictable
normal/ abnormal
boy/ girl
developed/ underdeveloped
rich/ poor
efficient/ inefficient
It is important to note that these “pairs are always ranked, so one part of the pair always has higher value in the ranking and is privileged over the ‘other’. So, using binary oppositions places some meanings in a secondary, subordinate position and often an aberrant position” (Mac Naughton, 2005, p. 63). Mac Naughton (2005, p. 118) offers the following questions:
“How does binary thinking enter your everyday discussions in early childhood studies?”
“What is silenced or othered through the hierarchical thinking in these binaries?”
“What everyday words could you put under erasure to help you wonder new meanings and actions for social justice in your classroom?”
Rejuvenated and transformed by our process of thinking together, we invite you to join us by sharing your (in)complete engagement with these questions, your own wonderings, or connections to the Early Learning Framework (Government of BC, 2019) by responding to this post!
Communication has always been a struggle for me- whether it is communication on paper, in an email, a text message or I verbally need to express myself- I always hesitate and/or second guess myself. You wouldn’t think that if you met me! But, it stems from my childhood and is something that I am working on- it’s not an easy task but working with a Counsellor has helped me and given me the tools to work through this barrier.
At first when I saw the requirements for this weeks’ course content, I immediately became uncomfortable. My course instructor asked us to “create a hand-written/ typed/ or video recorded note to a friend/ family member/ colleague/ mentor/ classmate.” <Insert anxiety NOW.> But, after a cup of Earl Grey Tea and reminding myself to consider this ‘a brief note to invite conversation’, I pressed through. I started off by reading the article ‘Your Image of the Child’ by Malaguzzi (1993). And, here is my Note to the World:
Dear Mentor,
I sincerely appreciate how you have guided me so far through my practicum experience and showing me that “the ability to enjoy relationships and work together is very important” (Malaguzzi, 1993, p.2). Over the last few weeks we have had numerous heart to heart conversations about the importance of child-child relationships, child-educator relationships and educator-educator relationships. I recently read an article in one of my ECEC courses called: ‘Your Image of the Child: Where Teaching Begins’ written by Loris Malaguzzi. I would kindly like to share with you a passage that resonated with me:
“When you enter the school in the morning, you carry with you pieces of your life — your happiness, your sadness, your hopes, your pleasures, the stresses from your life. You never come in an isolated way; you always come with pieces of the world attached to you. So the meetings that we have are always contaminated with the experiences that we bring with us.” (Malaguzzi, 1993, p.2)
Each morning I invite you and the other educators to enter a safe heart space and each ask yourself what pieces of your life are attached to you as you enter the school. This passage I have shared with you has made me more aware and mindful how I want to start each day- whether I will be at my practicum site, starting one of my ECEC online courses or starting my morning rituals at home. I hope sharing this will do the same for you.
Amanda
References
Malaguzzi, L. (1993). Your image of the child: Where teaching begins. Exchange (3).
After watching the TED talk video, Reclaiming the Honourable Harvest by Robin Kimmerer (2012), I could not stop thinking about a statement she made. She said, ‘… a boy was raised by a river.’ And further questioned if there were two meanings in that statement – was the boy near or reared by a river? Now that I have reflected on that statement, with my own knowledge and experience, I would say that ‘a boy raised by a river’ was just as near it, as he was reared by it. If the boy had the time and freedom to wander and wonder… Where would the boy go to play? Where would he go when he was bored? Where would he want to take his friends? Where would he go to explore? Where would he go for adventure? Where would he go when his soul needed soothing? To the river.
My role as an ECE would be to create time and space for children to become familiar with the land. There is much excitement in the novel experiences, but there is depth, layers and the richness of the child’s own knowledge when they are in a familiar place. Only once this familiarity is there, do children begin to connect with the land, when they are influenced, loved, and raised by that space. In the Early Learning Framework [ELF] (Government of BC, 2019) there is reference to this idea, “Providing time, space, and materials rich with possibilities for experimenting, imagining, and transforming allows children to create and explore…” (p. 75).
There is depth to these questions once you start unpacking them. My role as an ECE seems clear, but what challenges are we facing? Children come from many different families and thus different cultures and perspectives, how do we connect children who would prefer to be connected to a screen or game? When it comes to Infants and Toddlers, how do we explain to families that they are capable of walking a trail, exploring a forest/beach/field/rocks/dirt and connecting with it meaningfully?
Robin Kimmerer spoke and wrote beautifully, and I really appreciate her nine responses to the gifts of the earth:
Never take the first one.
Ask for permission.
Listen.
Take only what you need.
Use everything you take.
Minimize harm.
Be grateful.
Share.
Reciprocate.
I am wondering how Kimmerer’s nine responses to the gifts of the earth invite me to think with/about the pathway “Every child is a gift” (Government of BC, 2019, p.66) as offered in the ELF’s Living Inquiry Well-being and Belonging? How might we meet and receive children as gifts? How might we give meaning to the statement, “every child is a gift?” in our daily encounters with children? How might we show our love, appreciation and responsibility to the children in our care?
We are happy to share this first video message from our courageous 2nd year student RoseMary Antony, and ECEC department members Cheryl Cameron and Antje Bitterberg to express our excitement about co-creating this blog with you!
Growing up in the Middle East I never had many opportunities to explore the outdoors due to harsh desert weather. As I grew up, adapting to indoor life became a part of me and my comfort zone. When I reached B.C, I was blown away by the endless outdoor adventure possibilities. This picture is from my daily walk to Buttertubs Marsh in Nanaimo.
I love listening and using my auditory skills, be it listening to people, music or the sound of crashing waves at the beach, or distant wind chimes on a windy day. One of the first things I did during my early Fall walk at Buttertubs Marsh was to pause, close my eyes and listen. I could hear the frogs croak, ducks splashing and quacking in the water, lizards and small creatures scurrying across tall grass, insects buzzing around my ears, the soft leaves swaying as the gentle breeze blew, all this while feeling the bright sun on my face.
I slowly opened my eyes and looked around to make myself aware of my surroundings again. The Early Learning Framework reminds me that, “Learning is not an individual act but happens in relationship with people, materials, and place” (Government of BC, 2019, p.65). Since spending quality time outside is a relatively new concept for me, I am equally curious and amazed by the novelty of nature and excited to collaborate and engage in reciprocal learning with children.
In A Pedagogy of Ecology, Ann Pelo (n.d.) discusses the significance of developing an ecological identity. She writes, “To foster a love for a place we must engage our bodies and our hearts – as well as our minds – in a specific place” (Pelo, n.d.). As a teacher/researcher, I am inspired by this idea, and wonder what it feels/looks/sounds like to respectfully explore a place with young children. How might children lead us when it comes to exploring the great outdoors? Which paths might become visible? What meaningful experiences could be magnified?
The idea of ‘play’ has such a broad meaning and can involve many different experiences. In this post, I will focus on the following question:
How might broadening the vocabulary around play invite different modes of being in an infant/toddler room?
The BC Early Learning Framework [ELF] (Government of BC, 2019) describes that “play can be individual, collective, spontaneous, planned, experimental, purposeful, unpredictable, or dynamic” (p. 24). Play is vital to children’s well-being, learning, and growing. It is helping children to make sense of their world.
The ELF emphasizes the importance of play and opportunities for children to “experience the world through seeing, feeling, touching, listening, and by engaging with people, materials, places, species and ideas” (p. 24). Educators help create the spaces for play by providing materials and giving opportunities for the children to have meaningful experiences. Something that really resonated with me during the reading was Adrienne Argent’s quote, because it helped me realize that we truly are in an ongoing process of transformation and becoming. Our lived experiences entangle us in this process of becoming.
“To say that we play together is an unjust oversimplification: Rather we are in an ongoing process of becoming… Our curriculum is lived out daily; it exists with[in] all of us. Clay, paper, materials, children, educators, objects, music… are all powerful forces and they bring forth movement, history, and multiple layers of meaning” (Argent, 2014, p. 848, as cited in Early Learning Framework, Government of BC, 2019, p. 25).
As I am broadening the definition of play, I am drawn to the concept of a rhizome introduced in the ELF. A rhizome is a plant that sends underground shoots off in many directions with no predictable pattern. Considering play as rhizomatic, I begin to imagine that play and learning have no predictable pattern and can occur is so many different ways and environments. The ELF discusses that “thinking of learning as rhizomatic leads to understanding that learning cannot be predetermined or have a prescribed outcome but is always producing something new” (p. 25).
With classes offered online this fall, the ECEC team wanted to create spaces for 1st and 2nd year students at our Cowichan, Nanaimo, and Powell River Campuses to connect. We introduced the role of student ambassador and are tremendously grateful to Jade Felty and Francis Racy for taking on this role! Their commitment to the role and to creating a sense of belonging was evident in the thoughtful events they imagined and created for their peers. Thank you from all of us!
“This semester we had the incredible opportunity to create a sense of community amongst all the individual’s part of the ECEC program near and far. We hosted virtual events, connected through online discussion activities, and were involved in supporting our second year peers and all those who have been new to the program.” -By Jade and Fran
The ECEC team had the pleasure of connecting with Jade and Fran as well!
Welcome to the VIU ECEC blog co-composed by students, faculty, and community members. We look forward to co-creating a vibrant space for (re)thinking ECEC and welcome contributions that invite multiple perspectives of children, families, teachers, and communities.
