I am not a particularly political person... I have said this before... and this is not a post about politics - but this post does touch on the fact that education is a political entity.
It is through education that values are taught.
It is through education that history is taught... what is included, what is excluded, what bias, who is the narrator
It is through education that children are being prepared for society... especially in standardised education where there are r
I have previously shared a post about the world going safety mad after reading an article about how at an setting in Edmonton, Canada, children were being asked to wear helmets at playgrounds... (which for me makes absolutely no sense, because it is dangerous to wear helmets when climbing).
The term lawnmower parenting was brought up... which to extent and purposes is the same as curling parents... the idea that the adult clears the way for the child so they take the right
Over the years I have had the great fortune to visit many setting in many different countries... and this always makes me think of the the Third Teacher and how it interacts with the children and the educators. The educators of Reggio Emilia view the setting as an integral part of the learning process, a place of interactions with the children, the teachers, and the parents. The third teacher lets the children know about how they can use the room - and sometimes it's not alwa
The following text is taken from the book "Boken om pedagogerna" under redaktion av Anna Forsell (2008) (5th edition) (Finns på svenska after bilderna)
(The Book of the Pedagogues, edited by Anna Forsell) Malaguzzi's three children. In his lectures Malaguzzi used to always take up his view of children and knowledge by presenting three simple images of the child and pitching them against each other (Loris Malaguzzi, lecture May 1992) 1. The sleeping and poor child - an empty
In July 2014 I attended the Boulder Journey School summer conference - This was the first summer conference that the school had allowed its participants to take photographs of the setting... Which of course I was VERY grateful for - as it is through the photographs I can re-visit and see new threads of thought and inspiration. BUT I also understand why they have not allowed photography previously (like the preschools in Reggio Emilia itself and some RE inspired preschools her
One of the questions I have often been asked is - how do teachers do observations... as most teachers talk about that the teaching is based on their observations of the children. Most of the preschools I visited with educators from Palestine we only visited for a short time, so that made it hard for us to observe the educators observing the children... and the preschools we visited for a longer period of time said that they were not doing any activities with the children yet
This post will have it's main focus for educators that do not work together at the same setting but meet up in learning circles etc... of course this approach can be used by educators in the same setting too.
I will try to keep this as simple as possible by writing it in steps...
The aim of this post is to offer a kind of routine for educators to use when analysing the documentation and therefore supporting the reflection process and also explore the effectivity of the doc
Preschoolers need more outdoor time at child care centers is a post that says
"Only 3 in 10 children had at least 60 minutes of a full child-care day outdoors for recess, as is recommended by guidelines. " This concerns me, not only because so many children are playing so little outside... BUT mostly because outdoor play is seen as recess...
For me outdoor and indoor play AND learning have equal value... one is not better than the other... both are equally vital as part of
I truly believe in the competence of children, but also understand the importance of being supportive so that we do not let them get out of their depth. For me the competence is about what they can do now. What they are capable of, and that they have experiences and knowledge than can contribute to expanding our own adult experiences and knowledge. There is mutual learning. I am very aware that as an adult I have accumulated more experiences, collected more knowledge and amas
During a visit to London I spent a morning in the Natural History Museum, and it has inspired this post... I read the following... Which made me think of the Reggio Emilia Approach and the focus of the art studio/atelier as a language of learning. Using drawing and art as a method to look closer and to explore. This is something I have done over the years - myself as a child, and also as an educator. Art and creative expression has always been a strong path of exploration. Th
Often stories talk about the big, bad wolf... there is Red Riding Hood and the Three Little pigs to get you started... this has meant that in dialogues about animals wolves are always seen as bad. This fascinated me that the children would see things as wholly bad and wholly good - and when exploring friendship, relationships, empathy and emotions - this concept of good and bad can be really interesting.
The thing is wolves are really expressive, so they are a great example
Tomorrow I will take a small group of children to meet Greta Thunberg and the others protesting outside the government building here in Stockholm, my daughter being one of those others. The teenagers are on a school-strike as a way of getting their opinion across to politicians about the climate situation and the need to address it seriously... The 3-5 year olds that I will be taking are going to go there to find out why they are standing there and also to see that children d
Sometimes I think we make pedagogical documentation more complicated than what it really should be... and much of that is to do with policies and the need to write reports and updates about each individual child. While I think it is important to see each child, and to ensure that we see and understand each child... writing reports/reflections in this manner does not always allow us to see their learning... it is more about measuring and proving to authorities that the work is
This is a post I have been thinking about writing for some time after reading a comment that preschoolers are not capable of metacognition... and yet I have seen young children thinking about thinking... and using it to their advantage. I would say that metacognition features strongly in young children's learning... it may not always be verbalised the way adults are used to being able to recognise it as metacognition.
For instance children, from the very start, observe and
First written 30 October 2017 (på svenska efter sista bilden) During the last few days I have encountered and participated in discussions and dialogues about child-led play and adult-led play... and usually the "adult-led" play is being somewhat looked down on...
And I get it... there is a lot of adult interference, and adults controlling children (of all ages) - in preschools and in schools...
But I just don't see play as this black and white... and I also think that it i
This is just a short post to start an exploration of why do we document the children? What is the purpose of the documentation? How much time does it take? Does it interfere with the children playing? Learning? How do we use these notes, films and photos, quotes, audio recordings etc? How much time do YOU spend practicing the art of documentation? When do you practice? Is it a skill that can be learned through books and lessons or some that we need to do to learn? or both?
(På svenska efter bilderna)
We often talk about engaging children in inquiry, learning through projects... but what does all this mean?
what is an inquiry when talking about education?
inquiry means - the act of asking questions... and also an inquiry is an official attempt to discover the facts about something.
This means we need to start with curiosity.
How do we get the children intrigued? How do we get them to ask questions? Most children are very capable of aski
How to get started...
what is it that you want to document?
What should you be filming or taking photos of or taking notes of?
I think this can be really daunting... as everything is of value... yet we do not have the time to document or process everything. it is simply overwhelming.
So why not start with a project for yourself?
I want to learn about....? how the children are using their fine motor skills how the children are developing their language how the childre
Learning Journey Right now I am sitting on a train on my way to see my daughter, who is attending high school on the other side of Sweden. The things that happen when your dream is to study marine biology!
But sitting on this train has got me thinking about the phrase I often use... "learning journey" and also reflect on a facebook interaction yesterday evening with Mats Olsson about "following instructions" and their connection to the Swedish preschool curriculum.