My conversation with five-year-old Riley about skin colour bubbled up without my intention. It had been triggered by another child in the kindergarten class who proudly shown Riley and me a picture of a dog she had coloured.
Borders to Thresholds: What if, in my role as educator, I was able to transform borders (places where there are big transitions or barriers) into thresholds? How could shifting my thinking from borders to thresholds impact my work with young children?
The power of stories. Most parents and educators are motivated to share books with children. But perhaps we need to ask ourselves why we believe sharing stories with children is important? Read this article about “teaching stories” and watch the video interview with Susan Josephs at Hoopoe Books.
In Engaging Children in the Story, educational consultant Susan Josephs describes how she learned that children need the opportunity to meet a new story with openness to its magic and mystery. Check out this article and video about creating meaningful story times.
Humans have a long history of creating social boxes that categorize people. Sometimes, this imbues a sense of belonging … to a culture, or nation, or team. But a sense of belonging can also create a sense of exclusion of others. Stories can foster a sense of inclusion in early learning programmes.
Most parents and educators are motivated to share books with children. But perhaps we need to ask ourselves why we believe sharing stories with children is important? Read this article about “teaching stories” and watch the video interview with Susan Josephs at Hoopoe Books.
In this video, Susan Josephs, from Hoopoe Books, talks about this convergence of values, shared knowledges, and partnership. She also introduces the brain research that supports a relational way of sharing stories that speaks to children and adults of all ages.
Ontario Reggio Association’s professional learning – In Dialogue with Indications – begins its series with listening. How can we tune in to hear children’s deep wonderings about their world? Four-year-old Aubrey teaches me to listen for her big questions imbedded in simple comments and the question ‘why?’
Without the influence of the Reggio Emilia Approach, educators can be tempted to use drawing experiences to slot children’s thinking into check boxes compatible with child development theorists or emergent literacy goals. But is this way of making children’s thinking visible to adults usurping children’s meaning-making?