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"Mardell, Ben"
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What We Talk About Grows: The Critter Count
Aimed at increasing children's (and adults') attention to the animals we share our city with, it is part of a larger effort to foster children's solidarity with the natural world. During my first couple of months at Newtowne, I noted that children talked about their nature sightings in Cambridge: A paper wasp nest across the street from school; really big leaves from a sycamore tree; a spider in the Purple Fish classroom. During their studio time, children in the Green Dragonfly and Blue Otter classrooms helped make data collection boards that were posted around the school. An Ebb and Flow of Sightings After an initial flurry of posts by children, families, and faculty, there was a noticeable drop-off in activity on the data collection boards.
Journal Article
Navigating the Paradoxes Between Early Childhood Education and Play
[...]the position statement acknowledges that it can be a struggle to incorporate play into formal learning situations, a reality that disproportionately impacts children of color (Souto-Manning 2017). When given a steady diet of books that are meaningful to them, these young children develop age-appropriate book handling skills, knowledge of print, and knowledge of their world. Near the end of his article Grady shares an anecdote involving him reading a storybook to his student Jenna about her washing baby dolls.
Journal Article
Introduction to Athina Ntoulia’s “Tapping Playful Research to Create an Inclusive Classroom Community”
Importantly, this \"everyone\" included members of Athina's teacher research study group. The year Morgan was in her class, Athina brought the question of how to support him to her study group, using the tool of pedagogical documentation to ground conversations with her colleagues and to hear new perspectives. In the article that follows, you will read about an individual teacher who used her team to help a specific child learn while simultaneously creating a classroom climate that can benefit other teachers and their students.
Journal Article
Reflections on Amanda Messer’s “The Toads: Refocusing the Lens”
Reflection is an essential part of the inquiry-oriented paradigm of teacher education, which holds that teachers should develop habits of inquiry: for example, the ability to think intentionally and introspectively and to be self-monitoring, adaptive, and active decision-makers. While reflection or teaching reflectively are critical elements of teacher research (the focus of Voices of Practitioners for many years), it is a disciplined method of framing a question based on observations and assumptions, gathering and analyzing data, and making interpretations that may lead to further examination or improvement in one's practice. Reflection enabled Messer to respond more thoughtfully in the moment; to increase self-awareness as a teacher; to respect children's points of view; and to encourage meaningful conversations about children's ideas, feelings, past experiences, backgrounds, and ways of understanding complex situations.
Journal Article
Playing to Learn in an Urban, Public School
In \"Planning to Play: Empowering Teachers to Empower Children,\" Kerstin Schmidt and Noelani Mussman convey the wonder and joy that children and educators experienced when play was the basis of both children's learning and teachers' professional development. Each approach lends new perspectives to understanding the current landscape of early learning and teaching, and each approach foregrounds the insights and wisdom of practicing educators, appreciating them for the knowledge creators and advocates they are. [...]teacher narratives focus on a story that highlights an individual's lived and felt experience, and the following teacher narratives exemplify the lived and felt experiences of early childhood professionals committed to promoting creativity and agency for every child through playful, equitable learning.
Journal Article
Boston Listens: Vivian Paley's Storytelling/Story Acting in an Urban School District
[...]the program's name: [...]teachers at all levels need to do more to promote their students' critical thinking, creativity and communications skills. While children in pre-kindergarten classrooms showed significant gains in academic and social development, the news from kindergarten was not as good; attendance there did little to improve children's academic achievement (Sachs, 2012).
Journal Article
Visible learners
A progressive, research-based approach for making learning visible Based on the Reggio Emilia approach to learning, Visible Learners highlights learning through interpreting objects and artifacts, group learning, and documentation to make students' learning evident to teachers. Visible classrooms are committed to five key principles: that learning is purposeful, social, emotional, empowering, and representational. The book includes visual essays, key practices, classroom and examples. Show how to make learning happen in relation to others, spark emotional connections, give students power over their learning, and express ideas in multiple ways Illustrate Reggio-inspired principles and approaches via quotes, photos, student and teacher reflections, and examples of student work Offer a new way to enhance learning using progressive, research-based practices for increasing collaboration and critical thinking in and outside the classroom Visible Learners asks that teachers look beyond surface-level to understand who students are, what they come to know, and how they come to know it.
eBook
Places to Play in Providence: Valuing Preschool Children as Citizens
In the Places to Play in Providence (Rhode Island) project, teachers treat children as citizens--not as hypothetical or future citizens, but as contemporary members of their community. They see children as capable of constructing and communicating complex ideas, adding their unique and valuable perspectives. What does it mean for a city or a state or even a country to embrace its young children as citizens? It involves developing approaches to encourage children's participation in civic life so that their ideas can be seen and heard, and it involves changing the perceptions and priorities of adults to embrace the rights of children as citizens. This is no small endeavor, but Providence has made a start. Young children know about play, so they are qualified to be called experts. They are--for a moment--contributors to and stakeholders in their community. In opportunities facilitated by early childhood educators, children and adults engage in dialogue about what is important to them. They are all citizens discussing the present and future of their community.
Journal Article