Beginnings…
The concept of “beginnings” became the catalyst for our whole ELC investigation during 2021. Any concept or idea we have involves choices. An important consideration with which our educators begin is the motivation behind those choices. Why are they choosing to research a particular aspect of their work?
When initially discussing the concept of beginnings, one of our educators asked “If we talk about beginnings, does that mean there was nothing there before?”
As adults, we first explored the concept we were bringing to the children. We predicted and anticipated ideas as well as developed some questions. This research and planning by the adults both prior and throughout the investigation is critical to its success.
The idea behind the whole ELC immersing themselves into one concept “beginnings” was because of a willingness to create relationships and connections amongst the staff, to develop an even stronger community where everyone has a sense of belonging.
The choice of concept was chosen for its endless possibilities and not one outcome. We hoped that each investigation would be authentic, a source of deep learning and would offer opportunities for children to engage in joyful ways. The importance of the connection between theory and practice cannot be underestimated. According to Malaguzzi, the separation of practice and theory within education impoverishes both. He uses a metaphor of riding a bicycle: “to go forward we have to push both pedals and maintain balance: one pedal represents theory: the other practice. Pushing only one pedal does not get us far”.
Our professional learning and planning allows a complex and interactive process in which teacher reflection and collaboration is viewed with the utmost importance. In fact, the process is parallel to the way that we see our children learning. Our seminar meetings give opportunity for teachers to share their documentation with others and to reflect, question and learn from the different perspectives of the other teachers in the group. This documentation is the foundation for the planning and reflecting that occurs in these meetings
2021 has again been a year of COVID disruption. At times during the year we have asked ourselves what future we have before us. We know that much will depend on choices we make and, on the awareness we develop as to the values and ethics that guide these choices. Among the many choices to be made, one will be fundamental for the future; the identity, the reality, and the image we give to children and their education. Despite lockdowns rich learning took place through digital Bialik. The results have culminated in our Windows into Children’s Thinking journal.
The investigations in this journal have taken place during 2021. What follows are not investigations in their entirety, but rather small vignettes, part of the process, from each level, as well as cross class groups in the Early Learning Centre. The investigations may have spanned a few weeks, months or even a year and some are still ongoing. Each investigation is documented through the recording of discussions and reflections by the children and their teachers, and through photographs and other languages. “How complex are children’s ways of building knowledge, therefore how complex are the ways of capturing it.” (Reggio Emilia)
The documentation allows for reflection and revisiting by the teachers and the children who were part of the investigation or by another group of children or teachers. It will reflect the many languages the children use as they describe their theories and make sense of their world such as the written, spoken and expressive languages.
In this journal the children’s words are italicised, and many of the articles are prefaced by their own words.
Click on the links below to access the classes:
Creche Aleph Creche Bet Creche Gimmel Creche Dalet
Kinder 4 Aleph Kinder 4 Bet Kinder 4 Gimmel
Prep Aleph Prep Bet Prep Gimmel