Presenting the ‘Windows into Children’s Thinking’ 2017 Exhibition.
Welcome to the 2017 Exhibition.
The concept of “welcome “became the catalyst for our whole ELC investigation during 2017. 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? Jill Mclachlan and Clare Britt in their book “Unearthing Why” discuss how we spend time focussing on the what and how of our experiences. What will we do tomorrow? How will I teach that concept? How much time should I allow for that activity? How will I respond to that child? And while they acknowledge the importance of these questions they suggest that there is a place for relooking at the deeper question of ‘Why’ educate in the first place.
Through observation, analysis and reflection the educators constantly considered why they did what they did. For us research is considered a strategy, a response to curiosity and doubt. The research is part of our everyday practice. It provides the possibility for critical thinking and constructing new knowledge.
As adults, we first tried out the idea 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 “was critical to its success.
As with most opportunities offered to the teachers in the ELC they embraced this idea, at first with many questions but as always with a willingness to support the ideas. While every teacher in the ELC based their investigation on “Welcome”, in each classroom this looked different and that is the strength of “listening” to our children.
The investigations in this journal have taken place during 2017. 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.
“Successful dialogues do not presume answers or outcomes but are an exchange of thoughts and feelings, which allow for the possibility of change because one mind experiences another mind”. Mary Hartzell
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:
Kinder 4E Kinder 4M Kinder4R Kinder 4 Cross Class Investigation