Children Come First

Children Come First

Looking closer at the philosophies of different schools, there are guiding lights in the practice of these programs that stand out as lighthouses for all people who work in early childhood education.

Read More

Curating Mindful Inquiry - Part Two

Curating Mindful Inquiry - Part Two

When we adopt the stance as co-learners, we acknowledge our responsibilities to scaffold and support the specific ideas and theories that children bring forward into our classroom, programs, and our lives.

Read More

Community Helpers

Community Helpers

An important aspect of building the learning community is inviting outside community helpers to share their story with the children. These visits invite children to think about how they can contribute to the community, help others, and make a contribution to the greater good.

Read More

Learning Together

Learning Together

Learning together is the work that we do as educators, to hold space for children as they construct knowledge in their own way, at their own pace. Learning together is shaped by the image of the child you hold. 

Read More

Our Daily Work is Professional Development

Our Daily Work is Professional Development

Recently I was in Reggio Emilia on a study tour of the Municipal schools. The experience of visiting Reggio Emilia was a sensory overload of information and insight, but the one idea that stuck with me the most during the trip was the Reggio educator’s view of professional development.

Read More

Actions to Inspire Curiosity

Actions to Inspire Curiosity

All children are naturally curious - they are born that way. Children are always seeking to discover how the world works. As educators, we don't need to make children curious or push children to learn, they will seek out these activities on their own if we give them the time, materials, and opportunities to explore on their environments and make their own discoveries

Read More

How Are We Listening?

How Are We Listening?

Certain quotes or phrases can become a talisman for our work, such as “Listening is the premise of every learning relationship” – Carlina Rinaldi (2006). I was reminded of this phrase again a few days ago, when a colleague shared with me that she didn’t have much time for the important work that was happening in her classroom because of other pressing concerns on her time,

Read More

The Learning Community

The Learning Community

An important aspect of building a learning community is offering all members an opportunity to contribute to the growth and advancement of the community. Contribution encourages ownership and pride in the work being done and creates feelings of connection to continued success. In an education learning community there are three main participants, children, educators, and parents.

Read More

Interactions

Interactions

There are many types of adult/child relationships that occur over the course of a day in the classroom. In reflecting on interactions between adults and children, I see several types of interaction patterns emerge. These patterns are not inclusive of all interactions; they are just how I am starting to think about my practice.

Read More

The Heart of the Matter

The Heart of the Matter

I want to propose a new type of celebration during Valentine’s Day. To start off the new year and move toward Spring renewal I want to suggest in addition to all of the cards, candy, and flowers we as a people use Valentine’s Day to celebrate us, as in humanity.

Read More

A Play Life

A Play Life

Children desire to experience a play life, a life of joy and exploration a time to grow up slowly and savor the magic and wonders of the world. Time to live mindful of what is happening around them without worrying about what happens next. The pressure of modern school expectations is demanding much of the wonder of childhood and stealing time that before constituted child initiated activities

Read More

It's Our Nature

It's Our Nature

A growing majority of people in our country has lost their connection to nature. Wondering how to encourage a large segment of the community to re-connect to nature, get some exercise, and change attitudes that are harmful to the environment, I considered how early childhood educators can lead the way bringing folks back to nature.

Read More

Quiet Time

Quiet Time

In school age care exists a tradition called quiet time. This time is when all children must lower their energy and practice activities that are approved by the educators in the program. In many programs, the available choices for children are limited or exclusively tied to reading. Is quiet time a necessary requirement for school-age children?

Read More

Play In The Land of Academics

Play In The Land of Academics

Living as an afterschool educator and observing children at play for many years, I have observed how the amount and emphasis on play has changed. Science states play and physical activity represent an important part of education and benefits the growing and active brain. In trying to figure out the history of play and education a question came to mind. What caused test scores and grades become more important than the rest of life's activities?

Read More

Our Journey as a Profession

Our Journey as a Profession

Our field is on a journey to becoming a profession and the road ahead is a bumpy ever-changing one. Early childhood education and the current journey to professionalism requires educators to work together to raise all ships by advocating for a professional pathway and a salary that compensates those willing to take the path.

Read More

A World of Materials

A World of Materials

The variety of philosophies and ideas in our field is fascinating and always constitute debate, but I believe that deep down in our hearts all educators are looking for a material or a method that they believe represents the best for children and their development.

Read More

Preparing for Children

Preparing for Children

Each day in the life of an educator is a day of preparation. The day offers us the opportunity to prepare and create environments for children to explore their wonderings. Our actions with children have more impact than any learning environment we create.

Read More