The possibilities of an experience connect to the complexity of the environment. In the classroom, simple open-ended materials invite children to explore possibilities, experience the moment fully, and connect with others.
Read MoreExperts in well-being name connection and belonging as one of the best ways for humans to feel healthy and happy. The learning communities we belong to co-construct our learning and act as a catalyst for our continued growth.
Read MoreOur learning community started a new investigation, but the children quickly become uninterested in the work. I decided to create another invitation in an attempt to re-kindle interest in the original subject. The outcome of this work was not what I expected.
Read MoreAlways following directions tell us there is only one correct answer. In practice, directions are a guide to the beginning of a learning journey.
Read MoreWe all have a balance of fixed and growth mindset that guides our collaborations with children. The mindset we bring into the classroom influences outcomes in our learning community. Determining our mindset and deciding how it affects our practice helps us enrich our work with children.
Read MoreTalking to parents can be challenging for educators. Over the years, I developed a practice to create open lines of communication with parents. Asking questions opened doors into the world of children, inside and outside the hours in our program.
Read MoreWe are all leaders. We all have values and principles that we enact in our professional practice. Our ability to clarify our beliefs made us much stronger as educators.
Read MoreIn our program, we take nature walks with the children. During our walks, we explore trees and climb a few. We look at plants and search for bugs. During one of our walks, we visited the community garden. This was the beginning of a wonderful new creative exploration.
Read MoreEach classroom investigation travels an uneven path with a different timeline. Some investigations last for days and others for years. As an educator, we can support each investigation through classroom design.
Read MoreAs an educator, we can choose to be a partner with children as they direct their learning, instead of the person with all the answers. The four steps of inquiry can help us become better partners along the learning journey.
Read MoreUtilizing loose parts in our learning community helps support the planet. We give new life to unwanted materials. Materials that end up becoming the medium for children’s creativity and learning.
Read MoreBefore the pandemic, group games were a staple of our practice in school-age care. We played many different games over the years, but one stands out as the all-time favorite. What made this game so appealing? What benefits did this game offer our learning community?
Read MoreWhat are the three elements that support a co-learning relationship? To begin the new year, I was reflecting how the practice of co-learning supports my work in the classroom. This is what I discovered.
Read MoreOur role as educators, is to support the children and all members of the learning community. Each situation in the classroom is inviting us to adapt. We are making iterations on the spot to support the people in our care.
Read MoreIn school age care, the materials children enjoy most are simple in nature. In an age of technology and the internet, activities that create meaning still come from simple origins.
Read MoreMost of us learned at a young age that the purpose of learning is to collect information to use on a test. Learning has changed. As educators, how can we share the joy of the learning journey with children?
Read MoreThere is a renewed interest in the outdoor classroom. Educators are looking for ways to support families. Programs need more space to support quality care. Here are a few ideas of what makes a wonderful outdoor space for children.
Read MoreIn our work with children we can encourage literacy through four actions we take in the classroom. Actions that support children’s learning, play, and create a bridge to the enjoyment of books.
Read MoreCreating program conditions that invite children to stretch the boundaries of their work is an essential part of our practice. Exploration and discovery are encouraged by creating a playful classroom with plentiful materials and time to experiment with ideas.
Read MoreSchool age care has a long tradition of giving to children. Of providing a place to play, learn, and socialize while parents are working. A safe haven to engage in purposeful activities. Most programs today follow a model that replicates school. Children have different needs after school. Offering more freedom and play into your program, will transform the experience. For children and educators alike.
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