Play is the main ingredient for creating a lasting connection within the learning community. As children we played, then as adults and educators we became busy and pushed play aside. We lost the joy it produced in our lives. In our work with children we have an opportunity to embrace play again.
Read MoreAn effective communicator understands their audience. Our communication with young children is an ongoing conversation of discovery, a never-ending journey of sharing ideas and growing together. What is the role of voice in our work with young children?
Read MoreAs educators, we influence how children view creativity. Our words, thoughts, and actions in relation to the creative process has lasting effects on how young children view artistic endeavors and the possibilities that lie within.
Read MoreOver the summer break I was reflecting on my career working with school age children. Thinking deeply, I realized that how I view education and working with children has changed dramatically since I started teaching many years ago. What experiences influenced this change?
Read MoreLooking at interdependence in school age programs there are some key practices that enhance the experience for children and educators and help foster a balance of independent action and interdependent thinking.
Read MoreA shared open environment invites children to embrace the beauty of working and learning indoors and outdoors and creates an opportunity for collaborating and making connections between the elements of both.
Read MoreAs educators we are ready when the children are. This is the nature of our work. To help children explore their questions and work on projects together in the search for answers.
Read MoreMany principals of Genius Hour complement the practices of learner-centered education. Practices that would benefit the school age care community.
Read MoreGiven a choice, children love creating and investigating their own interests. In school age and pre-school care scripted programming continues to be the norm. What are the outcomes of using scripted programming?
Read MoreEducators in preschool and school age care often utilize the word “friends” to describe a group of children. All persons in the learning community have the potential to be a friend. Children learn about friendship from a young age as they move away from parallel play and into more complex play.
Read MoreIn early education we often talk about the children’s learning journey. What is the journey of learning for educators? How do we incorporate the educational concepts and philosophies we find appealing into our program and still remain authentic to the school and culture we live in?
Read MoreTeaching is a lifelong process of challenges and discovery. Having other educators to collaborate with and learn from makes the journey of understanding our practice more insightful and enjoyable.
Read MoreIn early childhood education, we work in an environment of emotional labor. An environment that is always stimulating and busy with many demands on our emotions and energy. Educators rarely have a time when we are removed from demands on our attention. One solution to this condition is to take a break from our busyness and practice being in solitude.
Read MoreWhile reflecting on what materials the children employ most often in their creative work I realized that clay is the most utilized material in the classroom. What are the five properties that make clay the most popular creative medium with children?
Read MoreSerendipity helps us find special moments in life when we are not looking for them. What are the four elements that help create serendipity in our work with children?
Read MoreThis learning story is about the experience of an educator, who creates a project for the children hoping to inspire their next investigation. What challenges did this approach create, and what lessons were learned throughout the journey?
Read MoreOne educator created an invitation with recycled materials. How did the children turn an art installation into a scientific investigation?
Read MoreHere are the five concepts that I practice daily with school age children. The following practices are the foundation for our work. These practices help us support the children, parents, and our learning community.
Read MoreThe ethos of the maker movement aligns well with constructivist practices. Children in maker spaces are invited to create something from the available materials and to experiment, construct, and iterate, as the work becomes the vehicle for learning.
Read MoreLately, the children have been playing a game that has been around since I was a child and has stood the test of time. A simple game that brings the children together each afternoon to enjoy each other’s company and play for the joy that it brings to life.
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