We 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 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 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 MoreLight is the foundation of digital projections in the classroom. This type of work asks us to extend our thinking beyond what is solid and what can be transformed as light encounters other materials.
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 MoreIn our work with children, there are small interactions each day that are important to the growth of the entire learning community. Each individual interaction is the foundation for our future learning together.
Read MoreCommunication is an important part of the creation and continuation of play. The children give feedback to each other and this is the roadmap to where play or the creative process is going.
Read MoreAll 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 MoreChildren are always learning. Our role as an educator is to create environments, guide social skill acquisition and learn alongside children as they seek to answer the questions they have about life. But we must ask ourselves about when we share knowledge and when support children’s discovery to their own questions.
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