Earn a Master's Degree from University of Colorado Denver in Education and Human Development and an Early Childhood Teaching License in one year, while teaching in a paid practicum under the supervision of a Mentor.
Boulder Journey School classroom teachers, mentors and interns, compose blog posts for the families in each classroom 3 – 5 times weekly. These blog posts offer reflections on daily experiences, question possibilities for future research, and form connections between home-life and school-life.
The following reflections are from a classroom blog post shared with families, composed by Cassie Sorrells, Boulder Journey School mentor teacher in a toddler classroom.
I had big plans for today, plans that I put in place almost a week ago when I filled out our Weekly Planning Document.
The planning document is a shared document that is filled out by all classroom teachers and directors. The document is printed and posted for families in the classroom. After the planned experiences, teachers reflect on the document and use their reflections to plan the following week’s experiences.
Today I planned to invite a group of friends to take pictures with an old digital camera. I was so excited to see the fine motor skills they used to manipulate the camera, to watch what objects they chose to photograph, and to see how they behaved socially when they viewed the photos together later. I was planning to project the images in the classroom, inviting my friends to revisit the experience.
But my friends didn’t want to explore the curriculum ideas that I had in mind for today.
They wanted to run outside, play, and enjoy the beautiful weather.
So I listened. I put away my agenda. And we had the most incredible day.
I’ll put the digital camera experience back on the planning document for a later date. It was a good idea – just not the best idea for today.
How often do we allow our adult agendas to take precedence over organic moments of learning?
How often do we honor our vulnerability and allow ourselves to reflect on moments that confused us, surprised us, shook us from our plans?
Resiliency and Humility are part of the professional qualities that we seek to support our graduate students in developing throughout their 12 month teaching and learning experience. The ability to recognize when our intended path must diverge, and to continue learning and growing with the new path is a quality that is useful in the classroom and beyond.
This month, in honor of Universal Children’s Day, we held An Evening of Discussion About Children’s Rights.
“I think it is a topic a lot of people don’t think about, including myself. I know people and children are the same, but I think we don’t know how to offer children the space to exercise their rights.” – Kourtney, Denver Public School educator
On Tuesday, November 14, educators from Boulder and Denver gathered in the Boulder Journey School Teacher Education Room to view The Voices of Children, a short documentary composed of children sharing their lives and experiences through a series of “listening sessions”. The viewing and subsequent dialogue were facilitated by Sam Hall, Member of The Voices of Children Production Team.
TheVoices of Children documentary project was initiated by the World Forum Foundation Working Group on Children’s Rights, formed at the 2011 World Forum on Early Childhood Care and Education, in Hawaii, USA. The following year, in Moss, Norway, members of the Working Group, Voices of Children committee, defined their primary goal and the means to achieve it. The goal was to articulate the rights of children worldwide, from the child’s perspective, rather than from the viewpoint of the adult. One means of accomplishing this unique goal was the creation of a video documentary that would capture children’s voices directly, without filtering them through adult interpretations. – From TheVoices of Children Documentary Project Background Information Sheet
Following the viewing of the documentary, we engaged in dialogue around the rights of children in our personal contexts and how these contribute to our understanding of children’s contexts around the world.
One of the big questions we examined was the grey area between honoring a child’s right to protection, and honoring a child’s right to participate.
When we protect a child from realities that may seem scary, are we prohibiting them from offering their viewpoints, their understandings, and their solutions to the community?
When we offer children experiences that require their voices, does this take away from the protection of their childhoods?
As a group, we discussed that the answers to these questions lie deeply embedded in the cultural contexts in which the children live.
In the film, we saw children stirring steaming vats of food to be served for meals, cutting branches with machetes, and digging with pickaxes. This is in contrast to the protected experiences many of us from Colorado engage in with children. Three girls from Kenya, who appear to be between the ages of seven and ten, explain to the camera, “The reason kids rush to help and do some of the work, the reason we don’t just sit like this, it is because children cannot just sit while the elderly people work. We can help with everything.”
Taylor, a Denver-based Early Childhood Education teacher and BJSTEP alumna reflected, “Anyone who works with children knows they don’t want to just sit around. There is a connection between work and feeling a sense of pride. Offering children the opportunity to do meaningful work, not work that we just make up, but work that they can see why it is important, why it matters, helps children in the long run develop a sense of pride in their contributions to the community.”
Elizabeth, a Fort Collins-based educator and BJSTEP alumna built on this reflection, “Do the children who were cooking and contributing feel a stronger sense of ‘I’m a citizen’ than children who are offered arbitrary experiences, such as a teacher ‘letting’ a child clean up all the red blocks?”
We wondered whether children who have to do work feel more a part of the community because they are responsible for the well-being of the community.
We reflected that affluent cultures tend to value protection over participation. Does that shift in values strip children of their sense of self and community, and their sense of responsibility to the communities in which they reside?
We wondered how we, steeped as we are in our own cultures and contexts, might actively seek to move beyond our own biases. There may not be universal answers to these questions. We must seek to listen, just as the documentary team listened to children, to help us honor the rights of children in the contexts and cultures in which they live.
We cannot afford to ignore situations because they make us uncomfortable.
As we drew to a close on the night of the viewing, filled with questions, wondering whether we had said the right things, asked the right questions, or listened intently enough, Gwen, a Boulder-based educator shared, “With all the discussion, I feel that I want answers. I don’t like the questions. I want answers. And what I’ve taken from tonight is that the conversation is where the answers come from. It is valuable just to have the conversation even if it is uncomfortable. I appreciate that.”
If you are interested in screening The Voices of Children, please contact Sam Hall at email@example.com for more information. Be sure to include your name, city and country, so we can direct your request to the correct team member.
Boulder Journey School classroom teachers, mentors, and interns compose blog posts for the families in each classroom 3 – 5 times weekly. These blog posts offer reflections on daily experiences, question possibilities for future research, and form connections between home-life and school-life.
In a previous blog post, we shared educators’ experiences in a workshop on mandalas. Here we explore classroom work inspired by that workshop.
The following reflections are from a classroom blog post shared with families, composed by Kirsten Zimbelman, Boulder Journey School mentor teacher.
Last night I had the opportunity to co-present a workshop on mandalas and their role in mindfulness practice in early learning. We worked with educators from several schools to discuss ways in which we could incorporate this kind of intentional work into our days with young children. Today, we decided to bring our research into our classroom.
Mandalas are best known for their use in the eastern religions of Buddhism and Hinduism. The word mandala is a Sanskrit word, and the literal translation means circle. However, if you break the word into parts its translation can change. Man is the Sanskrit word for mind, while the word da in Sanskrit can be translated as maintenance. So mandala can also mean maintaining the mind.
What does this have to do with preschool? Well, according to research, mindfulness has been linked to children being more positive, having better moods, and increasing their ability to focus. It has also been shown to help children build empathy and connections with peers by helping them process their own feelings. These are both crucial pieces of toddlers’ development, as they, like all of us, are developing their understanding of how their actions affect one another.
We began by looking at images of mandalas composed of natural materials and found various items. We also looked at a mandala built by teachers in our studio.
We discussed the shape of the mandalas as well as the materials used to make the ones in the images.
We offered the children materials such as leaves of varying colors, shapes, and sizes and a collection of man-made loose parts.
We intentionally selected circular boards to offer as a base or frame for the children’s work.
We observed forty uninterrupted minutes of children busily working on their own or collective mandalas.
Tuck, age 2, selected a frame and grape leaves for his work.
Linnea, age 3, added leaves to her composition.
Yana, age 2, and Tuck worked together to build a mixed media mandala.
Throughout the morning, several mandalas were built. Then, in the true spirit of the art, they were wiped clean to begin again.
During their work the children were always in motion; however, the motion was one of focus and intentionality. While we have not yet introduced the word ‘mindfulness’, or the language that accompanies conversations about mindfulness among adults, the children remained focused and engaged throughout the time spent in this endeavor.
“The Mandala is an archetypal image whose occurrence is attested throughout the ages. It signifies the wholeness of the self” ( C.G. Jung, Memories, Dreams, Reflections, 1957, pp. 401 – 402).
In what ways do you observe your children being mindful?
The topic of each workshop varies; however each experience offers time and space to engage in the three phases of Messing About, as proposed by David Hawkins.
In October, 2017, we focused our workshop on mandalas and how the creation of mandalas is tied to the practice of mindfulness. We viewed the construction and deconstruction of a sand mandala from Werner Herzog’s documentary on Buddhism, Wheel of Time.
Participants reflected on the tension they felt as they watched the monks destroy the intricate design. As a group, we reflected on the relationship with work when we intentionally create temporary work. How does temporary work offer us the mindset to focus on the process rather than the product? What are the experiences of temporary artists such as Andy Goldsworthy and Christo?
Together we dove into the traditional definition of a mandala. We took meaning from an interview with the Venerable Khenpo Rinpoche, who explained that ‘mandala’ is made of two words: man, which means mind, and da, which means maintaining. A mandala is a tool for maintaining the mind.
Additionally, the word mandala is sanskrit for circle, which signifies completion.
The Venerable Khenpo Rinpoche explained that everything is circular and completed within the mind – the mind is the source of everything, which when expanded, offers itself as the house of the deity. For this reason, the mandala should be luxurious, “the house of the deity is not a poor house” (The Meaning of Mandala, 2013).
Although we do not typically associate Buddhist monks with luxuries, this interpretation of mandala offers a space to recognize the luxuries within our own thoughts and creations.
Turning to Western interpretation of mandalas, we explored Carl Jung’s use and subsequent popularization of the mandala in psychology. Jung spent time drawing mandalas every day. He reflected,
“Only gradually did I discover what the mandala really is:
And that is the self, the wholeness of the personality, which if all goes well is harmonious, but which cannot tolerate self-deceptions.
My mandalas were cryptograms concerning the state of the self which were presented to me anew each day” (Memories, Dreams, Reflections, 1957, p. 239).
What is mindfulness? And how are mandalas related?
So why are we, educators, studying mandalas? What role do they play in our lives with children?
And why do we feel it is important to engage in mindfulness?
Dan Siegel, a clinical professor of psychiatry at the UCLA School of Medicine and the founding co-director of the Mindful Awareness Research Center at UCLA, shares the following benefits to mindfulness,
“There is a role in mindfulness in parenting [teaching]. Parents need to be conscientious, intentional, and caring in what they do. They need to be present moment to moment, tracking experiences, letting go of judgements, and really being kind and compassionate, having self-compassion…. They also need to be creative, so they aren’t coming to premature conclusions about who a child is and be open to the unfolding of a child” (On The Importance of Mindfulness, 2009).
To explore for ourselves the connections between mandalas and mindfulness, we offered participants the space to participate in the creation of mandalas. We wondered how, in this short timeframe, could we tap into the mindset outlined by Siegel.
Following their experiences creating, the participants reflected on their flow, their concentration, their enchantment with the materials, their personal pride in their work, and their meandering paths of creation.
As facilitators, one thing we noticed was how busy the room was as participants worked. There was never a time that all people were sitting still or quiet. At least one person was always up, looking at other people’s work, or gathering more materials, or even moving to a different space to work.
When we brought this reflection to the group there was some surprise. That had not been felt by the participants, and it clearly had not been a distraction. We thought about the classroom – how busy it can seem to someone not in flow – a teacher or a visitor – and how drastically different that can feel to the child who is deeply engrossed. Would we have ripped that thread of concentration if we had told our participants they were not allowed to move or talk with their neighbors? Do we rip that thread of concentration with children when we ask them to sit still?
This workshop, as with most of our Hawkins-inspired professional development, was intended to offer teachers insight into learners through participation in their own learning, rather than to offer teachers specific activities to take into their classrooms.
Look for a future blog post exploring possibilities for incorporating mandala work with young children in the classroom.
This blog post examines classroom work stemming from the Boulder Journey School Teacher Education Program (BJSTEP) Fall course, Developmentally Appropriate Curriculum. Intern Teachers observe students, document their observations using a variety of tools, reflect on their documentation with colleagues, and develop and implement curriculum plans throughout the semester. Read more about the course here.
The following reflections were offered by Mollie Lyne, a graduate student in the 2017-2018 BJSTEP cohort.
“Technology use in formal early childhood education (ECE) settings, such as preschools and child-care centers, may help shrink the digital divide in terms of both access and use for children in low-income families.”
In the year 2017, we have everything from television programming at gas stations, digital readers on the bus, cameras in our cars, and iPads at the library. We are in the digital world, and we need to find ways for children to engage with it, to form healthy relationships with technology.
The 3-year-old children in Room 13 have been fascinated with music lately.
We have experienced it through the computer, on our record player, through the iPad at nap time, with a visitor bringing a guitar, with Sam, a teacher from another classroom, playing his ukulele outside, and through sharing our favorite songs.
I wondered how to offer a new form of music experiences to these children who are so widely experienced in music. This wondering let me to my roommate Jefferson.
Jeff is originally from Washington D.C. and moved to Boulder a couple years ago. In his free time he DJs at local venues and enjoys laying down new beats.
What would it look like for the children to experience Jeff’s turntable?
Ask Jeff to present to the class how music can be manipulated and moved to create sounds that we have never heard before.
When we offer children the environment to engage with technology and explore it in their own time and space, a whole new understanding arises.
It is important for children to have the connection to technology to have a sense of how it works and in what ways we can manipulate and play.
When Jeff arrived, he did just that for us!
He showed us what buttons we could push.
When we pushed them the music moved.
“Woah, it squeaked!” -Nico
“I can hear the noises.” -Micah
“Can I push this one?”- Alexis
We spun the disk.
We pressed the on / off button.
We hit other buttons over and over again.
We twisted the knobs.
We asked questions.
“Where does the music come from?”
“Why do you need headphones?”
“Why do you turn it all the time?”
“How can you make the music do that?”
We were inspired.
As a community we want to keep asking about technology in the classroom to help us comprehend the affordances of various technologies.
“Technology has great potential for supporting the learning needs of all young children ….”
- Using Technology in Reggio Emilia-Inspired Programs, Linda M. Mitchell
How do you embrace and explore technology with young children in your context? What technologies are you excited to use?
During the 2017-2018 school year, educators, including mentor teachers and graduate students, and families, are participating in a research group examining the goals of Anti-Bias Education. Click here to read more about this group.
“Brown bear, brown bear, what do you see? … I see children looking at me.”
Many of us have been taught, directly or indirectly, that this book is a lovely example of inclusive, non-bias, “colorblind” literature – sure to support children from diverse racial backgrounds in feeling comfortable and welcome – as there are children who appear Black, Asian, Latinx, and White all pictured happily together.
Marissa Tafura visited Boulder Journey School in October to join our community of educators and families in better understanding Reading for Racial Justice. She prompted us to examine the true message that we are portraying when we say we are “colorblind”. Marissa pointed out that we have been, “socialized to think that naming race is racist.” However, rather than being inclusive, an attitude of “not seeing race” erases diverse perspectives and someone’s experience in the world. She pointed out that just as we typically acknowledge someone’s gender, it’s similarly important that we acknowledge a person’s racial identity as central to who they are.
Marissa works with Empowering Kids Colorado and Showing Up For Racial Justice to encourage active participation in anti-bias practices that support racial justice. She shared that her own background, a white woman growing up in a culture that encouraged silence on topics of race, has shaped her own perspective on the topic. She reminded us that acting for racial justice is messy, and that we must be open to embracing our mistakes on the topic and learning from them. It is okay to ask our kids, “I didn’t like the way I phrased that, can we revisit the topic?”
As a community, we reflected that, while we are growing more comfortable engaging children when they bring a topic or question to us, we are less sure how to initiate conversations. Marissa shared tips for examining the books we offer as entry points into new conversations about race.
According to statistics compiled in 2015, 73.3% of children’s books published that year featured White protagonists, 12.5% featured non-living protagonists, 7.6% feature African and African-American protagonists, 3.3% feature Asian Pacific and Asian Pacific-American protagonists, 2.4% feature Latinx protagonists, and .9% feature Native American and First Nation protagonists. A great place to start is checking to see whether racial diversity is present in the books offered to children.
Marissa reminded us that the presence of racial diversity is not enough, however. We must also check to see whether there is racial diversity among the authors of the books we offer.
Additionally, books should be diverse in the stories they tell. It is crucial to have more than just stories of oppression or over-coming oppression; they should also tell stories of normalized life as a person of color, stories of activism, and stories of contribution from people of color.
It is also important to name race, including Whiteness, so that children can become practiced in identifying racial constructs.
So, when reading Brown Bear, Brown Bear, a book that is all about naming differences that we see in animals, when we come to the last page, let’s discuss the races of the children who are “looking at me”.
What strategies do you use to support anti-bias in your classrooms or at home?
“Our best source of professional development is observing one another and questioning our practices. To do this, we have to create a space that is safe. We make sure to ask questions of all of the teachers, new and long-standing.” – Alison Maher, Education Director
When we invite people into our space, it changes the dynamics. We are always striving to offer the best possible experiences for the children in our classrooms. When visitors arrive, we must also consider how to offer the best possible experiences for children in classrooms around the world.
In September 2017, teachers, administrators, and professors from the Kingdom of Saudi Arabia visited Boulder Journey School. In collaboration with Videatives, Inc., we hosted the visitors as part of an international study tour, organized by the National Association for the Education of Young Children (NAEYC). The tour was designed to examine early childhood programs and initiatives in international contexts to inform the National Early Childhood Curriculum in the Saudi Arabian Kingdom.
Our visitors spent two days observing in classrooms, taking notes on the interactions between children, mentor teachers, and graduate students in the Boulder Journey School Teacher Education Program. They unpacked their observations during afternoon dialogues that included presentations and remarks by Boulder Journey School and Videatives, Inc. educators.
One visitor shared that her takeaways from the experience included the understanding that, “the environment is very important. A mindful teacher is even more important.”
Through visits such as these, we grow not only as educators, but also as advocates for quality in early childhood education worldwide.
Delegates from the Kingdom of Saudi Arabia Early Learning Curriculum Project with NAEYC representatives, and educators from Boulder Journey School and Videatives, Inc.