An Evening of Discussion on Children’s Rights

November 20th is Universal Children’s Day, a day to honor the rights of children. It is also the date in 1989 when the UN General assembly adopted the Convention on the Rights of the Child.

Boulder Journey School (BJS) collaborates regularly with Hawkins Centers of Learning to hold evening workshops, open to the community as well as all members of the Boulder Journey School Teacher Education Program (BJSTEP). To learn about and register for upcoming workshops, click here.

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.

The Voices 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 The Voices 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.”

Photo by The Voices of Children documentary team.

 

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 sam.hall@boulderjourneyschool.com for more information. Be sure to include your name, city and country, so we can direct your request to the correct team member.

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Can You Feel the Beat? Technology in Preschool

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.

Learn more about applying to join the BJSTEP today!

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.”

Throughout studies in early childhood, technology has been a big uncertain topic within many generations. Often, the following question is asked:

 

Should we allow technology in the classroom?

At Boulder Journey School we say yes!

Technology can be found everywhere.

​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.  

Question:

What would it look like for the children to experience Jeff’s turntable?

Answer:

Ask Jeff to present to the class how music can be manipulated and moved to create sounds that we have never heard before.

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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.

Then…

We listened.

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We watched.

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We tested.

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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 danced.

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We were inspired.

 

We explored.

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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?

Visiting Spaces: A Professional Development Experience

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. 

To learn more about the Boulder Journey School Study Tour Program, click here. We host tours such as this one through the year.
To subscribe to the Videatives, Inc. blog, Videatives Views, click here and receive a free video analysis monthly.

 

Tea Time at Aspen Grove: A Community Ritual – Story from a Practicum Site

Tea Time at Aspen Grove: A Community Ritual

Aspen Grove is a small preschool, located in Nederland, CO, a former mining town tucked into the mountains just to the west of Boulder.

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One 2016-2017 graduate student teacher and one mentor in the Boulder Journey School Teacher Education Program are members of a community of teachers and children who participate in a daily ritual called “Tea Time.”

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During Tea Time, all members of the school community gather around the fireplace, located in the center of the school. Each person is offered a small cup of herbal tea, and a candle is lit. Children participate in all aspects of the preparation, including heating the water, choosing the tea flavor, and choosing books to read together. While the tea is enjoyed, everyone chats and stories are read. As the children finish their tea and feel ready for nap, they excuse themselves to find their mats.

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Rituals can be defined as special actions that help us navigate emotionally important events or transitions in our lives as well as enhance aspects of our daily routines to deepen our connections and relationships. (Gillespie & Petersen, 2012, p.76)

This daily ritual is an important part of Aspen Grove’s culture, and supports the children’s cognitive, physical, and social development in complex ways. The taste and scent of the tea, along with the physical warmth, serve as signals that it’s time to relax for nap. The children’s natural rhythms are respected, as they are empowered to head to the nap room when they are ready. In addition, the social aspects of this ritual deepen the school community members’ connections with one another.

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So often transitions are viewed as times to simply “get through”; this story can serve as a reminder to us all to celebrate the opportunities for learning, development, and community-building that are present in every moment throughout a day.

Tea Time is a reminder of the special nature of transition times.

  • What are the rituals that are unique to your classrooms and school?
  • How are they indicative of the cultural identity of your school community?
  • What are ways to build upon and share these unique moments that make your school special?

References

https://www.naeyc.org/yc/files/yc/file/201209/Rock-n-Roll_YC0912.pdf

How Many Feathers Does it Take? A reflection from the 2017 Boulder Journey School Summer conference

Boulder Journey School (BJS) hosts an annual two-day conference to support participatory exploration of topics related to quality and innovation in education. The conference welcomes participants from around the world to visit, engage, participate, and explore. Below is a reflection by Haley McPherson, 2016 – 2017 Boulder Journey School Teacher Education Program (BJSTEP) graduate student.

Many of the attendees at the 2017 BJS summer conference traveled from states across the US, including Alabama, Illinois, Indiana, Kentucky, Massachusetts, and Pennsylvania. We also had groups travel from other cities in Colorado, including Denver and Fort Collins. With this diverse group of individuals came an even more diverse set of theories, questions, practices, and most importantly, experiences.

We took advantage of this diversity among our community and spent two days reflecting and engaging in thoughtful dialogue with one another. Our hope, as hosts, was to offer experiences that educators from various backgrounds could integrate into their daily interactions in the field of education.

One strategy used was time for educators to ‘mess about’ with materials. The materials were offered as invitations, based on work that had taken place in the BJS classrooms and BJSTEP during the 2016-2017 school year.


“If teachers can join us in mapping paths into subject matter, they are on their way to being able to do so for children.” – David Hawkins

On Earth Day, 2017, a group of graduate students in the BJSTEP created a community pop-up event at the Boulder Farmer’s Market. The topic presented to the community was the dynamic interplay of Nature and Technology, especially as it relates to the connection with early childhood. As the graduate students interacted with the community at the Farmer’s Market, they observed children who, when presented with the materials, were determined to make a wiffle ball fly.

Community members playing at the pop-up event, April, 2017.

One of the invitations to play at the summer conference was inspired by this observation.

 

 

 

 

 

 

The photo story below captures a collection of moments, experienced by Troy Byrne, a pre-primary teacher at the Children’s School in Atlanta, Georgia, as he experimented with materials presented in combination with a wind tunnel.

Troy shared his initial thoughts on the challenge as he began the process of messing about, “I wonder how many feathers it takes?”

He proceeded to test, changing the arrangement and number of feathers, until, at last, success!

Troy’s experience with the wiffle balls, feathers, and wind tunnel demonstrates the type of learning that can be offered to children and adults.

While this experience should be considered standard practice, it is more often thought of as a luxury. I invite you to think about why this is relevant to what we are doing in early childhood.

If we want to promote early childhood as a time for learning, experimenting, growing, and indulging, we should start with ourselves as educators. How do we experience learning, experimenting, growing, and indulging, and how do we translate these moments into our work with children?

 

Small World Play: The Benefits of Miniature Fantasy Lands

Six times a year, Boulder Journey School collaborates with Hawkins Centers of Learning to hold evening workshops, open to the community. 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.

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“[Fantasy] is the mother of all possibilities where, like all psychological opposites, the inner and outer worlds are joined together in a living union.”

Carl Jung

As part of our Professional Development series, Messing About with Teaching, we invited educators to explore the history of small world play, as well as to spend time engaging with miniature fantasy lands.

As participants entered the room, they were greeted by hundreds of miniatures, ranging from medieval characters to marine creatures. Amidst these figures were a series of loose parts and trays that could act as landscapes. In some settings, the figurines and landscapes were a logical pairing; in others, they were incongruous.

The participants examined the tables and chose which sets to sit near.

“Each of us have such different spaces. You look at some of these different classes or visit and think, ‘Oh I wish I had that.’ But you work with what you have, and the children work with what they have. How you set things up highlights what you have already. And I think that was a really big learning experience for me.” – participant reflection

To begin the evening, we explored the history of Small World Play – a practice rooted in psychotherapy and inspired by science fiction writer, H.G. Wells.

The ‘World Technique’ in play therapy was developed by Dr. Margaret Lowenfeld in 1929. The goal of this methodology was to offer children an avenue to explore and communicate their thoughts and feeling through non-verbal strategies. (http://www.creativecounseling101.com/sandtray-therapy-class-history-of-sandtray-therapy-student-1.html)

Her outstanding contributions sprang from her recognition that play is an important activity in children’s development and that language is often an unsatisfactory medium for children to express their experiences. She consequently invented non-verbal techniques that enabled them to convey their thoughts and feelings without resort to words. – The Dr. Margaret Lowenfeld Trust

Lowenfeld herself was inspired by the book Floor Games by H.G. Wells (1911), in which the author of The Time Machine explored fantasy lands with his own children.

(http://www.creativecounseling101.com/sandtray-therapy-class-history-of-sandtray-therapy-student-1.html)

Lowenfeld’s work has extended into classrooms, where teachers and children create and use these settings and figures to explore intra- and interpersonal relationships, as well as to explore the world on a manageable scale. Careful observation of children, and as we discovered during the workshop, ourselves at play with these small worlds offer myriad insights into personalities and learning styles.

Participants “shop” for figurines to use in their play.


Consider this dialogue excerpt from the reflection session at the end of play*:

Kathy and Steve know each other, but in a very limited capacity. Andrea, Brian, and Emily all work closely together, Andrea and Brian as co-teachers, Emily as their Pedagogical Support. Nina and the rest of the participants in her group all teach at the same school.

Alex (facilitator): How did you react to the spaces that you had?

Kathy: I’m very introverted, so to avoid that, I stepped away. I really like ledges and small spaces, so I wanted to take my figures over to the small space.

Steve: I was worried that I had co-opted your space. But it turns out we are of a very similar mindset.

Andrea: It’s interesting that you thought about that. I didn’t even consider infringing on someone else’s space. I just built, and he started building this way, and I was like, well, that’s the edge.

And, I don’t like to work in small spaces. I would have preferred to work on the floor, but I didn’t feel there was adequate space for it.

Brian: It felt like it was a small space, but I embraced it. I mirrored [Andrea’s]. It’s kind of how we work in the classroom; we’ll mirror each other. I mirrored this, and I just worked with my space. Emily’s phone ended up in my way, so instead of just moving it, it became a wall to my space. I felt like the space was too small, so I shifted the scope of my idea. I used the phone and built around it.

Andrea: Whereas, if Emily’s phone had ended up in my space, I would move it to a different space and define, “Here’s your space.”

Emily: And Brian would just work around it.

Nina: The way our table was set up, with the mirrors on each side, it didn’t even occur to us to split up or to change the setting in any way. There was this big piece in the middle that anchored us and drew us to play together.

*participants’ names have been changed


Through our work with these materials, and with each other, we gained understandings of the learning process. Following this workshop, we found ourselves watching children’s work with figures and playscapes through a new lens.

Do you offer spaces for small world play in your context? Share those experiences in the comments.

 

Talking About Race

In the 2016-2017 school year, educators, families and graduate students participated in a research group examining the goals of Anti-Bias Education. Click here to read more about this group.

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Marissa Tafura, photo from https://www.rmpjc.org/about-us?lightbox=dataItem-iyuwsnvz1

As part of their continuing conversation, Marissa Tafura from Empowering Kids met with educators from the Boulder Journey School Teacher Education Program (BJSTEP) to discuss the importance of engaging in conversations about race. Marissa focuses on equipping teachers and families with the tools they require to enter into dialogue with young children.

 

 

 

We reflected on the following questions:

 

 

How often do teachers and parents talk with children about race?

  • Marissa recommends using very descriptive colors to name race and to make it personal by referencing someone you know who identifies with that race. Be sure to model that it is okay to notice and talk about race, while recognizing that those conversations may look different in public and private spaces.

 

How can we challenge the normalization of whiteness and diversify materials offered in classrooms and homes?

  • Marissa recommends sharing why some images or narratives make you uncomfortable. For example, “I don’t like that the only brown skinned person in the book is the one opening the gate to the zoo.”

 

How do we name race as an important part of one’s identity?

  • Marissa made the comparison to how we talk about gender and accept that gender identity is important to our self concept. She encouraged us to do the same with race and not shy away from it.

 

How can we raise children who are able to identify injustices and take action?

  • Marissa recommends empowering children. She suggests that adults should include narratives that challenge the idea that people of color are always victims.

 

 

Marissa recommended the following website on teaching tolerance: http://www.tolerance.org/  She also recommended this article: http://www.wdsnyc.org/file/documents/CHILDREN-ARE-NOT-COLORBLIND.pdf

We look forward to continuing our work with Marissa and plan to schedule a meeting for Boulder Journey School parents as a next step. You can learn more about the importance of talking with children about race by visiting this blog: http://family-garden.org/talk-kids-race/

 

Here are some additional resources:

Book Lists

30 Asian & Asian-American Children’s Books

Spreadsheet of Books

10 Books That Empower Kids to Stand Up and Speak Out

Best Multicultural Books for Children

50 Indian Books Every Parent Must Read to Their Child

28 Books That Affirm Black Boys

Building a Diverse Anti-Bias Library for Young Children (multiple resources)

Children’s Books That Tackle Race & Ethnicity

Multicultural Book Lists for Children: 60+ Book Lists, including 10 Amazing Multicultural Picture Books About Helping Others, Multicultural Adoption Books for Kids,

Best World Religion Books for Kids

40 LGBTQ-Friendly Picture Books for Ages 0-5

Books Featuring Children of Color Where Race is Not the Point of the Story

Children’s Books Featuring Kids of Color Being Themselves. Because that’s enough.

Indigenous and First Nations Kids Books

Guide for Selecting Anti-Bias Children’s Books

5 Things to Keep in Mind When Gifting Books to Children of Color

A Book Subscription Box Created for Black Children

Talking to Kids About Police Brutality: A Community Resource List