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

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The Child’s Right to Risk: Reflections 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 Paige Laeyendecker, 2016 – 2017 Boulder Journey School Teacher Education Program (BJSTEP) graduate student.

As a first time participant in the Boulder Journey School Summer Conference, I was both excited to meet with educators from around the country and nervous to share the work from my classroom. Once the conference was in full swing, all my nervousness disappeared. I grew energized by all of the participants sharing their stories. The excitement in the building was palpable.

Over the course of the two days, the conversations surrounding environments, physics, bridging nature and technology, and children’s rights, among others, were so rich and deeply inspiring.

The topic I found to have the greatest impact on me were the many discussions, presentations, and debates around risk. Risk is a very hot topic in the field of education, and many of us were eager to hear and discuss the different perspectives around this controversial topic. In our society today, we have developed an intense fear when it comes to children and the communities of which they are an essential part. I’ll be the first to admit that this fear of the unknown is powerful, especially when working with the children who you love so much.

Granted, safety is and should be top priority when working with children of any age, but do we go too far? Are we keeping children too protected, and is that impacting the way that children are growing and learning?

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As part of my role as a BJSTEP graduate student, I was asked to facilitate a small group discussion around risk. I soon discovered that my colleagues’ thoughts around this topic added layers and layers to what I was prepared to share. Joining us from a variety of backgrounds and cultures, some of the participants shared their concerns around the different levels of risk taking in different areas of the world and even just our country.

What do safety concerns and risk evaluations look like in areas with low socio-economic statuses? How does the conversation change when a family does not have access to health insurance? I was left speechless.

Following this extremely insightful and eye-opening discussion, our discussion group heard a presentation from Meagan Arango, a mentor teacher at Boulder Journey School. Meagan has engaged in advocacy for the rights of children, specifically in taking risks. One major point that Meagan made was the distinction between a risk and a hazard.


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A two-year-old child examines the climbing wall. She stays close to the ground while, together with her teacher, she determines whether climbing is a risk or a hazard.

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A three-year-old child takes the risk of going high on the climbing wall. He has enough experience working in this space to know what the hazards are and where his personal limits lie.

 

 

 

 


Meagan explained that a hazard is something harmful about which we do not have the knowledge to make a safe judgement. When we offer our children experience in assessing their environments and strategies for identifying the hazards around them, we provide opportunities to learn about taking risks and pushing boundaries; we support their confidence to explore their limits and to break through them.

When we look at risk through this point of view, it solidifies my belief that risk is a right of all children no matter their different cultural and societal backgrounds. One of our jobs as adults is to guide children through the difficult decision making tasks of assessing risk. This is a life long learning practice that begins at the earliest of ages.

Being able to work through this complex topic with so many educators from so many different perspectives was an experience I will never forget. It is now our responsibility to extend these discussions through the rest of our careers and lives with children.

How do you feel about the children’s right to risk? How can we keep this discussion going?

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.

 

Camden and Olivia Use a Tool

As a school, we use video documentation to guide our work with children. One crucial piece of working with video is revisiting the video, analyzing it to pull out questions for further research or to reach new understandings of children’s and teachers’ motivations. We practice analyzing videos with interns and mentors.

Below is a video and write-up that we have shared with Videatives, an organization with whom we partner.

Camden and Olivia Use a Tool

Camden and Olivia, both 3, are on their third day of school. Both are brand new to an already established class of children. While using the outdoor classroom, they have discovered a tool is needed to move the handle of the zip-line to the rider’s position.

 

Olivia, who is next for a turn to ride, is actively cheering Camden’s efforts.

 

Camden is using a tool that is appropriate for the job, however tripped up, literally, by an extra material on the ground.

 

At 0:44, Camden realizes the white tube lying on the ground is playing some part in his setbacks. At 0:54, the white tube does not act as he is expecting, and he throws it to the ground, his face conveying that he is on the verge of frustration and giving up. He makes a brief moment of eye contact with the teacher (behind the video camera).

 

Consider: According to the Zone of Proximal Development, this would be an ideal moment for scaffolding from the teacher. In this instance, the teacher chose to remain silent – ultimately a decision that paid off for Camden. Did the eye contact act as the teacher’s scaffolding (did it communicate, ‘I’m here, I’m present, you can do this’)? How could the teacher’s interaction here have altered Camden’s next steps? As a first experience at this school, how will this interaction shape Camden’s sense of self-efficacy within the school community?

 

At 1:00, Camden revisits his initial strategy with the longer black tube. He is successful, now that the white tube is gone. At this point, the teacher joins in with a cheer.

 

Consider: How did Olivia’s encouragements act as scaffolding? Did the teacher’s voice become stronger because she added it as a collaborative celebration rather than a top-down instruction?
Also consider: When Camden switched to using the white tube, was his motivation that he recognized the white tube was a key ingredient in some way and did not recognize that its role was merely to be moved?

A Farm Tale: Story From a Practicum Site – Boulder JCC

The Jay and Rose Phillips Early Childhood Center at the Boulder JCC has been a Boulder Journey School Teacher Education Program Partner School for the past three years. As a practicum site, the school hosts graduate students and mentor teachers. One of the resources the school incorporates into their curriculum is the Milk and Honey Farm, located adjacent to the Boulder JCC building.

Milk and Honey Farm at the J is a 2+ acre educational sustainable farm that brings the greater community together via experiential programs and activities designed to ignite wonder and discovery, grounded in vast Jewish heritage, tradition, and values. It provides a place for individuals to connect on the simplest level with soil, plants, animals, and people, for the health and well-being of themselves and the larger community.

-Boulder JCC

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On this particular day in February, a class of 2-3 year-old children was invited to visit the geodesic dome greenhouse to explore and participate in planting. They explored the plants that were already growing, as well as the fish in the aquaponic pool.

Aquaponics (/ˈækwəˈpɒnᵻks/) refers to any system that combines conventional aquaculture (raising aquatic animals such as snails, fish, crayfish or prawns in tanks) with hydroponics (cultivating plants in water) in a symbiotic environment.

-Wikipedia

The class was introduced to the baby parsley plants, started from seed by the resident farmer. They observed the leaves and root structures of the tiny plants. They discussed the process of starting seeds in trays, like the one pictured, and then transferring them to soil so the roots can spread out and the plants can grow to maturity. As the conversation unfolded, teachers documented the experience, so it could be revisited and reflected upon at a later time.

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The parsley itself is culturally significant. Parsley is one of several symbolic foods that is traditionally offered on the Passover Seder plate. Passover takes place near April each year, so these parsley plants were ready for harvest in time for the holiday. 

The Boulder JCC is part of the JCC Network of North America.  The JCC is an inclusive organization, open to members, teachers, and students of all backgrounds and cultures.A strong part of the ECC’s philosophical approach to early childhood education is the Sheva Framework. Described in detail below, the Sheva framework represents an expression of the Jewish tradition that is reflective of the inquiry and inclusiveness held by all in this community.

The art of inquiry within Judaism is a time-honored tradition. Teachers and students are on a continuous cycle of asking questions, researching answers, and co-constructing knowledge together.

The following seven values of the Sheva Framework help us to focus our intentions and serve as Jewish ‘lenses’ through which we see our curriculum and the life of our school community.

MASA/JOURNEY
מסע

Reflection, Return & Renewal
In order to move forward in a meaningful way, we must reflect upon the past.  Our travels are more important than the destination.

TZELEM ELOKIM/DIVINE IMAGE
צלם אלוקים
Dignity & Potential of Each Person
The image of the child as capable and competent is a core Reggio philosophy value.  We view children, families and colleagues with dignity. This is a lens of accountability, empathy and self-worth.

BRIT/COVENANT
ברית
Belonging & Commitment – Community
A bound and trusted relationship allows us to unite with others in pursuit of a shared vision.  It enables us to grow, take risks, and share with honesty.

DRASH/INTERPRETATION
דרש
The spirit of inquiry within human nature is the drive that aides in reflection and growth.  To question, to debate, to interpret, and to communicate are all essential components of the Jewish tradition.

HITORERUT/AWAKENING
התעוררות
When we as adults take the time to slow down, we become more aware of the miracles that exist in every moment, allowing gratitude to flow freely through us.  Young children are more apt to wonder, naturally embracing life with exuberance.

TIKKUN OLAM/REPAIR OF THE WORLD
תיקון עולם
Repairing the world is done with a spirit of generosity and a partnership with families and children to continuously make a difference in our community.  There is a sense of responsibility to perform social “acts of kindness” every day.

KEDUSHA/HOLINESS
קדושה
We envision holiness in terms of sacred time, spaces and intentions.  We find holiness at distinct times in the Jewish calendar, such as Shabbat and holidays.  We also unearth holiness in our daily experiences as we observe the interactions of children, listen to their voices, and discover life together.

-Boulder JCC

By creating opportunities for children to experience the life cycle from planting to eating, the children can develop ownership and care for their food in a rich and complex way. The values expressed in the Sheva framework offer a powerful lens through which to think about the significance of experiences such as this.

As the spring weather takes hold and a new outdoor growth cycle begins in all the spaces of Milk and Honey Farm, the school will continue to explore ways the children can explore and research the farm-to-table cycle.

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  • How do the cultures reflected in your school impact the experiences offered to children?
  • What resources exist in or around your school community that can offer possibilities?
  • What kinds of opportunities can you offer children to build close relationships with the food they eat?

 

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