Exploration of Identities - A Year Long Study

I have been thinking deeply this summer about the ways in which children form identities for themselves each day as they play, learn, and interact with the broader world. I am making a concerted effort, along with my teaching team, to bring this identity exploration to the forefront of our days together in our preschool classroom. The following is an excerpt of the statement I will be sending home to families at the beginning of the school year to inform them of our efforts. My hope is that this first statement will start a conversation with families that will lead to a contribution in the discussion of identities for the entire school year.

Exploring the construction of identities is one of many powerful facets of the Reggio Emilia philosophy. Another is the view of teacher as researcher, helping children co-construct knowledge about who they are and the world and people they encounter each day.

In [our classroom], the facilitators view themselves as teacher-researchers who conduct and participate in research in our classroom on a daily basis. This year, we will be spending a great deal of time in the exploration of the various identities of the children in our community. These identities may include but are not limited to areas of child interest, language, gender, age, culture, ethnicity, family structure, and home, among potential others. This thread will weave into everything we do throughout the entire school year. Exploring identities is a powerful way to help children gain confidence in who they are and learn to appreciate who others are as they continue to become.

 

Thank you for your support in our roles as researchers – teachers and children alike!

Making Learning Visible - A Guest Post at this kindergarten life

I'm thrilled and honored today to be sharing some thoughts about documentation over on the fabulous this kindergarten life. Check it out and be sure to read up on the rest of Laurel's amazing reflections!

"Documentation is not about what we do, but what we are searching for." - Carlina Rinaldi

Sense of urgency?

Feeling a sense of urgency seems, to me, to contradict everything I advocate for as a preschool teacher and mother. In a culture that constantly tells our children to RUSHRUSHRUSH, early childhood teachers and advocates often have to remind families and the broader community that childhood is not a race to some eventual finish line. "Slow down," we say. "Appreciate the moments. Take time to notice and wonder." So how do I reconcile what I know to be true for children with my own break-neck pace when it comes to all of the behind-the-scenes goodness of teaching?

Knowing I am on the cusp of restarting my master's program, I feel an overwhelming sense of urgency. I know this endeavor will take several years and I currently feel like I just can't get started fast enough. Coupled with my excitement and anticipation for pursuing my degree, I have a desire to get started on the next school term. I teach preschool in a year-round lab setting and I often find myself feeling guilty as the hot weeks of summer stretch on. Sure, feeling excited to start a new school year is not crime, but what about the kids who still remain in my class this summer?

I'm really pushing myself to grow as an early childhood educator, particularly in regard to being a more reflective practitioner. What I have learned about myself so far is that being more reflective rarely means being more comfortable. In reality, being more reflective often means being rather uncomfortable as I consider some of my own complacency and think about ways to push myself further as a teacher and advocate. This recent feeling of urgency has certainly given me pause, forcing me to address my discomfort and think about why I feel this way - and, more importantly, what it means for me as a teacher.

I don't really have an answer here; I'm not sure that having one is necessary, or even possible. Rather, this questioning of myself is encouraging me to think about I can offer my students, and my own daughter, by slowing down, breathing deeply, and taking the time to notice and wonder.

And So the Story Begins

What drives an early childhood educator to better practice? I have found that for me, reflection is the key to my better understanding of my students, my colleagues, and myself as a teacher. Intentional reflection is what has helped me grow into my role as an educator of young children more than anything else.

There are always so many reasons not to start a blog: being a full time teacher, full time parent and partner, and a master's degree student being just the tip of the iceberg. But why not force myself out of my comfort zone and share my learning journey along the way?

I hope we can reflect together in this space, for the benefit of ourselves and our students. Come learn with me!