CREATING LEARNING SPACES THAT AFFORD SECURITY, CONNECTEDNESS, PLAY - - PowerPoint PPT Presentation

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CREATING LEARNING SPACES THAT AFFORD SECURITY, CONNECTEDNESS, PLAY - - PowerPoint PPT Presentation

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CREATING LEARNING SPACES THAT AFFORD SECURITY, CONNECTEDNESS, PLAY AND EXPLORATION P RESENTERS : S ERENA P ARK , K HOO A I H OON F ACILITATORS : G EETHA D/O S EGAR , F LORENCE S HEN M OE KINDERGARTEN @ R IVERSIDE E CDA C ONFERENCE | 5 TH OCTOBER

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CREATING LEARNING SPACES

THAT AFFORD SECURITY, CONNECTEDNESS, PLAY AND EXPLORATION

PRESENTERS: SERENA PARK, KHOO AI HOON FACILITATORS: GEETHA D/O SEGAR, FLORENCE SHEN MOE KINDERGARTEN @ RIVERSIDE ECDA CONFERENCE | 5TH OCTOBER 2018

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CREATING LEARNING SPACES

THAT AFFORD SECURITY, CONNECTEDNESS, PLAY AND EXPLORATION

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PRESENTATION OUTLINE

  • Children who have influenced my pedagogy
  • The 3 layers: Space, Time, Relationships
  • Putting the three together
  • Tinkering
  • Extended wow project
  • Integrated learning centre time
  • Pedagogy
  • 4th layer: Security
  • Q&A

CREATING LEARNING SPACES that afford security, connectedness, play & exploration

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HUMAN BINGO

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Ai Hoon

My 8th year as an EC educator.

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Geetha 2 children Ai Hoon 8th yr teacher Jenny 5th yr attend Flo Travelled 14 Mary birthday Serena 22 yrs teach Lorraine 4 surgeries Lena 9 hrs of slp Clara 21 yrs old Joy 1st yr in SG

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HUMAN BINGO

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THOUGHT BUBBLES Ideas you want to remember Ideas you want to try Questions you may have

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ACTIVE PARTICIPATION

1) Write your own reflection 2) Share with the person next to you 3) As a table, have two persons’ inputs shared on the ONLINE platform

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ACTIVE PARTICIPATION

TWO representatives per table to connect to

www.wooclap.com/RTXBFS

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At our table, [1] educators come from a childcare and [2] educators come from a kindergarten.

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Children who have

influenced

my

pedagogy

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Children who have influenced my Pedagogy

Fixed Mindset Impaired Development of Executive Function Challenging Behaviour

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Fixed Mindset

When do children stop trying?

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Impaired Development of Executive Function

Why do some children seem disorganized in their learning?

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The Child with Challenging Behaviour

Children will behave better if they want to, or can they?

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Which child has influenced you to reflect about your role as an early childhood educator?

  • 1. Write your own reflection
  • 2. Share with the person

next to you

  • 3. As a table, have two

persons’ inputs shared on REFLECT & SHARE

Example: Charles, the passive child, who does not know how to explore.

www.wooclap.com/RTXBFS

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space time

and

relationships

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space

1st layer Learning is all around

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space

2016

Primary School classrooms and corridor

  • n the third floor
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the corridor

a space for self-directed learning and social-emotional growth

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space

2017

The new kindergarten block is ready!

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everyday…

Learning

from what we use

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The STAIRS!

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Jump!

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Using a space that I take for granted

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Planning for spaces for spontaneous play and non-routine experiences Flexibility Problem-solving Letting children be children Letting learning and learners emerge

teachers

Impact on

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More divergent thinking skills More expressive More curiosity about their environment Learning becomes joyful Safe space to exercise control and make choices

children

Impact on

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Give an example

  • f how a SPACE at

your centre encourages SELF- DIRECTED LEARNING.

  • 1. Write your own reflection
  • 2. Share with the person

next to you

  • 3. As a table, have two

persons’ inputs shared on REFLECT & SHARE

Example: Our ART@Playground where art resources are made available

  • utdoors and children get to

experiment with different media and different inspirations.

www.wooclap.com/RTXBFS

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time

2nd layer Give children the gift of time

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MK 4-hours programme (in minutes)

When do we give children pockets of unplanned time? How do we deliberately make time to slow down the pace?

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blocks of TIME

Can we give them to play

bigger

in depth?

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to explore

Can we give them more

TIME

complex systems?

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confidence

Do WE have

the TRUST and

to drop today’s lessons

so that we can fully appreciate the learning that surrounds us?

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  • utdoors

Do we give them to connect with

TIME

the outside world?

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Understanding that children need time to play and explore Understanding that an experiential learning environment needs space and time Understanding that learning experiences need to be responsive and flow two-ways

teachers

Impact on

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Time to practise what they have learnt Time to problem- solve Time to engage in deeper and more complex forms of play Time to build connections Time to build social- emotional skills

children

Impact on

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How have you resolved the issue

  • f “NOT ENOUGH

TIME” to give children time to learn more independently?

  • 1. Write your own reflection
  • 2. Share with the person

next to you

  • 3. As a table, have two

persons inputs shared on REFLECT & SHARE www.wooclap.com/RTXBFS

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relationship

3rd layer Forming positive relationships

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“I water you. Then you can grow!”

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Starting to observe more, direct less Starting to ask more

  • pen-ended

questions Started to focus more on process, not product Starting to appreciate each child’s strengths

teachers

Impact on

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More trust More confidence More willingness to explore More security and feelings of connectedness Less social, emotional and behavioural challenges

children

Impact on

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In the flurry of our school day, how do we find moments to build quality interactions and relationships with individual children?

1. Write your own reflection 2. Share with the person next to you 3. As a table, have two persons’ inputs shared on

REFLECT & SHARE

E.g. During arrival time, while other children go up to class immediately, I spend time with a particular child who needs time to connect. This short period helped to ease the anxieties faced by the child and in the end, he was able to feel a sense of belonging and trust in those around him.

www.wooclap.com/RTXBFS

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the 3 layers

Putting together

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Peter Grey

(TED TALK: The Decline of Play)

Play is the only place where children learn that they are in control over their own lives. Play is where they learn to solve their

  • wn problems, therefore learn the

world is not such a scary place after all. Play is where they experience joy and the world is not so depressing after all. Play is where they learn to get along with peers and see from others' points of view and practice empathy and get over narcissism. Play is by definition creative and innovative.

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What it is

  • Each term culminates in a

WoW project.

  • Children work together

with their peers and teachers to investigate topics of interest and find answers to their questions. We wanted to reflect

  • How the process could

have elements of space, time and relationships?

Weeks of Wonder (WoW) Project

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start

a process to help children the process of

TINKERING

asking

space • time • relationships

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Children’s What is their story?

NARRATIVES

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Tinkering Extended WoW Project

space • time • relationships

identify problems

a process to help children and create

solutions

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WHAT DOES IT SOUND LIKE?

  • What is that?
  • Tell me about what is going on here?
  • That’s a great question, how can we find out?
  • Looks like you’ve got a problem, (define the problem)
  • Don’t be the expert!
  • Teacher can talk out loud the thinking process
  • Praising the effort
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WHAT DOES IT LOOK LIKE?

  • Lots of empowerment
  • Room for risk-taking and problem solving
  • When taking things apart, a map to put it back together
  • More time
  • Teachers as resource providers not instruction
  • You will observe persistence, problem solving,

collaboration, communication

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Extended Learning Centre

space • time • relationships

Snack Learning Centre Integrated Snack/LC

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time to

TINKER

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What do you see as

  • pportunities and

what are some of the challenges you might need to

  • vercome?

Please share on

REFLECT & SHARE www.wooclap.com/RTXBFS

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PEDAGOGY is influenced by

  • ur belief that children are

Active Curious Competent

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Our pedagogy augmented to include

  • ne more

aspect

2018

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security

4th layer Crying, whining, pouting, sulking, hitting, kicking, spitting, self-induced vomiting, swearing, head- banging, running away, self-harming child

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Space, time and relationships

to nurture children with more challenging behaviour

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6 Protective Factors

Positive relationships Social & emotional learning Sense of agency Sense of belonging Set high expectations Work collaboratively with parents

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Children’s Well-being

Conscious Discipline (https://consciousdiscipline.com/)

  • Safe space, children who are hypervigilant

The Nurture Group

  • Positive approach to building relationships

Positive Discipline

  • Behaviours that communicate, mistaken goals

Knowing when a child needs help (Singapore context)

  • SSSG/CARG (Sector Specific Screening Guide / Child Abuse

Reporting Guide)

  • MHFA (Mental Health First Aid)
  • Heart@FeiYue, Big Love Child Protection Specialist Centre, Safe Space
  • CoC (Circle of Care) by Lien Foundation and Care Corner
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A PEDAGOGY FOR CHILDREN TO BE SECURE, CONNECTED, ACTIVE, CURIOUS AND COMPETENT

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Build our network Build our knowledge Build our understanding Build our resources

Early Childhood Profession

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Growth-minded teachers love to learn. And teaching is a wonderful way to learn. About people and how they tick. About what you teach. About yourself. And about life. Carol S. Dweck

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THANK YOU! ☺ mk_riverside@moe.edu.sg