Preschool for a better world

My true belief is that a better world relies in the way we raise our children. This space summarizes my own journey: the years at the university, the countless discussions with colleagues and classmates; the great experience of being able to prove all those theories and ideas working in a preschool in a foreign country, together with my own inner development and mostly the hope for a better world that starts in those early years are today the goal of this space.

Jul 30, 2013

ESD Education for Sustainable Development

”Why do kindergartens offer more for moving towards a more sustainable world than many of our universities? Kindergartens ideally are places where young children live and learn, explore boundaries, in a safe and transparent world without hidden agendas. Kindergartens are places where conflict emerges every day and is used as a ‘teachable’ moment. Kindergartens today often are multicultural places where kids with different backgrounds come together and get to know each other as they are, not as they are portrayed by others. Kindergartens are also places where different generations meet and interact (children, parents, grandparents). They are often located in the heart of the community. There are no dumb questions in kindergarten and there’s always time for questions and questioning. The life-world of the child forms the starting point for learning, not a disciplinary problem. There is room for exploration, discovery and multiple ways of expressing oneself. It’s a place filled with energy. And there are some basic rules, principles, and skills needed to function in an organic whole.” (Shaping the education of tomorrow” 2012:36)

Education for Sustainable Development (ESD) allows every human being to acquire the knowledge, skills, attitudes and values necessary to shape a sustainable future.

ESD means including key sustainable development issues into teaching and learning; for examle biodiversity, poverty reduction, sustainable consumption, etc.

It also requires particicpatory teaching and learning methods that motivate and empower learners to change their behaviour and take action for sustainable development.

ESD consequently promotes competences like critical thinking, imagining future scenarios and making decisios in a collaborative way and requires far-reaching changes in the way education is often practised today.

UNESCO is the lead agency for the UN Decade of Education for Sustainable Development (2005-2014). UNESCO´s raport Shaping the Education of Tomorrow from 2012 summarises the work with ESD projects worldwide under the UN decade of education for sustainable development that ends in 2014.

ESD UNESCO

”We need to create a culture of deep compassion, one in which the primacy of the early years guides public policy, the admired lifes blends material sufficiency with more noble aims, and our children learn to become responsible global citizens… A culture in which `the good life` speaks not to purchasing power but to the quality of our existence- our relationships with one another, between cultures, and with Nature. A culture that puts self-confidence ahead of consumer confidence and affirms developmental health as the true health of nations” (Axness, Parenting for Peace 2012:9-10)

OMEP

OMEP the World Organisation for Early Childhood Education developed an ESD project could apply to people of all ages. The hands-on approach focuses on concrete actions children can take in their local environment and seeks to develop universal values such as respect, equity and diversity by engaging them in critical reflection.

The project centers on 7 "Rs":

· Respect – the rights of the child

· Reflect – on the cultural differences in the world

· Rethink – people today value other things

· Reuse – make more use of old things

· Reduce – we can do more with less

· Recycle – someone else can use it again

· Redistribute – resources can be used more equally

OMEP World Organisation for Early Childhood Education

The Eco-Schools Programme is an international programme of the Foundation of Environmental Education (FEE) and is active in 51 countries around the world.

The programme is aimed at creating awareness and action around environmental sustainability in the schools and the surrounding communities as well as supporting Education for Sustainable Development in the national curriculum.

Here can you find ideas for lessons about ESD:

Teaching and learning for a sustainable future

It is our earth

I don’t know if any of you have noticed, early in the morning, the sunlight on the waters. How extraordinarily soft is the light, and how the dark waters dance, with the morning stars over the trees, the only star in the sky. Do you ever notice any of that? Or are you so busy, so occupied with the daily routine, that you forget or have never known the rich beauty of this earth—this earth on which all of us have to live? Whether we call ourselves communists or capitalists, Hindus or Buddhists, Muslims or Christians, whether we are blind, lame, or well and happy, this earth is ours. It is our earth, not somebody else’s; it is not only the rich man’s earth, it does not belong exclusively to the powerful rulers, to the nobles of the land, but it is our earth, yours and mine. We are nobodies, yet we also live on this earth and we all have to live together. It is the world of the poor as well as of the rich, of the unlettered as well as of the learned; it is our world, and I think it is very important to feel this and to love the earth, not just occasionally on a peaceful morning, but all the time.

J. Krishnamurti, This Matter of Culture, p 23

The Ladder of participation

Roger Hart

"Children need to be involved in meaningful projects with adults. It is unrealistic to expect them suddenly to become responsible, participating adult citizens at the age of 16, 18 or 21 without prior exposure to the skills and responsibilities involved. An understanding of democratic participation and the confidence and competence to participate can only be acquired gradually through practice; it cannot be taught as an abstraktion. Many western nations think of themselves as having achieved democracy fully, though they teach the principles of democracy in a pedantic way in classrooms which are themselves models of autocracy."Hart 1992:5

The key element of Hart´s definition is decision-making. He describes participation as a ladder, with levels of youth involvement in projects ranging from non participation to full participation. Roger Harts´ ladder of participation identifies eight levels of participation, as you can see the first three levels are considerate "non participation":

CHILDREN’S PARTICIPATION AS RECOGNISED IN THE UN CONVENTION ON THE

RIGHTS OF THE CHILD

"The first four articles listed below focus most exclusively on the right to participate. An additional four are added because they are also explicit in their recognition of the importance of maximizing children's involvement according to their capacities: The headings are by R. Hart:

Freedom of Expression

Article 12

1) States Parties shall assure to the child who is capable of forming his or her own views the right to express those views freely in all matters affecting the child, the views of the child being given due weight in accordance with the age and maturity of the child.

2) For this purpose, the child shall in particular be provided the opportunity to be heard in any judicial and administrative proceedings affecting the child, either directly, or though a representative or an appropriate body, in a manner consistent with the procedural rules of national law.

Article 13

1) The child shall have the right to freedom of expression; this right shall include freedom to seek, receive and impart information and ideas of all kinds, regardless of frontiers, either orally, in writing or in print, in the form of art, or through and other media of the child's choice.

2) The exercise of this right may be subject to certain restriction, but these shall only be such as are provided by law and are necessary:

a) For respect of the rights and reputations of others; or

b) For the protection of national security or of public order (ordure public), or of public health and morals.

Freedom of Thought, Conscience and Religion

Article 14

1) States Parties shall respect the right of the child to freedom of thought, conscience and religion.

2) States Parties shall respect the rights and duties of the parents and, when applicable, legal guardians, to provide direction to the child in the exercise of his or her right in a manner consistent with the evolving capacities of the child.

3) Freedom to manifest one's religion or beliefs may be subject only to such implications as are prescribed by law and are necessary to protect public safety, order, health or morals, or the fundamental right and freedoms of others.

Freedom of Assembly

Article 15

1) States Parties recognize the rights of the child to freedom of association and freedom of peaceful assembly

2) No restrictions may be placed on the exercise of these rights other than those imposed in conformity with the law and which are

necessary in a democratic society in the interests of national security or public safety, public order (order public), the protection of

public health or morals or the protection of the rights and freedoms of others.

Access to Information

Article 17

States Parties recognize the important function performed by the mass media and shall ensure that the child has access to information and material from a diversity of national and international sources, especially those aimed at the promotion of his or her social, spiritual and moral well-being and physical and mental health. To this end, States Parties shall:

a) Encourage the mass media to disseminate information and material of social and cultural benefit to the child and in accordance with the spirit of article 29;

b) Encourage international cooperation in the production, exchange and dissemination of such information and material from a diversity of cultural, national and international sources;

c) Encourage the production and dissemination of children's books;

d) Encourage the mass media to have particular regard to the linguistic needs of the child who belongs to a minority group or who is indigenous;

e) Encourage the development of appropriate guidelines for the protection of the child from information and material injurious to his or her well-being, bearing in mind the provisions of articles and 18

Special Support for Disabled Children

Article 23

1) States Parties recognize that a mentally or physically disabled child should enjoy a full and decent life in conditions which ensure dignity, promote self-reliance and facilitate the child's active participation in the community.

Education for Personal Fulfillment and Responsible Citizenship

Article 29

1) States Parties agree that the education of the child shall be directed to:

a) The development of the child's personality, talents and mental and physical abilities to their fullest potential;

b) The development of respect for human rights and fundamental freedoms, and for the principles enshrined in the Charter of the United Nations;

c) The development of respect for the child's parents, his or her own cultural identity, language and values, for the national values of the country in which the child is living, the country from which he or she may originate, and for civilizations different from his or her own;

d) The preparation of the child for responsible life in a free society, in the spirit of understanding, peace, tolerance, equality of sexes, and friendship among all peoples, ethnic, national and religious groups and persons of indigenous origin;

e) The development of respect for the natural environment.

2) No part of the present article or article 28 shall be construed so as to interfere with the liberty of individuals and bodies to establish and direct educational institutions, subject always to the observance of the principles set forth in paragraph 1 of the present article and to the requirements that the education given in such institutions shall conform to such minimum standards as may be laid down by the State.

Play and Participation in Cultural and Artistic Life

Article 31

1) States Parties recognize the right of the child to rest and leisure, to engage in play and recreational activities appropriate to the

age of the child and to participate freely in cultural life and the arts.

2) States Parties shall respect and promote the right of the child to participate fully in cultural and artistic life and shall encourage

the provision of appropriate and equal opportunities for cultural, artistic, recreational and leisure activity."

http://cergnyc.org/files/2011/09/Encyclopedia-af-youth-activism.pdf

Are you interested in Roger Harts work? Read more here:

http://www.unicef-irc.org/publications/pdf/childrens_participation.pdf

Children´s environments research group

Here will you find Harts ladder with a short description for every step:

Pathways to participation: Openings, opportunities and obligations

http://www.ipkl.gu.se/digitalAssets/1429/1429848_shier2001.pdf

Svanholm, Denmark shows an amazing example och children participation in the community´s daily life:

Svanholm

Jul 29, 2013

Reggio Emilia approach

Loris Malaguzzi (1920-1994)

The Reggio Emilia approach is nowadays in Sweden a big inspiration and main topic in several courses at Stockholm university.

There´s plenty of areas of the swedish curriculum´s that invites for this approach. Some teachers and practitioners travel to the region in north Italy to see, learn and be inspired there!

Loris Malaguzzi´s 3 children

Doing Reggio? en artikel av Margie Carter

Quick facts about Reggio Emilia:

Children are active protagonists in their growth and development processes
The hundred languages
Participation
Lystening
Learning as a process of individual and group construction
Educational research
Educational documentation
Progettazione
Organization
Environment, spaces and relations
Professional development
Assesment

Indications Preschools and Infant-Toddler Centres of Municipality of reggio Emilia (2010)

www.scoulenidi.re.it

The cornerstone of the Reggio philosophy is an image of the child as competent, strong, inventive and full of potential- a subject with rights instead of needs. Reggio educators´respect toward children and adults is evident in the following aspects of their educational philosophy:

Participation
Ongoing professional and staff development
Collegiality
School environment
The atelier
Family and community involvement
Documentation, research, study and experimentation
Social constructivism

http://www.innovativeteacherproject.org/reggio/index.php

You can learn more about Reggio Emilia´s values here:

Innovative teacher project

There are several preschools in Sweden working with the Reggio Emilia approach. I visited three of them to find inspiration in the way they organize their rooms to offer kids opportunities to research and experiment and the way they document children´s learning process.

I summarize my understanding of what the Reggio Emilia approach in base of what I read and saw under my visits to Reggio Emilia inspired preschools in Sweden:

According to the preschool´s principal, Kids har rights to aesthetics! Teachers organize their rooms to offer kids something beautiful to explore, to look at, to experience...

Every room offers different corners to play with and the kids can freely move from corner to corner. In small or bigger groups, there´s place for everyone!

The Reggio Emilia approach sees the group as a way to learn and inspire each other: kids, parents, teachers and the community aswell. It is the kids´ interests that lead the projects they work with, together with teachers they decide which way to follow. A "rhizome" that tangles everywhere and follow different ways. Like spaguettis!

The Reggio Emilia approach focuses more on the process than the results, it´s the way there and no the destination that counts!

The Reggio approach doesn´t see the kids as they "are" something: quiet, shy, outgoing etc. Instead believes that kids become, they react to the environment and stimuli they receive, in combination with the interaction with other kids and adults.

The rooms are considered as an "extra teacher" if those are inspiring for the kids. They believe that every room invite you to something; to run to build, to be quiet or to explore...

Those rooms are never ready. They follow and grow with the children, and thanks to the documentation of kids learning processes and most important the reflection and analys of it, that they can search, develope and offer new challenges.

"We create the room and the room create oss"

I love the way their rooms invite kids to touch, to play, to experience TO LEARN! A side benefit is that those rooms are created with so little money.

This video shows scandinavian teachers visiting Reggio Emilia and getting inspiration for their preschools (available until november 2013):

Reggio Emilia UR Play

In all three visits I found clay, water, sand, light, color among with different materials (from the nature or recicled) to build and create. Open rooms with so many exciting corners to experience!

My first visit to a Reggio Emilia inspired preschool in Danderyd Stockholm opened my mind to new ways to see a room! My colleagues and I visited this preschool on the evening to not interfere with ther routines and disturbe the children.

We were free to make all the pictures we wanted!

delta sand

"home corner"

costume time?

short tables to explore with water and other material

building corner with lots of blocks

the Atelje

toddler´s room

play and explore textures!

Here are some of the pictures from my visits to preschools in Solna Stockholm:

Crafts and documentation, where all the learning processes follow the kids interests, questions and ideas...

Sand indoors, this special sand called "delta sand" offers the possibility to build and play thanks to the special consistence of it (if you press it feels lika clay almost).