IT LOOKS LIKE FUN, BUT ARE THEY LEARNING? WHO SAID GOOD IS GOOD?
It looks like fun, but are they learning? is a chapter written by Petrich, Wilkinson and Bevan in the book Design Make Play (2013) they write, "Well, it looks like fun....[pause]...but are they learning? This is a question they are often asked. It is strange that, because an experience looks like fun, it is harder for some to think that there is learning involved....
WHAT WILL YOUR LEGACY BE....as you, year after year, day after day, moment by moment, intentionally nurture the children in your setting, to build the brains they will have for their lifetime? What impact will you have? What impact are you having?
Read this article from Lorraine Sands, and other inspiring articles by clicking the link below:
Culture, language and identity: children’s stories woven with teachers’ stories in a bi/multicultural curriculum
In an increasingly globalised world, it becomes imperative for teachers to honour children's individualities, their identities and cultures. One approach to this complex task is through the power of storying, of listening to, telling and writing stories.
Margaret Carr and Wendy Lee have often been asked for a follow-on practical companion to their seminal 2012 book Learning Stories; a complimentary book that provides practical advice for teachers who are embarking on a `narrative assessments-for-learning' journey. After much anticipation that book is here at last!
As a cultural event approaches, such as Mothers or Fathers Day, Christmas or Easter or perhaps Valentines Day, many educators and teachers in early childhood settings give children templates or outlines to colour-in so that they have something 'good' to present to their parents. What is the message we are giving children when we offer children such experiences?
This year was an opportunity to explore ways in which we can use our documentation to strengthen our children’s identities as caring citizens. The outpouring of emotion that followed the 15th March demonstrated New Zealand’s capacity to care.