dearest all y'all - happy new year!!

I think that if I ever had any readers occasionally looking at this thing, they have abandoned it as my posting is so sporadic. I'm continuing to do it though, because I still think it's interesting to document this crazy journey I embarked on. I have made some small changes to the blogs appearance to reflect I guess my own changes and processes.

It's hard to believe, but I will shortly be entering the final semester of my Undergraduate Degree in Early Childhood Education.

It's been an amazing, surprising and fulfilling experience, I have to say. Last semester was a very intense push, maybe the hardest one yet, as I crunched through some heavy coursework, worked on three different research projects, AND did all kinds of applications for going on to different kinds of schools. My favourite would be the Yeates School of Graduate Studies in Early Childhood Studies at Ryerson, where I can continue to look at some of the stuff that's gotten into my head over the last few years - play, risk, playgrounds, kids autonomy and other stuff like that. As I have increasingly become more and more wickedly nerdy about this stuff, and I'm not really finished thinking about any of it, I'd be delighted to keep on keeping on for a while.

So, there. That's what going on right now. I'll post again soon about this semester, to outline what I'll be up to and what's interesting. Until then - NERD OUT!

oh wow!!!

2 kids and a nanny review every park in Manhattan - this is so wonderful - want to do it in Toronto!!!! yippee!

Check out NYC Park Hopper - so great!!

Plus - here comes school again - with the hope of slightly less sporadic blogging. Will finish the things I started.

soon again - nerd out!

well HELLO there, winter!

Let me just get this over with - this was what it looked like yesterday when I went on my walk.

Ummmmm. Brisk, yes. Springtime - not recognizably so.

I have been here for a week, and what a week it's been. Unbelievable full and busy, lots of organizing and getting my feet on the ground. The program is popular again this year - with a bunch of kids returning and bringing along some new kids too. On friday we had 29 kids - which is one less than we had all month last year. That feels pretty great.
We worked on paper plate masks, played some theatre games, got used to working together as a group and taught the new folks what kinds of things might happen and are expected. Here are some snapshots of those processes.

Ahhhh, paper plate masks. So versatile, so fun, such a good way to ease into puppets and masks. We worked on simple interactions as our mask characters, and laughed a lot.

And now - no post about the North would be complete without gratuitous snaps of tundra life. Here you go.

While it is really amazing to be up here, and I feel lucky that I'm familiar with some of the aspects of life in the North, being up here is pretty challenging. I'm staying with a teacher at the school, and am friendly with many of the teachers up here, and run the program in the school (this year I'm sharing the classroom with the Survival teacher, who takes kids out onto the tundra on excursions and teaches them both modern and traditional techniques of hunting, fishing and living on the tundra in all seasons. He is amazing and taught me about caribou matresses last week) I get to see a lot of how the school system works here in Inukjuak. Having been immersed up to my eyeballs in educational theory and the critique of educational systems in particular this year, I am really struggling with the way things are implemented in the school here. It's hugely complicated and involves historical, cultural, political and educational dynamics that I'm not equipped to plot out clearly in a itty-bitty blog post today, but suffice it to say the school system is limited and doesn't really even attempt to work with the kids it is supposedly serving. Teachers do the best that they can, but are working against a dizzying array of extrinsic and intrinsic obstacles - and when I think about it too much I wanna throw up. So maybe I'll stop.

There are some great aspects to the school here - the fact that from Kindergarten to Grade 3 classes are taught entirely in Inuktittut to help preserve and promote the language, and the way special programs like ours are supported and welcomed in. However, with the weight of history, oppression and exploitation leaning heavily on a system that's not that responsive to the needs of the kids and community, the school up here is kinds of a majorly depressing place. Thank god for the kids, is all I can say --- they do the best the can and are often smiling and happy to engage with our art and goofiness.

I feel pretty lucky to be up here, all in all. People are welcoming and there are a number of teachers here from last year, so we get to reconnect and reknew friendships. The tundra is as captivating and breathtaking as always, the air scouringly clean and chilly, the sky either opaque with glowing clouds that do funny things to perspective or startlingly luminous blue. The sun is HOT and somehow feels closer, amidst all these fields of snow and rock.

Tonight we're going to start making rod puppets - I think that these will be our main form this year - and I'll let you know how that progresses. If you want to, you can also follow our goings on on facebook at Nunavik Theatre Arts Program http://www.facebook.com/pages/Nunavik-Theatre-Arts-Programs/117799471576298

This is where I'll leave it today - struggling with my overactive brain. Hope you're all well and enjoying the sunshine wherever you are!!

Nerd out!

gifts and wrestling

These days, I am consistently amazed and grateful at the wonderful incredible quality of my life. I am head-over-heels with my crazy, human situation.

First - school is awesome. I have 5 full-time fascinating courses, all with really engaging instructors and thoroughly interesting and challenging material. Second - my new job as a research assistant is kind of like the coolest amusement park ride, mixed with a collaborative project and some fabulous philosophy. The project that I'm involved with is part of a much larger one called the Experiential Design and Gaming Environments Lab, a cross-disciplinary collaboration involving folks from three different universities, from a whack of different sectors (technology, DIY, social economics, gaming, new media, early childhood ed & development, hacking, disabilities studies, etc, etc, etc). Everytime I go to work I hang out with exceedingly smart people and have wicked-cool, INSPIRING conversations. My work there is hilarious, and has so far involved learning to play Farmville (to explore social media), having in-depth conversations about co-construction and autonomous learning (to work out what our themes are for the project I was hired to work on), organizing cardboard (for the adaptive design lab and workshops), and playing with (learning how to use) an off-the-shelf brainwave monitoring device that Dr. Jason (the prof who hired me and a pretty awesome amazing guy) got off the internet to study biomapping. So many brackets in that last paragraph!

It feels like there are so many situations and conversations and people who are like gifts in my life right now! So, my brain and heart are being regularly kicked into overdrive, but in a good way. I have noticed that my critical thinking has picked up it's pace, too. I have started to wonder about school and teaching and the edu-crisis that is smacking North America upside the heads. I have thought about teaching styles and why I love direct instruction (it's like candy to me) but don't think it's an effective way of helping folks learn...and that's just it. I have started to think about helping people learn, instead of teaching people. That's a wonderful, fundamental change that feels really good.

Anyways - I wish I could post the gazillion things that are rushing around in my head right now - things like:
- how can we create learning environments that foster autonomous learning in a school system that is so authoritarian you have to ask to go to the bathroom?
- what is the role of technology in learning, now that technology is becoming more and more inseperable from everyday life for a lot of people on the planet?
- who has access to good educational opportunities, and what can we do about the folks who don't?
- do schools work? Teachers sure do - HARD! So what's creating the oncoming educational crisis?
- imagine teaching kids in early learning environments that asking questions was one of the most important things they could do - how would that change a lot of things about school, society, inequality etc?
- with technology becoming so prevalent - what are schools going to look like in the future?
- how can I make the greatest playground in the world?
- games and learning - bringing play back into education, don't just stop playing once school starts...
- does there have to be a struggle between 'natural' and 'technological'?
- authentic learning, collaborative innovation, asking questions - how do you inspire people do deeply engage with these things?

These and another million things are pummeling my brain. I feel so lucky to be wrestling with it all...

Nerd out for now

score!

I found these on my street a little while ago. I am sooo excited. I'm kind of into just playing with them myself for a while, and then MAYBE sharing them with the kids in my life. For now they are going to stay in my room, though. Ha!

Wooden block city building nerd out.

as promised, PHOTOS

ha HA! Here are some snaps of my little universe - the playground at Play and Learn. As you can see we have a big expanse of weird rubber paving - soft and bouncy for falls (of which there are many) and a garden that grows pretty flowers and TOMATOES! We planted two tomato plants last week, and they seem to be bouncing back and beginning to thrive.

I love this place, and pretty well all aspects of it, but this is the least favourite element of mine in the playground - the playstructure. It was installed a while ago by the powers that be, and is not that imaginative or inspiring. In fact, it takes up a lot of room that we could use for something else. So we use it for as many diverging uses as we can come up with, and it definitely makes a good anchor for construction projects.

A really great but not well used aspect of the playground is the hill. Because of the physical or cognitive involvement of a lot of our kids, not many venture up the incline. I'm trying to plan some activities that use it - and I'm pretty sure it makes an amazing tobogganing run in the wintertime.

Ok - here are some photos of the evolving water wall. We used an old roll-up vinyl blind as our backing, and started wiring on all kinds of funnels and plumbing and objects that can channel water. It is pretty popular with our kindergarten-aged kids, who spend a lot of time watering the grass, themselves and each other while keeping cool in our heatwave. We've got some serious pouring happening. So much in fact that it's having some great effects. One parent earlier this week asked if we'd been doing any pouring, and when I told her about the water wall she told me how her son had easily filled up his cup from the juice bottle. She told me she'd been so surprised, thinking "Holy moly! I didn't teach him that! Where he learn to do that?!" Say hello, AWESOMENESS.

This was the first version...

...and this is what it looks like now. Every few days, some of the kids and I will wire something else on there, and add a new adventure. Behind the fence that the water wall is hanging from is a bench that faces the sandbox, and kids can climb up there with jugs and bottles and fill and pour and direct water all over the place. You can see Max's waterfall made out of cut open sonotube on the right side of the water wall.

And here it is in action!

I found this firetruck with some very interesting firefighters when I was cleaning up on Wednesday.

And here are our volcanoes - the amazing lava spouting (water with red food colouring, piped in via the surgical tubing from the water wall), rock and sea-shell covered geological marvels. The kids have been making these all week, mirroring what happened over at Woodland Park here. Sometimes we here in my life and Teacher Tom and the kids in his preschool are really on the same wavelength!!

Ok, enough. It's too hot to write on the computer anymore. It's Friday! Time to relax in front of a fan for a while.

Nerdy nerd nerd out.

generous Deborah's amazing ideas

The online community of educators I've found myself in really is a wonderful thing. I find myself constantly inspired, affirmed and energized by all the folks out there passionate enough about the time they spend with young children to write blog posts about them after spending a good chunk of their day with them. My kind of people. In the sidebar are listed a whole bunch more really interesting folks.

If you haven't encountered Deborah Stewart's wonderful blog Excellence in Early Childhood Education, go there now. Deborah's enthusiasm for early learning and warmth pour out of her incredible blog, where she shares her ideas and knowledge gained from over 20 years of experience working with young children. Her blog is like a storehouse of ideas and jumping-off points, and her encouragement and kindheartedness have been a big part of weaving an online community of early childhood educators together.

Researching activities that promote prosocial behaviours (sharing and negotiating) for my final project in my Social Emotional Intelligence course, I turned to Deborah for some ideas. She was generous beyond my wildest dreams, and in FIVE comment posts left me some of her ideas. Absolutely amazing ones, I might add.

I deleted them after copying them to another document, and immediately regretted it - they were such good ideas I wanted more people to get a chance to see them. I wrote her back and asked her if I could re-post them in another post of their own. She said yes, being herself, and so here they are. Enjoy as much as I did! Thanks Deborah.

********

Hi Noah,
I don't know what age students you are planning for but here are some ideas as requested. These would probable work best for children ages 4 and up. This is a long post because I couldn't find and email address - you can feel free to delete the post once you have save or copied the material somewhere... Deborah:)

Activities that promote the development pro-social sharing and negotiation skills

#1 Sensory Play: Pepperoni Pizzas
Tell the children that you want to make a pizza. Show the children a large pizza pan and a very small ball of play dough or use real pizza dough.
Tell the children that the ball of dough has to cover the bottom of the entire pan and ask them to tell you what they think you will have to do to cover the entire bottom of the pan. As you follow their suggestions, have the children notice how one ball of dough is too small to cover the entire pan.

The goal is to get the children to recognize that in order to cover the entire pan it will take more dough.

Next, divide the children into partners or small groups. Give each child a small white ball of dough. Set a large pizza pan and one rolling pin in the center of the group. Tell the group of children that you want to see how they can work together to make one large pizza crust that covers the whole pan. While the children are working together, walk around and make comments such as, “You all make a great team!” or “Making pizza is so much more fun when you do it with a friend.” Or “I like how you take turns using the rolling pin.”

After the children have covered their pans, give them either real pepperoni or red play dough (and one round cookie cutter) and ask them to work together now to create pepperoni for their pizza. Continue to walk around and encourage them to work together.

Finally, have each group bring the pizza to the large group and show the results of their work together. Use this time to praise them for their ability to work together as a team to create a fabulous pepperoni pizza.



#2 Music and Movement: Circle of Friends

Place a number of large tape circles on the floor. You should have at least one circle per every two to three children.

Tell the children that when you play music, that the children are to walk around the circles and when the music stops, all the children are to find a circle and stand inside of it. Tell the children that they are to make sure no one ends up inside or outside of a circle all alone. Ask the children what they can do to make sure no one is left all alone.

Brainstorm ideas with ways the children can make sure no one is left all alone. What can they say? What can they do? How will they know if someone is all alone? Talk about how the children are actually sharing the space with each other.

After you play the music and stop, wait for the children to work out their situation until everyone is in a circle with their friends. Then talk about the words that you heard that were helpful to each other. Have all the children step outside of the circles and start the game again – tell the children that each time the music stops, they should choose a new circle to stand in.




#3 Creative Arts - Creating a rainbow

Begin by having the children join you and watch you use crayons to make a simple rainbow. Show them how to draw one arc of the rainbow at a time using all the different colors of crayons to make each color of the rainbow.

Tell the children that they are going to make their own rainbows. Set out a piece of paper for each child on the table along with one crayon of each color of the rainbow. Brainstorm with the children what they will need to do to create their rainbow since there is only one of each crayon color on the table.




#4 Setting the Table

Gather some magazines that show beautiful table settings. Show the children the magazine pictures and talk about what makes the tables look nice. Ask the children how they can work together to set a table that looks nice too.

Bring in a set of plates, spoons, forks, napkins, napkin rings, a tablecloth, a flower, a vase, and other items to set a table. Talk about the each of the items with the children so you are certain they know what the items are. Set the items on a tray beside a table and invite a group of children to work together to set a table.

As each group of children work to set their table, take pictures of them working together. Later, print out the photos and create a class magazine of your own titled, “Designer Table Settings.” Read and discuss the pictures in the magazine with the children.



WOW. And all that was just off the top of her head. Ladies and gentlemen, the ever-resourceful, ever-amazing Deborah Stewart!

grateful nerd out!

OUTSIDE!

It might be spring.

I finally got to get back to the Nursery School, feeling all better, and since the weather has been so glorious (+13 degrees Celsius!!! SUNNY!), we got dressed early (sans snowpants, since it's so warm) and had a blast playing outside. Here are some pics of our space, what we had set up, and the kids going berserk from a little wee touch of Canadian it-might-be-spring fever.






















Wow, it felt good to be outside with them! They played a lot with the dried up leaves from last fall - the play ground was full of them. It was pretty amazing to catch S.J.'s leaf toss - my camera takes the darndest pictures!!

Hooray for outdoor play - I've been wishing and wishing...spring might be here!

nerd OUTside!

hello mellow

After yesterday's post, you'd expect more harsh ravings about how bad it is over here, but today I am feeling decidedly mellow. And I'm feeling better.

Is it the sweet, sweet pages and pages and PAGES of educational theory, history and philosophy that I've been reading and trying to understand for these last papers, or the copious amounts of chamomile tea that I've been consuming to try to wrestle first a stomach flu and then a cold into submission, or the fact that the sun has shone for the last four days straight (four days I've been cooped up inside, I might mention - either banging my head away at said papers, in class endeavouring to follow what the prof was saying through the miasma of illness, or sleeping off that miasma, you choose they're all inside)? That sentence was long and convoluted enough for you to lose track of what that question mark was about. Why am I feeling so mellow?

Not sure, but sure glad it's stopped by.

Reading about play today, folks, since the last legs of this cold kept me away from the kiddies at placement AGAIN. Joan Almon wrote at length - and I mean long, for an article at 35 pages - about the importance of play. She's a Waldorf kindergarten wonder-star, part of the Alliance for Childhood, and describes play in her wonderfully long article that "creative play is a central activity in the lives of healthy children"(Almon, 2003, p.1) That's on page one, and the rest of it talks about the importance of making sure preschool is place where kids can play, as play is central to small humans becoming fully developed humans. She goes on to make a pretty strong case, as if a stronger case was needed than the one we already have. High stakes testing? Not good for kids or learning. Business models for education? Not good for kids or learning. Play? AWESOME for kids and learning. I'm paraphrasing - but that's what she's saying.

And I guess that's another reason I feel mellow. I am DOWN with these ideas. These are the ideas I live and breathe, and am readying to defend from an informed, academically backed point of view for, I imagine, THE REST OF MY LIFE.

From what you all out there in the classrooms everyday are telling me, it still needs defending. I'm DOWN with that too - to join with all you cool cats, you exhausted-from-the-demands-and-pressures-of-ridiculous-bureaucracies kittycats on the front lines of our children's chances. I'm IN. I'm DOWN. And I'm relaxed and ready and ripe.

I also have THREE and a HALF more years before I get MY OWN CLASS, survive my first year out there on my own. But, still feeling like an ally in the struggle. Learning all I can get into my head and heart to win over the folks who think that factory-izing our kids is the way to make a workable world to another way of thinking.

Yes.

MeeeeOW! Chamomile all day is GOOD STUFF.



nerd out