ࡱ> Je( R 0  0deborah@etonhouse.com.sg>mailto:deborah@etonhouse.com.sg0heather@etonhouse.com.sg>mailto:heather@etonhouse.com.sg/ 00DArialgsRomanttx: 0DTimes New Romanttx: 0 DWingdingsRomanttx: 00DTahomagsRomanttx: 0 A .  @n?" dd@  @@``    ~"****21// ..5    HH,,  ()       !"#$&% 0AA@8%3&43R ʚ;w8ʚ;g4+d+dLx: 0ppp@  <4dddd@ 0t80___PPT10 pp?  %O  =R0The semantics of powerPExploring language as a construct of negotiation and collaboration with children1Presenters and researchersDeborah Harcourt Director of Research and Professional Development EtonHouse Education Centre, Singapore Heather Conroy Director of Pedagogy EtonHouse Preschools, Singapore \\8[8,F D 2Research context (physical)Singapore An island nation between Malaysia and Indonesia with a population of 4.5m, Chinese ethnic majority EtonHouse 9 international preschool settings in Singapore and 6 in China X c ? c Cm D3Research context (pedagogical)Researchers in roles as agents of change Research provoked by our own position as co-constructors of change Our theoretical position (Vygotskian) informing our work with practitioners and student teachers and children J4 SemanticsUsing terms that have a traditional early childhood connotation: The culture of didactic and age-stage pedagogy Deconstructing the meanings: The bridge between the known and that which is new Reconstructing the meanings: Seeking a shared understanding (intersubjectivity) Using  reconstructed thinking to inform and enhance practice with a sensitivity to the values and security that have been placed on certain terminologies Continue to move the dialogue to more sophisticated levels as base line understandings growZ5Research questions2How are the semantics of early childhood terminologies understood by practitioners and how do they then influence classroom practice? What power relationships are exposed through these terminologies? What key learning experiences inform the individual s construction of meaning? (6Research methodologyWord-response survey to elicit current understandings of the terms commonly used Interviews with randomly selected respondents Classroom based observation of interviewed respondents (audio and video as a provocation for reflection on practice) 7Survey (presentation 1)EToys Materials and resources Lessons Learning experiences Lesson plans Learning plans Needs Competencies Weaknesses Potentials Discipline Guidance Activities Learning opportunities Assessment Evaluation Reporting Sharing Themes Topics of interest Display Documentation Naughty Challenging "FPBOSurvey (presentation 2)CToys Challenging Lessons Potentials Lesson plans Guidance Needs Evaluation Weaknesses Learning experiences Discipline Learning plans Activities Documentation Assessment Competencies Reporting Topics of interest Themes Sharing Display Learning opportunities Naughty Materials and resources DPD8Theoretical assumptionsImage of child Image of educator UNCROC (1989) New sociology of childhood Social construction of knowledge: A Vygotskian perspective of knowing and meaning makingn +; Image of child5Child as citizen holding rights Child as sophisticated thinker and communicator Children, from birth, hold a strong desire to make and share meaning Children have their own ideas, interests, theories and fascinations which need to be acknowledged by adults if we are to work in collaboration with the child*QZZQIImage of educatorlThis construction is a fluid/dynamic construction of meaning Influenced by the specific context (social setting) in which the educator finds himself/herself Within a specific temporal context (students at the end/at the beginning of their studies) The individual s construction of meaning is informed by a set of values and beliefs which are in turn socially constructed through the interactions and observations made by the individual.Z= UNCROCzA significant platform in which to focus on children s participation in matters that concern them (i.e. curriculum) Acknowledges the rights of children within the socio-political arena (i.e. decision-making processes) A mandate for advocacy and action around the views of young children (i.e. role of the educator)*t>0ug _ < Sociological thinkingConstruct of children and childhood is driven by the socio-cultural context Construct of teaching behaviors that rest on the springboard of language(LIN Social construction of knowledgeKnowing is a highly personal construct Vygotsky s work on knowing (relationships) Context of constructing meaning influences understanding( Z9  ParticipantsNewly enrolled student teachers (15 days in to the course) group 1 More  mature group of student teachers with a few weeks left in their course who have been consistently exposed to constructivist thinking and democratic classroom principles group 2 Mixed group of qualified teachers with a range of teaching experience (few months - 18 years) group 3La;^AResponses Group 1Learning experiences: Something which I go through which helps me A better word for lessons  more flexible A time or moment when you expanded your knowledge through activity What someone has absorbed and understands during learning or can just be an experience  not gaining any knowledge, just purely engaging in it Lessons: Teaching Structured curriculum Formal planned educational Something that will be talked about/taught to students and students will be engaged in P.P PP-BResponses Group 1Learning plans Something that I put together that is useful/helpful A chart which helps a teacher map out various topics A more informal educational schedule Different ways that lessons can be taught materials/resources that will be used Lesson plans Something that I think through in order to teach A table which helps the teacher to stay on track A schedule for lessons Planning and outlines of what will be taught lPP PPP P!Responses Group 2 Learning experiences Involves interactive and reciprocal relationships Involves collaboration Construction of knowledge and extended learning through a variety of experiences Lessons Teacher directed Introducing or imparting knowledge Focussed on academic knowledge lWUQ Responses Group 2Learning plans Catering for the process of learning Plan with the children s current interests and investigations in mind Planning based on observations collected on children s interests Lesson plans Structured with an end product A plan to be completed and carried out Making a plan based on what the teacher wants to teach `PPPP : Responses Group 3=Learning experiences More open ended (15 years experience) Children learn through most experiences (teaching 8 years) Activities/explorations which provide opportunities for learning (teaching 2.5 months/EEC trained) Lessons Not so open ended About teaching not learning, to finite, too short One way teaching `PPPZP[>Responses Group 3Learning plans Made with a learner Far more worthwhile Activities which plan to scaffold children s understandings Lesson plans Made with a curriculum in mind Curriculum based, about content not learning Planned lessons `ZgZ Z`Zg aHExample: Findings Group 2Where the student teacher appears to be in the process of constructing an image of child/teacher as  collaborators /co-constructors in the learning process& .the teaching strategies tend to be those mediating strategies of encouraging, supporting and acknowledging For example: Final semester students Encourage the child to talk about any events or interests and try to keep the conversation going by asking open ended questions so that the child can continue the conversation with easeF-PP JFindingsZPD: With support, R (3.5) will be able to use the pictures of a story book to create his own story Learning experience: R (3.5) will be invited to select a story book that is of interest to him. If he is able to sustain interest, the book can be read to him several times so that he will be familiar with the text. R can then be invited to read the book to tell his own story line based on the illustrations or from recalling the text. Teaching strategies: To read books of interest to R (3.5), to listen to his ideas regarding the book. To encourage his awareness of the letters and their sounds by acknowledging his attempts to identify letters and sounds, to encourage him to recall from the pictures what the story line has been. The teacher should acknowledge his attempts to read and provide support by being an active listener. The teacher should also support any other ways that R wishes to express his ideas e.g. drawing or writing.P`=+$ 2 1 KFindingsZZPD: With support R (3.5) will be able to use the letters of the alphabet in play related writing. Learning experience: R (3.5) will be invited to engage in dramatic play experience involving a shop, or restaurant where he can adopt a role. He can be scaffolded by experienced players in using scribbles and invented spelling in play related writing. Teaching strategies: To be involved in the planning meeting for the game, to facilitate time, space and materials, to demonstrate to R strategies which will support his participation e.g. taking on a role within the play& the teacher can also be a co-player so that she can guide, question and help children evaluate their ideas.\P^6 LFindingsZPD: With support R (3.5) will be able to narrate a story. Learning experience: R (3.5) and a group of peers would be invited to continue a story started by the teacher. Each child would take a turn to contribute a line to the story. The teacher will record these ideas along with the name of the contributor so that a book can be compiled and read back to the children. The children may also draw illustrations for the stories. Teaching strategies: The teacher must empower the children to make them feel part of the group and to be able to speak up& the teacher must provide encouragement and practice good listening to respect the stories told by the children. The teacher is also co-constructing shared meaning and knowledge with the children \P7^+MFindingsZPD: With support R (3.5) will be able to follow given instructions for an activity Learning experience: R (3.5) will be invited to participate in a treasure hunt where verbal instructions are given (support the skill of listening) Teaching strategies: The teacher has to model good listening skills by  allowing children to talk without interrupting them, going down to their eye level to maintain eye contact. The adult must reduce unnecessary noise in the environment so that it is conducive to good listeningvPPE New questionssWhen does the paradigm shift occur? What units of study or professional development experiences inform the shift? F ImplicationsDelivery of units of study: What order is most valuable e.g., beginning with philosophical discussions The importance of faculty  speaking the same language ; with the same shared meaning Professional development: Impact of discussion around image of child; children s rights and the construct of childhood within the context of learning TZTG Thank youVDeborah Harcourt deborah@etonhouse.com.sg Heather Conroy heather@etonhouse.com.sg >WX 0*X 0<Ta  0` j\Vtff3Ÿ` fBff33` .6aR3fi` 3fff` 3fff̙` fff33` f` 3'\m3fff` 33Ţ>?" dd@,?oFd(@ nK<)oAd=nKko2 n?" dd@   @@``PT   = ` `6p>>    h8 (  h h <x "P `   T Click to edit Master title style! !$ h 0l{ " `  RClick to edit Master text styles Second level Third level Fourth level Fifth level!     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H2 Q+negotiation and collaboration with children.-՜.+,D՜.+,T    On-screen Show #ArialTimes New Roman WingdingsTahoma QuadrantThe semantics of powerPresenters and researchersResearch context (physical)Research context (pedagogical) SemanticsResearch questionsResearch methodologySurvey (presentation 1)Survey (presentation 2)Theoretical assumptionsImage of childImage of educatorUNCROCSociological thinking!Social construction of knowledge ParticipantsResponses Group 1Responses Group 1Responses Group 2Responses Group 2Responses Group 3Responses Group 3Example: Findings Group 2 Findings Findings Findings FindingsNew questions Implications Thank you  Fonts UsedDesign Template Slide TitlesT(PXL _PID_HLINKSVersionA  mailto:deborah@etonhouse.com.sg mailto:heather@etonhouse.com.sg_0PCPC  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefgijklmnoqrstuvwyz{|}~Root EntrydO)Current UserxSummaryInformation(hPowerPoint Document(DocumentSummaryInformation8p