Goal Three
To Provide Children with the Environment to Practice Autonomy
“When the children were co-authoring the conversation, they tended to take it in unexpected directions” (Carr, 2011, p. 263).
My third goal is to provide each child under care the opportunity to practice autonomy.
In this goal and through the artifacts, I show how I have learned to provide the children under care with autonomy. Krutzinna (2022) suggests revisiting the concept of "the child" and answering the question of "who the child is". In re-envisioning "the child" throughout my third goal, I briefly explain what I believe about autonomy. Cheung et al. (2016) and Dix et al. (2007) suggest that during the early years, by allowing children to make decisions and approving their viewpoints, they develop a sense of autonomy, i.e., children's healthy attempt to assert their needs and control the world around them to their benefit. Consequently, healthy autonomy development helps children to be more patient and persistent when encountering challenges (Dix et al., 2007).
How Does the Third Goal Support the Flower in the Garden?
I believe "the child" is a thinker and they have thoughts and brainstorms to share, but how should we elicit children's ideas? Salmon (2008) highlights the importance of creating a culture of thinking in young children and emphasizes educators’ roles in cooperating thinking routines* to engage young children’s minds in the thinking process (for example, by spending time and providing children with literature and provocations). As Salmon suggests, the culture of thinking routine provides children with a pattern of behaviours to encourage them to explore, observe and go beyond the surface, i.e., the more children get involved in visible thinking routines (e.g., teachers' documentation, children's discussions and drawings), the more they gain ownership and awareness of thinking processes, and shape their own culture of thinking to practice autonomy.
Note*:"Routines are recurring events that are part of any class-room" (Salmon, 2008, p. 459).
References
Carr, M. (2011). Young children reflecting on their learning: Teachers’ conversation strategies. Early Years, 31(3), 257-270. https://doi.org/10.1080/09575146.2011.613805
Cheung, C. S., Pomerantz, E. M., Wang, M., & Qu, Y. (2016). Controlling and autonomy-supportive parenting in the united states and china: Beyond children's reports. Child Development, 87(6), 1992-2007. https://doi.org/10.1111/cdev.12567
Dix, T., Stewart, A. D., Gershoff, E. T., & Day, W. H. (2007). Autonomy and childrens reactions to being controlled: Evidence that both compliance and defiance may be positive markers in early development. Child Development, 78(4), 1204-1221. https://doi.org/10.1111/j.1467-8624.2007.01061.x
Krutzinna, J. (2022). Who is “The Child”? Best Interests and Individuality of Children in Discretionary Decision-Making. International Journal of Children’s Rights, 30(1), 120–145. https://doi.org/10.1163/15718182-30010005
Salmon, A. (2008). Promoting a culture of thinking in the young child. Early Childhood Education Journal, 35(5), 457–461. https://doi.org/10.1007/s10643-007-0227-y
In this goal and through the artifacts, I show how I have learned to provide the children under care with autonomy. Krutzinna (2022) suggests revisiting the concept of "the child" and answering the question of "who the child is". In re-envisioning "the child" throughout my third goal, I briefly explain what I believe about autonomy. Cheung et al. (2016) and Dix et al. (2007) suggest that during the early years, by allowing children to make decisions and approving their viewpoints, they develop a sense of autonomy, i.e., children's healthy attempt to assert their needs and control the world around them to their benefit. Consequently, healthy autonomy development helps children to be more patient and persistent when encountering challenges (Dix et al., 2007).
How Does the Third Goal Support the Flower in the Garden?
I believe "the child" is a thinker and they have thoughts and brainstorms to share, but how should we elicit children's ideas? Salmon (2008) highlights the importance of creating a culture of thinking in young children and emphasizes educators’ roles in cooperating thinking routines* to engage young children’s minds in the thinking process (for example, by spending time and providing children with literature and provocations). As Salmon suggests, the culture of thinking routine provides children with a pattern of behaviours to encourage them to explore, observe and go beyond the surface, i.e., the more children get involved in visible thinking routines (e.g., teachers' documentation, children's discussions and drawings), the more they gain ownership and awareness of thinking processes, and shape their own culture of thinking to practice autonomy.
Note*:"Routines are recurring events that are part of any class-room" (Salmon, 2008, p. 459).
References
Carr, M. (2011). Young children reflecting on their learning: Teachers’ conversation strategies. Early Years, 31(3), 257-270. https://doi.org/10.1080/09575146.2011.613805
Cheung, C. S., Pomerantz, E. M., Wang, M., & Qu, Y. (2016). Controlling and autonomy-supportive parenting in the united states and china: Beyond children's reports. Child Development, 87(6), 1992-2007. https://doi.org/10.1111/cdev.12567
Dix, T., Stewart, A. D., Gershoff, E. T., & Day, W. H. (2007). Autonomy and childrens reactions to being controlled: Evidence that both compliance and defiance may be positive markers in early development. Child Development, 78(4), 1204-1221. https://doi.org/10.1111/j.1467-8624.2007.01061.x
Krutzinna, J. (2022). Who is “The Child”? Best Interests and Individuality of Children in Discretionary Decision-Making. International Journal of Children’s Rights, 30(1), 120–145. https://doi.org/10.1163/15718182-30010005
Salmon, A. (2008). Promoting a culture of thinking in the young child. Early Childhood Education Journal, 35(5), 457–461. https://doi.org/10.1007/s10643-007-0227-y
Artifact One
LLED 556A 62A 2021W2: Theory and Research in Early Literacy
I am Playful, Let Me Be!
Through this artifact I have illustrated one of the needs at my early childhood education work place, play as the medium of learning and the development of autonomy. As Wohlwend (2011) notes, in this sense, play is a medium for delivering children’s power, culture and thoughts. I created a practitioners’ guide pamphlet by focusing on one of the topics discussed in our class. Accompanied with the pamphlet, a paper briefly explains about my theoretical framework, key ideas with references, audience and my topic of this project. As an English teacher back in Iran and through years of observing children and teachers struggling with literacy teaching and learning efficiently and happily, I have always wondered what if play was embodied in the curricula, as the backbone of the educational system and if early educators would stay away from dictative one-size-fits-all principles. Ministry of Education (2000) stated that through play, educators, children, families and the community get connected, and they go beyond just letters and sound recognition. According to the Ministry of Education, play situates learners and educators of a learning community at the heart of learning while enjoying the learning process together and supporting the development of autonomy.
References
Ministry of Education, BC. (2000). Primary program: A framework for teaching. https://www2.gov.bc.ca/assets/gov/education/early-learning/teach/resources/primary_prog.pdf
Wohlwend, K. E. (2011). Playing their way into literacies: Reading, writing, and belonging in the early childhood classroom. Teachers College Press.
I am Playful, Let Me Be!
Through this artifact I have illustrated one of the needs at my early childhood education work place, play as the medium of learning and the development of autonomy. As Wohlwend (2011) notes, in this sense, play is a medium for delivering children’s power, culture and thoughts. I created a practitioners’ guide pamphlet by focusing on one of the topics discussed in our class. Accompanied with the pamphlet, a paper briefly explains about my theoretical framework, key ideas with references, audience and my topic of this project. As an English teacher back in Iran and through years of observing children and teachers struggling with literacy teaching and learning efficiently and happily, I have always wondered what if play was embodied in the curricula, as the backbone of the educational system and if early educators would stay away from dictative one-size-fits-all principles. Ministry of Education (2000) stated that through play, educators, children, families and the community get connected, and they go beyond just letters and sound recognition. According to the Ministry of Education, play situates learners and educators of a learning community at the heart of learning while enjoying the learning process together and supporting the development of autonomy.
References
Ministry of Education, BC. (2000). Primary program: A framework for teaching. https://www2.gov.bc.ca/assets/gov/education/early-learning/teach/resources/primary_prog.pdf
Wohlwend, K. E. (2011). Playing their way into literacies: Reading, writing, and belonging in the early childhood classroom. Teachers College Press.
|
|
I Am Playful, Let Me Be! (Image by Zahra Rahbari, 2023)
| ||||
Artifact Two
ECED 585E 61A 2021W1
Children’s Sociocultural World and Assessment
Through this artifact, I have explained how I feel for children who are compared to each other or contrasted to universal tests to meet some criteria to be considered on track in terms of different skill developments, e.g., literacy skills. It is unfortunate that children in the educational system are to blame for being at a particular stage or situation, i.e., being behind compared to their peers, rather than the assessments (Rameka, 2011).
By presenting eight quotes, I elaborated further how these quotes enhanced my understanding and influenced my point of view about sociocultural assessment and the development of autonomy in the early years. I will present each quote, followed by my interpretation, other scholars’ views, application of the quote to my ECE career and/or how it improved my knowledge. At the end of the artifact, a brief, concluding reflection on assessment with and for children in the sociocultural context bundles the impressions emanating from the selected quotes.
References
Rameka, L. K. (2011). Being Māori: Culturally relevant assessment in early childhood education. Early Years, 31(3), 245-256. https://doi.org/10.1080/09575146.2011.61422
Children’s Sociocultural World and Assessment
Through this artifact, I have explained how I feel for children who are compared to each other or contrasted to universal tests to meet some criteria to be considered on track in terms of different skill developments, e.g., literacy skills. It is unfortunate that children in the educational system are to blame for being at a particular stage or situation, i.e., being behind compared to their peers, rather than the assessments (Rameka, 2011).
By presenting eight quotes, I elaborated further how these quotes enhanced my understanding and influenced my point of view about sociocultural assessment and the development of autonomy in the early years. I will present each quote, followed by my interpretation, other scholars’ views, application of the quote to my ECE career and/or how it improved my knowledge. At the end of the artifact, a brief, concluding reflection on assessment with and for children in the sociocultural context bundles the impressions emanating from the selected quotes.
References
Rameka, L. K. (2011). Being Māori: Culturally relevant assessment in early childhood education. Early Years, 31(3), 245-256. https://doi.org/10.1080/09575146.2011.61422
|
The Flower in the Garden: Whole Story, (Image by Zahra Rahbari, 2022)
| ||
Artifact Three
LLED 556A 62A 2021W2: Theory and Research in Early Literacy
Second Language in Classroom: Medium or Obstacle?
Raise your hand if you have been in a country or city and have had no idea how to communicate because of not knowing the language. Of course, as adults we might find ways of communicating. However, as Bennett et al. (2018) state, for a child, developing skills and entering a new learning environment whose language happens to be different the story is different, and more challenging. In this artifact, as an immigrant who is a teacher-researcher as well, I discussed my observations of the children under my care and put forward some strategies for newcomer children to feel belonged.
In agreement with Li’s (2016) notion, by customizing the education and care for children with diverse backgrounds and languages, I believe we, as educators, empower children intellectually, socially and emotionally- enhancing their school literacy- through realizing their autonomy and cultural and language differences.
References
Bennett, S. V., Gunn, A. A., Gayle-Evans, G., Barrera, E. S., & Leung, C. B. (2018). Culturally responsive literacy practices in an early childhood community. Early Childhood Education Journal, 46(2), 241-248. https://doi-org.ezproxy.library.ubc.ca/10.1007/s10643-017-0839-9
Li, (2016). Social class, culture, and Asian children’s home and school literacy connection. In A. Anderson, J. Anderson, J. Hare & M. McTavish (Eds.). Language, Learning and Culture in Early Childhood: Home, School and Community Contexts (pp. 103-122). Routledge.
Salmon, A. (2008). Promoting a Culture of Thinking in the Young Child. Early Childhood Education Journal, 35(5), 457–461. https://doi.org/10.1007/s10643-007-0227-y
Second Language in Classroom: Medium or Obstacle?
Raise your hand if you have been in a country or city and have had no idea how to communicate because of not knowing the language. Of course, as adults we might find ways of communicating. However, as Bennett et al. (2018) state, for a child, developing skills and entering a new learning environment whose language happens to be different the story is different, and more challenging. In this artifact, as an immigrant who is a teacher-researcher as well, I discussed my observations of the children under my care and put forward some strategies for newcomer children to feel belonged.
In agreement with Li’s (2016) notion, by customizing the education and care for children with diverse backgrounds and languages, I believe we, as educators, empower children intellectually, socially and emotionally- enhancing their school literacy- through realizing their autonomy and cultural and language differences.
References
Bennett, S. V., Gunn, A. A., Gayle-Evans, G., Barrera, E. S., & Leung, C. B. (2018). Culturally responsive literacy practices in an early childhood community. Early Childhood Education Journal, 46(2), 241-248. https://doi-org.ezproxy.library.ubc.ca/10.1007/s10643-017-0839-9
Li, (2016). Social class, culture, and Asian children’s home and school literacy connection. In A. Anderson, J. Anderson, J. Hare & M. McTavish (Eds.). Language, Learning and Culture in Early Childhood: Home, School and Community Contexts (pp. 103-122). Routledge.
Salmon, A. (2008). Promoting a Culture of Thinking in the Young Child. Early Childhood Education Journal, 35(5), 457–461. https://doi.org/10.1007/s10643-007-0227-y
|
"Cultures of thinking are places in which a group’s collective, as well as individual, thinking is valued, visible, and actively promoted as part of the regular, day-to-day experience of all the group members" (Salmon, 2008, p.458).
(Image by Zahra Rahbari, 2020)
| ||