Goal Two
To Provide Children with the Environment to Practice Kindness
"Learning across the lifespan involves actively exploring, seeking, and developing knowledge in order to act on and within everyday worlds with increasing understanding and confidence" (Wood & Hedges, 2016, p.397).
My second goal is to provide each child under care the opportunity to practice kindness.
In this goal and through the artifacts presented, I demonstrate what I have studied in order to provide children with opportunities to advance their social and emotional competencies and compassion for themselves and others, as well as enhance a sense of belonging. Yoder (2014) highlights how and to what extent during early years, educators play an important role in fostering children's social-emotional competencies, such as knowledge, skills, attitudes, and behaviours to make good choices for themselves, and as a result, be a better person towards themselves and others. Educators support children's social-emotional competencies to promote young learners’ participation in real life learning activities and develop a foundation of a lifelong journey.
How Does the Second Goal Support the Flower in the Garden?
I believe it is critical to provide children under care with an environment where they can feel a sense of belonging and compassion through thinking. In regard to cultivating a sense of belonging and compassion, Wood and Hedges (2016) put forward Te Whariki, a New Zealand curriculum: working theories. Working theories is a holistic approach and a combination of knowledge of the world around children with a connection to compassion and love for others. The Ministry of Education (2017) recommends aroha, love and compassion in glossary of Māori* and the principles children grow using various methods and skills to play and learn with and along with others, e.g., social skills to initiate conversations and enjoy relationships with others. Accordingly, Wood and Hedges state that children develop compassion through working theories by observing, listening, doing, participating, and negotiating. Implementing working theories helps children in many ways in terms of development (for instance, allowing children to make sense of the world around them, and learn about themselves and others, as well as giving the child control over happenings). Working theories offer children learning which is ongoing, tentative, creative and open to modification. Therefore, children accumulate extensive compassion experiences toward themselves and others, knowledge, and social skills, and in turn, they will develop more applicable theories, i.e., theories about social relationships, friendship, authority and social concepts, namely kindness.
Note*: Māori are the indigenous Polynesian people of mainland New Zealand.
References
Ministry of Education. (2017). Te Whāriki. He whāriki mātauranga mō ngā mokopuna o Aotearoa: Early childhood curriculum. https://www.education.govt.nz/assets/Documents/Early-Childhood/ELS-Te-Whariki-Early-Childhood-Curriculum-ENG-Web.pdf
Wood, E., & Hedges, H. (2016). Curriculum in early childhood education: Critical questions about content, coherence, and control. Curriculum Journal (London, England), 27(3), 387-405. https://doi.org/10.1080/09585176.2015.1129981
Yoder, N. (2014). Teaching the whole child: Instructional practices that support social-emotional learning in three teacher evaluation frameworks. Research-to-practice brief. Center on Great Teachers and Leaders
In this goal and through the artifacts presented, I demonstrate what I have studied in order to provide children with opportunities to advance their social and emotional competencies and compassion for themselves and others, as well as enhance a sense of belonging. Yoder (2014) highlights how and to what extent during early years, educators play an important role in fostering children's social-emotional competencies, such as knowledge, skills, attitudes, and behaviours to make good choices for themselves, and as a result, be a better person towards themselves and others. Educators support children's social-emotional competencies to promote young learners’ participation in real life learning activities and develop a foundation of a lifelong journey.
How Does the Second Goal Support the Flower in the Garden?
I believe it is critical to provide children under care with an environment where they can feel a sense of belonging and compassion through thinking. In regard to cultivating a sense of belonging and compassion, Wood and Hedges (2016) put forward Te Whariki, a New Zealand curriculum: working theories. Working theories is a holistic approach and a combination of knowledge of the world around children with a connection to compassion and love for others. The Ministry of Education (2017) recommends aroha, love and compassion in glossary of Māori* and the principles children grow using various methods and skills to play and learn with and along with others, e.g., social skills to initiate conversations and enjoy relationships with others. Accordingly, Wood and Hedges state that children develop compassion through working theories by observing, listening, doing, participating, and negotiating. Implementing working theories helps children in many ways in terms of development (for instance, allowing children to make sense of the world around them, and learn about themselves and others, as well as giving the child control over happenings). Working theories offer children learning which is ongoing, tentative, creative and open to modification. Therefore, children accumulate extensive compassion experiences toward themselves and others, knowledge, and social skills, and in turn, they will develop more applicable theories, i.e., theories about social relationships, friendship, authority and social concepts, namely kindness.
Note*: Māori are the indigenous Polynesian people of mainland New Zealand.
References
Ministry of Education. (2017). Te Whāriki. He whāriki mātauranga mō ngā mokopuna o Aotearoa: Early childhood curriculum. https://www.education.govt.nz/assets/Documents/Early-Childhood/ELS-Te-Whariki-Early-Childhood-Curriculum-ENG-Web.pdf
Wood, E., & Hedges, H. (2016). Curriculum in early childhood education: Critical questions about content, coherence, and control. Curriculum Journal (London, England), 27(3), 387-405. https://doi.org/10.1080/09585176.2015.1129981
Yoder, N. (2014). Teaching the whole child: Instructional practices that support social-emotional learning in three teacher evaluation frameworks. Research-to-practice brief. Center on Great Teachers and Leaders
Artifact One
ECED 531B 97A 2022 S1-2: Support Social Emotional Learning
Start Early to Prevent Bullying: Save Children with Bruised Souls and Aching Hearts!
Bullying, a form of aggression, is a common situation that makes students’ lives unbearable and, in some cases, increases the chance of suicide, school withdrawal and self-loathing (Cecil & Molnar-Main, 2015). As parents and educators, we frequently encounter bullying (Denham & Burton, 1996). Consequently, Mehta et al. suggested that this intimidating, harmful chaos would create a fearful atmosphere, affecting all students’ adjustment and learning process. Witnessing some youths’ misery closely and the horror of being bullied for years inspired me as an early childhood educator to embrace bullying-free learning environments. Through introducing seven children's books on bullying, this artifact intends both for parents and professionals who are with children that might neglect bullying due to being unaware of bullying’s nature, existence and/or consequences. Through this paper, I advocate for strategies that promote young children’s understanding of bullying in yearly years and beyond to stand up against it, e.g., by advancing learners' social and emotional learning competencies and kindness.
References
Cecil, H., & Molnar-Main, S. (2015). Olweus Bullying Prevention Program: Components Implemented by Elementary Classroom and Specialist Teachers. Journal of School Violence, 14(4), 335–362. Taylor & Francis Group, DOI: 10.1080/15388220.2014.912956
Denham, S. A., & Burton, R. (1996). A social-emotional intervention for at-risk 4-year-olds. Journal of School Psychology, 34(3), 225-245. https://doi.org/10.1016/0022-4405(96)00013-1
Mehta, S. B., Cornell, D., Fan, X., & Gregory, A. (2013). Bullying climate and school engagement in ninth-grade students. The Journal of School Health, 83(1), 45-52. https://doi.org/10.1111/j.1746-1561.2012.00746.x
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As Mehta et al. (2013) note, Bullying Makes School a Torture Chamber for the Flower in the Garden and Dries out Children's Interest and Love for Learning, Self and Others (Image by Zahra Rahbari, 2023).
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Artifact Two
ECED 508B 62A 2020 W2 Review of Research in Early Childhood Education
Bullying: My Inquiry & Early Childhood Education
Hawkins (2014) states, research reveals that by the time children enter preschool, they are familiar with the concepts of social justice and negative attitudes towards particular groups or individuals. According to Pritchard (2013), Bullying students’ common pain, is almost forgotten in the social justice discourses, or the actions taken are not effective enough to solve bullying victims’ problems. Since bullying persists, even if some guidelines are in place, a shift should happen to solve the bullying problem. Based on research in the filed, this artifact is a review of bullying in general and effective guidelines to address it in the learning settings in particular. Some suggestions at the end of the artifact are provided that involve active problem-solving process leading to a cycle of plan, action, observation, and reflection by educators and parents and hearing out the children.
References
Hawkins, K., (2014). Teaching for social justice, social responsibility and social inclusion: a respectful pedagogy for twenty-first century early childhood education, European Early Childhood Education Research Journal, 22:5, 723-738, DOI: 10.1080/1350293X.2014.969085
Pritchard, E. D. (2013). For colored kids who committed suicide, our outrage isn't enough: Queer youth of color, bullying, and the discursive limits of identity and safety. Harvard Educational Review, 83(2), 320-345. https://doi.org/10.17763/haer.83.2.7n07k41t2kn26708
Bullying: My Inquiry & Early Childhood Education
Hawkins (2014) states, research reveals that by the time children enter preschool, they are familiar with the concepts of social justice and negative attitudes towards particular groups or individuals. According to Pritchard (2013), Bullying students’ common pain, is almost forgotten in the social justice discourses, or the actions taken are not effective enough to solve bullying victims’ problems. Since bullying persists, even if some guidelines are in place, a shift should happen to solve the bullying problem. Based on research in the filed, this artifact is a review of bullying in general and effective guidelines to address it in the learning settings in particular. Some suggestions at the end of the artifact are provided that involve active problem-solving process leading to a cycle of plan, action, observation, and reflection by educators and parents and hearing out the children.
References
Hawkins, K., (2014). Teaching for social justice, social responsibility and social inclusion: a respectful pedagogy for twenty-first century early childhood education, European Early Childhood Education Research Journal, 22:5, 723-738, DOI: 10.1080/1350293X.2014.969085
Pritchard, E. D. (2013). For colored kids who committed suicide, our outrage isn't enough: Queer youth of color, bullying, and the discursive limits of identity and safety. Harvard Educational Review, 83(2), 320-345. https://doi.org/10.17763/haer.83.2.7n07k41t2kn26708
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Grow Stronger Together: Shifts in Current Bullying Strategies, (Image by Zahra Rahbari, 2023)
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Artifact Three
LLED 556A 62A 2021 W2: Theory and Research in Early Literacy
Playing Their Way into Literacies: Reading, Writing, and Belonging in the Early Childhood Classroom
Through a circle group project and series of discussions and reflections, I got familiar with Wohlwend's (2011) book. The observations done throughout this book emphasize recognizing literate significance and cultural power in play. Wohlwend illustrates how children can and do use play to collaboratively create and communicate through meaningful texts. Wohlwend’s series of scenarios highlight how children design their literacy learning - play - as a medium in delivering their power, culture and thoughts through all nexuses of playing/reading, playing/designing, and playing/writing.
Wohlwend (2011) defines literacy beyond print - namely reading and writing, as a multiple, evolving ways of interacting with and navigating across other mediums, such as films, video games, text messages and so forth. Wohlwend redefines literacies that reflect diverse ways we, as human beings, make meaning in connection with others. In such a context, Wohlwend invites educators to rethink play as a new literacy and a medium to reconnect children and grow a sense of belonging.
References
Wohlwend, K. E. (2011). Playing their way into literacies: Reading, writing, and belonging in the early childhood classroom. Teachers College Press.
Playing Their Way into Literacies: Reading, Writing, and Belonging in the Early Childhood Classroom
Through a circle group project and series of discussions and reflections, I got familiar with Wohlwend's (2011) book. The observations done throughout this book emphasize recognizing literate significance and cultural power in play. Wohlwend illustrates how children can and do use play to collaboratively create and communicate through meaningful texts. Wohlwend’s series of scenarios highlight how children design their literacy learning - play - as a medium in delivering their power, culture and thoughts through all nexuses of playing/reading, playing/designing, and playing/writing.
Wohlwend (2011) defines literacy beyond print - namely reading and writing, as a multiple, evolving ways of interacting with and navigating across other mediums, such as films, video games, text messages and so forth. Wohlwend redefines literacies that reflect diverse ways we, as human beings, make meaning in connection with others. In such a context, Wohlwend invites educators to rethink play as a new literacy and a medium to reconnect children and grow a sense of belonging.
References
Wohlwend, K. E. (2011). Playing their way into literacies: Reading, writing, and belonging in the early childhood classroom. Teachers College Press.
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Sense of Belonging and Growing, (Image by Zahra Rahbari, 2023)
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