Reflecting on our Image of the Child

Reflecting on our Image of the ChildA pro-active approach to Behaviour Guidance26th November 2012

Heather Conroy (DD of EL&R)

Jacqui Langford (ELC)

Jonno Mitchell (GSTC)

Throughout this session we will be reflecting on:

• What does ‘image of child’ mean to you?

• What is the relationship of ‘image of child’ to our ‘image of educator’?

• What is the relationship of our ‘image of child’ to our daily practice and pedagogy?

Heather Conroy (DD of EL&R)Jacqui Langford (ELC)


How do we see children?

26 November 2012 3Reflecting on our Image of the Child

From the images displayed within the room…..look carefully…

Select 1-2 images which summarize for you how you see children…when you think about children, what do you think about…or ‘see’ (apart from their physical characteristics) Heather Conroy (DD of EL&R) Jacqui Langford (ELC) Jonno Mitchell (GSTC)

Image of child:

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As individuals, record 5 words that best describe this personal image of a child…

In relation to children, I see….

Heather Conroy (DD of EL&R)Jacqui Langford (ELC)Jonno Mitchell (GSTC)

26 November 2012Reflecting on our Image of the Child

Image of child:

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With the person next to you, share these words…

How are they the same/How are they different?

Heather Conroy (DD of EL&R) Jacqui Langford (ELC)Jonno Mitchell (GSTC)


We see children as:

Image of child:

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Knowledgeable

Enthusiastic

Imaginative

Creative

Confidant


Curious

Risk Takers

Open Minded

Communicators

Thinkers

Image of educator:

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As individuals, record 5 words that best describe this personal image of an educator…

In relation to educators, I see….



Image of educator:

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With the person next to you, share these words…

How are they the same/How are they different?



We see educators as:

Image of educator:


Knowledgeable

Observers

Devoted

Aware

Empathetic

Calm

Engaged

Persistent

Reflective

Thinkers

Nurturing

Interacts

Professional

Enquirers

Motivated

What is the relationship between our two images?

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How does one effect the other?

If the child is seen as active and curious and therefore eager to learn by interacting with the environment, the environment and the teacher are of great importance in accomplishing this goal. The environment must have the qualities of beauty, order, exploration freedom and prepared materials…to promote intrinsic learning motivation.Edwards, C. P. (2006). Montessori education and its scientific basis. Journal of Applied Developmental Psychology, 27, 183–187 [Online] Heather Conroy (DD EL&R Jacqui Langford (ELC) Jonno Mitchell (GSTC)


What is the relationship between our two images?

Do we enable children to be the image by being the image ourselves?

Heather Conroy (DD of EL&R) Jacqui Langford (ELC) Jonno Mitchell (GSTC)

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What is the relationship between our two images?“Supporting Knowledge construction”which is the position of intentionality in framework

Are we imparting knowledge and seeking the release of human potential?

www.montessori-ami.org


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http://www.montessori-ami.org/

Our Values in Action:

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These statements reflect our values.

Values are enduring beliefs – ideas that we cherish and regard highly. Values influence the decisions we make and the course of action we follow.

Reflect as to where these values might have come e.g. your childhood? your professional training? Jacqui Langford (ELC) Jonno Mitchell (GSTC) Heather Conroy (DD of EL&R)


A thought…

The view we have of children is present in all that we do…in the way we present materials...the way we maintain our spaces and even the food we serve.

– Wurm, J.P. (2005). Working in the Reggio Way. St Paul, MN: Redleaf Press.

Heather Conroy (DD of EL&R) Jacqui Langford (ELC)Jonno Mitchell (GSTC)

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If we ‘see’ children through a particular lens – we, as a consequence, construct an ‘image of educator’



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When children act disruptively, we often call their behaviour noncompliance, inappropriate, naughty or unacceptable. All these labels imply that children should do as we tell them. However, training children to be obedient exposes them to abuse, because they might not learn that they are allowed to resist adults’ inappropriate touch, and makes them vulnerable to bullying when a dominant group member directs some wannabes to victimise a weaker peer. Also, whole societies become unsafe when people obey orders to harm fellow human beings.Porter, L. Guiding Children’s Behaviour Heather Conroy (DD of EL&R)




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How do we ‘see’ ourselves in relation to the teaching- learning and behaviour guidance processes?



Mediation

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Strategic Approaches to Behaviour – Mediation1.Approach calmly, stopping any hurtful actions. Place yourself between the children, on their level. Use a calm voice and a gentle touch. Remain neutral rather than taking sides. 2.Acknowledge children's feelings. If the conflict is over an object, let the children know you need to hold the object until the conflict is resolved. 3.Gather information. 4.Restate the problem. 5.Ask the children to think of possible solutions. 6.Be prepared to give follow-up support. Stay near the children.Ann Epstein, The Intentional Teacher: Choosing the Best Strategies for Young Children’s Learning


Jonno

Mitchell (GSTC)

Heather Conroy

(DD of EL&R)

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Redirection


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Strategic Approaches to Behaviour - Redirection1.Approach calmly, stopping any hurtful actions. Place yourself between the children, on their level. Use a calm voice and a gentle touch.

2.Offer child 2 either: waiting till it is their turn or an object similar to that of child 1.

3.If options refused, gently guide the child away and look at other experiences on offer.

4.It is important to stay with the child until they are settled and engaged in a new experience




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Believe in yourself! Have faith in your abilities! Without a humble but reasonable confidence in your own powers you cannot be successful or happy.

-Norman Vincent Peale




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Image of child: Where to next?

From today’s discussion you will (hopefully) return many times to: • Refine, • Revise and• Reflect further on our value statement and how we engage and

interact with children





Jono Mitchell (GSTC)


Contacts

Jacqui LangfordEarly Learning [email protected] 136 276

Tania ModricTrainer [email protected] 829 294

Jonno MitchellTrainer [email protected] 836 381

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mailto:[email protected]



Documents

Reflecting on our Image of the Child