the semantics of power exploring language as a construct of negotiation and collaboration with...
TRANSCRIPT
The semantics of powerExploring language as a construct of negotiation and collaboration with children
Presenters and researchers Deborah Harcourt
Director of Research and Professional Development
EtonHouse Education Centre, Singapore
Heather ConroyDirector of Pedagogy
EtonHouse Preschools, Singapore
Research 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
Research 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
Semantics Using 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 grow
Research questions How 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?
Research methodology Word-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)
Survey (presentation 1)Toys Materials and resourcesLessons Learning experiencesLesson plans Learning plansNeeds CompetenciesWeaknesses PotentialsDiscipline GuidanceActivities Learning opportunitiesAssessment EvaluationReporting SharingThemes Topics of interestDisplay DocumentationNaughty Challenging
Survey (presentation 2)Toys ChallengingLessons PotentialsLesson plans GuidanceNeeds EvaluationWeaknesses Learning experiences Discipline Learning plansActivities DocumentationAssessment CompetenciesReporting Topics of interest Themes SharingDisplay Learning opportunitiesNaughty Materials and resources
Theoretical assumptions Image of child Image of educator UNCROC (1989) New sociology of childhood Social construction of knowledge: A
Vygotskian perspective of knowing and meaning making
Image of child Child 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
Image of educator This 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.
UNCROC A 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)
Sociological thinking Construct of children and childhood is driven
by the socio-cultural context
Construct of teaching behaviors that rest on the springboard of language
Social construction of knowledge Knowing is a highly personal construct Vygotsky’s work on knowing (relationships) Context of constructing meaning influences
understanding
Participants Newly 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 3
Responses Group 1 Learning 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 activityWhat someone has absorbed and understands during learning or can just be an experience – not gaining any knowledge, just purely engaging in it
Lessons:TeachingStructured curriculumFormal planned educational Something that will be talked about/taught to students and students will be engaged in
Responses Group 1 Learning plans
Something that I put together that is useful/helpfulA chart which helps a teacher map out various topicsA more informal educational scheduleDifferent ways that lessons can be taught materials/resources that will be used
Lesson plansSomething that I think through in order to teachA table which helps the teacher to stay on trackA schedule for lessonsPlanning and outlines of what will be taught
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
Responses Group 2 Learning plans
Catering for the process of learningPlan with the children’s current interests and investigations in mindPlanning based on observations collected on children’s interests
Lesson plansStructured with an end productA plan to be completed and carried outMaking a plan based on what the teacher wants to teach
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)
LessonsNot so open ended About teaching not learning, to finite, too shortOne way teaching
Responses Group 3 Learning plans
Made with a learnerFar more worthwhileActivities which plan to scaffold children’s understandings
Lesson plansMade with a curriculum in mindCurriculum based, about content not learningPlanned lessons
Example: Findings Group 2 Where 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 studentsEncourage 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 ease
FindingsZPD:
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.
FindingsZPD:
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.
FindingsZPD:
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
FindingsZPD:
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 listening
New questions When does the paradigm shift occur?
What units of study or professional development experiences inform the shift?
Implications Delivery 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
