Outdoor opportunities April 01 2020
While we may picture the indoor classroom or program space when we think about environments for learning, it is important to pay equal attention to the outdoor environment and the rich opportunities it provides for learning and development. Indoors or out, a play space should provide multi-sensory experiences, provocations to explore, meaningful opportunities to use a wide variety of interesting materials and tools, time and spaces to practice and develop skills – both individually and with other children and adults.
In the first video, Sheila Williams-Ridge, from the Shirley G. Moore Laboratory School at the University of Minnesota, discusses the unique opportunities of the outdoors. You will see a variety of images from their outdoor environment and hear her describe how children may react differently in outdoor spaces compared to indoor classrooms. The second video shows children enjoying a variety of outdoor activities on a cold winter day. It was filmed in Winnipeg, Manitoba at Discovery Children’s Centre, which offers a Field and Forest Nature School, for three- and four-year-old children, using the outdoors as the classroom for many hours each day. The third video, filmed in Tanzania, shows children playing in a variety of outdoor areas, with different types of materials.
How do different climate, geographical, and community factors affect the implementation of outdoor programming? What is happening in your community? What other opportunities could there be?
Partnerships February 24 2020
In order to provide family-focused and child-centred programs, it is important for all the stakeholders to work together. Stakeholders can include government officials, practitioners, researchers, families, and community members. The two videos featured below explain why broad partnerships are a key component of effective programs.
First, the Honourable Tendai Lewa Mtana, County Executive Secretary of Education and Children, describes the multi-sector approach used in Mombasa County, Kenya for a framework called, “Safer Cities Authority” that focuses on child safety. He presents a compelling argument to collapse silos that might separate sectors such as health, education, and transportation.
The second video is with Pat Furman, the Executive Director of Inspired by Wonder, an early learning and child care centre within Specialized Services for Children and Youth (SSCY), a unique facility in Winnipeg, Manitoba, Canada. She describes the partnership of various organizations and professionals involved in supporting children with additional support needs. Furman highlights practical examples of how this arrangement has benefited children and families.
What examples are you aware of where individuals, departments, agencies and/or organizations have developed positive partnerships? How can you encourage and support partnerships in your context or community?
Caregiving practicies - baby wraps & mossbags December 17 2019
Early development is shaped by minute-by-minute, day-by-day sensory input: the seeing, tasting, touching and being touched, the sounds and smells of daily life. Much of this happens through daily caregiving routines.
There is a wide variety of caregiving practices around the world, often rooted in cultural traditions and beliefs. In some North American Indigenous communities adults used moss bags and cradleboards so that a baby could be placed on a mother’s back, carried in a parent’s arms, or propped up near family members. In Africa, baby wraps were used by adults, usually mothers, to wrap and carry a baby in order to keep the baby close throughout the day. Many parents and communities still honour and promote these traditions.
The ‘baby wraps’ video is a brief collage of mothers in Mozambique, carrying and interacting with their closely wrapped babies. In the second video, Audrey Fourre, a Family Literacy Facilitator with the Manitoba First Nations Education Resource Centre, talks about moss bags and their important role in caregiving.
What do you see as the functions or benefits of such practices? Are there similar practices in your family or community? How can you value and respect these and other practices that support the caregiver-child relationship that is so crucial to early development?
Reflective Practice June 18 2019
Do you use reflective practice in your interactions or work with children? Do you carefully observe children, listen to what they are saying, and pay attention to what they are doing? Do you take time to marvel in what you notice and thoughtfully consider what you can say or do in response? Do you gather documentation to study and then share with children and parents? You might feel like you are constantly thinking, studying, collecting, arranging…..
The SECD (North American Edition) includes a new section on reflective practice. Researchers and practitioners share thoughts and insights that can enhance your reflective practice with children. The videos below are just two of many inspiring videos in the updated Communicating and Learning (CL) module.
Deb Curtis is a renowned expert in the field who has written numerous books and articles on this and other topics. She inspires many with her practical tips and tools about observing and documenting, and how to use loose parts to create invitations for children. She reminds practitioners to slow down, pause and marvel. In the first video below, listen to her define reflective practice and explain how she applies it to her work with young children.
Christine McLean is an Assistant Professor at Mount St. Vincent University in Halifax Nova Scotia. In the second video below she describes the importance of reflection before, during and after….a perspective that is thought-provoking and worth reflecting upon! In the CL module, McLean also describes a research project on pedagogical documentation and how to encourage children to be reflective about their learning.
Do these videos affirm your current practice? Or perhaps they inspire you to make a change or try something new. What steps can you take to ensure that reflection is part of your professional practice with young children?
End of the year message December 31 2018
We frequently receive comments and questions about the extensive collection of videos that brings the SECD resources to life. So, we are taking this opportunity to provide a little background on our video collection, which continues to grow even as we are writing this message!
Did you know that:
- over 120 researchers/experts have been interviewed? The first interviews conducted included Dr. Fraser Mustard, Sir Michael Rutter and Dr. Meagan Gunnar. The international perspective expanded with interviews from experts around the globe such as Dr. Kofi Marfo, Dr. Aisha Yousafzai, and Dr. Zulifgar Bhutta. The most recent interviews conducted were with Dr. Maureen Black and Dr. Michael Skinner. Watch for these and others that will be added to SECD modules in the coming weeks and months!
- the SECD team has filmed in ten countries? Parents, leaders and experts have been interviewed in Afghanistan, Cuba, Egypt, Kenya, Mozambique, Pakistan Tajikistan, the United States, Zanzibar, and of course in many regions of Canada. The SECD team includes skilled and experienced videographers who have produced high quality videos of children and families in a variety of programs and settings. To see one of the recently added videos, click on “ECD in Chiure district Mozambique.”
- SECD videos have been viewed all over the world? The markers on this map indicate countries where SECD videos have been viewed over the past year.
What are your favorite SECD videos? In 2018, the most viewed expert video was this Dr. Stuart Shanker clip called “evolution”. The second video is one that we predict will become one of your favorites!
Children's right to play December 17 2018
Universal Children’s Day is a time to reflect and remind ourselves about the rights of children.
Children grow up in very different contexts, in families and societies with different values and resources. Views vary about what childhood represents and what children are able to do and not do and how they should be treated. While the concept of childhood is influenced by a variety of factors, support for the principles of child rights has been almost universally endorsed.
The United Nation’s Convention on the Rights of the Child (CRC) was adopted in 1989. Article 31 of the CRC recognizes the right of the child to engage in play and the provision of appropriate and equal opportunities for play.
Play is essential for healthy development. Play is the vehicle through which children’s learning is best supported. Although children do play naturally, there is much that adults and caregivers must do to ensure and enhance children’s right to play.
Throughout the world, there are various efforts underway to promote play. Many of these are featured in the SECD suite of resources. The following videos are just two examples. The first video depicts the universal nature of play through engaging footage from numerous countries. The second video features a Community Health Volunteer facilitating a play box session at a community health clinic in western Kenya.
What are ways that your community supports children’s right to play?
Expanding our view of children and spaces: 360° Video November 19 2018
Children often charm and surprise with their thoughts, ideas and imaginative play scenarios, which can take some unexpected turns and fantastic plot twists. In fact, sometimes the things children say and do leave us scratching our heads in wonder: that is they challenge us and leave us to wonder “why”. Why did the child say/do that? Why did a situation in which two children are tugging a toy between them come to be? We may not always have a complete picture.
360° video is a new tool that the SECD team is excited to introduce as part of our multimedia inventory. As a tool that allows the viewer to follow the action, 360° video potentially expands our view of events over time and space.
The featured video below was filmed outdoors of the Kittiwake Children’s Centre in Vancouver, British Columbia, Canada, using special equipment that allows for 360° viewing. As you watch, use your cursor, or finger on a track pad, to rotate the angle. Follow the children as they fill watering cans with water. Where do they go? What might they be trying to accomplish?
What applications can you think of for your context? When you think of the potential for 360° video in relation to your context, is there something that you have been wondering about that might benefit from an expanded view?
N.B. Internet Explorer and many versions of Safari do not allow 360° viewing so you will have to use an alternate internet browser to see this properly (e.g., Firefox, Chrome).
This video is found in the SECD North American Edition in Communicating and Learning, p. 3.2.
Fairness, equity and action July 18 2018
From a young age, children have a strong sense of what is fair. Often, when children witness something that is unfair, they do not hesitate to act on their own behalf, or on the behalf of others. “That’s not fair!” is a common refrain, even among young children.
Equity is a deeper, more nuanced concept of fairness that takes disparities or inequalities into account before action takes place. Dr. Zulfiqar Bhutta, at the Aga Khan University in Karachi, Pakistan often uses an image of earth to begin a discussion on the disparities and inequalities of our world. Watch the first video below and listen as he explains the difference between the terms inequality and inequity. Bhutta makes the point that “inequity is an unjust inequality”.
Around the world, actions at different levels--from individual and grassroots community efforts to government priorities and policies—work to address inequities that exist. In the second video, Dr. Martin Guhn, from the Human Early Learning Partnership (HELP) in the School of Population and Public Health, University of British Columba, reflects on inequity, child poverty, and the power of research to motivate communities to act.
What actions are you involved with or aware of in your community or region? What are some outcomes? How do these actions and outcomes relate to the concepts of equity and fairness?