Fluent Essays

ReflectionDrawing on a minimum of three resources shared throughout the course, compose a final post reflecting on your learning and responding to the question: What are your three key takeaways from this course?In your post, please: Describe three ideas that have been especially meaningful to you with regards to children’s health and well-being that you will carry forward into practice. Explain why these ideas have resonated with you and how they have shifted your understanding of children’s health and well-being within the context of ECEC.OCTOBER 2021 53 Vol. 46 No. 3 JOURNAL OF CHILDHOOD STUDIES ARTICLES FROM RESEARCH We Are All In This Together: Supporting Hearts and Minds During Unprecedented Times Marie-Anne Hudson and Lori Huston Marie-Anne Hudson (she/her) has a master’s degree in early childhood education from the University of British Columbia. She is a program and policy development specialist with the Early Learning and Child Development Division, Newfoundland and Labrador Department of Education and brings 30 years of education and experience to the field of early childhood education. She is a strong advocate for social-emotional learning and mental health, personally and professionally, as a foundation for knowing and doing, and she is passionate about leadership and empowerment. E-mail: [email protected] Lori Huston (she/her) is of mixed descent: Métis, Scottish, and British. She currently works as an Indigenous curriculum specialist in the ECE department of Humber College Institute of Technology & Advanced Learning. She is a doctoral student in education curriculum and pedagogy in the Faculty of Education, University of British Columbia. Lori’s cumulative experiences in research and graduate work have focused on Indigenous ECE leadership, which highlights Indigenous pedagogies connected to reconciliation, place, and land-based teachings. Lori founded a mentorship program called Rising Indigenous Voices in Early Learning. Email: [email protected] Throughout the past 19 months of the COVID-19 pandemic, the words “We are all in this together” have resounded across Canada and around the world. This phrase can be interpreted many ways. In both global and local contexts, it suggests that each of us has to do our part to care for and protect one another to reduce the spread of the virus. However, the pandemic is affecting individuals and communities in very different ways (Dawe, 2021; Warren & Bordoloi, 2020) and has created great divides socially, politically, economically, and intellectually (Bascaramurty, 2020; Statistics Canada, 2020, Yang et al., 2020; Yong, 2021). COVID-19 has shone a bright light— not only on social injustices and inequalities, especially for vulnerable and marginalized people, but also on diverse and often dichotomous viewpoints within the early years field. If we are truly “all in this together,” how do we in the early years field support each other’s hearts and minds while also supporting diversity and inclusion? We, Marie-Anne Hudson and Lori Huston, in our separate roles as advocates for early childhood education (ECE) and early childhood educators (ECEs), have been listening throughout the pandemic to the voices and fears of the ECE community, locally through our ECE connections and nationally through the media. Narratives have emerged in the media about “essential” and “nonessential” workers. As advocates with long histories of working in the early years field, we recognize ECEs as unquestionably essentialCHAPTER 7 Making Space for Indigenous Knowledge in an Urban Child-Care Centre Maya-Rose Simon LEARNING OBJECTIVES • To discuss the importance of the long-standing and more recent call for culturally appropriate early childhood education in Indigenous communities in Canada • To recognize that Indigenous knowledge will not be successful in main- stream education if it is looked at as separate or an add-on to the current curriculum • To identify Indigenous knowledge and pedagogy and their potential benefits for all children INTRODUCTION I would like to begin this chapter by acknowledging the land on which I currently live and work: the traditional territory of the Mississaugas of the New Credit First Nation. I am a guest in this space, and I share an obligation to respect, honour, and sustain this land. The Truth and Reconciliation Commission of Canada (TRC) in- vestigated the involvement of the Canadian government and various Equity_as_Praxis_in_ECEC.indd 125Equity_as_Praxis_in_ECEC.indd 125 07/05/21 3:41 PM07/05/21 3:41 PM Abawi, Z., Eizadirad, A., & Berman, R. (Eds.). (2021). Equity as praxis in early childhood education and care. Canadian Scholars. Created from ubc on 2022-05-23 19:19:34. C o p yr ig h t © 2 0 2 1 . C a n a d ia n S ch o la rs . A ll ri g h ts r e se rv e d . 126  Equity as Praxis in Early Childhood Education and Care religious organizations in the removal of First Nation, Métis, and Inuit children from their families and communities for the pur- pose of educating them in residential schools (Truth and Recon- ciliation Commission of Canada, 2015). The Canadian government, under the Indian Act, forcefully removed Indigenous children from their homes and placed them in schools operated by religious organizations. The TRC enabled survivors to bear witness to the impact Indian residential schools had on their lives, their families, and their communities (Truth and Reconciliation Commission of Canada, 2015). The TRC developed 94 Calls to Action for Canadians, an en- tire section of which were dedicated to education (Truth and Rec- onciliation Commission of Canada, 2015). One calls for “culturally appropriate early childhood education programs” (Truth and Rec- onciliation Commission of Canada, 2015, p. 205). The call for early childhood education (ECE) programs is significant, for it speaks to Indigenous ways of being. In Indigenous cultures, children play a fundamental role in the well-being of the community (Royal Com- mission on Aboriginal Peoples, 1996). The TRC’s final report empha- sized the vital role early childhood programs play in fostering child development and rebuilding communities, thereby recognizing the Indigenous view of the child and the power children possess (Truth and Reconciliation Commission of Canada, 2015, p. 205). The TRC Calls to Action urge Canadians to make space for Indigenous people, knowledge, ways, and practices. In this chapter,Full Terms & Conditions of access and use can be found at https://www.tandfonline.com/action/journalInformation?journalCode=cccp20 Child Care in Practice ISSN: 1357-5279 (Print) 1476-489X (Online) Journal homepage: https://www.tandfonline.com/loi/cccp20 How to listen to very young children: The mosaic approach Alison Clark To cite this article: Alison Clark (2001) How to listen to very young children: The mosaic approach, Child Care in Practice, 7:4, 333-341, DOI: 10.1080/13575270108415344 To link to this article: https://doi.org/10.1080/13575270108415344 Published online: 17 Jan 2008. Submit your article to this journal Article views: 3888 View related articles Citing articles: 15 View citing articles https://www.tandfonline.com/action/journalInformation?journalCode=cccp20 https://www.tandfonline.com/loi/cccp20 https://www.tandfonline.com/action/showCitFormats?doi=10.1080/13575270108415344 https://doi.org/10.1080/13575270108415344 https://www.tandfonline.com/action/authorSubmission?journalCode=cccp20&show=instructions https://www.tandfonline.com/action/authorSubmission?journalCode=cccp20&show=instructions https://www.tandfonline.com/doi/mlt/10.1080/13575270108415344 https://www.tandfonline.com/doi/mlt/10.1080/13575270108415344 https://www.tandfonline.com/doi/citedby/10.1080/13575270108415344#tabModule https://www.tandfonline.com/doi/citedby/10.1080/13575270108415344#tabModule CONFERENCE HOW TO LISTEN TO VERY YOUNG CHILDREN: THE MOSAIC APPROACH ABSTRACT This paper will explore Mosaic, a particular framework for listening to very young children, under five years of age. This Mosaic approach was developed during an exploratory study of listening to young children, funded by the Joseph Rowntree foundation. The project contributed to a wider evaluation of Coram Community Campus which is a multi-agency network near Kings Cross, in London, composed of a range of services for families and children including an early childhood centre, parents’ centre and projects for homeless families and children with disabilities. The title, ’How to listen?’means I will be discussing the mechanics of listening, but listening is more than a technique. It is a value- laden, context bound activity So I will begin by discussing the principles of listening on which this framework is based, and having described the approach I will then turn to look at the outcomes of listening to see where listening to young children leads us. PRINCIPLES OF LISTENING Sometimes, in research and practice we take for granted the principles we take as our starting point for working with young children. We have made a conscious effort, in this study, to debate and articulate these principles. This has led us to work with a particular set of images of the child and of adults. The Image of the Child The study was based on the understanding that young children have a great deal to teach us about their everyday experiences: Child