A. What this module is about This module examines the images of the educator through the conforming, reforming and transforming lenses and describes the curriculum positions that emerge from these three perspectives. As we continue to reflect on our own beliefs and ideas, who we are and where we situate ourselves in light of the various early childhood philosophies of education, we will also begin to examine the goals of the Early Learning Framework (the Framework) in relation to these three curriculum positions. Keeping in mind the work we have done in Modules 1 and 2, this module raises issues and questions such as: If we rethink our relationships with children and families, what are the implications when thinking about the images of the educator? What does it mean to me as an educator to work within a context of social responsibility? Who is the educator who views and treats children as competent, capable human beings with lots of potential? Because of the amount of reading in this module, you may want to quickly review the participatory activities below before you begin reading. Alternatively, some of you may prefer to read the commentary in the activities iteratively as you read MacNaughton. Finally, this module explores how we expand our view of the role of the early childhood professional to encompass a transformative vision. There are two activities in this module; a discussion posting and short group activity related to curriculum understandings and the Framework. Please click on 1.3 in the table of contents for this module to preview the discussion and section 6 to review the group activity.
B. What you will explore At the conclusion of the module, you will be able to: Critically reflect on your own images of the early childhood educator and articulate your images in relation to the curriculum approaches Understand key concepts associated with various philosophies of education and identify the factors that influence the curriculum approaches in the field Identify challenges and opportunities created when educators are asked to reflect on their beliefs and compare these to the approaches evident in their practice and workplaces Consider the importance of critical reflection in educators Examine the Early Learning Framework goals in relation to the conforming, reforming and transforming perspectives
C. Resources Text and Articles: Committee on the Rights of the Child. (2007). General Comment Indigenous children and their rights, Draft #2, March 6, 2007, pp. 13-23. Office of the United Nations High Commissioner for Human Rights. Geneva: Author. MacNaughton, G. (2003). Shaping early childhood: Learners, curriculum and contexts. Maidenhead, UK: Open University Press. Part 2, Chapters 6-10, pp. 111-243; Chapter 13, pp. 282-301. Other Resources: Table 1, Early Learning Framework Goals by Conforming Position; Table 2, Early Learning Framework Goals by Reforming Position; and Table 3, Early Learning Framework Goals by Transforming Positions Video: Vancouver 2007 LC #4 (Disk 1; Disk 2). A group of educators think about each of the theories included in Models of the learner in a nutshell as part of a learning circle discussion. Based on the work in: Pacini Ketchabaw, V., Pence, A., Elliot, E., Mulligan, V., & Berikoff, A. (2007). Models of the learner in a nutshell. Rethinking quality with early childhood educators: Facilitative workshops, Learning Circles #4. Victoria, BC: School of Child and Youth Care, University of Victoria.
1. Guide to Vancouver 2007 Learning Circle #4 video The times below are approximate: Topic Begins at: Disk #1 (1.5 hours) Intro to discussion 29:00 Maturationism 31:35 Behaviorism 44:00 Social Learning Theory 1:01 Constructivism 1:16 Psychodynamics 1:26 Neuroscience 1:29 Social Constructionists and 1:40 Postmodernists Feminist Poststructuralists 1:54 Disk # 2 (1 hour) Discourse and Identities 00:00 Gender and Meaning 23:00 Documenting Meaning 43:00 Implementing New Ideas 50:00
D. How long is this module Module 3 is a one-week module including readings, critical reflections and two online interactions with your small group.
E. Participatory Activities 1. Early childhood curriculum through different lenses Module 3 considers the images of the educator using the notions of conforming, reforming and transforming lenses. Chapter 6-9 of MacNaughton re-visits these lenses as a way to guide you in the further exploration of your beliefs about the education of young children. The discussion below provides a brief summary of some of the major points found in chapters 6-9 as well as suggestions for completing the reflections and exercises that MacNaughton lays out. Chapter 10 presents some case studies on curriculum, which offer the opportunity to critically explore how these various curriculum positions can play out in the real world. We will also introduce some important tables that examine goals of the Framework from a conforming, reforming and transforming perspective that we, as a group, will be working on over the next modules. Chapter 13 examines how the transformative curriculum approach fits within the profession of early childhood education.
1.2 Reflecting on curriculum and Activity 1 Please read: MacNaughton, Chapter 6, Reflecting on the early childhood curriculum Chapter 6 introduces the topic of reflecting on the early childhood curriculum. It describes the impact of our teaching and learning philosophies on our images of the child and how our philosophies affect program implementation. It asks you to consider how curriculum is shaped through setting goals and planning. It also introduces the notion of shaping curriculum through observation and assessment. Respond: As you read through this chapter, please complete reflection sheets 6.1-6.4 and save your notes. Before moving on to Chapter 7, please log on to your small discussion group and answer one of the questions in discussion sheet 6.2. Briefly describe your core position and select one way that you have emphasized the core position in the curriculum. Please write no more than 100 words. Please comment on at least one other posting from your group. See the table of contents for module 3, section 1.3. When you click on 1.3, you go to the D2L discussion page. Example: Core position: I believe that early childhood programming helps develop social skills. Curriculum impact: I try to give children enough room to work out their conflicts themselves by encouraging them to express their points of view verbally or facilitating conflict resolution by using observation to try to see things through their eyes.
1.3 Module 3, Discussion 1, Core Position/Curriculum Impact Posting As you read through this chapter, please complete reflection sheets 6.1-6.4 and save your notes. Before moving on to Chapter 7, please log on to your small discussion group and answer one of the questions in discussion sheet 6.2. Briefly describe your core position and select one way that you have emphasized the core position in the curriculum. Please write no more than 100 words. Please comment on at least one other posting from your group. For an example of this posting, please click on 1.2 in the table of contents for Module 3.
2. Reforming curriculum position Please read: MacNaughton, Chapter 7, Curriculum position: conforming to society Description Chapter 7 presents one prevalent view of the role of early childhood education in society--that of the conforming lens, where childhood is predominantly seen as a route to responsible adulthood. In this lens, the primary role of education is as an agent of socialization. MacNaughton uses the term, cultural transmission to characterize this position, where the curriculum development theories that result emphasize reason, efficiency and the ability to predict outcomes. According to MacNaughton, a conforming position leads to goals of early childhood curriculum that have direct social utility as defined by the dominant groups within a specific society (p.125). This position focuses on behavioural objectives and a rational approach to goal development. See the Ideas Summary 7.1 on page 127 for examples of goals in the conforming lens. Does this Ideas Summary reflect your ideas/your program, a little or a lot? In the conforming view, the curriculum: is known in advance uses developmental norms and is couched in behavioural terms planning emphasizes a rational process decision making is generally top down individualized programming can be developed (see figure 7.1) and it occurs within the overall strictures of a known curriculum with stated outcomes scheduling of activities also conforms to a developmental (behaviouralist) approach, with weekly plans and themes based on, for example, times of the year. Structured pedagogical relationships are the norm in this approach see p. 133, with structured space and materials and structured teaching strategies, including rewards and punishments. This approach is often characterized as teacher-centred. Assessment is also structured, evaluating children according to developmental norms and the obtaining of skill sets. MacNaughton provides a brief history of how the developmental norms were created over time. Within the conforming view, the observer strives to be objective. Ideas Summary 7.2 describes some forms of observation associated with the conforming view. She offers a description of how key learning areas and associated learning outcomes are developed. Please bookmark the Ideas Summary 7.3 on p. 143 as we will return to it later when we begin to fill in the table referred to earlier.
2.1 Critique and reflection on the conforming position Critique Read pp. 145-154. According to MacNaughton the conforming approach has the potential to marginalize differences not as a willful or hurtful act; in fact, what drives this approach is well meaning: if we regard all children as the same, we will create equity between them (p. 146). She also points out that this approach has the potential to disempower educators and learners and reinforce stereotypes. Reflect: In your experience, is the conforming approach used in programs (or settings) you are familiar with or currently work in? Why do you think this is? What are the influences or factors that support (or necessitate) the adoption of a conforming approach? From a reflective standpoint, does McNaughton s critique of the conforming approach open up new realizations for you? The presentation of ideas that lead to more questions than answers can be uncomfortable. Does the exploration of these ideas create excitement or anxiety for you as an educator? Why? Let s move on to Chapter 8 to see if there are aspects of it that reflect your view of yourself as an educator?
3. Conforming curriculum position Please read: MacNaughton, Chapter 8, Curriculum position: reforming society Description Chapter 8 presents another prevalent view of the role of early childhood education in society-- that of the reforming lens, where childhood is predominantly seen as a route to unlock the full potential of the child on the way to becoming a self-governing, rational being (p.155). The primary role of educators is to be attuned to and nurture each child s needs and uniqueness in the reforming context of freedom, truth and justice. MacNaughton gives a brief history of the reforming lens, documenting its early roots in the rise of liberalism and the enlightenment and examining the important place of education in the thinking of Western philosophers, ranging from Rousseau to John Dewey. Ideas gallery 8.2 offers some examples of recent statements about early childhood that link back to this thinking. Take a look at the opening few pages of the Framework and see if you can discover those roots in any of its statements. According to MacNaughton the reforming lens adopts broad, guiding principles that focus on the whole child. Decisions about curriculum are described as practical rather than technical. Hence, a reforming approach to early childhood curriculum goals assumes that questions of values are core to the teaching process and that goals are a practical engagement with values (p.161). Ideas Summary 8.1 (p. 162) offers examples of reforming goals. Note that there is no timeframe or specific measurable outcomes to goal achievement; rather, the educator relies on wise judgment to ensure that the goals and the means to achieve them are under constant consideration and re-consideration as MacNaughton suggests it is the process of education rather than the outcome that is the focus of the reforming lens (p. 164).
3.1 Description cont d and critique of reforming position The reforming approach to planning is in contrast to the conforming approach. Unlike the conforming approach, time is flexible and learning resources reflect children s interests. Planning is bottom up, child centred and non-linear. Please read pp. 165 to 170. A key concept is the pedagogy of listening. The pedagogy of listening requires that educators document their understanding of what is happening in the classroom and carry that understanding forward into the emergent curriculum. As we have already noted in the workshop and elsewhere, observation provides a way to better understand the child and the child s thinking. In Ideas Summary 8.2, some techniques for illuminating children s perspectives, MacNaughton offers some insight into the observation process which has flowed from the Reggio Emilia experience. Finally, please review Ideas Summary 8.3 for an overview of the reforming approach to curriculum and bookmark it for further use. Critique The major critique of the reforming lens comes from a gender and antiracist perspective; perhaps this lens is too individually focused and masks the inequalities which underpin social relationships in our society. Should educators wait to raise issues of social injustice until such an issue comes up in the classroom or should educators take a more proactive stance? This is a question that we will consider as we move on to discuss the transforming approach.
4. Transforming curriculum position Please read: MacNaughton, Chapter 9, Curriculum position: transforming society Description Chapter 9 presents another prevalent view of the role of early childhood education in society-- that of the transforming lens, where early childhood education is predominantly seen as a route to creating a better world (p.182) through work with children and families. The primary role of educators is to confront and engage the world critically and challenge power relations (Sleeter and McClaren in MacNaughton, p. 183). See ideas gallery 9.1 to read some international transformative statements about the role of early childhood education. Are there similar statements in the Framework? What about in your program s statement of philosophy? MacNaughton, who clearly subscribes to this curriculum position, provides some history of the ideas behind the transforming lens. The various isms that MacNaughton describes look to education as social and political activism, where the focus is fixed on ameliorating past injustices through helping children to recognize and deal with what s fair and unfair in their world (p. 188), particularly those inequities arising from racism and sex role stereotyping. The educator s task is to engage children in the type of critical thinking that gives them the tools to care about and address oppression. Ideas Summary 9.1 provides examples of building transforming goals in early childhood curriculum. Such curriculum is rooted in anti-bias or anti-discriminatory practice. This practice is reflected in a planning process that is collaborative (see Figure 9.1 on page 193 and bullets on page 194), where equity considerations are brought to bear in the choice of learning resources and where knowledge is guided by children s changing interests. Knowledge is an important concept in the transforming approach; knowledge is seen as both culturally and value-based. Reflective educators examine the hidden (or not so hidden) meanings in the books and materials used in the classroom with a view to eliminating materials that promote bias and racism; they act positively to promote culturally diverse content and ways of being and knowing.
4.1 Reflection and reading on the transforming position Reflect: How do critical educators generate content? Please read MacNaughton, pp. 197 to 202. Do the ideas presented here mesh with your beliefs or programs? If so, what does this look like? Perhaps the ideas do mesh with your beliefs, but are not coming through in your programs? What contributes to incongruence of this nature? The role of observation in the transforming lens emphasizes language and discourse and the cocreation of meaning. It continues to focus on critical understanding of one s own biases, ensuring multiple perspectives, and collaboration. See the bullets on page 206 as well as the Ideas Summary 9.2. Please bookmark the Ideas Summary. Critique MacNaughton focuses on how difficult it is to achieve a transformative approach in light of the other demands placed on the educator. What do you think? Please read: Committee on the Rights of the Child. (2007). General Comment Indigenous children and their rights, Draft #2, March 6, 2007, pp. 13-23. Office of the United Nations High Commissioner for Human Rights. Geneva: Author. Before moving on to chapter 10, please read pp. 13-23 of the General Comment Indigenous children and their rights, Draft #2, March 6, 2007 and consider which of the curriculum positions that you have encountered might lend itself best to working with Aboriginal/ Indigenous children and families? Why do you think it is important in your practice to be aware of the work of the Committee on the Rights of the Child? How can this knowledge be helpful in your practice?
5. Critical reflections on curriculum positions Please read: MacNaughton, Chapter 10, Curriculum positions: critical reflections At the end of section 5, please watch: Vancouver 2007 Learning Circle #4. A group of educators talk about their practice in relation to each of the theories included in Models of the learner in a nutshell as part of a learning circle discussion. Description This chapter offers some case studies that focus on the educator as planner and observer. The cases illustrate how some educators think about their practice. The chapter also presents many ideas and ideas clarification exercises to help you more fully understand your curriculum position and its impact on how you work with children, families and other educators. Reflect: As you read this chapter pay special attention to the Reflection sheets. Take a look back at your answers to Reflection Sheets 6.1-6.4 and consider your answers in light of new knowledge. For example, Reflection sheet 6.2 asks you to reflect on curriculum goals and your philosophy; now fill in Reflection Sheet 10.3. Have you changed any answers? How will these changes play out in your approach to curriculum planning? In your role as observer? Can you identify your curriculum position/that of your workplace, that of the Framework? In the main, are you/is your organization a conforming, reforming or transforming educator? In what ways does your practice draw on elements of all these positions? What challenges are created for you in terms of your practice in the workplace, or within the field, when you begin to articulate and define your professional identity in relation to these approaches? What opportunities are created if your curriculum position is primarily rooted in one approach and your workplace or colleagues seem to be rooted in another?
6. Activity 2, Curriculum positions and the Framework Activity 2: Before going on to chapter 13, please take a look at Tables 1-3, Early Learning Framework Goals by Conforming Position; Early Learning Framework Goals by Reforming Position; and Early Learning Framework Goals by Transforming Positions. These tables present the goals grouped by major topic area (well-being and belonging, exploration and creativity, language and literacies, social responsibility and diversity). Beside each goal, there are three columns, entitled images of the child, planning and assessment. The task is to examine each goal in light of a specific curriculum position and describe its impact on the interpretation of images of child, plus the related planning and assessment activities that fall out of the curriculum position. Beginning in this module and continuing in Module 4, you will be asked to work in small groups to fill in specifically assigned goals from the perspective of a conforming, reforming and transforming lens. Please review the sections you have bookmarked from chapters 7-9 in MacNaughton. Return to the each of the three Table files; there you will see an example of the first goal (in the major topic area, Well being and Belonging with the columns already filled in. The facilitator will assign a goal for your group and your task is to fill in the table from each of the three positions (conforming, reforming, transforming) using the examples as a guide. Please share your work with your group and discuss as you go. Once you have completed your work as a group, please assign one of your members to send your file to the facilitator using your group s name as an identifier.
7. Moving to a transformative perspective Please read: MacNaughton, Chapter 13, Curriculum contexts: becoming an early childhood professional Description In chapter 13, MacNaughton explores what it means to be an early childhood professional and asks you to consider your intentions and aspirations as an early childhood educator working with children and their families. More specifically, she asks you to contemplate how you might move from a developmental perspective to a more transformative one. She then describes how an early childhood educator might interpret their various roles and responsibilities, such as familiarity with legislation and regulation, quality assurance, standards and ethics, etc., from a transformative perspective. In summary, according to MacNaughton, key actions that result from adopting a transformative approach include: Advocacy Networking with early childhood organizations Reflecting with families and children Professionalism as an ethics of care Action research Reflect: Please review MacNaughton, pp. 286-287 on the UN convention on the Rights of the Child, in particular the bullets on page 287. Now read General Comment Indigenous children and their rights, pages 13-23, and consider your answers to the bulleted list as you read this section of the Committee s report. Consider the case study beginning on page 297 in MacNaughton. Are you comfortable with the action research options she suggests? Could you begin to implement such an approach in your work setting? Do you have other ideas that would work in your setting?
8. Modules 1-3 and where we go from here As we move forward to examine the Framework and our role in its implementation, keep in mind the following ideas from our readings of MacNaughton and others. Early childhood educators display the following characteristics: A commitment to social responsibility that represents more than multicultural education The use of critical reflection to make informed and careful choices about their work with children and their families Intellectual engagement and a desire to think about the big ideas behind their work In module 1, we emphasized the images of the child as complex, capable, and strong--underlying the practices of Reggio Emilia programs within the context of the postmodern paradigm. In module 2, we looked at images of the family and ways in which an early childhood educator can build true partnerships with parents with a view to the transformation of the relationship. Module 3 has focused on the images of the educator in relation to a number of curriculum positions and begun to consider how the curriculum positions affect our interpretation of programming with regard to the Framework. In sum, the child is seen as a competent individual with multiple potentials; children's learning is made visible to educators, other colleagues, families, children themselves and the whole community; critical reflective practice is required. In module 4, we will examine the Framework in more detail by identifying how our interpretations of its goals vary by virtue of the lens (curriculum position) we adopt. In module 5 we consider the link between the Framework and the role of pedagogical narrations as a tool for practice when working within the framework. By engaging in pedagogical narrations we can challenge the images of the child presented by developmental theories through critical reflection and ethical resistance and ultimately create new ways of seeing, understanding, and working with children.
8.1 Re-considering your images of the child Reflect: Before moving on to Module 4, please revisit the questions below from module 1 and consider if your answers have changed. Deconstructing/Reflecting on the Images of the Child What perspective of the child do I have? How is that perspective reflected in my practice? Who do I think children are? What assumptions are embedded in the way I look at children, I talk about children, I work with children? Which sciences do I bring into my own image of the child? (e.g., child development, anthropology, history, genetics, biology)? What views are missing from my understanding of who children are? What meanings of words or concepts are key to my understanding of children? Are there any other ways of understanding what the words I wrote mean? What meanings are marginalized or silenced ( othered )? How do these meanings lead to taken-for-granted assumptions about children?