Innehållsförteckning för JULY/AUGUST ISSUE 15 2023 THEORIES & PHILOSOPHIES från Pedagogy+

In this Issue of Pedagogy+ we explore the important role theories and philosophies play in the everyday. The word philosophy comes from the Greek for ‘love of wisdom’, and we believe that it is the love of pursuing big ideas and the wisdom of the past that can have an impact on quality now and into the future. Often seen as a way of thinking confined to academic life, we hope to dispel that thinking as we explore the various ways in which ideas impact what we do in the everyday. We showcase articles that illuminate the nexus between theory and practice and practice on theory, and our authors share with you a range of philosophers and how their ideas continue to influence their work. The introduction of the new…

STORYTELLING AT YOUR SERVICE It wasn’t easy being a theorist and philosopher. At parties people would either glaze over the moment she told them what she did, or some sort of perverse pleasure at the thought of being able to dig deep into the depths of life and death would take hold of them, compelling them to shadow her for the rest of the night, asking inane questions. Not that she went to many parties. If she’d been born a male in Greece 2500 years ago, she’d probably have spent many an evening lounging around the feet of marble statues, drinking wine and supping on beans and honey cakes as she and her fellow thinkers made sense of the world through reason. Mathematics, politics, ethics, metaphysics, biology, astronomy…the subject matter…

JOURNALIST & EARLY CHILDHOOD CONSULTANT Who influences my personal philosophy about education and care? Who are my go-to thinkers? I am not an educator or a teacher, but someone who is concerned about the politics of education and care. The people I am influenced by are disparate. These people have helped form what I believe about humanity, this sector, women’s position in the world and how one should conduct oneself as an advocate and as someone trying to make the world a better place. This list exposes so much about myself. How influenced I am by women (not a bad thing), but how white my world is. Not one Aboriginal person is on my list. Hardly any non-Anglo ones. Most are from Australia, England or America. Most are my peers…

SEMANN & SLATTERY Leadership, in any profession, has the potential to impact organisational philosophy and direction significantly, and Early Childhood Education (ECE) is no exception. In ECE services, leadership plays a crucial role in shaping the philosophy that underpins the practices and pedagogies within the setting. To understand how leadership shapes philosophy in ECE, it is essential first to grasp what philosophy means in this context. Philosophy in ECE refers to the fundamental beliefs, values, and principles that guide the education and care of young children. It shapes the policies, procedures, and everyday practices within ECE services, influencing how educators interact with children, families, and each other. Leaders in ECE, whether they be directors, coordinators, or senior educators, are instrumental in establishing and promoting this philosophy. They create a vision…

Musician and artisan Cat Leahy always loved the idea of settling in Yackandandah…the pandemic fast-tracked the plan. Lockdown in Yack, as affectionately referred to by the locals, created the space in Cat’s busy muso life to pursue another passion – to make a hat for herself…hats and music are synonymous…so after some research, two days with a hatter in Melbourne – and a keen eye and feel for what makes a great hat – et voila Feather & Drum. A destination within a destination – Cat’s tiny hattery on the tree-lined Main Street of Yackandanda is a delightful and inspiring surprise. Why Feather & Drum – feathers have a special significance for Cat, they remind her of a special friend who always encouraged her early endeavours – especially as a…

The role of educational leadership focuses on curriculum and pedagogy rather than on management and administration. It has been argued that educational leadership is, in effect, leadership for learning (NZCA, 2013). This inspiring conference, now in its fifth year, is unique. We promise you a day of engagement and provocation – our purpose is to support those individuals in the role of educational leader. Join a stellar lineup of speakers who will assist and guide you to consider ways of transforming the educational practices at your site towards improved quality outcomes. LOCATIONS AND DATES MELBOURNE 18 September 2023 Novotel Melbourne Preston 215 Bell Street, Preston CANBERRA 19 September 2023 Novotel Canberra 65 Northbourne Avenue, Canberra SYDNEY 20 September 2023 Darling Island Wharf (Doltone House) 48 Pirrama Road, Pyrmont BRISBANE 21…

Creativity is a process to generate valuable ideas; the first step to develop it, is to find what we’re truly passionate aboutSir Ken Robinson Through my Pedagogical Leadership, I feel a powerful tool, is the ability to influence and shift educators thinking to innovative ways of working with children. It allows me to put into practice my vision and reflect my underlying philosophy. Working in such a diverse sector, we need to be exploring contemporary measures to the way we teach and work. The theory of divergent thinking really aligns with the need to adopt creative approaches to learning. I am inspired by the Late Sir Ken Robinson, whom was an advocate for transforming education, sharing that we need to ‘cultivate children’s curiosity, confidence, and their creative talents.’ This stems…

The ‘Curious Wendy Shepherd’…an apt portrayal of how Wendy Shepherd approaches life… The ‘curious’ Wendy is an inquisitive thinker, the ‘curiosity’ Wendy attracts the interest of others. With a listening ear and a treasure trove of knowledge to impart, Wendy engages in conversations across the spectrum of life – a keen observer of the world; her interests are many – music (the classics and pop), art, literature, politics, aesthetics and design, social justice, education, the environment…and she has a wicked sense of humour. Colleagues and the sector at large know Wendy as an advocate for the inclusive rights of all children and families and the rights of teachers and educators. As the founding Director of the Mia Mia Child and Family Centre Study Centre, Wendy created an educational environment that…

SEMANN & SLATTERY For years, my teaching philosophy mirrored that of other teachers, drawing inspiration from approaches like Reggio Emilia and RIE, and touching upon theories like Bronfenbrenner’s Ecological Systems Theory and Piaget’s Stages of Cognitive Development. These are all wonderful approaches; however, I had never been to Reggio, and I struggled to articulate how my practice aligned with Piaget’s. My philosophy lacked a distinct reflection of my own practice, identity, and what makes me a unique and individual teacher. For prospective employers, and even worse, for children and families, I was indistinguishable from every other fresh graduate. In my fourth year of teaching, I was exposed to Simon Sinek’s concept of ‘The Golden Circle.’ The circle highlights how many individuals can clearly identify what they do and how they…

EARLY CHILDHOOD CONSULTANT There is an ancient Buddhist parable about three blind men who having no previous knowledge of an elephant, try to imagine what an elephant is like by touching one. Each of the men touches a different part of the elephant’s body, and then based on these limited interactions, they then describe to each other what the elephant might look like. As expected, their descriptions were vastly different from one another, but because each man is convinced of his own claim to the ‘truth’ and could not consider the ideas of the other, the three protagonists in this tale were not able to ‘see’ the whole elephant and it all ended in tears. The moral of the tale is that humans tend to draw on their own subjective…

MELBOURNE 14 NOVEMBER 2023 Karstens - 123 Queen Street Melbourne City 6.00pm - 8.30pm SYDNEY 16 NOVEMBER 2023 Karstens - 111 Harrington Street Sydney City 6.00pm - 8.30pm $159 incl. GST Loris Malaguzzi and the Schools of Reggio Emilia: A provocation to think at a time of converging crises The municipal schools for young children in the Italian city of Reggio Emilia are world famous; there is much talk of a ‘Reggio Emilia approach’, a pedagogical template that others might adopt and follow. But I want to argue that this is to misunderstand the contemporary importance of Reggio Emilia, and the work of the city’s famous educator, Loris Malaguzzi. Reggio Emilia, in my view, is best understood as an example of a local cultural project, the result of a local…

The Quarrel, the philosophy v poetry debate, has been argued since Socrates and Plato. Some of the ancient and a number of continental and contemporary philosophers view ‘the relationship between philosophy and poetry as one of productive mutuality, leading toward new modes of thinking and understanding’ (2019). One such view describes thinking and poetry as gifts of language. That these gifts, at times, help us to gain wisdom – the poem, through the flow of language, shimmering enlightening, beautiful phrases that articulate and reveal an aspect of reality that often illuminates thinking…and offers an understanding of being. We have taken artistic license to include in the concept of ‘gift’ other creatives – artists, composers and writers – as they, too, cause us to pause and consider life… Understanding is not…

Pre-order your copy today! www.routledge.com/9781032158259 ABOUT THE BOOK Key components of practitioner inquiry provide an effective approach to lasting educational change. By including narratives of practice from across diverse early childhood settings, this book investigates issues that arise during implementation of inquiry-focussed professional learning cycles. It presents practitioner inquiry as a vehicle for empowering educators and educational systems. Research-based, this book brings together theory and practice from authors and internationally recognised commentators to inform and inspire early childhood educators. Chapters are thematically grouped in three focus areas. The first centres on background contextual information to set the scene, the second offers real-life stories based on authors’ experiences and the third provides insight into broader issues of leadership and professional learning. Voices of educators, teachers and leaders are included to provide…

ETHICAL INTERACTIONS Compassion is the radicalism of our time- Dalai Lama If your compassion does not include yourself, it is incomplete - Jack Kornfield Kristin Neff’s self-compassion, defined as the capacity to care and tend to ourselves like we would our best friend – especially when times are tough-is gaining traction globally. Self-compassion helps us to accept that we, and our lives, are imperfect. And that our imperfection makes us human. It connects all of us. It is seen to be more powerful than self-esteem, which is based on feeling ‘good’ about yourself, a feeling which is impossible to maintain all the time, and requires someone to be ‘worse off’ than we are. Self-compassion on the other hand allows us to sit with imperfection, guiding kindness, warmth and compassion into…

DIRECTOR OF EDUCATION SERVICES – MONTESSORI AUSTRALIA As artificial intelligence comes of age, repetitive and mind-numbing jobs on assembly lines and in offices are increasingly being automated because AI-powered robots do these tasks better than people…without needing weekends, benefits or time off to care for sick children! Whether this latest technological revolution will lead to mass unemployment is uncertain, but it will undoubtedly change the nature of work… and education. How can we design learning environments to prepare children for a workforce whose outlines are shifting before our eyes? Modern workplaces no longer put a high value on obedience, repetition and memorisation, or even good grades. Instead, these are places where mistakes are encouraged as learning opportunities and a premium is placed on the creative use of information gleaned from…

FROEBEL AUSTRALIA There have been several key historical, philosophical, and educational theorists who have globally influenced teachers in their curriculum development. FROEBEL Australia looks to the teachings of Friedrich Fröbel to influence and support pedagogical practice in the 21st century. In the 1800s, it was the schools of Johann Heinrich Pestalozzi and Robert Owen that ignited the flame around educational policy to expand future pedagogy. As predecessors of today’s pedagogical thinking around holistic approaches, social cohesion and the influence of the natural environment, they advocated the value and importance of these aspects of teaching and learning (Follari, 2011; Horlacher, 2011). In 1837, Friedrich Fröbel played an integral role in the foundation for early childhood education. He opened the world’s first ‘kindergarten’ in Germany – grounded in ‘play and activity’, with…

TUI EARLY LEARNERS NZ ‘… Right here, right now is my kind of happiness’ – These were some of my opening words in my workshop presentation at the most a-ma-zing INSPIRE Conference, Sydney, 2023. Why these words? Because ‘…right here, right now …’ meant that I was in my element in being able to share my story and disseminate my knowledge, my insights, and my tentative findings from my Masters self-study methodology thesis of ‘Who leads the leader, who mentors the mentor, who coaches the coach.’ With my self-study thesis being ultimately ‘all about me’ I had this wonderful opportunity as an international presenter (a privilege bestowed to me from Semann & Slattery) and hailing from Aotearoa, New Zealand and from my Tūī Early Learners, to speak and bring forward…

You stare into the limitless night sky and a carpet of stars…Wonder at the clouds as they drift across a celestial heavenYou gaze at a sleeping infant…Marvel at the tenacity and fragility of a butterfly breaking free of the cocoonYou shade your eyes against the sun disappearing below a distant horizon…Vibrate with the crash of the waves as they pound the shoreYou listen to the wind as it teases the leaves and whispers through the trees…Or as it howls and whistles playing havoc with the worldYou wake in the night to complete darkness…You tremble as thunder rents the air; flashes of lightning illuminate a darkened sky It is in moments like these that you acknowledge the vastness and wonder of the universe and question what part you play – you,…

SENIOR LECTURER EARLY CHILDHOOD EDUCATION SCHOOL OF EDUCATION, CURTIN UNIVERSITY, WESTERN AUSTRALIA The question of who our ‘go-to’ philosophers and theorists might be usually conjures up images of people far removed from everyday practice with children and families. First and foremost, my ‘go-to’ philosophers and theorists are the educators of the city of Reggio Emilia; teachers, pedagogistas and atelieristas who, in their everyday encounters with young children, engage in research and generate theory that troubles conventional views of what education and care can be. This is possible because of their dedication to pedagogical documentation and progettazione, which together generate research and theory that push the boundaries of what can be reductively conceived as ‘curriculum’ elsewhere. The strategy and practice of pedagogical documentation is a legitimate approach to research, generating theory…

REGGIO EMILIA AUSTRALIA INFORMATION EXCHANGE (REAIE) Loris Malaguzzi (1920-1994), an Italian educator born in Correggio, Italy, founded the Reggio Emilia Approach®; a world-renowned early childhood educational system named after the town in which it was born. After catching the world’s attention when a 1991 Newsweek article featured Reggio Emilia’s Diana Preschool as one of the 10 best schools in the world, the Reggio Emilia Approach has since gathered attention and momentum around the globe. This system of education focuses itself on the construction of a new ‘culture of childhood’, having grown from humble beginnings in post-WWII Italy, and now attracts thousands of international educators to study tours and conferences each year. Malaguzzi dedicated his life to advocating for the potentials of all children, honouring them as competent and capable learners…

SEMANN & SLATTERY A recent work trip to the High Country of Victoria was an absolute delight. It has been many years since having sojourned in this part of the world, and once again, I was struck by the beauty of the location and the friendliness of the locals. I love a cool climate and a delicious palette of autumn colours – autumn is my favourite time of year. Crisp fresh air, limitless sky and wide-open spaces – what an idyllic environment for young children. Soft sunlight and misty mornings welcome the day – the landscape is a tapestry of native bush, emerald green pastures, magnificent trees, rounded tors and alpine pinnacles that kiss the clouds. There is a spirituality about the place that speaks to me of time gone…

EARLY CHILDHOOD CONSULTANT Musing about the question, I rummaged back in my mind for a coherent reply. Who are the theorists who have most influenced me? What theories shape the everyday of my world? Odd pieces pop into mind. Let’s sort it out together. Something to do with my mother would have primacy, so let’s grab Rogerian theory and place it on hold – we’ll come back to that. Then let’s muse about the teaching/mentoring that shapes my working week – how often do I reference the importance of ‘the social construction of knowledge’ as a key platform for early childhood pedagogy? Associated naturally with Vygotsky (Russian, died too young). Moving about through sightlines, then, are the architects recommended by a friend – noting shapes and structures in built environments…

DEPARTMENT OF EDUCATION SA As a pre-service teacher, I vividly recall the moment a nearby teacher poetically remarked, ‘That seems so Froebelian’. This moment sparked a deep curiosity, although I seemingly and politely nodded at the time, returning to play with the children. Later that evening, I ‘googled it’, learning about theorist Friedrich Frobel. Suddenly her poetic remark seemed to make sense. She, a visiting teacher, was making commentary on ways in which the team had gone about setting up the outdoor environment. The space thoughtfully and intentionally set. There was opportunity for children to experience the natural wonders of the world, find connections between materials and explore diverse curriculum opportunities. I recall her highlighting the role of educators in the learning process as she stood back and noticed the…

According to Dr Kerry Robinson and Crisse Jones Diaz (2017), today’s generation of children is coming to early childhood programs more knowledgeable, more technologically aware, less naive, more worldly and able to switch language and culture codes. At the same time, Affrica Taylor (2013) dispels the myth of the romanticised view of childhood but instead describes childhood as assemblages, a bricolage of common world occurrences that create a vibrant and varied whole. For example, children become aware of local and global environmental calamities through discussions about sustainable practices and listening to adult conversations and the media. They are agog, they see the images, and we as teachers and educators need to allay their fears and respond appropriately and sensitively to their questions. Given our brave new world, the question is…

My philosophical standpoint as an early childhood pedagogue has to be that of honouring children’s rights in all my thinking and decision-making. Any theoretical or pedagogical approach must afford a high degree of participation, provisional protection and equity rights for the child. I find I default to the theories and approaches that position children with power and agency, and respectful understanding. Here are three of my go-to’s: Emmi Pikler; Neuroscience; and Secure Beginnings Playspace® Learning. My go-to for infant pedagogy has to be Emmi Pikler (Hungarian Paediatrician), known for her residential nursery in Budapest called Lo’czy. As I hold strong philosophical alignment with children as rights holders, Emmi Pikler also advocates for the inherent provisional, protection and participation rights of orphaned (and all) children to experience quality authentic, respectfully attuned…

Something that I have been emersed in recently is being true to myself and Nietzsche’s thinking around authenticity. Nietzsche talks of the challenges we face as humans as we constantly seek to find our way amongst an influx of external pressures and influences. We often try to change who we are in order to align with expectations or social norms. This often leaves us presenting as an imitation of who we feel society wants us to be. This work resides with me at the moment because, as a leader, we often must deal with other people’s interpretations and expectations of how situations should be handled. However, we cannot let ourselves be led by the expectations of others; we must remain true to who we are as professionals; otherwise, we risk…

STORYTELLING AT YOUR SERVICE How often do we consciously think about early childhood theory and philosophy? Do we give it thought as we update our QIP? Do we brush up before the next assessor’s visit? Or is it a deep dive in when swatting to become our centre’s new educational leader? I’d like to position that we probably do all of the above and a lot more - the latter possibly unbeknown to us. For while Piaget, Vygotsky, Erickson, Yunkaporta, Ingold, Kolbe and the rest of the big names shape our thinking throughout our careers as educators, so too do many more people, people whose names are known to few but whose theories and ideas and philosophies touch our lives in ways which are deep and profound, and sometimes life…

SEMANN & SLATTERY Leadership has been a timeless concept woven into the very fabric of humanity since the earliest civilisations. From the dawn of human society, the construct of leadership has guided and influenced the shape and form of our communities. In ancient cultures, leadership often came from inheritance or divine appointment. This was particularly evident in societies like Ancient Egypt and Rome, where leaders were considered near God-like figures, their wisdom and power revered and unquestioned. Within the scope of early education and care, these societies’ educational systems were often reflective of their leadership principles. Education was primarily exclusive to the elite, with children receiving personalised instruction, often from tutors or apprenticeships. In societies like ancient Greece, the focus of early education was to nurture the child’s physical, intellectual,…