thechildthetruefoundation
TRANSCRIPT
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The Child – The True Foundation
S e t t in g t h ec o n t e x t
b y W e n d y E lly a t t
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Why are we all here?
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Because we care about the future of
childhood
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I am mentally preparing myself for the five-year-old mind. I want to come down to their physical limitations and up to their sense
of wonder and awe.
Shinichi Suzuki
And recognise that this period of life sets
the tone for all that is to come
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This is a time when we establish the foundations of being passionate lifelong learners
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Or that we are somehow lacking and that the process of learning itself threatens our sense of wellbeing
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A time when we are curious, questing explorers of the environment
“When I get an idea I think about it, I hold it on my heart for five minutes,
and then I build it and it isn’t an idea any longer.”
(Reggio Emilia - Francesco, 4)
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With incredibleinner guides
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Each one of us drawn to those activities that most serve our
individual development
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And where we have no sense of the difference between work and play
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“This is not a free journey, but neither is it a journey with rigid timetables and schedules. Rather, it is akin
to a journey guided by a compass”
Carla Rinaldi
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What matters during this time?
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That we see early childhood as an extraordinarily important and distinct developmental phase of its own
rather than a preparation for school
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That we recognize logic and linguistic capacities as just two of many equally
important areas of learning and understanding
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That there are many non-written and verbal form of
expressive language
The child is made of one hundred.
The child has a hundred languages
a hundred hands a hundred thoughts
a hundred ways of thinking of playing, of speaking
Loris Malaguzzi
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And that focusing on any one or two compromises an innate natural balance
that is almost certainly to the detriment of the others
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That we respect the natural rhythms and
pace of the child
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And allow children the time to develop their own thoughts and ideas
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That children also need time and quiet spaces to be reflective
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That we are careful not to impose our own adult needs and expectations
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And respect the fact that, even if unintended, there are immensely strong links between adult expectations and children’s subsequent aspirations and performance
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Allowing them the freedom to be themselves
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Freedom from expectations
Freedom from targets
Freedom from fear
Freedom to Grow
Freedom to Unfold
Freedom to Be
“Accept the children with reverence, educate them with love,
send them forth in freedom.”
Rudolf Steiner
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That we celebrate each child’s uniqueness
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And ensure that children see failure as simply feedback from an ongoing learning process
rather than something to be feared and a measure oftheir worth
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What do we need to ensure?
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That observations should be about the interpretation and evaluation of ongoing dynamic PROCESSES rather than
static RESULTS
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That we recognize our own cultural conditioning and do not
value adult priorities
over children’s natural developmental tendencies
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That it’s about HOW children learn rather than
WHAT they learn
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That documentation should not focus on comparative assessments
But should be all about learning processes rather than results
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That we recognize children as amazing natural learners with their own rights – the source and constructors of their own development
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That children don’t belong in isolation but are part of much
wider creative COMMUNITIES
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That include NATURE
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That a deep connection to nature matters
“direct exposure to nature is essential for physical and emotional health.”
Richard Louv
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And this doesn’t mean just outside playground time
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That teachers recognise themselves as co-learners sharing the process
and that the PSYCHOLOGICAL AND SPIRITUAL MATURITY of teachers matters
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with EMPATHY AND INTERCONNECTIVITY at this age as important as QUALIFICATIONS
One looks back with appreciation to the brilliant teachers, but with gratitude to those who touched our human feelings. The curriculum is so
much necessary raw material, but warmth is the vital element for the growing plant and for the soul of the child.
Carl Jung
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That politicians come and go, but early childhood is just too important to be at the mercy of changing political systems
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And that, despite millions of pounds being spent, we need to recognise that the needs and essential nature of the child remain the same
‘To aid life, leaving it free, however, that is the basic task of the educator.”Maria Montessori
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“Education is not the filling of a pail, but the
lighting of a fire”
William Butler Yeats
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