Teaching With The Body In Mind

Mike circles back to the discussion about meeting children's varying needs for physical expression and energy output during the course of a day.  Are there different considerations at play in full and part day programs? The conversation turns to  helping Mike problem solve around sharing one gym space in a large program.  How do we work within our constraints and best serve the needs of children?

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When all the blocks are locked up behind the dragon's wall, do you make him share?  Ross has been thinking about how adults can help children want to share. Tom thinks that we are not careful enough in how we use the term "sharing." Mike reminds us of Fred Rogers' wisdom: "There's a world of difference between insisting on someone's doing something and establishing an atmosphere in which that person can grow into wanting to do it."

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Mike is delighted with the concept of attunement.  When teachers are skilled at attunement, children feel understood, seen, and heard.  Ross points out that it takes time and effort to be in tune. Tom and Joey share experiences where teachers have been "out of tune" with children.  Mike posits that noticing disharmony is one of the first steps to attunement.  Who doesn't love a musical metaphor?

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Tom watched some Rugby and Aussie Rules Football while in Australia. The experience expanded his idea of what's allowed and what's condoned.  He wonders what kind of messages kids are getting if they're watching these sorts of sports.  

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Tom's back from his world travels! He's thinking about context and how we can't just copy an idea as we have to make it work for our particular environment. The group has questions about what he experienced in the context of Australian early childhood education during his time abroad.

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As his favorite holiday approaches, Ross wants to talk about spooky stuff. Being faced with scary things, from monsters to giant potatoes, is a big part of childhood.  Fear will pass (like all emotions), but what do children do when they have these feelings and how should adults respond?  

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Mike wants to talk about documentation. He wonders if there are parallels between learning and performing.  How does social media culture impact what we choose to share? Are we hiding the messy parts and just using it to show off our "good teaching"? Ross finds the connection between documentation, his best high school teachers, and his favorite recipe book. Mike reminds us that documentation is about reflection and continuing to learn about the children in our care.

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Joey invites the group to look at our work with young children through the lens of tension building and tension relieving. Are we planning for and providing opportunities for tension release? 

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