Celebrating divergent thinking

ELP facilitator Lorraine Sands writes:

I hope that I can capture for you the vitality of the learning I witnessed. I imagine many of you will have heard of Beyblades as they seem to be a world wide phenomenon.  Earlier this week. I was visiting a relatively small rural community and with a little time to spare, I thought I’d just pop into an early childhood centre to catch up with some teachers I hadn’t seen for  a while. Whaea Tracy and I were chatting when a little guy came up and asked if I would like to see his Beyblade. We all know how impossible it is to resist requests from animated, intensely interested children and so I turned to give my full attention expecting to see him demonstrating his prowess with these toys. Instead he disappeared momentarily and returned with some magnetic geometrically shaped blocks. I was fully alert now as this was intriguing. Manaaki placed 5 triangles on the table and clicked the magnets into place, lifted these into a 3d model so they formed the bottom half of a diamond and finally placed a pentagon shape on top to give it strength. He then threw his version of a Beyblade onto the ground where it spun with considerable speed, dancing merrily across the floor. I was stunned for I felt I had witnessed a 21st century learner in action. All the best  of that 20th century pioneering spirit we love in New Zealand, that number eight wire, can do attitude, using whatever is around  to solve whatever problems need to be solved, with a 21st century twist! This creative inventor had  seen a possibility. By knowing how one thing worked he had leaped a thinking chasm, making some completely unrelated materials work in a similar way!

That kind of divergent thinking is to be celebrated. It’s the kind of thinking that will grow the ‘knowledge enconomy’. We’ve continually heard this rhetoric from political parties, yet there seems less detail  about how this ‘playing around with ideas’ can be embedded into learning throughout  a child’s education. Guy Claxton gives us some powerful notions around “Building Learning Powered Schools”. Slit screen teaching where thinking about thinking is highly visible alongside increasing knowledge and skills. His book is worth having in your libraries.  Manaaki then set about making another of his Beyblades, for of course they are designed for having races with other people and his intention was for us to work with him to see how fast we could make them go. Collaborative and competitive in one go, happy to share his knowledge so we could have fun together. He was clearly working as a leader and as a team member.The attributes for a successful 21st learner just kept stacking up.

These are the magic moments that need documenting and so I fetched my camera. Manaaki, ever vigilant for another learning experience wanted to take his own photos and figured out how to use my camera in quick time. Spinning tops of course lose their vivacity in still photos so we switched to video mode. I left promising to send him the DVD so he could show his mum and dad at home on their TV.

What did I come away with that day?  I listened to Alison Gopnik this morning on National radio (it will be worth getting the pod cast of this), talking about how essential it is for children to be viewed as scientists who make predictions about the world and test their theories. This playing around with ideas feeds their growing intelligence. She said that structured learning is detrimental to children in their early years. The challenge for us is to make our environments into vibrant learning settings where children’s curiosity can flourish with support from teachers who promote making mistakes as a way to learn. This means children will be learning at the cusp of their experience and skills stretching these far and wide.

Leading educators ‘inspirational’

“The Courier”, Timaru, April 26^th, 2012 page 8

Leading educators ‘inspirational’

By Lynne Bruce

TEACHERS from South Canterbury and Waimate attended a professional development day last week at which they heard from world renowned early childhood education leaders.

Margaret Carr, from Waikato University, and Wendy Lee, Director of the Educational Leadership Project, on their first visit to Timaru, shared the latest research from their ‘hot-off the press’ book Learning Stories: Constructing learner identities in early education.

Teachers were excited to know more about how this research impacted on their narrative assessment and planning for learning (“learning stories”) to ensure children develop their ‘learner identity’ to be successful life-long learners.

Teachers said the presenters were ‘top-of-the-line’, ‘motivational’ and ‘magical’.

One teacher said it was inspirational having such influential educators share their knowledge and experiences so ‘we can be the best teachers we can’. Another stated it was an honour to finally meet Professor Carr, who had so strongly influenced her own teaching. Professor Carr was a co-author of the national ECE curriculum Te Whariki, whose later research on dispositions for learning guided the development of school key competencies.

Leading educators: Waikato University Professor Dr Margaret Carr and Educational Leadership Project Director Wendy Lee address Timaru area kindergarten teachers last week about supporting children’s learning.

Learning Something New;

I have a unique opportunity coming up shortly. An opportunity to spend 3 months learning something new. I think 3 months is quite a bit of time. Plenty of time to practice.  Plenty of time to find out 'what doesn't work'. The possibilities are endless. Maybe time to move from novice towards being an 'expert'?
There are a few limitations which is making my decision on 'what to learn' a bit difficult. For most of the 3 months I will be sitting on the back of a tandem! This is why I thought perhaps a musical instrument might be my best choice. The 'pilot' of the tandem is not quite so convinced!

We have already had a discussion on instrument possibilities. I thougth a nice little marimba style thing across my handle bars. Brian could make this- then I could tap away tunes. Having an engineers brain means that Brian immediately pointed out the difficulties in this plan. So; no marimba.

The instrument needs to be able to be played with one hand. Over the years,  cycling on the back of the tandem I have learnt that it is unwise to take both hands off the handlebars. Sometimes the pilot performs unexpected manoeuvers-causing the 'stoker' (me) to propel forwards into the seat in front. At times this can be very funny. At other times not so funny. So one-handed instrument playing is all I will be able to do.

I have a couple of weeks to make my mind up. The instrument needs to be small, lightweight and not too complicated to play. Whilst I am not going to book a venue for a concert on my return- I am determined that this is a possibilitiy. Any musicians that can advise me? Or perhaps those of you who aren't constrained by space might like to learn an instrument over the next 3 months also.  Who knows what might eventuate in the realm of musical collaborations towards the end of the year!
Let me know your suggestions of instruments and also useful tunes to practice. I will try and keep you updated on my progress. No doubt there will be stories to tell.  I know learning something new, whilst an adventure, is fraught with difficulty, frustration and setbacks- I am tackling this with my best "Carol Dweck" mindset and feel sure I will succeed. Listen out for my return!

Feedback.

I have recently read Matthew Syed's book "Bounce; The myth of talent and the power of practice". It is a very encouraging read for someone like me who has often bemoaned her lack of 'talent'. There are however no shortcuts to learning. Like Carol Dweck, Matthew reminds us that we are responsible for our own learning and although it can be a long and arduous road- anything is possible.
I particulalry love this quote.  “feedback is the rocket fuel that propels the acquisition of knowledge, and without it no amount of practice is going to get you there.” (p94) My mind conjures up images to go with this- of propulsion, surging forward and heading off into the great vast unknown!
So as a teacher, I am also reminded of how I give feedback; whether to a child or to an adult, will have an effect. What I say and what I do, counts. I can be the bringer of 'rocket fuel'- with helpful specific comment and feedback. It's something I am working on, and like any learning-it takes practice.

Use of childcare growing

This is an article in the Waikato Times by Louise Risk of Fairfax NZ News.

23.03.2012

Hamilton childcare experts say it is no surprise a third of Kiwi babies are regularly in non-parental care, but they warn these arrangements should be judged on a case-by-case basis.

The finding, released today, was from Now We Are Born, the second report from Auckland University's Growing Up in New Zealand study. 

Growing Up in New Zealand follows 7000 children, about 2000 of whom are from the greater Waikato, from before they were born until they turn 21. Now We Are Born reflected life when the children were nine months old. At that age, 35 per cent of the children were in regular, non-parental childcare for an average of 23 hours per week.

In 87 per cent of the cases the mothers said their study or work commitments were the main reason for the care arrangement. 

The researchers gathered extra information from the 1732 families where the child was in care for eight or more hours per week, and found the average duration of care for that group jumped to 28 hours per week. Daycare centres were the care provider of choice for 36 per cent of families, followed closely by grandparents at 32 per cent. New Zealand European mothers were more likely to use daycare centres than their Maori, Pacific Island and Asian counterparts, with the order reversed when grandparents were the main carer.

Hamilton-based associate director of the study Polly Atatoa Carr said that the findings would help shape national policies over time. Early childhood care was a "really important variable" as it would affect everything from the children's cultural identities to their health, she said. 

Cathy Holland, chief executive of Parentline, a Hamilton child advocacy agency that works with at-risk children, said the rate of non-parental care was not surprising, given the economic environment. Ms Holland said her grandson went to daycare to allow his parents to work, and the experience had been positive."I would have a different opinion if I saw [daycare was] not for his benefit." 

Professor Margaret Carr of Waikato University's Wilf Malcolm Institute of Educational Research said many studies were being carried out on the impact of non-parental childcare.

She said it was increasingly common for babies to be in non-parental care and child/carer ratios and space were important when choosing a carer. 

Craig Merritt and Laurene Williams, whose son Cadell is part of the Leading Light pilot  group, said Cadell's Steiner daycare was like "a second home" for him. Ms Williams said they chose the Steiner daycare for Cadell because her good friend was running it.

"We wanted him to socialise with a larger group of children than you get with in-home care," she said. "He spends a day a week with my mum as well." 

For more of the key findings from the Now We Are Born see page B1 in tomorrow's Waikato Times or go to growingup.co.nz. 

louise.risk@waikatotimes.co.nz

- © Fairfax NZ News

Taking action to raise quality in early childhood education

 

Hon Hekia Parata - Press Release -  10 February, 2012

 Education Minister Hekia Parata has announced the establishment of two working groups to improve quality early childhood education for young children.

“We are taking action to make sure all early childhood education services are of the highest possible quality,” says Ms Parata.

“The early years of children’s lives are crucial for learning and development, and every single one of our children deserves the best education they can get.

“Some services are of very good quality but to make sure quality is improved throughout all services in New Zealand, we need the experience of experts within the sector to help us get this right.”
Ms Parata says the independent ECE Taskforce report An Agenda for Amazing Children, released in June 2011, emphasised the absolute need for all early childhood education to be of a consistent high quality.

“Children need this and parents and whanau need this. Parents told us during consultation that they want to know their children are being educated and cared for in the best possible environment. They want stronger action where services are poor quality, and they want more information and service accountability,” says Ms Parata.

The ECE advisory groups will provide advice on improving quality of ECE services sector-wide and improving quality of ECE services for under two year–olds.
“To achieve the changes we need experts from within the sector to help us find solutions,” says Ms Parata.

“The advisory groups are made up of people who understand the issues and challenges of early childhood education due to their experience and expertise.

“I look forward to the practical and workable solutions the advisory groups propose.''

Members were selected based on a number of factors, including experience knowledge and understanding of the sector. The first meetings will take place in late February, and the advisory groups will report back to the Government in April.

Any consequent change in respect of kōhanga reo will be the subject of consultation with Te Kōhanga Reo National Trust Board, including what results from the Trust Board’s claim before the Tribunal.

Improving quality of ECE services sector-wide advisory group members:

Nancy Bell
Clare Wells
Carol Stovold
Alex Gunn
Fiona Hughes
Maureen Woodhams
Janice Taouma
Karla Tardieu

Improving quality of ECE services for children aged less than two years advisory group members:

Jayne White
Dr Janis Carroll-Lind
Jean Rockel
Karen Shields
Natasha Kibble
Lorraine Sands
Carmen Dalli
Nadine Wishnowsky

 

Report claims day care causes stress for children

Many of you will have seen this report in various forms around the country. Not only is it being published widely in newspapers but many of the local radio stations are making comment and getting comment from community members. It is important to discuss these issues with families and to challenge some of the questionable research findings. Advocacy for high quality ECE for all young children is critical. Keeping some of the real concerns visible e.g. the appalling legal ratio levels for babies in our country. No infant should be cared for by someone who is also caring for another 4 babies. A ratio of 1 teacher to 5 babies must be challenged! 

Conservative lobby group Family First is using a report from a controversial academic to claim day care is detrimental to children.

The group issued today the report that claims spending long periods of time in day care, and away from parents, is detrimental to a child's long-term development.

However, the study, by Dr Aric Sigman, hit the headlines last year in Britain, where it was questioned by experts. Dr Sigman is also behind a 2009 claim that Facebook and other social networking sites cause cancer. He was accused of "cherry-picking" evidence and ignoring that which did not support this theory. 

Writing in The Guardian last year, Dorothy Bishop, professor of developmental neuropsychology at Oxford, disputed his claims and questioned his credentials.

"Sigman ignores or selectively reports evidence for this more nuanced position," she wrote. "He justifies his one-sided approach to the evidence on the basis that "while open-mindedness has its place in academia, it is a luxury children can't afford".

Family First commissioned its report, Who Cares, to look at the increasing number of children and infants spending time in early childhood education while their parents are at work. 

Advocates say staying at home with their children is a luxury that many parents can no longer afford. 

Hayley Whitaker, early childhood spokeswoman for the NZEI union, said parental policies in New Zealand were "abhorrent" compared to other countries.

"We should be able to give people the choice to be at home with their children. They shouldn't have to feel that they're forced back into the workforce." 

However, there was a lot of evidence to show high-quality early childhood education benefited children, she said. 

"Everything in moderation, really." 

That quality depended on having qualified teachers and better student teacher ratios.

In his report, Dr Sigman said the level of a stress hormone, cortisol, was increased in 70 to 80 per cent of children in centre-based care. The hormone is produced in response to fear and uncertainty and too much of it was linked to a lowered immune system, he said. 

"Attending daycare for an extended time, whether small-scale and home-based, or large-scale and centre-based, that routinely triggers stress in young children could have potential long-term consequences for their mental and physical health as adults."

High-quality care did not override the effects, the report said. 

"The degree of warmth and affection, particularly between mother and child, can curb a child's stress reactions and generally make a child more resilient to stressful and difficult situations later on."

Dr Sigman recommended fulltime parenting should be a child's right, that the status of fulltime mothers should be enhanced and the current 14 weeks' paid parental leave be extended considerably.

Child Poverty Action Group spokeswoman Susan St John said the problems in accessing day care were inflexibility and the high cost.

"It's like a contract and a commitment, which then gets parents trapped on to a treadmill, and at the end of the day they might be quite surprised when they do the sums to work out that actually they're not much further ahead."

None of that was concerned with what was best for the child, she said.

Labour social development spokeswoman Jacinda Ardern said financial constraints often forced parents back into work.

"Families need to be able to make the decisions around the care of these children that work best for them, but right now it's not a matter of choice for many of them."

Labour's policies of Working For Families tax credits and 20 hours' free early childhood education were not designed to push people into work but to allow families to make the best choice for them, she said.

"ECE is not about day care, it's about education at an appropriate length of time for our children."

Labour campaigned on extending paid parental leave to 26 weeks.

Plunket spokeswoman Nikki Hooper said people were increasingly aware of the importance of the early months in a child's life. The organisation advocates six months' parental leave. 

'KIDS SHOW NO SIGN OF STRESS'

 

For 4-year-old Archie Bills, day care is so much fun he never wants to leave.

His mother, Sarah, said he was usually reluctant to leave Childspace in Wilton when she went to pick him up at the end of the day. 

"He always tells me he loves his teachers," she said. 

The Karori boy had not shown any signs of stress and was settled and happy.

"If we saw anything like that he would be out of child care." 

Mrs Bills and her husband, Hamish, made sure they spent time together as a family in the weekends and took turns picking him up from the early learning centre.

Stay-at-home dad Tim Richards said the benefits of children in day care outweighed the negatives. He and his wife, Megan, chose to send their sons Jack, 9, and Sam, 3, to St Mary's Early Childhood Education Centre at a young age to help develop socialisation.

Jack, who started preschool at the age of 1, quickly adapted, while Sam, who went at 2, took a few months to adjust to the child care environment, he said.

Both boys flourished, with their speech skills improving quickly along with their social skills. 

"I've never heard any parents who sent their kids there say that they're stressed."

Former Wellingtonian Haydn Jones and wife Zanta moved to Taranaki with their children Marley, 2, and Archer, 5 months, a year ago because they wanted to raise their children themselves. "I think it's a luxury to be able to raise our kids ourselves, which in itself is sad."