Our pedagogy for early years in Ontario states that we view children as capable of complex thinking, and along with educators and families, as valuable contributors. To what extent is this evident in practice? How do we become educators who bring this view to life in every aspect of what we do? What space could developmentalism take, if not the ‘whole’ picture? What other ways of viewing children may get pulled under/aside by traditional developmental tools? Let’s probe the incongruities between what we say we believe about children and what we do and consider how we might bring these closer together.
| Date | October 6, 6:30 – 8:00 p.m. – Interrogating the high cost of compliance, November 17, 6:30 – 8:00 p.m. – Abandoning isolation and hierarchy, January 12, 6:30 – 8:00 p.m. – Moving ourselves beyond developmentalism |
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