A translated post... from Erika Kyrk Seger's brilliant blog Lärande Framtid (Learning Future)
Take the time to pop over to her blog - especially if you prefer to read it in Swedish... and also to explore some of her other very interesting posts...
"Today you will meet your child's preschool teacher - what will you share?
There are many blog entries about the assignment of the preschool teacher. In a way all the posts tend to be about the reconquering of the profession. A profession which in many ways is wavering. A profession that we understand in many different ways depending on education, experience and the colleagues / business we work in.
My understanding of the mandate reflects my professional capacity - if I do not see the preschool's role as important - I will then not understand that I, as a teacher, am important in children's learning and development.
In this kind of "mission dialogue" that takes place within establishments, universities and social media there reveals a lack of understanding of what a preschool can be. In this post I am thinking above all of the adults - not forgetting the children - but I'm thinking about pre-school as a workplace. For as I have written in several posts, I meet a weariness, bitterness and people who need to be confirmed - and all of this is at the expense of the children. But I choose to put the children to the side and instead think about preschool as a workplace. There is a dissatisfaction with resources that they experience there is a lack of, there is a bitterness of the profession not being what they thought, there is a need to be appreciated and rejoice together in the workplace.
To be seen is important, to learn and smile together.
I know we have to talk about the profession - we have a mission for our service. I as a teacher I have been employed for this task and there is nothing I can do to contradict what is in our curriculum - and I am against documenting, from starting from the children's interests or if I do not want to reflect on the activities - I ought to find another profession. Preschool is no charity where we meet up with people who no longer want to work there but nevertheless it may look like it at times. And I want to strike a blow for the human in this. For those who know that this is NOT something you want to do, our settings will not feel good by tyour presence and it will affect our work, the children's everyday lives, our educational learning environments and more.
What view of humanity do we want to convey to children and colleagues if I want is to go home again. How will the fact that there too many children or too much documentation requirements affect me as a person - how will I live fully in the joy?
I feel grateful when I encounter this joy - for it is privilege to have been part of setting in where colleagues long to work, which together raises the profession to something more than just "watching children", who, together with the children, explore the day and with them face life with curiosity and constant preparation for the unexpected. But I am also sorry for the people who once chose the profession of these reasons, but got stuck somewhere along the way - and where the firey passion of the profession nowadays is hardly a glowing piece of coal that now meet, without passion, the children who want to learn but do not get an antithesis.
To retrieve the glow and get the fire started again requires a lot of work and patience - processes that are not easy for either the "educator" or for the person behind the educator.
It requires many somersaults and body will be full of learning and aching bruises.
But we need to catch these people - for the setting falls otherwise with them. We are only as strong as the weakest link and it is a collective effort to take the embers and build a fire together. It is not just the manager's job - it is our common job - all preschool teachers and childcare workers. (here she talks about the name of "barnskötare" - which is hard to translate into English, and therefore this line is hard to translate in a meaningful way)
We must also safeguard the future as there is a huge shortage of teachers in preschool, we need people who put wood on our fire and the wood we find in college - our students. But if the wood is placed on extinguished coal - it will not take. Students will opt out of the preschool if there is a lack of activity. If there is only bitterness and fatigue that meet our students when they come out or when they read in social media so they choose not to put their sticks on us old coals.
We, acting preschool teachers, have a responsibility to convey a great profession to these students.
A profession with huge opportunities where we as adults have (as a colleague of mine said) the honor to accompany the children in their exploration of the world.
And maybe, just maybe ... you'll meet students today who will explore with your children or grandchildren tomorrow - so what preschool teachers do you want to meet your child?"
A translated post... from Erika Kyrk Seger's brilliant blog Lärande Framtid (Learning Future)
Take
the time to pop over to her blog - especially if you prefer to read it
in Swedish... and also to explore some of her other very interesting
posts...
Showing posts with label translated Swedish blog. Show all posts
Showing posts with label translated Swedish blog. Show all posts
Wednesday, 3 December 2014
Tuesday, 10 December 2013
Even "harmless" games can be evil - a translated article...
It was interesting to read this article as just yesterday Ellen and I were talking about playing war and pretending to use guns...
and I am very much of the opinion that children NEED to play everything to be able to sort their thoughts about what happens in the world - and that their views on death and war are very different than our more serious adult views with a deeper understanding of the consequences. Of course when they do play these games I also think it is important to ask the children questions - to give them time and opportunity to reflect upon their play... and to help them with the structure of their game - I don't want to encourage some kind of "Lord of the Flies" scenario.
here comes the translated article from Svenska Dagbladet - one of the major newspapers here in Sweden.
Even "harmless" games can be evilPLAY OR FOR REAL ? Playing war - a battle between two struggling teams . As in Star Wars , as in cowboys and Indians . As in ... football?- Is there any difference if the kids have toy guns or if they have a football? Children can violate each other in all sorts of games, says Annica Löfdahl , Professor of Educational Work at the University of Karlstad.The siblings Emelina , 8 years and Truls , age 6 playing war with Star Wars-lightsaber together with his friend Milo, 6 years. "You can not hit as hard with their swords , then one can get hurt for real ," said Milo.
Angelica ZanderJune 5th, 2012 at 01:00 , Updated : June 15 , 2012 at 09:50BANG , YOU'RE DEAD! - A series about playing war.Part 2.- I do not really understand the fear among some adults against war games . They are seen as evil and horrible and that we must protect the innocent child from, but playing mom, dad, kids are always okay - even if one of the children may never be anything other than a dog.So says Christian Eidevald. He is a preschool teacher and lecturer in Education at Jönköping University.- There is a lot of unpleasantness in children's 'friendly' games. I mean, that as an adult,we should look for exclusions in the game, rather than on the kind of game the kids play. For me it is no neutral game, everyone can be good or bad, says Christian Eidevald , his research he filmed children and educators in preschool.- In the film sequences you will see that there are ongoing power struggles, manipulating and viciousness in children's games. But it is not visible from a distance when children play quiet games, when there is no running around and shooting .Annica Löfdahl, Professor of Early Childhood Education at Karlstad University, is on the same track .- Is there any difference if the kids have toy guns or if they have a football? Is it our adult interpretation that it is horrible when a child says "pang"? Children can violate each other in all sorts of games and they use the content in the game to create and maintain the hierarchy between them, says Annica Löfdahl.At some preschools children are not allowed to play war . At others it's okay.- Some have a rule that you must not aim at each other. Others that you can not wave your sticks because of the risk of injury, says Christian Eidevald .
What can a child learn to play war ?- In all games you learn to wait your turn and to show respect. The war games also includes cohesion and tension - but this also happens in the game " got all my little chickens ," said Christian Eidevald .- Children learn that there are dangerous situations. They examine what it means, learn to deal with it and test different solutions. In my studies I have found that children who are given time to complete their play the game does not end in a disaster, where the world ends , but it'll always work out . If you have died you will become alive again , says Annica Löfdahl.Play is children's work , says Lars- Erik Berg , a professor of social psychology at the University of Skövde. It is through play that children build their identity, communicate with others and themselves, deal with reality and sort their experiences.- Even very young children know today that war exists. There is an overwhelming reality that children need to deal with. Dad may die, mother disappear, the houses destroyed. In play, the child can deal with the contents of the war so that it will not be so horrible, or to familiarize themselves with the awfulness in their own way. Imagination is a way for them to try to agree with reality and work on it, he says.Lars- Erik Berg thinks it is good that children play war, even necessary, but under the supervision of adults, so that the game does not get out of hand.- Children like to play adventurous games and engineer exciting situations. They are also interested to portray power, trying to determine , be involved with something dangerous and be afraid, says Annica Löfdahl. Children borrow themes from Star Wars, for example, and create their own content based on the overall archetypal story content on the evil and the good.- But I'm not so sure that the classic image of playing war where you're shooting at each other with guns is so common. Some boys I observed played that lego-trees were war missiles loaded with farts, she says.
The notion that it is often boys playing war is both true and not true, says Christian Eidevald .- One should be careful not club kids according sex. There are girls playing war, and lots of boys who do not play war, but they can not be seen, he says.In his research from preschool, he has seen how the boys are allowed to haggle and be physical with a 'typical boys, they never listen" from the teachers while girls who are physically active or shouting out loud, quickly become sharply reprimanded by teachers who, according to Christian Eidevald, unconsciously treat children differently based on gender.- The consequence is that the girls who take lots of space learn that "that is no way to behave as a girl" and all children learn to see it as self-evident that the boys should have more space. It is often said that there is no violence in the nursery, but I have many movie clips on boys who fight without the teachers doing something .Fighting really is not the same as playing war. As soon as a game turns into a brawl or someone goes outside the rules of play, so the game ceases to be play.
- Pretend fight/wrestling Play is a way of trying to be physical and measure their strength against each other. They have no content as war games have, says Annica Löfdahl.What is called "aggression games" however is a psychoanalytic concept, she explains , and it is interpreted as the child transmutes their emotions in the game and that it prevents inhibitions.- But if you look with pedagogical glasses you will see there will not be aggression games, because the game ends immediately when someone becomes aggressive. However, you can in the game try to be angry without being angry for real, she says.When Christian Eidevald previously worked as a preschool teacher, he arranged educators pretend fight/wrestling games for girls and boys.- We kept to the thick carpet and had strict rules. It's okay, the kids still know exactly who is the strongest of the group. Rather, it is how we adults act in the unthinking situations that matter - as if children are allowed to continue fighting without any intervention, or if by its actions show that it's okay that it is the strongest allowed to take toys from others.He and the other teachers even arranged a huge water fight every year where five departments from the preschool fought against each other.- We planned for days and created strategies and lay in ambush. We adults were just as involved as the children, says Christian Eidevald who likes it when it's a bit exciting.He is a trained elite soldier, thinks paintball is fun and has periodically played a lot video games.- The game of war is separated from the real war. For children, death does not have the same meaning as for us adults. In the game, it's not about existential questions but that you can die for about five seconds and then can live again, he says.If a child is playing war all the time and for a long period of time time a parent or educator should react.- The same applies if a child is just playing with dolls all the time, says Christian Eidevald, then one also needs to introduce other games/play. All children need to play all types of games.
and I am very much of the opinion that children NEED to play everything to be able to sort their thoughts about what happens in the world - and that their views on death and war are very different than our more serious adult views with a deeper understanding of the consequences. Of course when they do play these games I also think it is important to ask the children questions - to give them time and opportunity to reflect upon their play... and to help them with the structure of their game - I don't want to encourage some kind of "Lord of the Flies" scenario.
here comes the translated article from Svenska Dagbladet - one of the major newspapers here in Sweden.
Even "harmless" games can be evilPLAY OR FOR REAL ? Playing war - a battle between two struggling teams . As in Star Wars , as in cowboys and Indians . As in ... football?- Is there any difference if the kids have toy guns or if they have a football? Children can violate each other in all sorts of games, says Annica Löfdahl , Professor of Educational Work at the University of Karlstad.The siblings Emelina , 8 years and Truls , age 6 playing war with Star Wars-lightsaber together with his friend Milo, 6 years. "You can not hit as hard with their swords , then one can get hurt for real ," said Milo.
Angelica ZanderJune 5th, 2012 at 01:00 , Updated : June 15 , 2012 at 09:50BANG , YOU'RE DEAD! - A series about playing war.Part 2.- I do not really understand the fear among some adults against war games . They are seen as evil and horrible and that we must protect the innocent child from, but playing mom, dad, kids are always okay - even if one of the children may never be anything other than a dog.So says Christian Eidevald. He is a preschool teacher and lecturer in Education at Jönköping University.- There is a lot of unpleasantness in children's 'friendly' games. I mean, that as an adult,we should look for exclusions in the game, rather than on the kind of game the kids play. For me it is no neutral game, everyone can be good or bad, says Christian Eidevald , his research he filmed children and educators in preschool.- In the film sequences you will see that there are ongoing power struggles, manipulating and viciousness in children's games. But it is not visible from a distance when children play quiet games, when there is no running around and shooting .Annica Löfdahl, Professor of Early Childhood Education at Karlstad University, is on the same track .- Is there any difference if the kids have toy guns or if they have a football? Is it our adult interpretation that it is horrible when a child says "pang"? Children can violate each other in all sorts of games and they use the content in the game to create and maintain the hierarchy between them, says Annica Löfdahl.At some preschools children are not allowed to play war . At others it's okay.- Some have a rule that you must not aim at each other. Others that you can not wave your sticks because of the risk of injury, says Christian Eidevald .
What can a child learn to play war ?- In all games you learn to wait your turn and to show respect. The war games also includes cohesion and tension - but this also happens in the game " got all my little chickens ," said Christian Eidevald .- Children learn that there are dangerous situations. They examine what it means, learn to deal with it and test different solutions. In my studies I have found that children who are given time to complete their play the game does not end in a disaster, where the world ends , but it'll always work out . If you have died you will become alive again , says Annica Löfdahl.Play is children's work , says Lars- Erik Berg , a professor of social psychology at the University of Skövde. It is through play that children build their identity, communicate with others and themselves, deal with reality and sort their experiences.- Even very young children know today that war exists. There is an overwhelming reality that children need to deal with. Dad may die, mother disappear, the houses destroyed. In play, the child can deal with the contents of the war so that it will not be so horrible, or to familiarize themselves with the awfulness in their own way. Imagination is a way for them to try to agree with reality and work on it, he says.Lars- Erik Berg thinks it is good that children play war, even necessary, but under the supervision of adults, so that the game does not get out of hand.- Children like to play adventurous games and engineer exciting situations. They are also interested to portray power, trying to determine , be involved with something dangerous and be afraid, says Annica Löfdahl. Children borrow themes from Star Wars, for example, and create their own content based on the overall archetypal story content on the evil and the good.- But I'm not so sure that the classic image of playing war where you're shooting at each other with guns is so common. Some boys I observed played that lego-trees were war missiles loaded with farts, she says.
The notion that it is often boys playing war is both true and not true, says Christian Eidevald .- One should be careful not club kids according sex. There are girls playing war, and lots of boys who do not play war, but they can not be seen, he says.In his research from preschool, he has seen how the boys are allowed to haggle and be physical with a 'typical boys, they never listen" from the teachers while girls who are physically active or shouting out loud, quickly become sharply reprimanded by teachers who, according to Christian Eidevald, unconsciously treat children differently based on gender.- The consequence is that the girls who take lots of space learn that "that is no way to behave as a girl" and all children learn to see it as self-evident that the boys should have more space. It is often said that there is no violence in the nursery, but I have many movie clips on boys who fight without the teachers doing something .Fighting really is not the same as playing war. As soon as a game turns into a brawl or someone goes outside the rules of play, so the game ceases to be play.
- Pretend fight/wrestling Play is a way of trying to be physical and measure their strength against each other. They have no content as war games have, says Annica Löfdahl.What is called "aggression games" however is a psychoanalytic concept, she explains , and it is interpreted as the child transmutes their emotions in the game and that it prevents inhibitions.- But if you look with pedagogical glasses you will see there will not be aggression games, because the game ends immediately when someone becomes aggressive. However, you can in the game try to be angry without being angry for real, she says.When Christian Eidevald previously worked as a preschool teacher, he arranged educators pretend fight/wrestling games for girls and boys.- We kept to the thick carpet and had strict rules. It's okay, the kids still know exactly who is the strongest of the group. Rather, it is how we adults act in the unthinking situations that matter - as if children are allowed to continue fighting without any intervention, or if by its actions show that it's okay that it is the strongest allowed to take toys from others.He and the other teachers even arranged a huge water fight every year where five departments from the preschool fought against each other.- We planned for days and created strategies and lay in ambush. We adults were just as involved as the children, says Christian Eidevald who likes it when it's a bit exciting.He is a trained elite soldier, thinks paintball is fun and has periodically played a lot video games.- The game of war is separated from the real war. For children, death does not have the same meaning as for us adults. In the game, it's not about existential questions but that you can die for about five seconds and then can live again, he says.If a child is playing war all the time and for a long period of time time a parent or educator should react.- The same applies if a child is just playing with dolls all the time, says Christian Eidevald, then one also needs to introduce other games/play. All children need to play all types of games.
Wednesday, 7 August 2013
A translated post... words by Linda at Pedagogiska Kullerbyttan but in English...
Just had to translate Linda's latest blog post - Pedagogiska Kullerbyttan
"Why preschool? - beyond the Lpfö (Preschool Curriculum) # fskChattTomorrow starts Preschool Chat (# fskchatt) on Twitter again after the holidays. More and more teachers are involved on Twitter and a significant new network is built. For me, it is the opportunity to meet other educators with differing thoughts and I like collide ideas a little so we can develop together. We all have different inputs, different conditions, different programs and this gives us wide openings and there is always someone who can turn your thoughts upside down. It is good, very good. As my twitter colleague Ann Kronberg Larsson wrote on twitter yesterday;
"The day we stop debate and discussion - it will be immensely boring. Critical review is vital"
Tonight preschool Chat raised the question: Why preschool? -beyond the Lpfö, a very interesting question with many potential inputs. For my part. Yes, you know me ... or?
Why preschool ? -beyond the Lpfö
I have a wish. A wish to work with children, my colleagues and parents to build a pre-school where children's voices, thoughts and dreams not only affects their everyday life at preschool, but also become part of the larger context in which they find themselves in: adults seriously listening to children's thoughts and make them part of the community, believe that they can understand and think about the things that affect them. The preschool will be the children's place where everyone who works there do it for the children's wishes and open up doors to explore the world we live in. The children will get the chance to share their experiences and create new experiences with each other and with the adults. We educators have a wonderful opportunity to every day learn new things with the children. We also get the opportunity to experience how they think, what strategies they have and how they develop their knowledge. We, children and educators can work together to build relationships that affect us and changes us into the depths. At preschool, people grow, both small and large.
Preschool needs then also to be a place for diversity to meet and for contacts to be linked. By bringing together a lot of children and adults in one place we will experience differences and similarities with each other. Educators need to create opportunities for children to highlight these differences and with the children build - ways of negotiating, understanding, tolerance and inclusion. To make differences and variety a value requires security. Everyone at preschool needs to feel confident that they are appreciated and wanted just the way they are. Together make visible our various requests and negotiate solutions to any problems that arise.
Pre-school can also be a place for children to meet their friends, creating relationships, creating memories for life. Similarly, it can be a meeting place for parents. Being able to find others who are in similar situations, to build up their networks to work together to influence their situation. Preschool should be a place people can turn to. A place where you can throw out a question or suggestion and gain support whether you are a child, parent or teacher.
Educators, the spiders in the web. They connect. They pull the strings and pick up ideas, suggestions, thoughts. Educators are responsible for the work in the nursery, that all children and parents feel involved and included in what is happening. Educators have (hopefully) an awareness of how groups of people work and what they need to do together to work well.
For me, the most important function of preschool is being the children's arena in society - then the preschool will be different depending on the experiences the children, parents and teachers have been working there."
So what are your thoughts - why is there preschool? What purpose does it function?
"Why preschool? - beyond the Lpfö (Preschool Curriculum) # fskChattTomorrow starts Preschool Chat (# fskchatt) on Twitter again after the holidays. More and more teachers are involved on Twitter and a significant new network is built. For me, it is the opportunity to meet other educators with differing thoughts and I like collide ideas a little so we can develop together. We all have different inputs, different conditions, different programs and this gives us wide openings and there is always someone who can turn your thoughts upside down. It is good, very good. As my twitter colleague Ann Kronberg Larsson wrote on twitter yesterday;
"The day we stop debate and discussion - it will be immensely boring. Critical review is vital"
Tonight preschool Chat raised the question: Why preschool? -beyond the Lpfö, a very interesting question with many potential inputs. For my part. Yes, you know me ... or?
Why preschool ? -beyond the Lpfö
I have a wish. A wish to work with children, my colleagues and parents to build a pre-school where children's voices, thoughts and dreams not only affects their everyday life at preschool, but also become part of the larger context in which they find themselves in: adults seriously listening to children's thoughts and make them part of the community, believe that they can understand and think about the things that affect them. The preschool will be the children's place where everyone who works there do it for the children's wishes and open up doors to explore the world we live in. The children will get the chance to share their experiences and create new experiences with each other and with the adults. We educators have a wonderful opportunity to every day learn new things with the children. We also get the opportunity to experience how they think, what strategies they have and how they develop their knowledge. We, children and educators can work together to build relationships that affect us and changes us into the depths. At preschool, people grow, both small and large.
Preschool needs then also to be a place for diversity to meet and for contacts to be linked. By bringing together a lot of children and adults in one place we will experience differences and similarities with each other. Educators need to create opportunities for children to highlight these differences and with the children build - ways of negotiating, understanding, tolerance and inclusion. To make differences and variety a value requires security. Everyone at preschool needs to feel confident that they are appreciated and wanted just the way they are. Together make visible our various requests and negotiate solutions to any problems that arise.
Pre-school can also be a place for children to meet their friends, creating relationships, creating memories for life. Similarly, it can be a meeting place for parents. Being able to find others who are in similar situations, to build up their networks to work together to influence their situation. Preschool should be a place people can turn to. A place where you can throw out a question or suggestion and gain support whether you are a child, parent or teacher.
Educators, the spiders in the web. They connect. They pull the strings and pick up ideas, suggestions, thoughts. Educators are responsible for the work in the nursery, that all children and parents feel involved and included in what is happening. Educators have (hopefully) an awareness of how groups of people work and what they need to do together to work well.
For me, the most important function of preschool is being the children's arena in society - then the preschool will be different depending on the experiences the children, parents and teachers have been working there."
So what are your thoughts - why is there preschool? What purpose does it function?
Monday, 5 November 2012
Indoor Environment - Solgläntan
I am happy to share a wonderful Swedish blog that I have permission to translate
into English - if you wish to see all the fantastic photographs -
please go to the original blog and feast your eyes... the link is at the end
of this post.
Now for the translation
Solgläntan - with room for creativity and relationships
Last Monday my colleagues and I (those of us who work with 1-3 year olds)
visited Solgläntans preschool in Kärra, Gothenburg. Solgläntan is a preschool with
six departments but just five are currently open, another department will start
in January. The preschool is a classic 70's preschool built in a "L" shape where
the departments lie one after another like a long connected corridor.
The spaces are large, open and light as they have built many windows in
the inner walls to create this effect. Solgläntan has during its development always
worked closely together with their "own" pedagogista as well as participating
in the city's pedagogical groups where they have met other teachers to reflect with.
visited Solgläntans preschool in Kärra, Gothenburg. Solgläntan is a preschool with
six departments but just five are currently open, another department will start
in January. The preschool is a classic 70's preschool built in a "L" shape where
the departments lie one after another like a long connected corridor.
The spaces are large, open and light as they have built many windows in
the inner walls to create this effect. Solgläntan has during its development always
worked closely together with their "own" pedagogista as well as participating
in the city's pedagogical groups where they have met other teachers to reflect with.
 |
| the one year old department |
 |
| What happens when the fan is switched on and the balloons and tissue paper is released? |
Our wish was to take part in Solgläntans work with the pedagogical
environment for the youngest children at preschool. Many thoughts and
questions of great meaning were lifted. We considered a great deal
the weight of the teacher's focus when meeting the youngest children
and what are our expectations of these children? What do we think they
can manage? How do we think about what they think? The importance
of being close to the children, physically. Carina, who is the pedagogista
at Solgläntan explained how the teachers that worked with the one year
olds at Solgläntan had expressed the importance of closeness and the
importance that it should take the time that it needs. We reflected
upon the tempo and flow of the setting. In which way did one experience
the tempo as a hinderance or as a possibility, and in how many ways
were the children and adult concentrated/focussed on what they were
doing? To allow exploration to take the time it needed. To trust the
materials and environment and the children's ability to think and do
together.
environment for the youngest children at preschool. Many thoughts and
questions of great meaning were lifted. We considered a great deal
the weight of the teacher's focus when meeting the youngest children
and what are our expectations of these children? What do we think they
can manage? How do we think about what they think? The importance
of being close to the children, physically. Carina, who is the pedagogista
at Solgläntan explained how the teachers that worked with the one year
olds at Solgläntan had expressed the importance of closeness and the
importance that it should take the time that it needs. We reflected
upon the tempo and flow of the setting. In which way did one experience
the tempo as a hinderance or as a possibility, and in how many ways
were the children and adult concentrated/focussed on what they were
doing? To allow exploration to take the time it needed. To trust the
materials and environment and the children's ability to think and do
together.
As you see on the photos the children at Solgläntan work a great deal with materials and
phenomena to inspire exploration. The whole of Kärra area has "Children's meeting with
nature" as a meta-project to investigate at all its preschools. Maria, who works with the
three year olds described how their bubble project has been thriving for quite some time.
Describing the children's discovering new ways and thoughts to explore. She reveals also
about how documentation has received a new function since the children and herself started
to reflect more together on the documentation and have then deepened their learning by
focussing the camera on what the children see. This has influenced the teachers who work
with four year olds in the construction room to observe what the children see and pay
attention to. The photographs show details of the buildings and the gaps that can be seen
between. Exciting. I wonder where it will lead? There is also a project about stones
(or was it a memory...) where the children had been given the mission to bring back a
stone from their summer. The preschool had stones from all over Sweden and from other
countries. All the stones tell their story just like the children who brought them. A tool
to work not only with stones but also with story telling and the uniqueness of everyone's
story. I look forward to hearing more about this.
phenomena to inspire exploration. The whole of Kärra area has "Children's meeting with
nature" as a meta-project to investigate at all its preschools. Maria, who works with the
three year olds described how their bubble project has been thriving for quite some time.
Describing the children's discovering new ways and thoughts to explore. She reveals also
about how documentation has received a new function since the children and herself started
to reflect more together on the documentation and have then deepened their learning by
focussing the camera on what the children see. This has influenced the teachers who work
with four year olds in the construction room to observe what the children see and pay
attention to. The photographs show details of the buildings and the gaps that can be seen
between. Exciting. I wonder where it will lead? There is also a project about stones
(or was it a memory...) where the children had been given the mission to bring back a
stone from their summer. The preschool had stones from all over Sweden and from other
countries. All the stones tell their story just like the children who brought them. A tool
to work not only with stones but also with story telling and the uniqueness of everyone's
story. I look forward to hearing more about this.
A thought I would like to give to Solgläntans teachers is to consider organizing a
"piazza"/meeting place where all the departments can meet. How could this be
organized - and how would it look?
"piazza"/meeting place where all the departments can meet. How could this be
organized - and how would it look?
The visit was much appreciated from both sides. We woke many thoughts and
received the possibility to think together about various approaches.
received the possibility to think together about various approaches.
Many thanks, Linda, for allowing me to share
your experience from Solgläntan. I warmly recommend everyone
to take the time to browse Linda's blog - I am sure you will find
other sources of inspiration there too. http://pedagogikframtid.blogspot.se/2012/11/solglantan-med-rum-och-tid-for.html
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