Sightlines Initiative

promoting creative and reflective practice in early childhood education

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Events Archive

Online Conference set:  narratives of the real and possible in shaping education

Five seminars plus a panel discussion

2016 project 1These are times of possibility. Amidst calls and demands to ‘return to normal’ there are also many who have lost patience with the ‘old normal’ or have seen that other ways of living and learning are indeed preferable. Multitudes of educators, head teachers, parents and advocates are striving to protect and also develop possibilities for educational experiences with children’s rights, wellbeing and proclivities for natural enquiry at the heart.  

This online conference set of seminars is designed to nourish all those who are actively promoting and creating these ‘visions of the possible.'

You have the option to sign up for individual seminars - please see the individual listing for each. However, the final panel is only available to those who participate in the set through signing up here.

The core frame of reference in these seminars is work of the preschools of Reggio Emilia, Italy.   2020 is the centenary of Loris Malaguzzi’s birthday, the pedagogical teacher, psychologist and civic campaigner who worked closely throughout his life with Reggio Emilia’s emerging preschool services between 1945 - 95. Reggio’s preschools continue to be a tirelessly evolving example of an embodied vision for the future. 

We are also showcasing selected innovative educational experiences from other countries. We will consider these alternatives, in order to learn and ally with their experiences as we forge a new education for our children. 

The series culminates in a panel discussion with Peter Moss and others to consider the questions and possibilities that these generate, and the principles and directions which they imply for us. "

women's resistance 1944
building the preschool 1946 2

" It is the spring of 1945.
I hear that in a small village called Villa Cella, a few miles away from the town of Reggio Emilia, people decided to build and run a school for young children. That idea seems incredible to me! I rush there on my bike – I find women intent upon salvaging and washing pieces of brick …you have to agree that seeing an army tank, six horses and three trucks generating a school for young children is extra-ordinary. … [Reggio Emilia's] valuable (and continuing) history confirms that a new educational experience can emerge from the least expected circumstances. "
Loris Malaguzzi

the truck of the people LM summer fresco
 

  • For details of each presentation/discussion, click the appropriate tab above.

  • centenario malaguzzi malaguzzi

    We celebrate this year the hundredth anniversary of the birth of a great educator, Loris Malaguzzi. Using Malaguzzi’s own words, I want to look at his contribution to early childhood education from three perspectives. I will talk about the historical, political and cultural context that shaped his life and work. I will discuss the multiple roles he played in the educational project of Reggio Emilia – which provoke us to think about the meaning of educational leadership and the type of management required for an innovative, democratic and dynamic public education system. And I will argue that he offers other important provocations to contemporary early childhood education, provocations that can enable us to envision a transformed early childhood education in England. At a time when hope is often in short supply, we can draw inspiration from his firm belief in the darkest of times for Italy that ‘everything seemed possible’.

    Peter Moss 06a
    Peter Moss is an Emeritus Professor at UCL Institute of Education, University College London. With colleagues in Reggio Emilia, he has edited the book ‘Loris Malaguzzi and the Schools of Reggio Emilia’, a collection of over 100 speeches and writings by Loris Malaguzzi from 1945 to 1993. His latest book is ‘Transforming Early Childhood in England: Towards a democratic education’, edited with Claire Cameron. He believes that Loris Malaguzzi can help us with the urgent task of transformation.

  • shoe 0002a“How can you measure your jumps?” asks Marina. Tomasso’s jump is four ‘feet’ long. Now Marina measures Tommaso’s jump with her foot, and it’s three ‘feet.’ Marco and Daniela jump next. shoe 0002bEvery time the teacher measures the jumps, they get shorter. But finally everyone discovers the trick: “your foot is bigger and it takes up more space. We have little feet.” We hope that this experience has helped the children to better understand the ambiguitMarina Castagnetti is delighted to be discussing her in-depth experiences as a teacher working closely with Loris Malaguzzi at a formative time of Reggio’s preschools.

    For those of us who have continued on the road mapped by Malaguzzi and many others, participating in the educational project with enthusiasm, hard work and creativity has always been like ‘walking on threads of silk’, keeping a fine balance and often at risk of falling, not as poetic as the quote would make it seem.
    It means having the courage to take decisions even if they go against the flow, when there is a risk of making mistakes, being exposed to potential error because the situation is not clear. It means ‘avoiding opportunist and obsequious attitudes towards authority’, discussing and exchanging points of view constantly with other realities, trying to evolve from situations that appear stagnant and irresolvable.

    Marina C2bMarina Castagnetti was a teacher with children aged 3 to 6 at the municipal preschool "Diana" in Reggio Emilia from 1982 to 1999.

    She was part of the historical working group of the Diana school collaborating with Loris Malaguzzi and Vea Vecchi in numerous educational projects of the exhibition “The Hundred Languages of Children.” She coordinated the archives and activities of the Documentation and Educational Research Centre of the Preschools and Infant-toddler Centres of the Municipality of Reggio Emilia from 2000 to 2016, and currently participates in Reggio Children’s international consultancy and professional formation consulting projects.
    reggio logo3She has participated as a speaker in numerous conferences, seminars, training courses, study days, both in Italy and abroad on the Reggio Emilia Approach (Austria, Brazil, China, South Korea, Croatia, Denmark, United Arab Emirates, Philippines, Germany, Japan, India, Israel, Norway, Mexico, New Zealand, Portugal, United Kingdom, Russia, Spain, United States, South Africa, Sweden, Vietnam, Kuwait).

    shoemeterThe focus on the project Shoe and Meter is a very rich proposal for her, as she worked intensively on this project probe at Diana Preschool with Loris Malaguzzi, and Vea Vecchi the atelierista at Diana preschool. The publication was also the first of Reggio Children’s, and so they paid particular attention to its concept and content.

    It will enrich your participation to be familiar with this book, which is available from our bookshop and elsewhere.

  • reggio emilia video teaser 01the image hyperlinks to an online video extract from the video'd interviews.Interviews with the local Reggiane women of the 1940s whose dedication and passion drove the evolution of Reggio Emilia's preschools of today.

    You know the Reggio pedagogy as a pedagogical approach. But do you also know the history and the women’s contribution?

    Discover the fascinating genesis of the “scuole dell’infanzia”.
    Get ready for the female witnesses and for brand new insights!

    From 1943 to 1973, thousands of women in Reggio Emilia struggled collectively for day nurseries and nursery schools. They did so as partisans, activists, and politicians, together with male and female citizens. Women activists of various generations were united by values, goals, and friendships. Some leading figures continued the struggle as municipal, provincial, and regional councillors, or as members of the national parliament. These women translated their values into decisions and actions, thus helping the establishment and spread of day nurseries and nursery schools in Reggio Emilia.

    We present research results and video interviews of some of these remarkable women. 

    Justine vNSabine L

    Professor Sabine Lingenauber & Janina L. von Niebelschütz, of the University of Fulda, Germany, dedicated three years to the research, interviewing and presentation of these strong and dedicated experiences. The third part of their video publication is due out in 2021, and can be found on teir website The Women of Reggio

  • Ontario values

    How Does Learning Happen? - Ontario’s Pedagogy for the Early Years, 2014

    This early years education policy document and professional learning resource guide is founded on clearly articulated views of the child, educator and family, and encourages critical reflection, collaborative inquiry and pedagogical documentation.  “Children are competent, capable of complex thinking, curious, and rich in potential. They grow up in families with diverse social, cultural, and linguistic perspectives. 

    Every child should feel that he or she belongs, is a valuable contributor to his or her surroundings, and  deserves the opportunity to succeed. When we recognize children as capable and curious, we are more likely to deliver programs and services that value and build on their strengths and abilities.”  The view of the educator and family are similar in spirit and content.

    “As we question, research, reflect, respond, and co-construct our understanding of the world around us with children and families, we gain new perspectives and new and more complex questions arise. This document is not so much about providing all the answers, but rather is intended to provoke questions – for it is in exploring our questions that learning happens.” 

    In this session Karyn Callaghan and Kelly Massaro-Joblin will introduce the context and background to this visionary state document and the possibilities and challenges it offers for the large Canadian province of over 14 million people.  

    Karyn CIn addition to working as an early childhood educator with children and parents for several years, Karyn Callaghan was a faculty member in the ECE program at Mohawk College and in the Bachelor of Early Childhood Studies program at Charles Sturt University for a total of 30 years.

    Since 1997, I have been exploring the philosophy that has guided the early education programs in Reggio Emilia, Italy. I co-founded and coordinated the Reggio-inspired Artists at the Centre – Making Thinking Visible project throughout its 15 year history. I am president of the Ontario Reggio Association, a board member of the North American Reggio Emilia Alliance, and represent Canada on the Reggio Children International Network.

    I have authored and co-authored articles published in national and international journals, and have been a keynote speaker at conferences across Canada and in the United States, Asia and Australia. I consulted with the Ministry of Education as they developed the “Think, Feel, Act” and “How Does Learning Happen?” documents, and participated in preparing support materials for the Ministry. I have also co-authored “Documenting Children’s Meaning: Engaging in Design and Creativity with Children and Families” with Carol Anne Wien and Jason Avery, published by Davis Publications. I am grateful for opportunities to be with others who are taking up the challenge of the complex philosophy that is generated in Reggio Emilia.

    KellyMassaro JoblinKelly Massaro-Joblin is currently an Early Years Advisor for the Early Years & Child Care Division for the Ontario Ministry of Education.  For the past ten years she has supported Child Care and Early Years Program Implementation and Children’s Services planning with First Nation Communities and District Social Services Administration Boards.  Alongside Karyn Callaghan and others, she helped develop the document How Does Learning Happen?, Ontario’s Pedagogy for the Early Years and now is  seeing the influence of the foundations in day to day practice.  She has been in the field of Early Childhood Education for over thirty-five years, started three Reggio-inspired childcare programmes in Thunder Bay and travelled to Reggio Emilia, Italy to participate in study tours.  

  • MEM school reflectionWe want to arrange a party for the baby with Fernanda’s mum; We want to learn things about whales and sharks. Democratic alternatives: Provocations from Portugal's Modern School Movement

    Democracy as a value, ethic, practice and purpose is largely absent from education in England. In this presentation, I will contrast the situation in England with the attention paid to democracy elsewhere, in particular focusing on The Portuguese Modern School Movement (Movimento da Escola Moderna Portuguesa), also known as MEM, in which democracy is a central component.

    MEM is one of the most active and widespread democratic pedagogies to be found in any country today. Remarkably, it emerged out of repression and consequent struggles for freedom, in a Portugal marked by a dictatorial regime that lasted almost half a century (1926 -1974). This oppressive rule, which ended with a democratic revolution, was pivotal in establishing democracy as a national aspiration for both education and society and consequently, a political period, which inspired those who were looking for progressive alternatives. In MEM, learning and teaching focus on the socio-cultural development of sciences, techniques, arts and everyday life, within the spirit of communication and cooperation between all stakeholders in education. The organisation of work and learning is based on a dialogic and cooperated system in which structures of educational cooperation, communication, and democratic participation inform each other in a reciprocal relationship, and education is defined as a shared journey towards active and democratic citizenship where everyone teaches and everyone learns.

    Diana SDr. Diana Sousa is Senior Teaching Fellow at UCL Institute of Education, University College London. She previously worked as an educator in a variety of early childhood settings and, her particular research interest is the place of democracy in early childhood education.

  • Chaosfly1Where now and how?  Panel and Discussion with Peter Moss, Karyn Callaghan, Dr. Christine Merrick and others.

    This is planned as a powerful plenary to the series, collecting new reflections and gathering new ideas for direction, personal professional work, and wider influence.

Communicate with presenters prior to the presentations: When you register you will be given a link to write about your interests, foci, wishes, questions.

If you register before Friday 18th December these will be submitted to the various presenters. This will be helpful to them in honing their presentations and give them a sense of connection with you and your interests.

Date Tuesday 19th January 2021
End Date Thursday 4th February 2021
Price £150
Member Discount 10%
Presenters

Tuesday 19th January 4 p.m. 'Loris Malaguzzi's pedagogical influence and contemporary importance.' Professor Peter Moss, University College London

Thursday 21st January 4 p.m. 'Walking on Threads of Silk.' Marina Castagnetti, Reggio Children, Italy

Tuesday 26th January 4p.m. 'The Women and the Schools of Reggio Emilia.' Professor Sabine Lingenauber & Janina L. von Niebelschütz, University of Fulda, Germany

Thursday 28th January 4p.m. 'How Does Learning Happen? - Ontario's vision for education’ Karyn Callaghan & Kelly Massaro-Joblin, Ontario Reggio Association, Canada

Tuesday 2nd February 4 p.m. 'Democratic alternatives in education: Provocations from the Portuguese Modern School Movement.' Dr. Diana Sousa, University College London

Thursday 4th February 4 p.m. 'Truths and Transformation – where now and how?' Panel and Discussion with Peter Moss, Karyn Callaghan and others.

Please Note:

  • The cost is inclusive for all seminars.
  • Your ticket is transferable to another in the case that you can't participate in a particular session.
  • Video links will be issued on the previous working day.
  • Recorded sessions: to support the participation of registrants in other time zones, we will be making recordings of the sessions available to registrants for a period of four days subsequent to the presentation.
  • Times 4 - 5.30pm

    Bicycles & Bricks, Vision & Determination ~ 

    Online Conference set:  narratives of the real and possible in shaping education

    Seminar One: Loris Malaguzzi's pedagogical influence and contemporary importance

    Professor Peter Moss, University College London


    centenario malaguzzi malaguzzi

    We celebrate this year the hundredth anniversary of the birth of a great educator, Loris Malaguzzi. Using Malaguzzi’s own words, I want to look at his contribution to early childhood education from three perspectives. I will talk about the historical, political and cultural context that shaped his life and work. I will discuss the multiple roles he played in the educational project of Reggio Emilia – which provoke us to think about the meaning of educational leadership and the type of management required for an innovative, democratic and dynamic public education system. And I will argue that he offers other important provocations to contemporary early childhood education, provocations that can enable us to envision a transformed early childhood education in England. At a time when hope is often in short supply, we can draw inspiration from his firm belief in the darkest of times for Italy that ‘everything seemed possible’.

    Peter Moss 06aPeter Moss is an Emeritus Professor at UCL Institute of Education, University College London. With colleagues in Reggio Emilia, he has edited the book ‘Loris Malaguzzi and the Schools of Reggio Emilia’, a collection of over 100 speeches and writings by Loris Malaguzzi from 1945 to 1993. His latest book is ‘Transforming Early Childhood in England: Towards a democratic education’, edited with Claire Cameron. He believes that Loris Malaguzzi can help us with the urgent task of transformation.


    2016 project 1These are times of possibility. Amidst calls and demands to ‘return to normal’ there are also many who have lost patience with the ‘old normal’ or have seen that other ways of living and learning are indeed preferable. Multitudes of educators, head teachers, parents and advocates are striving to protect and also develop possibilities for educational experiences with children’s rights, wellbeing and proclivities for natural enquiry at the heart.  

    This online conference set of seminars is designed to nourish all those who are actively promoting and creating these ‘visions of the possible.'

     

    The core frame of reference in these seminars is work of the preschools of Reggio Emilia, Italy.   2020 is the centenary of Loris Malaguzzi’s birthday, the pedagogical teacher, psychologist and civic campaigner who worked closely throughout his life with Reggio Emilia’s emerging preschool services between 1945 - 95. Reggio’s preschools continue to be a tirelessly evolving example of an embodied vision for the future. 

    We are also showcasing selected innovative educational experiences from other countries. We will consider these alternatives, in order to learn and ally with their experiences as we forge a new education for our children. 

    The series culminates in a panel discussion with Peter Moss and others to consider the questions and possibilities that these generate, and the principles and directions which they imply for us. "

    women's resistance 1944
    building the preschool 1946 2

    " It is the spring of 1945.
    I hear that in a small village called Villa Cella, a few miles away from the town of Reggio Emilia, people decided to build and run a school for young children. That idea seems incredible to me! I rush there on my bike – I find women intent upon salvaging and washing pieces of brick …you have to agree that seeing an army tank, six horses and three trucks generating a school for young children is extra-ordinary. … [Reggio Emilia's] valuable (and continuing) history confirms that a new educational experience can emerge from the least expected circumstances. "
    Loris Malaguzzi

    the truck of the people LM summer fresco

    Communicate with presenters prior to the presentations: When you register you will be given a link to write about your interests, foci, wishes, questions.

    If you register before Friday 18th December these will be submitted to the various presenters. This will be helpful to them in honing their presentations and give them a sense of connection with you and your interests.

    Date Tuesday 19th January 2021
    Price £40
    Member Discount 10%
    Presenters

    Professor Peter Moss, University College London

    Please Note:

  • Recorded sessions: to support the participation of registrants in other time zones, we will be making recordings of the sessions available to registrants for a period of four days subsequent to the presentation.
  • Times 4 - 5.30pm
     ~ identifying and maximising the scope in the DfE 2020 ‘Development Matters’ for renewing professionalism and pedagogical culture ~

    An online conversation between Sightlines Initiative Network members representing centres in the private, maintained and voluntary sectors, FE/HE colleges, plus early years colleague Jan Dubiel, who played a significant part in creating the new guidance document.

    02 son doong cave.ngsversion.1600707022837.adapt.1190.1

    The new Development Matters is ‘thinner’ than previous documents which have constrained professionalism by over-programmatization. Our premiss is that there is an opportunity to seize in the thinness, in that the spaces give room for developing a new depth of pedagogical culture by individual settings that are researchful and motivated. Our aim is to identify where there are breathing spaces to work professionally and researchfully, without defending against hidebound strictures.

    There is equal need and scope for FE and HE colleges to provide course experiences which nurture professionalism in educators – especially in being researchful. We recognise that currently much recent initial professional formation has been competency-based, matching the recent highly structured ‘programmes of learning’ which have been produced by government departments. As a result many educators (practitioners) and managers are not geared up to inhabit these ‘spaces for growth’ - they may feel empty and unnerving, creating a yearning for ‘old certainties’ and comprehensive manuals.

    Undoubtedly there are criticisms and concerns about languages or aspects of the document, and we can recognise and note these at the outset without dwelling on them unduly,  unless they present fundamental challenges. The main point is to articulate the ways in which so-inclined centres can wholeheartedly move into evolving researchful pedagogy, and the opportunities for FE/HE course leaders to produce formative courses which support this professionalism.

    This first conversation is  open to attendance online by others, who will also have opportunities to contribute thoughts and comments.

    Date Thursday 3rd December 2020
    Price £20
    Member Discount Free to members, but it is open to all.
    Presenters

    DISCUSSANTS

    Jan Dubiel, EY educator & consultant, DfE/QCA lead

    Chris Merrick –past EY advisor &  inspector, chair of governors, SI consultant, past early years centre lead

    Louise Lowings – past EY advisor, current head of Madeley Nursery School, Telford

    Jackie Warren – CEO, Growing Places nursery centres, Portsmouth

    Rebecca Webb – education lecturer, University of Sussex

    Diane Gregory, Manager, Childsplay Nursery, Newcastle

    Robin Duckett, early years educator, founder/director, Sightlines Initiative

    Caroline El-Semman, director, Little Jungle School of Early Childhood

    Times 4 - 5.30pm

    Online Conference set:  narratives of the real and possible in shaping education

    2016 project 1These are times of possibility. Amidst calls and demands to ‘return to normal’ there are also many who have lost patience with the ‘old normal’ or have seen that other ways of living and learning are indeed preferable. Multitudes of educators, head teachers, parents and advocates are striving to protect and also develop possibilities for educational experiences with children’s rights, wellbeing and proclivities for natural enquiry at the heart.  

    This online conference set of seminars is designed to nourish all those who are actively promoting and creating these ‘visions of the possible.'

    The core frame of reference in these seminars is work of the preschools of Reggio Emilia, Italy.   2020 is the centenary of Loris Malaguzzi’s birthday, the pedagogical teacher, psychologist and civic campaigner who worked closely throughout his life with Reggio Emilia’s emerging preschool services between 1945 - 95. Reggio’s preschools continue to be a tirelessly evolving example of an embodied vision for the future. 

    We are also showcasing selected innovative educational experiences from other countries. We will consider these alternatives, in order to learn and ally with their experiences as we forge a new education for our children. 

    The series culminates in a panel discussion with Peter Moss and others to consider the questions and possibilities that these generate, and the principles and directions which they imply for us. "

    women's resistance 1944
    building the preschool 1946 2

    " It is the spring of 1945.
    I hear that in a small village called Villa Cella, a few miles away from the town of Reggio Emilia, people decided to build and run a school for young children. That idea seems incredible to me! I rush there on my bike – I find women intent upon salvaging and washing pieces of brick …you have to agree that seeing an army tank, six horses and three trucks generating a school for young children is extra-ordinary. … [Reggio Emilia's] valuable (and continuing) history confirms that a new educational experience can emerge from the least expected circumstances. "
    Loris Malaguzzi

    the truck of the people LM summer fresco
    Communicate with presenters prior to the presentations: When you register you will be given a link to write about your interests, foci, wishes, questions.

    If you register before Friday 16th October these will be submitted to the various presenters. This will be helpful to them in honing their presentations and give them a sense of connection with you and your interests.

    Date Monday 26th October 2020
    End Date Friday 30th October 2020
    Available places 9
    Price £150
    Member Discount 10% (If you are not a member, you can go to Our Work/Network Membership for more info.)
    Presenters

    Monday 26th October 10a.m. 'Loris Malaguzzi's pedagogical influence and contemporary importance.' Professor Peter Moss, University College London

    Monday 26th October 2p.m. 'Walking on Threads of Silk.' Marina Castagnetti, Reggio Children, Italy

    Wednesday 28th October 10a.m. 'The Women and the Schools of Reggio Emilia.' Professor Sabine Lingenauber & Janina L. von Niebelschütz, University of Fulda, Germany

    Wednesday 28th October 2p.m. 'How Does Learning Happen? - Ontario's vision for education’ Karyn Callaghan & Kelly Massaro-Joblin, Ontario Reggio Association, Canada

    Friday 30th October 10a.m. 'Democratic alternatives in education: Provocations from the Portuguese Modern School Movement.' Dr. Diana Sousa, University College London

    Friday 30th October 2p.m. 'Truths and Transformation – where now and how?' Panel and Discussion with Peter Moss, Karyn Callaghan and others.

    Please Note:

  • The cost is inclusive for all seminars.
  • Your ticket is transferable to another in the case that you can't participate in a particular session.
  • Video links will be issued on the previous working day.
  • Recorded sessions: to support the participation of registrants in other time zones, we will be making recordings of the sessions available to registrants for a period of four days subsequent to the presentation.
  • Madely LoE edit 3'Making the Parts Whole' Madeley Nursery 2019This session will explore the concept of ‘languages of evaluation’ – the idea that there are many different ways of understanding and conducting evaluation, and not just evaluation as ‘performance management’, a language that is very dominant today.
    In particular, we will consider what language of evaluation can do justice to a complex and distinct pedagogical project, for example, that of the municipal schools of Reggio Emilia or many of the Children’s Centres in England, in a way that embodies the value of participatory democracy, and supports researchful education.
    Peter Moss, from UCL Institute of Education, will share some of his preliminary thinking about this challenge; while Louise Lowings, from Madeley Nursery School, will share some examples from current practice that have evolved from a two year international research project in early childhood centres.
    There will be time for questions and discussion about this vital subject.

    Documentation as a tool for assessment/evaluation gives us an extremely strong 'antibody' to a proliferation of assessment/evaluation tools which are more and more anonymous, decontextualised and only apparently objective and democratic.

    Carla Rinaldi, President of Reggio Children Foundation

     

    Date Wednesday 21st October 2020
    Price £35
    Member Discount £5
    Presenters

    Professor Peter Moss

    Louise Lowings

    Times 4 - 5.30pm
    Location/Map: online

    Viburnum thicker Dark Green Outline.fwThis online session is for Sightlines Initiative Network members and settings to reconnect, share journeys, and current planning in this ongoing time of global health crisis.  

    What a strange time this has been and is!  

    There have been so many challenges to the early years sector both financial and emotional big decisions had to be made. Was it safe to open? How could we keep safe but also still be here at the end of all this? How could we support our children at home?  How could we stay connected? 

    Log in first in order to register - see 'Community Login' at the left of the webpage.

    Date Wednesday 7th October 2020
    Please Note: This is a free session for Sightlines Initiative Network members
    Times 1.30pm - 3pm

    3 ways

    In this session we will considering our ideas of play – what is it? what is it for? who determines this? – to focus on playfulness. The basis for this will be an exploration of children’s naturally playful learning and how this compares with adults’ constructs about play.

    Adults who begin by closely considering children’s feelings associated with playfulness are far better placed to be insightful in their provision of dynamic learning environments.

    We will

    • look at how we can foster playfulness and creativity through our relationships and ways of being with children
    • explore playful possibilities within the learning environments we create, and
    • discuss the value of developing our own playfulness to work in reciprocal, playful ways with children.

    This seminar is organised in collaboration with House of Imagination, of which our guest presenter Dr. Karen McInnes is an associate.

    Dr Karen McInnes has a background in working with children as a speech and language therapist, early years teacher, play therapist. Her PhD focused on play and playfulness in young children, and she continues to research, write and present on play and playfulness.

    Date Tuesday 6th October 2020
    Price £35
    Member Discount £5
    Presenters Dr. Karen McInnes
    Times 4 - 5.30pm
    Location/Map: online

    Our profession needs to be researchful, and connected with its libraries of evolving thinking, research and knowledge.on gaints collected1

    The last 33 years or so (in the UK), exemplify the blank slate model of teacher and educator development.
    The trouble started in 1987. In the years before the (UK) Education Act of 1987, by and large, teachers did their own thinking, turning to a variety of sources to enrich their understanding and help them make a case for their principled pedagogical decisions. But soon after the arrival of the DES National Curriculum document, the first signs of professional amnesia appeared in our midst. Slowly but surely teachers began to act as if professional knowledge were only to be found in glossy ring folders, training packs and videos and all manner of other pronouncements from politically-led authorities.

    [from Mary Jane Drummond, Professional Amnesia, Refocus Journal 2008]

    Transformative change requires attention to pedagogical as well as structural principles….we have the good fortune, in evolving pedagogical principles and educational action, of a rich tradition of educational thought and experience. We must take full advantage of the invaluable cultural heritage represented by the thought and work of past pedagogues such as Froebel, Dewey, McMillan, Isaacs, Freinet, Freire and Malaguzzi.
    Drawing on these cultural reserves, as well as the intelligence and expertise of today’s practitioners, a pedagogical transformation can be embarked upon, turning away from a culture of targets [and] measurement.

    [from Peter Moss, Transforming Early Childhood in England 2020]

    In this session we will be reflecting on the contributions of some of the recent giants of educational thinking so that we can better articulate and explain the beliefs and understandings that can and ought to underpin our practice. We will examine a range of perspectives developed through the last century, so that we can draw on these in the choices we make for children and to tell a better story about the nature of education, based on the way young children learn rather than on the target-driven instincts of politics.

    We will provide participants with further reading and references, to continue your encounters ....

    Date Tuesday 29th September 2020
    Price £35
    Member Discount £5
    Speaker Dr. Christine Merrick
    Times 4 - 5.30 pm
    Location/Map: online