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Reggio Emilia Tai Tokerau - RETT

Contact person:

Cheryl Kingi (Kerikeri Kindergarten) cherylk@xtra.co.nz 021990708

Other 'committee' members:

  • Julia Semb.
  • Kaye Dawson (Inspiring Minds)
  • Tamsin Bailie

Past Event

                             R.E. TAI TOKERAU invites you to:

 

Childhoods, Power and Secrets in the Early Years Classroom 

with Marek Tesar 

This presentation asks what happens if we - teachers – adults, were to allow children to learn from one another without our presence, and without us having control?  If we allowed these early experiences of power and agency, and thus subversion of the public space/public classroom, what would early childhood look like? One of the key points is that the resistance should be understood and accepted, and even rewarded, and not suppressed. Sharing power and control between adults and children in early childhood settings may mean establishing children’s governance boards that allow and elevate children’s voice. Such an approach may allow us -adults - to take children’s voices seriously, and not to consider them simply as ‘childish’. If adults lose control and visibility, trust children’s voices and play, and allow them to have their secret places and spaces, perhaps they will allow them to develop in an uncontrolled way. This presentation will explore, what if having secrets — secret play and games — is the final frontier, and an essential part of children’s development?

 
 

 

 

Marek Tesar is a Senior Lecturer in Childhood Studies and Early Childhood Education at the University of Auckland. His current research focuses on children – object relations in childhood places and spaces, and thinking and working with philosophies and theories that focus on children’s perspectives, power and agency. Marek’s research and scholarship are underpinned by notions of a fair and democratic society in which creative thinking and the disciplines shape professional practice, and where the child’s voice and participation are taken seriously.

 

To register for this event please email: retaitokerau@gmail.com

Marek’s presentation forms the first of a two part series which prompts/challenges us to consider our beliefs about childhood and the image of the child. The second event will take place in late September, a separate flyer will follow. It is strongly recommended that both events be attended.

 

Wed 23rd August 2017

6pm - light supper & korero

6.30 – 8pm - presentation & discussion

Cornerstone: Kerikeri Union Church, Cnr Kerikeri Rd & Heritage Bypass, Kerikeri

$45 per person

 

Download the Flyer

On Becoming a Professional Marveller' by Ann Pelo

Professional Practice as Professional Development

 Tuesday 29th March - 6-9pm

REANZ is delighted to be welcoming Ann Pelo back to Aotearoa New Zealand to share her experiences with us. Ann is a teacher educator, program consultant, and author whose primary work focuses on pedagogical practice, social justice and ecological teaching and learning, and the art of mentoring. Her work is anchored by a commitment to the right of educators to be intellectually, emotionally, and spiritually engaged by their work. Ann offers educators the opportunity to engage with deeper understandings and new questions through the power of story, reflection and collaboration. Ann’s work is sustained by teachers' commitment to growth and challenge, by children's potent capacity for questions, and by families' deep commitment to their children.

Ann is the author of five books: The Goodness of Rain: Developing an Ecological Identity in Young Children (2013), Season by Season the Year Unfolds: A Guidebook for Developing an Intentional Culture in Early Childhood Programs (2010), Rethinking Early Childhood Education (2008), The Language of Art: Inquiry-based Studio Practices in Early Childhood Settings (2007), and, with Fran Davidson, That's Not Fair: A Teacher's Guide to Activism with Young Children (2000).

Traditional in-service learning and professional development often emphasize strategies and techniques for planning curriculum and learning activities, managing behavior, and aligning routines. This short-changes educators’ right to be thinkers, researchers, and co-constructors of knowledge — what Loris Malaguzzi called “professional marvellers.”
 
When we shift our orientation, and make thinking rather than doing our priority, we begin to live into new possi-bilities for professional development. We reconceptualize the professional development in our programs as pedagogical practice: disciplined thinking and collaborative inquiry into the teaching and learning process. During our evening together, we’ll consider core elements of pedagogical practice and the ways in which such practice becomes our on-going professional development.
 
Click here to read a review 

 

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