Reimagining Childhood in South Australia Project 2018 19

Re-imagining Childhood in South Australia Project 2018 -19 Information Session 3 May 2017

We acknowledge that we meet on the traditional lands of the Kaurna people and show our respect their spiritual relationship with country. We pay respect to Elders, past, present and the future leaders, who are members of our learning communities today. In thinking about creating authentic places for childhood, we are inspired by the Aboriginal spiritual connection to place and are reminded that this connection remains an important part of

Introductions Dannielle Gibson Heather Fuss & Deb Pryor - Ardtornish This Professional Learning Project is a direct response to Carla Rinaldi’s Thinker in Residence 2013 -14

• Aldinga Primary • • Ardtornish Children’s Centre and • Primary • Clarence Gardens Kindergarten • and Blackforest Primary • Two Wells Kindergarten & Primary • • Parkside Primary • • Trinity Gardens Children’s Centre & Primary • • Lady Gowrie • • Margaret Ives Children’s Centre • • Marryatville Primary • • Mark Oliphant B-7 • Hallett Cove Kindergarten, Karrara • Kindergarten and Hallett Cove East Primary • O’Sullivan Beach Children’s Centre and Primary Penola Primary & Mc. Kay Children’s Centre Acacia Kindergarten, Mt Gambier Gilles Plains Children’s Cente & Primary Clarendon Kindergarten & Primary Parafield Gardens Children’s Centre Forbes Children’s Centre Lake Windemere B-7 St Catherine’s School, Stirling Christies Downs Children’s Centre & Primary Lockleys North Primary

“South Australia has an amazing opportunity to THINK and REFLECT on early childhood as a new source, a new source that can inspire a big cultural, philosophical and economic change for the country. Early childhood centres that don’t simply want to offer services for families, but as places of and for learning for children, teachers, parents and the community, a ‘learning community. ’” Carla Rinaldi 2013, p. 13

“Doing Reggio”

Our Struggle with Language Respectful to Reggio Emilia’s history, tradition, struggle and culture Respectful of our own history, tradition, struggle and culture We cannot say we “are a Reggio project/school/kindy” We cannot say we “are doing Reggio” What words can we use to describe our learning and remain respectful to our culture and that of Reggio Emilia?

We are inspired by the educational project in Reggio Emilia We learn from and are challenged by the educators in Reggio Emilia We are responding to Carla Rinaldi’s report “Re- imagining Childhood in SA” We are reflecting on and responding to Carla Rinaldi’s provocations to reimagine childhood in SA We’re thinking about what the Reggio principles mean for us at…

Commitment Two year commitment Leadership must be a member of the Learning Team 5 people in each Learning Team. Larger numbers can be negotiated. Consistent Learning Team for the 2 years Learning Team participates in all components of the project Annual Project Fee $9, 500. 00 per Learning Team

Core Components Learning Days – Terms 1, 2 3 each year; facilitated by Lisa Burman Leaders Sessions – Terms 1, 2 3 each year; facilitated by Lisa Burman; essential for leaders to participate in each of these sessions. Inquiry Visits/Reading Groups – 8 ‘touch points’ over each year. Learning Team and Critical Friend collaborate and engage in dialogue.

Professional Inquiry Sessions Negotiated with Critical Friend to be flexible and contextual. Pedagogical Inquiry – Critical Friend facilitates and participates in professional dialogue with Learning Team. Reading Group – time for professional reading and dialogue: articles, books, videos. Site Visits – to inspiring educational settings; organised by Learning Team leaders in negotiation with Critical Friend.

Other inclusions: ECh. O Site Membership for 2 years involvement with Project. ECh. O Saturday Conferences – 50% discounted members registration for 5 members of the Learning Team. Making our Own Road-between SA and Reggio Emilia EXPO – Term 4 of Year 2.

Making our Own Road between SA and Reggio Emilia Saturday 28 October, 2017

Role of the Critical Friend Mentored-Inquiry rather than ‘outcome driven’ professional development. Not a ‘training and development’ project, where you go to sessions and presented with a model of how to ‘do education’. Embraces the Reggio Emilia principle of research, placing every educator and leader as researcher of learning, of childhood and of their own pedagogy.

Role of Critical Friend To listen to your context, your hopes and dreams, your vision for your community. To be a mirror for you to see yourself more clearly. To ask questions, to inquire, to nudge, to provoke thinking. To advocate for a rich and authentic childhood.

Role of Critical Friend On a practical level, the role can take different forms, depending on your context and the dynamics of the Learning Team. Facilitate dialogue sparked by a provocation or your documentation of learning. Participate in dialogue, asking questions, making connections, reflecting on the thinking of the Learning Group. Provide readings, videos for Reading Groups. Recommend site visits, resources, other professional learning opportunities. Be a sounding board for your pedagogical leadership.

From Project Participants….

Deciding on your Learning Team Already established professional relationships. Trust and respect within the group. Essentially, this group will lead the pedagogical growth for your community. Committed to growth, change, to trying new things and feeling ‘wonderful uneasiness’. Committed to professional reading, dialogue, participating in other professional learning opportunities, to sharing with others.

What next? 1. Application to participate – emailed to you after today. Complete form and email to Lisa Burman before June 2. 2. Site Visit and Meeting with Leader/s – ECh. O Leaders will contact after June 2 to arrange. 3. Learning Teams and Critical Friends for 2018 -19 confirmed.

Questions?

“Nothing without joy!” Loris Malaguzzi