Living Pedagogies, Rethinking Practice with Seneca ECE Lab School

Summary

This video explores the evolving pedagogical journey of a Toronto-based early childhood education school, emphasizing the integration of innovative philosophies, land-based learning, and relational approaches to teaching. The school embraces a dynamic, responsive environment that reflects its commitment to viewing children as competent, empathetic, and curious learners. Through thoughtful design of physical spaces, collaborative relationships with families, and a focus on nature and the land, the school fosters an atmosphere of inquiry and respect. The narrative highlights the importance of listening, curiosity, and the deep connection between educators, children, and the environment in shaping meaningful learning experiences.

Takeaways

• 😀 The school opened in 1992 in Toronto, Ontario, Canada, and was designed as an innovative space for early childhood education, blending research, experimentation, and pedagogical models.
• 😀 The school has been influenced by various educational philosophies such as Reggio Emilia, Boris Malaguzzi, and land-based pedagogies, emphasizing the importance of the environment in shaping learning.
• 😀 The environment is seen as an 'aquarium' that reflects the values, ideas, and ethics of those who inhabit it, actively supporting the learning process and fostering a holistic approach.
• 😀 Educators are viewed as co-learners and researchers alongside the children, not just facilitators, highlighting the importance of collaboration and mutual discovery in the learning process.
• 😀 The concept of empathy is central, with an emphasis on understanding it as an innate human quality rather than something to be explicitly taught or modeled.
• 😀 The school’s philosophy embraces complexity in relationships, prioritizing authentic connections with families and the broader community to create a sense of belonging.
• 😀 Spaces are designed to invite exploration, creativity, and problem-solving, with materials that are open-ended and adaptable to children’s evolving needs and interests.
• 😀 Listening is a core practice, fostering a deep connection between educators and children, and allowing for meaningful, responsive interactions that guide the learning process.
• 😀 The school acknowledges its responsibility to the land, recognizing its location on the traditional territory of the Mississaugas of the Credit First Nations and committing to principles of reconciliation.
• 😀 Nature is seen as a vital teacher, inspiring curiosity, wonder, and discovery. Children’s innate curiosity is nurtured through experiences that allow them to engage with the world in an exploratory way.

Q & A

What is the core philosophy of the school described in the transcript?

The core philosophy of the school is centered around early childhood education, influenced by multiple educational philosophies such as Reggio Emilia, the Messing About approach, and land-based pedagogies. The school views children as competent, capable, and curious learners, with a focus on relationships, empathy, and community involvement.

How does the school view the relationship between the environment and pedagogy?

The school believes that the physical environment plays a crucial role in shaping pedagogy. The environment is not just a backdrop for learning but an active participant that reflects and influences the values, ethics, and attitudes of the community. As the space changes, it reveals new insights into pedagogy and learning practices.

What role does empathy play in the educational approach described?

Empathy is seen not as something to be taught or modeled, but as an innate human instinct. The children naturally exhibit empathy through their interactions with one another, their environment, and the more-than-human world. The school focuses on nurturing this empathy by cultivating an empathetic lens through which to view all interactions.

How does the school view the role of educators in the learning process?

Educators are seen as equal co-learners and researchers, rather than traditional facilitators. They walk hand-in-hand with children in the journey of learning, guiding the process through listening and engaging with the children's ideas. Educators' roles are collaborative, fostering a shared learning experience.

What does the term 'listening' mean in the context of this educational philosophy?

Listening in this context is about being present and attentive to the needs and ideas of children. It involves listening with all senses—ears, eyes, hearts, and spirit. This type of listening slows down interactions and allows educators and children to compose meaning in the moments between words, creating deeper connections.

How does the school foster a sense of belonging within its community?

The school fosters a sense of belonging by building strong, authentic relationships with families, setting common goals, and celebrating the children's growth and development. The community is seen as a vital part of the learning process, with families contributing to the educational experience.

What role does the physical environment play in promoting children's learning?

The physical environment is designed to invite curiosity, imagination, and exploration. It is a space filled with open-ended materials and opportunities for problem-solving. The environment stimulates children's sense of wonder and provides them with the tools and space needed to investigate and create.

How does the school view the connection between nature and learning?

Nature is seen as more than just a subject for science lessons; it is viewed as a way of being and moving through the world. The connection with nature is integral to the learning experience, offering children a direct and experimental way of knowing the world around them. This relationship is not just intellectual, but also emotional and experiential.

What is the significance of 'land-based pedagogies' in the school's approach?

Land-based pedagogies are significant as they connect children to the land and its teachings. These pedagogies reflect an understanding of education that is rooted in the land, culture, and traditions of Indigenous communities. The school acknowledges its location on the traditional territory of the Mississaugas of the Credit First Nations, committing to protecting the land and engaging in reconciliation efforts.

How does the school view the process of learning and teaching over time?

The school’s pedagogical approach is always evolving, with a focus on continuous reflection and adaptation. It is not static but always 'becoming.' The educators are committed to untangling and exploring new questions, ideas, and practices, creating a dynamic environment where learning and teaching are in constant transformation.