learning

Increasingly my teaching practice is focussing on blogging for a wide range of learners and contexts, including:

• Adult education
• Young adult learning enrichment
• Academics
• Early years (group blogs to display a range of creative outcomes).

Here is a general, introductory message about the tailored courses available.
Come and join the global conversation. Blogging is a profound, effective new way to express yourself, connect, learn and be heard. It’s a process and an outcome, supporting personal, academic, business or organisational growth.

Many and diverse people, all around the world, are successfully blogging online about their:
- learning
- lives
- diverse interests and hobbies
- businesses
- electorates
- public roles, and
- creative pursuits.
Blogs (or web logs) can include words, images, sound and links as well as comments back from your new-found audience.

This is your chance to find out what blogging is all about and get your very own (or a group) blog working for you. Suitable for anyone that can use a basic word processing package that has used the internet before. You do NOT need to be an experienced writer, as you will be developing this skill in your own style. Within three sessions you can have your own free blog site up on the internet.

By the end of the course, you will have found your voice and be confidently blogging. Join in and watch yourself and/or your business grow. Plus, learn how to have people find your blog when you are ready.

……………………………………..
About your Teacher

Libby Davy has over 15 year’s experience working professionally and teaching communications – for individuals and organisations. She contributes to several blogs and was a pioneer blogger at www.barkingowl.com/learning and other spaces.

Currently studying a Masters in Person-Centred Education at the University of Sussex, Libby is interested in how blogs support life-long learning through their open, reflective and communal nature. Libby is a co-founder of one of the internet’s most exciting new online communities www.scouta.com, where she hosts groups on Education and Brighton.

After gaining a degree in communications and media Libby eventually went on to teach writing, editing and publishing at a university and community level. She is a published and awarded short-story writer, and has had her work broadcast on national radio. For many years, Libby worked in strategic communications, marketing, organizational development and business coaching.

Libby is a fun, friendly, Australian mother with a passion for education and human potential.

Contact 01273 540 023 or 07968 687 107 to book a place or arrange a tailored workshop series.

Are you a curious person? If so, does this help you learn more? Do you think it is a blessing or a burden? How can you harness it to educate yourself, in the fullest sense of the word. What is learning?

These questions and more are examined in the learning biography I’ve just submitted to Sussex University’s Institute of Innovation in Education towards an MA in Person-Centred Education.

The language is somewhat academic, but there are lots of poetic moments. That’s integration for you!

It was a transformative process of deep learning, and testimony to the benefits of person-centred education, despite the university’s inevitable challenges in embracing the whole person.
Here’s the first page and the full .pdf

Towards Integrated Learner Curiosity

We need to create a culture that leaves room for the constant “contamination” of a hundred subjective and objective experiences, in an atmosphere of reciprocal help and socialisation. Implicit in this thesis is a decisive response to a child’s need to feel whole.

Feeling whole is a biological and cultural necessity for the child (and also for the adult). It is a vital state of well-being (Malaguzzi in Reggio Children 1996, p 34).

Synopsis

This learning biography uses narrative to explore personal knowledge being formed about the cause, nature and function of curiosity and its relationship to learning, within a cycle of inquiry into spirituality.

Looking closely at pedagogues Paulo Freire and within the Reggio Children project, along with psychologists and philosophers such as Carl Rodgers and John Macmurray, it begins to articulate a vision of integrated learner curiosity and a personal expression of an ancient way of looking at knowledge.

It also critiques a university’s early beginnings in practicing emerging theories of person-centred education and challenges academia to embrace the potential of the Reggio “hundred languages” in understanding adult learning.

…………………..

Having lived a life rich with curiosity and learning, I am now curious about curiosity. From my earliest memories, I engaged deeply with the world around me. I have been highly motivated to learn through being curious. I have felt great joy and great sadness through this trait and state, and have come to embrace it – and consciously, carefully harness this Promethean flame.

More…
Learning Biography

And now I reeeally SHOULD be in bed. But just found these very inspiring people linking to this blog and wanted to return the link.

Younger World (in with Sound Out, CommonWorld and The Free Child Project) are doing great research on Student Voice and, not surprisingly, referencing Jean Ruddick and Michael Fielding.

Loving the feeling of connection and global community regular blogging brings me back to.

It’s one big, dynamic conversation! Here’s cheers to the social construction of meaning.

And here’s a cool contest they are running. No direct link available so will quote in full… Will follow up soon and let you know what happened.

Contest!

There are many issues that youth voice can address. While my analysis has been widely casted, covering everything from social justice to youth rights to education reform, it is important for me to be informed by the broadest ideas out there.

The possibilities for engaging young people throughout society are endless, both in terms of what can be addressed and what can actually happen. In an interesting blog from the UK an author considers what it would take to use “An Inconvenient Truth” to teach students; another blog from the US discovers that young people have important considerations for the future of schools. Its an interesting thing, coming across these reflections from folks with different perspectives. In my regular research into the broad perspectives of Americans towards youth, I find a wide range of ideas about what young people can and cannot do. As I’ve grown a little more familiar with this landscape, I have found its important to acknowledge that each of these ideas is important. While some are more genuine or authentic than others, they each allow adults an important connection point to understand the possibilities of youth engagement.

The Contest

You have to find two examples of engaging young people that have never been acknowledged before. Share them with me, and then my challenge is to find examples of where they have been.

If I can’t find an example within a month, then I will give you a prize - A first edition copy of the brand new Washington Youth Voice Handbook, along with a copy of Hip Deep, a new collection of writing from youth connected to What Kids Can Do.

I I can find an example, then I get to use what you found on our websites, if applicable, and attribute you fairly.

Good luck! Send entries by clicking here.

Imagine all the regular fancy language about contests inserted here. If there are any special considerations, let me know. Contest entries must be recieved by 12/1/06. Etcetera.

YoungerWorld.org

I could talk passionately about all the reasons why this new post-grad degree at Sussex University lured me, finally, back into ‘formal’ learning. Reasons both internal and external.

Suffice to say it sang out loud and clear. Right place, right time.

Speaking of which, it’s time for bed, so will just post a short excerpt and leave a .pdf for the course outline for those that like to look further into such things.

What is Person-Centred Education?

Person Centred Education puts people at the centre of the educative process.

Our current systems of schooling have drifted too far away from this belief about the centrality of broad and deep notions of educating the whole person and this programme seeks to recentre and rearticulate a more holistic approach within a 21st century context.

Through ways of working in a learning community as well as through research and academic study this Masters Degree will both draw on and extend our knowledge and practice of person centred education in a range of organisational settings.

Will be writing lots more about it and within it over the next 2 or so years as the learning journey continues.

MA Person-Centred Education - Course Outline MA course outline

About Michael Fielding (Prof.) - who was a major catalyst and founder of the course, and still a beautiful and active member of our extended “Learning Community”.

About The Guerrand-Hermes Foundation for Peace - co-sponsors of the course through their Secretary/Research Fellow Dr Scherto Gill.

About Sussex University, Centre for Innovation in Education.

MA Curriculum Vitae

Academic Interests (2006)

… as you can see, evolving steadily from this point. I guess the categories created for the posts will be one obvious way to access updates on this.

Well it’s been a week since we were inducted to the MA in Person-Centred Education at Sussex University.

In addition to the welcoming and procedural stuff, we had a great session lead by my new postgrad supervisor called Dr Carol Robinson. Carol has worked with that dear Michael Fielding (Prof.) chap on Student Voice and other erudite, emancipatory matters.

Carol got us thinking in new ways about the benefits of keeping a learning journal, in preparation for our first 5,000 words - a Learning Biography. (All of which links into the MA so I will update a previous post with more on what that entails. Wonderful.)

So when to right in the private learning journal, when to write on the Learning blog, and how to start linking with critical theory and practice in putting together the assessment piece (Learning Biography)? All links with the Reggio project’s strong focus on documentation and social construction on learning/meaning making.
Private v public. Who are we writing for and why? How do personal and communal utterances of ’self’ create identity. Is it all just irrelevant navel gazing? These seem to be recurrent themes as a writer, communicator, activist type… now budding academic? The blogosphere offers a rich site for these questions.

Scroll to the end of About this site re: this too.

I’ve had an abstract accepted for a conference in Denmark this March too. European Society for Research on the Education of Adults - Network on Life History & Biography - “Concepts of Learning?”.

For better or for worse, this will NOT be the Australian Denmark where Lee Loo’s wine making love now resides, but far colder climes.

So that is a whole other dimension on who to write about the self, about one’s thinking and journey for a whole different audience. But not so much writing as conceptualising.

I guess I’m having a bit of a quantum leap in human becoming when it comes to the formalisation of my learning and thinking.

I guess it is important to head for whatever outlet, audience, medium feels the most compelling write now (intended).

I guess I will continue to learn and become in communal connection with you all around me - friends, family, colleagues, learning partners.

One of the key aspects of the session at Concepts in Learning will be to look at this notion of how we learn in community. And I will be inviting everyone that attends the session, and others, to call a Danish number I have booked on Skype, or come to this blog, and enter the conversation. The abstract is here for those that are interested. ESREA 2007 paper

I guess I will hoping this blog has been given a little better attention before 3 March then. But the biggest question… do I go back and edit out the bits that are not part of the identity I wish to portrait to these new colleagues (eg. Dorking, England oh England) or offer up the whole lot.

I guess the answer is here.

Suffice to say, it’s a tricky line to walk. I come back here sometimes and think… “Hmmm, maybe life would be easier if I was willing to sign up to a unified, codified discipline of identity,” eg. never reveal a thing until it has been fully researched, processed, articulated, edited, peer-reviewed and put into dead tree for posterity.

Looking back over the journey, I guess that’s not to be.

Phew.

School’s Forum Learning Communities

Project idea that’s been brewing for awhile now… A new, democratic approach to creating dialogue within and between school communities.

Social software that brings together:

• Learners/students
• Parents
• Teachers

to learn how to listen to each other’s ideas and opinions on any thread created by any participant.

Would definitely want to talk with futurelab about this. A bit big to take on for the MA (Person Centred) Education but something to keep brewing on the back burner for now.

Read about the proposal in (very first draft) detail here.

School’s Forum

Just a quick note to link to Bea’s new school in Brighton, UK (we have just moved here, hence no posts for a while).

The Dharma School at www.dharmaschool.co.uk

More news soon, including the MA in (Person-Centred) Education Studies I have just discovered and might be starting in a few weeks at University of Sussex! Thanks to Dr Scherto Gill at the Guerrand-Hermes Foundation for Peace and Prof Michael Fielding from Uni of Sussex for helping to get this wonderful course up and running.

Bestest

Libby

Please distribute widely and advocate for all stakeholders to contribute to the ongoing development of this vision and to work towards it on behalf of all our children, parents and early learning practitioners.

Written on behalf of the WA Child Care Advisory Committee during the year I was a founding member. It was publically released October 2005.

Many many thanks to Odette Haley for her symbolic representation* and ongoing discussions.

(* Note: working image. To be developed by graphic designer.)

Formally adopted by the Committtee (as a perpetual draft for discussion) on behalf of the WA State Minister for Community Development, The Hon Sheila McHale.

WA Child Care Advisory Committee - Vision for Childcare (draft for discussion).

This had resonance and beauty for me as an adult and, I believe, has great application with children.

It’s about encouraging children to develop their innate spirituality…

It’s rather long and hard going in places, but profound and compelling all the same.

Here are some excerpts…

Love

Libby

http://www.farmington.ac.uk/documents/old_docs/Smith.htm

“The Roman philosopher Plutarch refers to the child’s mind as “not a vessel to be filled, but a fire to be kindled” (The Education of the Whole Child, C&J Erricker 1997). The fire having been kindled by those in a position to do so it would seem desirable that it continue to burn, albeit with varying degrees of intensity throughout the rest of life.”

“In my reading I have become more aware of the fact that spirituality is not dependent on or necessarily linked to a religious faith. It is distinguishable from religion. Indeed from many people there is a negative or angry response to religion, or matters related to it, whereas they are more likely to respond in a positive way to the idea of spirituality – two thirds of the population being prepared to admit to an awareness of a spiritual dimension to their lives.”

“Spirituality can be considered an ordinary aspect of children’s everyday experience, often present in their lives in different situations, for example: experiences in nature; solitude; celebration; fear etc. It is their raised awareness in such situations that constitutes spirituality. We must therefore find occasions to heighten their awareness to discover and develop their spiritual potential.”

“If we believe that “Spirituality is the bedrock on which rests the welfare not only of the individual but also of society, and indeed the health of our entire planetary environment” (D.Hay & R.Nye, 1998) then the care and nurturing of our nation’s spirituality is of paramount importance.

“D. Hay’s research over 20 years shows a strong connection between spiritual awareness and ethical behaviour, encouraging social cohesion. The increased spirituality of a society can be linked with increased social awareness and responsibility and a positive consideration towards others and the environment. This in turn leads to life-changing experiences and an understanding that “every entity is interwoven with the rest of the universe and individualism is an illusion”. It is no wonder then that schools are charged with the development of spirituality! What is surprising is that time, training and resources have been squeezed out by the demands of areas of the curriculum which focus on content, monitoring, assessment, attainment, examination targets to the detriment of those areas which might have greater potential for relating to the spiritual development of pupils.

“Time and attention surely need to be given to providing and exploiting the opportunities which pupils need to explore and develop their awareness of the spiritual dimension of their lives.”

“…there are areas of the curriculum in which opportunities for the growth and development of spirituality are more likely and have greater potential than others, e.g. English, Music, Art. I would suggest that R.E. is also an area in which these opportunities should be identified and exploited. ”

“…David Hay (1998) offers an explanation that the rudimentary core of children’s spirituality is “relational consciousness” – self in relation to self, others, the world and God. He states that this is a basic human feature, entirely natural and a universally human pre-disposition. He sees this in the following ways:

Child – Self consciousness - a sense of relationship with his own identity

Child – People consciousness - a sense of relationship with other people – fellowship

Child – World consciousness - a sense of relationship with the natural world /environment

Child – God consciousness a sense of relationship with God.”

“In the book “The Spirit of the Child” (D. Hay & R. Nye1998), spirituality or spiritual sensitivity is explained as “raised awareness”, falling into three categories:

Awareness sensing

- focusing on the present situation

- tuning into something in order to be more aware of feelings

- being fully involved in an activity to the exclusion of distractions

- using the senses to focus on something in order to know it

Mystery sensing

- not needing an explanation for the wonders / the state of the world, an aweful acceptance of the mystery of existence

- using imagination to explore possible situations within existence

Value sensing

- an emotional response to situations in which there is a personal reaction to something

- the search for meaning in a particular situation”

I’ve started documenting what I’ve been up to in the last few years, since moving to Freo. So I’m just going to chuck it up on the BLOG for a bit to put it out there while I keep working on it. Here goes.

2003 - 2006

Based in Fremantle, Western Australia
Some work/study in Italy and UK

“Fremantle Village Early Learning Centre”
Co-founder
Establishment of a 62 place progressive early learning centre for children 0-6 years in a child care setting. More than 100 families and sector professionals involved in the development of a holistic “centre for excellence” in early years care and education.

Much inspired by the Reggio Emilia project in Northern Italy with input from Montessori, Steiner, Summerhill and mainstream approaches.

Followed a collaborative community development approach within a social entrepreneurship framework.

[Project ended after three years*, just before building work began on restoration of two adjacent inner-urban heritage buildings in the heart of the local neighbourhood catchment, within walking distance for many families and on a free community bus route.

We had received overwhelming support from local families and early learning specialists.

Developed in association with local parents and their children, early learning practitioners, Erudite Educational Consultants (from Nedlands Early Learning Centre), Reggio Children (in Italy), Reggio Emila Information Exchange in Australia, City of Fremantle, Dept for Community Development, Child Care Association of WA, Children’s Service Support Unit, Education Dept, Health Dept, Dept for the Environment, architects, lawyers, accountants, art specialists.

Stages completed or well advanced:

1. Concept development > visioning > ongoing community consultation.

2. Pedagogical research and development.

3. Business planning (including benchmarking against industry standards and highest quality, Reggio-inspired centre in the State).

4. Site selection and contractual agreements to lease

5. Environmental/architectural planning

6. Quantity surveying & building project management

7. Town planning approvals (in association with local community, Local Government Authority, town planning consultant, traffic engineer and State Gov’t Planning Appeals Tribunal. A case against the local authority was won at a state level to allow the centre to go ahead after local politics would have stopped it.)

8. Recruitment of a senior Director and one other senior staff member.

[*An campaign mounted by a disturbed neighbour ensured the Local Council impose an unprecedented noise and parking management plan on the centre’s approval, and a major reduction in numbers of children allowed to access it. When the State Tribunal Appeal was won to increase numbers to a sustainable level, this person bought one of the properties. At the same time he sent an ‘anonymous’ but traceable email threatening us with words like “dead”, “kill” and “destroy”. The police were sure who it was but could not convict him. In the interests of the children’s and our own well being, we had to walk away. And now, a new life begins…]

City of Fremantle
Lobbying & community participation to review child care policy
& strategic town planning on safe, appropriate locations for child care centres
See www.freofocus.gov.au/…. TBA

WA Child Care Advisory Committee
Advising Minister for Community Development
Community member Nov 2004 - Nov 2005
Wrote “Children at the Centre” - a visioning document for child care in the State.
Adopted as the official draft vision for child care by the committee and the Minister
(About WA CCAC)

Beaconsfield Primary School
Kindy & Pre-primary
Ongoing professional dialogue with teachers, offering assistance/encouragement/equipment.
Conducted several short sessions with children 4-5 years. Planning to do more.

Early Learning Fremantle
Co-founder
Bringing progressive early years educators and students together in the South Metro area. Including state and private, Reggio-inspired, Montessori, Steiner and alternative (Lance Holt / Summerhill inspired). Developed and manage email discussion list (now dormant)

Learning BLOG
Established one of the first weblogs to start commenting on my early learning experiences. Dialogue, reflection and discussion generated globally. Available at www.barkingowl.com/learning

“Reggio & Buddhism”
Short article published in The Challenge” - Reggio Emilia Information Exchange in Australia national journal. Available here.

Additional Education

Introduction to Reggio, Meerilinga (with Marie Martin from http://www.learningconversations.com.au/)

Advanced Study Tour to visit the Preschools & Infant Toddler Centres of Reggio Emilia, Italy

Atelierista Patricia Hunter-McGrath, Bold Park School

First Aid for Children

Other roles

Sustainable Business Network (Aust) (est. 1997)
Ongoing faciliation
See www.barkingowl.com/sustainable

The Big Love Gift Guide
“More joy, less stuff”
http://barkingowl.com/cc/
Conscious consumerism project. “Think before you buy. Gift ideas that show what a big heart you have - that bring us back together and don’t cost the earth.” Created and maintained this popular online resource for anyone wanting to think about how they spend and give. Google rates this in the Top Ten for people searching “gift + guide”, “gift guide” + christmas and No. 1 for “gift + guide + love”. Google returns over 1000 hits for “The Big Love Gift Guide”.

Photography

See a sample of my events, travel and portrait work online here. Portfolio.

Tibetan Support Network
Art exhibition & auction featuring leading West Australian artists. Works donated to help build a school in the former Tibet. Event was packed. Goodwill.
Assisted with promotion, co-ordination & artist liaison.

Treachery & Seduction on the High C’s
New operatic highlights performance. Assisted with concept, promotion & co-ordination. Generated widespread media coverage. Sell-out show.

Auto Angels
Sustainable Car Ownership
Coaching to reflect on (ethical/sustainable) business direction, goals and human resourcing.

ONGOING

Mothering Beatrice (5 years old)

Emerging art (meditation) practice
- Painting at Kidogo Art House with Paul Uhlmann: Advanced Class.
- Painting at Fremantle Arts Centre with Pam Brittain.
- Photographic projects. Portfolio online here (including some conceptual works in progress).
- Keeping a visual diary working towards paintings, photographs, conceptual works and installations

To look at what I was working on before all this…

PRE-2003 CV

A circulating email of great beauty and depth…

And to add to this, here’s a poetry/metaphor game we love playing with our Bea (4 years).

We take it in turns to say… “If my love for you was a (fruit/meal/animal…?) it would be….

“A big juicy orange that dribbles down your chin”

Try it some time.. in the bath or around a camp fire.

Blessings

Libby

………………

A group of professional people posed this question to a group of 4 to 8 year-olds. “What Is Love” The answers they got were broader and deeper than anyone could have imagined. See what you think:

“When my grandmother got arthritis, she couldn’t bend over and paint her toenails anymore. So my grandfather does it for her all the time, even when his hands got arthritis too. That’s love.”

Rebecca- age 8

When someone loves you, the way they say your name is different. You just know that your name is safe in their mouth.”

Billy - age 4

“Love is when a girl puts on perfume and a boy puts on shaving cologne and they go out and smell each other.”

Karl - age 5

“Love is when you go out to eat and give somebody most of your French fries without making them give you any of theirs.”

Chrissy -age 6

“Love is what makes you smile when you’re tired.”

Terri - age 4

“Love is when my mommy makes coffee for my daddy and she takes a sip before giving it to him, to make sure the taste is OK.”

Danny - age 7

“Love is when you kiss all the time. Then when you get tired of kissing, you still want to be together and you talk more. My Mommy and Daddy are like that. They look gross when they kiss”

Emily - age 8

“Love is what’s in the room with you at Christmas if you stop opening presents and listen.”

Bobby - age 7 (Wow!)

“If you want to learn to love better, you should start with a friend who you hate,”

Nikka - age 6 (we need a few million more Nikka’s on this planet)

“Love is when you tell a guy you like his shirt, then he wears it everyday.”

Noelle - age 7

“Love is like a little old woman and a little old man who are still friends even after they know each other so well.”

Tommy - age 6

“During my piano recital, I was on a stage and I was scared. I looked at all the people watching me and saw my daddy waving and smiling. He was the only one doing that. I wasn’t scared anymore.”

Cindy - age 8

“My mommy loves me more than anybody You don’t see anyone else kissing me to sleep at night.”

Clare - age 6

“Love is when Mommy gives Daddy the best piece of chicken.”

Elaine-age 5

“Love is when Mommy sees Daddy smelly and sweaty and still says he is handsomer than Robert Redford.”

Chris - age 7

“Love is when your puppy licks your face even after you left him alone all day.”

Mary Ann - age 4

“I know my older sister loves me because she gives me all her old clothes and has to go out and buy new ones.”

Lauren - age 4

“When you love somebody, your eyelashes go up and down and little stars come out of you.”

Karen - age 7

“Love is when Mommy sees Daddy on the toilet and she doesn’t think it’s gross.”

Mark - age 6

“You really shouldn’t say ‘I love you’ unless you mean it. But if you mean it, you should say it a lot. People forget.”

Jessica - age 8

And the final one — Author and lecturer Leo Buscaglia once talked about a contest he was asked to judge. The purpose of the contest was to find the most caring child. The winner was a four year old child whose next door neighbor was an elderly gentleman who had recently lost his wife. Upon seeing the man cry, the little boy went into the old gentleman’s yard, climbed onto his lap, and just sat there. When his Mother asked what he had said to the neighbor, the little boy said, “Nothing, I just helped him cry”.

Early Learning Fremantle has been set up to connect teachers, parents and others interested in early learning (0-8 years).

We have a special interest in the preschools and infant toddler centres of Reggio Emilia, Montessori & Steiner education models and other progressive, emerging approaches.

The group’s email discussion list and meetings provide a unique chance for educators near and far to compare, contrast and evolve these approaches in a practical, hands-on way.

We are touring each others classrooms, attending professional development sessions together, talking, supporting, challenging, encouraging and inspiring each other towards the best possible outcomes for children, parents, ourselves and our communities.

We are based in Fremantle but group members are coming to meetings from all over the metro area. Current membership includes state school teachers, independent teachers (inc. Lance Holt School), Steiner teachers, Montessori teachers, parents and students. All share an interest in Reggio practice and each other’s evolving thinking and practice around the important early years.

It is a small, informal and friendly group.

New members are welcome and we particularly encourage childcare workers/teachers to join in. Meeting times can be changed to make this easier. We currently meet every second Monday 4-6pm (or later) at Little Creatures in Fremantle.

Call ahead before attending to Libby Davy on 0419 943 989 or Angela Drum on 0423 172 436 for more information. The best way to find out what is happening is to subscribe.

People can subscribe to our free online discussion forum, wherever they are based (WA, east coast or overseas) at http://barkingowl.com/mailman/listinfo/elf.

What do you think the world would be like if men had babies? Love to hear your comments…

Well I will just talk about my childcare background for now as that is the key focus of the BLOG and my work at present…

There have, however, been many incarnations as is typical I suppose of Gen Xers like meself.

Snippets of other incarnations at www.barkingowl.com and www.barkingowl.com/here

My application to the Child Care Advisory Committee is available here and tells the story of how a philosophical, searching 30-something-year-old ‘pre-mother’ looking for the best place to devote her work energy can get so passionate about campaigning for excellent child care/early learning models - and about the Reggio project in particular. It’s already out of date (current as of mid 2004), but then.. that’s the learning journey innit.

My undergraduate studies were in media studies, communications and cultural theory - getting hands on, practical skills in communications (writing across genres, photography, strategy) plus critical thinking foundations around the work of Berger, Sartre, Barthe, de Bouviour, Said etc.

This makes a deep interest in the Reggio Project specifically and social constructivism in general, a natural extension.

Early work experiences in the “belly of the corporate beast”, living in the country, becoming a mother, travelling, writing, photography (see ABC radio interview about our sea change here and ABC TV doco here) also shaped my ideas about many things.

More ‘media tart’ links here. We’ve always been pretty keen on documenting the learning journey, which is again why the Reggio project is so appealing. They are into documentation in a big way.

Oh, and I went to a school called the Lance Holt School that was based on the Summerhill school in the UK. That might have something to do with things too… Rawwwther an empowering place to learn. Much to be written about that!

Ended up at Presbyterian Ladies College so you could say, educationally speaking, I’ve had some pretty brooooooaaaaddd ranging experiences to draw from.

I’m looking forward to being able to make a contribution to the advancement of high quality child care for ALL from “within the system” - as well as from within the community.

Child care seems like a fundamental thing to get right when you think about it.

Researching, writing and distributing these posts through traditional and online media will hopefully help stimulate debate.

I’m still really struggling with how wanky and opinionated this Blogging thing feels.. still finding my voice and trying to understand the new private/public space I have entered. So leaving comments might help me deal with this. I suppose blogging these ideas and storing information I want to share here might be useful beyond just developing my own thinking. If you let me know if you got something out of visiting here and perhaps even what the context for your interest is, then that will help shape this.

Hmmm… we shall see… is it blowing in the wind…?

I find great benefit in considering pedagogy in a social constructivist way, as inspired for me and so many others in early learning by the preschools and infant toddler centres of Reggio Emilia, Italy and increasingly, as translated and transformed into progressive early learning environments (including child care) throughout the world.

To me, this thinking goes to the very heart of how we envision childcare and what image we have of the child. In particular, the child constructing meaning or “learning” in relation to others.

The Reggio experiences have profound implications for thinking, wisdom, knowledge and, indeed, the evolution of human consciousness.

It really is no wonder, then, that when asked to host the 12th International Conference on Thinking, Australia invited Reggio pedagogista Carlina Rinadi to present alongside futurists, philosophers and educators like Peter Senge, David Perkins, Richard Slaughter, Edward de Bono, Art Costa, Guy Claxton, Susan Greenfield and others.

The conference is seen to break through the normal academic barriers to thought.

Melbourne in July anyone?

There is also a smaller 2-day event being co-ordinated by the Reggio Emilia Australia Information Exchange with Carlina and Eujlalia Bosch, among others. Both their biogs are on the conference website.

Conference convenors Karin Morrison and Jane Stewart both come from senior roles in education, so that will be a key theme/sector.

9th and 10th July
Hilton on the Park, Melbourne
Carlina Rinaldi and Eujlalia Bosch will speak on both days.

We also have three other confirmed speakers

1. A Doctor of Chinese medicine who will speak about
“Listening to Ourselves: mind and body
2. Boori Pryor an Aboriginal performer and speaker - Listening to the Past and the future can we hear peace.
3. The impact of listening to stories in understanding ourselves and others.

These titles are only the gist and still to be worked out.

We have also invited Li Cunxin (Mao’s Last Dancer” Listening to the movementt of the body. this has still not been confirmed.

$440.00 including GST

These are both unique and powerful opportunities.

It would be great to see debate about the advancement of these notions in a childcare context as Dr Pat Patrie did at the National Child Care conference held in Perth earlier this year.

We need to start removing the artificial barriers between care and education.

As far as ongoing WA opportunities go, the conversations being facilitated by Anna Alderson and Marie Martin are open to all.

Jan Phillips (ex-Penrhos ELC) is the WA convener for the Reggio Emilia Australia Information Exchange and has been generous enough to share her thoughts and resources over the last couple of years. She is now working fulltime on her PhD in Early Learning (with a Reggio emphasis). Really quite an amazing woman.

My undergraduate studies were in communications and cultural theory, looking at Berger, Sartre, Barthe, de Bouviour, Said etc and whilst I do find much of this material dense, I choose to have an image of child care teachers/workers/educators as capable of engaging with the heart of these ideas if presented in the right way.

I can imagine an enrichment programme (including study scholarships for conferences, study tours etc) to be a very achievable outcome.

I can imagine a vision of childcare that embraces the idea of children learning in relationship with each other, with their parents, with their teachers, with their environment, with their local community.

It’s about the journey.

Here are my musings after returning from an advanced study tour to Reggio Emilia in 2003. Printable version here.

This article appeared in “The Challenge” - the national journal of the Reggio Emilia Australia Information Exchange. These are the people to talk to if you are interested in study tours or direct dialogue with the Reggio project.

Reggio & Buddhism

Has it ever occurred to you there are strong parallels between the Reggio experience and Buddhist philosophy? This confluence came back to me again and again during a deeply affective week in Reggio this October 2003.

It seemed we were being invited to:

See the immense potential of questions, and

Question everything - within our OWN context - before accepting, then to keep questioning.

Listen…listen…listen.

Enter into ongoing dialogue.

See loving relationship as a key. See the interconnectedness of life. Of children and families and teachers and their environments, their culture/s.

Look deeply into the present (the eternal moment), with respect for the past and thought for the future.

Respect thinking as a process, and as a discipline.

Embark on an inner journey.

All of this rings true for the invitations Buddhism presents. At least that’s how I’m seeing it. I wonder what others think?

One of the last times I gave myself the chance to sit - thinking and listening - for days on end was during His Holiness the Dalai Lama’s visit to Australia in 2002. This wise and gentle man spoke of such elements coming into play if we are to develop wisdom and compassion.

In the spirit of all this, a question or two (out of hundreds) that remained with me. How can I continue this journey of awe and thoughtfulness whether I am in Reggio Emilia or not? How can I understand and respect my own context better, my own Australian culture, values and community?

One thing’s for sure, I’m preregistering for the 12th International Conference on Thinking in Melbourne, July 2005 where Carlini Rinaldi is presenting, along with Edward de Bono, Richard Slaughter and other leading thinkers and philosophers. (See www.thinkingconference.com for information.) I’ll also be dreaming of the possibility of returning to Reggio Emilia in the next year or two to continue learning within that very fruitful community.

Thank you to Jan Millikin, Marie Martin, Jan Phillips, Sarah Lovegrove (nee Giambazi) and everyone in Reggio Emilia who help create such rich soil for our own gardens to grow.

Libby Davy

Libby is working on a Reggio-inspired project in Fremantle, Western Australia - to set up a progressive childcare centre for children 0-6 years. She is the mother of Beatrice (three in January) and has a background in cultural studies and communication theory, ethical business and stakeholder relations. Libby was a co-founder of the Sustainable Business Network (Aust.) in 1998.

There is much being discussed and thought about the profound implications of the work being done in the infant toddler centres and preschools of Reggio Emilia, Italy.

For an introduction to this educational project, which is an essential point of reference for anyone looking at early learning, start by going direct to the source.

If you ever have the chance when travelling near or far to experience The One Hundred Languages of Childhood exhibition, do. It can change your life and ideas about what children are capable of.

“This exhibit
opposes any prophetic pedagogy
which knows everything before it happens,
which teaches children
that every day is the same,
that there are no surprises,
and teaches adults
that all they have to do is repeat
that which they were not able to learn.”

Loris Malaguzzi

“Children have a hundred languages, and they want to use them all. They learn very soon how difficult it is for this right to be recognized and above all respected. This is why children ask us to be their allies in resisting hostile pressures and defending spaces for creative freedom which, in the end, are also spaces of joy, trust, and solidarity.” (from Reggio Children website).

The WA State Government are looking very seriously at improving child care in this State and contributing to the national agenda.

When Hon Sheila McHale opened the National Child Care Conference in WA in October 2004, she announced the context, mandate and membership of the new WA Child Care Advisory Committee and said:

“FOR THE FIRST TIME THIS STATE HAS A COMPREHENSIVE CHILDREN’S STRATEGY. THE CHILDREN FIRST STRATEGY OUTLINES THE COMMUNITY’S SHARED VISION FOR OUR CHILDREN.

IT PROVIDES THE DIRECTION AND SUPPORT REQUIRED TO ENABLE GOVERNMENT AND COMMUNITY AGENCIES TO WORK TOGETHER TO MEET THE NEEDS OF ALL OUR CHILDREN.

…

BEFORE I CLOSE I WOULD LIKE TO ANNOUNCE THE ESTABLISHMENT OF THE CHILD CARE ADVISORY COMMITTEE.

THIS INDEPENDENT COMMITTEE WILL PLAY A SIGNIFICANT ROLE, NOT ONLY IN PROVIDING ME WITH ADVICE AND INFLUENCING POLICY DEVELOPMENT RELATED CHILD CARE IN THE DEPARTMENT FOR COMMUNITY DEVELOPMENT, BUT WILL BE A VOICE THROUGH WHICH THE VIEWS OF CHILDREN, PARENTS AND CHILD CARE WORKERS CAN BE HEARD.

THE RESPONSE TO THE CALLS FOR NOMINATION WAS IMPRESSIVE AND THE COMMITTEE INCLUDES INDIVIDUALS WITH A WIDE RANGE OF SKILLS, EXPERIENCES AND INTERESTS.

I WAS KEEN TO INCLUDE MEMBERS WHO COULD BRING FRESH IDEAS TO THE TABLE AND CHALLENGE THE STATUS QUO WHILE AT THE SAME TIME INCLUDE OTHERS WHO HOLD A VALUABLE COLLECTIVE KNOWLEDGE OF THE CHILD CARE SECTOR IN WESTERN AUSTRALIA.

IT THEREFORE GIVES ME GREAT PLEASURE TO INTRODUCE: • MS LIBBY DAVY • MRS PAMELA ELLIS-KANE • MS ODETTE HALEY • MRS GAYLE HERON • MS TERESA HUTCHINS • MS CHRISTINE I’ANSON • MRS KATHLEEEN PINKERTON • MR GRAEME WINTERS • MS JEAN RICE AND DR JANN MARSHALL FROM THE DEPARTMENT OF EDUCATION AND TRAINING AND THE DEPARTMENT OF HEALTH • MS CORA-ANN WILSON AND MS SUE OZICH FROM THE DEPARTMENT FOR COMMUNITY DEVELOPMENT, AND • MR TIM MUIRHEAD AS CHAIR.

THE COMMITTEE IS TO COMMENCE ITS WORK WITH A TWO DAY STRATEGIC PLANNING WORKSHOP EARLY IN NOVEMBER. THEY WILL BE INCLUSIVE AND CONSULTATIVE IN THEIR APPROACH AND THEIR FOCUS WILL BE ON IMPROVING THE QUALITY OF CHILD CARE IN THIS STATE. PLEASE WELCOME AND WORK WITH THEM TO ACHIEVE THIS FOR OUR CHILDREN. ON THAT POSITIVE NOTE, I DECLARE THIS CONFERENCE OPEN AND WISH YOU WELL. “

(emphasis added)

A full copy of Minister McHale’s speech is available here.

The relevant section of the Children First policy is the Early Years Strategy. It makes plain that the path has being laid for an agenda of positive reform and progress.

I am a member of the Committee. Throughout my recent submissions to Fremantle Council, the media and others, I make clear that my comments are as a community member and NOT as a member of the CCAC.

And I do look forward to bringing in fresh ideas to the table and challenging the status quo.

To find out what the WA Child Care Advisory Committee are working on or to make a submission (and I do hope we soon start to hear directly from parents) contact:

Rhonda King
rhondak@dcd.wa.gov.au
Project Officer, Child Care Advisory Committee
Department for Community Development
9222 2561 (Tuesdays & Thursdays)

It is intended that the Committee will have their own website soon.

And thumbs up to Independent Chairperson Tim Muirhead for inviting a ‘progressive reformer’ like me to be on this Committee in the first place.

Hearing about Tim and his work was the reason I took the plunge and nominated. He’s a very cool guy doing great work that has the potential to gently change the way communities develop - in positive and connected ways.

Tim’s appointment gives me faith in the State Government’s ethos around community development and child care in particular.

My application or credentials (current as at 11 August 2004), if you want to call them that, can be viewed online. They are out of date, but then.. that’s the learning journey.

I’m looking forward to being able to make a contribution to the advancement of high quality child care for ALL from “within the system” - as well as from within the community.

Hon Lynn Maclaren MLC had only been in her South Metro seat for a short while when she picked up this issue and ran with it. Paul Murray on 6PR was also keen to give the issue some mainstream (hot) airtime with Lynn’s help.

MEDIA RELEASE

Wednesday 16th March 2005

Greens call for urgent action over pollution at Childcare Centres

The Greens are calling for tough new rules to limit pollution at childcare centres. Recent controversy over a proposal to establish a childcare centre on a major road in a light industrial area in Fremantle has raised broader concerns over soil and air pollution levels at childcare centres.

In Western Australia there is increasing evidence that childcare centres are being established along main roads and on contaminated sites that have been subject to some level of clean up. As a result babies and toddlers are potentially being subjected to dangerous levels of pollutants at the most vulnerable stage in their development.

“It is not acceptable that children are spending long hours being exposed to vehicle emissions,” said Lynn MacLaren, MLC, Greens spokesperson for Pollution and Air Quality.

Vehicle emissions are an array of chemicals including carcinogens such as benzene, diesel fumes and fine particulates, which cause respiratory diseases.

“We need new rules that prevent childcare facilities from being established in locations with poor air quality such as industrial estates, main roads and contaminated sites,” Ms MacLaren stated.

Development approvals for childcare facilities have traditionally been left to local government authorities who lack the resources and expertise to investigate soil and air quality concerns.

“This matter must be addressed without delay,” said Ms MacLaren. “We will be calling on the Minister for Community Development, who is responsible for the Early Years Strategy announced in December, to investigate the extent of the problem and assess air quality at current risk sites.“

“The Government’s Children First Agenda should include introducing strict new rules to ensure children are not placed in this situation again through poor planning decisions,” she added.

Contact:
Lynn MacLaren: 9336 1991 / 0403 721 921

For those of you who don’t know our background on this issue, we must mention that we have indeed been working very hard over the last two years to open a progressive, holistic childcare centre in South Fremantle.

That’s another story, which will make it up onto this BLOG in the fullness of time. Still putting the archives together… Suffice to say, trying to open a child care centre in a residential/mixed use area is much harder than in an industrial one.

Do you wonder why?

Unless, perhaps, you happen to have Graham Burkett on your payroll.

One of the local journo’s suggested our stand on the toxic child care issue was motivated by competition. Here’s our response to that.

Yes - we confess. One day we do aim to help establish a centre of excellence in early learning in the wider Fremantle area - or possibly further afield.

Will it be in competition with the one proposed at the intersection of Hampton /Douro Roads? Definitely not.

Beyond the essential requirements of child care licensing, we obviously have different ideas about what constitutes a high quality child care environment and indeed, on closer examination - vastly different educational, spiritual and community development frameworks.

Wherever and whenever our centre emerges, it will be far removed from the type of centre we have opposed in this industrial area. It will be in a healthy, safe environment where possibly our own children, our community’s and our friend’s children will flourish peacefully within the kind of harmonious, quiet, beautiful space they deserve.

That’s what we believe in. That’s what we’re working towards, along with the City of Fremantle, WA State Government and other key stakeholders - who are now also thinking progressively and strategically about these vital social capital, economic and health issues.

In in reality, the “toxic child care” proposal in Fremantle - albiet 86 places and well outside of minimum standards let alone best practice - is really just one centre. There are more systemic issues at stake. Let’s focus on them.

For the cynics, it might be worth looking at my application for a position on the WA Child Care Advisory Committee (see other post re: this) and remembering that sincerity can still exist in this day and age - and is not mutually exclusive of critical thinking. My professional and personal journey has led to a very conscious decision to promote the advancement of high quality child care and yes, I confess, I am truly passionate and single minded about this.

Consider the implications of not being vigilant and aware. Total corporatisation of child hood with Burkett style deals being done to open and run child care centres wherever and however it is most cost effective. That’s our current trajectory. Yes, these are indeed dark days for ‘progressives’. Anyone that has seen “The Corporation” or “Super Size Me” for example, will know just what I mean.

It is crucial that the diverse needs of the community are catered for through a variety of child care models. It’s not just about demographics and basic planning models and in many ways, market forces can deliver diversity.

In the absence of better Government funding for community services, the work of the church is to be commended. We will continue to offer our support to Christian City Church Fremantle to help them find a safe, healthy location for their proposed Centre.

It is also essential that corporate conglomerates like the recently merged ABC/Peppercorn Childcare behemoth (a Land Alliance client) do not get to take over childhood entirely. We would never allow 20% or more schools to be listed on the stock market - so why are we allowing children from 0-6 years to be auctioned to the highest bidder? Read about this vital issue here at Rattler magazine - the Australian child care sector’s leading journal.

We need business, community and government to work together for the best outcomes. We need legislation to control how and where child care is located.

Most of all, we need to debate and examine child care issues fully on a local, national and international basis.

Yes I confess, I do want parents and children in Western Australia to have access to the best child care and education the world has to offer. Infact I demand it - and, if you listened to the hopeful, sincere voice inside you - so would you.

I’m prepared to keep doing what I can to help achieve this, in whatever ways I can.

I hope you will too.