Recognizing the Role of Early Learning Lab Schools in ! Canadian Universities and Colleges 1

learning lab schools experience when engaged in From the Editors collaborative pedagogical inquiries and " experimentation. These inquiries can be In 2009, the faculty in the School of Early unsettlingly and often lead to more questioning Childhood Studies at Ryerson University were and uncertainty. In their article, Our Learning inspired to organize a conference focusing on Story: Journey of Transformation, Williams, early learning lab schools. We felt that early Farzaneh, Simon, Salau, Francisco, and Perera- learning lab schools play a unique role – Jones (Seneca College, Ontario) metaphorically educating and caring for young children, describe this process as “standing united on the mentoring early childhood education students, banks of a river, pausing to reflect…where we engaging in innovative curricula practices, and have come from, who we are, who we want to participating in research. We believed that we had become, and where we travel to from here.” much to share and learn about and from early " learning lab schools in other universities and You will, of course, discover much more for in colleges across Canada. The success of our 2009 each article the complexities of managing, conference motivated us to co-host a 2nd teaching and researching in an early learning lab conference in March 2012.These conferences school are untangled and in doing so pave the were a result of partnerships between lab schools; path for more complex reflections on theories and the School of Early Childhood at George Brown practices. An article by Bateman, Hankinson, and College co-hosted both conferences and the Dr. Whitty (University of New Brunswick) illustrates Eric Jackman Institute of Child Study, University these processes of reflection as the authors and of Toronto, co-hosted the second conference. We the children explore being outdoors in the woods called these conferences Leading the Way—the at UNB. articles in this on-line publication which are based " on conference presentations will describe how In another article, you will discover how Coronel, Canadian university and college early learning lab Feltoe, and Isnor (George Brown College, schools seek with great commitment to lead the Ontario) use technology for observing and way. documenting children’s learning and development " to inform their curriculum. In their article, Watts, You will read that the lab school teachers see Moher, and the early learning lab school teacher- themselves as part of a larger system of early preceptors (Ryerson University, Ontario) describe childhood education and care. Indeed, because the journey they took to redefine their program’s the mission of an early learning lab school is philosophical and pedagogical approach to soundly tied to teaching and caring for young teaching and learning. Similarly, Elliott and children, research and student learning in a Yazbeck (University of Victoria, British university or college, the lab school is compelled Columbia) share their story of “two centres and to build thriving relationships with multiple their encounters with children that have stakeholders—children and their families, challenged, changed, and opened up the way we university and/or college faculty and work.” departments, researchers, and various levels of " government, among many others. As professionals associated with early learning lab " schools you will want to explore the differences You will read that lab schools teachers are between a field placement and a practicum as inquisitive and relentless in their exploration of described by Brophy, Callahan, Campbell, and new ideas—the authors eloquently describe the Reid (University of Guelph, Ontario) and learn pedagogical journeys they have undertaken to about the challenges encountered in the history of enrich their programs and to critically enhance this lab school. You can also read about Grove their professional knowledge and practices. You and Lirette’s (MacEwan University, Alberta) will “feel” when reading each article the reflections on children and citizenship as they exhilaration that teachers and researchers in early

Leading the way: Recognizing the role of early learning lab schools in Canadian universities and colleges 2

“uncover some of the complexities of teaching and learning with child citizens” and Kind’s (Capilano University Children’s Centre – British Columbia) work as an atelierista as she describes "the evolution of her studio project. Our first on-line publication ends with Hodgins, Kummen, Pacini-Ketchabaw, and Thompson’s (University of Victoria, British Columbia) article that reflects on their “roles as academics- instructors-pedagogistas-researchers working in childcare centres linked to university institutions (laboratory schools)”, their practice and research, and their work with pedagogical narrations. We end with this article as the authors leave us wondering about the “implementation of new practices and new questions”, paving the way for "our next Leading the Way conference. As with our conferences, the articles in this publication are representative of the practices of professionals working in university and college early learning lab schools across Canada. Going forward, we hope we can develop a second on-line publication that features the important work happening in an even broader range of Canadian early learning lab schools. But for now this on-line publication is an important celebration of the exceptional contributions that early learning lab schools are making in advancing the early "childhood education and care field in Canada. " " Rachel Langford PhD Aurelia Di Santo PhD School of Early Childhood Studies, Ryerson University

The recommended citation for this publication is:

Article authors. (2013). Article Title, in R. Langford & A. Di Santo (Eds.), Leading the way: Recognizing the role of early learning lab schools in Canadian universities and colleges (page numbers of article). Retrieved from http://www.ryerson.ca/ecs/

Leading the way: Recognizing the role of early learning lab schools in Canadian universities and colleges 3 Being in the Outdoors! " Jill Bateman, Rachael Hankinson, and Pam Whitty University of New Brunswick – Early Childhood Centre Fredericton, New Brunswick

Since the inception of our clothing works best—heavy duty splash pants, demonstration classroom in pull-up boots, and warm mittens. We often take 1975, the outdoors has been an snack time outdoors in all weather, including integral part of our winter, as long as it is warm enough to remove programming. This year Jill mittens. Only a dangerous wind chill can prevent Bateman, one of our UNB our daily adventures outdoors. educators with a longstanding " and deep interest in the Finding a space in the outdoors, and her colleague Rachael Hankinson (quickly woods becoming an outdoor " enthusiast), have been Fortunately for us, the University of New experimenting with and Brunswick (Fredericton) has retained small deepening their understanding sections of woods throughout the campus. When of their own and children’s we first set out to find a spot that would work for involvement in the outdoors us, we found that university students also spend within a forested space close by. Our overall intent time in the woods, and it might take a while to has been to increase the time, pleasure, and find just the right space for us. After visiting learning we experience with children as we are several forested areas on campus—with and together in the woods. Influenced by the growing without the children—we located our space, movement of forest classrooms across North chosen for its ideal blend of features that include a America (http://naturekindergarten.sd62.bc.ca/ clearing for sitting, singing, story-telling, reading, proposal/) and the longstanding practice of being etc.; fallen trees—perfect for climbing on; and in the outdoors in Nordic countries, we have taken quite importantly, close proximity to a building up the call to spend more time in wild spaces. In with bathrooms. this paper we briefly describe some the changes, " challenges, and learnings we have encountered in our time with children in the woods at UNB. Being in the woods— " uncovering our On our ventures out to the woods, we carry a well-stocked backpack with a first aid kit, tissues, assumptions our cell phone to link with the office and parents, and sometimes we take additional pedagogical Spending time with the children in the woods supplies. When walking in dense woods we teach brought to light some our assumptions of being the children to put their arms and hands in front outdoors. We share some of our surprises here, as of their face, and we carry pruners in our well as our pedagogical responses. On our first backpack in case we come upon a particular forays into the woods, we were taken aback at how tangle. We are quickly learning which outdoor some children wandered away from us and out of

Leading the way: Recognizing the role of early learning lab schools in Canadian universities and colleges 4 our sight. It startled us—we assumed that they surprised that invented play scenarios were not would stay within view. To help us all maintain part of our time in the woods—climbing yes, play sightlines with each other, we established a visible scenarios no. Play entered the woods as a boundary with yarn. Once we all became more response to the indoor activity of reading The familiar with visual communication and related Three Little Pigs in our classroom. Outdoors, the boundaries, we removed the yarn. The children story came alive in the woods as the children now know they need to be able to see us. Of spontaneously and collectively acted it out, trying course, in the winter with the leaves off the on different roles and using natural props such as deciduous trees, they can go further, and trail- sticks for the stick house and large fallen trees for making in the snow adds a whole new dimension the brick house. We have learned that the woods is to our outdoor activities. When some of the a great environment for storytelling and dramatic children want to follow a trail, one of us goes play! along and encourages the leader to keep checking " to make sure the back of the line is coming—a Pleasures of being good skill for hiking in the woods today and in the future. " "outdoors During our early visits to the We have found that multi-modal literacies are woods, some children were eager abundant in the woods. In addition to the to explore and investigate, while traditional writing tools we take from the others seemed to have a hard classroom to the woods, writing tools also consist time navigating the of fingers in the sand or sticks in the snow. When undergrowth. They appeared to we first brought our indoor art materials into the be disoriented, which in playground, we noticed that children who rarely hindsight may not be surprising created art in the as knowing the woods is different classroom were painting than knowing the playground, and drawing in this new for example. We thought this environment. In the disorientation might be linked to woods, art is created limited experience and comfort from found natural in the woods. We also realized materials. We have early on that children might taken glue and paper need time to become outdoors, and after accustomed to the outdoors. With this in mind, we collecting natural items incrementally increased our time in the woods. such as leaves and sticks, the children created For those children not interested in climbing or nature collages. A few children created “dirt exploring, we brought clipboards, paper, art”—making borders for their pictures rubbing notebooks, and pencils, and they settled onto our dirt into the paper. tarp to draw pictures and maps. Children who " were uncomfortable started in this open space Opportunities for problem solving and leadership with familiar indoor activities and tools, and abound in the outdoors as well. A Rube Goldberg moved into the woods play when they were ready. machine invention contest put on by UNB " Engineering students fuelled interest in creating Another surprise we experienced was related to obstacle courses in the woods out of the natural dramatic play. Many children in our group are debris. It is a passion with our children that has very play-oriented in our classroom and continued for months. The following examples playground spaces; they create multiple and illustrate problem solving and leadership. When ongoing play scenarios daily. It is very exciting! one child’s foot got stuck between two pieces of When we first started visiting the woods, we were wood, her friends rallied and they all helped to

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figure out a way to extract her foot safely. Another Many times we have been on our special tarp in child loves taking his friends on treks through the the woods telling or reading stories when the woods, negotiating the dense underbrush and children have asked to tell their own stories to the finding ways to navigate the terrain. On one group. On one occasion the storytelling began to occasion, happening upon the edge of a wooded include more and more of the group until they area, he shouted, “Stop!” and threw his arms out drifted off the tarp to “perform” the story they to the sides to prevent his followers from entering were telling in the woods. onto the neighbouring parking lot. In another " example, we asked the children to think about We are more attentive to why we—the two adults—sank through the snow while they could walk on top; we later added interests snowshoes into the problem-solving outdoor " adventure. We have noticed that as educators, we are more " attuned and attentive to the children’s interests in the outdoors. Initially drawing from our own Our ongoing childhood memories when we enjoyed building learnings… forts and homes for toy animals, we encouraged this activity with the children. We were surprised " to find that it failed. As we paid closer attention, Play outside is we realized that this particular group of children are climbers. They love exploring fallen trees and more conducive navigating through the branches, balancing and helping each other along. We also watched an to a flow between interest develop in maps and map reading on one activities of our field trips (when we were reading a bus map), leading the children to draw treasure maps We have been intrigued at the for each other and have treasure hunts for hidden different paths some of the self- gems. directed activities take. On one " occasion a group of children Learning in all spent time together following animal tracks after a snowfall in seasons the woods. While talking about " what kind of animal it could be We have seen learning occur in (a mouse), suddenly Michael all types of weather. Playing in stopped to pick up a stick and told us he was the rain, which tends to be writing the mouse’s name in the snow. As he avoided because of the mess, has worked on making letters, another boy began to shown us wide grins and raucous experiment with this mark-making in the snow, laughter from the children. and a discussion about letters and words ensued. Rainy days result in glorious

Leading the way: Recognizing the role of early learning lab schools in Canadian universities and colleges 6 puddles for jumping in and building bridges, pouring drinks of “chocolate milk” and cooking “soup.” We aren’t afraid of getting a little wet, and the children absolutely love the freedom to splash and explore water and how it moves. Additionally, the children have created beautiful pieces of art using watercolour crayons in the rain and were thrilled at the idea of doing art as the raindrops splashed around them. We are grateful "for all kinds of weather and what it teaches us! Valuing unstructured time "to play in nature Our most significant discovery thus far in our outdoor experiment is valuing unstructured time to play in nature. Children and adults alike feel a sense of timelessness in the woods and on our playground. Often we are surprised when we look at our watches to discover that the time has flown by. We keep to a relaxed schedule and are much more flexible in letting things happen than when we are faced with the classroom clock on the wall. We are adding many new features to our wooded space—but we don’t imagine that a clock would "be a welcome addition! Contact: Pam Whitty Early Childhood Professor University of New Brunswick Fredericton, NB "[email protected]

Leading the way: Recognizing the role of early learning lab schools in Canadian universities and colleges 7 Our Learning Story: Journey of Transformation! " June Williams, Tanya Farzaneh, Maya Simon, Laura Salau, Lerna Francisco, and Niluka Perera-Jones Seneca College Newnham Toronto, Ontario

In 1969, Seneca College was one of Our story the first institutions in Ontario to incorporate an early learning centre " We stand united on the banks of a river, pausing to enrich the Early Childhood to reflect upon our journey—where we have come Education program. Seneca College from, who we are, who we want to become, and has two lab schools: K.O.L.T.S. (King where we travel to from here. Looking back we Campus), and the Newnham Lab notice small tributaries. These are the headwaters, School, which opened its doors in the sources of our existence. We realize through 1992 at its current location in the passage of time we have become wiser and Toronto. The Newnham Lab School’s stronger, our passion rolling through each ripple, designing principles were intended to catching the next, and passing it on. meet the needs of students, faculty, and children. As a demonstration " Reflecting on all the rivers and and observation Centre for the streams that have nourished us, we School of Early Childhood looked within to define our role as Education, the lab school’s unique co-constructors of children’s collaborative design effort among learning, recognizing that our views faculty, lab staff, and parents provides of teaching and learning have a superior curriculum and training environment changed. Our view of the child has for ECE students applying theory into practice. evolved into the image of a strong, " capable learner—a protagonist. “Learning and teaching should not Honouring and respecting the stand on opposite banks and just watch simple ideology that children are the river flow by; instead, they should born eager to explore, discover, and embark together on a journey down make sense of their world, our role has shifted to one that supports the water. Through an active, rather than one that leads. The reciprocal exchange, teaching can image of the child is founded with strengthen learning how to learn.” - respect to his or her ability and Loris Malaguzzi (1993, p. 79), Italian Early desire to learn. Childhood Education Specialist, Quoted in The " Hundred Languages of Children, Ch.3, by This belief began with a shift in our Carolyn Edwards, 1993. curriculum and pedagogy as well as " with the children’s environment. Through this " journey we have come to recognize the value of the environment as a third teacher—where

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children are researchers and builders " of theories, initiators of inquiry and Collaborating with faculty of the Bachelor of investigation through their Child Development Program has enabled us to explorations of beautiful quality delve more deeply into constructivism theory and materials. the theories of Big Ideas. Our curriculum has " always been based on the idea to follow the Our centre’s aesthetic appreciation is children’s interests through play. Over the past two founded in the belief that children years we have shifted our curriculum to truly desire and require beautiful materials understand, interpret, and analyze the what, how, to help them develop their own and why we do what we do. The strength of the aesthetic awareness. Every item is teacher’s voice has matured; we have learned to chosen with relevance and purpose. truly “listen” with our ears, our eyes, and most Inspired by Reggio Emilia founder importantly, with our hearts. Through our Loris Malaguzzi and his respect for reflective practice we have come to understand children and their spaces, we have the deeper relationship we have with children. transformed our beliefs and views of teaching and learning. Initially, our On our journey, a noticeable research led us to books, photos, and change occurred in our stories of his approach. For example, theme-based documentation. We shifted from displays were cast aside for more authentic natural narrating experiences and skills elements. Through the transformation of the towards revealing a truer sense of environment we noticed a change in the children. the child’s voice through our They were building a deeper connection to the interpretations. As we began to space. analyze and collaborate on the " children’s experiences, we were The centre is now not just a place with simple able to see their learning things, but where we embrace an ideology and demonstrated through their belief that respects the learners. Our curriculum relationships with peers, teachers, has always tried to incorporate and model that of materials, and the environment. the School of ECE; we work with faculty to This process is shared and design and implement exceptional quality care. developed, allowing children to Our philosophy was inspired by theorists from revisit and extend their learning. John Dewey to Vygotsky and maintains a strong It was through more meaningful connection to the schools and beliefs of Reggio connections among educators Emilia. This has led to our own interpretation and that our documentation representation of the principles that guide our revolutionized, becoming richer, beliefs and steer the direction of our curriculum. more authentic—a living, " breathing testament to the children’s learning. A recent highlight for the educators at the Lab Lella Gandini reminded us of yet another key School was the privilege of meeting, sharing, and element in documentation: the verbal story. being inspired by Lella Gandini, United States Verbally sharing the process plays an important Liaison for the Dissemination of the Reggio role by exposing the underlining meaning within Emilia Approach. While touring our school, Lella the documentation. This reminded us once again interacted with the children, reviewed in the value of relationships, collaboration, and documentation, explored, and collaborated with the need to share the learning through a variety us. Her visit affirmed the power and beauty of our of languages, photos, anecdotes, and voices of the program and the work we do. She was one wave, children, teacher, and parent. one ripple that seemed to propel us forward faster, " in anticipation of the next bend down the river.

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Looking down from the banks of the river, we are in tune to our voice. Our reflection honours the voices of all: the children, the parents, and the Early Childhood Educators. We are beginning to understand and interpret the underlying philosophy of Reggio Seneca College Newnham Emilia. Relationships between and ECE Lab School Staff, 2013 among children, families, June Williams, Manager, RECE educators, students, co-workers, Tanya Farzaneh, RECE materials, and the environment are Maya Simon, RECE all interconnected. Thus emerges a Laura Salau, RECE support network centralizing on the Lerna Francisco, RECE child. Niluka Perera-Jones, RECE Our team has grown, now " comprising not only the educators of the lab school, but also faculty, " student teachers, parents, and the References Seneca community. As we grow, we learn and expand together. " Malaguzzi, L. (1993). History, ideas, and basic " philosophy: An interview with Lella We push off once again from the Gandini. In C. Edwards, L. Gandini, & G. river bank. Paddling, we synchronize our oars, Forman (Eds). The hundred languages of encouraging each other to keep tempo, children (pp. 41–89). Norwood, NJ: Ablex celebrating our accomplishments while supporting Publishing. each other’s strengths through challenging rapids. Respect is given to the changing river landscape. We embrace the uncertainty, knowing that it is "part of the journey. With hopeful hearts we share our dream to continue to be a part of Seneca’s Strategic Plan, to mentor and inspire future and current educators, and to contribute to the wider community. We hope our passion, dedication, and commitment will inspire a new generation of educators. We listen to the river—a new adventure is taking hold, the hidden current is flowing rapidly, and new water is surging. Where it "will take us, only the river knows. " " " " " " "

Leading the way: Recognizing the role of early learning lab schools in Canadian universities and colleges 10 Recording Early Learning Observations (RELO)! " Veroushka Coronel, Sue Feltoe, and Margaret Isnor George Brown College Lab Schools Toronto, Ontario

RELO (Recording Early Learning Observations) other staff members to record and document is a web-based software program developed by children’s learning. Professor Marie Goulet at George Brown RELO supports several of the principles outlined College’s School of Early Childhood. Working in in ELECT: collaboration with the Early Childhood Lab • Principle # 2: Partnerships with families and School team and the college’s Information communities—families are able to access their Technology Department, in 2008 Professor child’s profile of development at any time Goulet’s vision became reality—providing a with a simple, unique password. RELO software tool that enables Registered Early further enriches the dialogue with parents and Childhood Educators (RECEs) to observe and families about their child’s progress and their document children’s learning and development for child’s current skills. The benefits to families the purpose of informing curriculum planning. include ease of access and the ability to " retrieve their private child’s file from any web- The basis of RELO is an Ontario document enabled device at any time. This accessible entitled “Early Learning for Every Child Today” program encourages family contributions and or ELECT (Best Start Expert Panel on Early sharing of observations, promoting a Learning , 2007). This document is an early reciprocity of learning that supports the learning framework for Ontario’s early childhood notion of continuity between home and programs, containing within its pages the childcare. principles that guide quality early childhood • Principle #4: A planned curriculum supports programs, plus a “continuum of development”. early learning—educators can collect and The continuum is based on five over-arching organize observations in a meaningful domains of development: physical, emotional, manner. This informs curriculum planning social, communication, language & literacy, and and implementation that is child focused, cognitive, as well as root skills—specific related to theory, and based on the interests capabilities, processes and competencies—that and skills of the individual child. Benefits to exist within a domain. Although the continuum is educators include RELO’s user-friendly divided into larger age-related sections (infant, interface and informative reports that help to toddler, preschool/kindergarten), individual clarify and highlight patterns of development children’s skills may appear at differing points for individual children and groups of children along the continuum as they learn and develop. that are recorded in the program. ELECT is intended to be a strength-based model of development with an emphasis on skills a child As RECEs, we understand that learning is never is currently working on or developing. Based on isolated to the childcare centre; we know that this framework, the RELO tool was designed as a development takes place in the context of families user-friendly interface for RECEs, parents, and and communities, respecting that parents and families remain the experts on their own children.

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Using the RELO tool, family members are invited • Indicators – markers of what a child knows to share observations of their children’s learning or does which show that the skill is emerging, in day-to-day situations, thereby providing being practiced, or being elaborated valuable information on child development • Interactions – examples of adult-child outside the structure of a formalized childcare communications, contacts and joint activity centre. Below is a visual of the online format that that support the child’s accomplishment of RECEs and parents will use to submit observation the indicators and related skill development entries about a child: " " The RELO tool also has a pictorial observation As in the example (see Image 1), when choosing option where the user can capture the child’s the Observation tab users will be provided with learning in a very concrete/visual way that drop-down menus for both Domain and Skill(s); supports a deeper understanding of how learning the selections outline the sequence of skills that occurs in both planned and natural processes. The children at different ages can be expected to RECEs are able to print detailed reports of the acquire across the five broad developmental development of a child within their group, which domains. A quick reference guide provides informs their curriculum planning to ensure the examples of indicators that support the educators needs of the individual within the larger group are and families in placing their observation in the being met. most likely domain and skill. " " We are excited to continue using the RELO web- • Domains (five broad areas or dimensions of based program to enhance research possibilities in development): the field of early childhood education, from 1. physical seeking a better understanding of the patterns of 2. emotional children’s play to gaining insight about families 3. social who use this tool and their understanding through 4. communication, language & literacy exposure to child development in a more 5. cognitive “concrete and succinct “way. • Root Skills: specific capabilities, processes, " abilities, and competencies that exist within a domain "

Image 1 "

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References " Best Start Expert Panel on Early Learning (2007). Early learning for every child today: A framework for Ontario early childhood settings. Toronto, Ontario: Ministry of Children and Youth Services.

Leading the way: Recognizing the role of early learning lab schools in Canadian universities and colleges 13 Engaging in Reflective Practice Considering Partnerships with Multiple Stakeholders in a Lab School Environment! " Kim Watts and Catherine Moher in collaboration with ELC teachers: Linda Hart, Leslie Cunningham, Karen Wong, Angelique Sanders, Maurice Sweeney, Maria Wysocki, Andrea Thomas, and Sanja Todorovic Early Learning Centre, School of Early Childhood Studies, Ryerson University Toronto, Ontario

Ryerson University’s Early Learning Centre (ELC) recommendations put forth by our many is an early learning and care centre serving 66 stakeholders and partners—the children, families, children and their families from the university and the School of Early Childhood Studies, the local community. As part of the School of Early Gerrard Resource Centre (GRC) (also a Ryerson Childhood Studies, the ELC’s objective is to University lab facility), and external community model theory-to-practice as a laboratory school organizations such as the City of Toronto and the and offer field placement opportunities—currently College of Early Childhood Educators. This to over 130 students per year. The ELC welcomes paper presents the information shared at the Ryerson students registered in undergraduate conference and our experiences with the notion of observation and curriculum courses and graduate change and sustainability. level research courses to observe and interact with " the children who are enrolled in the centre’s toddler, preschool, and kindergarten programs. Background: The The teacher-preceptors serve as guest speakers for Process of Change various early childhood studies courses. Observation booths in the centre and a live feed " Our teaching and learning philosophy is driven by camera situated in one of the university’s the vision and mission of the School of Early classrooms offer observation mechanisms for both Childhood Studies. To understand the reflective undergraduate and graduate students. These process undertaken by the teacher-preceptors, we experiences provide student teachers, the ELC highlight the context which influenced our children, and teacher-preceptors with learning decision to redefine this teaching and learning and teaching opportunities. " philosophy. Provocations for change included: Over the last several years, the ELC teacher- " School of Early Childhood Studies: vision and preceptors have been engaged in a reflective • mission process of redefining the program’s philosophical School of Early Childhood Studies’ Director: and pedagogical approach to teaching and • her leadership and mentorship learning. In March 2012, we were invited to share Early Learning Centre and the teaching team’s our experiences in a presentation at the 2nd • core beliefs National Early Learning Lab School conference. External stakeholders’ expectations A unique feature of this reflective process is how • we consider and include ideas and

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• The establishment of the Ontario College of Early Childhood Educators Director of the School " of Early Childhood School of Early Studies: Her Childhood Studies: Leadership and Vision and Mission " Mentorship The University supports the ELC as a site for " The School of Early Childhood Studies Director, current and innovative research. Typically four to Dr. Rachel Langford, has inspired the ELC six faculty-driven research studies and graduate/ teacher-preceptors to view themselves as the main undergraduate student research projects are stakeholder in the reflective process. Over several conducted at the ELC over the course of a year. months we were encouraged by Dr. Langford’s Research is carried out predominately from the approach of inquiry and contemplation—to delve School of Early Childhood Studies and into provocations and devise strategies that were departments such as Nutrition and Psychology. to become the cornerstone of our own redefined Teacher-preceptors act as facilitators for these pedagogies. This also included a reflection process projects and at times are involved as participants. that celebrated our multiple perspectives. It is a fine balance ensuring that all stakeholder needs are met. One particular challenge in " We began by exploring and examining our beliefs facilitating the process is the difficulty in about children, families, and pedagogy. This scheduling when projects occur simultaneously. process included journal writing where we " captured our thoughts and feelings about the We have learned from such initiatives that the process of change. We discovered that our benefits far outweigh the challenges. For example, program did not fully represent our beliefs about from 2011, the ELC teaching team has worked teaching and learning; our pedagogical approach with Dr. Roma Chumak-Horbatsch to pilot the was missing a holistic view of children, and we Linguistically Appropriate Practice (LAP) realized that family input was peripheral. We program based on her research and subsequent recognized that we needed a practice that better book entitled Linguistically Appropriate Practice reflected our beliefs. (Chumack-Horbatsch, 2012). The applications in this program served multiple functions and provided an excellent vehicle in connecting the Early Learning Centre home and the ELC. Further, the LAP program supports and acknowledges children’s diversity and the Teaching and their inclusion in their various communities as critical to their optimal development. This project Team’s Core Beliefs also engaged parents. After a presentation at our " Parent Advisory Committee, a Language By engaging in this reflective process we Committee was formed. This successful program determined that our collective core beliefs include built a bridge between home and the ELC and the following: increased parent engagement in the classroom as " families shared their stories and songs from their • Children are born with an innate curiosity and diverse culture of languages. a determination to understand the world " around them. " • Each child is unique and must be provided with learning opportunities that are adapted to individual needs, interests, and learning styles.

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• Learning must provoke inquiry, critical thinking, opportunity to lead their learning. The diagram and above all else, a joy of being. A below was developed for a presentation we comprehensive understanding of children’s delivered at the International Innovations in Early development coupled with observations of what Childhood Education conference in Victoria, B.C. they express as their paths of discovery unfold in July of 2012. It illustrates our cognitive shift are essential for intentional teaching to occur. from a goal and developmental outcome focus for Understanding the whole child will promote the children’s learning to a more bottom up learning and development. approach which follows the children’s main • If we, as teacher-preceptors “listen” and “see,” inquiries. children will “tell” and “show” us what they " want to learn. As we were engaged in this reflective process we • Through reflective practice, we can examine were also in the position to articulate our children’s main inquiries and interests. As co- curriculum to student teachers. During our investigators with the children, their families, “Leading the Way” presentation, the teacher- and their community, we collaboratively develop preceptors noted: our program. " • We value diversity, equity, and inclusion. These • We are experiencing challenges articulating our principles are integral to our program. process to students while we are still developing • Families are the most important influence in it. children’s lives. Rich partnerships between • We are modeling what we are trying to achieve. teacher-preceptors and families strengthen our • We are becoming researchers and learners with ability to meet the children’s needs and to the children and students. understand their personal contexts for learning. • The way we are looking at children is helping us " to reflect on how we interact with our students Upon reflection of these core beliefs, we to encourage them to become critical thinkers. discovered that our approach to social " constructivism had shifted to an outcomes-based and developmentally focused program. From External Stakeholders’ 2003–2006, we created a developmental Expectations continuum which continues to be an excellent tool for articulating child development. Program Families as Stakeholders planning emphasized developmental goals that we had established for the children based on Families supply a wealth of resources that provide observations. However, we found that this a context for children’s learning. As a result of the approach breaks up the child’s learning into finite LAP project, we began to experiment with new skills, thereby compartmentalizing each area of ways to further increase parent engagement and development. As our goal was to explore the to be more responsive to the voice of parents. children’s main inquiries, we took an inquiry- The Parent Advisory Committee began to take its based approach to planning. We now develop direction from parent feedback, and based on this projects in consultation with the children that information, we changed our approach to how we support their learning, leading to many interesting communicate with parents about their child’s discoveries and exciting opportunities for the learning. Portfolios for each child were created children. that include children’s stories, photographs " documenting their experiences, their artwork, as The teacher-preceptors had acknowledged the well as quarterly reports highlighting the child’s need for a shift in their beliefs and practice, strengths and next steps in learning. These expressing a desire to “let things go” —referring portfolios also offer parents the opportunity to mainly to classroom rules and an activity-focused share stories and information with their children program. We now offer the children the and the teacher-preceptors.

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Community as scaffold their learning”? In order to promote higher order thinking the teacher must be Stakeholders comfortable in ‘letting go’ of controlling children’s learning and begin to observe, document, Like all early learning and care programs, the facilitate, and plan provocations that challenge ELC is influenced by policy development and the children. It is at this point in the teaching process City of Toronto’s Operating Criteria that assures where teachers must find a balance in planning quality assurance with centres that have a intentional, guided activities and in planning purchase of service agreement with the City. All provocations that will add depth to children’s programs serving children and families in the experiences in which they practice critical, province of Ontario have been affected by the convergent, analytical, and divergent thinking. If movement towards the development of integrated we are truly allowing children to own and guide models of service delivery. The release of the their learning, how can we as teachers preplan all Ontario Early Years Framework (McCain, experiences and claim we are following the Mustard, & McCuaig, 2013) announced the move children’s lead? With close to 50% of our revenue of all early learning and care and family support coming from the City of Toronto, how can we programs to the Ministry of Education. This had follow our mission and vision and still reflect the implications for the ELC as well as the Gerrard requirements necessitated by this stakeholder? Resource Centre (GRC) and the School of Early Does the Operating Criteria reflect current Childhood Studies’ family support program. It research in early education, and is it adaptable to also prompted a more concerted effort to the various teaching and learning approaches integrate the two lab centres as we work toward being used in the field? These are questions with actualizing our beliefs and core values about which we continue to struggle. family partnerships and parent engagement. " " The Operating Criteria as set out by our local " municipality has been an ongoing impetus for " reflection by staff. Linda Hart, ELC teacher- " preceptor, writes “…do they [Operating Criteria " principles] really celebrate the child as being " capable, self-directed and a competent learner? Do they recognize the professional abilities of " teachers to be responsive to children and to

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The Establishment of " References the Ontario College of " Early Childhood Chumak-Horbatsch, R. (2008). Early Bilingualism: Children of Immigrants in an Educators English-Language Childcare Centre. Psychology of Language and Communication, While we considered other impetus for change, we 12(1) examined the recently established Ontario " College of Early Childhood Educators’ Code of Chumak-Horbatsch, R. (2012). Linguistically Ethics and Standards of Practice, enacted in Appropriate Practice. (1 ed.). Toronto, ON: February 2011. When asked to present at the University of Toronto Press Inc. 2011 Association of Early Childhood Educators " of Ontario conference about this document from Ontario College of Early Childhood Educators. a child care perspective, we remarked that now (2011). Code of Ethics and Standards of our career has finally been recognized as a Practice: Recognizing and Honouring our profession, and we have a new motivation to Profession further examine our ideals and pedagogy. With " this recognition came a heightened sense of McCain, M.N., Mustard, J.F., & McCuaig, K. responsibility as a lab school to demonstrate (2011). Early Years Study 3:Making Decisions, exemplary practice in the field. Operational Taking Action. Toronto: Margaret & Wallace changes, mainly due to staffing, freed money in McCain Family Foundation. our budget for group reflective meetings. Our team engaged in several sessions to discuss our interpretation of the document, and in the process we began to examine our own beliefs and practices about teaching children, supporting families, and about ourselves as educators. As part of an institution that values professional learning, we were able to examine the implications of the document and believed that we could sustain the increase in accountability for professionalism, learning, and leadership. Opportunities for professional growth, such as attending and presenting at conferences during the remainder of 2012, were numerous, and each opportunity provided our team with a chance to further reflect on our pedagogy.

As we engage in reflective practice we find ourselves on a path to a philosophical approach that breaks away from our previous notions of teaching and learning. Through more holistic, inquiry-based, and reflective practices, we find that we are continually engaged in thinking about our pedagogical approach and how we engage with families, thereby offering children meaningful and authentic learning experiences.

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An Approach to Student Training: Opportunities for Emergent Learning! " Kathleen Brophy, Judy Callahan, Rachelle Campbell, and Lorna Reid University of Guelph, Ontario

children and offer guidance for their mothers. In History of Experiential September 1959, the Macdonald Institute Learning at the Nursery School was opened providing half day programs for children in the community (Snell, Macdonald Institute 2003). Macdonald Institute students observed the " children and analyzed their behaviour as they At the turn of the 20th century, there was an engaged in daily activities. The school was increasing expansion of opportunities for renamed the Family Studies Laboratory School in vocational and educational advancement in 1968; here a practicum experience was provided response to the view that social problems could be for students enrolled in the new Child Studies solved through further education (Snell, 2003). At major in the Bachelor of Applied Science degree about this time in 1901, Adelaide Hoodless, program. In 1990 the University of Guelph Child president of the Hamilton Normal School of Care and Learning Centre (CCLC) opened on Domestic Sciences and Art, approached campus delivering child care services for members philanthropist Sir William Macdonald to support of the University and Guelph community. At this the development of a domestic science program at time, a series of pilot studies were conducted to the Guelph campus of the Ontario Agricultural develop a model that would enable students in the College. The program would promote applied Child Studies major to complete their practicum and practical education into rural areas (Snell, within the CCLC. After successfully developing 2003). The Macdonald Institute was thus such a model, in 1996 the Family Studies established in 1903 and opened in 1904 as a Laboratory School closed its services for children school for rural women operated by the Ontario and families, and the practicum for university Ministry of Agriculture in collaboration with the students was transferred to the CCLC. Ontario Agriculture College in Guelph, Ontario. " The Institute focused on teacher training with an Experiential Learning emphasis on domestic science. Students completed their teaching observations and " The University of Guelph Child Care and practice teaching in the nearby Macdonald Learning Centre (CCLC) embraced this training Consolidated School, initiating a tradition of component of their mandate. The practical practicum education for women on the campus hands-on experience provided valuable (Snell, 2003). opportunities for student and staff professional " development by linking research, theory and By 1932, a half day nursery school was operating application. Research in the field of teacher at the Institute to facilitate the observation of

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training (Berliner, 1988) has long recognized that experiences in which students can be engaged the complex world of human relations is dynamic (Unpublished Department Memo, 1993). In the and essentially a creative process, and that field placement model, the course instructor meets professional training cannot be based solely with students in weekly seminars to discuss issues according to a list of competencies that have been that have arisen in practice and to guide students previously defined (Brophy, Ryan & Stuart 1998). in the resolution of such issues by providing The primary goal of professional training beyond personal insights and theoretical knowledge. The the provision of relevant knowledge and specific faculty/course instructor observes students in their competencies is the creation in each student of a placements anywhere from one to three times per sense of themselves as professionals (Brophy, Ryan semester and supports the work done in the field, & Stuart 1998). One of the primary ways that but is not directly involved. There is a reliance on students can experience the development of a the onsite supervisor to provide direct feedback professional identity is through the experiential and instruction to students regarding day to day courses offered in their respective programs. In practice. Previous and/or concurrent coursework particular, students must be placed in settings is expected to help the students function in their where their sense of themselves and their field placements. Faculty cannot arrange or understandings of professional practice are structure student learning experiences, but they required to undergo reconstruction and can offer their support. Although the course reintegration (Brophy, Ryan & Stuart, 1998). The instructor will monitor the quality of the various ways this can be accomplished may be experiences provided in the field placement viewed on a continuum that focuses on the setting, and may support, troubleshoot, and intensity of the supervision provided. While all evaluate the quality of the environment and the such approaches are used in training programs for supervision provided, there is often great early childhood educators, it is the distinction variability across settings and the resulting quality between the latter two approaches—field of student experiences. The role of the onsite placement and practicum—that will be further supervisor becomes vital in providing support developed (Unpublished Department Memo, Lero (Unpublished Department Memo, 1993). et al, 1993). " " The practicum model such as the one offered at Field placements provide instructional the CCLC offers a more direct approach to opportunities in service settings where students education in professional practice. Here students learn through observation and develop skills by work within a context that has been specifically working alongside professionals. However, student designed to offer instruction in practical and learning is limited by what the field supervisor professional aspects of early education and care. and/or the agency judge as appropriate In particular, the faculty/course instructor and the

INTENSITY OF SUPERVISION

______

None Low Medium High

Volunteer/paid Observation in real settings Coop work Field placement Practicum

Leading the way: Recognizing the role of early learning lab schools in Canadian universities and colleges 20 lead teachers have the authority to design learning their role within their program. In addition, they experiences to support the students in particular had to undergo training in providing supervision ways. The setting is designed to provide and feedback to university students, requiring opportunities in which the faculty/course them to engage in an additional role as adult instructor can engage with the students daily and educators. support their meeting of specific instructional " needs and/or objectives (Unpublished Communication between all partners was Department Memo, 1993). Programming in essential. For example, in order make decisions general, and in particular for the children, can be regarding staffing and programming issues, the adjusted within reasonable limits to support director needed to be aware of departmental student needs at a precise time. Following a period curriculum decisions—in particular those that had of orientation, observation, and modelling by an impact on student enrollment and curriculum supervising teachers, students take on more direct changes. As a result, the director was granted responsibilities for the planning, implementation, adjunct professor status and attends curriculum and ongoing daily activity of the program, at and departmental meetings. The director was also which point supervising teachers withdraw to the one of eight directors responsible to the associate background. The faculty/course instructor vice-president, student affairs. Support for student completes weekly observations of students in their learning became a goal, equal to the importance programs and provides detailed verbal and written of high quality early learning and child care. The feedback on an ongoing basis. There is weekly CCLC supports the Student Affairs Division’s direct and consistent consultation with lead values: accessibility, accountability, civility, teachers of the students. The content of weekly collaboration, innovation, and integrity. seminars emerges out of the ongoing experiences " of the students, and while course objectives are Parents were concerned about possible changes in outlined, students set their own goals and evaluate the quality of the program that their children their success at attainment. Reflection on practice would experience. Members of staff not directly is vital as students complete weekly planning of involved with students needed to embrace the new activities, evaluate selected activities, complete demands on their time. Faculty had to adjust to a child observations and a home visit, reflect on new role at the CCLC of being involved more personal goal attainment, and present a personal directly in curriculum development and ongoing narrative of their experience with written engagement in children’s programs. reflection. (Unpublished Department Memo, " 1993) Recent advances in technology show a movement " away from videotaping students and providing written feedback to the use of iPads. This has Transitions enabled students to get immediate feedback on " their actions with concurrent documentation of Change can provide challenges along with their actual engagement related to specific opportunities for growth and development. The interactions observed by practicum supervisors. In transition from the original laboratory school in addition, the CCLC has adopted an emergent the Department of Family Relations and Applied curriculum approach which requires students to Nutrition to the University of Guelph Child Care develop and use their observation skills and to and Learning Centre (CCLC) had its bumps. integrate these into their planning with more From the perspective of the child care staff at the immediacy. Linkage with theoretical course CCLC, their responsibilities expanded to include content needs to be timely, requiring close students; at the same time they were required to communication with departmental course share their children. Students were planning changes. activities, engaging daily with the children, and " supporting parents! Staff were required to embrace these new relationships and redefine

Leading the way: Recognizing the role of early learning lab schools in Canadian universities and colleges 21

The CCLC will continue to evolve to meet the needs of the University, the practicum and the References child care sector. In September 2010, the " Ministry of Education began a five-year Berliner, D. C. (1988). Implications of studies on implementation of Full Day Kindergarten (FDK), expertise in pedagogy for teacher education necessitating another remodel of the CCLC. As and evaluation. In New Directions for most 3.8- to six-year-olds will have access to FDK Teacher Assessment (Proceedings of the by September 2014, younger children will be the 1988 ETS Invitational Conference, pp. 39– main focus of the remaining child care sector and 68). Princeton, NJ: Educational Testing funding. Practicum is now offered in these lower Service. age groups. " " Brophy, K., Ryan, B. & Stuart, B. (1998). Despite the initial reservations of parents and Framework for Assessing the Quality and others, the model is now highly regarded. The Character of a Children’s Services Training connection to the university and the contributions Program. Workshop Presentation to the of practicum students are valued components. Eleventh National Child and Youth Care “Practicum students have been an important part Conference, Halifax, Nova Scotia, May 27, of my son’s experience at the CCLC. I like the 1998. extra supervision and contact with adults that the " students provide and I especially like that the Lero, D., Ryan, B., Stuart, B., Brophy, K., practicum program helps to promote and Marshall-Stuart, D., Wilkins, S., Myhill, J., maintain a culture of reflective teaching at the et al. (1993). Comments on the Role of CCLC.”(January 2013 parent survey) Practicum and Placement Courses in the Child Studies Major. Unpublished department memo,. University of Guelph, Department of Family Relations and " Applied Nutrition, Guelph, Ontario. Snell, J. G. (2003). Remembering the Past— Embracing the Future. Macdonald " Institute. Toronto, Ontario: Dundurn Press.

" "

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Children and Citizenship! " Anne Grove and Tricia Lirette MacEwan University, Edmonton, Alberta

This is our place. These are our voices. consideration of children as active citizens in this " community. The following article is an attempt to capture the " conversation that occurred during our presentation entitled The community is the MacEwan University Exploring Citizenship with Young Children at the Leading Childcare Centre on the downtown campus of the Way conference at Ryerson University in March 2012. Grant MacEwan University in Edmonton, In this presentation we shared some of our reflections on our Alberta—an urban campus in a city that is the doings in which we unfold and uncover some of the capital of Alberta. The centre has been a complexities of teaching and learning with child citizens. demonstration site and lab school for the Early " Learning and Childcare Program (ELCC) for over What follows is a multi-layered and ongoing, evolving, and 40 years and has a reputation for quality care. deepening dialogue that represents our many voices: the Here ELCC students observe children and children and their families, the lab school educators, and the complete their practicum; their energy is part of faculty of MacEwan University Early Learning and Child what sets us apart. Care diploma program. We hope the way the article is " formatted helps depict how we went about trying to We are a fortunate staff. We are well paid, “interrupt the fluency of the narratives… making them respected, active participants of the university stutter” (Rose, 1999, p. 20). community. We have the time and opportunity to " think and reflect with ELCC faculty and share This presentation and the ensuing article are a work in ideas. Some of us have been to Reggio Emilia, progress as we continue, tentatively, to try to find the Italy, to Boulder, Colorado in the United States, language to illustrate our new awareness about place, and to centres in Canada such as Capilano identities, citizenship, and communities in ways that College B.C., Ryerson University and George transgress the theory–practice binary and trouble traditional Brown College in Toronto. views of children as only potential citizens. We offer it as a " story of practice and hope it can contribute to a Into this pool of ideas, one day a stone fell. The reconceptualist dialogue. Told from our unique place, we are ripples would lap against our practice and excited to “practice expressing our theories” to others, attitudes for the next few years… believing, as does Rinaldi (2001, p. 79-80), “that sharing " stories is a response to uncertainty”. “What is this stuff ?” E was at the snack table one " day and didn’t like what he was eating. It was This is a story of political awakening. It is a record plain yogurt. The children had been accustomed of children’s voices, ideas, actions in a preschool to flavoured yogurt; clearly this new taste did not setting over several years. This is a history of have many fans. With the children’s best interests emergent planning and negotiated co- constructed at heart, the yogurt had been changed to a curriculum that survived, grew, and flourished healthier choice. We noticed the children’s strong over time and was the birth of a new reactions, and it occurred to us that no one had consulted the children about the change. We had

Leading the way: Recognizing the role of early learning lab schools in Canadian universities and colleges 23 long advocated for the children to have choice; now we wondered if the children would advocate for themselves. So began the yogurt protest, the first of three projects that invited children’s active "participation in the life of the centre. We began to see the children as citizens who could be activists on their own behalf, speaking out about what they didn’t like. Later we would see the children solving a problem to protect their environment. Finally children identified a project that involved taking part in the life of the centre. As we became more involved, we all began to see the richness of this notion for emergent planning, "and there were many outcomes. The Yogurt Project " Having heard the children’s dislike of the yogurt, we began to talk with them about ways of making dissatisfaction known publicly. We talked about protests and petitions—how the power of many voices could bring about change. The petition was a wonderful choice for the children because it carried the weight of each child’s name on it. It was a chance to participate in democracy at its most innocent and powerful—the voice of the people! It took courage and leadership from a few children to take on this project. They circulated from their own playroom into the other preschool room to find out what other children thought. As they went, these leaders had to explain what they were doing and invite participation as they campaigned for their idea. Days later, clutching a much worn and dog-eared petition, they arrived at the door of the director. Imagine children in serious conversation with an adult about what was served for snack, and why . . . not whining complaints, but an exchange of “why not” and “what if ”. The children returned to class with questions to answer about the dangers of too much sugar consumption, a research question about sugar, and the germ of an idea about mixing fruit into the plain yogurt. Perhaps more importantly, our director had wisely not answered the question with a yes or no, but had asked the children to investigate. It was an important part of our process that the children make an informed decision.

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" (Olsson, 2009). This rhizomatic framing of citizenship as The team of children and educators set out to movement is seen as a continuous, dynamic, teaching– find answers—examining yogurt containers, learning–experiencing process (Chan, 2010, p. 51). learning about ingredient lists, looking up sugar " contents on the internet, and representing the findings for others in different ways. There were The Stepping Stone charts, buckets of stones to represent grams of Project sugar, and trips to the grocery store. A nurse visited and talked about the effects of sugar; heart " The centre had planned and developed a new rates were monitored. At the same time, recipe playground. The children and families had been testing was going on. Various fruits were added to an integral part of the planning process, so it yogurt and taste-tested, then tested again. The came as no surprise that the children felt a deep cook was consulted and respectfully asked if she connection and interest with the new space. Older had time to blend the yogurt. Votes were taken children had certainly left before the playground and decisions were made. Then the children were opened, but there was a climate of commitment back in the office finalizing the decision, enacted to the space evident in the centre. It wasn’t perfect into “law” by the director, and reporting back to by any means, but it was a reflection of our the population with the result. We had seen our dreams and ideas. This was our place, and we idea acted upon and realized. Once the centre could say how it looked. had experienced this, we were never to be the same. " When the preschool children noticed toddlers " walking over the plants one day, they expressed Most citizenship education is focused on ways to prepare their concern. They thought about ideas to and train children for future adult citizenship (Howe, prevent this and returned to the idea of pathways, 2005). Schools and curriculum material are future focused which had surfaced during the planning process. and less likely to address the child as a citizen in the here If we build a pathway, the children thought, it will and now. We are attempting to view citizenship not as the be clear where to walk. These children had outcome of educational efforts, but as a learning process in already evolved into citizens who would take the present. Citizenship is not the final destination (Jans, responsibility for finding a solution and exercising 2007), the goal or outcome in itself. We want to view the their civic duty to protect the living environment child care centre as a locus for active citizenship through in their community. participation in collective action and the practice of democracy (Dahlberg, Moss and Pence, 2007, p. 73). " The children worked to discover how pathways " were made, what materials might be both With this we recognize the inherent messiness of beautiful and durable, what shapes were pleasing. conceptualizing children’s citizenship (Phillips, 2010). We We visited garden stores and pathways throughout are aware of the need to examine how we construct the the city, making decisions about what pleased us notion of citizen—especially if we are not constructing and what was possible. We cast several patterns citizen as a stable and essential subject. By applying and shapes in concrete and worked with the rhizomatic thinking, our intent was to examine what centre to find a place to lay them. Many voices citizenship is or can be from as many variations as possible, came forward, including staff who had concerns “connecting it in nonlinear ways and in nonhierarchal about the safety of the concrete stones. Now the assemblages to other things” (Chan, 2010. p. 46). What children were experiencing the many voices in the new elements can citizenship be linked to and/or community; making democratic decisions requires transformed into (art, yoga, narratives, and symbols)? respect and compromise. What kinds of new encounters with citizenship are possible? We began by watching to see how citizenship " In exploring the tensions involved in expressing self and emerges as an assemblage in our very practices and how considering others simultaneously, we observed the children children are themselves part of producing new realities as they worked to “learn about the complexities of acting on

Leading the way: Recognizing the role of early learning lab schools in Canadian universities and colleges 25 diverse ideas and perspectives in a democratic their own games with the food cards, piling them environment” (MacNaughton & Smith, 2008, p. 40). into categories or collecting their favourites. We " cooked and taste-tested and together consolidated a day’s menu, then approached the director for a The Menu Project meeting. We felt it would be powerful for all of the " children to experience the meeting, so we sent an Food is so important to children. They tell the invitation to the director and the cook and time of day by food. The hours tick by punctuated arranged to hold the meeting in the staff by snack, lunch, snack. One day four-year-old M conference room, away from our usual playroom asked me why we never had hot dogs. Did he space. We prepared the children by discussing want hot dogs for lunch? Possibly, but maybe he meetings, chairpersons, notes, and secretaries. We meant: Why do we have what we have? Who had a visual display of our proposed menu and chooses? Can we choose? Was this a project recipes on hand for the cook. coming on? And so we began to think about food. " What do we like? Lots of opportunities arose to Our choices were added to the menu! The talk about what we all ate at home, what foods children had successfully advocated for change were our favourites, what was new to us. Did we over a period of time. They had expressed like the menu here? What would we add or opinions, and we had taken each other seriously. remove? If we could plan the day’s menu, what Adult concerns did not push aside children’s ideas; would we choose? A set of food cards helped us, rather all members of the community had worked as did a wide variety of cookbooks and family to find solutions to problems with respect and recipes. When the children were curious about a understanding. We were beginning to see that picture of polenta, we cooked and ate it for lunch everyone had a point of view that was unique and one day. As it turned out, no one had ever had personal, yet we had goals that were common and polenta, and this became the centrepiece for our communal. suggested addition to the menu. We interviewed " Betty, our cook, who shared some of the criteria for decision making around the centre’s food Everyone Has a Story choices: how much does it cost; is it easy to " prepare; is anyone allergic to it; does it follow The children had explored giving voice to their good health guidelines. Here was a new idea for concerns and continue to do so when the children—eating a variety of food from opportunities arise, but we are not always in different food groups. The children began to play conflict or solving problems. Sometimes we are merely expressing who we are. Culture is built with concepts such as language and art. Citizenship is comprised of aspects of belonging, safety, and self-expression. As a citizen it is your right and privilege to find a voice. We began a cycle of fine arts learning in which we explored "how to express ourselves and find our “voice”. Children began to tell us stories. We collected and posted them. In early learning classrooms, ideas sometimes reach a tipping point and catch hold. One day near Halloween we posted three stories that a child told about monsters. More children came forward with stories—some children wrote every day for months. Dozens of stories were collected. A book was produced. In story telling we heard hopes, dreams, realities, fears,

Leading the way: Recognizing the role of early learning lab schools in Canadian universities and colleges 26 wonderings, theories… each story was infused " with a piece of the author. What’s your story? We are inspired by Olsson to continue “creating the most Where do you come from? Who are you? All this favourable conditions possible for lines of flight and leads children to deeper connections within the linkages to appear” (2009, p. 75). group. Like immigrants to a new country, the " children came together to create something new in each classroom in each year. This is uniquely Desegregation Canadian—a multi-cultural model that surpasses " ethnicity and embraces the idea that we all have a What does it mean to be a child citizen? We asked personal culture that must somehow find a place this question of our families and colleagues. Their in the community. Children discover who they are responses included: in the context of their community (Edwards, " Gandini & Foreman, 1998). • I belong here. " • I am accepted. Not every voice would be realized through print. • I can help. We explored many forms of storytelling: if you • I can express myself. were shy, you might need a mask; others could act • I feel like a member of this group. out a story; we could sing out our stories, dance • I need to play. and wear costumes. We could paint, draw, and • I care for the greater good of all. build. We began to see our activities in the context " of culture and voice. One child wore her jingle As citizens, we had now experienced activism, dress and danced a story. Another child wrapped responsibility, and participation. We had leaked himself in cloth to express himself. One day we out of the confines of the centre and were taking joined a university dance class in which the part in university life. Yet how could we instructor had invited an Aboriginal street dancer participate more fully in our community. Could to demonstrate some hip hop. The dancer we expand our choices? Promote peer learning? explained how circles were important to his How could we get to know each other’s stories culture and figured in his dance. When he invited when we were segregated for a part of the day? A the class to participate, it was five-year-old J who retractable wall exists between the preschool and was the first to step forward to dance. Later, J toddler rooms. If we opened the wall, could we would characterize his dancing as “boy moves”. migrate through the space freely? And so one He had defined himself through dance. January morning the borders opened. Tentatively " some children crossed; others watched; some We were painting to music one day, and began to never left their home turf. A freedom was see the separate voices of children in their work. available for those who wanted it. Responsibility N’s paint hopped across the page as she often and acceptance could be lived out in that space hopped across the room, each colour separate and where many stories would intersect. defined. M’s work grew from one corner of the " page: following the music as it swelled and grew We wondered how the new environment would be more complex, so did the colours blend together. experienced by the children. Educators remained open to And like D herself, her work was soft and quiet, what was not yet known and what could not be predicted. with graceful lines. " " As per Deleuze (1978) we wondered what new relations to We held a “dinner and art show” parent event to the space, the materials and to each other would emerge in showcase the children’s art work, which was the new space; what new rhythms and flows would become displayed in the lobby of the university in the apparent? same way the Fine Arts Department’s student art " was displayed. We were reaching out to the There were many multi-age moments (Edwards, community around us to show who we were. Blaise, & Hammer, 2009, p. 59) in which older children, acting as mentors and caregivers, helped

Leading the way: Recognizing the role of early learning lab schools in Canadian universities and colleges 27 younger children. Younger children reminded " older children of the sensory joys of water and In this multi-age world there is a complexity to sand, and older children returned to their past. life. The sameness of developmentally appropriate “This is where I came from,” is how they describe is passed over for the richness of diversity. In this the Toddler Room. “I used to be here, now I am environment children can think deeper, form there.” How were children defining their sense of complex world views, and comment sagely on place? What did one place mean to them, or their society. L was forming a face shape on the another? Definitions frequently take place in the table with small figures one day. “Is it you?” she block corner. Spaces are defined, rebuilt taken was asked. Thoughtfully she replied: “I am made down, enlarged. Constantly changing, like the up of people—the people who love me.” She had world around us, the children adapt and readapt an image of herself in the context of her group. "every day. "We are products of our community. Younger children flooded into the preschool What lines of flight are enabled within this new space? A room, provoked and intrigued by the space, but space where new action is possible? A space where young more lastingly by the endless variety of experience children’s participation can be set into creative and "provided by “others”. "productive flight (Chan, 2010, p.48)? Deleuze and Guattari (1987) frame children’s growth as This “experiment in movement” provided educators and occurring concurrently across a series of domains as an faculty with richer, deeper, and more complex views of irregular, diverse and constantly changing process. children as constantly negotiating their citizenships. It " brought us a more profound awareness of children’s theories Instead of envisioning development as constantly moving and how these theories complicate and make more complex forward and upward, older children were able to go back to our image of the child…the child as an active citizen who revisit, reshape, and reframe their former experiences in the is skilled, accomplished, and socially responsible… toddler classroom space. Children going back to play again " was an intriguing dynamic. Our “experiment in movement” opened us up to the children’s views of self as active and engaged in broader community, as able citizens able to create change and play a "role in their community and broader society. We are “laying the path while walking,” as Varela (1999) says, as we continue to explore what it means to be a citizen "and a member of a community. "This journey will not end. It cannot. References " Chan, K. H. (2010). Rethinking children’s participation in curriculum making: A rhizomatic movement. In V. Pacini- Ketchabaw (Ed.), Flows, rhythms, & intensities of early childhood education curriculum (pp. 39-53). New York, NY: " Peter Lang. "

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Dahlberg, G., Moss, P., & Pence, A. (2007). Phillips, L. (2010). Young children`s active Beyond quality in early childhood citizenship: Storytelling, stories and social education and care: Languages of actions. Retrieved from http:// evaluation (2nd Ed.). New York, NY: www.actionresearch.net/living/ " Routledge. " louisephillipsphd/louisephillipsphd.pdf Deleuze, G., & Guattari, F. (1987). A thousand Rose, N. (1999). Powers of freedom: Reframing plateaus: Capitalism and schizophrenia political thought. Cambridge, UK: (Brian Massumi, Trans.). Minneapolis, MN: Cambridge University Press. University of Minnesota Press. " " Edwards, C., Gandini, L., & Foreman, G. (Eds.) (1998). The hundred languages of children: The Reggio Emilia Approach-Advanced " reflections.Westport.CN: Ablex Publishing. Edwards, S., Blaise, M., & Hammer, M. (2009). Beyond developmentalism: Early childhood teachers understandings of multiage grouping in early childhood education and care. Australasian Journal of Early " Childhood 34(4), 55-63. Howe, B. (2005). Citizenship education for child citizens. Canadian and International " Education 30(1). 42-49 Jans, M. (2004). Children as citizens: Towards a contemporary notion of child participation. " Childhood 11(1). 27-44. MacNaughton, G., & Smith, K. (2008). Engaging ethically with young children: Principles and practices for consulting justly with care. " In G. MacNaughton, P. Hughes, & K. Smith (Eds.), Young children as active citizens: Principles, policies and pedagogies (pp. 31-43). Newcastle, Australia: Cambridge Scholars " Publishing. Olsson, L. M. (2009). Movement and exploration in young children’s learning: Deleuze and Guattari in early childhood education. New " York, NY: Routledge. "

Leading the way: Recognizing the role of early learning lab schools in Canadian universities and colleges 29 The studio project: Creating a collaborative space of inquiry! " Sylvia Kind, atelierista Capilano University Children’s Centre, British Columbia

Jonah Lehrer (2012), in his book Imagine, My concern, however, is in how this is often discusses Bob Dylan’s process of composing. He approached. In Reggio-inspired schools and describes how Dylan understands his creative practices, there is a tendency to try to make things process as one of love and theft, and how it begins look like Reggio rather than trying, as Lehrer when he finds a sound or song that “touches the describes, to figure out how things work. Perhaps bone” (p. 246). Through close study he then tries there is nothing particularly wrong with imitation. to deconstruct the sound to figure out how it Many good ideas are born from copying, works. In the same way, the studio work in Reggio borrowing, or replication, and as Scarry (1999) Emilia has “touched the bone”. Many of us have writes, these are some of the effects of beauty. She been inspired by how they have embraced the arts emphasizes that beauty has the ability to inspire as central to children’s learning processes. They and “brings copies of itself into being.” (p. 3). But have engaged with the arts not as an add-on or my interest is in doing more than simply bringing extra, a subject of study, or even as a brief copies of Reggio into being. Not just because the experiment, but as a deep and sustained work has to find its own expression here, but commitment to artistic ways of knowing and because it frames the studio as something already being. In doing this they have shown that the known, with the process primarily implementing studio, or atelier, and the atelierista are at the an already known idea. Imitation misses the not heart of learning. (Vecchi, 2010). Their work yet of art. continues to remind us that there is an aesthetic " dimension to learning, and that aesthetics and At Capilano University Children’s Centre we have beauty matters. tried to stay close to the idea of not yet; to follow " the rhythms and movements of the studio and Beauty, for instance, is a deep human need wonder, “What is the studio?” rather than know in (Winston, 2008). Elaine Scarry (1999), Stuart advance what it is or should be. Richmond (2004), Howard Cannatella (2006), Joe " Winston (2008) each propose that a delight in beauty should be at the core of education. The The evolution of the arts, Maxine Greene (1984) argues, are unique studio and necessary in that they transfigure the commonplace and open up unique dimensions. " The studio project at Capilano University The languages and images we find in art “make Children’s Centre has evolved slowly and began perceptible, visible, and audible that which is no without a dedicated studio room. Much of my longer or not yet perceived, said, or heard in early work as an atelierista took place during the everyday life” (Marcuse, quoted in Greene, 1984, daily activities of the centre and focused on p. 129 italics added). The arts allow for a nurturing dispositions to watch and to listen. pedagogy of intensity and affect, open us to the Watching how paint, fingers, and brush unexpected, and the possibility of the “not yet”. transformed the paper, or how the paint moved (see also Vecchi, 2010). It is difficult not to from easel to window, or how the light played with acknowledge that work in Reggio Emilia has the paint, trees, and plexiglass painting surface touched the bone and touched the heart. when we painted outside on the deck. Paying

Leading the way: Recognizing the role of early learning lab schools in Canadian universities and colleges 30 attention to how clay, when rolled in a ball, the lived/living relationship between body- seemed to want to move along the floor or be material-surface-and-space. These have been carried around in buckets. We watched the somewhat risky and often messy encounters, yet choreography of bodies, paintbrushes, and full of joy and adventure; the traces of these containers of paint moving in and out and around explorations have resonated and been felt long surfaces and attended to rituals of painting and after the event. washing, covering and recovering. We noticed and responded to how the colours of paint or the material of clay echoed with the trees, sky, weather, and earth. And of course, as we paid attention to these things, we began to shift how we thought, talked about, valued, and responded to children, the materials, and their artistic processes.

" After a time it seemed important to move in other directions and to follow some of the smaller, more intimate movements of the materials and children’s processes. We continued with the larger experimental work, but felt the need to create a place for more focused attention where we could " open to other ways of being. We questioned rather than accepted what things " were. We asked, “What is (a) painting?” rather than trying to facilitate or plan painting projects. The Studio Holding back for a while on an emphasis on " representation, on what the marks and imagery We claimed a small area of the resource room represented. We attended instead to how our that was connected to the early childhood understanding and perception of the processes education students’ classroom and it became a could be enlarged and altered. We wondered: dedicated studio space. It was adjacent to the When does a painting begin? When does it end? centre and became a shared space between the What are the rituals, rhythms or tempo of Early Childhood department and the Children’s painting? And we experimented, sometimes rather Centre. It was a space committed to small group, wildly, with materials. We spent months in intense more intensive and focused artistic engagements experimentation with charcoal, encounters that and inquiries, where it was possible for small connected rooms, teachers, children across the groups to create, invent, and think together. centre, and left resonances and traces throughout Initially my purposes were to help children and the space. And there were many other educators develop a greater sense of fluency in experiments as we explored, for instance, the graphic languages, to pay careful attention to intersections of body, dance, and painting, small details, and to invite a more sensitive way of stretching the possibilities and feeling a sense of being with materials.

Leading the way: Recognizing the role of early learning lab schools in Canadian universities and colleges 31 " The studio invited us to slow down, to listen to the intricate visual and sensorial details, to attend to the particularity, or the “thingness” of things, and to treat things tenderly and gently. The studio was a quieter place where children could pause with us to notice the movements and invitations of the materials, to follow the sounds of their drawings, negotiate ideas, and follow lines of thought; to be with, or dwell with, ideas, processes and materials. In so doing we hoped to develop a more textured and descriptive artistic language and a space where we could work well with delicate and fragile materials in addition to those that were strong and robust; so our movements and encounters with materials, spaces, surfaces, and processes could be We settled into a slower rhythm in the studio. multifaceted, complex, and full of life. There were times when the studio was lively, full " of activity, and times when it appeared still, with The room to begin with was quite empty: one just the materials. Yet even in the room’s glass brick wall, two blank pink walls, a clock “emptiness” things were always moving: the (which has since been put away), two low tables, drawings on the wall, hanging sculptures of leaves small chairs, a selection of pods, seeds, sticks, and twigs, the diffused sunlight coming through barks, and rolls of paper and various drawing the glass bricks changing with the time of day and media. This was not a rigid place, a container for the weather. The seedpods and leaves moved creative acts and materials, but an emergent space slowly and almost imperceptibly, but still in itself inherently creative and creating. I was not processes of decay, drying, curling, occasionally interested in filling the room, preparing it, or picking up the faint breeze from the circulation of creating a specified “art space,” but wanted to see air in the room. Tim Ingold (2011), discussing how it would take shape in its use. Merleau-Ponty’s concept of perception and the " sentient world, writes: “To be sentient…is to open Tim Ingold (2011), borrowing from both up to a world, to yield to its embrace, and to Heidegger and Marx, frames the difference resonate in one’s inner being to its illuminations between building and dwelling. Builders have and reverberations….the sentient body, at once plans, drawings, and a framework for what they both perceiver and producer, traces the paths of are about the build, so a built form is the outcome the world’s becoming in the very course of of a prior design. “Dwelling by contrast,” Ingold contributing to its renewal.” (p. 12). The room writes, “is intransitive: it is about the way itself invited us to open up to a world of beauty, inhabitants, singly and together, produce their artistry, and wonder. own lives, and like life, it carries on” (p. 10). Dwelling then, is not just about occupying structures; it is about being immersed in the currents of the lifeworld. Humans, of course, do build things. But the idea of dwelling takes into account processes of working with materials and not just doing something to them, and of being part of the emergent processes of bringing something into being.

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acting, a function and collection or rhythm of Nomadic movements movements. It takes shape, moving, changing, " becoming when we gather to listen, watch, In the last several months we’ve been engaged in a question, respond, invent and experiment. It is not collaborative Social Sciences and Humanities yet. In this way it is, in a Deleuze sense, becoming Research Council (SSHRC) project, Encounters what it is. And so there is a great sense of with materials in early childhood education, an anticipation. We wonder what will happen next. arts-based inquiry into the role of materials in What could the studio become? early childhood. Through this project we have become much more attentive to and deliberate in our attention to movement. The studio has taken on a new intensity as we have looked at the intractivity of materials, children, spaces, places, and bodies. We’ve been curious about how materials move within and between the studio and the rooms in the Centre and are experimenting, inventing, playing with, and taking time to dwell with materials such as paper.

" References " Canatella, H. (2006). Is beauty an archaic spirit in education? Journal of Aesthetic Education " " 40(1), 94-103. As we have played with paper, the studio has Greene, M. (1984). The art of being present: become a lot like paper, taking on its Educating for aesthetic encounters. Journal characteristics, transformable, not containable, of Education 166(2), 123-135. flighty, at times airborne, malleable, multiplying, " and spreading; something quite ordinary yet Ingold, T. (2011). Being alive: Essays on magical in its effects as teachers and children join movement, knowledge, and description. "together in assemblages of invention. " New York: Routledge. I still don’t know what the studio is. It is an idea. It Lehrer, J. (2012). Imagine: How creativity works. takes shape, sometimes temporarily outside in the Toronto: Penguin. field or in the forest, and is characterized by forces " and energies rather than places, rooms, and walls. Richmond, S. (2004). Remembering beauty: We need the room to remind us, and others, that Reflections of Kant and Cartier-Bresson for the work exists. The room also allows for pauses aspiring photographers. Journal of and times of dwelling with ideas. But the studio Aesthetic Education 38(1), 78-88. itself, the room, is only part of the project. Over " time it becomes more like a verb, an action and

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Scarry, E. (1999). On beauty and being just. " Princeton, NJ: Princeton University Press. Vecchi, V. (2010). Art and creativity in Reggio Emilia: Exploring the role and potentials of ateliers in early childhood education. New " York: Routledge. Winston, J (2008). Beauty and education. New " York: Routledge.

Leading the way: Recognizing the role of early learning lab schools in Canadian universities and colleges 34 Navigating Change Through Wonder and Dialogue! " Deanna Elliott and Sherri-Lynn Yazbeck University of Victoria, British Columbia

The University of Victoria (UVic) Child Care care” to offering the children an enriched learning Services has been providing care to the university environment. Thanks to these reviews, we found community for over 40 years. Child Care Services ourselves on the university’s radar and in the is made up of six centres with 138 licensed spaces hands, if you will, of the School of Child and and 26 full time staff. The children of Child Care Youth Care—where change for us really began. Services range in age from six months to 12 years " of age. We slowly started to work with Professor Veronica " Pacini-Ketchabaw, PhD, and Denise Hodgins, In 2009, child care advocates from across campus PhD candidate in the School of Child and Youth joined together to launch the UVic Child Care Care. They brought forward new ideas by way of Action Group to strategize ways to increase the articles, questions, the BC Early Learning number of child care spaces at UVic. This action Framework, and a connection with others who group became quite vocal and presented before had been undergoing change. Workshops and the University Board of Governors the need for professional development days were organized more child care spaces. In response, the board of around the idea—difficulty, excitement, and governors began to look into the for-profit Kids challenges of change—and a dialogue opened up and Company (University of Victoria Board of for us that we never had before, not only with Governors, 2009). This proposal was met with Veronica and Denise, but also with each other as much controversy, and the action group began educators, management, families, and children. It creating a buzz around campus and the community regarding the need for quality not-for- profit child care. “Don’t burst our bubble play ins” were organized, and several families brought children to wait outside the Board of Governors chambers as meetings went on. The Board of Governors eventually turned down the idea of bringing in an outside child care provider and ordered an expansion working group be formed to "examine the need for child care on campus. Using various lenses, a closer look was taken at the existing child care centres through an external review of Child Care Services followed by the Expansion Working Group review. The common thread in both of these final reports was that while quality care was provided, it was time to rejuvenate the existing Child Care Services programs, strengthen partnerships with the university, school districts, and the Ministry of Education, and move beyond providing “quality

Leading the way: Recognizing the role of early learning lab schools in Canadian universities and colleges 35 is this dialogue of navigating change that began was at the first Leading the Way conference that I our deeper inquiry about our practice with got my inspiration. Janet MacDonald and Jen children, families, the environment, and each Moses (2009) described a state of inquiry as stated "other. "by their pedagogista Cristina Delgado: What follows is the story of two centres and their “To pose with questions, to be comfortable within the encounters with children that have challenged, uncomfortable, having questions, to be taken over by changed, and opened up the way we work. We questions and not wanting to immediately reply with an will discuss how our year-long interactions with assertion or solution, to think and act alongside a question, charcoal and paint have expanded our to love a question...this is the force that facilitates our work experiences with the children and families, spilled and lets us continue.” (Cristina Delgado) over into our ordinary moments in the centres, " and led to the examination of materials in the There was something about that statement I space. We will show how our work with these couldn’t shake; it still ruminates within me and materials has led to an environment of deeper has set the stage for much of my work and my "inquiry, exploration, wonder, and dialogue. "observations of children at work. In January 2011 at our centre for three-to-five- Wonder and Dialogue year-olds, we started to work directly with with Charcoal Veronica and Denise. They came to the centre, observed, interacted with the children, and asked Sherri-Lynn Yazbeck questions that made us uncomfortable. Why…, " What if…, and How come you… were the Prior to attending the first Leading the Way: beginning of many questions we pondered. Recognizing the Role of Early Learning Lab " Schools conference in October 2009, I had been During this time, we decided to explore the use of feeling conflicted with my work as an educator charcoal with some of the children. We asked a and questioning my practice. I felt that for our small group if they would like to participate, centre, it was time to question. We needed telling them nothing about the materials unless something to shake us up and challenge us to they asked. The exploration occurred outside of think and communicate in a different way. And it the classroom in a different building on the

Leading the way: Recognizing the role of early learning lab schools in Canadian universities and colleges 36 campus. Once a week for a few months we hiked the children and the dark, intense colour of up the hill to explore. charcoal. Conversations among the children " ranged from listing all things black, to Movement fascinated me as I watched the superheroes; from fire exploding to the amount of children and charcoal in action. Munnelly (2010, black clothing. As time went on they discussed, p. 16, quoting Bergson, 1929, p. 196) describes the explored, and moved about the room with the experience of drawing: “The body acts as a place charcoal describing: “it was a big black cloud,” “it of passage of the movements received and thrown was magic,” “dancing on the black stage was back, a hyphen, a connecting link between the amazing,” and “it is my black beard.” While things that act on me and the things upon which I sitting amongst the swirl of charcoal and children, act”; Munnelly says that Bergson’s statement I started to see the relationship changing between “eloquently captures both the corporeal and material and the children. Initially, the children cerebral experience of drawing where the body is were describing the process and its effect; for governed by a triumvirate of movement, example, one child was overheard giving cognition and material” (2010, p. 16). instructions to another, “draw like this, then rub it " like this [with your hand] and it looks like that.” I began to think of the body and mind as the link As the explorations continued, I began to notice a between charcoal and the act of exploration. I shift—the relationship was changing from what saw movement as a representation of thought, the material can do to the relationship with self, intent, creation, destruction, and re-creation of body, and mind becoming something else, such as the work done by the children and the material— a big black cloud of magic or a stage to dance. In a necessary link for the children to understand the the beginning, the children were changing the material and the material to understand the material, but through exploration a connection children. As sessions progressed, our formed and the material was now changing them. understanding for the need of movement continued to grow, and we invited a trained modern dancer to join us with sheer scarves, charcoal, and dance. The children learned that dancers move through space in areas of high, medium and low. These words immediately triggered images of past charcoal sessions— watching children move about the room, standing on chairs, stretching their bodies to the limits to reach that one spot on the paper, or lying flat on their bellies to swim, foreheads to the ground, in the dark black sea. All of that past movement observed had now become a dance in the "connections among charcoal, body, and mind. Movement was not my only fascination during these sessions. Relationships also intrigued me. " During the first interactions with charcoal the Conflict also existed within this new found children seemed to be exploring the link between relationship. For some, colour was challenging the properties of charcoal and how it can be ideas and the children seemed to be forming manipulated with thought, body, and movement. connections to charcoal with colour in mind. There was a lot of discussion about using the Some comments included: “pencils were a good material and what it does when smeared, thrown, idea because my hands didn’t get dirty,” “I didn’t stepped on, and crushed. Immediately upon like the charcoal because it was black and got on entering the room a relationship formed between my hands.” Interestingly, there was a juxtaposition

Leading the way: Recognizing the role of early learning lab schools in Canadian universities and colleges 37 of those comments as the children who did not and the children and the materials. As cited by want to get the black charcoal on themselves Kind (2010), Lella Gandini, suggests, could be seen using charcoal pencils to draw on " the bodies of others. This led me to wonder “Drawing, painting (and the use of all languages) are about the children being in a state of inquiry, experiences and explorations of life, of the senses, and of asking questions and finding a place of being meanings. They are expressions of urgency, desires, comfortable within the uncomfortable. During reassurance, research, hypothesis, readjustments, the sessions a few children would explore for a bit constructions, and inventions. They follow a logic of and then seem to lose interest and would play off exchange, and of sharing. They produce solidarity, to the side. We wanted to draw them back in, but communication with oneself, with things, and with others. it was more than that, we wanted to understand They offer interpretations and intelligence about the events the relationship that was going on between the that take place around us.” (p.121) children and the charcoal. Some natural items " (pine cones, flowers, and sticks) were introduced. We were also exploring natural items in the Wonder and Dialogue centre, so this wasn’t a huge leap from what they with Paint were used to. For about a month before, one of the children had been drawing and building Deanna Elliott flowers as a large part of her interactions in the " centre. Bringing flowers to the charcoal During the summer of 2011, the toddler exploration drew her in; she seemed to redevelop classroom in our centre was fortunate to have an a connection with charcoal. I wondered if the outdoor play space redesigned into a natural flower brought her to a place where she could be environment. Slides were built into our hills, creek comfortable with charcoal. beds became our water play, and logs and other natural materials surrounded us. Natural materials slowly began to trickle into our indoor environment as well. At the same time, we as educators were adapting to a trial of part time spaces for children as well as new child-to- educator ratios. Prior to this, the program had revolved around the clock, scheduling for a consistent, predictable, secure day for the children and educators. Although many efforts were taken to follow the children’s interests for set up, the daily schedule of snacks, circle time, outdoor play, lunch, nap time, and educator breaks was fairly rigid to allow for the ever changing subs to have consistency. Educators felt safe in the familiarity of the program, falling back on what had worked " "in the past. Our sessions with charcoal were not timed. They We realized through meetings and a workshop on lasted as long as the children showed interest, and change that we were in the middle of a big the children were free to come and go from their transformation, whether we wanted it or not, and work with the material. Each child formed a that we all had differing approaches to and relationship with the material differently, yet there comfort levels with change. Two of the educators were elements of solidarity, information sharing, had the opportunity to work with Veronica and and a dialogue that existed between the children Denise the previous year, participating in projects and each other, the children and the educators, with the children and learning to incorporate

Leading the way: Recognizing the role of early learning lab schools in Canadian universities and colleges 38 pedagogical narrations into their practice. It was Each week we continued to experience new very clear that for these two educators, a new surprises, challenges, and revelations. Paint inquiry into our practice was essential to their travelled onto most of our bodies, invoking satisfaction at the centre. Our team decided to try differing reactions in each of us. I had something new and welcome the Child and Youth underestimated the children’s ability to adapt to Care program into our centre. In September of different situations. An early “truth” I held was 2011, along with Veronica and Denise, we began that if we let the experience go too far, each time an exploration in paint. the children saw paint they would want to rip " their clothes off and a chaotic free-for-all would We were curious how paint creates invitations for follow from that point on! However, the children new relationships. We began to ask questions: were more playful, helpful, respectful, and creative What is art? What will the children/educators beyond my expectations. I felt the sense of our “get” from the experience? How is painting on small community becoming more united. Many bodies art? What are our comfort levels with times throughout the project I felt pride in the paint? What risks does paint bring? How is the children as they learned to ask one another if they classroom transformed (or not) with paint? could paint each other’s bodies and respected " decisions to allow it or not. With these questions on our minds we leapt into our first week with new, high-quality brushes, trays filled with non-toxic, child-friendly paint, large sheets of paper, and a willingness to allow the children and materials to guide us through the experience. An area was clearly laid out with the materials; the children were invited to paint. The team had previously decided that one educator would dedicate attention to the painting experience while the others helped with cleaning the children involved and supervising other areas of our program. The painting began, and I found I couldn’t stop myself from being involved in the experience. I wasn’t in the middle of the activity, but the sounds, laughter, questions, and colours were a magnet to me that I hadn’t fully expected. The children engaged with the paint in different " Their language with the paint expanded. The ways. They stepped in, ran through, gently chaos that I had created in my mind was dipped long brushes, stabbed, dripped, and overtaken by a sense of calm. Our earlier decision slipped in the paint. to have one educator only involved in the paint " disintegrated without discussion, as at times it was Many children surprised us at how they used the impossible to remove ourselves from the paint; however, one child engaged in a way that exploration or to turn down an awe-inspiring we had all predicted: he tasted the paint. We invitation. The children had a wonderful way of assumed at the start of this project that he would creating their own invitations when words just eat the paint, and as a team we made the decision wouldn’t do. Sharing a back and forth to allow it; nevertheless, we were very communication with gentle touches and chant-like uncomfortable watching him. This uneasy feeling songs are just two examples of their engagement allowed us to realize that we all had boundaries with each other and the material. and limits, and it was important for each of us to accept, embrace, and voice them to one another. " As the children’s languages expanded throughout " the project with differing invitations and games,

Leading the way: Recognizing the role of early learning lab schools in Canadian universities and colleges 39 the educators began to question our own new- found silence. Although we didn’t want to speak Navigating Change for the children, we wondered, “Is there a point at after Charcoal and which a child may become uncomfortable and be unsure how to exit a situation?” We stopped Paint ourselves from stepping in when we would have " before, and only did so in moments when we felt it Charcoal and paint explorations were catalysts for clearly necessary. many changes that have occurred in the centres, " perhaps even some without us realizing. Andy We had explored something over a longer stretch Goldsworthy (VonDonop, Davies, Hills, & of time than ever before, giving ourselves the Riedelsheimer, 2001) describes art as a way of opportunity to go into a greater depth of critical understanding, seeing something you never saw reflection in one part of our practice—and we before that was always there, but you were blind found ways for the children to do the same. The to it—like touching the heart of the place. That is experiences with paint were joyful, amazingly what happened to the educators of the centres as creative, fun, and peaceful, with moments full of we discussed and observed the work as it took goose bumps, astonishment, and pride. There place; it was like we touched on the heart of the were very few times when the educators felt the children, the material, and ourselves, need to step in or redirect behaviour. The understanding all a little better. Our explorations children took ownership of the project by did have challenges and at times created unsettled determining when they were finished, what they feelings in all of us, and yet there were light-bulb (or the paint) needed, and what they could try moments where we saw things that were next. We followed their lead and let go of our “probably always there, but we were blind to”. perceptions and assumptions, and allowed Kind (2010) suggests, “Art is not easy, it is not ourselves to be in the moment with the children. always calm and nice and pretty. It can be messy, We began to question how this part of our disruptive, and unsettling. It works with the practice differed from the rest of our day. Sylvia excesses, in the openings and the ruptures. It Kind (2010) writes, “Thus to create is to step into pushes boundaries and it has the potential to the unknown with improvisation at the heart of disorder, transform, and bring in the unthought the endeavour. Failure, struggle, uncertainty, and and unimagined” (p.119). Our work with charcoal not knowing the outcomes in advance may be and paint pushed boundaries, caused disorder, difficult concepts for education to embrace, yet transformed, and ultimately brought the these are essential elements of artistic unimaginable to our centres. We surrendered to a practice.” (p.114) state of inquiry and question, a state of being " comfortable in the uncomfortable to see where it Once we had embraced the unknown, it rippled led us, all of us—the children, the educators, the out of our artistic practice and into every aspect families, the materials, and the environment. of our engagement with the children. These " struggles and uncertainties of not knowing were We broke out of our old patterns and allowed new suddenly surrounding every aspect of our discoveries to be possible (Wein & Kirby-Smith, practice. By releasing the idea that we “knew” 1998). As educators we started to engage in a what may happen in a moment, or how a child dialogue surrounding the idea of movement and a might respond to a situation or material, we shift from our typical days in the centres. This opened doors to endless exploration, opportunity proved to be a challenge because we were and creativity. questioning our past education in the field of early " childhood, as well as our past work experience. With movement in mind we changed our daily schedules to more free-flowing ones. We don’t deny there is tremendous value in predictability

Leading the way: Recognizing the role of early learning lab schools in Canadian universities and colleges 40 for the children, therefore some aspects of our We have let go of a preconceived internal idea daily routine follow a predictable schedule (e.g., that we need to understand everything about the nap time happens in the afternoon, lunch is eaten children, what they want or need, and how they mid-day, etc.). But there is also value in being able would respond to different situations. By letting to move with the children and the flow of their go of this need to have all the answers we have particular interests and needs each day. We found a feeling of freedom that anything is observe the children individually and as a group possible. We now spend less time answering to determine what program routines will be questions of what will be and focus more on the appropriate for that moment. At any one time in journey of questioning where we can go. our centres, you may see children at free play, Our relationships with the families have also snack time, group time, outdoors, or on an changed. They are becoming a greater part of adventure. We immediately noticed a change: the our community, sharing materials, food and children now have co-ownership of the stories from their homes, holidays, and lives. programing; there is less waiting for the children, Families are spending more time in the centres, and they are able to fully engage or connect to interacting with all of the children and materials. their play. As educators we feel calmer, no longer They are experiencing the rooms differently, with herding children through the day, and our a greater connection to space, materials, educators interactions, observations, and engagement is and children. greater with the children. Our flow of movement " through time feels comfortable. Our connections with the other centres and the " university are on a different level now. In the past, We also began to see the movement of children as each of the six centres was often isolated, each a dance, a way for them to know themselves and doing their own thing. Now we are sharing ideas, make connections with other people, materials, thoughts, and questions, making an effort to and the world (Boyd, Chalk & Law, n.d). Materials connect with each other inside and out. We are have become an integral part of our centres and working with the School of Child and Youth our interactions. As this shift in our thinking has Care, also with some students from visual arts and pushed us to look at what is in our environment, environmental studies. We are involved with the we wonder about how we use things, how they student society food bank, bike kitchen (repair feel, how they smell, how we act on them, and shop) and the university community garden. We how they act on us, how play is affected, and how are making ourselves more visible on the campus connections are made. Materials are now seen as and becoming part of a community from which one of our languages to express ideas and we were disconnected for too long. thoughts and choose those that provoke inquiry, " interaction, and connection. Exploring and interacting with charcoal and paint " has challenged, changed, and opened up the way Since the explorations with charcoal and paint, we work with children, families and each other. our dialogue with each other as educators, with As educators, these experiences have been the children, families and the environment has transformational, spilling over into ordinary changed. We definitely are not all in the same moments, creating an environment of deeper place on this journey, but as educators we are inquiry, wonder, and dialogue—enriching us all. open to the idea of taking it and being " comfortable in a state of inquiry. We have opened ourselves up to see the extraordinary in the References routine. We have begun to question and " constantly wonder. We have a new-found respect Boyd, K. S., Chalk, M. S., & Law, J.S. (n.d.). for our place that surrounds us and who this space Creative Movement: Delighting in the is intended for. We celebrate this by surrounding Child’s World. Retrieved February 15, 2012 ourselves with narrations of everyday moments. from http://creativekidsonthemove.com/ dance.htm

Leading the way: Recognizing the role of early learning lab schools in Canadian universities and colleges 41 " Kind, S. (2010). Art Encounters: Movements in the Visual Arts and Early Childhood Education. In V. Pacini-Ketchabaw (Ed.) Flows, Rhythms, & Intensities of Early Childhood Education (pp. 113-131). New " York: Peter Lang Publishing. MacDonald, J., & Moses, J. (2009, October). Crossing Borders to create Commuities of Inquiry. PowerPoint presentation at Leading the Way: Recognizing the Role of Early Learning Lab Schools in Canadian " Universities and Colleges, Toronto, ON. Munnelly, L. (2003). Dialogues in proximity. Retrieved from http:www.materialthinking.org Volume 4 " (September 2010). University of Victoria Board of Governors. (2009, September). Board and Senate Chamber Meeting Minutes. Retrieved from http:// www.uvic.ca/universitysecretary/assets/ docs/minutes/OpenMINS29Sep09.pdf " (February 2013). VonDonop, A., Davies, T., Hills, L. (Producers), & Riedelsheimer, T. (Director). (2001). Rivers and Tides [uTube]. Germany: Roxie " Releasing. Wein, C. & Kirby-Smith, S. (1998, September). Untiming the Curriculum: A Case Study of Removing Clocks from the Program. National Association for the Education of " Young Children, 53 (5), 8-13. " " "

Leading the way: Recognizing the role of early learning lab schools in Canadian universities and colleges 42 Entangling and Reconceptualizing Research/ Practice Binaries in Laboratory Schools in British Columbia! " Denise Hodgins, Kathleen Kummen, Veronica Pacini-Ketchabaw, and Deborah Thompson British Columbia

The focus of this paper is to reflect on our roles as academics-instructors-pedagogistas-researchers Looking Back: working in childcare centres linked to university Laboratory Schools and institutions (laboratory schools); specifically, how we practice and conduct research. Our primary their Effects intention is to provoke discussions on how we " might understand our work as it relates to The emergence of lab schools in Canada, as postfoundationalism—one of the many elements Donna Varga and Veronica Strong-Boag tell us, we have in common in our professional and took place in the early 20th century through the academic lives. While we work in different child study movement and their nursery schools. locations associated with different universities in Historians have documented the practices of these British Columbia, and we conduct our research in nursery schools through the analysis of their different roles, our work is connected by our use curricula and research practices (Varga, 1991; of pedagogical narrations drawing on Strong-Boag, 1982). In our own reading of this postfoundational perspectives. history, we became intrigued, and somewhat " troubled, by the regulatory and disciplinary We begin with a brief history of lab schools in functions that lab schools have had. Using the North America, followed by a discussion on work of philosopher Michel Foucault, several pedagogical narrations as a methodology to historians have traced the ways in which lab engage with postfoundational ideas both with schools acted as forms of governance. For educators in early childhood centres and with example, they note that lab schools were initially student teachers in their university classrooms. We developed to order the social and physical spaces conclude with some considerations about how we of young children, to define the development of conduct research in lab schools and the children (specifically middle class children), and to potentiality of pedagogical narrations in this construct the responsible parent and the process. " "professional teacher. Varga eloquently writes: " It was believed that scientific investigation of development would provide essential knowledge about children, enabling the solving of ‘problems of development’—that is, knowing what are the typical behaviours displayed at particular ages, and what promoted or inhibited them. The recommended

Leading the way: Recognizing the role of early learning lab schools in Canadian universities and colleges 43 sites for such study were to be the specialized environments narrations to challenge and resist social relations of university nursery schools. It was proposed that the of power in our practices as researchers and outcome of scientific child study in nursery school settings teachers in lab schools. In British Columbia, would reveal genetic patterns of child development and Canada, the provincial Early Learning show how children’s environments could be arranged in Framework adopted the term pedagogical order to ensure that optimal development occurred. (p. 40) narration to refer to a process of observation, " documentation, reflection, and dialogue To address how lab schools and their (Government of British Columbia, 2008). It is a developmental theories respond and contribute to term inspired by the concepts that have evolved social movements (Burman, 2008a, 2008b), Rose from theorizing about and engaging with (1996) argues that psychology, particularly pedagogical documentation. The term narration developmental psychology, has been used in highlights the dialogical aspect of pedagogical laboratory schools as a political strategy for the narrations, while the plural form, narrations, purpose of enhancing and regulating a underscores the ongoing and multiple nature of democratic way of life. He suggests that the the process (see Berger, 2010; Hodgins, 2012). discourse of psychology has been advanced to " support or deny discourses in a wide variety of The process of pedagogical narrations is built circumstances including, but not limited to, those around the values of relationality, collaboration, in the social, cultural, political, and economic and plurality (Dahlberg & Moss, 2005, 2010; realms of children (Miller & Rose, 1993). Rinaldi, 2006). It is a process that produces Psychology, in particular through nursery schools, multiple interpretations which can lead to a provided the techniques and tactics for the rethinking of practice and an implementation of creation of self-regulated individuals who would new practices and new questions. This is not act in accordance to government objectives. It simply a matter of adding more voices; ideally, granted what Miller and Rose (1993) call the multiple perspectives help us to recognize that our procedures of inscription: “particular technical stories are always partial, always incomplete. As devices of writing, listing, numbering and Berger (2010) points out, “these narrations computing that render a realm into discourse as a provoke us to think anew and to resist normalized knowable, calculable and administrable object” (p. and habitualized conceptions” (p. 58). 79). " " In this context, we reflect upon our work in lab Disrupting Practice schools as politically positioned and neither Deborah Thompson neutral nor innocent. We asked: How are dominant discourses embedded in our research/ " Connecting the philosophy of Deleuze and instructional practices? Who benefits from our Guattari (1987) with pedagogical narrations, we research/instructional practices? What kinds of describe a research project that considered the regulatory and disciplinary early childhood dominance of developmental theories to inform discourses are perpetuated and reproduced practices. Specifically, the research examined through our work? practices beyond the limits dictated by theories of " child development and ages and stages. The study Thinking and Working incorporated Deleuze and Guattari’s concept of lines of flight with understandings of pedagogical with Pedagogical narrations. Lines of flight are “thought- movements that … creatively evolve in connection Narrations with the lines of flight of other thought- " movements, producing new ways of As a perspective to engage with postfoundational thinking” (Lorraine, 2005, p. 145). A ideas, we address how we work with pedagogical postfoundational challenge, with regard to

Leading the way: Recognizing the role of early learning lab schools in Canadian universities and colleges 44 foundational child development theories, Most importantly, this research process disrupted produced lines of flight generating questions thinking and offered the potential of more about caregiving, teaching and learning, projects thoughtful practice. and play and beyond. " " For the participants (practitioner-researchers) in The study integrated the idea of “little stories” this project, generating pedagogical narrations as into the project for the purpose of creating a specific method of researching practice created pedagogical narrations. Cotton and Griffiths new ways of thinking; lines of flight yielded (2007) proposed that “little stories” can be worked different analysis and understandings of events. to show “how it is to be here.” The stories lead to Working with pedagogical narrations produced a actions and hold the possibility of challenging practice of research in the caregiving work. The philosophy’s big abstract questions (Cotton & inclusion of multiple stories or versions of events Griffiths, 2007). A rhizomatic thinking process as research of caregiving practices transforms (developed though thinking with Deleuze and those practices even in the midst of the research. Guattari’s philosophy) informed the process of By engaging with pedagogical narrations little stories becoming pedagogical narrations. postfoundationally, we brought resistance to " habitual ways of thinking into practice. The little stories became pedagogical narrations " when a group of early childhood educators The experience had a significant impact on all critically examined video-stories to reveal participants beyond the original purpose of assumptions and theories the educators held questioning age-based practices. At the end of the about children and child care practices. Video- data collection and the beginning of the data recordings were made of events in four child care analysis, the group began to wonder how to centres. Later, a group of early childhood incorporate the research process, specifically educators who worked in the centres viewed the working with pedagogical narrations videos and engaged in a group discussion about postfoundationally, into ongoing practices within their theories and assumptions regarding the their larger organizations in order to maintain the events. The discussions were recorded and the richness introduced through the process. videos and the accompanying discussions became Pedagogical narrations position practices as pedagogical narrations in the research study. ongoing actions that follow a line of flight " becoming something else. Pedagogical narrations Rather than producing a truth validated through as research methodology transform practices even the inclusion of multiple voices and authoritative in the midst of the research. texts, the pedagogical narrations revealed " contradictions. Each question, each interpretation This research project highlights how research and taken up bent the lines of flight introducing ideas practice could be linked in lab schools. In this not previously considered. For example, one story project, I connected academic research with examined risk and responsibility, while another centre practices. I am a student at a university and considered the role of the caregiver. In the the centre I work in does not have an official pedagogical narrations, the practitioner- connection with that university. However, my researchers noted exaggerated self-critical experience as a researcher in my own centre judgments and wondered what that meant for demonstrates the potential that lab schools their understandings about relationships and contain to join academic research practices with children. The pedagogical narrations revealed centre practices. ideas about development inherent in their theories " and practices. The conversations revealed not " only common assumptions, but also different " beliefs previously unexamined. Each emergent idea provoked both resistance and acceptance.

Leading the way: Recognizing the role of early learning lab schools in Canadian universities and colleges 45 " Practicing of This tension was present in my study, as I hoped Disruption to disrupt ECE students’ existing beliefs, ideas, and assumptions, while avoiding practices that Kathleen Kummen attempt to purify and instill the “correct” image " of the child. To make visible the potential tensions My research project engaged with pedagogical within my own research, I attended to the narrations as a pedagogical practice in the questions posed by Davies (1990): postsecondary classroom. In this study, the " reconceptualized perspective was extended from How is an individual's subjectivity, their idea of early childhood settings to lab schools and who they are, and their particular way of making classrooms where future early childhood educators sense of themselves and of the social world, engaged in inquiries of childhood. Using developed? How is it that we find the words, the pedagogical narrations, I hoped to reveal the concepts, and the ideas, with which to say who we tensions, contradictions, and disruptions in the are? How do we become one who takes up or thoughts, feelings and actions that occur in resists various discursive practices, who modifies students when images of children and “real” one practice in relation to another…who chooses children collide. The intent was to make space to between the various positions and practices made consider the implications of these contradictions available? (p. 345) for practice in early childhood settings. " In considering my response to these questions, I I did not see pedagogical narrations as a tool that reflected on the work of Haraway (1997) in which would cleanse thinking, but rather as a practice she talks about the students “who are hailed, that offered the possibility of disturbing thinking. interpellated, into technoscience, where they are However, when reviewing the literature, I found it subject to and subjects in a world-making replete with studies asserting that student teachers discourse within an apparatus committed to (and I added to this early childhood education culturally rich and historically specific liberty” (p. students) have problematic beliefs and 115). How might the lab school, as an apparatus, assumptions around education and the role of the call students to take up particular discourses, teacher that, according to some authors, requires practices, and positions as future early childhood eradication. Yet, from my perspective, these educators? How are the conditions of the lab studies assumed a modernist understanding of school today reflective of the lab school in the past knowledge whereby the “right” identity and the in which parents were subjects of study whose “right” understanding of children can be achieved participation was necessary to the existence of the if only the appropriate pedagogical practice is lab school, but whose behaviour required employed. Toll, Nierstheimer, Lenski and Kollof modification in order to promote the healthy (2004) allude to this when they describe their development of their offspring? In my research, I desire to purge students of undesirable beliefs as was conscious of the ease in which I might an “urge to ‘wash them clean‘ from the ideas they position students as stakeholders in my work; yet I have learned” (p. 164). Yet, they admit that this also see them as inadequate and in need of goal is troubling in that it assumes that knowledge intervention. We would argue, therefore, that is a truth rather than a social construct, and that a while pedagogical narrations offers space for universal consensus on, for example, the role of collaborative practice, the process should not be the teacher or the nature of childhood can be mistaken for the path that ensures collaborative reached. Further, the urge to “wash away” a set of and democratic practice. beliefs and create a clean new subject, as " expressed by Toll et al. (2004), assumes that the " “cleansed” subject is a stable, unified entity who " can choose to stay clean. "

Leading the way: Recognizing the role of early learning lab schools in Canadian universities and colleges 46

researcher, she draws on written correspondence Final Considerations between Foucault and Deleuze in which Foucault " argues that the academic should no longer Applying postfoundational theories to pedagogical “position him or herself outside or above narrations takes this methodological approach practice” (as cited by Olsson, 2009, p. 103). well beyond a simple assessment of children’s Deleuze responds to Foucault’s point as one that development or of pedagogical practice (Berger, teaches a "fundamental lesson . . . [about] the 2010; Olsson, 2009; Lenz Taguchi, 2010, 2011). indignity of speaking for others" (as cited by Postfoundational theories that trouble the Olsson, 2009, p. 103). With Deleuze’s phrase, “the material/social binary and consider materiality indignity of speaking for others”, Olsson (2009) from a postfoundational perspective—one that argues that “within such a statement there is no recognizes the material as agentic and ever- longer room for giving voice, or making people changing rather than predetermined and static— aware of their own ignorance. It is a matter of changes not only what we pay attention to in the working together to produce new constructions of process of pedagogical narrations, but how we what we are all part of ” (p. 103, emphasis added). think about the process itself. Documents used Working together to produce new constructions of within pedagogical narrations (e.g., notes, photos, what we are all a part of is not easy work. We video clips, children’s art work, and writing) are offered pedagogical narrations as a recognized as “tangible objects,” traces that make methodological approach, one that holds visible moments of practice. These “tangible tremendous potential to supporting a practice that objects” act as a catalyst for dialogue, is conducive to living in the discomfort of ongoing contestation, interpretations, and sometimes questioning, including the ongoing questioning of transformation. As Prior (2003) asserts, documents our own researching practices. Pedagogical do something, engaging with documents does narrations are not about determining the story or something. Lenz Taguchi (2010) considers a consensus of one answer, but they speak to what pedagogical documentation as a “material- Mol and Law (2002) call, “stories about what discursive apparatus” (p. 63) that needs “to be happens to complexities in practices” (p. 6, italics understood as a performative agent in itself and in the original). Pedagogical narrations are not as such also a ‘methodological’ tool for learning about working to “get it right”, for as St. Pierre and change” (p. 10). and Pillow (2000) suggest, “we have never gotten To recognize pedagogical narrations as a it right” (p. 4). But perhaps, as Olsson (2009) performative agent is to recognize both the asserts, “encounters between these practices possibility and the danger of this methodological marked by collective, intense and unpredictable approach. Foucault (1984) wrote: experimentation might be capable of letting new " things be born" (p. 104). My point is not that everything is bad, but that everything is dangerous, which is not exactly the " same as bad. If everything is dangerous, then we always have something to do. So my position leads References not to apathy but to a hyper- and pessimistic " activism. I think that the ethico-political choice Berger, I. (2010). Extending the notion of we have to make every day is to determine which pedagogical narration through Hannah is the main danger. (p. 343) Arendt’s political thought. In V. Pacini- " Ketchabaw (Ed.), Flows, rhythms, & We suggested that determining “which is the main intensities of early childhood education danger” should be recognized more overtly in the curriculum (pp. 57-76). New York, NY: practices that we take up as researchers, Peter Lang Publishing. educators, practitioners, and students in the work " that we do in, with, and in relation to lab schools. In Olsson’s (2009) consideration of the role of the

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Burman, E. (2008a). Deconstructing Hodgins, B.D. (2012). Pedagogical narrations’ developmental psychology (2nd edition). potentiality as a methodology for child New York: Routledge. studies research. Canadian Children, 37 (1), " 4-11. Burman, E. (2008b). Developments: Child, image, " nation. New York: Routledge. Lenz Taguchi, H. (2010). Going beyond the " theory/practice divide in early childhood Cotton, T., & Griffiths, M. (2007). Action education: Introducing an intra-active research, stories and practical philosophy. pedagogy. New York, NY: Routledge. Educational Action Research, 15(4), " 545-560. Lenz Taguchi, H. (2011).Investigating learning, " participation and becoming in early Dahlberg, G., & Moss, P. (2005). Ethics and childhood practices with a relational politics in early childhood education. materialist approach. Global Studies of " London, UK: RoutledgeFalmer. " Childhood, 1 (1), 36-50. Dahlberg, G., & Moss, P. (2010). Introduction by Lorraine, T. (2005). Lines of flight. In A. Parr the series editors. In H. Lenz Taguchi, (Ed.), The Deleuze dictionary (pp. Going beyond the theory/practice divide in 144-146). New York: Columbia University early childhood education: Introducing an Press. intra-active pedagogy (pp. ix-xx). New York, " NY: Routledge. Miller, P., & Rose, N. (1993). Governing economic " life. In M. Gane & T. Johnson (Eds.), Davies, B. (1990). Agency as a Form of Discursive Foucault’s new domains (pp. 75-105). Practice. A Classroom Scene Observed. London: Routledge. British Journal of Sociology of Education, " 11(3), 341-361. " " Mol, A. & Law, J. (2002). Introduction. In A. Mol Deleuze, G., & Guattari, F. (1987). A thousand & J. Law’s (Eds.) Complexities: Social plateaus: Capitalism and schizophrenia (B. Studies of Knowledge Practices (pp. 1-22). Massumi, Trans.). Minneapolis: University Durham, NC: Duke University Press. of Minnesota Press. " " Olsson, L. M. (2009). Movement and Government of British Columbia. (2008) Early experimentation in young children’s Learning Framework. Victoria, Canada: learning: Deleuze and Guattari in early Crown Publications, Queen’s Printer for childhood education. New York, NY: " British Columbia. " Routledge. Foucault, M. (1984). On the geneology of ethics: Prior, L. (2003). Using documents in social An overview of work in progress. In P. research. Thousand Oaks, CA: Sage Rabinow (Ed.). The Foucault Reader (pp. Publications. 340-372). New York, NY: Pantheon Books. " " Rinaldi, C. (2006). In dialogue with Reggio Haraway, D.J. (1997). Modest witness@second Emilia. New York: Routledge. millennium femaleman meets oncomouse: " Feminism and technoscience. NewYork: " Routledge. " " "

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Rose, N. (1996). Governing “advanced” liberal democracies. In A. Barry, T. Osborne, & N. Rose (Eds.), Foucault and political reason: Liberalism, neo-liberalism and rationalities of government (pp. 37-64). Chicago: " University of Chicago Press. St. Pierre, E.A., & Pillow, W.S. (2000). Introduction: Inquiry among the ruins. In E.A. St. Pierre & W.S. Pillow (Eds.), Working the ruins: Feminist poststructural theory and methods in education (pp. 1-24). " New York, NY: Routledge. Strong-Boag, V. (1982). Intruders in the nursery: Childcare professionals reshape the years one to five, 1920-1940. In J. Parr, Childhood and family in Canadian history (pp. 160-178). Toronto, ON: McClellan and " Stewart. Toll, C., Nierstheimer, S., Lenski, S. D., & Kolloff, P. B. (2004 ). Washing our students clean: Internal conflicts in response to preservice teacher’s beliefs and practices Journal of Teacher Education 55(22), 164-176. doi: " 10.1177/0022487103261625 Varga, D. (1991). The cultural organization of the child care curriculum: The University of Toronto Institute of Child Study and day nurseries, 1890-1960. Unpublished doctoral dissertation, University of Toronto, " Toronto, Ontario, Canada.

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Canadian University and College Early Learning Lab Schools " "Alberta Contact " " University of Alberta Dr. Anna Kirova Professor and Graduate Coordinator Department of Elementary Education Faculty of Education 438 Education Centre South University of Alberta Edmonton, AB T6G 2G5 780 492-0912 "[email protected] " Joan MacDonald, Director Grant MacEwan MacEwan Demonstration Child Care Centre University Room 7-153, City Centre Campus Grant MacEwan University 10700 – 104 Ave. P.O. Box 1796 Edmonton, AB T5J 2P2 780 497-5195 "[email protected] " "British Columbia Contact " " Capilano University Tia Smith Manager Capilano University Children’s Centre 2055 Purcell Way North Vancouver, BC V7J 3H5 604 984-4950 [email protected]

Leading the way: Recognizing the role of early learning lab schools in Canadian universities and colleges 50

British Columbia continued " " University of Victoria Sherri-Lynn Yazbeck Supervisor, Child Care Services, Centre 4 Campus Services, Student Affairs University of Victoria PO Box 3025 STN CSC Victoria BC V8W 3Y2 Tel. 250-721-8499 [email protected]

"Manitoba "Contact " Linda Anderson University College of the Instructor, Early Childhood Education North University College of the North " P. O. Box 3000 The Pas, MB R9A 1M7 204.627.8655 " [email protected] " "New Brunswick Contact " Dr. Pam Whitty University of New Early Childhood Brunswick Education Centre (Fredericton does, St. John Faculty of Education campus doesn’t) University of New Brunswick P.O. Box 4400 Fredericton, NB, E3B 5A3 506 447-3113 [email protected] " " " "

Leading the way: Recognizing the role of early learning lab schools in Canadian universities and colleges 51

Ontario " Contact " Lorna Reid University of Guelph Director Child Care & Learning Centre University of Guelph 50 Stone Rd. East Guelph, ON N1G 2W1 519 824-4120 ext. 52682 [email protected] " " University of Toronto Elizabeth Morley " Laboratory School Principal Institute of Child Study 45 Walmer Road Toronto, ON M5R 2X2 416 934-4509 [email protected]

Ryerson University Kim Watts Manager Early Learning Centre School of Early Childhood Studies Ryerson University 350 Victoria St. Toronto, ON M5B 2K3 416 979-5338 [email protected] " " Leslie Kopf-Johnson Algonquin College Program Coordinator " Early Childhood Education

Ottawa Campus

Algonquin College

1385 Woodroffe Avenue

Nepean, ON K2G 1V8

613-727-4723 # 5230

[email protected]

Leading the way: Recognizing the role of early learning lab schools in Canadian universities and colleges 52

Ontario continued

Algonquin College Donna Winacott continued Program Coordinator Early Childhood Education Pembroke Campus Algonquin College 1 College Way Pembroke, ON K8A 0C8 613-736-4700 ext. 2727 [email protected] " Canadore Brandy Champagne College Program Co-ordinator Early Childhood Education 100 College Drive North Bay, ON P1B 8K9 705-474-7600 ext. 5208 [email protected] " " Linda Thibedeau, Manager Centennial College Early Childhood Education Centre " Centennial College " 550 Mortimer Avenue Toronto, ON M4J 5C2 416-289-5104 [email protected] " " Conestoga College Conestoga College Goranka Bukelich Child Studies Program, School of Health, Life Sciences and Community Services 299 Doon Valley Drive Kitchener, ON N2G 4M4 519-748-5220 ext. 3393 [email protected]

Leading the way: Recognizing the role of early learning lab schools in Canadian universities and colleges 53

Ontario continued " " Confederation College Anita Price Manager, Children & Family Services Confederation College P.O. Box 398 Thunder Bay, ON P7C 4W1 807 475-6652 [email protected] " " Fanshawe College Carol Tracy Field Co-ordinator Early Childhood Education Fanshawe College, London Campus 1460 Oxford Street East, Box 7005 London, ON N5Y 5R6 519-452-4224 "[email protected] " Patricia Chorney-Rubin George Brown College Director, George Brown College 99 Gerrard St. East, Box 1015 Station B Toronto, ON M5T 2T9 416-415-5000 [email protected] " " Bridget Woodcock Humber College Director " Humber Child Care Centres 205 Humber College Blvd. Toronto, ON M9W 5L7 416 675-6622 ext. 4144 [email protected]

Leading the way: Recognizing the role of early learning lab schools in Canadian universities and colleges 54

Ontario continued " " Pat Eversden Niagara College Child Care Centre Niagara College 300 Woodlawn Road Welland, ON L3C 7L3 905-735-2211, Ext. 7587 [email protected] " " Nancy Leindecker Sault College Sault College Children’s Programs 443 Northern Ave Sault Ste. Marie, ON P6B 4J3 705 945-0890

[email protected] " " June Williams, Supervisor Seneca College Seneca College Lab School Seneca College, Newnham Campus 1750 Finch Ave. East Toronto, ON M2J 2X5 416.491.5050 ext. 4710 [email protected] " " Linda Chud Sheridan College Manager, Early Childhood Centres 1430 Trafalgar Road Oakville, ON L6H 2L1 905 845-9430 ext. 2326 [email protected]

" Cheryl Herder Sir Sandford Fleming Coordinator College Early Childhood Education Program Sir Sandford Fleming College, P.O.Box 800, 200 Mary Street Lindsay, ON K9V 5E6 705-324-9144 # 1871 cherder@flemingc.on.ca

Leading the way: Recognizing the role of early learning lab schools in Canadian universities and colleges Ontario continued 55 " " Brenda Huff St. Clair College Coordinator, ECE Program " St. Clair College - Chatham 1001 Grand Avenue West Chatham, ON N7M 5W4 519-354-9714 ext. 3252

[email protected] " " Wendy Mitchell St. Lawrence College Coordinator, Early Childhood Education " St. Lawrence College 100 Portsmouth Avenue Kingston, ON K7L 5A6 613-544-5532 ext. 1292 [email protected] " "Prince Edward Island "Contact " Kim Gillis Holland College Learning Manager, ECCE Holland College 140 Weymouth St. Charlottetown, PEI C1A 4Z1 902-566-9524 [email protected] " " " " " " " " " " " " " "

Leading the way: Recognizing the role of early learning lab schools in Canadian universities and colleges 56

"Quebec "Contact " Fiona Rowlands Concordia University Observation Nursery Concordia Observation Centre Dept. of Education Rm LB 579 1455 de Maisonneuve Blvd. W. Montreal, PQ, M3G 1M8 514 457-6461 "fi[email protected] " "Newfoundland Contact College of the North Brenda Robin, Dean Atlantic School of Academics, Applied Arts & tourism Grand Falls-Windsor Campus 5 Cromer Avenue Grand Falls-Windsor, NG Canada, A2A 1X3 709 292-5636 " [email protected] Please contact Rachel Langford at [email protected] if this information needs to be updated.

Leading the way: Recognizing the role of early learning lab schools in Canadian universities and colleges