Silence and Observation in Early Childhood Education
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SILENCE AND OBSERVATION IN EARLY CHILDHOOD EDUCATION. THE PEDAGOGICAL BASIS OF A SYMBOL LITERACY APPROACH Natalie Lombardi Calleja A Dissertation Presented to the Faculty of Education in part fulfilment of the requirements for the Degree of Master in Education at the University of Malta 2018 University of Malta Library – Electronic Thesis & Dissertations (ETD) Repository The copyright of this thesis/dissertation belongs to the author. The author’s rights in respect of this work are as defined by the Copyright Act (Chapter 415) of the Laws of Malta or as modified by any successive legislation. Users may access this full-text thesis/dissertation and can make use of the information contained in accordance with the Copyright Act provided that the author must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the prior permission of the copyright holder. ii DECLARATION OF AUTHENTICITY iii ABSTRACT Natalie Lombardi Calleja Silence and Observation in Early Childhood Education. The Pedagogical Basis of a Symbol Literacy Approach Two main assertions of the Symbol Literacy Approach are that humans live in a symbolic reality and that they employ various reasoning processes in order to learn. This study aims to explore if and how ‘silence’ and ‘observation’ may be used as pedagogical tools to heighten children’s cognition, awareness and ability to better “read” and interpret reality, using a positive perspective. Furthermore it aims to equip children in enriching their ability to increase their symbolic repertoire. A theoretical framework was adopted to tackle the first research question which assured a solid basis for the development of an empirical study to tackle the second research question. The empirical study formed part of a collaborative action research practice which applied a quasi-experimental design by using convenience sampling. It was conducted with two kindergarten 1 classes, namely, their respective qualified early childhood educators and the fourteen, three to four year old children in their classroom. The study embraced an epistemology of a sociocultural nature and a sociocultural historical activity theory as a theoretical perspective. A qualitative approach was adopted with data gathered through participant and naturalistic observations. Findings were analysed through an inductive and thematic approach. A coding procedure was used and similar nodes were knotted into six main themes. A number of recommendations for further practice and research were also made. The findings of this study provide fresh knowledge and insight for educators to grow professionally and deduce the potential ways in which the pedagogical tools of silence and observation help children to process, interpret and access reality. M.Ed. in Symbol Literacy December 2018 Keywords: Symbol Literacy Mindfulness in Education Silence Observation Sociocultural Psychology CHAT iv DEDICATION To my late mum Rita. Your good-hearted personality nurtured me with life’s true values. You were attuned to the beauty of silence and an exemplar of morality. I am sure that you would have been so proud to hear about and read this dissertation. I Miss You! v ACKNOWLEDGEMENTS Embarking on this project was to a certain extent a shot in the dark. At times the path taken seemed exciting and fun but at other times it was mind boggling and very challenging. I was blessed throughout this journey with a good dosage of encouragment which fueled my motivation to remain focused and detemined in making it successfully to the finish line. Thus, with sincere and heartfelt gratitude I would like to thank: All the teachers and pupils who participated in this research without whom this project would not have been possible. Many thanks to the SMTs who welcomed me in their respective schools with open arms, as well as, the collaborative teacher who took up this challenge and accompanied me on this journey. I truly enjoyed your presence! My supervisor who believed in this project. Professor Adrian Mario Gellel who provided constant support throughout, reassuring and guiding me through this enriching venture. Your inspiration, reliance and practical feedback contributed to my growth and the person I am today. Thank you! My husband Tonio. Thank you for being there. Your aid and affection were a pillar and backbone throughout this project. You're Ace! My father, sister and brother - Joe, Christabel and Denzio. Your moral backing and uplifting words strengthened me. All my dearest friends who were present and listened patiently to my reasoning trail for a number of times. You know who you are and I truly thank you! The project has now reached its end. The path had its tolls and my completion timing was not the swiftest, but holding a completed piece of work draws such a wonderful feeling of joy and accomplishment within. That said, the most rewarding thing here is without doubt the self-reflective ongoing journey I set to walk, which enriched me with symbolic repertoire and allowed me to further grow holistically. I have definitely cultivated the know- how to ruminate and reconnect with nature and the precious values of life and love. vi Table of Contents DECLARATION OF AUTHENTICITY iii ABSTRACT iv DEDICATION v ACKNOWLEDGEMENTS vi List of Figures xi List of Tables xii Introduction 1 Background, Context and Personal Perspective 1 Assumptions, Aims of the Study and Research Questions 3 Methodological Design 4 Relevance and Contribution 6 Overview of the Dissertation 6 PART A 9 Chapter 1 Silence and Observation 10 1.1 Introduction 10 1.2 Silence 10 1.2.1 Silence in Education 14 1.2.2 Silence in this Research 18 1.3 Observation 18 1.3.1 Observation in Education 20 1.3.2 Observation using Art 21 1.4 Listening, Time and Space in Education 22 1.5 Meditation and Mindfulness 26 1.5.1 Mindfulness in Education 28 1.6 Conclusion 32 Chapter 2 Human beings’ interpretation and interaction with reality 33 2.1 Introduction 33 2.2 Cognition and Analogical Reasoning 34 2.2.1 Vygostky and Cultural History Activity Theory (CHAT) 35 2.2.2 Sociocultural Psychology 37 2.3 Representations as means of interaction with reality 39 2.3.1 Symbols 40 2.3.2 Art and Cultural Heritage 44 2.4 The root of Symbol Literacy Approach 47 2.4.1 A Sociocultural Perspective Theory 47 2.4.2 Symbol Literacy Activities through Art and Museums 49 2.4.3 Symbol Literacy Activities through Narratives 50 2.4.4 Symbol Literacy Activities through Rituals 51 2.5 Conclusion 52 vii Chapter 3 Children’s Reality, Formal Education and the Immersion of Silence and Observation 54 3.1 Introduction 54 3.2 Early Childhood’s Reality: Cognition 54 3.2.1 Early Childhood’s Reality: Learning by Doing, Play and Creativity 58 3.2.2 Early Childhood’s Reality: A Holistic Learning Environment 60 3.3 Children’s Reality and The Way Forward 61 3.4 Emergent Approaches Towards a Holistic Attitude in Formal Education 66 3.4.1 Reggio Emilia (Italy) 66 3.4.2 Mindful Schools (California) 67 3.5 Conclusion 68 PART B 70 Chapter 4 Methodology and Design of the Empirical Research 71 4.1 Introduction 71 4.2 Research Paradigms and Philosophy 71 4.2.1 Competing Philosophical Positions 73 4.2.1.1 Positivism 74 4.2.1.2 Realism 74 4.2.1.3 Interpretivism 75 4.2.1.4 Socioculturalism 75 4.3 Epistemology Chosen and the Empirical Research Framework 77 4.4 Towards the Research Design 79 4.4.1 Theoretical Perspective 79 4.4.2 CHAT as a framework for the pedagogical tools: silence and observation 83 4.5 The Research Approach: Methodology Chosen 86 4.5.1 Action Research 87 4.5.2 Qualitative Research 89 4.5.3 Participant Observation 90 4.6 The Plan for this empirical Research: Method Chosen 90 4.6.1 Participant Population Criteria 91 4.6.2 Procedure 91 4.6.3 Data Collection and Evaluation Tools 95 4.6.4 The Designed Programme 97 4.6.4.1 Ms Angie’s silence and observation technique 99 4.7 Ethical Issues and Clearance 101 4.8 Conclusion 104 Chapter 5 Data Results, Analysis and Discussion 105 5.1 Introduction 105 5.2 Approach towards Data Interpretation 105 5.2.1 Emerging Themes 106 5.2.2 Pre-Definitions 108 5.3 Themes Results and Analysis 109 5.3.1 Quieting and Focusing as part of silence and observation 110 5.3.1.1 In-Class Activities 110 viii 5.3.1.2 Fieldwork Activities 114 5.3.2 Seeing and Reframing as part of silence and observation 116 5.3.2.1 In-Class Activities 116 5.3.2.2 Fieldwork Activities 120 5.3.3 Emotions as part of silence and observation 122 5.3.3.1 In-Class Activities 123 5.3.3.2 Fieldwork Activities 125 5.3.4 Caring and Connecting as part of silence and observation 126 5.3.4.1 In Class Activities 126 5.3.4.2 Fieldwork Activities 128 5.3.5 Awe & Wonder and Questioning as part of silence and observation 129 5.3.5.1 In-Class Activities 130 5.3.5.2 Fieldwork Activities 131 5.3.6 Imitation and Imagination as part of silence and observation 132 5.3.6.1 In-Class Activities 133 5.3.6.2 Fieldwork Activities 135 5.4 Teacher’s Behaviour as part of silence and observation 137 5.5 Discussing Research Findings 138 5.5.1 Silence and Observation deepen Attention and Emotions (Positive Viewpoint) 140 5.5.2 Silence and Observation deepen Insight, Empathy and Co-operation (Tool Mediation & Sociocultural Perspective) 142 5.5.3 Silence and Observation deepen Awe & Wonder, Questioning and Creativity (Holistic) 143 5.5.4 Silence and Observation deepen Teacher’s Philosophy (Behaviour) 145 5.6 Conclusion 146 Conclusion 148 Introduction 148 Summary of the Research and Main Findings 148 Implications for Practice 150 Suggestions for Teachers 150 Suggestions