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| OVERVIEW: | |||||||||
| In this two-day workshop, we will acknowledge, navigate and reflect on the circumstances and changes that Covid-19 had across the globe, that impacted on our ways of living, being and educating. As the coronavirus moved across the world and perhaps, as predicted will move back again in time, it has made us all stop and re-consider relations, matter and situations of learning a new. It is potentially, one of the most significant times in our human history that has affected, in traversal ways our human transformation in and with the world itself. In education, as the virus claimed our cities, communities and homes, we moved from relational, face to face teaching to digital and online platforms in the space of days. Some of us were perhaps move prepared than others in how flexible, adaptable and resourceful we were in this most fast moving and complex of situations. In a world of early childhood where often the use of digital technologies and screen time were not valued or were considered as harmful for learning and play, we were now forced onto them, and encouraging their use in a flip. Our values and ways of working metamorphosing in different directions as our lockdown lives were experienced. Now, for many, we are coming slowly out of lockdown and all that it entails, whilst also planning in mind for new spikes and lockdowns in the future. Ensuring that we are all lock-down ready is at the front of many of our minds, especially those of us working with the youngest children who know that relationships are key, and that social distancing is hard! In our many different contexts across the globe will all be reacting in different ways and at different times, so what can we learn that can create more resilient, adaptable, creative and flexible approaches in the next year or so, in being together with children in more ‘blend-able’ ways? In this workshop, there will be time to re-flect, to re-consider, to re-align, and to re-imagine the possibilities that you can build on to construct a road map for your classroom, containing your essential questions and a methodology to research in practice, what makes the difference to you and your children Essential Questions to be explored and reflected upon include:
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| AGENDA: | |||||||||
| Session 1 - Two Hours – 30th August Time: London 8:00 am | Dubai 11:00 am | Hong Kong 3:00 pm | Melbourne 5:00 pm Working and participating with families, building upon authentic relationships, inquiries and conversations. Documenting learning, sharing learning, and developing a shared language of learning with families. Session 2 - Two Hours – 30th August Time: London 11:00 am | Dubai 2:00 pm | Hong Kong 6:00 pm | Melbourne 8:00 pm Pedagogy in a digital world - what does this mean in early childhood contexts? Increasing and embracing opportunities for creativity and critical thinking with digital languages across home and school. Gap Task This will be set at the end of session 2. A roadmap for research for being lockdown aware and ready. Session 3 - Two Hours - 6th September Time: London 8:00 am | Dubai 11:00 am | Hong Kong 3:00 pm | Melbourne 5:00 pm Given the possibility that we may be living with Covid-19 until will have a vaccine, what do we need to be aware of and responsive to during periods of further lock down and learning at home? Developing reflective, reflexive and responsive inquiry-based practices, that maximise the power of family engagement. Session 4 - Two Hours - 6th September Time: London 11:00 am | Dubai 2:00 pm | Hong Kong 6:00 pm | Melbourne 8:00 pm Reflecting together on your envisioning for this new and changing terrain of teaching and learning together. A researchful route-map for your own personal learning as you begin your next academic year. |
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| Debi Keyte - Hartland | |||||||||
| Debi Keyte-Hartland MA is an international consultant and artist educator with over 20 plus years of experience working in community settings including health, social and educational organizations primarily with a focus on early learning, the arts and inquiry. She has worked with schools in the UK, Singapore, China, Norway, Switzerland, Sweden, Romania, Canada, Brazil and Senegal and she is passionate about creative, reflective and transdisciplinary approaches to learning that involve the thinking and interests of young children. She is influenced by the schools, values and processes of The Reggio Emilia Approach® and also by systems thinking (Gregory Bateson) and design thinking approaches. During her masters, she researched the creative and communicative approaches that young children displayed in their drawing and graphicacy and the ways of transforming pedagogy and practice to be attuned to their processes and also to create richer experiences for children. She is an associate MA lecturer with CREC (Centre for Research for Early Childhood) with Birmingham City University, in the UK on the subject of Creativity and the Arts in Early Childhood and an Associate Consultant for Early Education (a UK national charity) supporting early years educators with training, resources and professional networks. She encountered the work of Loris Malaguzzi more than 20 years ago and it has since served as a pillar of inspiration and ethical reference that continually transforms and shapes her work with children and their educators, family and community. She is a Director of Sightlines Initiative the UK national reference point for the educational project of Reggio Emilia, Italy, supporting the development of the organization, its projects study tours, and its network of members. |
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