In this 2-day workshop, we will dive deeply into methods, values and principles to frame how we can engage in pedagogical listening to develop and design short, medium, or longer-term projects / situations based in children’s own curiosities and interests and in developing conceptual understanding that is relational and adaptive across contexts.

How we observe our children, reflect on their learning and act on what we see, feel and hear is crucial for developing self-efficacy and learner agency. It is also essential for seeking meaning and understanding in what children encounter and experience. Developing a pedagogy of listening (2005, Rinaldi) requires being in an active and participatory relationship together with children. When we listen to children’s ideas and interests it enhances our own learning as we discover how children think and how they engage, question and develop relationships within and of the world.

With listening and creative reflection at the heart of our teaching in the early years, it enables a way to see and describe our youngest learners who show us in many ways, including without words, how they think and interact in learning about the world.
Essential Questions to be explored and reflected upon include:
  • Becoming a pedagogical listener: What is and how does pedagogical listening help us in our work with young children?
  • Working within a frame of pedagogical listening: How can we use a creative reflective attitude and framework to develop contexts of learning in either short, medium, or longer-term projects or proposals?
  • Framing children’s curiosities and interests: What is of interest to young children and how can we build powerful learning opportunities to enrich and evolve complex learning through environments and materials.
  • Collegial pedagogical listening with others: How can we, together with colleagues grow and transform our teaching to honor children’s thinking through pedagogical listening involving creative reflective practices?
Session 1

Pedagogical listening is an active and participatory action that requires a creative reflective practice. Observing, reflecting and acting responsively to our young children’s curiosities and ideas is at the heart of a pedagogy of listening.
Session 2

Using our creative reflective practice to plan for learning in short, medium, and longer-term projects / situations. Developing a rich and engaging ‘environment’ for deep curiosity, expression, and meaning-making.
Gap Task - Gap task to be set at the end of session 2
Session 3

Reflections and discussions on the gap task - sharing our understanding and provoking our thinking.
Session 4

Making visible children’s learning and your listening. Sharing their learning and reflecting on ours - further thoughts on evolving the context of pedagogical listening.
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, creativity, 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 to a transformed pedagogy and practice 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 and its network of members.

Day 1 - 7th March 2021

Session 1 - Two Hours
London 7:00 am | Zurich 8:00 am | Dubai 11:00 am | India 12:30 pm | Hong Kong 3:00 pm | Melbourne 6:00 pm

Session 2 - Two Hours
London 10:00 am | Zurich 11:00 am | Dubai 2:00 pm | India 2:30 pm | Hong Kong 6:00 pm | Melbourne 9:00 pm

Day 2 - 14th March 2021

Session 3 - Two Hours
London 7:00 am | Zurich 8:00 am | Dubai 11:00 am | India 12:30 pm | Hong Kong 3:00 pm | Melbourne 6:00 pm

Session 4 - Two Hours
London 10:00 am | Zurich 11:00 am | Dubai 2:00 pm | India 2:30 pm | Hong Kong 6:00 pm | Melbourne 9:00 pm
USD 400 Per Participant
USD 350 for a Group of 4
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