That’s What Little Boys Are Made of…

Zooming in, Zooming out. From the personal to the public. From our cells to the universe. From the micro to the macro. Zooming in to capture the minute details of what we see, hear, touch, taste. Zooming out to create the whole picture again and to connect the practice to the theory, children to the world. 

What are little boys made of?
Snips and snails, and puppy dogs tails,
That’s what little boys are made of.
What are little girls made of?
Sugar and spice and all things nice,
That’s what little girls are made of.

 

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At our recent All Staff Meeting, one of our teachers shared an inspiring story. The child pictured above had been helping to build fairy houses out in the yard. The teacher, Alisha, expected the fairy houses to be used by tiny imaginary fairies. But when this child was done helping to build the house, they climbed right up and got in, and became the fairy. Or perhaps there was no process of becoming; perhaps they simply are the fairy.

Alisha then shared feelings of gratitude for being in the societal and professional role of preschool teacher. As people who work with young children, we are honored to be surrounded by those who are sensorially present, and who experience the world with immediacy. Unlike adulting, wherein people who were once children (and perhaps still are) feign to be separate from, other than, the world. Unlike adulting, wherein we get busy, distracted, and detached from wonder.

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In terms of the challenges of our year, we also touched on the challenging parts of viewing our work with children through an Anti-Bias lens. Laurie spoke about children who have behavior that feels challenging to the teacher. The anxiety of coming at a relationship with a child from this viewpoint: Something is wrong. I must fix it. Many times when we work with children who have behavior that we feel as challenging, it is easy to slip into this space of anxiety, which sometimes (without us being aware) creates psychological walls between us and the children.

Laurie spoke of how she found that she needed not to fix this child, but to expand her own capacity to see this child. Megan, referring to the same child, shared an experience of helping not only the child with challenges learn ways to adapt to the group; but also helping the group learn different ways to interact with and adapt to this child. Angel Kyodo Williams says that “Love is space. It is developing our own capacity for spaciousness within ourselves to allow others to be as they are.” What a mind-bending realization this is as a teacher and learner- to accept that our own limitations are part of the equation.  Thank you children for teaching us how to be present on this level.  This is the work.

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While we are on the subject of capabilities and expansion… It is also challenging to see and intuit the connections between anti-bias, the natural world, and art/expression. Especially with this young age group, it can be difficult, as Jackie said, to zoom in to the idea of anti-bias, after we have offered or accompanied certain experiences. For example, once we notice eye color, hair color, skin tone difference with kids, where do we go from there? How do we zoom in? How do we have the conversations with kids about linking our explorations with color and rainbows to conversations about skin tone?

There is difference all around us. There is connection between everything. The choice is to open up the possibilities within ourselves, and to see these connections, and to rejoice in them with the children. A flower is a flower is a flower… Or is it? Boys and puppy dog tails? Girls and sugar and spice?  The binary of boys versus girls? All of these stereotypes are being teased apart in our world right now. And by engaging with art, we notice the world. By looking at the world, we form a relationship to it. Look closely with children and we are doing the work. Looking closely is the work. Again and again and again.

I became really curious about the idea of stereotype while in Reggio Emilia. Nature literally holds a world of diversity and variety inside of it. People who study science are still discovering new species and there continues to be a rabbit hole of what is possible when we look inside of living things. Nature is a teacher just like children.

Why is it that we become so tight and controlled in our culture? What are ways that we can unravel this dictate and move forward towards more present life? What are the ways that you remember what matters? How do you stay present and sensate?  What are the ways that we can collectively resist the pressure to remain closed, unseeing, senseless?

Make art. Make music. Play. Breath in the scent of your children. Ride a bike. Forgive someone. Forgive yourself. Make more space. Allow more time. Choose to not care about time once per week. See another person’s eye colors- their real eye colors! Mix some paint to match it. Walk more slowly. Use your bones instead of your muscles. Let yourself make decisions in the moment. Paint. Draw. Sing. Pet a dog. Strike up a conversation with an elderly person. Listen to a child. Like really listen. Sit still for 20 minutes without doing anything. Get inside a fairy house. Be the fairy.

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We are nature. In all it’s complexity. So we don’t have to look far to understand how to connect the experience of being alive, with anti-bias work. By settling ourselves in for the long haul, we resist the temptation to give in to the dominant view that things need to happen instantaneously. By allowing ourselves time, we resist the idea that there is not enough. By accepting ourselves as we are, we create space for others to be who they are as well.

 

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Connection to nature is power. Real power. Shared power. Collective power. When we can follow children, and support their knowledge and learning, then we might see the world with them, through their connected eyes.  When we look closely, we see life, we see connection, we see beauty and it’s importance in the world, and we want to protect it.

This is what we are teaching.

Zooming in, Zooming out. From the personal to the public. From our cells to the universe. From the micro to the macro. Zooming in to capture the minute details of what we see, hear, touch, taste. Zooming out to create the whole picture again and to connect the practice to the theory, children to the world.

This is the work.

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Teacher Profile #4: Homa Miazad

We say in our society that we value children but taking a closer look at our social rules and institutional policies that relate to children, one can see that we prefer children to be invisible. The value of early childhood educators in our society is a reflection of our value and our image of children as a society.

Hometown:  I was originally born in Kabul Afghanistan and lived there the first nine years of my life. My family migrated to United States in 1980 when Soviet Union invaded Afghanistan. My family sought political asylum and was accepted by United States. I grew up in New York where I became a Fashion Designer. I married my husband in 1994 and had our first child in 1998. This was a turning point in my life that eventually led me to change careers from the fashion industry to early childhood education.

Current Location:  I have lived and continue to reside in Oregon for about seventeen years.

Job Title:  Sr.Child Development Specialist and Mentor Teacher

Degrees/EducationBachelor’s Degree in Fashion Design, from Fashion Institute of Technology, NYC; Master’s Degree in Curriculum and Instruction in ECE, from PSU

Age: 47

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How long have you been working with children? Do you have children?

About 17 years. Yes, I have two girls 18 and 12.

What is the story of what first drew you to work with children?

When my daughter Nadia turned three we enrolled her in preschool. I couldn’t bear to be apart from her and decided to volunteer in her class. I absolutely loved being with my daughter and around children. I began to read and study about child development. The school hired me to be the lead teacher; they thought I was a natural. Both my mom and dad were educators and I began to feel the same passion and decided to continue in their footsteps. I began my educational journey by acquiring my CDA and taking classes at PSU.

Continue reading “Teacher Profile #4: Homa Miazad”

Teacher Profile #1: Angela Molloy Murphy

My hopes lie in the transformative powers of education and the potential of our youngest citizens, to overcome great obstacles and manifest a radically just and equitable society for themselves and their children.

Hometown – Phoenix, Arizona. I left as soon as I could because the conservative atmosphere was stifling. I have been in Portland for 23 years.

Current Location – Rowanberry School, Portland, OR, USA

Degrees/Education – I have a Masters Degree in Education from PSU from before there was an Early Childhood specialization, but I took every ECE class they offered, so my advisor Christine Chaille told me I should say I have a MEd with an emphasis in ECE, for whatever it’s worth. I also went through their GTEP program and became licensed to teach K-8. This fall I started the Educational Leadership Doctorate, Curriculum & Instruction, EdD program at PSU and I can already tell it is going to be a totally transformational experience.

The program is intense. I am one who procrastinated all the way through my master’s program, never putting more than a few hours into even the most important papers I wrote, so this has been a shock. The jump from the Masters to the doctoral program is like the jump from kindergarten to high school…I just couldn’t have imagined it despite people trying to prepare me. The bad news…the first two years will be busy, stressful, intense. The good news, I learned more in a term than I have in the last many years put together because I need that structure to force me to work.

Age 46

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How long have you been working with children? Do you have your own children?

I have been working with young children for 24 years; for the last 20 years straight. I started teaching preschool and working as a nanny when I was a teenager, occasionally taking breaks to work at jobs that made more money. By my mid 20’s I had surrendered to the idea that working with young children was my calling, and I had to be creative and figure out a way to make a decent living at it. I have a 15 year old and a 10 year old of my own.

Tell us what your hopes for the future are. Where do you hope to be in ten years? Twenty?

I’m not sure what the future holds for me. I would like to eventually get more into teacher education but hope to always work with young children in some capacity.

What is on your plate for this school year?

Teaching, researching, presenting, etc. This year I am teaching alone for the first time ever and really loving it. I am a natural collaborator and love working with a partner, but as a reflective practitioner I started wondering if I might be using teaching in partnership to avoid stepping into my own power as a teacher and a director. It turns out, of course, that I was. So that’s something I’m exploring.

I am also enjoying the tiny class size that comes with teaching alone which has been a lovely surprise. I started the EdD program this fall so there is a lot that has come with that…new ideas, new conferences, new connections… it feels like my whole world has just blown up in a good way. I am planning on returning to Reggio Emilia, Italy in the Spring. I’m guessing that I’ll be ready to do more presenting next year…right now I’m just trying to catch my breath.

Non-educational practices/hobbies that are important to you.

Spending time with my family, reading and writing, photography, watching TV and movies, being outdoors, playing and listening to music, going to see live music. Just generally trying to pursue an artistic life. Also being gentle with myself when I just need to do something useless or do nothing at all.

Can you talk about a sacrifice or setback that you have tackled as an early childhood educator over the years?

It has been difficult for me to deal with the disrespect that people have for preschool, preschool teachers, and for young children in general. Even in the field of education, early education is undervalued. When I was young I think it hurt my ego. Now I have a better sense of my own self-worth, so I am offended for other reasons. I am disturbed by the mainstream view of young children as incompetent…as a “person in the making” rather than a whole person who has so much to offer to their community and to society. These days I try to take that feeling of indignation and pour it into elevating our culture’s image of the child beyond being simply consumers of products and technology.

Last book that you read that really inspired your thinking around your work?

Definitely Pedagogy of the Oppressed. I read it when I was very young, but revisiting it with more experience and maturity made it an entirely different read. Also, considering the potential for the incoming administration to use schools as a tool of oppression and subjugation, this book feels like a timely and urgent call to action. I think educators have been given a charge that we each have to respond to in our own way, or in multiple ways, to help education achieve its potential of emancipating people…raising them up. For me, my work with children all comes from and goes back to critical pedagogy.

Final thoughts: Hope, belief, love of the profession?

I guess my final thoughts are about hope. I campaigned hard for Bernie during this election season, and even though the election had a tragic outcome, the experience of working with wildly different people from all generations, unified by nothing but hope; it reconnected me to the ideals and activism of my youth in a profound way.  As they say in Rogue 1, “rebellions are built on hope.”  I think our work as educators of (and with) young children is also deeply rooted in hope…I also think it has the potential to function a lot like a rebellion, but that’s another story for another day! My hopes lie in the transformative powers of education and the potential of our youngest citizens, to overcome great obstacles and manifest a radically just and equitable society for themselves and their children.