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Articles 1 - 20 of 20
Full-Text Articles in Early Childhood Education
Get The Arts Outdoors: Merging Arts And Nature In Outdoor Education At The Ymca, Puneet Dhaliwal
Get The Arts Outdoors: Merging Arts And Nature In Outdoor Education At The Ymca, Puneet Dhaliwal
SASAH 4th Year Capstone and Other Projects: Publications
As part of my SASAH experiential learning requirement, I worked at the YMCA Cedar Glen Outdoor Centre during the Fall/Winter term of 2021/22. Although I had previously worked at the outdoor centre as an educator teaching groups, this year was a different experience due to the new responsibilities and unique learning opportunities presented by the onset of the COVID-19 pandemic. Throughout the year, I was responsible for the creation of lesson plans merging the arts and sciences in an outdoor setting according to the curriculum requirements of Ontario’s Ministry of Education. Moreover, I implemented inclusive learning options for each unit …
Arts 4 All Kids/Ymca: Cel Final Report, Sarah Collins
Arts 4 All Kids/Ymca: Cel Final Report, Sarah Collins
SASAH 4th Year Capstone and Other Projects: Publications
An account of my CEL experiences as a volunteer creative writing teacher for the London nonprofit organization, Arts 4 All Kids, and as an educator for the before and after school program from the YMCA. These experiences have allowed me to explore teaching in a classroom setting, planning/delivering activities and assignments, behaviour and classroom management, working with children with special needs, and working with children from struggling families.
Final Report: Iconoclast And London Children's Connection Internships, Veronica Botnick
Final Report: Iconoclast And London Children's Connection Internships, Veronica Botnick
SASAH 4th Year Capstone and Other Projects: Publications
In my second year of university, I joined an on-campus magazine, Iconoclast, as an assistant director. In my third year, I continued with Iconoclast as a director and started another internship with the London Children's Connection. Both projects have shown the effects of different language choice. With Iconoclast, I learned the importance of taking a less academic writing approach in theme descriptions and editors' letters. A neutral tone reaches a wider audience and ensures that readers from any background gain a full understanding of our theme. At the London Children's Connection, a simple change in choice of words can improve …
Finding The Path Beneath My Feet, Jill O'Craven
Finding The Path Beneath My Feet, Jill O'Craven
SASAH 4th Year Capstone and Other Projects: Publications
Jill O'Craven participated in two CEL experiences: first, assisting with the second-year Digital Humanities course taken by SASAH students and producing a video on breaking down the A&H/STEM dichotomy and, second, volunteering at the London Children's Museum assisting with running the Early Years' Play Dates. The two experiences were useful in crystalizing her interest in science communication and education outside the classroom and helped her develop skills and experience to pursue this passion.
Experiential Learning: Sasah Final Report, Elora Sinnott
Experiential Learning: Sasah Final Report, Elora Sinnott
SASAH 4th Year Capstone and Other Projects: Publications
Elora Sinnott revisits both her experiential-learning opportunities, one as a research assistant at Western and the other with Art 4 All Kids in London, ON. In describing her opportunities and the results, Elora focuses on the skills she developed, the impact the opportunities had on her career path, and the importance of instilling a love of the arts in children.
Experiential Learning, Elora Sinnott
Experiential Learning, Elora Sinnott
SASAH 4th Year Capstone and Other Projects: Presentations
In her presentation, Elora Sinnott revisits both her experiential-learning opportunities, one as a research assistant at Western and the other with Art 4 All Kids in London, ON. In describing her opportunities and the results, Elora focuses on the skills she developed, the impact the opportunities had on her career path, and the importance of instilling a love of the arts in children.
Ipads And Paintbrushes: An Exploratory Case Study Of Integrating Digital Media As Placed Resources Into An Intergenerational Art Class, Rachel Heydon, Lori Mckee, Bridget Daly
Ipads And Paintbrushes: An Exploratory Case Study Of Integrating Digital Media As Placed Resources Into An Intergenerational Art Class, Rachel Heydon, Lori Mckee, Bridget Daly
Education Publications
This exploratory case study integrated digital media as placed resources into an intergenerational art class. Its goals were to generate knowledge of how to bring young children and elders together to expand their opportunities for meaning making and seeing themselves in affirming ways so as to generate transferable understanding of digitally-enhanced multimodal curricula across the lifespan. Participants included 15 elders and 9 pre-schoolers. Focusing on how the digital media were used and with what implications for participants’ literacy and identity options as well as relationship building, data were collected through ethnographic methods, and a qualitative thematic analysis with multimodal elements …
Review Of The Book Negotiating Critical Literacies With Young Children, 10th Anniversary Edition, By Vivian Maria Vasquez, Lori Mckee
Education Publications
Review of Negotiating Critical Literacies with Young Children, 10th anniversary edition, by Vivian Maria Vasquez.
Introduction Unsettling The Colonial Places And Spaces Of Early Childhood Education In Settler Colonial Societies, Veronica Pacini-Ketchabaw, Affrica Taylor
Introduction Unsettling The Colonial Places And Spaces Of Early Childhood Education In Settler Colonial Societies, Veronica Pacini-Ketchabaw, Affrica Taylor
Education Publications
No abstract provided.
Learning How To Inherit In Colonized And Ecologically Challenged Life Worlds In Early Childhood Education, Veronica Pacini-Ketchabaw, Affrica Taylor, Mindy Blaise, Sandrina De Finney
Learning How To Inherit In Colonized And Ecologically Challenged Life Worlds In Early Childhood Education, Veronica Pacini-Ketchabaw, Affrica Taylor, Mindy Blaise, Sandrina De Finney
Education Publications
No abstract provided.
Orchestrating Literacies:Print Literacy Learning Opportunities Within Multimodal Intergenerational Ensembles, Lori Mckee, Rachel Heydon
Orchestrating Literacies:Print Literacy Learning Opportunities Within Multimodal Intergenerational Ensembles, Lori Mckee, Rachel Heydon
Education Publications
This exploratory case study considered the opportunities for print literacy learning within multimodal ensembles that featured art, singing, and digital media within the context of an intergenerational program that brought together 13 kindergarten children (4 and 5 years) with 7 elder companions. Study questions concerned how reading and writing were practiced within multimodal ensembles and what learning opportunities were afforded the children while the participants worked through a chain of multimodal projects. Data were collected through ethnographic tools in the Rest Home where the projects were completed and in the children’s classroom where project content and tools were introduced and …
Unruly Raccoons And Troubled Educators: Nature/Culture Divides In A Childcare Centre, Veronica Pacini-Ketchabaw, Fikile Nxumalo
Unruly Raccoons And Troubled Educators: Nature/Culture Divides In A Childcare Centre, Veronica Pacini-Ketchabaw, Fikile Nxumalo
Education Publications
Current times of anthropogenically damaged landscapes call us to re-think human and nonhuman relations and consider multiple possibilities for alternative and more sustainable futures. As many environmental and Indigenous humanities scholars have noted, central to this re-thinking is unsettling the colonial nature/culture divide in Western epistemology. In this paper, through a series of situated, small, everyday stories from childcare centres, we relate raccoon-child-educator encounters in order to consider how raccoons’ repeated boundary-crossing and their apprehension as unruly subjects might reveal the impossibility of the nature/culture divide. We tell these stories, not to offer a final fixed solution to the asymmetrical, …
Thinking With Paint: Troubling Settler Colonialisms Through Early Childhood Art Pedagogies, Veronica Pacini-Ketchabaw, Vanessa Clark, B. Denise Hodgins
Thinking With Paint: Troubling Settler Colonialisms Through Early Childhood Art Pedagogies, Veronica Pacini-Ketchabaw, Vanessa Clark, B. Denise Hodgins
Education Publications
In this paper we think with the specificities of paint to tell stories about entanglements of settler colonialism and paint and painting in early childhood art education. We see to become implicated (Razack, 1998) within settler colonialism in the context we now call Canada. We paint a messy non-linear picture of our work with children through a process of storytelling. Through complex pictures of how we are attempting (even if partially and imperfectly) to respond and stay with the trouble our stories bring forward, we gesture toward hope and decolonizing strategies. Our work takes inspiration from contemporary artists and from …
Crafting New Relationships In Child And Youth Care: Human-Nonhuman Encounters, Veronica Pacini-Ketchabaw
Crafting New Relationships In Child And Youth Care: Human-Nonhuman Encounters, Veronica Pacini-Ketchabaw
Education Publications
No abstract provided.
Researching Neoliberal And Neocolonial Assemblages In Early Childhood Education, Veronica Pacini-Ketchabaw, Fikile Nxumalo, Mary Caroline Rowan
Researching Neoliberal And Neocolonial Assemblages In Early Childhood Education, Veronica Pacini-Ketchabaw, Fikile Nxumalo, Mary Caroline Rowan
Education Publications
The article provides a discussion of ‘‘researching’’ neoliberalisms and neocolonialisms in white settler colonial societies such as Canada. It addresses the research implications after conceptualizing neoliberalisms as assemblages that are always already implicated in colonial histories. Specifically, the article discusses the need to rethink methodologies when neoliberalisms do not follow coherent directions, the kinds of methodological and research approaches necessary for the fluid and nonlinear movements of neoliberalisms and neocolonialisms, and how neoliberalisms and neocolonialisms as connected assemblages open up early childhood research practices that attend to colonial pastpresents.
Introduction To The Special Issue On Materiality In Early Childhood Studies, Veronica Pacini-Ketchabaw, Laurie Kocher, Sylvia Kind
Introduction To The Special Issue On Materiality In Early Childhood Studies, Veronica Pacini-Ketchabaw, Laurie Kocher, Sylvia Kind
Education Publications
No abstract provided.
Re-Generating Research Partnerships In Early Childhood Education: A Non-Idealized Vision, Veronica Pacini-Ketchabaw, Fikile Nxumalo
Re-Generating Research Partnerships In Early Childhood Education: A Non-Idealized Vision, Veronica Pacini-Ketchabaw, Fikile Nxumalo
Education Publications
This chapter provides a challenge to positivist notions of partnership in early childhood education, and instead proposes a re-generative posthumanist perspective, based on relationality of partnerships. Specifically, the chapter addresses the troubles and struggles inherited in research partnerships through a non-idealized vision of research partnerships. It experiments with the notions of regenerating ‘change’ and regenerating ‘relationality’. It also addresses the multi-layered aspects of knowledge-in-the-making; non-innocent relations; difficulties of thinking change in research; and the potentialities of conflict and dissension. However, no certainties and closures about research partnerships are provided.
Postcolonial Entanglements: Unruling Stories, Veronica Pacini-Ketchabaw
Postcolonial Entanglements: Unruling Stories, Veronica Pacini-Ketchabaw
Education Publications
In this article, I use Donna Haraway's philosophy to think about postcolonial encounters between different species. I follow entangled stories of the deer/settler-child figure to trouble colonialisms and untangle the histories and trajectories that we inhabit with other species through colonial histories. I shy away from generalizations and instead grapple with complexities that ordinary stories bring as I attempt to engage in nonhegemonic versions of childhood studies.
The Postmodern Curriculum: Making Space For Historically And Politically Situated Understandings, Veronica Pacini-Ketchabaw, Alan Pence
The Postmodern Curriculum: Making Space For Historically And Politically Situated Understandings, Veronica Pacini-Ketchabaw, Alan Pence
Education Publications
By engaging poststructural, postmodern and indigenous lenses, this article explores challenges associated with recently developed 'postmodern' early childhood education curricula. The authors propose that curricula should not be seen as neutral, but rather as historically and politically situated documents that require dynamic and critical engagements from educators. We situate our analysis within Canada.
Nomadic Research Practices In Early Childhood: Interrupting Racisms And Colonialisms, Veronica Pacini-Ketchabaw, Fikile Nxumalo, Carol Rowan
Nomadic Research Practices In Early Childhood: Interrupting Racisms And Colonialisms, Veronica Pacini-Ketchabaw, Fikile Nxumalo, Carol Rowan
Education Publications
This paper considers how research practices on racialization in early childhood education might be reconceptualized when racialization is placed within relational intricacies and affects in multiple encounters. By foregrounding race and its emergence in multifarious, unpredictable ways in everyday encounters between human and non-human bodies, space, and discourse, the paper investigates how a movement toward research analyses that engage with both the materiality of race and its systemic and discursive formations might be used to constantly seek new ethical ways of responding to and acting against racisms and colonialism in early childhood.