Responsive and Emergent Practice with Infants and Toddlers May 29, 2012 Cindy Green Jean MacDonald Cindy M. Green and Associates

Exciting Times: An Overview Early Learning for Every Child Today: A Framework for Ontario Early Learning Settings, ELECT (2007) With Our Best Future in Mind: Implementing Early Learning in Ontario, (2009), Dr. Charles Pascal The Full-Day Early Learning - K Curriculum ( ) Draft (Bill 242 Education Act) Ministry of Education now governs child care ECE Occupational Standards (2010) Code of Ethics and Standards of Practice, College of ECE (2011)

ELECT -Why was it written? -Who had input? -What does it contain? -How can we use it in our practice?

The early years set the foundation for lifelong learning, behaviour and health. Partnerships with families and communities strengthen early learning. Early learning depends on the skills of knowledgeable, responsive and reflective ECEs. Play is a means to early learning. A planned curriculum, including play, supports early learning. Early learning thrives when respect for diversity, equity and inclusion are practiced. Six Core Principles of child development, early learning & care. Ontario’s Early Learning Framework ELECT Rachel Deans and Wanda St. Francois (2009, MCYS)

Defining Our Image of the Child “ A shared understanding of the child is essential in designing programs that are congruent with the values and beliefs of all the parents, teachers and members of the community who are involved in the child care centre” (Fraser, 2006, p. 34).

What is Play? “A naturally occurring, freely chosen and non-literal activity in which children are intrinsically motivated, characterized by imagination, exploration, delight, capriciousness (impulsiveness) and a sense of wonder, that reflects the unique experience of children, and through which children express their ideas and feelings, and come to understand themselves, others and their world” (ELECT, 2007, p. 90).

Schemas Are children’s repeated and observed play patterns that reflect and demonstrate their understandings, perceptions and knowledge. Through these actions, children are exploring the world and trying to find how things work, which in turn informs learning (Green & MacDonald, 2012).

8 common types of schemas according to Athey: Trajectory, Orientation, Connecting, Rotation, Enclosing, Enveloping, Positioning & Transporting “A schema is a pattern of repeated behaviour into which experiences are assimilated and gradually co-ordinated. Co- ordinations lead to a higher and more powerful schema.” (Athey, 1990).

Trajectory: Exploration of the movement, forward, backwards, vertically … of things (balls, bottles…) and self Enclosing: Surrounding things and self with something else Rotation: Experimenting with spinning, self, wheels, balls Enveloping: Filling and dumping into purses, containers, wrapping, dressing up, covering self, painting same spot over and over Transporting: Moving things; Pushing babies in strollers, picking up, dumping Connecting and Disconnecting: Putting things together & taking apart; blocks, hands, Positioning: Ordering, arranging; Putting things beside, lining up, stacking Orientation : Angles; under, over, upside down, through, perspectives (Athey, 1990) Go back to your documentation and identify the play schemas

EMERGENT PRACTICES Observe Listen Pause Wonder Dialogue Plan Document Reflect Extend Sustain (C. Green, 2011)

Emergent Curriculum Evolves from children’s, family’s and teacher’s interests, ideas, inquiries & knowledge Arises & flows from one experience into the next Unfolds moment to moment, over time Cindy Green (2011) What the children do in the program, the play and learning What the children inquire and learn about “grounded in an understanding of child development” (ELECT, 2007, p. 22) Requires collaboration, responsiveness & planning