The Nature Walks Project: Children’s Ecological Identities in an Urban Environment
Juliet Lewer & Stefania Giamminuti
Juliet Lewer and Stefania Giamminuti share their experience as co-researchers in the ‘nature walks’ project – a year-long investigation involving the use of pedagogical documentation as a research tool, and guided by a qualitative research question: “how can children develop their ecological identity within an urban environment?”
Life on Earth
The children of Point Preschool undertook an investigation into the universe, which over many months evolved into a philosophical inquiry into the presence of other beings in our universe. This presentation will explore the children’s conversations, art and inquiry and reveal their compassion, kindness, strength, concerns, wonderings and enthusiasm and passion for living and their complex understanding of humanity.
The “Giraffes in the City” Project: Connections between children and place
How do the children see the city? Is it a place in which they feel they are visible or belong? How can a city support and celebrate young children’s identities as competent, curious and creative citizens? This presentation, featuring plenty of images and voices of the protagonists, will unpack a project entitled “Giraffes in the City”, which was co-constructed with children four and five years of age and explored children’s relationships and connections to the city of Hobart.
Babies: From relationships to friendships
Much emphasis has been placed on the social relationships between infants and their primary caregivers, ‘significant other’. What about the infants’ social experiences with their age-mates, peers who have similar social expectations? This presentation examines how a group of four children, aged under 12 months, in a long day setting established these social relationships and investigates the different factors involved.
Developing Identity: Nature Play and Experiential Learning
Explore how the joy and wonder exhibited by our youngest learners, now drives the child centred approach to learning that we have adopted as a continuum into our Primary School. It has become necessary for us to discuss, reflect upon and reshape the Primary School identity because of the immense learning potential and educational value we have seen exhibited in our Kindergarten students and the need to grow and honour this learning.
Putting ourselves into the identity soup
Too often, Australian early childhood educators are tempted to limit their consideration of ‘identity’ to a ‘boxed’ Outcome in the Early Years Learning Framework or school curriculum document. This session enables participants to engage personally and professionally with the concept of identity as it impacts on educational endeavours. To assist in understanding this complexity, participants will be invited to define the slippery concept of ‘identity’ through their own experiences and perceptions.
Narrgill Gaydu Gaydu Narrgill Yerren Kulin Biik-ut (Taungurung language) Narrgill (strong) Gaydu Gaydu (Walking along) Narrgill (strong) Yerren (walking about in the bush) Kulin (country) Biik-ut (land) “Walking Strong on Country”
Annette Sax and Kylie McLennan
During 2017 St Peter’s ELC undertook a project in partnership with Annette Sax, Taungurung artist. The session will extend understanding of how the three elements of the VEYLDF, depicted in both the story and art work, are embedded in Aboriginal Pedagogy, highlighting the importance of linking Aboriginal culture within early years’ curriculum and thus developing an increased understanding of Identity.
One hand can’t clap without the other: Searching for a sense of self through place, stories and relationships
Throughout Australian history children have been taken without the consent of their families. From the 1930’s – the 1960’s, 500,000 children experienced life in an orphanage, foster home or institution. How does this silent chapter in Australian history effect our Nation’s identity and its ability to raise up a new generation of citizens, that have a strong sense of self and connection to their landscapes of origin?
The CIRCLE Identity: Building an Intergenerational Identity
Ruth Wallbridge and Melinda Gregory
Ruth and Melinda will share how by engaging with the residents of Carnsworth, a local aged care facility on a regular basis, the children extended their sense of community and challenged their sense of identity as they became more aware accepting of difference and diversity.
Culture & Childhood: The Many Faces of Us
Culture not only shapes the complex and ever-evolving identities of children as authentic citizens but also shapes how, why and what they encounter in education and care settings. If the role of the educator is that of 'researcher' (to re-imagine and re-construct conceptions of identity with children, families and educators), how then do we recognise, account for, justify and/or negate culture's influence?