Rooting Our Path invites early years professionals on a journey of engaging in self-reflective/reflexive practice as co-constructors of learning with children. This course is intended for the exploration of the concept of the “invisible backpack” we all carry that affects what we notice, the meaning we make, and how we respond. Through examining pedagogical documentation of children, participants will engage in interactive discussions about their practices. This exploration aims to foster thoughtful, safe, and enriching environments for learning and care, benefiting both children and families accessing early childhood services.
Suggested Use for Early Childhood Educators:
Reflective Practice Sessions: Use the course as a framework for regular self-reflective and reflexive practice sessions with colleagues, where educators collaboratively examine their beliefs, biases, and assumptions (the “invisible backpack”) that influence their interactions and decision-making in the classroom.
Team Meetings and Professional Development: Integrate the course into team meetings or professional development days to foster open dialogue and deeper understanding among staff about how their personal histories and perspectives shape their roles as co-constructors of learning with children.
Curriculum Planning: Apply the insights gained from the course to inform curriculum planning and design, ensuring that learning activities and environments are responsive to the diverse needs, backgrounds, and experiences of all children.
Pedagogical Documentation Analysis: Utilize the course content to critically examine and discuss pedagogical documentation of children’s learning, with a focus on understanding how unconscious biases or perspectives affect the interpretation of children’s actions and experiences.
Learning Outcomes for Early Childhood Educators:
Increased Self-Awareness: Educators will gain a deeper understanding of their own “invisible backpacks”—the values, beliefs, and biases they carry—and how these impact their perceptions, interactions, and decision-making with children.
Enhanced Reflective Practice: Educators will develop skills in reflective and reflexive practices, allowing them to critically examine and adapt their teaching approaches to better support the diverse needs of children.
Improved Interpretation of Pedagogical Documentation: Educators will learn to analyze pedagogical documentation more thoughtfully, recognizing how personal perspectives shape the meaning-making process and working towards a more objective understanding of children’s actions and expressions.
Stronger Co-Construction of Learning: Educators will enhance their ability to co-construct learning experiences with children, fostering a collaborative environment that encourages curiosity, exploration, and critical thinking.
Creation of Inclusive Learning Environments: Educators will learn to create thoughtful, safe, and enriching environments for learning and care that respect and value the diverse backgrounds and experiences of all children and families.
Enhanced Communication and Collaboration: Educators will build skills in engaging in meaningful discussions with colleagues, children, and families, promoting a culture of openness, respect, and shared learning within early childhood services.