My Vision
After attending the Nobel Week Dialogues in 2022 in Stockholm - listening to various Nobel laureates talk about "The Future of Life" - I thought it would be a good idea to share my "vision". Because what became apparent during all the dialogues is that education is key in the future of life, as is storytelling - and that we need to change the narrative - so that we can collectively focus on where we want to go, rather than what we want to leave.
This is what I wrote then, and in Italics are reflections that I am adding today.
My Vision for Education
To provide a space where children are empowered to learn, feel connected to the land and feel valued as citizens. And that we ensure that this applies to all children and not some children.
To provide a space for educators to gain a deeper understanding of how play, learning and teaching are equal partners. This space should be physical, temporal, cognitive, social and emotional. It should be a part of their teacher training, ongoing professional development and thoroughly supported by school leaders and not just viewed as something appropriate for young children, but for the learning, evolving human of all ages.
To provide an opportunity to create a pedagogical approach that can be accessible to all children globally and not reliant on expensive tuition fees. Play and learning are human rights.
To create a space that is sustainably viable and contributes to the well-being of biodiversity and the climate and avoids exacerbating already existing issues. This implies the way we build the educational buildings, design the curriculum, the materials and resources used to teach and facilitate learning and provide opportunities for play, as well as how we interact with the world around us.
Providing a space for children to feel empowered.
The location has adequate land to be able to access nature. Or close enough to a natural area that the children/students can easily walk there. (Transport can be option for urban settings). Nature is not the opposite of urban, rural is. This means nature exists within urban areas, and that on a daily basis this nature might be extremely urban and not the green open or forested areas that most tend to associate with the word “nature”. I do, though, think it is important that in densely urban areas an effort is made for children access and explore a landscape that is natural rather than human made as often as possible as an investment in the well-being of children, but also in nature - as spaces that children connect with they will care about.
The indoor space is inspired by nature.
Children and staff can explore natural resources in a non-exploitive way
Resources are purchased with informed knowledge of how they are made and their environmental and social impact. Fewer, better quality products locally sourced over many cheap products where there is lots of transport, questionable labour ethics and the exploitation of nature (in the making of, or the recycling/disposing of)
Providing a space for educators to learn
Educators learn about the Original Learning Approach and continue to deepen their understanding of how play, learning, teaching and understanding are interwoven.
Play workshops provide opportunities to learn practically and not just theoretically.
Observations are tools to be used not only to understand the children’s processes but also the adult interactions. Practising how to observe, reflect, analyse and plan is seen as an essential skill to hone.
Mistakes are a part of the learning process. Bravery and honesty are expected so that appropriate support and training can be offered for teachers and children to evolve as learners.
Reading. All educators are expected to read/listen articles, chapters and research (lectures, conferences, talks etc) as a part of their ongoing learning. Weekly drop-in dialogues provide space to discuss what has been read and how it could be applied practically. Educators are expected to attend at least one “drop-in dialogue” per month. This is a part of educators paid work.
Regular feedback from management/pedagogical leaders is essential to provide adequate support so educators can evolve at their own pace. Just as educators take on the three roles of teacher/facilitator/playworker with the children, leaders should also take on multiple roles in the guidance of the teachers and workers - leader/facilitator and instead of playworker the role of teacher-flow supporter (that leaders do not interfere when teachers and learners are in flow, and also learn from their leadership and facilitation what the teachers etc need to be able to enter a state of flow with their children )
Any new resources/materials/loose parts are introduced to the teachers before they are used with the children, to ensure adults understand the multiple affordances.
Providing opportunities to disseminate
Information as to how the space is used is documented, so it can be shared. A part of the documentation process is collating information to share with others. Colleagues, parents, authorities, the local community and the children.
Focussing on materials that can be easily replicated anywhere in the world is a priority. The aim is not to be a trend that makes a few people rich, but to be accessible and enable children to have autonomy.
Understanding cultural differences will mean that the approach, Original Learning, will look and behave differently depending on the location. What is important is the educators’ and leaders’ comprehension and respect for the relationships between play, learning, teaching and understanding. When this relationship is functioning there will develop a natural respect for childhood, a better sense of equity and also an increased status for ECE that will evolve safely. It is important that each location evolves in its own time frame so that it is sustainable and independent, not requiring external direction as it will be self-sustaining.
Reach-out will always be available as a part of the feedback and scaffolding of educators.
The playarista certification is an attempt to share knowledge of how play is key in education and should not be seen as a break from the teaching. The aim is to support educators to be able to advocate for play in educational settings and to be able to disseminate relevant and meaningful information that can create positive change. The certification course is one year long and provides the time and the theory to start a play strategy. Those who complete this year can go on to a two year course where they will receive guided support of implementing the their play strategy. After these three years, a six month course on how to train others to be playaristas will be available, as a way for the concept to spread further by those who have practical and theoretical experience of being a playarista.
Creating a sustainable space
The construction of the space should have as low negative environmental impact as possible.
The maintenance of the space should have as low negative environmental impact as possible.
The use of the space should have as low negative environmental impact as possible.
This requires an understanding of the local environment rather than a copy-paste approach of what works in one space is done in another. This will result in the spaces looking and being used in different ways from an environmental point of view, but will not affect the pedagogical approach of playing, learning, teaching and understanding interwoven as equals.
Creating a local biodiversity book is a life-long project of the space and people using the space. This can help educators understand the flora and fauna of the space, become a teaching tool, as well as informing how to use the space that promotes biodiversity and how to avoid negative impacts. This is a way for the children, and adults, to feel connected to the land regardless of whether it is located in a densely urban area or a rural area - there will always be a biodiversity if we take the time to notice.
Relationships are key
The main focus is on the affectivity of the setting and not the effectivity. Creating joyful spaces where children and adults feel loved, accepted and valued.
Striving for genuine social justice is the foundation. Equity is an ongoing process and something to continuously work towards.
Creating safe and brave spaces is essential for every child and adult to dare to make mistakes and learn from them; to feel accepted and share their visions; to create a community of learners and a sense of belonging.
Parents are integral to understanding the whole child. Parents, teachers and all adults with expertise in the well-being of children should collaborate - learning from each other in order to create a social network that acts as not only a safety net, but also as a springboard so every child can reach their potential.
Providing Time
Slow down, look closely, listen deeply is a mantra for children, educators and administrators.
There is a recognition that all children learn at their own pace and that sooner is not always better. This implies that levelling up by age is not the most appropriate. And that alternatively children “level up” according to when they are ready, making it possible for children to self motivate and learn intrinsically. Life-long learning and playing are being facilitated.
There needs to be adequate time for play - for rest, for learning, for daring, for social interactions, physical health, social, emotional and cognitive well-being, and for the sake of play.
The Play-responsive Educator
Educators and administrators are required to become play literate.
Places of education and care are trauma-informed. So we never add to any childhood trauma experiences.
All lessons and instruction are informed by the ten essential threads of Original Learning - wonder, curiosity, joy, knowledge, imagination, interaction, risk, time, reflection and listening.
I write and talk about risky play a lot. Much of it has to do with uncertainty - and as a species we are not that keen on uncertainty.
What I learned from listening to all the scientists back in 2022 is that in science there is a need to embrace uncertainty - there are many probabilities, but, when at the very edge of science, there are few certainties. Maybe this is a great gift of allowing children to engage in risky play - they get to conquer their fear of not being absolutely certain, and learning to regulate that fear.
What I picked up on that day was a need to change the education system so that we are teaching for uncertainty - for exploration and probabilities, for creativity, for connection and collaboration, of how to communicate and disseminate. To be open, curious, empathic, reflective, imaginative and daring.
Frances Arnold (Nobel Prize in Chemistry 2018) said "If you don't know where you are going you might end up somewhere else"
Steven Ch (Nobel Prize in Physics 1997) replied "If you don't change direction you might end up where you are heading."
Since just before the start of the pandemic I have been walking in the forest to get to know the land, to learn from the trees - to lose myself. This has become a part of arboreal methodologies together with professor Jayne Osgood and also my process is shared in a blog of the same name where I have been collecting my art, poems and experiences in the forest. It has mostly been a private space (and therefore if you search for it you won't find it - but is available to read if you have a link to take you there).
The whole purpose has been to try and slow down to not just follow the usual path so fast that I don't notice that biodiversity - but to dare to get lost, to let go of my agenda, to not only notice but to also immerse myself as a part of the ecosystem.
Another thought that kept resurfacing. The need to remember that we are a part of a multi-species ecosystem and that our ability to change the ecosystem to the extent that we do requires us to take greater responsibility than we have been doing. Hence why connection to land, sustainability and equity feature strongly in my vision.
I share once again the definition of "play literacy" a term that Penny Wilson used while we were discussing how to bring playwork to Sweden. I made an attempt to create a definition, and sought out the help of Penny to make sure the complexity of the word was captured. I believe that ensuring there are more play literate adults will make the world a better place for everyone.
