I love your concentric circle model. I have been an education professor with lots of theory and very little practical experience. I've been a school leader and teacher with lots of hands-on experience, but little time to reflect. Now as an elder educator, I'm writing a book (https://peterkindfieldphd.substack.com/p/field-trips-for-all-of-us-transformative?r=21fkb0), teaching children in the forest, and writing up reflective notes after each teaching experience. I find the balance simply wonderful! I wish all educators could have this experience!
it really is the best feeling when all these parts come together and there is a sense of confidence in what we do while at the same time a deep understanding of how much there is still to discover and practice to further master the skill of being an educator in an ever changing world
what I mean by #5 is that the adult is emotionally not there, they do not connect with the children, they have forgotten the joy of their own childhood and therefore do not understand the children's play.
The first model allows the children to push themselves to full speed learning (if that is what they choose) while at the same time they know they are cared for, we can empathise with the children, we can develop trusting relationships, and we can understand what the children are doing by connecting to our own childhoods.
Just as having too much adult ego can be problematic for children, so is having too little emotional connection.
So model 5 is how adults connect with the children - are they dominating (where their own feelings take priority and if they fail to self regulate) or are they unavailable (where the children are left seeking connection)
So, personally, I would be concerned by any adult running #5 to its extreme.
I am assuming that you interpreted 5 as being hands off rather than emotionally off, disconnected and selfish in a different way from #4 is selfish.
I love your concentric circle model. I have been an education professor with lots of theory and very little practical experience. I've been a school leader and teacher with lots of hands-on experience, but little time to reflect. Now as an elder educator, I'm writing a book (https://peterkindfieldphd.substack.com/p/field-trips-for-all-of-us-transformative?r=21fkb0), teaching children in the forest, and writing up reflective notes after each teaching experience. I find the balance simply wonderful! I wish all educators could have this experience!
it really is the best feeling when all these parts come together and there is a sense of confidence in what we do while at the same time a deep understanding of how much there is still to discover and practice to further master the skill of being an educator in an ever changing world
I run #5 to its extreme. I allow kids to push themselves to full speed learning.
what I mean by #5 is that the adult is emotionally not there, they do not connect with the children, they have forgotten the joy of their own childhood and therefore do not understand the children's play.
The first model allows the children to push themselves to full speed learning (if that is what they choose) while at the same time they know they are cared for, we can empathise with the children, we can develop trusting relationships, and we can understand what the children are doing by connecting to our own childhoods.
Just as having too much adult ego can be problematic for children, so is having too little emotional connection.
So model 5 is how adults connect with the children - are they dominating (where their own feelings take priority and if they fail to self regulate) or are they unavailable (where the children are left seeking connection)
So, personally, I would be concerned by any adult running #5 to its extreme.
I am assuming that you interpreted 5 as being hands off rather than emotionally off, disconnected and selfish in a different way from #4 is selfish.
Oh I understand, yes that’s right.