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FOCUS EARLY LEARNING
Shifting
mindsets
about
educating
young
children
BY TARA-LYNN SCHEFFEL AND LOTJE HIVES
T
eaching young students requires more than just learning
about child development (Samuelsson et al., 2005) — it
requires understanding children and their experiences. As
teacher educators, we have seen a lack of such authentic
understanding among future and current early childhood
educators.
We set out to change that in a bachelor of education degree program
in northern Ontario, Canada. For several years, we have taught a
six-week elective course premised on an asset-oriented view of young
children as capable learners (Fraser, 2012; Rinaldi, 2003; Malaguzzi,
1994). During the course, which is open to K-12 cross-divisional
teacher candidates, we engage candidates in discussions about how they
view and value children while exploring innovative pedagogies within
the increasingly complex and changing landscape of early childhood
education.
After co-teaching the first offering, we found ourselves deep in
conversation about teacher candidates’ understandings of teaching and
learning in the early years. We noticed teacher candidates naming shifts
in their personal and professional thinking as they reflected on and
revisited key pedagogical understandings.
26 The Learning Professional | www.learningforward.org April 2021 | Vol. 42 No. 2
Our inquiry led us to uncover teacher candidates’ realizations about environment, indoors and out. Most
four key shifts, which we continue the ways in which young children are teacher candidates initially focus on
to see each time we teach this course. more capable, competent, and curious the educator’s role in setting up the
We find these shifts to be particularly than they initially believed based on classroom, rather than on the potential
pronounced for those who have little traditional or outdated views of young of the classroom to be a learning space.
experience with young children and are learners (Avery et al., 2016; Callaghan, But our teacher candidates came to see
coming to understand them in new and 2013; Ontario Ministry of Education, this potential, in part by recognizing
powerful ways. 2016; Wien, 2004). intentional choices that we, as teacher
These shifts offer pedagogical For example, Jesse said: “I have educators, made within the design of
leaders a starting place to encourage been asked time and time again to our course environment to mirror the
educators of all levels and settings reflect on my philosophy of education values of wonder and discovery (see
to explore their own mindsets about ... [but] I have seldom been asked to Heard & McDonough, 2009).
young children. We share key quotes reflect on my image of children.” Jesse Each resource emulated our belief
from teacher candidates that explain went on to identify children as “strong, that when learning environments act as
these shifts, drawing on data collected creative, intelligent, competent, curious the third teacher, they are “responsive
during a collaborative inquiry with nine and powerful beings.” to the children’s interests, provide
teacher candidates (five preparing to In her final blog entry, Jesse opportunities for children to make their
work in K-6 and four preparing to work returned to the image she held of thinking visible and then foster further
in grades 7-12). children, but with greater confidence learning and engagement” (Fraser,
in her newly held beliefs: “I have been 2012, p. 67).
1 Viewing children as capable, constantly challenged and reminded For some teacher candidates, the
competent, and curious to re-examine my pre-existing view of concept of environment as teacher is
With an equity lens, an educator’s children (in this course). In doing so, new. “I need to shift my thinking from
commitment to all children is I now wholeheartedly share the view teacher-setting-up-my-classroom-in-
foundational and integral. This lens that ‘all children are capable of complex September to teacher-as-designer to
should serve as a motivator to explore thinking, curious and rich in potential invite students to contribute to their
new ways to reach and serve each and and experience’ ” (Ontario Ministry of own learning environment,” said
every child in a comprehensive and Education, 2016, p. 10). Emma.
nurturing way. Elly set a similar goal for listening
Each text used in our course 2 Recognizing the environment to students and learning about their
(whether a children’s book or video of as third teacher interests to “allow for the environment
learning in action) emphasizes a deep A second shift involved a to truly be conducive to their learning,
respect for the young child. When we heightened appreciation of the because it was really designed by
apply this lens, we consistently observe pedagogical role of the learning them for them.” Meg felt “we should
April 2021 | Vol. 42 No. 2 www.learningforward.org | The Learning Professional 27FOCUS EARLY LEARNING
take advantage of using the natural shed light on the learning process,” enables the shifts described above.
environment to spark this curiosity and she observed. “It serves to inform the
passion in learners.” learner and the educator, to create LOOKING FORWARD
Some candidates focused on points of reference for learning, to track As teacher candidates took on a
specific aspects of the environment questions, explorations, provocations, reflective stance, they recognized their
that could impact children. “I’ve been and to provide evidence for learning.” own rethinking, growth, and next steps
in classrooms that are overwhelming It became evident that the teacher for exploration as educators. Jesse’s
to even me, so I can imagine they’d candidates had taken up the invitation ongoing reflection of the image of
be overwhelming to children,” said offered by pedagogical documentation the child, for example, demonstrated
Shelley. “For example, too many colors, — “to be curious and to wonder with the “constant state of (re)learning”
way too much stuff hung all over the others about the meaning of events to (Iannacci & Whitty, 2009, p. 22) that
walls, and too much stuff crammed into children” (Wien, 2013, p. 28) — an took place as teacher candidates shifted
a small classroom.” invitation we hoped they would take perceptions and challenged previous
Jesse pictured her own ideal with them into their future teaching assumptions.
learning workspace as one with “organic and learning experiences, regardless of Elly shifted from seeing the teacher
materials, natural light, soothing colors, the grade. as having all the answers to someone
an appealing aesthetic, and room to who facilitates learning. In doing so,
move,” which led her to question, “So 4 Embracing the challenge Elly recognized the need to move
why do we assume that young children of inquiry beyond assumptions about children’s
feel any differently?” Teacher candidates came to thinking, a shift described by Dewhurst
recognize the value of engaging in (2016, p. 59): “When speaking with
3 Valuing the power inquiry to make meaning, both for children, rather than assuming that I
of documentation themselves and their students. At times, know what they mean, I listen to learn
The design and implementation of this shift was uncomfortable. For more about their idea and the thinking
our course drew on norms of listening, example, Jesse wondered, “How can we behind it. ... Rather than allowing
observing, documenting, and reflecting. plan (long- or short-term) for student children to do something, which puts
Documentation as evidence of learning inquiry? How can we ensure that me in complete control, I consider how
has become embedded in professional students meet curriculum objectives if I can enable them to work through their
learning throughout Ontario and their interests determine the content? own ideas.”
elsewhere. It is also a core component What does an inquiry-based model This quote affirms our beliefs as
of model early childhood education even look like?” teacher educators. We strove not to be
approaches such as the Reggio Emilia But creating a space where in control of our teacher candidates’
model (Edwards et al., 2011). educators challenge pedagogical learning but to enable them to work
For some of our teacher candidates, understanding can help. Leanne said through their ideas. It is this ownership
especially those being certified to teach that reading examples of inquiry (see of the continual cycle of professional
junior and intermediate grades, the Krechevsky et al., 2013) helped “to inquiry that leads to sustainability and
concept of documentation is sometimes understand the power of inquiry and longevity of impact.
intimidating and a daunting task. “I was the wide range of learning opportunities Engaging in collaborative
unfamiliar with the term and thought it that can stem from a problem, or a inquiry ensured that we, as leaders
simply consisted of writing down notes student asking a question.” of professional learning, were active
regarding student progress,” said Cara. We were encouraged to see listeners as well. And as reflective
“I realized it is much more than that.” candidates embrace the challenge of leaders, the qualitative data we
Cara’s shift in thinking sheds inquiry. For example, Elly pointed to collected informed our intentional
light on the reach of pedagogical a “shifting from being the ‘teacher’ pedagogical moves and deepened our
documentation in valuing learners and who in the past ... was viewed as the understandings in responsive ways.
learning (Campbell et al., 2016, p. 4) source of all knowledge, the expert, and As Emma said, “The more
and making the child’s thinking and the one with all the answers … (to) directions my questions take me, the
learning visible (Ontario Ministry of more of a facilitator or, better yet, a more they bounce back to me from
Education, 2016, p. 36). ‘provocateur.’ ” unexpected angles, giving me a more
Emma discussed the changing Educators are being prompted complete understanding of who I am
role of the educator in a co-learning to think deeply about pedagogical as a reflective practitioner.” Emma’s
stance as a researcher first to give approaches that are flexible, responsive, comment is an invitation for all of us
students a voice in their own learning. engaging, and that reflect global to think about how shifts in thinking
“Pedagogical documentation aims to competencies. This, in turn, further happen, regardless of our career
28 The Learning Professional | www.learningforward.org April 2021 | Vol. 42 No. 2Shifting mindsets about educating young children
stage, and the ways that intentional Malaguzzi, L. (1994). Your image
pedagogical moves act as accelerants TO LEARN MORE of the child: Where teaching begins.
for professional learning in support of Exchange, 3, 52-56.
• Ontario Ministry of
student growth. Ontario Ministry of Education.
Education. (2014).
(2016). The kindergarten program.
Collaborative inquiry in
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