Early Childhood Pedagogies Collaboratory

Educators, in collaboration with others, foster ethical pedagogies by

• Facilitating inquiries that support and promote wellbeing, belonging and zest for learning.
• Designing pedagogies that are lively, researched , and multi-theoried  
• Co-constructing pedagogies that are not universally scripted but rather  responsive to and situated with/in common worlds
• Implementing curriculum through varied pedagogical strategies, techniques and processes that
  • are developed through responsive, respectful and reciprocal relationships  
  • support reflexive and critical ways of knowing, being and becoming
  • challenge the reproduction of knowledge.
  • attend to aesthetics; geographies; inter-generational, multi-species and multi-materials relations, creative expressions, and stories
  • are emergent, ethical, intentional and researched.
• Re-configuring curriculum through pedagogical documentation/narrations/learning stories
  • as a means for capturing both “ordinary moments” and project inquiries
  • that document traces of individual and collective thinking
  • using a variety of documentation practices (e.g., narrative, photograph, video, children’s work/creations)
  • that include ongoing dialogues and multiple perspectives, knowledges and experiences  
  • that respond to common worlds
  • as lively practices, rather than end points or products.