Browsing by Author "Makovichuk, Lee"
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Item Animating a curriculum framework through educator co-inquiry: co-learning, co- researching and co- imagining possibilities(2019) Hewes, Jane; Lirette, Patricia; Makovichuk, Lee; McCarron, RebekahThe shift toward a pedagogical foundation for professional practice in early childhood along with the introduction of curriculum frameworks in early learning and child care, calls for approaches to professional learning that move beyond transmission modes of learning towards engaged, localized, participatory models that encourage critical reflection and investigation of pedagogy within specific settings. In this paper, we describe ongoing participatory research that explores educator co-inquiry as an approach to animating a curriculum framework. A story of curriculum meaning making that opened a hopeful space for critical pedagogical reflection and changed practice serves as a basis for deeper reflection.Item Phenomenology of a parent-child goodbye on the first day of school(2020) Makovichuk, LeeAs a milestone in a child’s life, the first day of school is a much-anticipated event. Preparations usually begin well in advance as families shop for school supplies, visit the school, and talk about what school will be like. Regardless of the many preparations, the moment of saying goodbye on the first day of school is sometimes a lot more difficult than either the child or the parent was prepared for; it can also slip unnoticed in the busyness of arriving and leaving; it could provoke a memory of a child’s birth; it may precipitate a parent’s sudden realization that their arms are empty. This paper explores the often-overlooked phenomenon of the parent-child goodbye on the first day of school. It reflects on singular parental experiences of preparation, expectation, and relationality. Lippitz’s (2007) inquiry into foreignness of school invites wonder about the child’s transformation to student and what that might mean for a parent. Drawing from van Manen’s (2015) phenomenology of pedagogical tactfulness, it offers insights into the relationality between a parent-child goodbye and the teacher-student hello. Exploring what makes the parent-child goodbye on the first day of school, as a unique experience, opens new possibilities for understanding the meaning of a child’s transition to school for the parent.Item Playing, early learning and meaning making: early childhood curriculum unfolding(2017) Makovichuk, Lee; Lirette, Patricia; Hewes, Jane; Aamot, BrittanyPlay, Participation, and Possibilities: An Early Learning and Child Care Curriculum Framework for Alberta is a sociocultural curriculum framework intended to provoke dialogue on and thinking about young children’s playing and learning. Viewing curriculum as situated, contested and always-already happening in early childhood programs, the authors draw on a mini-narrative of children’s play and educator practices to make visible what it means to co-construct curriculum in the here and now with young children. They describe curriculum-meaning-making processes that support deep and further complexified thinking, including pedagogical dialogue, critical revisiting of pedagogical documentation and curriculum crosschecking. Through honouring young children as mighty learners and citizens, and co-imagining possibilities, multiple new potentialities for children’s play and learning are revealed.Item (Re)encountering walls, tattoos, and chickadees: disrupting discursive tenacity(2018) Whitty, Pam; Hewes, Jane; Rose, Sherry; Lirette, Patricia; Makovichuk, LeeIn this article, three pedagogic encounters — “Encountering the Wall,” “Encountering Young Tattooed Parents,” and “Encountering Chickadees”—conceptualized as curricular meeting places, are theoretically reconceptualized within alternative bodies of literature. Theoretical reconceptualization revealed complexities of early childhood pedagogies and the tenacity of dominant discursive practices of developmentalism, constructed, in these instances, through age-segregated settings, parenting programs, and nature pedagogy. Theoretical reconceptualizing of these encounters worked to disrupt embodied subjugations of age-segregated children, mothers and fathers, chickadees, educators, families, and researchers.