- Note – My pedagogical documentation lives here and on my “practicum journal” page.
The BCELF FPPL states: “Learning requires exploration of one’s identity.”
“A positive personal cultural identity is the awareness, understanding, and appreciation of all facets that contribute to a healthy sense of oneself.” – BC Early Learning Framework p.66
My question is:
“How can we embark on a collective journey of exploring the diverse identities of children through a connection to land, language, and traditional practices?”
My commitment is:
To embrace and educate myself on the Secwepemc traditions, land, and culture so that these things do not get lost due to my identity as a settler on their territory.
To engage with this commitment and question, I plan on taking language classes along with learning traditional practices with Sle7e so that I am more equipped to educate children about these practices so they do not get lost. Sle7e has so much knowledge that he is offering me as an educator, and I need to take it all in and listen to his teachings so that I am able to let these teachings live without Sle7e present. I understand that spending time on the land is highly important to the Secwepemc people and therefore I would like to visit the traditional Kekuli and teepees on our walks to Quaaout golf course and understand the history behind them. I want children to engage in meaning-making and collaborating on what these things mean to the children. I feel that it is possible the children were not taught, or have been taught different things about these places– therefore I feel the importance in looking into this.
Questions/Next steps:
What space in the room creates a living entity of the outdoors– our walk moving inside?
- If a child finds meaning in something during our walk, I get them to bring it back to the centre with us. I have been leaving it out on the tuff tray so they are able to come back to it. We have a tuff tray full of artifacts that they are able to come back to when they please. My next step is to create laminated cards with pictures of each of these artifacts and their Secwepemctsin word on them so I am more equipped to remember the words without Sle7e present.
- I have a list of words we would like to learn in Secwepemctsin so we are able to identify them in the language and broaden our vocabulary so that we are able to have language live without Sle7e.
- I currently have all of the children’s drawings posted on the wall at their level so they are able to come back to them.
- Hanging photos and videos from our walk.
- I am going to get the children to help me choose words from our walk and record them saying them on the buttons. I will put the buttons around the classroom so they can press them and say them, along with a photo beside to have them be able to recognize what the word is.
- Creating a map of our walk and having children add significant pieces of the walk to it.
Why did I make these pedagogical choices?
- I am committed to the land, language, and culture of the Secwepemc peoples. Doing this not only keeps these things alive inside, and outside of the classroom for the children, but for me as a settler living, working, and playing on stolen lands. I am able to learn along with the children and question things as we move forward, just as they are. The things I do in the classroom reflect the outdoors so that the children are able to make connections without going on the walk (Living curriculum.)
Questions from BCELF I would like to engage with:
How can I encourage children to recognize that humans and the natural world are connected and mutually dependent on one another?
I think one of the main pieces of this is being outside as much as we can. Consistently engaging with the outside world, the animals, the insects, and the land helps children develop a sense of place. From there, engaging in meaningful inquiry about the things around us is also helpful. The children learn to recognize that everything is around for a reason, and it is our job to help these things flourish just as they help us. Not only being outside, but also bringing pieces of the outdoors inside has helped show the children that the natural world always matters, not only when we’re out there.
In what ways can I acknowledge children’s small moments with ants, birds, or worms as meaningful relationships?
By acknowledging them as such. It is important to think about our reactions to these creatures so that the children do not think negatively about them due to others in their lives talking about them poorly. They need to know that every piece of life is here for a meaningful reason.
What practices do I cultivate that enrich and deepen children’s relationship with place, land, and the creatures and forms within it?
Being outside and taking the time to pay attention to the small things is a huge part of enriching children’s relationships with the land and everything within. Additionally, participating in storytime and culture group with Sle7e and Dustin has been helpful as I am still learning about the culture. Finally, being really mindful about the creatures we share a home with, and respecting that it is their home too.
What stories do children have of land, place, and the creatures and forms within it? What opportunities do children have to care for their environments (cleaning, fixing, gardening, helping others)?
We have many stories either in books or verbally shared by our elder and their families. Most stories are about animals and moral lessons about the land. We have a greenhouse with vegetables along with indoor plants that children can tend to if they wish. I often get children to help me do tasks as even if it slows me down, it feels good for them and helps them to build skills. They wipe the tables, sweep, put cots away, clean the yard, organize and plenty more. Even though it may take them longer, they are extremely capable. They are encouraged to help others through every interaction, I want to emphasize that this is not for them to become people pleasers. It is for the children to understand that their actions can make someone else, along with themselves feel good.