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I. What is the nature of working with and teaching children? What is the context in which we're operating? |
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| A. There is societal-wide oppression/mistreatment and disrespect of children by people older than them | ||||
| B. It is reinforced in all societal institutions (family, school, church, political system) | ||||
| C. We face huge pressures to comply and meet huge resistance to change | ||||
| 1. It’s one of the frustrations of newcomers into the field and of those of us who are deeply committed to young people | ||||
| D. We experienced the oppression/mistreatment when we were young (and still) | ||||
| 1. As adults, when we're in the "oppressor" role, it’s easier (more "comfortable") to take on the upper hand than to be put in the powerless role once again | ||||
| II. Play is central in the discussion of young people's "liberation" and education | ||||
| A. The literature on play reflects the full humanness of children | ||||
| 1. It recognizes their abilities, preferences, intelligence | ||||
| a. Children are just as intelligent as grown-ups | ||||
| 1) What they lack is information and experience | ||||
| B. Setting up classrooms with play at the center | ||||
| 1. Eliminates... | ||||
| a. The pull to manipulate children into particular behaviors | ||||
| b. An "I teach/you learn" approach | ||||
| 2. Encourages… | ||||
| a. Respecting children | ||||
| b. Understanding children on their terms | ||||
| c. Recognizing children as very complex human beings | ||||
| III. This course is structured in order to give you enough exposure to children of various ages and in varous settings that you begin to see the importance of play for yourselves | ||||
| A. My goal is to plant the seeds of commitment and determination in you, as future EC educators, to the ideas of developmentally appropriate practice and understanding play as central to children’s learning and development | ||||