Through the eyes of our children - part 2

Alanna beamed as she told us how a grandmother, unknown to her, stopped her in the hall of the local community centre and asked with obvious awe, "Have you seen the displays from the children?"

For two weeks, wildly creative displays transformed the public library, the community centre and City Hall. The art and writing was much more than a celebration of what children are capable of accomplishing - they were powerful, visual displays of the voices of children - their perspective about what community means to them.

“If we allowed children to show us what they can do rather that merely accepting what they usually do, I feel certain we would be in for some grand surprises.”   Mem Fox

Sixteen child care programs participated in a comprehensive Reggio Emilia inspired project - supported by early childhood care and education instructors Alanna Miller and Theresa Gereluk. Children (from toddlers to 12 years old) led their care providers along a unique and collaborative learning journey to express their thoughts about "community." Most centres took children on walking field trips to see what they noticed, what they were interested in and what was important to them. From there, the children's educational odyssey emerged as they asked questions, explored certain areas and expressed themselves through play and art.

In this small, resource dependent city some common themes seemed to emerge; trucks, fishing and the steam train. How the children depicted these things shed light on how these elements affect their lives.

 

Issues such as housing, the built environment, community identity and "village" relationships emerged into stories, 3-D objects made from recyclables and even rice krispie squares!

Children expressed important aspects of their lives. "I live at Mom's house, it's too long to walk. On bus we go to Ahousaht, its too long to walk. We go on a boat past Nanaimo." Delylah

In one situation, the caregivers noticed how more in-tuned with community events the children were. For example, on a walk the conversation led to discussing a recent apartment fire tragedy.  The children came up with the idea to stop at the grocery store to get food for the families who were now out of their homes. Social responsibility requires being connected to one's community.

Children became incredibly enthusiastic about their ideas being listened to and their ideas taking shape into displays for the whole community to see. This interactive aquarium stood outside the Mayor's office beckoning City staff to take a peak at the stories that the children told about the environments they highly value.

What are the issues that children in your community would highlight?

How can we increase opportunities for a child to actively shaping his or her own learning?

How can we, as adults, apply what we hear from children to community planning and policy making?