MENU

Lana O’Reilly, MEd, OCT

Lana O’Reilly is a visual artist. She is also a Full-Day Kindergarten teacher with the Toronto District School Board. It is always a pleasure to meet with Lana at all things early learning including: pedagogical documentation sessions, presentations and courses. She generously shares her documentation experiences in videos and publications with educators throughout Ontario. One sample of Lana’s documentation is published in, The Unscripted Classroom: Emergent Curriculum in Action, by Susan Stacey. In this experience Lana reveals a child’s interest in dinosaur skeletons. Her documentation is shaped in the form of conversations that she had with this child in her class over a period of time. The child’s interest was noticed in his engagement with a book and is sustained through his interactions with Lana. It is interesting to note that throughout the documentation of this work the majority of Lana’s conversational responses are questions. Lana lends herself as a facilitator of learning for this child and provides the opportunity for him to expand his thinking and expression of ideas not only using a variety of materials but also his repertoire of expressive oral language. She reveals his understandings and interests through the conversation. Thank you so much Lana for […]
Read More ›

Deborah Halls, MEd, OCT

Deborah Halls enjoys music. She is also a Full-Day Kindergarten teacher with the Toronto District School Board.  I first met Deborah at the Ontario Reggio Association pedagogical documentation sessions at York University.  She brings such thoughtful work revealing theories and thinking of children - which always piques my interest. Deborah has contributed to the Ontario landscape of pedagogical documentation in her practice and shares her classroom experiences in presentations, videos and publications. She generously acknowledges that her understandings and participation working with pedagogical documentation happen in relationship. In a conversation with me she noted that, “I depend on my colleagues for their input. Sometimes I am too close to see other things.” She represents a truly transparent and collaborative approach to teaching and learning with young children using pedagogical documentation. Deborah coauthored a chapter in Carol Anne Wien’s book, Emergent Curriculum in the Primary Classroom: Interpreting the Reggio Emilia Approach in Schools, with artist-educator Vanessa Barnett. Their work is titled, Wire Bicycles: A Journey with Galimoto. Deborah and Vanessa tell how, after being inspired by the “The Hundred Languages of Children” exhibit in Toronto in 2006-2007, they introduced wire as a medium for the communication of ideas for the children […]
Read More ›

Fraser Mustard Early Learning Academy

Helen Gourgiotis,  BA, BEd, OCT Stephanie Hammond, BA, BEd, OCT Lindsay Keith, BA, MT, OCT, ECE Niki Singh, BA, MA, OCT The individual members of this group are artists in their own right: Helen enjoys baking, Stephanie plays the piano, Lindsay loves to volunteer in her travels, and Niki sews. Together they form a dynamic group of kindergarten teachers that I first met at York University in the Ontario Reggio Association monthly pedagogical documentation sessions. They worked together at Thorncliffe Park Public School in Toronto and have just moved next door to the brand new Fraser Mustard Early Learning Academy.  This exciting development will be the largest publicly funded kindergarten school in the greater Toronto area with 26 full day kindergarten classes. The nearly 700 neighbourhood children that will call this school their own are from 47 countries around the world and speak more than 33 languages. What a wonderful opportunity for children and educators to use pedagogical documentation to share the intelligences of the children! I can only imagine the fantastic possibilities for everyone. These women are very transparent in their work and share their love of learning and research with a sincere open doors attitude toward visitors in their […]
Read More ›

Allison Blight, MEd, OCT

Allison is a dancer.  She specialized in dance while she was at York University and says, “I loved every moment!” Allison is also a primary public school teacher and is dedicated to providing the children she teaches with relevant learning opportunities. I am so happy to have met Allison in our graduate education classes. She is sincerely welcoming to the perspectives of children, families, and colleagues and engages in careful reflection in her teaching practice - such beautiful capacities for an educator. Allison’s MEd work, “A Rocket Like a Lower Case Letter”: Emergent Learning in a Kindergarten Standardized Curriculum, reveals the adventures of her class building and launching rockets. Allison, working as a researcher, carefully gathered documentation for the project using videos, photographs, and recorded conversations.  She then showed, using her pedagogical documentation, where language and science curriculum expectations were embedded within the children’s activities. Not insignificantly, the pedagogical documentation also makes visible how this emergent curriculum effectively sustained the children’s curiosity and directed their inquiry while they actively tested their conjectures and theories. Imagine – rockets in kindergarten – what fun! Associations Ontario College of Teachers OCT   Ontario Reggio Association ORA
Read More ›

Mary Jane Miller, MEd, OCT

Mary Jane Miller likes to paint and draw. She is also a teacher, presenter, and writer. We first met when she brought some pedagogical documentation of her thesis to a graduate education class at York University. Since then we have spent many happy times together at teaching and learning events including travelling in 2011 to Reggio Emilia, Italy. As an educator, Mary Jane is always interested in learning and she recently enjoyed the North American Reggio Emilia Alliance summer conference in June 2012, Giving Visibility to Creative Thinking and Collaboration in Our Schools and Communities, in Portland, Oregon, U.S.A. She is about to return rejuvenated to her classroom teaching with the Toronto District School Board after a three year secondment to the Faculty of Education at York where she taught Primary/Junior teacher candidates with a background in Early Childhood Education. Mary Jane's thesis, "Can Weaving Make a Horse?": Kang as Protagonist, is published, in part, as a chapter in, Emergent Curriculum in the Primary Classroom (Wien, 2008, pp. 126-143). In this work Mary Jane so carefully tells of a child's thinking as he explores his questions and theories. Her documentation communicates genuine and thoughtful responsiveness to Kang as he develops an […]
Read More ›