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Morning Montessori Circle with Mrs. T : Episode 1 - Monday, March 23, 2020

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The most common schooling practices that is in almost every elementary classroom is morning circle time. Often this morning circle time consist of many songs that the children parrot and questions about the calendar. Due to me not observing the practices at the CYC until a bit later in the day I am unsure what their morning circle time looks like or if they even participate in one. However I do know that after snack they sit on the carpet and read a book, while Seda allows the children time to comment on the book and whatever questions they have. This is very unlike a regular session of a carpet as often children are told to be quite during any carpet time.

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Morning Montessori Circle with Mrs. T : Episode 1 - Monday, March 23, 2020

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Play practices in the United states commonly consist of play equipment that needs to be safe and not able to be changed by the children. This equipment always has only one purpose and is not allowed to be used in any other way. However, Anji play, is a form of play that allows children to mold their playground into whatever will benefit their play. At the CYC they actually have an Anji play styled playground where there are planks and rocks and other materials the children can use in their play. This style of play gives children autonomy on the way they play and promotes learning outside of the classroom.

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An ecological practice often done in schools is to tell children that the Earth is their responsibility to save. However more often than not it is white children being told they are the saviors and that children of color are in need of saving. This book is an amazing example of a child of color showing how their culture says children are protectors not saviors. This book is actually in Seda’s classroom and many children like to look at the book and even ask for it to be read.

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A very common material and aesthetic practice in schools, especially elementary schools is the practice of having children do they exact same art project in order to put it on a board for parents to see. As seen in this picture all the turkeys look the same and the children were probably given exact instructions on how to create the turkeys. The CYC does the exact opposite of that however. The walls are still covered in children’s art work but the children are free to create whatever they want however they want. When I looked at a lot of the art work, learning could be seen in it as well. Such as drawing of the ocean and the labeling of the different parts of the ocean done by one student. This method of art is much more beneficial to the students then the uniform making of turkeys.

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A typical caregiving practice done in schools is to give a child a bandaid whenever they get hurt, no matter if they are bleeding or not. Sometimes this is all a child truly wants and will feel better with the presence of a bandaid. At the CYC however instead of instantly suggesting a bandaid when someone falls down they ask them what they need in order to feel better. Sometimes kids will say a bandaid, or an ice pack, but often they just need a second to calm down and get back on their feet. I think this simple change in our basic caregiving practices gives the children more autonomy to voice how they feel and what they want to do about it.

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When discussing discursive practices in schools, the first thing that comes to mind is how we use letters for grades. What these letters stand for are universally known due to media and of course being in school. However, the use of letters to dictate an assignments worth may not be the best method especially for young children. At the CYC every learning activity is down with the help of fellow peers and the teacher. The learning can easily be seen through provocations and other documentation and thus letter grades are not needed.