ABSTRACT

This paper considers the pedagogical collaborations between early childhood teachers in kindergarten (4 years) and the first year of school (5 years) in one Australian State. We report on a year-long project that brought these early childhood teachers together as we asked them to design STEM learning ecologies that would not only support new learning, but also provide a context for a meaningful transition from kindergarten to the first year of school. A transition that went beyond familiarisation with the new school environment to creating reciprocal pedagogical collaborations. In their collective discussions the teachers indicated that they wanted to encourage children's agency. This provoked them to think creatively about their pedagogical designs. Being part of the project encouraged collaborative pedagogical conversations between all participants around children's voice and advocacy, the practices of noticing and generating questions as the basis of investigations and extending play-based inquiries from the kindergarten into the school context. This paper explores the ways in which these pedagogical encounters occurred. In the process, the teachers reflected on the shift from a traditional view of transition as being ‘school ready’ to one in which pedagogical conversations and documentation were elevated to focus on innovative designs for learning.

摘要

本文探讨了澳大利亚某州幼儿园（4 年）和一年级（5 年）幼儿教师之间的教学合作。我们报告了一个为期一年的项目，该项目将这些幼儿教师聚集在一起，因为我们要求他们设计 STEM 学习生态系统，该生态系统不仅可以支持新的学习，而且可以为从幼儿园到一年级的有意义的过渡提供环境。超越熟悉新学校环境的过渡，以建立互惠的教学合作。在集体讨论中，教师们表示他们希望鼓励儿童的能动性。这激发了他们创造性地思考他们的教学设计。作为该项目的一部分，鼓励所有参与者围绕儿童的声音和倡导进行协作教学对话，注意和提出问题的做法作为调查的基础，并将基于游戏的调查从幼儿园扩展到学校环境。本文探讨了这些教学遭遇发生的方式。在此过程中，教师们反思了从传统的“为学校做好准备”过渡的观点转变为将教学对话和文档提升为专注于创新学习设计的观点。本文探讨了这些教学遭遇发生的方式。在此过程中，教师们反思了从传统的“为学校做好准备”过渡的观点转变为将教学对话和文档提升为专注于创新学习设计的观点。本文探讨了这些教学遭遇发生的方式。在此过程中，教师们反思了从传统的“为学校做好准备”过渡的观点转变为将教学对话和文档提升为专注于创新学习设计的观点。