Whether participating in a webinar, reading a book, collaborating with colleagues or conversing with children, we are always learning. In the busyness of the day we often forget that children are not the only learners in our work, we are in fact learners in our own right. Teaching can’t be mastered, only improved. You cannot reach a certain point in your professional life and say that you have acquired all the knowledge necessary to teach. Teaching requires a reflective stance and an acceptance that what we have once known as truth, can change.
On my first day as an assistant educator in Australia I remember asking my room leader what to put on an empty table, I was told "Look in the cupboard and see what you can find." I was quite shocked at this response, so I questioned her. "But, why am I choosing, when the children can choose themselves?" The puzzled look on the room leaders face told me that she had not been questioned like this before, so I didn't peruse it at that time and quickly put some Lego on the bare table.
What I knew then is nothing in comparison to what I realise now and over the years I realised that it is important to question, if you don't question, you don't learn. I also came to the realisation that you can question children too much and listening is a great way to learn about children and each other as practitioners . Slowing down my questioning and practicing a pedagogy of listening, gave me the understanding that the questions I ask can be irrelevant in the context of children's play and their ability to learn without my questions. The realisation that listening to understand, rather than listening to respond has supported me greatly in my role as pedagogical leader and also when documenting children's learning.
I want you to picture this scenario, one that may or may not have happened in your setting.
I'll title the scenario, 'Transporting mud"
"Here, we need to bring it here."
Some of the children had bought a bucket of mud inside and placed it on the art table. Now usually I would have questioned children on their intentions, however I was intrigued by where this was going, so I listened. One of the children then begun to smear some of the mud onto some paper. "Its not runny, we need water." So one of the others got a cup and went back outside, returning with a cup of water. I then noticed my colleague peering in from outside "What are you doing?" she asked. "You can't bring mud indoors!" she said.
Now the idea of mess, in particular muddy mess, especially indoors would alarm or distress some educators, and I can say that before I became a pedagogical listener, I would have repeated what my colleague had said, however I lifted my hand to gesture to my colleague that it was O.K, and the children were empowered to continue. I was confident that the process of smearing the runny mud on the paper had a purpose, I was just waiting to find out what, but I wasn't going to rush this by bombarding the children with questions.
"We need to put the mud on top of the paper." I watched as they began to stack the mud and paper on top of each other.
"We are making a Pyramid" This was the first time the children had acknowledged my presence.
"We have to put it in the sun to dry" The children then took their pyramids and placed them on the bench outside. While I had not asked one question I was able to establish children's intentions and understandings during this scenario. The children felt empowered to break the so called 'rules' of bringing mud indoors, and on reflection I wondered would they have done so if the people, places and materials were different?
Listening involves giving attention to others that goes beyond the hearing of sound. To listen requires mindfulness, being present in the here and now. To be present means to be focused on what is happening right now and to be open to and see the possibilities among the people, the space, and the materials within the environment. This can also be said of our work with babies and toddlers who are often unheard, but who are very powerful in their communication with others. When you sit back and watch just how influential under 3's can be in their space, it is quite phenomenal. Last year I worked alongside a group of educators in a baby room, in relation to children's agency. We delved deep into the idea of pedagogical listening and looked at how babies could be part of the decision making in regards to curriculum, in particular routines. Babies were no longer being taken out of their highchairs without consent and now going to sleep when they were ready. Educators were empowering children by reading their cues through a listening lens. It was Carla Rinaldi who said 'Listening becomes not only a pedagogical strategy, but also a way of thinking and looking at others.'
An effective pedological listener knows that the timing of a question is fundamental in the learning process, but not as important as children's freedom to go beyond our own agenda or pre-determined questions. The simple act of listening can transform the way in which we view our work with children, seeing them more as partners in the teaching and learning process.