We are very happy to have been accepted as a new member of the International Step by Step Association!

ISSA is a membership association, which serves as learning community and a champion for quality and equity for all children and their families.

Already, AEN has been participating over the last 5 years in international conferences organized by ISSA, which have always served as valuable learning experiences and opportunities to network with like-minded practitioners committed to progressive change in early childhood education.

by Didi Devapriya Deshaies

In October, the International Step by Step Association (ISSA) organized a conference for early childhood professionals with the theme „Early Childhood in Times of Rapid Change” that took place this October in Vilnius, Lithuania. The conference explored four main strands – Meaningful Learning for Children, Meaningful Preparation for the Workforce, Meaningful Support for Families, Meaningful Use of Technology. The conference sought to address the experience of rapid changes facing societies around the world, bringing together experts, researchers, practioners, policy makers and NGOs to discuss these themes in a variety of interactive sessions. There was a particular emphasis on the refugee crisis and several presentations shared strategies on addressing the needs of children and families affected by displacement and the traumas of war, natural disasters or economic crisis.

I was invited to present two Neohumanist Education projects: The „Pathways to Education” project for Syrian refugee children run by AMURT Lebanon, and the „We all have a Story” project promoting inclusivity in early childhood education that took place in Romania. I was able to participate, thanks to support from the Zonnelicht school. It was an excellent opportunity for Neohumanist Education approaches to gain visibility amongst leaders in the field, as well as to learn about innovative new developments in ECE and create new networking connections with like-minded organizations and people. A Dutch organization was particularly interested in exploring collaborations in working with refugees. Connections were also made for developing further projects in the integration of severely marginalized Roma communities. 

by Didi Devapriya Deshaies

In October, the International Step by Step Association (ISSA) organized a conference for early childhood professionals with the theme „Early Childhood in Times of Rapid Change” that took place this October in Vilnius, Lithuania. The conference explored four main strands – Meaningful Learning for Children, Meaningful Preparation for the Workforce, Meaningful Support for Families, Meaningful Use of Technology. The conference sought to address the experience of rapid changes facing societies around the world, bringing together experts, researchers, practioners, policy makers and NGOs to discuss these themes in a variety of interactive sessions. There was a particular emphasis on the refugee crisis and several presentations shared strategies on addressing the needs of children and families affected by displacement and the traumas of war, natural disasters or economic crisis.

I was invited to present two Neohumanist Education projects: The „Pathways to Education” project for Syrian refugee children run by AMURT Lebanon, and the „We all have a Story” project promoting inclusivity in early childhood education that took place in Romania. I was able to participate, thanks to support from the Zonnelicht school. It was an excellent opportunity for Neohumanist Education approaches to gain visibility amongst leaders in the field, as well as to learn about innovative new developments in ECE and create new networking connections with like-minded organizations and people. A Dutch organization was particularly interested in exploring collaborations in working with refugees. Connections were also made for developing further projects in the integration of severely marginalized Roma communities.

A new term that was repeatedly used in the conference was „Generation Touch” referring to the impact of touch screen technology on children who are growing up in a world where they expect every object to perform like a screen, responding instantaneously to touch. This phenomenon was explored in several of the presentations I attended. Generally, there was a consensus that technology should scaffold and support, rather than replace other types of educational interventions, and that its use should be very limited in the earliest years of a child’s life, as it can affect neurological development. In her keynote speech, Professor Liz Goodman who teaches „Inclusive Design” in Dublin, also described innovations in the use of technology to support the inclusion of special needs children, such as an innovation that allows paralyzed people to move a mouse with their eye movements. She talked about how technology can assist in personalization of services as „one size fits one”.

I particularly enjoyed a lively peer debate on the appropriate use of technology in early childhood education. I was expecting to listen to a panel of experts debating the pros and cons of technology, so I was quite taken aback when I walked in through the door and the moderator asked me whether I was for or against the use of technology in Early Childhood education – I answered „It depends…” but we had to all choose a stand and then go through a formal debate process. I ended up on the anti-tech side and argued that the most important piece of technology we must teach children to master is our own body, heart and mind. However, in reality – I recognized that technology is very difficult to avoid, and it is simply a fact that we must learn to deal with in appropriate ways. Another conclusion that was also mentioned several times in the course of the conference, is that the increase in screen time, needs to be balanced by increased conscientious attention on developing empathy and relationships.

Another keynote presentation, by Nicholas Burnett, introduced the Lancet Series, which Advancing Early Childhood Development: from Science to Scale. The journal is a prestigious medical and scientific journal, which has gathered evidence to quantify the impact of early childhood education. The study shows that „children who are not nurtured properly in the early years may forfeit a quarter of their earning capacity as adults. The Series provides a roadmap to successful interventions in early childhood, along with evidence that such interventions contribute directly to ending extreme poverty, boosting shared prosperity, promoting healthy lives and learning, reducing inequalities, and maintaining peaceful societies.” The findings from the Lancet series emphasize „‘nurturing care’, especially for children below three years of age: multi-sectoral interventions starting with health – which can make a profound impact on families and young children through health and nutrition.” Dr. Burnett made a comparison with climate change – that a change in our individual behavior will not to seem to have any impact in the short term, but unless we take actions now, we will all be in much worse problems in the future.

Indeed, the Lancet series evidence has already proven useful in convincing policy makers to include investments in Early Childhood Education as part of the UN Millenium Development Goals and on more local levels. The conference concluded with the screening of a new documentary video „The Beginning of Life” which similarly can be very useful in supporting efforts to convince parents, policy makers etc about the importance of investing in early childhood education.

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The Gradinita Rasarit kindergarten was started in 1995 – so it has had its 20th anniversary in 2015!

The program is the first one in Romania to be inspired by Neohumanist Education philosophy and we are working on creating a new educational alternative based on this experience. Here is a photo album of some of the activities from the past year!

Descopera, Simte si Iubeste Natura – Curs pentru Parinti si Educatori

Cand:

– 21 septembrie 2015, Poieni, jud Buzau la Gradina Sociala AMURTEL, ora 15-17

– 23 septembrie 2015, Centrul Morningstar, Str. Almas 16 Sector 1 Bucuresti, ora 18.30-20.30

Sumar:

Vom urari modalitati pentru a creste si a consolida atasamentul innascut al copiilor fata de minunile si fascinatiile naturii, dar si cum putem reaprinde aceasta pasinue la adulti pentru a reprezenta un model in relatia zilnica cu copiii.  Inspirati de cartea lui Richard Louv „Ultimul Copil din Padure” (“Last Child in the Woods”), vom examina nevoia de a ne petrece timp in aer liber si de a experimenta in natura, pentru a avea o dezvoltare armonioasa la orice varsta. Vom invata practici pentru a maximiza timpul petrecut afara si cum sa aducem natura inauntru, astfel incat sa stimulam dezvoltarea fizica, socio-emotionala si cognitiva.

Obiective:

Participatii vor:

• – explora si vor practica strategii si instrumente de apropiere si crestere a conexiunii copiilor cu natura pentru a o intelege si a o explora mai usor
• – examina si aplica principii ale educatiei adecvate intelegerii mediului inconjurator, atat in interior si in exterior
• – selecta si vor aplica principii care promoveaza constientizarea ecologica printre parinti si educatori

Despre trainer:

Ruai Gregory, licentiata in Dezvoltare Umana, a lucrat ca Early Childhood Educator din 1976. Rolurile ei au fost in timp, acelea de profesor, consultant, director, specialist de interventie, educator de parinti si profesor la colegiu.  In prezent preda Early Childhood Education la Blue Mountain Community College  din Oregon, USA si este consultant pentru Child Care Resource la Umatilla/Morrow Head Start. Impreuna cu sotul ei, Forest Gregory, sunt proprietarii “Harmony Home Nature Camp”, din 2000.

Acest curs este organziat de:

Asociatia Educatiei Neoumaniste

AMURTEL Romania

In ultimii doi ani, presedintele AEN, Denise Deshaies, a calatorit de mai multe ori in Liban, unde a condus cateva training-uri despre Educatia Neoumanista pentru angajatii unui proiect care se ocupa de copiii sirieni refugiati. In mai putin de un an, echipa proiectului AMURT Lebanon Child Friendly Space (CFS) a progresat considerabil. Desi si-a inceput activitatea intr-un spatiu care initial servea drept depozit si care a fost renovat, deasupra sediului AMURT; proiectul a fost ulterior mutat in cadrul scolii Al-Mahaba, o cladire spatioasa detinuta de biserica catolica din KfrNabrakh, care detine si un teren de sport foarte bine echipat.

S-au inregistrat rezultate bune atat in ceea ce priveste educatorii cat si copiii. De la inceput in aprilie 2014, 310 copii au beneficiat de programul CFS. In acest moment, alti 50 de copii sunt integrati in program sub indrumarea a 10 facilitatori, a unui consultant educational si a doi psihologi care sunt implicati in programul de suport psiho-social.

Pe langa programul CFS, AMURT Liban sustine si programul “Inapoi la Scoala” care a oferit sprijin financiar unui numar total de 650 de elevi sirieni si libanezi pentru a le acoperi cheltuielile cu scoala, transportul si materialele educationale. In luna februarie AMURT Liban a organizat un training pe Educatie Neoumanista condus de presedintele AMURTEL Romania, Didi A. Devapriya pentru a oferi instrumentele educatiei holistice noilor angajati.

Trainingul a fost concentrat in mare parte pe intelegerea efectelor traumatice ale stresului asupra copiilor si a comportamentului lor, precum si pe metode practice de asistare a copiilor in integrarea sociala. Programul CFS este conceput ca un pas intermediar temporar pentru a ajuta copiii care fie nu au fost niciodata integrati in sistemul educational, fie au fost exclusi din cauza statutului lor de refugiati. Programul este creat pentru a-i ajuta sa se “normalizeze” dupa atatea experiente traumatice de dezradacinare, stres si instabilitate. Le ofera un spatiu sigur in care invata sa se exprime, primesc suport emotional si indrumare, dar si castiga abilitati practice pentru a fi pregatiti pentru scoala. Unul dintre cele mai importante elemente ale programului este insa distractia si joaca!

Iti da fiori sa observi desenele de pe peretii camerei de terapie, facute de cativa dintre copii. Imagini vii ale soldatilor cu arme, gloante, sange si cadavre. Acesti copii au vazut lucruri abominabile. Si totusi, sunt inca copii care au nevoie de aceleasi oportunitati ca altii pentru a creste, a se dezvolta si a se vindeca.

Didi a prezentat yoga pentru copii ca un mod pentru a stabiliza, a invata si a stimula relaxarea, care poate inlatura sistemul hiper agitat pe care situatiile traumatice il pastreaza mereu in alerta. A introdus de asemenea si auto-masajul, povestirile terapeutice, papusile persona si o multime de jocuri.

Grupul a fost deosebit de creativ si a inventat multe cantece in araba, bazate pe cantecele neoumaniste clasice care sunt folosite in timpul momentelor de liniste, de tranzitie, etc.

De cand au facut trainingul, facilitatorii au introdus un exercitiu de dimineata, numit “Ciclul Iubirii”, si folosesc cantecele pe care le-au creat pentru diverse activitati. Folosesc povestirile terapeutice intens si au creat cateva papusi persona arabe cu care rezolva niste probleme sensibile despre batjocura si discriminare.

Iata o poveste terapeutica pe care Didi a scris-o pentru training si care reflecta, desi este o metafora, experienta acestor copii:

Dezradacinatul:

O samanta mica de tomate a fost plantata in pamantul negru si cald in interiorul unei sere. Curand, un mugure micut a iesit la suprafata si s-a indreptat in sus catre lumina soarelui. A crescut si a crescut… Intr-o zi a aparut o lopata care a inceput sa sape puternic chiar in pamantul de langa samanta si dintr-o miscare, mugurasul nu se mai afla in patul lui familiar de pamant. O bucata mare de pamant atarna de radacinile subtiri ale mugurelui. Multe dintre firisoarele radacinii au fost rupte atunci cand mugurasul a fost smuls din pamant.

Vlastarul a fost inghesuit inr-un vas alaturi de alte plante micute. Abia mai putea respira. Apoi s-a auzit un motor hodorogind, si dintr-o data pamantul a inceput sa se miste dedesubtul lor. Au cazut unele peste altele, unele dintre ele rupandu-si frunzele fragile.

A trecut mult timp si micutele vlastare au asteptat in liniste, stand inghesuite. In unele dimineti plantele primeau un dus scurt de apa de undeva de deasupra. Insa multe zile treceau si si aveau nici un strop…erau atat de nsetate. Micile planute nu au mai putut creste catre soare. Au inceput sa se ofileasca…unele dintre frunze li s-au ingalbenit. Plangeau dupa apa, vroiau sa creasca din nou.

In sfarsit, strigatul lor a fost auzit. S-a auzit o voce preocupata: “O, aceste plante trebuie sa fie plantate in pamant. Cine le-a lasat aici?”

Micutul vlastar s-a vazut iarasi zburand prin aer, apoi a simtit cum este asezat intr-o gaura micuta in pamant, gata udata si pregatita sa-l primeasca. Radacinile i-au fost acoperite cu pamant. Vlastarul era fericit – dar atat de obosit incat a cazut este pamantul care-i acoperea radacinle. Nu avea puterea sa stea drept, mai ales ca razele soarelui bateau direct pe el, pe masura ce soarele se ridica pe cer.

Mai erau niste plante de tomate langa el – puternice si inalte. Pareau ca rad de nou-venitii tristi si ofiliti. Ele aveau deja niste flori galbene care le decorau crengutele, care se vor transforma in tomate rosii in cateva saptamani.

In seara aceea dupa ce soarele a apus in spatele muntilor stancosi, s-a inaltat luna racoroasa si si-a indreptat lumina binefacatoare catre micile vlastare. Luna i-a spus vlastarului: “ Esti in siguranta acum si-ti poti lasa radacinile sa se intinda in pamant din nou. Iti voi trimite roua diminetii sa o bei si sa te faci puternic, si in curand vei creste si le vei ajunge din urma pe celelalte plante si vei avea si tu flori frumoase si galbene si apoi tomate rosii si zemoase!”

In dimineata urmatoare nu a fost usor, si micutl vlastar a trebuit sa lupte, dar deja statea mai drept in pamant. A venit fermierul si a postat un stalp de sprijin chiar langa el, api l-a legat de el pentru a-i sprijini cresterea frumoasa si inalta. Desi era mai mic decat ceilalti si a fost nevoit sa munceasca din greu sa creasca, pe zi ce trecea vlastarul se inalta mai mult si mai mult cu ajutorul stalpului de sprijin. Fermierul avea grija si il uda suplimentar, ii dadea ingrasamant fertil din plin pentru a putea prinde din urma celelalte plante. Asa ca planta a facut ce stia sa faca – si-a indreptat frunzele catre soare si a crescut, a crescut, a crescut.

In curand avea mugurasi galbeni si pufosi pe crengute. In alte cateva saptamani, cand florile s-au uscat, acestea au lasat in urma lor niste fructe rotunde si verzi care se umflau pe zi ce trece. Fructele verzi de tomate au inceput sa se inroseasca in caldura soarelui de vara. Micul vlastar de tomata a crescut si sa- dezvoltat intr-o planta inalta si puternica, la fel ca celelalte, care si-a oferit mai apoi fructele zemoase si dulci fermierului care o ingrijise.

During the past two years, AEN’s president, Denise Deshaies has been travelling to Lebanon to lead trainings in Neohumanist Education for the staff of a project serving the Syrian refugee children there. In less than a year, the AMURT Lebanon Child Friendly Space (CFS) project has progressed considerably. Though it started out in a space that used to be a warehouse that was renovated above the original headquarters of AMURT, it has since shifted to Al-Mahaba School a large school building owned by the Catholic church in KfrNabrakh, with a spacious and well equipped sports field.
There has also been turnover in both teachers and children. Since the program began in April 2014, 310 children have benefitted from the CFS program. Currently, there are 50 new children integrating into the program. There are now 10 CFS facilitators, as well as an educational consultant and two psychologists involved in the psycho-social support program. Besides the CFS program, AMURT Lebanon also runs a Back to School support program which has given financial support to a total of 650 Syrian and Lebanese vulnerable students to cover school fees, transportation and educational materials. In February, AMURT Lebanon organized a Neohumanist Education training led by AMURTEL Romania’s president, Didi A. Devapriya to offer holistic education tools to the new staff.