How stories are lived in the Sunlight Room?

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VOL 1, NO 1 (2016): PEDAGOGICAL RELATIONSHIPS
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Published: Mar 26, 2016
Keywords:
lived-experience, storying, Sandalis.

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Tahmina Shayan
Capilano University

Abstract

The word “story” mean much more than a story from a book. This inquiry is based on how the word “story” is lived among a group of infants and toddlers. The aim of this inquiry is not only to find out the stories of children, but also to inquire how stories are lived in the Sunlight Room. The Sunlight Room is a branch of one of the early childhood centers, which has an infant toddler program. The inquiry was carried out through close observation of the room and the children during a relatively long span of time. Videos and photos were the main tools to capture what was being observed.  The inquiry demonstrated that everything is a story in the Sunlight Room and everyone in the room has a story. Also the stories that start in the Sunlight Room, can continue outside it.

 

Article Details

How to Cite
Shayan, T. (2016). How stories are lived in the Sunlight Room?. Journal of Childhoods and Pedagogies, 1(1). Retrieved from https://journals.sfu.ca/jcp/index.php/jcp/article/view/11
Issue
Vol. 1 No. 1 (2016): Pedagogical Relationships
Section
Articles
Author Biography

Tahmina Shayan, Capilano University

Tahmina Shayan is an early childhood educator at the University of British Columbia Childcare Services. She has been involved in early childhood education related work since 2009. She has experience working effectively with multi age children and children with special rights.  She is currently in the process of completing her Bachelors in Early Childhood Education at Capilano University in North Vancouver, British Columbia. She was born in Afghanistan. In 2009, she has received a full scholarship to attend an International Baccalaureate program at Lester. B. Pearson College in Victoria, British Columbia.  In 2015, she received the International Student’s Award from Capilano University. She is passionate about education in general. Her areas of interests are curriculum, children’s play, language and literacy, outdoor education, imagination and creativity as well as concepts such as ethics and social justice in education.

 

References

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