CAS Economics and Pedagogy of Early Childhood Education
Period9 October 2019 - 5 June 2020
FormatOn-site – switch over to online-learning if required
- Build a deep understanding of the most innovative educational methods; learn to apply them in any context
- Obtain a unique international perspective, through expert instructors from the US to Scandinavia
- Obtain a multidisciplinary understanding of education: pedagogy, neuroscience, psychology, and economics
- Hands-on learning with direct and interactive, deep-dive experiences
- Learn to integrate project-based learning, constructivism and visible thinking, design thinking for education, outdoor education and forest school practices, digital learning and technology, the Reggio Emilia approach, and learning through play as promoted by the LEGO Foundation
- Become an innovator and problem seeker-solver alongside the children
- Build strategies for onsite training, capacity development, and investment in early childhood education
- Acquire expertise in assessing and designing educational programs and policies for early childhood education
6 modules compulsory for the CAS - 1 module optional:
- Children Thinking Made Visible. Video Analysis - Documentation - Constructivism
- Building brain architecture through play (part1). The Reggio Emilia approach to Education (part2).
- Design Thinking, Empathy and Innovation
- The Project Approach
- Forest Schools and Outdoor-Nature Programs
- Digital Learning
- The Economics of Early Childhood Education
Prof. Salvatore DI FALCO, Geneva School of Economics and Management (GSEM) and Paola TRIGARI, International Education Consultant, University of Geneva
Video Analysis-Documentation-Constructivism. Visible thinking and video recording.
Discussion and practice of video analysis as one of the most effective tool for designing project based curricula and comprehensive interventions and educational models.
A tool for supporting capacity development through self reflective practices; to make children’s thinking visible and engage in research; to adopt reflective practices and help children reflect on their own thinking; to understand the children’s constructive learning, and to re-launch their theories within a constructivist project oriented education.
Day 1 Video analysis to support the child's construction of knowledge
To understand is to Invent: Defining constructivism
Reflective thinking: The contrast between reasoning and remembering
Verbs vs Nouns: The advantages of video over photography
Ordinary Moments: Using video to find high-level thinking.
Breakout sessions - Hands-on work with selected video clips
Day 2 Making thinking visible to the learner and to others
Seeing Intentions - The power of instant video revisiting
Drawing to Learn - The importance of representing things incorrectly
The Democratization of Documentation - Video allows for constructive debate
Breakout sessions - Drawing to learn activity in class
Analysis of making thinking visible video
Day 3 Your own application of video analysis and constructivism
Thinking about children's thinking instead of achievements
The faith to question what we know
The belief in depth over breath
Program commitment to video analysis and documentation
Certainties regarding teaching and learning
An issue of values, culture and training
- Listing and defining barriers and solutions
- Making our plans explicit with a look toward change
Jamie Broadhead, M.Ed.
Jamie is an Early Childhood Education consultant, focused on the value of constructive play in early learning, child development, and the process of making young children’s thinking visible through digital video analysis.
Since 2004 she worked with Dr. George Forman (former researcher at Harvard Project Zero) at Videatives, Inc., developing digital video resources highlighting the details of what young children know about their physical and social worlds, and identifying strategies teachers can use to extend children’s knowledge and become co-constructors in children’s learning. She also facilitated the Videatives online eCourse, Observation and Documentation.
Since 2013 Jamie has consulted with the Concord Consortium, Concord, MA as a Sensing Science Team researcher, initially investigating K-2 students’ conceptions about heat and temperature through qualitative interviews, and more recently, investigating a) how kindergarteners understand and use particulate models to explain physical phenomena such as states of matter and phase changes; and b) how the use of a modeling context and technology-based dynamic representations influences kindergarteners’ ability to learn to model physical phenomena. Jamie has a passion for authentic research with real-world applications, a commitment to the use of digital video as a tool for engaging in the reflective process of pedagogical observation and documentation, and enthusiasm for the design and implementation of technology in learning environments as a tool with exciting potential for helping young children engage in theory revision and the construction of new understandings.
Jamie holds an M.Ed., ABD, from the University of Massachusetts, Amherst, MA. and a B.A. in Women’s Studies from Smith College, Northampton, MA.
Building Brain Architecture through Play (Diego adame, LEGO Foundation) - Day 1
During this interactive and hands-on course we will discuss the importance of play for children’s holistic development. We will start by exploring the science of early childhood and the importance of building core skills through play. Then we will reflect on research and approaches from the LEGO Foundation and its global academic partners on the benefits of play and effective approaches to facilitate play activities with young children.
The Reggio Emilia approach to Education and Progettazione (Tiziana Filippini, Reggio Children)- Day 2-3
We will focus on the concept of Progettazione, an organic and flexible approach in designing the learning experiences. We will delve into the strategies for observing, documenting, and listening closely to the processes of children’s inquiry; reflecting on observations to sustain and re-ignite the children’s interest; planning meaningful provocations that enable children to test their theories as related to their inquiry. We will explore the role of the teachers as researchers.
Program Day 1
- Part 1: Brain Architecture
Through a playful approach we will reflect on the role of genetics and experiences to build children’s brain. In small groups we will consider the role that adults (parents, caregivers, teachers) have in supporting children’s development by promoting positive interactions, providing a supportive environment and reducing sources of toxic stress.
- Part 2: Learning through play
Introduction to learning through play and the existence evidence of the benefits of play for children’s development.
We will spend time learning through play and reflecting on the skills that children can develop when engaged in play activities
- Part 3: Play Facilitation
We will review the evidence on the role of adults when facilitating play experiences for children. As a group we will define the main characteristics of meaningful play facilitation and the barriers that educators face.
- Part 4: Let’s practice
In groups, you will be required to design and facilitate play experiences that would have a positive impact on children’s development
Innovators, problem seekers, thinkers and doers.
Design Thinking is a methodology to affect change in teams and organizations and foster a culture of innovation. It is an iterative process used to solve the world's toughest challenges. This module will explore design thinking by actively engaging participants. Using a deep-dive process the participants are immersed as a team into the design thinking process through a situation leading to problem seeking, problem solving and idea creation. With an explicit focus on equity, participants will take on a local challenge centered on advancing equity within the educational community. They will engage in the stages of design which involves how to: empathize with a user, define the challenge facing the user, ideate solutions, prototype ideas and test a solution to a local or global challenge. This module will explore how educators and students can experience learning that stretches them beyond their comfort zone to develop new skills and mindsets. Participants will leave this module with a deep understanding of how design can be used to create equitable outcomes for more students; with the tools to use design within their own context to solve challenges facing education; with a new mindset for advocacy in education.
Day 1 An Introduction to Design Thinking Process and Mindsets
Will introduce the basic methods and processes of design thinking with a rapid cycle challenge. Participants then complete a two-day immersive challenge to develop skill in the phases of design thinking: Empathize, Define, Ideate, Prototype, Test.
Day 2 Day Long Challenge
Will offer an intermediate deep-dive into the methods and processes of design thinking with an immersive challenge. Participants will engage in fieldwork to identify needs and then design solutions for users and test their prototypes to gain feedback.
Day 3 Organizational Implementation
Will deepen design thinking methods for participants to use and apply upon a personal challenge either on a professional subject or their organization. Each individual will structure a plan for managing design implementation and conduct an initial empathy interview with a stakeholder as a first step on the sprint. Participants will leave with prototype of how to apply design within their own context and how to engage others in the process of using design thinking to solve the tough challenges facing education within their communities.
Peter Worth, International education consultant and learning experience designer; former co-director of School Retool, design school’s K12 Lab, Stanford University, CA, US
Peter Worth is an educator and learning designer working at the intersection of design thinking, school leadership, professional learning, and school culture change. As a member of the Stanford University design school’s team, and former co-director of the School Retool professional learning fellowship—a project of the Stanford d.school’s K12 Lab—he helps school leaders apply human-centered design to build an equitable school culture to prepare all students for post-secondary education, career, and civic life. Now based in Northern Ireland, Peter consults with a range of clients on primary, post-primary, and tertiary education. A career educator, Peter has been director of learning design and senior instructional designer for a professional learning ed-tech company, a senior research associate on assessment and standards with an educational research organization, and a public school teacher in Los Angeles County. Peter holds a Master’s degree in education (Learning, Design, & Technology) from Stanford University and a Bachelor’s degree in theater arts from UC Santa Cruz.
Devon Young, Stanford University d. school
Devon Young is the Program Manager and Learning Experience Designer for the K12 Lab Network at the Stanford d.school, where she leads the international Shadow a Student Challenge and delivers innovative professional development to educators through Discover Design Thinking workshops. Devon began her career in education as an AmeriCorps VISTA, working at a non-profit that matches low-income middle school students in workplace-based apprenticeships. It was during this experience that Devon was able to see the power of inspiring students through hands-on, experiential learning, and realized the need to engage with educators to catalyze change in schools. Devon feels lucky to work with the K12 Lab Network where every day she is surrounded by educators striving to improve the world around them for their students. Devon holds a Bachelor's degree in International Studies from the University of San Francisco.
Socio-constructivist Project Approach: a teaching method in which children gain knowledge and skills by working in groups for an extended period of time to investigate and respond to engaging and complex questions, problems, or challenges.
Authentic learning building on the children natural curiosity, disposition to discover, enabling them to question, connect and problem-solve and to become active participants and shapers of their worlds.
An interactive course providing concrete strategies to ensure the children inquiry-based thinking, the peer’s social construction of knowledge and the children’s long term engagement. Each strategy is discussed through videos of actual examples of long term investigations from European and American project based and socio-constructivist preschools and primary schools.
Paola Trigari, International Educational Consultant; GSEM, University of Geneva.
Paola Trigari is an international educational consultant on Project Based Education, Constructivism, Social-Constructivism, and the Reggio Emilia-inspired educational philosophy.
Paola holds seminars and consulting appointments throughout the U.S., e.g. New York, New Jersey, California, Pennsylvania, Illinois; and in Europe, e.g. Switzerland and Spain.
She consults for preschools to primary and secondary schools, and collaborates with universities and pedagogical institutions. She is the co-director of a new post-graduate program in Early Childhood and Primary Education at the University of Geneva, Switzerland.
Paola worked as pedagogical director and program director of the Reggio inspired Inquiry based International Italian School in San Francisco (La Scuola of SF).
Paola holds a MSc in economics from UPF (Barcelona) with a final thesis on the Returns to Education. She has an International background: native of Italy, grew up in Turin (Italy), Paris (France) and Sâo Paulo (Brazil). She then lived and worked in London (UK), San Francisco, Barcelona and New York. Italian native speaker, Paola is fluent in English, French, Spanish, and Portuguese.
Forest schools and outdoor learning. The Scandinavian tradition of using nature and outdoor environment as a learning resource. Full immersion in the outdoors; active hands-on learning experiences in a natural environment that promotes self-esteem, co-operation, and risk-taking. Built on the children’s natural instinct to explore the world through active and physical interactions. Built on the need to take risks: the foundation of learning, confidence and autonomy.
An interactive hands-on course to equip the participants
- With the tools to transform a school’s outdoor environment into a "nature classroom".
- With the skills to implement effective outdoor education.
Participants will have the opportunity to learn through an outdoor experience in a urban forest.
Day 1. Forest and Nature School Pedagogy
Day 2. A day in a Urban Forest: immersive experience in Forest and Outdoor Schools
Day 3. Starting or Upgrading a Forest and Nature School program
The course will be conducted by the following expert lead facilitator and outdoor trainer:
Markos is a consultant-trainer at Inside-Out Nature, leading Danish Forest & Nature School training and consultancy organization. He holds a BSc in Economics from the University of La Verne, California, an MA in Environment from the University of Melbourne, Australia, and a Diploma in Education for Sustainable Development from the University of the Aegean, Greece. He has worked in outdoor and environmental education with the Greek Bear Sanctuary, Organization Earth, and Planet Agents. He runs the Forest and Nature school program at Paichnidagogeio preschool and elementary school in Athens, Greece, where he coordinates the Primary School and nature program for all ages. Since 2004 he has worked in environmental education with a number of NGO's and as a kayak instructor, taking children on outdoor adventures. Markos is passionate about the outdoors, he is more passionate about offering children opportunities to be outdoors and he is even more passionate about inspiring and "equipping" pedagogues to use the outdoors as a learning environment.
Constructing Digital Learning Environments in Early childhood and Primary Education
Early learners have significant—and highly untapped—potential for understanding abstract concepts and reasoning in sophisticated ways. Research has shown that technology offers powerful support for conceptual science learning in the early grades. During the first two days of the workshop we will use the National Science Foundation-funded Sensing Science through Modeling Matter (Grant No. DRL-1621299) dynamic apps and technology-enriched activities that use models and probes to help kindergarten students develop an understanding of the states of matter and phase changes. During the morning of the third day, you will introduce these apps and activities to kindergarten students so you can investigate the student learning first hand. The final afternoon will be filled with other possible early childhood digital learning environments designed at the Concord Consortium (concord.org).
(3 Apps and activities on day one of the workshop to help kindergarteners understand states of matter based on microscopic particle modeling. Participants work through each app as students.)
- The Thermoscope reframes temperature as the speed of particles, rather that the common misconception that temperature increases by adding more hot "stuff." The interface design (with and without the probe hardware) makes it easy for the children to explore different materials. You can help the children understand that the displays are microscopic views of what is happening inside the material.
- The Land of Bump is an animated story that introduces the motion of particles related to temperature and energy transfer in an accessible, interactive way. The fancifully illustrated story includes pauses that allow users to predict what will happen next.
- Particle Patty is a playful video animation that demonstrates the role of particle motion in solids, liquids, and gases. Particle interaction and the arrangements of particles within different states of matter are represented clearly for users of all ages.
(3 Apps and activities on day two of the workshop. Participants work through each app as students further understand states of matter based on microscopic particle modeling and phase changes.)
- Get ready to play with the submicroscopic world! The Particle Modeler is a playground for experimenting with the building blocks of matter. Drag particles around, then see how they move.
- The Flying Zippies is a whimsical online story designed to teach about particles changing states when the ambient air is heated. The particles are represented as a set of circus performers called the Zippies.
- The Thermonator (aka: The Matter Maker) is an engaging and educational app designed to help children see their own theories about how states of matter change from solids to liquids to gases. Using Thermonator to change the speed, bounce and attraction of small particles, children create different patterns of particle interactions to express their current understanding of how this micro-world works.
Local kindergarteners use the activities with the workshop participants. Both the participants and the students should be paired. The number of students would depend on the number of workshop participants.
Investigating other Digital Learning tools and science options designed at the Concord Consortium (concord.org).
Carolyn Staudt, Senior Scientist, The Concord Consortium, US.
Carolyn Staudt is a curriculum and professional development designer who infuses technology into collaborative inquiry-based projects. She has worked extensively on the educational uses of probes and models, allowing students to collect real-time data with sensors and probes attached to mobile devices. More recently, Carolyn recently has become passionate about working and promoting early childhood science. She has directed and managed over 15 National Science Foundation-funded projects since 1996 that include assisting teachers in the implementation of technology into the classroom curriculum, teacher and student utilization of digital interfaces and software, design of platforms for customizable activities, and manipulation of software up to, and including, scripting. After teaching 20 years, high school and college Mathematics, Chemistry and Physics, Carolyn was the 1990 Christa McAuliffe Fellow and the Fairlawn, Ohio, Citizen of the Year in 1991.
Nathan Kimball, Curriculum Developer, The Concord Consortium, US.
Nathan Kimball has worked for over 30 years in the field of educational technology, developing software tools and curricula for science discovery and learning for students in kindergarten through college. For the past seven years, he has the delightful experience of interacting with early childhood students to learn their ability to perceive and reason with the unseen world of the particles that comprise matter. He has a science background in both physical and earth science. His two special research interests are the role of experimentation, data collection, and dialog in scientific sense-making, and the effective design, context, and interpretation of computer simulations in educational settings with emphasis currently on early elementary students. Mr. Kimball champions new technology and has developed and tested designs for the gesture-based control of the simulations. New endeavors will explore perspective, orientation, and collaboration using augmented reality systems.
We provide the tools to design and to effectively measure interventions: any education program needs a sound technical design as well as a good monitoring, evaluation and learning (MEL) plan.This course will equip participants with the basic tools to design education programs at the school, regional or state level, and to create a MEL plan that can be incorporated into their common activities. The participants will put in practice the tools learned using a case study others.
We analyze selected interventions around the world, focusing on a number of early childhood interventions in the United States, Latin and Central America. For example discussion of Professor James J. Heckman's, Nobel Prize, and his team from Chicago work. We address potential inequality in familial and educational environments of young children; also discuss projects involving the famous Abecedarian and Perry Preschool Projects, as well as many others. We will cover the impact on Cognitive and non-cognitive Skills. The focus is on a deep understanding of interventions in early childhood education; discussing the current evidence on returns to investments in education, and its impact on the importance of early childhood education, versus higher education, for a variety of adult incomes.
Pietro Biroli, assistant professor of Economics, University of Zurich
Returns to investments in early childhood: an economic perspective
These two lectures will present a review of the economic literature estimating the returns to investment in early childhood. The first lecture will provide a general framework for understanding the costs and the benefits of investing time and money in the enrichment of the first years of a child's life. The second lecture will critically discuss the current evidence on the returns to such investments, both in terms of parenting choices within the family, and public investment in early childhood education.
Giacomo De Giorgi, Professor of Economics, IEE/GSEM, University of Geneva
Selected Evidence on Early Childhood Interventions
Several countries around the world have experimented with educational interventions target to early childhood and beyond. We will go through the journey of some influential educational policies around the world.
Monica Yudron, Ed.D, Director of Programs and Strategy, Saul Zaentz Early Education Initiative, Harvard Graduate School of Education, Harvard University
Leadership and Resistance to Change in Early Childhood Education (June 3, 2020)
Maria Elena Ortega Hesles, Ed.D. Harvard University, World Bank and Lego Mexico Consultant, International Educational Consultant
Design, Monitoring and Evaluation of Education Programs (June 4, 5, 2020)
Is the design of the program adequate? Is the program being implemented as planned? Are we seeing the intended results? How can the program be improved? All of them are common questions that practitioners ask themselves at different moments and the reason why any education program, regardless of its magnitude and objective, needs a sound technical design as well as a good monitoring, evaluation and learning (MEL) plan.
This practical course will equip participants with the basic tools to design education programs at the school, regional or state level and to create a MEL plan that can be incorporated into their common activities. The participants will put in practice the tools learned using a case study. In addition, the concepts covered in the course will help participants to learn how to interpret the results other studies to learn from best practices. The main objectives of the courses include: understand the principles for the design, monitoring and evaluation of an education program; recognize the importance of evaluation for accountability and program improvement; comprehend the difference between types of evaluation; develop tools (i.e. needs assessment, theory of change, MEL plan) that can be adapted into their practice.
- Day 1 (June 4): How do we design an education program?
Learn the relevance of designing programs based on a needs-assessment and theory of change. Develop and discuss the causal tree and theory of change for the case study.
Topics: diagnostic of needs, components of the causal tree and the theory of change, difference between monitoring and evaluation, construction of indicators, selection and piloting of instruments.
- Day 2 (June 5): How to monitor and evaluate an education program?
Identify the tools for program monitoring. Define what, how and how many to evaluate. Draft a basic MEL plan for the case study.
Topics: fidelity of implementation, types of evaluations (processes, impact, cost-efficiency), sample size, data collection, selection or creation of instruments, contingency plan, interpretation of results, evidence-based learning.
- A university degree or equivalent
- At least 3 years of professional experience
- Proficiency in English is required