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Sarah C. Campbell & Richard, P. Campbell: Cook Prize 2023, Silver Medal Acceptance Speech.
No full textSarah Campbell (author & photographer) and Richard Campbell (photographer) give an acceptance speech and talk about their book Infinity: Figuring Out Forever. Published by Astra Young Readers.https://educate.bankstreet.edu/cook/1005/thumbnail.jp
Indigenous Pedagogies: Land, Water, and Kinship
Get PDFIndigenous communities, across lands and waters, engage in and build complex knowledge systems emergent from particular values and ways of perceiving and being in the world (Cajete, 1994; Deloria & Wildcat, 2001). Indigenous knowledge systems, values, and ways of being are understood and enacted within socio-ecological systems grounded in reciprocal kin relations. Meaning: for Indigenous peoples, teaching, learning, living, and being in relation with human and more-than-human beings is central to our knowledge systems. In Issue #49 of the Bank Street Occasional Papers, Indigenous Pedagogies: Land, Water and Kinship, we bring together Indigenous educators and researchers to demonstrate how Indigenous teaching and learning takes form across contexts
Pearl AuYeung: 2023 Irma Black Award Silver Medal Acceptance Speech
No full textAuthor Pearl AuYeung gives an acceptance speech for The Best Kind of Mooncake, (Page Street Kids)https://educate.bankstreet.edu/irma_black_awards/1006/thumbnail.jp
Mac Barnett: 2023 Irma Black Award Silver Medal Acceptance Speech
No full textAuthor Mac Barnett gives an acceptance speech for John\u27s Turn, illustrated by Kate Berube (Candlewick)https://educate.bankstreet.edu/irma_black_awards/1007/thumbnail.jp
Opportunities for Reflective Practice in Early Childhood Apprenticeships
Get PDFThis resource offers insights about the components, purpose, costs and related implementation considerations needed to design a system of high-quality job-embedded support in residency or apprenticeship programs. It is intended for early childhood leaders to facilitate the design or enhancement of this critical investment for our early childhood workforce.https://educate.bankstreet.edu/bsec/1011/thumbnail.jp
The Use of Culturally Sustaining Practices in Play to Foster Resilience
Get PDFChildren present in the hospital with an array of previous experiences. Play specialists must learn to help children use experiences as opportunities for growth and coping and be prepared when significant life events emerge as part of a child\u27s play. Ecological models provide a framework for understanding children\u27s lived experiences affecting development and offering insight into children and families responses to stress. Foundational theories of play provide knowledge of children\u27s development, interests, and understanding of themselves and the world. This chapter examines two culturally sustaining models that build on play theories viewing children and families through a strengths-based lens that includes culture, traditions, spiritual, and community support to facilitate assessments and interventions. Converging ecological models and culturally sustaining pedagogies with play deepens the play specialists\u27 understanding and ability to identify strengths, build relationships, and discover family and community support leading to children\u27s meaning making and resilience.https://educate.bankstreet.edu/gse/1028/thumbnail.jp
Play\u27s Continuum of Needs: Building Blocks for Deepening Play Opportunities in Medical Environments
Get PDFOptimal healing for children in hospitals occurs when their developmental needs are considered as part of their overall treatment plan. One of the most pressing developmental needs for all children is the need to play, and this remains so even when they are confined to a hospital bed or face developmental delays or disabilities. This chapter examines the most basic components of implementing play programs in hospitals, such as the intentional creation of space for play, determining the best times for children to play, and exploring what types of play are therapeutic and possible in a hospital environment. The author presents a continuum that highlights foundational components of a therapeutic play program and explores a wide range of types of play, including examples that arise .from a variety of cultures. Child life specialists and hospital play specialists are in a unique position to improve patient experiences and health outcomes by interacting with children using their primary language: the language of play.https://educate.bankstreet.edu/gse/1027/thumbnail.jp
The Best Board Books of the Year [2023 edition]
Get PDFThe inaugural edition of our annotated list of the very best board books for ages zero to four that were published in 2021 and 2022.https://educate.bankstreet.edu/ccl/1022/thumbnail.jp
Language Values Guide
Get PDFDesigned to be used as a tool and to provide useful information on our daily interactions with both adults and children. The purpose of this guide is to continue educating our community toward maintaining a safe and inclusive community by recognizing what we say does matter. This guide will be used as a support document throughout the College, including with our partners, so we share a common language that respects both individuals and groups.https://educate.bankstreet.edu/faculty-staff/1036/thumbnail.jp
Hands Back, Hands Forward: Expanding the Circle of Indigenous Storyworkers
Get PDFAn Indigenous teaching that has guided my life, both professionally and personally, comes from Tsimilano, Elder Dr. Vincent Stogan of xʷməθkʷəy̓əm (Musqueam). 2 He was a leader, teacher, and mentor to many. At the beginning of our gatherings, we often formed a circle. Tsimilano had us hold our left hand out with the palm facing upward to signal the respectful action of reaching back to receive the teachings—knowledge and values—from the ancestors and those who have traveled on our pathway before us. It is our responsibility to think of ways to put these teachings into our everyday actions. He then had us extend our right hand with the palm facing downward to symbolize sharing those teachings with others, particularly the younger generation, which is also an action of reciprocity. We then joined hands in the circle to unite the past, present, and future