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What looks like defiance is often a nervous system trying to stay safe. Adam McCormick, Professor of Social Work at St. Edward's University, explores trauma as an internal wound, the nervous system's constant search for safety, and why children can act out in the very relationships where they feel …
When children's developmental needs go unmet, the effects ripple far beyond the learning environment. Megan Graham - play advocate and Child and Youth Care student - explores the brain science behind trauma-informed practice, the role of play in building a sense of self, and why educators' observat…
What does meaningful learning actually look like - and why doesn't it move in a straight line? In this episode, I trace a week of colour exploration in Art Lab through Guy Claxton & Emily Poel's Bodies of Learning and Suzanne Axelsson's Original Learning Approach - and consider what it asks of …
What if the divide between infant and toddler, preschool, and school-age educators isn't really about age groups at all - but about status, hierarchy and whose work gets recognized as teaching? In this panel conversation, Paige Wernick, Ron Grady, and Dr. Misty Paterson explore the depth of knowled…
Children have a right to autonomy - and so do educators. And like children, we don't practice that autonomy in isolation; we work in teams, organizations, inside larger systems. In this episode, Collective Autonomy: What It Looks Like When We Work Together, drawing on Suzanne Axelsson's concept of …
Ansvarsfraskrivelse: Podkasten og kunstværket, det finnes indlejret på denne siden, er fra Cathy Belgrave, som tilhører dens eier og ikke er tilknyttet eller godkjent av Listen Notes, Inc.