Provocations and Pintya Kuu

Rachael Hedger is committed to ensuring preservice teachers feel supported, confident and informed throughout their studies. She spoke with Emily Campbell about her work.

As a senior lecturer and course coordinator for early childhood education (ECE) at Flinders University, Rachael Hedger helps prepare preservice teachers to thrive in their careers.

Hedger is also a PhD candidate exploring how young children can learn science concepts through arts-based practices.

Learning science concepts through art

“My research focuses on the drawing process, not just the end product we send home to parents to put on the fridge, but what is happening as the children draw,” Hedger said.

“As part of this, I’m focusing on opportunities for children to draw in their science learning and being quite deliberate in the experiences or experiments I’m offering so it can all come together and lead to some excellent learning outcomes for young children.”

Hedger explained her research is specifically focusing on how children represent force and movement through their illustrations.

“For example, we gave the children a straw and a ball and asked them to blow the ball through the straw to see what happened and then we asked them to represent that through their drawings.

“It’s produced some interesting outcomes in terms of how children use symbols to represent movement and that’s not been something many researchers have looked at previously.

“While adults might use arrows to draw force, rather than dictating to children what we do, we can guide them into these symbolic processes.

“The children have drawn spirals, dotted lines, series of circles to represent movement.

“We’ve also tried to pull in connections to literature in the children’s science, which has been valuable in terms of positioning them within the situation and getting them to think of the science concepts we want them to focus on,” she said.

Provoking imaginative play

According to Hedger, children learn best when immersed in engaging and constructive play experiences.

“One of the first things our preservice teachers at Flinders learn is the importance of play for all children, and the benefits play has for all areas of children’s learning and development,” Hedger said.

“A way of presenting purposeful and effective play opportunities is by creating and delivering a learning provocation.

“Provocations are an ECE concept where we set up an experience for young children to engage in, and the idea is that it provokes their interest, imagination and engagement, which motivates them to explore further.”

When designing a provocation play experience, resources are usually arranged in quite an aesthetically pleasing way, which will then invite children into that space.

Hedger said one of the major benefits of provocations is they are a form of open-ended play which offers multiple entry and exit points, so it is differentiated in its design.

“Provocations are very open-ended, so a child could engage with it two or three different times during the week or term and have a different outcome each time.

“It’s not a closed experience where there’s only one thing they can achieve, there are lots of different components to meet different children’s needs and different interests.

“Different from a learning invitation, which often has a desired outcome, provocations are open-ended and are designed to stimulate children’s ideas, imagination and creative thinking,” she said.

Preservice teachers are shown examples of provocation experiences so they can see and experience some examples, before having opportunities to practice designing their own provocations.

“What we try to encourage with our Flinders University preservice teachers is that the environment acts as a third teacher, so they will set up a space that differentiates for multiple children depending on their age, level of development or interests,” Hedger said.

“The preservice teachers will have, for example, a table and mat area and we’ll ask them to set up a provocation for infants or preschool children.

“Then, it’s their job to gather the resources and justify their choice of provocation set up by making that connection, to the literature and the curriculum, thinking about their role within that as well.

“It gives the students practical experience where they can take their time to set up those experiences in a very safe place and reflect: one where it’s okay for them to have a go, make mistakes and receive feedback,” she said.

Embedding First Nations ways of knowing

Hedger said another important focus of the Flinders ECE program was fostering culturally inclusive play, such as embedding First Nations ways of knowing in their practice.

“We need to ensure that early play experiences acknowledge and incorporate indigenous ways of knowing to allow children to connect to their culture and heritage in meaningful ways,” she said.

“Only then are they likely to successfully integrate their understanding and build on their knowledge and skills.

“In addition, children’s early school experiences need to continue the focus on play-based learning to support children’s transition to their school setting and achieve optimal outcomes.

“Coupled with this is the need for educators who hold a deep knowledge of First Nations pedagogies to be able to cater for indigenous children’s needs and support them effectively in their early years of life.”

The new Pintya Kuu room at Flinders, named by local Kaurna elders and translating to ‘creative room’ in their local language, provides preservice ECE students with a wonderful space to hone their practical skills.

“Pintya Kuu is a unique space, a multi-purpose classroom that can be used for adults and working with young children,” Hedger said.

“We’re excited about what it offers in terms of practical experience for preservice teachers while they’re learning and how we are trying to connect to Indigenous pedagogies along the way.

“For example, most of our classes are taught in Yarning Circles, rather than with a typical classroom desk and chairs.

“All of our education preservice teachers complete an indigenous studies topic but also focus on indigenous ways of knowing through other early childhood topics.

“We have First Nations academics on staff, and they’re based in the college of humanities and social sciences, but they coordinate and teach our Indigenous education topic, so we connect very closely with them.

“For example, we have a literacy and numeracy birth to age four topic where the preservice teachers create play experiences focusing on First Nations ways of knowing through literacy and numeracy.

“As part of this, they write book reviews on First Nations literature, in their third year they create a First Nations reading experience, in their science topic we connect with the Aboriginal and Torres Strait Islander curriculum links and focus on First Nations ways of learning such as making natural paint using things found in nature.

“I engage a lot with the literature and invite First Nations colleagues into the space and to check with them what we’re doing is culturally appropriate and to ask whether they have any suggestions on what we can do to improve.

“We also have a lot of very knowledgeable lecturers in education who have First Nations knowledge and teaching experience, including their PhD research,” she said.

Expanding the program

Some of the children of Flinders University academic staff have had the opportunity to play and test out the Pintya Kuu area, but Hedger said her dream is to set up a regular playgroup there for the preservice teachers to run.

“We’re looking into how we might invite children from ECE services to come and play in the space to test out what our preservice teachers are doing,” she said.

“In ECE we look very carefully at developing the knowledge of the whole child and again, looking at children’s strengths and valuing their competencies.

“We need to consider how we are measuring children’s developmental skills.

“If our assessment methods are devised using western cultures, then we are not seeing the whole child and the aspects of their mind, body, heart, and spirit that indigenous pedagogies focus on.”

“Success in a First Nations culture probably looks very different from western society metrics, so we need to make sure we’re offering accessible learning for First Nations children and doing it well,” she said.