A Culture of Agency: Fostering Engagement, Empowerment, Identity, and Belonging in the Early Years

A Culture of Agency

Fostering Engagement,

Empowerment, Identity,

and Belonging in the

Early Years

LISA BURMAN

Published by Redleaf Press

10 Yorkton Court

St. Paul, MN 55117

www.redleafpress.org

© 2023 by Lisa Burman

All rights reserved. Unless otherwise noted on a specific page, no portion of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or capturing on any information storage and retrieval system, without permission in writing from the publisher, except by a reviewer, who may quote brief passages in a critical article or review to be printed in a magazine or newspaper, or electronically transmitted on radio, television, or the internet.

First edition 2023

Cover design by Danielle Carnito

Cover photographs by jovannig / Ann Radchua / Rawpixel.com / stock.adobe.com

Interior design by Wendy Holdman

Typeset in Adobe Text Pro and Supria Sans

Printed in the United States of America

Library of Congress Cataloging-in-Publication Data

Names: Burman, Lisa, author.

Title: A culture of agency : fostering engagement, empowerment, identity, and belonging in the early years / by Lisa Burman.

Description: First edition. | St. Paul, MN : Redleaf Press, 2023. | Includes bibliographical references and index. | Summary: Using her everyday research approach, in the tradition of the pedagogistas of Reggio Emilia, author Lisa Burman observed several special classrooms and identified some common threads: engagement, agency, identity, and belonging, which together combine to create what she terms a culture of agency. The term agency is widely used, but often misunderstood as giving children choice. Agency is far more than this, and the most powerful learning happens when personal agency is connected to community agency: we are only as strong as each other—Provided by publisher.

Identifiers: LCCN 2022061774 (print) | LCCN 2022061775 (ebook) | ISBN 9781605547985 (paperback) | ISBN 9781605547992 (ebook)

Subjects: LCSH: Student-centered learning. | Early childhood education. | Agent (Philosophy) | Belonging (Social psychology) in children. | Identity (Psychology) in education. | Choice (Psychology) in children.

Classification: LCC LB1027.23 .B87 2023 (print) | LCC LB1027.23 (ebook) | DDC 371.39/409678—dc23/eng/20230209

LC record available at https://lccn.loc.gov/2022061774

LC ebook record available at https://lccn.loc.gov/2022061775

For Sienna, Evie, Layla, and Quinn:

May you continue to love learning and discover what brings you joy.

A child must have some version of,

Yes, I imagine I can do this.

And a teacher must also view the

present child as competent and

on that basis imagine new possibilities.

—Anne Haas Dyson, Coach Bombay’s Kids Learn to Write

Contents

Acknowledgments

Introduction

Danni’s Young Authors

Everyday Research

How This Book Is Organized

Chapter 1 What Is a Culture of Agency?

Belonging and Identity

Engagement and Participation

Self-Efficacy

Democratic Values

Internal Control

Chapter 2 Relationships Are Everything

The Child-Educator Relationship

The Child-Child Relationship

The Educator-Family Relationship

Continuity of Relationships

Continuity of Place

Chapter 3 Rituals of Belonging and Identity

Rituals That Build Group Identity

Rituals That Support Transitions

Rituals That Celebrate Each Other

How Do Rituals Support a Culture of Agency?

Chapter 4 The Language of Agency

Intentional Teaching

Praise versus Encouragement

Brave Learners

Learning to Learn

When Times Get Tough

Nonverbal Language

Chapter 5 The Environment for Agency

The Temporal Environment

The Physical Environment

All-Access Pass

Chapter 6 Contexts for Agency

Complex

Inclusive

Social

Active

Process-Focused

Chapter 7 Educator Agency

Qualities of the Agentive Educator

Conditions for Educator Agency

View of the Educator

Leadership

Navigating Challenges

The Final Word from the Children

Appendix Reflection and Goal-Setting Tool

Clarify Your Learning Culture

Relationships

Rituals of Identity and Belonging

Language of Agency

Environments for Agency

Learning Contexts for Agency

References

Index

Acknowledgments

I love the writing process, and I love teaching young writers. Still, it’s a little nerve-racking when you finally make your writing public and share it with the world. Old doubts emerge, and I wonder if what I have to say is really worth listening to. Thankfully, I have an amazing support network that stops me from being paralyzed by self-doubt. I’m indebted to them all for their kindness, encouragement, and wisdom and for the time they gave to supporting this project. I know my writing is richer because they were there for me.

First and foremost, I must thank the talented educators who inspired this book and generously shared their teaching with me, providing the stories you are about to read. Without your contributions, this would be only half a book. You welcomed me into your preschools and classrooms so I could research your intentional teaching. And when COVID-19 restrictions kept me out, you wrote your stories and met me on video calls so I could continue the research. What a gift! Thank you for your time, openness, and generosity and for continually inspiring me as an educator. Sending my respect and gratitude especially to Marcia Fraser, Megan Fyffe, Erin Gracey, Amber Hall, Kylie Pollard, Danni Porcaro, Henry Sheedy, Philomena Scrafton, and Liesl von der Borch.

Thank you also to the preschools and schools that generously invited me to be part of their journey, made me feel welcome, and gave me a sense of belonging. A special nod to Cathy and children from St. Margaret’s Kindergarten for the fabulous videos of their agentive outdoor learning. I extend my gratitude, particularly, to the leaders of three learning communities in Adelaide, South Australia, whose stories fill these pages: Ngutu College, St. Paul Lutheran School, and Prospect North Primary School.

To my team—where do I start? Being a consultant without a community of one’s own can be lonely. Every day, I’m grateful that the universe brought us together and we connected because of our shared values and belief in the capacity of young children. We’re bound by our conviction that schools can do better for children. You make me a better educator and leader. I offer a huge thanks to each of you, not only for the stories and wisdom you added to these pages but also for the never-ending support and encouragement you provided so generously—Katie Ashmead, Amanda Bartram, Penny Cook, Dannielle Gibson, Mimi Hayward, and Angela Kernahan. Bring on Bali! A special shout-out to Amanda, who was my writing buddy for the first draft of this book, reading the messy first pages and giving the most helpful feedback.

I offer thanks to my other educational friends. To the Booth Gals—thank you for listening and believing and always supporting. Thank goodness for our agenda ritual, that’s all I can say! To my good friend Matt Glover—your words as you left Adelaide the last time, The world needs another Lisa Burman book! spurred me on throughout the writing process. You have no idea how much your encouragement has meant to me. To my other educator friends, thank you for always showing interest in this project and offering support and encouragement: Tina Adamo, Jackie Becher, Helena Card, Vicki Froomes, Max Greenwood, Susanne Harding, Heather Jenkin, Diane Kashin, Leah Mermelstein, Kath Murdoch, Cathy O’Dea, and Alan Wright.

Thank you to Redleaf Press, and especially Melissa York, for believing I had another book in me. (Maybe there’s another one yet?) Thank you for championing this book, dealing with all my Aussie spelling and grammar, and nudging me along to be a better writer.

A massive thank-you to my family and honorary families. I’m blessed to have parents and a sister who always believe in me and support all I do. I give a nod to my other constant writing buddy, Scout the miniature schnauzer, who mostly slept in her bed beside my desk, but who always kept me company as I wrote. I’m doubly blessed because of the friends who are like family and who are always there for me. You know who you are. A very special thank-you to Caroline and Neville Fergusson for the roof over my head and so much more.

Finally, to the children who helped me fill these pages with their marvelous words and ideas—you inspire me to be a better human as well as a better educator. My work is all about you and making schools better places for you to thrive.

Introduction

You know it when you see it.

You know it when you feel it.

It’s hard to define and put into words.

What makes this classroom work so well? Why does it feel different from other learning spaces? What is that buzz you feel as you enter? And—most importantly—how do we create this environment for all children?

I have so many questions when I enter learning spaces like this. My curiosity is sparked. But what accounts for the dramatic difference in these preschools and elementary classrooms compared to others I visit? What theories do I have—or can I create—about why there is such a difference? Even describing the difference can be elusive; it is quite abstract. You can feel the energy for learning, but you can’t touch it. It’s a feeling as much as an intellectual knowing. Surely this learning culture does not only spring up spontaneously, so how can it be cultivated on purpose?

Let me paint a picture that will put you inside one such learning space. I’m sure you’ll recognize it. Perhaps it is your space or that of a teacher you have long admired. Of course, each early learning setting will be—and should be—unique. I’m not advocating for a cookie-cutter approach at all, but there are common flavors you will recognize.

Danni’s Young Authors

It’s a cool but sunny winter’s day in Adelaide, South Australia. I quietly enter the Year 2 learning space to collaborate with the educator, Danni. Twenty-five six- and seven-year-olds are gathered in a circle in the meeting area. Danni is seated on the floor as part of the circle. The children have their bookmaking folders in front of them and are quietly talking with each other. There is a sense of calm anticipation as I join them. Danni chats with the children near her and catches my eye with a smile. Lisa is here now, everyone, Danni says in her usual quiet, clear, and gentle tone. So, we’re ready to start our writers’ meeting.

The children immediately turn to greet me with big smiles, a friendly Hi, Lisa here and there, and a few waves. Then they turn to Danni. They know what will happen next. Danni will lead them in a conversation about something important to them as writers. They’ll listen to her, talk with a partner, and share some thinking. On this day, they are wrapping up a study in which they have created fantasy picture books, so they talk about what they need to do to be ready for the publishing celebration in a few days’ time. I hear the children share their thinking:

I’m nearly finished revising. I’ve added the detail and the color. I think I’ll be done with that today.

I’m editing today. I’ll ask Dash to help me because he’s good at making books.

I’ve done the editing. I’m ready for a conference, Danni.

As the writers’ meeting ends, the children (actually, they would tell me to call them writers or authors in this context!)—the young authors—move off to find a place to work on their books. There is no running or bumping or jostling for a position or for materials. Within a couple of minutes, all the children are engaged in their writing, collecting materials to help them with their writing, or having one-on-one conversations with Danni.

There is a quiet hum as some writers talk with each other. Some choose to work solo, finding a private nook to write in where they won’t be disturbed. Some writers choose to sit at tables, and others huddle on the floor with miniature tray tables to lean on. Danni sits on the floor in the meeting area, conferring with two children.

The children are self-directed and independent in their learning, but there’s something more that I struggle to put into words. It feels almost businesslike. The young writers are all involved in an endeavor that is worthy of their time, and they seem to know it. Their actions proclaim, We have important work to do here.

I chat with several children during their writing workshop that day. I usually start by asking something like, What are you working on? and then inquire about their writing process: Where did you get this idea? or What did you work on in this book to make it interesting for your readers? or Show me a part you’re really proud of or What’s your next step?

I am blown away! I cannot