Let's talk about learning to trust young children. In what ways are children required to earn trust in your setting? Check out my response to this guided reflective prompt and add your thoughts in the comments.

Update: This week's live is on Wednesday, June 3rd, at 7 pm EDT! I shared my recently published research article on moral injury among teachers (please click the link to read it). In my free workshop, I offered four pathways for moving forward, because though there are no quick fixes, there is a framework for thinking about recovery, resistance, and remoralization. The first pathway is Resistance as Moral Repair. Teachers have always resisted. We saw it in the #RedForEd strikes of 2018, when teachers in red states walked out of their classrooms and refused to accept the conditions being imposed on them. We saw it during the pandemic, when teachers came together to support their colleagues, communities, and students in ways their institutions failed to provide. We see it every day in classrooms where teachers close their doors and teach with the freedom, joy, and integrity that their children deserve, even when the system says otherwise. One way for teachers to engage in resistance as moral repair is to embrace professional values of early childhood education and care. When we lean into our values, we develop a philosophy that clearly articulates what we know young children need and bolsters our commitment to enacting those values every day. Embracing ECEC values as resistance is a framework that I use to ensure that I work in alignment with what I know is right. It is how I repair the moral injury from being required to engage in practices and policies that are not based in child development. To read more about my ECEC values, check out my latest blog

Check out this video I made introducing you to this community!