Open-Minded
Open-minded is one of the ten attributes of the learner profile. The IB describes open-minded as:
We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and we are willing to grow from the experience.
Strategies used so far in Kindergarten to foster a sense of being open-minded:
Modeling - The classroom assistant and I have been intentional and explicit in modeling open-minded behaviour, choices and language. This has been through showing genuine curiosity in the children's families, cultures, interests and experiences outside of school. We ask open-ended questions that deliberately invite and explore different perspectives and reflect openly on how different thinking have helped us to learn new ideas.
Literature - We have deliberately bought texts to read aloud that reflect the diversity of families and cultures we have in the class. We have sought literature that explore the concepts of inclusion, equity and justice. Titles include The Name Jar, All Are Welcome, Two Homes, Pink is for Boys, It's Okay to be Different and Happy in our Skin.
Listening in to children's play and conversations - Observing children at play and listening in to their conversations is incredibly revealing. These have presented opportunities to respond to and challenge comments like "Ugh!" and "This is only for boys". Sitting alongside the children at snack and lunch has offered opportunities for us to encourage children to try new food and be open to the idea of foods from different cultures. There are also children who have established friendships from last year, and we have encouraged the children to be open to playing with new friends, expand friendship groups and seek the chance to connect with different children. We are also encouraging children to be open-minded in the choices they make with the resources they play with.
Parents visiting - We are now lucky enough to have parents be able to visit the classroom once again. Parents have been invited in to share with the Kindergarten children their connections to play and curiosity, the two concepts we are exploring right now. Having parents come in and involve their own children in sharing to the class has meant home languages and translanguaging has been used and children have been open to and curious about different words. The children have seen that play is beyond childhood and have become more open to the idea of adults playing and being curious. Photographs shared have given children an insight into different ways of playing beyond their own and a glimpse into different cultures.
Conceptual thinking - The language of inquiry has an important place in the classroom community. Specific vocabulary such as "maybe" and "I wonder" tandem with an open-minded disposition so that possibilities are explored, sought and learned from. Part of our morning routine is looking at number dots. Beyond saying how many dots, we are focused on the strategies and conceptual thinking the children share. Connections are made between ideas and there's a palpable openness to divergent thinking and a respect for new ways of thinking. Using P4C (Philosophy 4 Children) is a protocol that can actively encourage exploration of different perspectives. We have started to do this with "Would you rather?" questions and listening to different opinions, and recognising shifts in thinking and changes in perspectives.
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