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Following the birth of her second child, Mary returned to work on a part-time
basis. Mary’s daughter had “some special needs” and finding the time to take care of her
child’s medical situation proved “stressful.”
That is when I got into supply teaching with the separate school district. It
allows you flexibility with other priorities. It put me in the classroom.
Then my daughter didn’t need me quite as much, her appointments slowed
down and this opportunity came up.
Response to the study.
I was aware that Mary’s centre was Reggio-inspired and sent an invitation to the
Director to participate in the study. I received a call from one of the Directors who
recommended Mary as a candidate. I had met Mary during a previous visit to the centre
and felt her involvement would lend an interesting perspective to the case studies, as she
had no prior experience with the Reggio approach.
During the interviews and focus group, Mary’s lack of experience was evident as
she seemed reserved and unsure in her responses. Articulating conflicting feelings
associated with the merging of old and new ideas, Mary was at a critical juncture in her
journey. She had reached a pivotal point on her journey, but the road ahead for Mary was
strewn with obstacles that would impede progress.
Past practices.
Mary describes her past practice as formatted weekly and “theme-based” with “a
lot more structure.” The teacher directed the curriculum and children were passive
recipients of the weekly theme. This is what we are doing today, this is what were are
doing tomorrow, and this is what we are doing next week.” Mary’s practice included the
use of worksheets for the children’s cognitive learning and often used shapes cut into a
representation of the weekly theme as the foundation of her art curriculum.