Canadian Children Child Study

Fall / autOMne 2013 3 Vol. 38 No. 2

CANADIAN CHILDREN FROM THE EDITORS

We begin this editorial with a quote 
Laurie introduces to the students in her 
early childhood education classes as 
they launch into their academic careers. 
Readers of Canadian Children will know 
that the early years have long been 
regarded by society at large as somehow 
less worthy than other investments, and 
accordingly, those who work with young 
children don’t always look beyond the 
challenges and frustrations inherent in 
the quotidian activities of their work. 
And yet, the work we do is surely worthy 
of reverence:

For many, reverence is too exalted a 
word to associate with the practical 
and often mundane activities 
of teaching. We routinely think 
teaching is about imparting skills and 
knowledge that will serve students 
well in career and life and that there 
is no need to think of teaching as a 
venerated activity beyond these goals. 
However, although teaching students 
involves imparting knowledge, it is 
also a calling with other dimensions 
beyond the cognitive. It is about the 
formation of minds, the molding of 
destinies, the creation of an enduring 
desire in students not only to know, 
but also to care for others, appreciate 
beauty, and much more. In some sense 
of the word, teaching is a spiritual, 
although not necessarily religious, 
activity. When done well, it cultivates 
human intimacy and allows teachers 
to find creative self-expression in 
classroom community. (Garrison & 
Rud, 2009, p. 2626)

In this issue of Canadian Children, we 
include a wide range of offerings—
all of which could be viewed with 
reverence in mind. Massing, Kirova, 
and Hennig invite us to consider 
how parent involvement might be 
redefined in intercultural preschools 
by valuing the funds of knowledge that 
newcomer families bring. Dietze calls 
us to seriously ponder how accessible 

neighbourhood playgrounds are for 
those, both younger and older, with 
mobility challenges. Doan, in her work 
with novice early childhood educators, 
reminds us of how important mentoring 
is. Munroe and MacLellan-Mansell build 
on the growing interest in outdoor play 
experiences, with particular emphasis on 
children of First Nations communities. 
And Mann reminds us that, in caring 
well for children, menu planning is 
significant.

The Directions and Connections section 
of the journal includes an interesting 
collection of poetic pieces from Vojnovic 
and Kelly that portray awe, as well as 
Board’s inquiry into “what is hope?” We 
are republishing Brandon’s poem, This 
Log, as inadvertently a portion of it was 
missed in the last issue. 

The Professional Resources introduced 
in this issue, all very different, provoke 
us to consider the ethical obligations in 
our work with children and families.

A new review board is introduced in 
this issue. We are always grateful for the 
myriad contributors and reviewers, and 
for our copy editor, Leslie Prpich. Here 
we wish to acknowledge the hundreds of 
hours that take place behind the scenes 
to bring this journal to you.

As the annual rhythm moves us into a 
new cycle of teaching and learning, we 
challenge all of us to consider our work 
and our relationships with children and 
families worthy of reverence.

References

Garrison, J., & Rud, G. (2009). 
Reverence in classroom teaching. 
Teachers College Record, 111(11), 
2626–2646.

EDITORS

Dr. Laurie Kocher

Dr. Veronica Pacini-Ketchabaw