class 1 introduction

1. class 1introduction C&I 320 Spring 2002

2. information cards • name • local address • local phones • email • permanent address • interests, hobbies, jobs, etc • on reverse: top left corner (lengthwise) the name by which you wish to be addressed in class

3. works and records

4. where I’ve been and where I’m going • a visual representation of your face • favorites—as child and adult: • books • movies • songs • things to do • people • art • Poems • anything else

5. where you want to be and what you want to be doing in 5 years • meaningful quotations, lines etc. • anything else • address, phone, email • use templates provided • use black or red pen only—dark lines • optional: second multicolored copy

6. themes

7. fitness • moral • intellectual • physical

8. learning • learning as sense making • learning as social • learning as making connections • learning as active • learning as mysterious and wondrous

9. development • development as growing into culture • development as culturally, historically, biologically, and situationally constrained.

10. ethics • teaching a profoundly ethical and moral profession • doing the right thing

11. respect • root meaning of respect—to look again (and again) • learning to look carefully and listen carefully to others

12. perspective taking • root meaning of perspective—to see through (the eyes of others) • learning to see the world the way others do • one can learn to understand that which one does not value or agree with

13. attending to what you can control • kids • curriculum • instruction • assessment

14. clear, concise, strong writing • to be discussed throughout the next two semesters • clear writing makes for clear thinking

15. heroes • every field has its heroes—the important ones are not the famous but people we know who have touched us in important ways, who have done the right thing in their daily lives

16. surviving and thriving in 320

17. use the website • read the syllabi, schedule etc. carefully--follow directions • don’t fall behind • read and work ahead • overlap • do the readings carefully and take good notes • get involved in class and take good notes • ask lots of questions

18. use the TAs • use my office hours • undergrads often find me unapproachable—get over it. Approach me. I am actually a semi-nice person (believe it or not) and a good resource. I’ve been doing this for a long time. I know a little about teaching, teacher education, kids, learning, development and so on. Take advantage.

19. the courses that challenge you the most now, that you find the most difficult now, will be the ones you most appreciate 1,2,3, etc. years from now—and vice versa • 320 is a challenging class (321 more so)--decide now to work and learn and to keep the whining and complaining under control (it won’t do any good).

20. if you work hard and struggle to get the most out of the next 3 semesters, we will support you in any way you need--those who work will get our time (and vice versa) • accept the fact that you are wet-behind-the-ears barely beginning novices with everything to learn and start from there • if you work your butts off for the next 3 semesters and then for your first 5-7 years as a teacher, then you will start to become a good teacher, an expert

21. who is daniel walsh

22. born 01/05/45, Helena, Montana • grandparents, immigrants from Ireland • father, Jack: mathematics professor who became a computer scientist (degree from UIUC), died 1984 • mother, Marie: housewife, administrative secretary, retired, living in Coeur d’Alene ID • 4 siblings: Ann Marie (Bowling Green OH), John (Cleveland), Michele (L.A.), and Michael (Harrisonburg VA)

23. wife: Naneera Vidhayasirinun, born Bangkok, Thailand, once early childhood educator, now systems analyst at University of Illinois Foundation • children: • Buck (Jackrin Jaime), 8, third grad, Leal School, Urbana • Scooter (Anata Marie), 15, freshman, Culver Academies, Culver Indiana

24. places lived: • Helena MT 45-49 • Urbana IL 49-53 • Tallahassee FL 53-58 • Laramie WY 58-62 • San Diego CA 62-66 • Chicago IL 66-69 • San Diego CA 69 • San Francisco CA 70-71 • Chicago IL 71-81 • Madison WI 81-84 • Milwaukee WI 84-85 • Charlottesville VA 85-89 • Urbana IL 90-?

25. education • B.A., philosophy and classic languages, Josephinum College, Worthington OH, 1966 • M.A., early childhood education, San Francisco State, 1972 • Ph.D., early childhood education (minor in anthropology), University of Wisconsin-Madison, 1985 • Post-doc, Robert W. LaFollette Institute for the Study of Public Policy, University of Wisconsin-Madison, 1984-85

26. employment • teacher, Chicago Catholic Schools, 1967-69 • teacher, San Diego Head Start Program, 1970 • child-care teacher, San Francisco Schools, 1970-1971 • teacher, Chicago Public Schools, preschool, kindergarten 1972-1979: • free-lance writer, Chicago, 1979-1981 • assistant professor, University of Virginia, 1985-89 • assistant/associate professor, University of Illinois at Urbana-Champaign, 1990- ? • research fellow, Center for School Education Research, Hyogo University of Teacher Education, Hyogo, Japan, 1998-99

27. some publications Pianta, R. P., & Walsh, D. J. (1996). High risk children in schools: Constructing sustaining relationships. New York: Routledge. Graue, M. E., & Walsh, D.J. (1998). Studying children in context: Theories, methods, & ethics. Newbury Park, CA: Sage. Walsh, D. J., Tobin, J. J., & Graue, M. E. (1993). The interpretive voice: Qualitative research in early childhood education. In B. Spodek (Ed.), Handbook of research on the education of young children (pp. 464-476). New York: Free Press.

28. Walsh, D. J., Chung, S., & Tufekci, A. (2001). Friedrich Froebel. In J. A Palmer, D. E. Cooper, & L. Bresler (Eds.), Fifty key thinkers on education: From Confucius to Dewey (pp. 94-99). Routledge. Walsh, D. J. (in press). The development of self in Japanese preschools. In L. Bresler & A. Ardichvili (Eds.), Multiple paradigms for international research in education: Experience, theory, & practice. New York: Peter Lang. Walsh, D. J., & Liebovich, B. (in press). Educating early childhood teachers. In J. W. Guthrie (Ed.), Encyclopedia of education (2nd ed.). McMillan. Walsh, D. J. (1999). Good eyes and long eyes: Japanese preschools as contexts for development. Nyuyoji Kyoikugaku Kenkyu (The Japanese Journal of Infant Care and Early Childhood Education), 8, 103-114.

29. Wolf, J. M., & Walsh, D. J. (1998). "If you haven't been there, you don't know what it's like": Doing daycare. Early Education and Development, 9, 29-47.Walsh, D. J. (1999). Space and early schooling: From culture to pedagogy. Gakku Kyoikugaku Kenkyu (The Journal of School Education), 12, 123-137. Walsh, D. J. (1999). Constructing an artistic self: The historical child and art education. Visual Arts Research, 25(2), 4-13. Chung, S., & Walsh, D. J. (2000). Unpacking "child-centeredness": A history of meanings. Journal of Curriculum Studies, 32, 215-234. Vasconcelos, T., & Walsh, D. J. (2001). Conversations around the Large Table: Building Community in the Daily Life of a Portuguese Kindergarten. Early Education and Development, 12, 499-522.

30. personal • would-be musician—guitar, banjo, mandolin • aging jock: • minor cyclist—much time on my bicycle, year round • oldest (but very average) player in the local adult hockey league • former rugby player (10 years)—Lincoln Park RFC and West Side Condors (Chicago) • family man