Thrive by 5: Foundation Workshop Full Notes - page 6

Talking and listeningwell are critical skillswe need
inorder to successfully shift a system. It is an act of
suspendingour judgment andbeingopen towhat others
have to teach us, such that we canbeopen tonew
insights and ideas.
As seen in image 1, themodel depicts four wayswe can
be in conversationwithone another.
Weenact existing realities – theway our system currently
is –whenwe are:
Downloading – aoneway conversation, talking about
things thewaywe’ve always talked about them
Debating – talking at one another, but without an
exchangeof new insights or ideas
Webegin to “live the futurewewant intoexistence”
whenwe are:
Dialoguing – a two-way exchange, fuelledby curiosity
and self-awareness
Generative – a conversation that is in ‘flow’,
individuals are able to finishone another’s sentences
and new insights and ideas areborn
The spaceof innovation happens in the upper two
quadrantswherewe are futureoriented and letting the
past go.
As anopportunity tobegin topractice trackingour
talking and listening in thisway, participants got into
pairs andwere asked to:
Share a story of your own childhood, or of your
child, that is an exampleof something that
made adifference to your/their capacity to
thriveby 5?
Thanks toSheryl andPaula, who at this point in the afternoon, noticed the energywas low
andgot thegroup up and singing “Hi my name is… and I work in abutton factory”.
It was also a reminder/encouragement to introducemoreplayfulness.
Debrief &Reflections FromParticipants onTheir
Easy flow, was immersed in listening, I had the
thought: “theworld needsmoregrandpas;my son
doesn’t havegrandpas”
Themes fromour conversation included: Children
need a space todirect their own learning; that isn’t
structuredor has prescribed learning. For example,
being in the kitchenwithmomwhere the adult is
there as safety guide.
Led us toother conversations –what arewedoing
differentlywithour kids sincewe learned some
Amazing howmuchground you can cover in a short
time if you’re focused and intentional about that –
covered family composition, community, etc
Wemoved up (to the upper quadrants) quitequickly
becausewe had common experiences as children –
kept probing at what helps us to thrive
Spoke about value systems and how thosehelped
shape us
Shared similar experience fromdifferent perspective
– facing choices betweenbeing amother or going
down the career path – there is still reflectionon
those choiceswemade, we aren’t necessarily sure
how this affects our kids
Image 1
Key stakeholders in theECD system – children – are not in the roomwith us during the FoundationWorkshop. A video
byMariamElghahuagi, TaliaBell, andBenHsu inpartnershipwith theBoys andGirlsClubs of Calgary Ready SetGo
Preschool program childrenwas produced to helpbring their voices into the room.
1,2,3,4,5 7,8,9,10,11,12,13,14,15,16,...32
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