THE NEWTOWNE LEARNING EXCHANGE

When we began painting pinecones in December, we never thought it would bring us into contact with people from Ireland, the American Repertory theater, and several dogs.  What started as a simple idea turned into a community connection project!  In this workshop, we’ll revisit the journey of Project Pinecone and reflect on how children’s ideas can shape public space and shared experiences.  We’ll each paint a pinecone, swap stories, and imagine new ways to build trust, joy, and solidarity with the people around us (even those who we might not know yet).

Technology is becoming increasingly present in all aspects of our lives. While it’s sometimes seen as a source of disconnection, we’re exploring how it can also foster deeper connections. In this workshop, we’ll share real classroom stories where digital tools supported collaboration, inclusion, and belonging. We’ll experiment with technology-based provocations and reflect on how these tools might amplify diverse voices, encourage multiple forms of expression, and help every child feel seen, heard, and valued.

Cambridge, as we know it today, looked very different in 1619—the year before the Mayflower landed. There were different people, different plants and animals, more ponds and streams, and far fewer human-made structures. In this workshop, we’ll share the story of the Secret Forest, a small outdoor space at Newtowne School, and reflect on how one educator is drawing inspiration from Australian early childhood programs that center Aboriginal perspectives. Together, we’ll consider how we might engage children with Native American perspectives in our own community and explore ways to help them understand who was here before us.

Many early childhood educators would say that rest time is the most exhausting part of the day— but why is something meant to be peaceful, relaxing, and restorative often so stressful? In this interactive workshop, we invite educators to reimagine rest time as a meaningful opportunity for connection and care—for both children and adults. Drawing on documentation from rest times across Newtowne classrooms, we’ll reflect on how cultural norms, classroom routines, and our own values shape rest time experiences. Together, we’ll explore how we can reclaim rest as a meaningful, intentional practice—for children and ourselves.

A child repeatedly throws blocks over a shelf. A toddler collects an assortment of objects in a bag and carries it around the classroom. Another child spends most of their play time diligently lining up or arranging objects. These are all examples of schematic play—repetitive, patterned behaviors that reflect children's developing understanding of the world around them. In this workshop, we will examine classroom documentation through the lens of schematic play. Together, we will explore how educators can recognize, celebrate, and expand on these play patterns to extend children’s learning and promote an inclusive classroom community.

The best teachers care deeply about their work — so deeply, at times, that it can lead to undue tension and fatigue. Slowing down and uplifting small moments in the day can serve as an antidote to the (sometimes self-induced) pressures of intentional teaching. In this workshop, we will reflect on our "why" — what is it that brought us to this work? We will then think about how to notice and reflect on the everyday interactions — small, big, silly, and serious — that continue to root and revitalize us, and bring us closer to that "why." Using journaling, guided reflection, photos, and stories, we will create a collective space to share and listen to the moments that sustain us.

Steve Sidel 

Steve is a longtime educator, researcher, and advocate for the arts in learning. Now with Emeritus status at the Harvard Graduate School of Education, Steve has spent decades exploring how reflection, documentation, and creative expression spark and sustain thriving learning communities. A former high school teacher and past director of Project Zero, his work focuses on nurturing meaningful educational practices that honor both educators and children. Steve has collaborated with Newtowne School as a thought partner, helping to guide its reflective approach to early education.

Kelly Kulsrud

Kelly is a leader in literacy improvement and capacity-building, with more than 20 years of experience in classroom teaching, policy leadership, and strategic consulting. As the co-founder of the former Lectio Institute, she partnered with communities to strengthen the capacity of education leaders, helping them bridge the gap from intention to impact through data-driven design, decision-making, and reflective practice in early reading and learning. A current parent at Newtowne School, Kelly also serves as Board President, supporting strategic visioning and clarity, faculty learning, and family engagement, always bringing a commitment to joyful, inclusive, and mission-driven early education.

Ron Grady
Ron is an early childhood educator, researcher, and author whose work centers the voices of young children through storytelling, art, and deep observation. In his doctoral studies, Ron draws on his experiences teaching in Reggio Emilia-inspired classrooms and his ongoing research into children’s social worlds. His reflections on practice and identity can be found in his writing and public scholarship, including his recent text Honoring the Moment in Young Children’s Lives and his picture book What Does Brown Mean to You?.  Ron’s connection to Newtowne School has included classroom research, reflective dialogues with educators, and collaboration around the power of stories to illuminate children’s thinking and identity.