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This essay addresses the question “What professional development in early childhood science will meet the requirements of practicing teachers?” in the context of the Boulder Journey School. The author discusses the influence of David and Frances Hawkins and educators from Reggio Emilia and distinguishes between “making a mess” and “messing about.” The author concludes by summarizing six ways that professional development can maximize the potential of early childhood science educators.

Boulder Journey School

The reflections that follow represent the evolution of the Boulder Journey School learning community’s thinking and actions surrounding the question “What professional development in early childhood science will meet the requirements of practicing teachers?”

To adequately address this question, I will begin with the origin of the school. Boulder Journey School began in 1984 as a weekly one-hour “mommy and me” class, part of the Boulder Valley School District Life Long Learning Program. The class, “Make a Mess and Make Believe,” offered nine children and their parents—at that time almost exclusively mothers—an opportunity to engage in arts-and-crafts activities that many parents deemed too messy for home. Classes also offered “stay at home mothers” a place to meet other mothers with young children. A central idea—maintained from our inception through our growth and development into Boulder Journey School, a year-round, full-day school of 250 children and their families, and through the school’s introduction to the world-renowned schools for young children in Reggio Emilia, Italy—is that children have the right to explore and discover the world using all of their senses, even if that means making a mess.

Although this tenet holds true, we have come to understand that “making a mess” and “messing about” are not the same. This understanding began with two important introductions—the aforementioned introduction to the infant-toddler centers and preschools in Reggio Emilia in 1995 and, as a result of this introduction, our introduction to David and Frances Hawkins that same year. 

Reggio Emilia Educators and David and Frances Hawkins

At this juncture, a contextual digression is necessary. Educators in Reggio Emilia and educators around the world who are inspired by the educational philosophy and pedagogy of the schools in Reggio Emilia, including educators at Boulder Journey School, hold an image of children as curious, competent, and capable—children who are able to co-construct knowledge through their relationships with others, both children and adults, and through their relationships with their environment. The image of a competent child exists in tandem with an image of a competent teacher, who supports, encourages, deepens, and extends the child’s physical and social research (Rinaldi, 2006). Many of the ideas inherent in what is named “The Reggio Emilia Approach to Early Childhood Education,” including the images of capable children and educators, draw inspiration from the work of both classic and contemporary philosophers, including David Hawkins. Loris Malaguzzi (1998), architect of the philosophy and pedagogy of the schools in Reggio Emilia, cites Hawkins’ writing as among the most influential. Hawkins visited Reggio Emilia on two occasions—in 1990 for the first international conference and in 1992, with Frances Hawkins, to visit the schools. Lella Gandini (2008) writes of the relationship between Hawkins and Malaguzzi as a meeting of two minds who held a shared vision of children.

David Hawkins, whose areas of expertise spanned myriad domains—including the physical, social, and political sciences; mathematics; philosophy; and economics—and Frances Hawkins, early childhood teacher, author, and consultant, proffered their vast knowledge and experience to educators not only in Italy and the United States but also in England, New Zealand, Nigeria, Kenya, and Uganda. The notion of the capacity of children and their teachers to learn and to teach is woven through a plethora of projects they inspired, nurtured, and brought to fruition.

Returning to the tension surrounding making a mess as contrasted to messing about, David Hawkins (2002), in his seminal essay “Messing about in Science,” speaks of this phase of learning as a time devoted to unguided exploratory work, during which children “construct, test, probe, and experiment without superimposed questions or instructions” (p. 68). Inherent in that idea is that the teacher carefully prepares the environment, offering the children materials and equipment with which to engage. The teacher’s preparation of the environment is based on her knowledge of the children’s backgrounds and interests, combined with an understanding of children’s learning, motivation, and development. This structure, based on the teacher’s knowledge and understanding, which Hawkins deems “of the utmost importance” (p. 69), defines messing about in contrast to making a mess. Note—“Intention” is the differentiator. Children who are making a mess may indeed be joyful, but the experience lacks intention beyond mess making. Children who are messing about may also be joyful, but they bring intentionality to the experience, an experience of meaning making. The teacher recognizes the children’s intentions and contributes her own intentions to the preparation of the learning environment.   

Messing about is also differentiated from making a mess: as the children engage in explorations and investigations, the teacher’s role is to closely observe, document, revisit, and interpret the work of the children, together with families, colleagues, and the children themselves. The process of studying children’s thinking and learning through observation, documentation, and interpretation is foundational to the work in Reggio Emilia and has been translated within the Boulder Journey School context. Malaguzzi (1998) writes, “Stand aside for a while and leave room for learning, observe carefully what children do, and then, if you have understood well, perhaps teaching will be different from before” (p. 82).

Hawkins (2000) provides a more pragmatic example that further defines the teacher’s role as described by Malaguzzi. In the essay titled “What It Means to Teach,” Hawkins refers to a film from Cornell University in which a series of kindergarten children spontaneously come to a table to play with an equal-arm balance and a large number of washers and other weights. He notes that in watching the film, one begins to recognize in oneself the ability to read the levels and specialized interests represented by the children—assuming that one is personally familiar with the large variety of balance situations that are possible and with some of the underlying ideas surrounding the study of balance. What one finds oneself doing is building what Hawkins calls a map of each child’s mind and of the trajectory of each child’s life. This map of the mind is fragmentary, fallible, and always subject to correction. As the teacher-observer, one begins thinking about how to steady, extend, and deepen the engagement that the child has begun.

We have learned from the educators in Reggio Emilia that the process of observation, documentation, and interpretation is subjective. The teacher—in the most advantageous situations along with colleagues and families—makes choices about what to observe and how she will gather her observations as documentation. Further, she bases her observations, documentations, and interpretations on her hypotheses and theories about children’s meaning making, which will, through the process, be refuted or confirmed. This requires that the teacher become aware of her own evolving knowledge and its structure. The teacher’s meta-cognition—her awareness of her knowing and her awareness of her knowing about her knowing—not only supports the child’s meta-cognition but also serves as a means of continuous and permanent professional development (Rinaldi, 2006; D. Dumont, personal communication, April 3, 2010).

The learning-teaching relationship among the children and their teacher is reciprocal—while the children are learning about the physical and social world, the teacher is learning about the children’s processes of learning. This supports the children’s learning about their world and so forth. The teacher offers her learning about children’s learning processes to the teaching-learning relationship. However, Hawkins (1997) discusses another aspect of the teacher’s offering that is critical and, thus, must be seriously considered in a second seminal essay titled “I, Thou, and It”:

An environment of “loving” adults who are themselves alienated from the world around them is an educational vacuum. Adults involved in the world of man and nature bring that world with them to children, bounded and made safe to be sure, but not thereby losing its richness and promise of novelty. It was this emphasis, which made me insist upon the third pronoun in the title, the impersonal “It” alongside the “I” and “Thou.” Adults and children, like adults with each other, can associate well only in worthy interests and pursuits, only through a community of subject matter and engagement which extends beyond the circle of their intimacy. (p. 350) 

An important area of inquiry at Boulder Journey School is professional development, designed to facilitate teachers’ learning about the physical and social world, together with learning about children’s learning processes and relationships within a school community.

Professional Development and the Hawkins Room for Messing About with Materials and Ideas

Another contextual digression is necessary. Although David and Frances Hawkins were longtime Boulder neighbors, educators at Boulder Journey School met them as a result of our study of the schools in Reggio Emilia. From the beginning of this study, it was apparent that there is a great deal of the synergy between David and Frances Hawkins and Reggio Emilia. Yet it was not until 2004, with the creation of Hawkins Centers of Learning ( http://www.hawkinscentersoflearning.org ) and the donation of boxes of materials by the Hawkins family to this nascent organization, that we came to realize the deep influence of the Hawkins’ thinking on the work of Malaguzzi and his colleagues in Reggio Emilia and on noted educators and educational initiatives worldwide. 

Summaries of the resources and activities of the Hawkins-founded Mountain View Center for Environmental Education and articles in the journal Outlook written by Mountain View staff and published by the Center underscore the importance of the teacher’s exploration of materials, alongside children and peers. This understanding encouraged educators at Boulder Journey School, supported by Hawkins Centers of Learning, to create the first “Hawkins Room for Messing About with Materials and Ideas” as an adult studio and action think tank. The room is central to the relatedness of child/adult learning and knowing. Areas of adult investigation emanate directly from the daily work of children and adults in the school and also contribute to the evolution of this work. Several examples of this continuum, which is by no means linear, follow.

Within one of the many boxes of materials donated to Hawkins Centers of Learning by the Hawkins family was a book published in 1973 for the African Elementary Science Project titled Activities for Lower Primary—Wheels , which inspired Boulder Journey School teachers’ exploration of rolling in the Hawkins Room (see Figure 1). As a faculty, we were seeking to better support the children’s interest in rolling through our own investigations. We filled the room’s shelves with recycled materials, adhesives, wire, ropes, measuring tapes, wood pieces, and cardboard, and we began to create cars. After building and field-testing many cars, we invited a small group of children to comment on our work. The children wondered why we built cars, many of which did not roll very far or very fast and others that did not roll at all. In their work, parallel to ours, the children were categorizing objects by their ability to roll fast and far, referred to by the children as “rollability.” While the teachers were immediately immersed in the theme of transportation, the children taught us that the work was about the concepts inherent in rolling, such as velocity, acceleration, distance, time, and friction. The initial work on rolling has led to schoolwide investigations of incline, both existing and constructed, and of a related concept, chain reaction (see Figure 2).

Figure 2. Eighteen-month-old children seek ways to ring a bell with a ball.

Concepts basic to our understanding of balance are woven through our everyday encounters with the world. Young children learning to walk and climb are constantly grappling with these concepts. This provided an incentive for exploring balance in the Hawkins Room for Messing About with Materials and Ideas (see Figure 3). Provocations related to balance, introduced by science education consultant Dr. Barry Kluger-Bell (Mountain View Center staff, 1971-1978), have increased awareness by faculty of the complex science and mathematical concepts inherent in our study of balance—weight, distance, slope, friction, angle, and center of gravity. Realizing the knowledge that children gain from experiences with balance has inspired us to offer provocations connected to children’s experiences in the natural world. For example, an excerpt from one toddler classroom’s daily journal reads: “Outside, we noticed the children playing with the concept of balance using their bodies. As an extension, we presented a challenge to the children… Can you build and balance pieces of wood on a rock?” (C. Spencer, journal entry, 2010).

Figure 3. Three-year-old children balance wooden chairs atop a castle’s lookout tower.

Analyses of samples of children’s drawings over a period of four years revealed a common thread: By the time children were 4 or 5 years of age, they had developed symbols for certain objects, such as houses, flowers, and butterflies. They repeatedly drew these symbols, even when encouraged by teachers to elaborate. This observation, in combination with others that elicited teachers’ questions, indicated that, as a faculty, we needed to increase our knowledge about drawing in order to effectively scaffold the children’s expression of their ideas using drawing as a language. In the Hawkins Room for Messing About with Materials and Ideas, we introduced provocations for drawing: a variety of pencils, erasers, paper, 2- and 3-dimensional objects to draw, mirrors for self-portraits, and several references, including the book Drawing on the Right Side of the Brain (Edwards, 1989). Teachers read and shared ideas, while exploring the language of drawing. Insights gleaned from small groups of teachers working in the Hawkins Room and shared with the entire faculty inspired teachers to invite children to draw in new ways (Figure 4)—to draw objects in relation to other objects, considering the mathematics of size and scale (e.g., a princess who must fit into her castle); to draw objects from multiple perspectives, considering the engineering required to illustrate three dimensions in two (e.g., a shark swimming in the ocean versus a shark mask); to draw objects in motion, considering the physics of a moving object (e.g., a bending knee, a waving arm, a twirling body).

Figure 4. A 3-year-old child draws the human figure, using a mannequin as a reference.

As our reflections on the question addressed by this paper continue to evolve, rather than a conclusion, I prefer to pause, synthesize, and summarize our thinking. What professional development in early childhood science will meet the requirements of practicing teachers?

To maximize the potential of early childhood science educators, professional development must…

• Be ongoing. To quote David Hawkins (2000), “It may be possible to learn in two or three years the kind of practice that then leads to another continued forty years of learning. Whether many of our colleges get many of their students on to that fascinating track, or whether the schools are geared to a thoughtful support of such endless learning by their teachers, is another matter. To understand the dimensions of the teaching art, complex and inexhaustible though it be, is an equally endless commitment and one that needs constant insight and renewal” (p. 41).
• Recognize and respect the desire of children and adults to co-construct knowledge about the physical and social world.
• Provide space to mess about with materials and time to engage in a sharing of ideas with other adults. 
• Be closely connected to ongoing investigations in the school that are observed, documented, and analyzed.
• Utilize resources from the scientific community and from the political, economic, and cultural communities.
• Provide a forum through which teachers are able to gain competency as well as the feeling of competency—the empowerment and enthusiasm that is necessary to venture into a place of authentic inquiry with children and other adults.

Edwards, Betty. (1989). Drawing on the right side of the brain: A course in enhancing creativity and artistic confidence. Los Angeles: J.P. Tarcher.

Gandini, Lella. (2008). Meeting of minds: Malaguzzi and Hawkins. In Lella Gandini, Susan Etheredge, & Lynn Hill (Eds.), Insights and inspirations from Reggio Emilia : Stories of teachers and children from North America (pp. 36-37). Worcester, MA: Davis Publications.

Gornall, F. A. (1973). Activities for lower primary—wheels. Boulder: Mountain View Center for Environmental Education, University of Colorado. Retrieved September 22, 2010, from http://hawkinscentersoflearning.org/Resources.html

Hawkins, David. (1997). Afterword. In Frances P. Lothrop Hawkins, Journey with children: The autobiography of a teacher (pp. 349-350). Niwot: University Press of Colorado.

Hawkins, David. (2000). The roots of literacy . Boulder: University Press of Colorado.

Hawkins, David. (2002). The informed vision: Essays on learning and human nature . New York: Algora Publishing.

Malaguzzi, Loris. (1998). History, ideas, and basic philosophy: An interview with Lella Gandini. In Carolyn Edwards, Lella Gandini, & George Forman (Eds.), The hundred languages of children: The Reggio Emilia approach—Advanced reflections (2nd ed., pp. 49-97). Greenwich, CT: Ablex.

Rinaldi, Carlina. (2006). In dialogue with Reggio Emilia: Listening, researching, and learning. London: Routledge.

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Reggio emilia approach to early childhood education.

Lesley University’s annual Reggio Emilia-Inspired Institute and course offerings provide a point of collaboration for early childhood teachers and researchers in North America and around the world.

The teaching and learning in the municipal early childhood education centers of Reggio Emilia, a city in Northern Italy, have inspired educators all over the world. In 1991, these schools were hailed as “the best preschools in the world” by Newsweek magazine . Around the same time, a group of educators in the greater Boston area started the first Reggio Emilia-Inspired Institute at Lesley University. The Institute, along with Reggio-inspired course offerings, has become a point of gathering and collaboration for early childhood teachers and researchers in North America and around the world.

The Reggio Emilia approach promotes the image of the child as capable, creative, and powerful, with the desire to connect with others, engage in learning, and explore materials in the environment. Schools are amicable places that foster deep relationships between children, teachers, family members, and community. The environment and materials are valued as the third teacher as children learn through engagement with materials intentionally set up by the teachers in the classroom. Teachers observe children’s intentions, interests, and development and use pedagogical documentation to guide their teaching.

Please join us in our third decade of studying the Reggio Emilia approach!

Lesley University's 27th Annual Reggio Emilia-Inspired Institute 

Beautiful science, creative technology: applying a reggio emilia- and hawkins-inspired lens to 21st century materials.

Date: POSTPONED

Location: Lesley University Porter Campus (1815 Massachusetts Avenue, Cambridge MA)

Speakers: Educators from the Boulder Journey School, Boulder, CO & Lesley University, Cambridge, MA

Often when we consider the terms, “art and science,” or “nature and technology,” we think of them in diametric opposition. In actuality, both art and science uncover understandings of the world in which we live, and explorations of nature and technology simultaneously support and deepen our relationships with the environment. 

Children are innately predisposed to examining the world around them and making meaning through the use of materials. With the advancement of technology, we have access to a range of materials that present innumerable new possibilities. Join us as we examine the ways children engage in scientific exploration and our roles, as teachers, in connecting them with 21st-century materials that move engagement beyond passive consumption into active creation. 

Who are the Hawkins?

Influential to the experiences in the schools in Reggio Emilia has been the theory and practice of two American educators, David and Frances Hawkins. At the Reggio Emilia-Inspired Pre-Institute in 2010, the Hawkins’ influences were introduced to us through the work of Hawkins Center of Learning and Boulder Journey School in Boulder, CO.

In 2020, the educators from Boulder Journey School returned after 10 years and shared their inspired work in a virtual session called Beautiful Science, Creative Technology .

Hawkins from Hawkins Centers of Learning on Vimeo

Reggio-Inspired Professional Development Opportunities: 

Graduate credits: eeduc 5815 the reggio emilia approach to early childhood education.

This course is linked to the 27 th annual Reggio Emilia-inspired Institute on the topic: Beautiful Science, Creative Technology . Also considered are the history and philosophy of the Reggio Emilia approach, organization of the environment, the teacher’s role, the role of the studio teacher (atelierista), and the relationship between school and community.

The course is for Lesley University students as well as early childhood teachers (infant-toddlers, preschool, kindergarten, first and second grade) seeking professional development.

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Elektrostal

Elektrostal Localisation : Country Russia , Oblast Moscow Oblast . Available Information : Geographical coordinates , Population, Area, Altitude, Weather and Hotel . Nearby cities and villages : Noginsk , Pavlovsky Posad and Staraya Kupavna .

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40 Facts About Elektrostal

Written by Lanette Mayes

Modified & Updated: 01 Jun 2024

Reviewed by Jessica Corbett

Elektrostal is a vibrant city located in the Moscow Oblast region of Russia. With a rich history, stunning architecture, and a thriving community, Elektrostal is a city that has much to offer. Whether you are a history buff, nature enthusiast, or simply curious about different cultures, Elektrostal is sure to captivate you.

This article will provide you with 40 fascinating facts about Elektrostal, giving you a better understanding of why this city is worth exploring. From its origins as an industrial hub to its modern-day charm, we will delve into the various aspects that make Elektrostal a unique and must-visit destination.

So, join us as we uncover the hidden treasures of Elektrostal and discover what makes this city a true gem in the heart of Russia.

Key Takeaways:

• Elektrostal, known as the “Motor City of Russia,” is a vibrant and growing city with a rich industrial history, offering diverse cultural experiences and a strong commitment to environmental sustainability.
• With its convenient location near Moscow, Elektrostal provides a picturesque landscape, vibrant nightlife, and a range of recreational activities, making it an ideal destination for residents and visitors alike.

Known as the “Motor City of Russia.”

Elektrostal, a city located in the Moscow Oblast region of Russia, earned the nickname “Motor City” due to its significant involvement in the automotive industry.

Home to the Elektrostal Metallurgical Plant.

Elektrostal is renowned for its metallurgical plant, which has been producing high-quality steel and alloys since its establishment in 1916.

Boasts a rich industrial heritage.

Elektrostal has a long history of industrial development, contributing to the growth and progress of the region.

Founded in 1916.

The city of Elektrostal was founded in 1916 as a result of the construction of the Elektrostal Metallurgical Plant.

Located approximately 50 kilometers east of Moscow.

Elektrostal is situated in close proximity to the Russian capital, making it easily accessible for both residents and visitors.

Known for its vibrant cultural scene.

Elektrostal is home to several cultural institutions, including museums, theaters, and art galleries that showcase the city’s rich artistic heritage.

A popular destination for nature lovers.

Surrounded by picturesque landscapes and forests, Elektrostal offers ample opportunities for outdoor activities such as hiking, camping, and birdwatching.

Hosts the annual Elektrostal City Day celebrations.

Every year, Elektrostal organizes festive events and activities to celebrate its founding, bringing together residents and visitors in a spirit of unity and joy.

Has a population of approximately 160,000 people.

Elektrostal is home to a diverse and vibrant community of around 160,000 residents, contributing to its dynamic atmosphere.

Boasts excellent education facilities.

The city is known for its well-established educational institutions, providing quality education to students of all ages.

A center for scientific research and innovation.

Elektrostal serves as an important hub for scientific research, particularly in the fields of metallurgy , materials science, and engineering.

Surrounded by picturesque lakes.

The city is blessed with numerous beautiful lakes , offering scenic views and recreational opportunities for locals and visitors alike.

Well-connected transportation system.

Elektrostal benefits from an efficient transportation network, including highways, railways, and public transportation options, ensuring convenient travel within and beyond the city.

Famous for its traditional Russian cuisine.

Food enthusiasts can indulge in authentic Russian dishes at numerous restaurants and cafes scattered throughout Elektrostal.

Home to notable architectural landmarks.

Elektrostal boasts impressive architecture, including the Church of the Transfiguration of the Lord and the Elektrostal Palace of Culture.

Offers a wide range of recreational facilities.

Residents and visitors can enjoy various recreational activities, such as sports complexes, swimming pools, and fitness centers, enhancing the overall quality of life.

Provides a high standard of healthcare.

Elektrostal is equipped with modern medical facilities, ensuring residents have access to quality healthcare services.

Home to the Elektrostal History Museum.

The Elektrostal History Museum showcases the city’s fascinating past through exhibitions and displays.

A hub for sports enthusiasts.

Elektrostal is passionate about sports, with numerous stadiums, arenas, and sports clubs offering opportunities for athletes and spectators.

Celebrates diverse cultural festivals.

Throughout the year, Elektrostal hosts a variety of cultural festivals, celebrating different ethnicities, traditions, and art forms.

Electric power played a significant role in its early development.

Elektrostal owes its name and initial growth to the establishment of electric power stations and the utilization of electricity in the industrial sector.

Boasts a thriving economy.

The city’s strong industrial base, coupled with its strategic location near Moscow, has contributed to Elektrostal’s prosperous economic status.

Houses the Elektrostal Drama Theater.

The Elektrostal Drama Theater is a cultural centerpiece, attracting theater enthusiasts from far and wide.

Popular destination for winter sports.

Elektrostal’s proximity to ski resorts and winter sport facilities makes it a favorite destination for skiing, snowboarding, and other winter activities.

Promotes environmental sustainability.

Elektrostal prioritizes environmental protection and sustainability, implementing initiatives to reduce pollution and preserve natural resources.

Home to renowned educational institutions.

Elektrostal is known for its prestigious schools and universities, offering a wide range of academic programs to students.

Committed to cultural preservation.

The city values its cultural heritage and takes active steps to preserve and promote traditional customs, crafts, and arts.

Hosts an annual International Film Festival.

The Elektrostal International Film Festival attracts filmmakers and cinema enthusiasts from around the world, showcasing a diverse range of films.

Encourages entrepreneurship and innovation.

Elektrostal supports aspiring entrepreneurs and fosters a culture of innovation, providing opportunities for startups and business development .

Offers a range of housing options.

Elektrostal provides diverse housing options, including apartments, houses, and residential complexes, catering to different lifestyles and budgets.

Home to notable sports teams.

Elektrostal is proud of its sports legacy , with several successful sports teams competing at regional and national levels.

Boasts a vibrant nightlife scene.

Residents and visitors can enjoy a lively nightlife in Elektrostal, with numerous bars, clubs, and entertainment venues.

Promotes cultural exchange and international relations.

Elektrostal actively engages in international partnerships, cultural exchanges, and diplomatic collaborations to foster global connections.

Surrounded by beautiful nature reserves.

Nearby nature reserves, such as the Barybino Forest and Luchinskoye Lake, offer opportunities for nature enthusiasts to explore and appreciate the region’s biodiversity.

Commemorates historical events.

The city pays tribute to significant historical events through memorials, monuments, and exhibitions, ensuring the preservation of collective memory.

Promotes sports and youth development.

Elektrostal invests in sports infrastructure and programs to encourage youth participation, health, and physical fitness.

Hosts annual cultural and artistic festivals.

Throughout the year, Elektrostal celebrates its cultural diversity through festivals dedicated to music, dance, art, and theater.

Provides a picturesque landscape for photography enthusiasts.

The city’s scenic beauty, architectural landmarks, and natural surroundings make it a paradise for photographers.

Connects to Moscow via a direct train line.

The convenient train connection between Elektrostal and Moscow makes commuting between the two cities effortless.

A city with a bright future.

Elektrostal continues to grow and develop, aiming to become a model city in terms of infrastructure, sustainability, and quality of life for its residents.

In conclusion, Elektrostal is a fascinating city with a rich history and a vibrant present. From its origins as a center of steel production to its modern-day status as a hub for education and industry, Elektrostal has plenty to offer both residents and visitors. With its beautiful parks, cultural attractions, and proximity to Moscow, there is no shortage of things to see and do in this dynamic city. Whether you’re interested in exploring its historical landmarks, enjoying outdoor activities, or immersing yourself in the local culture, Elektrostal has something for everyone. So, next time you find yourself in the Moscow region, don’t miss the opportunity to discover the hidden gems of Elektrostal.

Q: What is the population of Elektrostal?

A: As of the latest data, the population of Elektrostal is approximately XXXX.

Q: How far is Elektrostal from Moscow?

A: Elektrostal is located approximately XX kilometers away from Moscow.

Q: Are there any famous landmarks in Elektrostal?

A: Yes, Elektrostal is home to several notable landmarks, including XXXX and XXXX.

Q: What industries are prominent in Elektrostal?

A: Elektrostal is known for its steel production industry and is also a center for engineering and manufacturing.

Q: Are there any universities or educational institutions in Elektrostal?

A: Yes, Elektrostal is home to XXXX University and several other educational institutions.

Q: What are some popular outdoor activities in Elektrostal?

A: Elektrostal offers several outdoor activities, such as hiking, cycling, and picnicking in its beautiful parks.

Q: Is Elektrostal well-connected in terms of transportation?

A: Yes, Elektrostal has good transportation links, including trains and buses, making it easily accessible from nearby cities.

Q: Are there any annual events or festivals in Elektrostal?

A: Yes, Elektrostal hosts various events and festivals throughout the year, including XXXX and XXXX.

Elektrostal's fascinating history, vibrant culture, and promising future make it a city worth exploring. For more captivating facts about cities around the world, discover the unique characteristics that define each city . Uncover the hidden gems of Moscow Oblast through our in-depth look at Kolomna. Lastly, dive into the rich industrial heritage of Teesside, a thriving industrial center with its own story to tell.

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Degree: MA License

Classroom Type: Online and on campus classes

Includes a one-year paid teaching residency, a Colorado teaching license, large center director qualifications, and a trip to study in Reggio Emilia, Italy, all at a reduced tuition rate through a partnership between CU Denver and the Boulder Journey School. There is also a pathway for those already in a Colorado ECE position.

Program Details

Interest Categories: Education & Counseling

Campus: CU Denver Off campus

The University of Colorado Denver and Boulder Journey School have partnered for 20 years to offer a residency master’s degree in Early Childhood Education. The Boulder Journey School Teacher Education Program includes a one-year paid teaching residency, a Colorado teaching license, director qualifications, and a trip to study in Reggio Emilia, Italy, all at a reduced tuition rate.

Boulder Journey School and CU Denver faculty’s expertise has been developed over 25 years in a wide variety of contexts, including public schools, HeadStart programs, Educare programs and blended, inclusive ECE programs and in collaboration with the educators of Reggio Emilia. Locally, Boulder Journey School and University of Colorado Denver partnerships include Denver Public Schools, specifically Inspire Elementary School and The Zone for Inclusive Learning.

In keeping with the philosophies of CU Denver and Boulder Journey School, your education will be on the cutting edge and will focus on cultivating the following professional qualities: professional character, reflective observation, creativity, resiliency and humility, communication and collaboration, courage, critical knowledge, curiosity, literacy of technology, and visionary leadership. In addition, this partnership program offers all courses as extended studies so that students do not need to meet Colorado residency requirements to receive reduced tuition rates and non-resident tuition rates are not applied.

"The Teacher Education Program at Boulder Journey School was a life-changing experience. I had the opportunity to bring theory into practice on a daily basis.” - former Boulder Journey School resident teacher

CU Denver and Boulder Journey School have partnered together to create a unique program of study, making a commitment to an innovative and contemporary program that takes into account the current complexities of the teaching field and what it means to be educating teachers. The plan of study includes twelve Reggio-inspired courses, that ensure the same values of the teaching and learning experiences that are at the foundation of learning of children and adults. Faculty at CU Denver and Boulder Journey School created design principles: social constructivism, experimentation and innovation, applied work, dissonance, contextual rigor, Reggio-inspired practice, and residency-embedded experience. These design principles reflect shared philosophical and pedagogical values amongst both institutions, that resulted in a cohesive MA program of study.

The program is a 30-credit program with 10 three-credit courses. All courses will be 8-week sessions. Fall and Spring Semesters are divided into two 8-week blocks.

Summer 2023 (8 weeks)

ECED 6320: A Colorado Interpretation of the Reggio Approach 

Fall 2023 Block 1 (8 weeks)

LDFS 6400: Observation, Documentation and Assessment

ECED 6350: Literacy and the Hundred Languages of Children

Fall 2023 Block 2 (8 weeks)

ECED 6300: Contextual Curriculum 1

ECED 6330: Supportive Social Learning

Spring 2024 Block 1 (8 weeks)

ECED 6310: Contextual Curriculum 2

RSEM 6500: Teacher as Researcher

Spring 2024 Block 2 (8 weeks)

ECED 6340: Messing about with STEM

LDFS 6420: The Environment as the Third Teacher

Summer 2024 (8 weeks)

ECED 6360: Children and Teachers as Change Agents

Course instructors consist of faculty from both CU Denver School of Education & Human Development and Boulder Journey School who match your passion for education. Engaged in education at the local, state, national and international levels, these professionals bring with them a wide breadth and depth of experience. Additionally, these professionals network and collaborate with local district leaders to ensure you are prepared for the current challenges that educators, schools and districts face.

Choose CU Denver’s School of Education & Human Development 

You can trust CU Denver to provide an education that will prepare you for excellence in your career as an educator. We have a name that is recognized for preparing leaders of excellence. Additionally, CU Denver’s School of Education & Human Development is counted among U.S. News & World Report ’s “Best Graduate Schools,” making us one of the top education schools in the country.

Recommended Completion Time: 14 months

Required Credits for Completion: 30 Credits

Admission Requirements

Learn more about the Residency MA program . 

For any further inquiries about the program, RSVP for one of the information sessions or contact Jody Ogrodnick  [email protected] .

Additional Information

Special offerings in january.

Boulder Journey School will host four opportunities in January for those interested in learning more about our Teacher Education Program. During this time, participants will glean unique aspects about our program and hear from former and current students how this program has transformed their vision of what it means to be an educator in the 21st century. The in-person events will also include a brief tour of the school and light snacks. Please join us, or pass this information along to anyone you know may be interested. RSVP to one of our January Events!

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HKS and your career: A Q&A with the Office of Career Advancement

By Mary Beaulieu, Assistant Dean and Director of the Office of Career Advancement

Pursuing a degree at Harvard Kennedy School is all about career development. Given the diversity of interests and experience among HKS students, the process of taking your next career step will be a unique journey—and we’re here to help along the way. From setting goals to negotiating a job offer, the Office of Career Advancement (OCA) is your partner as you move through HKS to your next professional opportunity. Together with HKS faculty members, staff, alumni, research center affiliates, and, most of all, your classmates, we help you to pursue a career that makes a difference in the world.

What professional development resources does OCA provide?

One-to-one career coaching is the cornerstone of OCA’s work. Our career coaches provide individual coaching, access to potential employers, job search skill development, and guidance on building a strong network to support your career interests. 

In addition, we bring employers and alumni to campus for information sessions, industry-focused career fairs, and one-on-one or group career chats throughout the year. 

Examples of Recent OCA Events

• U.S. Presidential Management Fellowship Information Session
• U.S. Federal Government Careers Day
• Washington, D.C. Networking Night
• United Nations Alumni Panel
• World Bank Alumni Panel
• Climate and Sustainability Alumni Panel
• International Development and Human Rights Alumni Panel
• Careers in U.S. Foreign Service
• Design Thinking Your Career Workshop
• Effective Interviewing Workshop
• Negotiation Workshop 

OCA’s support doesn’t stop at graduation—HKS alumni can also consult with OCA coaches as their careers progress.

How do HKS students find jobs and internships?

We maintain an online job bank and career management system, JACK (Jobs and Careers for the Kennedy School), to help our students find jobs and internships. Throughout the year, we screen and post approximately 3,000 targeted jobs and internships, making JACK a powerful tool for identifying unique opportunities and potential employers. In addition to JACK, the HKS Alumni Directory and LinkedIn Group (open to students, alumni, faculty and staff members, and Executive Education participants) can be valuable resources for building a dynamic professional network.

What do students do after graduating from HKS?

The career paths of our graduates are vast and varied. In fact, 85% of the employers hiring HKS graduates from the Class of 2023 hired only one graduate, reflecting out graduates’ diverse career trajectories.

Each spring, our office releases an Employment Snapshot report showcasing data about our most recent graduating class. I invite you to explore the Class of 2023 Employment Snapshot report to learn more about how our graduates are making an impact.

Fast Facts about the Class of 2023

• 535 employed graduates are working in 46 countries and territories and 32 U.S. states plus Washington, D.C.
• 88% of graduates were settled by November 2023. (Settled refers to those who are employed, pursuing further education, running for office, or not seeking employment.)
• 71 graduates are working in the U.S. federal government across 24 departments and agencies. The top federal government employers include the U.S. military, U.S. Department of State, and U.S. Department of Defense.
• 45 HKS graduates accepted roles in international governments around the world, including 23 national, 5 state or regional, and 2 city or local governments.
• 131 of our graduates entered nonprofit or nongovernmental organizations engaged in areas including climate change, community/economic development, education, health, technology, workforce development, housing/homelessness, and human rights.

Graduates’ Post-HKS Employment by Sector

Is funding available for summer internships?

Yes! The Summer Internship Fund provides support to students undertaking an unpaid or minimally paid (eight-week or longer) internship in a public sector organization (IGO, national, regional, state, local, tribal) or in a non-governmental organization. Students enrolled in two-year programs can apply for summer internship funding in the spring semester of their first year.

What unique professional development opportunities exist for HKS students?

There are many, but one of the most exciting is the Michael S. Dukakis Governors’ Summer Fellowship . The Dukakis Fellowship allows students to serve 10-12 weeks in U.S. governors’ executive offices between their first and second years of graduate study. More than 150 Dukakis Fellows have participated in the program since it began in 2007.

Carolyn Bruckmann MPP/MBA 2025

Carolyn worked in the Governors Office of Connecticut on initiatives related to workforce development as an Economic Development Strategic Policy Fellow.

Austin Batson MPP 2022

Austin worked with the Governors Office of Utah on mapping the state’s public education data landscape, identifying ways to increase educator diversity, and evaluating state-level school governance.

Amanda Jaffe MPP 2022

Amanda worked with the Governors Office of Missouri on creating the state’s new Office of Childhood in support of the governor’s priority to enhance early childhood education.

Winston Tang

Celebrating our 2024 graduates

Elektrostal, Moscow Oblast, Russia

Elektrostal, located in the Moscow Oblast of Russia, has a rich and intriguing history that intertwines with the political landscape and geography of the region.

Elektrostal, with a current estimated population of approximately 160,000 residents, is a major industrial city situated in the eastern part of Moscow Oblast. The city's name translates to "Electro Steel," which reflects its historical association with the steel industry. Elektrostal's population has experienced significant growth over the years, particularly during the industrialization period of the Soviet Union.

The city's history can be traced back to the early 20th century when it was established as a planned settlement. In 1916, the Russian government made the decision to construct a large metallurgical plant in the region due to the availability of natural resources, such as iron ore and coal, as well as its proximity to Moscow. This marked the beginning of Elektrostal's industrial development, which would have a profound impact on its growth and identity.

During the Russian Revolution and subsequent establishment of the Soviet Union, Elektrostal, like many other industrial cities, played a crucial role in supporting the country's industrialization efforts. The city's steel plant became an integral part of the Soviet economy, contributing to the growth of heavy industry and the modernization of the nation. The political environment during this time heavily influenced the development of Elektrostal, as the centralized Soviet government prioritized industrial production and the advancement of the working class.

Throughout the 20th century, Elektrostal continued to expand and evolve. The city saw significant developments in infrastructure, housing, and social services to accommodate the needs of its growing population. Residential areas, schools, hospitals, and cultural institutions were established to provide for the well-being of the city's inhabitants. Additionally, the steel plant underwent modernization and expansion, leading to increased production capacity and employment opportunities.

However, the political environment of the Soviet Union also had its drawbacks. The centrally planned economy, which prioritized industrial output, often neglected environmental considerations. As a result, Elektrostal, like many other industrial cities, faced issues related to pollution and environmental degradation. Efforts were made to mitigate these problems over time, with the implementation of stricter environmental regulations and the introduction of cleaner production technologies.

The geographical location of Elektrostal also influenced its history and development. Situated in the Moscow Oblast, the city benefited from its proximity to the capital city. This allowed for easy transportation of goods and resources, as well as access to a wider range of cultural and educational opportunities. The region's favorable climate, with warm summers and cold winters, also played a role in shaping the city's lifestyle and economy.

In recent decades, Elektrostal has undergone further transformations. With the dissolution of the Soviet Union in 1991, the city experienced a shift from a planned economy to a market-oriented system. This transition brought both opportunities and challenges, as Elektrostal had to adapt to the new economic realities while preserving its industrial heritage.

Today, Elektrostal continues to be an important industrial hub, with the steel plant remaining a major employer in the region. However, the city has also diversified its economy, attracting investments in sectors such as manufacturing, electronics, and engineering. Efforts have been made to enhance the quality of life for residents, with the development of recreational areas, parks, and cultural events.