"What experiences should our children have much of the time in their early years, and no doubt in their later years as well?"
This question will remain in my thoughts as our studies progress
40 Matching Annotations
- Jan 2021
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too many experiences that are amusing or entertaining and exciting rather than interesting
I used to focus on entertaining children, especially as a high-schooler while nannying. But the journey of moving away from that has been absolutely transformative for me and for the children in my care.
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"Awesome;' "Super;' "Well done;' and many other positive, but empty phrases. Research on this 'over-justification effect' indicates that frequent praise lacking in content does not increase the desired behavior as well as does occasional, but informative, feedback. 3
I have been repeatedly perplexed by and interested in this issue--of how to offer encouragement without praising in a detrimental way. This is something that I have intuitive feelings about, but it is still mysterious to me in my own practice and habits...
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much of the time?
This is an interestingly vague parameter, makes me wonder how to measure "much of teh time"
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It seems to me that using terms like outcomes and performance standards is based on an industrial or manufacturing analogy.
Absolutely! Reminds me of so many other similar situations, like the prison-industrial complex. Education should not follow the same philosophical underpinnings as the manufacturing industry.
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Cliches are usually defined as broad, stereotyped, and over-used expressions that are sufficiently vague that large numbers of people can readily agree with them. They also have a kind of 'common sense' quality to them.
It is interesting to relate cliches to ECE, it has not previously occurred to me just how pervasive cliches are in this field!
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- Oct 2020
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generative
This is a powerful concept, generativity!
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visible.
visibility! So important!
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lay (non-religious)
very important to me when it comes to my own future children's education
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who said that it was necessary to become familiar first by using directly what you know and what you have learned in order to acquire further learning and knowledge.
This reminds me of what free play can do for children, especially if teachers wait to step in and allow children time and space to explore
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searching, or better, for diggingw
I would inject "for listening" here. The focus of the atelier on visual art is wonderful, but I am extremely interested in the use of the atelier for the exploration of other senses as well, particularly auditory. I will be sending my research in this direction!
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expressive education
wonderful concept--expressive education!
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psychologists
This deep focus on mental health in the very foundation of early childhood education is incredible. I wish it were so in the United States as well
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national law establishedparticipation
This is incredible--a national law establishing participation! What a wonder if that happened here in the United States
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schools have a new task
The re-working of my understanding of children has brought with it a re-working of my understanding of childhood, of education, and of the fundamental purpose of school itself. This description of the task of schools is useful in sorting these out understandings out.
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innovation
yes! This is the specific focus of our program!
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Documentation can be seen as visible listening
This ties together the themes of listening and visibility--bringing in both concepts I am eager to learn more about! A valuable quote I will surely be returning to (Rinaldi has rapidly become my most favorite pedagogista!)
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This is where the school comes in; it should first and foremost be a "context of multiple listening," involving the teachers and children, individually and as a group
Again, bringing me into a deeper understanding of school, transforming the very bones on which it is built in the society I have been raised in. This is profound.
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Listening, therefore, seems to be an innate predisposition, present from birth
This is a fascinating idea, and one which holds up a very strong image of the child.
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Listening produces questions, not answer
No better way to say it
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Expressing our theories to others trans-forms a world which is not intrinsically ours into something shared. Sharing theories is a response to uncertainty. This is the reason why any theory, in order to exist, needs to be expressed, communicat-ed and listened to by others. Herein lies the basis for the "pedagogy of relationships and listening,"
My studies in this program thus far have focused on Listening as the main thematic concept, but I am noticing that Visibility is emerging as the most natural next focal point almost the as the inevitable "step 2" of listening itself. I am looking forward to delving deeper into understandings of visibility.
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We und r-stand the school (which, for us, is the early child-hood center) a a place that plays an active role in the search for meaning -the meaning of the children and adults as well as their shared meanings
Often I notice myself pondering the strangeness of a school--where all of the children and a few teachers come together to spend their whole day each day--and I think about how odd it truly is for us to do this. But when I read Rinaldi's definition it brings the purpose of the school into perspective in the most profound way. A place for the collective search for meaning. I love it!
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wehaveto listento chil-drennot onlybecausewecanhelpthembut alsobecausetheycanhelpus.
This is the foundation of what we are working for as teachers. This is our entire job, as humans.
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confronted with a real-life problem
so inspiring to have the children engage with the building of their own table! I want to find more invitations like this for my children to bring them into the creation of their own environments!
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a way that is customary in Reggio, children are divided into groups around the model, each with a different perspective
great idea!
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But Paola doesn’t interfere and insist on her idea of movement. Because all are very involved in what they are doing, she does not impose her ideas on them. However, she does instruct them on matters of technique
So applicable to music exploration during instrument investigation! This is an ideal that I strive for constantly, to be in this way that Paula is with the children.
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en-counter with a new material
It has suddenly dawned on me that my practice of introducing new instruments to the children is a similar approach to the investigation of new materials that we have been reading about in so many of our articles. Once again, I feel as though I have been engaging in a Reggio-inspired practice without even knowing it.
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Intellectual conflict is understood as the engine of all growth in Reggio. There-fore, teachers seek to bring out, rather than suppress, conflicts of viewpoints between children. Similarly, among themselves they readily accept disagreement
A big shift in perception for me but a truly worthy one!
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One difficult task for the teachers is to help children find problems that are big enough and h
Brilliant!
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They believe that when children work on a problem of interest to them, they will natu-rally encounter questions they will want to investigate.
Most definitely! Anyone learns best when engaging with something they are actually interested in!
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Throughout the project (as well as in other daily work), the teachers act as the group’s “memory”
The teacher as the class "memory" is the most wonderful way to really envision the tangible nature of documentation--how documentation can be the teachers responsibility for bringing the collective memory to life. I love this.
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Sometimes this involves lead-ing group meetings and seeking to strike a “spark” by writing down what the children say, then reading back their comments, searching with them for insights that will motivate further questions and group activity.
This is an awesome approach, and I find that I have been doing this un-knowlingly with my Kinder, 1st and 2nd grade music classes. I would like to incorporate this practice with my young students!
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Although learning is a serious matter, the teacher must approach it in a spirit of playfulness as well as respect.
Taking a respectfully playful approach makes the serious parts of learning all the more lasting in their effect.
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Thus, any definitions of the teacher’s role can never be accepted once and for all, but instead constantly undergoes revision—as circumstances, parents, and children change; the dynamics of their concerns and exchanges shift; and as more comes to be understood about the fundamental processes of teaching and learning.
It is so helpful to have a fluid definition for the teacher because that is truly the nature of such a profession! To be a good teacher one must always be growing, learning, and adapting to the children at hand.
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- Sep 2020
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10 Seen and Heard So it does not depend on the age of the teller, but on the sensitivity of the listener. A newborn baby is l oking in your eyes, making silent questions, asking for cooperation for building a common world. That is the beginning of stories. (reported in Alderson, 2000b, pp. 26-27) The literal meaning of "infant" is unable to speak, but children's "voices" can be heard from birth, provided adults take the time and effort to listen (Pugh & Selleck, 1996, p. 123). Researching the ideas of young children requires indirect methods of inquiry; one cannot simply ask children to talk about rights (Langsted, 1994; see also Clark & Moss, 2001). Nevertheless, children of all ages offer valuable insights about rights, if society oon become attuned to children's ways of communicating (McLeod, 2008). LISTENING TO YOUNG CHILDREN A children's rights movement must be as much about "adult ears" as it is about "children's voices"
This is the most foundational concept in any movement that aims for progress. I think back to analyzing women's self defense from the perspective that men need socialization in alternatives to violence against women as much as women need training in self defense. This is comparable to the concept that the children's rights movement must be about "adult ears' as much as "children's voices."
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makes clear that young children have important insights into the issue of children's rights
Breaking away from this ideology many years ago (perhaps in high school when I began babysitting) absolutely changed my approach to children in the most fundamental way. The Reggio approach embodies the most whole-hearted view of children as quite the opposite of empty vessels, and it is wonderful.
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Sometimes the teacher will findhimself without words, without anything to say; andat times this is fortunate for the child,
Profound! It is absolutely necessary to allow space for the teacher to NOT have the answers! This allows for research or childrens' answers, or--best--mystery and imagination! I love to embrace the moments where no one (especially the teacher) has the answers.
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Children are very sensitive and can see andsense very quickly the spirit of what is going onamong the adults in their world. They understandwhether the adults are working together in a trulycollaborative way or if they are separated in someway from each other,
The relationships of the adults around children are as influential on the children themselves as their relations with their peers. Adult interactions are a rich source of knowledge for children, and when adults are respectful co-collaborators it can provide a very healthy model for the children to learn from.
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We don’t want to teach childrensomething that they can learn by themselves.
This is the most wonderful way to explain the process of getting out of the way and allowing children to learn. Supporting them in their own process of discovery without trying to do it all for them is so important, and I find this approach to be crucial to the overall respect and honoring of children.
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- Aug 2020
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seelearningnotasalinearprocessbutasaspiralprogression
This is an absolutely profound way of understanding learning--I am inspired to delve deeper into this concept of learning as a spiral progression and apply this understanding to my everyday work!
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