mportance not only of building and supporting the dispo-sitions to interact positively and helpfully with peers, but in the processes of doing so, to learn many complex interactive skills.
Recognizing the value in positive interactions but also the important complex skills that are being developed as well.
entertaining
Conducted an interview yesterday and the candidate talked about entertaining the children to keep their attention. May not be quite the right fit!
disposition to seek in-depth understanding throughout life.
What a lovely disposition to nurture!
Feelings of belonging and feeling welcomed■ Feelings of being taken seriously and respected■ Feeling what it is like to understand some thingsbetter (or more deeply)■ Experience of applying their developing skills inpurposeful and meaningful ways■ Being intellectually engaged and challenged■ Experience of overcoming setbacks and obstacles■ Experience of offering suggestions to peers andhelping them understand something better■ Experience of taking initiative, appropriate respon-sibilities, making some choices, and so forth
This list!!! To have a child's voice be heard and valued supports the image of the child as capable; for them to be taken seriously - even at a young age - shows that we believe in them and respect them. These are some areas to highlight. Overall this idea of 'standards of experience' focuses so much more on the experience of the child in the environment, rather than the teacher delivering the curriculum. The focus is also on 'experience' not 'readiness'.
What does it feel like to be a child in this environment day after day after day?" This question provokes another one: "What experiences should all children have much of the time?" (not every minute). In other words, what standards of experience should we provide for our young children?
What a wonderful question to ask! What are our 'standards of experience'. This ties in with my belief of providing an inclusive, engaging, rich environment and that all children deserve.
A "pairing" of this sort brings into play interdependence and reciprocity of thought and action; and the choices made, which result from agreements, disagreements, and negotiations, become public acts.
This shows the intentionality behind having two co-teachers and the benefits to it as well. I wonder how this could work at our school?
we place a great deal of emphasis on promoting constant learning and an attitude of research, an openness to change and to discussing diverse points of view.
This attitude towards lifelong learning, the idea that teachers can be researchers (along with other staff and children), having a growth mindset and a willingness to consider the perspectives of others - the combination of all of these will not only benefit the children but also the community and world at large.
bond of interdependence
A wonderful phrase.
connection rather than parceling,
This is also reflected in the interdisciplinary nature of learning.
a dynamic relationship in which theory and practice are reciprocally influenced
Neither theory or practice is valued over the other. It is reciprocal and can be influenced by one another, creating a culture of research.
moment of birth
The recognition from the 'moment of birth' is important, as it demonstrates that children are born being valued.
“Because the velvet (in the theatre curtain) promisesthat you can hear the music.”
Such a beautiful way to look at this. It is through truly listening to what children say that we can see the world from their perspective. So hopeful.
They have to be optimistic interpretations,which credit the child with ability.
Again, image of the child
Weasked the parents to imagine the city from another person’s point of view, to change their point of viewand their way of seeing through the eyes of anotherperson.
This opportunity to consider the perspective of another is an important aspect of our society. It is through this perspective taking that we can better understand our world and that we experience it in different ways. Again, connecting this with our own biases.
When we gener-ate knowledge, we want to understand that knowl-edge, reflect on that knowledge and share that knowl-edge.
This is part of the cycle of inquiry - learning something, reflecting, collaborating, learning more.
1) children’s hypotheses on the idea of a guide“Last year, we talked a lot about the city and cities. We also drew them and built them. This year, we would like to make a ‘guide’ of the city of Reggio. Do you know what a guide is? Have you ever seen them?”2) children’s hypotheses on the visitor’s possiblemotivation for coming to Reggio“Many people come to visit Reggio, our city. In your opinion, why do they choose to come to Reggio?”3) children’s views and suggestions about inhabiting the city“Where would you start? What would you say to introduce our city to all those people who come and who have never been here before?”“What kind of things can be done in Reggio that, in your opinion, could be interesting for these people?”“What kind of suggestions would you give them in terms of things to see, to do and why?”
This whole section reminds me of a project students did at our school (12 year olds). The questions were so focused and produced a specific type of product. The questions in this article could have blown the project wide open and engaged the students so much more authentically. This shows how the principles of Reggio Emilia can certainly be applied working with older students as well. The open questions invite the students to engage fully.
idea of what it means to be a citizen
Vital we all consider this, regardless of age.
hey are places to discov-er and make visible how children construct hypotheses, and how projects evolve.
Making the children's thinking and hypotheses visible is necessary to continue to build the relationship between child and educator. This is how the knowledge is co-constructed.