It is a constructive feeling that must be reinforced so that the connected pleasure lasts even when reality may prove that learning, knowing and understanding can be difficult and require effort. It is through this very capacity of overcoming the difficulty that pleasure tr
Atelier brings tools that will help to overcome challenges of processing new more difficult information
Expressivity f inds sources from play, as well as from practice, from study, f rom emotions, from intuition, from chance, and from rational imagination and transgressions. In fact, drawing, p ainting, and the use of all languages are experiences and explorations of life, of the senses, and of meanings. They are an expression of urgency, desires, reassurance, research, hypothesis, readjustments, constructions, and inventions.
Atelier help for self expression, formulating thoughts, a sense of wonder and brings curiosity
d to be a place fo r sensitizing one's taste and aesthetic sense, a place for the individual exploration of projects con
Atelier is for activating different human senses
e also rescued our teachers, who had been humiliated by the narrowness of their preparatory schools, by working with them on their professional development.
Reggio promotes open perspective, opportunity for teachers to develop prepfessionalism using multiple disciplines
the atelieristi became officially part of the schools on in 1972 with the new ruleboo
Atelier is essential part of preschool
term "atelier, " which evoked the idea of a laboratory for many types of transformations, constructions, and visual expressions. Therefore the teacher working with children on visual expression was named atelierista, rather than "art teacher.
Art is multidisciplinary
collective process of knowledge buildin
Co constructive curriculum
realize his or her own full potential as a learner -in this case, learning how to teach
Listening is closely related to teachers self realization
s children communicate their mental images or theories to others, they also represent them to them-selves, developing a more conscious vision. This is what internal listening" means. By moving from one language to another, and one field of experience to another, and by reflecting on these shi� , children modify and enrich their theories
Children communicate through different language. To be able to communicate they need to listen to their inner
, children demonstrate that they have a voice, know how to listen and want to be listened to by others.
Image of the child as capable, intelligent, great listener
stening to ourselves, "internal listening,•encourages us to listen lo others but, in turn, is generated when others listen to us.
Such important flow
Listening should recognize the many languages, symbols and codes that people use in order toexpress themselves and communicate.
Listening involves not only ears but all our senses
t. But we cannot live without meaning; it would preclude any sense of identity,
Conscious parenting, conscious educators - means listening and finding a true inner meaning behind words
e should listen to the children, so that they can express their fears but also for them lo give us the courage to face our fears, for them and with them.
Working in Reggio environment will inevitable change out personalities, this approach involves more empathy, compassion, wish for changes
Reggio Emilia, however, the infant-toddler or preschool teacher always works with a co-teacher
Team is much stronger than one individual
often resolve the problem on their own, a
Image of child is independent, capable, problem solver, researcher
The teachers’ task is to notice those knots and help bring them to center stage for further attention—launching points for next activities.
Keeping our eyes and ears open all the time to notice something that other may not.
e, any problem that stops the children and blocks their action is a kind of cognitive knot. It might be caused by a conflict of wills or lack of information or skills to proceed. Such knots should be thought of as more than negative moments of confusion and frustration, however. Rather, they are moments of cognitive disequilibrium, containing positive possibilities for regrouping, hypothesis testing, and intellectual comparison of idea
I love that this approach also is based on problem solving. It means that teachers always have inner wish and tendency to help children in development, not just “babysit” them.
Systematic documentation allows each teacher to become a producer of research—that is, someone who generates new ideas about curriculum and learning, rather than being merely a consumer of certainty and traditio
Teachers in Reggio approach are more responsible for the fresh curriculum and are viewed as Change Agents
he teachers’ role is to help children discover their own problems and questions.
Problems are good and serve to the teacher as red signal to react and provide to the children necessary tools to help them go through these problems and learn valuable lessons.
ies. The teacher also observes and documents her own words and actions. Such observations are needed to interpret what is happening with the children and to make predictions and projections about how to go forward; on this basis, the teacher intervenes, joins with the children in their experie
As in business teacher makes hypotheses and analyzes them to see what is working and what is not among these children.
e group’s “memory” a
Memory is the base for co-constructive curriculum
She also believes that the teacher’s role must be imagined in terms that are holistic and circular, not segmented and linear. Such a circularity—or better, spiraling—is seen in the revisiting that is a frequent component of the learning process
Spiraling is a ability to precise what was happening some period ago and being able to see the progress, issues, some peculiarities and reflect on that Today
keying into the rhythm of the game and modeling an attitude of attention and care. The teacher seeks to extend the children’s intellec-tual stamina and attention span; increase their range of investigation strategies; enhance their concentration and effort; and still allow them to fully experience pleasure and joy in the
Rhythm is so important during the learning process, it keeps everyone on board and with a full concentration
o. We must be able to catch the ball that the children throw us, and toss it back to them in a way that makes the children want to continue the game with us, developing, perhaps, other games as we go along. (F
Reggio Teacher is a great marketing expert among children as her role is to engage, promote and gain interest among children
istening” means being fully attentive to the children and, at the same time, taking responsibility for recording and documenting what is observed and then using it as a basis for decision making shared with children and parents. “Listening” means seeking to follow and enter into the active learning taking place.
Active learning is based on fresh child’s reflections and summed revelations by teachers that both obtain daily.
they express themselves using dialogue and interaction in the group and call on adults nearby to serve as partners, resources, and guides.
All children are looking for communication and dialogue to self identify and realize themselves
role of teacher as curriculum planner changes to the role of the teacher as a co-constructor of knowledge.• The role of the teacher as program planner emphasizes the role of creator of the environment as a third teacher.• The role of the teacher in facilitating play changes to the role of the teacher as an exchanger of understandings.• The role of providing guidance changes to the role of the teacher as a supporter of the competent child.• The role of the teacher as an observer is extended to documenter andresearcher.• The role of the teacher as parent educator changes to the role of the teacher as a partner with parents.• The role of communicator with outside audiences changes to the role of the teacher as listener, provocateur, and negotiator of meani
With this approach a sense of life is more vivid in the classroom, there will be more dialogues involved, more planning, more fresh up-to-date ideas, more organization. I think such approach serves as ongoing training for newly arrived assistants with hands-on approach from day 1.
act, the role of the teacher in Reggio Emilia is com-plex, multifaceted, and necessarily fluid, responsive to the changing times and needs of children, families, and society
Teacher should be educated in multiple disciplines and being able to connect parts together. Teachers are not viewed as only classroom teachers, expectations are quite high, challenging.
does not require "more capable peers"-only companionable peers. In our work with children at Boulder Journey School we find that when working together, peers at similar levels of development build ideas and enhance one another's understanding of the world around them.
Child is seeking for relationships, communication since the birth. Neuroscientists say that children are born with a limited number of neural connections. "100 billion neurons are present at birth waiting to be awakened (synapses). The equipment is in its place waiting to make connections but it required ‘Earthly’ experiences and human interaction for the cells to make neural connections while will be the base of thought, reason, language, movement, social and emotional behaviors". The richer the environment and the more intentional and purposeful the interactions and experiences, the greater the number of neurological connections children are able to forge, which direct them to acquire the ABILITIES.
Adults and children live with different orientations to time. Adult society is future-oriented. Adults tend to concern themselves with upcoming appointments, undone tasks, and even more distant events such as their children's enrollment in college and their own retirement. Children, on the other hand, are sensitive to the wonders of the here and now, wonders for which they eagerly forego other agendas (e.g., Langsted, 1994). They exist in the moment and focus on what they find before them
Kids have Absorbent Mind (by Montessori) ‘creative yet unconscious mental state" which is aided by the "sensitive periods" which allow it to acquire more specific skills necessary for survival or development. There is a difference between adults and child’s way of learning. Adults need to make an EFFORT to learn something, while children ABSORB/TAKE everything that surrounds them.
"listening not just with our ears but with all our senses (sight, touch, smell, taste, orientation)
Verbal and written language may create a border and misunderstanding, we don’t need to rely only on these two factors. Instead be prepared to use other senses and look at meaning of Rights and other things by noticing different kids’ reactions.
requires patience. Listening to and respecting the rights of children means providing time
Kids grow on their own speed, pace, periods. Each child has a set of "sensitive periods" or "windows of opportunities" (Montessori). "They are transitory blocks of time in which the child is passionately absorbed with one aspect of his environment to the exclusion of others".
children up until about seven years of age communicate with each other more adequately by play than in speech, an argument can certainly be made that their childhood right to play is the same as our adult First Amendment right to free speech
Importance of play. Speech is not yet formed well enough at this age to articulate all the thoughts, but through Play kids of different nationalities and languages may understand each other.
languages, including drawing, painting, clay work, wire sculpting, photography, and manipulations of natural materials and blocks.
Interdisciplinary creates many possibilities to grow
sensitivity of the listene
Educator/parent/adults around a child should be sensitive, with open ears, ready to observe objective (not subjective), ask open questions, allow the child to uncover what’s inside.
Children's Rights should dispel any notion of young children as empty vessels waiting to be filled with adult ideas, including ideas about their rights
Such a powerful statement/revelation. When a child is born he is already a person with own character, personality, attitude, boundaries, rights. Changing OUR attitude is the only way to strengthen the connection between us and next generations.
right is like you know in your heart it's okay to do it ... you can do it if you want and that's it." Another child added, "But only if it's okay, like you won't hurt somebody and it's not safe . . . because the other person has a right to not be hurt too,
Children associate Rights first with something that is tangible - physical boundaries. It might be easier for them to imagine such a difficult concept "Rights" (which is not visible, obvious, not an object) through sensorial approach.
a creator of relationships —relationships not only between people but
communication skill is the most crucial skill for adults and kids, we are generators of relationships, we are creators of infrastructure/ecosystem around kids.
situation of uncertainty
Uncertainty shouldn’t scare us but we must be calm and learn to observe kids on a deeper level to uncover something unique and beautiful in each of them.
She wants the teacher to see theprocess of her work, rather than the product
So true! Kids want us to see their efforts and successes
honor
adults" attention and observation is super powerful source of energy for every child, drive and reason to explore surroundings.
What we want to do isactivate within children the desire and will and greatpleasure that comes from being the authors of theirown learning
How to activate this will and desire? First, by posing the right open question every morning to initiate dialogue and let kids drive the rest of the learning process
We need to producesituations in which children learn by themselves, inwhich children can take advantage of their ownknowledge and resources autonomously, and inwhich we guarantee the intervention of the adult aslittle as possible.
This is a foundational approach of Reggio where kids can learn by themselves but always feel the support of teachers, their presence.
to construct educational situations
We provide the canvas and tools every morning in the form of different activities and let small artists explore and create something unique the way they feel it, like it, perceive it. And our task is to learn to observe what path their mind stream is taking them to and support
school as a living organism
We create atmosphere of life, research, open space where freedom of exploration and curiosity is cherished and set as normal. Environment should be Fluid, amiable, easy to adjust to current needs of the group.
d to feel active andimportant — to be rewarded by their own efforts,their own intelligences, their own activity andenergy. When a child feels these things are valued,they become a fountain of strength for him. He feelsthe joy of working with adults who value his workand this is one of the bases for learning
Everyone want to feel appreciated, valued, wants to feel care and love - it gives us inner strength and motivation for self development and exploration
Projects may starteither from a chance event, an idea or a problem posed by one or more children, oran experience initiated directly by teacher
Teachers in Reggio have a great ability to listen with patience, support dialogue, ask open ended questions, communicate with kids in a way that will help to experiment and achieve new complex educational goals.
Transcriptions of children's remarks and discussions,photographs of their activity, and representations of their thinking and learning aretraces that are carefully studied
Educators spend a good portion of working time to document, transcribe, organize all documentation, create archives. Progettazione is based on kids’ actual current interests, experiences, hypotheses, not on a strict predetermined curriculum. Parents may ask teachers about their kids daily activities, interests and teachers will always know. It’s a strong cooperative family-style bond between all parties.
ask questions
Ask open ended questions to initialize a conversation that will lead to a project. Project may evolve to achieve small goals on its way and a big complex goal.
amiable schools.
Space organization, environment is the third teacher in learning process. The right distribution of groups among activities, assortment of materials for a number of projects, daily rituals serve teachers as foundation for progettazione, ease the praxis of life skills as for kids as for educators.
All children have preparedness, potential, curiosity; theyhave interest in relationship, in constructing their own learning, and in negotiatingwith everything the environment brings
Kids are the greatest negotiators and our task is to uncover this ability from within, speak With them, not At them. This creates open dialogues and may bring surprising discoveries in learning and help kids obtain more positive necessary virtues.
spirit of cooperation
This is the highest level of responsibility that we as parents can do for the next generation.