Therefore, the organization of work must enable and support communicative dynamics which, by interweaving individual and collective thought, leads us to experiment with the existence of "possible worlds" and the possibilit
leverage the collective knowledge of community!
he dialogic nature of the individual and of knowledge.
seeing the students as capable
What makes the organization is the meaning given and the values ascribed to these structures by the subjects of a school
love this! Do schools values and the why align with what they say they do?
learning to learn in a group, seems to be closely correlated to the quality of opportunities to share and participate in the daily life of the school.
learning from others, being challenged to try new things and take risks... how do traditional schools build this into curriculum and share in the learning?
children’s maps aremulti-sensory and contain places of relationships,encounters, smells and noises, stories of life.
this multi-sensory inclusion is vital for empowerment and inclusion of all. I wonder about student agency?
I believe that we can choose to offer topics for thechildren’s consideration as long as we are aware of this risk
this is important to the role of the teacher, and your image of the child..."consider each child's reality" Malazuzzi
Beginning with this broad question, we opened aninvestigation with all of the children in the 20 munici-pal schools in Reggio.
love this broad question!
hey are places to discov-er and make visible how children construct hypotheses, and how projects evolve
this is what I am hoping to inspire this school year ( in a more traditional environment) and find ways to bring families into the fold.
When the Eye Jumps Over the Wall (1980) and The Hundred Languages of Children (1987). He was aware of the power of the documentation that was produced through the educational creative work of the teachers and atelieristi with the support of the pedagogical coordinators.
I like the idea also of 'if we could jump over the walls' looking at ideas from multiple perspectives...reminds me of the ideas shared in an Orthogonal Mind. https://joebalcom.blog/orthogonal/
A pedagogical-coordination-support team of pedagogisti andpsychologist
gaining more ground for pedagogical work with addition of support team
The first was by means of research, through reading and discussing with teachers writings by John Dewey, Lev S. Vygotsky, Erik Erikson, and other philosophers of education, whose works had only recently been translated into Italian.
rarely are we encouraged to find ways to discuss pedagogy or encouraged to share educational philosophy. If this were happening more often and naturally, then perhaps the level of teaching would increase.
he capacity for listening and reciprocal expectation is an important quality, enabling communication and dialogue, and demands to be understood and supported
striving to be "in dialogue" with our students every day.
Children know this; they have the desire and the ability to search for the meaning of life and their own sense of self as soon as they are born
We must advocate for children...
enter into a kind of intellectual dialogue with the group of children and join in their excitement and curiosity.
imagine...must believe that children are capable....and the teacher must be able to enter into that intellectual dialogue!
Yet teaching and learning are at the heart of it
listening to students and being responsive vs filling up with prescribed ideas from big education companies!
four suggestions for tuning adult ears to the voices of young children.
WOW, this is a tremendous ideas and one that leans into a culture of reflection!
shift in the role of the teacher from anemphasis of teaching to an emphasis on learning
this is hard to do, what are strategies that Reggio and BJS teachers use?
All of this changes the role of the teacher, a role thatbecomes much more difficult and complex. It alsomakes the world of the teacher more beautiful,something to become involved in
Love this statement! The world of the teacher becomes more beautiful and something meaningful....juxtaposed with worksheets, preplanned curriculum that just lumps learning into young minds without thinking what is it going to connect with?
We need to be open to what takes placeand able to change our plans and go with whatmight grow at that very moment both inside th
Be open and flexible... this also means we need to listen with attention and be in dialogue with our students
learning bydoing is of great importance and that to discuss in groups and to revisit ideas andexperiences is essential to gain better understanding and to learn.
Allowing for teacher and student to learn, revisit, and collaborate together, adjusting along the way is a natural process of the brain...making sense of things
Oncethese documents are organized and displayed they help to make parents aware oftheir children's experience and maintain their involvement.
This is important and is essential to the Reggio work, families, colleagues, and students
discover the children's ideas, hypotheses, and theories
this is the work, the exchange through listening and dialogue...co-construction of curriculum.
Through a strongsense of solidarity, people there are accustomed to construct and maintain theconnections with the community.
This intrigues me. Why are we so fragmented in the USA? To have public schools provide this center for the community would be so energizing and promoting of cultural understanding and appreciation.
therefore teachers organize spaces that support the engagement of small groups.Teachers and children as partners in learning.
This is just wonderful and as it should be...a partner in thinking and learning!
it came from a great deal of effort and political involvement.
After WWII the effort was tremendous, working collectively to respond to needs in the community...it took time and energy and without pauses.<br> Active and effective advocates who never gave up!