The taking over of the school by the atelier and by the atelierista, a teacher with preparation from an art school, as organizer, interpreter, co-organizer, and collaborator (a role to be continually reinvented en route), intentionally created a disturbance for the dated model of school for young children.
Just love this strategy and policy of intentional positive disruptions in the educational setting and organization.
the atelier had to be viewed as instrumental in the recovery of the image of the child, which we now saw as richer in resources and interests than we had understood before. This new child had the right to a school that was more aware and more focused, a school made up of professional teachers. In this way we also rescued our teachers, who had been humiliated by the narrowness of their preparatory schools, by working with them on their professional development.
So important to understand that when we "cheapen" the mind and abilities of the young child, we not only degrade children, but also the educators who spend their time with working with them.
the way he chose to do this was to make the young children's creative expression and autonomous desire to be engaged, to discover, and to learn as visible as possible
I love the concept of making the children's desires, processes, and learning "visible" to others. So critical and inspiring for seeking buy-in from the community.
Malaguzzi chose the French term "atelier, " which evoked the idea of a laboratory for many types of transformations, constructions, and visual expressions.
A "laboratory" as a "space dedicated to creative exploration with children". This phrase captures so much of what we have learned from RE and BJS: The importance of space and environment, a dedication to creative exploration, and the emphasis on the "with" children (teacher + student), In addition, I understand the "constructions and visual expressions" to include the 100 languages and the process of documentation.
istening takes place within a "listening context,•where one learns to listen and narrate, and each individual feels legitimized to represent and offerinterpretations of her or his theories throughaction, emotion, expression and representation, using symbols and images (the "hundredlanguages"). Understanding and awareness are generated through sharing and dialogue.
This explanation sums up in a nut shell for me the process and "life cycles" of listening, documentation, and learning in Reggio Emilia.
Listening produces questions, not answer
This is so true! It reminds me of Augusta's response in our last assignment when she replied to my question with a question.
istening a time. When you realty listen, you getinto the time of dialogue and interior reflection, an interior time that is made up of the present butalso past and future time and is, therefore, outsidechronological time. It is a time full of silences.
Such an interesting concept to consider listening as time, as well as, "outside" of time.
Listening plays an important part in achieving an objective that has always characterized our experi-ence in Reggio: the search for meaning
I love that the "search for meaning" is an objective. I wonder how many schools list that in their mission statement, as a pillar or a goal?
Their tendency to engage with colleagues in extended mutual criticism and self-examination of their teaching behavior seems to distinguish the educators of Reggio Emilia. Just as they see children as learning best through communication, conflict, and co-action, so do they see themselves as learning in this way.
This makes the work of the teacher so inspiring, serious, respectful, vital and truly meaningful. There are so many times and ways in which our culture devalues the importance of early childhood education and educators. I imagine that our image would be strengthened by a society that saw us and children as scientists, researchers and reporters of human learning and capacity.
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 ideas.
I think that this is one of the ideas that instills fear in many American teachers:) Adults here typically feel that it is precisely their responsibility to stay in control of the children, keep the environment conflict free and running "smoothly" at all times.
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 meaning.
I see these 3 points as key to the "buy in" we seek from parents and stakeholders.
the teacher’s role in assisting learning is a sub-ject of central and abiding interest and concern
The notion of "assisting" a child who is engaged in and developing her own learning process is the key actionable item for the adult who believes in the strong image of the child and takes responsibility for their role as a participant in the child's process
Second, we find that en-hanced competence 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
This too supports the evidence that inclusive classrooms benefit all the children, not jut those with special rights
are particularly rich when they center on issues salient for children at that mo-ment.
This is important to remember, as it reinforces the fact that children engage, create, and learn on deeper levels when they explore issues of relevance and significance to them in their current context. This is the opposite of introducing a theme or unit adopted by an adult months or years prior to walking alongside these particular individuals; such prescribed "studies" can not produce the same "rich" or meaningful outcomes.
hildren have a right to solve their own problems whenever they ca
This is so bold! The children seem to be telling us they are capable and competent, and we should not feel obligated to jump in and solve their problems before they ask for help.
Similarly, it may take time for children to express their thoughts and desires, especially when using a language that is not yet well developed. It also takes time for adults to understand the languages that children may prefer, such as creative expression and play.
This is true for all children and adults! In fact, time is a requirement for true inclusion and integration. Time and mindfulness are essential ingredients for meaningful connections and growth.
Children have a right to run or walk, to choose which one, if it's safe
I cant help but recognize this as one of the warnings we grew up hearing so often, in and out of school. "No running!" or, "Walk, don't run!" It was frequently so unnecessary for the adults to control these natural movements.
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.
I love this and believe this is the beginning of all relationships. It also seems to be the foundation on which this sensitive work with children begins, The process of observation and documentation is critical as it chronicles these actions of thoughtfully seeing and listening with others. To be present as a human and recognized as human by other humans does seem like the most basic right acquired at birth.