The metaphor of “catching the ball that the children throw us, and then tossing it back to continue the game”
I love this metaphor, because it truly defines how present we need to be with our students. We have to be able to pay attention and respond, not just in a complimentary or excited way, but with intention.
Think of a time when, as a child, you didn't think your rights weresupported. Describe the event and how it made you feel.
I think this is a really useful tool and inspires a way to frame/introduce empathy. We often forget how important it is to acknowledge student experiences that we don't witness. A child's concern over something an adult finds dismissible, is no less important.
1rs my finger!" he exclaimed. His classmates shared his excitement. 'Take a picture of my finger next:
I've been considering how to provide photographic tools to students within my summer program. Many students are now familiar with the use of smartphone cameras and ipads but it might be interesting/more feasible for them to have access to cameras. I'd love to know if anyone has done anything similar and what technology they decided to provide.
Children encounter numerous marvels on the way to the car or to the store that merit ex-amination-the intriguing shapes and splashes of puddles, the intricate pathways of bugs and worms, the irresistible gleams of shining treasures lying on the street disguised as trash.
Exploration is my favorite part of working with 4-5 year olds. They uncover beauty in the most amazing places.
It may take time for children to exercise autonomy when they are mastering such new skills as crawling or walking down hallways, climbing into car seats, putting on socks and shoes, or washing their hands.
My youngest students enjoy trying to climb stairs by avoiding the actual stairs and prefer a rock climbing maneuver balancing on the moulding and pulling themselves up by the banister. Unfortunately we have to discourage that activity so that the other classes can pass through the hallways on schedule. When I have the opportunity to lead their group, we've started to utilize a rock climbing wall. It's so important for our youngest students to have a dedicated space and time to dive into things.
Children have a right to pretend being dead and think about what it means to be dead
While watching the video, Participation is an Invitation, I noticed the comfort students displayed questioning and discussing their identities. It revealed a level of comfort/mutual respect that I don't see in most of my classrooms. It is interesting that this student felt comfortable enough at the BJS to bring up their thoughts on death in the classroom. It is challenging to comfortably address ideas about mortality or identity with a group of children. To me, it shows that the teachers/adults within each community are acting with a high level of discipline to communicate honestly and openly with children.
We need to make a big impression on parents, amazethem, convince them that what we are doing is some-thing extremely important for their children and forthem, that we are producing and working with chil-dren to understand their intelligence and their intelli-gences.
I tell my art instructors that after welcoming each student family, our first goal is to make sure they respect our experience/level of expertise so that they feel comfortable/safe creating with us. After making the initial impression, a teacher must remain genuine. When questions or new situations are posed, it is okay for the instructor to say, "I don't have an answer, but I have the ability to research & can investigate with you." I've brought that into my work with the students. Some families respect that approach more than others. I wonder what would help more families understand and welcome it.
We can never think of the child in the abstract.
The child is always aware and uses their own set of experiences to frame their understanding of what is happing, how they respond, and how they perceive what is going on around them. I'm struggling to find a full team of support staff who both recognize this and are willing to take the role provided for average compensation. The value of the work our Teaching Assistants and Substitutes provide is not reflected in the average salary & professional development funds offered to those who spend so much time with our students. The most challenging parts of our day are in transitions & the social interactions provided by lunch, recess, and specials. Our TAs and Substitutes oversee all of those times. They are needed to support social interaction and investigation, but they receive the lowest pay, no prep time, and no individual professional development funds.
What is done with materials and media is not regarded as art per se,because in the view of Reggio educators the children's use of many media is not aseparate part of the curriculum but an inseparable, integral part of the wholecognitive/symbolic expression involved in the process of learning. Through timethe materials and work of the “atelier” has entered into all the classrooms throughthe setting up of “mini-ateliers” and through the learning on the part of teachersand atelierista to work in very connected ways.
Communicating the value of process is so important. People often confuse project with product, and it is hard for both children and adults to get past this. The outcome is often visually unappealing, but the value is in the invisible practice and development.
Not a pre-set curriculum but a process of inviting and sustaining learning. Onceteachers have prepared an environment rich in materials and possibilities, theyobserve and listen to the children in order to know how to proceed with their work.
I love to explore new materials or processes and then provide my students with the same joy of discovery within their stations.
Children learn a great deal in exchanges and negotiations with their peers;
I appreciate the mention of classoom management strategies that support a teacher's ability to listen and foster positive social growth. It is extremely difficult to listen to and follow the social interactions between 20 children at the same time, and encourage productive negotiation. It is challenging to allow conflict while maintaining the safety of all students if the number of students is too large.
Through a strongsense of solidarity, people there are accustomed to construct and maintain theconnections with the community.
When I think of community meetings in the in the US, I conjure up memories of people complaining about how their tax dollars are spent and arguments against public school funding from those who do not have children enrolled in those schools. I was glad to see that the Community relationship in Reggio Emilia is overseen by a council. There is a holistic approach to communicating the value of education for members of the community in all stages of life.
Their right to participation isexpected and supported; it takes many forms, and can help ensure the welfare of allchildren in the program.
It's not just a daycare option, and I appreciate the fact that it is not viewed as such. Parental involvement is not simply donating to the seasonal fundraiser or being a member of the PTO/A.
Workers,educators, and especially women were active and effective advocates of thelegislation that established public preschools in 1968 and infant-toddler centers in1971. The results of the effort by all these determined people are publicly-fundedmunicipal as well as national programs for young children that combine theconcept of social services with education.
The power behind the establishment of the public preschools was in the community cooperation supporting a lobby to the government for public recognition and action. This guaranteed the development of a long term funding and secured the opportunity for participation by those of all socioeconomic levels.