Our aim is to build philosophical and value-related horizons that are closely interwoven with the emerging culture.
This speaks to to a culture that is dynamic and changing!!
78 Matching Annotations
- Nov 2020
-
-
-
n the awareness that we are dealing with an organism characterized by interactions that are rapid, complex, and simultaneous, we cannot think in terms of wanting to exercise overall control;
Letting go of our control is a must if we are to respect the rights of children and facilitate the 100 languages of children, listen to differing points of view, collaborating on next steps -planning to promote higher level learning, .... and the list goes on.
-
It is our actions that make the difference, and this implies our responsibility to be not so much the interpreters as the builders of the experience.
We as educators are protagonists and continually must be willing to construct new learning!
-
the "dimension of the possible"
Setting the bar to a higher and creative level of ..... unknown possibilities...
-
how the values and aims are connected to the design and organization of work, schedules, spaces, school environments, activities, staff development, family participation, and relations with the city.
This statement further clarifies the how the organizational structure must support the values but it also highlights the values related to family participation, staff development and respecting the culture and relationship to the community.
-
etwork of participation that is the result of many different points of view.
Trusting relationships are critical to creating a safe environment to appreciate and incorporate differing point of view.
-
Organization involves working conditions, schedules, spaces, and decision-making processes, all of which are informed by and inform the values and relationships within an institution.
This statement clearly shows the interconnectedness between the organization and the values developed agreed upon - and revised by all in the learning community!
-
- Oct 2020
-
docdrop.org docdrop.org
-
deeper motivations
interesting comment - It speaks to taking the time to holistically observe children.
-
image of the child, the role of the environment, lan-guages and representation, parent partnerships and,of course, documentation and emergent curriculum
I can see that this is a journey!
-
The regular meetings allow for dialogue, revisit-ing and reflection as the key ingredients for adultgrowth and learning. Extensive ongoing staff develop-ment time is used to reflect, share different perspec-tives, plan and revisit ideas.
I can see that when the structure for teacher learning and planning includes reflection, discussing different perspectives, planning and revisiting ideas/documentation is established as a norm it then can be expanded to include students and other members of the learning community.
-
A minimum of three and ahalf hours per week
I am glad to read about this program's structure.
-
we, as adults, can gainsomething because the children’s view of the city isoptimistic and full of life, open to the future while firm-ly rooted in the present. C
What a gift!
-
Children always find meaning in relationships:
it is interesting to see how important a frame of reference is for children.
-
children’s maps aremulti-sensory
i love that the maps can be multi-sensory!
-
itseemed that words alone were not enough. Childrenstrongly need to leave traces on paper. It is as if themark of the pencil that travels over the space of thepaper helps them to feel the movement and gives visi-bility to their interior paths.
I found the interpretation of the maps interesting -- I might have said that the maps make t more concrete but this interpretation gives creedence to the language of movement.
-
but also interpretations that are courageousand brave. They have to be optimistic interpretations,which credit the child with ability. These interpretationswith very young children . . . how we create frames ofreference and how we translate these tiny gestures . . .gives us a way of sharing with parents and othercolleagues a vision of children
I can see how this process is so tricky with young children, finding the balance between honoring young children's ideas, while facilitating the exploration for more ideas without making our ideas dominate their exploration.
-
question that strongly characterized the children’s reflections in this initial phase of thework: how to orient yourself in an unknown place
The children's awareness of the various cultures and languages, as well as, the process of discussing and brainstorming solutions, seems so natural to the children.
-
record
I feel like we can use the strategy to video/record children's discussions to help children reflect upon their ideas and learn about other's perspectives!
-
children’s hypotheses on the visitor’s possiblemotivation for coming to Reggio
I love the opportunities that this question offers to explore multiple perspectives in a safe way!
-
children’s hypotheses on the idea of a guide
Taking time to explore children's background knowledge is so important but again I have observed that it can be easily done on a surface level.
-
to reflect on our own experiences and relationshipsbut also on the idea of citizenship itself.
I believe that the idea of citizenship is such an important concept for all people to to generalize across all settings.
-
docu-mentation strongly informs our way of being with the children and with our col-leagues,
We need to build documentation as a foundational skill in our classrooms.
-
The atelierand the mini-atelierare places to discover what children buildand produce with their hands and with their intelligence. They are places to discov-er and make visible how children construct hypotheses, and how projects evolve.
I am hoping that in our team based classrooms at Sewall that we can take on the role of being an atelierista and create the mini atelier in the classroom.
-
- Aug 2020
-
-
that all the languages that are already co-existent in the mind and in the activity of the child have the power to be generative of other languages, other actions and other potentials that are in turn generative
I love this generative process and the idea continuous learning!
-
"Once a week we would transport the school, (the children and our tools,) to town .... The children were happy. The people saw; they were surprised and they asked questions."
What cool community building providing the opportunity to value the thinking of young children.
-
atelier," which evoked the idea of a laboratory for many types of transformations, constructions, and visual expressions.
It is interesting how instrumental the use of the terms" altelistra and *atelier** was in creating paradigm about the use of space and materials as being a lab for constructing, transforming the 100 languages of children.
-
- Jul 2020
-
-
Listening is generated by curiosity, desire, doubtand uncertainty. This is not insecurity but the reassurance that every "truth" i so only if we are aware of its limits and its possible falsification.
How true for this day and age!!
-
time of dialogue and interior reflection, an interior time that is made up of the present butalso past and future time
It is note worthy to think about how listening captures a time in the past, allows for dialogue in the present, and enables actions for future actions.
-
Listening should be open and sensitive to theneed to listen and be listened to, and the need to listen with oil our senses, not just with our ears.
So true! Listening with all of our senses speaks to listening to the 100 languages of children.
-
these theories are extremely important in revealing how children think, question and interpret reality, and their own relationships with reality and with us.
listening leads to the narrative that is a fluid theory about how our children, "think question and interpret reality and their own relationship with us."
-
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.
This image of the child supports the rights of children from birth.
-
"How can we help children find meaning in what they do, what they encounter, what they experience? And how can we do this for ourselves?"
Listening is the foundation upon which both teachers and children "make meaning", co-construct learning both as individuals and part of the group.
-
-
docdrop.org docdrop.org
-
They reread the notes and hypothesize that the adults need to “push the children further into the disorder that they have created” as a way to accentuate the contradictions of their thinking.
This example so clearly demonstrates the importance of children figuring out a concept, in this case of measurement, by repeatedly looking at the flaws in their theories, in a supportive manner.
-
She provides the children instruction in the correct use of the materials and tools as part of the process of facilitating, supporting, and encouraging.
This clearly explains the importance of teaching the children how to use materials and tools in order to do more in depth exploration of the materials in a respectful way.
-
Intellectual conflict is understood as the engine of all growth in Reggio. There-fore, teachers seek to bring out, rather than suppress, conflicts of viewpoints between children. Similarly, among themselves they readily accept disagreement
This process is so powerful and stimulating for children and teachers alike!!
-
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 tradition.
With the children we work with - it becomes so important to create the learning environment in which children feel comfortable with uncertainty by maintaining predictability in our relationship with them.
-
Teachers communicate with parents about the current theme and encourage them to become involved in the activities of their child by finding necessary mate-rials, working with teachers on the physical environment, offering supplementary books, and so on.
Here are some concrete ways to have parents become involved! I love the idea of parent's involvement in these concrete ways enables them to revise their image of their child.
-
increase
I too like this description of one of the goals of teaching- I want to explore the concept of intellectual stamina more as it does not feel totally clear.
-
the teacher needs to enter into a kind of intellectual dialogue with the group of children and join in their excitement and curiosity.
Joining children with excitement, curiosity, helps us to understand the child's process and thinking
-
but
I see this is so essential for children to be able to take risks as a learner and to appreciate their unique processes that they bring to learning to be able to see themselves as competent people.
-
By creating shared meaning of the schoolchild’s nature, rights, and capacities, members of a community also can come to agree on what kind of teacher is needed to educate and provide for this child.
I feel that we need to have meaningful conversations about the image and rights of the children. What a great question: What kind of teacher is needed to educate and provide for this child.
-
com-plex, multifaceted, and necessarily fluid, responsive to the changing times and needs of children, families, and society.
This requires teachers to be committed to researching and studying our craft including truly understanding each families culture within the greater context of society. I feel that we are now in such a time of cultural shift and take the time to learn the impact of change within ourselves, our students, our families and the greater society.
-
child’s exploring procedure,
AHH the importance of careful "listening" so we can join and guide the child to a higher level of exploration, and synthesis of his/her experiential learning.
-
but must act in such a way as to persuade children that they deeply share this image.
I see this as crucial for our children; some of whom come into our classrooms with low self-esteem.
-
young children are powerful, active, competent protagonists of their own growth.
I wonder how many parents, educators, and community members see children as protagonists in their own learning and growth!
-
The 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 meaning.
I like this language much better than what is said in the previous list and it implies the importance of the role of each children on their own learning.
-
rich in potential, strong, powerful, competent, and most of all, connected to adults and other children.
These words eloquently describe the image of the child and the importance. As teachers we have a responsibility nurture each child's POTENTIAL -COMPETENCY-STRENGTHS-POWER and RELATIONSHIPS with adults and children.
-
- Jun 2020
-
docdrop.org docdrop.org
-
tension
I want to explore the idea balance the rights of children and the collective community - how to work through the various "tensions"
-
peers at similar levels of development build ideas and enhance one another's understanding of the world around them.
I am so curious about grouping of children! I would like to discuss best practices about grouping of young children.
-
Take a picture of my finger next:
This reminds me to have the back ground knowledge of children's development.
-
Listening in the Here and Now: Can Adults Attend to Context? Patience not only opens opportunities for children to exercise their
Being present -Mindfulness for all!
-
Listening Patiently: Can Adults Appreciate the Significance of Time?
Te old age question about balance TIME but it makes such sense to allow time for children to explore [express themselves] and learn to be autonomous.
-
In listening to children's behavior, adults must attend closely to their play.
I have to be more open to children expressing not only traditional feelings through play but also their need to feel autonomous.
-
Listening Creatively: Can Adults Appreciate Children's Many Languages?
This made realize the importance of listening to all of the non-verbal ways of communication!
-
So it does not depend on the age of the teller, but on the sensitivity of the listener.
So Important to listen with all of our senses and sensitivity
-
hildren have a right to say, 'No' to mouth kisses
Children have the right to determine what is safe!
-
Children have a right to talk, as long as they do not interrupt someone else who is talking first, but children have a right to wait for their turn to talk
I see that some of these rights voice respect for multiple children at the same time. the write to be heard -the right to wait to be listened to - the right for others to speak and be heard
-
Children have a right to never, never go to jai
I have observed our children playing jail so many times -I would like to explore their feelings about jail -without assumption.
-
Children have a right to fall down when they feel like being crazy
This shouts out that children have the right to experience consequences of their actions - not to be over protected
-
Children have a right to climb mountains, ski on the mountains(when there is snow), and play on the mountains (because the mountains are there for all of us to use)
This statement speaks to the write to explore!!
-
"A right is like you know in your heart it's okay to do it .
Children are trusting their inner voices -its ok to act and think the things you want, as long as i some one else does not get hurt
-
small group of 4-year-olds and asked, "What is a right?
I want to learn more about how teachers group children for discussions such as one about rights.
-
- May 2020
-
docdrop.org docdrop.org
-
the child is veryintelligent, that the child is strong and beautiful andhas very ambitious desires and requests. This is theimage of the child that we need to hold
I totally agree with this statement; I need to increase my observation skills to learn the "100 languages" of our children who are in our classroom, especially those who have IEPs and do not use words to commmunicate.
-
What we have to do now is draw out the image of thechild, draw the child out of the desperate situationsthat many children find themselves in. If we redeemthe child from these difficult situations, we redeemourselves.
The importance of our work!!
-
Flyingthrough the air, seeing the world in a different way,adds to the wealth of all of us, particularly thechildren
I love the analogy of having the classroom be a hot air balloon, allowing all to see the world in a whole new way! And of course parents have to understand what is happening in the "hot air balloon" before the balloon can take off.
-
The teacher has to be the author of a play,someone who thinks ahead of time. Teachers alsoneed to be the main actors in the play, the protago-nists. The teacher must forget all the lines he knewbefore and invent the ones he doesn’t remember.Teachers also have to take the role of the prompter,the one who gives the cues to the actors. Teachersneed to be set designers who create the environmentin which activities take place. At the same time, theteacher needs to be the audience who applauds
The many roles of a teacher -non of which I learned when I I was in college taking courses to get my teaching liscence back in the 1970's
-
his meansthat when you learn to observe the child, when youhave assimilated all that it means to observe thechild, you learn many things that are not in books —educational or psychological
I am anxious to learn more about the on going documentation to assess a child's growth.
-
When we as adults are able to see thechildren in the process, it’s as if we are opening awindow and getting a fresh view of things
To honor the processes and effort of the child is critical to understanding the child's thinking, problem solving, creating and appreciate the unique perspective -"a fresh view of things"
-
We need to know how to recognize a new presence,how to wait for the child.
This speaks to me to slow down - be present, observe, demonstrate active listening, and facilitate each child's learning -tricky!!!
-
We need to think of the school as a living organism.
I see this as such an important perspective - For me it highlights balancing rights of the individual child with the rights of the collective learner in the community.
-
It is also important for the teachers to enjoy beingwith the other teachers, to enjoy seeing the childrenstretch their capacities and use their intelligences, toenjoy interactions with the children.
I am reminded of Sewall's Mission Statement that includes this phrase, provides inclusive and joyful learning environment. The joy that comes from collaborative learning is so important to develop a passion for learning!
-
we need to be open, weneed to change our ideas; we need to be comfortablewith the restless nature of life
I know that times of most growth for me have come from times that have involved the unknown and discomfort!
-
You never come in an isolated way; you alwayscome with pieces of the world attached to you.
I am reminded of the importance of self-awareness and self-care for me to be present with all in my learning community.
-
She brings theseexperiences, feelings, and relationships into schoolwith her.
This statement reminds me several things! First it is essential to create an environment that honors respect and emotional safety for all! Secondly, we need to listen, observe, and be present with each child!
-
We mustspend some time talking about these expectations.
I want to learn more about this conversation regarding expectations for all in the classroom community.
-
They understandwhether the adults are working together in a trulycollaborative way
Children are so intuitive! As adults how we work together reflects and permeates the atmosphere for all!
-
image of thechild that directs you as you begin to relate to a child
Working through our own bias is key and they ac! as "Blind Spots!"
-
-
docdrop.org docdrop.org
-
I was amazed how long the families struggled and persisted with determination to achieve the establishment of public preschools that honored the rights of young children.
-