stening 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
Being truly involved in listening is like an engaged space of silence and reflection on the dialogue being said
others. Expressing our theories to others trans-forms a world which is not intrinsically ours into something shared. Sharing theories is a response to uncertainty. This is the reason why any theory, in order to exist, needs to be expressed, communicat-ed and listened to by others
Listening and communicating and being listened to as a collaborative form of making sense of the world and reinforcing our understanding of what we’ve discovered
We should listen to the children so that their wordsgive us the courage for the future and help us to find a new way to dialogue with the children and with
It’s easy to forget that children also want to show their strength and we can share our trust in their bravery and optimism and that dialogue can be comforting for the children and adults in difficult moments in time I.e. pandemics, war, terror attacks. Listening can be a powerful tool in this way, pretending the children are unaware or have no opinions on difficult current events limits their understanding of being included in the community they’re a part of
This really resonates in this difficult time of pandemic worries, that we have an open dialogue about fears that helps both adults and children navigate this
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 game
The anecdote gives a good example of this type of maintaining play while guiding learning
Although learning is a serious matter, the teacher must approach it in a spirit of playfulness as well as respect. The metaphor of “catching the ball that the children throw us, and then tossing it back to continue the game” is a favorite one in Reggio Emilia.
Thinking of how we can promote the joy children have in discovery while also working a guiding their learning. It doesn’t have to be stiff and formal
learning. Questions about what teachers can and should do can never be finally answered but rather must keep returning to the starting problem: What kind of teachers are needed by our children—those real individuals in the classrooms of today?
Teachers need to be adapting learning and growing along with their students to be effective support and guides
that young children are powerful, active, competent protagonists of their own growth. Children are protagonists in society, bearing the right to be listened to and to participate, to be part of the group and take action alongside others on the basis of their own particular experiences and level of consciousness
I appreciate this idea of the true nature of how learning and children act in reality and that doesn’t translate to traditional thoughts about children on part or in rubric and strict grading systems
e role of the teacher as parent educator changes to the role of the teacher as a partner with parents
Something that always spoke to me about Reggio acknowledging the importance of parental involvement and collaboration of learning not just foisting off your children and having little interest in their leaning
child.• The role of the teacher as an observer is extended to documenter andresearcher
Turning a passive role into one of direct interaction and interest in the children’s learning and development
n Reggio Emilia, the teacher’s role in assisting learning is a sub-ject of central and abiding interest and concern.
I feel like this concise definition helps crystallize what the goal of a teacher should be when practicing Reggio Emilia philosophy
Projects may starteither from a chance event, an idea or a problem posed by one or more children, oran experience initiated directly by teachers.
Good to remember that strict curriculum doesn't necessarily align with the interests of the class and students and projects should form from a "spark" of interest or question
They make it possiblefor teachers to understand the children better and to evaluate the teachers' ownwork, thus promoting their professional growth; they make children aware thattheir effort is valued; and furthermore, they create an archive that traces the historyof the school
The benefits of documentation serve all members of the school and the school itself
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.
Importance of combining: environment/context/materials to fuel students' innate curiosity
Teachers are not considered protectivebaby-sitters, teaching basic skills to children but rather they are seen as learnersalong with the children. They are supported, valued for their experience and theirideas, and seen as researchers
a strong partnership and understanding is allowed to form when teachers are able to treat the children as collaborators and supported in their observations and guidance of learning
therefore teachers organize spaces that support the engagement of small groups
in connection with community building, spaces should provide opportunities for social interaction and collaboration
serious readers of John Dewey, Jean Piaget, Lev Vygotsky, DavidHawkins, Jerome Bruner, Howard Gardner and other world renowned scientistsand philosophers.
Continually learning from and developing practice based on research of what is best for the developing child. Evidence based and continual learning- important as educators to be life long learners.
First of all, the city-run educational system for young children originated there inschools started by parents; literally groups of parents built them with their ownhands at the end of World War II.
Interesting to note that the philosophy is literally built on community involvement and is a reminded to continue to emphasize that when able