62 THE ART OF LEADERSHIP , Cultivating Curriculum in Early Childhood Organizations I suggest that a more appropriate way to assess pro-visions for our young children is to answer ques-tions like "What does it feel like to be a child in this environment day after day after day?
If a curriculum is contextualised, there should be opportunities for children to express how they feel about learning and how they would like to drive it further.
pecific subject- or content-realted standards are presented, they become performance standards that are often referred to as outcomes.
It is very typical of schools to use Math, Language, Sciences as graded component of assessing students' understanding. One of the things I value from the Reggio Emilia approach is that disciplines will cross borders and they are limitless.
The atelier can also be part of the classroom and the classroom can be living organism space for techniques and skills to be developed over a period of time, giving meaning to children's language of expression.
This demonstrates that education is not only confined to learning subjects, rather finding ways to honor children's sense of individuality and language of expression.
This statement, "construction of this new culture" differs from context to context. I wonder how this might look like in a school who is transforming itself from a traditional approach to a more Reggio Emilia inspired setting. What conversations may take place within this circumstances?
“catching the ball that the children throw us, and then tossing it back to continue the game” i
When I think about this metaphor, it made me realized that in order for co-construction to take place effectively, there should be meaningful and purposeful dialogue being exchanged.
language of education serves to organize and bring together all of the participants
The role of educators in the practice of social constructivism changes the landscape of learning. It is not about what the educators know and what knowledge it can impart but it revolves around a symbiotic relationship.
O]ur image of children no longer considers them as isolated and egocentric, does not see them only engaged in action with objects, does not emphasize only the cog-nitive aspects,
This makes me think of our role as educators and evolving beliefs that we have of children. Do we see children as passive or active contributors? What thing I know is that the image of the child I have today may change tomorrow as I believe it gets reshaped with time, experience, and reflection.
In working to appreciate the perspectives of young children, verbal language proves to be a source of misunderstanding, as well as understanding.
If listening and verbal language can lead to a misunderstanding, how does one inculcate a culture of participate and inclusivity fairly?
The children discussed their ideas until they agreed on statements made by two children
The practice of democracy signifies that the educators demonstrate a culture of participation amongst the children and inclusivity. For the children come to a consensus with the facilitation tells me that democracy is deeply embedded in their practice.
The teacher must have the capacity for many differ-ent roles.
It's like finding a balancing act between the art of observing and maintaining relationships between others. The educator no longer demands authority unlike in the past - the relationship is based on trust and reciprocity. If an educator is fixated on the idea that they demand respect from children, especially in the context of Asia, where compliance is akin to being respectful, then there will be a shift in the relationship.
This theory within you pushes you to behave incertain ways; it orients you as you talk to the child,listen to the child, observe the child. It is verydifficult for you to act contrary to this internal image.
This is very true and to be cognizant of one's perception of children require one to be self-reflective. I'm aware of how I get down to a child's eye level to speak, using respectful voice and assuming the best of others (in adults and children). The perception you have of people in general reflects in the way you see children.
Teachersandchildrenaspartnersinlearning
We are not the sole providers of knowledge. In my practice, I have learned more from the children - To be able to enter into a plurality of ideas and seek different perspectives, collaborate and search for new understandings. When we shift our mindset from a teacher to a co-learner or facilitator, you will no longer see yourself as a provider of knowledge, rather you will start to value children's voices and ideas as part of your own learning journey. Reggio Emilia approach is a way of life.
integralpartofthewholecognitive/symbolicexpressioninvolvedintheprocessoflearning.
I find the Hundred Languages and symbolic language a very crucial role in the early years right from infancy. As I have been working with children from multi-diverse background and interests, offering them unique materials such as wire, clay, foil, paper and allowing their creativity to be unfolded allows me to evaluate their thinking process, problem-solving skills and even witnessed schemas. It is always fascinating offering children materials and see how they develop a relationship with it. Every child will show you a different way of using a material.
Theymakeitpossibleforteacherstounderstandthechildrenbetterandtoevaluatetheteachers'ownwork,thuspromotingtheirprofessionalgrowth;
Documentation is an essential part of observation and assessment. When observing children, we have to be able to listen to them and make inferences from their dialogues or carefully study the artefacts they have created. I am excited to see how I can apply this in my contexts especially since we have to see some data tools too assess if a child can identify letters from the alphabets.