It had to be a place fo r sensitizing one's taste and aesthetic sense, a place for the individual exploration of projects connected with the experiencesplanned in the different classrooms of the school.
This is so beautiful!
35 Matching Annotations
- Nov 2021
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including kitchens, bathrooms, and outdoor spaces
This is something I really value about BJS. Their emphasis on non-traditional spaces within a school having educational benefit!
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Malaguzzi chose the French term "atelier, " which evoked the idea of a laboratory for many types of transformations, constructions, and visual expressions
This makes me think of children as researchers.
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- Oct 2021
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By moving from one language to another, and one field of experience to another, and by reflecting on these shi� , children modify and enrich their theories. But this is true if, and only if, children have the opportunity to make these shifts in a group context - with others - and if they have the chance to listen and be listened to by others, to express their differences and be receptive to the differences of the others.
I'm really moved by this passage. It focuses on collaboration rather than the white supremacist cultural idea of individuality as the goal.
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Listening is emotion
This one still gets me. It makes me think of my time observing in nature for our ODA assignment. I almost started to cry during that invitation.
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Expressing our theories to others trans-forms a world which is not intrinsically ours into something shared.
Connection! So vital for humanity.
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we must a k:
Again, love this! I know when I was growing up, I was conditioned not to ask these questions, especially "why?", as it was always met with a response along the lines of "because I said so..." This passage goes directly against this belief and instead emphasizes the that these questions MUST be asked.
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he meaning of the children and adults as well as their shared meanings.
I love the point in emphasizing the individualized searches for meaning (children & adults), and the shared aspect of this relationship as well. As humans, we are always searching for answers, and I love how this specifies that.
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yet personally I tend to wait because I have noticed that children often resolve the problem on their own, and not always in the
This is something I'm slowly becoming more comfortable doing! I think it aligns with upholding one's image of the child and truly showing children, despite the personal anxieties that may arise in the moment, that they are capable problem solvers.
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noticing provocative or insightful comments,
This reminds me of the work we are doing for ODA in that when noticing provocative/insightful comments, we have to remember that these are subjective and are what WE find meaningful; others may pick out other things!
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Thus, the teacher needs to enter into a kind of intellectual dialogue with the group of children and join in their excitement and curiosity.
This is something I noticed in both videos! Although the teacher wasn't seen on camera in the video at BJS, her enthusiasm and support in the shared experience was apparent! Likewise, the educator in RE joined in the excitement of the children.
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t is not easy to give a complete outline of the teacher’s task,” Loris Malaguzzi once said (1995, p. 18). In fact, the role of the teacher in Reggio Emilia is com-plex, multifaceted, and necessarily fluid, responsive to the changing times and needs of children, families, and society. Yet teaching and learning are at the h
When watching the two videos this week, I wrote down the question "what is the role of the teacher in these shared group experiences?" I should have known that the answer is not so simple, and such is stated here, this role changes. :)
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- Sep 2021
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Children's assertions that sadness and anger were not okay may stem from their awareness that these emotions were not always okay with their parents or teachers or peers, or that being angry or sad did not feel okay to them.
This is super interesting to me. It makes me think a lot about the messaging young children receive and how they become part of the children's understanding of what is and ins't expected or valued.
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"How can we give voice to all the children at the school, including chil-dren who are preverbal?"
This is something my teaching team has been discussing a lot during our meetings!!!
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Children have a right to pretend being dead and think about what it means to be dead
Such an abstract and deep thought.
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because the other person has a right to not be hurt too
This child so eloquently expressed what I think a lot of adults struggle with. When thinking of one's rights, it's important to note not only the rights we hold individually, but what those mean for other's in our community as well! This response shows the empathetic and selfless nature of children, which completely goes against the common misconception that children are egocentric.
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Children get toknow each other through all their senses. Touchingthe hair of another child is very important. Smell isimportant. This is a way children are able to under-stand the identity of themselves and the identity ofothers.
This is something that I love watching in the infant room. For some of the babies, being at school is the first time they get to interact with peers their own age. They are actively trying to figure out one another and I feel so lucky to be a part of this process.
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We don’t wantto protect something that doesn’t need to be pro-tected.
This!
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Clarifying the meaning of ourpresence and our being with children is somethingthat is vital for the child.
I need to remember that I can be present & with the child, WITHOUT having to talk and narrate the entire time.
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What we want to do isactivate within children the desire and will and greatpleasure that comes from being the authors of theirown learning.
I think this is the piece that is lacking in a lot of traditional, early childhood education centers. The joy of learning and creating is taken away with pre-set, mundane, curriculum. Allowing children to be the authors of their own learning cultivates a growth mindset and the invitation to lifelong learning.
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As life flows with thethoughts of the children, we need to be open, weneed to change our ideas; we need to be comfortablewith the restless nature of life.
This is such a beautiful, thought-provoking statement.
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We need to be open to what takes placeand able to change our plans and go with whatmight grow at that very moment both inside thechild and inside ourselves.
Love this. It makes me think back to our prep week where we got all of our environments ready. This was not a set curriculum or classroom design. From there, we learned alongside the children, noticed their interests, and continually change the materials and experiences based on their lead.
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The family — mothers, fathers, aunts, uncles, grand-parents — is also involved in this questioning. DailyYour Image of the Child:Where Teaching Beginsby Loris Malaguzzithey need to ask: “What is this child doing in theschool?”
I think this speaks to what Carlina Rinaldi was saying in her piece also about how interconnected the children, the teacher, and the families are. They all need to function together!
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- Aug 2021
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efer to the importance not only of building and supporting the dispo-sitions to interact positively and helpfully with peers, but in the processes of doing so, to learn many complex interactive skills
One thing I've recently come to realize about myself is that i have a strong dislike for conflict. I think encouraging collaboration and communication in early childhood is important in the development of skills that will be used throughout one's lifetime.
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traditions of too many experiences that are amusing or entertaining and exciting rather than interesting.
I think it's easy to get caught up in the idea that children need to be "entertained." However, I think this perpetuates a notion that children are incapable of creating their own educational experiences. Rather, children deserve the respect to be challenged and surrounded by enriching environments.
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empty phrases
I think this is a great point! What do terms such as "awesome" or "good job" actually mean? What are we actually trying to express to children in these moments? How can we shift these responses to include more context and to be more authentic?
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are capable and competent." "Children are individuals who develop at different rates," and so forth.
It's disheartening that statements such as these are used, and yet the actual practices embedded within the educational systems go completely against them. Children ARE capable and competent, so why must such rigid standards and outcomes be rationalized as ways to prepare children for success when innately, children achieve these through constructing their own learning?
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questions about their appropriateness, and perhaps also their potentially damaging effects.
With an emphasis on standards and "education outcomes", students are taught that product is more important than process. This perpetuates a "one size fits all" approach to learning which completely disregards children's individual and unique approaches to learning.
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They can last from a few days toseveral months.
I think this is a good reminder that every project is different and that they don't have to last for several months (although they may!).
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they make children aware thattheir effort is valued
I think this is the idea that I've been missing since I first heard the term "documentation" a few years back. For a long time I've held this notion that documentation was a way for others to explore and appreciate children's learning. While this certainly is one component, I think perhaps the most important is emphasizing to children that their work and learning matters.
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After observing children inaction, they compare, discuss, and interpret together with other teachers theirobservations, recorded in different ways, to leave traces of what has been observed.
I'm so excited for PRL meetings to begin for this reason! Just as children approach experiences and materials in vastly different ways, I cannot wait to hear my co-teachers thoughts about the classroom and engage in a dialogue around documentation, observation, and reflection.
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Teachers are not considered protectivebaby-sitters, teaching basic skills to children but rather they are seen as learnersalong with the children
Yes yes yes!!
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they continue to formulate new interpretations and newhypotheses and ideas about learning and teaching through their daily observationsand practice of learning along with the children
This speaks to a firm belief in life-long learning and emphasizes the power of a growth mindset. It also speaks to the importance of documentation and all of the learning that can come from reflection and co-collaboration with children.
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Such participation by parents has all along remained an essentialpart of the way of working on education in that city.
Love this prime example of collaboration and LOVE! I knew that the schools started at the end of the war, yet I never knew that parents were the original creators. Seeing where the schools are now shows just how much can happen when members of a community join together for the common good!
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Infant-toddler programs have developed muchless in quantity but the quality of these services in those municipalities that haveinvested seriously in them has been generally outstanding.
The prevalence of infant and toddler programs is also a problem in the US, yet I think it's so important to focus on the term "quality" in this excerpt. I loved how in the above paragraph it states "both education and care are considered necessary to provide high quality, full-day experiences for young children." While I believe plenty of IT centers do provide care, I think it is the educational aspect that is missing. The infant and toddler years are so important, and even the youngest of children deserve enriching, quality environments.
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