as welcoming and being open io d ifferences, recognizing the value of the other's point of view and interpretation
This is a practice that needs to be cultivated and nurtured.
95 Matching Annotations
- Aug 2021
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Expressin g our theories to others makes it possible 10 transform a world not intrinsically o urs into something shared. Sharing theories is a response to uncertainty. Here, then, is the reason why a ny theorization, from the s implest to the most refined. needs to be expressed, to be communicated, and thus to be listened to, in order to exist.
When I share my theories or hypothesis about something, I get feedback from others. They bring to light things I may not have thought of and draw out relationships and connections from their perspectives.
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the search for n1eanin
How do children learn? How do they apply their 100 languages to gain knowledge?
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documentation is· _·:..' s, '9: ·:" ... interpreted ru1d used for its value as a tool fot· recalling· that is, as a possibility·. -.:~ for reflection.
So often, the classroom moves at a pace where it is challenging to recall all that has taken place. Documentation allows us to recall small moments of discovery and research that may have slipped past us. Then we can reflect more on the process the children have taken on their path to knowledge.
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- Jul 2021
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Moving from one language to another helps free us from the shackles of repetition, and we discover that we can always encounter new points of exploration and thus of departure.
Yes!!!
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Time
Allowing time is the hardest thing. As a specialist, I already have a limited time with my students. I think a lot of it is about letting go of feeling like I have to get so much done in that time period.
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how the plurality and diversity of the points of view, expectations, and interpretations in a group can become resources for influencing "reality."
Teachers must be careful not to bring the influence of their own experiences into the interpretation of the observations they make of children’s learning experiences.
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that this attention to the process of "becoming" is highly fruitful in providing the positive conditions for realizing the educational project and also for continuing to learn; that is, for gradually acquiring the structures necessary for interpreting expenence
The school community will grow and change within the greater community surrounding it. As the cultural identity of the school develops, the manner for interpreting emerges.
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the dialogic nature of the individual and of knowledge.
The acquisition of knowledge is fueled by the individual’s relationship with peers in community.
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the capacity to experience this alliance as a dynamic relationship in which theory and practice are reciprocally influenced, giving priority not to an "executive" intelligence but to a creative intelligence that attempts to construct, maintain, and renew this relationship of circularity and reciprocity.
This explanation of their relationship between theory and practice is acknowledging that learning is a process, not a product.
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Schools, on the other hand, too often dedicate their energies primarily to curriculum and didactics, neglecting the broad network of relationships and communication that are an integral part of the educational process, and consequently placing little emphasis on the organization of these relationships.
I never thought about this as a part of “organization.” However, it is very true that we, as teachers, get very bogged down with making sure we implement the curriculum, letting it chew up all our time,
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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. Children have a sense of futurethat demands to be listened to and dialogued with.
An adult’s sense of future is also riddled with influences from their past. A child has built-in optimism.
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children’s maps aremulti-sensory and contain places of relationships,encounters, smells and noises, stories of life.
A very comprehensive map!
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tools for observation become essential.
To make interpret observations correctly, the proper tools are so important.
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interpretation is subjective.
This is important to remember.
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, to change their point of viewand their way of seeing through the eyes of anotherperson
Both the parents and children were asked to do this.
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Great minds, people who produce the culture of ourtime, do not work in isolation. Most original work isdone through the opportunity of exchange with otherpeople
Working together is key.
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done. Wecollected all of the conversations from all of theschools
This sounds like a huge project!
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another strategy that we often use . . . trying tofind out questions before having answers.
I was curious about this! I have often wondered if teachers try to think about and plan all the possible inquiries that the children will make for each provocation, or if there are also times when a provocation is provided and the children show us where it will lead.
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we risked imposing our images and conceptualstructure on those of the children.
Adults bring all kinds of baggage with them to teaching. Staying neutral is a challenge.
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a context in which we could constructnew knowledge
Diverse thinking about backgrounds can come together
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If a school is a place of life, if we want our school to be in touchwith life, it has to be a place that collects differentpoints of view and a place where those points of viewcan be expressed.
I think that sometimes schools become isolated bubbles, separate from the world around them. Maybe we are trying to protect the children. But, in truth, the children are capable of seeing the world around them.
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projectWho chose the topic? Who decides how a projectbegins?
I am very curious about this- does the idea stem from the teachers? From the students? From both?
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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
Children can research and explore in the ateliers.
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power of the documentation that was produced through the educational creative work of the teachers and atelieristi with the support of the pedagogical coordinators.
The combination of teachers, atelieristi, and pedagogical coordinators means that the whole edicational community feels supported.
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wonder and surprise
When we feel wonder, surprise, joy when we learn, we want to learn more.
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it cannot risk falling behind
This is so interesting! If the atelier is to use technology, it should be current and not outdated.
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culture of antonyms, which sets up pairs of opposites rather than considering making connections.
I remember a grad school prof saying, "we learn what something is by learning what it is not."
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the atelier could develop through crises connected with social change and the historic situation;
I would love to learn more about how this developed, and what exactly this meant in the Reggio schools.
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become familiar first by using directly what you know and what you have learned in order to acquire further learning and knowledge
I perceive this as saying - start with what you know and keep it simple at the beginning. Expand knowledge by using observation and documentation.
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we also rescued our teachers
Wow.
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a retort for the marginal role commonly assigned to expressive education.
So interesting!
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children with special needs
I would love to know more about how children with special needs are functioning in the Reggio Schools and BJS.
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1968 that established free education for all children from 3 years to 6 years of age. This connected with the existing free public education for children from the age of 6 to 18. In 1971 a national law established infant/toddler centers for children from 3 months to 3 years of age
The US needs to get on board!
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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 a brilliant way to show the capabilities of the children to the community.
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atelier, " which evoked the idea of a laboratory for many types of transformations, constructions, and visual expressions. Therefore the teacher working with children on visual expression was named atelierista, rather than "art teacher
As a music specialist, the atelier is intriguing to me, and I see it being used not just for visual art, but for music, drama, digital programming...
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it is also subject to the interpretation of others, as part of a collective process of knowledge building.
The idea of the documenter then sharing their findings with colleagues for sharing and self-critique is a powerful way to learn.
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each child can observe themselves from an external viewpoint
Documentation as affirmation
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In this way, not only does the indi-vidual child learn how to learn, but the group becomes conscious of itself as a •teaching place," where the languages are enriched, multiplied, refined and generated but al o where they collide and hybridize with each other, and are renewed.
Reminds me of the saying that if you want to really learn something well, teach it to someone else.
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This is where the school comes in; it should first and foremost be a "context of multiple listening," involving the teachers and children, individually and as a group, who should listen to each other and themselves.
I feel very strongly that the culture of listening well needs to be developed and fostered within the school. Children are coming form many different households where different styles of listening take place. As the culture of listening is fostered in the school, it, too must be presented to the parent community and practiced in the home.
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requires a deep awareness and a suspension of our judgementsand prejudices.
Often when listening, folks are already forming their answer, rather than completely listening to the person speaking.
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It is a time full of silences
Too often, I think people (not just teachers) fill up the silences that occur naturally due to discomfort
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theneed to listen and be listened to,
Respect and affirmation, acknowledgement
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any theory, in order to exist, needs to be expressed, communicat-ed and listened to by others.
working in groups, co-teaching, teacher/parent communication, working alongside the community
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we, in Reggio, view children as active, compe-tent and strong, exploring and finding meaning -not as predetermined, fragile, needy and incapable.
Many adults assume that children cannot safely explore, actively research and intellectually hypothesize about things.
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n the search for meaning, we must a k: "why?" "how?" and "what?" These are the key questions that children constantly ask, both in and out of chool.
Children let us know what they want to know more about - -we need to listen and assist them.
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Message from the author
Wow- this connection to the origins of the RE approach post WW2 is clear, and pointing out the fact that the children can help US is epic.
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They see the work and devel-opment of teachers as a public activity taking place within the shared life of the school, community, and culture;
The teacher is never asked to teach alone, or face their own learning alone.
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The teachers’ pleasure in teamwork and acceptance of disagree-ment provides a model for children and parents.
Any collaborative team must figure out how to work together. This is a great example for the children and families, but do they receive information and training about this aspect of the Reggio school?
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audience participants will engage in extended reflection on that documentation, listening respectfully to each speaker, following an implicit ethics giving everyone the right to participate (no one should dominate)
I think this process needs to be cultivated carefully, with all participants provided with training by a skilled teacher who acts as a mediator. It is probably likely that teachers of PK and K children can do this process more easily, but there must be an openness and willingness to put aside one's ego and desire to hold onto previous methods.
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his intensive process is some-times simulated for study groups visiting Reggio Emilia
This is so important! Obviously, this process is a well-oiled machine for the teachers at the school, and to actively engage visiting teachers in this process is the best way to teach it to them.
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ntellectual conflict is considered pleasurable for both adults and children
this is a challenging idea for the "non-confrontational" culture that exists where I live. I, personally, would be fine with this, but I imagine that there would need to be some training done with families in order to ensure them that this way of communicating is healthy and appropriate.
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always works in collaboration
The teaching team works together to form the curriculum
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decision that you have to make very quickly.
this takes great skill and experience
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moments of cognitive disequilibrium, containing positive possibilities for regrouping, hypothesis testing, and intellectual comparison of ideas.
The disequilibrium is the pathway to learning. If we always have successes, no failures would happen. resulting in children who lack perseverance and problem solving skills.
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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
It almost seems that taking video is an optimal way to document. Teachers should not be afraid of being creators. We get stuck in the familiar and reliable.
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The teaching team works closely with other adults (at times the atelierista, at times the pedagogista) to plan and document what has transpired.
I am looking forward to learning more about what these roles entail.
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tuning in to exactly what children say
this is a great skill!
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grounded in politi-cal beliefs and advocacy. This perspective is rooted in Rinaldi’s political philoso-phy, a leftist progressivism and idealism common among people in her city and region of Italy.
This is particular to the Reggio region, and does not necessarily transfer to the United States. I think many of Rinaldi's political beliefs about teaching and learning have grown out the culture of her community.
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the teacher’s role centers on provoking occasions of discovery
providing rich materials and environment
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We must be able to catch the ball that the children throw us, and toss it back to them in a way that makes the children want to continue the game with us, developing, perhaps, other games as we go along.
I love this analogy! With excellent attention, a teacher can engage a child in "the game" for a long time.
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What kind of teachers are needed by our children—those real individuals in the classrooms of today?
The child is not static, and therefore the teacher should not be static.
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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.
The teacher cannot be a carbon copy for all children - they must cater to each individual child's needs and learning style.
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- Jun 2021
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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
This shifts from the teacher as the primary conveyor of information and ideas to the student, to the teacher as a more of a partner to the student in the learning process.
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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.
Teachers must always be evolving.
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the core component of true listening is a willingness to learn from and be changed by what the other says.
Adults must be open to this type of vulnerability.
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The notion that children build ideas and gain insight through discussion with peers, although consistent with the social constructivist perspective of Boulder Journey School, runs counter to traditional views of children as antisocial or pre-social.
I've often wondered why there are some very young children who engage in "parallel play" and others who are aware and able to interact and play with others. Perhaps BJS begins this type of interaction much earlier than is traditionally done, and therefore the young children naturally develop the ability to interact with others.
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The older children had very few ideas about infants' competencies,
So - does this mean that they forgot what they were observing with the infants? I understand that the 3-year olds might notice more when they are in the same room and registering their environment immediately, but it surprises me that they can't remember what the infants were doing later on.
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consider children's rights around mealtime decisions.
Food is one of those topics that are extremely adult-driven, from what is being eaten to when it is being eaten.
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considering the ethics of sharing while arguments over a toy are fresh in the children's minds
inviting the discussion to happen in the moment of the situation engages the children a "teachable moment" where they can explore more about the dilemma.
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lack of respect for the children's right to autonomy
As a teacher in an elementary school, I see this ALL the time, even with 5th grade students. Much of the time, it has more to do with the parents being in a hurry than it does with the child's ability to be autonomous.
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in a poetic way
Is it "in a poetic way?" or is the child just using the language that they know to describe what they desire?
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Children's unfamiliarity with abstract terms and their more concrete use of language can impede child-adult understanding
A child's language stems from their experiences.
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A newborn baby is l oking in your eyes, making silent questions, asking for cooperation
I have never taught very young children, but as a mother, I had the experience of absolutely knowing that my baby was communicating with me. All I needed to do was listen, watch and pay attention.
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Charter on Children's Rights
I love this Charter, and the fact that it is taken from the children's mouths to the page. The teachers do not filter their words and thoughts.
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"Soldiers don't have the right to kill other people.
The child stated this, and the teachers picked up on and listened to the children's discussion about right. The conversation wasn't about the protest of the war, but rather more about human rights. Children's rights.
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a 4-year-old boy who demonstrat-ed with his parents
I find this extraordinary! Not just that the child attended a protest, but that there was a takeaway for the child - some understanding of what the event was about.
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“Our goal is to build an amiable school, wherechildren, teachers and families feel at home. Such aschool requires careful thinking and planning con-cerning procedures, motivations and interests. Itmust embody ways of getting along together, ofintensifying relationships.”
I love this quote!
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Instead of always giving children protection, we needto give them the recognition of their rights and of theirstrengths
This is so hard to do when we see their little bodies, but their brains are ready for the challenge.
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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.
Sharing observations and documentation with parents - showing them their children at work
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The interaction between children is avery fertile and a very rich relationship. If it is left toferment without adult interference and without thatexcessive assistance that we sometimes give, thenit’s more advantageous to the child.
Often, adults try to get in the mix and try to manipulate a situation based on their own experiences.
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This system of observing childrencarries you into many different feelings and thoughts,into a kind of teaching full of uncertainty and doubt,and it takes wisdom and a great deal of knowledgeon the part of the teachers to be able to work withinthis situation of uncertainty
This way of teaching takes confidence and patience.
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wants the teacher to see theprocess of her work
Not just "look what I can do," but rather "look HOW I am doing it."
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activate within children the desire and will and greatpleasure that comes from being the authors of theirown learning
sometimes the project is planned, sometimes not
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nto the child to understand each child’s resourcesand potential and present state of mind.
Gain an understanding through extensive observation and documentation how each child think and learns.
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The important aspect is not just to promotethe education of the child but the health and happi-ness of the child as well
Find joy in discovery and learning.
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Overactivity on the part of the adult is a risk factor.The adult does too much because he cares about thechild; but this creates a passive role for the child inher own learning
It is likely that we adults experienced this when we were children. So, our concept of learning is passive.
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Both children and adults need to feel active andimportant — to be rewarded by their own efforts,their own intelligences, their own activity andenergy
Affirmation plays a large part in self esteem. Confirmation from others gives a sense of worth.
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changes the role of the teacher
The teacher must step back and allow the children to discover what is causing them to feel the way they feel.
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we need to be comfortablewith the restless nature of life
I love this phrase. It's ok to have conflict, because that is where we learn how to get through it and resolve it.
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manythings that happen cannot be known ahead of time
This can be such a hard thing for adults who have, as children themselves, experienced schooling with structure and boundaries. The fact that there isn't always a predictable plan is a total paradigm shift.
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When youenter the school in the morning, you carry with youpieces of your life
We all have a unique story - even the very young.
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he adults ask questionsfrom the world of adults to the children. Thechildren will ask questions to the adults.
Opening the lines of communication about what we are curious about within our community - about each other - is important.
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An environment that grows out ofyour relationship with the child is unique and fluid
Children are changing constantly. Relationships cannot be static. It is important to observe, document and inquire for continued growth and learning.
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image of thechild that directs you as you begin to relate to a child
We all have our own experiences that lead us to form attitudes and impressions - they come from our own childhood experiences: how we were parented, how our family unit operated, where we grew up, the community around us.
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