on most days, a young child should feel welcomed
This reminds me of Lisa Murphy's introduction to her work. Our job needs to encapsulate helping children fall in love with school before it gets too serious.
34 Matching Annotations
- Jan 2021
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'ready for school,
Although, when ECE educators are pressured to concentrate on these pieces children end up not ready because there wasn't the time spent on regulation, resiliency, persistence, and other important social emotional pieces. The new expectations in kindergarten aren't developmentally appropriate and the push down of academics is not appropriate. It's leaving children anxious with a bad self-image.
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- Oct 2020
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realize
offering provoking, extending, and repeating the experiences. it's in our hands and it is our responsibility
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recognize
What are some aspects of an early education classroom that makes you feel they are not honoring the plurality?
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connected pleasure lasts even when reality may prove that learning, knowing and understanding can be difficult and require effort.
I often find myself reminding my colleagues that our number one priority is to instill a joy for learning
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valuing children's languages of expression
Wow. I guess I had never had a solid definition or understanding behind the concept - that's beautiful.
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Their tendency to engage with colleagues in extended mutual criticism and self-examination of their teaching behavior seems to distinguish the educators of Reggio Emilia. Just as they see children as learning best through communication, conflict, and co-action, so do they see themselves as learning in this way.
I love the holistic approach in these ways when it comes to reggio approach - this made me smile
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This work is meaningful feeling to them. How does that change learning? Greatly.
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Enough help to guide to a feeling of accomplishment
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Yes, 2we 2always 2have 2to 2have two pockets to reach into, one for satisfaction and one for dissat-isfaction
I'm not sure what is meant by this
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lack 2of 2defensiveness 2by 2teachers.
I run into defensiveness a lot and it is disheartening when it impedes this mindset
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Thus, the teacher should not intervene too much and yet does not want to let a valuable teaching moment go b
It's a vital and important balance. It's a give and take.
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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.
A renowned and intellectually stimulating way to serve as a teacher. I don't produce enough documentation, but when I do it feels amazing! That's for sure.
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Throughout the project (as well as in other daily work), the teachers act as the group’s “memory” and discuss with children the results of the documenta-tion. This systematically allows children to revisit their own and others’ feelings, perceptions, observations, and reflections, and then to reconstruct and reinter-pret them in deeper ways. In reliving earlier moments via photography and tape recording, children are deeply reinforced and validated for their efforts and pro-vided a boost to memory that is critical at their young age.
!!!! Documenation is so undervalued
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Sometimes this involves lead-ing group meetings and seeking to strike a “spark” by writing down what the children say, then reading back their comments, searching with them for insights that will motivate further questions and group activity. At other times, it involves the teacher sitting and listening, noticing provocative or insightful comments, then repeating or clarifying them to help the children sustain their talk or activity. Malaguzzi often stressed the importance of tuning in to exactly what children say (verbally or nonverbally) so that the teacher can pick up an idea and return it to the group, and thereby make their discussion and action more significant. This is vital when children seem unable to proceed. Their work may have lost all momen-tum, or their interest to dissipate. The teacher can help the children uncover their own insights or questions, perhaps expressed by one child in a tentative or partial way—not fully clear to themselves or the group as a whole. The teacher, noticing and appreciating the idea’s potential to restimulate the whole group, steps in to restate the idea in clearer and more emphatic language, and thus makes the insight operative for the children, a kind of intellectual spark for further talk and action:
This is beautiful and really stood out to me. It brings me back to first being mentored in reggio as a new Pre-K teacher in Cambridge, MA. I was amazed at the uncertainty and curiosity the teachers moved through the school day and school week with. The power it held and the reciprocity they received back from the children, whom felt respected. It was a different level of learning and it was like nothing I had ever seen before.
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“catching the ball that the children throw us, and then tossing it back to continue the game”
It takes strategy. We won't always be right. It takes strength and bravery.
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In many discussions, she has highlighted how a teacher’s work should be 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 intriguing to me. I'd love to hear from others on what your thoughts are on the impact of political views here and in this work. I've felt lately that the advocacy role makes us political, as we should be then. Thoughts?
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meaning
These descriptors really stood out to me. I would love to display them in my classroom. I wonder how these could feel provocative to others.
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- Sep 2020
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who is even the audience—the audience who watches, sometimes claps, some-times remains silent, full of emotion, who sometimes judges with skepticism, and at other times applauds with enthusiasm
I'm captured by the notion of audience and the emotion held there. The different roles and complexity that even this one face of one of the roles of a teacher can have.
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athways of bugs and worms, the irresi
We lived with my family in my childhood home for a year of my son's life. As I saw him in the bath tub, I was able to remember myself there as a child. I remember the scene I had in my head with a single figure, my imagination wandering in the bubbles, focusing on single droplets and pushing them closer together. Now when I look at my son in the bath tub, I don't SEE any of that.
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control
Sometimes I feel like children aren't given enough space to take up in the lives of their families due to the image they have of a child, unlike their own needs and an equal human.
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an argument can certainly be made that their childhood right to play is the same as our adult First Amendment right to free speech"
Wow!
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and development of children, and is the main activity through which children seek and find meaning
I so often see and hear of children interacting in their play as a way to make sense of the world. A parent told me a beautiful story yesterday of my 15 month old student pretending to put contacts in like she sees mom do.
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silverware
Many of these seem to just scream the message let me try, I am capable, I am here too, and allude to the pride they feel when they are allowed
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What childrenwant is to be observed while engaged, they do notwant the focus of the observation to be on the finalproduct.
I've never thought of observation in this way!
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This is something that islearned, it’s not automatic.
We have a huge responsibility here
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isactivate
Activate. This word being placed here stands out to me the most and I recognize the impact here. When you activate, it doesn't allude to something not already being there...
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Finding Our Way in the Forest
I'm fascinated and in love with both and the hot air balloon.
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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 feel and have experienced that this is no easy feat and I am beginning my school year in a slightly complicated situation where the team has shifted so much. It is difficult to wait it out, build the trust, reach out, and it is important to remember it simply takes time.
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Life has to be somewhat agitated and upset, a bitrestless
Life is restless. I love this sentiment. I feel that the picture painted here is so important to hone in on as it truly orients not only the imagery of the child, but as each entity (child, adult, teacher, parent, director) as a human within their culture striving for individual joy and accomplishments.
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- Aug 2020
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questions
I haven't been around other educators in a while and I look forward to self-assessing where I am with my documentation skills and how well I am doing with question posing,
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welfare
In other contexts, are we looking for families to feel invested in all children instead of just their own?
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solidarit
What an impact this word can have! I'm delighted to see this here. This brings a lot up for me in wondering about my own context.
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public
The story profoundly amazes me.I'm sad to see the differences in our society. I hope to help our community and politics see what we're missing out from and believe we have the power to come together.
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