A "pairing" of this sort brings into play interdependence and reciprocity of thought and action; and the choices made, which result from agreements, disagreements, and negotiations, become public acts.
I would love to see American teachers (especially the lead teacher and assistant teacher model) adapt to this culture. It would benefit the students and teachers alike.
of part
Love the idea of comparative international education to determine these diverse points of view for a school.
It is as if a school were a large living organism whose parts ( children, adults, schedules, spaces, and so on) relate to the whole not only because they are included, but also, we hope, because of a bond that embodies a common sense of belonging, the construction of shared stories, and intertwined destinies.
I love the idea of passing on the ideals of shared responsibility and future in schools. The problem is that when students look outside of their schools, they'll notice that this is not how Americans approach life. People picnic at the beach and then leave their trash. A pregnant woman stands on the subway while a healthy adult sits in a seat. We need to set these ideals high in schools and in turn, get culture to value these ideals as well.
dynamic relationship in which theory and practice are reciprocally influenced
I wish more schools would take the time to explain their thinking process around organization. This is powerful and helps teachers align with their school's mission and vision.
neglecting the broad network of relationships and communication that are an integral part of the educational process
Absolutely! How could a worksheet be as impactful as a group game or discussion when there is no social component to it?
Building and maintaining relationships
It's true! This is the greatest motivator for student participation and engagement. It's also the reason FOR education - to learn about the world around us in order to better serve and connect with others.
hey cut my mom’s hair every day.”
I wonder what she means here. :)
Good.”
Hilarious.
he teachers noticed that the children mostoften spoke of the stairs and the windows.
Haha!
We have had to spend timethinking about surface interests vs. core interests,about the deeper motivations in what we see childrendoing or saying.
Great topics for collaboration/PD time; lots better than the typical monologues we hear from school leaders
— INNOVATIONSINEARLYEDUCATION—– 9 –The Chicago Commons ContextThe Chicago Commons Child Development Program
While a college student in Chicago from 2009-2013, I taught preschool to help pay my tuition. I wish I would have known about this!
eaving them their times and ways toexplore and live in the city . . . we, as adults, can gainsomething because the children’s view of the city isoptimistic and full of life
Everything these children say is so poetic. It must be the Italian way of speaking!
getting lost
This type of compassionate thinking is sensational!
mells and noises, stories of life.
maps with the 5 senses - so cool!
And then one whole one! You need a whole one ofeverything; it’s no good to have just a piece, it’s notenough!
Love their ability to think about detailed maps focusing on small sections of the city and a map covering the entire city. They seem to understand the importance of both types of maps!
So we can write ‘biblioteca’ in lots of languages ordraw a book. If you make a drawing of a book, they’llunderstand it for sure!
Wow, this is incredibly impressive thinking. These students have obviously had a lot of exposure to other cultures because this kind of thinking is advanced and global.
hematic folders of the first locations suggested by the children that contained verbal and graphic material
Very fun! I'd love to do this with a project.
t’s also important to offer children theopportunity to think on their own.
Teaching them to think for themselves - rather than to think like us - is essential for students' identity and for the preservation of our society. Otherwise, our students will believe anything. They have to be able to critically think.
Where would you start? What would you say to introduce our city to all those people who come and who have never been here before?
I love how these questions are not just focused on facts about city population or maps, but they are questions about hospitality and social emotional health too!
aged two tosix?
I think this is a great age to discuss community. Students should have a sense of place in their own community in order to feel safe and ready to learn. Understanding their neighborhood will give them the context necessary for them to learn about faraway places too.
hat images, ideasand theories the children have about their city, ReggioEmilia, and cities in general
I do a persuasive writing unit with my 3rd graders each spring, and this activity would go perfectly at the beginning of it. One of their essays is to write a problem and solution essay about a problem they see in Santa Ana. Before getting into the problems and possible solutions, which can be somewhat tricky for students, I could have students share their experiences, thoughts, and questions about their community.
mini-ateliers
I would love to see some examples of what this can look like.
active citizens with rights
Children are active citizens with rights and their daily life in school should civically empower them and give them opportunities to participate in democracy.
cooperative work
Cooperative work is, quite literally, the very foundation of the Reggio model. Community members built the schools brick-by-brick and that spirit of solidarity lives on in the social learning activities that the students tackle each day.
t Reggio Emilia
I assumed that Reggio Emilia was a very expensive, private preschool experience - like it is in the U.S. It's remarkable to hear that high quality preschool programs are made available to all members of the community.