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This reminds me of the "rights of children" I love this questions! Such a wonderful reflective question.
37 Matching Annotations
- Jan 2021
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These are really important areas to reflect on. Even as adults. But as adults we are able to recognize our feelings. Being mindful of these areas for children will help them to not only work on their own feelings but the also the feelings of their peers.
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In addition to the list of quite reasonable assumptions, eight 'learning areas' are suggested.
Children need life skills, social skills, coping skills to name a few before they can master subject areas.
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- May 2020
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Thus by 1980 they had constructed and launched a way to communicate this educational process
These exhibits proved to be huge for Reggio Emilia in getting their message out to the rest of the world!
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Among notable changes that followed these active interventions was a national law passed in 1968 that established free education for all children from 3 years to 6 years of age.This connectedwith the existingfree public education for children from theage of 6 to 18. In 1971 a national law established infant/toddler centers for children from 3 months to 3 years of age
How nice!
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n 1965, when two new city preschools opened, Malaguzzi had the idea toemploy teachers with an education inthe visual arts in the role ofassistants, because the funding available forschools was too low to hire themas teachers. This was the way he hound to havethe first atelieristi, since these were teachers whose educationhad oriented them toward valuing children's languages of expression. Rather than naming the space dedicated to creative exploration with children an "art room," Malaguzzi chose the French term "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.
Interesting! I wasn't aware of the background behind these terms
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listening not just with our ears but with all our senses (sight, touch, smell, taste, orientation). Listening to the hundred, the thousand languages"
You can learn so much too from their body language and social cues
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"A right is like you know in your heart it's okay to do it ... you can do it if you want and that's it."
This somewhat reminds me of when I asked a child what they thought a dream was and he said, a dream is like using your imagination in your sleep!
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children compiled a list of their rights
This is amazing that the children were given the time and space to express their feelings and what they hold as important to them. What an amazing life lesson!
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We have to let children be with children. Childrenlearn a lot from other children, and adults learnfrom children being with children.
I have heard that Boulder Journey School primarily documents children in groups or pairs rather than as individuals. This is so interesting to me. I wonder if this would include parallel play as well?
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rocesses are important
Processes are the most wonderful part! Seeing their joy in how they are learning is the most rewarding!
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We don’t want to teach childrensomething that they can learn by themselves. Wedon’t want to give them thoughts that they can comeup with by themselves. What we want to do isactivate within children the desire and will and greatpleasure that comes from being the authors of theirown learning
I have found that asking questions like. What do you see, wonder, and think about a provocation helps to give an idea of where they are in their learning and how we can further it.
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Each one of us needs to be able to play with thethings that are coming out of the world of children.Each one of us needs to have curiosity, and we needto be able to try something new based on the ideasthat we collect from the children as they go along.Life has to be somewhat agitated and upset, a bitrestless, somewhat unknown
We can learn so much from their ideas and thoughts about to improve on something or try something new.
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Children
I wonder how young children will be affected during this pandemic?? If they are sensing that adults are experiencing a heightened stress level.
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- Apr 2020
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A rewarding process!
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Pictures, mannerisms, facial expressions
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I think of acknowledgement, feeling valued, feeling heard when I read the nawnings of listening
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especially for children who have so many reference points in their daily lives
Much of the information that I have read concerning the type of learning environment that we are currently facing state that the CONNECTION between the child and their teachers and peers is the most important piece.
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Dialogue is so important right now. And with virtual forms of dialogue, we are learning how to navigate this.
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wehaveto listento chil-drennot onlybecausewecanhelpthembut alsobecausetheycanhelpus.
So true! Especially now, I am experiencing such anxiety in these uncertain times. Amazingly my 6 year old is so resilient! When I start to feel anxious or sad he is so calming, just to watch him play.
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- Mar 2020
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“Do you want more clay? I can go get it.” The children shout, “Also I!” “Also I!” “Okay,” Paola says, “I’m going to get some more.”
I think it is so important to be willing to add more!
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small group
Small group work tends to lead to more productive experiences. I think that the children feel they have more opportunities to contribute in a small group
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I work in a state of uncertainty because I do not know where the children will arrive to, but it is a fabulous experience!
Those Ah-ha moments are some of the best moments in teaching. We are so lucky that we get to experience them so frequently.
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Often teachers encourage children to continue with something or ask them to complete or add to something that they are doing.
I struggle with when to allow the children to let go of an idea rather than asking them to continue to push forward.
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telierista, at times the pedagogista
Both have always been an amazing source of support in all of my experiences.
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iraling—is seen in the revisiting that is a frequent component of the learning process. Teachers’ actions are not expected to take place in a set order, or one time only, but instead to repeat in cycles of revisiting and re-representation.
Constantly revisiting and seeing something new or different than previously seen or perceived
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We feel that the teacher must be involved within the child’s exploring procedure, if the teacher wants to understand how to be the organizer and provoker of occasions, on the one hand, and co-actor in discoveries, on the other. And our expectations of the child must be very flexible and varied. We must be able to be amazed and to enjoy, like the children often do. 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. (Filippini, 1990
Probably my most favorite aspect of being a teacher is that I have the opportunity to explore, learn, or deepen my thoughts on topics as children bounce their thoughts back and forth with me.
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“listening”
I think one of the best gifts that we can give a child is to let them know that they are heard and valued.
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This intrinsically social view of children—as protagonists with unique per-sonal, historical, and cultural identities—involves parallel expectations and possi-bilities for adults. Teachers are likewise protagonists—participants with children and parents in singular moments of time and history.
Co learners!
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f creator of the environment as a third teacher.
What does the third teacher look like these days? How can we support the third teacher at a time like this. Does technology become the third teacher?
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Observing children and assessing their progress
The many ways that this is done has always been fascinating to me.
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it is not easy to give a complete outline of the teacher’s task,”
We wear many "hats" as teachers!
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Theycanlastfromafewdaystoseveralmonths
I often find that I have more than one project happening at a time!
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heycreateanarchivethattracesthehistoryoftheschool.
I think this is so important. I had not truly explored how my school was started. It makes things so much more meaningful when you know the history.
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Afterobservingchildreninaction,theycompare,discuss,andinterprettogetherwithotherteacherstheirobservations,recordedindifferentways,toleavetracesofwhathasbeenobserved
I wonder how they make the most use of their time when reflecting with other teachers. This has been a difficult area for myself and my coworkers to manage as time is just not on our side.
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thereforeteachersorganizespacesthatsupporttheengagementofsmallgroup
I have recently been made aware that the BJS focuses on photographing children learning together rather than individual photos of children. I had not previously recognized this as a focus for reggio schools.
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literallygroupsofparentsbuiltthemwiththeirownhandsattheendofWorldWarII
This is why the parents are so supportive of the education system. They built it!
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