was conceptualized as a retort for the marginal role commonly assigned to expressive education.
Reading this, I am so proud of the school that I currently work at LEAP (Language Enrichment Arts Program) is entirely based on learning through the expressive arts. Even today, I know many do not believe this carries value in children' learning.
alaguzzi chose the French term "atelier, " which evoked the idea of a laboratory for many types of transformations, constructions, and visual expressions.
It is always amazing to me how I think of something in an entirely new lens with the change of a word. "Art room" evokes one image, while "laboratory" creates a completely different yet more accurate label for what happens in these spaces.
he teacher who knows how to observe, document and interpret these processes will realize his or her own full potential as a learner -in this case, learning how to teach.
And I feel this changes with each moment and situation
But this attitude cannot be limited only to this emergency; we have to listen to chil-dren not only because we can help them but also because they can help us
This is so true on so many levels. Children are unaware how important they are to us professionally and personally. Whatever struggles I have, being around children is wonderful medicine.
What they are describing here is a genuine commitment to emergent curricu-lum, not a subtle manipulation of the project theme so that it will end up in a certain place. The teachers honestly do not know where the group will end up.
Most often in my curriculum I have planned ahead. This statement is both exciting and nerve-wracking for me to think about!
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)
Oh I love this analogy!
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 is amazing...changing the wording to be more reflective of what actually happens in these roles highlights that active role as a teacher.
Engaging in advocacy to communicate the value of early education to outside audiences
So very much needed!
e need to producesituations in which children learn by themselves, inwhich children can take advantage of their ownknowledge and resources autonomously, and inwhich we guarantee the intervention of the adult aslittle as possible
Child-centric learning needs to be the focus and not an adults goal. The independence, confidence and critical thinking that develops from this is so important..especially in a world today where technology can do so much thinking for us!
ll of this changes the role of the teacher, a role thatbecomes much more difficult and complex. It alsomakes the world of the teacher more beautiful,something to become involved in.
This makes me think of how the children's excitement over an activity feeds my own excitement which feeds theirs and so on. It is so magical when that happens!
here’s a difference between the environmentthat you are able to build based on a preconceivedimage of the child and the environment that you canbuild that is based on the child you see in front of you— the relationship you build with the child, thegames you play.
Children will grow when they feel comfortable in an environment and with their teachers. Not only will a child-oriented curriculum deepen the children's understanding, it will also let the children know you care and "see" them.
Teachers are not considered protectivebaby-sitters, teaching basic skills to children but rather they are seen as learnersalong with the children. They are supported, valued for their experience and theirideas, and seen as researchers.
This is so important...I am not sure that in every setting teachers of early education are feeling (or being treated) that way.
Each school is viewed as a system inwhich all these relationships, which are all interconnected and reciprocal, areactivated and supported.
Learning does not just happen inside the 4 walls of the school...it is not isolated to one space/time.