- Jul 2022
-
-
They have autonomouscapacities for constructing their own thoughts, questions and attempts at answers.
Yes! I think autonomous is the key word here!
-
First, we recognize that the human species has the privilege of expressing itself through a plurality of languages, besides the spoken language
I think this is easily forgotten in the classroom. Perhaps because there isn't enough support through governments and Divisions. Or, the learning is not available to staff in education.
-
We recognize that all the languages that are already co-existent in the mind and in the activity of the child have the power to be generative of other languages, other actions and other potentials that are in turn generative
I like that this acknowledges many languages that connect. Additionally, that there is room to discover more languages as children grow.
-
-
docdrop.org docdrop.org
-
They quickly perceive how listening is essential for communication.
I think this is easily forgotten but also so critical for adults and children.
-
istening should welcome and be open todifferences, recognizing the value of the other's point of view and interpretation.
I think this can be difficult and is a skill to be practiced. Really listening to something that we may not agree on.
-
Listening should recognize the many languages, symbols and codes that people use in order toexpress themselves and communicate.
This is a wonderful point! So much we can learn from others when we welcome their languages. Also, creates a culture of accepting other forms of expressing our ideas and thoughts. Understanding that they are just as important as the traditional way of how one should express themselves.
-
predetermined, fragile, needy and incapable.
This is a great point! Especially in school during unstructured times (i.e. recess)
-
we have to listen to chil-dren not only because we can help them but also because they can help us.
I feel that as adults we begin to lose our imagination and creativity. I think children can helps us with this!
-
- Jun 2022
-
docdrop.org docdrop.org
-
Because all are very involved in what they are doing, she does not impose her ideas on them.
As adults, I think subconsciously feel that our ideas are superior to a child's ideas, because of our "experiences".
-
Intellectual conflict is understood as the engine of all growth in Reggio. There-fore, teachers seek to bring out, rather than suppress, conflicts of viewpoints between children.
I think this is an important reminder for educators!
-
nstead of interrupting, the teachers follow the children’s interest, shaping it rather than canceling it, letting it grow into a problem-solving collaboration involving quite a group of the chil-dren. Many questions are posed implicitly by the children through their words and actions—questions that could possibly be followed up on another day—about what kind of bug have they found, is it dead or alive, is it dangerous or harmless
I think this is difficult for teachers to do. Taking the time to pause and allow children to explore their discover. With good intentions, I think teachers naturally have been taught to take over teaching moments.
-
-
docdrop.org docdrop.org
-
Recall an instance when you witnessed a child's rights being disre-garded. Describe the occurrence, how you felt, and what you did or could have done to support the child
I had this happen in my classroom with and Educational Assistant during my first year. At the time I did not have the confidence to step and put a stop to it. Now, when with an Education Assistant we have meetings before the school year starts (and throughout the year) to go over the best ways to support the children in our classroom and how to treat them with respect they deserve.
-
Children encounter numerous marvels on the way to the car or to the store that merit ex-amination-the intriguing shapes and splashes of puddles, the intricate pathways of bugs and worms, the irresistible gleams of shining treasures lying on the street disguised as trash.
I noticed this when I took my students on a community walk a few weeks ago. They observed small details that I would not have picked up on.
-
children up until about seven years of age communicate with each other more adequately by play than in speech,
This is interesting. I'm happy to learn that play is so important in communication at that age!
-
hildren have a right to fall down when they feel like being crazy
I agree. As an adult I need to remind myself of this sometimes.
-
(so they don'thave to talk about it right away)
Also so important! Waiting for children to regulate and allowing time to process their thoughts and feelings.
-
Children have a right to pretend everything
I think this is missing! Especially in schools!
-
Over the ensuing weeks, the children compiled a list of their rights
I love that this wasn't one day discussion/activity. It was a deep and reflective question that sparked a strong interest in children. The adults made the space and time for children to meaningfully explore this questions.
-
-
docdrop.org docdrop.org
-
We don’t need that asan image of children.
Agree! Children are resilient!
-
The teacher has many different roles and she needs tobe in many places and do many different things anduse many languages. Sometimes the teacher will findhimself without words, without anything to say; andat times this is fortunate for the child, because thenthe teacher will have to invent new words
I love this perspective! Seeing communication through different lenses. Letting the space breathe.
-
the children areasking themselves: “What is my mother doing?”“What is my father doing?” “What is my brother ormy sister doing?” “Are they having more fun than Iam?” “Are they bored?”
I have to remind myself of this! When I'm teaching there is so much happening, you sometimes lose sight of the inner thoughts children have outside of the school walls. Reminding myself to check in.
-
- May 2022
-
-
Each school is viewed as a system inwhich all these relationships, which are all interconnected and reciprocal, areactivated and supported
I love the word interconnected and how it is a vital component of the Reggio Approach.
-
Projects may starteither from a chance event, an idea or a problem posed by one or more children, oran experience initiated directly by teachers. They can last from a few days to
I love the idea of projects starting from a chance event, experience, or problem posed by one of more children. I am continuously reminding myself to pause and notice my surrounding to catch the ideas and experience from students who may not be as upfront about their ideas and interests.
-