By this title they implied that one could see the potential of children and learning only if one were to overcome the wall of traditional educational commonplaces and conceptions.
Interesting .. I would love to see this exhibit and learn more about them, like how did the exhibits come about? Did they come up with the idea first and then create works to go with it, or did the children create the art first?
Children involved in their learning experiences showing their competencies in different expressive languages (
Yes, another important reminder when offering children choices to express themselves, and they often will have an idea that is not even offered.
We have to convince ourselves that it is essential to preserve in children (and in ourselves) the feeling of wonder and surprise, because creativity, like knowledge, is a daughter of surprise.
What a beautiful quote to support the arts, which are dwindling in so many North American schools due to resources and budgets.
national
Free early years education since 1968!
Observation, documentation and interpretation are woven together into what I would define as a "spiral movement," in which none of these actions can be separated out from the others.
What I am working on! Focusing on one at a time has been instrumental in the learning process, but I don't want one part to slip while I am working on the others.
From the beginning, children demonstrate that they have a voice, know how to listen and want to be listened to by others
This quote is one reason I still support a form of "Circle Time" in my class. It is natural for children to want others to listen to them, and it is natural for them to want to listen to their peers. It creates a community of respect, beginning with listening.
search for meaning
Something we too often forget as a society... the purpose of listening to learn and not just what we do while waiting for our turn to speak.
“knots.
I like this idea... a metaphor that everything doesn't have to be "big".
One difficult task for the teachers is to help children find problems that are big enough and hard
I also find this a difficult task. Sometimes I think I have a great path, after observation and documentation, but the children seem to lose interest so fast.
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.
Yes, a trap that I know all too well.... the comfort of a curriculum that I know, that the kids enjoy, that hits my objectives. Moving away from that is a huge challenge for me.
Your image of the child: Where teaching begins
This is so true to me.... how one views a child is exactly how they are going to teach and how they are going to connect with that child.
Instead our image of the child is rich in potential, strong, powerful, competent, and most of all, connected to adults and other children.
Im putting this quote up in my class.
tion-the intriguing shapes and splashes of puddles, the intricate
To be that "present" again!
children to exercise autonomy when they are mastering such
This is such a common issue in the class and one that I also often see with parents as well.
even with real tea
yes, they want to be participants in the real world.
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." Another child added, "But only if it's okay, like you won't hurt somebody and it's not safe . . . because the other person has a right to not be hurt too, right?·
Incredible! If we just give them a safe place to talk and discuss. This would be one of those "scary" topics that in the past we would have avoided.
each child brings a part of somethingthat’s different into the school.
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Overactivity on the part of the adult is a risk factor
This is another part that is challenging... I almost feel guilty at times that I am not "doing" enough. I am starting to change my ideas about what education is and how I as the teacher am not the only one in power of learning or educating.
You never come in an isolated way; you alwayscome with pieces of the world attached to you. Sothe meetings that we have are always contaminatedwith the experiences that we bring with us.
This ties so well into our observation class, about being conscious of our biases and how they effect our relationships and interactions with children.
byparents;literallygroupsofparents
As a parent, this resonates with me... parents must be willing to advocate for their children and what more powerful way, then to advocate and bring about such remarkable change.
ReggioEmiliahavenointentionofsuggestingthattheirprogramshouldbelookedatasamodeltobecopiedinothercountries;
I love this quote... in education, we too often take on initiatives that are based on a program someone has developed and sold to our divisions, disregarding our cultural and contextual needs.