Listening, therefore, seems to be an innate predisposition, present from birth, which supports children's process of acculturation.
It's true, infants and young children must be wonderful listeners because they absorb so much in such a short time. But sadly, many adults aren't. Is the ability to listen another capacity that adults tend to lose, like creativity and the capacity for joy?
his is the reason why any theory, in order to exist, needs to be expressed, communicat-ed and listened to by others.
When I read this, it reminded me of the saying, "Does a tree falling in the forest make a sound if no one hears it?" Do ideas exist if no one expresses them, if no one listens? Before I would have said yes, but now I think, even in our own minds, we are responding to the image of an audience. And in the actual telling, theories are further developed and refined.
Carlina Rinaldi puts the act of “listening” at the heart of education
It seems that "listening" is also at the heart of psychotherapy and all meaningful and impactful interactions. Teaching is in good company.
Children have a right to tell parents and teachers to help them if they have a big problem
Interesting--at our school, we always instruct children to ASK adults for help, but then theoretically the adult has the power to say yes or no. Here the children are taking charge, asserting a right, and telling the adults what has to happen.
Children have a right to touch everything, but gently, but not birds because that can scare them very much
Here the children are asserting their right to "touch," one of their 100 languages. At the same time, they show a sense of justice and the need to be aware of the rights of others, in this case animals, which may take precedence.
Children have a right to know what time it is, and how many minutes they have to wait for something (their turn), and the time it will be when it's finally their turn
Amazing! We often assume children have no sense of time. Wrong again!
hildren have a right to say, 'No!' or 'Stop it!' when people are tickling them without asking
This is an important message to adults about respecting children's bodies and boundaries. Tickling isn't always fun for the recipient because there's a sense of loss of control.
Children have a right to pretend thatthere's a beach anywhere
I wonder if this right is for adult ears, but also other children's ears. I hear children asserting their right to imagine and play as they wish, and perhaps not be mocked by other children.
if your image is that boys and girls arevery different from one another, you will behavedifferently in your interactions with each of them.
I always intended to be a feminist in my parenting and work with children, but feel I continue to fall back on gender stereotypes without thinking, and I often fail to raise the issue with colleagues. Has anyone else struggled with this or worked in a setting that made strides in this area?
Each one of you has inside yourself an image of thechild that directs you as you begin to relate to a child
Where I teach, our parent conferences are organized around a discussion of the child's "strengths" and "areas to develop." This shapes how I look at each child, always making a checklist in my head. Now I am noticing how counter this seems to the Reggio approach. What about "What knowledge is your child constructing?" How do some of you approach conferences at Reggio-inspired schools?
Infant-toddler programs have developed muchless in quantity
This might be because Italy has more supportive maternity, paternity, and parental leave policies.
Thirdly, the tradition of cooperative work is firmly rooted in the Emilia Romagnaregion
Perhaps American culture is more competitive in spirit than cooperative, making uncertainty and open dialogue among teachers, and between teachers and administrators or parents, sometimes difficult.
Young children, their care and their education have long been a public concern atvarious levels of Italian society.
This seems different than in the U.S. where education has historically been so segregated, often resulting in quality education for some children but a lack of public concern for others.