Friday, May 7, 2010
The Study Tour continues and ends
Carolyn and I are still formulating our thoughts about all that we have seen and experienced. We saw different schools, both Infant and Toddler centres (Carolyn saw Alice and I saw Haiku) and Preschool centres (Carolyn saw Anna Frank and I saw Prampolini). Today, was our last day and the tour ended with a 'tea time' at the Panda Infant Toddler Centre. So, we have had separate and shared experiences that we must now process. We have decided that we need more time to sit with this information so that we can adequately share our thoughts and feelings about these experiences.
Our blog will live on, after we leave this amazing place and you will continue to hear about the schools and the sessions.
We are including some photos of the city streets of Reggio Emilia, our silly moments, friendships formed with our colleagues from Thompson Rivers University Early Childhood Program in Kamloops, BC and hopefully, you will gather a sense of the culture, the joy, and the beauty of this place.
Our blog will live on, after we leave this amazing place and you will continue to hear about the schools and the sessions.
We are including some photos of the city streets of Reggio Emilia, our silly moments, friendships formed with our colleagues from Thompson Rivers University Early Childhood Program in Kamloops, BC and hopefully, you will gather a sense of the culture, the joy, and the beauty of this place.
Tuesday, May 4, 2010
Visit to the Pre-Primary and Grade 1 School at the Loris Malaguzzi International Centre – May 3, 2010 by Linda
We had the opportunity to visit the newest school in Reggio Emilia that was opened on February 23, 2009 in memory of Loris Malaguzzi. Some of the main ideas or themes that were shared about the space were that it was designed to encourage ‘connections’. These connections are about ongoing dialogue between everyone that inhabits the space, but most importantly, for the children. Transparency between spaces; viewing spaces from multiple perspectives from diverse openings (being able to view from up high, down low, the side) to enable thinking about situations in diverse ways; open spaces for bodily expression; intimate spaces for quiet moments; indoor and outdoor gardens with natural materials available for exploration.
The rooms were connected and flowed from one into the other. The belief is that children can learn from others when they can view them from different perspectives. Time for reflections is given to children to think about what they see and perhaps represent it (i.e. visually).
Color was infused into the school space, which was a surprise and a source of discussion for many participants in the study tour. The school was rich in different technologies (i.e. computers, LCD projections – large video and still image projections, smart board, multiple light sources). What is unique about this school is the introduction of a grade 1 classroom. The Reggio representatives explained that the teachers are provided by the state and so the dialogue is rich with diversity as the Reggio educators and the teachers seek to find common footing.
We are not permitted to photograph any of the schools that we will visit on this study tour. So we hope that our writing will be descriptive enough.
The rooms were connected and flowed from one into the other. The belief is that children can learn from others when they can view them from different perspectives. Time for reflections is given to children to think about what they see and perhaps represent it (i.e. visually).
Color was infused into the school space, which was a surprise and a source of discussion for many participants in the study tour. The school was rich in different technologies (i.e. computers, LCD projections – large video and still image projections, smart board, multiple light sources). What is unique about this school is the introduction of a grade 1 classroom. The Reggio representatives explained that the teachers are provided by the state and so the dialogue is rich with diversity as the Reggio educators and the teachers seek to find common footing.
We are not permitted to photograph any of the schools that we will visit on this study tour. So we hope that our writing will be descriptive enough.
Day 3: At the Loris Malaguzzi International Centre by Carolyn
Paola Ricco who is responsible for Study Groups (Reggio Children) welcomed us to the Loris Malaguzzi International Centre and introduced us to Reggio educator Amelia Gambetti. The morning session focused on the context, the community of Reggio Emilia and the educational experience. Amelia prepared us for our visits to the infant toddler centers and pre-primary schools. She suggested that we should, “take it easy and be patient” and to take time to reflect on what we will see. She spoke about the Reggio philosophy in context to research, innovations and evolution. I was interested in her statement, “Reggio itself is an interpretation of Reggio. It opens up opportunities for exchange.” I am now wrestling with this. What does she mean when she says that Reggio is an interpretation of itself? I will think further about this.
Maddalena Tedeschi, a pedagogista for preschools and infant toddler centers of Reggio Emilia spoke about the principles of the pedagogical project. She gave an example of a project that young children did when they compared similarities and differences between a column and a tree. She described the connections in learning that teachers documented as the children progressed in the project. Maddalena spoke about multiple entries and exits in project work. Circularity, transparency and connecting threads and hybrids were key ideas that she highlighted. I continue to grapple with the question, “do projects end?” If threads weave new ideas that seed new projects then traces of ‘what was’ continues in a never-ending spiral.
Maddalena Tedeschi, a pedagogista for preschools and infant toddler centers of Reggio Emilia spoke about the principles of the pedagogical project. She gave an example of a project that young children did when they compared similarities and differences between a column and a tree. She described the connections in learning that teachers documented as the children progressed in the project. Maddalena spoke about multiple entries and exits in project work. Circularity, transparency and connecting threads and hybrids were key ideas that she highlighted. I continue to grapple with the question, “do projects end?” If threads weave new ideas that seed new projects then traces of ‘what was’ continues in a never-ending spiral.
Subscribe to:
Posts (Atom)