Synthesizing all of the information that I have gathered over the past three days at IDEC is getting a bit more difficult with every session that I go to. I began today eager, had wonderful conversations and dialogue and interactions, and then I began to feel overwhelmed. I have been considering my viewpoint as someone new to democratic education, trying to figure out what it might look like and some tips and tricks for how it might be done.
And then one little phrase floored me. It was just part of someone's introduction in one of the sessions, but I felt an instant connection.
Democratic Education is a mindset, not a skill set.
Another view someone voiced was democratic education as a genre. That resonated with me as well. I'm getting tired of labels: progressive, alternative, Montessori, Waldorf, Nature-Based, Learner-Centered, project based...it gets tiring trying to fit into those boxes. I eased my mind today through conversations about how there is no one way. There is no checklist on how to be democratic. But if you believe that it is important to promote choice, freedom, rights, and student voice, that makes a learning environment democratic.
More than a few times, participants at the conference have alluded to the schools of Reggio Emilia. For a very long time, I looked to Reggio Approach as a guide for my teaching and learning, especially in the aesthetics. The references this week have been about the rights of the children in those schools, and the incredible listening and documentation skills of the teachers. There are many parallels between the Reggio Approach and the genre of democratic education - perhaps there is more direction on aesthetics with the Reggio Approach. But children's freedom to choose, and teacher's promotion of the child's voice, in whatever medium it might be, are concepts shared by both the schools of Reggio Emilia and the mindset of the democratic educator.
The genre of democratic education is beginning to morph into a more personal shape as I engage in dialogue and listen here in Boulder. I've never thought so much about my own opinions and biases as I have this week. To share power with students, I have to understand my own definition of power and understand how I have used my role as teacher in the past. I hope to share some ideas in this space tomorrow and I invite you to think about the same topic and share as well. I'd love to hear your impressions, opinions, rants, and questions.
Showing posts with label reggio emilia. Show all posts
Showing posts with label reggio emilia. Show all posts
06 August 2013
11 November 2011
Expectations, Power, and Facilitation
I'm noticing some trends in my posts. I'm clearly thinking about power and engagement. Those are things that are an umbrella over every moment I have as a teacher.
Last week, I talked about expectations. We need to suspend those as much as possible. We can have inklings or guesses or pictures in our heads, but we cannot be frustrated when children approach something differently than we do. We're adults - we've been in training for decades, and we are creatures of habit. Just the other day, I had put up the children's names next to a sign up sheet at the easels - we are embedding more name writing into out days, and signing up for popular activities is a way to make those marks. One girl walked up to the list, dipped the paintbrush into the orange paint, and basically highlighted her name on the list of names that was thee as a reference. Why not? She saw her name and painted on it. And in her mind, it is a valid way to show that she wants to paint. Her name is literally covered in paint.
As teachers, we can have ultimate power if we want it. Children also know how to get the power if they want it. We all have our ways. I have my agenda, and each child has their own as well. Who am I to say that mine is better?
You can picture a room where children are doing whatever they want - jumping up and down on tables, painting on the floor - whatever. The classic image is from Miss Nelson is Missing:
Last week, I talked about expectations. We need to suspend those as much as possible. We can have inklings or guesses or pictures in our heads, but we cannot be frustrated when children approach something differently than we do. We're adults - we've been in training for decades, and we are creatures of habit. Just the other day, I had put up the children's names next to a sign up sheet at the easels - we are embedding more name writing into out days, and signing up for popular activities is a way to make those marks. One girl walked up to the list, dipped the paintbrush into the orange paint, and basically highlighted her name on the list of names that was thee as a reference. Why not? She saw her name and painted on it. And in her mind, it is a valid way to show that she wants to paint. Her name is literally covered in paint.
As teachers, we can have ultimate power if we want it. Children also know how to get the power if they want it. We all have our ways. I have my agenda, and each child has their own as well. Who am I to say that mine is better?
You can picture a room where children are doing whatever they want - jumping up and down on tables, painting on the floor - whatever. The classic image is from Miss Nelson is Missing:
That is one extreme. The other extreme is children being forced to do things that they are not interested in at all. But most of what happens is somewhere in the middle - especially when it comes to preschool. There is no one way for it to look. I've never had two environments that were set up just the same; I've never dusted off last year's planner and put it all into action again; and I've never expected one group of children to be the same as another one. Not only would that be boring, but it would make teaching monotonous and repetitive.
I like that children paint in random places and have different funny names for the baby dolls and a million different stories to dictate. But I also like the common things that children do on their own, without instruction from me. Play dough with popsicle sticks always turns into a birthday cake, three-year-olds always draw people like tadpoles, and four-year-olds put more weight on the word "friend" than any other word they know at that point. Our job is to connect with children and make decisions based on that, with the input of the children. We can try to make all the decisions as teachers, but it is not going to work. But we have to facilitate and stay sane. The better we are at seeing and listening and adjusting and listening some more, the better the experience is for the children. I am thinking about preschool, but this probably applies to education in general.
I do not claim to be an expert at this - I'm writing about it because it is a challenge. We need to be able to work with children, not create a free-for-all. There would be no point in school if kids just ran around. That middle ground is my ultimate goal. Children engaged in the things that interest them, and teachers facilitating that work to help build on it and make it deeper and more meaningful. Some might call it the Project Approach, some might call is Reggio Inspired, some might call it unproductive. Call it what you wish. Engagement might be children in a forest Kindergarten, children conducting science experiments, painting planks of wood, or making bread. All of those things are able to happen because adults facilitate them.
I'll end this rambling with a quote from The Hundred Languages of Children that describes the curriculum of the early childhood centers in Reggio Emilia:
"The curriculum is not child centered or teacher directed. The curriculum is child originated and teacher framed." - Forman and Fyfe
Everyone in a classroom plays an important role. And if we're teachers because we want to provide positive experiences for young children, that is exactly what we should do - and we should try to make those positive experiences engaging, explorative, meaningful, and personal.
31 August 2010
5x5x5
I'll be spending some time learning about 5x5x5 this evening for sure. Have you heard of it?
"5x5x5=creativity is an independent, arts-based action research organisation. It involves groups of artists, educators and cultural centres working in partnership to support young children in their exploration and expression of ideas - and in doing so helps them develop valuable creative skills for life.
5x5x5 is inspired by the celebrated Reggio Emilia educational approach in Northern Italy that respects children as strong, capable protagonists in their own learning. It recognises children's innate inquisitiveness, and affords them the space, time and individual adult attention to explore and learn from the world around them."
Take a look!
via urban preschool
06 May 2010
A Video from Bambini Creativi
I'm so glad to share a video that Brianne from Bambini Creativi sent over a few weeks ago.
I love the girls repeating that action of putting the circle over each other. The projector plays second fiddle here - its presence really gives the space an ambiance, but this reminds me of the many times that my students will be interacting with each other in front of the projector and get so engrossed with their interaction that they ignore those beautiful shadows for a few minutes. I used to be puzzled by it - but sometimesthe actions of playmate are much more mesmorizing!
I love the girls repeating that action of putting the circle over each other. The projector plays second fiddle here - its presence really gives the space an ambiance, but this reminds me of the many times that my students will be interacting with each other in front of the projector and get so engrossed with their interaction that they ignore those beautiful shadows for a few minutes. I used to be puzzled by it - but sometimesthe actions of playmate are much more mesmorizing!
02 May 2010
The Role and Potential of the Atelier
"The term 'atelier' harks back romantically to the studios of bohemian artists, and in pedagogical thinking in Reggio it has been revisited and reinterpreted to become synonymous with places where project work - progettare - is associated with things taking shape through action; places where brains, hands, sensibilities, rationalitiy, emotion, and imagination all work together in close cooperation."
Art and Creativity in Reggio Emilia: Exploring the Role and Potential of Ateliers in Early Childhood Education is the new book by Vea Vecchi, and it is on my summer reading list. Continuing on yesterday's note about Montessori, I do not work at a Reggio-inspired school, or a Montessori school, or a Waldorf school, but I am inspired by the work of thoughtful educators. That said, we do not have an "atelier", but rather, an art studio. I think that the idea of the atelier in Reggio Emilia is described beautifully above, and there will be ideas in the book for anyone who fosters creativity in children.
Art and Creativity in Reggio Emilia: Exploring the Role and Potential of Ateliers in Early Childhood Education is the new book by Vea Vecchi, and it is on my summer reading list. Continuing on yesterday's note about Montessori, I do not work at a Reggio-inspired school, or a Montessori school, or a Waldorf school, but I am inspired by the work of thoughtful educators. That said, we do not have an "atelier", but rather, an art studio. I think that the idea of the atelier in Reggio Emilia is described beautifully above, and there will be ideas in the book for anyone who fosters creativity in children.
02 January 2010
The Languages of Food
With a little extra time on my hands, I am revisiting my experiences in Reggio Emilia from October. Although we have a wonderful collection of books published by Reggio Children in our school library, I couldn't help but purchase a few for my own collection. I just read The Languages of Food : Recipes, Experiences, Thoughts, and it has me thinking about children and their relationship to food; and what that means to us as adults.
The book talks about nutrition in terms of what we should be giving our bodies more of. The recipes, from the kitchens in Reggio schools, show a commitment to eating seasonally, eating grains, and promoting proteins besides chicken and beef. I find the recipes in the book exciting because they reflect my own diet and food interests, and I'm eager to try a few out.
I was talking to my husband (a chef) about sustainable eating and vegetarianism on our train back from Austria the other day. He is not a vegetarian, whereas I am, and have been for about ten years. He had just finished Eating Animals by Jonathan Safran Foer and felt there was a lot of information that would be making him think about the impact eating meat has on the environment and one's body. I thought about my beliefs and preferences, and how I might be influencing the children I teach with my ideas about food, even if I am not saying them aloud. We only cook vegetarian food in the classroom, even when children suggest meat toppings for pizza. The children always see vegetarian food in my lunchbox, and when they ask me what I am having for lunch, I tell them honestly, "quinoa and vegetables" or "vegetable soup and bread" - whatever I brought from home.
My parents eat meat - we grew up eating a lot of red meat, pork, and chicken. My grandparents eat meat - and it is very difficult to speak to people who lived through government rationing during the second world war about vegetarianism. Meat and milk are health to that generation. But my personal views on sustainability are about a plant based diet, and I am passing those values on to my students through my actions. But, perhaps, because my grandparents don't understand at all, and my parents find vegetarianism a little inconvenient but they accept it, and most of my friends and colleagues are very open to eating vegetarian when they come over for dinner...doesn't that mean that people are becoming more conscious eaters, and the children I teach will be part of a generation that takes more of a stand about what goes into their body?
Despite this post, I am not a preachy vegetarian. Everyone else at the table can order a steak and I don't worry about it - my decisions are my decisions. But with young children, what is my responsibility? I teach them about being kind, respectful, and fair. Where do eating and nutrition fall into that?
The book talks about nutrition in terms of what we should be giving our bodies more of. The recipes, from the kitchens in Reggio schools, show a commitment to eating seasonally, eating grains, and promoting proteins besides chicken and beef. I find the recipes in the book exciting because they reflect my own diet and food interests, and I'm eager to try a few out.
I was talking to my husband (a chef) about sustainable eating and vegetarianism on our train back from Austria the other day. He is not a vegetarian, whereas I am, and have been for about ten years. He had just finished Eating Animals by Jonathan Safran Foer and felt there was a lot of information that would be making him think about the impact eating meat has on the environment and one's body. I thought about my beliefs and preferences, and how I might be influencing the children I teach with my ideas about food, even if I am not saying them aloud. We only cook vegetarian food in the classroom, even when children suggest meat toppings for pizza. The children always see vegetarian food in my lunchbox, and when they ask me what I am having for lunch, I tell them honestly, "quinoa and vegetables" or "vegetable soup and bread" - whatever I brought from home.
My parents eat meat - we grew up eating a lot of red meat, pork, and chicken. My grandparents eat meat - and it is very difficult to speak to people who lived through government rationing during the second world war about vegetarianism. Meat and milk are health to that generation. But my personal views on sustainability are about a plant based diet, and I am passing those values on to my students through my actions. But, perhaps, because my grandparents don't understand at all, and my parents find vegetarianism a little inconvenient but they accept it, and most of my friends and colleagues are very open to eating vegetarian when they come over for dinner...doesn't that mean that people are becoming more conscious eaters, and the children I teach will be part of a generation that takes more of a stand about what goes into their body?
Despite this post, I am not a preachy vegetarian. Everyone else at the table can order a steak and I don't worry about it - my decisions are my decisions. But with young children, what is my responsibility? I teach them about being kind, respectful, and fair. Where do eating and nutrition fall into that?
02 December 2009
Turtlewings Common
I'm looking forward to another Turtlewings Common Evening tonight. If you are in Brussels, I would love to see you there.Tonight, the topic is "Encountering Reggio". I'll be sharing about my experiences in Reggio Emilia this past October, and bringing a big pile of resources for people to look at and talk about. I'm looking forward to a discussion with like-minded people!
05 November 2009
Conversation Table
Can you imagine if there was a city that, with no mandates or laws or legislation from a higher authority, decided to commit part of their budget to Early Childhood Education? To open schools with a child centered focus for zero to six year olds?
And when federal and state legislation does get passed, mandating education for children from three to six, the city lets these federal schools open but continues their commitment to this child-centered education in their own schools? Although money is coming in from the state and the country, the city continues to commit money to its city-run preschools?
Oh, and the commitment from the city is 16% of the budget.
There is so much to be inspired by in Reggio Emilia, Italy; but the most inspiring thing for me is the commitment they have to high-quality early childhood education for every child in the city. We were lucky enough to hear about the history of education in Reggio Emilia from an array of people, from city officers to a man from the ministry of education and primary school teachers. The community respects what the municipal schools do, they have supported them for a long time, and continue to respect and support them. In fact, the community is interested in primary school children being able to get the same research-based, emergent education experience in primary school.
I wish I could think of somewhere in the states that did something like this. I'm not sure if I have expressed this here before, but for me, Head Start is not a commitment to high quality education for EVERY child - it is a commitment to children from low-income families in places where there is a Head Start facility. I student taught in a Head Start classroom on the Lower East Side in Manhattan, with knowledgable teachers. Just because a family has money and can send their child to Preschool doesn't mean they will; and just because they send their child to preschool doesn't mean it is a high-quality one. I appreciate the city of Reggio Emilia's real, true commitment to education. They are a mixed community -- 20% of the population are non-Italians. But the children and their families are welcomed into the schools with open arms, and a promise for a free education that will help children to be independent thinkers and problem solvers.
The fact that no one is in a "fancy" preschool in this city also tells us that children are more mixed in the classrooms - economically, culturally, socially. I think this is always a positive. In the states, you might not go to PreK, or you might go to a Head Start program, or you might go to daycare, or you might go to a private preschool, or you might go to public PreK. There are differences in who will be in those environments; and because of a commitment the city of Reggio Emilia made when they were small, each child gets an equal education, starting at birth.
I think that all children in the US are entitled to high quality education, but the problem comes from our lack of a definition for "high quality". I could continue to go on about the ideas that I believe make up high quality education, but perhaps that should be shared. I hope you will all contribute, no matter where you teach or what you believe. I think it is also interesting to hear from people who are not early childhood educators. What do you believe? What are we commiting to when we say "high quality"?
I'll start. Please use the comments to continue!
And when federal and state legislation does get passed, mandating education for children from three to six, the city lets these federal schools open but continues their commitment to this child-centered education in their own schools? Although money is coming in from the state and the country, the city continues to commit money to its city-run preschools?
Oh, and the commitment from the city is 16% of the budget.
There is so much to be inspired by in Reggio Emilia, Italy; but the most inspiring thing for me is the commitment they have to high-quality early childhood education for every child in the city. We were lucky enough to hear about the history of education in Reggio Emilia from an array of people, from city officers to a man from the ministry of education and primary school teachers. The community respects what the municipal schools do, they have supported them for a long time, and continue to respect and support them. In fact, the community is interested in primary school children being able to get the same research-based, emergent education experience in primary school.
I wish I could think of somewhere in the states that did something like this. I'm not sure if I have expressed this here before, but for me, Head Start is not a commitment to high quality education for EVERY child - it is a commitment to children from low-income families in places where there is a Head Start facility. I student taught in a Head Start classroom on the Lower East Side in Manhattan, with knowledgable teachers. Just because a family has money and can send their child to Preschool doesn't mean they will; and just because they send their child to preschool doesn't mean it is a high-quality one. I appreciate the city of Reggio Emilia's real, true commitment to education. They are a mixed community -- 20% of the population are non-Italians. But the children and their families are welcomed into the schools with open arms, and a promise for a free education that will help children to be independent thinkers and problem solvers.
The fact that no one is in a "fancy" preschool in this city also tells us that children are more mixed in the classrooms - economically, culturally, socially. I think this is always a positive. In the states, you might not go to PreK, or you might go to a Head Start program, or you might go to daycare, or you might go to a private preschool, or you might go to public PreK. There are differences in who will be in those environments; and because of a commitment the city of Reggio Emilia made when they were small, each child gets an equal education, starting at birth.
I think that all children in the US are entitled to high quality education, but the problem comes from our lack of a definition for "high quality". I could continue to go on about the ideas that I believe make up high quality education, but perhaps that should be shared. I hope you will all contribute, no matter where you teach or what you believe. I think it is also interesting to hear from people who are not early childhood educators. What do you believe? What are we commiting to when we say "high quality"?
I'll start. Please use the comments to continue!
03 November 2009
Reflections 1
Where to begin? Logistics? Facts? Assumptions? I'm still not sure how to organize my thoughts and ideas about my week in Reggio Emilia. As a result, my reflections here may be scattered and (not surprisingly) a bit rambling. But stick with me - I hope these posts will be a place for more conversation on the topics.
I'll start by saying that there is a part of me that is relieved. I have read about and seen photos of and listened to people speak about the Reggio Approach so many times since I began teaching. And because of what I saw and heard, I began to consider myself "Reggio-Inspired", which is a pretty safe place to be in. I do not work in a school that uses the Reggio Approach - I am fortunate enough to have a flexible curriculum that allows me to create the environment and the general teaching approach.
I am relieved because it is a real place, with real people. Children attend the school who have Disney/Pixar lunchboxes, the kids play Uno sometimes, they have challenges with parents sometimes, children have behavior problems - it is not a utopia. Or does that make it more of one? I'm not sure. There are things that I saw that I wasn't interested in, or wouldn't use in my classroom.
I guess that point is, I'm now able to stop asking myself "Would They Do This in Reggio?" when I'm planning or changing the environment or thinking about next steps in a project. Because I have seen Reggio, I have listened to their teachers, and it comes down to this : passion and knowledge. Know your community and their needs, and love what you do. This was the most inspirational professional development I have ever done - I still consider myself an advocate of the Reggio Approach. But I really noticed that it has so much to do with your community and their values and priorities, and your own passion for advocating a positive image of the child.
I'll start by saying that there is a part of me that is relieved. I have read about and seen photos of and listened to people speak about the Reggio Approach so many times since I began teaching. And because of what I saw and heard, I began to consider myself "Reggio-Inspired", which is a pretty safe place to be in. I do not work in a school that uses the Reggio Approach - I am fortunate enough to have a flexible curriculum that allows me to create the environment and the general teaching approach.
I am relieved because it is a real place, with real people. Children attend the school who have Disney/Pixar lunchboxes, the kids play Uno sometimes, they have challenges with parents sometimes, children have behavior problems - it is not a utopia. Or does that make it more of one? I'm not sure. There are things that I saw that I wasn't interested in, or wouldn't use in my classroom.
I guess that point is, I'm now able to stop asking myself "Would They Do This in Reggio?" when I'm planning or changing the environment or thinking about next steps in a project. Because I have seen Reggio, I have listened to their teachers, and it comes down to this : passion and knowledge. Know your community and their needs, and love what you do. This was the most inspirational professional development I have ever done - I still consider myself an advocate of the Reggio Approach. But I really noticed that it has so much to do with your community and their values and priorities, and your own passion for advocating a positive image of the child.
to be continued...
28 October 2009
Briefly, from Reggio Emilia
I apologize for my lack of writing while here in Reggio Emilia. Between long, inspirational days of conversation and school visits, and an unfortunate lack of internet at the hotel, I'm a wee bit out of touch.
I am writing quite a bit, but none of it here yet. I'm looking forward to sharing next week.
For those of you who were here in the weeks before me, I am excited about reading your thoughts on the documentation experience, and the staff experience! Being here to learn about continuity has been fascinating, even though I am not a primary school teacher.
Much more to come!
I am writing quite a bit, but none of it here yet. I'm looking forward to sharing next week.
For those of you who were here in the weeks before me, I am excited about reading your thoughts on the documentation experience, and the staff experience! Being here to learn about continuity has been fascinating, even though I am not a primary school teacher.
Much more to come!
22 October 2009
Ciao
I had a dream last night that I was on a tour bus in Reggio Emilia, trying to secretly take photos out the window. And I got in trouble for it.
I leave tomorrow night for Reggio Emilia, and after a cheap flight and a few trains, I'll arrive on Saturday afternoon. I'm looking forward to listening, looking, writing, watching, and eating. I'm looking forward to being inspired by people and spaces.
I got my schedule today - We visit quite a few primary schools. How will that look? What is similar between preschool and primary school in Reggio Emilia? I know of the links and commonalities between the infant/toddler centers and the preschools...but then what happens? Is there a big transition, or jump, for the children to make? Do the primary schools work on an inquiry based system?
It was my biggest hope that I could have been in Reggio Emilia this week, for the week on documentation. It didn't work out - it's a big week here on campus and my director wasn't letting anyone out - not even for professional development. So my week is about "The Experience of The Preschools and Research Contexts and Continuity With Primary School" - quite a mouthful. Our preschool program here is play and inquiry-based; but when the children walk up the stairs to Kindergarten, they are in the world of math block, literacy block, and french class. There is time for free play, and time for the children to choose, but there is something about the first year you start having "Writer's Workshop". It sounds like serious business. And "Writer's Workshop" doesn't sound like something a child would call mandatory writing time.
This is mostly babbling - if you are still reading I'm surprised. The point is, I'm looking forward to learning about something I didn't know I wanted to learn about. I focus so much on young ones, that I forget that they become older ones. They need support even further on their journey, too.
I leave tomorrow night for Reggio Emilia, and after a cheap flight and a few trains, I'll arrive on Saturday afternoon. I'm looking forward to listening, looking, writing, watching, and eating. I'm looking forward to being inspired by people and spaces.
I got my schedule today - We visit quite a few primary schools. How will that look? What is similar between preschool and primary school in Reggio Emilia? I know of the links and commonalities between the infant/toddler centers and the preschools...but then what happens? Is there a big transition, or jump, for the children to make? Do the primary schools work on an inquiry based system?
It was my biggest hope that I could have been in Reggio Emilia this week, for the week on documentation. It didn't work out - it's a big week here on campus and my director wasn't letting anyone out - not even for professional development. So my week is about "The Experience of The Preschools and Research Contexts and Continuity With Primary School" - quite a mouthful. Our preschool program here is play and inquiry-based; but when the children walk up the stairs to Kindergarten, they are in the world of math block, literacy block, and french class. There is time for free play, and time for the children to choose, but there is something about the first year you start having "Writer's Workshop". It sounds like serious business. And "Writer's Workshop" doesn't sound like something a child would call mandatory writing time.
This is mostly babbling - if you are still reading I'm surprised. The point is, I'm looking forward to learning about something I didn't know I wanted to learn about. I focus so much on young ones, that I forget that they become older ones. They need support even further on their journey, too.
11 September 2009
Here I come, Reggio Emilia.
A plane to Pisa and then a train into town will bring me to you, Reggio Emilia. I'll do all of my required reading to get ready (I just checked six Reggio Children books out of the library), and I cannot wait to see your classrooms and talk to your educators and see firsthand what I have been inspired by for years.
I just found out I'm in, and I cannot wait. But I am obligated to wait until Octber 25th. Go figure.
Anyone else going? There's still time to register here.
22 June 2009
Boulder Journey School
Inspiring images from what looks like a lovely school. Boulder Journey School is a Reggio-inspired school for children 6 weeks to 6 years. I'd love to visit someday!
26 March 2009
In Your Hands and On The Wall
I introduced the overhead projector yesterday. I've seen so many photographs, many from Reggio Emilia, of children using materials on the projector's surface. The children worked in groups of three for ten minutes as an introduction.
I was lucky enough to be able to observe all of the groups without interfering and without anyone needing my assistance. Most children laid tiles randomly on the surface for a few minutes and then began constructing objects out of the blocks, like houses and flowers. Some were really interested in the way their hands looked as shadows on the wall, and how the colors looked on their own bodies while standing in front of the light. Others were not interested at all, which is obviously to be expected.
I'm picking up my film after school today -- it includes photographs from a visit to the new Turtlewings Atelier. My husband, my brother and I attended their Grand Opening last weekend. They have a beautiful setup for their projector -- onto a white sheet in the middle of a wide open room so that the children can experience it from both sides. I have mentioned them before - -I was part of a casual meeting in November. They found a beautiful space! If you are in Brussels, you should visit them here. I'll share those pictures with you tomorrow.
Happy weekend!
01 December 2008
11 July 2008
An Introduction
I spent four years studying early childhood education as a college undergraduate. I student taught, I wrote papers, I read articles, and I observed young children in educational settings.
The approach that we discussed by name in college was constructivism, and I understood the principles as I learned them though essays and discussions. Yet there was no way to apply this approach in my student teaching classrooms, where constructivism was not practiced. So, I taught the way that the Head Start and Public School teachers whose classrooms I worked in taught.
When I set out to find my first teaching job in my new home, three months out of college, I had a stack of resumes and a portfolio that my professors helped me put together, showcasing lesson plans and photographs of me working with children. I drove my Volvo station wagon around Seattle, pulling over every time I saw "preschool" on a sign. I took the first job that I was offered.
The school was "Reggio-Inspired", and I had never heard of Reggio Emilia at that time. The school was open from 7 am until 6 pm, with children from infancy through five attending, and I was hired as a preschool teacher. Much of my job, however, was daycare. Although the program was "inspired" by this foreign philosophy, it was not quite valued enough as to direct what we as teachers did. I did learn valuable lessons about the Reggio Approach through books I borrowed from the director and conversations I had with my fellow teachers. This job sparked my interest in creative, project based, child centered education.
Four years later, I have changed jobs every year, looking for my niche in my profession. Nothing has proven quite right, and I embark on another teaching and learning journey in two weeks, when I arrive in Brussels for my new job as a Pre-K teacher at an international school. I am inspired by the schools of Reggio Emilia, emergent curriculum, constructivism, multiple intelligences, the project approach, and passionate, knowledgeable early childhood professionals.
The world's view of Early Childhood Education is changing rapidly, and there are many sources of inspiration for educators to draw from. My varied experiences, that I will no doubt mention in future writing, has allowed me to better understand what I am looking for, and I am working myself to make my classroom the ideal environment.
I hope this will be a place for preschool teachers who think outside of the box to meet and share and inspire each other.
The approach that we discussed by name in college was constructivism, and I understood the principles as I learned them though essays and discussions. Yet there was no way to apply this approach in my student teaching classrooms, where constructivism was not practiced. So, I taught the way that the Head Start and Public School teachers whose classrooms I worked in taught.
When I set out to find my first teaching job in my new home, three months out of college, I had a stack of resumes and a portfolio that my professors helped me put together, showcasing lesson plans and photographs of me working with children. I drove my Volvo station wagon around Seattle, pulling over every time I saw "preschool" on a sign. I took the first job that I was offered.
The school was "Reggio-Inspired", and I had never heard of Reggio Emilia at that time. The school was open from 7 am until 6 pm, with children from infancy through five attending, and I was hired as a preschool teacher. Much of my job, however, was daycare. Although the program was "inspired" by this foreign philosophy, it was not quite valued enough as to direct what we as teachers did. I did learn valuable lessons about the Reggio Approach through books I borrowed from the director and conversations I had with my fellow teachers. This job sparked my interest in creative, project based, child centered education.
Four years later, I have changed jobs every year, looking for my niche in my profession. Nothing has proven quite right, and I embark on another teaching and learning journey in two weeks, when I arrive in Brussels for my new job as a Pre-K teacher at an international school. I am inspired by the schools of Reggio Emilia, emergent curriculum, constructivism, multiple intelligences, the project approach, and passionate, knowledgeable early childhood professionals.
The world's view of Early Childhood Education is changing rapidly, and there are many sources of inspiration for educators to draw from. My varied experiences, that I will no doubt mention in future writing, has allowed me to better understand what I am looking for, and I am working myself to make my classroom the ideal environment.
I hope this will be a place for preschool teachers who think outside of the box to meet and share and inspire each other.
Subscribe to:
Posts (Atom)
