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The 2017 Skylight group's focus week in Reggio Emilia was now two weeks ago, and the group are now finding their feet again after a very intense study with our Reggiane colleagues.
This group, for educators in settings who have been to Reggio before, are working positively on their professional practice and want the opportunity to enable themselves and their settings to become more skilful and courageous in their work of creating a listening pedagogy.
We're now into our third and 'what's next?' phase, working in individual setting, but with new shared understandings and intents on how we construct our classrooms, listen to our children's ideas and offer appropriate challenges.
Would you like to read more about the week? Christine Merrick has written a daily diary of our week in Reggio ... read on:
For all educators and parents who are interested in:
- how children can be supported in flying with an idea
- how many languages of expression can interweave in places of intelligent education
- how documentation can be winningly created to show the intricate evolution of an 'educational story'
Here is a new video from the preschools of Reggio Emilia, illustrating the conversations and processes of children and teachers relating experiences of their morning meeting and discussions. This video is a must! It is ideal summer viewing for educators looking for some inspiration before the new year.
"A study on the human figure in drawing, clay and photography.
The human figure is explored in the context of the morning assembly that brings together all 26 children of the class. The investigation interweaves drawing, clay, and photography, seeking in the connections between the three languages the expressive and cognitive elements for understanding and evolving."
We were introduced to this work last year in Reggio, whilst it was still being edited, and we've been eagerly waiting for it to be available for you. Now it is!
It follows a five-year class in Reggio, as they wonder how they can tell the story of their morning assembly, to children who perhaps don't have one. And the editing relates their complex learning, and the many intricate stages, in a particularly engaging and filmic manner.
Both the content and the multi-layered video-editing style has much to say to all of us who are keen to make visible to a wide audience the engaged learning of children, and of intelligent education. Don't let it pass you by.
You can get it here from our website
"What holds a collective intelligence together is not the possession of knowledge - which is relatively static, but the social process of acquiring knowledge - which is dynamic and participatory, continually testing and reaffirming the group's social ties."
Henry Jenkins, Professor of Communication, Journalism, Cinematic Arts and Education, University of Southern California
A weekend for early childhood educators to encounter the work of Reggio Emilia and develop their own competences in working across the range of expressive languages to support their children's learning and meaning-making.
9.45 – 10: Welcomes
10 – 10.20: Introducing the Hundred Languages of Children – 'this fantastic theory'. Peter Moss (Professor of Education, Institute of Education, London)
"The theory of the 'hundred languages of children' and the way it informs pedagogical work is an important part of the identity of the municipal schools of Reggio Emilia. The 'hundred languages of children' refers to the many different ways children (indeed all human beings) understand, represent, communicate and express, ranging from the language of drawing to the language of mathematics.
In this short introduction, I want to offer my understandings about this theory, including: its meaning, what languages it encompasses and where it originated; the images of the child and the teacher that it assumes; the values (for example, democracy, dialogue, inter-connectedness, uncertainty and wonder) that it embodies; and its implications for early childhood education today, including ideas about learning and the conditions needed to enable these ideas to be enacted.
This will inevitably provoke questions about current government policy, with its focus on a very limited number of languages and readying for a compulsory schooling that emphasises the separation of languages. Malaguzzi wrote in a famous poem that "children have a hundred languages: they rob them of ninety nine school and culture". Is that true of us today? And how might we move to an education that valued and sustained multi-lingualism in children and young people?"
10.25 – 12.30: Working in Many Languages of Learning in Reggio - Annalisa Rabotti (pedagogista, Reggio Emilia.) Annalisa will explore in depth a project which illustrates and reflects on working in multiple languages into an enquiry of children. She will explore both the enriched learning of the children and the educators.
12.30 - 1.30: lunch
1.30 – 2.45: How can we begin to create places for learning in many expressive languages? A participatory exercise, exploring a video'd observation; teasing out many possibilities, applying and valuing principles of enquiry.
2.45 – 3: break
3 – 4: Annalisa will make a final contribution, being a response to questions tabled at close of morning, reflections on issues raised during the preceding exercise, plus a 'surprise'.
Book now! Ring 0191 261 7666 if you have particular queries.