header1.jpg header2.jpg header3.jpg header8.jpg

Diary

In this blog we are posting news from around the network, reflections on general news items and other broad-ranging items of interest. Current contributors are Sightlines Initiative directors Robin Duckett, Liz Elders, Debi Keyte Hartland and Chris Merrick.
We have a Library View (see left column) to help you find past articles.

Rocking the boat ...

"The hand that rocks the cradle needs to rock the boat."

Here in Reggio Emilia it is the first of a six-day discussion and reflection of the members of the Reggio Children International Network, with the officers and pedagogues of the city's early childhood services.

Karen Callaghan of the Reggio Network in Canada, suddenly recalled this motto of the Ontario Coalition for Better Child Care, as we discussed the mood of the representatives.

As it turned out, the phrase was very apt for us, as we began to set to. We are all committed to constructing a strong education, which listens to the children - and we are passionate about informing the international community, politicians, parents, educators, all. It is a pedagogy of hope, as Claudia Giudici, President of Reggio Children reminded us, with this phrase of Paolo Freire's. 

Nando Rinaldi, the new president of the Institute of Schools and Preschools of Reggio, said thoughtfully and determinedly, "'knowledge' grows - it is not static or academic, it needs to be lived, it depends on all our participation."

Stubborn and Resolute

Loris Malaguzzi was stubborn and resolute in his vision, Claudia said -a typical person of Reggio Emilia. And in this room of 33 representatives, from 22 countries, there was much of this, We are ready not only to rock the 'boat', but to figure out how to build new ones.

  2184 Hits
  0 Comments
2184 Hits
0 Comments

Planetary Messages: global visions of children

After an'amazing' week in Reggio Emilia, the 41 UK participants, amongst the 400 strong international group from 41 countries are taking last-minute time to pack and buy presents for their families, returning with determination, often overwhelming thoughts , questions and also commitments of all kinds.

We have just closed the week, viewing the strong, observant and delicate collection of work from the children of the city of Reggio. They had prepared it as, not only a gift to the city but also a message to the planet:

"Planetary Messages are children's thoughts, questions, dialogues on the world, on the planet."

We thought you would like to see it too - 

Continue reading
  6285 Hits
  1 Comment
Recent comment in this post
Viviana Fiorentino
how amazing! Thanks for sharing!
Tuesday, 26 April 2016 12:04
6285 Hits
1 Comment

The challenge of co-constructed learning for educators in Reggio

​​I have recently been going though my Reggio Study Tour journals and came across this entry about working with new teachers and others as part of a collegiate group of co-learners. As part of a discussion group facilitated by Claudia Giudici, a conversation arose about the frustrations of working with others who may not be experienced in their roles or familiar with their approaches of working alongside children. I remember there was much talk from the international group present about trying to inspire or persuade others to work in a different way, one often perceived as the Reggio Approach. In a sense, it was about how to inspire the other, how to encourage change in those around us. Claudia reminded us that we were all educators of children i the process of change and evolving knowledge. Therefore it was necessary for us all to be aware of our roles both alongside of children and alongside of each other as educators. In working with others, she said, there was always an inherent danger of becoming the deliverer of practice or an applier of knowledge in particular methods of working. Instead, we should strive to always be co-protagonists in the learning processes of both the children and of ourselves as a team of educators and avoid seeing ourselves as any kind of expert. Claudia gave an example of how she approached a situation with two new teachers working in one of the Pre-Schools of Reggio Emilia, Italy.


"In a discussion with two new teachers, I asked, 'what do you think about how you investigate colour with children?' Their response was 'the children must learn the primary colours and of course they must learn the names of colours too.' Of course, I knew that this is what nationally we are told but I knew that this was not the approach of the children as they are interested in the nuances of colour, the many shades of colour, the uses of colour and its expressive contexts. But, if I were to tell the teachers what to do, I would deny them the opportunity to think and find understanding. I would deny them possibilities of research and learning and for me to understand something like this from a different point of view. Instead, with the atelierista, we made a proposal that activated opportunities for the two new teachers to observe the children's exploration of colour and together we reflected on the children's approaches to colour in a real context. Hence the connection of theory and practice that developed and constructed meaning for the teachers and myself and not the application of my knowledge to another. Often, Claudia continued, pedagogisti work with the teachers on their questions, their strategies, their proposals of their daily encounters with children. "We spend much time reflecting on these, not in isolation but together."

Often, Claudia continued, pedagogisti work with the teachers on their questions, their strategies, their proposals of their daily encounters with children. "We spend much time reflecting on these, not in isolation but together." In this way, the action of the educator is not to tell, to model or to demonstrate but to generate the contexts that enable other educators and ourselves to observe, document and reflect upon the approaches to learning that children make in their own contexts. It is a process that challenges the quick fix solution of training and involves a researchful, sustained and dynamic process of professional learning that is co-constructed by peers in daily practice.


  2770 Hits
  0 Comments
2770 Hits
0 Comments