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Reggio Emilia Study Week by Mind Map: Reggio Emilia Study Week
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Reggio Emilia Study Week


Socrates - don't answer questions, 'you're not able to be the educator of your sons... Find a good teacher for ourselves.'


Thomas Jefferson - "life, liberty and the persist of happiness"

The school is th expression of the society... The school is able to change the society

Bonding vs Bridging: A group that is full of the same sports of people is closed, a group that is different is open. Reggio schools have diverse memberships and this is cause for celebration. Here, being the same is not a benefit!

Respect, listen, give time - these are the three characteristics that the school needs to have an impact on children

Care generates care, attention generates attention. Trust generates trust

What's a community


Problem for strategies in the development of cities etc - normally, education is not included. Where is the place of education in strategic planning? In Reggio Emilia, it's at the top. Not because you have money, not through generosity, but to ensure growth etc.

Return on human capital is highest when the investment comes in the early years.


Invitation to work with Reggio to get involved: drawing power for the research and economic impact through education - an economy based ok k owledge( which I take to mean self-knowledge rather than facts - foundation Reggio Children


The piazza is a very important metaphor for the learning environments and the way the mind works/learns

Infant Toddler Centre

Design critical to create spaces that allow children to work according to the philosophy... Open to possibilities

Envisaged many different spaces in one school

This design philosophy has developed over the years so different settings have different features

All with the meta-cognitive philosophy, though. Is this actually a meta-cognitive approach, though?

Concepts to review in other settings:


One city, many children, book

Research booklet 2010

Cervi - Nido Communale - Cervi is connected to evens of the ww2. Symbol of peace.

Opened 40 years ago.

Site for some 'women's movements'

70 children 3 to 36 months open full time. Uk flexible.

Here, an assembly is a time when interesting guest ions and investigations might start, it doesn't have a defined timescale and can involve all groups or may break into smaller groups. Before lunch they might meet again and talk about what has happened so far.

You note how few resources there are, but how beautifully they're presented. A little goes a long way. It provokes questions rather than supports learning(or so it seems to me?

Ideas or questions to take back to school

Shifting expectations. When the 'product' of learning is learning (knowledge, skills, understanding) and not a 'piece of work'. How do you help every member of the community to understand the value of that learning (when there is nothing to 'show' for it?)

Informing parents: to show how more discursive/creative activities promote really effective learning even when there is no 'product'... Video of the week. 5min video condensing 50mins learning into important factors for presentation to parents

How do you tackle the 'oppression of measurement' in uk schools (quote from UK teacher)

Stay curious (teachers and children)

Links between learning spaces. If links are related to pairs of year groups in our context, EYFS, ks1, lower KS2 and upper KS2 can we link EYFS spaces across the external spaces instead of within the building (since they aren't adjacent).

We have to leave space in the day to take care of the things that are important... And that's not the product of the work, but the outcome of learning and the community.

Who but a child would have noticed that the pillars in the new Loris Malaguzzi Centre are naked and thought that they should make them something to wear? A really lovely project and an abject lesson in what children can teach adults... stay curious!!!

Windows through to learning possibilities

The trick is to think about how you provoke investigations and exploration, of materials or ideas.. I suppose it'saboutopenin the door to possibilities, not guiding exploration...

All the teachers presenting talk so eloquently and confidently and in such deep thought -why? I think it's because they spend so much time talking to one another about it. They present as if each bit of work was a real bit of research...which of course, it is!

Drawing project in the forest is an abject lesson in how to look and record, we should use this iour next grounds project

The success of all this depends on our ability to let go of the idea that the product of learning is anything specific. We have to embrace the idea that the product of learning is learning. There will be evidence, notes, drawings, photos, collections of objects, but that evidence will not be the learning, just the product of learning

These experiments have changed the way children respond to materials, now they go beyond the expected on a daily basis.

Parental meetings... We need to get these'what we are doing' meetings in the diary and communicated to parents as soon as possible (into the whole school diary)

First theme in any school year, welcome to our world. Last theme in any school year, hello and goodbye. Preparations for starting and evolving year group communities. This could involve parents and children, though possibly separately. Each class then takes some artefact/record of the work done each Septemebr with them through the school to make a record of their progress through school... Like a year book.

Could something similar be done with and for parents? Could this be a development of the class reps group?

Wonder of learning and the idea of care in schools

Ideas of attention, research and listening to children in our schools.

An approach to stimulating 'awe and wonder' - 'stupore' Currently an exhibition that's touring the world)

Wonder is a natural state for humans. It is a form of intelligence or perhaps a consequence of intelligence.

Links to further maps (records and reminders)

Images of Children ( link to new map)

Visit to Scuola Paulo Naruda (link to new map).

Graphic Traces of Children in the town (link to new map)