History goes back 50 years... An experiment in pedagogy that has involved the whole comminity
First school built after 2nd WW with intention of providing new ... Questioning the whole community about its intentions and what it wanted in the aftermath of war.
Willingness to cross boundaries is part of the success of the project-inter-disciplinary and transformational (Carla Rinaldi)
Different forms of knowledge (subjects) leak into one another, it isn't possible to have subjects taught effectively in isolation. So different disciplines have to work together - how else can you explore every facet of an idea?
Dialogue between protagonists is essential to bring about transformation. Listening and building relations between those involved.
The focus on transformation is what allows the system to evolve and embrace new opportunities.
Reggio has 170000 inhabitants.
Children are citizens from the very beginning, Children are protagonists within the community from the outset... It's a key part of the approach and underpins much thinking and planning., What if it's not just mothers who expects a baby, but the whole community that expects it?, We need to celebrate a child's perspective, because it's different, not bound by expectation gives a fresh perspective and always asks new question. Sometimes these new questions are prompted by actions of practitioners, but not controlled or led by them, It's about ideas, and not pieces of practice. A shared philosophy rather than curriculum. And this evolves all the time and we are committed to it., Children approach new experiences with their own characteristics., Children are constantly engaged in seeking to create relationships between themselves and their environment. This is how you 'teach' curiosity - by provoking and celebrating individual ideas., What is the role of the school in modern society?
Visit to infant/toddler centre (video), A window into everything... Even the kitchen. The whole environment is a learning space and what's important are the interactions, not the learning. Children see beyond the activities of their own learning into the learning of others. Spaces are not passive but active within the learning., Free-flow around spaces, Lots of provocations for learning, Video allows analysis of whether theories come into practice. It's not a record of learning but a prompt to reflection (by teachers) as much as anything else., Work in the schools is organised by the people working in them, not by external agencies. High levels of professional responsibility are contracted including meetings and training for every single member of the school community. Requires 'co-responsibility', Educators are researchers in learning, not deliverers of learning., Groups of professional, parents and learners provide the diversity and range over a period of 3 years., The school is a system of relationships between the members of the school with three protagonists, the teachers, the children and the families, No hierarchy in the times of the day... Every part of the days an important time of learning. Even eating... Choosing, preparing and sharing food to develop understanding and habits
Access to unusual recourses
Shelters/flexible spaces (relaxing or discovering)
Many resources created in collaboration between families and teachers
The idea of the piazza - where people meet, conversations start and ideas are born... The 'piazza' is literally and metaphorically central to the concept of the way the schools work.
Idea of the windows and connections between different learning spaces. An exchange of ideas within the piazza
Materials not normally available to young children, hard, fragile, cool, materials etc.
Offer many different perspectives... Looking down and up and everyday things to get a new view/perspective
Atelier spaces - shared spaces dedicated to expressive activities/languages. These ideas are in every space but a specific focus in the atelier
Piazze can be used for all sorts of shared things, plants are often evident, sometimes cropping and sometimes decorative.
Dining area... An Atelier of tastes
Here, 'wonder' may be closely aligned to curiosity - it is an active condition and promotes activity, research, questioning and the desire to learn.
The Reggio approach requires this condition to be as active in the teachers as in the children., Idea here... Young teachers working together to design learning opportunities for children in the centres: they said that 'wonder' is a kind of bell that rings in your mind and that pushes you to reach towards new possibilities. What might have or could have happened instead of what is happening. Reflective practice., Part of the practice that is developed here is that teachers are constantly looking at what is happening now and considering how these approaches could open new opportunities for learning. So this is 'progetazione' and is the active part of professional practice. This is the research that Reggio considers... Attention towards research rather than a research project as such., There is then a tension. The research carried out by adults is of no use in isolation. It needs the thoughts of the children and their families. It informs a continuous and ongoing dialogue about the child and their learning.
Watching video of infants settling into a new group 9 to 18 months. Note how little the teachers talk to the children, not prompting their interactions but allowing them to flow., Talking to families about the separation issues they experience is very valuable., "if it's possible, nothing without joy"! Loris Malaguzzi, The videos are taken by teachers to inform professional discussions and development but the 'teachers eye' is very important in terms of deciding which bits of video are important and relevant., Note... We're always too busy! Remember the cook in the kitchen engaging with the toddler when she could easily have waved and carried on! You have to make the time...
Conversely, it's interesting to see how much the teachers then talk to one another about what the children did and how the activities might evolve. This is the epitome of reflective practice in action!