This comes from Julianne Wurm, who wrote Working in the Reggio Way. Hopefully this will feed your professional development needs!
Here are some of the things I have been reading and would recommend:
Cadwell, L. B. (1997). Bringing Reggio Emilia home. New York, NY: Teachers College Press.
Cadwell, L. B. (2003). Bringing learning to life. New York, NY: Teachers College Press.
Carini & Himley. (2000). From another angle: Children’s strengths and school standards: The Prospect Center’s descriptive review of the child (Practitioner Inquiry). New York, NY: Teachers College Press.
Cochran-Smith, M., & Lytle, S. L. (1993). Inside out: Teacher research and knowledge. New York, NY: Teachers College Press.
Cohen, D. H., Stern, V., & Balaban, N. (1997). Observing and recording the behavior of young children. New York, NY: Teachers College Press.
Cox, S. S. (2006). Making learning visible through documentation: Creating a culture of inquiry among pre-service teachers. New Educator, 2(1), 33-55.
Crain, W. (1980). Theories of development. Englewood Cliffs, NJ: Prentice Hall.
Dewey, J. (1933/1960). How we think. Lexington, MA: Heath.
Dewey, J. (1944/1961). Democracy and education. New York: Macmillan.
Donovan, M., & Sutter, C. (2004). Encouraging doubt and dialogue: Documentation as a tool for critique. Language Arts, 81(5), 377-384.
DuFour, R., DuFour, R., Eaker, R., & Many, T. (2006). Learning by doing: A handbook for professional learning communities at work. Bloomington, IN: Solution Tree.
Edwards, C., Gandini, L., & Forman, G. (Eds.). (1993). The hundred languages of children: The Reggio Emilia approach to early childhood education. Norwood, NJ: Ablex.
Edwards, L. G. (2000). Bambini: The Italian approach to infant/toddler care. New York, NY: Teachers College Press.
Gandini, L., Cadwell, L. B., Hill, L., & Schwall, C. (2005). In the spirit of the studio: Learning from the atelier of Reggio Emilia. New York, NY: Teachers College Press.
Gandini, L., & Goldhaber, J. (2001). Two reflections about documentation. In L. Gandini & C. Pope Edwards (2001). Bambini: The Italian approach to infant/toddler care. New York: Teachers College Press.
Goldhaber, J., & Smith, V. R. (2002). Application of the Reggio Emilia approach to early childhood science curriculum. Early Childhood Education Journal, 30(3), 163-169. DOI: 10.1023/A:1022013905793
Helm, J. H. (2007a). Energizing your professional development by connecting with a purpose: Building communities of practice. Young Children, 12-17.
Helm, J. H. (2007b). Windows on learning: Documenting young children's work. New York, NY: Teachers College Press.
Helm, J. H., & Beneke, S. (2003). The power of projects: Meeting contemporary challenges in early childhood classrooms. New York, NY: Teachers College Press.
Helm, J. H., & Helm, A. (2006). Building support for your school: How to use children's work to show learning. New York, NY: Teachers College Press.
Helm, J. H., & Katz, L. (2000). Young investigators: The project approach in the early years. New York, NY: Teachers College Press.
Katz, L. G., & Cesarone, B. (Eds.). (1994). Reflections on the Reggio Emilia approach. Champaign, IL: ERIC Clearinghouse on Elementary and Early Childhood Education.
Lewis-Benham, A. (2006). Possible schools: The Reggio approach to urban education. New York, NY: Teachers College Press.
Piaget, J. (1967). Biology and knowledge. Edinburgh: Edinburgh University Press.
Project Zero and Reggio Children. (2001). Making learning visible: Children as individual and group learners. Reggio Emilia, Italy: Reggio Children.
Rinaldi, C. (1998). Projected curriculum constructed through documentation—Progettazione. In C. Edwards, L. Gandini, & G. Forman (Eds.), The hundred languages of children: The Reggio Emilia approach—Advanced reflections (2nd ed., pp. 113-125). Norwood, NJ: Ablex.
Schon, D. A. (1983). The reflective practitioner: How professionals think in action. New York, NY: Basic Books.
Schon, D. A. (1987). Educating the reflective practitioner. San Francisco: Jossey-Bass.
Weber, E. (1984). Ideas influencing early childhood education. New York, NY: Teachers College Press.
Monday, December 20, 2010
Monday, December 13, 2010
Thought this was interesting...
http://www.bing.com/images/search?q=reggio+emilia+schools+in+italy+slideshow&go=&form=QBIR&qs=n&sk=#focal=80c5f8f25d63670de9dde3a8e8334fce&furl=http%3A%2F%2Fwww.catherineshafer.com%2Fsitebuilder%2Fimages%2FDSC05820_1_-450x600.jpg
Hope all is well and that you are continuing to be inspired in your Reggio practices!
and perhaps you haven't heard that I am a new Grandma :) www.tinyobriens.wordpress.com
Hope all is well and that you are continuing to be inspired in your Reggio practices!
and perhaps you haven't heard that I am a new Grandma :) www.tinyobriens.wordpress.com
Wednesday, October 20, 2010
I found this interesting...
...and, naturally, I thought I would share it all with you. This comes from the Reggio listserv, posted by Tom Drummond, in response to an inquiry regarding a child in the classroom who was hurting other children by pushing, hitting, etc. Subsequent posts to this suggestion have been very positive and indicated the idea was successful.
Happy Halloween to all! I'll miss the parade through Central :)
I call it “hurting others” and with the other staff list out the actions that specifically are included.
I invite people to keep a record, counting them for at least 3 days, doing the same thing as you are doing currently.
Then meet together as a staff, with parents, too, if possible, and look at what you all know. I like to put it in a planning framework that lists the setting/circumstances for “hurting” and then what usually happens afterward.
I have learned to do this, because it is a collective wisdom that generates great ideas, discussions are best built from documentation, and whoever contributes to the discussion has a stake in taking action to act in concert with others, trying the same thing the same way.
One of the ideas that I often try first is what I call a “personal record”. One draws a cartoon of a child hurting another child with some empty circles below in a row. I catch the child when she first comes in and explain our meeting and the idea for this way for her to mark instances herself. This is a factual presentation of this opportunity. I show her how to mark it by coloring or marking in one circle. Then I show her where it is kept (someplace accessible, say a clipboard on a counter). When she hurts, we say “Time to mark your chart.” Only adults give her this cue.
That is all there is to it. She marks the chart and returns to life in the classroom. No other consequences. The implication is that we view her as powerful and competent and trust that she can find a way to manage this impulse on her own.
She keeps her own record, starting with a fresh chart every day. The same chart can be used at home, too.
If hurting isn’t gone in two weeks, this is not the solution, of course.
Happy Halloween to all! I'll miss the parade through Central :)
I call it “hurting others” and with the other staff list out the actions that specifically are included.
I invite people to keep a record, counting them for at least 3 days, doing the same thing as you are doing currently.
Then meet together as a staff, with parents, too, if possible, and look at what you all know. I like to put it in a planning framework that lists the setting/circumstances for “hurting” and then what usually happens afterward.
I have learned to do this, because it is a collective wisdom that generates great ideas, discussions are best built from documentation, and whoever contributes to the discussion has a stake in taking action to act in concert with others, trying the same thing the same way.
One of the ideas that I often try first is what I call a “personal record”. One draws a cartoon of a child hurting another child with some empty circles below in a row. I catch the child when she first comes in and explain our meeting and the idea for this way for her to mark instances herself. This is a factual presentation of this opportunity. I show her how to mark it by coloring or marking in one circle. Then I show her where it is kept (someplace accessible, say a clipboard on a counter). When she hurts, we say “Time to mark your chart.” Only adults give her this cue.
That is all there is to it. She marks the chart and returns to life in the classroom. No other consequences. The implication is that we view her as powerful and competent and trust that she can find a way to manage this impulse on her own.
She keeps her own record, starting with a fresh chart every day. The same chart can be used at home, too.
If hurting isn’t gone in two weeks, this is not the solution, of course.
Monday, October 11, 2010
Opportunity to gather and learn
Reggio-Inspired Network of MN
Reminder: October's Monthly Gathering
October 23rd’s Monthly Gathering will include a continuation of an ongoing conversation around the topic, “PLAY”. There will be an opportunity to tour early childhood environments, explore possibilities for inter-generational experiences with materials and engage in dialogue with other Reggio-inspired folks.
The gathering meets from 9:00-12:00 at Mount Olivet Day Services, located at 5601 and 5617 Lyndale Ave. South in Minneapolis. There are two parking lots on either side of 56th St. Come to the north building and staff will be on hand to open the doors.
Visit website http://www.mtolivethomes.org for history and info on the Day Services for children – infants, toddlers and preschoolers. Contact Dawn Lees at lees.dawn@gmail.com or call (c) 952-927-6358 for more information. There is no fee to attend.
Reminder: October's Monthly Gathering
October 23rd’s Monthly Gathering will include a continuation of an ongoing conversation around the topic, “PLAY”. There will be an opportunity to tour early childhood environments, explore possibilities for inter-generational experiences with materials and engage in dialogue with other Reggio-inspired folks.
The gathering meets from 9:00-12:00 at Mount Olivet Day Services, located at 5601 and 5617 Lyndale Ave. South in Minneapolis. There are two parking lots on either side of 56th St. Come to the north building and staff will be on hand to open the doors.
Visit website http://www.mtolivethomes.org for history and info on the Day Services for children – infants, toddlers and preschoolers. Contact Dawn Lees at lees.dawn@gmail.com or call (c) 952-927-6358 for more information. There is no fee to attend.
Monday, September 20, 2010
"Projects"
I liked these posts from the Reggio listserv. I know it's kind of long so please find a moment when you can spend the time reading these.
"I think discerning the children's intentions...is really the first step. Sometimes we as adults set a different meaning to children's work than they themselves do.
"Something else to think about is whether you'd like to start with what I might call an "observation project" or a "focused project." To me the difference is that in the first the teacher observes what the children are doing, listening carefully to what the children are saying and trying to analyze their thoughts, offering some props, help or suggestions, all without the teacher becoming an active participant in making the project reach a particular end. It follows and documents the children's ideas as these ideas evolve in the group. A big idea that is very intriguing but that children might not have a lot of information about (mostly ideas surrounding power of some sort), lend themselves to these sort of environmental projects that happen in the room with all the other activity.
"The other type, a focused project, works with ideas that are more concrete, more accessible to children, easier to put your hands on and manipulate. In this case, the teacher is actively involved in trying to help the children reach a particular goal. The Amusement Park for the Birds is an example from Reggio, in my classroom we have had project groups to help construct gifts for classmate's birthdays, and small groups that constructed games for an end of the year family party. This might also be the research that would go into studying a firetruck or school bus and making a representation back at school. The teacher helps set the purpose, goal and deadline for the project, and makes sure that it stays on track as much as possible. This kind of group, while dealing with more concrete subject matter, also requires the children and teachers to have skills in small group work, something that does not necessarily come naturally. Perspective taking, self-regulation, and problem solving skills are all nurtured through small group work and can't be expected to be there for the first project.
"I think it can be hard to try to take subject matter more suited to observational projects...and translate that into a focused project. I often find that children are not interested in explaining themselves to adults when they don't have a good grasp of what it is they are actually wrestling with. You have two options, recognize and document...as a project, or try to find a more concrete topic that relates to the play, engages the children, and has some focused goal you could strive for (trying to get an egg through an obstacle course without breaking it).
"Most importantly, keep good notes of what you've tried with the children, what worked and didn't work, and try, try again. I don't think great projects are something that anyone is good at the first time around."
Also, this post, I thought, is particularly good as it demonstrates a way of including families, a critical component of Reggio work. It's from Leslie Gleim who works at Mid-Pac in Hawaii; I've posted a fair number of what she references as her 'ramblings' on this blog.
Hope all is going well for all of you!
"List,
"This sort of ties into project work because in a project that is going to soar (as we see in the projects that stream from Reggio) there is an element of living on the edge of fantasy and the metaphor. Projects that soar live on the edge of what if. In a project there are two protagonists the teacher and the child. When a project fades off BOTH the child and teacher should come away from the project having learned. Projects should foster critical thinking vs. the child finding answers.
"I wrote this to my families not long ago. I have a whole new group of children and families--so I'm nurturing both the child and family as our journey unfolds--going from community to a learning community. Along the way I am sharing with the families how to foster thinking and wonder vs. the traditional mind frame that many of the children came from. We are just getting into a micro project that is now a month old, from the micro project we are leaping into a "major" project perhaps--we will see.
"Each weekend I write a teacher reflection much like this one--which shares the why for my work and in seeing more deeply what is happening in the classroom. This particular reflection triggered lots of aha's and comments from the families.
My preschool team (assistants and atelierista) all said that this was profound and they wanted me to send this to the list at that time but I felt no--its not that profound-- those on the list wouldn't be interested.
"In listening to the dialogue around project work I thought perhaps I'd take the risk and share it. What I think is the most powerful piece is at the end of my ramblings-- I want you to read the series of emails from the parent that this rambling stemmed from.
"I think the mothers words and thoughts are what we are wanting to foster--projects aren't about school--good projects foster a link between home and school-- a seamless flow between the two as we both--home and school--look together at the image of the child...
Fostering a Child’s Thinking…
"The following crossed my path this weekend. It is a moment between a child and parent. (*To preserve anonymity the child is referred to as “C”). The parent wrote:
“We were at a place, this morning, where a little waterfall flows into a shallow pool. My “C” loves to watch that flow. However, today, C noticed there was a penny at the bottom of the pool and, also, that there were leaves floating on top of the water. I could almost hear the wheels turning in C’s brain.
We had a great discussion about why the penny was at the bottom, but the leaves were floating at the top. C started by saying the penny was circular and didn't have arms to swim. I questioned C about the leaves, as they didn't have arms. C thought about that and decided it has to do with the shape of the leaves vs. the shape of the penny.
I thought that was interesting, and this is where I wished you (C’s teacher) were there to help me out. Specifically, I couldn't get the right wording to draw C’s thinking out in order to expand on the shapes...or to stimulate further thinking. C was kind of stuck on the circular shape and the arms.”
* * * * * * * * *
"I love this scenario for several reasons: First, the parent valued time with C -- rather than this being about running off to do some shopping etc. Instead, the parent took time to ponder and wonder with the child. The other reason I love this is that the parent took this beyond a lesson -- or teaching a child about what floats or about shapes. Instead the parent allowed the child time to imagine and theorize.
"I’m going to play out this moment and provide some dialogue around the essence of what might have happened (as the parent shares the conversation with C went on for a while). Please think of this as a Teacher’s Reflection about What Might Have Been ---- as I make up an imaginary dialogue that, in theory, could have happened within their longer conversation between parent “P” and child “C”:
P: I wonder why the penny is at the bottom and the leaves are on top of the water?
C: Well the penny is round and it doesn’t have arms to swim.
P: But the leaf doesn’t have arms and it is on the top? (I love the fact that the parent picked up on the child’s theory -- it doesn’t have arms thus it can’t swim).
C: Well the leaf is different (differently shaped) -- its “leaf shape” not round?
P: So you think because one is round and the other is different that’s why one is on top of the water and one is at the bottom?
C: Yes.
"The child and parent ponder for a moment and they leave to go home. End of story.
"This is a moment that could happen to any of us.
"We tossed a “provocation” -- in this case in the form of a question – and, as the child responds, a “ping pong” dialogue begins where the adult keeps tossing questions and the child continues to respond. Often we can keep the “ball” alive for several rounds and then it stops. Why?
Why does a dialogue stop?
There are many possibilities.
The first one might be that the flow of the conversation came to a natural conclusion. In that instance, everything that needed to be shared came to the surface. However if a child opens up and expands upon a topic -- I would keep this in mind and circle back to it later -- perhaps the next day or the next week but I would circle back to see if the child has added to his/her thinking.
A second possibility that happens is when we toss a question that causes the child to stop and think. A pause, or no reply, from the child doesn’t mean he/she doesn’t have an opinion -- it might mean that on this day he/she doesn’t know --- but the question has caused a ripple in the pond of the child’s mind.
Sometimes children (like adults) need time to let a question sink in and percolate. The child may hold on to a question and use it to observe -- and try to figure out a possibility later on. The child may not have the answer today -- but toss the same question tomorrow, or a week or two later, and listen to how the child responds.
Listen for elaboration or clarification in the child’s ideas or theories. Often we will toss the same question out more than once – over time -- and we listen to hear how the child is adding to his/her thinking. It might be just a few more thoughts – but if that is the case, I will allow the child time to ponder because “just a few more thoughts” means the child is indeed thinking about the question.
Using the original scenario at the beginning of this email, the child and parent might visit the pond again the following week. The child may add more to his/her thoughts -- or not. The child might have come as far with his/her thinking as possible at the moment and just needs time and more experiences in order to answer the question.
Another reason why a question “dies” is that the “topic” isn’t of interest to the child on this particular day. Parents shouldn’t be discouraged when a child doesn’t respond to a given question, or just lets the question drift off unanswered. It doesn’t mean nothing happened inside. If it is a question that you feel you may have actually caused the child to think -- ask it again on another day, to hear what ripples have begun to occur the child’s thinking.
SO --- to complete this Teacher’s Reflection – based on a parent “tossing a pebble” into my mind -- the Question is: How can parents help foster thinking at home?
In order to foster thinking we have to cultivate a mindset for thinking. This is what we are doing each day in the classroom. The key elements that we are nurturing are:
Risk Taking: We cultivate an atmosphere where no idea is crazy. ALL thoughts are to be removed from the mind and placed onto the carpet for ALL to see and “play” with. No judgments are made about anyone’s idea. Everyone has an idea and must share.
No “Answer” Zone: When a child shares his/her thoughts, we never use the word “answer.” We always say to the child something like “that’s a great idea” or “that’s great thinking” or “that’s an interesting idea”.
When I ask a question, I will often say, “what is your idea?” or “what do you think?”. The moment we look for “answers” the conversation ends. Once an answer is given what’s left in a conversation?
But ideas soar!!
When we start thinking about “ideas” -- an important mental shift occurs. When we place ideas on the table/rug, they open the door for reciprocal dialogues. Reciprocal dialogues are discussion where ideas are tossed around, questioned, expanded upon and there is an exchange that occurs between the children.
When reciprocal dialogues are fostered, passion ignites and conversations become “hot” as children debate and question each idea.
When shifting to an idea mindset, the child stops thinking of “ME” and begins to truly look at the “idea” as being worthy of notice. When children begin to challenge ideas -- they know it’s the idea that is being challenged not the child who placed it on the table/rug for others to see. This “objectivity” cultivates confidence and advocacy in each child as they watch their ideas being treated as something that others are now thinking about and adding to.
Questions are cultivated: Each day we are sowing seeds in the form of questions -- many around “I wonder”. Once the “I wonder” questions sprout, children begin to think in terms of “I wonder” which causes other questions to sift to the surface. Children will often come to us and say, “I have a question -- why does ------?” Suddenly, “I wonder” questions are sprouting across the community -- and between each other.
Edge of Fantasy: Each day in the group meeting we dance around the edge of fantasy--the what if. When we toss questions to the children, we will allow fantasy to mingle in. This opens the doors for possibilities. It fosters out of the box thinking along with creativity of thought. There are no constraints. It fosters an inventive mindset vs. a fact finding attitude.
These are a few of the key elements that we are fostering in the classroom each day! Elements that can be fostered at home as well. As adults who work beside children -- we teachers constantly have to adjust our own mindset and resist the urge to want an answer rather than going deeper – and further outside the box -- in order to cultivate critical thinking.
Let’s go back to our scenario for a moment and look through the conversation through another lens using some of the strategies above:
P: I wonder why the penny is sleeping at the bottom and leaf is on top of the water? (Parent dancing on the fringe of fantasy)
C: Well the penny is round and it doesn’t have arms to swim.
P: But the leaf doesn’t have arms and it is on the top?
C: Well the leaf is different its leaf shape not round?
P: So you are saying that things that are round stay at the bottom and leaf shaped things come to the top?
(The parent restates the child’s thinking into a theory then tosses it as a question for the child to rethink.)
C pauses for a few moments and then answers the parent: Well, you know I saw a lid once, and it floated on the top like the leaf and it was round.
(The pause indicates the child has shifted into meta-cognition which involved the thinking about his/her thinking)
P: I’m wondering is there a difference in floating and swimming?
(Notice that the adult didn’t focus on the object but on the action “verb” -- this causes the child to now shift away from the object to the action)
C: Yes.
(The parent wants to have the child expand on this as – again -- this will push his/her thinking)
P: Is the leaf swimming or floating?
(This tosses a question using the child’s thinking and around the actions/verbs)
C: Hmmm....I think its floating!
(Notice the question is causing the child to now think about his/her thinking/ideas)
P: I’m confused, the leaf looks like its swimming because it is moving and the lid was moving but it was floating? How are they different?
(The parent is helping the child to think through his/her idea).
C; Well...the wind is moving the leaf around!
P: Why doesn’t the wind move the lid when it floats?
(“Why” is a higher level question and again pushes the child to make his/her thinking visible)
C: Well the lid has the sides and that stops the wind.
P: Wouldn’t the sides cause the wind to push the lid?
(Notice the parent tosses in another verb “push”)
C: yes.
P: I’m really confused -- so how do you know when something is being pushed or it is swimming?
(Making the child really think about his/her idea/theory)
C: Well something has to push you?
P: Like what?
C: Well like the wind!
P: How do you know that the wind is pushing? Can you see the wind?
(here the child might say you can feel the wind pushing you)
C: No but it’s not floating or swimming!
P: I’m confused how do you know this?
C: Because I’m a kid and we know these things!
Notice how this scenario has played out. The child has been pushed into a small corner and, for the moment, he/she can’t get out. Notice the last statement -- we hear children say these things often – AND this is a clue for us to back away and let the child now ponder.
In the course of this dialogue we have caused the child to now question observable actions -- floating, swimming and pushing. A new provocation for him or her to think about. The child will now be closely observing the world with this question in mind. The child is no longer looking at shape or body parts but actions.
Also notice in the scenario that there is a fringe of fantasy that the parent entered into the dialogue, just enough to capture the child’s attention and to have the child think about what he/she sees.
In this last scenario we have the child now pondering -- as adults we will now be ready for whatever comes to the surface again (swimming or floating?) :- ).
Final comment, in creating this Teacher Reflection of a real instance this past weekend, there is NO single answer relative to:
How can parents help foster thinking at home?
Every child – every parent – and every situation is unique. However, by practicing the “mind set” of letting ideas SOAR --- and learning the value of “I wonder….” questions that don’t need answers but, rather, need reciprocal dialogue ---- critical thinking may well become a welcome guest in your household --- as it is in your child’s classroom at MPI.
Leslie
P.S. There is a rhyme entitled: On An Answer Tree which I quite like: The ending to this rhyme goes like this:
A Question is much like a door, it can open regions to explore.
The “Answer” is much like a key – it can lock that door so you can’t see.
**The Rest of the Story (as of today)
A series of three emails between the parent and I after this was sent home:
Hi Leslie,
Okay...here I am again! You are totally going to get sick of me...ha ha ha!
Anyway, we weren't able to make it back to the little pond, but over the past week, he's been plugging the shower drain (covering the drain) so that a pond will fill the shower floor. He used to do this every so often, but had stopped, and has been doing it consistently now again for about a week.
He has a bunch of toys in the shower and he showed me that the teapot was floating. So we went back to the idea of where the penny couldn't float (from previous conversation) because it was round, and how come the teapot could float. Our conversation went around and around and he couldn't come up with a theory, other than it didn't have swimming lessons, which we then talked about the other items not having lessons...at an impasse. We brought in more things like how come his car couldn't float, but the teapot did...how come the bucket didn't float in the shower pond, but the teapot didn't. He kept mentioning that it was different in the shower pond, but couldn't explain further. We took it one step further and brought in what you had mentioned to me about his floating the lid and the bucket at the beach. Aha! He then came up with the theory that the water wasn't as strong in the shower pond to float the car and the bucket, but was strong enough at the beach to float it.
What a magical moment for me! Although we never did get the question answered as to why the teapot could float specifically and the penny couldn't even though both were round, it was so great to see that he incorporated his thinking about the items at the beach floating and compared it to his little shower pond! The ideas and concepts are just building each week! Sooooo cool!!
Thanks so much for opening this up for him! I think he's really absorbing this topic with the beach, the water, the floating and just bringing it in all around!
Wow!
Mom
***
Hi Mom,
No I'm not going get sick of you at all!! I truly LOVE hearing these moments it makes all that we do so much more--when home and school can connect in this wonderful way--around discovering more about the child-- as our image of the child becomes one! We each are seeing a competent, capable and vibrant child think!!
WOW, WOW, WOW!!!
This simply made my day!!
As you mention---C is really thinking about this!! I love the fact that he is recreating moments and thinking about how it connects to other moments as he scaffolds his learning and thinking.
What I love is how he is trying to answer his question not through you giving him the answer but through his own determination to "experiment" and try out different things. I love the fact that you are hanging in there pushing and "scaffolding" him along as he thinks about his problem.
I really love how your not giving him the answer--look at all the moments that he is working at this as he tries to figure this out. What wonderful moments he would have missed had he been given the answer long ago--and the magical moments you would have missed together.
Just think when he does come to the answer (which could day or months or a year from now) it is going to be awesome for him--because he is going to know how it worked and the "why" vs. having the answer--this is critical thinking!!
You are so right -- each of these moments are magical in so many ways--he knows his mom is right there with him and believes in him so much that she knows he will finally "get it." That she has complete confidence in his thinking and his work. You are giving him something that is priceless! Your believe in him---that will get him through anything life throws at him!!
Don't you cherish these moments!! It is the best feeling in the world!! I love it and I feel honored to be part of moments like these each day!
FYI--we are talking about ocean bubbles--so the children were all hyped up about this!!
WOW what a beautiful moment you shared!! Thank you, thank you, thank you for thinking of me and letting me in on this moment with you. WOW!!
No I'm not going to be sick of you!! I guess the better question is are you sick of me???
See you both in the morning!
Leslie
***
Hi Leslie,
Thanks so much for the reply (above)!
It helps to point me on the right track and definitely NO, NO, NO...I'm totally not sick of you! You were the first person I thought of to tell this to =)
Thank you so much for letting me share these experiences with you! All that you've been sharing...the e-mails, the talks...I've been really listening and taking to heart what we've been talking about. I've been trying to slow down and let these moments happen and you are absolutely right! These "magical" moments are truly precious...I really get to see the thinking going on and what a process it actually is (I kind of was taking for granted what a complicated process it really is) and get to see a different part of his personality shine through. Although, I have to admit...some days it's hard when we're pressed for time.
It's so great to share these moments with you...I feel as though, C is taking a journey in learning, but so am I. It's like how the kids yell, "Ms. Leslie, I want to show you..." I think it's the same thing for me and it's so exciting for me too, "Ms. Leslie...look what I just experienced!" Going through this and being able to share, just makes me happy!
Thanks so much! Truly appreciate it!
See you shortly!
Mom
NOTE: This is what I hope to foster in each of the families that I serve---having magical moments like these with their child---why should I be the only one honored in doing so... L
"I think discerning the children's intentions...is really the first step. Sometimes we as adults set a different meaning to children's work than they themselves do.
"Something else to think about is whether you'd like to start with what I might call an "observation project" or a "focused project." To me the difference is that in the first the teacher observes what the children are doing, listening carefully to what the children are saying and trying to analyze their thoughts, offering some props, help or suggestions, all without the teacher becoming an active participant in making the project reach a particular end. It follows and documents the children's ideas as these ideas evolve in the group. A big idea that is very intriguing but that children might not have a lot of information about (mostly ideas surrounding power of some sort), lend themselves to these sort of environmental projects that happen in the room with all the other activity.
"The other type, a focused project, works with ideas that are more concrete, more accessible to children, easier to put your hands on and manipulate. In this case, the teacher is actively involved in trying to help the children reach a particular goal. The Amusement Park for the Birds is an example from Reggio, in my classroom we have had project groups to help construct gifts for classmate's birthdays, and small groups that constructed games for an end of the year family party. This might also be the research that would go into studying a firetruck or school bus and making a representation back at school. The teacher helps set the purpose, goal and deadline for the project, and makes sure that it stays on track as much as possible. This kind of group, while dealing with more concrete subject matter, also requires the children and teachers to have skills in small group work, something that does not necessarily come naturally. Perspective taking, self-regulation, and problem solving skills are all nurtured through small group work and can't be expected to be there for the first project.
"I think it can be hard to try to take subject matter more suited to observational projects...and translate that into a focused project. I often find that children are not interested in explaining themselves to adults when they don't have a good grasp of what it is they are actually wrestling with. You have two options, recognize and document...as a project, or try to find a more concrete topic that relates to the play, engages the children, and has some focused goal you could strive for (trying to get an egg through an obstacle course without breaking it).
"Most importantly, keep good notes of what you've tried with the children, what worked and didn't work, and try, try again. I don't think great projects are something that anyone is good at the first time around."
Also, this post, I thought, is particularly good as it demonstrates a way of including families, a critical component of Reggio work. It's from Leslie Gleim who works at Mid-Pac in Hawaii; I've posted a fair number of what she references as her 'ramblings' on this blog.
Hope all is going well for all of you!
"List,
"This sort of ties into project work because in a project that is going to soar (as we see in the projects that stream from Reggio) there is an element of living on the edge of fantasy and the metaphor. Projects that soar live on the edge of what if. In a project there are two protagonists the teacher and the child. When a project fades off BOTH the child and teacher should come away from the project having learned. Projects should foster critical thinking vs. the child finding answers.
"I wrote this to my families not long ago. I have a whole new group of children and families--so I'm nurturing both the child and family as our journey unfolds--going from community to a learning community. Along the way I am sharing with the families how to foster thinking and wonder vs. the traditional mind frame that many of the children came from. We are just getting into a micro project that is now a month old, from the micro project we are leaping into a "major" project perhaps--we will see.
"Each weekend I write a teacher reflection much like this one--which shares the why for my work and in seeing more deeply what is happening in the classroom. This particular reflection triggered lots of aha's and comments from the families.
My preschool team (assistants and atelierista) all said that this was profound and they wanted me to send this to the list at that time but I felt no--its not that profound-- those on the list wouldn't be interested.
"In listening to the dialogue around project work I thought perhaps I'd take the risk and share it. What I think is the most powerful piece is at the end of my ramblings-- I want you to read the series of emails from the parent that this rambling stemmed from.
"I think the mothers words and thoughts are what we are wanting to foster--projects aren't about school--good projects foster a link between home and school-- a seamless flow between the two as we both--home and school--look together at the image of the child...
Fostering a Child’s Thinking…
"The following crossed my path this weekend. It is a moment between a child and parent. (*To preserve anonymity the child is referred to as “C”). The parent wrote:
“We were at a place, this morning, where a little waterfall flows into a shallow pool. My “C” loves to watch that flow. However, today, C noticed there was a penny at the bottom of the pool and, also, that there were leaves floating on top of the water. I could almost hear the wheels turning in C’s brain.
We had a great discussion about why the penny was at the bottom, but the leaves were floating at the top. C started by saying the penny was circular and didn't have arms to swim. I questioned C about the leaves, as they didn't have arms. C thought about that and decided it has to do with the shape of the leaves vs. the shape of the penny.
I thought that was interesting, and this is where I wished you (C’s teacher) were there to help me out. Specifically, I couldn't get the right wording to draw C’s thinking out in order to expand on the shapes...or to stimulate further thinking. C was kind of stuck on the circular shape and the arms.”
* * * * * * * * *
"I love this scenario for several reasons: First, the parent valued time with C -- rather than this being about running off to do some shopping etc. Instead, the parent took time to ponder and wonder with the child. The other reason I love this is that the parent took this beyond a lesson -- or teaching a child about what floats or about shapes. Instead the parent allowed the child time to imagine and theorize.
"I’m going to play out this moment and provide some dialogue around the essence of what might have happened (as the parent shares the conversation with C went on for a while). Please think of this as a Teacher’s Reflection about What Might Have Been ---- as I make up an imaginary dialogue that, in theory, could have happened within their longer conversation between parent “P” and child “C”:
P: I wonder why the penny is at the bottom and the leaves are on top of the water?
C: Well the penny is round and it doesn’t have arms to swim.
P: But the leaf doesn’t have arms and it is on the top? (I love the fact that the parent picked up on the child’s theory -- it doesn’t have arms thus it can’t swim).
C: Well the leaf is different (differently shaped) -- its “leaf shape” not round?
P: So you think because one is round and the other is different that’s why one is on top of the water and one is at the bottom?
C: Yes.
"The child and parent ponder for a moment and they leave to go home. End of story.
"This is a moment that could happen to any of us.
"We tossed a “provocation” -- in this case in the form of a question – and, as the child responds, a “ping pong” dialogue begins where the adult keeps tossing questions and the child continues to respond. Often we can keep the “ball” alive for several rounds and then it stops. Why?
Why does a dialogue stop?
There are many possibilities.
The first one might be that the flow of the conversation came to a natural conclusion. In that instance, everything that needed to be shared came to the surface. However if a child opens up and expands upon a topic -- I would keep this in mind and circle back to it later -- perhaps the next day or the next week but I would circle back to see if the child has added to his/her thinking.
A second possibility that happens is when we toss a question that causes the child to stop and think. A pause, or no reply, from the child doesn’t mean he/she doesn’t have an opinion -- it might mean that on this day he/she doesn’t know --- but the question has caused a ripple in the pond of the child’s mind.
Sometimes children (like adults) need time to let a question sink in and percolate. The child may hold on to a question and use it to observe -- and try to figure out a possibility later on. The child may not have the answer today -- but toss the same question tomorrow, or a week or two later, and listen to how the child responds.
Listen for elaboration or clarification in the child’s ideas or theories. Often we will toss the same question out more than once – over time -- and we listen to hear how the child is adding to his/her thinking. It might be just a few more thoughts – but if that is the case, I will allow the child time to ponder because “just a few more thoughts” means the child is indeed thinking about the question.
Using the original scenario at the beginning of this email, the child and parent might visit the pond again the following week. The child may add more to his/her thoughts -- or not. The child might have come as far with his/her thinking as possible at the moment and just needs time and more experiences in order to answer the question.
Another reason why a question “dies” is that the “topic” isn’t of interest to the child on this particular day. Parents shouldn’t be discouraged when a child doesn’t respond to a given question, or just lets the question drift off unanswered. It doesn’t mean nothing happened inside. If it is a question that you feel you may have actually caused the child to think -- ask it again on another day, to hear what ripples have begun to occur the child’s thinking.
SO --- to complete this Teacher’s Reflection – based on a parent “tossing a pebble” into my mind -- the Question is: How can parents help foster thinking at home?
In order to foster thinking we have to cultivate a mindset for thinking. This is what we are doing each day in the classroom. The key elements that we are nurturing are:
Risk Taking: We cultivate an atmosphere where no idea is crazy. ALL thoughts are to be removed from the mind and placed onto the carpet for ALL to see and “play” with. No judgments are made about anyone’s idea. Everyone has an idea and must share.
No “Answer” Zone: When a child shares his/her thoughts, we never use the word “answer.” We always say to the child something like “that’s a great idea” or “that’s great thinking” or “that’s an interesting idea”.
When I ask a question, I will often say, “what is your idea?” or “what do you think?”. The moment we look for “answers” the conversation ends. Once an answer is given what’s left in a conversation?
But ideas soar!!
When we start thinking about “ideas” -- an important mental shift occurs. When we place ideas on the table/rug, they open the door for reciprocal dialogues. Reciprocal dialogues are discussion where ideas are tossed around, questioned, expanded upon and there is an exchange that occurs between the children.
When reciprocal dialogues are fostered, passion ignites and conversations become “hot” as children debate and question each idea.
When shifting to an idea mindset, the child stops thinking of “ME” and begins to truly look at the “idea” as being worthy of notice. When children begin to challenge ideas -- they know it’s the idea that is being challenged not the child who placed it on the table/rug for others to see. This “objectivity” cultivates confidence and advocacy in each child as they watch their ideas being treated as something that others are now thinking about and adding to.
Questions are cultivated: Each day we are sowing seeds in the form of questions -- many around “I wonder”. Once the “I wonder” questions sprout, children begin to think in terms of “I wonder” which causes other questions to sift to the surface. Children will often come to us and say, “I have a question -- why does ------?” Suddenly, “I wonder” questions are sprouting across the community -- and between each other.
Edge of Fantasy: Each day in the group meeting we dance around the edge of fantasy--the what if. When we toss questions to the children, we will allow fantasy to mingle in. This opens the doors for possibilities. It fosters out of the box thinking along with creativity of thought. There are no constraints. It fosters an inventive mindset vs. a fact finding attitude.
These are a few of the key elements that we are fostering in the classroom each day! Elements that can be fostered at home as well. As adults who work beside children -- we teachers constantly have to adjust our own mindset and resist the urge to want an answer rather than going deeper – and further outside the box -- in order to cultivate critical thinking.
Let’s go back to our scenario for a moment and look through the conversation through another lens using some of the strategies above:
P: I wonder why the penny is sleeping at the bottom and leaf is on top of the water? (Parent dancing on the fringe of fantasy)
C: Well the penny is round and it doesn’t have arms to swim.
P: But the leaf doesn’t have arms and it is on the top?
C: Well the leaf is different its leaf shape not round?
P: So you are saying that things that are round stay at the bottom and leaf shaped things come to the top?
(The parent restates the child’s thinking into a theory then tosses it as a question for the child to rethink.)
C pauses for a few moments and then answers the parent: Well, you know I saw a lid once, and it floated on the top like the leaf and it was round.
(The pause indicates the child has shifted into meta-cognition which involved the thinking about his/her thinking)
P: I’m wondering is there a difference in floating and swimming?
(Notice that the adult didn’t focus on the object but on the action “verb” -- this causes the child to now shift away from the object to the action)
C: Yes.
(The parent wants to have the child expand on this as – again -- this will push his/her thinking)
P: Is the leaf swimming or floating?
(This tosses a question using the child’s thinking and around the actions/verbs)
C: Hmmm....I think its floating!
(Notice the question is causing the child to now think about his/her thinking/ideas)
P: I’m confused, the leaf looks like its swimming because it is moving and the lid was moving but it was floating? How are they different?
(The parent is helping the child to think through his/her idea).
C; Well...the wind is moving the leaf around!
P: Why doesn’t the wind move the lid when it floats?
(“Why” is a higher level question and again pushes the child to make his/her thinking visible)
C: Well the lid has the sides and that stops the wind.
P: Wouldn’t the sides cause the wind to push the lid?
(Notice the parent tosses in another verb “push”)
C: yes.
P: I’m really confused -- so how do you know when something is being pushed or it is swimming?
(Making the child really think about his/her idea/theory)
C: Well something has to push you?
P: Like what?
C: Well like the wind!
P: How do you know that the wind is pushing? Can you see the wind?
(here the child might say you can feel the wind pushing you)
C: No but it’s not floating or swimming!
P: I’m confused how do you know this?
C: Because I’m a kid and we know these things!
Notice how this scenario has played out. The child has been pushed into a small corner and, for the moment, he/she can’t get out. Notice the last statement -- we hear children say these things often – AND this is a clue for us to back away and let the child now ponder.
In the course of this dialogue we have caused the child to now question observable actions -- floating, swimming and pushing. A new provocation for him or her to think about. The child will now be closely observing the world with this question in mind. The child is no longer looking at shape or body parts but actions.
Also notice in the scenario that there is a fringe of fantasy that the parent entered into the dialogue, just enough to capture the child’s attention and to have the child think about what he/she sees.
In this last scenario we have the child now pondering -- as adults we will now be ready for whatever comes to the surface again (swimming or floating?) :- ).
Final comment, in creating this Teacher Reflection of a real instance this past weekend, there is NO single answer relative to:
How can parents help foster thinking at home?
Every child – every parent – and every situation is unique. However, by practicing the “mind set” of letting ideas SOAR --- and learning the value of “I wonder….” questions that don’t need answers but, rather, need reciprocal dialogue ---- critical thinking may well become a welcome guest in your household --- as it is in your child’s classroom at MPI.
Leslie
P.S. There is a rhyme entitled: On An Answer Tree which I quite like: The ending to this rhyme goes like this:
A Question is much like a door, it can open regions to explore.
The “Answer” is much like a key – it can lock that door so you can’t see.
**The Rest of the Story (as of today)
A series of three emails between the parent and I after this was sent home:
Hi Leslie,
Okay...here I am again! You are totally going to get sick of me...ha ha ha!
Anyway, we weren't able to make it back to the little pond, but over the past week, he's been plugging the shower drain (covering the drain) so that a pond will fill the shower floor. He used to do this every so often, but had stopped, and has been doing it consistently now again for about a week.
He has a bunch of toys in the shower and he showed me that the teapot was floating. So we went back to the idea of where the penny couldn't float (from previous conversation) because it was round, and how come the teapot could float. Our conversation went around and around and he couldn't come up with a theory, other than it didn't have swimming lessons, which we then talked about the other items not having lessons...at an impasse. We brought in more things like how come his car couldn't float, but the teapot did...how come the bucket didn't float in the shower pond, but the teapot didn't. He kept mentioning that it was different in the shower pond, but couldn't explain further. We took it one step further and brought in what you had mentioned to me about his floating the lid and the bucket at the beach. Aha! He then came up with the theory that the water wasn't as strong in the shower pond to float the car and the bucket, but was strong enough at the beach to float it.
What a magical moment for me! Although we never did get the question answered as to why the teapot could float specifically and the penny couldn't even though both were round, it was so great to see that he incorporated his thinking about the items at the beach floating and compared it to his little shower pond! The ideas and concepts are just building each week! Sooooo cool!!
Thanks so much for opening this up for him! I think he's really absorbing this topic with the beach, the water, the floating and just bringing it in all around!
Wow!
Mom
***
Hi Mom,
No I'm not going get sick of you at all!! I truly LOVE hearing these moments it makes all that we do so much more--when home and school can connect in this wonderful way--around discovering more about the child-- as our image of the child becomes one! We each are seeing a competent, capable and vibrant child think!!
WOW, WOW, WOW!!!
This simply made my day!!
As you mention---C is really thinking about this!! I love the fact that he is recreating moments and thinking about how it connects to other moments as he scaffolds his learning and thinking.
What I love is how he is trying to answer his question not through you giving him the answer but through his own determination to "experiment" and try out different things. I love the fact that you are hanging in there pushing and "scaffolding" him along as he thinks about his problem.
I really love how your not giving him the answer--look at all the moments that he is working at this as he tries to figure this out. What wonderful moments he would have missed had he been given the answer long ago--and the magical moments you would have missed together.
Just think when he does come to the answer (which could day or months or a year from now) it is going to be awesome for him--because he is going to know how it worked and the "why" vs. having the answer--this is critical thinking!!
You are so right -- each of these moments are magical in so many ways--he knows his mom is right there with him and believes in him so much that she knows he will finally "get it." That she has complete confidence in his thinking and his work. You are giving him something that is priceless! Your believe in him---that will get him through anything life throws at him!!
Don't you cherish these moments!! It is the best feeling in the world!! I love it and I feel honored to be part of moments like these each day!
FYI--we are talking about ocean bubbles--so the children were all hyped up about this!!
WOW what a beautiful moment you shared!! Thank you, thank you, thank you for thinking of me and letting me in on this moment with you. WOW!!
No I'm not going to be sick of you!! I guess the better question is are you sick of me???
See you both in the morning!
Leslie
***
Hi Leslie,
Thanks so much for the reply (above)!
It helps to point me on the right track and definitely NO, NO, NO...I'm totally not sick of you! You were the first person I thought of to tell this to =)
Thank you so much for letting me share these experiences with you! All that you've been sharing...the e-mails, the talks...I've been really listening and taking to heart what we've been talking about. I've been trying to slow down and let these moments happen and you are absolutely right! These "magical" moments are truly precious...I really get to see the thinking going on and what a process it actually is (I kind of was taking for granted what a complicated process it really is) and get to see a different part of his personality shine through. Although, I have to admit...some days it's hard when we're pressed for time.
It's so great to share these moments with you...I feel as though, C is taking a journey in learning, but so am I. It's like how the kids yell, "Ms. Leslie, I want to show you..." I think it's the same thing for me and it's so exciting for me too, "Ms. Leslie...look what I just experienced!" Going through this and being able to share, just makes me happy!
Thanks so much! Truly appreciate it!
See you shortly!
Mom
NOTE: This is what I hope to foster in each of the families that I serve---having magical moments like these with their child---why should I be the only one honored in doing so... L
Thursday, September 16, 2010
A reminder...
Kick-Off on Saturday, September 18th
Just a reminder that this year’s first monthly gathering will be held this Saturday, September 18th. Come meet at the Nokomis Community Center, 2401 E. Minnehaha Pkwy., Mpls. 55417. 9:00 – Noon.
This gathering (with presentation) will be a Kick-Off to “Seeing Children”, beginning a year of research on the topic of “play”. No fee. Contact Sandy Burwell for more information melchiseddech1946@yahoo.com.
Just a reminder that this year’s first monthly gathering will be held this Saturday, September 18th. Come meet at the Nokomis Community Center, 2401 E. Minnehaha Pkwy., Mpls. 55417. 9:00 – Noon.
This gathering (with presentation) will be a Kick-Off to “Seeing Children”, beginning a year of research on the topic of “play”. No fee. Contact Sandy Burwell for more information melchiseddech1946@yahoo.com.
Friday, September 10, 2010
Great opportunity!
Upcoming Events | Reggio-Inspired Network of MN
By admin
The Reggio Emilia Approach to Education: Experiences in Dialogue, presented by MacDonald Montessori School at the Science Museum of Minnesota in St. Paul. $185. for both days, 6:30 – 8:30 on Friday and 9:00 – 4:00 on Saturday. ...
Reggio-Inspired Network of MN - http://www.mnreggio.org/
By admin
The Reggio Emilia Approach to Education: Experiences in Dialogue, presented by MacDonald Montessori School at the Science Museum of Minnesota in St. Paul. $185. for both days, 6:30 – 8:30 on Friday and 9:00 – 4:00 on Saturday. ...
Reggio-Inspired Network of MN - http://www.mnreggio.org/
Tuesday, September 7, 2010
Take advantage of this opportunity!
Reggio-Inspired Network of MN
September 4, 2010 11:02 am
Kick-Off to the 2010/11 Monthly Gatherings
The first “Monthly Gathering” of the 2010 – 2011 year is fast approaching. Mark your calendars for Saturday, September 18th. Come to the Lake Nokomis Park Building at 2401 E. Minnehaha Pkwy. in Minneapolis 55417 for a Kick-Off Experience and Presentation, 9 AM – Noon. No charge. For further information contact Sandy Burwell at melchisedech1946@yahoo.com
Watch for an upcoming message about many other events scheduled for the coming year. One highlight will be Amelia Gambetti’s visit to the Twin Cities on November 12th and 13th at the Science Museum of Minnesota. She’ll be leading presentations on Friday from 6:30 – 8:30 and on Saturday from 9:00 – 4:00. Details to follow.
September 4, 2010 11:02 am
Kick-Off to the 2010/11 Monthly Gatherings
The first “Monthly Gathering” of the 2010 – 2011 year is fast approaching. Mark your calendars for Saturday, September 18th. Come to the Lake Nokomis Park Building at 2401 E. Minnehaha Pkwy. in Minneapolis 55417 for a Kick-Off Experience and Presentation, 9 AM – Noon. No charge. For further information contact Sandy Burwell at melchisedech1946@yahoo.com
Watch for an upcoming message about many other events scheduled for the coming year. One highlight will be Amelia Gambetti’s visit to the Twin Cities on November 12th and 13th at the Science Museum of Minnesota. She’ll be leading presentations on Friday from 6:30 – 8:30 and on Saturday from 9:00 – 4:00. Details to follow.
Thursday, September 2, 2010
Study: Preschoolers Display Some Statistics Understanding
In one sense, this is kind of a, "Well, DUH." On the other, it speaks to the importance of observation and responding to a child's own observations as opposed to organizing a classroom that tells them what to observe.
Hope all is going well!
Study: Preschoolers Display Some Statistics Understanding
Hope all is going well!
Study: Preschoolers Display Some Statistics Understanding
Friday, August 20, 2010
The start of a new year
As you are coming back to your classrooms and your classroom communities are changing, I thought you might find this encouragement to continue the good work you are doing!
List...
This morning as I get ready to go into the classroom I have sat and reflected on my first two weeks with a new group of children. From all perspectives the year should be one full of challenges---this year we switched to mixed ages--thus 3, 4 and 5's in a classroom. To do this we wanted "mentors" for the new children, to do this we split our last year 3/4's class in half. It was a hard decision but we also put in place many things to prepare the children---however the parents were another story! That was one of the challenges. Another challenge as always in having completely new children. Add to this how do we now blend and make a community?
Another layer to this is last year I began with two new assistant teachers--one with minimal knowledge of Reggio the other wondered who he was. Now we begin with a blended classroom--those two things would be a challenge to any teacher let alone those new to Reggio!!
After much reflection and dialogue with my team over the summer-- along with LOTS of communication with the old families coming from the 3/4's classroom and with the new families our year began. To begin the year I decided to start with a provocation--a micro project on found natural materials. To transition all the children in I decided to have the parent and child find a small memento to bring in on our very first day.
As part of the morning meeting (parents have to stay with the child) the child with the parent had to share the memory of the memento. Once the memento was shared I had each child do what seemed as a small gesture--which in reality was HUGE--each child placed the memento into a basket in the center of our group meeting. One by one each child let go of THEIR object.
We have been have the children work in the studio with the their found materials around "compositions" and the composition game which they are loving as they work in groups of two and three. This gesture has set the tone for collaboration, reciprocal dialogue, and building on each ones ideas.
On the playground, last Friday, I was talking with P and we spoke about our morning’s work. I mentioned that she would be going into the studio to do the composition game. She replied: “We are going to use our found materials!” I loved how she used the words “found materials” but I was struck by the word “our.”
Children are very deliberate in the use of their words and if we slow ourselves down to truly listen we can also marvel at their “brilliance”! Ps use of “our” was significant -- and it was, also, an “aha”, if you will.
P could have used -- ”my” or “the” but instead she used the word “our” -- indicating that the materials that were brought in now belongs to the community of children -- not the individual child (even though each brought materials he or she had “found”).
Did the small gesture that we framed on our first day -- when each child shared their material and then placed it onto the tray -- set in motion this notion of “community” ----- and that “I am who we are” and WE are now on a journey into becoming a learning community. I like to think – indeed, that one small moment WAS the beginning of “we” versus “me.”
I wondered and sighed...
Yesterday I had two observers from a preschool here on the island. We (teachers and children) went through our morning while our visitors looked on. At one point during the morning while we were checking in children with their plans--I observed my assistant teachers working and listened to their conversations and questions they posed to the children. I smiled and sighed--both of them (teachers) reflected all that I hope for in teachers---scaffolding and pushing children's thinking but respecting when to let it go. I sighed (filled with joy at the image of the teachers that I see in front of me--much like a proud mom who watches their child graduate)...
When the observers were getting ready to leave I asked them their thoughts about our morning--one teacher expressed it as this, "I have goose bumps thinking and watching how your day flowed, how its as if this community have been together for an extended time vs a mere week."
The other teacher, "Leslie how did you do this as we watched the morning we kept saying these are 3's and 4's and a new community-amazing. Your morning was seamless--group meeting, to daily plans, then each child slipping into snack--independently. Each child helping the other. Very little need from the teachers at all!! Then to watch each child as they finished (not at the same time) move into work. I look around the room and every child is engaged and filled with joy. This leaves me speechless. I want my daughter here."
As I looked around the room indeed each child was engaged--but a smile came across my face as I looked every group was blended--young and old, new children with the "older" children. I had to sigh ( a sigh of joy)...
This morning I sit getting ready for a new day I sigh once again as I'm filled with joy--it is a sigh that that says--this is what it means to be Reggio inspired--pure joy as I face the day. Its not about looking at the small bumps or the challenges that each day holds--it is about the whole day...it is about the journey....it is about when walking away at the end of the day being filled with pure joy.
It is sitting here thinking about each child and holding to the image that EVERY child is indeed amazing and capable. It is about the image of the teacher--each capable and amazing. It is about the joy of my stumbling into an approach 16 years ago wonder who is Reggio....but not caring who he was just wanting what he has---the best one can offer to ALL children! That is what I wanted...this is what I am slowly find each day...
Sigh....now on to work to see what the day offers...
The joy of the journey--it doesn't get any better than that--hmmmm I hope I never arrive at the end--I would be sad to no longer have these moments to sit and sigh :-)
Sorry to ramble...just wanted to share...
List...
This morning as I get ready to go into the classroom I have sat and reflected on my first two weeks with a new group of children. From all perspectives the year should be one full of challenges---this year we switched to mixed ages--thus 3, 4 and 5's in a classroom. To do this we wanted "mentors" for the new children, to do this we split our last year 3/4's class in half. It was a hard decision but we also put in place many things to prepare the children---however the parents were another story! That was one of the challenges. Another challenge as always in having completely new children. Add to this how do we now blend and make a community?
Another layer to this is last year I began with two new assistant teachers--one with minimal knowledge of Reggio the other wondered who he was. Now we begin with a blended classroom--those two things would be a challenge to any teacher let alone those new to Reggio!!
After much reflection and dialogue with my team over the summer-- along with LOTS of communication with the old families coming from the 3/4's classroom and with the new families our year began. To begin the year I decided to start with a provocation--a micro project on found natural materials. To transition all the children in I decided to have the parent and child find a small memento to bring in on our very first day.
As part of the morning meeting (parents have to stay with the child) the child with the parent had to share the memory of the memento. Once the memento was shared I had each child do what seemed as a small gesture--which in reality was HUGE--each child placed the memento into a basket in the center of our group meeting. One by one each child let go of THEIR object.
We have been have the children work in the studio with the their found materials around "compositions" and the composition game which they are loving as they work in groups of two and three. This gesture has set the tone for collaboration, reciprocal dialogue, and building on each ones ideas.
On the playground, last Friday, I was talking with P and we spoke about our morning’s work. I mentioned that she would be going into the studio to do the composition game. She replied: “We are going to use our found materials!” I loved how she used the words “found materials” but I was struck by the word “our.”
Children are very deliberate in the use of their words and if we slow ourselves down to truly listen we can also marvel at their “brilliance”! Ps use of “our” was significant -- and it was, also, an “aha”, if you will.
P could have used -- ”my” or “the” but instead she used the word “our” -- indicating that the materials that were brought in now belongs to the community of children -- not the individual child (even though each brought materials he or she had “found”).
Did the small gesture that we framed on our first day -- when each child shared their material and then placed it onto the tray -- set in motion this notion of “community” ----- and that “I am who we are” and WE are now on a journey into becoming a learning community. I like to think – indeed, that one small moment WAS the beginning of “we” versus “me.”
I wondered and sighed...
Yesterday I had two observers from a preschool here on the island. We (teachers and children) went through our morning while our visitors looked on. At one point during the morning while we were checking in children with their plans--I observed my assistant teachers working and listened to their conversations and questions they posed to the children. I smiled and sighed--both of them (teachers) reflected all that I hope for in teachers---scaffolding and pushing children's thinking but respecting when to let it go. I sighed (filled with joy at the image of the teachers that I see in front of me--much like a proud mom who watches their child graduate)...
When the observers were getting ready to leave I asked them their thoughts about our morning--one teacher expressed it as this, "I have goose bumps thinking and watching how your day flowed, how its as if this community have been together for an extended time vs a mere week."
The other teacher, "Leslie how did you do this as we watched the morning we kept saying these are 3's and 4's and a new community-amazing. Your morning was seamless--group meeting, to daily plans, then each child slipping into snack--independently. Each child helping the other. Very little need from the teachers at all!! Then to watch each child as they finished (not at the same time) move into work. I look around the room and every child is engaged and filled with joy. This leaves me speechless. I want my daughter here."
As I looked around the room indeed each child was engaged--but a smile came across my face as I looked every group was blended--young and old, new children with the "older" children. I had to sigh ( a sigh of joy)...
This morning I sit getting ready for a new day I sigh once again as I'm filled with joy--it is a sigh that that says--this is what it means to be Reggio inspired--pure joy as I face the day. Its not about looking at the small bumps or the challenges that each day holds--it is about the whole day...it is about the journey....it is about when walking away at the end of the day being filled with pure joy.
It is sitting here thinking about each child and holding to the image that EVERY child is indeed amazing and capable. It is about the image of the teacher--each capable and amazing. It is about the joy of my stumbling into an approach 16 years ago wonder who is Reggio....but not caring who he was just wanting what he has---the best one can offer to ALL children! That is what I wanted...this is what I am slowly find each day...
Sigh....now on to work to see what the day offers...
The joy of the journey--it doesn't get any better than that--hmmmm I hope I never arrive at the end--I would be sad to no longer have these moments to sit and sigh :-)
Sorry to ramble...just wanted to share...
Monday, August 2, 2010
Wednesday, July 28, 2010
Thursday, July 22, 2010
From the Reggio listserv
I think Leslie Gleim is my hero... Keep up the good work!
I have been enjoying Vea's book--Art and Creativity. It is full of nuggets that my brain is wrapping thoughts around.
From her book a phrase captured my attention---I almost never think of "behaviors" as "behaviors" but rather as part of a child's 100's of languages. I try to think about how is a child is using "behaviors" or their actions or reactions as a way to communicate something that they can't articulate at the moment? What are they trying to tell us?
In her book Vea used what I thought was a powerful phrase that created an aha and then a hmmm...yes, she's so right!
She talked about two boys who weren't getting along rather than a behavior problem they began to study these two boys and their relationship. They thought about the boys conflicts around "a sort of iteracy in the language of relationships." Wow that was powerful! Questions began to form...
How do we begin to observe the nuances/literacy that are in a language of relationships?
Do we stop to think that the children's conflicts are about how they aren't "reading" each others messages (within this concept of a language of relationships)?
How do we (adults) support, nourish and "seed" our work with children around this idea of "language" of relationships?
What are the "literacy" components in the language of relationships? Facial expressions, body language, gestures, the turn of the head, etc.
What would this look like as a "project"? Why would this be worthy of having children unpack this idea?
How should we as teacher/ researcher try to understand and observe what this means ("language" of relationships) in our learning communities?
I began to think back to my time with my children with special rights/needs. I recalled a "strategy" that I used a lot where I would think out loud and read or interpret a child's body language to their peers. I would become the voice for the child who lacked verbal or expressive language. Often I would share what the child could be thinking and expressing through their actions (facial and/or body) to their peers-- particularly to our typically developing children (for example I would say hmmm look at his eyes I think they look like he is sad I wonder why?).
I viewed my interpretative role as a gesture in valuing all children.
What I observed was soon this simple "strategy" of my thinking out loud around children's gestures and body language became a scaffolding tool or a bridge that was a support for the relationships in our classroom community. This simple thinking out loud of mine set the stage for "silent" dialogues or conversations to occur throughout our community. The children would "read" each others nuances or gestures. This in turn created a community that valued each child. A community where relationships thrived amongst ALL the children.
This idea of a literacy in a language of relationships is rather complex and it is causing me to rethink the interactions that I have with children.
How can or do we use this idea of "literacy" as part of our conversations that we have with children around the process of a relationship?
Hmm... when we see children in conflict with one another how often do we pause and rethink our mindsets--shifting from behaviors to relationships? Do we take the time to unpack with children this idea of a "literacy" of relationships?
What would happen if we began to ask the children such questions as:
What did Suzie's body tell you about how Suzie might be feeling or thinking?
Do we take the time to scaffold what might a child's facial expressions be revealing to others?
What if we slowed the pace down as we begin to deepen the relationships by helping to support this "literacy"? What would happen if we had the children read the gestures, nuances and expressions of their peers? In slowing down the pace would it make the "literacy" in the language of relationships now readable?
How would the children's interactions change if we began having conversations such as these?
What about having children revisit images in "reading" possible thoughts of their peers?
Much to ponder upon!
Side note: This summer I was able to work in the purest form in the role of just a Pedagogista (vs.during the school year where I have a dual role of Pedagogista for our team and a Lead Teacher in the classroom). I worked with our Summer School team on a 5 week micro project on "Looking" which stemmed from the children's conversations--- where a distinction was noted in their use of and the dialogue about--hunting for and looking for. This project took us to some fascinating research and understanding around what 3 & 4 year old children internalize and know about "looking".
It epitomized how well children "read" people and each other!
We took the children out in the community (the local mall and the beach) observing people in order to have the children help us understand what they understand about what it means to "look". We (teachers) became true researchers--when a child told us someone was looking--we asked how did they know this? What told them that the person was looking? As the children shared with us what "told' them this--- we (teachers) tallied-head turns, eyes, body positions etc. as well as inferences that the children would make.
We narrowed the children's thoughts around "looking" down to body gestures (certain turns and angles of the body) and the direction peoples eyes. As one child said, "when we look one eye goes up and one eye goes down so that we see everything."
At the end of the project we had the children create looking eyes from "found" and recycled materials (with one catch--no round objects were used). The nuances of the materials that the children used in their "looking" eyes were brilliant and amazing!
It has me once again rethinking the pace and how we (adults) support and scaffold the work and the thinking of the children--around the many languages that are there.
I have been enjoying Vea's book--Art and Creativity. It is full of nuggets that my brain is wrapping thoughts around.
From her book a phrase captured my attention---I almost never think of "behaviors" as "behaviors" but rather as part of a child's 100's of languages. I try to think about how is a child is using "behaviors" or their actions or reactions as a way to communicate something that they can't articulate at the moment? What are they trying to tell us?
In her book Vea used what I thought was a powerful phrase that created an aha and then a hmmm...yes, she's so right!
She talked about two boys who weren't getting along rather than a behavior problem they began to study these two boys and their relationship. They thought about the boys conflicts around "a sort of iteracy in the language of relationships." Wow that was powerful! Questions began to form...
How do we begin to observe the nuances/literacy that are in a language of relationships?
Do we stop to think that the children's conflicts are about how they aren't "reading" each others messages (within this concept of a language of relationships)?
How do we (adults) support, nourish and "seed" our work with children around this idea of "language" of relationships?
What are the "literacy" components in the language of relationships? Facial expressions, body language, gestures, the turn of the head, etc.
What would this look like as a "project"? Why would this be worthy of having children unpack this idea?
How should we as teacher/ researcher try to understand and observe what this means ("language" of relationships) in our learning communities?
I began to think back to my time with my children with special rights/needs. I recalled a "strategy" that I used a lot where I would think out loud and read or interpret a child's body language to their peers. I would become the voice for the child who lacked verbal or expressive language. Often I would share what the child could be thinking and expressing through their actions (facial and/or body) to their peers-- particularly to our typically developing children (for example I would say hmmm look at his eyes I think they look like he is sad I wonder why?).
I viewed my interpretative role as a gesture in valuing all children.
What I observed was soon this simple "strategy" of my thinking out loud around children's gestures and body language became a scaffolding tool or a bridge that was a support for the relationships in our classroom community. This simple thinking out loud of mine set the stage for "silent" dialogues or conversations to occur throughout our community. The children would "read" each others nuances or gestures. This in turn created a community that valued each child. A community where relationships thrived amongst ALL the children.
This idea of a literacy in a language of relationships is rather complex and it is causing me to rethink the interactions that I have with children.
How can or do we use this idea of "literacy" as part of our conversations that we have with children around the process of a relationship?
Hmm... when we see children in conflict with one another how often do we pause and rethink our mindsets--shifting from behaviors to relationships? Do we take the time to unpack with children this idea of a "literacy" of relationships?
What would happen if we began to ask the children such questions as:
What did Suzie's body tell you about how Suzie might be feeling or thinking?
Do we take the time to scaffold what might a child's facial expressions be revealing to others?
What if we slowed the pace down as we begin to deepen the relationships by helping to support this "literacy"? What would happen if we had the children read the gestures, nuances and expressions of their peers? In slowing down the pace would it make the "literacy" in the language of relationships now readable?
How would the children's interactions change if we began having conversations such as these?
What about having children revisit images in "reading" possible thoughts of their peers?
Much to ponder upon!
Side note: This summer I was able to work in the purest form in the role of just a Pedagogista (vs.during the school year where I have a dual role of Pedagogista for our team and a Lead Teacher in the classroom). I worked with our Summer School team on a 5 week micro project on "Looking" which stemmed from the children's conversations--- where a distinction was noted in their use of and the dialogue about--hunting for and looking for. This project took us to some fascinating research and understanding around what 3 & 4 year old children internalize and know about "looking".
It epitomized how well children "read" people and each other!
We took the children out in the community (the local mall and the beach) observing people in order to have the children help us understand what they understand about what it means to "look". We (teachers) became true researchers--when a child told us someone was looking--we asked how did they know this? What told them that the person was looking? As the children shared with us what "told' them this--- we (teachers) tallied-head turns, eyes, body positions etc. as well as inferences that the children would make.
We narrowed the children's thoughts around "looking" down to body gestures (certain turns and angles of the body) and the direction peoples eyes. As one child said, "when we look one eye goes up and one eye goes down so that we see everything."
At the end of the project we had the children create looking eyes from "found" and recycled materials (with one catch--no round objects were used). The nuances of the materials that the children used in their "looking" eyes were brilliant and amazing!
It has me once again rethinking the pace and how we (adults) support and scaffold the work and the thinking of the children--around the many languages that are there.
Wednesday, July 7, 2010
Tuesday, June 1, 2010
And then, think about this...
...also from the Reggio Listserv. The sentence: is it about entertaining or about scaffolding their thinking encapsulates for me what my hopes and dreams for all of you on this Reggio journey is: how are you thinking about what you offer to children?
I just want to respond to a phrase I heard mentioned that really caused me to ponder....it was said out of jest in regards to the water table...the poster casually said, "this could keep children entertained for hours...."
That casual reference to what we offer to children really caused me to stop and think ---is it about entertaining or about scaffolding their thinking?
Is it about knowing about water movement or is there something far deeper--big ideas or theories that we are wanting the children to work though or to have the children to begin to formulate?
If I were to ask what is the learning in this space--I would bet I would hear--it is about sensory, movement, motor skills, etc.--all of these are surface level thinking--if these (along with a few others I'm sure I can about guess) are our objectives we are selling children short and indeed what happens at the water table will merely be entertaining....and our documentation of what we share with families will reflect a weak image of the child and the thinking that happens in this space.
I urge us to rethink--which Reggio inspired work often asks us to do.
Much like children's work in the block area--there is a balance or tension which causes children to stay working with blocks and other materials--the tension is between function and design. When you observe children's work in blocks they go between the function of the structure and the design or aesthetics of the structure. When children work at this level they are slipping in and out of meta-cognition about their work.
If we begin with just that small knowledge of children's thinking--it will push us in providing richer "encounters" in the "water lab" and what we offer. If we think around these questions: What materials support function (movement, transformation, flow as a few thoughts)? What materials could we offer that support children's thinking in regards to design (i.e. tubes--flexible and fixed, connectors etc.)? What materials could we add that would cause provocations in their work?
From that we then begin to look at--Motion--what could we provide that stops and starts the water motion, what materials utilizes motion? What materials help the children discover and form theories around distance, force, speed, changing direction? The list can go on....
Like other mediums what is the "language of water"? How can we shift from entertainment or an activity to thinking smart and thinking about the medium of water as a language?
IF we begin with just this shift in mindset we now shift to a stronger image of the child who uses these materials to expand upon their 100 of languages....
Water lab
For those of you teaching this summer, you might be interested in viewing the following from the Reggio listserv: picasaweb.google.com/ganendy and click on the album entitled: WATER LAB
Tuesday, May 25, 2010
Tuesday, May 18, 2010
Education Week: Analysis Ties 4th Grade Reading Failure to Poverty
Education Week: Analysis Ties 4th Grade Reading Failure to Poverty
I see this article as a possible provocation for you to examine the work in your classrooms.
I see this article as a possible provocation for you to examine the work in your classrooms.
Will you share your stories?
The Reggio Network of Minnesota has a web site--I may have posted the link previously and will post it again. They are currently asking teachers to post their stories and I so very much hope that you will take some time and do this! You have enjoyed some extraordinarily rich experiences in the classroom and with each other. Please do this :) Thanks.
http://www.mnreggio.org/?page_id=10
http://www.mnreggio.org/?page_id=10
Monday, May 3, 2010
Wednesday, April 28, 2010
Education Week: Pre-K Rules for ELLs Would Break Ground Nationally
Education Week: Pre-K Rules for ELLs Would Break Ground Nationally
Thought you might find this interesting.
Thought you might find this interesting.
Wednesday, April 21, 2010
Questioning why you're doing what you're doing
from the Reggio listserv...
I want to share this piece from Beyond Quality in Early Childhood Education and Care--by Dahlberg, Moss and Pence....it gets to the heart of the image of the child that is often projected in schools...a practice that leads to a weak image of the child---
"A typical pedagogical practice is the pattern of question--answer, which the pedagogue poses questions to the children----but questions which actually are not real questions as the pedagogue already knows the "true" answers and only listens for these answers. ....Studies show that this appears during morning sessions or circle times. This teacher game of of "guess what I'm thinking of? It shows children busy trying to grasp the code of what to be expected of them from this "teacher" game. It shows how the question-answer pattern is embodied in the pedagogue/teacher and the children. How, in this type of exchange, very poor and helpless a child appears, a child seen as an object without his or her own resources and potentials, a child to be filled with knowledge but not challenged.....the child is viewed not as a co-constructor, but rather as a reproducer, of knowledge..."
I want to share this piece from Beyond Quality in Early Childhood Education and Care--by Dahlberg, Moss and Pence....it gets to the heart of the image of the child that is often projected in schools...a practice that leads to a weak image of the child---
"A typical pedagogical practice is the pattern of question--answer, which the pedagogue poses questions to the children----but questions which actually are not real questions as the pedagogue already knows the "true" answers and only listens for these answers. ....Studies show that this appears during morning sessions or circle times. This teacher game of of "guess what I'm thinking of? It shows children busy trying to grasp the code of what to be expected of them from this "teacher" game. It shows how the question-answer pattern is embodied in the pedagogue/teacher and the children. How, in this type of exchange, very poor and helpless a child appears, a child seen as an object without his or her own resources and potentials, a child to be filled with knowledge but not challenged.....the child is viewed not as a co-constructor, but rather as a reproducer, of knowledge..."
Tuesday, April 20, 2010
Study: Spanking Kids Leads to More Aggressive Behavior
And confirmation of what you all already know...
Study: Spanking Kids Leads to More Aggressive Behavior
Study: Spanking Kids Leads to More Aggressive Behavior
Friday, April 9, 2010
The Spring ECIPS are here!
Check your mailbox for the spring ECIP forms.
Please return these to Heidi NO LATER THAN Friday, April 23.
Let me know if you have questions or concerns. Thanks for everything you do, every day.
Please return these to Heidi NO LATER THAN Friday, April 23.
Let me know if you have questions or concerns. Thanks for everything you do, every day.
Wednesday, March 24, 2010
This observation comes from the Reggio listserv. As we come up on spring break and the end of the school year, I hope you will find some inspiration for your work through this spring.
Isabelle
Several weeks ago I was in the nap room in the process of trying to get
children to sleep. There are windows high up that let a small amount of
light on the sides of the window shades. We try to move the cots into the
darker areas of this large room.
As I sat by one child, I observed from across the room that Isabelle was
reaching up from her cot to touch the shaft of light that fell from the
window. There were dust mites floating in the light that she was attempting
to catch. It made me smile to see her fascination with the light. I sat by
her later until she fell asleep.
Isabelle had not been a child that I felt particularly close to. Her speech
is difficult to understand and she often copies what others do. I have had
very little indication of her internal thought process. Seeing her
captivated by the tiny swirling dots in the light made me feel a connection
with her that I hadn't felt before.
I observed her on subsequent sunny days to see if she would again notice the
light shafts. She was the only child that took delight in this. One day she
began to try to trap the light in her cupped hands. She brought her hands to
her mouth. She was eating sunbeams!
As I watched her, another teacher walked by Isabelle, unaware of the
fantastical world that she inhabited. The teacher roughly pushed her hands
down and told her to go to sleep. I wanted to cry. I felt that I was the one
who got shut down. I have not seen her eat sunbeams since that day.
I know it could have been me that was the unobservant teacher. We can do so
much harm in the very slight things we do without even knowing, and we can
greatly impact lives for the good when we notice and are aware.
Isabelle
Several weeks ago I was in the nap room in the process of trying to get
children to sleep. There are windows high up that let a small amount of
light on the sides of the window shades. We try to move the cots into the
darker areas of this large room.
As I sat by one child, I observed from across the room that Isabelle was
reaching up from her cot to touch the shaft of light that fell from the
window. There were dust mites floating in the light that she was attempting
to catch. It made me smile to see her fascination with the light. I sat by
her later until she fell asleep.
Isabelle had not been a child that I felt particularly close to. Her speech
is difficult to understand and she often copies what others do. I have had
very little indication of her internal thought process. Seeing her
captivated by the tiny swirling dots in the light made me feel a connection
with her that I hadn't felt before.
I observed her on subsequent sunny days to see if she would again notice the
light shafts. She was the only child that took delight in this. One day she
began to try to trap the light in her cupped hands. She brought her hands to
her mouth. She was eating sunbeams!
As I watched her, another teacher walked by Isabelle, unaware of the
fantastical world that she inhabited. The teacher roughly pushed her hands
down and told her to go to sleep. I wanted to cry. I felt that I was the one
who got shut down. I have not seen her eat sunbeams since that day.
I know it could have been me that was the unobservant teacher. We can do so
much harm in the very slight things we do without even knowing, and we can
greatly impact lives for the good when we notice and are aware.
Deadline this Friday
Just a reminder that if you are interested in attending the MacDonald Montessori workshop with financial assistance from SLP Pre-K, you need to let me know by this Friday. Thanks.
Friday, March 19, 2010
Professional Development Opportunity
MacDonald Montessori School in St. Paul is sponsoring Visiting Day at MacDonald Montessori School on Saturday, April 24, 2010, 8:30 a.m. registration, workshop 9:00 a.m.-3:00 p.m. Continental breakfast and lunch included.
The day will focus on MacDonald's 15 years of collaboration and dialogue with the Reggio Emilia approach: reflections on our journey and sharing experiences.
More information about the workshop is posted on the bulletin board.
If 10 or more of you are interested in attending, we can receive a group discount rate.
SLP Pre-K will cover $35 of the registration fee for a group or individual.
Please let me know before Friday, March 26 if you are interested in attending. I hope you consider this opportunity. Thanks!
The day will focus on MacDonald's 15 years of collaboration and dialogue with the Reggio Emilia approach: reflections on our journey and sharing experiences.
More information about the workshop is posted on the bulletin board.
If 10 or more of you are interested in attending, we can receive a group discount rate.
SLP Pre-K will cover $35 of the registration fee for a group or individual.
Please let me know before Friday, March 26 if you are interested in attending. I hope you consider this opportunity. Thanks!
Monday, March 15, 2010
The "Mommy Wars"
I thought you might find this interesting and parent educators, perhaps a provocation for a discussion in class...
http://roomfordebate.blogs.nytimes.com/2010/03/12/whos-the-best-mommy-of-them-all/
http://roomfordebate.blogs.nytimes.com/2010/03/12/whos-the-best-mommy-of-them-all/
Wednesday, February 24, 2010
Thank you to Jessica Cornell and Gwen Bruse
Jessica and Gwen from the Family Learning program have agreed to take on the Environmental Grant.
THANK YOU! We'll be moving forward on the grant.
THANK YOU! We'll be moving forward on the grant.
Tuesday, February 23, 2010
Interested in college credit for in-service training, bachelors or masters degree?
Interested in college credit for in-service training, bachelors or masters degree?
Dear Early Care and Education Community,
TheUniversity of Dayton
Master's Degree http://www.udayton.edu/education/areas_of_study/ then scroll down to Master of Science Degree in Education with a Concentration in Early Childhood Leadership and Advocacy
Bachelor's Degree http://www.udayton.edu/education/areas_of_study/ then scroll down to Early Childhood Leadership and Advocacy
We offer a certificate as well.
Mrs. Elizabeth Engelhardt
Chaminade 221F
(937) 229-3572
Department of Teacher Education
University of Dayton
300College Park
Dayton , Ohio 45469-0525
The measure of a society is its reverence for children. Gesell
Elizabeth.Engelhardt@notes.udayton.edu
Dear Early Care and Education Community,
The
Master's Degree http://www.udayton.edu/education/areas_of_study/ then scroll down to Master of Science Degree in Education with a Concentration in Early Childhood Leadership and Advocacy
Bachelor's Degree http://www.udayton.edu/education/areas_of_study/ then scroll down to Early Childhood Leadership and Advocacy
We offer a certificate as well.
You must first apply to the University and to do that you can go to http://registration.udayton.edu/registration.asp and follow the directions.
Interested parties should remember that these programs accept job-related workshop credit (i.e. ODE, SUTQ, Head Start....). If you are interested in converting your required training to workshop credit, see below for more
information.
Have you been wondering what to do with all those in-service hours?
Well, I have the answer! Bring them to the
any of the "specialty training" areas listed below or similar ones if you are out of state then you can get college credit. You can get up to 12 semester hours of credit for undergraduates and 6 at the graduate level. In-service hours must not be older than five years. So if it is time to renew your teaching license here is an option towards earning college credit for all the time and effort you have put into in-service training. If you want to work on a degree this is one way to collect credit hours towards a bachelor's degree. The cost per semester credit hours (in-service only) is $250 per credit hour. (15 in-service clock hours =1 semester credit)
Those of you working towards masters can apply for up to 6 semester hours.
Workshop Credit (up to 12 semester hours) in required "specialty training" areas. Register for workshop credit through the
4C Leadership Institute, Step Up to Quality, State Early Reading Initiative (SERI), Infant Toddler Guideline, Early Learning Initiative, Early Learning Content Standards, * Other as approved
by ODE, ODJFS, OCCRA or by program advisor/coordinator UD Workshop Credit for Specialty Training = 12 semester hours
For more information please contact: Julia Danial (937) 229-4411 or
1-800-837-7433 or julia.danial@notes.udayton.edu for undergraduate
information or Joy Comingore for Graduate information at (937)229-5533 or
joy.comingore@notes.udayton.edu
REGGIO-L@LISTSERV.ILLINOIS.EDU
Mrs. Elizabeth Engelhardt
Chaminade 221F
(937) 229-3572
Department of Teacher Education
300
The measure of a society is its reverence for children. Gesell
Elizabeth.Engelhardt@notes.udayton.edu
Still looking for that Environmental Grant champion...
Okay, I'm extending the deadline. Who will step up and let me know by this Friday that you are the one to help us help families go green???? Remember, you do NOT need to be a lead teacher to do this. Classroom assistants are encouraged to visit with me!
Thursday, February 11, 2010
HELP! Our Environmental Grant Efforts Need a Champion!
Most of you know that we are in our second year of an environmental grant through Hennepin County. Last year the focus of the grant was to teach lessons on Reduce, Reuse and Recycle in ECFE parent ed classes. This went very well and I understand that these lessons have become part of the regular ECFE curriculum (right?).
The focus of the grant this year is to expand lessons on Reduce, Reuse and Recycle into Creative Play, First Steps, Kids' Place, PALS+ and RSK. Parent involvement and parent education is a key part of the grant. Putting activities on these topics into classrooms is a great first step, but just like the Reggio Emilia approach, parents are to be a partner in the learning. The final goal of the grant is to permanently change families' behaviors around these 3 areas.
Patty from Hennepin County provided a training on Reduce, Reuse and Recycle in January that some of you attended. (I do recollect it was held on a day when many staff were out sick :( ).
There is a great curriculum for parent education and children's programs that I believe all of you should have already received, albeit a while ago. A copy of the curriculum is in a green folder on the counter behind the mailboxes.
This work has been spearheaded by Trish Walsh (THANK YOU, TRISH!) who is now ready to hand it off to someone else. Could that someone else be YOU?
The grant goals and outcomes are already written and there is a $2000 budget for staff time and supplies. The work needs to be completed by June 30. Trish and/or I will be more than happy to encourage you to take this over, if you need encouragement. You will be paid your regular salary on a voucher for what work you do on this project.
Could you please let me know by Friday, February 19 if you are willing to step forward to ensure this important community based work is done?
For a little added incentive, view the following 3 minute video. Thank you in advance!
http://vimeo.com/9071036
The focus of the grant this year is to expand lessons on Reduce, Reuse and Recycle into Creative Play, First Steps, Kids' Place, PALS+ and RSK. Parent involvement and parent education is a key part of the grant. Putting activities on these topics into classrooms is a great first step, but just like the Reggio Emilia approach, parents are to be a partner in the learning. The final goal of the grant is to permanently change families' behaviors around these 3 areas.
Patty from Hennepin County provided a training on Reduce, Reuse and Recycle in January that some of you attended. (I do recollect it was held on a day when many staff were out sick :( ).
There is a great curriculum for parent education and children's programs that I believe all of you should have already received, albeit a while ago. A copy of the curriculum is in a green folder on the counter behind the mailboxes.
This work has been spearheaded by Trish Walsh (THANK YOU, TRISH!) who is now ready to hand it off to someone else. Could that someone else be YOU?
The grant goals and outcomes are already written and there is a $2000 budget for staff time and supplies. The work needs to be completed by June 30. Trish and/or I will be more than happy to encourage you to take this over, if you need encouragement. You will be paid your regular salary on a voucher for what work you do on this project.
Could you please let me know by Friday, February 19 if you are willing to step forward to ensure this important community based work is done?
For a little added incentive, view the following 3 minute video. Thank you in advance!
http://vimeo.com/9071036
Friday, January 29, 2010
Linguistically and Culturally Relevant Early Childhood Environments
This is adapted from an article that Cindy Hanson recently gave me. Thank you, Cindy!
complete article at Early Childhood Learning & Knowledge Center
Why reflect the language and culture of the children and families throughout the classroom environment?
complete article at Early Childhood Learning & Knowledge Center
Why reflect the language and culture of the children and families throughout the classroom environment?
- makes families feel welcome when they see their language included in written materials around the room
- social/emotional development is supported when children see items and images from their home included in school
- establishes a sense of belonging and connectedness to the school environment
- Label items in the classroom in the home language(s) of the children.
- When you label items, color code the languages and keep the selected colors consistent throughout the classroom--AND THE CENTER.
- If handwritten labels are used, use different colored markers when writing the words in each language.
- Many programs choose to use typed labels so that once created, the document can be stored, shared amongst the classrooms and printed up whenever needed. With typed labels, words can either be printed up in the ink colors chosen for each respective language OR printed up in black and then pasted onto colored paper. ANYONE INTERESTED IN SPEARHEADING THIS? THE OFFICE CAN HELP WITH PRODUCING MATERIALS!!
- Labeling should be done purposefully and with intention.
- Be sure not to over-label the classroom to avoid over-stimulation and visual clutter.
- Object labels can be rotated to maintain children's interest and engagement.
- Display print materials in the home language(s) of the children. Post some song lyrics, poems, rhymes and other materials familiar to the children in their home language. Ask parents to save empty food containers with print in the languages represented in the classroom for the housekeeping area.
- Provide books in the home language(s) of the children. Enlist parents to identify appropriate books (a great way to build community and respect the child's family as their first community!)
- How about homemade books that parents can translate into other languages? (or our ABE students? who are right upstairs??)
- Children who are dual language learners benefit greatly from visual cues that help them function in the classroom and know what to expect as they move through the day. Display photographs to accompany the daily schedule, classroom routines and other organizers you use in your classroom.
- Can you play music in the children's home language? (again, a great way to involve parents, respect and build community)
- Can you provide audio-stories in the children's home language(s)? Family members can be invited to record stories that can be shared in the classroom.
- Include toys that reflect the diversity of the children in the classroom. (Can you ask parents what toys they played with? What toys from their culture they would like to see in your classroom?)
- Incorporate materials throughout the classroom that would be similar to what children would see in their own homes.
- Remember that each family is unique regardless of their ethnic background. Gather feedback from ALL families to help create your classroom environment!
Friday, January 15, 2010
Reminder about Rec Room Schedule
Here's the rec room schedule for the 2nd half of the year.
January Judy and Allison (Creative Play)
February Beth, Kari and Shelli (PALS+)
March Marcy (Kids' Place Toddlers)
April Kim and Susan (Family Learning)
May Linda (2's Company)
Let me know if there are any issues/problems. You can switch if you need to.
January Judy and Allison (Creative Play)
February Beth, Kari and Shelli (PALS+)
March Marcy (Kids' Place Toddlers)
April Kim and Susan (Family Learning)
May Linda (2's Company)
Let me know if there are any issues/problems. You can switch if you need to.
Visuals of a change in room environment
I know you're always thinking about what you're doing and why you're doing it and what difference it makes...and the environment as the third teacher. Thought you might like to see this.
http://www.midpac.edu/elementary/pg/gallery2/main.php?g2_itemId=25475
http://www.midpac.edu/elementary/pg/gallery2/main.php?g2_itemId=25475
Thursday, January 14, 2010
Early childhood science
from Education Week
The sand-and-water table in Barry Hoff’s classroom in the Southampton Head Start program on New York’s Long Island, used to be filled with sand on two sides.
But water was restored to the table last month as 16 preschoolers stood around it, dipping and pouring water through tubes and funnels, squeezing it through turkey basters, and learning, in the process, something of what it’s like to think like scientists.
The change in Mr. Hoff’s room, and in a handful of other classrooms like it around the country, stems from growing interest among academic experts and educators in teaching science to preschoolers.
“I think a lot of preschool teachers aren’t aware of the fact that preschoolers can figure out things like they do, or make predictions as they do,” said Mr. Hoff, who’s been teaching preschool for four years. “But some of the things we’re doing now are things that children find a lot of wonder with.”
Three years ago, when a task force of the congressionally chartered National Research Council issued influential recommendations for improving K-8 science education, it also made a pitch for introducing scientific study even before the start of formal schooling, with children as young as 4.
“The commonly held view that young children are concrete and simplistic thinkers,” the report said, “is outmoded.” Refuted, some experts added, by decades of research in cognitive science and developmental psychology.
Concerns about American students’ performance on international science tests and the supply of students pursuing careers in science, technology, engineering, and mathematics, or STEM, fields, combined with the expansion of federal testing requirements to include high school science, have served in recent years only to heighten that call.
Yet, as University of Miami researcher Daryl B. Greenfield found in a Florida study testing the school-readiness skills of more than 5,000 Head Start graduates, science is one of the areas in which children show the least learning growth during their preschool years.
Shells and Magnets
“Most teachers will have a science area in their classroom, ... and if you look on plans, you would see something listed as science but, in reality, there would be some shells, some magnets, and maybe a pumpkin, or a book about animals in winter,” said Nancy Clark-Chiarelli, a principal research scientist at the Education Development Center, a research group based in Newton, Mass. “But those items are not conceptually related, and they don’t promote children’s independent exploration of them.”
If preschool teachers had water tables in their classrooms, Ms. Clark-Chiarelli and her EDC research partners found in their work, they were often turned into bathing areas for plastic dolls rather than used as science-teaching tools.
Ms. Clark-Chiarelli and her colleagues sought to improve preschool science teaching by crafting a “Young Scientist” curriculum series with support from the National Science Foundation. The guides focus on teaching children about the natural world and developing their knowledge of physical science through building structures and water play.
Because preschool teachers are often uneasy about teaching scientific concepts, the research team also developed an accredited professional-development program for them, and assessments to determine whether teachers and their pupils were benefiting from the added instruction.
The EDC researchers field-tested the program with 50 Massachusetts teachers working in Head Start, the federal preschool program for disadvantaged children, and found “dramatic” learning gains for teachers, coupled with “promising” improvements for their young students in two of the three science content areas on which the guides focus.
Beyond ‘Amazing’
Now, with funding from the U.S. Department of Education’s Institute of Education Sciences, the researchers are engaged in a larger study testing the curriculum’s efficacy in Mr. Hoff’s class and dozens of other New York Head Start classrooms in Westchester County and on Long Island. Halfway into the six-month training program, Mr. Hoff said the knowledge he has gained is already transforming his teaching.
“I do consider myself scientifically minded, but before it was more or less ‘Let’s see this,’ or ‘This is amazing,’ and I’d kind of explain what was occurring and move on,” he said in an interview. “This is something to guide [his students] on to exploring, and it seems to have more lasting impact on their learning.”
When his students play with the water, for instance, he makes notes of what they’re doing and used the notes later on, during discussion time, to coax children to share their discoveries. What did you do with the funnel, he might ask, or how did you get the water in the tubes? Did you notice any bubbles?
“Because kids can parrot back what they hear, teachers think they know more than they do,” said Cindy Hoisington, who is working with Ms. Clark-Chiarelli as a lead instructor and teacher mentor on the project. “Kids don’t know bubbles are full of air, and teachers are kind of shocked because they thought their kids knew that.”
New efforts to teach more science in preschool come at a time when early-childhood educators worry that a growing emphasis on academics during those years is crowding out the playtime that children need for healthy development.
Kathy Hirsh-Pacek, a psychology professor at Temple University, in Philadelphia, counts herself as one of those advocates. But she says efforts to expand preschool science teaching need not necessarily conflict with young children’s need for playtime. Science can be taught in the context of play.
“The people who are pure play people suggest that you need to have free play for young children, and I think the evidence is pretty clear on that,” Ms. Hirsh-Pacek said. “But I also think the evidence is pretty clear that you don’t just need to have free play for children. There’s free play, and there’s guided play.”
“You just have to be careful,” she added, “because sometimes adults can become too intrusive and the play just stops.”
Science Talk
The EDC researchers say their efforts also go hand in hand with the growing emphasis in preschool programs on developing children’s language skills.
“We believe in order to have good discussions, you have to have something to talk about,” Ms. Clark-Chiarelli said.
Research-and-development efforts aimed at improving preschool science instruction are also under way at the Center for Math and Science Education at the University of Texas and the University of Miami, where Mr. Greenfield is developing an assessment of preschoolers’ science readiness, as well as other locations.
In September, meanwhile, a team of researchers led by Rochel Gelman, a cognitive psychologist from Rutgers University’s Busch campus in Piscataway, N.J., published a book on the subject called Preschool Pathways to Science: Facilitating Scientific Ways of Thinking, Talking, Doing, and Understanding.
“In preschool, you find that kids are natural scientists, whether it’s life science, earth science, or physics,” said Mr. Greenfield. “Young kids are interested in changes in the weather or whether something is hard or soft. They have a natural curiosity about the world.”
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