Some very nice photographs with this article. Hope you enjoy it, that you are all staying work, and that you continue on your Reggio journeys.
Experiences with Light
http://www.ohio.edu/childdevcenter/DOCUMENTS/lightbook.pdf
Wednesday, January 19, 2011
Friday, January 7, 2011
Always something to think about...
From the Reggio listserv. Happy New Year to all!
List,
There has been some conversations on the list around environment. I'm sending you a link to a gallery which will share with you the evolution of our community. The environment has evolved as we observed and listened to the how the children and parents interacted within our classroom environment. Note how the conversation areas have shifted as well as many of the areas. (NOTE: We aren't finished yet!! Also a donation of a settee added to how we "set" the classroom)
The first gallery is the classroom as it looked first thing yesterday morning (1/6)
http://www.midpac.edu/elementary/PG/gallery2/main.php?g2_itemId=80921&g2_page=1
The second gallery is the classroom coming to life as the children discover and begin to have conversations with the various "communities" with in the classroom.
http://www.midpac.edu/elementary/PG/gallery2/main.php?g2_view=core:ShowItem&g2_itemId=81138
Note: As we listened to the children just before the children left -- over the break our team discussed many aspects of the children's work. We were struck at the shift in the play and how the children were "inventing" play. For example we observed the girls using small stuffed owls that are in the room and wrapping them like babies. We noted the boys bringing in small figurines.
We wondered if the children brought in the own babies from home how this would foster the play as the children would view their own babies as "family." How would this unfold? Would this play into the individuality of each child? The same for the figurines.
Wanting to nurture and honor the children's work we asked that those children who wished to could bring in their babies or lego size figurines. The images from the first day reflect this change. We also noted to the families that they only bring babies and blankets--that the team would observe the play and then "add" or seed the environment in supporting their play/work as this unfolds.
As the first morning of work unfolded we were struck by how the various areas exploded! We felt the why for this was two fold--the children's adding to the play with their own things and the new environment supporting this "new" play as we had reset the environment from our early observations of the children's play/work. The timing of how we seeded materials in the environment throughout the year also seeded collaborative and group play.
We also observed a smooth transition unfold for our first day back after a long 2 week break. The younger children came into the classroom confident and assured. We strongly felt that because each child had a "piece" of home that they had brought in this helped in bridging a link between home and school as their "things" helped to remind them of their families and home. So a piece of home was alive in the classroom.
We are excited to see how this continues to unfold....
Back to listening...
Leslie
List,
There has been some conversations on the list around environment. I'm sending you a link to a gallery which will share with you the evolution of our community. The environment has evolved as we observed and listened to the how the children and parents interacted within our classroom environment. Note how the conversation areas have shifted as well as many of the areas. (NOTE: We aren't finished yet!! Also a donation of a settee added to how we "set" the classroom)
The first gallery is the classroom as it looked first thing yesterday morning (1/6)
http://www.midpac.edu/elementary/PG/gallery2/main.php?g2_itemId=80921&g2_page=1
The second gallery is the classroom coming to life as the children discover and begin to have conversations with the various "communities" with in the classroom.
http://www.midpac.edu/elementary/PG/gallery2/main.php?g2_view=core:ShowItem&g2_itemId=81138
Note: As we listened to the children just before the children left -- over the break our team discussed many aspects of the children's work. We were struck at the shift in the play and how the children were "inventing" play. For example we observed the girls using small stuffed owls that are in the room and wrapping them like babies. We noted the boys bringing in small figurines.
We wondered if the children brought in the own babies from home how this would foster the play as the children would view their own babies as "family." How would this unfold? Would this play into the individuality of each child? The same for the figurines.
Wanting to nurture and honor the children's work we asked that those children who wished to could bring in their babies or lego size figurines. The images from the first day reflect this change. We also noted to the families that they only bring babies and blankets--that the team would observe the play and then "add" or seed the environment in supporting their play/work as this unfolds.
As the first morning of work unfolded we were struck by how the various areas exploded! We felt the why for this was two fold--the children's adding to the play with their own things and the new environment supporting this "new" play as we had reset the environment from our early observations of the children's play/work. The timing of how we seeded materials in the environment throughout the year also seeded collaborative and group play.
We also observed a smooth transition unfold for our first day back after a long 2 week break. The younger children came into the classroom confident and assured. We strongly felt that because each child had a "piece" of home that they had brought in this helped in bridging a link between home and school as their "things" helped to remind them of their families and home. So a piece of home was alive in the classroom.
We are excited to see how this continues to unfold....
Back to listening...
Leslie
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