“Wire and Found Objects” – Saturday, Feb. 12th
February’s Materials Exploration, Wire and Found Objects is coming up on Saturday, February 12, 2011 at SE Loft, 730 Stinson Blvd., Minneapolis 55413. Registration is required $25. Fee payable by check to “Reggio-Inspired Network of Minnesota” along with the attached registration form. Mail to 312 Parkway Court, Minneapolis, MN 55419. Contact Monica Malley for more information: monicamalley@gmail.com
Wednesday, February 2, 2011
Wednesday, January 19, 2011
An article worth looking at
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
Experiences with Light
http://www.ohio.edu/childdevcenter/DOCUMENTS/lightbook.pdf
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
Monday, December 20, 2010
Happy Holidays Reading List
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.
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 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.
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