A Dynamic and Changing Role: Teaching Young Children in Reggio Emilia, Italy
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1 A Dynamic and Changing Role: Teaching Young Children in Reggio Emilia, Italy RITE Minnesota, March 8, 2014 Carolyn Pope Edwards, EdD Willa Cather Professor University of Nebraska In the course of this evolution, the city is moving away from consolidated traditions toward those that are new and unfamiliar. It is possible to see the signs of this change in the landscape and architecture of the city, yet the social changes are of even more importance, though not as visible. --Sandra Piccinini and Claudia Giudici, in press Expansion of services Services overseen by the Istituzione Preschools and Infant-Toddler Centers of the Municipality of Reggio Emilia Coordinated efforts by a group of young enthusiastic Ghanaians in the Italian city, Reggio Emilia, has brought unto the news stand a new magazine GREAT AMBITION MAGAZINE. Mayor Graziano Delrio My idea of a city is a convivial city. Elements of the teacher s role: In Reggio, the role of the teacher as program planner changes to creator of the environment as a third teacher planning the overall program interacting with children to promote learning through play and appropriate instruction providing nurturance and guidance to children educating parents and promoting involvement engaging in advocacy with outside audiences observing children, assessing their progress, and planning daily experiences Acknowledgment for concepts: Authentic Childhood: Exploring Reggio Emilia in the Classroom, by Susan Fraser and Carol Gestwicki (2000). Photo: Istituzione
2 The role of the teacher as master of the classroom changes to colleague co-acting within a network and organization The role of providing guidance changes to fostering exchange of understandings Nido Arcobaleno, 1983 Photos: Carolyn Edwards Photos: Istituzione The role of interacting with individual children changes to supporting the community of children The role of educating and involving families changes to reciprocity and participation Photo: Cathleen Smith Photo:The Diary of Laura, 2009 The role of advocate changes to democratic participant, engaged with the outside world The role of teacher as observer is extended to documenter, researcher, and flexible planner Photos from Istituzione and Reggio Children archives, including 1999 booklet from Diana Preschool Photos: Istitutione
3 Progettazione challenge to teachers even in Reggio Emilia Influx of new families much more diverse New generation of teachers and pedagogical coordinators New financial situation limited resources, competing needs Progettazione Basic Definition Progettazione flexible planning, or planning without predetermined endpoint Applies to any aspect of curriculum or life of the school Always involves multiple voices in the decisions The curriculum is at once defined and undefined, structured and unstructured, based more on flexible strategies than rigid plans. (Carlina Rinaldi, 100 Languages 2 nd Edition, p. 119). Two Sides of Progettazione 1. Project: From Messages to Writing 1. Emergent Curriculum in its strongest version the Project Approach big, long term projects involving a whole classroom or school, or even many schools together. 2. Pedagogy of Listening (Carlina Rinaldi s recent writing) teachers helping children find meaning in what they do, what they encounter, and what they experience. Source: The Hundred Languages of Children, 3 rd Ed. Diana Preschool parent meeting Beginning the experiment
4 We write letters. Is this the true O? Beginning to read Conferring with the pedagogical team Pleasure in small groups Children go from letters to words and sentences
5 Celebration and sharing 2. Pedagogy of Listening Ruth Staples Child Development Lab At our Lab School, teachers were thinking, Can children notice properties of objects around them? Can they use mathematical language to describe the properties? One day, at the tractor museum, Palmer said, This is the wheel and this is the other wheel. Circle. Circle. Next day, Palmer chose a purple marker and drew four circles. Tractor. Wheels. He then colored all over his paper in a circular motion, saying, Wheel, wheel, big wheel, as he swirled around the paper. Next Steps: Ask the children to draw what they remember, after their explorations. Keep a focus on the shapes inside familiar objects, and on using mathematical language. Concluding Suggestions The role of the teacher invites you to be ambitious and experimental, take risks, challenge yourself as well as children. Develop strategies and habits of research and documentation that work in your context. Find ways to dialogue with colleagues and parents in a regular way (even weekly or monthly). Gradually move toward more and more flexible planning based on listening, observing, questioning, and reflecting.
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