BEGINNINGS
REGGIO EMILIA
Beginning addressed by the Mayor Gratio Delrio
Quote from Socrates,
“Don't find a good educator of your son but a good educator of ourselves.”
“Always answer a question with a question.”
Foundation in Reggio Emilia means:
Community
Research
Crossing boundries
The mayor spoke about the philosophical approach of Reggio, rather than the impact of this approach on Reggio Emilia. These are the quotes most relevant.
“From a learning styles perspective it is the contamination of each other”.
“When you are listening attentive you are telling the children you are important.”
“Respect, listening and time will have an impact on the school and community.”
“When you are in contact with people who love you, you find it easier to love others.”
GIVE TRUST TO GIVE BACK TRUST.
In the government strategic planning where is the place for education (Australia's record is very good).
THE VALUE OF THE EDUCATIONAL PROJECT REGGIO EMILIA
Photos were not permitted after this point
MADDELENA TEDESCHI A series of encounters
Maddelena feels like the heart and soul of Reggio She is the Pedagogista of 3-6 of the International Pre-school at Loris Malaguzzi and Rodari Infant Toddler Center.
The experience will be beautiful if we learn to collaborate and share our experiences together.
ANGELICA LUIZZI
She is a lot of fun. She is one of the main coordinators of the event.
The way she speaks reminds me I have got to learn to talk like this to parents to intertwine the parents and 'intertwine their stories'.
- When we speak we are really aware we are a part of a big team of people.
ONE CITY MANY PEOPLE is a new book coming out by Carla Rinaldi
- To hope for possible futures together to build together reciprocally beautifully the possible worlds we inhabit.
- We start an attempt to read, analysis a sense of community, to analysis the dynamics that make up the living in this community.
- It is an experiment in pedagogy. This experiment involves the entire community.
- Crossing boundries is an attempt to be together! To be interdisciplinary, crossing fields of knowledge, bringing together different theories of knowledge of science and human knowledge and intertwining them. These are intimately connected, there is an osmosis between these things, science and human knowledge in fact schools separate them although we feel they belong together and are the foundation of what we do.
-The ability to transform things, transformation and transformational, constantly everyday building dialogue that is based on listening and building relations with others. Transformation, as a part of our genetic makeup as pedagogistas. Pedagogical practice can't just conform to officially approved models we must constantly be aware of the role of dialogue in the role of economics, art and politics.
- Our environments reflects our city trying to make places to meet together to build dialogue, talk and exchange - such as the piazza that is in every infant toddler and preschool learning centre. This is included in our designs representing the public place where people can come together, a place where people see each other. This is fundamental to our designs, our designs of learning places that include places for exchange as part of the transformation.
- Children are citizens of the community from the very beginning. Building a prospect for the children for tomorrow, creating a community that can strengthen and mobilize it's future investment. We design spaces and if children are happy and healthy in those places (spaces) then the community will be also happy and healthy in these places. This is our measure
Teachers need be Sensitive
Attentive
Whose gaze has not been binale
Capable of surprise in front of the object shared
Looking observing
Continuing to ask questions
Can see the metaphor
Open to failure
Very small children are capable of interpretations of experiences to reflect upon. For
example everyday the same experiences everyday the same surprises.
To make the inmaterlal material
To learn to this through documentation
To use an example of a photo and to make a close up of a portion of it and describe it in greater details
We contextualise that our approach is not only educational and pedagogical but also anthropological, political, cultural, economic and philosophical.
Each child has enormous potential for constructing and building their own knowledge, feelings - OUR APPROACH IS AN INSPIRATION
A LIFE APPROACH
A Way of Seeing
- Viewing children in the same way we view men and women
Epistemology
Framework
A pact an agreement
Each individual is powerful
People - have their lifeforce their own energy
- nourished by their relations with others
- have their own way of meeting the object the thing differently
- their own characteristics
- borm with a mind capable of connecting things
These understandings have caused a shift in their thinking - seeing people constantly engaging, seeking meaning examples in gestures and languages.
We try to make visible the ways in which children know
Schools need to connect to these connections find forms of organisation to discover:
- underlying values of this collegate work
- shared responsibility
- viewing each others point of view and discussion
- listening
- concentrating
- observing
- documenting
- collaborating
- imitating
- waiting for each other
A place that generate WELLBEING, PLEASURE, RESEARCH
A reference points for each individual in the group -child, teacher, parent> a journey of construction of daily life - creating moments of reflection together> moments where a child reaches out for correspondence> and a correspondence of relation with the world > where there is no heirearchy for different parts of the day> many different equal competencies set throughout the day>
CHILDREN CAN SEE INTO THE SPACES OF OTHER CHILDREN
Spaces - are not neutral
- are apart of the group / project
- make visible our interactions, intentions
- participate in the education
- are apart of our research, researching the people inhabiting it
- the kitchen has great value
This is part of the DNA of the Reggio Approach
We attempt to go beyond the theory of pedagogy it's rather an epistemology of humankind, not separate but in relation to each other
Children are not neutral to each other but learn to reach out and are drawn towards each other. We start to work on a trajectory in the neuroscience, wearing together a fabric of understanding.
Viewing Spaces in REGGIO centres, notes from conference slide show:
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Display in Reggio Children exhibit |
 |
Photo from the Rodari Infant Toddler Centre - Winter Garden |
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| Use of recycled materials and projectors for model making |
Objects that are weird and were even weird for their time (70’s)
Shelters where children can stay alone without the presence of a teacher
Rooms for children to watch themselves and each other
Mirrors, light projectors, video projectors, light tables and/or slide projectors
Bays or baskets that are designed for the purpose of children sitting within them!
Many furniture is now designed for the purpose either with parents or industry
Books high on wall above mirrors
Sheets of Perspex used as gates to collect light
Piazzas are in every centre derived from the concept o town centres of Reggio – a place to met other
children to dialogue and exchange
Mirrors to reflect multiple light sources
Materials places in glass or plastic containers on wire industrial racks
Lights that are moveable interchangeable with possibility to be hung from chains or fishing wire from the ceiling
with large extension cords
Volume of the school highlighted with multiple platforms
Walkways between multiple platforms
Industrial and metal materials for play and construction
Mirrored tables and chairs
Many different ateliers, one per room – a place dedicated to expressive languages
The whole school an atelier
Place for possibilities in small groups
All areas characterised by transparencies
Plants used as screens hanging by pots from wooden frames
Plants in large wooden boxes creating screen
4 main types of indoor plants used
indoor nests big enough for 6 children
indoor gym mats of varying sizes shelves of mats
in grand piazza children create grand constructions
wooden lower level tiering in front of mirrors main meeting area, all areas have them
SHOOL VISIT – RODARI INFANT TODDLER CENTR
Via Cecati 3/2 Municipal Infant – toddler Centre
3 classes – children 6 – 36 months
Building designed as an infant toddler centre by the same architect as the Loris Malaguzzi International Center and State Preschool, Tullio ZINI
Arriving at the Rodari Centre
Cecilia welcomed us into the
centre and introduced the centre she has worked there for 8 years.
Most
teachers working in the centre for over 10 years
Entering
the centre in the piazza there are large windows from the floor up till two
levels and the piazza has the dress up rings in the centre large plants that
have grown there for some time, there is an overhead walkway away from the main
entrance, I find out later that this connects the whole centre and all rooms.
There are many wired strings coming from the roof to create the possibility of
many hanging objects, not all are in use.
Cecila:
‘ The entrance must supply space for all – MINE – YOURS – OURS, the place must
have respect for everyone”.
Diagram 1
“ each classroom an atelier, a winter garden
and a focus on natural light, a ladder, a slide and a level showing the world from
upstairs. NEW LEVELS“
Project
Actionies – sand light box – food stores, songs – Lullabies of the city
(connections to different family backgrounds.
There
is a lot of documentation on the walls in the piazza commemorating the centre.
This
is what I read:
“Use
of the values… friendliness, visibility, cooperation, complexity, welcomes
permanent wishes to text themselves; challenge the usual, to be optomistic, and
researchers. In designing… the power of simplicity is searched for…”
“
The encounters qualify themselves as able to raise children’s curiosity within
complex cognitive processes within relations not obvious but at the same time
pleasant, inviting tempting where the beauty, the aesthetics become shapes of
intelligences and knowledge towards the new.”
In
the rooms I noticed lots of documentation of kids dancing with light through
different times, photos of rooms overtime.
Diagram 2
Cones of acetate with words on
the outside, inside photos laminated of children cooking just outside the
kitchen. In the kitchen an IKEA rack with places for recipes. These are hung in
A4 folders with rocks at the bottom to balance the folder
Diagram 3
“Crystals
in front of the windows – graphics are important, they have different
languages”
Diagram 4
Lots of
low platforms arranged, they have small objects set up on them with great
possibilities. These platforms could be used as tables in our room.
Diagram 5
The
slide with the rail between the stairs
Diagram 6
The
Corridor has instruments set up to invite play
Diagram 7
Wooden board with bolted in
cooking rack and instruments that can be altered and hanging
wire
Perspex shelving
Many
layered fabrics under the stairs creating a disorientating effect of space near
the slide creating a veil of possibilities
Diagram 8
Enclosed IKEA clear perspex
boxes to place objects in display
Soft
Boxes are great, made out of fabric!
String taped to the floor
creating many different possibilities of gathering groups of children together,
the ropes is accompanied by a display of students using this rope in different
ways and their quotes.
Diagrams 9
Cones can be used to create
different levels, plant trays of all different sizes – 16 trays.
Diagrams 10
Mobiles
Mirrored
cardboard in the same room the winter garden collecting sound of the
intentional dripping roof.
Materials
in the room from Ash Keating –recycled bottles melted, old car visors.
Collection
of materials that can be exposed to water, such as rocks, crystals, plastic
containers, water collected on top of the containers dripping from the roof.
Multiple containers, large rocks in the room.
Diagram 11
The philosophy and the environment will bring about great thinkers and creative children.
Diagram 12
The
roofs are really interesting they let water in they gather materials and mould.
Hang from these roofs dry branches, simplicity is evident, the floor gathers
water and sounds as dishes and pots collect the water, pots, and buckets fill
full of water. How are things organised?
POINTS OF VIEW - DISCUSSION
WITH THE TEACHERS - RODARI INFANT AND TODDLER CENTRE
6:00 – 6:30
“It is important the sharing of
documentation in order to gain more perspectives.”
“It is very beautiful to review
the documentation with the students.”
“After 30 years I will always
need to learn more about documentation.”
“Children don’t necessarily
re-order the room, it is with disorder that children know themselves, they need
to learn how to TAKE CARE, take care of each other and their things.”
“ Families come into school
after school to work on materials for the school. The chef feeds families
also.”
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