By Louise Boyd Cadwell, Carlina Rinaldi
The following, Cadwell is helping American educators comprehend what it skill to exploit rules from the Reggio technique of their school rooms. She describes the expansion and evolution of the paintings within the St Louis sector collaborative because the early Nineteen Nineties.
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Extra resources for Bringing Learning to Life: A Reggio Approach to Early Childhood Education
Sally queries when she ﬁnds me sitting on the living room bench. ” I tell Sally about my morning reverie and some of the ideas and provocations that I have dreamed of with my imaginary companion. This directness laced with kindness is one of Sally’s traits that I admire and appreciate in her as a colleague. Linked to this is her ability to focus, not letting herself become distracted by the myriad things that we all juggle. We all must cultivate this kind of concentration if we are to do each piece of our work thoroughly and to the best of our ability.
Last fall, before Sally, Christi, and I agreed on what questions would frame our observations, we realized that if we were going to keep collective notes, we needed a collective framework. If we were curious, what exactly were we curious about? What questions were we looking to answer? To begin with, we would include the time and date and names of the children who were in the group and how long each of them stayed in this area. Had they chosen to come, or was it suggested to them at morning meeting?
This morning, Sally, Christi, and I have engaged in a practice that is at the center of our work as teachers. Out of the energy and context of our previous work together, we have come up with a collective vehicle that allows us to better “listen” to the particular individuals in this class of 3- and 4-year-old children and to do so in a dialogic way. When we come together, all three of us feel the power in this seemingly simple gesture. Keeping this notebook together means that we become part of a larger community in a very concrete way: We are committed to recording and to reading what we each contribute; we are connected to a process over time; we are following the multilayered processes of children not with one set of eyes from one point of view, but as team.