Sightlines Initiative

promoting creative and reflective practice in early childhood education

Diary

This Blog (or Diary) section has a broad mix of articles, reflections, comments, position pieces, as well as requests and information from Network members. It is becoming quite a comprehensive library. You can browse using the categories and search modules to the left.

Do contact us with your suggestions for new articles - and we really appreciate comments and other feedback.
Robin Duckett
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Beyond Memory - Malaguzzi's challenge

auto-translated version of the Gazetta di Reggio article

In GAZZETTA DI REGGIO, the regional newspaper of Reggio Emilia, yesterday the Director of the city's preschools published an article celebrating the life and legacy of Loris Malaguzzi, the co-founder of the city's approach and development of early childhood services. 


But not only is it a celebration, Nando Rinaldi brings to our attention the importance of Malaguzzi's message and mission for today - he reminds us that for all those engaged in creating a 'democratic culture of childhood', the campaign very much continues. Below are some (translated) extracts from Mr. Rinaldi's article .....


Today marks 30 years since the death of Loris Malaguzzi, the inspirer of the educational philosophy known throughout the world as the Reggio Emilia Approach. Although the city has always chosen to celebrate the birthday (February 23rd), rather than the death, of this intellectual who was both visionary and concrete, this anniversary is an opportunity for a reflection that can bring together the thoughts and continue the dialogue on education issues.

He taught us to "free up hopes for a new culture of humanity" but also that "every occupied outpost of childhood is called to resist."

He was able to intelligently give voice to children's rights A vision of a competent child with knowledge and resources "insiders". "I don't know if we are aware of being in times of great political and social risk. The destinies of childhood play difficult moments. Every occupied outpost of childhood is called today to hold on, to resist , to consolidate against any possible erosion. Childhood is a culture always at risk" (L. Malaguzzi, 1990).

Malaguzzi taught us, and I say this first of all as a child who attended those nurseries and schools, to be bearers of a new culture, "to release hopes for a new culture of humanity", which represents presents a challenge that is still current and emerging even today in certainly changed, but no less challenging conditions, which require courage and innovation and which call all of us and the Reggio community to continue in their commitment and his great work.

by Nando Rinaldi, director of the Schools and Nurseries Institution of the Municipality of Reggio

Here in the UK 'a new culture of childhood' is certainly  challenged, and there are many educators, parents and advocates being valiant in championing a new outlook (and most of us are keenly aware of the acute challenges of the  times. It is important to know that we are part of an international direction - and to act locally, and in connection with this direction.

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"Dreaming of a time where schools are able to measure the things that we value rather than value the things that we measure ..."

Well, the testing of five year-olds has been postponed - for a year - by the UK government. It has taken the force majeure of the virus epidemic to attain this - human words were not shifting them. For them, successful education still means intensive testing though, and they are keen to retrieve the situation and return to 'business as usual' - and for children to 'catch up' on their missed lessons. 

In the meantime, many educators are striving to point out that 'good education' does not comprise intensive testing and 'catching up.' Here is an extract from a notable recent letter to parents from the head teacher of Kirkoswald Primary School, Cumbria:

"This tree makes me think about: Billie the dog, think about the pigeons in their nest, swing on the branches like a monkey and smell the daffodils." Grace, 6, Kirkoswald 

"I would like to urge you to consider, not what children have missed out on but what they have gained from this situation. Some have learnt to follow a recipe and cook, to iron, to bake, to hoover, garden or identify wildflowers, trees and birds. Some have responded emotionally and creatively to the circumstances in the form of poetry and art. Education is not a linear experience, it encapsulates our entire lives and we learn forever. The children of this time, like the children who endured the Second World War, will have experienced something that will shape them for the rest of their lives. They may have learnt to be happy in their own skin, enjoy solitude, be self-reliant, resilient and resourceful. They may have benefited from the lack of structure and the cessation of the frantic pace of dashing from school to swimming lessons, gym classes and karate.

I have observed children doing things independently and learning to fill their time constructively, whether that be scootering to Lazonby or going for a bike ride with a friend. Too many of us, these days, are scheduled to death and don't know what to do with ourselves when we are given time. Let us hope that this time has gifted the children of this generation with an ability to take time out, reflect and be simply themselves. These are such precious gifts that will serve them well into the future.

What I am trying to say is that children do not need to catch up, they need to be allowed to recover from a set of circumstances that 6 months ago may have seemed inconceivable and that in the experiencing they have been equipped with new skills and attributes to support them through this.

The children of the 2020 cohort have missed national assessments and testing if they were in reception, Y1, Y2, Y4 and Y6 and this will have absolutely no impact upon their future achievements. ALL children have missed school and there will need to be flex and adaptation within the system, into the future, to allow for this. Maybe we could dream of a time where schools are able to measure the things that we value rather than value the things that we measure."

Greta Ellis: Head Teacher, Kirkoswald Primary School, Cumbria

(full text here)

Our government may have moderated its enacting on education but it has not changed its mind: educators and parents together still need to make the case for a humane foundation for education, on behalf of our children.

It looks as if we will need to be as forceful as a virus to have a lasting effect. 

Hats off to all who, like Ms. Ellis, are making a stand, and telling a different account of what is important. 

You too can make your voice known - join a campaign (e.g. 'Let's stop SATS in 2021') ; join Let Kids Be Kids; contact your M.P. - many cross-party M.P.s are for change in education ....

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Rethinking Education

exploring a computer at Lotties's WoodenHouse Preschool

​Network member Lottie Child recently participated in a seminar in the House of Commons, hosted by  ex-teacher Emma Hardy MP and TED Prize winner Professor Sugata Mitra,  to consider 'Rethinking Education.' 

Here is her reflection, in which she considers the themes:

  • Should schooling be for 'pouring information in'?; 
  • Children are competent and resourceful learners;
  • Rethinking Education;
  • Where to with children's agency? 

There is an important and recurring thread which seems to run through all: the call for democracy and children's agency in schools. It is so encouraging that the hosting MP also makes this call - read on:

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Guest — Jo
This is soooo important for our young learners! Mary-Jane Drummond was my tutor at Cambridge - she has so much sense - why can th... Read More
Tuesday, 01 January 2019 19:23
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