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"A school where experience, the doing of body and hands and thinking come together; a school as a learning "workshop", where creativity and the aesthetic dimension become essential qualities of knowledge."
During our recent Skylight research group visit to Reggio, we visited the Malaguzzi Centre Primary School, to explore how their pedagogy is evolving, and were drawn to a new publication of theirs which throws a great light on their experience. We think that it is really fascinating, and gives a lively insight into the work and life of this primary school, its children and educators.It is an ideal reader if you are planning to attend a Study Week in Reggio, as you are likely to have the chance to see inside this school, and will really help you understand what's going on.
Usually, it is only available to visitors to the school, but by arrangement we will be able to order copies. Here is a review of the book, kindly written by Chris Merrick, and at the close of this article is what to do if you want to order the book.
The 2017 Skylight group's focus week in Reggio Emilia was now two weeks ago, and the group are now finding their feet again after a very intense study with our Reggiane colleagues.
This group, for educators in settings who have been to Reggio before, are working positively on their professional practice and want the opportunity to enable themselves and their settings to become more skilful and courageous in their work of creating a listening pedagogy.
We're now into our third and 'what's next?' phase, working in individual setting, but with new shared understandings and intents on how we construct our classrooms, listen to our children's ideas and offer appropriate challenges.
Would you like to read more about the week? Christine Merrick has written a daily diary of our week in Reggio ... read on:
We are often asked by parents: "do you know a school with a Reggio-inspired philosophy in our area?"
Here is a request from a new network member – can you help?
Their letter is what so many parents are asking, once they know what it is they are looking for.
"We are a family of four (2 parents, 2 children nearly 4 years old), moving from Los Angeles to London in mid-April. Our daughters have attended a "Reggio-inspired" preschool in Los Angeles since August, and we've witnessed how the "Reggio-inspired" school which values children as already capable citizens has helped them start to truly understand themselves, the world around them and their place in it. For example, when something disagreeable happens, they have an ability to express their feelings, talk about their feelings, offer/reflect on possible solutions/strategies for the future – this is something they do every day at school.
We find this line by John Dewey very instructive: "Education is not the preparation for life. It is life."
We'd love for them to continue their education in London by attending a school and/or connecting with after-school programs/art teachers/like-minded families that prioritise many of the following values:
- learning from one another (children, teachers, parents, environment); learning from doing and child-initiated, rather than following a pre-planned curriculum; where the culture is grounded in listening to the thoughts and passions of the children and reflecting questions with questions (that we don't know the answer to);
- understands that all children are born competent to engage in the world makes relationships with materials, with people, with space, meaningful, contextually-grounded explorations where children are given real tools, real materials, and time to explore, to process;
- supports children in the expansion of their thinking and reflection, not simply telling 'the right answer'; emotional intelligence – children talk about their feelings and are given the opportunity and physical space to sit with their feelings;
- behaviors mean something and are noted without judgment; children are strong, capable, and competent, and their ideas are valuable;
- children already have something to offer the world; modelling respect and empathy; providing clear guidelines/limits and involving children in the problem-solving, rule-making process;
- teachers are researchers, they guide the learning, they take the time to observe the students. They are students, too; scaffolding is used – everything and everyone which supports a child's learning;
- documentation is a key component to teachers' research – words and posters on walls reflects back key aspects of the learning, who we are as a group, who a child is within the group, and it says to children 'we value you;'
- parents are partners – they share in the research process, in what the children and teachers are learning; environment is the third teacher;
- the "100 languages of children," – speaking, drawing, clay, wire, music, hands, work, play, reason, dream, body, mind etc…all are tools for expression and are interconnected.
For now, we are looking for resources within 30 minutes of Notting Hill. Thank you for reading, Sanam Mahloudji and Zachary Krug"
If you are or know of a Notting Hill/West London nursery which you think may fit their bill, please write to us using the message module on the left of this page.
If you are an early childhood setting anywhere in the UK, you might be interested in this survey:
through this survey we are trying to build a map of settings across the UK which can help you being visible and connected as well as others (like parents or young educators) to open up to new possibilities.