A five-session online course intending to guide you through helpful beginnings in developing your pedagogy in nature, with discussions of narratives from 'Learning to Learn in Nature', preparation guidance and general readiness.

Learning to Learn in Nature is about young children learning in wild places, and educators learning with them. It is about being in connection with nature and bringing that connection back to the classroom. But it is also about something more, something that is seen very clearly when children are given the freedom to explore the wild outdoors on their own terms, with daring and imagination.

It is about learning as a process of continuous enquiry: an expression of insatiable fascination with the world, in which children learn together and individually, and educators and children work together to discover and make meaning. School life is part of human life, connected to its cycles, desires, dreams, wonderings. Educators best meet the interests of children when fundamental human values inform and shape their pedagogical practice.

Our Autumn 2020 course will echo the framework of our action-research publication Learning to Learn in Nature: Discovering the Forest, Meeting the Unknown, Competence and Autonomy, Building a Culture Together, Journeys of Change.. Each session will feature  a presentation of material, invitations to help you structure your encounters in nature to encourage yours and your children's iimagination & learning, group discussion and questions.

Online Conference set:  narratives of the real and possible in shaping education

Five seminars plus a panel discussion

These are times of possibility. Amidst calls and demands to ‘return to normal’ there are also many who have lost patience with the ‘old normal’ or have seen that other ways of living and learning are indeed preferable. Multitudes of educators, head teachers, parents and advocates are striving to protect and also develop possibilities for educational experiences with children’s rights, wellbeing and proclivities for natural enquiry at the heart.  

This online conference set of seminars is designed to nourish all those who are actively promoting and creating these ‘visions of the possible.'

You have the option to sign up for individual seminars - please see the individual listing for each. However, the final panel is only available to those who participate in the set through signing up here.

The core frame of reference in these seminars is work of the preschools of Reggio Emilia, Italy.   2020 is the centenary of Loris Malaguzzi’s birthday, the pedagogical teacher, psychologist and civic campaigner who worked closely throughout his life with Reggio Emilia’s emerging preschool services between 1945 - 95. Reggio’s preschools continue to be a tirelessly evolving example of an embodied vision for the future.  We are also showcasing selected innovative educational experiences from other countries. We will consider these alternatives, in order to learn and ally with their experiences as we forge a new education for our children.  The series culminates in a panel discussion with Peter Moss and others to consider the questions and possibilities that these generate, and the principles and directions which they imply for us. "
	" It is the spring of 1945. I hear that in a small village called Villa Cella, a few miles away from the town of Reggio Emilia, people decided to build and run a school for young children. That idea seems incredible to me! I rush there on my bike – I find women intent upon salvaging and washing pieces of brick …you have to agree that seeing an army tank, six horses and three trucks generating a school for young children is extra-ordinary. … [Reggio Emilia's] valuable (and continuing) history confirms that a new educational experience can emerge from the least expected circumstances. " Loris Malaguzzi

Communicate with presenters prior to the presentations: When you register you will be given a link to write about your interests, foci, wishes, questions.

If you register before Friday 18^th December these will be submitted to the various presenters. This will be helpful to them in honing their presentations and give them a sense of connection with you and your interests.

Bicycles & Bricks, Vision & Determination ~

Online Conference set:  narratives of the real and possible in shaping education

Seminar Three: The Women and the Schools of Reggio Emilia

Professor Sabine Lingenauber & Janina L. von Niebelschütz, University of Fulda, Germany

the image hyperlinks to an online video extract from the video'd interviewsFilmed interviews with the local Reggiane women of the 1940s whose dedication and passion drove the evolution of Reggio Emilia's preschools of today.

You know the Reggio pedagogy as a pedagogical approach. But do you also know the history and the women’s contribution?

Discover the fascinating genesis of the “scuole dell’infanzia”.
Get ready for the female witnesses and for brand new insights!

From 1943 to 1973, thousands of women in Reggio Emilia struggled collectively for day nurseries and nursery schools. They did so as partisans, activists, and politicians, together with male and female citizens. Women activists of various generations were united by values, goals, and friendships. Some leading figures continued the struggle as municipal, provincial, and regional councillors, or as members of the national parliament. These women translated their values into decisions and actions, thus helping the establishment and spread of day nurseries and nursery schools in Reggio Emilia.

We present research results and video interviews of some of these remarkable women. 

Professor Sabine Lingenauber & Janina L. von Niebelschütz, of the University of Fulda, Germany, dedicated three years to the research, interviewing and presentation of these strong and dedicated experiences. The third part of their video publication is due out in 2021, and can be found on teir website The Women of Reggio. 

These are times of possibility. Amidst calls and demands to ‘return to normal’ there are also many who have lost patience with the ‘old normal’ or have seen that other ways of living and learning are indeed preferable. Multitudes of educators, head teachers, parents and advocates are striving to protect and also develop possibilities for educational experiences with children’s rights, wellbeing and proclivities for natural enquiry at the heart.  

This online conference set of seminars is designed to nourish all those who are actively promoting and creating these ‘visions of the possible.'

The core frame of reference in these seminars is work of the preschools of Reggio Emilia, Italy.   2020 is the centenary of Loris Malaguzzi’s birthday, the pedagogical teacher, psychologist and civic campaigner who worked closely throughout his life with Reggio Emilia’s emerging preschool services between 1945 - 95. Reggio’s preschools continue to be a tirelessly evolving example of an embodied vision for the future.  We are also showcasing selected innovative educational experiences from other countries. We will consider these alternatives, in order to learn and ally with their experiences as we forge a new education for our children.  The series culminates in a panel discussion with Peter Moss and others to consider the questions and possibilities that these generate, and the principles and directions which they imply for us. "
	" It is the spring of 1945. I hear that in a small village called Villa Cella, a few miles away from the town of Reggio Emilia, people decided to build and run a school for young children. That idea seems incredible to me! I rush there on my bike – I find women intent upon salvaging and washing pieces of brick …you have to agree that seeing an army tank, six horses and three trucks generating a school for young children is extra-ordinary. … [Reggio Emilia's] valuable (and continuing) history confirms that a new educational experience can emerge from the least expected circumstances. " Loris Malaguzzi

Communicate with presenters prior to the presentations: When you register you will be given a link to write about your interests, foci, wishes, questions.

If you register before Friday 18^th December these will be submitted to the various presenters. This will be helpful to them in honing their presentations and give them a sense of connection with you and your interests.

Bicycles & Bricks, Vision & Determination ~

Online Conference set:  narratives of the real and possible in shaping education

Seminar Four: How Does Learning Happen? - Ontario's vision for education

Karyn Callaghan & Kelly Massaro-Joblin, Ontario Reggio Association, Canada

How Does Learning Happen? - Ontario’s Pedagogy for the Early Years, 2014

This early years education policy document and professional learning resource guide is founded on clearly articulated views of the child, educator and family, and encourages critical reflection, collaborative inquiry and pedagogical documentation.  “Children are competent, capable of complex thinking, curious, and rich in potential. They grow up in families with diverse social, cultural, and linguistic perspectives. 

Every child should feel that he or she belongs, is a valuable contributor to his or her surroundings, and  deserves the opportunity to succeed. When we recognize children as capable and curious, we are more likely to deliver programs and services that value and build on their strengths and abilities.”  The view of the educator and family are similar in spirit and content.

“As we question, research, reflect, respond, and co-construct our understanding of the world around us with children and families, we gain new perspectives and new and more complex questions arise. This document is not so much about providing all the answers, but rather is intended to provoke questions – for it is in exploring our questions that learning happens.” 

In this session Karyn Callaghan and Kelly Massaro-Joblin will introduce the context and background to this visionary state document and the possibilities and challenges it offers for the large Canadian province of over 14 million people.  

In addition to working as an early childhood educator with children and parents for several years, Karyn Callaghan was a faculty member in the ECE program at Mohawk College and in the Bachelor of Early Childhood Studies program at Charles Sturt University for a total of 30 years.

Since 1997, I have been exploring the philosophy that has guided the early education programs in Reggio Emilia, Italy. I co-founded and coordinated the Reggio-inspired Artists at the Centre – Making Thinking Visible project throughout its 15 year history. I am president of the Ontario Reggio Association, a board member of the North American Reggio Emilia Alliance, and represent Canada on the Reggio Children International Network.

I have authored and co-authored articles published in national and international journals, and have been a keynote speaker at conferences across Canada and in the United States, Asia and Australia. I consulted with the Ministry of Education as they developed the “Think, Feel, Act” and “How Does Learning Happen?” documents, and participated in preparing support materials for the Ministry. I have also co-authored “Documenting Children’s Meaning: Engaging in Design and Creativity with Children and Families” with Carol Anne Wien and Jason Avery, published by Davis Publications. I am grateful for opportunities to be with others who are taking up the challenge of the complex philosophy that is generated in Reggio Emilia.

Kelly Massaro-Joblin is currently an Early Years Advisor for the Early Years & Child Care Division for the Ontario Ministry of Education.  For the past ten years she has supported Child Care and Early Years Program Implementation and Children’s Services planning with First Nation Communities and District Social Services Administration Boards.  Alongside Karyn Callaghan and others, she helped develop the document How Does Learning Happen?, Ontario’s Pedagogy for the Early Years and now is  seeing the influence of the foundations in day to day practice.  She has been in the field of Early Childhood Education for over thirty-five years, started three Reggio-inspired childcare programmes in Thunder Bay and travelled to Reggio Emilia, Italy to participate in study tours.  

These are times of possibility. Amidst calls and demands to ‘return to normal’ there are also many who have lost patience with the ‘old normal’ or have seen that other ways of living and learning are indeed preferable. Multitudes of educators, head teachers, parents and advocates are striving to protect and also develop possibilities for educational experiences with children’s rights, wellbeing and proclivities for natural enquiry at the heart.  

This online conference set of seminars is designed to nourish all those who are actively promoting and creating these ‘visions of the possible.'

The core frame of reference in these seminars is work of the preschools of Reggio Emilia, Italy.   2020 is the centenary of Loris Malaguzzi’s birthday, the pedagogical teacher, psychologist and civic campaigner who worked closely throughout his life with Reggio Emilia’s emerging preschool services between 1945 - 95. Reggio’s preschools continue to be a tirelessly evolving example of an embodied vision for the future.  We are also showcasing selected innovative educational experiences from other countries. We will consider these alternatives, in order to learn and ally with their experiences as we forge a new education for our children.  The series culminates in a panel discussion with Peter Moss and others to consider the questions and possibilities that these generate, and the principles and directions which they imply for us. "
	" It is the spring of 1945. I hear that in a small village called Villa Cella, a few miles away from the town of Reggio Emilia, people decided to build and run a school for young children. That idea seems incredible to me! I rush there on my bike – I find women intent upon salvaging and washing pieces of brick …you have to agree that seeing an army tank, six horses and three trucks generating a school for young children is extra-ordinary. … [Reggio Emilia's] valuable (and continuing) history confirms that a new educational experience can emerge from the least expected circumstances. " Loris Malaguzzi

Communicate with presenters prior to the presentations: When you register you will be given a link to write about your interests, foci, wishes, questions.

If you register before Friday 18^th December these will be submitted to the various presenters. This will be helpful to them in honing their presentations and give them a sense of connection with you and your interests.

Bicycles & Bricks, Vision & Determination ~

Online Conference set:  narratives of the real and possible in shaping education

Seminar Five: Democracy in education: provocations from the Portuguese Modern School Movement

Dr. Diana Sousa, University College London

We want to arrange a party for the baby with Fernanda’s mum; We want to learn things about whales and sharks.

Democracy as a value, ethic, practice and purpose is largely absent from education in England. In this presentation, I will contrast the situation in England with the attention paid to democracy elsewhere, in particular focusing on The Portuguese Modern School Movement (Movimento da Escola Moderna Portuguesa), also known as MEM, in which democracy is a central component.

MEM is one of the most active and widespread democratic pedagogies to be found in any country today. Remarkably, it emerged out of repression and consequent struggles for freedom, in a Portugal marked by a dictatorial regime that lasted almost half a century (1926 -1974). This oppressive rule, which ended with a democratic revolution, was pivotal in establishing democracy as a national aspiration for both education and society and consequently, a political period, which inspired those who were looking for progressive alternatives. In MEM, learning and teaching focus on the socio-cultural development of sciences, techniques, arts and everyday life, within the spirit of communication and cooperation between all stakeholders in education. The organisation of work and learning is based on a dialogic and cooperated system in which structures of educational cooperation, communication, and democratic participation inform each other in a reciprocal relationship, and education is defined as a shared journey towards active and democratic citizenship where everyone teaches and everyone learns.

Dr. Diana Sousa is Senior Teaching Fellow at UCL Institute of Education, University College London. She previously worked as an educator in a variety of early childhood settings and, her particular research interest is the place of democracy in early childhood education.

These are times of possibility. Amidst calls and demands to ‘return to normal’ there are also many who have lost patience with the ‘old normal’ or have seen that other ways of living and learning are indeed preferable. Multitudes of educators, head teachers, parents and advocates are striving to protect and also develop possibilities for educational experiences with children’s rights, wellbeing and proclivities for natural enquiry at the heart.  

This online conference set of seminars is designed to nourish all those who are actively promoting and creating these ‘visions of the possible.'

Seminar Five: Democratic alternatives in education: Provocations from the Portuguese Modern School Movement

The core frame of reference in these seminars is work of the preschools of Reggio Emilia, Italy.   2020 is the centenary of Loris Malaguzzi’s birthday, the pedagogical teacher, psychologist and civic campaigner who worked closely throughout his life with Reggio Emilia’s emerging preschool services between 1945 - 95. Reggio’s preschools continue to be a tirelessly evolving example of an embodied vision for the future.  We are also showcasing selected innovative educational experiences from other countries. We will consider these alternatives, in order to learn and ally with their experiences as we forge a new education for our children.  The series culminates in a panel discussion with Peter Moss and others to consider the questions and possibilities that these generate, and the principles and directions which they imply for us. "
	" It is the spring of 1945. I hear that in a small village called Villa Cella, a few miles away from the town of Reggio Emilia, people decided to build and run a school for young children. That idea seems incredible to me! I rush there on my bike – I find women intent upon salvaging and washing pieces of brick …you have to agree that seeing an army tank, six horses and three trucks generating a school for young children is extra-ordinary. … [Reggio Emilia's] valuable (and continuing) history confirms that a new educational experience can emerge from the least expected circumstances. " Loris Malaguzzi

Communicate with presenters prior to the presentations: When you register you will be given a link to write about your interests, foci, wishes, questions.

If you register before Friday 18^th December these will be submitted to the various presenters. This will be helpful to them in honing their presentations and give them a sense of connection with you and your interests.

This session will cover:

• A short history and principles of blockplay

• What block play offers: reflecting on practice

• A celebration of children’s wonderful ideas

• The practicalities of blockplay organisation.

There will be opportunities for viewers to ask questions.

Dr Deborah Albon is an Honorary Fellow of the University of Roehampton and writer.

Ann Bridges was formerly headteacher of a nursery school and consultant.

Solveig Morris was formerly a headteacher of a nursery and infant school, a local authority inspector for early years education and consultant. She is also a co-ordinator for London ReFocus – a regional network group of Sightlines Initiative.

 Helen Tovey was formerly a headteacher of a nursery school and principal lecturer at the Froebel College, University of Roehampton. She is a Froebel travelling tutor and author of early years publications.

All four presenters have been inspired by the work of Pat Gura who died recently.  Pat, as a researcher for early years education, was particularly known for her contribution to the Froebel Blockplay Research Project (directed by Tina Bruce) in the late 1980s which explored the use of Community Playthings blocks in early years settings. Ann and Deborah, as practitioners, were original members of the research group. The legacy left by this project is relevant today as it was then.