Kathleen - Welcome to
a Teachers.Net professional development session on the topic of the Reggio
Emilia approach.
Kathleen - Debbie
Heck has agreed to lead this session about the Reggio Emilia Approach,
even though she has not fully recovered from a severe case of flu. Debbie,
thank you for being here tonight :-) Would you tell us about your background
and experience in education?
Debbie - I live in
Indiana and have been teaching Kindergarten for 9 years in a small rural
school.
Kathleen - We are
also joined by author/educator Sydney Gurewitz Clemens :-)
Debbie - I have recently
become interested in the Reggio Approach and am doing my master's project
on it's implementation into my kindergarten.
Kathleen - Debbie,
how would you describe the Reggio Emilia approach?
Debbie - Reggio follows
the children's interests. The children learn principles of science, math
and language through projects directly related to those interests. The
children are seen as capable and inquisitive people. The teachers role
is to be a researcher along with the children.
Ks in TN - I can't
understand why I haven't heard of this before. What is the main difference
that makes this approach significant?
Kathleen - Where
did Reggio originate?
Debbie - To me the
difference was that the children's interests are the focus of learning.
And that children are encouraged to explore ideas through many types of
media.
Debbie - Reggio orginated
in Reggio Emilia Italy.
Kathleen - As I understand
it, Reggio Emilia is the town in Italy where this approach was first employed
cherry - Thanks.
I am a Montessori teacher and we too "follow the child." Is there any connection
between Montessori and Reggio?
Debbie - yes, Kathleen,
in some of the preschools there. Shortly after WW2
Sydney - I agree
that there are many approaches which follow the child...I wrote a book
about child-centered teaching before I heard of Reggio. The philosophical
roots of Reggio thinking are in John Dewey, so it sounds familiar. It is
the intellectual rigor with which Dewey's ideas, and more recently Vygotsky's,
have been explored, and the practice of having children work in depth and
with many "languages", the emphasis on creativity and the documentation
work done by teachers so they can learn and grow, these are a few of the
outstanding characteristics of Reggio. The big difference between Montessori
and Reggio is in the creative arena.
Kathleen - Sydney,
would you explain more about the "100 languages"?
Sydney - Dr Loris
Malaguzzi, the philosophical leader of Reggio Emilia, helped us understand
that children shouldn't be expected to all have the same ways of expressing
themselves. So he put forth the idea that there are 100 languages (paint,
clay, music, drama, cooking, etc etc) in which expression can take place.
Often the same idea is expressed repeatedly by children in different media,
with wonderful learning results.
Mary K&1 - Can
Reggio Emilia be carried out in a half day kindergarten program? - Is there
enough time?
Debbie - I am a half
day teacher and currently taking the Reggio ideas and working them into
my program. So yes it can. Reggio is not a program that should be copied
but it's philosophies can be adapted to any classroom.
Kathleen - Sydney,
would all children within the group be exploring the same topic or project,
but perhaps through different media?
Sydney - I need to
say here that the topic of Reggio Emilia, I have found, is as large as
the topic of Early Childhood Education. It is a prism, a crystal, for seeing
all the things we have looked at: relationships with families, curriculum,
time management, evaluation, etc. etc, and it isn't something one can apply.
It is an approach to thinking about programs for young children, and any
teacher of young children can benefit from it.
Mary K&1 - Can
you give an example of a project?
Sydney - In Reggio,
with a staffing of 2-25 and an art educator on staff as a floater, they
tend to do projects in groups of 4-5. In the US people do what they can,
but the point here should be that children are working on something in
which they have enormous interest. I personally don't feel that the place
to start emulating Reggio work is with projects...rather start learning
about documentation, because these sorts of changes assume that the teacher
is in a process of reflecting upon his/her work, and that reflection is
most boosted by documenting what you do.
Kathleen - Debbie,
would all children in the group be working on the same topic/project/investigation,
or would they each choose a differnet one?
cherry - Is Reggio
a philosophy or a method of teaching? Is there a set curriculum to follow
or are there guidelines and the teachers work within them?
Sydney - OK...a project
begins with a "provocation"...here's one where the children are asked "can
you get away from your shadow?" This, at high noon, on the playground,
with no cover. They jump and do cartwheels and even remove a shoe, trying
to detach themselves from the shadow, but to no avail. (I'll post this
in pieces, because it will be long, long.)
Sydney - After the
provocation, some observation of shadows and sketching them takes place.
The teacher keeps chalk in her pocket, and outlines shadows. Children learn
to do that as well. The teacher listens closely, and is looking, particularly,
for the children to make theories about shadows. One emerges: the children
think that a shadow of something that moves; a person or a bird, will move,
while things that don't move; buildings and trees, have shadows that stand
still. This is an interesting and intelligent theory, although it is wrong.
What is the teacher to do?
Sydney - Instead
of "setting the children straight" the teacher sets up an experience so
that the children can reconstruct their own theory...in the morning the
children visit a building with columns in front, select a column, outline
it in chalk, and the teacher asks them to tell about everything they can
see. They enumerate the pigeons, the people setting off to work, the sun
over there, etc. The teacher asks if the shadow will be in the same outline
when they return at noon, and the children, adhering to their theory, are
sure that it will be there. At noon they return, and are put into disequilibrium.
The teacher asks if anything else has changed, and the children construct
the idea, noticing that the sun has "moved" as well, that the sun and the
shadow are related.
Sydney - After this
the children are given floodlights to shine indoors, they construct miniuniverses,
they work with many media, they begin to draw, not the bouquet of flowers
but the shadow of the bouquet, not the bike, but its shadow. It is a long
process, in which they make much art (or is it science?) and then it is
restimulated...
Debbie - Kathleen,
I am not sure of the answer to that as far as Reggio is concerned. But
in my classroom we have worked in small groups on different aspects of
the project. Currently families and holiday celebrations.
Debbie - Although
small daily projects come from questions asked during explorations.
Kathleen - Deb, cherry
asks if Reggio is a philosophy or a curriculum?
Debbie - Each day
we gather together so each group can share with the entire class their
learnings and continue our questioning.
Debbie - Cherry,
Reggio is a way of thinking about how young children learn. It is based
on the philosophies of Dewey and Vygotsky. It is a very large idea with
many parts. Not a curriculum that can be adopted and implemented.
Debbie - Some of
the key principles of Reggio are: the Image of the Child, Education based
on interaction and collaboration, symbolic representation, the importance
of time, the role of the teacher, the role of the environment, and the
role of parents.
All parts are important to the whole.
Mary K&1 - How
are the topics that are explored selected or brought into action?
Debbie - My first
topic , bugs,came from my knowledge of the interests of children. the project
developed through discussions with the entire class and small groups. Our
current topic came from a whole group discussion on the coming holidays
and spending time with family.
Debbie - I was really
impressed by the children's interest in the documentation. After looking
at pictures of their work and being asked their thoughts, their learning
developed much deeper than I previously thought it could.
Kathleen - Sydney,
when I read about that experience, I come to believe that Reggio is not
an approach that all teachers could implement...takes a certain type of
person
Sydney - Kathleen,
answering you, although the project has loads more (maybe that's enough
to give the idea?) Nobody can implement what it took a whole community
50 years, working together, to create. We can be informed and use what
we can, and think large (they think very, very large) because in the process
we will develop ourselves, and teach the children better. I don't expect
American teachers to "do" Reggio, but to become informed and enlivened
and more reflected as they consider what is being done under optimum circumstances
(about 14% of the municipal budget goes to childcare in this small city!,
people from the universities lend their ideas and techniques, and the work
is planned very carefully, not in detail and on a schedule, but in response
to what the grownups think might be coming up and what they think might
be fruitful. The adults study their work hard, and hold themselves to a
high standard. They also cooperate far beyond what we know here.)
maureen - Are we
saying then that this approach is about picking up on the kids' interests
and leading them through experiences which will help them gather information
and clarify their thinking...without preplanning what those learnings will
be?
Debbie - Being a
part of public education. We have established learning goals for the children.
I plug those into the projects.
Debbie - for me the
goals are somewhat established but the mode for which they are accomplished
is flexible.
Debbie - The Reggio
philosophy is continually growing and changing as educators research how
children learn.
notLacan - Historical
question: When you say based on Vygotsky, was it truly an influence in
the early development of the RE work? I was under the impression that V'sky
would not have been widely in circulation at the time. Was there an effort
to explicitly extend theory in to the establishment of the schools in the
early days?
Sydney - Answering
notLacan, this isn't a fixed theoretical place like Montessori or Rudolf
Steiner, it is a living, developing theoretical mesh, and Vygostsky came
quite naturally in the 60s or so to a community which is Communist and
collectivist, and helped them work with Deweyan ideas in ways that make
sense when group development is involved. As to piqueing a child's interest,
materials are displayed beautifully, and they look as orderly as Montessori
classrooms, but are a much richer array. The community around the preschools
has begun a municipal art-recycling center, for example, to find materials
to use with the children at low cost.
Debbie - Sydney please
add to my answers. I can only answer as to my learning so far. You have
much more of an understanding than I on the subject.
MLS - Although I've
searched, I can find no photos on the internet of the way materials are
displayed in a Reggio Classroom to peak a child's interest. Are you aware
of any Web Sites that have photos?
Kathleen - MLS, not
sure if there are photos, but You can find links to information about the
Reggio Emilia approach at http://ericps.ed.uiuc.edu/eece/reggio.html/
Debbie - There are
photos in some of the books published on the subject of Reggio Emilia.
There are also videos available of the work in Reggio Emilia, Italy
Sydney - If you are
looking for photos of good project work, Sylvia
Chard's project website has American ones that are fine. I don't
know the address offhand, but if you go to my website: slip.net/~teacher/
and then click on links at the bottom of the welcome page, you will find
the link.
cherry - How does
the teaching of Math and reading fit into the Emillio Reggio philosophy?
Also, Do you know anything about the Reggio school that is in Washington,
DC?
Debbie - as with
all subjects, math and reading are not seperated. For me I am incorporating
the goals of my district into the learning topics and questions of the
children. And we are much ahead of those established goals. It's really
amazing when the "curriculum" flows with the children's interests.
Debbie - I feel as
though i am only scratching the surface of some of these questions.
Kathleen - Debbie,
you are doing a wonderful job:-)
Kathleen - This session
is just a scratching of the surface. It is a big topic, tonight we need
your introduction.
Sydney - Dear Debbie,
Kathleen is right about your good job. I teach Reggio workshops for a living,
and refuse any more to do Introduction to Reggio Emilia in less than 12
hours. Of course we're scratching the surface. If people are interested,
they should join the listserv. Are you prepared to give the address?
Sydney - Perhaps
Debbie, you'd tell what the payoffs are for you in doing your work this
way?
notLacan - !- Thanks
Sydney. My final $.02:: I think that the largest aspect of the RE model
that is different from most US models is the collectivist/community involvement
(both in funding and in participation). I asked about V'sky because I fear
that some of the more progressive aspects of RE may be effaced by American
tendancies toward intellectual cross-marketing. Is there anyone looking
at the socioeconomic/communitarian aspects fo the RE model, partifularly
as it may apply to the US? Maybe it is the social aspect that makes it
so successful. I will go to sleep now and not take up so much screen space.
8-)
Kathleen - notLacan,
don't hesitate to use the screen for your interesting questions! Sydney,
any reaction to notLacan's concerns?
Debbie - I am very
much enjoying "teaching children" rather than texts (alone). I can truly
say we are exploring together and learning more than I could have ever
imagined.
MLS - Thanks for
the info on photos. I have been to those sites. I'm on a limited (non-existant!)
budget and was looking for something for "free". Could you say more about
the documentation panels?
Debbie - To subscribe
to the Reggio listserve: send a message to: listserve@postoffice.cso.uiuc.edu
Leave the subject line blank. Just type: subscribe REGGIO-L Your first
name Your last name in the first line of the message area.
Kathleen - Deb, do
you know about documentation panels?
Debbie - Reggio Resources:
Newsletter-- Innovations in Early Education:
The International Reggio Exchange,
The Merrill-Palmer Institute,
Wayne State University
71-A E. Ferry Ave.
Detroit, MI 48202
Books-
The
Hundred Languages of Children: The Reggio Emilia Approach to Early Childhood
Education by Carolyn Edwards, Lella Gandini, and George Forman,
Bringing
Reggio Emilia Home: An Innovative Approach to Early Childhood Education
by Louise Cadwell,
and
First
Steps Toward Teaching the Reggio Way by Joanne Hendrick
Sydney - I like Judy
Helms book on documentation "Windows
on Learning" from Teachers College Press
cherry - How does
Reggio fare in a larger public school setting where the majority of the
classes are "traditional?" Is there conflict with the other classes?
Debbie - MLS these
books are all available in libraries. That's where I've gotten them, because
of my budget.
Debbie - The teachers
in my school are becoming interested in the philosophy.
Sydney - Cherry,
The classic answer in Reggio is, "it depends". If you are welcoming to
others and try to include them that may offset some of the fear and resistance
people generally have to new, revolutionary ideas. If you can sell your
community on the idea of having different communities who want different
things for their children, and then invite parents who like this direction
to work with you, there is more of a chance.
Debbie - The newsletter
has an exhaustive list of resources and people available for contact.
MLS - Thanks, Debbie
:) I can't believe that I've checked everywhere but the library!
Kathleen - cherry's
question makes me wonder, how widespread is Reggio in the US? Does anyone
know?
Sydney - Many people
claim they are "doing it"...but as I said before, it isn't something to
do, but something to study and use to enlighten yourself. The people who
are most interested can be found on the listserv, and some of us find it
the most interesting discussion we could imagine, right on our computers,
every day.
Debbie - The parents
I work with are very much impressed by the learning that has occurred so
far this year. I take lots of pictures, tape record and video our learning
so parents can see some of what happens daily.
Debbie - In Indiana
it is very small. but growing. I have found much of my support on the listserve.
The closest teachers "using" the philosophy are 2hrs. from me.
Kathleen - Are there
model Reggio classrooms here in the US?
Sydney - A group
of California practitioners and thinkers are meeting in LA in Jan to discuss
what we are doing...without leaders or presentations, but to think together.
Debbie is wise to be sharing largely with parents, and parents will fight
for something they know to be good for their children.
Debbie - St. Louis,
MS has 3 schools.
Kathleen - Debbie,
do those St Louis schools welome visitors?
Sydney - Pam Oken-Wright
in Richmond VA is doing remarkable, advanced work. Her postings to the
listserv are wonderful. The St. Louis schools have periodic visitation
days for which they charge money.
Debbie - They have
scheduled visit time called delegation days. 2 of the schools have websites
too.
Sydney - The Evergreen
School in Santa Monica permits some visits.
MLS - There was a
Reggio school in Florida advertising for teachers on the list serve. There
are some teachers in Calgary, Alberta who are studying the schools.
Debbie - You are
welcome to come to my room for free. But I am not a "reggio school".
Kathleen - Links
to information about the Reggio Emilia approach at http://ericps.ed.uiuc.edu/eece/reggio.html/
Kathleen - Here is
Ms. Sydney Gurewitz Clemens' web address, it speaks volumes about her experience
and expertise http://www.slip.net/~teacher/
There you will find information about her 2 books, published articles and
information about her workshop presentations.
Kathleen - Debbie,
where are you located?
Debbie - If you are
interested in visiting somewhere. You could post the question on the listserve.
Sydney - I hope we'll
"see" you on the listserv. Please come if we've piqued your interest...and
be cautious about believing that schools who say they're Reggio schools
really are...the real searchers say just what Debbie said below ;^)
Debbie - Sydney's
site is truely wonderful.
Sydney - Oh thank
you both...and I'll get new photos of my grandson up soon, said the grandma,
shyly.
Debbie - I am located
in Northeast Indiana. debjoe@gte.net
cherry - How do children
with special needs do?
Debbie - Thanks for
the complement Sydney. I really want to become a classroom teachers can
visit and get a true picture.
MLS - How does the
Atelierista introduce Art History (or does s/he)?
Debbie - Cherry-based
on my reading and my experience, children with special needs grow with
the rest of us and do well.
Sydney - Generally
another staff member joins the group to help with the extra jobs that having
a "special rights" (their term) child involves. There is a chapter about
this in the book edited by Carolyn Edwards, called The Hundred Languages
of Children, written by Cathleen Smith, a lovely grandma on the listserv.
Sydney - I think
art history is introduced on a need-to-know basis by atelieristi who have
good backgrounding in the subject. So, when children are studying human
faces, portraits from many periods would be explored to some extent, this
dependent on the interest level of the children...
Debbie - I do not
have an Atelierista. Sydney can you answer MLS?
Kathleen - Please
define Atelierista
Debbie - The Atelierista
is an Italian term for the person who works with the children in the area
of visual arts. There is also a very good chapter explaining the role more
in the Hundred Languages referred to earlier.
MLS - The Atelierista
is the artist-in-residence that is employed by a Reggio school. I wanted
to say Thank You before I logged off. This has been fun and interesting!
Sydney - Each school,
(usually three classes of 25 children each with two teachers each and some
housekeeping/cooking staff, has a resident artist, called Atelierista,
whose job is to bring the graphic arts into the work the children are developing...to
help the adults with their documentation, to work with groups sometimes,
to think together, from a different perspective, with the teachers. This
is a too-short answer, as all of them have been, of course.
Sydney - Thank you
all...this has been stimulating and way too short. Bye.
Debbie - I urge everyone
to read further to get more of an understanding of the philosophy.
Debbie - I've been
reading and studying since April and have only just begun.
Kathleen - Sydney,
we understand that this is just a taste of what Reggio Emilia is. Thank
you for joinging Debbie Heck tonight to produce an enlightening discussion
and transcript!
Sydney - I've been
studying and reading since 1991 and feel the same way.
Kathleen - Debbie,
it is obvious that you did a lot of preparation for tonight.Thank you for
coming forward months ago to offer this session!
Sydney - You're most
welcome, Kathleen. And Debbie, you do great...and I'm available to you
(teacher@slip.net) if you
want me for anything.
Debbie - please don't
take my word for what Reggio is.....you must read for yourself and make
it yours.
Kathleen - Dbbie,
that seems an important point, thank you.
Debbie - Kathleen,
thank you for asking me to do this. This is the first time I've shared
my learning with anyone. It's very difficult to explain Reggio. It's such
a big topic.
Kathleen - Thanks,
Debbie, now go and rest up so that you will be healthy again! Goodnight!
You did a wonderful job tonight:-) bye!
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