Presentation on theme: "Chapter 6 Learning Together with Young Children. Are we viewing children as competent or as incompetent? ◦ This has a lot to deal with how we interact."— Presentation transcript:
Chapter 6 Learning Together with Young Children
Are we viewing children as competent or as incompetent? ◦ This has a lot to deal with how we interact with children, what our expectations are, and our attitudes toward others.
The Hundred Languages of Children by Loris Malaguzzi (translated by Lella Gandini)
The child is made of one hundred. The child has a hundred languages a hundred hands a hundred thoughts a hundred ways of thinking of playing, of speaking.
A hundred always a hundred ways of listening of marveling of loving a hundred joys for singing and understanding a hundred worlds to discover a hundred worlds to dream.
The child has a hundred languages (and a hundred hundred hundred more) but they steal ninety-nine. The school and the culture separate the head from the body.
They tell the child: to think without hands to do without head to listen and not to speak to understand without joy to love and to marvel only at Easter and Christmas.
They tell the child: to discover the world already there and of the hundred they steal ninety-nine. They tell the child that work and play reality and fantasy science and imagination sky and earth reason and dream are things that do not belong together.
And thus they tell the child that the hundred is not there. The child says: No way. The hundred is there.
Follow the lead of the child Try not to shoot down their ideas Allow for the excitement of their ideas to come through
Wait time Clarity Placement Calling on children in different ways Thought level
Increasing wait time increases number and quality of responses. Three second average 15 seconds is best
Ask specific question, then stop talking.
What about elephants?
What do tigers eat? Do they eat plants? Would you find one attacking another tiger to eat it?
Before reading—to comprehend specific information During reading—to focus After reading—for general comprehension
Solitary response (Jim, what is the date?) Controlled response (What is the date, Jim?) Uncontrolled response (What is the date?) Mass response (What is the date, class?)
Literal Interpretive Application
Read the lines. “Does he love me?”
Read between the lines “Did he kiss me like he loves me?”
Wait time Clarity Placement Calling on children Thought level
Read beyond the lines. “Will he ask me to marry him?” —
Figure out what they are exploring and talking about, LISTEN carefully to what they are saying and not saying, try to view the situation from their point of view
Drama, drawing, songs, stories, buildings, play dough, clay, photography, (amazing what can be done with digital photography these days) rLyBI&eurl rLyBI&eurl
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Spoon full of sugar makes the medicine go down!!