Tri-Association Early Childhood Institute Adaptation of the Reggio Approach Hectalina Donado National Distinguished Principal 2005 Preschool and Elementary Principal Colegio Karl C. Parrish Barranquilla, Colombia July 6,2007

The Reggio experience is a journey that begins with self reflection, and is based upon our values and beliefs about how children learn. Therefore, our first task is to know and question ourselves about our role as a teacher. This journal is designed to help you gather your thoughts and organize your ideas.

“From all over the world, educators have flocked to R.E. over the last quarter century to observe firsthand the marvelous institutions for young children that have developed there….the chief attraction is the schools of R.E. themselves: schools in which the minds, bodies, and spirits of young children are treated with utmost seriousness and respect. At the same time these young persons experience pleasure, fun, beauty, and extensive learning.” Howard Gardner Making Learning Visible

Brief History of the Reggio Emilia Preschools Reggio Emilia is a town of about 150,000 inhabitants that sits in the fertile plain of the Po Valley located in the northeastern part of Italy. Reggio Emilia is a town of about 150,000 inhabitants that sits in the fertile plain of the Po Valley located in the northeastern part of Italy. At the end of the second world war, women of the Town started the schools At the end of the second world war, women of the Town started the schools Loris Malaguzzi was the person who guided and directed the programs for many years and developed what is known today as the “Reggio approach”. These schools have been in existence for over 40 years. Loris Malaguzzi was the person who guided and directed the programs for many years and developed what is known today as the “Reggio approach”. These schools have been in existence for over 40 years. The schools of Reggio were named as the best preschools in the world in 1991 and now thousands of people each year visit the schools The schools of Reggio were named as the best preschools in the world in 1991 and now thousands of people each year visit the schools

General Information about the Reggio Schools Preschools are public; preference given to special education children Preschools are public; preference given to special education children 75 children in each center with two teachers, per grade level 75 children in each center with two teachers, per grade level Staff includes an atelierista, pedagogista and cook Staff includes an atelierista, pedagogista and cook No principals or directors, responsibility for running the centers is shared No principals or directors, responsibility for running the centers is shared Children stay with the same teacher for 3 years Children stay with the same teacher for 3 years Infant-toddler centers - 3 months to 3 years Infant-toddler centers - 3 months to 3 years Preschools – 3-6 years of age Preschools – 3-6 years of age Staff is scheduled for regular weekly professional development meetings Staff is scheduled for regular weekly professional development meetings

“The cornerstone of our experience, based on practice, theory, and research, is the image of the child as rich in resources, strong, and competent. The emphasis is placed on seeing the children as unique individuals with rights rather than simply needs. They have potential, plasticity, openness, the desire to grow, curiosity, a sense of wonder, and the desire to relate to other people and to communicate.” Carlina Rinaldi, Pedagogical Director Carlina Rinaldi, Pedagogical Director Infant-toddler Centers and Infant-toddler Centers and Preschools of Reggio Emilia The Reggio Image of the Child

The “Reggio Approach” Relationships, communication and interactions Relationships, communication and interactions Adults listen instead of speak Adults listen instead of speak Doubt is welcome, conflicts are embraced Doubt is welcome, conflicts are embraced Scientific inquiry Scientific inquiry Children become “detectives” Children become “detectives” Children are given “time” Children are given “time”

RELATIONSHIPS Children are not “passive” receivers of knowledge but active participants in their own socialization and knowledge building with peers. Children are not “passive” receivers of knowledge but active participants in their own socialization and knowledge building with peers. Teaching-Learning Relationships-based on not only verbal learning but also words that are mute-100 languages of children---and also teachers. Teaching-Learning Relationships-based on not only verbal learning but also words that are mute-100 languages of children---and also teachers.

Common Images of a Child As nature, following biologically determined and universal stages of development. Knowledge and culture reproducers, a tabula rasa or empty vessel needing to be filled with knowledge and be made “ready” to learn and for school As an innocent, enjoying a golden age of life, uncorrupted by the world. As a supply factor in determining labor force.

Reggio Definition of Values Values are the ideas that a person aspires to in his or her life. They define cultures and are one of the fundamental elements of society.

SOME REGGIO VALUES Subjectivity Subjectivity Differences Differences Participation Participation Democracy Democracy Learning Learning Play, fun, emotions Play, fun, emotions Creativity Creativity

Activity Journal Activity: Reflect: What are my values? How are they reflected in my teaching? These are my values:How does my teaching reflect my values?

Brief Overview of the Basic Components of the Reggio Educational Project Projects and Emergent Curriculum Projects and Emergent Curriculum Environment as the Third Teacher Environment as the Third Teacher Listening Listening Documentation Documentation The Atelier and the Hundred Languages of Children (Atelierista) The Atelier and the Hundred Languages of Children (Atelierista) Professional Development – A community of Learners (Pedagogista) Professional Development – A community of Learners (Pedagogista) Parents as Partners Parents as Partners Group Activity: Compare and Contrast Sheet Group Activity: Compare and Contrast Sheet

The Emergent Curriculum Projects provide the backbone of the children’s and teachers’ learning experiences. They are based on the strong conviction that learning by doing is of great importance and that to discuss in groups and to revisit ideas and experiences is the premier way of gaining better understanding and learning. Projects provide the backbone of the children’s and teachers’ learning experiences. They are based on the strong conviction that learning by doing is of great importance and that to discuss in groups and to revisit ideas and experiences is the premier way of gaining better understanding and learning.

Curriculum Defined and undefined Defined and undefined Structured and Unstructured Structured and Unstructured Uses flexible strategies rather than rigid plans Uses flexible strategies rather than rigid plans Adjusting sequences based on initial hypotheses but on the work itself as it progresses. Adjusting sequences based on initial hypotheses but on the work itself as it progresses.

Environment as the Third Teacher Education is made of complex interactions. Many of those interactions take place only if the space itself also participates. It’s a way of looking at space as an active presence in the school Education is made of complex interactions. Many of those interactions take place only if the space itself also participates. It’s a way of looking at space as an active presence in the school

Pedagogy of Listening (Carlina Rinaldi) Words can connect or produce misunderstandings Words can connect or produce misunderstandings To listen is a metaphor for the “otherness” To listen is a metaphor for the “otherness” Listening means sensitivity to the patterns which connect us to the others-- persons, plants, animals, flowers, everything. Listening means sensitivity to the patterns which connect us to the others-- persons, plants, animals, flowers, everything. Listening as time-a time outside chronological time—a time full of silence. Listening as time-a time outside chronological time—a time full of silence. An interior listening, by listening to ourselves. An interior listening, by listening to ourselves. Interior listening as reflection, interior reflection. Interior listening as reflection, interior reflection. Listening as value of interpretation of others Listening as value of interpretation of others Listening as an action word and not a passive one. Listening as an action word and not a passive one.

LISTENING One of the structuring elements in communication is listening. One of the structuring elements in communication is listening. To understand means being able to develop an interpretative theory or a relation that gives sense to the event and phenomena of the world. To understand means being able to develop an interpretative theory or a relation that gives sense to the event and phenomena of the world. From the first moment of birth we try to understand the meaning of life. From the first moment of birth we try to understand the meaning of life.

Listening Makes the Children Visible Listening gives meaning to the message and to the theory, and the person being listened to is given value. Listening doesn’t produce answers, but doubts— but not insecurity. Welcome doubts, not truths. Uncertainty is a certainty which accepts doubts. Only if you have doubts can you welcome the others. Be open to change and accept the unknown. Listening Makes the Children Visible Listening gives meaning to the message and to the theory, and the person being listened to is given value. Listening doesn’t produce answers, but doubts— but not insecurity. Welcome doubts, not truths. Uncertainty is a certainty which accepts doubts. Only if you have doubts can you welcome the others. Be open to change and accept the unknown. The Power of Listening

Documentation offers: The teacher a unique opportunity to re-listen, re-see, and re-visit individually or with others the events and the processes in which she was a protagonist either directly or indirectly (professional development) The teacher a unique opportunity to re-listen, re-see, and re-visit individually or with others the events and the processes in which she was a protagonist either directly or indirectly (professional development) The children an opportunity for reflection, self- assessment, socio assessment and remembering. The children an opportunity for reflection, self- assessment, socio assessment and remembering. The parents an opportunity to know what, how, and why the children do. The parents an opportunity to know what, how, and why the children do.

ATELIER A central space open to all the children. A central space open to all the children. It is a laboratory but not an alternative for what is happening in the classroom but as a complement. It is a laboratory but not an alternative for what is happening in the classroom but as a complement. It is seen as a place to present possibilities for research, experimentation and manipulation. It is seen as a place to present possibilities for research, experimentation and manipulation. Atelierista collaborates and supports the processes of learning and creativity of the children. Atelierista collaborates and supports the processes of learning and creativity of the children. It’s a space to enhance hands and minds together. It’s a space to enhance hands and minds together. A place where active research creates the possibility to make and enter into action and invent new strategies of learning for children and adults. A place where active research creates the possibility to make and enter into action and invent new strategies of learning for children and adults.

Role of Atelierista Helps parents and teachers read between roles Helps parents and teachers read between roles Makes connections between different languages Makes connections between different languages Has nothing to do with art--art is what adults do Has nothing to do with art--art is what adults do Works as a partner Works as a partner Focuses on what’s going on in the classroom Focuses on what’s going on in the classroom Offers opportunities for small groups to work Offers opportunities for small groups to work Diverse experiences take place in the atelier Diverse experiences take place in the atelier Languages and documentation also take place in the atelier Languages and documentation also take place in the atelier Is an extra pair of eyes and hands for the teacher and child Is an extra pair of eyes and hands for the teacher and child Conveys to the teacher the experiences the child is having and sees them as languages through documentation and revisiting experiences. Conveys to the teacher the experiences the child is having and sees them as languages through documentation and revisiting experiences.

ROLE OF THE TEACHER To listen To listen To be present but not intrusive To be present but not intrusive To foster productive conflict To foster productive conflict To revive a situation (throw the ball) To revive a situation (throw the ball) To be an observer and researcher To be an observer and researcher To document and reflect To document and reflect To share information To share information

Colegio Parrish Adaptation Reflecting, Deciding, Acting Reflecting, Deciding, Acting Adaptation to our own Environment and Culture Adaptation to our own Environment and Culture Observation and Listening: KCP video Observation and Listening: KCP video Documentation Process Documentation Process Activity: Group Provocation (Teacher) Activity: Group Provocation (Teacher) Activity: Interest Groups (Atelierista) Activity: Interest Groups (Atelierista)

Colegio Parrish Adaptation Process (continued) Documentation and Revisit of Previous Day’s Lesson (provocation) Documentation and Revisit of Previous Day’s Lesson (provocation) Activity: Community of Learners (Pedagogista) Activity: Community of Learners (Pedagogista) Schedules Schedules Standards and Curriculum Standards and Curriculum Finances, Equipment and Materials, Resources Finances, Equipment and Materials, Resources Parents and Community Parents and Community

Personal Journey Concerns/Obstacles Concerns/Obstacles Choices Choices Reflections and Personal adaptation Reflections and Personal adaptation Action Plan, (what, when and how?) Action Plan, (what, when and how?)

Work Areas Large Building area for blocks Large Building area for blocks Play House and Role Play Play House and Role Play Science area with light table Science area with light table Reading space (comfortable) Reading space (comfortable) Personal space Personal space Mini Atelier Mini Atelier Large spaces to organize themselves Large spaces to organize themselves Outdoor areas Outdoor areas

Special Equipment Light table Light table Light screen Light screen Overhead projector Overhead projector Mailboxes and writing areas Mailboxes and writing areas Game tables Game tables Computer Computer

THANK YOU I’ve enjoyed sharing our Reggio experiences at Colegio Parrish with you and extend an invitation to come visit us in Barranquilla. If I can be of service, please do not hesitate to contact me. Remember “Reggio is for everyone!” Hectalina Donado Hectalina Donado

Muchas Gracias Hectalina Donado Elementary Principal Colegio Karl C. Parrish