By Linda Kinney
The documentation of younger kid's studying performs an important position within the pre-schools of Reggio Emilia. This innovative method of bringing record-keeping and overview into the guts of younger kid's studying is envied and emulated by means of educators world wide.
This particular, available and encouraging ebook relies upon a documentary process effectively applied through Stirling Council in Scotland, whose pre-school educators skilled dramatic advancements of their understandings approximately children, how they study and the capability unleashed in effectively attractive households within the studying procedure.
This strategy, that's according to cautious hearing childrens and statement in their pursuits and matters, centres round recording and commentating on kid's studying via pictures, wall monitors, movies and numerous varied media. The authors, either skilled educators comprise chapters right here on:
- why early years’ educators may still use documentation as a method to augment younger kid's studying
- the values, rules and theories that underlie the 'Reggio' strategy
- how to enforce documentations into any early years surroundings, with real-life case reports and tricks for heading off universal pitfalls
- how to contain, encourage and enthuse households and the broader community
Read Online or Download An Encounter with Reggio Emilia: Children's Early Learning Made Visible PDF
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Extra resources for An Encounter with Reggio Emilia: Children's Early Learning Made Visible
Members of learning groups are engaged in the emotional and aesthetic as well as the intellectual dimensions of learning. ◆ The focus of learning in learning groups extends beyond the learning of individuals to create a collective body of knowledge. When using the term ‘learning group’ within this section, we are usually referring to a core group of children who are developing their interest together through hypothesising about and trying out their theories according to a co-researching model with the educators and, increasingly, families.
James: I know. I have Thunderbirds at my house, it’s 5, 4, 3, 2, 1, Thunderbirds are go! Annie: Good. How can they help us? James: Well, they’re not real, Annie. Annie: Oh! So that won’t work then? James: No, but I have another good idea. I could take some money from my piggy bank and send it to them. Annie: Well, James, I think that is a very kind thing to do, and if you take some money from your piggy bank, I’ll give you some money from my purse to send also. James: Well, not all of my money from my new bank, just a little.
Put it back in here [pointing to the book/folder]. It would get all scraped and all ripped. Take it out. To put it back. Andrea explains that the OHP gets too hot and not to touch it. The ladies may turn it off if it gets too hot. The children agree to their rules for safe play. Provocation for learning: you can’t see electricity, where does it come from? The children then came up with various hypotheses about where the electricity came from: Blair: Louise: Blair: Educator: James: Educator: James: Louise: Comes from the socket over there [pointing to the wall].