SchoolArts Magazine

AUG-SEP 2013

SchoolArts is a national art education magazine committed to promoting excellence, advocacy, and professional support for educators in the visual arts since 1901.

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Everything a child uses is designed with the child in mind. to the wider society. Each school is viewed as a system in which all these relationships, which are all interconnected and reciprocal, are activated and supported. The Role of Parents Parents are an essential component of the program—a competent and active part of their children's learning experience. Their right to participate is expected and supported; it takes many forms and can benefit all the children in the program. The Role of Space: Amiable Schools The infant/toddler centers and preschools are designed by adults who have thought about the quality and the instructive power of space. The layout of the physical space fosters encounters, communication, and relationships. Children learn a great deal in exchanges and negotiations with their peers; therefore teachers organize spaces that support the engagement of small groups. with their work. Teachers use the Teachers and Children as understanding they gain as a resource. Partners in Learning They ask questions and discover the A strong image of the child has to children's ideas, hypotheses, and theocorrespond to a strong image of the ries. They see learning not as a linear teacher. Teachers are not considered process, but as a spiral progression, protective babysitters who teach basic and consider skills to children, but Teachers see learning not as a linear themselves to be partas learners process, but as a spiral progression, ners in this along with and consider themselves to be process of the children. partners in this process of learning. learning. They are After observsupported ing the children in action, they meet and valued for their experience and their ideas and are seen as researchers. with other teachers to compare, discuss, and interpret their observations, Cooperation at all levels is a powerful recorded in different ways, to leave mode of working that makes possible traces of what has been observed. the achievement of the complex goals They use their interpretations and disthat Reggio educators have set for cussions to make choices they share themselves. with the children. Inviting and Sustaining Learning Excerpted from Insights and Inspirations Once teachers have prepared an envifrom Reggio Emilia: Stories of Teachers ronment rich in materials and possiand Children from North America, edited bilities, they observe and listen to the by Lella Gandini, Susan Etheridge, and Lynn Hill (Davis Publications, 2008). children to determine how to proceed schoolartsonline.com 37

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