SchoolArts Magazine

OCT 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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Page 36 of 54

all Levels stepping stones Part II Lella Gandini I n the Reggio Emilia approach to The Power of Documentation early childhood education, once Transcriptions of children's remarks teachers have prepared an enviand discussions, photographs of their ronment rich in materials and activity, and representations of their possibilities, they observe and listen thinking and learning are carefully to children in order to know how to studied. These documents have sevproceed with their work. Teachers use eral functions, but most importantly, the understanding they gain thereby they help to determine the direction to act as a resource for them. They ask in which the work and experiences questions and thus discover children's with children will go. ideas, hypotheses, and theories. Once these documents are orgaAfter observnized and dising children in Teachers ask questions and played, they help action, teachers to make parents thus discover children's ideas, aware of their compare, discuss, hypotheses, and theories. and interpret children's experiwith other teachences and mainers their observations, recorded in tain their involvement. They make different ways, to leave traces of what it possible for teachers to understand has been observed. They use their children better and to evaluate the interpretations and discussions to teacher's own work, thus promoting make choices they share with chiltheir professional growth; they make dren. children aware that their effort is val32 October 2013 SchoolArts

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