When I
think of the interest, energy, and excitement around Reggio-inspired thought
the image of lighting a thousand small
fires comes to mind.
Seeing a
child translate knowledge into a drawing; entering learning spaces filled with
beauty; challenging our assumptions about children’s capabilities through
documentation; and encountering children’s presence in their city gives
evidence, language and promise to engaging children’s potential.
The energy
generated by the bold educational experiment in the municipal early childhood
schools of Reggio Emilia is considerable and varied. Over decades, the Reggio
approach has crossed national borders and cultural contexts as well as school
and museum contexts. Early childhood educators, artists, higher ed. faculty
and researchers, parents, museum designers and educators, and community members
have been engaged and challenged by principles that promote a fundamental
respect for young children in a meaningful community context. Inspired by
Reggio ideas they have energized preschools and elementary schools; educational
projects and community programs; research and community initiatives; vibrant
formal and informal networks and self-forming groups; books, articles, and
blogs; conferences, institutes, seminars, symposia, and study tours.
What is
equally exciting is that there are also schools, groups, projects, and stories
that are not, strictly speaking, Reggio inspired but are strongly and
brilliantly in the spirit of Reggio. Children-friendly cities, schools in
neighboring towns of Pistoia, mothers’ groups in the UK, arts projects, and
museum archive are important to highlight too. Responsive to their local
contexts, embracing children’s strengths and competence, and built on strong
relationships, these experiments are among the thousand small fires that many hope will create stronger, better
schools, museums, cities, and futures for young children.
These small fires are fed by connections between and among
colleagues and friends through links, updates on project progress, sharing
documentation, and generative partnerships. Following are some of the fires
adding light to many journeys in schools and museums. Some are updates on the Reggio-inspired events I wrote about in April; others have been shared by curious and
generous colleagues. In narrowing down a much longer list, I have considered
variety, relevance to the museum context, and engagement with Reggio ideas that
go beyond mere imitation.
• Opal School’s Summer Symposium.
Opal School is a Reggio-inspired tuition-based preschool and public charter
elementary school operating in a museum context and located in a city park. The
School’s teacher-researchers were joined by colleagues for 3 full days of synthesis, renewal, dialogue, materials
exploration, and reflection. This year’s focus explored relationships with the
natural world, a theme enhanced by Opal’s location in Washington Park and Outdoor Adventure, the Portland Children’s Museum’s new exhibit
designed in response to observing Opal School children at play. Guest
presenter, Louise Cadwell, shared her recent work in sustainability education. Follow the link to Opal’s
2014-15 Professional Development Guide.
• Documentation to Engage the Community. Faculty and staff from Wheelock College (Boston) who
were on the Museums Group study tour in Reggio (November
2013) chose to explore ways to document informal learning in museum settings at
the Wheelock Doc Studio
Institute co-hosted with DIG (Document Inquiry
Group). The June 19 Institute brought
together teacher educators and faculty from several Boston area colleges and
staff from Boston Children's Museum; the De Cordova Museum
and Sculpture Park and Lincoln Nursery School (Lincoln, MA). Stephanie
Cox Suarez has compiled reflections,comments, and questions from the group that
highlight both practical and philosophical issues in using documentation in a
variety of learning contexts.
Other Doc Studio blog posts are worth checking out as well.
• Reggio-inspired Pre-conferences at
InterActivity
2014, the Association of Children’s Museum’s annual conference in
Phoenix (AZ). Children’s
museums and the Reggio approach are well aligned around core ideas related to
the child, parent engagement, the role of the environment in learning, and
strong community connections. The rich, generous, well-articulated, and
interconnected philosophy of Reggio is a great opportunity for children’s
museums to improve themselves on behalf of children and their communities. Yet,
as compelling as these connections are, authentic work
with Reggio principles and practices in a children’s museum context is
challenging. During these two half-day sessions almost 50 participants found
insights, starting points, promising approaches, collegial connections, and
inspiration for moving forward in navigating the Reggio-children’s museum connection.
Participants expressed a strong interest in a network, webinars, a 2015
Reggio-inspired pre-conference, and a study tour to Reggio.
Photo: 5 x 5 x5 = creativity |
Coriandole House |
• Coriandoline.
Many of the same principles embedded in Reggio pedagogy–curiosity,
participation, listening to children, an amiable environment–are present in
this project in a neighborhood in Correggio near Reggio and in Malaguzzi’s
hometown. Following children and their ideas, seeing
possibilities in the surroundings, imagining a
new place, and adding a light poetic touch, in
Correggio, the civic stance of Reggio is somewhat more domestic in new
homes for girls and boys that made the neighborhood come alive.
• Learning Stories.
Tom Drummond’s examples draw on the practice of pedagogical narration, the work
of Dr. Margaret Carr and Wendy Lee
(New Zealand). This strategy emerged from an encouragement to document
children's work with the child in mind. Learning stories, narrated by the
teacher, follow and describe the child’s involvement in an activity, noticing
the conditions and materials and constraints with accompanying images that
document and share children’s learning–and serve as research tools.
Photo: Marla McClean |
• Project-based Homeschooling.
After running a Reggio-inspired school, this mother now uses the same ideas and practices in a home setting to homeschool her two children. Grounded in a clarity about the child as an agent in his own learning, her project-based learning approach engages an adolescent, well beyond the typical preschool age range where Reggio practice is usually applied.
• Sand and Water Tables. A
classroom teacher in St Paul (MN), Tom Bedard is a keen observer of children’s
explorations at the sand and water (and corn and wood pellet) table which he
shares in his spot-on Axioms of Sensorimotor Play. In an iterative 3-d documentation
process, Tom’s blog shares how the children’s inventiveness and creativity
inspire him in constructing apparatuses with boxes, tubes, and tape that further
extend and inspire the children’s exploration.
• Cadwell Collaborative. This team has deep and varied connections to Reggio schools in Italy and in the
US. Cadwell Collaborative brings an interpretation of the Reggio Approach to
its innovative work in and with schools placing it in an ever-expanding context
of project based learning, professional development, school design, and sustainability
education.
Related Museum Notes Posts
A special thanks to Lani Shapiro for sharing many links, sources, and resources over the years, including several in this post.
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