Tri-Association Early Tri-Association Early Childhood InstituteChildhood Institute

Adaptation of the Reggio Adaptation of the Reggio ApproachApproach

Hectalina DonadoHectalina DonadoNational Distinguished Principal 2005National Distinguished Principal 2005

Preschool and Elementary PrincipalPreschool and Elementary PrincipalColegio Karl C. ParrishColegio Karl C. ParrishBarranquilla, ColombiaBarranquilla, Colombia

July 6,2007July 6,2007

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

thoughts and organize your ideas.thoughts and organize your ideas.

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

Making Learning VisibleMaking Learning Visible

Brief History of the Reggio Emilia Brief History of the Reggio Emilia PreschoolsPreschools• Reggio Emilia is a town of about Reggio Emilia is a town of about

150,000 inhabitants that sits in the 150,000 inhabitants that sits in the fertile plain of the Po Valley located fertile plain of the Po Valley located in the northeastern part of Italy.in the northeastern part of Italy.

• At the end of the second world war, At the end of the second world war, women of the Town started the women of the Town started the schoolsschools

• Loris Malaguzzi was the person who Loris Malaguzzi was the person who guided and directed the programs guided and directed the programs for many years and developed what for many years and developed what is known today as the “Reggio is known today as the “Reggio approach”. These schools have approach”. These schools have been in existence for over 40 years.been in existence for over 40 years.

• The schools of Reggio were named The schools of Reggio were named as the best preschools in the world as the best preschools in the world in 1991 and now thousands of in 1991 and now thousands of people each year visit the schoolspeople each year visit the schools

http://zerosei.comune.re.it/inter/index.htm

General Information about the General Information about the Reggio SchoolsReggio Schools• Preschools are public; preference given to special Preschools are public; preference given to special

education childreneducation children• 75 children in each center with two teachers, per 75 children in each center with two teachers, per

grade levelgrade level• Staff includes an atelierista, pedagogista and Staff includes an atelierista, pedagogista and

cookcook• No principals or directors, responsibility for No principals or directors, responsibility for

running the centers is sharedrunning the centers is shared• Children stay with the same teacher for 3 yearsChildren stay with the same teacher for 3 years• Infant-toddler centers - 3 months to 3 yearsInfant-toddler centers - 3 months to 3 years• Preschools – 3-6 years of agePreschools – 3-6 years of age• Staff is scheduled for regular weekly professional Staff is scheduled for regular weekly professional

development meetingsdevelopment meetings

““The cornerstone of our experience, based The cornerstone of our experience, based on practice, theory, and research, is the on practice, theory, and research, is the

image of the child as rich in resources, image of the child as rich in resources, strong, and competent. The emphasis is strong, and competent. The emphasis is placed on seeing the children as unique placed on seeing the children as unique

individuals with rights rather than simply individuals with rights rather than simply needs. They have potential, plasticity, needs. They have potential, plasticity,

openness, the desire to grow, curiosity, a openness, the desire to grow, curiosity, a sense of wonder, and the desire to relate sense of wonder, and the desire to relate

to other people and to communicate.”to other people and to communicate.”

Carlina Rinaldi, Pedagogical DirectorCarlina Rinaldi, Pedagogical Director

Infant-toddler Centers and Infant-toddler Centers and

Preschools of Reggio Preschools of Reggio EmiliaEmilia

The Reggio Image of the The Reggio Image of the ChildChild

The “Reggio Approach”The “Reggio Approach”

• Relationships, communication and Relationships, communication and interactionsinteractions

• Adults listen instead of speakAdults listen instead of speak

• Doubt is welcome, conflicts are Doubt is welcome, conflicts are embracedembraced

• Scientific inquiryScientific inquiry

• Children become “detectives”Children become “detectives”

• Children are given “time”Children are given “time”

RELATIONSHIPSRELATIONSHIPS

• Children are not Children are not “passive” receivers of “passive” receivers of knowledge but active knowledge but active participants in their participants in their own socialization and own socialization and knowledge building knowledge building with peers. with peers.

• Teaching-Learning Teaching-Learning Relationships-based on Relationships-based on not only verbal learning not only verbal learning but also words that are but also words that are mute-100 languages of mute-100 languages of children---and also children---and also teachers.teachers.

Common Images of a ChildCommon 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 VALUESSOME REGGIO VALUES

•SubjectivitySubjectivity

•DifferencesDifferences

•ParticipationParticipation

•DemocracyDemocracy

•LearningLearning

•Play, fun, emotionsPlay, fun, emotions

•CreativityCreativity

ActivityActivity

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

These are my values:

How does my teaching reflect my values?

Brief Overview of the Basic Brief Overview of the Basic Components of the Reggio Educational Components of the Reggio Educational ProjectProject

• Projects and Emergent CurriculumProjects and Emergent Curriculum• Environment as the Third TeacherEnvironment as the Third Teacher• ListeningListening• DocumentationDocumentation• The Atelier and the Hundred Languages of The Atelier and the Hundred Languages of

Children (Atelierista)Children (Atelierista)• Professional Development – A community Professional Development – A community

of Learners (Pedagogista)of Learners (Pedagogista)• Parents as PartnersParents as Partners• Group Activity: Compare and Contrast Group Activity: Compare and Contrast

SheetSheet

The Emergent CurriculumThe Emergent Curriculum

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

CurriculumCurriculum

• Defined and undefinedDefined and undefined

• Structured and UnstructuredStructured and Unstructured

• Uses flexible strategies rather than rigid Uses flexible strategies rather than rigid plansplans

• Adjusting sequences based on initial Adjusting sequences based on initial hypotheses but on the work itself as it hypotheses but on the work itself as it progresses.progresses.

Environment as the Third Environment as the Third TeacherTeacher

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

Pedagogy of ListeningPedagogy of Listening(Carlina Rinaldi)(Carlina Rinaldi)

• Words can connect or Words can connect or produce produce misunderstandingsmisunderstandings

• To listen is a metaphor To listen is a metaphor for the “otherness” for the “otherness”

• Listening means Listening means sensitivity to the sensitivity to the patterns which connect patterns which connect us to the others--us to the others--persons, plants, persons, plants, animals, flowers, animals, flowers, everything. everything.

• Listening as time-aListening as time-a time time outside chronological outside chronological time—a time full of time—a time full of silence.silence.

• An interior listening, by An interior listening, by listening to ourselves. listening to ourselves.

• Interior listening as Interior listening as reflection, interior reflection, interior reflection. reflection.

• Listening as value of Listening as value of interpretation of othersinterpretation of others

• Listening as an action Listening as an action word and not a passive word and not a passive one.one.

LISTENINGLISTENING

• One of the structuring elements in One of the structuring elements in communication is listening.communication is listening.

• To understand means being able to To understand means being able to develop an interpretative theory or a develop an interpretative theory or a relation that gives sense to the event relation that gives sense to the event and phenomena of the world.and phenomena of the world.

• From the first moment of birth we try From the first moment of birth we try to understand the meaning of life. to understand the meaning of life.

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

The Power of ListeningThe Power of Listening

Documentation offers:Documentation offers:

• The teacher a unique opportunity to re-The teacher a unique opportunity to re-listen, re-see, and re-visit individually or listen, re-see, and re-visit individually or with others the events and the processes in with others the events and the processes in which she was a protagonist either directly which she was a protagonist either directly or indirectly (professional development)or indirectly (professional development)

• The children an opportunity for reflection, The children an opportunity for reflection, self-assessment, socio assessment and self-assessment, socio assessment and remembering.remembering.

• The parents an opportunity to know what, The parents an opportunity to know what, how, and why the children do.how, and why the children do.

ATELIERATELIER

• 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 It is a laboratory but not an alternative for what is

happening in the classroom but as a complement.happening in the classroom but as a complement.• It is seen as a place to present possibilities for It is seen as a place to present possibilities for

research, experimentation and manipulation.research, experimentation and manipulation.• Atelierista collaborates and supports the processes Atelierista collaborates and supports the processes

of learning and creativity of the children.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 A place where active research creates the

possibility to make and enter into action and invent possibility to make and enter into action and invent new strategies of learning for children and adults.new strategies of learning for children and adults.

Role of AtelieristaRole of Atelierista• Helps parents and teachers read between rolesHelps parents and teachers read between roles• Makes connections between different languagesMakes connections between different languages• Has nothing to do with art--art is what adults doHas nothing to do with art--art is what adults do• Works as a partnerWorks as a partner• Focuses on what’s going on in the classroomFocuses on what’s going on in the classroom• Offers opportunities for small groups to workOffers opportunities for small groups to work• Diverse experiences take place in the atelierDiverse experiences take place in the atelier• Languages and documentation also take place in the Languages and documentation also take place in the

atelieratelier• Is an extra pair of eyes and hands for the teacher and Is an extra pair of eyes and hands for the teacher and

childchild• Conveys to the teacher the experiences the child is having Conveys to the teacher the experiences the child is having

and sees them as languages through documentation and and sees them as languages through documentation and revisiting experiences.revisiting experiences.

ROLE OF THE TEACHERROLE OF THE TEACHER

• To listenTo listen

• To be present but not intrusiveTo be present but not intrusive

• To foster productive conflictTo foster productive conflict

• To revive a situation (throw the ball)To revive a situation (throw the ball)

• To be an observer and researcherTo be an observer and researcher

• To document and reflectTo document and reflect

• To share informationTo share information

Colegio Parrish Adaptation Colegio Parrish Adaptation

• Reflecting, Deciding, ActingReflecting, Deciding, Acting

• Adaptation to our own Environment Adaptation to our own Environment and Cultureand Culture

• Observation and Listening: KCP videoObservation 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 Colegio Parrish Adaptation Process (continued) Process (continued)

• Documentation and Revisit of Previous Day’s Documentation and Revisit of Previous Day’s Lesson (provocation)Lesson (provocation)

• Activity: Community of Learners Activity: Community of Learners (Pedagogista)(Pedagogista)

• SchedulesSchedules

• Standards and CurriculumStandards and Curriculum

• Finances, Equipment and Materials, Finances, Equipment and Materials, ResourcesResources

• Parents and CommunityParents and Community

Personal Journey Personal Journey

• Concerns/ObstaclesConcerns/Obstacles

• ChoicesChoices

• Reflections and Personal adaptation Reflections and Personal adaptation

• Action Plan, (what, when and how?)Action Plan, (what, when and how?)

Work AreasWork Areas

• Large Building area for blocksLarge Building area for blocks

• Play House and Role PlayPlay House and Role Play

• Science area with light tableScience area with light table

• Reading space (comfortable)Reading space (comfortable)

• Personal spacePersonal space

• Mini AtelierMini Atelier

• Large spaces to organize themselvesLarge spaces to organize themselves

• Outdoor areasOutdoor areas

Special EquipmentSpecial Equipment

• Light tableLight table

• Light screenLight screen

• Overhead projectorOverhead projector

• Mailboxes and writing areasMailboxes and writing areas

• Game tablesGame tables

• ComputerComputer

THANK YOUTHANK YOU

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

• Hectalina DonadoHectalina Donado

• hdonado@kcparrish.edu.cohdonado@kcparrish.edu.co

• hectalina@yahoo.comhectalina@yahoo.com

Muchas GraciasMuchas Gracias

Hectalina DonadoHectalina DonadoElementary PrincipalElementary PrincipalColegio Karl C. ParrishColegio Karl C. Parrishhdonado@kcparrish.edu.cohdonado@kcparrish.edu.co