Next Steps Toward Teaching the Reggio Way Accepting the Challenge to Change

by Hendrick, Joanne

• ISBN13: 9780130496577
• ISBN10: 013049657X
• Edition: 2nd
• Format: Paperback
• Copyright: 2003-06-12
• Publisher: Pearson

Summary

More than a presentation of the Reggio Emilia philosophy, yet not a "how to do it" volume, this book is a progress report of the steps American and Canadian teachers have taken in the last six years toward teaching the Reggio Emilia way. Comprising chapters by the leading advocates of the Reggio Emilia approach, it examines how real teachers in real classrooms are applying the principles of Reggio Emilia on an everyday basis. By combining discussion of Reggio Emilia concepts with examples of their application in American schools, it explores this emergent curriculum and helps future teachers see how to advocate for it in their own school or program.Discusses the Reggio system's support for the rights of the very young; Multicultural coverage guides readers to an understanding of the delicate balance between school and communitygives them practical strategies for building strong community bonds; Two chapters on working with parents examine the role of parents in children's educational development and the interplay between them and their children's teachers. Illustrates through examples the Reggio Emilia approach as it happens in American schoolshighlights similarities and differences between the Italian curriculum and the American, as well as between American and Italian attitudes on education, children, parents, community, and other topics.For teachers or future teachers interested in learning more about the Reggio Emilia philosophy.

Table of Contents

I INTRODUCTION TO REGGIO EMILIA	1	(36)
1 A Brief Reggio Emilia Story	2	(11)
Lella Gandini
BEGINNINGS	3	(2)
BECOMING A TEACHER	5	(1)
THE ESTABLISHMENT OF THE MUNICIPALLY SUPPORTED PRESCHOOLS	6	(1)
FURTHER DEVELOPMENT AND INFLUENCE OF THE PROGRAM IN OTHER SETTINGS: 1980'S AND THE BEGINNING OF THE 1990'S	7	(2)
THE ENCOUNTER OF THE REGGIO EMILIA APPROACH WITH THE UNITED STATES	9	(1)
A TEACHER FROM REGGIO EMILIA COMES TO STUDY AND WORK IN THE UNITED STATES	10	(1)
CONCLUSION	11	(2)
2 Foundations of the Reggio Emilia Approach	13	(14)
Leila Gandini
THE AIMS OF EARLY CHILDHOOD EDUCATION IN REGGIO EMILIA	15	(1)
BASIC PRINCIPLES OF THE REGGIO EMILIA APPROACH	15	(10)
The Image of the Child	16	(1)
Children's Relationships and Interactions Within a System	16	(1)
The Three Subjects of Education: Children, Parents, and Teachers	16	(1)
The Role of Parents	16	(1)
The Role of Space: An Amiable School	16	(1)
The Value of Relationships and Interaction of Children in Small Groups	17	(1)
The Role of Time and the Importance of Continuity	18	(1)
Cooperation and Collaboration as the Backbone of the System	18	(2)
The Interdependence of Cooperation and Organization	20	(1)
Teachers and Children as Partners in Learning	21	(1)
Flexible Planning vs. Curriculum (Progetttazione)	21	(1)
The Power of Documentation	22	(1)
The Many Languages of Children: Atelierista and Atelier	22	(1)
Projects	23	(2)
CONCLUSION	25	(2)
3 Dewey, Piaget, Vygotsky: Connections with Malaguzzi and the Reggio Approach	27	(10)
Baji Rankin
JOHN DEWEY (1859-1952)	28	(1)
JEAN PIAGET (1896-1980)	29	(1)
LEV VYGOTSKY (1896-1934)	30	(2)
LORIS MALAGUZZI (1920-1994) AND THE EVOLUTION OF THE REGGIO EMILIA APPROACH	32	(1)
FOSTERING COLLABORATIONAND CO-CONSTRUCTION OF KNOWLEDGE	33	(1)
CONCLUSIONS	34	(3)
II REGGIO EMILIA AS SEEN THROUGH AMERICAN EYES	37	(24)
4 Reggio Emilia and American Schools: Telling Them Apart and Putting Them Together-Can We Do It?	38	(12)
Joanne Hendrick
SIMILARITIES BETWEEN THE APPROACHES	39	(1)
ATTITUDES ABOUT CHILDREN	40	(1)
ATTITUDES ABOUT CREATIVITY	41	(2)
ATTITUDES ABOUT TEACHING STRATEGIES	43	(4)
SOME ADDITIONAL COMPARISONS	47	(4)
Special Strengths of the American Approach	48	(2)
5 Being There: Reflections on a First-Time Visit to Reggio Emilia	50	(11)
Jeanne Goldhaber, Beth Dall, Nicole DiMario, Sara Lovell, & Kelly Morrison
THROUGH THE EYES OF .... INTRODUCING THE PLAYERS	51	(3)
GETTING READY ENTERING THE CYCLE OF INQUIRY	54	(1)
SETTING THE STAGE	55	(1)
"CONFUSED, INTRIGUED, AND OUT OF MY LEAGUE ... "	56	(1)
"NOT ONLYABOUT EDUCATION . . . "	57	(1)
"ABOUT MYSELF AND THE PERSON I WANT TO BECOME"	58	(3)
III THE CHALLENGE TO CHANGE	61	(10)
6 The Challenges of the Reggio Emilia Approach	62	(9)
Lilian Katz
ISSUES INADAPTING AND ADOPTING INNOVATIONS	63	(4)
Adoption of the Reggio Emilia Approach in Particular	64	(2)
Bringing About Change	66	(1)
WHERE ARE WE NOW AND WHAT DO WE DO NEXT?	67	(4)
IV ACCEPTING THE CHALLENGE TO CHANGE BY CHANGING RELATIONSHIPS	71	(64)
7 Creating, Encouraging, and Supporting Relationships at Chicago Commons Child Development Program	74	(12)
Karen Haigh
CHILDREN AND RELATIONSHIPS	75	(2)
Arranging the Environment to Facilitate Positive Relationships	77	(1)
PARENTS AND RELATIONSHIPS	77	(4)
Revisiting Our Beliefs About Parents	77	(1)
Asking Parents About Their Hopes and Dreams for Their Children	78	(1)
Sharing Photos of Children and Families	79	(1)
Assets of the Community	80	(1)
Monthly Meetings with Parents and Teachers Together	80	(1)
Parents Invited to Participate in Studies and Learning Tours	81	(1)
STAFF AND RELATIONSHIPS	81	(5)
8 Teachers as Co-Inquirers: Fostering Positive Relationships in a Multicultural Community	86	(10)
Shareen Abramson & Kabel jit Atwal
THE CO-INQUIRY PROCESS	87	(1)
USING CO-INQUIRY IN A U.S. CONTEXT: THE HUGGINS EARLY EDUCATION CENTER	88	(1)
ESTABLISHING THE STRUCTURE FOR TEACHER INQUIRY MEETINGS	88	(1)
Physical Space	88	(1)
Organizing for Co-Inquiry	88	(1)
FAMILYAND CULTURE: BUILDING RELATIONSHIPS THROUGH CO-INQUIRY	89	(2)
Physical Space	89	(1)
Organizing for Co-Inquiry	89	(1)
Initial Observations	90	(1)
Documentation of Rituals and Routines	90	(1)
The Importance of Transitional Objects	91	(1)
HOW TO BEGIN THE CO-INQUIRY PROCESS	91	(1)
OPENING HEARTS AND MINDS TO PRODUCTIVE CONFLICT	91	(6)
Reflections on Co-Inquiry	95	(1)
9 Thinking with Parents About Learning	96	(10)
Brenda Fyfe, Sally Miller Hovey, & Jennifer Strange
PARENT/TEACHER COMMITTEE: A SUPPORT SYSTEM FOR BUILDING RELATIONSHIPS	97	(3)
PARENT/TEACHER EXCHANGES: SHIFTING FROM SHARED EXPERIENCES TO SHARED LEARNING	100	(2)
PARENTS AS DOCUMENTERS: DEVELOPING A NEW ROLE	102	(1)
VIDEO DOCUMENTATION: A TOOL FOR COMMUNICATION AND ASSESSMENT	103	(2)
FINAL REFLECTIONS	105	(1)
10 Parents as Partners	106	(8)
Mary Hartzeil & Becky Zlotoff with contributions from parents Ami Cohen, Laurie Grotstein, & Tracey Glazer
CONTEXT OF THE SCHOOL	107	(1)
THE IMAGE OF THE PARENT	107	(1)
THE FIRST CONTACTS THAT ESTABLISH THE SCHOOL'S PHILOSOPHY AND EXPECTATIONS	108	(1)
FACILITATING THE TRANSITION FROM HOME TO SCHOOL	109	(1)
CONTINUING TO BUILD CONNECTIONS BETWEEN HOME AND SCHOOL	110	(1)
CREATING A LEARNING COMMUNITYFOR THE CHILDREN	111	(1)
CREATING A LEARNING COMMUNITYFOR THE PARENTS	112	(2)
11 Caregiving Through a Relationships Lens	114	(8)
Carolyn Pope Edwards
THE DANCE OF RELATIONSHIPS	115	(1)
THE PRIMARY COMPONENTS OF RELATIONSHIPS	116	(5)
Holding	116	(1)
Attachment	117	(1)
Recognition and Validation	117	(1)
Mutuality and Companionship	118	(1)
Passionate Experience	118	(1)
Identification	119	(1)
Embeddedness	119	(1)
Giving Care	120	(1)
CONCLUSIONS	121	(1)
12 The Relational Rights of Children in Our Care	122	(13)
Deborah Alexandrea Doherty
HOLDING	123	(2)
ATTACHMENT	125	(2)
RECOGNITION	127	(1)
MUTUALITY	128	(2)
PASSION	130	(1)
IDEALIZATION AND IDENTIFICATION	131	(1)
EMBEDDEDNESS	132	(1)
GIVING CARE	133	(1)
CONCLUSION	134	(1)
V ACCEPTING THE CHALLENGE TO CHANGE BY DOING PROJECT WORK	135	(60)
13 Conversations with Children	137	(14)
Louise Boyd Cadwell & Brenda Fyfe
CONVERSATIONS WITH CHILDREN	138	(1)
BARRIERS	139	(2)
FACILITATING GOOD CONVERSATIONS	141	(2)
ANALYZING CONVERSATIONS IN ORDER TO PLAN FOR EMERGENT CURRICULUM	143	(1)
A CONVERSATION ON LEAVES	144	(6)
The College School, October 21, 1992	144	(1)
The Meeting	145	(1)
Analyzing the Children's Conversation	146	(1)
Using Conversations to Inform Emerging Curriculum	146	(4)
CONCLUSION	150	(1)
14 The Challenge o f Reggio Emilia's Research: One Teacher's Reflections	151	(13)
Donna Carloss Williams & Rebecca Kantor
CONNECTING HISTORIES	152	(1)
A TEACHER'S JOURNAL: THE WATER PROJECT	153	(1)
POURING: AN ENTRY POINT FOR A PROJECT	153	(2)
BLOWING: A FURTHER AND DEEPER INVESTIGATION	155	(2)
EVAPORATION: THE CHILDREN'S THEORIES ARE REVEALED	157	(1)
WAVES: WHAT GENERATES THEM?	158	(1)
BOAT CONSTRUCTION: ONE PATH TAKEN	159	(3)
REPRESENTATION AND DOCUMENTATION: NEW EXTENSIONS FOR THE TEACHER	162	(1)
REFLECTION	162	(2)
15 There It Is! Exploring the Permanence of Objects and the Power of Self with Infants and Toddlers	164	(11)
Nicole May, Rebecca Kantor, & Michele Sanderson
"THERE IT IS!" EXPLORING THE PERMANENCE OF OBJECTS AND THE POWER OF SELF: THE HIDING PROJECT	166	(8)
The Hiding Project with Gus	166	(4)
The Hiding Project with Meredith	170	(2)
Teacher Reflections	172	(2)
CONCLUSION	174	(1)
16 Embracing Snow: A Story of Negotiated Learning	175	(20)
Pam Oken-Wright
SNOW: FIRST PROVOCATIONS	177	(2)
REPRESENTING SNOWFLAKES IN MULTIPLE LANGUAGES: SNOWFLAKES AND SYMBOLIC THOUGHT	179	(3)
THE SOURCE OF SNOW: CO-CONSTRUCTION OF THEORY	182	(2)
EXPERIMENTS: IF WE CAN MAKE SNOW WE WILL KNOW THE SECRET OF THE SOURCE OF SNOW	184	(1)
THINKING ABOUT THE PROBLEM INANOTHER CONTEXT: EXPLORING THE DOME OF ICE	185	(2)
WHEN YOU ARE IN THE FIFTH GRADE YOU LEARN HOW TO MAKE SNOW	187	(1)
SNOWFLAKE GROWS: A SHADOW PLAY AND POWERPOINT ANIMATION	188	(2)
THE SHADOW PLAY	190	(5)
VI ACCEPTING THE CHALLENGE TO CHANGE BY CREATING THE APPROPRIATE SETTINGS	195	(44)
17 Reflecting on Changes Within Our Learning and Living Environments at Chicago Commons	197	(13)
Karen Haigh
FACING CHALLENGES WITHIN OUR ENVIRONMENTS	199	(1)
INFLUENCES ON OUR ENVIRONMENTS	200	(1)
OUR GOAL FOR THE ENVIRONMENT	200	(1)
BASIC ELEMENTS OF THE ENVIRONMENT	201	(7)
Thinking About Color	201	(1)
Thinking About Windows	201	(1)
Thinking About Entranceways and Common Areas	201	(3)
Thinking About Light, Shadows, and Reflections	204	(1)
Thinking About Nature	205	(1)
Thinking About Levels	205	(1)
Thinking About Classroom Arrangement and Boundaries	205	(1)
Thinking About Real Furniture and Real Utensils	206	(1)
Thinking About Documentation and Displays	207	(1)
Thinking About Identity and Community	207	(1)
Thinking About Materials and Organization of Materials	208	(1)
Thinking About Playgrounds	208	(1)
CONCLUSION	208	(2)
18 The Atelier Environment: Recognizing the Power of Materials as Languages	210	(14)
Charles Schwall
WHAT IS THE ROLE OF THE ATELIER?	211	(1)
CREATION OF THE ST. MICHAEL SCHOOL ATELIER: INTENTIONS, BARRIERS, AND SOLUTIONS	212	(2)
THE ENVIRONMENT, AESTHETICS, AND LEARNING	214	(1)
THE ATELIER AS CONTEXT FOR MATERIALS IN THE SCHOOL	215	(3)
DECENTRALIZING THE ATELIER: MINI-STUDIOS IN THE CLASSROOMS	218	(1)
THE ATELIER AS A PLACE OF QUESTIONS	218	(1)
AN EPISODE WITH CLAY: FLANNERY'S LIONS	219	(4)
CONCLUSION: THREE REFLECTIVE QUESTIONS	223	(1)
19 In Our Real World: An Anatomy of Documentation	224	(15)
Barbara Burrington & Susan Sortivo
BUILDING THE INTERNAL STRUCTURE	226	(1)
TAKING THE FIRST STEPS	226	(1)
TAKING THE NEXT STEPS: TEACHING AND DOCUMENTING-THEY'RE BOTH ABOUT RELATIONSHIPS	227	(2)
FACING AND SOLVING REALITY ISSUES: UNKNOTTING OUR OWN DILEMMAS	229	(2)
STORIES FROM THE FIELD	231	(5)
A NOSTALGIC FUTURE	236	(3)
VII ACCEPTING THE CHALLENGE TO CHANGE ON A LARGER SCALE	239	(18)
20 Reflections on a Journey of Inspiration: Teacher Change in Public Education	241	(16)
Sandra M. Miller & Sonya Shoptaugh
THE PROFESSIONAL DEVELOPMENT PLAN	242	(1)
YEAR ONE: THE SELF THAT TEACHES	243	(2)
YEAR ONE: ISSUES OF TRUST, SECURITY, AND SIGNIFICANCE	245	(1)
YEAR ONE: CONCLUSIONS	246	(1)
YEAR TWO: CURRICULUM AND TESTING FROM A NEW POINT OF VIEW	247	(2)
YEAR TWO: CHANGING THE ENVIRONMENT	249	(1)
YEAR TWO: OVERCOMING ISOLATION	249	(1)
YEAR TWO: VENTURING PROJECT WORK	250	(1)
YEAR TWO: DEALING WITH THE QUESTION OF ASSESSMENT	251	(2)
YEAR THREE: MAKING THE REGGIO PHILOSOPHYMORE VISIBLE	253	(1)
YEAR THREE: UNDERSTANDING THE CONCEPT OF "INTENTION"	254	(1)
YEAR FOUR: CHANGES AND SURVIVALS	254	(1)
MAKING CHANGES: WHAT WE HAVE LEARNED SO FAR	255	(1)
SUMMING UP	256	(1)
VIII CREATING A VISION FOR FUTURE CHANGE: WHERE DO WE GO FROM HERE?	257	(18)
21 Experiences in Advocacy: Expanding the Role of the Early Childhood Educator	259	(16)
Judith Allen Kaminsky with Margie Cooper, Jeanne Goldhaber, & Karen Haigh
KAREN HAIGH: THE POWER OF COLLABORATION	261	(6)
Possibilities for Drawing Public Attention to Our Work	261	(3)
Development of Leadership Study Tours to Reggio Emilia	264	(3)
JEANNE GOLDHABER: A VISION OF POSSIBILITIES	267	(3)
Initial Efforts to Strengthen Community Relationships	268	(1)
Outcomes and Inspirations from the Leadership Study Tours	269	(1)
MARGLE COOPER: EXTENDING THE DIALOGUE	270	(3)
Initial Interest in the Reggio Philosophy in Georgia	270	(1)
Impact of "The Hundred Languages of Children Exhibit"	271	(1)
Strategies for Sustaining and Nurturing Community Relationships	272	(1)
THE CHALLENGE IS OURS	273	(2)
References	275	(8)
Index	283

Excerpts

Next Steps Toward Teaching the Reggio Wayis, in part, a progress report documenting new steps toward teaching the Reggio way that American and Canadian teachers have taken in the 6 years sinceFirst Steps Toward Teaching the Reggio Waywas published.For the first time, it is possible to include chapters on relationships that range from recognizing the rights of infants and toddlers while using the Reggio Approach to creating respectful adult relationships in a multicultural community and enfolding parents into the learning environment. There are several down-to-earth chapters demonstrating how teachers actually construct curriculum as a joint enterprise between them and the children, and also chapters on documenting the results of that curriculum as well as suggestions for creating appropriate settings for learning. There are even chapters describing an experimental attempt to apply the Reggio principles in a number of elementary schools, and one on detailing ways to advocate for the philosophy.All this new material is supported by a solid explanation of the Reggio Emilia philosophy by Lella Gandini, a leading authority on that subject, and stimulated by a series of challenging questions proposed by the inimitable Lilian Katz. Finally, there is a chapter particularly dear to my heart that recounts a first time visit to Reggio by a group of students majoring in early childhood education.A note of caution:Next Steps Toward Teaching the Reggio Wayis a practical book filled with inspiring, yet practical descriptions of ways various teachers have incorporated different aspects of the Reggio Emilia Approach into their early childhood classrooms. But it is NOT a handbook intended to meet the demands of the person in an audience who recently said to me, "Don't tell me all that stuff about philosophy--just get to the bottom line--tell me how to do Reggio and I'll do it!"The truth is there is no way "to do Reggio." Nor is there any author in this book who would maintain thattheirway istheway, or the ideal way, or perhaps the only way "to do Reggio. " Instead, the following chapters recount individual stories not about "how-to-do-it;" but more about "how-we-do-it:' It is up to the readers to garner for themselves whatever thoughts and ideas resonate within their own hearts and then begin the long and exciting adventure of incorporating these ideas into their own milieus.