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| professional
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| in depth study weeks
- October November 2009 |
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Four weeks
of study, reserch and analysis in Reggio Emilia.
They will take place in Reggio Emilia at the International
Centre Loris Malaguzzi starting from October 11,
2009 through November 6th, 2009. |
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the fourth week
“The experience of the Infant-Toddler Centres and its context”
is postponed to the Fall of 2010
please download the general information updates
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Participants
can register in one or more of the four weeks.
The individual participation
fee for each week is :
1.000 Euro + VAT (taxes 20%). |
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| download
general information, file pdf |
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| download
general information UPDATES, file pdf |
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The role
of the teachers, the pedagogista and the atelierista.
Which kind of relationships and strategies of collaboration? |
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The infant-toddler
centres and preschools are a system of relationships
between the protagonists of the educational experience
and the environment/physical space. They are an
open system, flexible and dinamic that welcomes
everybody and everything.
Therefore the role and relationships among all the
ones that are part of it is at the centre of the
action.
Inside an infant-toddler centre and preschool seen
as a system, which kind of relationships are different
among the role of the educators (teachers, atelieristas,
pedagogistas), that are part of it?
If we think of a school as an ongoing workshop/laboratory
in which children and adults’ research processes
are interwoven in a strong way, daily evolving,
which kind of meaning do we give to collegiality
of the work and to the alliances that determine
a sense of common responsability among all the ones
who work and live in the centre?
The week of in depth study has the aim to give a
contribution to answer to these and other questions
deepening in the different professional profiles
(teacher, atelierista, pedagogista, but also cook
and staff helper) from many different points of
view: responsabilities, roles, organization, strategies
of work, collegiality, professional development
and self-professional development, research (theory
and practice), projections of the work. |
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| Documentation
and assessment: Which kind of relationship? |
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Inside the concept
of a pedagogy of listening the documentation of
what has
been observed during the work with the children,
is one of the Reggio Emilia
educational experience main keys.
Documentation is interpretation.
It is a way to narrate, to communicate even a personal
interpretation.
It offers to the ones who are documenting and to
the ones who are reading an occasion to reflect
and to learn how to know.
The documentation in all its different forms, represents
a tool for establishing
dialogue, for exchanging point of views and for
sharing ideas, therefore it’s a tool for working
seen as a presence in every experience carry on
in the Reggio Emilia Infant Toddler Centres and
Preschools. The Reggio Emilia educational experience
since many years ago, has had the aim to share its
work using this strategy as a tool to assess and
self –assess children and adults’ learning
processes. This experience puts enphasis on documentation
that is the core to facilitate learning processes
and to modify the relationships between learning
and teaching.
What does it mean to document? What do we mean when
we talk about pedagogical documentation? How do
we document? Which kind of preparation the teachers
need to learn the pedagogical documentation? Which
kind of tools do we need to support processes of
observation, interpretation and documentation?
How much documentation can facilitate new modalities
of learning? Which
kind of relationships between documentation and
assessment?
These are few questions that will orient the week
of in-depth study in Reggio Emilia. |
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The experience
of the Preschools and research contexts
and continuity with Primary School |
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The specific identity
of the Preschool 3 to 6 within the educational project
0 to 6 of the Reggio Emilia educational experience
will be studied in depth through the aspects of:
- organization
- educational environment and physical space
- projection of the work and didactics
- observation, interpretation, documentation
- curriculum and didactics
The work in the week will also include a meaningful
analysis of a Preschool organization also in a relation
to continuity with the primary school.
We thought it was important to establish and build
a dialogue with the Primary School that wanted to
express the necessity to modify an approach to learning.
The aspect of continuity has been therefore interpreted
not only as a connection between one experience
to another one or a transition of children from
one school to another school but it has been interpreted
as a culture of dialogue and of sharing experiences
able to build transitions between the two different
educational projects.
The connection between theory and practice, the
achievement of same goals have been shared during
the different actions that took place.
The aspect of continuity not seen as standardization
but seen as a coherent development of an educational
process and a continuity of values.
During the week, different projects of continuity
will be shared:
- the quality of living a school
- the quality of documentation
- the quality of education and nutrition
- the quality of children with special rights’
inclusion
- the quality of the approach to writing and reading
seen as an interdisciplinary zone of relationships
with art, of new technologies, of multiculturality.
The different projects refer to the introduction
of digital techonologies...
refer to documentation...
refer to strategies of projection of the work...
refer to the socio-costructivist approach to learning...
refer to the relationship among different expressive
languages...
...and they refer to the aquisition of basic tools
in the Primary Schools.
Another important aspect has been the one to have
the possibility to experiment in the Primary School
the presence and the collaboration with pedagogista
and atelierista, that have such an important role
in our experience. Both pedagogista and atelierista
function as a bridge in order to share experiences
between the two different school systems.
How these projects have and are provoking meaningful
changes not only in the teaching inside the Primary
School, but also in the less formal approach to
teach inside a Preschool?
How these projects make closer the two different
school systems (Preschool-Primary School) making
visible for the adults and children the research
of continuity in the values we share?
How can we more interweave the learning codes including
in them what we call “the many languages of
children” (body, movement, exploration of
materials, performances, different kind of expressive
languages...) creating synergies between the “languages”
and fields of knowledge?
These are some questions we will try to build and
give aswers about. |
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the fourth week
“The experience
of the Infant Toddler Centres and its contexts”
is postponed to the Fall of 2010
please download the general information updates
|
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The Infant Toddler
Center is an educational experience that has its
own characteristic and its own cultural and social
identity.
The first Infant Toddler Center was open in Reggio
Emilia in 1971.
It was one of the first Infant Toddler Center opened
in Italy.
It gave a contribution to build a new identity of
early childhood, a stronger identity to an educational
project 0 to 6, redefining the image of the child.
What is an Infant Toddler Center? Which kind of
educational identity does it have?
Who are the protagonists of an Infant Toddler Center
educational experience?
Which kind of relationships are there among them?
Which kind of projection of the work is possible
in these relationships?
How can we give quality in a meaningful and rich
daily life that points out children’s amazement,
their capability to explore and to learn through
more than “100 languages”?
Which kind of didactical projection of the work
can be done inside an Infant Toddler Center?
The quantity and the quality of these relationships,
the environment where they structure themselves,
the times and the organization in which they take
place, determine the quality and the identity of
an Infant Toddler Center.
These are some observations, reflections and questions
that will orient the organization of this week of
in-depth study.
Some themes of contemporaneity in teaching will
be then encountered in a transversal way in the
programme of the four weeks of study. They are interpreted
in a peculiar way inside the Reggio Emilia educational
experience of the Infant Toddler Centers and Preschools.
Themes that are part of the contemporaneity in teaching
are : multiculturality, bilinguism, children with
special rights, organization of the spaces, families’s
participation etc... |
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