Sunday, April 5, 2009
100 languages of learning....
When I was in the B-K program here at UNC a few years ago, we explored the Reggio approach in depth. This approach believes in allowing children to explore the world around them through the "100 languages of learning". Children are encourgaged to explore a wide variety of materials from a very young age, and the approach to learning is very family oriented and relationship based. When I was doing my preschool and infant observations I was lucky enough to be assigned to a Birth-preK facility that echoed the Reggio approach. It was located in a converted home, with acres of land to explore. Family workdays produced gardens, fences and relationships between the staff, children and parents. Children had access to a variety of art materials and produced masterpieces as babies and toddlers. Our readings this week echoed the importance of relationship building and I could not help but think of my experiences at this school. Now that I am in a public school setting, with older children, I appreciated this connection even more as it reminds me to include families in all that we do. I sometimes feel that as teachers we are on our own when it comes to doing this and that we need to make the effort. Yes, public schools offer parent nights and programs, but parents are often unaware that they are welcome in the classroom:)
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Even though we value the importance of finding the time to create parent involvement opportunities it can get put on the back burner as paper work, assessments, and grad school take over. We all find ways to build relationships, but there is always room for improvment. I bet we could all find a project, like the garden, that parents could get involved in one way or another.
ReplyDeleteI agree- so many parents don't realize that they are welcome to get involved in the classroom, and even if they do, they often don't know HOW to. this is true of parents of all cultures, but I think very true of recent immigrants who aren't familiar with the U.S. schooling system- their customs and culture in their home country may have been totally different in regard to the way they view schooling. So- it is often left to the teacher to reach out and let these families know that they can be a part of their kid's educational experience- AND give them ideas about how to do so!
ReplyDeleteI enjoyed reading about your link with the Reggio approach. In Reggio the families really are viewed as another teacher and an essential collaborator. I always support this & try to do this, but in reality always struggle to really include them in all parts of my program. Families are so important in the educational process and I think it is true that as the children get older the participation of families fades out. Good luck finding more ways to get your families involved. The relationship focus from last week when we talked about working with ELLs really ties in with the relationship focus of Reggio as well.
ReplyDeleteMichelle T.
I currently work with children in two centers in Durham that are based on Reggio and I agree that the philosophy is great. It is such a wonderful sensory and learning experience for the children to be able to direct the focus of their learning and to explore a wide variety of materials in and outside of the classroom. It's too bad that there are not more centers based on Reggio around!
ReplyDeleteI appreciate the Reggio base. I enjoy it because I myself and such a hands on person. I do as much as I can with my students, to encourage them to talk with their parents about what we are doing, so the parents will become involved. My classroom does have an open door policy, but sometimes parents feel they are interuppitng learning.
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