What would you say is the most popular toy in your house? For some time now, for Jack at least, it has been blocks….and cups…and anything else that can be stacked. He builds. He builds a lot. He builds houses … Continue reading
This week… A snapshot of our week, our everyday story ….. If you feel inspired to share a moment from your week please leave a comment with your link below or pop over to Instragram and use the hashtag #p52thisweek. … Continue reading
Alright 2013. You’re here and we’re ready for you. New beginnings. Time to take a look around and see what’s working and what needs to be changed, in our family rhythm and in our home. And what better time to … Continue reading
My grandma, who passed last year, used to have this shed in the back of her yard. It was filled to the brim with all kinds of wonderful treasures. Whenever we would visit, my sisters and I would spend hours in there playing. You see, my grandma was never really one to get rid of things, you never know when you might need them again after all.
Grandma’s shed, and the time I spent in there with my sisters, is one of my fondest childhood memories.
My dad, quite sweetly, knows this and so has set about turning his shed into a wonderland for Jack (3.5yrs) and Sarah (19mths). The other day I came across a dusty box, in it was my grandfather’s old slide collection and his, quite amazingly, still operational ancient old slide viewer. What fun!
My grandfather was quite the avid photographer and these slides, most of them more than 30 years old are like tiny little windows into the past. I had never seen them before and some of them are magnificent. This was just as fascinating for me as it was for Jack.
I set them up on the light panel so the colours would pop through. Can you believe how vibrant they are still after all this time? They were beautiful. Jack was completely enamoured by them. You might remember I gave him my old camera and so he has been interested in photos for a little while now. This was a nice way to extend that interest further.
Just as fascinating on the OHP. I do love seeing our playroom walls projected with light.
One thing that really interested me though, that I hadn’t considered, were the baby photos. There were a lot of slides with photos of me, my sisters, my parents and our cousins when we were babies. I tried to explain to Jack that that was me when I was a baby. But he was confused, ‘No Mummy. You’re big. That’s a baby.’
To help him understand I set up this simple inquiry shelf in the playroom. The book Guess the Baby is a lovely little story about a preschool teacher who asks his class to all bring in baby photos of themselves. The children then have to guess which photo belongs to which child.
There’s also some small laminated photos of Jack when he was a baby, old photo albums with photos of a much younger Mummy and Daddy, the slides and viewer as well as two small hand mirrors (one for Sarah) so Jack can compare how he looks now to when he was a baby.
Sarah’s not particularly interested in the slides but she is fascinated by the photo cards. She has surprised me really at how well she is able to recognise each person in the photo.
I’m thinking now about how I can extend this interest even further… maybe some self portraits with some small vanity mirrors. I know dad has some of those in his shed. Might be time for another trip.
I love that these photos, these memories, have been found again. I love that they are being used and explored and cherished. I love that something so old, can capture the imagination of a small boy.
I guess Grandma was right, you never know when you might need them again.
This week we… A snapshot of our week, our everyday story ….. If you feel inspired to share a moment from your week please leave a comment with your link below or pop over to Instragram and use the hashtag … Continue reading
Start with a question Reggio inspired activities are about exploration and discovery; exploring with their senses, asking questions, testing theories, making plans and thinking deeply. When you are setting up a provocation (an inquiry or discovery activity) have a think about … Continue reading
The Reggio Emilia Approach is an innovative and inspiring approach to early childhood education, which similarly to Montessori, values the child as strong, capable and resilient; rich with wonder and knowledge. Every child brings with them deep curiosity and potential and this innate curiosity drives their interest to understand their world and their place within it.
The Reggio Emilia Approach originated in the town (and surrounding areas) of Reggio Emilia in Italy out of a movement towards progressive and cooperative early childhood education. It is unique to Reggio Emilia and so unlike Montessori, it is not a method, there are no international training colleges to train to be a Reggio Emilia teacher. Outside of the town of Reggio Emilia, all schools and preschools (and home schools) are Reggio-inspired, using an adaptation of the approach specific to the needs of their community. This is important as each student, teacher, parent, community, and town are different. No two Reggio-inspired communities should look the same as the needs and interests of the children within each community will be different.
Typically the Reggio Approach is applied to preschools and early childhood settings but I think, with an understanding of the general principles, this inspiring child-led approach can be adapted to the home as well.
1: Children are capable of constructing their own learning. They are driven by their interests to understand and know more.
2: Children form an understanding of themselves and their place in the world through their interactions with others. There is a strong focus on social collaboration, working in groups, where each child is an equal participant, having their thoughts and questions valued. The adult is not the giver of knowledge. Children search out the knowledge through their own investigations.
3: Children are communicators. Communication is a process, a way of discovering things, asking questions, using language as play. Playing with sounds and rhythm and rhyme; delighting in the process of communicating. Children are encouraged to use language to investigate and explore, to reflect on their experiences. They are listened to with respect, believing that their questions and observations are an opportunity to learn and search together. It is a process, a continual process. A collaborative process rather than the child asking a question and the adult offering the answers. The search is undertaken together.
4: The environment is the third teacher. Similarly to Montessori, the environment is recognised for its potential to inspire children. An environment filled with natural light, order and beauty. Open spaces free from clutter, where every material is considered for its purpose, every corner is ever-evolving to encourage children to delve deeper and deeper into their interests. The space encourages collaboration, communication and exploration. The space respects children as capable by providing them with authentic materials & tools. Also similarly to Montessori, the space is cared for by the children and the adults.
5: The adult is a mentor and guide. Our role as adults is to observe (our) children, listen to their questions and their stories, find what interests them and then provide them with opportunities to explore these interests further. Reggio Emilia takes a child-led project approach. The projects aren’t planned in advanced, they emerge based on the child’s interests.
6: An emphasis on documenting children’s thoughts. You’ll notice in Reggio and Reggio-inspired settings that there is an emphasis on carefully displaying and documenting children’s thoughts and progression of thinking; making their thoughts visible in many different ways: photographs, transcripts of children’s thoughts and explanations, visual representations (drawings, sculptures etc.) all designed to show the child’s learning process.
7: And probably the most well-known aspect of the Reggio Emilia Approach, the Hundred Languages of Children. The belief that children use many many different ways to show their understanding and express their thoughts and creativity. A hundred different ways of thinking, of discovering, of learning. Through drawing and sculpting, through dance and movement, through painting and pretend play, through modelling and music, and that each one of these Hundred Languages must be valued and nurtured. That they are all a part of the child, that learning and play are not separated. The Reggio Emilia Approach emphasises hands-on discovery learning that allows the child to use all their senses and all their languages to learn.
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