18 months ago I engaged in a dialogue in an Australian group about whether or not children should stay at the lunch table when they had finished eating... there were a lot of people saying no , they should not, and also a lot saying yes, they should...
I am more of a "well it depends kind of person..."
this was my reply... "it really does depend... if the child is a fast eater and the others are all terribly slow eaters maybe yes
but if the child is avoiding eating to go d
I feel that often as educators we are often looking into the future too much... planning the direction, needing to know where we are going, rather than focussing on where we are now...
Sure, as educators we do need to know where we are going, so that we can prepare ourselves for the needs of the children... its like looking for the best route, or the weather forecast to be able to make the best decisions about what clothes to wear and what equipment is need to deal with the
In the course of the last two months I have found myself participating in deep and interesting dialogues about the phenomenon - "provocations"
it is a word often used in a Reggio Emilia context... and yet there seems to be a lot of uncertainty about where the idea of provocation really comes from, is it even something used in the Reggio Emilia Approach, and how is it being interpreted...? (see the link below for more discussion about that) And, in a way, this dialogue has g
Since my visit to Anji, China in May I have been sharing posts containing images of the settings for 3-6 year old children. These posts have been met with excitement and also apprehension... this idea that it feels impossible... that level of risk, that kind of play would never work here, people are too afraid.
I want to point out that this is very much the case in China too. The kindergartens in Anji that are using the AnjiPlay pedagogy are very divergent from the norm of
This post can be read in English... here.... Över på min Instagram använder jag hashtag #slowdown och #lookclosely ofta ... vanligtvis med bilder av insekter och blommor, regndroppar eller något annat ... Det handlar inte bara om att ta närbilder av naturen ... utan ett sätt att avvika ... att inte följa samhällets hastighet, inte bara förbli inom status quo, att se saker som vi alltid ser dem ... utan att pausa, titta runt, att lägga märke till och upptäcka nya möjligheter o
This week over in the Facebook group - "The Reggio Emilia Approach" I posted a question "What are provocations?"
This is a word I often see used in connection with the Reggio Emilia Approach, and in ever wider circles too. What I have see over the years is that the word is often used together with a beautifully set out activity, and quite often that activity looks very teacher down... in the sense that the teacher has chosen the "correct" colours for the flowers (or other ob
Unlike many other pedagogies, the Reggio Emilia Approach does not have specific models or written methods and thus makes it more tricky to define - especially if you want to keep it short... and over the years this has been a request I have heard being asked often. So below is my attempt to describe it as short as I can... It was Malaguzzi's intention not to write it down so that people would not get stuck in a certain way of doing something, but that the approach would conti
So how comfortable are you adding to the work of others...?
here is what some teachers wrote down at one of the workshops at Boulder Journey School in the summer of 2013... I appreciated having a blueprint or framework to build from/on the work inspired me it was an interesting concept to add to someone elses work/art - feeling like you were misrepresenting their idea it makes me feel uncomfortable adding to or modifying someone elses work. Collaborating makes me feel more
To help or not to help. This is a post I first wrote in 2013, but I still find it is relevant to share again...
We strive to support the children to be competent, to be confident in their abilities and to be problem solvers. So every now and again I feel quite frustrated (and do my utmost to hide that frustration) when children say "I can't..." without even attempting.
On Mondays we have "children's choice" - the children get to choose whether they are inside or outside d
Over the years I found that swing from having great faith in educators to suddenly feeling overwhelmed and that we are never going to achieve true democratic classrooms/learning where there is participation and respect and real learning for all. And in this I mean not just in early education but throughout school. Really its not the educators I have issue with... I think 98% strive to be the best they can for the students/children they work with - there are that 2% (maybe mor
Sometimes something catches your eye and you just have to read it... my two 14 year old daughters love Sherlock Holmes, so when I saw the post by Brain Pickings on Konnikova: Mastermind: How to think like Sherlock Holmes, I just had to give it a read. ... and I am glad I did... as I started seeing parallels to my work as a preschool teacher... in that observations and how we observe and analyse what we have seen can allow us to deduce what is the best continued path for the c