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Reggio Emilia [:.
<br /> excursions, and cel My t¢ standing they gain to act as a re-
<br /> ebrations. Parents are w,, 'f. YI`► /• source for the children. Teachers
<br /> an active part of their .,t-; t... ; i• �°` ,- ' y s ask
<br /> tti ., ! ' questions; discover the
<br /> children's learning ex- r .,,i A , w- .`s_ , .1 children's ideas, hypotheses, and
<br /> perience and at the • '� `+ ' '+"
<br /> P t:,•, + z .r theories; and provide occasions
<br /> same time, help en- ",' � r.'! ' t'-
<br /> P `j �'1a i, � ,,e ` E I 1 11 for discovery and learning.In fact,
<br /> sure the welfare of all �t ± ;.• " a '4 , - 1 teachers consider themselves
<br /> children in the school. ,_ t a partners in learning and enjoy dis
<br /> 3, , _,,- )" covering with the children.
<br /> An amiable school ' `
<br /> _ - Cooperation as the
<br /> The layout of physi Children play in the main space, or piazza, at foundation of the system
<br /> cal space in the schools Diana school.
<br /> encourages encoun- Cooperation at all levels in the
<br /> ters, communication, and rela- The time not set by the clock schools is a powerful mode of
<br /> tionships. The arrangement of working that makes possible the
<br /> structures, objects, and activities Children's own sense of time and achievement of the complex goals
<br /> encourages choices,problem solv- their personal rhythm are consid- that Reggio educators have set for
<br /> ing, and discoveries in the process ered in planning and implementing themselves. Teachers work in
<br /> of learning. In preparing the space, activities and projects.The leisurely pairs in each classroom (not as
<br /> teachers offer the possibility for chil- pace that an observer notices is head teacher and assistant but at
<br /> dren to be with the teachers and facilitated by the full-
<br /> many of the other children, or with day schedule. Such a ,r-`* ` , 'r
<br /> just a few of the children, or even - l ' -
<br /> schedule, rather than ••„ ,,,,,.:-%. S. ,
<br /> alone.Teachers are aware,however, overwhelming the par- - ! ,t , 1�-,,
<br /> sts that children also learn from their ticipants, seems in- - r, �j�R—'—# - !
<br /> peers, especially when they can in- stead to provide suffi- '°-4
<br /> teract in small groups. cient time to complete �.> + -,r'
<br /> projects and activi .
<br /> l,. _, ,1�, ties with satisfaction. w _ #t, �� �`
<br /> Teachers get to know ,,,
<br /> , the children's personal
<br /> . ' w t timeclocks because
<br /> ' }� children stay with the `' ---
<br /> 4, I- same teachers and the
<br /> j r ,�"P '' same peer group for
<br /> { Children and the atelletista discuss the plans they
<br /> have drafted for constructing an amusement park
<br /> °:yr three-year cycles (in- for small birds in the LaVilletta schoolyard.
<br /> \\ h i./ ! fancy to three and
<br /> ".1,,, three to six). Each year the group the same level);teachers maintain
<br /> changes environments because a strong collegial relationship with
<br /> / `,, -s their developmental needs and in- all other teachers and staff and
<br /> terests change, but the relation- engage in continuous discussion
<br /> ships with teachers and peers re- and interpretation of their work as
<br /> main consistent. well as of the work of and with
<br /> children. Those exchanges pro-
<br /> ''' ,ti: 1.‘ ��k vide permanent, ongoing train
<br /> Teachers as partners ing and theoretical enrichment.
<br /> Teachers see themselves as re-
<br /> To know how to plan and pro- searchers, preparing documenta-
<br /> Children take time revisiting the P P g
<br /> many reflections of their images in a ceed with their work, teachers lis- tion of their work with children,
<br /> mirrored structure built by parents ten to and observe children whom they also consider research-
<br /> and teachers in Diana School. closely. Teachers use the under- ers.The system is further supported
<br /> 6 Young Children•November 1993
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