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' .,.,V.-.0,x !2+ ,, ,".•••'• 111; C Emilia <br /> it :\ - , . ,,, m , ... . . 1 — -'7.-- 7 <br /> 1`111101011M-9- ! i `K F3! � <br /> Y <br /> - ., .. L.. <br /> Teachers and the atelierista discuss and interpret the The cooperation between teachers and parents and <br /> children's dialogs together to plan the next steps in their among teachers is reflected in the way the children <br /> work with the children. work together. <br /> by a team of pedagogical coordina- organization. From the details of consequently, they make appro- <br /> tors, called pedagogisti. who also each teacher's schedule to the priate preparations. Curriculum <br /> support the relationships among planning of meetings with families emerges in the process of each <br /> all teachers. parents. and commu- to the children's diet. everything activity or project and is flexibly <br /> pity and city administrators. is discussed and organized with adjusted accordingly. <br /> precision and care. In tact. the <br /> high level of cooperation is pos- <br /> The interdependence of co- Bible precisely because of such Projects <br /> operation and organization thoughtful organization: likewise. <br /> the organization is achieved be- Teachers facilitate children's ex- <br /> Cooperation needs much sup- cause of the conviction by all con- ploration of themes and work on <br /> port: in Reggio Emilia schools, co- cerned that by cooperating they short- and long-term projects <br /> operation is supported by a care- will be able to offer the best expe- Project ideas originate in the con- <br /> ful. well-developed structure or rience to the children. tinuum of experience of children <br /> V 3 r o — « '�s �i <br /> • , , ' <br /> The emergent curriculum Oµ 3 i as <br /> The curriculum is not estab <br /> lished in advance. Teachers ex- / 1 - <br /> - press general goals and_make hy- <br /> a <br /> ,--e'-i•".. ' ' Y x I�, ��., "-_-- potheses about what direction the f- <br /> 5 . activities and projects might take: I <br /> A�� <br /> - <br /> P. ,,.k.:::.1.::`,Ii.: <br /> • <br /> ��. + t {�� \ � . -: <br /> i t P . <br /> + <br /> This is an episode within a long project about shadows.After exploring their shadows outside,the children drew their <br /> hypotheses about the placement of the sun and the resulting shadows. Here a teacher poses a provocative question. <br /> Young Children • November 1993 <br />