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A
<br /> Reggio Emilia L
<br /> AO , . This teacher is called tors; to make.children aware that
<br /> atelierista, and a special their effort is valued; and to create
<br /> �..I tiyi "1,71 , •ir
<br /> '' r r. ;i ; f`� r space,workshop,or studio, an archive that traces the history of
<br /> '�jr-t 'r. ;a `' called atelier, is set aside the school and of the pleasure and
<br /> a .4 1:04 ii�•.w o ■. and used by all the children process of learning by many chil-
<br /> ;404„.. I ,-r ~'A and teachers. The atelier dren and their teachers.
<br /> ;.y I' %` L contains a great variety of
<br /> r' - -3.i.':.::",-14_,M 4'-* tools and resource materi-
<br /> �, ' • ,>Y .'s • als, along with records of
<br /> ...,,t -: past projects and experi-
<br /> ,4' t ences. The educators in -.‘''s
<br /> The atelier at Diana School invites children to Reggio Emilia prefer to ,`' ' °
<br /> express themselves through many languages. speak of many different Ian- ;
<br /> guages of children (in fact,
<br /> and teachers and in their practice 100 languages) rather than art. In
<br /> of constructing knowledge to- their view, children's expression
<br /> gether. Projects may start either through many media is not a sepa-
<br /> from a chance event, an idea or a rate part of the curriculum but is Clay work portrays a mother push-
<br /> problem posed by one or more inseparable from the whole cogni- ing an infant in a stroller.
<br /> children, or an experience initi- tive/symbolic expression
<br /> ated directly by teachers; for ex- in the process of learning. -
<br /> ample, a study. of crowds origi `
<br /> nated when a child told the class .:;.
<br /> about a summer vacation experi- The power of xt .� ,•E,
<br /> ence, while a project on fountains I - 0 a 6 v� ytitF
<br /> p 1 documentation
<br /> developed when children decided , -
<br /> to build an amusement park for Finally, transcriptions
<br /> birds. Projects can last a few days of children's remarks x ,, ' �.•
<br /> to several months. and discussions, photo- ---
<br /> graphs of their activity,
<br /> and representations of ` i
<br /> Atelierista and atelier their thinking and learn-
<br /> ing using many media are Documentation through a panel of photographs,
<br /> A teacher who is trained in the carefully arranged by the transcripts of children's dialogs,teachers'notes,
<br /> visual arts works closely with the atelierista,along with the and clay work serves as a record of four-year-
<br /> other teachers and the children in other teachers, to docu- old children's explorations of mothers pushing
<br /> infants in strollers.
<br /> every preprimary school (and vis- ment the work (and the
<br /> its the infant/toddler centers). process of learning) done in the The Reggio Emilia schools and
<br /> schools. This docu- their approach to early childhood
<br /> �
<br /> ,' °-. 4,1e:-`4. mentation has several education are not considered "ex-
<br /> -- —rr. functions: to make perimental." These schools are
<br /> parents aware of their part of a public system that strives
<br /> .i , ", =,f children's experience to serve both the child's welfare
<br /> ``- r v� ,� „..t . ': - and maintain parental and the social needs of families
<br /> !r _ -— involvement; to allow while also supporting the child's•
<br /> 1 teachers to under- fundamental right to grow and
<br /> stand children better learn in a favorable environment
<br /> 'S 1 „ Wit, L .A and to evaluate the with peers and with caring profes
<br /> _ _ teachers' own work, sional adults.
<br /> Ili A thus promoting their
<br /> 'G; professional growth;g Copyright © 1993 by the National Associa-
<br /> A teacher observes and supports the children's to facilitate communi- tion for the Education of Young Children.
<br /> discussion, while the tape recorder and camera cation and exchange See cover 2 for reprint information. [Vol-
<br /> document the process of this exploration. of ideas among educa- ume 49,Number 1J
<br /> 8 Young Children •November 1993
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