Watch this and be ready to say HOLY FIRECRACKERS!
http://www.youtube.com/watch?v=faIFNkdq96U&feature=relmfu
At first sight, I was utterly dumbfounded at the brilliance of Caine's Arcade. What an incredible story this is! Caine is one genius of a kid! Questions that came to my mind while watching: How is it that this filmmaker was his first customer?? Who are the folks that walked by and didn't want to humor him and play? Can my kids create something like this? What can we as educators learn from Caine? Then when I started to process it more, I came to the realization that ALL children are capable of what Caine created, that is, if we help to create structures and opportunities for kids to create! What are those structures and how can we bring them to our classrooms PRONTO?
What are your thoughts?
Thursday, September 13, 2012
Friday, September 7, 2012
Blocks Beyond Kindergarten
Where do I even begin when it comes to the value of block building in early childhood development? Building with blocks allows children to "learn by doing" which is a central idea expressed by educational philosopher, John Dewey. Children who build with blocks learn about science, math, social/emotional development, and the list goes on. The value of blocks can be seen beyond the early childhood years as well. My first exposure to the idea of blocks being present in classrooms "beyond kindergarten" was at Teachers College, Columbia University. A doctoral student in my department was investigating the benefit of children in upper-elementary classrooms having access to building blocks. This was a new idea for me. I couldn't imagine 4th graders playing with blocks in the classroom. But when you think about it, a 4th grader is still in the "concrete-operational" stage of development according to Piaget, learning by actively engaging (manipulating testing, investigating) with their world. Blocks are the perfect medium!
Along the same lines are other constructing materials such as Legos. My neighbor boy (4th grader) creates unbelievable Lego ships/planes/vehicles and the thought process that goes into building these is most definitely building his spatial skills!
I've beefed up the block area in my classroom, by adding cars/trucks/people/animals.... although it's still a work in progress. I need more blocks! I'm hoping to apply for a grant to bring blocks to other classrooms in our school, beyond Kindergarten. Convincing others that blocks beyond kindergarten is a good idea might be another job in itself!
Stay tuned for more about blocks....
Along the same lines are other constructing materials such as Legos. My neighbor boy (4th grader) creates unbelievable Lego ships/planes/vehicles and the thought process that goes into building these is most definitely building his spatial skills!
I've beefed up the block area in my classroom, by adding cars/trucks/people/animals.... although it's still a work in progress. I need more blocks! I'm hoping to apply for a grant to bring blocks to other classrooms in our school, beyond Kindergarten. Convincing others that blocks beyond kindergarten is a good idea might be another job in itself!
Stay tuned for more about blocks....
Wednesday, July 25, 2012
Digging Deeper into Reggio Emilia
Just what is Reggio Emilia? When researching preschools for Addison, I heard about RE as being "the best of all worlds." Meaning a sprinkling of a couple of widely regarded different approaches to early childhood education, such as Montessori, developmental, Waldorf, etc. I never went to visit one (there are not many in our area) because I found a local school that I fell in love with right away that was a perfect fit for Addison. Looking back at her experience at this school, what I loved about it is similar to why I'm drawn to the RE philosophy. Addison and her classmates were at the forefront of every decision made. It is truly a child-centered school, one that respects and honors children, from head to toe.
Here's MY interpretation of what RE boils down to:
1. Children's interests/wonderings DRIVES curriculum
2. Conversation, listening closely, collaboration and intense teacher observation leads to this
3. Artistic expression is a pillar of the philosophy
4. RE environments are aesthetically pleasing, filled with light, inviting and orderly
5. Documentation of learning is displayed in a multitude of ways, which honors each step of the process (traces of the minds of children)
6. Relationships: Family and community involvement is the norm, utilizing the gifts and talents of all
Sounds like a dream world, right? In American preschools and elementary classrooms, we see bits and pieces of this dream. Howard Gardner, an American Developmental Psychologist (author of the theory of Multiple Intelligences) says about the Reggio Emilia philosophy: "Like a flower, you can't take it from one soil and put it in another one. That never works. This doesn't mean at all that Americans can't learn a tremendous amount from it, but we have to reinvent it."
The educators at RE have been known to say that RE cannot be duplicated in its' entirety because the approach evolved in a very unique, particular cultural context. It began in post World War II Italy, as a result of the devastation left behind in the war, and an opportunity for the people of the region to build a "new and different place for our children." It has a unique beginning, that's for sure!
My understanding of RE now will most certainly change and grow once I see it in person, where it all began. I'm looking forward to learning and growing and finding ways to reinvent Reggio Emilia in my own soil.
Here's MY interpretation of what RE boils down to:
1. Children's interests/wonderings DRIVES curriculum
2. Conversation, listening closely, collaboration and intense teacher observation leads to this
3. Artistic expression is a pillar of the philosophy
4. RE environments are aesthetically pleasing, filled with light, inviting and orderly
5. Documentation of learning is displayed in a multitude of ways, which honors each step of the process (traces of the minds of children)
6. Relationships: Family and community involvement is the norm, utilizing the gifts and talents of all
Sounds like a dream world, right? In American preschools and elementary classrooms, we see bits and pieces of this dream. Howard Gardner, an American Developmental Psychologist (author of the theory of Multiple Intelligences) says about the Reggio Emilia philosophy: "Like a flower, you can't take it from one soil and put it in another one. That never works. This doesn't mean at all that Americans can't learn a tremendous amount from it, but we have to reinvent it."
The educators at RE have been known to say that RE cannot be duplicated in its' entirety because the approach evolved in a very unique, particular cultural context. It began in post World War II Italy, as a result of the devastation left behind in the war, and an opportunity for the people of the region to build a "new and different place for our children." It has a unique beginning, that's for sure!
My understanding of RE now will most certainly change and grow once I see it in person, where it all began. I'm looking forward to learning and growing and finding ways to reinvent Reggio Emilia in my own soil.
Friday, July 13, 2012
Italy Bound
One of the main reasons I'm starting this blog is to chronicle my preparations for my upcoming (October) trip to Italy to tour Reggio Emilia. I was invited by a highly respected friend/mentor/educator/consultant to travel to the town of Reggio Emilia, Italy with 50 educators/authors/professors/consultants and tour the place where the Reggio Emilia philosophy of education began, the Loris Malaguzzi International Centre and Reggio Children schools. I can't begin to tell you how honored I am to be a part of such an esteemed group of educators. I will be surrounded by people who "write the books" that we read professionally as educators. I'm sure I'll be pinching myself while I'm there!
I'll be posting throughout the summer and into the fall about how I'm integrating this "Reggio" philosophy into my classroom, and with my own children. So much of it is a natural progression of learning, it won't seem revolutionary to many of you. However, in this age of high-stakes testing and the pressures to "get through" curriculum in our classrooms, it might sound like a challenge. I'm ready to take it on, full force!
Upcoming posts:
I'll be posting throughout the summer and into the fall about how I'm integrating this "Reggio" philosophy into my classroom, and with my own children. So much of it is a natural progression of learning, it won't seem revolutionary to many of you. However, in this age of high-stakes testing and the pressures to "get through" curriculum in our classrooms, it might sound like a challenge. I'm ready to take it on, full force!
Upcoming posts:
- Diving Deeper into the Reggio philosophy
- Blocks Beyond Kindergarten
Monday, July 9, 2012
Beginnings
I've been toying with the idea of starting a blog to chronicle life with my two "budding bambinis" and the sweet bambinis in my first grade classroom. So here I am! I plan to share my thoughts, wonderings and insights about parenting my own little muffins and the joy of teaching sweet six year olds.
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