Share Wildflower Ramblings!What is Reggio inspired learning? When I started this journey to understand the style of education that originated in the small city of Reggio Emilia, Italy after World War II, I could not grasp what it meant. But now I have become inspired by the Reggio Emilia approach to learning and what it looks like for early...
Photo credit to Instagram handle @eldiariodeblack_ 😊 ----- This pack is included in our toddler nature inspired MORNING BASKET mega bundle if you are looking for great savings :) here: www.etsy.com/au/listing/1495626067/morning-basket-bundle-nature-inspired DIGITAL DOWNLOAD - no physical item This listing is for our WOODLAND ANIMAL LEARNING pack - great for teaching your little wildling about different animals you may find in the woodlands. Our woodland pack contains match games introducing english and maths learning . Charlotte mason /Regio Emilia/waldorf/natural learning inspired 🐿️🍄 This pack would suit all different occasions - classroom and home school décor and learning. Mix them with your other nature learning units. Prop them on your nature tables or morning baskets and more. We spend many, many hours and love creating our printables, as we believe strongly in nature learning🍂 We love using watercolours and create all our designs on the one size A4 paper- making printing easier for everyone.then simply cut out our flashcards along the borders WHATS IN THIS PACK :🐿️🍄 12x different animals you would find in the woodland cards ( to be cut out ) with 1x what you might find in the woodlands flash card cover and 1x facts about woodlands and their trees mini facts flash card.- cards measure approx. 12.5cm W x 18xm L The 12 animals your child will learn are: -deer -bear -wolf -fox -moose -squirrel -owl -racoon -hare -eagle -boar -trees 12x the same woodland animals - match the name to the animal flash cards -CARDS ALSO CONTAIN THE ANIMALS FOOTPRINT/TRACKS - ( to be cut out also ) - card measure approx 11.5 cm W x 13 cm L 🦊 24x mini MATCH THE WOODLAND ANIMAL TO THE CORRECT NUMBER cards ( 12 of the same woodland animals as the other cards plus 12 number cards ( written in english number) - teach your child counting skills as they count the correct number of woodland animals and put them next to the correct number. - (to be cut out) - MINI card measurements are approx. 6.5cm W x 9.5cm L 3x WOODLAND ANIMALs to be cut out - great to be used as display, on nature/unit study tables or even PUNCH HOLES and get your little wildling to thread sting through. animals are a bear, deer (fawn) and a fox. - to be cut out. 1x A4 landscape W is for WILDERNESS POSTER 1x A4 portrait WOODLAND ANIMALS poster if you are not 100% happy, have a question or issue please get in touch :)
O ambiente é tão importante para o enfoque Reggio Emilia que se denomina o terceiro mestre. É um elemento mais de aprendizado. Mas, à diferença de outras pedagogias como Montessori, os ambientes são fluidos e podem ser modificados pelas crianças. Diz-se que são ambientes para serem vividos. >> Pinceladas de Reggio Emilia no lar <<
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Art Sprouts is the art teacher resource for fun art education resources, including lesson plans, children activities, art history essays, and project-based
Entrando in una Scuola di Reggio o in un istituto che segue Reggio Children non potrete fare a meno di notare questo bizzarro elemento: le cose appese al soffitto. Disegni, foglie, lavoretti, rami: di tutto di più. E non è uno sfizio delle maestre: dietro ci sta una ragione ben precisa, e ora ve la sveliamo. La hanging art delle scuole di Reggio Emilia: la ragione per la quale nel Reggio Approach è previsto che i bambini appendano tutto al soffitto Le ragioni essenzialmente sono due, e anche se sembrano semplici in realtà sono fondamentali per il Reggio Approach, e combinate portano a questa esplosione di lavoretti sui soffitti delle classi. Innanzitutto, nel Reggio Approach, come nel metodo montessoriano, l’ambiente in cui i bambini imparano è al centro dell’attenzione. Deve essere bello, a misura di bambino, in tinte naturali, ed è pensato per favorire l’interazione, l’autonomia, la curiosità e la comunicazione. E, soprattutto, questo spazio scolastico prende forma e di modifica in base ai programmi educativi e a ciò che i bambini fanno durante l’anno. Sì, un po’ come in tutte le scuole (dove compaiono cartelloni durante l’anno), ma in maniera più concreta e meno “cartellonistica”. In secondo luogo, per le Scuole di Reggio l’arte è fondamentale, così come tutti i linguaggi non verbali. Non solo nell’Atelier (il laboratorio creativo sempre presente), ma anche in classe la creatività è sperimentata costantemente, e le mani dei bambini sono sempre impegnate in questo senso. Unendo queste due peculiarità, capirete che arte+ambiente porta alla necessità di spazi dedicati proprio a questa creatività da esporre. Ed ecco perché nelle classi gli angoli dedicati all’esposizione dell’arte e le opere d’arte e i lavoretti appesi (o al soffitto, o a rami, o ad alberi…) sono moltissimi. Il bello è che puntando sempre ad una estetica pensata e studiata, questi angoli di arte appesa sono effettivamente meravigliosi, e si capisce come possano andare a favore dei bambini: gli studenti possono infatti avere sott’occhio tutti i giorni i loro lavori, le loro opere, che da singole vanno a formare con quelle dei compagni dei bellissimi complessi. Così, i metodi per appendere l’arte sono davvero ingegnosi, e rendono le classi davvero piacevoli e vissute. Guardate ad esempio questi ambienti. Qui per appendere fotografie e ritratti dei bambini sono stati utilizzati gli appendiabiti salvaspazio dell’Ikea… (foto 1 http://journeyintoearlychildhood.weebly.com/journey-blog/intentionally-designed-environments) Qui invece una ruota di bicicletta con i suoi raggi si è trasformata in un appoggio alternativo… (foto 2 http://fairydustteaching.com/2013/01/reggio-emilia-hanging-art/) Qui, anche solo per rendere più piacevole e naturale l’ambiente, si è portato addirittura un ramo nella classe… (foto 3 https://it.pinterest.com/pin/121175046197929084/) Mentre qui il ramo è stato sfruttato fino in fondo, e quindi utilizzato per appendere le fotografie dei bambini. (foto 4 http://fairydustteaching.com/2013/01/reggio-emilia-hanging-art/) Sara Polotti
You are currently reading our archived blog. While these older posts may not reflect our current vision and direction, we encourage you to visit our new website at wunderled.com to explore our latest, updated content. There, you'll find a wealth of valuable articles, resources, and insights that align with our current focus and over 60+ Free […]
See examples of how an early childhood classroom has evolved over the years and has become Reggio-inspired. Learn tips for making your space more Reggio.
After taking pictures of my students I cut them in halves We put halves together We really enjoyed putting different halves together!
Pedagogia Reggio Emilia, a criança como protagonista do aprendizado. Ela é um sujeito dotado de capacidades para experimentar o mundo por si mesmo.
My quest this year was to create a more organised environment in my classroom. A space that allowed for natural expression through various forms of play as well as a space that was organised and wa…
Transforming your third teacher (room) is something that can be as simple as focussing on just one area in your room and can change how your children interact instantly with each other and the materials!
Many early childhood educators are well versed in Loris Malaguzzi’s poem referencing the hundred languages of children. In it, he reminds the reader that systems, structure and defined ways of working can limit children, an anchor of conformity and regiment which weighs them down. In this piece, The Sector contributor, Michelle Walsh, shares her reflections on leadership, asking readers to consider if they make space in their leadership style for the hundred languages in their team to be expressed.
KLA Schools' Reggio Emilia preschool and kindergarten programs offer high-quality education. KLA Schools is a leading provider of quality preschool and daycare.
Buenas noches a todos y todas!! Después de un día de descando, por un buen motivo por suerte, vuelvo a abrir mi maleta para seguir comparti...
Project/Inquiry Based Learning has been a passion of mine ever since I discovered it about 5 years ago. Since then, I have stepped out of my comfort zone and transformed the way I teach from a typical Thematic Based style through baby steps taken each year and with the help of an amazing on-line community of teachers with the same passion (you all know who you are!). My first baby step was taking themes and science/social studies standards and making them more student lead and project based. I got rid of the two week time limit each theme had in the past and allowed more time for students to dig deeper. I found that students would take my broad theme (oceans) and desire to dig deeper into more specific parts of the theme (sharks, jellyfish, ect.). As time went on, I was able to take the biggest step and totally let go of my themes and allowed the children's interests drive my instruction, incorporating the standards through those interests. I am blessed enough to also teach in a district that does not mandate the curriculum I use. Curriculum programs are purchased to use as tools for our toolbox but not required. Us teachers are trusted and encouraged by our superintendent to write our own curriculum as long as the standards are met. My building principle also has that kind of faith in us as professionals! They know that when it comes to children learning what they need to learn, we are the experts! Project/Inquiry Based Learning is highly encouraged in all grades Pre-K through 12. Some wonder how I plan for this style of teaching and how it flows. Here are some of the tools that I use. Once I notice an interest from the students (usually found out through experiences set up for them to explore during play) , I find out what their knowledge and misconceptions are about the subject. Kind of like a KWL chart! I list all that they know about the subject we will dive into. Then I ask what they wonder. I list all of their questions. NOW I can plan! I take their wonderings and create a web map showing the different directions they want to take the inquiry and possible experiences that will help them find answers to their wonderings. I got this web map from the amazing Joanne Babalis and her amazing blog http://myclassroomtransformation.blogspot.com. On the back I have all of the Literacy and Math Standards listed so that I can highlight the ones we will focus on through the inquiry and project. I add any Science and Social Studies Standards to the bottom of the web map. Here is the link to the web map if you would like it: Web Organizer Here is the link to the Common Core Standards Sheet for Kindergarten Language and Math: Kindergarten CC Standards Once I organize my thoughts, I create my inquiry plan using a template I created based on one I found from a Texas school district. It was so long ago I have no memory of which district but if I find out I will add them to give them credit. Their form was 3 pages long. I tweaked it to fit it all on one page. I use this to show the objectives and vocabulary, plan the investigations and materials I will need, show how they will organize the data about what they have learned, possible projects that could result from the inquiry and how we will present the project to the community. Here is the link to this inquiry planner if you would like to download it: Inquiry/Project Planner The next step is to start the investigation phase. In early childhood I set out experiences for them to explore and document what they notice. We also do whole group and small group investigations through books, videos and hands-on experiences. As we answer questions, we add the answers to our wonder chart to show our new learning. We organize this data in a web map format for all to see. The start of an inquiry wall. Information is added to it as we learn. Once we have investigated we use organizational maps to show what we learn. In kindergarten it usually consists of web maps, circle maps, tree charts (can/have/are maps), and brace maps (to show part to whole). We will chose one or two to organize our data. The next step is the project. We take what we learn and create something to show it! The projects can be individual, small group, or whole group. Some examples of projects in our room have been turning an area of our room into an ocean, forest and sky to show how animals adapt in the winter. The kids signed up to be on the migration team, adaption team or hibernation team. They each became experts on their part during the investigation and worked on their part of the project. A cave, forest, sky and ocean were created to show what animals do in the winter. Animals were created, labeled and added to the habitats. A group interested in map making and migration created this map showing migration patterns of monarchs, geese and grey whales. Another project was our The Sound Exploration Area created for our school. They saw a need (an area to explore sound) investigated different ways of creating sound, organized the data and designed a Sound Exploration Area! An area for everyone in our school to explore sound which is in our science standards. They have also turned the inside of our room into a great hall and medeival kitchen and the outside of our room into a castle wall complete with moat and drawbridge after investigating castles! The outside of our castle. A map created by a group interested in maps and where different castles were found in the world. A big book created by a small group about who lived in castles. A small group project during our castle inquiry. They have created murals and big books to show their learning also. A mural planned and created by Kindergartners. The last step is the presentation to show what they had learned. The kids LOVE this part and I've never had a child refuse to present! They are so confident of what they have learned and proud of what they have done that they cannot wait to share it! I am always so impress with their speaking and listening skills during these presentations! Sometimes small groups go to other classrooms and present what they learned, sometimes we invite parents or other classes to our room to see our presentation, and sometimes we create a video to share with others. They create maps, big books, and, get to show off the projects created at this time! Showing what they have learned through these projects gives the projects an even bigger sense of purpose! They can't wait to show others what they have learned and done! Presenting different weapons used during medieval times. I have never had so much fun teaching in my 22 years as I have he past four years! I could never go back to the way I had done it I the past. The benefits of this way of teaching are not only meeting the standards (the old way did that too) but the 21st Century Skills they are forced to develope when they learn in this type of environment. When inquiring, investigating and creating within thier own interest, they are motivated to collaborate, problem solve, handle frustration, persist if things don't work the first time, and learn from their mistakes. They have to use critical thinking skills and develope research skills. When kids develop these skills, they can learn ANYTHING! My new passion that I am learning to incorporate in my classroom is Playbased Learning! I have been amazed by the learning taking place in this way also....but that's another post! SaveSave
En este post me gustaría compartir contigo los aportes que considero fundamentales de las escuelas de Reggio Emilia. ¿Qué es lo que le hace tan especial?
The Reggio Emilia Approach is a new method of education for preschool children that helps them to develop comprehensively. Learn more about this method in this article.
Making mud paint is perfect if you are planning a "dirt day' or are looking for dirt activities for kids. Mud painting is also a fun messy art activity for kids of all ages.
In this post, we will share with you some great ideas on how to teach kids about peace. You can print the list included here.
