January 1996 Newsletter

January '96 Newsletter

Children and Project Work

Table of Contents

1. Creative Problem Solving
2. REGGIO EMILIA, "The Hundred Languages of Children"
3. From the Centre
3. Newsletter Information

Creative Problem Solving

    Three teachers from the Lower Lincoln School designed this project for their Grade 2 and 3 students. We enjoyed, but do not have room to reproduce, all the drawings they sent. Initially intended as a science activity, it seems to us that what emerged was an effective problem solving exercise. We invite readers’ reactions.

    Project description: You are to design your own tree, flower, shrub or plant. Draw your choice and be sure to colour it as you think it should be coloured. Name the thing you have created. How fast does it grow? Does it grow in a particular season or does it last the whole year? How does one look after your object? When is it to be watered and what kind of water do you need? If you are able to sell this at the Co-op, how much do you think people would pay for it?
    If this project stimulates you to investigate children’s problem solving, we would recommend a book by Edward de Bono; CHILDREN SOLVE PROBLEMS. Perhaps you know of other authors on problem solving to share with us?

    Thank you, NANCE HETHERINGTON, GREG FORSYTHE and LANA PARKS.

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REGGIO EMILIA, "The Hundred Languages of Children".
	by Mollie Fry
During the last few months I have visited two different pre-school facilities. They were benign, safe, and almost completely without stimulation, challenge or excitement. Neither were in this country, but it's possible that I might have had the same experience here. What a contrast to the pre-schools of an area in northern Italy we visited this spring! On our travels, we went to Reggio Emilia, knowing of the fame of their pre-school programs, but also understanding that visits were almost impossible. (One COULD join a study group for $1200 U.S.!) Despite this, we found ourselves unable to bypass the source of such reputably innovative education. We found the school board office, and to my joy, an English speaking staff member, who cut short my inquiries about books or slides of the pre-schools. "Oh, you're here for the exhibition! It opened today. I'll take you over if you'll give me a minute." And indeed she did. For the next three hours we walked through a building of interlocking rooms, full of glass and light. Three hours more would not have been too many, but the building closed and our schedule carried us on and away. What an incredible and stimulating experience! We were stunned with what we saw, and with the implications of all the photographs, drawings, models, equipment - and the overwhelming sense of joy that the exhibition exuded! What is so different about the schools and their practices? How can I begin to explain? Well, it was the most truly child-centered demonstration I have ever encountered, for a start. Secondly; my art educator husband said "If my students in junior high school could have produced work of this profundity, I would have been overwhelmed!" Does that convey an impression? At the end of the war, a group of parents built - physically built - a school for their young children. A feature of the schools remains the wholehearted involvement of parents, and the community. Loris Malaguzzi was the first teacher, and the guide and inspiration for many years until his recent death. In time, a philosophy developed; one that focussed first and last on children. Malaguzzi, who with his colleagues constantly researched the works of great educators past and present, believed that all children's learning could develop through their representations of the world around them. Through their active explorations and their intuitive methods of expression ("the hundred languages of children") their development as inquiring, reflective, competent and knowledgeable beings would be assured. The world-wide recognition of the schools and their pupils is testament to the truth of this belief. It is not a unique theory, of course, but some ways in which it is practiced differ from - for example - our own kindergartens, and the progressive schools of North America. One impression that emerges, both from the exhibition and from reading, is the intensity and depth of the children's experiences. It would take longer than I have, to explain this in detail, but maybe an example will serve. When children in the early years in our culture paint or draw, the work is often sent home, where a proud and supportive parent displays it, on the 'fridge or in some prominent place. When a Reggio child makes a drawing, it is used as a "blueprint" for further work. Then there are more drawings, much talk about it, where could it lead; could it be the start of a larger project, contributed to by other children? An excitement is engendered that powers the project and involves part or all of the class for weeks, even months. The resulting works incorporate all the traditional disciplines - and so much more! The maturity of thought and deliberation that the 3, 4 and 5 year olds demonstrate is staggering. The depth of involvement, the level of cooperation through discussion and reworking of ideas, the revision of original blueprints - "staggering" hardly expresses it! The community is supportive in every way. The beautiful buildings and equipment, space and personnel, are all evidence of the value put on the needs of small children. These are municipally funded schools which all children may attend. I am sure you can sense the passion that we feel about our experience! There are videos at Instructional Resources - 453-2319 - that help one's understanding, even though the quality of photography is not superb. The words and pictures are engrossing. Meanwhile, how can I lay my hands on $1200?
This illustration is from "The Hundred Languages of Children: The Reggio Emilia Approach to Early Childhood Education", page eight. Authors: Carolyn Edwards, Lella Gandini, and George Forman. Used with permission from Ablex Publishing Corporation, Norwood, New Jersey. The above photo is from "The hundred languages of children" catalogue.
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*From the Centre*
	by Anne Hunt
Background Information For readers who are unfamiliar with the work of the Early Childhood Centre, we thought this first edition of our newsletter might be the perfect place to introduce you to the facility and describe some of the work that is currently underway here. The Centre was established in the spring of 1991 in partnership with the Department of Education and the UNB Faculty of Education. A particular and important part of the work of the Centre is the implementation and maintenance of the Initiative '91 kindergarten teacher education program. The Centre oversees the operation of an early years classroom located in Marshall d'Avray Hall. This classroom was established in the early 70s as one of the pilot sites in anticipation of a public kindergarten programme. When public kindergarten did not become a reality the class operated as a private kindergarten. In 1991 when public kindergarten was implemented it became one of the off-site kindergarten classes for School District 18. The classroom currently has 19 children from kindergarten to grade two and is affiliated with the nearby Liverpool Street School. The class is used by educational partners - the university, school districts and the Department - for teacher education, professional development work, and research. This year three projects are underway: parent involvement in a multi-age classroom, teaching and learning French in a primary classroom, and literacy development. A brief description of each of these projects follows. A multi-age classroom Although the benefits of multi-age settings are recognized by educators, the general public has not always seen such groupings as positive. This particular K-2 class, however, is here primarily because of the efforts of the parents whose children attend it. It was their wish that the learning community be made up of children from kindergarten through grade two. They see benefits in this “family” grouping and in the longer time the children have with the same teacher. We are documenting, through questionnaires, video and audio tapes, what parents have to say about the multi-age classroom - their concerns, their positive responses, and their expectations and reflections. In other work, Pam Nason’s undergraduate students will be documenting how the classroom community solves the problems of teaching and learning. Teaching and Learning French in a Primary Classroom We have formulated three questions about the teaching and learning of French in what is commonly referred to as the Core French Program. The questions are based on innovations which are in place in this particular classroom setting. 1. What happens when we manage the time allocated for the Core French Program differently? 2. What happens when we provide time for the classroom teacher to plan with the French teacher? 3. What happens when the program is delivered in a K-2 multi-age group? Literacy Development Literacy development in the primary classroom reflects the “Language Learning Principles” set out by the province in their document, Continuum of Language Learning. This year the Early Childhood Centre will be documenting this literacy development through examples drawn directly from this context for literacy development. Pam Whitty’s undergraduate students will be contributing to this work as they focus on visual and musical literacy. The results of the documentation will be published in a form that is accessible to parents and teachers. The Centre also engages in a wide variety of research and development projects in all aspects of early care and education including child rearing, child care, early intervention, schooling and community education. Recent projects include: A Collaborative Approach to the Assessment and Development of Community Playspace, funded by CCIF; A Catalogue of Program Resource Materials for Family Resource Centres, a CAPC project; Maternal Literacies, a SSHRC project; Policy Research on Parental Involvement, UNB Sabbatical research grant. We encourage visitors to the early years classroom by appointment through the centre and we are happy to respond to inquiries about our work. Drop in, 215 Marshall D’Avray Hall, UNB Fredericton, or phone 1-506-453-5024.
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Newsletter Information
Early Childhood Centre News is published by the Early Childhood Centre, Faculty of Education, University of New Brunswick P.O. Box 4400, Fredericton, NB E3B 5A3. We welcome your submissions. Please sign your letters and include your mailing address and telephone number. Editors: Anne Hunt, Pam Nason and Pam Whitty

Comments to: eccentre@unb.ca Last update: 2000/06/20