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With art, it expands a child's ability to interact with their world which helps to boost their self-expression.

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- Communication skills
- Problem solving skills
- Social & emotional skills
- Fine motor skills
- Decision making

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With paper as first week's material, it allows me to explore art at a steady pace as paper is a resource that we are using on a daily basis.

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Summer

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- Boosting one's imagination
- Builds on the sense of achievement
- Support children's learning and development
- Bring people together culturally through paper art and craft

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Spring

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Paper art or craft involves a wide and varied mixture of several hands-on skills.

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- Staying the same after being in contact with watercolour pencil
- Being in contact with water as it will dissolve slightly, resulting the paper to not stay the same after

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Winter

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How does paper interacts with me or other materials?

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How does paper interacts with me or other materials?

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- The paper's texture changes when coloured with colour pencils
- When the paper is in contact with the colour pencils, it brings out a vibrant and colourful drawing
- It interacts and contributes to my joy and inspiration while experiencing with the materials
- The colours will affect my moods

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- Paper crafts
- Origami
- Card making
- Quilling
- Scrapbook
- Drawing
- Painting
- Support sensory development

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- In a zig zag way
- The paper will move right and left when folding

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Questions that I can ask myself in relation to paper

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Questions that I can ask myself in relation to paper

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- I wonder if it will have the same outcome if I fold the paper the other way around instead of the zig zag way?
- I wonder if I will get the same shade of colour from the watercolour compared to coloured pencil?
- What happens when I mix the watercolour pencil with water?

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Autumn

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- Seeing how it is something used by millions of paper everyday and turning it into some art that is truly astonishing, it is way beyond my imagination

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- White
- Thin
- Coloured
- Vibrant
- Green

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- Support me in ways to explore and experience with different materials
- With fine motor skills when folding and cutting

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- Effective
- Writing
- Drawing
- Painting
- Decorating
- Printing
- Bright
- Soft
- Thin

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- Held
- Colour
- Stick
- Fold
- Cut

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Book Title: "Encounters with Materials in Early Childhood Education" - Chapter 2: Paper - Movement

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Book Title: "Encounters with Materials in Early Childhood Education" - Chapter 2: Paper - Movement

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- Sharing the idea of how we explore with paper such as cutting, folding, colouring
- Exploring on the idea of how we see and understand paper, it has more potential than we normally thought
- Promote the idea of how paper has it's own movement, history, possibilities and the different uses by different culture

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Life is like a paper,
A space for all to explore and create a vision and originality.
Life is like a paper,
Ready to be put to use for something good and useful.
But slowly, it got stepped on and crumpled up and torn apart...

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How does the paper's interaction shift in relation to time & space?

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How does the paper's interaction shift in relation to time & space?

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The interactions of experiencing between paper and coloured pencil will have to shift or improvise in hopes to prevent the changes of colour or shade depending on the colouring technique

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- Watercolour pencil
- Glue
- Scissor

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With junk art, there are a various choice of materials to create and experience

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How does the junk object's interaction shift in relation to time & space?

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How does the junk object's interaction shift in relation to time & space?

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The junk art will shift when there is a limited space or resource;

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Four seasons tree made of toilet rolls and recycled coloured papers

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Book Title: "The Language of Art, Inquiry-Based Studio Practices in Early Childhood Settings" - Chapter 2: Exploring Textures & Movement

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Book Title: "The Language of Art, Inquiry-Based Studio Practices in Early Childhood Settings" - Chapter 2: Exploring Textures & Movement

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- Motivates observations and connections to all kinds of junk objects through sensory explorations
- Engage with sensory materials through our body and minds to investigate possibilities and challenges

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- Reuse
- Repurpose
- Recycle
- Supports creativity and imagination when working with the open-ended materials

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How does the junk object interacts with me, or other materials?

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How does the junk object interacts with me, or other materials?

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- Together with other materials, they can recreate something new and purposeful
- With the junk, it allows me to explore new ways of working with different resources

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- Being purposeful in other different ways
- Creating something new and useful

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- Being fully usable unless it undergoes some degree of physical transformation like melting or purification
- Being as efficient

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- Repetitive movement when creating the shapes
- With expressions
- Can be moved around

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Verbs / Actions that connect to junk objects

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Verbs / Actions that connect to junk objects

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- Collect
- Create
- Cut
- Draw
- Stick

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- Random
- Small
- Yellow
- Green
- Orange

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- It is great to experience with recreating and repurpose something from the junk we thought is useless
- Promotes different learning and development
- Experiencing with a various of texture and movement of the junk objects (sensory-based)

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"I" feel useful,
"I" feel useful when the human beings decided to use me to recreate art after being thrown away.
A toilet roll can be made into a tree, with the help of other recycled materials.
"I" am happy again.

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- Enhances my imagination, allowing me to think beyond

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- Toilet rolls
- Paper
- Tape

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Questions I could ask myself in relation to the junk objects 

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Questions I could ask myself in relation to the junk objects 

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- I wonder what happens if I cut the shapes differently, will it affect the outcome?
- I guess I could try to use other materials like popsicle sticks to recreate and repurpose something

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- With clay, it supports open and free exploration as it does not limit my creativity

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How does the clay react when I pick it up?

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How does the clay react when I pick it up?

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- Stiff
- Moist
- Sticky
- Clumpy

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How does clay interacts with you, or other materials?

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How does clay interacts with you, or other materials?

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- Encourages me to explore around with the textures and sculpture
- Requires me to have more patience and space while working with the clay

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How does the clay's interactions shift in relation to time and space?

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How does the clay's interactions shift in relation to time and space?

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- The process of shaping and sculpting might need to be reinforced as the clay will dry up quite quickly
- While exploring the clay, it might require a bigger space or a fit environment as it may get messy very quickly

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- Sparks creativity & imagination
- Support expression of feelings and ideas
- Developing fine motor skills, hand-eye coordination
- Encourage originality & inspiration

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- As decorations
- Create clay sculptures or art
- Manipulate through rolling, cutting and making shapes
- Experience making 3-dimensional objects

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- Squish
- Extends
- Engraves
- Sticks
- Collapses
- Sculpt
- Sliced

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- Encourages me to explore around with sculpturing and shaping an object
- Allowing me to poke around with it
- Motivates me to have more patience and confidence while working with the clay

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- Having various colours to work with
- Shaping and sculpting than we imagined as it dries up quite quickly

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- Pull
- Push
- Scrap
- Pinch
- Cut

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- Model
- Mould
- Pot
- Modifier
- Polymer

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- Wet
- Heavy
- Stiff
- Friable
- Hard
- Sticky

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Book Title: "Encounters with Materials in Early Childhood Education" - Chapter 5: Clay - Ecologies

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Book Title: "Encounters with Materials in Early Childhood Education" - Chapter 5: Clay - Ecologies

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- Exploring the clay with children, discovering, investigating and questioning all types of possibilities clay could create or spark by feeling and observing it

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Questions that I could ask myself regarding clay

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Questions that I could ask myself regarding clay

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- I wonder will the texture of the clay changes depending on how much water I add?
- Could I still reuse or recreate something from the clay?
- Where does clay come from?

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You are the potter,
I am the clay.
You started to shape and mould me.
You pinch, squeeze and knead.
Again and again,
you mould me into perfection.

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Pencil holder made of clay

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Working with light encourages me to imagine, explore with different types of lighting. Thus, observing and discovering different perspectives of light, shadows and transparency of light.

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Rainbow fairy lights - the light reflects onto the clear surface

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- Showing non-visible lights that are invisible to the naked eye like X-ray
- It is quite limiting in some situations
- It's not as sensory as it can only be seen and not being felt or heard

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How is light different from the other materials

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How is light different from the other materials

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- Light is the main medium of expression
- Light can be used as a form of communication through manipulation of light, shadows or colour

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- To highlight the art
- Allowing us to visualise all colours of the rainbow through reflected light
- Support thinking skills

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How does light respond to other materials in its environment?

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How does light respond to other materials in its environment?

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- Difference outcome between outdoor lighting and indoor lighting
- With the help of the outdoor's natural lighting, it might not require as much materials or props to enhance the art
- Indoor lighting might requires an extra methods of lighting, props or techniques to add some effect on the art or photography

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How does the light interacts with me, or other materials?

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How does the light interacts with me, or other materials?

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- Requires me to think from different perspectives, observing and exploring from different angle

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- Bright
- Dim
- Electric
- Strong
- Faint
- Soft
- Artificial
- Flickering

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Ray of Sunlight

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How does the light's interaction shift in relation to time and space?

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How does the light's interaction shift in relation to time and space?

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- The light changes between outdoor and indoor lighting as we get natural lighting when we explore lights outdoor compared to the limited lighting indoor

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- Shadow
- Reflection
- Refraction
- Laser light
- Illuminate a background
- To achieve a dramatic effect of something like art

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Rainbow light reflection

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Article: Light play - Education Resource

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Article: Light play - Education Resource

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- I agree with the idea of how light promotes collaborative play, creative experimentation, discover-based leaning and sensory based learning
- Through hands-on exploration of light and its properties, the children would be able to play around with the colour, shapes, sizes and the transparency of lights.

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- Flicker
- As waves
- Reflects
- Refracts
- Travels
- Bounces

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- Allow me to have different perspective of how light works in different environment

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- Turns
- Reflect
- Shine
- Catch
- Explore
- See

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- Switch
- Everlasting
- Signals
- Microscope
- Chandelier
- Projector

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Questions that i could ask myself in relation to light

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Questions that i could ask myself in relation to light

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- What differences did I discover when working with outdoor and indoor lighting?
- What kind of lighting is required while working with light, if I were to use it to highlight my art?
- How can I make use of the lighting to enhance art or perspectives?

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Whenever she is left in the room alone,
She don't feel as lonely anymore.
Says the little girl to the lights
"Thank You".
Yet the flickering lights of the outside world continues shinning through.
It lights up her world.

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- It is important to allow children to explore, observe and discover about the properties of light and the interactions with other materials
- It is true that light can only be seen but with observations and curiosity, it can spark conversations like, "Can we hold onto light?", "How does light move?"
- Educators can provide mirrors, projectors or coloured paper where they can work together to explore how the light travels or using the mirror to project reflections.

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First the Amazing Ray of Light Atelier

Loris Malaguzzi International Centre

The Wonders of learning: a new idea of care in schools

Maddalena Tedeschi, Silvia Crivellaro

We want to emphasis freedom of measurement, the oppression of measurement. What do we have control over??That the question becomes the answer!

We want teachers to look at needs as rights and potentials. Teachers are often doing things for the children rather than the teacher doing things with the children. With this idea of attention, carefulness and care is the idea of knowledge, and so when we mean wondering we mean MARVELLING . This is a dynamic form of intelligence performed by adults and children. The idea of marvelling at things, at the world makes us discuss and reflect a lot at the International Centre and is the title of the International exhibit. With out intelligence we perform a sense of wonder at the things of the world, we present a capacity to be amazed that we are capable of observing, seeing and knowlng something more fully.

THE ACT OF MARVELLING IS NOT PASSSIVE

This is pushed into our understandings to learn more - a curiosity about the world, a springboard about the world towards knowledge. A desire to understand more - to reflect more - these are ANTEDOTES to HABITS and CUSTOMS to tasks, a flavour of discovery. This way of seeing the world is both child and adult.

Adults building and constructing their experiences away from neutrality to make them restlessness to know, is the key to marvelling. Wondering and marvelling is like a bell that is stroked so you can see and are apart of what is happening. You know also to consider what possibilities you can offer to what might happen next. That may lead to a plurality of experiences. This takes an ability to go beyond what is happening and to imagine further the intervention. There are different pathways and possibilities that an adult mind thinks and interparetes.

SITUATIONS OF POSSIBLITIES

REQUIRES ENCOUNTERS BETWEEN PEOPLE INTERDEPENCE

PLURALITY OF POSSIBLITIES IS BASED ON THE TENSION BETWEEN OUT THOUGHTS OF THE CHILD, PARENT NAD TEACHER

PARENTS HAVE AN OPPORTUNITY TO SHARE IS PART OF THIS STRATEGY AND SENSE OF BELONGING

THE PLEASURE AND JOY OF BEING APART OF SOMETHING LIKE THIS

THE IDENTITY OF THE GROUP

Loris Malaguzzi said "Nothing without joy"

Light is the right dialogue is a sophisticated language

We are constantly looking for the reflection children ask, explicity or not explicitly

Documentation is a suitcase of experiences, past and present, they help the adult make decisions of what has been thought, done or said, they should be reflected with the child.

For this Project Actione from observations of the children we decided to build a curtain of mirrors, we positioned them that they would gather light throughout the whole day and encouraged by taking other objects away in the room the children to observe it through the whole day. We changed the furnishings also to reflect this. It was a constant presence throughout the day. Being able to return to things to go back to things is a good way of following the cognitive process - this is a scientific process- A form of experiment making it possible for us to continue our research.

Quote from Neurobiologist Rizzolatti,"A mind that is active is a mind which is learning"

Each c hild performed their own subjective dance to these lights some in rhythm some not, some holding the fairies, some trying to chase them.

The children were filled with wonder and curiousity, materials were light weight, they could hold them "The light made a lot of noise in the space it was euphioric. , the materials where their accomplice in their desire to know.

One day a curious thing happened the light was gone!!! The children asked is this a situation where it remains or does it change? Can we hold onto light? Are these the situations that change and how? To give greater sense of strength to their questions they offered a different context. We give them mirrors they can hold in their hands, a microscale, that they can contort and control!

The idea of being together is giving strength to chance a RECIPRICOL DIALOGUE

"In the encounter between persons we construct recriprical reciperation<dynamics of communication<subject to continuous modification and change<between tow subjectivities creating a third world> That collaboration is based on cognition and emotion.

There must be a space for emotion. A tension a vibration that is created towards embracing others, that goes through a process of constant modification and change. That tension is part of our core evolution. This tension can be haulted and stopped for a moment> this happens everyday. In this moment of haulting and stopping we are changing it. This needs to be fluid and constructive keeping open to interpretation. Looking at the experience with a view of further horizons expanding our vision our field. Projection Actione is an act of reflection. Multiple Pluraity, differing points of view over reflection.

THAT ARE OPEN THE FINISHING CAN HAPPEN WITH OTHERS LEAVING IT OPEN TO CREDIT OTHERS, THIS INCLUDES PARENTS FOR COMPLETION.

OUR ATTITUDE NEEDS BE : To care for our work on projects in the same way we care for our relationships with others.

To care to connect the patterns between things. Fabric connects and ties between things. I like this idea of polymerisation. I have noticed that they use expressive language well, that the presenters can tell me their feelings so well and how they care and consider their thoughts in relation to projects and working with children. That they want to make good of these moments to share with their families these important learnings and wonderings.

KEY COMPONENTS OF TODAY NO Fear of Failure. TIME IS VALUABLE

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Tuesday April 17th - Ray of Light Atelier and The Wonders of Learning Lecture

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First the Amazing Ray of Light Atelier Loris Malaguzzi International Centre The Wonders of learning: a ...