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A Provocation from EY2 (Student Check-in Example)

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A Provocation from EY2 (Student Check-in Example)

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Gallery Walk of Documentation Possibilities - TG

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Got: What was most helpful? Want: What would you most like to explore next? 👇

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Got: What was most helpful? Want: What would you most like to explore next? 👇

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In Dialogue with Reggio Emilia: Listening, Researching, and Learning (2nd Ed.)

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In Dialogue with Reggio Emilia: Listening, Researching, and Learning (2nd Ed.)

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Carlina Rinaldi (2021)

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Table of Contents

Acknowledgements Note on Terminologies Introduction: our Reggio Emilia Gunilla Dahlberg and Peter Moss Carlina Rinaldi: writings, speeches and interviews, 1984-2004 Staying by the children's side: the knowledge of educators (1984) Participation as communication (1984) Malaguzzi and the teachers (1996) Documentation and assessment: what is the relationship? (1995-8) Dialogues The space of childhood (1998) Issues in educating today (1998) Documentation and research (1999) Continuity in children's services (1999) Creativity as a quality of thought (2000) The construction of the educational project: an interview with Carlina Rinaldi (2000) Teachers as researchers: formation and professional development in a school of education (2001) The organisation, the method: a conversation with Carlina Rinaldi (1998) Crossing boundaries: reflections on Loris Malaguzzi and Reggio Emilia (2004) In dialogue with Carlina Rinaldi: a discussion between Carlina Rinaldi, Gunilla Dahlberg and Peter Moss Carlina Rinaldi: writings and speeches, 2007 - 2016 The Loris Malaguzzi International Centre. A metaproject (2007) The natural complexity of becoming children (2012) LEGO, Reggio Emilia. A Story, a Prize (2015) The city of Jerome Bruner (2016) A system Bibliography Index

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In Dialogue with Reggio Emilia: Listening, Researching and Learning

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Reggio Emilia's educational services for 0-6 year olds are widely acclaimed as one of the best systems in the world.

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tonya@tonyagilchrist.com

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Tweets by Mrs_Gilchrist

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Inquiry, Agency, & Responsive Teaching in International Schools

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Inquiry, Agency, & Responsive Teaching in International Schools

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Join this Facebook group to connect with educators around the world as well as to access articles and resources.

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Choice Words: How Our Language Affects Children's Learning

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Choice Words: How Our Language Affects Children's Learning

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Peter Johnston

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Throughout this book, author Peter Johnston provides examples of seemingly ordinary words, phrases, and uses of language that are pivotal in the orchestration of the classroom. Grounded in a study by accomplished literacy teachers, the book demonstrates how and what we say (and don't say) have surprising consequences for what children learn and for who they become as literate people. Students learn how to become strategic thinkers, not merely learning the literacy strategies, but adapting them to their lives outside of the classroom.

In addition, Johnston examines the complex learning that teachers produce in classrooms that is hard to name and thus is not recognized by tests, by policy-makers, by the general public, and often by teachers themselves, yet is vitally important. This book will be enlightening for any teacher who wishes to be more conscious of the many ways their language helps children acquire literacy skills and view the world, their peers, and themselves in new ways.

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Choice Words: How Our Language Affects Children's Learning

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Amazon.com: Choice Words: How Our Language Affects Children's Learning: 9781571103895: Johnston, Peter H: Books

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The Hundred Languages of Children (3rd Ed.)

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The Hundred Languages of Children (3rd Ed.)

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Editors: Carolyn Edwards, Lella Gandini, and George Forman

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Educators in Reggio Emilia, Italy, use a distinctive innovative approach that supports children's well-being and fosters their intellectual development through a systematic focus on symbolic representation. From birth through age six, young children are encouraged to explore their environment and express their understanding through many modes of expression or "languages," including verbal communication, movement, drawing, painting, sculpture, shadow play, collage, and music. This organic strategy has been shown to be highly effective, as the children in Reggio Emilia display surprising examples of symbolic skill and creativity.

This book describes how the world-renowned preschool services and accompanying practical strategies for children under six in Reggio Emilia have evolved in response to the community's demographic and political transformations, and to generational changes in both the educators and the parents of the children. The authors provide the reader with a comprehensive introduction to the Reggio Emilia experience, and address three of the most important central themes of the work in Reggio in detail: teaching and learning through relationships; the hundred languages of children, and how this concept has evolved; and integrating documentation into the process of observing, reflecting, and communicating.

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The Hundred Languages of Children: The Reggio Emilia Experience in Transformation, 3rd Edition

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Buy The Hundred Languages of Children: The Reggio Emilia Experience in Transformation, 3rd Edition: Read Kindle Store Reviews - Amazon.com

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The Self-Driven Child: The Science and Sense of Giving Your Kids More Control Over Their Lives

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The Self-Driven Child: The Science and Sense of Giving Your Kids More Control Over Their Lives

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William Stixrud and Ned Johnson

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" Instead of trusting kids with choices . . . many parents insist on micromanaging everything from homework to friendships. For these parents, Stixrud and Johnson have a simple message: Stop. " - NPR New York Times bestselling author of How Children Succeed mean giving up your authority as a parent. In this groundbreaking book they reveal how you can actively help your child to sculpt a brain that is resilient, and ready to take on new challenges.

"This humane, thoughtful book turns the latest brain science into valuable practical advice for parents." -Paul Tough, doesn't The Self-Driven Child offers a combination of cutting-edge brain science, the latest discoveries in behavioral therapy, and case studies drawn from the thousands of kids and teens Bill and Ned have helped over the years to teach you how to set your child on the real road to success. As parents, we can only drive our kids so far. At some point, they will have to take the wheel and map out their own path. But there is a lot you can do before then to help them tackle the road ahead with resilience and imagination.

A few years ago, Bill Stixrud and Ned Johnson started noticing the same problem from different angles: Even high-performing kids were coming to them acutely stressed and lacking motivation. Many complained they had no control over their lives. Some stumbled in high school or hit college and unraveled. Bill is a clinical neuropsychologist who helps kids gripped by anxiety or struggling to learn. Ned is a motivational coach who runs an elite tutoring service. Together they discovered that the best antidote to stress is to give kids more of a sense of control over their lives. But this

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The Self-Driven Child: The Science and Sense of Giving Your Kids More Control Over Their Lives

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The Self-Driven Child: The Science and Sense of Giving Your Kids More Control Over Their Lives - Kindle edition by Stixrud, William, Johnson, Ned. Download it once and read it on your Kindle device, PC, phones or tablets.

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Loose Parts 3: Inspiring Culturally Sustainable Environments 

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Loose Parts 3: Inspiring Culturally Sustainable Environments 

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Miriam Beloglovsky and Lisa Daly

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Loose Parts 3: Inspiring Culturally Sustainable Environments (Loose Parts Series)

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Loose Parts 3: Inspiring Culturally Sustainable Environments (Loose Parts Series) [Beloglovsky, Miriam, Daly, Lisa] on Amazon.com. *FREE* shipping on qualifying offers. Loose Parts 3: Inspiring Culturally Sustainable Environments (Loose Parts Series)

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Story Workshop: New Possibilities for Young Writers

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Story Workshop: New Possibilities for Young Writers

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Susan Harris MacKay

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Special Offer: Save 30% off our list price automatically when you buy 15 or more.

Even our youngest students have lots of stories to tell, whether real or imagined. How can we create entry points for writing, so that all writers feel confident and motivated to share their stories? How can we establish a classroom community of beginning writers where equity, empathy, and compassion become part of the process and vital by-products of story writing?

Enter story workshop, a structure for early literacy that amplifies the relationship between play, art, and writing. Children develop ideas and stories through choices of art materials. By creating images through play, story workshop invites children to explore the "amazingness" (Nisa, age 10) of their ideas in a variety of art forms. "Through their stories," Susan writes, "students share the meaning they make of their experiences in the world." Children in every classroom environment feel empowered to transition from play to pencil as they add words to their stories.

Story Workshop includes an abundance of classroom videos, photos, and student samples that illustrate what is possible when children use words, colors, textures, shapes and all kinds of materials to create the stories they want to tell. Watch how students' imaginations soar, their love of writing blossoms, and their connections with one another become the focal point of your classroom.

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Special Offer: Save 30% off our list price automatically when you buy 15 or more. Even our youngest students have lots of stories to tell, whether real or imagined. How can we create entry points for writing, so that all writers feel confident and motivated to share their stories?

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Already Ready: Nurturing Writers in Preschool and Kindergarten

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Already Ready: Nurturing Writers in Preschool and Kindergarten

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Katie Wood Ray and Matt Glover

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Already Ready: Nurturing Writers in Preschool and Kindergarten

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Amazon.com: Already Ready: Nurturing Writers in Preschool and Kindergarten: 8601419153053: Ray, Katie Wood, Glover, Matt: Books

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I Am Reading: Nurturing Young Children's Meaning Making and Joyful Engagement with Any Book

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I Am Reading: Nurturing Young Children's Meaning Making and Joyful Engagement with Any Book

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Kathy Collins and Matt Glover

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It's vital that we support young children's reading in ways that nurture healthy reading identities, that foster an attraction to books and a love of reading, and that teach them how make meaning in any text they choose, whether or not they can read the words.
-Kathy Collins and Matt Glover

What do we see when young children interact with books before they can read the words?

Kathy Collins and Matt Glover see real reading, characterized by purposeful meaning-making and opportunities for reading growth and language development.

"One of our biggest hopes," write Kathy and Matt, "is to help you see and value all of the powerful work young children do as readers." With I Am Reading you'll see that fostering what little ones do before they can read the words is important early instruction.

Kathy and Matt show how to nurture, nudge, and instruct young readers to make meaning in any text, whether or not they are reading the words. They share:

observation guides for children reading any kind of book

specific descriptions of language and independence development

sample reading conferences and whole-class minilessons

suggestions for creating reading opportunities in preschool and reading workshops in K-1

action plans to get you going

25 online video clips of children making meaning and teachers supporting them.

I Am Reading pairs two important voices in early literacy to remind us that we're teaching children, not reading levels. "In the rush toward ever higher reading levels in the early years," write Kathy and Matt, "we may fail to value the strategy use and high-level thinking children do before they are reading conventionally." Join Kathy and Matt and look anew at your young readers so you can provide the kind of support that gets them off to a great start.

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I Am Reading: Nurturing Young Children's Meaning Making and Joyful Engagement with Any Book

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Amazon.com: I Am Reading: Nurturing Young Children's Meaning Making and Joyful Engagement with Any Book: 9780325050928: Collins, Kathy, Glover, Matt: Books

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Tonya Gilchrist

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Got: What was most helpful? Want: What would you most like to explore next? 👇

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Got: What was most helpful? Want: What would you most like to explore next? 👇

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AISPP: Affinity Map - Braid of PYP, Reggio, & EYF - Google Jamboard

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The version of the browser you are using is no longer supported. Please upgrade to a supported browser. Dismiss

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StoryMaking: The Maker Movement Approach to Literacy for Early Learners

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StoryMaking: The Maker Movement Approach to Literacy for Early Learners

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Michelle Kay Compton and Robin Chappele Thompson

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StoryMaking: The Maker Movement Approach to Literacy for Early Learners

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Amazon.com: StoryMaking: The Maker Movement Approach to Literacy for Early Learners: 9781605546032: Compton, Michelle Kay, Thompson, Robin Chappele: Books

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Choice Time: How to Deepen Learning Through Inquiry and Play (PreK-2)

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Choice Time: How to Deepen Learning Through Inquiry and Play (PreK-2)

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Renee Dinnerstein

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How to Deepen Learning Through Inquiry and Play, PreK-2

By Renee Dinnerstein
Foreword by Kathy Collins

In Choice Time, Renée gives you everything you need to set up choice-time centers that promote inquiry-based, guided play in your classroom. Give your students choice time, and watch them engage in joyful, important, playful, age-appropriate work that will empower them to become lifelong learners.

Special Offer: Save 30% off our list price automatically when you buy 15 or more.

"In her inspirational, well-researched book, Renée describes the kinds of learning opportunities that all parents want for their own children. Her accessible writing style makes it easy to envision the environment, teaching, and community she describes with such clarity you'll want to get started on her ideas tomorrow." -Jennifer Serravallo

"How refreshing it is in a test-driven climate to read a book stressing the nurturing of imagination and empathy that comes from inquiry, play and children making choices." -Deborah Meier

"The bottom line is when children are at play, they're not just playing--they're learning machines, and play is the engine that drives them." -Renée Dinnerstein

How do you define play and choice time in early childhood classrooms? According to Renée Dinnerstein,"During choice time, children choose to play in a variety of centers that have been carefully designed and equipped to scaffold children's natural instinct for play."

In Choice Time, Renée gives you everything you need to set up choice-time centers that promote inquiry-based, guided play in your classroom. Renée summarizes the research, describing the different kinds of play and why they are important. Then she dives into the nitty gritty, providing:

blueprints for six proven choice-time centers, with variations

a guide to arranging your classroom space to maximize play's value and support the child's growing independence

scheduling suggestions for different grade levels

ideas to connect centers to the curriculum, giving children greater agency in designing and planning centers.

Renée reveals what can happen when you embrace a culture of inquiry, providing opportunities for children to be explorative and creative in their thinking. She believes that, "A child's engagement is the most powerful asset we have for teaching and learning." Give your students choice time, and watch them engage in joyful, important, playful, age-appropriate work that will empower them to become lifelong learners.

(click any section below to continue reading)

Contents

How to Use This Bookvi

Foreword by Kathy Collinsvii

Chapter 1 - Why Choice Time and Play Are Important1

Chapter 2 - The Classroom Speaks21

Chapter 3 - A Classroom Where Centers Thrive36

Chapter 4 - Block Center50

Chapter 5 - Science Center66

Chapter 6 - Reading Nook85

Chapter 7 - Dramatic Play Center101

Chapter 8 - Math Center117

Chapter 9 - Art Center136

Conclusion151

Appendix A Planning Tools for Centers153

Appendix B Observation and Reflection Form for Centers154

Acknowledgements155

Works Cited160

In Depth

I wrote this book with two major goals in mind: I want to show what a powerful, authentic, inquiry-based choice time could achieve when placed at the heart of an early childhood classroom. In addition, I want to give teachers everything they would need to implement choice time centers.

The book is divided into two parts. Part 1 begins with "Why Choice Time and Play Are Important." This chapter presents the research on why play is important and what children can achieve through play as well as a description of the different types of play. The second chapter, "The Classroom Speaks," gives practical ideas for classroom arrangement, lists important materials, and offers suggestions for scheduling choice time in grades preK through 2. The last chapter in Part 1, "A Classroom Where Centers Thrive," focuses on the management of choice time-how to plan for centers, implement predictable routines, and use the workshop model. I also answer some questions that teachers frequently ask.

Part 2 focuses on what I might often call the meat and potatoes of choice time. It includes six chapters that present centers that will most likely be regular centers in your classroom. I describe the reasoning behind each center, show how to set it up, and list materials you'll need to begin. I also give ideas for introducing the center, provide some helpful minilessons, and suggest useful changes to keep things fresh across the year. This section of the book provides a practical template that can be used for observing, reflecting, and planning next steps in each center.

If you are a teacher new to choice time, you might want to use the centers just as I've described them and eventually take off on your own. If you've been using choice time already, I hope that this book gives you some new ideas for variations on your existing centers. In either case, I hope that you will heed the central lesson of this book, which is to tailor the centers to the interests of the children in your classroom. A child's engagement is the most powerful asset we have for teaching and learning.
- From 'How to use this book'

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By Renee Dinnerstein Foreword by Kathy Collins In Choice Time, Renée gives you everything you need to set up choice-time centers that promote inquiry-based, guided play in your classroom. Give your students choice time, and watch them engage in joyful, important, playful, age-appropriate work that will empower them to become lifelong learners.

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Tonya Gilchrist

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Tonya Gilchrist

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Tonya Gilchrist

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Considerations for Culturally Sustaining Environments - TG

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Exploring Core Attributes_ Reggio, PYP, & Australian Framework

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Developing a shared language between EY, F and Year 1.

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First team collaboration with EY2- Year 1. I LOVED it!

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Gots - Inspiration and time for self-reflection 

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Gots - Inspiration and time for self-reflection 

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Enjoyed looking at all three curriculums/frameworks and comparing them, helped me to see the similarities.

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Got an interesting insight into how we need to work together as a lower primary team.

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Got: Overview of the 3 frameworks/ philosophy to find common threads.
The environment reflects our values.
Want: More discussions about how are curriculum and practices reflect our values.

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Thinking about the learning space communicating what we value - there's too much teacher writing in our space.

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Loved the tools already shared for looking at our own context. Especially..... if our values are  X Y Z.... how are they communicated in our learning spaces?

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Loved the tools already shared for looking at our own context. Especially..... if our values are  X Y Z.... how are they communicated in our learning spaces?

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A little more thinking about the Australian Curriculum for F and Year 1.

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Want - to make some changes prior to the next session

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Want - to make some changes prior to the next session

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1. A reminder of the importance of collaboration and this is a journey we embark on together.
2. A focused lens on how the 3 approaches / philosophies weave together - how they are intertwined and connected.
3. "When you change the way you look at things, the things you look at change." I have new eyes and perspectives.

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You're invited to share artifacts (pictures of your visualizations, etc.) and/or reflections from your ecology walks. Post them below. 👇

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You're invited to share artifacts (pictures of your visualizations, etc.) and/or reflections from your ecology walks. Post them below. 👇

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Visual Representation of 3 Philosophies merging together.

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Time allocated for collaboration between EY and Lower PY.

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Ways to support lower primary in the transition with PY = balance.

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A Prototype: Using a Progression of Australian Curricular Expectations as Look-fors

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A Prototype: Using a Progression of Australian Curricular Expectations as Look-fors

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The ocean represents society and its potential impacts on the school.

The underlining foundation and bones of the boat represent the Australian curriculum and PYP framework.

The outer appearance and indoor space design and decoration are inspired by Reggio and the PYP framework.

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Forest Remind Classroom Announcement (1)

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All three programmes are important to our  philosophy as a whole and contribute values and concepts that make us a community. Each has its strengths that come together and join to make us who we are.

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An example from G1 at IS Ulm (Germany) 👇

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An example from G1 at IS Ulm (Germany) 👇

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You're invited to share artifacts (pictures, reflections, etc.) of what you try when considering the intersection of literacy, the arts, and play. Post them below. 👇

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You're invited to share artifacts (pictures, reflections, etc.) of what you try when considering the intersection of literacy, the arts, and play. Post them below. 👇

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Got: What was most helpful? Want: What would you most like to explore next? 👇

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Got: What was most helpful? Want: What would you most like to explore next? 👇

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Opal School

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Triplex DNA - everything wraps around each other.

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Workshop in the PYP Planning Sheet (KG+)

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Workshop in the PYP Planning Sheet (KG+)

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PYP & Workshop Lesson Planning Sheet - TG

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Tonya Gilchrist

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I would love to do an individual or team Story Workshop PD. Pretty please <3

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Super keen to use Play Worlds to get this going!

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Do we have any Story Workshop Books as a teacher resource? If not, could we order a couple in?

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A consistent approach to literacy from in the ELC and lower-primary.
Professional development for teachers on Story Workshop.
More documentation that shows the connection between literacy and play.

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I want to document the stories I am seeing the children playing out.

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I want to document the stories I am seeing the children playing out.

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Lots of loose parts and materials to support children creating their own stories.

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The power of positive presuppositions.
How are we "dialoguing" with students?
Provocations: Setting up the scene to provoke story telling
Lenses: What lens are we looking through?

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Would be interesting to see what other schools in the city are doing regarding their Story telling. What strategies are they adopting? Could there be something that goes city wide as a story telling initiative?

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ISU G1 Example - Parent Update (Whole Class)

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ISU G1 Example - Parent Update (Whole Class)

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Green Modern Monthly Updates School Newspaper Classroom News A4 Email Newsletter

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I would love to have a session on Story Workshop from others who have experience :)

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Time allocated for EY and Lower PY to collaborate

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Check out a wonderful collection of AISPP examples below. 👇

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Check out a wonderful collection of AISPP examples below. 👇

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I wonder what story workshop looks like in other two year old programs around the world.

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Welcome to Year 1's AssemblyPlease turn off your camera's and microphone.Mr Alex has a message for us.Where We are in Place and TimeYear 1 2021-2022La

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Gots: 1. Love the 'Power of Presuppositions'. 

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Gots: 1. Love the 'Power of Presuppositions'. 

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1. Love the 'Power of Presuppositions'.
2. Idea to use the Dialogic conversations in documenting

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The role of the teacher: Becoming totally involved. 

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The role of the teacher: Becoming totally involved. 

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This article transformed my teaching practice a few years back and continues to do so today. These are the quotes that resonate with me today.

It’s a constant value for the children to know that the adult is there, attentive and helpful, a guide for the child. Perhaps this way of working with the child will build a different understanding of our role than we have had before. Clarifying the meaning of our presence and our being with children is something that is vital for the child. When the child sees that the adult is there, totally involved with the child, the child doesn’t forget. This is something that’s right for us and it’s right for the children.

Observing in this way offers tremendous benefits. It requires a shift in the role of the teacher from an emphasis of teaching to an emphasis on learning, teachers learning about themselves as teachers as
well as teachers learning about children.

We need to define the role of the adult, not as a transmitter but as a creator of relationships not only between people but also between things, between thoughts, with the environment.

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The 16th NAREA Winter Conference - North American Reggio Emilia Alliance

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Envisioning a world where all children are honored and respected for their potential, capabilities, and humanity

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To continue growing as a documenter and provocateur.

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It's so important to remember our positive discipline approach in our classroom management. How do we talk about ourselves and others in front of children? Is it with a positive or negative tone? How are you building children's confidence and self-image?

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11 October 2021 EY2 Environment Planner  (1)

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I wonder how best we can capture our youngest learner's in 'the act' of storying and story making and share this back to them. I wonder if this will strengthen their story making. I wonder if it will encourage them to retell stories with more detail, and to tell new ones adding more detail. I wonder if they will become more aware when others are in the act of story making and telling. I wonder if this will support them to deepen their relationship with materials. I wonder if it will encourage them to wonder and act upon the questions they may pose to themselves.

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During my time at ICS embedding Story Workshop in our EY5 hub, we documented the children's relationship with materials (how they played and used them to express themselves) alongside their growth as mark makers and writers. This was one of the guiding articles we used to share the possibilities with others. I found that my growth with dialogic conversations grew alongside the children. I wanted to know more about their thinking and why they had chosen certain materials. I wanted them to challenge themselves to step out of their comfort zone. We also had a studio in the hub. Children could go there at any time. sometimes they learned a skill. Sometimes they experimented. I think the opportunity to learn about the materials empowered them when they came to share their stories.

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The Studio Approach to Early Childhood Education _ Technology Rich Inquiry Based Research

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To grow as a Provocateur

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Foundation- Provocation of Build Create Make- How the World Works

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Foundation- Provocation of Build Create Make- How the World Works

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Students begin bringing in more things from home to create different objects.