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On my fourth blog, I bring my own experience of engaging with pedagogical narrations in the daycare where I have been working over a period of nine months.  In my work with other educators, I have been more interested in pedagogical narrations to enrich my practice with children, families and colleagues.

I´ve noticed that making a documentation can be a valuable tool for making learning visible and meaningful. So, for me, pedagogical narration is that tool that let me reflect on the strategies that children are developing. As I have mentioned before, I can see children as competent and complex, as explorers of their own world.

One of the things that I have learnt is that if I can observe and reflect on children´s thinking, then I can create meaningful opportunities and experiences to keep on supporting and expanding that thinking collaboratively.

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Throughout my experience I have encountered challenges. As educator, I used to plan my programs introducing themes, activities, and materials that corresponded with my own understanding of what was best for children at each stage of their growth and development.

The underlying assumption was that I used to know what children needed to learn, when they needed to learn, and how they needed to learn it. I used to believe that children learned through books and exams but now I have learnt that children need to learn by themselves in real experiences.
So, by paying close attention, by listening with intent, I will begin to see what interests children have, and what questions they are asking. I am willing to valuing children´s thinking and wonderings.

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To see children as researchers working with others to make sense of the world, and educators as researchers bringing their curiosity to generate theories about children’s social, intellectual, physical, and emotional strategies of communication is to view both children and educators in a new way – as participating citizens engaging their cultural surroundings in their full humanity: this process allows our humanity as thinking, feeling beings a richer place in our life as professional educators (Wien, Carol., 2013).

The Hundred Languages to me means endless possibilities of children's abilities to discover, analyze, inquire, and reflect. In Reggio Emilia, the Hundred Languages project was created to support individual rights for their well-being, as there are many ways of seeing and several ways of being. Children are encouraged to embrace multiple languages, with an assortment of materials that invite children to express themselves, through paintings, sculpting, writing, building, drawing, etc.

As children solve problems, construct new ideas and theories, they are provided with a variety of materials and encouraged to express their understanding through different representations. They are also encouraged to revisit and reflect on their representations, to discover if new theories evolve and to modify existing beliefs.

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Source: The one hundred languages of Children by Loris Malaguzzi 

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So, what is next for me in the upcoming years as an Early childhood Educator? Well, I will be looking forward to working in collaborative dialogues with children and then, I will share it with parents and extend that learning with more open-ended activities. What I mean is that children and I will engage with more non-instructional activities, loose parts, and natural materials based on Reggio Emilia approach as every child has different abilities and interests to learn more about the world.

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Wien, Carol. (2013). Making Learning Visible Through Documentation. York University. Retrieved from http://conference-handouts.s3.amazonaws.com/2019-nctm-san-diego/pdfs/378-1020.pdf