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Feeling the texture of the paper. (Tactile Experience)

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In this session , we had played around with paper. Children can enhance their fine motor skills with this practice. A basic fine motor exercise that just needs paper and your hands. Children can learn several important skills by tearing paper, including hand strength, hand-eye coordination, accuracy, refined movements, and more.

POEM for Paper :

If the world was made from paper,

tear every tear,

face any fear,

make them disappear.

[Extracted from Padlet Week 1 - Session 2]

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Among China's Four Great Inventions, papermaking originated in the Western Han Dynasty and underwent further development in the Eastern Han Dynasty Weizi, B. (2021).. Writing in particular underwent a revolution thanks to Cai Lun's (also known as Cai Hou Paper) improved paper-making method. Cai Hou Paper was lightweight, made from a variety of raw materials, and encouraged the advancement of Chinese and even global culture.

Weizi, B. (2021). One of the Four Great Inventions of China: Paper-making-Experts in China-EnglishChannel. Www.stdaily.com. http://www.stdaily.com/English/Service/2021-12/16/content_1239506.shtml#:~:text=The%20invention%20of%20paper%20is

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Session 2: "Do education kills creativity" - Sir Ken Robinson

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Session 2: "Do education kills creativity" - Sir Ken Robinson

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In the TED talk, Sir Ken Robinson emphasised that all children possess immense potential. He also elaborated on an important aspect that pertains to my professional development as an early childhood educator: I believe it is our responsibility as educators to encourage children's creativity and curiosity, not only for their own growth but also for the "betterment of society."

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Traces, transforming practice, and pedagogy with babies. 

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Traces, transforming practice, and pedagogy with babies. 

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I recognised that the curriculum and relationships created for young children in early childhood settings are orientated around the image of the children.

Reflection on the Readings

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Pedagogy of Teaching

I think that working with children and materials in a dynamic, responsive approach while honouring and valuing the development of genuine, dependable, courteous, and responsive interactions is known as intra-active pedagogy.

Slow and observational offerings

Children can form bonds with objects, the world, and each other through "tender touches"

Thomson, B., & Carmichael, P. (2020). Traces, transforming practice, and pedagogy with babies. Educating Young Children; v.26 n.3 p.27-29; 2020, 26(3), 27–29. https://search.informit.org/doi/10.3316/aeipt.229494

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Reading : Documentation and Assessment : What is the Relationship ? - Carla Rinaldi

The Pedagogy of Listening

Children perceive life in all its hues and forms, and they pick up on the act of observing and all five senses very quickly.

Together with observation and interpretation, a new facet of teaching has emerged that organises the teaching-learning connection at the time of documentation (Giudici, C., 2001)

As it provides a platform for reflection and learning for both the documentarian and the reader, documentation is a narrative type of communication that may be used in both intrapersonal and interpersonal contexts.

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Giudici, C., Rinaldi, C., Krechevsky, M., Barchi, P., Gardner, H., Filippini, T., Strozzi, P., Rubizzi, L., Gambetti, A., Cagliari, P., Vecchi, V., Piazza, G., Barozzi, A., Mardell, B., Seidel, S., Harvard Project Zero, Harvard University Graduate School of Education, Reggio Children USA, International Center for the Defense and Promotion of the Rights and Potential of all Children, & Municipal Infant-toddler Centers and Preschools of Reggio Emilia. (2001). Making learning visible : children as individual and group learners (1st ed). Project Zero, Harvard Graduate School of Education ; Reggio Children, International Center for the Defense and Promotion of the Rights and Potential of all Children.

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Session 4 : Practical ideas for studio inquiries 

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Session 4 : Practical ideas for studio inquiries 

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Reflection of Reading

Delving into the Reggio Emilia approach, it is important to give the aesthetic dimension and to reflect on the role of the atelier. In the process of learning and knowledge-building in preschools.

Characteristics of the pedagogy of Reggio Emilia ’s poetic language

visual

music

dance

poetry

architecture

design

Reading - Poetics of Learning (Chapter 3)

Gandini, L., Hill, L. T., & Cadwell, L. (Eds.). (2015). In the spirit of the studio : Learning from the atelier of reggio emilia. Teachers College Press.

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“The Land” : A movie and discussion about Adventure Play

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“The Land” : A movie and discussion about Adventure Play

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From the video, i could see children playing around the area and experimenting on tools such as using saw to cut the carton box ,  climbing frames , jumping from a place to another

there would be children that is their first day in The Land, they would be trying to soak into the natural play area. They would be extremely happy when they have accomplished something such as holding on to the rope

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Considering multiple perspectives

Transferred into generations , respecting indigenous

Shouldn’t show any designs in aboriginal settings with colleagues and always ask for permission and be mindful of their significance.

Pre-class reading : Paint-Assemblages

In a classroom ensemble, we are drawn to inventiveness, to extemporisation. So, when tempera entered toddler & classroom , rigid predictable movements and rules were dispersed like paint on easel, papers and bodies.

"Processes of composition that produce durable orderings" (Anderson et al., 2012, p.175) became our focus, rather than any attempt to bring order and form through structured activities.

I really like this statement from the reading , "Paint became something to think with rather than a tool to develop toddlers’ sensory skills. In this way, paint acted as both verb and noun (Ingold, 2011)." I believe that allowing children to experiment and choreograph paint with their entire body will spark their curiosity about how the empty, plain canvas would be filled with colour, allowing the artistic sense to permeate their minds.

Discussing Multiple perspectives with children : (Reading)

As an aspiring educator, we should be aware of cultural appropriation while exploring art techniques with children. So, in order to explore work of Aboriginal culture and art, someone knowledgeable about the culture can teach children what they knew.

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Photos/Documentation of Loose Parts / 'Junk" Play

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Session 6 : Material inquiries and 'Junk'

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Session 6 : Material inquiries and 'Junk'

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In this class , we have been playing with loose parts / 'junk' and to create an artwork from using recycled materials.

(Reflective Practice)

Loris Malaguzzi emphasised that there is no one right answer or interpretation. As linking to Vygotsky’s theory, he was a constructivist in which he believes that children tend to construct their knowledge, and it is not something that’s passively absorbed.

Atliers and educators adopting the Reggio approach, it is often discussed and interpreted that children's work and use it to find new ways to support their learning." As an aspiring educator, using the Reggio Emilia approach I believe that children should have control over their learning, as i think encouraging children to work in groups could develop knowledge through communicating with their peers.

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Photo taken in NGV - also have been used in Assessment 2 as an inspiration material 

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Clay Ecologies : Reading

As we worked with clay, the reading has set us to think and feel co-evolution, parasitism and other concepts that attach us to clay. For example, clay is soil and soil requires fostering and nourishment.

Clay care requires thinking from the perspective of maintaining a web of relations.

Inquiry

(Reflection after playing with clay)

When I was provided with clay, the texture it has a silky or smooth texture, but if there is a lot of organic stuff present I can feel there is some sand grain in it.

Back when I was in kindergarten, I was handed a pack flour and a bowl with a cup of salt next to it. My teacher will then give us a cup of warm water, and we will stir the concoction until everything comes together.

We can manipulate clay as how we can shape, discover its texture, shapes and forms as we shape roll and cut the clay however we like by using our own imagination and creativity. Clay is a very different material I have worked with, unlike paper or junk/loose parts. What repels me from playing clay would be how it would dry up really quickly and it would be really hard to wash away (Earthenware clay) , but what I really enjoyed while experimenting with clay would be how it is really to manipulate and play around with :)

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It was one of the most interesting experimentation of material I had. I really like how when the charcoal touched the paper , it could smoothly slide across the paper.

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Clay and a bowl of water provided during Session 7 

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Session 8 : Studio Explorations and First Nations Perspectives 

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Session 8 : Studio Explorations and First Nations Perspectives 

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Reading: Reflection

Possum Skin Pedagogy: A Guide for Early Childhood Practitioners

Embedding Aboriginal perspectives in the curriculum childhood programme continues to grow as a mainstream movement as The Victorian Early Years Learning and Development Framework recognises that ‘learning about and valuing the place of Aboriginal people will enhance all Victorian children’s sense of place in our community.’ (State of Victoria, Department of Education and Training, 2016, p. 4)

In the future teaching practice, I think it is vital to build relationships with the local aboriginal community, and also acknowledging aboriginal cultural and intellectual property rights in order to deliver knowledge to the children!

Atkinson, S. (2017). Possum Skin Pedagogy: A Guide for Early Childhood Practitioners. https://fka.org.au/cms_uploads/docs/possum-skin-pedagogy--a-guide-for-early-childhood-practitioners--journeys-and-outcomes.pdf

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Mixing Colours with the translucent pad using light 

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Session 9 :Clay Material Inquiry (Cont 3)

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Session 9 :Clay Material Inquiry (Cont 3)

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Personally I think using clay would help me to engage with the nature even more as "clay comes from the earth : ancient , organic , substantial." (Pelo, A., 2016). Engaging children to clay could suggest children to work together to discover how they can transform the shape of a block of clay and to lift or turn over the block of clay together. This could encourage teamwork as well.

Learning Outcome 4 :

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I believe the EYLF learning outcomes 4 would be linked to this clay activity as it suggested that Children are confident and involved learners. “Children use active mental processes such as exploration , experimentation, questioning, collaboration and problem solving across all aspects of curriculum”. As I think learning and thinking processes would assist children in the development of knowing how their brain works, the language of learning and strategies to develop a growth mindset assist children in life-long learning. I believe it is vital for us as an aspiring educator in providing an environment and experiences where all children can participate and optimise their own learning experience.

In this learning outcome “children can develop a range of learning and thinking skills and processes such as problem solving, inquiry, experimentation, hypothesising, researching and investigating”, this would be evident when i plan a learning environment of making use and playing clay; where children are encouraged to explore and experiment on their own learning, using trial and error to explore different possibilities with different materials and techniques to work with clay itself.

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how light could go through the translucent pad

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Atkinson, S. (2017). Possum Skin Pedagogy: A Guide for Early Childhood Practitioners. https://fka.org.au/cms_uploads/docs/possum-skin-pedagogy--a-guide-for-early-childhood-practitioners--journeys-and-outcomes.pdf

Australian Government Department of Education (2022). Belonging, Being and Becoming: The Early Years Learning Framework for Australia (V2.0). https://www.acecqa.gov.au/sites/default/files/2023-01/EYLF-2022-V2.0.pdf

Gandini, L., Hill, L. T., & Cadwell, L. (Eds.). (2015). In the spirit of the studio : Learning from the atelier of reggio emilia. Teachers College Press. https://www.scirp.org/reference/referencespapers?referenceid=1298525

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Giudici, C., Rinaldi, C., & Municipal Infant-toddler Centers and Preschools of Reggio Emilia. (2001). Making learning visible : children as individual and group learners (1st ed). Project Zero, Harvard Graduate School of Education ; Reggio Children, International Center for the Defense and Promotion of the Rights and Potential of all Children.

Pelo, A. (2016). The language of art : Inquiry-based studio practices in early childhood settings. Redleaf Press.https://ebookcentral.proquest.com/lib/vu/reader.action?docID=4674378&ppg=105

The CLI Team. (2020). Chinese Lanterns: Their History and Modern Uses. CLI. https://studycli.org/chinese-culture/chinese-lanterns/

Thomson, B., & Carmichael, P. (2020). Traces, transforming practice, and pedagogy with babies. Educating Young Children; v.26 n.3 p.27-29; 2020, 26(3), 27–29. https://search.informit.org/doi/10.3316/aeipt.229494

Weizi, B. (2021). One of the Four Great Inventions of China: Paper-making-Experts in China-EnglishChannel. Www.stdaily.com. http://www.stdaily.com/English/Service/2021-12/16/content_1239506.shtml#:~:text=The%20invention%20of%20paper%20is

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Gandini, L., Hill, L., Cadwell, L., & Schwall, C. (2005). In the Spirit of the Studio: Learning from the Atelier of Reggio Emilia. New York: Teachers College Press.

has been cited by the following article:

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c. (2005). in the spirit of the studio learning from the atelier of reggio emilia. new york teachers college press.

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Gandini, L., Hill, L., Cadwell, L., & Schwall, C. (2005). In the Spirit of the Studio Learning from the Atelier of Reggio Emilia. New York Teachers College Press. - References - Scientific Research Publishing

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Gandini, L., Hill, L., Cadwell, L., & Schwall, C. (2005). In the Spirit of the Studio Learning from the Atelier of Reggio Emilia. New York Teachers College Press.

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CENTRO INTERNAZIONALE LORIS MALAGUZZI VIDEO (06:46)

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CENTRO INTERNAZIONALE LORIS MALAGUZZI VIDEO (06:46)

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This video has delved into Reggio Emilia’s approach on setting up shadows and light play at the outdoor spaces for children. The educators has used transparent boxes with different colours , letting the sun goes through the boxes, forming shadows. I can see how children are intrigued and amazed how the colour can be reflected and refracted from different materials :)

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Through my experience, thinking about light always brings back memories of spending Chinese New Year with my family back home. Every Chinese New Year, we would go visit our family and enjoy a lion dance while celebrating. I would always be in awe of the lanterns.

“Lighting a lantern is believed to usher prosperity and ward off negative forces. Hope and Wishes: Chinese New Year lanterns are often adorned with written wishes and aspirations. Releasing these lanterns into the sky symbolizes sending hopes and dreams to the heavens.” (The CLI TEAM, 2020)

[Extracted from Padlet Week 4 Session 10]