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      <title>The Hundred Languages of Children by Nur Farhannis</title>
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      <description>E-Learning #2</description>
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      <pubDate>2018-01-26 05:21:27 UTC</pubDate>
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         <description><![CDATA[<div>The Hundred Languages of Children&nbsp;</div><blockquote><em>The child</em><br><em>is made of one hundred.</em><br><em>The child has</em><br><em>a hundred languages</em><br><em>a hundred hands</em><br><em>a hundred thoughts</em><br><em>a hundred ways of thinking</em><br><em>of playing, of speaking.</em><br><em>A hundred always a hundred…</em><br>from the poem “No way. The hundred is there.”<br>by Loris Malaguzzi. Translated by Lella Gandini<br> &nbsp;</blockquote>]]></description>
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         <pubDate>2018-01-26 05:24:46 UTC</pubDate>
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         <description><![CDATA[In the poem of "The Hundred Languages of Children", the writer of the poem wants to express that a child has multiple ways of expressing himself and not always have to be solely directed by adults, teachers and facilitators. By getting a child to express himself using his own means, an adult is allowing the child to express through his sense of play, through platforms where a child gets to reflect on his thoughts such as a reflective journal, by using the different senses of his body, by using verbal and non-verbal communication. By believing in this poem, this means an adult believe that children are accomplished in using a wide variety of ways to express their thoughts, their theories & ideas, their creativity, and of course their understanding & knowledge.

When a child expresses himself, it is not just by using verbal skills. In Reggio, the “language” of the child is referring to the many different ways that a child uses to discover, communicate and learn. Each of these ways is to be valued and nurtured within the learning environment. Also, it is believed that play is also related and recognised as a way of learning for children. 

Ways of learning might include drawing, dance, pretend play, music, modelling, movement, construction, sculpting, and or painting. Through these ways of learning, children need to use their five senses of his body, which are sight, hearing, taste, smell and touch. Through this way of learning, hands-on learning experiences are strongly encouraged. 

In a Reggio learning environment, the adults/facilitators or adults who teach in this environment will not follow the same protocol as a “regular” kindergarten teacher. In a mainstream kindergarten setting, the setting is more structured where everyone is learning the same thing at the same time. However, in a Reggio learning environment, the teachers will provide various opportunities for both the adult and children to understand each other better by using many different methods for thinking, negotiating, constructing ideas, revisiting, and developing and expressing thoughts and feelings. The teachers will allow children to investigate a situation and form and test their own hypothesis on it. By doing this, the children are encouraged to communicate their understanding about what they are doing through a form of symbolic language. The teachers will also encourage working together to resolve any problems that may arise, and teachers will observe debates and negotiations within the classroom as to whether or not the child’s representation is adequately portrayed as to what they are trying to express. If for example what the child’s representation was not able to convey what they were trying to express, they will be encouraged to revisit their work and may go back to change it so that it better expresses their understanding of the topic. Through this process, teachers encourage children to be involved in the process of exploring and evaluating situations, while recognising the importance of the work the child has done. 

Reggio educators also believe that many educational systems restrict children to the verbal/linguist means of communication. Reggio educators suggest that this theory, initiated by Loris Malagguzzi, is parallel with the work of Howard Gardner and his theories of Multiple Intelligences. The children in a Reggio learning environment are exposed to exploring, experimenting and playing with different materials, but they are also supported in developing skills and to eventually become literate in many different media to assist in concept development and in extending understanding. 

Through this theory and poem of “The Hundred Languages” of children, we also can consider to change our mindset on how we set the learning environment for our children to study in. Thoughts to be considered are, are they doing what they are interested in? Are we aware of their strengths and weaknesses? Are we facilitating our students to further strengthen their strength? Apart from that, we can also provide opportunities for our students to present ideas to us rather than just imparting knowledge and expecting the children to digest the information independently. Hands on approach and learning where the students have to use their different senses will also have a positive impact on the students. They will feel more excited to learn when they are allowed to use all their five senses rather than just sitting down and listening to a lesson being taught. 

Students should also be given the proper opportunities to play and through this play, to be given the freedom to choose an item of toy they want to play with and to explore different ideas through this play. Teachers can facilitate the play and get students to do more pretend play or to encourage social interaction between peers. An adult should always believe that each child is expressing himself, whether or not they are verbalising their thoughts or not. Non-verbal communication should also be taken into consideration and further encouraged for them to speak out their thoughts. 

In conclusion, the Reggio approach in a learning environment is seen as being a very innovate and inspirational approach to education for children worldwide. 
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         <pubDate>2018-01-26 07:29:37 UTC</pubDate>
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