The teachers set up provocations –intentional, open-ended explorations of specific materials - which feed into the wonders of the children promoting deeper thinking and prompting further questions. Often, the exploration evolves into a study, a long-term discovery of a certain idea or topic. Throughout the study, teachers observe the children’s interests, plan provocations, engage in thought provoking conversations and activities, document children’s thoughts, and wonders, and display them on document panels for families to see. Documentation of children’s work in progress is viewed as a valuable tool in the learning process for children, teachers, and parents. Pictures of children engaged in experiences, their words as they discuss what they are doing, feeling, and thinking, and the children’s interpretation of experience through the visual media are displayed as a graphic representation of the dynamics of learning.
Through this authentic process of learning, children are naturally engaged in developing skills in the areas of communication and language, physical development, personal, social, and emotional development, literacy, mathematics, understanding the world, and expressive arts and design.
To learn more about the Reggio Approach,
Reggio-Emilia
St. Mark’s Preschool is inspired by the Reggio Emilia approach to Early Childhood Education. Reggio Emilia is a town in Italy whose early childhood education is driven by a cooperative, child-driven curriculum. Founded by teacher, Loris Malaguzzi, in the 1960’s, the Reggio Emilia education philosophy is a pioneering approach to early childhood education emphasizing the interests of children and valuing the child as thoughtful, resourceful, and resilient, full of wonder and capable of deep understanding. The Reggio approach respects children’s thoughts and ideas and allows them, through self-directed activities, to use their natural curiosity on the path to discovery.
Teachers regard the classroom as the “third teacher” and put much care into the design and atmosphere of the classroom environment. Lighting is soft and indirect, colors are muted and supplies and storage are made of natural materials lending a homey feel to the classroom. Teachers carefully organize the space for small and large group activities. Quality materials are used, and children learn appropriate use and care of those materials.
