While educational philosophy
is not a topic I typically ponder on a daily basis, this issue has been more
relevant to me lately as I begin my new job assisting in a 4 year-old classroom
this week. Since my daughter attended the school, the lead teacher has
integrated more elements from the Reggio Emilia approach to early childhood
education in her class. So, to be more useful in the classroom, and just
because I am curious, I am attempting to learn a bit more about this
perspective. Here is an article from the January 2006 issue of Language Arts, “Teachers and Children
Inquire into Reggio Emilia.” (The first thing I learned is that Reggio Emilia
is a place, a town in Italy, where this philosophy originated and is still
practiced.) This article is useful for a beginner like me because it gives a
clear overview of Reggio and also discusses how three teachers unfamiliar with
the philosophy integrated it into their classrooms, including their doubts,
questions and challenges along the way.
Some key elements of Reggio are: a focus on child-centered learning, where teachers follow the lead of the students in designing inquiry-based long-term projects. The examples from the article are projects on mushrooms, seeds and an on-site pond. Children and teachers work to document their investigations on panels or posters displaying artwork, artifacts, photographs and excerpts of conversations. Multiple intelligences, especially the arts, are essential in the investigations, as children use a variety of modes and materials to “observe, investigate and represent their world” (Multiple Paths to Learning section, para. 2). The role of the teacher is as a “researcher and collaborator,” who assists in “planning for possibilities,” suggests directions for projects and helps “provoke and sustain children’s interests” (What is Reggio Emilia section, para. 9). To put the Reggio perspective into the educational philosophy terminology we discussed last week, it aligns mostly with the Progressive perspective, with a healthy dose of Reconstructionism--the Gardner multiple intelligences. That’s good, since that is where I would place myself.
That’s all great, but what does this have to do with emergent literacy? Is this (and not just Reggio, but other Progressive/Reconstructive approaches) an effective method to teach kids how to read? Some pluses: The first and most obvious is that this method engages kids and gets them actively involved not just in class but in actually designing their learning, rather than being passive vessels to be filled by the teacher’s knowledge. Secondly, Reggio has a broad view of literacy. By employing the panels displaying not just print, but also artifacts, artwork, and photos, children who have a variety of strengths will be validated and engaged in school. This benefit was explicitly mentioned by the teachers in the journal article. Yet, despite my leanings toward this child-centered philosophy, I also have doubts. Can all the “basics” that children need to learn in order to become competent readers and writers be taught through this inquiry-based method? Are there some elements, such as letter formation, sound-letter correspondences, and phonics conventions, which are better taught in a more systematic, teacher-directed way?
I suppose that my answer at this point is that a combination approach may be most effective. Even my daughter’s self-declared Progressive school has a separate, daily learning time for phonics in grades K-2, in addition to the more Progressively appropriate Readers’ and Writers’ Workshops. But, I am not convinced that this is the “right” answer, and I will continue to explore this essential question.
Cathy, I find your blog very interesting. I have had experience in Reggio classrooms and find myself asking some of the same questions. It seems like such an engaging environment for children to learn and explore in. But is it possible to use in public schools that rely so heavily on standardized exams? While I was in college, I interned at the Center for Young Children at the University of Maryland. They followed a Reggio approach. As I observed the teachers I found their interactions with the students very interesting. When a child was working on a piece of art, the teacher never said, "This is so beautiful!" or "I love your drawing!" She tried not to give her opinion on the student's work. Instead she asked the child to tell her about the picture. This encouraged the child to think about his or her own work and not worry about the opinions of others. When I reflect on literacy in classrooms, I find that the students seem to really care about what their classmates and teachers think about their progress. They often ask the teacher if they are good readers and writers. If teachers help their students focus on their own feelings and learning, and not care about what their peers think, will this lead to less competition with reading and writing levels? Will it help students feel more proud of their work? While it might be difficult to use the Reggio approach in public elementary schools, I think there are components of the Reggio Philosophy teachers can integrate to improve students' learning.
ReplyDeleteCathy, I also found this blog very interesting. I had never heard of the Reggio Emilia approach, so I found the attached article very informative and interesting. I wholeheartedly agree with you that this approach can engage students in motivation for emergent literacy learning. I do not teach preschool, but I have taught kindergarten, third grade, and currently first grade. One thing that I have found is that if you want your students to have excitement for literacy, then you need to facilitate their learning in areas that they show interest in.
ReplyDeleteFor example, in guided reading last year I had a group of students who were reading an informational text on natural disasters. They had a LOT of questions about floods and seemed to not really grasp the concept of how a flood occurs. I took off with this and decided that for the rest of the week these students would research floods. I found video clips, books from the library, and a science experiment we conducted using mud, water, and a foil pan. At the end of the research time the students worked collaboratively to create a powerpoint presentation to show to the rest of the class. They also showed the class the science experiment that we had done as a small group.
My point with this is in answer to your question: "Can all the “basics” that children need to learn in order to become competent readers and writers be taught through this inquiry-based method?"
I believe that a combination of inquiry-based learning with teacher directed methods is the best of both worlds. This group was my highest reading group. They had the ability and the background knowledge to be able to ask the questions that could guide their learning. However, throughout this process I had to ensure that they were taking relevant notes, publishing their writing so a reader can read it, facilitate using reading strategies to decode and comprehend new vocabulary, etc. All of which are basic leaning skills. So, are all teachers capable of balancing all of the above to ensure that their students are learning everything they need? Do our colleges put our prepared teachers to facilitate student learning instead of only teaching standards? I think the answers to the above questions are relevant to individual teachers and their experiences. I think it is possible to use components of the Reggio Emilia philosophy in our public schools, but it just takes a balance!
Cathy,
ReplyDeleteI too agree that it takes balance to use the Reggio approach in public (or private) schools today. As you know, I am currently working in a Reggio Emilia school attempting to use the approach. It is difficult to use the approach in its entirety while also balancing the state standards and the difficulties of teaching inner-city students. I have read many books on the topic, and it is always made clear that this approach cannot be used entirely in the U.S. Americans often become inspired by the approach, but it is not possible to use it fully. The most important piece of the Reggio philosophy is the view of the child. The teachers in Reggio Emilia view the child as independent and capable. They trust and respect the students, and although is sounds obvious, most American teachers do not seem to show trust and respect for their students. Giving students time (days, weeks, months) to figure something out rather than giving them the answer can be really crucial in their early years. This helps students develop problem solving skills early in their education. If teachers start to think about how all of their actions reflect their view of the child, it will be a big step in the right direction. I also think that changing the environment can be really crucial to the students' experience at school. If you don't already use Pinterest, you should get an account. There is a lot of visual Reggio inspiration. Here is a link to my Reggio-Waldorf board: http://www.pinterest.com/caralcara/reggio-waldorf/.
In my classroom, I teaching phonemic awareness explicitly. Although it is ideal that students should discover things at their own pace, it is really crucial for students to explicitly learn phonemic awareness skills in kindergarten. I think that preschool and prekindergarten should be filled with exploration in all areas. If the children are exposed to written language at an early age, they will be ready to explicitly learn these concepts in kindergarten. Although I am explicitly teaching skills, I always give students a choice. For example, if they are working on rhyming, I will give them a choice of two different rhyming games or activities. This helps the students take more ownership for their own learning. Reggio is a really wonderful philosophy, and I'm really excited that you are getting a chance to use it and explore it! Here are a few links to books I have read on the topic that I really like. I have them all if you would like to borrow any.
http://www.amazon.com/Hundred-Languages-Children-Childhood-Education/dp/156750311X/ref=sr_1_10?ie=UTF8&qid=1381083530&sr=8-10&keywords=reggio+emilia
http://www.amazon.com/Working-Reggio-Way-Beginners-American/dp/1929610645/ref=sr_1_1?ie=UTF8&qid=1381083530&sr=8-1&keywords=reggio+emilia
http://www.amazon.com/First-Steps-Toward-Teaching-Reggio/dp/0134373022/ref=sr_1_14?ie=UTF8&qid=1381083530&sr=8-14&keywords=reggio+emilia
http://www.amazon.com/We-Are-All-Explorers-Principles/dp/0807749087/ref=sr_1_13?ie=UTF8&qid=1381083530&sr=8-13&keywords=reggio+emilia