Environments in a Reggio Emilia Inspired Setting
In Reggio Emilia, the environment is seen as the third teacher where research happens. Both the indoor and outdoor environment is organised with particular care and attention to detail, every item having a purpose. Through this PD we will unravel the details given to the prior planning of an environment set up and how we as educators can embrace this journey and open up a world of opportunity for the children in our care.
The Power of Play Provocations
One of the fundamental principles within the Reggio Emilia Approach is utilising the environment as the third teacher. As educators, we strive to create spaces that are vibrant and responsive to the children’s changing needs and interests. We want our environments to invite experiences, interactions, discovery and risk taking. To evoke curiosity and investigation whilst engaging in deep learning experiences is integral to a child ‘learning through play’.
Thinking Outside the Box
Have you ever stopped to really think about what materials you provide the children with to assist their learning, and the impact this can have? Plastic fantastic; natural materials; reusable materials – we are going to look at them all and discover what is best and where we can get them from. This session will also touch on the importance of the environment as the 3rd teacher, where and how to place our reuse materials, and the difference this can make to the children’s education.
Pedagogical Documentation in Long Day Care
What role does documentation play in your long day care setting?
Is your documentation purely developmental record keeping?
Is it tedious, unenjoyable?
Pedagogical documentation can offer so much more. It makes children’s and adults learning, relationships in your setting and educational processes visible.
The Role of Projects in a
Reggio Emilia Inspired Setting
Here we will look at the journey of a project with children in an inspired Reggio Emilia setting. What starts of as an observation; a thought; a question; a pondering and leads to exploration through the hundred languages. Throughout a project there will be many discussions, representations, experiments and reflections that take place in small and larger groups, that may or may not lead to a final product.
What’s your Identity Journey?
A 2 part series
To make recognisable who we are and what we do, our identity showcases how many parties can align to have the same common goal. Our identity keeps us honest and accountable to who we are and what we are about. By having an identity, it gives us a feeling of security, well-being and a sense of belonging. Over these 2 sessions we will look deeper into what your identity is and how this will make a dramatic difference to the operation of you early childhood setting.
So, What are they learning?
Element 1.2.2 Educators respond to childrens ideas and play and use intentional teaching to scaffold and extend each childs learning – National Quality Standard
Do you find that you are often building on childrens interests rather than extending on their learning? How do we identify and extend on the learning rather than the interest? In this session, we will identify different learning dispositions and discuss the importance of educator involvement when it comes to facilitating childrens learning within a play environment.