In the spirit of the studio Learning from the Atelier of Reggio Emilia -second edition
I especially enjoyed chapter ten- a discussion of a shift in perspective to the idea of a school as a “generative” and living place.
“For a long time, schools have functioned as nonliving systems where there is little evolution of parts in relationships; rather, ideas are fixed, teachers teach them and children are supposed to learn them”.
The way I planned (and unplanned) for instruction I believe allowed myself and students to experience learning in a more authentic, organic and ultimately living way. The information in this book, including the stories of other educators implementing the Reggio Emilia approach in their classrooms in North America really influenced and inspired my practice as I pursued my inquiry question about children’s 100 languages, and the use of the Reggio Emilia approach in the intermediate years.
I was lucky to work with Nancy as a co-researcher. Her inquiry question about learning spaces and mine about the Reggio approach convened to become a closer look on the classroom design, using the environment as The Third Teacher and the possibilities of small studios and ateliers throughout the room.
Mahima