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A Hundred Languages for Describing the Reggio Emilia Approach
I have been motivated to write this blog post after a few recent events and conversations that have provoked me to think about the language we use to describe our educational experiences with children, especially those that are specifically ‘Reggio Inspired’. It has made me reflect on how Loris Malaguzzi described what he saw happening…
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Participation, Pedagogical Documentation and the Design of Empathetic Learning Contexts
At the weekend I attended our Sightlines Initiative conference entitled “All Our Futures”. Sightlines Initiative for those who might not know is the UK reference point and member of the International Network of Reggio Children. We are an independent organisation promoting creative and reflective practice in early childhood education. As an organisation we promote the…
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Describing the Complexity of Learning
“Survival of the fittest, in a world that worships development and ‘forward-moving progress’ makes us all lost and small.” Nora Bateson. 2016. Small Arcs of Larger Circles I have been thinking lots recently about the language we use to describe learning and learning processes. We often speak in linear ways of ‘progress, ‘development’ and ‘next…
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Looking for Learning, Seeking Meaning-Making: Fostering meaning-making in a learning experience
There is an abundance of ideas and activities all over Pinterest, Instagram and Facebook that point to many ‘learning experiences’ and activity set ups for young children and whilst I appreciate the sharing community of educators all wanting to do the best by children, many of these pinned activities are devoid of their learning context,…
Debi Keyte-Hartland 