Download Bringing Learning to Life: A Reggio Approach to Early by Louise Boyd Cadwell, Carlina Rinaldi PDF

By Louise Boyd Cadwell, Carlina Rinaldi

The following, Cadwell is helping American educators comprehend what it ability to exploit rules from the Reggio process of their study rooms. She describes the expansion and evolution of the paintings within the St Louis quarter collaborative because the early Nineteen Nineties.

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Extra resources for Bringing Learning to Life: A Reggio Approach to Early Childhood Education

Sample text

Your books are in the book basket. Let’s get going,” Mark says, leading the way. He is the pied piper of the books today, making them out of textured papers and binding them with spirals and mat board covers with the children. This turn of events grew out of Jennifer and Mark’s close observation of children’s pleasure in writing in pretend cursive, random lettering, and inventive spelling in the Newport Room message center. These observations and subsequent team meetings about them are based on choices that originate in a document that we call the declaration of intent, which includes projections and questions prepared early in the year.

This is a feeling and a responsibility that has developed over time, along with the development of the layers of the environment.

This would be a new learning opportunity for me. I had not had much experience with paper sculpture. I felt a growing sense of anticipation and excitement about playing with paper and learning new skills myself as the children and I made our way together. I wondered what would develop. I called my atelieista friends, Jennifer Azzariti and Chuck Schwall, to ask what they had done with paper sculpture and where I could go to learn more—books to read, artists’ work to research. I knew that sculpting paper would take us all somewhere new; it would give children a chance to create the basis for a rich and complex lifelong relationship with a material that they will always use.

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