HDF303_Observation 3

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Central Michigan University *

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Sociology

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Apr 3, 2024

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Observation 3: The Reggio Way Part 1- Your View of the Child Julianne Wurm (2005) tells us, “The view we have of children is present in all that we do as educators,” (p. 12). To begin, reflect on and record your responses to the following questions:  Who is a child?  What is childhood?  How do we learn?  How do children learn?  What is the meaning of to educate?  What is the relationship between teaching and learning?  What is the relationship between theory and practice?  What is the role of school in society?  What is the relationship between school and research? And what is the relationship between schools for young children and research?  What is the relationship between school and education? Don’t try to make your responses perfect. There really are no right or wrong answers to these questions. The form does not matter—you can use bullet points, a list of words, or short paragraphs. Simply begin responding to the best of your ability. Ideally, this continued exercise of stating and reworking your views will frame a great deal of the work that follows—not only your thinking about children, but what you translate from this book into your practice. Remember that by examining and declaring your own values about children and education, as well as your view of the child, you are making a commitment to manifest these values in your work (pp. 14-15).

Part 2- Space and Environment Space refers to the physical, unchanging features of the place in which one lives and works with children—doors, windows, access to the outdoors, and so on—and the inherent values about children and education these features reveal. The environment , in contrast, is the way this physical space is dressed up, lived in, defined, and redefined over time—the nuances, memories, and suggestions of the spaces we create for children; it is the way the space is used, the lived environment (p. 26). The space is the first step in embodying the vision discussed in the exercises in chapter 1 (and above). The physical features of a space for children immediately communicate a view of the child and the value placed on children and their education by the people who created the space. Take a moment to make a few notes in your notebook about the physical space for children that might embody the values about children and education you discussed in the first chapter. Respond to the following questions: 1. What type of space is ideal to facilitate the exploration and learning of small children? Please describe it physically in detail. 2. Now take that question even further. If you had unlimited resources, what would this space be like? Would the ceiling roll open to bring the sun indoors? Would there be a room for making and firing ceramic projects? A shallow pool outdoors for water play? Would it have a kitchen built at child level for children to cook? 3. Be sure to consider all the details of this space. Would it have hallways? Sliding or swinging doors? What would the doors be made of? Don’t forget to include the bathrooms, meeting spaces, and outdoors. 4. Think again about the view of the child you expressed in chapter 1. How is this view of the child represented in the space you have described? Are there any parts of your values about children that are not yet expressed in the space? Ask yourself specifically how the space can support the qualities you described, and develop your description until you are sure that all aspects of your values are represented in the space.

Part 3- Observing the Space Taking along your responses to the above sets of questions, walk around the CDLL or your classroom, making notes to yourself about what you see. Really look at what is there. What is being communicated about the values of the child based on the spaces created? With these ideas in mind, draw a map of the space. This will be the point of departure from which you will examine space and environment in the following sections. Be sure to include as many details as possible (p. 28).  Doors  Windows  Bulletin boards  Water sources  Documentation panels  Classroom areas (house-play, music, library, blocks, and so on)  Bathrooms  Entryway  Outdoor spaces

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Part 4- Examining the Space Using your floor plan of the classroom and school that you created earlier, look at what is offered at your school. Respond to the following questions (p. 33): 1. What options are presented to children through the organization of the space? Are there enough choices? Are there too many? 2. Can the children move easily through the school? 3. How are children using the room as it exists? How does the structure aid their exploration? How does it get in their way? 4. How might the space itself open possibilities to the children? 5. Can the children project their ideas into the rooms, or are they preorchestrated, leaving little room for reinterpretation?

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