Tag: early childhood curriculum

Early Childhood Curriculum Models: Reggio Emilia

~ Storykate ~ Leave a comment

When it comes to early childhood education, a thoughtfully designed curriculum is important.
It lays the foundation for a child’s lifelong learning journey. My early
childhood pre-service students are curious about various early childhood curriculum models… What is the Montessori approach and who was
this “Reggio Emilio” guy 🙂

Let’s start exploring them ONE at a time…

We will start with the Reggio Emilia Approach, which originated in the Italian small town of Reggio Emilia. First, let’s learn about where to find the information to learn more about this approach. This is a link to an Italian website, where you will find online learning resources, pictures, background information or information about tours.

https://www.reggiochildren.it/en/reggio-emilia-approach

Here is a link to the Australian Reggio Emilia Exchange

Reggio Australia
Reggio Children (2024) https://www.reggiochildren.it/en/reggio-emilia-approach/

Key Theorist/Origins: The Reggio Emilia Approach originated in Italy in the aftermath of World
War II, with the pioneering work of Loris Malaguzzi, a prominent psychologist.

Loris Malaguzzi , a teacher, an activist, a foundational father of Reggio Emilia Approach


Reggio Emilia key ideas

  1. Child as a capable learner who speaks “100 languages” (ways of self-expression and learning): This approach regards children as naturally curious and competent, actively engaging with the world. Children have rights and are citizens from birth. Children’s rights are foundational for Reggio Emilia’s approach and they inspire everything they do.
  2. Collaboration and partnerships: It places a strong emphasis on collaboration among teachers, children,
    and parents, fostering a sense of community. Reggio Emilia children and educators often go out on excursions, explore the city and their community, and participate in festivals and events.
  3. Documentation: Extensive documentation of children’s learning processes through art,
    photographs, and discussions. The way Reggio Emilia educators document is very unique and it makes learning visible.
  4. Environment is the third teacher, which means all educators’s attention should be focused on creating a wonderous and inspiring aesthetically pleasing environment, that is almost magical.
  5. Project-based approach or inquiry-based learning is the key way to learn.

Role of the Teacher: Teachers in this model are seen as co-learners, observing children
closely and guiding their explorations. They document children’s progress, adding to the
knowledge pool. The teacher is a researcher, a reflective practitioner, and a pedagogista. The
unique position in Reggio Emilia schools is aterlierista, who is a studio art teacher.
Learning Perspective: Learning is viewed as a social process. Children learn through
interactions with others and their environment.
Unique Quality: Extensive use of visual and written documentation, making learning visible.
Challenge: Requires skilled educators who can effectively facilitate child-led learning.
Typically, educators go to Reggio Emilia to learn some important ideas and get immersion via
Reggio Children organisation.
Symbolic Resource: A beautiful display of children’s artwork and photographs symbolises the
Reggio Emilia Approach.

What does the Reggio Inspired Centre look like?

Originating in Italy, the Reggio Emilia pedagogy quickly spread worldwide. This story is about a kindergarten located on one of the Monash University campuses in Melbourne, Australia that I visited 12 years ago. Around 35 children attend this kindergarten five days a week. The kindergarten, which the director Susan calls “home,” is indeed a home – a standalone building. The atmosphere feels more like a home rather than an institutional preschool with its inherent and very specific smells and sounds.

The design of kindergartens implementing Reggio Emilia principles is unique. The main principle is to make spaces comfortable for communication among adults and children: parents and children, parents and educators, educators and children, and, finally, children among themselves. This is achieved through an “open” kitchen. The chef prepares food where parents can see how it is done and can talk to the chef. The children constantly ask the chef questions, help him or her, and simply chat with them during meal preparation.

On the walls, there are amazing pictures, a painted quilt, portraits of the children, their statements, and drawings. The ceiling is not solid, and even in the evening, it is light here – light penetrates through special hatches. I catch a glimpse of a sunbeam: the setting sun reflected in a CD hanging outside. The room has live flowers, compositions of dried plants, and amazing miniature wooden toys. In the corridor, there are sofas for parents, making it comfortable for educators and parents to communicate.

At the far end of the building, there is a quiet room. Here, children can not only sleep but also engage in meditation (they are taught to relax, as not everyone likes to sleep during the day), simply lie down with a book, or play in the dark with a flashlight.

On a shelf in open access are the children’s portfolios, containing not only traditional drawings but also transcripts of monologues and dialogues, stories recorded by the educator from a child’s words, and photos taken by the children. All these wonderful things are not a one-time experiment but part of the program of many kindergartens worldwide that adopt the principles and approaches of the Reggio Emilia method.

Philosophy of Environment and Relationships

children are curios and agentic. They world is full of wonder for them

“Reggio Emilia” is not a theory of education, a methodology, or a model that can not be easily transferred to any kindergarten. It is so-called place-based pedagogy and is embedded in the Italian context, in the context of the real town of Reggio Emilia. Yet, the centre can work using some Reggio Emilia principles and in this case, they call themselves Reggio Inspired. It is more of an experience of a different attitude towards childhood and child-rearing, which Italians today share with educators and teachers from other countries. Thinkers, designers, artists, parents, and everyone concerned about the future of humanity ponders how to raise free individuals capable of reasoning and thinking without succumbing to propaganda slogans. They believe that children should be made full members of society, not only developing their cognitive abilities but also growing through interactions with the local community and other people. The theoretician of this approach was Loris Malaguzzi, the director of educational programs in Reggio Emilia. He drew on the ideas of Piaget, Vygotsky, Montessori, Steiner, Dewey, and Bruner.

The innovative approach to education in Reggio Emilia is based on the following principles:

  • A child is a person, and every person deserves respect.
  • Children can control their learning and development.
  • Children learn by touching, moving, listening, seeing, and hearing. They should not be restricted in these activities.
  • Children build relationships with other children in spaces where they can explore the world.
  • Children are born part of a community of learners, they learn from each other, from others, from their culture
  • Children should have many ways and means to express themselves (drama, music, drawing, singing, dancing, constructing, conversing).

Here is my video on the role of environment

Inquiry-based learning

A key component of this new approach is research or projects. But Reggio Emilia is more than just a project-oriented approach. This pedagogy is inseparable from the place where it originated (Italy, the city of Reggio Emilia), making it challenging to transfer the design and unique environment where Italian children grow up to other contexts. However, one can try to appreciate a similar attitude towards children as creators. Children in Reggio Emilia do not sit at desks, on carpets, or in circles. And if they do sit, it is not to repeat after the teacher. Here, children are co-authors and the initiators of most projects. The educational program is built around their suggestions. All projects resulting from the activities of children and adults are recorded on video, audio, photographed, and described in diaries so that parents and all interested parties can see these works. Children are viewed as unique beings capable of learning at incredible rates and creating. The intellectual and creative activities of children are highly valued and important. Documentation and reports on projects allow both children and adults to reflect on what they have done. Reggio Emilia is a place for joint experiments and is open. Children are not stuffed with ready-made knowledge, which is a key principle of the approach.

Reggio Emilia focuses on Arts: Atelier or Studio

Another feature of Reggio Emilia’s kindergartens is the “atelier.” These spaces are equipped with various materials for crafts that are freely accessible. These can include brushes, paints, plasticine, clay, shells, twigs, wool, paper, and stones. The atelier is a place where a child can express themselves.

Reggio Emilia: The role of the teacher

Educators in Reggio Emilia are also unique. Their role differs from the traditional one. They are not sources of knowledge or role models but co-authors with the children. In the process, they learn, and their approach evolves. They are constantly developing, which includes attending seminars, lectures, and courses on ceramics or art, music, and drama. Their main role is to be patient observers and co-participants in children’s projects. Teachers ask children questions that stimulate them to seek their answers. There is always an element of spontaneity in such activities.

Partnerships with families and community

Parents also actively participate in the development of children, not only their own but also others. They are also a kind of educators in this kindergarten. Teachers, called pedagogistas in Reggio, consider parents as the first and main educators of their children. Parents are informed of any changes in the program; moreover, they are participants and co-authors of this educational program.

Get a PDF file for your study – keep it forever

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Storykate

Creating Engaging Learning Environments: insights from the EYLF V2.0

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Learning environments are one of the key pedagogical practices in the EYLF 2.0 (AGDE, 2022). Learning environments play a crucial role in shaping the educational experiences of children. According to the Early Years Learning Framework (EYLF) 2.0, these environments include physical, temporal, social, and intellectual elements. Welcoming, safe, and inclusive indoor and outdoor spaces not only respect and affirm the identities of children and families but also enrich their lives. Today I will explore the key aspects of creating effective learning environments, incorporating practical examples and embedded video links to illustrate these concepts.

Physical and Temporal Elements

Learning environments should provide both active and calming spaces, allowing for a balanced schedule of active and quiet play. Educators must plan environments that cater to individual as well as group activities, responding to children’s interests and capabilities. For example, setting up a cosy reading corner alongside a vibrant art studio can cater to different moods and learning styles. Watch this video on creating flexible learning spaces for practical tips and ideas.

Social and Intellectual Elements

Environments that support learning are vibrant and flexible, reflecting the strengths, culture, languages, interests, and capabilities of each child. They should also mirror aspects of the local community. This approach fosters a sense of belonging and relevance. For instance, incorporating local Indigenous art and stories into the classroom can create a richer learning experience. Check out this video on integrating cultural elements into the learning environment.

Inclusive Spaces

Well-planned environments make reasonable adjustments to cater to different learning capacities and styles. Educators should invite children and families to contribute their ideas, interests, and questions, creating unique and familiar settings. This participatory approach can build intercultural spaces where both Western and traditional Aboriginal and Torres Strait Islander knowledge are shared. This video on play spaces inspired by Aboriginal Perspectives highlights how to involve the ways of knowing into your practice.

Outdoor Learning Spaces

Outdoor environments are a staple of Australian learning settings, offering heaps of opportunities for physical activity and learning experiences unavailable indoors. Natural elements like plants, trees, edible gardens, sand, rocks, mud, and water invite open-ended play, exploration, and connection with nature. These spaces foster an appreciation of the natural world and interdependence among people, animals, plants, lands, and waters. Learn more from this video on outdoor learning environments.

Learning on Country

Educators are encouraged to facilitate learning on Country, respecting Aboriginal and Torres Strait Islander connections to the land. This practice benefits all children, fostering a deep connection to nature and cultural understanding. For Indigenous children, this connection is integral to their spirituality and relationships. Watch this video on learning on Country to see examples of how this can be implemented.

Sustained Shared Thinking and Collaborative Learning

Indoor and outdoor environments should promote sustained shared thinking and collaborative learning. Providing spaces and opportunities for children to engage in meaningful conversations and activities with educators, families, and the broader community is essential. This video offers insights into creating such environments.

Materials and Resources

Materials enhance learning when they reflect what is natural and familiar while introducing novelty to provoke interest and complex thinking. Digital technologies can enable global connections and new ways of thinking, fostering an understanding of social, economic, and environmental sustainability. This video on innovative educational materials showcases examples of how to incorporate these elements into learning environments.

Inquiry – based learning program with the focus on shells for early childhood educators

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Shells are often used in early childhood education and care. Every centre I visited had shells stored somewhere or used for ocean-based play spaces. But have you ever noticed that shells have an enormous potential for inquiry-based learning (IBL)? For example, you can start an interesting inquiry about shells, using modern approaches to pedagogy, e.g. new materalism, posthumanism or constructivism.

IBL or Inquiry-Based learning has become an essential pedagogical approach in the early childhood sector. Victorian Institute of Teaching set up an inquiry project as a pre-requisite for full teaching registration. The integration of IBL into the Early Years Learning Framework also highlights its significance in fostering children’s curiosity and collaborative learning. In this blog post, I will talk about an inquiry-based nature learning program focusing on shells.

Why Inquiry-Based Learning

Inquiry-based learning supports children’s curiosity and problem-solving skills through exploratory techniques and stimuli. By engaging in group work and community-minded projects, children develop critical thinking, collaboration, and communication skills. As Bruner (1990) suggests, these experiences enable children to become active participants in their learning journey, constructing knowledge and understanding through various means.

Murdoch (2015) talks about the role of educators in facilitating inquiry-based learning by posing open-ended questions that encourage children to think critically and express their ideas. This approach not only nurtures children’s intellectual growth but also fosters a deeper connection to real-world scenarios and nature.

Mind Map on Shells

Our inquiry-based learning program on shells is designed to engage children through various experiences and resources. Here are the key components:

What Animals Have Shells?

Introduce the concept of shells through group discussions and outdoor explorations. Use books like “Seashells More Than a Home” by Melissa Stewart to support learning. Children compare different species and their protective shells, fostering their understanding of similarities and differences in the animal kingdom.

Resources:

  • Posters and books about shells and animals

Different shells and why are they different?

Using posters and shell samples, children identify which species the shells belong to and compare their physical characteristics. This activity enhances their critical thinking and research skills.

Resources:

  • Posters, different shell invitations, collections

Where can you find shells?

Children learn about habitats suitable for different shelled species through YouTube stories and habitat trays. They classify animals based on their survival needs and create representations using natural materials.

Resources:

  • Habitat trays, printed animal pictures, natural materials

What animals have shells?

Children can observe different animals with shells, including their habitats. This activity supports their connection with nature, observational skills, literacy and creative skills. They can draw as they observe, take pictures and have discussions in small groups

Resources:

  • Observations of nature, drawing materials, books, clipboards

What did we learn about shells?

Children share their representations and discuss what they have learned about shells and other-than-humans who live in shells. This discussion forms a summative assessment, highlighting their understanding and engagement.

Resources:

  • Representations, books, posters, documentation, final mind-map

Ethical Considerations

It is important to make sure that you apply ethical practices in nature learning. For example, I avoid setting up snail play spaces with real snails now. I teach careful handling of living creatures. We may consider whether it is ok to take shells from the beach and whether we have to return them.

This simple inquiry-based learning program on shells shows the benefits of integrating nature pedagogies and inquiry-based approaches. By fostering children’s curiosity and critical thinking, you can prepare them for lifelong learning and community involvement. Just make sure that your inquiry is not turning into a theme-based approach!

References:

  • Bruner, J. (1990). Acts of Meaning. Harvard University Press.
  • Carson, R. (1956/1987). A Sense of Wonder. Harper and Rowe.
  • Curtis, D., & Carter, M. (2012). The Art of Awareness, Second Edition: How Observation Can Transform Your Teaching. Redleaf Press.
  • Murdoch, K. (2015). The Power of Inquiry. Seastar Education.
  • Pelo, A. (2012). At the Crossroads: Pedagogical Documentation and Social Justice. https://www.reggioalliance.org/downloads/insights_ch10_1.pdf
  • Queensland Government. (2023). Inquiry Learning. Early Childhood Education and Care. https://earlychildhood.qld.gov.au/early-years/age-appropriate-pedagogies/approaches/inquiry-learning
  • Taylor, A. (2013). Reconfiguring the Natures of Childhood. Routledge.
  • Young, T., & Elliott, S. (2004). Just Discover: Connecting Young Children with the Natural World. Tertiary Press.

Nature-Inspired Sensory Play for Children: 5 ways

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Have you ever noticed how children seem naturally drawn to explore the world around them with all their senses? That’s because sensory play allows them to learn and connect with their environment naturally. It’s more than just fun; it’s a fundamental part of their development, creating not only sensory integration but supporting a sense of wonder!

Sensory play engages a child’s five senses – touch, sight, sound, smell, and even their body awareness (proprioception). As they explore textures, sounds, and smells in nature, they’re not just having fun; they’re building a deeper connection with the world around them. It’s like they’re constantly asking, “Who am I? Where do I fit in?” through their senses. As a teacher, I offer children a lot of opportunities of play and when I can I use nature as my co-teacher. For example, I pick up natural loose parts and offer children to engage in slow play – or exploratory learning, as they interact with the materials found in nature.

This list offers some ideas to spark curiosity and ignite a love for the outdoors through sensory exploration. I hope this will spark some creativity and support you in your planning.

1. The Barefoot Trail

Find a safe, grassy area and ask children to take their shoes off. Make sure that the area is free from sharp glass or other hazards, yet includes a variety of textures, like soft grass, smooth stones, or crunchy leaves. Challenge children to walk through blindfolded (with their permission), focusing on the feeling of the earth beneath their feet (proprioception).

2. The Listening Walk

I do it as an adult every single day when I walk my dog. Take a nature walk with children, but this time, focus on sounds. Ask children to close their eyes (with permission) and listen carefully. Can they identify birds singing, leaves rustling, or the distant hum of insects (hearing)? Discuss the different sounds and how they create a unique soundscape. If you are stuck indoors during the rain, lie down on the floor and ask children to identify all the sounds they hear.

3. The Texture Treasure Hunt

Invite children on a nature walk with a focus on textures. Encourage them to touch different elements – the smooth bark of a tree, the rough surface of a rock, the soft petals of a flower (touch). Talk about the descriptive words they can use to describe these textures (bumpy, smooth, soft).

4. The Scentsational!

Nature is filled with incredible smells! During your next walk (bush kinder session or excursion), encourage children to stop and sniff the pine needles, freshly cut grass, gum tree leaves, or fragrant native flowers (smell). Discuss the different scents and how they evoke certain feelings.

5. The Nature Mandala

Collect colourful leaves, pebbles, and flowers on your walk. Use these natural materials to create a beautiful mandala on the ground or a flat rock. This activity incorporates creativity with a connection to the natural world (sight & touch).

Share your favourite types of nature play in the comments below!

Storykate

Early Childhood Curriculum Models Part 2

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HighScope Curriculum 🎈

Key Theorist/Origins: The HighScope Curriculum was developed in the 1960s, influenced by the work of psychologist Jerome Bruner.

3 Key Ideas:

  1. Active Learning: Children learn best by doing. The curriculum emphasizes hands-on experiences.
  2. Plan-Do-Review: A daily routine where children plan their activities, engage in them, and then reflect on what they’ve learned.
  3. Adult-Child Partnership: Adults collaborate with children, extending their learning through open-ended questions and discussions.

Role of the Teacher: Teachers are active participants, co-constructing knowledge with children. They support, observe, and interact. The key strategy is scaffolding children’s knowledge and skills; through intentional teaching.

Learning Perspective: Learning is an active process. Children learn by exploring, making choices, and reflecting on their experiences. High-scope is quite a goal-oriented curriculum, which seems to align to the EYLF outcomes quite well.

Unique Quality: The Plan-Do-Review process, which fosters decision-making and reflection.

Challenge: Requires teachers skilled in facilitating active learning experiences. High Scope is not widespread in Australia.

Symbolic Resource: A “Plan-Do-Review” board illustrating children’s daily activities. The plan-do-review sequence is when children make choices about what they will do, carry out their ideas, and reflect on their activities with adults and peers. High Scope educators call these parts of the day planning time, work time, and recall time. This way play is more purposeful.

The Waldorf/ Steiner Approach 🌲

Key Theorist/Origins: Rudolf Steiner, an Austrian philosopher, founded Waldorf education in the early 20th century.

3 Key Ideas:

  1. Holistic Education: Focuses on nurturing a child’s physical, emotional, and spiritual development alongside academics. The role of nature is important.
  2. Play-Based Learning: Encourages imaginative, open-ended play as a means of learning.
  • Delayed Academics: Formal academics are introduced later, with a strong emphasis on creative arts in the early years.

Role of the Teacher: Teachers in Waldorf education provide a warm, home-like environment, guiding children’s activities through storytelling and modelling.

Learning Perspective: Learning is deeply rooted in imaginative play, storytelling, and artistic expression. Some days, children bake; other days – knit.

Unique Quality: A strong emphasis on the role of imagination in learning, rhythms, and mindfulness.

Challenge: Requires a unique understanding of the balance between free play and structured learning.

Symbolic Resource: Felt puppet storytelling or Waldorf dolls – symbolise the importance of imaginative play.

Anji Play Approach 🌟

Key Theorist/Origins: The Anji Play Approach originated in China, developed by Ms. Cheng Xueqin, an early childhood educator.

3 Key Ideas:

  1. Child-Centred Exploration: Children are given the freedom to explore their interests, fostering self-initiated learning.
  2. Embracing Risk: Encourages controlled risk-taking, where children engage in challenging activities under supervision to build resilience.
  3. Deep Reflection: The approach values reflective practices, with children and teachers reviewing their experiences together.

Role of the Teacher: Teachers observe and support children’s play, asking open-ended questions to prompt reflection.

Learning Perspective: Learning is rooted in self-directed exploration and meaningful experiences.

Unique Quality: Emphasis on embracing risk and reflection as integral parts of learning.

Challenge: Requires educators who are comfortable with allowing children to take measured risks.

Symbolic Resource: A specially designed playground symbolises the freedom for exploration and risk-taking. Loose parts, like planks and barrels, large blocks, and ladders, that look dangerous

🙂

Project Approach 🚀

Key Theorist/Origins: The Project Approach has roots in the work of educators Lilian Katz and Sylvia Chard and was further developed by Helm and Katz. I love their book!

3 Key Ideas:

  1. In-Depth Exploration: Children engage in extended, hands-on projects that delve deeply into specific topics of interest. It starts with the inquiry, e.g. about insects, cars or whatever inquiry topic is valuable and has potential.
  2. Collaboration: Encourages collaboration among children, teachers, and families to plan and execute projects.
  3. Documentation: Emphasises the documentation of the project’s progress and findings.

Mind maps are really useful.

Role of the Teacher: Teachers act as guides, helping children plan and execute their projects, and documenting the learning journey. The teacher is a facilitator of inquiry.

Learning Perspective: Learning is inquiry-based, focusing on exploring questions and solving real-world problems through projects.

Unique Quality: Extensive project work with a focus on research and documentation.

Challenge: Requires skilled facilitation to ensure projects are meaningful and aligned with curriculum goals. Understanding inquiry-based learning.

Symbolic Resource: A project display board showcasing the stages and outcomes of a completed project.

Forest Schools/Bush Kinder 🌿

Key Theorist/Origins: The Forest School concept originated in Europe, drawing from Scandinavian and German outdoor education traditions.

3 Key Ideas:

  1. Nature Immersion: Children spend significant time outdoors in natural environments, fostering a deep connection with nature
  2. Child-Led Learning: Emphasises child-initiated activities and exploration in the natural world.
  3. Risk Management: Encourages responsible risk-taking, with children learning to assess and manage risks independently.

Role of the Teacher: Teachers act as facilitators, guiding children’s interactions with nature while prioritising safety.

Learning Perspective: Learning occurs through direct experiences in nature, promoting environmental stewardship. Learning with nature and from nature.

Unique Quality: Strong emphasis on nature immersion and fostering a love for the outdoors.

Challenge: Requires access to natural settings and a commitment to outdoor education, new teaching practices, such as storytelling, open-ended play, inquiry-based learning, place-based pedagogy.

Symbolic Resource: A collection of natural objects, such as leaves, rocks, and feathers, represents the connection to nature. Campfire, too.

Which one is your favourite curriculum model?