After the children created this wonderful picture of their playground, they then got to paste a real photo of themselves directly on the artwork. They loved the process from start to finish — and the end result (that is now hanging in their room) even more.
A photo of the playground to show what was in the children’s mind as they produced the artwork on the previous slide.
We enable our children to not only explore their environment, but also to be creative with the objects that surround them.
“The close spacial, emotional, and cognitive relationships between children, cooks and the kitchen offer many opportunities for giving shape to ideas and projects.” The Language of Food, Reggio Children
We had the children listen to different kinds of music and then they painted to their favorite one. Some of the kids even danced as they painted.
Like our colleagues in Reggio Emilia, Italy, we have a powerful image of the child. Reggio educators do not see children as empty vessels that require filling with facts. Rather they see children as full of potential, competent and capable of building their own theories.
Children, parents, teachers, and administrators are considered partners in learning. We invite parents into our classrooms to volunteer, share special skills, help organize field trips into the community or classroom celebrations
Careful observation of children allows us to consider the most appropriate classroom and outdoor arrangements and what materials we can offer children to support their interest and learning.
Through our neighborhood walks, spending time in local parks, weekly trips to the library, visits to the senior center, and field trips we seek to help children create a sense of connection to the community they live in