I believe play is the sacred right of every child.
It's the space where the magic of learning takes place. I believe the role of a teacher is to support the child, provide an environment rich in inspiration and resources, and facilitate -or guide- that learning.
I believe in self-directed learning.
When we follow the interests of children, they develop astounding capabilities. I believe -when we gather to learn in groups- in the rhythms of a day and a week, in observing the cycles of the seasons. I believe in a simple aesthetic, the use of open-ended materials, and the power and beauty of the natural world.
I believe, inspired by practitioners of gentle caregiving everywhere,
that children are whole and amazing beings deserving of respect. They blossom in safe spaces where they trust and are trusted.
I believe the early years are important.
The needs, rights, questions, and capabilities of young children matter to the world, both right now, and in the future.
I bring Reggio-Emilia into my home classroom ...
... with the use of loose parts, or materials that can be moved, carried, combined, redesigned, lined up, and taken apart and put back together in multiple ways.
... when kids express evolution of ideas through visual arts. I provide access to our in-home studio, where I keep the art supplies displayed and visible. Children have access to the materials throughout our playgroups, to express their ideas. While I do set out particular supplies as invitations for the kids to participate in if they so choose, I also try to accommodate requests whenever they are made.
In the Reggio approach, "the hundred languages of children" refer to symbolic languages of visual and dramatic arts that kids use to represent their experiences and ideas.
By providing access to a variety of materials, the children can choose which language best communicates their thought processes at any given time.
... when kids express evolution of ideas through visual arts. I provide access to our in-home studio, where I keep the art supplies displayed and visible. Children have access to the materials throughout our playgroups, to express their ideas. While I do set out particular supplies as invitations for the kids to participate in if they so choose, I also try to accommodate requests whenever they are made.
In the Reggio approach, "the hundred languages of children" refer to symbolic languages of visual and dramatic arts that kids use to represent their experiences and ideas.
By providing access to a variety of materials, the children can choose which language best communicates their thought processes at any given time.
