NAREA Summer Conference 2006

Report on the Second Annual NAREA Summer Conference

Advocacy, Diversity, and Alliance for the Rights of Children:

Documentation, Reflection and Transformation

Calgary, Alberta, Canada July 27-29, 2006 By Pat Tarr, NAREA Board Member and Chair of Local Hosting Committee It was a great pleasure to host the conference here at the University of Calgary, in conjunction with “The Hundred Languages of Children” exhibit. NAREA is a North American organization but, as Canadians, we feel somewhat isolated from each other and our work is not highly visible to ourselves or to others, including NAREA members. This conference brought us into dialogue with educators from around the world and with some of the historically important participants in the Reggio journey in North America, thus strengthening NAREA’s work across borders. This was apparent as registrants included approximately 200 people coming from as far away as Japan, Santa Domingo, Mexico, Canada and twenty-three of the United States. Two of the members of the local hosting committee wrote: “In some ways, despite the passion and energy out here in the foothills, we often feel rather isolated. We gather together and inspire each other, but this conference showed Calgarians that we are not alone, and that what we are accomplishing here is worthy and admirable beyond our own confines. There is now a sense of pride added to the feelings evident when Reggio-inspired people gather together. I saw this in the first meeting of the local Reggio network in January 2007. People confidently made presentations about their ongoing work that were polished, innovative and engaging. Our local Reggio network has added more new members who are eager to join in the journey and the leadership “core” has grown. Thank you, NAREA, for coming to Calgary and provoking us to think more deeply and to see with renewed eyes the value of our efforts!” –Dr. Carol MacDonnell “As a participant in the 2006 NAREA Summer Conference, I was very excited to see the work that is being done throughout North America. There was a true sense of collaboration and mutual respect among all participants, which affirm my beliefs about why we all come to this work. This opportunity allowed me to explore the possibilities and has inspired me to continue learning. –Julie Ramsay

Keynote presentations

The keynote speakers were Lella Gandini, George Forman and Carolyn Edwards, editors of The Hundred Languages of Children: The Reggio Emilia Approach to Early Childhood Education and The Hundred Languages of Children: The Reggio Emilia Approach – Advanced Reflections. Their presentation titles were: • “Observation of Transformations over Time” – Lella Gandini, • “Democratizing Documentation: The Moving Image of the Child” – George Forman • “The Diary of Laura: A Child’s First Weeks in the Nido” – Carolyn Edwards

Presentations by North American Educators

• “The Spiral of Learning” – Peggy Martalock and Jenny Scherer, Smith College Center for Early Education, Fort Hill MA • “Creating an Infant Studio” – Pauline Tranter, The Growing Place/Marine Park, Santa Monica CA • “The Light Fantastic…The Observation of an Ordinary Moment Which Opens Provocations of Extraordinary learning” – Leslie Gleim, Carousel Center, Portsmouth OH. • “Building Communities, Building Architecture” – Heather Evelyn and Ellen Wright, Bishop Strachan School, Toronto ON • “Transforming Learning: The Use of Pedagogical Documentation as Ongoing Formative Assessment” – Margaret MacDonald, Simon Fraser University, Burnaby BC and Alejandra Sanchez, Douglas College, New Westminster BC

Panel of Canadian Educators: “Canadian Voices: Reaching Out and Making Connections”

• “Documenting Our Journey” – Deborah Forbes, Medicine Hat College, AB, Deanna Arelis, Okanagan College, Kelowna BC and Rachel Bearisto, Medicine Hat College student. • “Legacies: the Experience of ‘The Hundred Languages of Children’ Exhibit within the Calgary Context” – Carol MacDonnell, University of Calgary, Calgary AB. • “Making Meaning of the BC Leadership Group Experiences of Reggio Emilia: Possible Implications for Policy and Practice in Early Childhood Education and Care in British Columbia” – Iris Berger, Institute for Early Childhood Education and Research, University of British Columbia, Vancouver BC • “Bridging Possibilities: Toronto Encounters ‘The Hundred Languages of Children’ Exhibit” – Jennifer Armstrong, Bishop Strachan School, Toronto ON

NAREA Panel “Collaboration and Exchange Among NAREA Colleagues”

• Jennifer Strange (consultant), Lori Girvin, Jennifer Crump and Sally Whitehead – Audobon Area Head Start, Owensboro and Henderson KY • Ellen Hall, Sheri Hunt and Angela Ferrario – Boulder Journey School, Boulder CO and World Bank Children’s Center, Washington DC  

Roundtable Sessions

Round Table I: Multiple Languages and Diversity
  • “Honoring the Unlimited Potential of Diverse Learners” – Aliki Advicos and Daina McCowan, Calgary Public Schools, Calgary AB
  • “Play in Other Languages” – Susan Fraser, West Vancouver BC
Round Table II: Innovative Professional Development
  • “Documentation Inspires Exchange: Stories from Three Settings” – Mark Mabry, Nav Khalsa and Carolee Fucigna, Ring Mountain Day School, Kumara School and Nueva School, Northern CA
  • “Transforming Teacher Education through Reggio-Inspired Practices” – Elizabeth Cain, Endicott College, Beverly MA
Round Table III: Collaborative Transformation
  • “Challenges of Starting a Reggio-Inspired Public Elementary School” – Nancy Donahue, Preschool of the Arts, Madison WI
  • “Our Journey toward More Inclusive Collaboration” – Alisa Stull and Tami Brown, Co-op Family Center, Eugene OR
Round Table IV: Close Observation and Documentation
  • “A Teacher’s Journey of Listening” – Julie Ramsay, Calgary Board of Education, Calgary AB
  • “Following the Traces of Learning: From Observation to Documentation” – Maria Laskowski, The Growing Place, Santa Monica CA
Round Table V: Properties of Materials
  • “What is Color?” – Adrian Mendez and Isabel Coles, L’Atelier, Miami FL
  • “Toddlers Experimenting with Clay: Pushing the Boundaries” – Jesus Oviedo & Kristie Norwood, Chicago Commons, Chicago IL
Round Table VI: Symbolic Thinking
  • “Multiple Literacies” – Sharon Arias, Huggins Center, Fresno CA
  • “The Memory is a Little Thing that Travels to Your Brain and Tells You to Remember All That You Have Done” – Ana Pineda and Claudia Chaustre, L’Atelier, Miami FL
Round Table VII: Investigating the Natural World
  • “Monarch Butterfly Studies” – Lani Shapiro and Michele Walsh, School Readiness/Community K, St. Paul MN
  • “Shadows on a Pond” – Richell Swallow, Huggins Center, Fresno CA
Round Table VIII: Visual Representation
  • “Transforming Concepts of Learning through Documentation” – Susan Hislop and Lesley Valentine, Bishop Strachan School, Toronto ON
  • “Illuminating Children’s Creative Processes” – Gail Tarantino, Children’s Art Center, San Francisco CA

Summary of Evaluations of Participants

Insights, Reflections, Provocations, Curiosities…
  • It was very interesting to notice the similarities with creative and emergent curriculum as well as with appropriate practices. It made me think on many ways I can set my classroom environment to further provoke curiosity and thinking on my children. It made me feel reassured on the way I work with my children. I found myself thinking “I do that” very often. Just need to make it visible!
  • It was wonderful to hear Lella’s perspective about RE documentation and others such as George Forman’s approach. Also, the bit of insight on how RE teachers do their process of documentation.
  • Thank you!!! This was an enriching, thoughtful conference.
  • The rights of the child, rights of the teacher and rights of the parents. What about the rights of our communities, our local and state government? How do we begin to make visible the rights of (child, teacher, and parents) and the rights of the school culture and community to our outside community (local and state). How do we bring our inside school community out too our outside community?
  • Extremely inspiring! It is wonderful to see so many people from all over the world trying to incorporate Reggio in any way they can.
  • Thank you to all board members who worked so hard to bring us together for this wonderful conference.
  • Documenting our journey – thank you for sharing your beautiful journey.
  • The realization that co-inquiry worked very well for large groups of people who split into small groups for discussion was gratifying. Everyone in my group had a chance by taking turns in a roundtable fashion to speak and be heard. Provocation for the organizers – plan the day so there are enough breaks and more learning by examples. Not so long sitting in the room.
  • I came away with a strong feeling I need to include children in documentation, the voices will carry to parents and visitors. Not just documentation for parents but for the children to revisit and talk about. If possible include the good and the difficult moments and how they were overcome.
  • I was able to really look at my own practices and evaluate what practices most respect & encourage the child’s voice & competences & which areas I need to move more with the child’s pace.
  • I’m beginning to wonder where play fits. I have an expanded view of using documentation, creating it and analyzing it for different context and Reggio philosophy in Canada needs to be situated politically. Thank you Iris.
  • What now? Can’t Reggio approach extend into education of older children? How do we make early childhood public and possible for all families?
  • Days too full, need to cut out some discussions. More roundtable experiences would be good. Maybe 2 afternoons of roundtable presentations.
  • Very inspiring! I’ve learned so much. Thank you. I continue to treasure my ideas and embrace all that I can to make a small difference.
  • I appreciated the Calgary touch so many times when you are in a city for such a short time, you are not able to get a sense or feel for the city. I definitely got a sense of Calgary. I felt very welcome. I would have liked to have Roundtable discussions spread out through the conference. I appreciate the intellectual exchanges that come from this format. I appreciate hearing from presenters from all over North America. Being able to see the Hundred Languages exhibit again. Every time I see it, I grasp another aspect and inspiration.
  • The format for presenting in a large lecture hall with desks can become quite boring even if the presenters are interesting. Perhaps the keynote can take place in the lecture hall and the smaller groups, conversations can be in smaller classrooms at long tables.
  • Wished that we had more time to go through the Hundred Languages with Lella and George. Listening to their explanations was wonderful but way too brief.
  • I would really like to see more roundtable/co-inquiry sessions for peer discussion. This was the area of the conference I gained the most from, and would love more of it.
  • Please let others know only 10 per roundtable so they won’t be disappointed by full sessions as we were. Would be nice to have a bio on each presenter in folder to help us choose roundtable sessions. (i.e. brochure in folder when you check in) Most connections made during round tables not lectures – would like more roundtables and less lectures.
  Insights, Reflections, Provocations, Curiosities…  
  • Too much reading on some of them. Most of them very interactive and enlightening. Contagious enthusiasm!
  • I enjoyed George’s examples of videotaping/reflections. Would like to connect with Kentucky Head Start.
  • I felt that some theory based presentations were complex – hard to take in – connect to. The history of Reggio is always interesting. Video as a tool to document moments in classroom will be looked into upon return. It was enlightening to hear Reggio themed presentations from point of view of professors, educators of elementary level and early elementary. Interpretations from all over N. America.
  • Excellent. Is it possible to have all presenters to the general sessions? Have their information on CD in some format to lessen transition time. Good range in focus. Not enough time to reflect on whole group presentations. A few seemed too long. Roundtables great. I wish I had been able to participate in more – hard to choose.
  • Power Points that are true multi-media presentations are more engaging than Power Points that reiterate the exact words that the presenter uses. Carolyn Edwards presentation was engaging and thought-provoking, balancing: history, dissemination discussion and Reggio artifacts. Very rewarding!
  • Roundtables: The format was not respectful, in the end, either of the effort and time of the presenters, nor of the participants. It was rushed throughout. There was no opportunity to go deeply at either end. The co-inquiry process forced an unnatural structure on the time. Panel: Canadian panel video was too long. Iris Berger’s presentation was clear, insightful, important synthesis about systems and leadership. Speakers: Lella and Carolyn. Carolyn in particular was very useful and illuminating, both in content and in structure. Lella is always helpful to keep insight and dialogue modeled. Introductions of speakers should be kept brief! In the structure of the Roundtable, if you presented, you were precluded from participating in exchange with others, because this was the main venue for exchange.
  • Wonderful presenters! Very wonderful to hear about how programs are implementing Reggio approach in their own rooms/schools. Some of the presentations seemed a bit like they were bragging about their program – not what was happening for children. The Roundtable sessions were good and the presentations were fantastic, however, it was quite unnatural not to be able to share any ideas with each other because that meant straying from the format of the 3 steps of sharing. The co-inquiry presentation was a waste of time. Everything that was covered was already addressed in the handout that we all read the night before. I really feel as though it was unnecessary as this is something that we have all engaged in at one time or another. It was especially frustrating that we were running at least 1/2 hour behind already. NOTE for the next time – take the cue from the audience – no one was engaged – No Exchange? Not a very good example of co-inquiry!
  • Wonderful choices. As a roundtable presenter, I found the co-inquiry process to be very beneficial. I do, however, wish to have been able to see my co-presenters presentation.
  • Regarding keynote address: First day – background and history of Reggio schools. Divide this session as many conference participants are familiar with history and background. Offer 2 sessions (or more). Perhaps all sessions should be considered in terms of intro, intermediate levels and advanced. Round table discussions were excellent. It would be nice to have smaller group interactive sessions.
  • Presentations were all rewarding. I particularly appreciate that the “whole group” is learning together, sharing the same presentations within the same context, vs. being in fragmented groups. There is energy of synergy that seems to emanate from this as we share in dialogue.
  • I enjoyed hearing from everyday teachers and their experiences as well as the “professionals”. I believe it is important to hear from both. Setting up Round Tables before the conference would allow people to select one they are truly interested in. I feel that several people had to settle on one even though there was no interest.
  • I loved Lella’s presentation and background on history of Reggio and its cultural impact on the philosophy of their ideas of children/education.
  • All presenters provided a wealth of information that each of us can take back with us to our own communities. Each presenter provided us the ability to take a walk with them through their experiences.
  • The keynotes were so inspiring and built on each other so that writing this Saturday morning I am feeling full and satisfied and have a notebook bursting with ideas to work with and incorporate into my practice.
  • I most enjoyed the presentation on Friday a.m. and interchange Fri. p.m. session with Bishop Strachan. As a kindergarten teacher the info and reflections from these sessions was most useful.
  • The presenters were great in both the whole group and the roundtables, their stories and knowledge were deep and passionate.
  • Carolyn Edwards’s presentation on the “Diary of Laura” was fantastic! The keynote speakers were inspirational and illuminated key elements about
  • Very informative, sometimes a bit too much information in a short space of time. Need more time for questions.
  • Lella, George & Carolyn were fantastic as always. Also thought the roundtable and NAREA member presentations were very high quality.
  • Really enjoyed Lella’s background to the Amusement Park for Birds. Study of Sound was simple yet effective.
  • A great variety giving many perspectives and ideas. All giving and sharing – wonderful! Thank you so much, again!
  • It is always inspiring to see Lella, Caroline & George. Their inspiration requires us to question and modify our thinking at all times. As with other conferences, some presentations inspire and others do not provoke interest. I was very interested in the following: “Spiral of Learning”, “Creating an Infant Studio” “Reflections of Exhibit” Light Fantastic” “Documenting our Journey”
  • Lella – Appreciate going back and remembering how the philosophy began. Scherer and Martalock – Inspiring. Gave me ideas to work on in our rhythm study. Pauline Tranter gave me ideas or motivated me to try once again to create a space for our infant/toddler programs. George – Many ideas to take back to our center and try to put in place. Will use the “Power” (Adult) when training teachers. Leslie Gleim – Very passionate. Heather Evelyn, Ellen Wright: Inspiring. Will look at working with blocks and exploring our community with a different perspective. NAREA panel: Could relate to Kentucky story but had a hard time connecting with presentation by Boulder and Washington, DC. Margaret McDonald, Alejandra Sanchez: Long, hard to grasp the concepts. Put it into my context.
  • I would have liked to see more description of the Reggio process and theory. Some of us are new to this way of thinking. Maybe there could have been workshops for beginners and then more in depth workshops for those already practicing Reggio techniques.
  • Really enjoyed Lella’s account of historical development of REA. Loved Round table format and thought some of the other North American presentations might have been better suited for roundtables. The participants had high level comments and good questions that added to the richness of dialogues.
  • Carolyn Edwards was interactive, warm and provided reflective and respectful interaction. There was nice balance overall of those with many deep years experience with the approach and those starting in their journeys. As a beginner to the approach, the guiding transformative principles for each day helped provide hooks for me to hang learning on – i.e. languages, inquiry, professional development. co-inquiry roundtable presentations (for some reason) did not feel true to the intention of the co-inquiry process. Perhaps my group (3) was too large. Shareen did recommend we divide up, but we did not. Presentation by Margaret MacDonald and Alejandra’s presentation seemed disjointed and over-filled with information. George Forman’s presentation was powerful to see the disagreement/rumbling amongst the learners/audience.
  • The presenters were all very impressive and interesting, thought provoking and informative. It would have been nice to have a page of bios on all of the presenters, not just where they currently teach/administer. DVD was lovely but not an effective way to communicate all of their insights – hard to hear/understand the conversations – sound/picture quality not great.
  • George, Lella and Carolyn were great. Very knowledgeable and expertise and insight was very much appreciated. George is very dynamic. I particularly liked his Friday talk on “Democratizing Documentation”. Carolyn’s format was very effective. Creating an Infant Studio, Light Fantastic, Building Communities, Transforming Learning could and should have been roundtable sessions. Not applicable to all in the audience.
  • Outstanding. I liked the different topics, experiences and different points of view.
  • The presenters were very interesting and revealed a continuum of expertise and experience. I would have been interested to hear more from Lella regarding the Diary (but this is not a shortcoming) The smaller discussions seemed more dynamic than large group. Some presentations were cut short because of Calgary Tourism Event – Necessary?
  • I found Lella’s overview of R.E. history to be very interesting and helpful in reflecting on our own history/context. George’s presentation on video was most thought provoking. I appreciate his sharing of the case of the technical aspects. Carolyn’s presentation of Laura’s Diary – wonderful! What a rich document to reflect upon. The presenters from L’Atelier school were amazing – thorough, articulate, knowledgeable, open to questions and reflection.
  • Each of the keynote presentations gave me pause to reflect and question. Loved the examination of the past Reggio in thinking how far Reggio has come – gives me hope we might go as well. George Forman’s inspiring lecture on videotaping and the very wonderful, thoughtful exploration of the Diary of Laura. Loved so many of the presentations but felt the roundtables were so very powerful. I would have loved to bond and explore more with a small group. What I felt about learning, about reflections and questions will be a powerful influence on me.
  • All brought a unique perspective to their presentations.
  • I enjoyed seeing and hearing about the history of Reggio Emilia and its beginnings. It was what I needed to help me understand. I found the presentations to be in-depth and I gained from each one. I liked the variety of presentations offered. Infant/toddler, special rights, preschool, elementary, and adults.
  • All of the presenters/presentations were wonderful! I learned many new things, developed ideas, gained insights and truly enjoyed every moment!
  • I enjoyed all of the work of the presenters. What a wonderful opportunity to hear from so many thoughtful and provocative mentors. I could have done this for at least one more day.
  • Wonderful panels and “experts”/mentors who made themselves and their experiences accessible to all of us. I have been inspired and empowered by their dedication and passion for the advocacy of children. Thank you!
  • An excellent overview of Reggio and in particular the subtle yet powerful events that can lead to deeper understanding and continued growth. What a terrific way to end the 3 days with Carolyn Edwards.
  • I liked how much variety there was between all of the presentations. I loved to see how each school has made Reggio fit for them, sometimes only focusing on one concept at a time.
  • Perhaps have “keynote” speakers and then a selection of presentations that teachers can sign up for like multiple round tables (that way 2 teachers or from one district could attend different presentations and share them to take more information back with them.
  • The memory presentation from the Miami group was excellent and should have gone to the whole group. The “adult learners” was a poor representation of what teacher prep educators are doing.
  • I love hearing from people who were in the forefront of the Reggio movement to America. I would love to hear abut even more of the whys behind what they do/have done.
  • So glad that some of the “big names” I’ve read the works of were here as hearing in person is always valuable. Thank you for including such a range of experiences through the variety of presenters (ages/grades of children, parts of N. America)
  • I felt the presenters, the majority of them were simply telling their story not the children’s story. It is through the children’s stories that we learn more about being better teachers.
  • Enjoyed Forman’s presentation because it had direct relevance to a current school situation. Lella Gandini’s overview of Reggio’s history was helpful for newcomers; however, I don’t think she attended to documentation and implementation for assessment (as described in the program); Leslie Gleim’s presentation was authentic, inspiring, clearly delivered. The architecture presentation provoked ideas for elementary teachers.
  • Loved the presentation by the ladies from Smith on the Spiral of Learning. Being somewhat new to, this really gave an opportunity to see the framework in action.
  • George Foreman was great. I really appreciated the opportunity to see the exhibit with him and then being a part of a discussion in a smaller group. The room we discussed in, Murray F hall, was not very good for group discussions. It was hard to hear people and see them when they spoke. His presentation of Democratizing Documentation was good too. It generated a lot of thought. Key notes, especially Lella’s on Thursday seemed to really incite good thinking and discussion yet no time for discussion with us. She said it well when she was closing the session after the exhibit tour. When she referred to how many of the questions that were being brought up, could be answered by others in the audience, but time did not allow. I enjoyed hearing Ellen Hall speak during her panel presentation. The panel discussions about NAREA collaboration offered a useful vision into Boulder, Kentucky and D.C. It was nice to see that they did not have the “cookie cutter” bottles of colored water in the windows as so many Reggio inspired programs do. When will U.S. educators get away from this idea of if it has these few elements, we’re Reggio inspired. The Building Communities, Building architecture was stellar. The way they shared their “mistakes” and successes was something I have been longing to hear teachers talk about and reflect on what “hasn’t worked as we thought it would.” Additionally, their presentation was very well developed, visually stimulating and well executed. Their images, words and thoughts were very accessible.
  • The presenters are extremely knowledgeable and easy to talk to. It amazed me how easy everyone would offer information on any particular topic.
  • Excellent. I appreciated Carolyn’s presentation as being interactive.
  • Actual work with children, many examples of how theory is interpreted into practice. I think it is important to have someone from Reggio Emilia or someone like Lella present at a NAREA conference.
  Topics for future conferences…  
  • Starting the year when children & teachers are new to R.E. & classroom mgmt.
  • North America, Canada, US, Latin America & European perspectives about the interpretation of the RE approach. Policy and Education efforts. Listen to the voices of policy-makers as well as professional development efforts going on at University & Colleges. To hear about the stories of every board member of NAREA.
  • Play in Reggio. Use of time (daily and long term).How do you set what to work on at the beginning, when a group just arrives to the program. More about “appointments” and types of projects
  • How centers hurdled barriers they ran across bringing this approach to their center; techniques on working around organizations that may not want change.
  • Moving from documentation to reflection and how to facilitate that process both. individually/personally and in collaboration with colleagues. Digital technology as a language. The interplay of theory & practice and current theories, Howard Gardner for instance.
  • Scaffolding Revealed – How are all the beautiful and favorite moments connected? We want to see when things get messy. What is the difference between display & documentation? Self reliance versus teacher help. Teacher direction versus “romantically” child driven. I think many teachers confuse Reggio with open classroom. Do we “get out of the way” or are we partners? (child/teacher) where is this line?
  • Specialized sessions: Center Directors, K-2, 3-5, elementary, university teacher ed/pedogogisti, atelierista.
  • More infant explorations (0-1 year olds).
  • More 2nd language speaker exploration.
  • Latin American presentations as well as other countries aside from U.S. and Canada presentations to explore RE in their own culture and contexts.
  • African American & Latino children not represented much in presentations. How RE approach is incorporated in low income communities? What kind of professional development is being offered to parents & caregivers? How faith based schools/daycares, etc. are implementing RE approach. Collaborations between schools and other community organizations or institutes (museums, etc.) A day in the life of a Reggio teacher, or just the children. Reggio teacher’s detailed process of selecting, reflecting and doing documentation. Environments – setting up, materials selected, etc.
  • More examples from a variety of programs. More images from Reggio for those who are new
  • More advanced topics from people who have been immersed in the work for a long time. More sharing of documentation.
  • I would like to hear “see” more of the creating of environments for children. The considerations, the provocations that have led to the decisions/actions taken to create environments for children.
  • Establishing the classroom environment. Documentation methods – photography, video, panels, text. Collaboration with parents and community members. More round table discussions and small group interactive sessions.
  • I would like to see more fabulous examples of project work – more topics about how teachers interpret their practice and relate it to teaching pedagogy. Examples of how to speak in a voice that is not setting its own values and standards for truth, but is pluralistic in evaluating children’s words and experiences. Liked the sound project.
  • Would like to have time to share with atelieristi, with directors and their experiences of how they support pedagogy & professional development and encourage collaboration among their staff, more input from teacher educators on their approaches.
  • More of the process of documentation, maybe some hands on activities.
  • Parent Involvement.
  • Formulating questions for inquiry based learning. Analyzing documentation.
  • It would be useful to hear more in relation to kindergarten aged children.
  • More workshops where smaller groups can come together to both listen and discuss topics presented.
  • Transitioning your school towards the Reggio Approach, a beginner’s class on documentation.
  • More dialogue. More opportunities for collaboration. PLEASE, PLEASE make this kind of conference a tradition!
  • Classroom environment.
  • The day in the life of a Reggio school experience. More hands on experience.
  • Small workshops on collection, examinations and preparation of documentation.
  • Images, video, teacher role – what are the questions? How is the environment established?
  • The role of Atelierista and Atelier. The role of Pedagogista. How to incorporate in N. American settings – showing a variety of ways that may work for the multiplicity of programs that exist.
  • How to do digital photography – step by step. Then how to store/sort, etc.
  • Creating a sense of identify. Community Building.
  • Basics of the reggio experience/theory. Transitions from traditional teaching techniques/views to Reggio approach.
  • More specifics about collaborations within school settings. Example, how staffs have met together carved the time) and how they used their time to be productive.
  • Documentation – How to get started, what are people’s experiences of taking initial documentation, not formal but helpful hints, what do people use, how much, how often, etc.
  • Responsive language, Psychology/Philosophy – connecting the psychology and recent scientific research with Reggio approach, another level of affirmation for this beautiful way of working with children. Is the value of Transparency really possible in the North America context?
  • Principles and foundation of Reggio approach in a K-2 program (Successful & Realistic framework. How and where to begin (now that you know Reggio) Ways to bring Reggio into your school district and how to get others to come on board and get funding. Tips, strategies & reality. In some of our one on one discussions with George and conference participants, we became aware of how there were challenged eg. Reggio approach.
  • Language used in Reggio classrooms or examples of constructivist responses. How our language/communication connects to our image of the competent child. Theoretical framework of constructivist education systems (Reggio, etc.). Not many people outside of the higher Ed. Community know about Bruner, Dewey and Gardner’s influence on the teachings of the teachers in RE.
  • Challenges of working in a center that has Reggio inspired classrooms and those that are not.
  • Keep sharing new perspectives.
  • More solicitation of successes and strategies, problem solving opportunities for conference participants. Many participants traveled.
  • Reggio inspired and project based instruction in elementary schools. I wonder how to elicit, unlock the child’s predisposition to read and write in the spirit of reggio.
  • Where are they now? How has this approach impacted your life? Questions for former Reggio students. Opportunity to explore challenges in a small group.
  • School aged (primary) Reggio & State Standards/Objectives. The space in an elementary classroom.
  • Adaptations of Reggio approaches in Canadian Public Schools. How to teach materials exploration, i.e. some ideas and samples.
  • Some better pedagological documentation presentation.
  • Documentation of adult/student teacher process, using observation & documentation to show process of decision-making, curriculum changes, environment changes, etc.
  • It would be interesting to hear from a Reggio Emilia, Italy teacher currently in the classroom and what they are doing now in light of all the international work. Also, some attention on the workings of an average day in various Reggio inspired classrooms.
  • Hearing from teachers about personal experiences with projects and documentation is always inspiring.
  • Sharing of international experiences via international presenters. Any research. Longitudinal – The question was posed on Friday and not addressed. Documentation analysis and impact on teacher practice.
  • Deeper explorations, new work. I think organizers should seek higher quality presentations.
  • Small sessions with Reggio people so that deeper and more specific discussions could occur around our work.
  • How to document a child’s progress. How to document a project? How to document an entire school year? The impact on children of this type of methodology on the long run, example – 10 years later. For example, compared to other methodologies. What are the benefits of this approach in the long run? 10-20 years later…how has this approach impacted the education of the people of Reggio Emilia. Have there been any valuable changes to the community, etc. I really wish I could get an answer to this question.
  • Choosing materials.
  • More diversity – more cultures represented such as aboriginal groups.
  • More pictures and slides, and handouts. I would like to see more logistical information about schedules and room set ups.
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