Preschool

KAREN CAPPER

Preschool Coordinator

BECOMING A REGGIO–INSPIRED PRESCHOOL The Reggio Emilia Approach is an educational philosophy started by the parents in Reggio Emilia, Italy after World War II. The parents believed that the destruction of war required a new, better approach to teaching their children. They believed that children form their individuality in the early years of development. The program they developed emphasised respect, responsibility and community involvement. Children were allowed to explore and discover in a supportive and rich environment where the children’s interests helped determine the curriculum.

It is unique to Reggio Emilia. It is not a method. Outside of the town of Reggio–Emilia, all schools and preschools are Reggio-inspired, using an adaptation of the approach specific to the needs of their community. This is important, as each student, teacher, parent, community and town are different. No two Reggio-inspired communities should look the same, as the needs and interests of the children within each community will be different.

After much research on the Reggio–Emilia approach it was decided that as a whole Preschool we needed to develop our knowledge as a team further, and so, funding was secured from the Government to enable the whole of Preschool to travel to Melbourne for a four day Reggio–Emilia conference in the July holidays. The conference included a day of visits to other schools who had developed their own Reggioinspired approach. All educators found this highly beneficial and came back to TSS Preschool with renewed vigor and inspired to model some of what they had seen in their own rooms.

The Reggio–Emilia pedagogy views children as capable, inquisitive learners and educators plan experiences, called provocations, to spark creativity, thinking, planning and reflecting in line with the boys’ interests and Queensland Kindergarten Learning Guideline outcomes. Many natural “loose parts” have been added to the classrooms and outside areas to enhance the commercially bought resources. Children are innately curious about the natural world and experiences. Using natural materials is not only aesthetically pleasing, it is also delightfully openended, engages the senses and supports valuable connections with the natural world. To ensure the boys are able to connect with nature authentically, an area of woodland between The Pearson Building and The Cribb Building has been cleared to enable to the boys to explore, create and collaborate. Many readings and professional learning undertaken in the area of nature pedagogy confirms the importance of nature being a powerful teacher, supporting children to learn about themselves, others and the natural world.

Additionally, the Reggio Approach involves the whole community, and TSS Preschool endeavours to work with not only families, but also the wider community to support the boys’ learning. Uncle Boomerang is a regular visitor to Preschool, who talks to the boys about Indigenous culture, much of which takes place in our natural environment around the school.

THE FUNDAMENTAL PRINCIPLES OF THE REGGIO APPROACH • Children are capable of constructing their own learning • They are driven by their interests to understand and know more.

• Children form an understanding of themselves and their place in the world through their interactions with others. • There is a strong focus on social collaboration, working in groups, where each child is an equal participant, having their thoughts and questions valued. The adult is not the giver of knowledge. Children search out the knowledge through their own investigations. • Children are communicators and communication is a process, a way of discovering things, asking questions, using language as play. • Children are encouraged to use language to investigate and explore, to reflect on their experiences. They are listened to with respect, believing that their questions and observations are an opportunity to learn and search together. It is a continual, collaborative process. Rather than the child asking a question and the adult offering the answers, the search is undertaken together.

• The environment is the third teacher and is recognised for its potential to inspire children. An environment filled with natural light, order and beauty. Open spaces free from clutter, where every material is considered for its purpose,

every corner is ever-evolving to encourage children to delve deeper and deeper into their interests. • The space encourages collaboration, communication and exploration, respects children as capable by providing them with authentic materials and tools.

• The adult is a mentor and guide who observes children, listens to their questions and their stories, finds what interests them and then provides them with opportunities to explore these interests further. • The Reggio Emilia Approach takes a child-led project approach. The projects aren’t planned in advance, they emerge based on the child’s interests.

• Children’s thoughts and learning processes are documented through many different “visible” ways in a respectful manner.

The Hundred Languages of Children is probably the most well-known aspect of the Reggio Emilia Approach. The belief that children use many different ways to show their understanding and express their thoughts and creativity. A hundred different ways of thinking, of discovering, of learning, drawing and sculpting, dance and movement, painting and pretend play, modelling and music, each one of these Hundred Languages must be valued and nurtured. These languages, or ways of learning, are all a part of the child. Learning and play are not separated. The Reggio Emilia Approach emphasises hands-on discovery learning that allows the child to use all their senses and all their languages to learn.

PRESCHOOL E

SEATED ROW: C. JACKSON, C. HONG, L. STENSEN-HARGRAVES, B. ISAKSSON, O. ARTELL, F. ROCHE, W. PATULLO, N. RAMEAU SECOND ROW: K. BAILEY, B. BEETON, O. DURMAN, J. WHITTON, O. DUYCK, M. JACOBS, D. LEES THIRD ROW: L. PASK, J. RHO, E. SLY, D. GALLIE, J. PRITCHARD, P. SINGH ABSENT: D. MALANDRIS TEACHERS: MRS R. ELLSMORE, MRS L. WILSON (TEACHING ASSISTANT)

PRESCHOOL G

SEATED ROW: M. COLE, H. HOGAN, T. ROSSITER, F. HOLTSBAUM, D. JONES, A. YEH, H. LEINSTER, Z. SADIQUE SECOND ROW: W. CRAWFORD, C. PRENDERGAST-BURTENSHAW, S. SANCHEZ, C. FRAME, F. BROSNAN, C. GORDON, J. RIGBY THIRD ROW: T. YOO, M. HUGHES, O. SMITH, I. GRIFFIN, S. QUINN, J. BANNISTER, J. KILNER ABSENT: D. REPAJA TEACHERS: MISS S. PARKHOUSE (TEACHING ASSISTANT), MRS S. GADD

PRESCHOOL S

SEATED ROW: W. JENKINS, R. MCKIM, A. MUCCI, G. WAGNER, C. FITCH, E. REIDY, C. MCKIM, B. LYNTON SECOND ROW: K. SALAM, B. LESSER, W. THOMASSON, S. SINGH, P. JACKSON, D. COWLING, C. MASSEY THIRD ROW: T. NEWTON, J. MCCARTHY, O. CROY, J. SHENKO, B. PYKE, A. TINWALA ABSENT: W. LU TEACHERS: MISS K. BAYLISS (TEACHING ASSISTANT), MRS C. SCOTT