What if early learning professionals considered social media as a form of making learning visible, for leaving traces? Heeding Malaguzzi advice that “teachers must leave behind an isolated, silent mode of working, which leaves no traces” (1998, p. 68), many have turned to social media to make learning visible through electronic documentation. No longer isolated … Continue reading
Diane and I, in collaboration with the two amazing schools we have had the honour to journey with on our research, Richland Academy and Acorn School, are thrilled to announce that the Canadian iteration of Cultivate the Scientist in Every Child: The Philosophy of Frances and David Hawkins, a project of Hawkins Centers of Learning (www.hawkinscenters.org) … Continue reading
Please join Diane and Louise this summer for an introduction to Reggio inspired practice. Participants will have the opportunity to learn with Reggio inspired teachers from Acorn School and to experience the beauty of Richland Academy. If you are interested in attending, please fill out the registration form (click on the link below) and return … Continue reading
Jane’s comment about the children going “beyond the beyond” reminded me of the words of Malaguzzi. “Creativity seems to emerge from multiple experiences, coupled with a well-supported development of personal resources, including a sense of freedom to venture beyond the known” (Malaguzzi, 1998, p. 76). An exploration of shells in Jane's JK classroom. According to … Continue reading
By: Diane Kashin, Ed.D, RECE. In the last blog post, I spoke about shying away from theory in my practice. I am no longer a theory avoider. It has made a big difference to my professional knowledge and has increased my effectiveness as an adult educator. Theory requires deep thinking and it is not the … Continue reading
By: Diane Kashin, Ed.D, RECE. The image of the child in the Reggio Emilia approach is one of a rich, competent, capable theory builder. This construct could be the image of the teacher as well, but to accept this image we must first embrace theory in our practice. I am here to tell you that … Continue reading
What is a Pedagogical Leader? Kagan and Bowman (1997) describe a PEDAGOGICAL LEADER as someone who: Recognizes that the core of early learning is to ensure quality of the day-to-day lives of the participating children and to support and enhance their growth, development and learning Keeps abreast of current trends and issues in early learning … Continue reading
Technology Rich Inquiry Based Research 