Session One - February 22, 2018 Exploring a Constructivist Philosophy and Approach for the Early Years Session Two - March 8, 2018 Teacher as Learner/Teacher as Researcher Session Three - April 12, 2018 Dialogue and Intention: Reflective Practice
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Session One - February 22, 2018
Exploring a Constructivist Philosophy and Approach for the Early Years
This session will explore an overview and the underpinnings of a social-constructivist philosophy from Dewey and Vygotsky to the contemporary work of David Hawkins and Loris Malaguzzi. Participants will discuss the contemporary ideals of a constructivist philosophy and how these ideals can shape our approach to working with children. The session will begin to explore how the Reggio Emilia Approach embraces the philosophy and some of its foundational elements that make it one of the best approaches to working with young children.
Session Two - March 8, 2018
Teacher as Learner/Teacher as Researcher
Two key ideas of contemporary social constructivism will be explored in this session that looks at the importance of learning and research from the teacher’s perspective. One of Hawkins’ most important tenets was that teachers need to be learners, alongside children. Malaguzzi believed as strongly that teachers have to be researchers in their own right as well as researchers with children. These two important elements of a contemporary constructivist approach will be explored through the concept of “messing about” and long term studies in the classroom. We will also explore how documentation supports the process research.
Session Three - April 12, 2018
Dialogue and Intention: Reflective Practice
In this session we will discuss the importance of ongoing dialogues, reflective practice, and action plans for change. A key element of the Reggio Emilia Approach is the collaboration and communication that takes place among teachers and with children. In many ways this is cultural, but there are important lessons we can take away from this practice. We will begin a dialogue in this session to explore how to integrate elements of a constructivist philosophy and the Reggio Emilia Approach into our own work with children in a way that makes sense in our own cultural context. This will include the importance of using reflective practice, documentation, and action research.
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