"Can we take apart a human heart and look inside?" That's what a student asked me while we were discussing next steps for our investigation into anatomy and organic systems. As a rational adult, my mind immediately jumped to all the ways such a request could go terribly wrong. Like most sane people, the first... Continue Reading →
Most preschool classrooms have "centers," and ours is no exception. In our inside space, we have an area for pretend play, an area for art, an area for reading and literacy exploration, an area for science, and an area for engineering, physics, and construction. We do our best to make sure that each of these... Continue Reading →
When I first started working in the Reggio Way, "environment" was a word that felt hopelessly vague to me. Time after time, I floundered through discussions centered on "environment as the third teacher" that seemed to incorporate nearly everything. With only a few years of experience under my belt, I have heard the word used... Continue Reading →
I was surprised to find that one of my articles, The Paradox of Pedagogical Documentation, was recently translated into Italian. A group of nature educators plan to use it as a point of discussion for an upcoming training seminar. Reading excerpts of my blog in translation was both exciting and a little strange. I was... Continue Reading →
Documentation is the life-blood of our experience as educators working in the Reggio Way. It is how we show students not just that we are watching what they do, but listening to what they say and how they feel. By documenting, we provide parents an insight into the everyday challenges and victories that make up... Continue Reading →
Without Windows 