风玲教学日记之一--早教理论基础：Image of the child—在你心里，孩子的形象是什么？

风玲

Image of the child—在你心里，孩子的形象是什么？
关于这一点，我非常认同意大利的Reggio Emilia教育理论。Reggio Emilia 是一个位于意大利北部的城市，在教育界，它以独特的教学理论而闻名于世界。每年都有来自世界各地的教育工作者去那里的学校参观学习。（去年我有个同事去参观了，拍了很多 照片回来给我们大家观摩，非常棒）这些理论的创建者是Loris Malaguzzi，他本人领导了Reggio Emilia的学校超过40年。
Reggio Emilia的第一所学校(Preschool)建于1963年。第一所招收0-3岁小孩的幼儿园建于1970年。
认识 Reggio Emilia 的教育理论，首先要认识它的关于Image of child理论。正如它的创建人Loris Malaguzzi 说的：
“One of the focal points of our philosophy is the image of a child.” --Loris Malaguzzi (1997)
“What kind of school for what image of the child”---Rinaldi(1999)
Malaguzzi states,  
One of the focal points of our philosophy is the image of a child, who, from the moment he is born, is so eager to feel part of the world that he actively employs a complex network of abilities, learning strategies, ways of organizing relationships, and creating maps for personal, interpersonal, social, cognitive, affective, and even symbolic orientation.
This explicit and public declaration includes not only the child, but humankind in general, as well as the more complex organizational, methodological, and philosophical fabric on which our educational work is based, and which determines its quality. (Loris Malaguzzi 1997)
The Reggio Emilia Approach observations, documentation, interpretations and collaborative study have resulted in their image of the child as being competent, intelligent, a co-constructor of knowledge, and a researcher, actively seeking to make meaning of the world, often in collaboration with others. (Jan Millican 2003)
Rinaldi (1998) states that the Reggio Emilia emphasis is to view children as a subject of rights, in recognition of children’s potential, which is readily observable in their flexibility, curiosity, sense of wonder, imagination, and their desire to grow, communicate, and relate to people.
新州的教育主要遵循NSW Curriculum Framework这本书，在这本书里，关于Image of child方面的理论，都是借鉴的Reggio Emilia的理论，以它为基础。
?        “Children, no matter how young, are respected contributing members of the community.”
?        “Children are often more competent, more intelligent, more capable than they are perceived or understood to be.” At the same time, the Framework also emphasized that children as citizens of the community, they do have their responsibilities, as return to the community.
?        All children, even the very young, are considered to be social beings and children are viewed as active agents in the construction of their own learning. In a Reggio Emilia approach, children’s thoughts, ideas and questions are taken seriously. The role of educators in a Reggio approach is to listen to children, encourage children to take the initiative and to guide their learning. (Gardner, 1993)
?        It is more important to help children build up self-learning and life long learning habits, throughout self-direct play and learning in the early childhood stage. The professional’s role in children’s learning, should be as demonstrator, a researcher, learner, listener, instructor, supporter, provider of encouragement, facilitator, extender and enhancer.
?        Malaguzzi: If we limit children, we limit ourselves.
所以，根据这两个理论，孩子无论年龄大小，他们都被看作是有能力的，有智慧的，通过他们对世界的观察，探索，参与，动手，而认识，学习周围的世界。
作为成人来说，我们首先是尊重孩子，理解孩子，相信他们的能力，知识跟智慧，鼓励他们自己去探索这个世界，寻求答案，与其他人合作。作为教育者，我们应该更多的倾听孩子的想法，鼓励孩子主动引导自己的学习，我们在教育的过程中，作为示范者，研究者，学习者，倾听的人，给予支持和帮助的人，帮助孩子加深知识和提高。
下面的内容是我的teaching philosophy的关于Image of child的部分：
As the emphases of my philosophy, children are respected contributing members of the community, in my image of the child as being competent, intelligent, a co-constructor of knowledge, and a researcher, actively seeking to make meaning of the world, working in collaboration with others. The early childhood education is an active learning process, it can be directed by children.  Adult respect for their knowledge, understandings, inquiries, strengths, interests, skills and enthusiasm.
The role of professionals working with children and their families are complex and require depth in the skills, knowledge and attitudes. The role of educators is to listen to children, encourage children to take the initiative and to guide their learning, as demonstrator, researcher, learner, listener, instructor, supporter, provider of encouragement, facilitator, extender and enhancer.
推荐几本Reggio Emilia的书：
Jan Millikan 2003 Reflections—Reggio Emilia Principles within Australian Contexts Pademelon Press, Castle Hill, NSW 2154, Australia
Linda Thornton & Pat Brunton 2005 Understanding the Reggio Approach
David Fulton Publishers, Granada Learning Limited, part of ITV plc
新州早教大纲：
NSW Department of Community Services NSW Curriculum Framework for Children’s Services Office of Childcare, NSW Australia
澳洲早教理论书――我们学习的很多基础理论都是从这三本书来的。
Dianne Nixon & Katy Gould 1999 Emerging  THOMSON Scial Science Press, South Melbourne, Victoria, Australia 3205
Dianne Nixon & Maree Aldwinckle 2003 Exploring  THOMSON Scial Science Press, Southbank, Victoria, Australia 3006
Dianne Nixon & Katy Gould 2000 Extending  THOMSON Scial Science Press, Southbank, Victoria, Australia 3006
[ 本帖最后由 风玲 于 2008-11-16 18:33 编辑 ]

风玲

Loris Malaguzzi (1996) 写了这首诗，简单清楚地说明了他的关于Image of child的观点。
No way, the hundred is there
The child is made of one hundred
The child
Is made of one hundred.
The child has
A hundred languages
A hundred hands
A hundred thoughts
A hundred ways of thinking
Of playing, of speaking.
A hundred always a hundred
Ways of listening
Of marveling of loving
A hundred joys
For singing and understanding
A hundred worlds
To discover
A hundred worlds
To invent
A hundred worlds
To dream.
The child has
A hundred languages
(and a hundred, hundred, hundred more)
but they steal ninety-nine.
The school and the culture
Separate the head from the body.
They tell the child:
To think without hands
To do without head
To listen and not to speak
To understand without joy
To love and to marvel
Only at Easter and Christmas.
They tell the child
To discover the world already there
And of the hundred
They steal ninety-nine.
They tell the child
That work and play
Reality and fantasy
Science and imagination
Sky and earth
Reason and dream
Are things
That do not belong together.
And thus they tell the child
That the hundred is not there.
The child says
No way. The hundred is there.
所以在我看来，所有早教的基础，都应该建立在教育者（包括家长）首先理解孩子（Understanding child）, 看到孩子的长处，智慧和能力，而不是看到孩子不会这个，不会那个，希望一股脑把‘知识’灌进孩子的脑子里。那样的学习，孩子是被动的，一定要把被动学习变成主动学习，自己引导自己的学习（Self-guide learning），才可以很好地吸收知识。孩子是在探索，思考和提高的，只不过是以他们自己的方式，跟成人按部就班的方式不同而已。教育者（尤其是我们从小接受的国内传统灌输式教育）一定需要转过身来，把孩子看作具有独立人格，具有智慧和能力的探索者来从旁帮助跟引导。其实这个理论也同样适用于行为管理（Behaviour Management）,要想做到很好，很有技巧的管理孩子的行为，首先教育者必须能够很好地理解孩子，孩子的感受(feeling)，需要(needs), 想法，原因/诱因(trigger)，做到对这些背景知识了如指掌以后，才能够很好地管理孩子的行为。
[ 本帖最后由 风玲 于 2008-11-16 19:19 编辑 ]

风玲

下一篇日记关于行为管理--Behaviour management，不过可能要慢一点，因为最近在忙我的portfolios，所有porfolios要在第8周之前做完，现在已经第6周了。

第一名

白条（会还的）支持！一会儿细看

风玲

谢谢叶多妈妈。 抱歉我英语翻译水平差，书上的那些理论我翻不出，只好中西合璧。不过相信大家的英文都比我好，应该没有什么问题。:)

gzgrace

正在拜读中，还需要些时间理解消化。。。。。。
BTW，我这个草鞋也能加分吗？

旋木

风铃JJ辛苦了, 好文慢慢看, 慢慢学习.

第一名

看来西方幼儿早教的宗旨都很相似。montessori的宗旨也是“孩子在动手工作中学习”。Montessori在中国被推崇，大概是因为与中国传统早期教育口授知识相反。
“Children, no matter how young, are respected contributing members of the community.”
“children as citizens of the community, they do have their responsibilities, as return to the community.
把孩子放在一个非常平等的地位，这类型的话，我通常看了能感动出一身鸡皮疙瘩。

kay

第一次听说Reggio Emilia是发现在维州好多私校的Early Learning Centre都提倡自己的early childhood philosophies都是源自Reggio Emilia. 还以为是一个早教专家的名字，原来是意大利的一个城市。
收藏了，慢慢学习，谢谢！

仰望星空

所以在我看来，所有早教的基础，都应该建立在教育者（包括家长）首先理解孩子（Understanding child）, 看到孩子的长处，智慧和能力，而不是看到孩子不会这个，不会那个，希望一股脑把‘知识’灌进孩子的脑子里。
喜欢这句！