|providing the right materials to allow the imagination to play|
Imagination helps provide meaning to experience, and understanding to knowledge. It can be seen as a fundamental faculty through which people make sense of the world, and it also plays a key role in the learning process. Imagination is a necessary part of creativity.
|imagination to turn sticks into a house|
Each 'nest' has an atelier, a large studio/workshop-like artroom, and an atelierista, an art teacher, who works with the children and their teachers. Instead of taking formal art lessons, the children learn to develop various symbolic languages, drawing, painting, constructing as a way of learning to understand the world around them and of expressing their own ideas. The children are encouraged to use their imagination to express their view of the world around them.
The Independent 1994
|imagination to transform your home into Hogwarts|
|imagination needed to hear these birds talk|
We consider relationships to be the fundamental, organizing strategy of our educational system.
Loris Malaguzzi, 1993, p. 10.
The metaphor of education as relationship provided Loris Malaguzzi with the fundamental premise for his philosophy and pedagogy. The child--seen as powerful, rich in resources, competent, and social--seeks from the beginning of life to find out about the self, others, and the world through interaction: knowledge is co-constructed. Education, hence, must focus not on the child considered in isolation from others, but instead on the child seen as interconnected with particular others in nested communities: home, classroom, school, neighborhood, city, region, nation, and eventually extending out to include the whole world.
"Vygotsky proposed that social interaction, especially dialogue, between children and adults is the mechanism through which specific cultural values, customs, and beliefs are transmitted from generation to generation" (Essa, 1999, p.115). Piaget's point of view was that the children not only develop and learn through a series of developmental stages, but that the children learn by constructing their own knowledge as they come in contact with the environment (Seefeldt & Wasik, 2002), suggesting that children learn through interaction with the environment as well as with people.
|a bus on the balcony - INTERACTING with the furniture, using IMAGINATION|
We as teachers need to interact with parents and each other to be able to better understand each child and the group. Then there is international interaction - by reading blogs, books and research, by entering dialogues with other teachers around the world we can further open our eyes, and our ears, so that we can be better equipped to see and hear the children.
|interaction - with an adult to learn how to catch a ball.|
|interaction with EVERYONE to share finds|
|interaction with animals to learn about nature|
|interaction with each other, with adults and with snow, use of imagination to design a face etc|
Interaction Imagination - two necessary tools for creativity, something every child, every human needs. How else can one imagine there might be a monster in the lake? How else can one be reassured? Without imagination and interaction - where would it leave the child?
|interaction with adult and nature to find out more, build theories and to be reassured|
Monsters don't have to be scary...
... and what else can be seen in the lake?
... also to understand and use water safety... etc
Edwards, Gandini and Forman (1998) The Hundred Languages of Children. The Reggio Emilia Approach - Advanced Reflections Ablex Publishing
Essa, E.L. (1999). Introduction to early childhood education.
: Delmar. Albany, New York
Seefeldt, C., & Wasik, B. (2002). Kindergarten: fours and fives go to school. Upper Saddle
: Merrill. New Jersey