For all you you that attended my workshop, here are the images with quotes, and links to the projects I talked about, which I hope will make things a little easier in your reflection process afterwards...
Of course this is not all the photos... and funnily enough when I look at the photos I could have included as well... well there is a whole new workshop there as well...
 |
| the guiding principles of Filosofiska Preschool... |
It would be wonderful if you could continue your reflections with each other here too... that the dialogue can continue...
 |
| there was no need to write a great deal here... as the web is a marvelous thing and you can soon find out lots about Lipman and P4C |
 |
| As you remember keeping to these rules of philosophy has not really been possible with preschoolers... we have adapted to meet the needs of the children - their skills in listening, concentration and their interests - and have scaffolded them... "doing" philosophy is not something that instantly happens... it takes time... a lot of time... |
 |
| some guidelines as to your role as teacher from Peter Worley's Book "If Machine" - of course all of this we go into more detail in the workshop... using a lot of my own experiences of using philosophy with children and our journey as facilitators |
 |
| give and take... the parcel/egg being a metaphor for the spoken word... learning to take turns |
 |
| we talked about the different kinds of intellectual virtues... intellectual empathy, intellectual integrity, Intellectual courage etc etc |
 |
| there are a lot of posts connected to the fairy project - including International Fairy Tea Party - check the links at the right hand side here to find the various projects (and why not take the time to explore more) |
 |
| here is an example of one of the posts... of course each post here I have tranlated the children's words I have also included my own reflections... |
 |
| the Morocco theme was continued... the fairy backdrop took a Moroccan theme with paint coloured with spices and couscous after drinking mint tea... a wonderful whole body art experience... the link to the Morocco art session is here |
 |
| after drawing self portraits the children also wanted to draw their fairy portraits using the Fafu hats. AND as the children had seen us documenting their work they documented their own work in fairy language... |
 |
| it became clear in the fairy philosophical sessions that the children believes that wings and fairy dust could make them fly... we thought we would challenge this thinking and we put it to the test, with the idea that we would continue our flight dialogue with new found knowledge.... it was new found knowledge alright, the children totally believed they could fly with a sprinkle of glitter or paper wings attached... the line between reality and fantasy is very blurred... |
 |
| as the children wanted to fly higher and higher some of the children started to get scared of the heights... so FEAR was the next thing explored... and this soon became an exploration of the dark and making the dark less scary through play... look to the right hand side for links to Project Fear and Dark and Light projects |
 |
| Art and philosophy.... philosophy does not always have to be sitting in a circle.. we need to listen to all the languages. This was an opportunity to learn more about the other... what someone else sees.. another perspective |
 |
| documenting... all the dialogues are doucmented... and we read back to the children at the end of a session as a kind of meta-dialogue... We also have log books for the children to document their thinking, individually and in a group... and so they can btter see their process of thoughts and how they change their minds sometimes... |
 |
| playing philosophy |
 |
| now this one started a great dialogue |
 |
| as did this one... |
 |
| from the saem book as above... Spooner and Woodcock "Teaching children to listen" |
 |
| the talking rings... when you are holding a ring you can talk... when you are not you are LISTENING... adults talking need to hold a ring too, so that it is fair... that is why we developed a leader a ring too... |
 |
| how you sit has a huge impact on the listening skills of the children |
"It is important to understand listening to be a process which is not limited to the spoken word. The phrase "voice of the child" may suggest the transmission of ideas only through words, but listening to young children, including pre-verbal children, needs to be a process which is open to the many creative ways young children use to express their views and experiences."
Alison Clark and Peter Moss,
The Mosaic Approach
Carlina Rinaldi writes
"...listening is an attitude that requires the courage to abandon yourself to the conviction that our being is just a small part of a broader knowledge; listening is a metaphor for openness to others, sensitivity to listen and be listened to, with all your senses. It is a word that should not be aimed only at children but also towards others. In particular, listening means giving yourself and others the time for listening. Behind each act of listening there is desire, emotion, openness to differences, to different values and points of view. We therefore have to listen and give value to differences, the points of view of others, whether man, woman or child, and especially to remember that behind each act of listening there is creativity and interpretation on both parts. Listening therefore means giving value to the other; it does not matter whether you agree. Learning how to listen is a difficult undertaking: you have to open yourself to others, and we all need this."
(In Dialogue with Reggio Emilia. Listening, researching and learning.)
As you have noticed... this is not the whole workshop, not all the images, not all the ideas... but it is all the long quotes as promised...
The dialogue of the session was a wonderfulinspirational learning encounter... for me, and hpefully for everyone that participated...
Please keep the dialogue going...
No comments:
Post a Comment