Lella gandini biography of william hill
In the Spirit of the Studio: Learning from the Atelier of Reggio Emilia
P/B • 245 mm x 175mm • 224 pages
ISBN 99780807756324
This critically acclaimed, lavishly illustrated book will help educators create the highest quality learning opportunities for a new generation of children.
The Second Edition features substantial and important changes, including the addition of new chapters by pioneers of the work that happens in the atelier who draw on several decades of experience.
The atelier or studio is a key element of the renowned preschools and infant-toddler centers of Reggio Emilia, Italy. This beautiful, full-color resource explores how the experiences of children interacting with rich materials in the atelier affect an entire school’s approach to the construction and expression of thought and learning. The authors provide examples of projects and address practical aspects of the atelier, including organizing the environment and using materials. No other book presents a more thorough examination of the philosophy, practice, and essential influence of the Reggio-inspired studio.
Book Features:
• A comprehensive approach that addresses learning, collaboration, relationships, and community.
• The writing and practice of influential educators from Reggio Emilia, including a new chapter by Vea Vecchi.
• A window into many ateliers/studios within the United States that have created settings and experiences to suit their unique contexts.
• Updated conversations with the protagonists from Reggio Emilia as they speak about the history and evolution of the atelier.
Contributors: Pauline Baker, Barbara Burrington, George Forman, Susan Harris MacKay, Giovanni Piazza, Carlina Rinaldi, Lori Geismar Ryan, and Vea Vecchi.
“Brims with suggestions and examples of projects and testimonies, and should become a requirement for all graduate students entering the education field.”
— Journal of the Association for Childhood Education International
“Will help to p Table of Contents Foreword by Steven Seidel Acknowledgments Chapter 1. The Context and Inspiration of Our Work Chapter 2. From the Beginning of the Atelier to Materials as 100 Languages: Loris Malaguzzi's Thoughts and Strategies Chapter 3. Poetics of Learning Chapter 4. The Amusement Park for Birds: Emergence and Process of a Project Chapter 5. The Whole School as an Atelier: Reflections by Carla Rinaldi Chapter 6. The Grammar of Materials Chapter 7. The Atelier Environment and Materials Chapter 8. Melting Geography: Reggio Emilia, Memories, and Place Chapter 9. Border Crossings and Lessons Learned: The Evolution of an Intergenerational Atelier Chapter 10. The Atelier: A System of Physical and Conceptual Spaces Chapter 11. The Story of a Studio in a Southern Arizona Public School Chapter 12. Creativity at the Heart of Learning Chapter 13. In the Spirit of the Studio Design Invent Play: Engaging Contemporary Culture—Charles Schwall A School Visit: Observing and Listening—Lella Gandini The Power of Wind—Sha Shonie Reins, with Scott Mohan Countering Poverty with Aesthetics—Lynn Hill Children, Materials, and the Natural World—Louise Cadwell Epilogue Glossary About the Editors and Contributors Index Articles, Books, & Interviews Early Childhood Research and Practice Three Approaches from Europe: Waldorf, Montessori and Reggio Emilia Waldorf, Montesori, and Reggio Emilia are three progressive approaches to early childhood education that appear to be growing in influence in North America and to have many points in common. This article provides a brief comparative introduction and highlights several key areas of similarity and contrast. All three approaches represent an explicit idealism and turn away from war and violence toward peace and reconstruction. They are built on coherent visions of how to improve human society by helping children realize their full potential as inteligent, creative, whole persons. In each approach, children are viewed as active authors of their own development, strongly influenced by natural, dynamic, self-righting forces within themselves, opening the way toward growth and learning. Teachers depend for their work with children on carefully prepared, aesthetically pleasing environments that serve as a pedagogical tool and provide strong messages about the curriculum and about respect for children. Partnering with parents is highly valued in all three approaches, and children are evaluated by means other than traditional tests and grades. However, there are also many areas of difference, some at the level of principle and others at the level of strategy. Underlying the three approaches are variant views of the nature of young children’s needs, interests, and modes of learning that lead to contrasts in the ways that teachers interact with children in the classroom, frame and structure learning experiences for children, and follow the children through observation/documentation. The article ends with discussion of the methods that researchers apply to analyze the strengths and weaknesess of each approach. Edwards, C. P. (2002). Three approaches from Europe: Waldorf, Montessori and Reggio Emil By: Diane Kashin, Ed.D, RECE. and Rosalba Bortolotti, RECE. Our last post introduced our perspectives on the Studio Approach to Early Learning influenced by the ‘ateliers’ in the infant-toddler and preschools of Reggio Emilia. In North America the term studio refers to what is known as the atelier in Italy. “It is at once an idea and a place”. It is an opportunity to “look at things as if they could be otherwise” (Gandini, Hill, Cadwell & Schwall, 2005, p. 1). As long-time friends, colleagues, and neighbours we are continually considering context as we share a frame of reference for our work. It is from this position, that we consider how this approach to early learning can help and support others in their work with children. We are guided by one of the central tenets of the Reggio Emilia Approach as described In the Spirit of the Studio: Learning from the Atelier of Reggio Emilia. Every child is a creative child, full of potential, with the desire and the right to make meaning out of life within a context of rich relationships, in many ways, and using many languages (Gandini, Hill, Cadwell & Schwall, 2005, p. 1). As we suggested in the previous post, by engaging with a studio approach, we can think about living in spaces together. In this post, we will delve deeper into the concept of space and materials. How do space and materials speak to us and are we listening? One of the questions we posed, is how we define listening as a metaphor? A metaphor is a figure of speech that, for rhetorical effect, directly refers to one thing by mentioning another. It may provide clarity or identify hidden similarities between two different ideas. What if we used the idea of languages and applied that to space and materials? “The hundred languages are a metaphor for the extraordinary potentials of children, their knowledge-building and creative processes, the myriad forms wi In the Spirit of the Studio
Lella Gandini, Lynn Hill, Louise Cadwell, and Charles Schwall
Lella Gandini
Vea Vecchi
Lella Gandini
Edited by Lella Gandini
Charles Schwall
Charles Schwall
Barbara Burrington
Lynn Hill
Louise Cadwell, Lori Geismar Ryan, and Charles Schwall
Pauline Baker
Susan Harris MacKay
Charles Schwall, Lella Gandini, Lynn Hill, and Louise Cadwell
The EditorsLella Gandini Recommendations
Technology Rich Inquiry Based Research