Inspired by the Reggio Emilia Approach

02/09/2020

Cobrar por educación

Últimamente, esto ha sido una inquietud para mi. Al poder evidenciar educación gratuita de calidad he sentido que es necesario cuestionar el negocio de la educación. El derecho de la educación es algo por lo cual cada país se supone debe de abocar. Sin embargo, hasta en los países más desarrollados la sistemática educativa es clave en la conformación de sus sociedades. La educación se promueve y termina moldeando individuos que encajen en la sociedad. Cierto es que hay más opciones y se consideran diversos escenarios en cada individuo.
Al adentrarse más en este panorama podemos observar que este mismo ambiente se extiende en la educación privada, aquella que en muchos casos ofrece mayor calidad. Pero, ¿qué es esta calidad? Son muy pocas las escuelas que se atreven a ir más allá de los estándares implementados. La verdadera escuela, es poca y no se encuentra fácilmente. A veces encontramos intenciones de ella, pedazos de ella, pero generalmente las conquista la estructuración y los estándares a ser instruidos. Aquí me pregunto, para todos aquellos que los motiva el aprendizaje basado en intereses, ¿hasta donde llevamos esta base? ¿La dejamos al medio punto encontrando los estándares? ¿Es posible pasar más allá?

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Charging for education

Lately, this has been a lingering thought for me. Being able to experience free quality education I have felt that it is necessary to question the business of education. The right to education is something that every country is supposed to advocate for. However, even in the most developed countries the educational system is key in shaping their societies. Education is promoted and ends up molding individuals who fit into their societies. It is true though, that there are more options and different scenarios are considered for each individual.
As we delve further into this panorama, we can observe that this same environment extends to private education, which in many cases offers higher quality. But what is this quality? Very few schools dare to go beyond the implemented standards. Real life schools are a few and are not easily found. Sometimes we find intentions of it, pieces of it, but generally they are conquered by the structure and the standards to be instructed. Is here where I ask, for all those who are motivated by interest-based learning, how far do we take this base? Do we leave it in between meeting the standards? Is it possible to go further?

24/08/2020

¿Qué significa ser inspirados por el enfoque Reggio Emilia?

En lo personal, significa ser observadores de los intereses naturales de los niños. Este enfoque va más allá de los niños ya que nos abarca como adultos de la misma forma. ¿Qué nos motiva? ¿Qué hace que actuemos sin empujones extra? Todo aquello que nos motiva intrínsecamente.

Los 100 lenguajes de los niños son los mismos 100 lenguajes del adulto. Nos motiva la empatía, la alegría, la superación y los esfuerzos en conjunto.

Esto es igual con los niños. Tanto el niño como su guía encuentran en su dia a dia curiosidades orgánicas que se convierten en proyectos. ¿Por qué hacen sonidos los pájaros? ¿Por qué el agua se acaba? ¿Por qué las plantas crecen? ¿Por qué la gente tiene novios? Esos porqués nos mueven en conjunto. Ese mismo porqué es la semilla de cada transformación que ocurre en nuestro planeta.

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What does it mean to be inspired by the Reggio Emilia approach?

Personally, it means being observers of children's natural interests. This approach goes beyond children as it encompasses us as adults in the same way. What motivates us? What makes us act without an extra push? Everything that intrinsically motivates us.

The 100 languages ​​of children are the same 100 languages ​​of the adult. We are motivated by empathy, joy, self-improvement and joint efforts.

This is the same with children. Both the child and his guide find organic curiosities in their day-to-day life that become projects. Why do birds make sounds? Why is the water running out? Why do plants grow? Why do people have boyfriends? Those whys move us together. That same why is the seed of every transformation that occurs on our planet.

20/08/2020

“We are working in difficult times, so mutable, so constantly changing for children, pushed beyond our capacity for prediction because the future today is difficult for us to govern. The problem of today’s children is a great problem, requiring a great capacity for selection, for producing choices, for producing choices that break with the recent and distant past, and that hold within them at least the conditions of a possibility, of a possible trajectory, of seeing the future by keeping at hand everything the present gives us today. In the present there are many things, many complex things, many intersecting things, many good things, many things that are not good, many bad things. There are many chances, many possibilities, many positives and many risks. Our period is one of extremely rich elements, mixed with the possibilities of an extremely complex destiny.”
–Loris Malaguzzi, Loris Malaguzzi and the Schools of Reggio Emilia, p. 49

16/05/2020

Celebrando a Loris Malaguzzi.

By: Diane Kashin, Ed. D, RECE. and Rosalba Bortolotti, RECE. It has been a hundred years since the birth of Loris Malaguzzi who inspired the Reggio Emilia Approach™. Malaguzzi, from Reggio Emi…

27/10/2019

As seen in the Loris Malaguzzi International Centre in Reggio Emilia, Italy.
Look at all the materials and provocations.

19/09/2019

What are your thoughts on this?

17/09/2019

What are Reggio Emilia schools?
Articles to follow.

The educational philosophy born out of the ashes of World War II lacks the strictures of the typical North American classroom

14/09/2019

The Hundred Languages - Los Cien Lenguajes