The Hundred Languages of Children
As children proceed in an investigation, generating and testing their hypotheses, they are encouraged to depict their understanding through one of many symbolic languages, including drawing, sculpture, dramatic play, and writing. They work together toward the resolution of problems that arise. Teachers facilitate and then observe debates regarding the extent to which a child's drawing or other form of representation lives up to the expressed intent. Revision of drawings (and ideas) is encouraged, and teachers allow children to repeat activities and modify each other's work in the collective aim of better understanding the topic. Teachers foster children's involvement in the processes of exploration and evaluation, acknowledging the importance of their evolving products as vehicles for exchange.
Read more about this topic: Reggio Emilia Approach
Famous quotes containing the words languages and/or children:
“People in places many of us never heard of, whose names we can’t pronounce or even spell, are speaking up for themselves. They speak in languages we once classified as “exotic” but whose mastery is now essential for our diplomats and businessmen. But what they say is very much the same the world over. They want a decent standard of living. They want human dignity and a voice in their own futures. They want their children to grow up strong and healthy and free.”
—Hubert H. Humphrey (1911–1978)
“[Convey to your child] that you understand how hard it can be to lose a friend, that under the circumstances feeling sad, angry, hurt or rejected is perfectly normal, that the friendship had some good things and some bad things to it and that neither aspect should be overlooked. . . . Children should be helped to realize that in time they’ll find other friends—but they mustn’t expect a new friend to “replace” a former one.”
—Myron Brenton (20th century)