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 the hundred, languages and/or children:
“Is it not the chief disgrace in the world, not to be an unit;Mnot to be reckoned one character;Mnot to yield that peculiar fruit which each man was created to bear, but to be reckoned in the gross, in the hundred, or the thousand, of the party, the section, to which we belong; and our opinion predicted geographically, as the north, or the south?”
—Ralph Waldo Emerson (1803–1882)
“The very natural tendency to use terms derived from traditional grammar like verb, noun, adjective, passive voice, in describing languages outside of Indo-European is fraught with grave possibilities of misunderstanding.”
—Benjamin Lee Whorf (1897–1934)
“The trouble with us is that the ghetto of the Middle Ages and the children of the twentieth century have to live under one roof.”
—Anzia Yezierska (1881?–1970)