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Chapter 4….continues
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Everything is learned
through your body!
Neurons – Transmit: Receive info from senses or neurons and communicate the info back to parts of bodyAxons - Send Dendrites - ReceiveSynapses - Connect Glial Cells - SupportCircuits - Maps
Regulates other systems in the body
Senses information from the body and environment
Guides child’s movements
Forms Associations Reads Emotions giving
experiences Meaning Translates thoughts and
feelings into words, images and behaviors
Determines actions needed to achieve outcomes or goals
ROLE IN THE BODY-BRAIN SYSTEM MENTAL ABILITIES
Prenatal development – production, migration, connection (or die)
Infancy and early childhood – dendrite branching, (synaptogenesis), synaptic pruning, myelination, foundation of later abilities
Middle Childhood - two hemispheres more distinct, more elaborate mapping, pruning, learning, myelination
Adolescence - myelination, planning, simultaneity,
Plasticity – The brain’s ability to develop and change in response to experiences
During early childhood – Brain is most receptive and responsive to experience
Both positive and negative experiences modify the brain architecture
Windows of Opportunity - At times the brain is more open to certain types of learning; Montessori called these “sensitive periods”
BLUE BLACK RED YELLOW VIOLET GREEN ORANGE
BLUE BLACK RED YELLOW VIOLET GREEN ORANGE
Give children many opportunities to learn simultaneously
Be optimistic that everyday experiences and classroom instruction can have an impact throughout childhood and adolescence
Accommodate individual difference in neurological functioning
Provide extra guidance to children who have had early exposure to drugs and alcohol.
Encourage children and adolescents to think about he consequences of their actions – Play! Act them out!
Help children who have been neglected or abused to form warm, trusting, and stable relationships.
“Let the wild rumpus begin”
Different types of play have different benefits Functional play Constructive play Symbolic play Games with rules
Extending play If you pretend,
children will begin to pretend too
Begins as functional becomes more symbolic
Unimaginative play = immature play
Games with rules can be symbolic
What is the connection between mirror neurons and play?
What do children pay attention to?
Role of emotions…
Development of feeling/thoughts
Rapid growth in pre-frontal cortex where self-regulation occurs
Self-regulation predicts academic performance in 1st grade more than cognitive performance
A child from at risk family who has self-regulation does better than even middle class child who doesn’t possess these skills
No self-regulation…you don’t know if you know something unless the teacher says you do
Marshmallow Experiment Self-regulation involves:
Inhibitory and effortful self-control Working memory Cognitive flexibility
1. Being regulated by another person (to internalize standards). Teacher regulation is not the same as self-regulation and this is apparent when children misbehave out of the view of the teacher.
2. Regulated other people (shows the child is thinking about the rules/standards and applying them). This is often seen in tattling.
3. Self-regulating. This occurs when children voluntarily apply rules to self-not mere
obedience.
Theory into Practice and Practice Driving Theory
Following WWII Founder Loris Malaguzzi Child rich in potential –
Citizen with rights Hundred Languages of
Children Inherent genius of each child Process of learning –
demonstration of learning Languages – symbols systems
to promote understanding Make learning visible
Not a curriculum Not a model The place theory and
practice touch like the magic moment when night becomes day
The image of the child Children’s relationships and
interactions The role of the parent The role of space
Interactive AreasConstruction - big and smallDramatic play and movementMusic explorationNature explorations Book areaMini-atelier: painting, drawing, sculpture, weaving, compositionMessage Center
Design ElementsColor/ Light/ Transperancy/ Reflection/ MirrorsTexture/ Nature/ Shapes/ LinesContinuity between inside and outComplexity of ideas - Layers/ Different Perspectives Organization and freedomVariety of work spaces-heights, levelsFocusd - Nothing by chanceUse of cloth/mobiles to soften
Teachers and children as partners in learning
Curriculum as a process of inviting and sustaining learning
The many languages of children
Drawing Explorations
Game Board of the City
Constructing The City of Reggio Emilia
Projecting a transperancy of the city on the construction site
Collage with White Things
Steps in a composition
Composing Nature Collages on Nature Pictures
Color compositions with watercolors with inspiration from Kandinsky
Moving from 2D to 3D
Paper making center
The power of documentationDocumentation is listening - listening changes you - courage of doubt
Narrates a learning storyGives life and value to the learning experienceReinterpret and re-elaborate on the process
Occurs on many levelsDay-to-day traces: diaries, work, dialogueDisplay panels as a memory and history of learning
Valuing process Uncovers personal meaning, understanding, and learningEmerge from invisibilityCreates culture
