Instant, faces, a style
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Telling. Telling how our school operates and works: what we are doing, which educational principles are the foundation of our professional style. Telling the parents “how” and “why” their children are happy when they are at school. What they discover, what they learn. But telling could be difficult. It takes time. And there’s always lack of time. Telling means using a lot of words. And we think that “a lot of words” doesn’t necessarily means “explain”. That’s why we used photographs. These photos show some of the moments daily school-life is made of. They also show the children’s faces. Instants and faces that can explain the way we work, our style. The teachers team of the Nursery School “Gobetti” in Ferrara
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This document is a student's final reflection on their first practicum period teaching kindergarten. It follows David Kolb's four-stage reflective cycle model. In the first stage of concrete experience, the student discusses activities they did with the children like using real objects, games, and friendly competition to engage the children and make learning fun. In the second stage of reflective observation, the student reflects on communicating with the children in English using gestures since the children's main teacher speaks Spanish. In the third stage of abstract conceptualization, the student identifies that they need to improve managing disruptive behavior. In the final stage of active experimentation, the student plans to implement more classroom management techniques like using countdowns to get children's attention
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Puppets, masks, and props can be highly engaging tools for teaching foreign languages to children. They provide many benefits:
1) They increase children's motivation, concentration, and imagination by adding an element of drama and fun to the lessons.
2) Using puppets allows children to "hide behind" a character, reducing shyness and embarrassment about speaking in the foreign language.
3) Puppets engage children by giving them a concrete reason and real characters to interact with when speaking the language.
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Philosophy of Teaching Statement
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3. They both emphasize creating an exciting learning environment where students can take risks, experiment, and learn through discussion and collaboration.
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Children and the way we engage with them.
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La sfida era davvero impegnativa: anni di esperienza, significato di una politica dell’ente locale, qualità pedagogica del servizio, e tanto altro ancora, da raccogliere in una sintesi efficace e soprattutto comprensibile.
Si è lavorato soprattutto sul linguaggio, pensando e toccando con mano che c’è una stretta relazione tra i modi di raccontare le cose e i modi di pensarle; che scavare intorno e dentro alle parole, ripulirle delle incrostazioni di genericità e tecnicismi abusati è una splendida occasione per ripensare il nostro modo di pensare”. Nello specifico “il bambino” e il modo di intendere il nostro rapporto col bambino.
Cosa succede se alle ” formule pedagogiche” sostituiamo pensieri più organizzati e confrontabili?
Di qui un’idea di mostra e una sua realizzazione tra le tante possibili.
Invano si cercherebbero nella mostra, non solo nella sintesi che presentiamo che pure ne riproduce fedelmente il senso e lo spirito, parole come progetto pedagogico, attività, obiettivo, psicomotricità...
A gallery of self-portraits
The document describes a project where children at a nursery school created self-portraits. The children used various materials like paper, clay, and wire to represent their faces and features. They described what they looked like and what characteristics they wanted to highlight in their portraits, such as the color of their eyes, shape of their nose, or style of their hair. The teachers accompanied the children and documented the process and final self-portraits. The children enjoyed exploring different artistic mediums and learning new techniques to represent themselves.
Filippo and the town of Ferrara
Filippo was a plump child who lived in a large house in Ferrara, Italy with his family. He enjoyed exploring the wide garden behind his house, which was full of roses, trees, and flowers. Filippo also liked accompanying his mother to the market, where he was fascinated by the colorful fruits, vegetables, fish, and shells. As an adult, Filippo became a painter and often depicted themes from his childhood like flowers, fruits, vegetables, and seashells that reminded him of time spent with his family and exploring nature.
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