Read e-book online In Dialouge with Reggio Emilia: Listening, Researching and PDF

Education

By Carlina Rinaldi

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Additional resources for In Dialouge with Reggio Emilia: Listening, Researching and Learning (Contesting Early Childhood)

Sample text

The working woman needs to be reassured that in the nido we are able to satisfy quantitatively and qualitatively the needs of her child, and that the staff can be like her—but not too much like her, as she may then fear she is being substituted in her child’s affections (a very big cultural, behavioural, and psychological issue to tackle). Analysing and interpreting the phenomenology of families with a young child would be a huge and interesting exercise. However, we will simply invite everyone, including staff, administrators and politicians, to analyse the issue in depth, to give themselves tools to find data and experiences and to begin to understand what it means to be parents today.

The participation project, as the project of communication that has gradually taken shape, also requires a precise definition of the following key factors: planning, organisation, focus and consensuality. These are necessary attributes that decisively influence the progress of social management. They should not be thought of as following any particular order of priority, as their highest form is achieved through their natural and permanent interaction. The concept of ‘consensuality’ deserves to be elaborated further.

A new way of making a political culture, and re-asserting the significance of the local authority. These and other forms of resistance based on different reasons have to be overcome, acting with the utmost coherence and promptness. We need some basic choices to be made by administrators, trade unions and staff concerning the organisation and planning of the contents of participation and management, including: • the greatest possible stability for educators; • continuity of relationship between staff, the group of children and parents in the threeyear period that children attend the nido; • no introduction of new members and changes to the children’s groups in the course of the entire school-year; • recognised and dedicated times for developing the relationship with parents and for holding professional development sessions; • meeting times that are convenient not only to staff but also to parents; • tools to document, write, copy and display, some of which to be allocated to the nido, others to the administration offices; • spaces to meet, to gather materials, and to keep archives for a group memory and a history of the nido.

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