As an educator that is inspired by the schools of Reggio Emilia, I proudly follow the constructivist approach to learning.  I strongly believe that it is fundamental for me to offer a quality experience designed to support each child’s unique development and interest.  I am deeply influenced by Loris Malaguzzi’s belief that all children are beautiful, powerful, competent, creative, curious, full of potential and ambitious desires.  I view the role of children as researchers, questioning what they see, hypothesizing solutions, predicting outcomes, experimenting, and reflecting on their discoveries.  I believe that children learn best when provided the opportunity to explore their interests with the support of a facilitator who provides opportunities for questioning and research.

 

I view myself as a lifelong learner who fell in love with the Reggio Emilia Approach because of its views on a teacher’s role in the classroom.  Within the Reggio Emilia schools, teachers consequently take on the role of collaborator and co-learner alongside their students.  This concept provides the idea that instruction travels in a two-way direction as students and teachers work together on their research projects.  Loris Malaguzzi metaphorically describes this as a Ping-Pong match, where both adult and child are required to make adjustments in order for them to advance their growth and learning.  Neither teacher nor student could participate successfully in this match without the other.

 

As a facilitator, I create developmentally appropriate environments and opportunities that will provoke learning through discovery and not teaching with a predetermined outcome.  My provocations stem from observing my students and becoming attuned to their thoughts, goals, levels of ability, and understanding.  I have found that my role as a teacher is consistent with Lev Vygotsky’s theory of the Zone of Proximal Development (ZPD).  I apply this theory by observing my students to determine the distance between their current development level without adult assistance and their potential development before it becomes too difficult and I run the risk of my students giving up.  I share my findings with co-workers and my student’s families so that we can collaboratively create strategies that support their individual growth.  If I find that families are unable to assist me in supporting their student’s growth, I will offer them information on community programs that may be able to assist in the process.

 

I adore that the Reggio Emilia pre-schools recognize their indoor and outdoor classroom environments as the third teacher, therefore I put special attention on the aesthetics and climate of the classroom because I view it as a living, changing system.  My objective is to create a space that is inviting, organized, intentional, and provoking.  I’ve set up my classroom with the same idea of having an indoor environment created using transparency, natural light, and live plants in hopes that it is comfortable enough for people to visit and engage.  My classroom walls are decorated with “Learning Stories” that document the experiences the children share and these stories provide our visitors with an in-depth understanding of the type of learning that takes place in our school.

 

Problem-solving and working closely with others are the true essence of constructivist learning.  I place emphasis on viewing my students as unique individuals who have the right to construct knowledge based on their past experiences or interactions with others.  I provide a multitude of materials that will allow my students to develop intellectually through words, movement, art, building, dramatic play, and music.  These multiple forms of expression are known as “the hundred languages”, which outline the endless ways for a child to wonder and question until they reach their full potential.