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Image of the child—在你心里，孩子的形象是什么？
关于这一点，我非常认同意大利的Reggio Emilia教育理论。Reggio Emilia 是一个位于意大利北部的城市，在教育界，它以独特的教学理论而闻名于世界。每年都有来自世界各地的教育工作者去那里的学校参观学习。（去年我有个同事去参观了，拍了很多 照片回来给我们大家观摩，非常棒）这些理论的创建者是Loris Malaguzzi，他本人领导了Reggio Emilia的学校超过40年。
Reggio Emilia的第一所学校(Preschool)建于1963年。第一所招收0-3岁小孩的幼儿园建于1970年。
认识 Reggio Emilia 的教育理论，首先要认识它的关于Image of child理论。正如它的创建人Loris Malaguzzi 说的：
“One of the focal points of our philosophy is the image of a child.” --Loris Malaguzzi (1997)
“What kind of school for what image of the child”---Rinaldi(1999)
Malaguzzi states,
One of the focal points of our philosophy is the image of a child, who, from the moment he is born, is so eager to feel part of the world that he actively employs a complex network of abilities, learning strategies, ways of organizing relationships, and creating maps for personal, interpersonal, social, cognitive, affective, and even symbolic orientation.
This explicit and public declaration includes not only the child, but humankind in general, as well as the more complex organizational, methodological, and philosophical fabric on which our educational work is based, and which determines its quality. (Loris Malaguzzi 1997)
The Reggio Emilia Approach observations, documentation, interpretations and collaborative study have resulted in their image of the child as being competent, intelligent, a co-constructor of knowledge, and a researcher, actively seeking to make meaning of the world, often in collaboration with others. (Jan Millican 2003)
Rinaldi (1998) states that the Reggio Emilia emphasis is to view children as a subject of rights, in recognition of children’s potential, which is readily observable in their flexibility, curiosity, sense of wonder, imagination, and their desire to grow, communicate, and relate to people.
新州的教育主要遵循NSW Curriculum Framework这本书，在这本书里，关于Image of child方面的理论，都是借鉴的Reggio Emilia的理论，以它为基础。
• “Children, no matter how young, are respected contributing members of the community.”
• “Children are often more competent, more intelligent, more capable than they are perceived or understood to be.” At the same time, the Framework also emphasized that children as citizens of the community, they do have their responsibilities, as return to the community.
• All children, even the very young, are considered to be social beings and children are viewed as active agents in the construction of their own learning. In a Reggio Emilia approach, children’s thoughts, ideas and questions are taken seriously. The role of educators in a Reggio approach is to listen to children, encourage children to take the initiative and to guide their learning. (Gardner, 1993)
• It is more important to help children build up self-learning and life long learning habits, throughout self-direct play and learning in the early childhood stage. The professional’s role in children’s learning, should be as demonstrator, a researcher, learner, listener, instructor, supporter, provider of encouragement, facilitator, extender and enhancer.
• Malaguzzi: If we limit children, we limit ourselves.
所以，根据这两个理论，孩子无论年龄大小，他们都被看作是有能力的，有智慧的，通过他们对世界的观察，探索，参与，动手，而认识，学习周围的世界。
作为成人来说，我们首先是尊重孩子，理解孩子，相信他们的能力，知识跟智慧，鼓励他们自己去探索这个世界，寻求答案，与其他人合作。作为教育者，我们应该更多的倾听孩子的想法，鼓励孩子主动引导自己的学习，我们在教育的过程中，作为示范者，研究者，学习者，倾听的人，给予支持和帮助的人，帮助孩子加深知识和提高。
下面的内容是我的teaching philosophy的关于Image of child的部分：
As the emphases of my philosophy, children are respected contributing members of the community, in my image of the child as being competent, intelligent, a co-constructor of knowledge, and a researcher, actively seeking to make meaning of the world, working in collaboration with others. The early childhood education is an active learning process, it can be directed by children. Adult respect for their knowledge, understandings, inquiries, strengths, interests, skills and enthusiasm.
The role of professionals working with children and their families are complex and require depth in the skills, knowledge and attitudes. The role of educators is to listen to children, encourage children to take the initiative and to guide their learning, as demonstrator, researcher, learner, listener, instructor, supporter, provider of encouragement, facilitator, extender and enhancer.
推荐几本Reggio Emilia的书：
Jan Millikan 2003 Reflections—Reggio Emilia Principles within Australian Contexts Pademelon Press, Castle Hill, NSW 2154, Australia
Linda Thornton & Pat Brunton 2005 Understanding the Reggio Approach
David Fulton Publishers, Granada Learning Limited, part of ITV plc
新州早教大纲：
NSW Department of Community Services NSW Curriculum Framework for Children’s Services Office of Childcare, NSW Australia
澳洲早教理论书――我们学习的很多基础理论都是从这三本书来的。
Dianne Nixon & Katy Gould 1999 Emerging THOMSON Scial Science Press, South Melbourne, Victoria, Australia 3205
Dianne Nixon & Maree Aldwinckle 2003 Exploring THOMSON Scial Science Press, Southbank, Victoria, Australia 3006
Dianne Nixon & Katy Gould 2000 Extending THOMSON Scial Science Press, Southbank, Victoria, Australia 3006
[ 本帖最后由 风玲 于 2008-11-16 18:33 编辑 ] |
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我在AXA的求职经历 (43，44楼补充有小tips) (2008-5-17) 一炷香 
WESTMEAD小公园 (2010-9-12) PACIFIC 
偶尔走神 (2012-6-22) big_beast 
发表于 2008-11-16 17:18
抱歉我英语翻译水平差，书上的那些理论我翻不出，只好中西合璧。不过相信大家的英文都比我好，应该没有什么问题。:)
同感，同感。 当时在国内接触montessori时最被其打动的就是她提倡尊重儿童，提倡平等对待儿童这点。不过国内很多自称蒙氏教育的早教机构都只是打着使用蒙氏教具和提供幼儿数学能力的幌子，看了就叫人辛酸——蒙氏理论又被国人给扭曲了。
