Observations children’s work with great care and in an

Observations are really important in the Reggio Emilia program. There are many reasons to why educators observe the children and document what they see and hear. “Stand aside a while and leave the room for learning, observe carefully what children do, and then if you have understood well, perhaps teaching will be different than before” by Loris Malaguzzi First of all, they find out more about the children’s interests, strengths and also weaknesses. By knowing this, the educator could plan the most appropriate and helpful curriculum for their children. This will really help the children learn a lot more than if the educator planned a curriculum without knowing what the children’s interests are or without knowing what the children are capable of doing and what they need a little more help to do. “Teachers continue to observe and document during the project’s process and this documentation makes it “possible for the teachers to sustain the children’s learning while they also learn (to teach) from the children’s own learning”  (Pam Oken- Wright) Documentations really point out the children’s play for example, by analyzing their intentions during and also after play. Documentations also occur at different stages of accomplishments. A lot like a story, a piece of work may have a beginning, middle, and end that develops over time with experiences and through trial and error. By documenting, we have a clear view and proof the children’s progressions that happens through play when the children are really engaged and interested. Generally, documentation in the form of observation also for recordkeeping are certainly encouraged in all childhood programs. Nonetheless, documentation in Reggio Emilia mainly focus on the children’s experiences, thoughts and ideas during the process itself. Reggio Emilia value the children’s work and make it a priority to display the children’s work with great care and in an aesthetically pleasing manner. Educators usually document the different stages of the process of the children’s work. Documentation could also include photos of children during the process, comments written by the teacher, samples of the the child’s work. Writing down discussion between the children and comments that they made and also explanations from the child about the activity, what they did and why they did it the way they chose to do it. Observations could also be in the form of tape-recordings and photographs. Pictures of the children and their work could be displayed around the room or in the hallways at the children’s level. (Lilian G & Sylvia C, 1996) Other documentation that could be used are: a learning story, running record, pictures, children’s portfolio, checklist, classlist log, slideshows, tape recording, booklets during free play and open ended activities.

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