Education, Careers & Professional News
Where nature is the third teacher
Source
DH EDUCATION
Date
2005-06-21
Information
The Reggio Emilia approach is a child originated method where nature is the third teacher. Gintara, a pre-primary school in Bangalore, gives an insight into its philosophy and ethodology.
In 2003, Gintara -a pre primary school in R T Nagar - opened its doors to young learners between two and five and a half years to a new experience in holistic growth. Gintara, founded by educationists Nina Kanjirath and Catherine Rustumji, is based on the Reggio Emilia approach. It has integrated several programmes to suit the a childs needs.
It uses the environment as the third teacher (first being home and the second, school) and the hundred languages of children (including various art forms, body language, everyday conversation, story telling, role play, performing and creative arts, etc), learning by design, which uses brain-based learning and others and adapts them to the Indian context, learning how to learn, which incorporates problem solving, communication skills, sharing, conflict resolution, peer teaching, self motivation, activity centres, creative thinking, making choices and collaborative learning.
Storytelling is used as an integral part of learning at Gintara to introduce new skills and concepts in academics, says Nina. We feel it is important for pre-school practitioners to incorporate methodology that includes problem solving, effective communication, team learning, application of knowledge, creative thinking, conflict resolution, motivation, making choices, technology and a variety of gross and fine motor proficiencies into the curriculum.
We believe that learning starts with a question. We expect parents and teachers and most importantly, the children to ask questions for the rest of their lives. Only then would learning never stop, says Nina. The school has an open door policy wherein parents are encouraged to visit the school to observe, question and challenge the methodology.
Active learning
Generally in Indian schools, the teacher shares her knowledge with children using a text book. Learning in such a system is passive. In the Reggio Emilia approach, children are actively engaged in using equipment, resources and creative activities which drive their learning forward. Generally, the teacher tells the child how and what and the child follows instructions. She intervenes if the child makes a mistake instead of allowing the child to learn from the mistake.
We work differently. We give the child a set of blocks and let him play with it. We adapt ourselves to different learning styles in children. Some children learn by observing, some by watching others do it, some need to read, some learn through listening, adds Catherine. The Reggio Emilia approach encourages children to critique, compare, negotiate, hypothesise, and problem solve through group work. The multiple perspectives promote both a sense of group membership and the self. Academics is just one component of the system.
Parents speak
Vishal Bali, Vice President, Wockhardt Hospitals says he and his wife notice a dramatic difference in their son Varun, who joined Gintara when he was two. It is fascinating to watch him observe and narrate things. His vocabulary developed fast and he is able to communicate very clearly. He is very aware of his environment and though he may not read the alphabets , his concept is very clear. He loves to participate in all activities, says the couple.
Archana Vikram says her three-year-old daughter Armani is able to interact with people across different age groups because, in Gintara, children are grouped according to their own stage of development.
The best thing is that the teachers have identified the way Armani learns. She is a very outgoing and hands-on child. The Reggio Emilia approach helped her in holistic growth, she says.
Teachers role
To co-explore the learning experience with the children
To provoke ideas, problem solving, and conflict
To organise materials to help children make thoughtful decisions about the media
To document childrens progress: visual, videotape, tape recording, portfolios
To help children see the connections in learning and experiences
To help children express their knowledge through representational work
To have a dialogue about the projects with parents and other teachers
To foster the connection between home, school and community