Reggio preschool los angeles: Reggio Inspired Preschool – Kids Collective

Reggio-Inspired Philosophy – IMAGINE Preschool

Image of the Child:

The Schools of Reggio Emilia are founded on the “image of the child”. This refers to a perspective that honors children and sees them as “intelligent, capable, creative, resourceful, and worthy individuals”. Children are seen as protagonists. That is, that they are prepared, have potential, possess curiosity and interest in constructing their learning, negotiating with everything their environment brings to them.

Curriculum:

The schools provide curriculum that questions children on what they think rather than traditional curriculum that injects adult thinking. The curriculum also asks children why they think that. The schools’ curriculum is based on children’s theories of why and how. By asking why and how, children are asked to think critically and to defend their thinking. However, in traditional education, adult-driven agendas (e.g. letters of the week) greatly limit the opportunities and possibilities for children. Typically, adult curriculum is irrelevant and meaningless to children’s lives.

In the schools, children are seen as individuals within a community of their peers, family, teachers, and society. Therefore small group projects are emphasized. The focus is on working as a team. Each child learns his/her essential role in the project.

Environment as the Third Teacher:

The schools have dynamic and beautiful environments to support and encourage the development of “intelligent, capable, creative, resourceful, and worthy individuals”. The use of space encourages encounters, communication and relationships. Every corner of every space has an identity and a purpose, is rich in potential to engage and communicate and is valued and cared for by the children and the adults.

Therefore children are provided with many materials in order to discover and communicate what they know, understand, wonder about, question, feel and imagine.

27778rem; line-height: 2.27778rem;”>“Observe and listen to children because when they ask “why?” they are not simply asking for the answer from you. They are requesting the courage to find a collection of possible answers.”

“Observe and listen to children because when they ask “why?” they are not simply asking for the answer from you. They are requesting the courage to find a collection of possible answers.”

– Carlina Rinaldi

Teachers

Overall:
The teachers’ role is to “co-explore” the learning experience with the children and to provoke ideas, problem solve along side the children, but assisting the children to take lead. So during any conflict teachers take ideas from the children and ask them to return for further exploration. Teachers arrange the classroom; organize materials and set-up enticing “provocations”. Teachers’ role is also to document by notes, photos, movies, and drawings for later study. Through these studies, teachers inject meaningful curriculum.

Daily:
Teachers facilitate children’s exploration of themes, work on short and long term projects and guide experiences of joint, open ended discovery and problem solving. To know how to plan and proceed with their work, teachers listen and observe children closely. Teachers ask questions; discover children’s ideas, hypotheses and theories, and provide occasions for discovery and learning. The teachers see themselves as researchers preparing the documentation of their work with children who they also see as researchers.

An Atelier (or art studio):

The Atelier is known in the schools of Reggio Emilia as the “heart of the school”. Because the Atelier houses all the materials, it is a place where the learning begins. And like the heart pumping blood through the body, the ideas from the Atelier flow throughout the school. There are a variety of art materials from which the Atelierista and teachers create curriculum. Also from the Atelier, the children choose materials to explore and express themselves.

An Atelierista (or artist):

Who works with the children in the Atelier. An Atelierista’s role is to facilitate the children in their projects. But also the Atelierista guides children to make thoughtful decisions about the media and possibilities of explorations with the media. The Atelierista has knowledge of aesthetics, design, color and materials. The Atelierista is responsible for arranging materials in natural and aesthetically pleasing ways.

Documentation

Teachers’ documentation’s role is to communicate the work and ideas that flow through the school. Careful consideration and attention are given to the presentation of the thinking of the children and the adults who work with them.

Therefore major focus is paid to documentation of children and teacher’s work. This is done to provide an ongoing flow of information to families enabling them to have a more involved relationship with the school.

The Hundred Languages of Children:

This refers to the different mediums children use to express themselves. The schools also focus on the “intelligences” of children through, which symbolic representation is created. These include words, drawing, painting, collage, sculpture, building, wood working, clay, wire, sewing, movement, play with light and shadow, dramatic play, and music. Focusing on all these different symbolic representations help children to reach deeper levels of communication. Children learn how to communicate more meaningfully – what they know, understand, wonder about, question, feel and imagine. Through these symbolic representations, children make their thinking visible. And therefore are provided with many materials.

Parents and families:

In the schools, parents and families are seen as partners in the child’s learning journey alongside the teachers, because the ideas and exchange of ideas between parents/families and teachers create a stronger, more organic way of educating. Teachers view the participation of parents/families as co-teachers who provide important information to aid in the teachers’ research.

La Crescenta California, 91214       (818) 696-3151      Lic# 198018535

La Crescenta California, 91214
(818) 696-3151
Lic# 198018535

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Frequently Asked Questions

How many reggio-emilia daycares and preschools are there in Los Angeles?

There are 25 reggio-emilia daycares and preschools in Los Angeles, based on CareLuLu data. This includes 16 home-based programs and 9 centers.

How much does daycare cost in Los Angeles?

The cost of daycare in Los Angeles is $866 per month. This is the average price for full-time, based on CareLuLu data, including homes and centers.

How many reggio-emilia daycares and preschools offer part-time care or drop-in care in Los Angeles?

Based on CareLuLu data, 18 reggio-emilia daycares and preschools offer part-time care or drop-in care in Los Angeles.

How many reggio-emilia daycares and preschools teach a foreign language in Los Angeles (Spanish, French, Chinese, etc.)?

Based on CareLuLu data, 14 reggio-emilia daycares and preschools speak at least one foreign language. Most common languages include Spanish, Korean, Russian, Hebrew and Armenian.

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Reggio Garden from the inside – Family space “Nest”

 Reggio Garden class in Italy
 

Surely many people are interested in how life and activities are organized in the “real” Reggio Garden in the city of Reggio Emilia. I am constantly collecting information about the Reggio approach and about gardens in different countries, including Italy. And based on it, I prepared a short overview about the key features of Reggio gardens and nurseries. In Italy, there are kindergartens for children aged 3-5 and nurseries for children aged 1-3, in some establishments they are united under one roof, in some they exist separately from each other. nine0005

Space and environment

First of all, it is worth noting that the gardens and nurseries are much larger than we are used to. The space of the kindergarten is saturated with tactile, visual and even olfactory information that is useful for the child. There are objects here that are interesting to pick up, understand their structure, use in the game: this is a huge amount of natural materials (leaves, seeds, branches, flowers, fruits, etc.) and objects for their study (loupes, microscopes, translucent tables, carpentry tools, etc.), various construction sets and toys, beads, buttons and paints, waste materials. In furniture, preference is given to antique and unique (chest of drawers, chests, drawers, baskets and whatnots), which has an “individual face” and is gradually filled with materials and works of children. There are several levels in the room: you can retire in a house with a book, sit comfortably on pillows, climb into the attic or gallery. For role-playing, there is a special place where you can change clothes: different clothes, hats, ribbons, laces, shoes and accessories are collected here. An atelier artist is constantly working in the kindergarten, who comes up with ideas on how to help children discover the world. Children draw and draw a lot using different materials. At first, the first impressions are usually conveyed with a felt-tip pen, then the technique becomes more complicated, and at the end a large general panel can be created. Interest in each individual child leads to the creation of a collection of his works during his stay in kindergarten. nine0005

The layout of the preschool is designed to stimulate children’s curiosity and curiosity. In the center of each garden, according to Italian tradition, there is a “piazza” – a meeting place for all children; there is also a courtyard or winter garden with green plants. So that everyone can see what is happening and where – a lot of transparent walls and glass. Out of habit, this makes it difficult to navigate, since too much is happening everywhere at the same time, but over time it becomes a convenient tool for the development and interaction of children. In the nursery, the doors in the upper part are glass, in the lower part there are windows, so that even crawling children can watch others, and they themselves can be seen. In all rooms, including on the floor, mirrors. It is fundamentally important that children observe themselves all the time, compare themselves with others, analyze movements and actions. In the hall there are large game elements like pyramids, houses, cars, sports equipment (slide, Fuba, stairs, etc.), toys, as well as a winter garden behind a glass wall without a roof or with a transparent roof, so green comes from it light. There is only one entrance to the kindergarten, but there are exits to the street from different rooms. In the manufacture of items for children’s use, materials are taken that differ in touch and in other properties: soft, light, heavy, rough, sloping, dark, light, etc. This is especially important for toddlers. nine0005

The kitchen is located next to the entrance, the common dining room is part of the hall. The cook is an active participant in the life of the kindergarten. All the children take turns helping him cook (really participate in cooking: cut, interfere, mold, etc.), set the table, clean up. They can bring their own recipes and cook their own meals. The menu for each day is written in large letters, and a photograph of the dish is placed next to the name, so that even the little ones can understand what they will be fed today. Parents love to talk to the chef. They often discuss what and how much their child can and will eat, and in kindergarten or nursery they try to take into account the tastes of children, while accustoming them to new things. nine0005

Each age group has one large classroom, a library or a corner where you can read, listen to music or a fairy tale, look at pictures, as well as a mini-workshop, a toilet with washbasins. The shower room has a water play area. In addition, there is one common workshop, which is called the “atelier”. An atelier artist constantly works in it. At first, Loris Malaguzzi, the founder of the Reggio approach, invited narrow specialists (potters, sculptors, painters, etc.) to work part-time. Over time, it became clear to him that creativity is an important and integral part of the daily process of child development and expression, so the atelier began to work constantly. Moreover, gradually everyone taught each other different techniques and techniques and became generalists. Both large and small workshops have a wide variety of materials available to children. Natural materials (cones, stones, leaves, etc.) are specially selected and put into certain containers, which can be used in creativity if desired. nine0005

Nursery groups have differently designed bedrooms: a special room with fabrics hanging from the ceiling, mattresses, bunk beds. In kindergartens, they rest in rooms, whoever wants – sleeps.

 Inner space of the Reggio Garden, Diana school, Reggio Emilia, Italy
 

Documentation

Particular attention and importance in Reggio kindergartens and nurseries is given to documenting the process as a separate tool for the development and planning of children’s activities. All conversations and actions of children, if possible, are photographed, recorded on a dictaphone or recorded, filmed. All stages of work are recorded, and the results of the children’s activities with a detailed description of the process and achievements are posted on the stands and just in the room. To store such materials, each kindergarten has its own archive. Each child has their own folder with documents (photos, drawings, story records, souvenirs, etc.), which parents can buy when the child enters school. Blank pages are left in the folder so that parents and the child continue to fill it out. nine0005

Day schedule

Kindergartens Reggio Emilia are open from the beginning of September to the end of June. In each kindergarten there are 3-4 groups of 25 children, in toddler groups up to 15 people per group, older ones – 20 each. Each group has two educators. There is no manager at all: things are distributed among everyone; in addition, there is a council of the preschool institution that controls its activities. Support staff duties include cleaning, helping with dressing children, etc. (approximately one assistant per group). Assistants are involved in all the affairs of the group, in projects, in staff training. It does not do without conflicts and disputes, but here they believe that as a result of discussions new ideas are born, dangerous stereotypes are destroyed and fresh ideas make their way. nine0005

Everyone (adults and children) is required to start their activity at 8.00 am and finish at 4.00 pm. Since there are children who come in at 7.30 and stay until 18.20, special people who work part-time come to look after them. All the children get together once in the morning circle in the “piazza” at 9. 00. Here, children and adults discuss what is happening in the kindergarten and outside the kindergarten, what is interesting to do and how the started and new projects can develop. It discusses what things are of interest to children now, what is to be done today, what projects are ongoing, what’s new, major decisions are made about the affairs of the day, current problems are discussed. Then everyone goes about their business. This ritual is very important, it sets the tone and plan for the whole day, allows you to exchange ideas and findings, teach attention and respect for each other. So that the teachers always know who is in their garden, the child brings a sign with his photograph, which he takes away in the evening. In the Reggio Garden, an internal children’s mail is organized in the form of boxes with names for each, where everyone puts letters and drawings to each other. nine0005

 Atelier, Reggio Emilia, Italy 

Children, parents and educators

Interaction between parents and educators is an important part of Reggio pedagogy. Joint planning and discussion, collective decision-making, stories about what is happening, what the pupils have achieved, take up most of the time and serve to further develop the professionalism of educators. Joint events also take place on weekends, which even more unites adults and children. Parents participate in numerous trips and excursions, in documenting and processing material, collecting money through various bazaars and in other activities with children. A charter of the rights of children, educators and parents is drawn up and observed. Parents can work with children. If there are people among parents, grandparents who are ready to show what they can do, then they come to kindergarten and do their favorite thing (for example, knitting baskets), and the children, asking questions, observe their actions. Parent meetings, sometimes in the form of lectures by invited experts, are held every 1-2 months. Educators talk to parents every day, at least for a few minutes. It is important that the latter share the ideology of the kindergarten and do not oppose their requirements to the requirements of the staff. nine0005

The composition of the group is determined by the age of the children. It is assumed that all children will be together from beginning to end and with the same caregivers. New children never arrive during the school year. Before arrival, the child, together with his parents, gets acquainted in advance with the educators, with the premises, etc. If the child moves to another city, the separation becomes a big event for the rest of the children in the group. If a child is sick, they call him on the phone, send a postcard, bring a gift. nine0005

A lot of creativity

The Reggio approach gained worldwide fame after an international exhibition of children’s works by pupils of the gardens of Reggio Emilia was organized. The eccentricity, thoughtfulness and artistry of handicrafts made in a variety of techniques arouse the admiration of almost all visitors to Reggio Emilia. A huge zebra drawn by children has become a symbol of pedagogy. It is worth saying that art, which is given a lot of time and attention, is not the goal of the work, and no more graduates become artists than in an ordinary kindergarten. It is considered as one of the hundred languages ​​in which the child talks about the world around him. In addition to art, a variety of other activities are offered – computer classes, games, construction, reading, etc.

 Atelier, Reggio Emilia, Italy
 

Project activities

The pedagogy of Reggio Emilia is based on project activities. Children’s interest, encouraged by adults and developed together, develops into real projects that can last from one day to a whole year. One of these projects was born from children’s needs, and then received the name “How to draw a lion.” To answer this question, the children not only got acquainted with the life of the animal, but studied the stone statue of a lion in the square, made it from different materials. The final drawing, the lion, is huge and striking in its beauty, but there is a long journey of understanding behind it. nine0005

Another project, born from a child’s story that in autumn he always sees yellow daisies at his grandmother’s in the village, turned out to be dedicated to the study of the life of these flowers. Not everyone found it interesting at first: for example, one boy wanted to draw trucks, and the other wanted to draw astronauts. At first, the children (those who wanted to) drew flowers according to their inner imagination, so that the well-known symbol of a flower with straightened petals was obtained, although real flowers were standing in front of them on the table. When it turned out that the image did not match the original, the teacher decided that this simple phenomenon, which is so easy to pass by, should be given more time. Thinking about what you can learn about and what you can do when you come to visit the daisies in the meadow, six children and two adults (the rest knew that their turn would come and took part in the discussion) went to the daisies, began to study their life, to greet and talk to them (flower heads were at the level of children’s heads). We noticed that they are inhabited by various living creatures (insects whose life obeys its own laws): it means that they treat daisies not like we do, but like their home. It turned out that daisies of different ages, different shades of yellow (their children tried to formulate verbally: yellow-yellow, smooth yellow, bright yellow, etc.). The color also changes with lighting. The form changes from the point from which you look at the flower. Maybe there are boys and girls among the flowers? We thought about the connection between flowers and butterflies, flowers and cobwebs. nine0005

Back at the kindergarten, the children told the others what they saw and what they thought. Now, when they painted, they created individual portraits of flowers. Becoming more attentive, fantasizing about how the inner space of flowers is arranged, the children depicted them in different ways, trying not to miss a single detail. For example, among them there are buds, and ugly, and wilted. Dead daisies – did they die themselves or only their hair died? How closely can you look at a flower? An adult only creates conditions for looking at, tries to stretch this process in time, but he should not give his finished scheme. Children must go the way themselves, and it is not known where they will come. Sometimes you need to pause for the accumulated information to take on a new quality. nine0005

Sometimes children explore how to walk in tall grass; arrange a concert in the park; pour water; make a rainbow what are the shadows; through which water flows; how the leaf grows; how to measure time. Children often watch the work of adults and help them, for example, in caring for horses, in harvesting grapes.

This is not a method of upbringing, but a way of thinking about life, about a child, about knowledge and about the ways of assimilating it, something that can be created together, but cannot be transferred in finished form. They cite a completely Italian parable for comparison: when several artists paint a fresco, then you need to have the patience to wait until the whole is formed from the fragments in order to understand what it is about and what it is in general. nine0005

Here is a general outline of life in the Italian Reggio Garden. What features did you like the most, please share in the comments.

Based on articles and textbook “Preschool and Primary Education Abroad: History and Modernity”.

Anna Vendik

Reggio Approach, Community, Early DevelopmentNest Family Space July 3, 2021 2 Comments

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1. Personality formation – every child’s opinion deserves to be, and it is valuable and meaningful to us. In our school, it is not just allowed, but the norm is that the child speaks out, formulates his guesses and hypotheses, goes his own way in solving problems.
2. Self-learning – this principle allows you to create training programs for a year, without initially knowing the children, their preferences, interests, level of competence, development of skills. We trust children to choose the route, follow their interests, encourage curiosity and together explore this world anew, discovering new things and accompanying children’s discoveries and ideas.
3. Many ways to express yourself – we mean music, dance, theatre, poetry, photography, drawing, scientific experiment and so on. Our task is to provide many ways for knowing the world, yourself, research and creativity. nine0088
4. The uniqueness of the child – we pay attention to each child, not equaling everyone under one ruler. Thus, we reveal all the strengths of each and let him feel his possibilities in this world.

Hurry, seats are limited

Loris Malaguzzi: “A child is not a chest that needs to be filled as tightly as possible, but a chest from which you need to pull out as much as possible.”

Reading fairy tales from the vast library of our garden, we enrich the emotional world of the child, expanding his experience.
nine0108 Children get acquainted with a variety of characters and characters, think about the actions of the heroes, empathize with them, come up with new adventures.

Reading and reviewing a story together with the child, we can offer him an appropriate “invitation to play” – in English this is called “storytelling basket”, that is, “basket for telling stories.” In such a basket, an adult puts figurines suitable for depicting the characters of the story, and some props – these are pieces of multi-colored fabric, sand, salt dough, and various safe little things. This basket is then left in a conspicuous place next to toys and creative materials. nine0108

Kindergarten space is full of useful tactile, visual and even olfactory information for the child. There are objects here that are interesting to pick up, understand their structure, use in the game: this is a huge amount of natural materials (leaves, seeds, branches, flowers, fruits, etc.) and objects for their study (loupes, microscopes, carpentry tools, etc.), various construction sets and toys, beads, buttons and paints, waste materials. nine0005

There are several zones in the room : you can retire in a house with a book, sit comfortably on pillows or sit at tables. For role-playing, there is a special place where you can change clothes: different clothes, hats, ribbons, laces, shoes and accessories are collected here. atelier artist is constantly working in the kindergarten, who thinks out how to help children discover the world. Children draw and draw a lot using different materials.

Interest in each individual child leads to the creation of a collection of his works during his stay in kindergarten. nine0005

The layout of the preschool is designed to stimulate children’s curiosity and curiosity. In the center of each garden, according to Italian tradition, there is a “piazza” – a meeting place for all children with green plants. In all rooms, including on the floor, mirrors. It is fundamentally important that children observe themselves all the time, compare themselves with others, analyze movements and actions. In the offices there are large game elements like pyramids, houses, cars, sports equipment, toys. nine0005

In the manufacture of items for children’s use, materials are taken that differ in touch and in other properties: soft, light, heavy, rough, sloping, dark, light, etc. This is especially important for toddlers.

We have one large classroom, a library or a corner where you can read, listen to music or a story, look at pictures, as well as a mini-workshop and a kitchen.

At first, Loris Malaguzzi, the founder of the Reggio approach, invited narrow specialists (potters, sculptors, painters, etc.) to work part-time. Over time, it became clear to him that creativity is an important and integral part of the daily process of child development and expression, so the atelier began to work constantly. nine0005

Moreover, gradually everyone taught each other different techniques and techniques and became generalists. Both large and small workshops have a wide variety of materials available to children. Natural materials (cones, stones, leaves, etc.) are specially selected and put into certain containers, which can be used in creativity if desired.

Particular attention and importance in the Reggio Gardens is paid to documenting the process as a separate tool for the development and planning of children’s activities. All conversations and actions of children, if possible, are photographed, recorded on a dictaphone or recorded, filmed.