Child as Communicator
Part of our focus as Teacher/Researchers in our learning environment is to empower children to better communicate their needs, feelings and wonderings. In order to develop this ability, the child must first feel relaxed in his surroundings and be able to hear his own desires and curiosities. A child under tension will close down and be unable or unwilling to communicate. In our school great attention is given to the design and feel of the environment: aesthetic is a high priority. A teacher is required to consider the placement of tools, supplies and ongoing works. She must constantly ask herself if the space she has created and is maintaining is most likely to bring out the best in her students. She frequently assesses her surroundings and questions whether they respond to her students’ learning processes and allow them to flourish.
In this well-constructed environment a teacher thinks carefully about how she interacts with and engages each student individually and within a group. She must facilitate their communication in every way possible. She must model the behavior she wishes to see in her students therefore she asks questions that invoke thought and reaction; she provokes. Equally important, she listens closely making interpretations within herself and with her colleagues; she processes. Armed with deeper understanding the teacher engages with her students in meaningful work. Once a child understands that his opinions are valued and respected he begins to express them more frequently; this leads to dialogue. Our school is rarely quiet; it vibrates with the tenor of voices and tells stories with the display of ongoing work. Our environment engages a person’s senses and sensibilities.
When a student recognizes the opportunity before him and participates willingly and confidently in the exchange of ideas, the learning truly begins for everyone. The student becomes the protagonist as he influences the content and the direction of his studies. The teacher also becomes the protagonist as she provokes deeper thought by drawing out what he knows, what he hypothesis and what he needs to know to continue his studies. Together the teacher and the student co-create curriculum.
Of course it should be understood, according to Loris Malaguzzi, founder of the Reggio approach, that a child has a hundred languages. They think, speak and listen through many art forms and these become their expression of ideas, frustrations, joys, accomplishments and continued wonderings. The expressions that emerge through cooking, drawing, painting, dancing, singing, building, etc. are as valued as the ones verbalized. By using wire to imitate the lines in leaves children must examine the leaf closely and determine the exact shapes and directions of the veins, an interaction that may not take place with observation apart from expression. As the student engages in this work he is communicating to his teacher, his peers and the broader community. Each person will relate to the world in different ways and will build his understanding based on varying stimuli. It is important to give each child the opportunity to learn and to express himself in every possible way.
The most effective progressive, social constructivist, Reggio inspired teacher is always certain that there is more to know about each student individually and within a group. She believes that the child has an unending ability to ponder, explore, share, discuss, debate, learn and teach. Therein lies the richness of possibility.
