Sharing Web Resources

I was unable to make contact with another Childhood professional. I chose to to study the World Forum Foundation.

The link to World Forum Radio is http://worldforumfoundation.org/wf/wp/current-work/world-forum-radio the focus of the radio broadcast is to for the early childhood leaders’ community. The podcast promotes the exchange of ideas between people and cultures on all topics related to young children.
Episode 10 was by Susan Lyon began pondering how children think, eventually visiting Reggio Emilia and then bringing the “100 Languages of Children” exhibit to the San Francisco Bay area on two occasions.

It was a very interesting podcast. It made me think about the Reggio philosophy and I related it to my own teaching. The Head Start I teach at now has a Education Coordinator with Reggio background so we are starting teach more with this mind set. The podcast also led me to find out more about the “100 Languages of Children”.

Twenty years of touring, five editions of the European version and the duplication of the exhibit in 1987 for a North American version, many showings throughout Europe and across the ocean, hundreds of thousands of visitors of all nationalities: these figures have made "The Hundred Languages of Children" a fundamental point of reference for Italian and international pedagogical culture. First conceived by Loris Malaguzzi and his closest associates, this exhibit is rooted in the forty years of experience of the educational institutions operated by the Municipality of Reggio Emilia. The exhibit bears witness to the originality and the extraordinary nature of the years of research that have led the Reggio infant-toddler centers and preschools to become a primary point of reference for those who work in early childhood education worldwide.

The 100 Languages of Children As children proceed in an investigation, generating and testing their hypotheses, they are encouraged to depict their understanding through one of many symbolic languages, including drawing, sculpture, dramatic play, and writing. They work together toward the resolution of problems that arise. Teachers facilitate and then observe debates regarding the extent to which a child's drawing or other form of representation lives up to the expressed intent. Revision of drawings (and ideas) is encouraged, and teachers allow children to repeat activities and modify each other's work in the collective aim of better understanding the topic. Teachers foster children's involvement in the processes of exploration and evaluation, acknowledging the importance of their evolving products as vehicles for exchange.

I love this saying and wanted to share...
Children have a hundred languages, and they want to use them all.
They learn very soon how difficult it is for this right to be recognized and above all respected.
This is why children ask us to be their allies in resisting hostile pressures and defending spaces for creative freedom which, in the end, are also spaces of joy, trust, and solidarity.