Empower yourself with an immersive session in Singapore on the Reggio Emilia Approach
Each year, REACH leads a group of network members to visit Reggio Emilia in Italy, to participate in the Study Group held by Reggio Children. Participants have the opportunity to deepen their understanding of the Educational Project of Reggio Emilia, through in-depth sharing and project examples from Atelieristas, Pedagogistas, and Educators. In addition to this discourse, we were invited to participate in Atelier sessions which offer us first-hand experience of the relations between theory, tools and materials while exploring different learning processes.
Upon arriving in the city itself, we began our journey of discovery and transformation, immediately immersed in a vibrant and refreshing environment. While wandering the beautiful streets of Reggio Emilia, the city and its people embody the strong sense of community advocated for by the Approach. From joyful interactions in imperfect Italian to the vast amount of theatres and galleries, the 100 Languages are visible all around.
Travelling together as a group of 28, participants had the opportunity to connect and build relationships with members from all over Southeast Asia. Joining us on this trip were members from EtonHouse, E-Bridge, Little Explorers, Kinderland, YWCA Preschool and The Seed Childcare Centre representing a diverse range of educational contexts. During the week there were over 300 participants from 38 countries across the world. Dialogue and discussion provided us the opportunity to process and reflect on the powerful sessions shared, cultivating meaningful connections and collaboration that extend far beyond the borders of Southeast Asia and the duration of the trip.
Atelierista, Matteo Bini, introduced the idea of creating ‘cognitive conflict’. He shared that the perfect group of children do not create much cognitive conflict. This conflict is crucial as it challenges our prior knowledge or ways of thinking and arises when we are confronted with new ideas or different perspectives. Creating this opportunity for children is important as it encourages them to become adaptable, open-minded, and receptive to new ideas, fundamental skills for socio-constructive learning. This led me to question, how often we as Educators, Atelieristas and Pedagogistas create ‘cognitive conflict’ amongst one another?
The participants were invited to engage in a variety of pre- and post-study trip dialogue sessions. Initially, we prepared for the trip by sharing our current knowledge and understanding. Upon returning to Singapore, we took our time to process and organise all the knowledge and inspiration we acquired during our trip. We reconnected to discuss how the trip had affected or transformed our thinking as well as which prominent elements we could introduce in our daily lives, interactions, and environments. Most importantly, we explored how we could share these insights with our community. Together, we worked to further deepen our understanding of the knowledge we had gained and discussed how to implement these practices in ways that are relevant and meaningful to our individual contexts. As a network, we are dedicated to creating and fostering continuous opportunities for cognitive conflict.
Reflection by:
Jessica Louise Deeprose
Pedagogy Consultant and Programme Developer
Reggio Emilia in Asia for Children (REACH)
Dear colleagues,
It is with a profound sense of humility that I pen my first message to you as CEO of Reggio Emilia in Asia for Children (REACH). My journey with the Reggio Emilia Approach began in 2007, a journey initiated through my Diploma in Early Childhood Teaching at the EtonHouse Education Centre. Little did I realise then how transformative this path would be, not only shaping my professional trajectory but also profoundly influencing my perspective as a parent. The Reggio Emilia Approach has been, without a doubt, a continuous gift, facilitating change and growth in ways I could never have imagined. I am deeply thankful for this journey.
Reflecting on our last conference in Shanghai in late 2023, my eighth in helping to orchestrate, I was once again struck by the enduring power and transformative potential of our collective engagements. The content and interactions were as impactful as ever. Delving into the new publication 'The Role of the Pedagogista in Reggio Emilia' by Stefania Giamminuti, Paola Cagliari, Claudia Giudici and Paola Strozzi recently, I found myself reflecting on the profound influence this approach has had on generations of educators, continually inspiring both our professional endeavours and our personal lives. Here are my top reflections:
Formazione Permanente - This principle challenges the traditional notion of 'knowledge as static,’ a belief that once we attain our qualifications, we are set for life in our educational journeys. Instead, we have come to understand that 'formazione' is a lifelong commitment. It is a privilege that enriches not only ourselves but also our communities. It ignites in us a child-like curiosity, driving us to continually enrich our lives and those around us.
Transformations from Within - A cornerstone of the Reggio Emilia Approach is its emphasis on the collective as a value and on the reciprocity of professional learning. It advocates for changes in our practice that are contextualised within our own environments, driven by a deep understanding of these settings rather than dictated by a notion of hierarchy. This principle ensures that our evolution as educators is both authentic and meaningful to our communities. It is a relational process where ‘you affect change and are also affected in the process’.
The Power of Reflective Practice - My initial foray into early childhood education began with an exploration of my own 'image of the child.' This reflection was not only transformative but also life-changing. It lies at the heart of our interactions with young learners, prompting us to confront deep-seated beliefs, biases, and the historical and cultural contexts that shape us. This reflective practice is transformative, altering us not just professionally, but on a personal level as well.
As we embark on reigniting REACH, exploring the myriad possibilities it unfolds for us as a collective of change-makers, collaborators, advocates for children's rights, and champions of lifelong learning, I invite you to join me in this reflective journey. Let us contemplate how we have evolved, both as professionals and as individuals, and commit to deepening our engagement with the Reggio Emilia educational project, within our communities and beyond.
Together, let us continue our transformative journey, embracing the opportunities for growth and innovation that lie ahead. Your dedication, passion, and commitment to education inspire me daily, and I am excited to see where our shared path will lead us.
With warmest regards and deepest respect,
 |
Bipasha Minocha |
References
Book: Giamminuti, S, Cagliari, P, Giudici, C, Strozzi, P (2024). The Role of the Pedagogista in Reggio Emilia. Routledge.
Join us on an exclusive study group hosted by REACH by EtonHouse to explore the world-renowned Reggio Emilia's Infant-toddler Centres and Preschools.
