Overturning the Rules
and Creating Amiable Classrooms

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(cont.) - Page 9

Conclusion

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  The emotional tone of the three centers has changed from surveillance in order to enforce the rules and schedule to one of positive, even joyful participation. There is a release of energy, a “raising of windhorse” (to borrow a phrase of the Shambhala Buddhists)—a new, positive energy. Callaghan says, “You can taste it when you walk into a center. You just feel there is this life there.” Bobbie-Jo adds, “You can feel it, the energy rising; it is just so exciting.”

 Vecchi (2002, 56) reminds us of Gregory Bateson’s phrase “the pulsing of life,” as one element relates to another and both change in response. Part of what makes rising energy so exciting is that the changes are occurring collaboratively for the group. Callaghan describes the changes as occurring “within the context of a real community of learners. We were coming together regularly and sharing these stories, bringing in documentation, bringing these lists of rules, and there was a fabulous sharing in the community.”

  There are now three more centers in their second year of reorganizing their practice, and six others have joined the project to begin the work. In her former practice, Brenda notes, she “couldn’t wait to get out at the end of the day,” whereas “working this [new] way is like being on vacation.”

References

Cadwell, L. 1997. Bringing Reggio Emilia home: An innovative approach to early childhood education. New York: Teachers College Press.
Edwards, C., L. Gandini, & G. Forman, eds. 1998. The hundred languages of children: The Reggio Emilia approach to early childhood
education—Advanced reflections. Rev. ed. Greenwich. CT: Ablex.
Forman, G. 2002. Constructivist teaching. Presentation at the conference of the Canadian Association for Young Children, Montreal.
Hendrick, J., ed. 1997. First steps toward teaching the Reggio way. Upper Saddle River, NJ: Prentice Hall.
Malaguzzi, L., ed. 1996. The hundred languages of children: Narrative of the possible. Catalogue to the exhibit. Reggio Emilia, Italy: Reggio Children.
Vecchi, V. 2002. Theater curtain. Reggio Emilia, Italy: Reggio Children.
Vygotsky, L. 1976. The role of play in development. In Play—Its role in development and evolution, eds J. Bruner, A. Jolly, & K. Sylva. New York: Penguin.
Vygotsky, L.S. [1930–1935] 1978. Mind in society: The development of higher psychological processes, eds. and trans. M. Cole, V. John-Steiner, S. Scribner, & E. Souber-man. Cambridge, MA: Harvard University Press.
Wien, C.A. 1995. Developmentally appropriate practice in ‘real life’: Stories of teacher practical knowledge. New York: Teachers College Press.

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  Four early childhood educators and two professors took part in the discussions that form the basis for this article:

Carol Anne Wien, PhD, is an associate professor in the Faculty of Education at York University in Toronto, Canada. She is the author of a forthcoming book, Early Childhood Teachers Negotiating Standardized Curriculum, from Teachers College Press.

Karyn Callaghan, ECE,C, MEd, is a professor of early childhood education at Mohawk College in Hamilton, Ontario, and originator/coordinator of the Artists at the Centre project, which brings artists to centers exploring the Reggio Emilia approach.

Bobbie-Jo Gramigna, ECE,C, is supervisor at Templemead, Umbrella Family and Child Centers in Hamilton, Ontario. She previously taught at a workplace child care center and was a mentor to colleagues sharing an interest in Reggio Emilia.

Brenda Gardiner, ECE,C, is assistant director and head preschool teacher at McMaster Children’s Center in Hamilton, Ontario, which began exploring the Reggio approach in 1999 and joined Artists at the Centre.

Laurie Jeandron, ECE,C, is an instructor in early childhood education at Mohawk College in Hamilton, Ontario. As former supervisor of Scott Park Children’s Centre, she collaborated with a team to create an environment to support children’s interests.
Melita Veinotte, ECE,C, RT, is an early childhood educator at Templemead, an Umbrella Family and Child Center in Hamilton, Ontario. She taught at Scott Park Children’s Center when it began to explore the Reggio approach.

  This research was supported by the Hamilton Community Foundation. For more information on the Artists at the Centre project, visit www.artistsatthecentre.ca.

Copyright © 2004 by the National Association for the Education of Young Children. See Permissions and Reprints online at www.naeyc.org/resources/journal.

Bibliographic information: Wien, C.A. 2004. From policing to participation: Overturning the rules and creating amiable classrooms. Young Children 59 (1): 34–40.

 

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