Nurturing
Individual Development
And Collaboration
When an individual child’s efforts take
place within the context of a group exploration, their work is more likely to
be noticed, supported and documented, often because one child’s response influenced others and was transmitted through the group. If a child’s words or actions do
not relate to the investigation being run by the teacher, the discoveries and
wonderful ideas are not as likely to be supported or scaffolded to a higher level in any organized way.
Because this so often takes place without
being recognized, many Reggio inspired schools do not even see it as a problem.
Other Reggio inspired communities, with a slightly different set of priorities
understand what sometimes takes place, but feel that de-emphasizing individual
achievement is a good thing.
It is the author’s belief that collaborative investigations have
the potential to be wonderful experiences (positive, memorable moments) and
therefore of
great value
on many levels. But not every group achieves what is possible. Sometimes this
is because of problems in facilitation. Far more frequently, difficulties
emerge because the work is not of genuine interest or intrinsically engaging to
the children.
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