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The Reggio Emilia Approach

The Association of International Early Childhood Education (AIECE) presents a series of workshops about the Reggio Emilia Approach to education, with Marianne Valentine. For questions or to register, please email:  aiecenew@gmail.com

October 30th – November 3rd, 2017:  Mini evening workshops in English with Japanese oral translation (6:45pm-8:45pm)

November 4th, 2017: Weekend Seminar (9:00am-12:00pm and 1:00pm-4:00 pm)

Place: Tokyo Children’s Garden

(5-11-1-101 Higashi Gotanda, Shinagawa-ku, Tokyo 141-0022)

Fee for Mini Workshops: 4,000 yen/workshop

Fee for 1 Day Weekend Seminar: 15,000 yen

(*Workshops may be cancelled if a minimum number of participants is not reached.)

Mini workshops for Educators 

A series of short hands on workshops that allow you to experiment with the pedagogy of listening in a practical way that can influence your own teaching and environment. These workshops are given from a purely personal perspective based on personal experience and understanding built from a variety of contexts from Reggio Emilia and the International settings. These views do not in any way mean to represent those of Reggio Children.

Monday, October 30th 6:45pm-8:45pm “I looked and then I looked again and everything was different” 

The quality of the youngest children’s graphic work is often noted in the Reggio Schools. We explore together the techniques and strategies used during the process of encouraging children to ‘look beyond seeing.

Tuesday, October 31st 6:45pm-8:45pm “The Environment is the Third Teacher” 

How can the class and school environment encourage creativity? With the use of tools as simple as a digital camera and computer you will be encouraged to look closely at your environment, to consider it from different perspectives and to use it as a stimulus for creating collective art work.

Wednesday, November 1st 6:45-8:45pm “Being sensitive to the structure that connects”

Encouraging children to move from 2D to 3D representations. Using clay as a stimulus for expressiveness, creativity and creative thinking in the early years classroom.

Thursday, November 2nd 6:45-8:45pm “This is my name. Without my name, you don’t know who I am but I am still me…”

Practical strategies for creating an authentic and constructivist approach to literacy within the early years setting.

Friday, November 3rd 6:45-8:45pm “Digital landscapes, possible worlds”

Crossing the boundary between the virtual and the real worlds to stimulate imagination. The use of Digital Immersive context in the early years setting offers the child a new and possible way of entering into relationship with the surrounding environment and the world. This technology poses questions about how the child will collaborate, and how the language of computer coding might be used directly by the children. It also poses the question of how children can combine it with all their other expressive languages.

Weekend Seminar

Saturday, November 4th (in English)

9:00am-12:00pm “Your Image of the Child is Where Teaching Begins” 

A personal perspective of the history and philosophy at the basis of the Reggio Approach.

Howard Gardner describes Reggio as an example of a ‘truly civic society’ and this is the lies at the basis of the history and philosophy of the Reggio Approach. During this workshop, we will look closely at the historical and cultural elements that underpin the approach and then consider the central element of the philosophy: The Image of the Child, from which influences all other elements of the approach. Who is the child that you see each day in your classroom? How can you be sure that you really see them? How do they construct their identity and how do we make that visible? What kind of school do they deserve?

1:00pm-4:00pm “Hands that listen, Eyes that speak and feel” – The Pedagogy of Listening

At the heart of The Reggio Approach lies the dance between educator and child that is the pedagogy of-listening. Through this workshop we will deconstruct the process of tuning in to children’s thoughts and ideas to search for meaning and to support and make visible the children’s theories and understandings. We will look closely at the pedagogical documentation process and this will lead us to consider the how we might support and make projections for  the next phase of the child’s creative thinking process.

Marianne Valentine: Originally from Scotland where she trained first as a classical dancer and then as a primary school teacher, Marianne has been working in early years and elementary education for almost twenty years. Having spent four years teaching in the historic private schools of Edinburgh, Scotland, Marianne moved to Reggio Emilia, Italy where she has been based for twenty-one years. In this small, northern Italian town she has gained significant understanding and experience of the world-renowned Reggio Approach to Early Years Education, both as a parent in the municipal schools and as an educator collaborating in private, state and cooperative education settings in Reggio and the surrounding area.  As well as teaching, Marianne has also written extensively on the educational approach for publications such as the Times Educational Supplement and has produced a study of the system for the Scottish government department of Education. Four years ago, Marianne moved into the International Education sector and now works as early years educator and pedagogical coordinator for the International School of Europe group of schools based throughout Italy. They are a member of the Inspired Global Group of International Schools, which follow a Reggio Inspired Approach to Inquiry based learning.  Marianne is now embarking on Ph.D. research into the use of pedagogical documentation process within the international setting and believes strongly that the basic tenets of the Reggio Approach have much to offer the International community of learners, be that a child, an educator or a parent.

Developing Self Regulatory Behavior in Young Children

There are still a few spaces left for the “Developing Self-Regulatory Behavior in Young Children” Workshop hosted by the Association of International Early Childhood Education. This workshop for early childhood educators is presented by Dr. Felicity Crawford. This event is supported by the Tokyo Association of International Preschools (TAIP). To register, please email: aiecenew@gmail.com or call 03-6721-9336

  • What is self-regulation and why is it important for young learners?
  • In what ways will you help young learners develop self-regulatory skills?
  • Overview and justification for attending to children’s Social Emotional Learning (SEL)
  • Recent Research Findings on SEL and Implications for  Developing Young Learners’ Emotional Intelligence
  • SEL and children with Autism
  • Sample of SEL program: Interpersonal Cognitive Problem Solving (I Can Problem Solve) & other strategies

Date: Sunday, October 8th, 2017
Time: 9:00-12:00    Part One
12:00-13:00  Lunch
13:00-16:00  Part Two
Place: Tokyo Children’s Garden
(101 Nagata House Ikedayama,
5-11-1 Higashi Gotanda, Shinagawa-ku, Tokyo 141-0022)
Fee: TAIP Members 9,000 yen (+8% tax)
Non-Members 14,000 (+8% tax)

Lunch is available for 1000 yen if registered by Thursday, October 5th. (Veg or non veg)