PROJECTS

Adventures which involve in depth study of concepts, ideas, and interests.

 · can emerge from children’s ideas and interests

· identified from listening to children’s conversations

· can be provoked by teachers

· can be introduced by teachers knowing what is of interest to children

· can last one week or continue through out the year– long enough to develop new ideas,

· revisit ,see progress, see movement of ideas

· concrete, personal, from real experiences

 A “good” project

 · warms up the children ”

·  can be supported by adults without direct intervention

·  enables children to contribute

·  enables many choices of direction

·  incorporates a variety of learning experiences

·  encourages children to use many “languages”

·  supports many contexts

·  encourages multiple points of view

·  enables children to make mistakes and enables children to make mistakes and demolish their own ideas

·  encourages children to assume responsibilities foe investigations

·  builds children's feelings of mastery

· enables children to make mistakes and demolish their own ideas

· encourages children to assume responsibilities foe investigations

· builds children's feelings of mastery

 Reggio Emilia approach uses the aesthetic arts as tools for cognitive , linguistic and social development.

Experiences are expressed through many forms referred to as  The 100 languages of Children which include:

· Print– making story books, poetry, rhymes

· Art—painting, drawing, collage, sculpture

· Construction—model making, blocks, masks, 3D representations, building

· Music—dance , playing instruments, singing

· Drama—puppetry, role play