A few days before David and I left for Italy, he sent me a quote he’d stumbled on from the writer Marcel Proust: “The only real voyage of discovery consists not in seeking new landscapes, but in having new eyes.” Of course, having a new landscape doesn’t hurt—especially one as stunning as Italy—nor does having time freed from the usual constraints of work and other obligations. It also doesn’t hurt to be surrounded by colleagues who came to Reggio Emilia, as I did, to look and listen and learn, and who, through untold conversations and encounters, helped my eyes to see as I embarked on an amazing voyage of discovery.
I’m still processing much that I saw on this, my first week back (having been stranded in London for a week because of the hurricane that devastated parts of my beloved city), but I’d like to share here a few ideas that grew out of what my new eyes saw. Again and again in presentations and school visits, I saw children rapt and deeply involved in whatever it was they were doing. In one classroom, for instance, I watched a young child study a pomegranate her teacher had arranged on a few leaves of lettuce in order to paint it in watercolors. The concentration she displayed was more sustained and focused than what I often see in classrooms, as was the passion and energy another group of children brought to a rousing discussion of negative numbers (in which one student, trying to articulate the relationship between positive and negative numbers, described zero as “il cancello dei numeri,” or the gate of numbers).
Watching those students talk and work, several of us found ourselves thinking about how different that sustained concentration was to the way we tend to talk about stamina and the need for children to build it. We talk as we’re preparing students for an endurance test, something that’s arduous and beyond their ability without weeks and weeks of training. The students in Reggio, however, hadn’t ‘built up stamina’; they were simply deeply engaged with what they were doing. And they were engaged not because the teacher had hooked them with something fun or diverting or offered them a reward, but because they were eager to wrap their minds around whatever problem the teacher had invited them to consider through either the arrangement of materials (in the case of the girl with the pomegranate) or an intriguing, provocative question (in the case of the negative number group).
I’ll share more about what teachers do to promote that deep concentration and thinking in a later post, but here’s something else many of us noticed. There were none of the kinds of charts we tend to see in U.S. classrooms—no list of the behaviors or strategies of good readers or reminders of how to choose a just right book. Instead the rooms were filled with what in Reggio they call documentation: photographs of the children at work alongside transcripts of their thoughts and discussions, some compiled and created by the teachers and some by the students themselves.
Noticing this, we found ourselves thinking about the intentions and purposes of each. Here, at home, for instance, we make charts for a variety of reasons: to create a print-rich environment, help students ‘hold on’ to their learning, and demonstrate to the powers that be what’s going on in our rooms. The charts in Reggio, however, seemed to have different functions. They captured the work the students were doing; celebrated and honored the process, not the outcomes; acted as formative assessments that helped the teachers determine their next steps; and helped students reflect on what they could do, not on what they should do or know.
Once again, my new eyes prompted me to question practices I took for granted—and not just about the dubious idea of putting up charts to impress evaluators. I thought of all those times I’ve seen students answer questions by spouting off the words on a chart without really understanding them. Those students can seemingly talk the talk, but not walk the walk. And this, in turn, begged another question: Have students really learned something if their hold on it is so tenuous that they need constant reminders? And if, as I suspect, the answer is no, won’t they learn better by having additional opportunities to discover and experience what those charts say readers do instead of relying on written reminders whose meaning they haven’t yet felt?
The practices that support Reggio children to deeply engage and understand are directly related to the school community’s belief that children are born with an innate curiosity and desire to understand the world around them and are capable of figuring things out as they try to make sense of their experience. These beliefs and the practices they spawned developed out of years of public discussion—of the sort we rarely have here—between educators, families and city officials. But if we look at many of our practices, such as the ones noted above, they seem to reflect almost the opposite belief: that children are passive and not terribly capable of figuring things out for themselves without us pushing and prodding and holding them accountable—which my new eyes suddenly saw in a more negative light, as yet another measure we put in place because we don’t really trust that learning will happen in any other way.
At some point during the week, our Italian colleagues shared this quote by the great developmental psychologist Piaget who said, “What we see changes what we know. What we know changes what we see.” I felt the truth of that in Reggio, as did my other travelers, and many of us have pledged ourselves to write about our experience in order to open up those larger conversations about what truly constitutes knowledge and how children best learn. I hope that blog readers will join that conversation because the more voices and eyes we have, the more we can see and come to know. In the meantime, I return to work curious to see how what I now know changes what I now see.