Teachers observe children as they play, paying close attention to recurring themes, children’s understandings and misunderstandings, developmental issues, and underlying questions. Our observations guide our curriculum planning, as we create novel opportunities for children to deepen their thinking, represent their understandings and encounter new perspectives. We cherish what we learn from one another and respect each other’s contributions.
Katie Thompson
Director and Teacher
Katie is Director qualified for a large childcare center and holds a Level IV Early Childhood Education Credential from the Colorado Department of Human Services and the Colorado Department of Education. She holds a Bachelor’s degree from Wheaton College.
Sharon Prairie
Director and Teacher
Sharon is Director qualified for a large childcare center and holds a Level IV Early Childhood Education Credential from the Colorado Department of Human Services and the Colorado Department of Education. She holds a Master’s degree in Special Education from the University of Northern Colorado and a Bachelor’s degree in Communication Disorders from Emerson College in Boston.
The Role of the Teacher
Being an early childhood educator within the Reggio Emilia approach is complex. The role of the teacher is first and foremost to be that of a learner alongside the children. The teacher is a teacher-researcher, a resource and guide as she/he lends expertise to children (Edwards, 1993). Within such a teacher-researcher role, educators carefully listen, observe and document children’s work and the growth of community in their classroom. Teachers provoke, co-construct, and stimulate thinking and children’s collaboration with peers. Teachers are committed to reflection about their own teaching and learning.
Co-explore the learning experiences with the children
Provoke ideas, assist with problem solving and conflict resolution
Take cues from the children and provide opportunities for further explorations
Organize the classroom and materials to be aesthetically pleasing
Facilitate children’s thoughtful decisions
Document children’s progress: photographs, videos, displays and portfolios
Support children in discovering the connections in learning and experiences
Scaffold children in expressing their knowledge through representational work
Form a community among teachers and parents
Have a dialogue about children’s projects with parents
Foster the connection between home, school and community