The more we teach, the more we want to learn.

The more we teach, the more we want to learn. Teaching is a multi-function process. So many things to accomplish,so much to do, so little time. Yet, with experience, each one of usfinds our way as we sort through the research on different educationprograms, practices, and techniques. The videos reviewed in this issueproved to be instructive in��struc��tive?adj.Conveying knowledge or information; enlightening.in��structive��ly adv. and challenging. We hope that teachers, bothexperienced and inexperienced in��ex��pe��ri��ence?n.1. Lack of experience.2. Lack of the knowledge gained from experience.in , will find them to be of value, providingboth insight and information. Adventures in Language, Program 1: Beyond Words (19 minutes) This film is particularly interesting in terms of its relevancy toall early childhood programs. It describes a technique, known as"highlighting," in which language opportunities are expandedthrough activity--a technique that early childhood personnel willrecognize. In effect, this video is a refreshing, revitalizing re��vi��tal��ize?tr.v. re��vi��tal��ized, re��vi��tal��iz��ing, re��vi��tal��iz��esTo impart new life or vigor to: plans to revitalize inner-city neighborhoods; tried to revitalize a flagging economy. tonic tonic,in music: see harmony; key; scale; tonality. , asit will bolster viewers' enthusiasm to make language an importantpart of the day in various settings. The video visits a Head Startclassroom, a preschool, and nurseries with ethnically diverse groupings.The children all are engaged in a range of activities. Throughhighlighting, which maximizes conversation through individual and groupcontact, language flows in a natural way, leading to meaningfulengagements. The role of the adult is viewed as critical in terms ofextending and enriching language opportunities for children. The camerawork and the soundtrack are especially good. The accompanying activityguide, which includes a Language Progression Chart for children ages2-5, is particularly useful in helping to set individual and grouplanguage goals. Extensions: This video can be an excellent resource for aprofessional development session to encourage teachers to share whatthey are doing and compare their settings and practices. Teachers alsocan observe, document, discuss, and analyze this technique and validatetheir own language enrichment enrichmentFood industry The addition of vitamins or minerals to a food–eg, wheat, which may have been lost during processing. See White flour; Cf Whole grains. methods. Comparative charts can bedeveloped that help foster more analytic and objective self-study. TheLanguage Progression Bar Chart could be used with any preschool groupand provides materials for classroom extension consideration. Teacher's Toolbox See toolkit and toolbar. 70, Beaverton, OR 97075; 866-811-8665;www.toolbox.com Spontaneous Concentration in the Montessori Prepared Environment (15 minutes) This video is part of a training series for Montessori teachersfrom NAMTA NAMTA North American Montessori Teachers' AssociationNAMTA National Art Materials Trade Association , the North American North Americannamed after North America.North American blastomycosissee North American blastomycosis.North American cattle ticksee boophilusannulatus. Montessori Teachers' Association.This short, succinct suc��cinct?adj. suc��cinct��er, suc��cinct��est1. Characterized by clear, precise expression in few words; concise and terse: a succinct reply; a succinct style.2. instructional video enables viewers to observechildren intensely concentrating on freely chosen activities in aMontessori school, working alone and with each other. Concentration isviewed as highly individual and developmental. The video describes sixdimensions of a concentration event: 1) focus of attention, 2)limitation of movement, 3) use of the hand, 4) repetition, 5)exactitude, and 6) pleasure. The video includes suggestions forfacilitating young children's development of concentration. Thechildren are engaged and engaging, and their actions can be easilytranslated to non-Montessori early childhood settings. Extensions: The film is a useful observation technique tool forboth novice and seasoned teachers, who can fine-tune their observationtechniques and extend their understanding of the child'sdevelopment of concentration. The material could be presented in aninservice workshop. Teachers can construct Concentration Progression BarCharts for each child in the classroom, setting up different materialsand differing situations to show how children's concentration isaffected by activity. North American Montessori Teachers' Association, 13693Butternut butternut:see walnut. butternutDeciduous nut-producing tree (Juglans cinerea) of the walnut family, native to eastern North America. A mature tree has gray, deeply furrowed bark. Road, Burton, OH 44021; 440-834-4011; Fax: 440-834-4016;www.montessorinamta.org Jed Draws His Bicycle--A Case of Drawing To Learn (13 minutes) Seven-year-old Jed is asked to figure out "what makes abicycle work." The short, powerful video shows Jed'sconcentrating on drawing the parts of a bicycle from memory. After hecompletes the initial drawing, he inspects the bicycle and makescorrections. Viewers can see and hear Jed engaged in the process ofdrawing his bicycle; as he thinks out loud, one can hear hisself-directed speech and come to a better understanding of Vygotskiantheory on both the development of speech and language and the role ofself-directed speech in this development. Extension: This video is a first-rate tool for workshops, as ithighlights a number of important early childhood areas: problem solving problem solvingProcess involved in finding a solution to a problem. Many animals routinely solve problems of locomotion, food finding, and shelter through trial and error. ,use of language, nonverbal communication nonverbal communication'Body language', see there (especially through drawing),and concentration from the child's perspective. Performanetics, 19 The Hollow, Amherst, MA 01002; tel.413-256-8846. Distributed by Learning Materials Workshop, 274 NorthWinooski Ave., Burlington, VT 05401; www.learningmaterialswork.com The Reggio Emilia Experience For a long time, the schools of Reggio Emilia, Italy, haveattracted the attention and support of many American educators. Here, wereview two videos--one related to curriculum, and the other to thephilosophical and historical origins of these schools. One film is long,over one hour, and both films include English voice-over translation.They provide viewers with a great deal of information related to theReggio Emilia approach The Reggio Emilia Approach is an educational philosophy focused on preschool and primary education. It was started by the parents of the villages around Reggio Emilia in Italy after World War II..... .... . Not Just Any Place--Reggio Emilia: An Education Experience As Toldby the Protagonists (72 minutes) The film is set within an historical-socioeconomic framework of theReggio Emilia education tradition, and includes film footage andinterviews with Loris Malaguzzi. It also includes interviews with othersinvolved in the development of Reggio Emilia schools, includingadministrators, government officials, pedagogista (curriculum teamleaders), teachers, atelierista (a teacher trained in the arts who workswith teachers in curriculum development and documentation), citizens,and parents. For more than 30 years, this affluent community hasallocated a substantial portion of its budget to providing high-qualitycare for children ages 6 and younger; about half of the city'schildren are enrolled in either an infant-toddler center or a preprimary pre��pri��mar��y?adj.Relating to or taking place in the time before a primary election: preprimary conventions.school. The film's narrative drives home the point that parents'involvement in their children's education is required and welcomed;accordingly, schools accommodate their needs. For example, meetingsabout school policies take place in the evenings, in recognition of thefact that many women also work outside the home. For those who seeReggio-Emilia schools as a model, this video will highlight theuniqueness of their vision, extending the culture into the daily lifeexperience for all, adults and children. Extensions: The film is quite lengthy (72 minutes), and requires agreat deal of attention as an obtrusive ob��tru��sive?adj.1. Thrusting out; protruding: an obtrusive rock formation.2. Tending to push self-assertively forward; brash: a spoiled child's obtrusive behavior. musical soundtrack tends tooverpower o��ver��pow��er?tr.v. o��ver��pow��ered, o��ver��pow��er��ing, o��ver��pow��ers1. To overcome or vanquish by superior force; subdue.2. To affect so strongly as to make helpless or ineffective; overwhelm.3. the dialogue. It could be best used with segmented, directedsessions, especially for those with some knowledge of these schools. Thediscussions on the city's historical background, Malaguzzi'scontribution to early childhood education, the role of the ItalianWomen's Union, the support of the community, and the leadership ofthe teachers are refreshing. This film helps to bring the daily life ofthis unusual educational adventure into clearer focus. Reggio Children, Via Guidio da Castello 12, Piazza piazzaOpen square or marketplace, surrounded by buildings, in an Italian town or city. It was equivalent to the plaza of Spanish-speaking countries. The term became more widely used in the 16th–18th century, denoting any large open space with buildings around it. della Vittoria,6, 42100 Reggio Emilia, Italy, tel. 0522.455416. Distributed by LearningMaterials Workshop, 274 North Winooski Ave., Burlington, VT 05401;800-693-7164; www.learningmaterialswork.com To Make a Portrait of a Lion (30 minutes) This film is a lively presentation of the linchpin linch��pinor lynch��pin ?n.1. A locking pin inserted in the end of a shaft, as in an axle, to prevent a wheel from slipping off.2. of the ReggioEmilia curricula--the small-group projects that derive fromteachers' observations of children's spontaneous play andexplorations. It clearly and engagingly illustrates what it means to achild to be part of a group, a school, and a community. The film opens in the school cafeteria cafeteria:see restaurant. , where a collection ofanimal puppets "visit" the 5- to 6-year-olds of the Villettapreschool and cause a controlled frenzy FrenzyBeatlemaniaterm referring to the Beatles’ (rock musicians) immense popularity; manifested by screaming fans in the 1960s. [Pop. Culture: Miller, 172–181]Big Bull Market . Then, the children travel withtheir teacher to Reggio Emilia's City Square to observe two stonelions that guard a local church. A project begins--making a portrait ofa lion. During a series of visits, the children explore the stonelions--touching, seeing, asking questions, taking photographs,sketching, and making clay molds (something that would not be possibleto do on public statues in the United States United States,officially United States of America, republic (2005 est. pop. 295,734,000), 3,539,227 sq mi (9,166,598 sq km), North America. The United States is the world's third largest country in population and the fourth largest country in area. ). The children's enthusiasm is infectious as we follow them backand forth from the square to school. Their productivity is awesome.Their engagement in their work is reflected in the skill they apply totheir techniques. The extension to dance, pantomime pantomimeor mime(păn`təmīm)[Gr.,=all in mimic], silent form of the drama in which the story is developed by movement, gesture, facial expression, and stage properties. , music, and movementis interesting. Watching children working together in such productiveways, under the skilled leadership of teachers, is refreshing andreassuring re��as��sure?tr.v. re��as��sured, re��as��sur��ing, re��as��sures1. To restore confidence to.2. To assure again.3. To reinsure. . Extensions: This video is a good choice for both teacher and parentworkshops related to child development and to early childhoodcurriculum. This film has a great deal to offer related to the ProjectApproach, with its focus on process rather than product.Malaguzzi's sense that children require meaningful activity andthrive as their efforts become part of their culture is well worthhighlighting. Reggio Children Registered office: Via Guidio da Castello 12,Piazza della Vittoria, 6 42100 Reggio Emilia, Italy; tel. 0522.455416.Distributed by Learning Materials Workshop, 274 North Winooski Ave.,Burlington, VT 05401; www.learningmaterialswork.com