THE DAILY BELLELLI-"En Diálogo con Reggio Emilia: escuchar, investigar, aprender" por Carla Rinaldi

"Hoy vivimos una fase histórica donde la dimensión ética y política de la educación y sus argumentos, son problemáticos y muy descuidados. La idea de educar a todos los niños, incluidos los más pequeños, como experiencia compartida al interior de una sociedad democrática, y la idea de una escuela como parte integrante de esta sociedad democrática, y la idea de una escuela como parte integrante de esta sociedad-cuyos ciudadanos asumen la responsabilidad con todos sus niños-viene siendo sustituida por otra idea. La educación es considerada cada vez más un bien individual, y la metáfora de la escuela se viene transformando de foro y espacio público a empresa: una empresa que busca ser competitiva en el mercado para vender sus productos, en vez de educación y cuidado. Los padres se vuelven consumidores independientes y calculadores, y apoyan sus cálculos en conceptos de liderazgo gerencial como calidad, excelencia y resultados. La escuela es convertida en una tecnología de normalización.


En Reggio Emilia, la escuela es un espacio público y un lugar de práctica ética y política: un lugar de encuentro y conexión, de interacción y diálogo entre ciudadanos jóvenes y adultos, que conviven en el seno de una comunidad."

Introducción por Gunilla Dahlberg y Peter Moss.

"En Diálogo con Reggio Emilia" de Carla Rinaldi

THE DAILY BELLELLI-"En Diálogo con Reggio Emilia: escuchar, investigar, aprender" por Carla Rinaldi

"El diálogo tiene una importancia absoluta. Una idea de diálogo, no como intercambio, sino como un proceso de transformación en el que desaparece del todo la posibilidad de controlar el resultado final. Y se va al infinito, se extiende por el universo, y puede perderse. Para el hombre de hoy, y eso es particularmente cierto para las mujeres, perderse es una oportunidad, aunque también un riesgo, ¿lo sabes?" Carla Rinaldi

Next week I will continue with THE DAILY BELLELLI!

Hoy publicaron este video en ireport de CNN

http://ireport.cnn.com/docs/DOC-671260 Este es el link para verlo en CNN

Celebrando La Independencia de Costa Rica

Foto del campamento donde algunos niños inventaron pintar banderas para celebrar el mundial.

"Cada cultura hace una idea de niño o de niñez, a veces ni siquiera somos conscientes de ellos; llevamos una imagen que hemos construido dentro de nuestra experiencia personal, pero se trata en la mayoría de los casos, de una imagen que construimos como patrimonio social y cultural, como una elección personal tomada de la imagen construida socialmente a la cual es simple sumarse."

¿Cuál es su imagen de niño y niña costarricense?

The Space of Childhood by Carla Rinaldi

Designing the space of an infant-toddler center or preschool-or perhaps we could just say designing a school-is a highly creative event not only in terms of pedagogy and architecture but more generally in social, cultural and political terms.


The scholastic institution, in fact, can play a very special role in cultural development and real socio-political experimentation, to the extent that this moment (designing) and this place (the school) can be experienced not as a time and space for reproducing and transmitting established knowledge but as a place of true creativity.

Ours is a time of transition, and our generation is transient. Our task is to live a "season of design" in which it is impossible to use the old pedagogical, architectural, ethical, social and educational parameters and values, and in which it thus becomes essential to venture into the new and lay plans for real futures.


Though it is certainly a time of potential disorientation and confusion, of widespread uncertainties and contradictions, it is also an exciting time, rich in possibilities.

Architect T. Zinni

Bellelli Educacion is 1 year old!

BELLELLI EDUCACION IS 1 YEAR OLD and we have 656 LIKES ON FACEBOOK! 

THE DAILY BELLELLI-"Niños, objetos, monstruos y maestros" por Andrea Contino (Día 2)

Desde que inicié  mis estudios de pedagogía en la universidad, me preguntaba mucho por qué en las escuelas y colegios los niños tenían que aprender lo que decía el libro. Yo me cuestionaba: ¿en qué momento aprenden de la vida?
En preescolar lamentablemente eso se está copiando, y los niños en esas edades también deben aprender lo que dice el libro. Hoy les quiero compartir unas palabras que me encontré en este libro donde reafirmo que son muchos los que piensan como yo:


Diálogos con Montserrat Cortadellas:


"Con lo que soy más crítica es con los libros de texto. ¡Deberían desaparecer ya de las escuelas! marcan unas pautas y proponen unos contenidos muy alejados de lo que son las necesidades de conocimiento de los niños. El libro de texto es superficial y que creo que ni siquiera aporta conocimiento. Da al maestro una seguridad. Está pensado para que, si haces lo que dice el libro, puedas cumplir con lo que se denomina "lo curricular". Pero, ¿realmente con este modo de enseñar se adquieren los objetivos importantes de la educación?


Creo que no pasa nada si hay temas del currículo que no se trabajan, porque lo importante no son los contenidos sino aprender a aprender. Es dar a los niños herramientas y estrategias. 

La idea del conocimiento más global que yo puedo tener como artista, que es muy natural en mí, les resulta más difícil a aquellas personas que trabajan en la educación. Yo hablo de a-disciplinariedad. Como artista, como persona, no veo el mundo estructurado en disciplinas. Cuando vives no estás pensando si ahora estás haciendo matemáticas, sociales o naturales. La escuela está muy estructurada en disciplinas.


Ver el mundo de manera global es mucho más rico. Da la posibilidad de ser más creativo y de tomar decisiones diferentes, ya que no están estructurados dentro de unos parámetros." 

THE DAILY BELLELLI-"Niños, objetos, monstruos y maestros" de Andrea Contino

NUESTRO NOMBRE

¿Qué nos hace ser como somos? 

(Conversaciones con niños de primaria)

"La primera identidad de todos es el nombre. Acto seguido la cara, porque todos la tenemos diferente. Yo soy así porque mis padres me han educado de esta manera. He ido a clase y me han enseñado a ser así. No sólo nos educa la familia; si veo que el de mi lado escribe bien, puedo aprender. Los amigos también. Cada instante de nuestra vida nos hace ser nosotros mismos. SI no tuviéramos las aficiones que ahora tenemos seríamos otras personas, porque no jugaríamos a los mismos juegos; no iríamos a los mismos sitios, no tendríamos tantos amigos... o tendríamos más... o los tendríamos diferentes. Si viviéramos de otra forma nos preocuparían otras cosas. Seguro que las preocupaciones hacen que nuestro carácter sea diferente. También es importante la época en la que vivimos, porque no haríamos lo que hacemos ahora. Lo que dicen los otros explica cómo soy yo..."

Interview with Morgan Leichter-Saxby from the Pop-Up Adventure Play

1. What is a Pop-Up Adventure Playground?

    A Pop-Up Adventure Playground is a space created for and by children to play in as they please with a variety of recycled, found or donated materials.  They are public and free for everyone, and staffed by supportive adults known as Playworkers.  They draw heavily upon the work of the UK Playwork and Adventure Playground movement and offer chances for whole communities to come together in support of children's play.

2. What's the story behind these playgrounds?

     When Sharon and I met a year ago, I'd been working on fixed Adventure Playground sites and Play Ranger projects in the UK for some years, and Sharon was with the New York Coalition for Play.  We were interested in finding ways to bring some of the UK-based ideas and practice over here, and doing it in grassroots, community-based and sustainable ways.  Since then we've attracted some really gifted colleagues and created a number of Pop-Up Adventure Playgrounds in New York and Boston.  We have an on-going Pop-Up on Governor's Island all summer long, and we're working on our resources and networking opportunities for independent organizers across the world.

3. What are you trying to promote and share by doing these events?

     We're trying to join up three different aspects - play, community and environmental sustainability.  We believe that children need opportunities to play in their own way, for their own reasons, every single day - and that ordinary people, ordinary neighborhoods, can come together to create those opportunities (with a little help getting started).  We all have the power to help make our neighborhoods into better places for living, and we already have all the 'stuff' we need to do that.

4. Do you think that people play less and less every day?

     I don't know...  I think that many people are separated from their inbuilt human need to play.  It's easy to just fall over in front of the tv - I do it myself!  But that's not play, and it doesn't nourish you in the way that real play does.  Play can be defined as something that you do for the sheer joy and satisfaction of doing it, and we all need that in our lives.  I believe that a lot of the current interest in crafts, home decorating, cooking, and so on are all expressions of adults' search for their own ways to play.
     Children's opportunities for play are under serious threat.  Longer school hours and greater pressures there mean that many children spent their out-of-school time in tutoring or extracurricular activities which they don't have control over - and it's that freedom of choice and direction that makes play so empowering for them.  They often can't play outside the way that they used to, because of traffic and parental fears of strangers.  It's vital that we see children's need for play as important, and that we work now to improve their opportunities for play every day.

5. What is the "type" of play that you enjoy the most?

     In my own life, I like to write, make collages, and dance.  I haven't been making enough time for those lately, because I spend a lot of time working to help others play more!  It's an irony that I'm trying to address.
     In terms of children's play, what I love best is how it's always surprising.  You could bring the same materials to the same site every day for a year, and it would be different every time.  Children are the experts at play, and I'm reminded of this every time I do playwork.

6. How did you hear from our experience? (or was it me who contact you? haha I don't remember)

     I think we found you through Google!  You linked back to our site when you did your first event, and we're interested in seeing how and where these ideas spread.  It was very exciting to hear about what you were doing! You're awesome!

7. What advice can you give us for our next pop-up adventure playground?

     I think you're doing great!  It looked so beautiful from the pictures - selfishly, I'd love the chance to visit.  The best way to learn more about creating Pop-Up Adventure Playgrounds is to keep doing them, and talk about how it went with the other people who were there.  Write down reflections about it as soon as you can after it's over, and refer to those as you keep going so you can see your development, and that of the site.

II POP-UP ADVENTURE PLAYGROUND @COSTA RICA

Here are the photos from our 2nd POP-UP ADVENTURE PLAYGROUND IN COSTA RICA.

"Cuando pinto suena como cortando una madera"

Más fotos en Facebook: Bellelli Educación

https://www.facebook.com/media/set/?set=a.194218453963200.61082.113346595383720

THE DAILY BELLELLI: The Power of Play by David Elkind

"Perhaps because we attend to children's games primarily when they cause us annoyance, we fail to see how common self-initiated games are to child life. But if we are open to looking for them, children's games are all about us.

http://playborhood.com/category/bright-spots/page/4/

Although there are fewer spaces for contemporary children to play, they find them wherever they can. Children's play in the confined space set aside for it by adults often differs from the play that goes on when children are in open spaces and free from adult supervision." David Elkind

THE DAILY BELLELLI: The Power of Play by David Elkind

Children Play and Parent Angst


"Our parental angst over not doing enough for our children is often expressed in overprogramming. This problem is aided and abetted by the commercialization of childhood and the abundance of toys, lessons, programs, and learning materials marketed by children. In this regard parents always ask me, How much is too much? As we saw in regard to toys and screen play, many of the claims for these products have little or no research to back them up. Yet many of us, parents and grandparents alike, feel that unless we avail ourselves of these products and programs, we are not doing enough for our children or grandchildren. Given the commercial onslaught, it is difficult to decide how much is too much." Dr. David Elkind

THE DAILY BELLELLI: The Power of Play by David Elkind

TOYS AREN'T US

Children learn about themselves and their world through their play with toys. 

Toy play is one of the ways in which children nurture their disposition for imagination and fantasy. Like other human potentials, imagination and fantasy can only be fully developed through practice. Yet the sheer number of toys owned by contemporary children weakens the power of playthings to engage children in dramatic thinking.

Whimsy and imagination are often stimulated by the simplest things...This imaginative activity is the basis of creativity in the arts and sciences.

THe DAILY BELLELLI: The Power of Play by David Elkind

Play, love and work: an essential trio

Play is the answer to the question, How does anything new ever come about? -Jean Piaget


Love, work, and play are the inborn drives that power human thought and action throughout the life cycle. Play is our need to adapt the world to ourselves and create new learning experiences. 

"Play allows humans to realize their highest aspirations and ideals." -Friedrich Schiller


-During infancy, play, love, and work are almost indistinguishable, with play being the most central. 


-By the end of the first year of life, the infant has created the notion of a permanent object (an object believed to exist when it is no longer present to the senses).
-Once the concept of a permanent object is attained, the infant will look for objects that are hidden and shows pleasure in retrieving hidden objects. Play, love and work are thus woven together in the infant's initial interactions with the world.
-In early childhood (2-6 years) play, love and work become slightly separated but are still closely linked. Children will learn the names of people, places and things, as well as numbers and letters. 
-Certainly young children can learn the names of numbers and letters and even sight-read a few words. But this is work and should make up only a small part of an overall hands-on, self-directed early childhood curriculum.