Wonder Arts: Tissue Paper Foil Collage, Glue Exploration, Light/Shadow Screen

What is your "Image of the Child"?

Teachers in Reggio Emilia, Italy, pose this question to themselves and others often.

Do you see children as being incompetent, vessels to be filled up with information, or helpless?

How can we change our "Image of the child", if we so desire to?

The educators in Reggio describe children as:

Powerful, Active, Competent Protagonists of their own growth. They say that children have the Right (not need) to speak from their own perspective.

The Hundred Languages of Children p180

The Reggiani indicate that "listening" is the heart of the adult's role. We must not merely think about children as strong and competent, but must act in such a way as to persuade children that they deeply share this image. p.181

How do you listen to and respect children (or toddlers) that you can't understand and/or has a limited vocabulary?

How often do you think or even voice aloud to your toddler, "I don't know what you want!?!?"

I feel like my ability to listen to children is growing exponentially since teaching this toddler class. When you are trying to listen to toddlers who don't really speak (at least to a stranger or in a group environment), you begin to see what "Listening" actually means.

Listening means when C. brings his truck over to the "tissue paper collage" experience, you don't ask him "Why?" or tell him "No, it will get dirty", you don't say anything at all. You observe and "listen" to discover what his investigation will result in.

It's not easy and I tell myself often to "Be Quiet!", don't interfere (Unless safety issues are at hand!). I want to try and be even quieter during class, perhaps, we can all try...So this way we might "hear" more of what the child is trying to communicate, understand, or investigate.

Americans are hesitant to intervene in any way when children are using creative materials. Provided they use them safely, they are left to discover on their own how to use them effectively.

The Italians, on the other hand, think nothing of showing a child how to wipe the brush on the edge of the cup to avoid dripping or how to wet the edges of clay so it will stick. There is a difference between showing a child how to use a brace and bit to make a hole and telling him where to put the hole or what to do with it once drilled.

First Steps Toward Teaching the Reggio Way

Hendrick p.46


I hesitate to even call my classes "Arts". This Label seems very limiting to me. Not all children are motivated or interested in the act of creating an "end product" that may or may not be aesthetically pleasing to either themselves or others.

Is that what Art is? Creating an end product? What does it mean to be creative?

Maybe Creativity Class is a more appropriate name?

In the book, First Steps Towards Teaching the Reggio Way, Hendrick states that the purpose of providing graphic materials in the Italian schools leans more toward enabling children to express their ideas-to explain...So as I stated earlier, our goal is not for children to become famous artists but to have an outlet for communication and reflection.

The picture below, done by a 4 year old at a school in Reggio. She is communicating her idea of what a cashier at a grocery store does.

When C. rolls his truck over the tissue paper and glue, he discovers that tracks are created (See below!). His Mother drew my attention to this and her pride in his discovery is contagious and it clearly sends a message to C. that his actions are important and have meaning!














I love this idea of letting children explore Glue itself as a medium. They are simply allowed to discover the properties of this material and there is no suggestion of "making something". How can we ask children to use a medium in a purposeful way when they haven't yet had the opportunity to investigate it's "possibilities"? Also, working side by side in a group allows the children to closely observe one another's investigations and learn from one another.






Many of the children observed as V. tasted the salt we were using to add to the glue. (See Above!) Mom was very understanding and was on board with allowing V. to gain new information about the salt through her sense of taste!!

V. smiles and tries it again!! Much to everyone's surprise!
Mom had a great insight on this one...(Above) C. also tried the salt after watching V's experience. She made quite a sour face indicating she did not like the taste. But she continued to try it again and again. Her mom said she has older siblings and she often imitates what they do. So, she typically finds enjoyment from imitating others and kept expecting the experience of tasting salt to be a pleasurable one. Especially since V. seemed to find it pleasurable. What a great moment of self-discovery for C. to find that imitation doesn't always bring us pleasure.


















A fun theme of "Hiding" emerged during the Light/Shadow exploration. B. hid behind the curtain. To be honest, I was thinking in my head....oh this might not be a good thing, what if it disrupts the flow of the other children's explorations. But then, I Listened! Thank goodness...I am learning. The other children's explorations did become beautifully and thankfully disrupted! They all begin to peek behind the curtain and were curious about what was behind it?

I know that toddlers love to "Hide" and explore the idea of not being seen by others. If you don't see me, do I still exist? If I don't see you, do you still exist. It's wonderful when they are able to "play" with this idea in a fun way.
Even the adults were curious about looking behind the curtain and seeing the light/shadows from a different perspective.

Then C. took it a step further and began hiding the crystals under the sheet.