The furniture is low to the ground, and materials are accessible at their eye level. This intentional design empowers toddlers to make choices about their environment and encourages independence. For example, instead of having a teacher assign seats at the table for snack time, we provide small tables and chairs where toddlers can choose where they want to sit. This simple act of choice gives them agency over their space and helps them develop a sense of ownership.
One day in the toddler room, a child named Kai was playing with a set of blocks. He had built a tall tower and was carefully balancing a block on top. Suddenly, the tower collapsed, and Kai’s face fell. He looked around, unsure of what to do next. The teacher, recognizing this moment as an opportunity for learning, approached Kai and said, “It looks like your tower fell down. How are you feeling right now?” Kai hesitated, then pointed to the fallen blocks and said, “Sad.” The teacher nodded, acknowledging his feelings, and said, “It’s okay to feel sad when something you worked hard on doesn’t turn out the way you wanted. What do you want to do next?”
Kai paused, then reached for the fallen blocks and began rebuilding his tower. This simple interaction taught Kai that it’s okay to experience disappointment and that he has the power to try again. By acknowledging his feelings and giving him space to make his own choices, the teacher helped Kai develop emotional resilience and agency.
Preschoolers: “How do I use my voice, and how do others use theirs?”
Preschoolers, ages 3-5, are learning to express themselves verbally and navigate complex social interactions. They are beginning to understand the power of language and how it can be used to communicate thoughts, feelings, and ideas. The essential question guiding their development is, “How do I use my voice, and how do others use theirs?”
At the Growing Place, we create opportunities for preschoolers to engage in conversations and collaborative projects that require them to share ideas, listen to others, and work together toward a common goal. For example, during a storytelling activity, children take turns adding to a collective story, building on each other’s ideas and creating a shared narrative. This exercise not only helps children develop their language skills but also teaches them the importance of listening, taking turns, and respecting others’ contributions.
One day during circle time, a group of preschoolers was discussing their favorite animals. Each child eagerly shared their choice, from lions to elephants to butterflies. When it was Maya’s turn, she hesitated, then whispered, “I like unicorns.” The teacher, recognizing Maya’s shyness, gently encouraged her to speak up. “Maya, thank you for sharing. Can you tell us more about why you like unicorns?” Maya’s eyes lit up, and she began to describe the magical qualities of unicorns and why they were her favorite animal.
By creating a supportive environment where children feel safe to express themselves and are encouraged to listen to others, we help preschoolers develop confidence in their voice and learn the importance of communication in building relationships. This emphasis on agency and deeper learning sets the foundation for lifelong learning and success.
Scaling Reggio Emilia Principles
Reggio Emilia-inspired practices like those at the Growing Place have been shown to have positive outcomes for children, including increased engagement, curiosity, and critical thinking skills. However, one of the challenges of implementing these practices on a larger scale is the need for highly trained educators who understand child development and can create rich learning environments.
One solution is to invest in professional development programs that equip educators with the knowledge and skills to implement Reggio-inspired practices in their classrooms. By providing ongoing training and support, we can ensure that all children have access to high-quality early childhood education that fosters agency and deeper learning.
Another strategy is to create partnerships between early childhood education centers, schools, and community organizations to share resources and best practices. By working together, we can create a network of support that benefits children, families, and educators alike.
Ultimately, the goal is to create a future-ready education system that prioritizes the needs and strengths of every child. By embracing the principles of agency and deeper learning from infancy through preschool, we can lay the foundation for a generation of learners who are curious, resilient, and empowered to shape their own futures.
Stay tuned for the next post in the series, where we will explore how these principles can be applied to elementary and secondary education settings. In the meantime, I invite you to reflect on your own experiences with early childhood education and consider how we can work together to create a more equitable and inclusive education system for all children.
Rather than simply teaching children to read and write, we approach literacy as a way for children to communicate, express themselves, and make sense of the world around them. We provide a print-rich environment with labels, signs, and books at different levels to support children’s literacy development. We also engage children in meaningful conversations, storytelling, and writing activities that help them see the purpose and power of language.
For example, in the four-year-old classroom, children are encouraged to create their own books by dictating stories to the teacher, who transcribes them. This not only supports their emergent writing skills but also gives them a sense of ownership and pride in their work. The teacher then helps them illustrate their stories, fostering creativity and imagination. These personalized books are shared with their peers and families, creating a sense of community and connection through literacy.
Through intentional and meaningful literacy experiences, children at the Growing Place develop a love for reading and writing, as well as the skills to communicate effectively and engage with the world around them.
Overall, at the Growing Place, we believe that every child is a capable, curious, and creative individual who deserves to be supported in their learning journey. By asking essential questions, creating purposeful environments, and engaging children in meaningful experiences, we help them develop the skills, confidence, and curiosity to navigate their world with joy and wonder.
By developing teacher agency with the same care and attention as we do with children, we create a culture of learning and growth that benefits everyone involved. Teachers who feel valued, supported, and empowered are more likely to provide high-quality education and support to their students. This approach not only benefits the individual teachers but also the entire educational community, as it fosters collaboration, creativity, and a commitment to ongoing improvement.
Through our Growing Place approach, we have seen firsthand the transformative power of nurturing teacher agency. By partnering with local schools and community colleges, we have been able to create pathways for aspiring educators to explore the early childhood profession and develop the skills and knowledge they need to succeed. Our mentorship programs, which pair novice educators with experienced teachers, provide valuable opportunities for learning, growth, and collaboration.
Ultimately, by investing in the development of teacher agency, we are investing in the future of education. Teachers who are supported and empowered are better equipped to meet the diverse needs of their students, foster a love of learning, and create positive and inclusive learning environments. This approach not only benefits individual teachers and students but also has the potential to transform the entire educational system for the better.
También contamos con el Programa de Mentoría de California, que permite a educadores de la primera infancia capacitados y certificados recibir un estipendio por las horas de tutoría ofrecidas a los aprendices. Esto ayuda a elevar el campo abordando también los problemas de compensación en la educación de la primera infancia.
Una vez que los educadores de la primera infancia hayan obtenido su credencial, el desarrollo profesional continuo y la retroalimentación son fundamentales para mantener el flujo de aprendizaje en movimiento y hacia espacios cada vez más creativos. A diferencia del desarrollo profesional tradicional que suele ser preempaquetado, el aprendizaje pasivo, nuestros programas de desarrollo continuo están diseñados para el personal después de conocer más sobre quiénes son los maestros y cuáles son sus objetivos para sí mismos. Ofrecemos desarrollo profesional a nivel escolar que fomente la curiosidad, la colaboración y el cuidado en el aprendizaje y la enseñanza de niños pequeños y adultos. Esto podría incluir oportunidades para que los maestros tomen talleres sobre materiales, como alambre, arcilla, costura, etc., o podría incluir oportunidades para que los maestros comprendan la gestión de aulas receptivas, trabajen con niños con necesidades especiales o fortalezcan las asociaciones entre el hogar y la escuela con las familias. Puede ser fuera del sitio: conferencias ofrecidas por otras escuelas inspiradas en Reggio, e incluso viajes internacionales al Instituto Bonsai en Copenhague para estudiar el valor e importancia de las escuelas forestales o de Reggio Emilia en Italia (financiado a través de subvenciones y recaudación de fondos de base que se alinea con nuestros valores fundamentales).
Conclusión
La agencia es una parte fundamental del desarrollo y es crucial para prosperar como adultos. El enfoque Reggio en la educación, rico en décadas de aprendizaje, muestra la importancia de inculcar agencia desde una edad temprana. Como educadores, es imperativo que tomemos en serio estos hallazgos y los apliquemos en nuestras prácticas.
Invertir en una formación docente agente de alta calidad y desarrollo profesional, así como mejorar la compensación de los maestros, son pasos críticos para elevar la calidad de la educación de la primera infancia. Estas iniciativas no solo mejoran las habilidades y conocimientos de nuestros educadores, sino que también contribuyen al bienestar general de nuestros niños.
En última instancia, fomentar la agencia en los jóvenes aprendices no solo los prepara para el éxito académico, sino también para el crecimiento personal y la participación activa en la sociedad. Al mirar hacia H3, nuestro compromiso con estos principios garantizará que la educación de la primera infancia siga siendo un campo dinámico y enriquecedor, receptivo a las necesidades tanto de educadores como de estudiantes. Seamos proactivos e innovadores, continuando invirtiendo y celebrando el profundo impacto de la educación de la primera infancia en los miembros más jóvenes de nuestra sociedad.
Losmeiya Huang es la Directora del Campus de Growing Place Ocean Park.
Esta serie de blogs está patrocinada por LearnerStudio, una organización sin fines de lucro que acelera el progreso hacia un futuro de aprendizaje donde los jóvenes se sienten inspirados y preparados para prosperar en la Era de la Inteligencia Artificial, como individuos, en sus carreras, en sus comunidades y en nuestra democracia. La curación de esta serie está liderada por Sujata Bhatt, fundadora de Incubate Learning, que se enfoca en reconectar a los humanos con su amor por el aprendizaje y la creación.