 Frequently Asked Questions
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The Journal uses a number of terms that are unfamiliar
to me. Could you please provide some definitions?
GLOSSARY OF TERMS:
Blog
An online journal or weblog (shortens to “blog”). A web-based
system for communication, the blog contains chronological postings
in text but can also include multimedia documentation such as images,
video, sound, etc. A space for collaborative interchange, the blog
permits other users to post comments and links to blogs and other resources
of interest.
Blog Group or Community
A group of users who connect their blogs to establish an interactive
community that has a focus or theme. The blog community is typically “closed” to
outside users except by invitation. A blog community may have an
administrator responsible for monitoring the group and its postings.
In education, the administrator can be a classroom teacher or instructor.
Blogging
The act of writing or updating a blog. Blogs are frequently updated
using software that allows individuals with limited technical background
to maintain a blog. The person who writes a blog is a "blogger."
Collaborative Inquiry (Co-Inquiry)
An investigation of a problem or topic by a small group of learners. Based
on the scientific method for conducting research, a co-inquiry project
progresses in stages that include:
- Defining a problem or issue
- Raising questions
- Hypothesizing possibilities
- Observing and gathering data
- Analyzing and interpreting data
- Deciding on a possible plan for action
- Continuing the cycle of inquiry by researching new aspects
For children, co-inquiry projects develop communicative literacy and
the acquisition of knowledge, concepts and skills through a variety
of learning experiences. Depending on interest, a project may last
from a few days to several months. Parent participation is encouraged.
During the project, children express ideas in different media and teachers
document the children’s words and actions. To gain understanding
of the learning process, teachers discuss and analyze the documentation
with other teachers during weekly “co-inquiry” meetings.
Co-Inquiry Meetings
A strategy for professional development in early education that includes
weekly meetings utilizing documentation to promote interchange on
teaching and learning and collaboration among teachers. The meeting
is lead by a facilitator who follows a three-part protocol: 1) Documentation--A
teacher presents documentation of classroom research; Communication--In
a circular order, each participant offers comment on an aspect of
interest related to the presentation and then each participant has
an opportunity to raise a question; Action--participants brainstorm
their ideas to assist the teacher in creating a “plan of possibility” for
new experiences.
Communicative Literacy
The essential ability for expressing meaning to others using standard
symbolic systems such as language that are common to a group or culture.
Other symbolic systems include music, mathematics, visual arts and
drama. Although the capacity to communicate is innate, communicative
literacy, the ability to use the symbols that comprise these systems,
is acquired through interchange, often in an educational context. Communicative
literacy, such as speaking a second language, composing a ballad,
playing the cello, painting a landscape, knowing a folkdance, directing
a film or writing poetry, expand one’s horizons for intellectual,
creative and cultural interchange that enriches experience and understanding.
Documentation
A record of children’s experiences used to support interchange
concerning teaching and learning. Documentation may include children’s
work, notebooks, classroom journals, photographs, panels, videos and
other media. Correlated to the cycle of inquiry, teachers collect and
utilize documentation to explore questions, examine children’s
thinking; and plan, project and respond to new situations and ideas.
Interchange
A communicative act that involves the negotiation of symbolic meaning.
Through interchange, the individual encounters ideas from: 1)
family, people, friends, community and others, 2) the environment,
objects, materials and natural phenomena and/or 3) culture, history,
knowledge and the virtual world. Interchange of symbolic ideas through
dialogue or shared experience is a source of learning and development.
Intersubjectivity
An awareness of another's perspective and the sharing of meaning through
interchange. Intersubjectivity fosters relationships, empathic connections,
respect for differences and commitment to the well-being of others. "Meeting
minds" or "seeing the world through the eyes of another" are
metaphorical descriptions of the intersubjective state.
Some definitions distinguish two categories of intersubjectivity:
primary intersubjectivity and secondary intersubjectivity. Primary
intersubjectivity occurs when people have direct interchange. In the
case of secondary intersubjectivity, symbols, objects, events, etc.
contribute meaning. For example, in reading a book or viewing a work
of art, an individual may experience a sense of connection with the
consciousness of another. Moreover, objects themselves transmit meaning
to the mind. For example, a campfire, a birthday present, working
with clay, driving a sports car, the sound of falling rain
or the scent of a rose can create an intersubjective state
and feeling of oneness.
Multiple Intelligences
A theory of human intelligence applied to education. The multiple
intellectual abilities delineated in Howard Gardner's theory are:
linguistic intelligence (ability with words); logical-mathematical
intelligence (ability in mathematics and logical thinking); musical
intelligence (ability to play a musical instrument or create music);
spatial intelligence (ability to think visually, appreciate, create
and design works of art); body-kinesthetic (ability to excel in athletics,
mime and dance), interpersonal intelligence (ability to understand
others); and intrapersonal intelligence (ability to understand oneself;
and naturalist intelligence (the ability to know and relate to the
natural world).
Reggio Emilia and Reggio Emilia Approach
Reggio Emilia is a northern Italian community that has made a significant,
long-term investment in early education. Considered among the best
in the world, Reggio Emilia preschools have an innovative approach
that includes inquiry projects, multi-symbolic experiences and documentation.
Central to the philosophy of the schools in Reggio Emilia is the “image
of the child” as one who is competent, a communicator and rich
in potentials. This image is in dramatic contrast to the view of
children as weak and in need. A strong image of the child also means
a strong image of the teacher and the school. A society that values
the rights of children recognizes the value of high quality early
education.
Semiotics
The study of signs and symbols and their meaning as the basis for language,
communication, culture and thought.
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