1. family and parenting
2. children

Belmont Cragin Chicago Public school
THE HUNDRED LANGUAGES WONDER OF LEARNING EXHIBIT
IN CHICAGO, JUNE – DECEMBER, 2010
REPORT
Submitted by: Kristin Brizzolara, Karen Haigh, and Jesús Oviedo
Table of Contents
I.
COLLABORATIONS AND CONNECTIONS
A. Collaborators
B. The Wonder of Learning Exhibit Committee
C. Organizations
D. Influences
II.
FUNDING AND FINANCIAL SUPPORT
A. Main Support
B. Website
III.
EXHIBIT INSTALLATION
A. Chicago Installation
B. Chicago De-Installation
IV.
PROFESSIONAL DEVELOPMENT EXPERIENCES
A. The NAREA Summer Conference and Lifetime Achievement Award
B. Tours of Schools
C. The Opening Reception
D. The Professional Development Series
E. Quotes from Presentations
V.
IMPACT FROM THE EXIBIT
A. Exhibit Visitors
B. Special Interest Groups
C. Reflections
VI.
POSSIBILITIES FOR THE FUTURE AS A RESULT OF THE WONDER OF
LEARNING EXHIBIT BEING IN CHICAGO, ILLINOIS
A. Possibilities for the Future
B. Closing Reception and Photo
VII.
RESPONSES TO QUESTIONS POSED BY NAREA AND REGGIO CHILDREN
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I. COLLABORATIONS AND CONNECTIONS
A. COLLABORATORS
Bringing the exhibit to Chicago involved a complex, intensive, and extensive collaborative
process. It included not only working cooperatively with Reggio Children and the North American
Reggio Emilia Alliance but also with the city government, a local college, a social service agency,
a Chicago-based museum and various representatives of the local early childhood community
and affiliations. The collaborative group that brought the exhibit to Chicago, referred to as
Crossroads in Chicago included the City of Chicago’s Department of Family Support Services,
Columbia College Chicago, Chicago Commons and the Chicago Children’s Museum. It is
impressive to note each entity’s commitment and dedication to promote quality care and
education for young children through this exhibit.
Additionally, many representatives from other Chicago Area organizations served as
committee members working to support the Exhibit and its related events and professional
development experiences.
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B. CHICAGO’S WONDER OF LEARNING EXHIBIT COMMITTEE
Wonder of Learning Exhibit Overall Committee Leaders
(Serves as Finance Committee)
- Karen Haigh (Columbia College Chicago)
- Jesus Oviedo (Chicago Commons Association, delegate agency with the City of Chicago)
- Andrew Rice (City of Chicago Department of Family Support Services)
- Ann Shehan, (City of Chicago-Public Relations)
Sub-Committees
EXHIBIT
COMMITTEE
(Installation &
Viewing)
- Jesus Oviedo (Cochair)
- Alex Pafillis (Cochair)
- Kristin Brizzolara
- Angela Fowler
PROFESSIONAL
DEVELOPMENT
SERIES
COMMITTEE
- Karen Haigh (Cochair)
- Isolda Davila (Cochair)
- Colleen Fogel
- Debbie Jobst
- Tom Layman/Diana
Brown
- Larissa Mulholland
- Mary Mumbru
- Christine Ryan
- Migdalia Young
PROMOTION &
REGISTRATION
TOURS OF
SCHOOLS OR
CENTERS
- Jane Cecil (Co-chair)
- Andrew Rice (Co-chair)
- Mary Bell
- Blakely Bunde
- Kathy Hardy
- Jennifer Keldahl
- Cathy Lawton
- Elizabeth Najera
- Amy O’Conner
- Juana Reyes
- Lana Weiner
- Peter Brown (Co-chair)
- Martha Moya-Leang
(Co-chair)
- Kimberly Cothran
- Laura Lopez
-Linda Lullo
- Allen Rosales
- Hataya Tulyathorn
- Janice Woods
Members at Large:
Commissioner Mary Ellen Caron, Ellen Lindsey,
Deputy Commissioner Vanessa Rich
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C. ORGANIZATIONS
Kristin Brizzolara, Educational Consultant, Chicago, IL
Peter Brown, Chicago Public Schools, Velma Thomas, Chicago, IL
Diana Brown, Illinois Action for Children, Chicago, IL
Blakely Bundy, the Winnetka Alliance for Early Childhood, Winnetka, IL
Mary Ellen Caron, Commissioner, City of Chicago Department of Family Support Services, Chicago, IL
Jane Cecil, Columbia College Chicago, Chicago, IL
Kimberly Cothran, Chicago Commons Association, Chicago, IL
Isolda Davila, City of Chicago Department of Family and Support Services, Chicago, IL
Colleen Fogel, the Chicago Metro Association for the Education of Young Children, Chicago, IL
Angela Fowler, Columbia College Chicago, Chicago, IL
Karen Haigh, Columbia College Chicago, Chicago, IL
Kathy Hardy, Winnetka Community Nursery School, Winnetka, IL
Deborah Jobst, Chicago Public Schools, Early Childhood Education
Jennifer Keldahl, Hinsdale Union Community Church
Cathy Lawton, Chicago Public Schools, Barbara Vic Center, Chicago, IL
Ellen Lindsey, Chicago Public Schools, Early Childhood Education, Chicago, IL
Laura Lopez, Truman College, Chicago, IL
Linda Lull, Chicago Public Schools, Velma Thomas, Chicago, IL
Marta Moya-Leang, Chicago Public Schools, Belmont-Crain, Chicago, IL
Mary Mumbru, Consultant, Evanston, IL
Larissa Mulholland, Columbia College Chicago, Chicago, IL.
Elizabeth Najera, Chicago Public Schools, Velma Thomas, Chicago, IL
Amy O’Connor, Chicago Public Schools, Barbara Vic Center, Chicago, IL
Jesús Oviedo, Chicago Commons Association, Chicago, IL
Alex Pafillis, The Chicago Children’s Museum, Chicago, IL
Juana Reyes, Consultant, Chicago, IL
Andrew Rice, City of Chicago Department of Family and Support Services, Chicago, IL
Vanessa Rich, Deputy Commissioner City of Chicago Department of Family and Support Services,
Chicago, IL
Allen Rosales, Christopher House
Christine Ryan, Chicago Public Schools Community Based Programs
Anne Sheahan, City of Chicago – (Public Relations)
HatayaTulyathorn, Chicago Public Schools, Early Childhood Education, Chicago, IL.
Cristina Vera, City of Chicago Department of Family and Support Services, Chicago, IL
Lana Weiner, The Nielsen Child Care and Learning Center in Northbrook, IL
Migadalia Young, McCormick Center for Early Childhood Leadership, National-Louis University,
Wheeling, IL
Janice Woods, Chicago Commons Association, Chicago, IL
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D. INFLUENCES
Many of these people on the committee became interested in supporting Chicago as host
to the Wonder of Learning Exhibit being in Chicago as a result of participating on the Five State
Study Tour in 2008 with Arizona, California, Chicago/Illinois, New Mexico and Missouri.
Sample of Committee Meeting Agenda
CROSSROADS IN CHICAGO
(The Wonder of Learning Exhibit and Professional Development )
Committee Meeting, November 6, 2009
AGENDA
✧ Introductions and information about the Wonder of Learning - One Hundred Languages Exhibit
✧ Advantages and Purpose of the Wonder of Learning Exhibit
✧ Organizational structure for the Committee with its subcommittees
✧ Responsibilities of Committees
✧ Introduction of all Committee Members
✧ Challenges and Accomplishments with exploring and applying Reggio principles and practices
with Chicago Area programs
✧ Future Committee and Sub-committee Meetings
✧ Break into Sub-Committee Meetings
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II. FUNDING, FINANCIAL SUPPORT and PROMOTION
A. MAIN SUPPORT
The City of Chicago Department of Family Support Services funded the Exhibit costs, the
Reception costs and the Professional Development sessions’ costs. Columbia College Chicago
provided and donated the Exhibit space for most professional development experiences.
B. WEBSITE
Cristina Vera, a consultant for the City of Chicago constructed a website for the
Crossroads group. The website served us well for the hosting period of the exhibit. Although
the city constructed the website, we would like to keep the site active. At this point in time, we
are negotiating with the city the how the website will be handled. If the city will let us have the
url, then maybe we will further update and develop the site. We are planning to assign a contact
person to the site, which will serve to connect people to any special meetings or events.
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III.
EXHIBIT INSTALLATION
A. CHICAGO INSTALLATION
In the months leading up to the arrival of the exhibit, coordinators sought out volunteers,
developed lists of supplies and tools, created a proposal for the installation process, and
researched storage options for the crates. All of these factors were in place prior to the arrival.
Traveling from Santa Monica, California, the Wonder of Learning exhibit arrived in
Chicago early in June of 2010. The exact destination was Columbia College Chicago, an arts
and media college located in the heart of downtown Chicago. The storefront like large windows
enclosing the space offered an intriguing glimpse into the exhibit for pedestrians, visitors and
students alike. Similarly, the environment of the college offered a unique interaction between
content and visitor.
The installation process was unique and offered many site-specific challenges. The
greatest challenge being that there was no way to haul the crates into the building. Therefore,
the crates were placed on the busy sidewalks of Chicago and the contents had to be gingerly
unloaded and carried to the interior. A crew of about 13 spent one full day involved in this part of
the process. Once the contents were sorted inside they were transported to a nearby public
storage facility. It was then that the actual installation began. During the course of the next 5
days volunteers and students, ranging in number from 5-15, worked together to assemble the
framework, insert the panels, connect the audio-visual equipment and place the artifacts. During
the time remaining, before the opening and initial professional development event, final
adjustments were made. At this time, Columbia College student were also identified and
scheduled as hosts for the exhibit.
Space before the exhibit
Wonder of Learning Exhibit at Columbia College
Natural Materials Atelier
8
Additional space at Columbia College was used to create a Natural Materials Atelier.
9
Volunteers included but not limited to:
Installation Jen Bernover, Rick Cassettari, Steve Lalik, Sarah Anderson, Jamie Brizzolara, Jacob
Beydler, Brian Islorei, Kurt Hesterman, Kristin Brizzolara, Jesús Oviedo, Susan Budde, Scott
Welty, Courtney Hrejsa, Nader Ahmoud, Hannah Clemmons, Rachel Stauss, Analise Fowler,
Maggie Sichter
From Santa Monica hosting committee: Mary Hartzell and Hany Hamideh
From Indianapolis hosting committee: Ron Smith, Lynné McGuire and Becky Fogler
B. CHICAGO DE-INSTALLATION
As early as late summer we began preparing for the de-installation process. Some of
this preparation included small repairs to the crates. When the time came for the process to
begin in early December, we had a handful of volunteers and two individuals from Newark, the
exhibit host destination. We worked for three days deconstructing, packing, and organizing. The
greatest challenge at this end of the process again revolved around the inability of bringing the
crates into the building. We struggled to find a moving company that had equipment to
accommodate the size/weight of the crates and were willing to work under the given
circumstances. When we did find a company, they were just the right match. The loading
process took one day in and of itself. The crates were then returned to the storage unit and
housed there until they were picked up for shipment to Newark.
De-Installation: Rico Wilson, Rico’s Staff, Kristin Brizzolara, Alex Pafalis, Laura Lopez, Kevin
Durney, Nader Ahmoud, Analise Fowler, Brian Islorei,), Diana Brown, Allen Rosales, Eduardo
Vazquez, Jane Cecil, Jacob Beydler, Debby Jobst and 5 CPS coaches
From Newark, Ohio hosting committee: Art Ghiloni and Dave Mettler
Newark, OH Installation
In mid-December Kristin and Brian Islorei, a Columbia student majoring in music and
audio, traveled to Newark, Ohio to assist in the installation at the next destination. For two full
days they introduced some of the mechanics and intricacies of the exhibit to the new hosts. They
also aided in the installation process. During this time, the new hosts became familiar with the
exhibit. Art and Dave, the two individuals who assisted in the Chicago de-installation were
present at the Newark installation. The knowledge they gained from their visit about the exhibit
and specifically about the framework was clearly displayed.
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Here are some of the quotes we have related to the Exhibit
“I was very inspired by the Exhibit. I was inspired to let go and take risks - To follow the children
and extend on their curiosity”.
“The Exhibit is inspiring to me as a teacher. It provokes ideas to take back with me”.
“Relationships”!
“The Exhibit is amazing! I am very impressed on how children learn if given the opportunities
and ‘space’ to learn. Respecting each person as a tool to explore and share through life”.
“The first thing that came to my mind was that children at this age are understanding the world
they live in through language, through visible things and invisible things. Not only are they aware
of the visible things in the universe but they give shape and form to the invisible universal
energy. Our job as teachers should be to help children become in tune with the universe so they
can be geniuses”.
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IV. PROFESSIONAL DEVELOPMENT EXPERIENCES
A. THE NAREA SUMMER CONFERENCE IN COLLABORATION WITH REGGIO CHILDREN
AND CROSSROADS IN CHICAGO, June 23rd, 24th and 25th
Over 450 participants came to Chicago to participate in the 6th NAREA Summer
Conference in collaboration with Crossroads from Chicago.
Carla Rinaldi
Carla Rinaldi (left) and Amelia Gambetti (right)
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B.CROSSROADS IN CHICAGO – SCHOOLS/CENTERS TOURS
There are various ways to explore principles and practices of the Reggio Emilia
Approach. Within Chicago some schools or teachers have chosen to independently pursue
ideals and practices of Reggio Emilia while others have chosen to work in a collaborative group
approach. Tours of the Chicago schools and centers will provide examples of those that chose
to work more collaboratively exploring this approach.
The schools/centers and classrooms that you will visit have been inspired by the Reggio
Approach. They have been exploring the approach anywhere from one to fifteen years,
therefore there is great variation in experiences and understanding. These programs are very
dynamic with constant changes that are often not under their control such as changes in staffing,
enrollment, funding requirements and reporting as well as assessment procedures.
Some main areas of focus for these schools/centers have been and continue to be:
• Constructing an understanding of the Reggio Philosophy and making connections to or
revisiting and reconstructing existing philosophies and practices
• The image of the child, teacher and parent as learners full of ideas, feelings, experiences and
• potential
• The role of the environment to support well being and learning
• Valuing and pursuing the roles of materials, multiple languages and communication to support
learning
• Listening, observing and interpreting in order to develop a more emergent curriculum driven by
children and teachers’ interests and pursuits while considering their context.
• Working and learning in collaboration
• Revisiting and reconstructing ongoing professional development
• Teachers as researchers
• Re-creating the parent-teacher partnership
• Valuing the role of identity and community to support learning
• Exploring and pursuing the meaning, uses and types of documentation
Chicago Commons Association
Chicago Commons Association provides care and education for 800 Children from
infants to age 12 at four sites: Guadalupano Family Center, Nia Family Center, Paulo
Freire Center, and Taylor Center for New Experiences. The types of programs provided
are: Early Head Start, Head Start, Subsidized Child Care, and Preschool For All.
There are three Chicago Commons sites participating in the Crossroads in Chicago tours
of Reggio Inspired programs.
Nia Family Center
744 N. Monticello Ave.
Chicago, IL 60624
Neighborhood: West
Humboldt Park
Paulo Freire
Family Center
1653W.43rdSt.
Chicago, IL 60609
Neighborhood:
New City
Taylor Center for
New Experiences
1633 N. Hamlin Ave.
Chicago, IL 60647
Neighborhood: West Humboldt Park/Logan
Square
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The Chicago Public Schools
The Chicago Public Schools provides education for 409,000 children in 675 schools, staffed by
23,000 teachers. The Early Childhood program serves 24,000 children. The program has four
main types of programs: Head Start, Preschool for All, Tuition-Based, and Child Parent Centers.
Some preschool classrooms offer Blended Programs with approximately one-third of the children
having special needs, while some classrooms are Self-Contained classrooms with special needs.
There are two Chicago Public School Early Childhood programs participating in the Crossroads
in Chicago Tours of Reggio Inspired programs.
Belmont-Cragin Early Childhood Center
6041 W. Diversey, Chicago Il, 60639
Neighborhood: Belmont-Cragin
Velma Thomas Studio/Multi-purpose area
Velma Thomas Early Childhood Center
3625 S. Hoyne, Chicago, Il 60609
Neighborhood: McKinley Park
Belmont Cragin Studio
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Christopher House
For more than 100 years Christopher House, a social service agency, has served low-income
working families in diverse neighborhoods on Chicago’s north and west sides. It continues to
serve immigrants of many different cultures and ethnicities. Christopher House has four centers
that serve 4,000 children and their family members, providing a wide variety of essential, quality
services. It offers a continuum of educational programs for infants, toddlers, school age children
and teens.
There is one Christopher House Early Childhood program participating in the Crossroads in
Chicago Tours of Reggio Inspired programs.
Christopher House Logan Square
3255 W. Altgeld, Chicago, IL. 60647
Neighborhood: Logan Square
Christopher House Logan Square
Chicago Commons
Taylor Center For New Experiences
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NAREA Lifetime Achievement Award Presented to Dr. Carolyn Edwards
Dr. Carolyn Edwards receives the NAREA Lifetime Achievement Award from mayor of Reggio
Emilia, Grazziano Delrio
16
C. THE OPENING RECEPTION
Dr. Barbara Bowman (left) and Dr. Carla Rinaldi at the opening reception
17
President Carter of Columbia College Chicago, Mayor Delrio of Reggio Emilia, Mayor Richard
Daley of Chicago and Commissioner Mary Ellen Caron spoke, while Dean Deborah Holdstein of
Columbia College Chicago introduced the speakers.
18
D. PROFESSIONAL DEVELOPMENT SERIES
Professional Development Series for Crossroads in Chicago, June - November, 2010
(Chicago Department of Family Support Services, Chicago Commons, Columbia College
Chicago and Chicago Children’s Museum) in collaboration with NAREA and Reggio Children
DATES
June
23, 24 & 25
DESCRIPTION
Summer Conference: Our
Image of Children, Our
Image of Learning, Our
Responsibility
*Opening Reception
PLAN for Presenters
• Carlina Rinaldi, Mayor Graziano Delrio and Amelia
Gambetti
• American Educators
August 13 &
14
Connecting Theory and
Practice Related to Young
Children’s Learning
• Classroom teachers share
studies while a panel of
college/university professors
discuss the breadth and
depth of learning that
occurred within the studies
Panel Participants:
Jie Qi Chen, Ph.D., Erikson Institute
Beverly Gulley, Ph.D., Saint Xavier University
Gayle Mindes, Ed.D, DePaul University
Cynthia Weiss, MFA, Columbia College Chicago
Therese Wehman, Ph.D., Elmhurst College
Various Studies with children and teachers will be
shared from: Chicago Commons Association
Chicago Public Schools Belmont Cragin
Chicago Public Schools Velma Thomas
September
24 & 25
What does it Mean to
Advocate for Children
and Teachers While
Supporting
Authentic, Contextual
Learning?
October 21
& 22
Meaningful and Dynamic
Professional Development
that Impacts Children,
Educators and Parents:
Networking with
Educators who work with
Teachers
November
18 & 19
The Role of Culture with
Learning
November
19
* Ending Reception
Speakers:
• Barbara Acton is Executive Director for the Childhood
League in Columbus, Ohio and currently the new CoChair of NAREA.
• Heidi Aranda has been in education for 20 years. She is
currently the Principal of Ochoa School, a
preschool through 5th grade school in Tucson, Arizona.
• Gillian Dowley McNamee, Ph.D. is a Professor at
Erikson Institute.
• Jie-Qi Chen, Ph.D. is a Professor at Erikson Institute.
She is principle investigator for Erikson's Early
Mathematics Education.
• Karen Haigh, Ph.D., is currently Assistant Professor at
Columbia College Chicago and former Director of
Professional Development at the CPS and Program
Director for Chicago Commons from 1988 through 2003.
• Mary Hartzell, has been the Director for the First
Presbyterian Nursery School of Santa Monica for over 20
years.
• Lella Gandini, Ed.D. is a Consultant in early education
and Lesley University Visiting Scholar in 2007-09, and
Visiting Scholar at the University of Arizona in Tucson.
•Antonia Darder. Ph.D. is a Distinguished Professor of
Education and Latino/a Studies at the University of Illinois,
political activist, artist, poet, and author.
• Lucinda Lee Katz, Ph.D., is current Director of the Marin
County Day School and former Principal of University of
Chicago Lab School and Director of Chicago Pubic
Schools ECE Department.
June 24
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Speakers at September 24 & 25, 2010 initiative “What does it Mean to Advocate for Children and
Teachers While Supporting Authentic Contextual Learning”. Speakers - Left to Right: Heidi
Aranda, Barbara Acton, and Gillian McNamee
Dr. Lella Gandini presenting alt the last seminar series the role of culture Nov 19, 2010
at Columbia College
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E. QUOTES FROM PRESENTATIONS
A Series of Quotations from Wonder of Learning the Professional Development Series in
Chicago at Columbia College, 2010
“Documentation is a pedagogical tool but also a political tool”, Dr. Carla Rinaldi.
“Documentation shows the learning process. It helps you to know how to relate
to the children”, Dr. Carla Rinaldi.
________________________________________________________________
“Educators are the first constructors of our city”, Mayor Graziano Delrio.
“Accept conflict as part of the work”, Mayor Graziano Delrio.
_________________________________________________________________
“When you work together you relieve anxiety about not knowing”, Dr. Jie Qi Chen.
Pedagogical Content Knowledge is the intersection of 3 kinds of knowledge for the
educator, “The what (Content), the How (Instructional Methods,) and the Who
(knowledge of the children)”, Dr. Jie Qi Chen.
Within professional development, “How can we promote practice? Through
coaching, videotaping, and teacher study groups”, Dr. Jie Qi Chen.
_______________________________________________________________
“Collaboration is where everyoneʼs point of view is respected and we think
together”, Mary Hartzell.
Strategies for Professional Development included, “A declaration of intent for the
school, meeting to talk about the work, trust where teachers did not feel
threatened and needing to defend their work and sharing work”, Mary Hartzell.
_______________________________________________________________
There are key contributors to childrenʼs brain development, the school, teachers,
parents and the environment”, Dr. Antonia Darder.
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“All children are born with neurological abilities that are influenced by the
environment. All children come with the ability to learn. All children come ready
to construct knowledge but it may not be the same way”, Dr. Antonia Darder.
“Build on the strengths of the childʼs lived experience and cultural knowledge”,
Dr. Antonia Darder.
“You learn most when your whole self is in it - heart, mind, and spirit; when they
(children) feel a strong emotion, they remember better”, Dr. Antonia Darder.
“How can we cultivate curiosity, imagining, and solidarity”? Dr. Antonia Darder.
________________________________________________________________
The importance of being able to “Whoosh, Purge, and Wish, which refers to a quick
exploration of things or situations, then you need to purge through those things
or situations and lastly get to what you want, get to the essential”, Dr. Lucinda Lee
Katz.
________________________________________________________________
Dr. Carla Rinaldi, The NAREA Summer Conference, June, 23, 24 & 25, 2010, Chicago IL.
Mayor Graziano Delrio, The NAREA Summer Conference, June, 23, 24 & 25, 2010, Chicago IL.
Dr. Jie Qi Chen, Wonder of Learning Professional Development Series, Columbia College Chicago,
October 21 and 22, 2010, Chicago, IL.
Mary Hartzell, Wonder of Learning Professional Development Series, Columbia College Chicago, October
21 and 22, 2010, Chicago, IL.
Dr. Antonia Darder, Wonder of Learning Professional Development Series, November 18, 2010, Columbia
College Chicago, Chicago, IL.
Dr. Lucinda Lee Katz Wonder of Learning Professional Development Series, November 19, 2010,
Columbia College Chicago, Chicago, IL.
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V. IMPACT FROM THE EXIBIT
A. EXHIBIT VISITORS
Over 3,000 people were recorded as visiting the Wonder of Learning – Hundred
Languages of Children Exhibit while in Chicago, at Columbia College Chicago, from June
through December, 2011. However, there were several large groups of people that did not
register in the sign-in book.
B. SPECIAL GROUP VISITS
Advantages of the Exhibit
There were various outcomes, advantages, or benefits from having the Wonder of
Learning Exhibit in Chicago. A number of educators were able to view the exhibit and some
programs used viewing the exhibit for professional development.

Chicago Public Schools Community Based programs Group of 50 - October 15,
2010

Chicago Commons In-service for professional development for all 200 child
development staff - September 1, 2010

Dan Valliere Chicago Commons has facilitated a series of events to bolster
support from Commons’ governing board and local community leaders.
o Special Board meeting at Columbia College/opportunity for Board
Members to tour the exhibit - June 15, 2010
o Special Fundraising committee meeting at the exhibit - September 16,
2010
o Lilian Katz presented for Board and Community members - October 7,
2010
o Karen Haigh presented for Board and Community members - November
3, 2010

Dr. Shannan McNair, Associate Professor of Education, Oakland University,
brought her doctoral class to the exhibit – June 19, 2010

Karen Haigh hosted and presented for a group 50 educators who are members of
the Manitoba AEYC from Manitoba Canada - September 24, 2010

Group of 10-12 staff members organized by Leslie Watts from First of United
Nursery School
Oak Park, IL - September 20, 2010

A Classroom of 15-20 students organized by Karen Roth from National Louis
University –
October 14, 2010

Two Chicago Public Schools groups (1 in the morning, 1 from noon - 3:30) The
group coming in the morning was around 100 people – October 15, 2010
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
October, a group of 24 educators from Chicago’s western suburbs organized by
Nancy Manewith, Board of Jewish Education Early Childhood Centers at Beth
Judea, B'nai Tikvah, Beth Hillel Bnai Emunah,Beth El and Or Shalom

Marjorie Goldsmith, Ed. D Director All Souls School 1157 Lexington Avenue New
York, NY brought a group of educators - November 10, 2010
C. REFLECTIONS
Karen Haigh’s Reflections
As many of us know, studying and reflecting upon other’s approaches to learning
provokes us to reflect upon our own approach’s to learning and challenges us to revisit,
reconsider, further explore, and adapt learning strategies and understandings related to our
context. Lately, some educators have been prohibited from traveling to visit other programs
especially those in other countries. However, becoming isolated, unaware, and less
knowledgeable of other programs and/or countries’ education with their learning strategies,
methods, understandings and values limits and seriously hampers our own advancement in
learning and teaching. Widespread travel limitations, while seeming cost efficient, are unwise if
(and that is a big IF) we want to advance our own learning and connect to others!
I think the exhibit played three key roles. First, it promoted extra-ordinary and complex
collaborations. Secondly, it provoked educators, parents and even the general public to revisit
the meaning of learning and learning strategies. Lastly it caused us all to once again revisit our
image of children, educators, and parents.
Jesús Oviedo’s Reflections
The Wonder of Learning exhibit has had a substantial impact on Chicago’s community of
educators and policy makers. Some of the clearest proof of this is the presence of the mayor of
Chicago, the City Commissioner and the mayor of Reggio at the opening reception. Mary Ellen
Caron, the commissioner states that she wants educators and policymakers to think about the
image of the child. In this sense, the exhibit can be seen as an instrument for social change.
Additionally, for many frontline educators, the exhibit has served as a tool for professional
development. Local educators, and some as far as Canada, have hosted visits to the exhibit for
their staff. One administrator said that this was a good way for teachers who have not had a
chance to visit Italy to see some of the stories from the schools of Reggio.
Finally, the exhibit has served as a way of making connections between Reggio-Inspired
educators who are not familiar with each other. Several educators from the area have made
contact with each other, visited each other’s schools and discussed collaboration.
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VI. FUTURE POSSIBILITIES AS A RESULT OF THE WONDER OF LEARNING
EXHIBIT BEING IN CHICAGO, ILLINOIS
A. POSSIBILTIES FOR THE FUTURE
1] Having Crossroads become and 501c3 non-profit organization that:
‐
Posts job announcements for programs or teachers interested in Reggio
Inspired Practice
‐
Have preconference day at the local Chicago Metro AEYC conference
For those interested in the Reggio Inspired Practice
‐
Share upcoming events concerning Reggio Inspired Practice
‐
Coordinate workshops for those interested in Reggio Inspired Practice
‐
Support consulting for local programs wanting to pursue Reggio
ideals and practices
2] Creating a book on children, teachers and parents explorations and
understanding of the City of Chicago.
3] Coordinating a study tour to Reggio Emilia for educators from Chicago area with the
possibility of bringing wives of key politicians such as the New Mayor’s wife, Mrs.
Emanuel, Our Senator’s wives, Mrs. Durbin and Mrs. Kirk, and Mrs. Madigan, along with
some key funders like the McCormick Foundation.
‐
Reflect upon goals and purpose of this leadership study tour.
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B. CLOSING RECEPTION AND PHOTO
Dr. Lella Gandini and Deputy Commissioner Vanessa Rich
Thank you to all volunteers for their services and time working
on the Exhibit, the Reception, and/or the Professional Development series.
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VII.
RESPONSES TO QUESTIONS POSED BY NAREA AND REGGIO CHILDREN
Questions:
1. How did “The Wonder of Learning – The Hundred Languages of Children exhibit and the
NAREA Professional Development Series provoke dialogues around quality in early childhood
education in your community?
Over 3,000 educators, administrators, parents, and some government members, were recorded
to have visited the exhibit, although some did not sign in to identify themselves as exhibit visitors.
There were two main areas where the Wonder of Learning (WOL) Exhibit influenced educators,
administrators and parents. First, the role of the environment and materials became much more
prominent to all as they were able to view or perceive the potential of children as environments
and materials supported and provoked learning. They saw common materials being used in
uncommon ways.
Secondly, children’s’ abilities and potentials were reflected upon and realized more readily as a
result of the Exhibit. As educators saw the capabilities and potentials of children portrayed in
theories, understanding, feelings, and experiences through the children’s words, actions and
creations. As Chicago educators, administrators, parents and government members viewed the
children within the exhibit, they also began to think differently about their children or children in
the Chicago area context. Their image of children began to change.
Following are comments from Teachers at Chicago Commons.
The exhibit has been a refreshing reminder on what really matters when working with children
and that is the beauty behind the "simple". It made sure to bring to the forefront the joys and
developmental depths in what may be seen as simple play. The exhibit also was able to help me
view things with a different set of eyes, which that in itself, is how we should view each child
because of her/his unique qualities and capabilities.
Vanessa Saucedo, Head Teacher Paulo Freire Center 3-5
The Wonder of Learning Exhibit made me realize not to spend so much planning time thinking
about learning standards and developing content-based lessons, but that it is more beneficial to
listen to children. When we listen to children's interest and develop provocations based upon
these interests, the content can be easily be embedded, and learning standards are easily met.
Sheila Meenan, Head Teacher Paulo Freire Center 3-5
One thing that I got from the Wonder of Learning Exhibit is the endless possibilities that materials
offer. I was particularly drawn to the documentation of the children from one of the preschools
that visited the outdoors and collected materials. They collected dried leaves and crushed them
and then turned them into different color powders, which they then used as paint. It has really
changed the way I see children, even my own children at home. I now see the value of children
playing and experimenting.
Rosalind Razo, Front Office Worker Nia Family Center
2. How did the exhibit and the professional development series strengthen the
collaborative participation of educators, families, administrators, community
members and/or government leaders in the dialogue about early childhood education in your
community?
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Numerous people from various types of programs worked together to form a committee to
support the logistical aspects of the exhibit and professional development experiences.
Examples of agencies are: The Chicago Public Schools’ Belmont Cragin, Velma Thomas,
Barbara Vic Chicago and the Professional Development Department; Chicago Commons
Association; The Chicago Children’s Museum; The Chicago Department of Family Support
Services; The Chicago Metro Association for the Education of Young Children; Christopher
House Association; Columbia College Chicago; Three Educational Consultants; Illinois Action for
Children; The McCormick Center for Early Childhood Leadership/ National Louis University; The
Neilson Child Care Center and Learning Center; Truman College; The Winnetka Community
Nursery School, Union Church of Hinsdale; and The Winnetka Alliance.
While this does not include all the organizations in the Chicago area, it does represent many. Its
important to keep in mind how large the Chicago Metro area is (over 9 million people) and
therefore its quite a challenge for organizations to gather, coordinate, and collaborate together
within such a large population.
Some organizations were much more interested in the NAREA Summer Conference and viewing
the exhibit rather than the professional development series. I do think too many professional
development sessions were planned and as result interest became waned.
The City of Chicago was extraordinary in that they collaborated and supported the committee,
the exhibit, and the professional development series. It was exceptional in how the city of
Chicago’s Family Support Services became so invested in supporting the exhibit and
professional development series as a means for adult learning.
There was a great collaboration with Columbia College, Chicago Commons, the Chicago Public
Schools and Elmhurst College, Erikson Institute, DePaul University, and St. Xavier University.
The Preschool programs shared studies done with children and the College/University
Professors responded to and shared comments about the studies. It was a rich collaborative
experience with new depth. It was also something that we wanted to continue annually.
Finally, many college professors took their classes to see the exhibit while programs used as
visit to the exhibit as a professional development session.
3. What opportunities for teachers, parents, administrators, community members and/or
government leaders to meet and discuss the values and goals of education and childhood were
generated as a result of the presence of the exhibit and the professional development series
initiatives in your community? How did these opportunities contribute to a better understanding of
the various perspectives that exist within your community on this subject?
At times during the professional development series values and goals of education were
addressed especially issues related to testing, assessment, and mandated curriculum
requirements. Dr. Antonia Darder, was outstanding as she addressed many issues concerning
education, especially for minority or low-income children. She was an exceptional speaker and I
would recommend her for any further Reggio Emilia related professional development
experiences.
4. How did the exhibit and professional development series impact the visibility of the learning
and relationships of children, teachers and parents within your early childhood education
community?
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There is now more of an accepted interest in the Reggio Approach with its ideals and practices,
whereas it used to be considered an approach that could only apply to a few programs as it was
not feasible or culturally appropriate. Now many of the programs that viewed the exhibit see how
some aspects of the Reggio approach could apply to their situations especially in terms of the
environment, materials, documentation and a strong image of the child. Additionally children are
valued more.
Although funders and the media were informed of this approach, and some did view the exhibit,
there was not a deep interest and that was more disappointing. Everyone has been so focused
on assessment, that thinking about other possibilities seems limited.
5. How have the early childhood educators in your community learned to extend the visibility of
classroom experiences of learning and relationships to include connections with the values and
goals of parents and administrators, as a result of the professional development opportunities
created by exhibit and professional development series? In which way did the educators connect
children’s experiences to government/district mandated curriculum standards and outcomes?
Some programs invited parents to view the exhibit and even did workshops on natural materials
where teachers and parents worked with materials together. See following examples:
"The
Body
Narrates"
(Katie,
teacher
with
Omar,
parent)
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"Transformational Inanimate objects to real life objects that have meaning for children"
(Linda, teacher with Angel, parent)
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As a result of the exhibit there have been more collaborative workshops with parents and
teachers and there have been more opportunities for parents to explore materials, especially
some of the Chicago Public Schools. Unfortunately its difficult to assess all that has happened in
the various and numerous programs in the Chicago Metro area, so these responses are only
referring to some examples.
6. How did the exhibit and the professional development series encourage educators to
document the role of the environment in their classrooms? What did educators and parents learn
about the role of the environment within the school community through the documentation of the
learning and relationships that typically develop within that context?
There are not specific examples of the use of the documentation with the role of the environment
or the new learning about the role of the environment within the school. It has helped to have
some educators view schools already influenced by Reggio elements and principles in order to
see that there are possibilities within an inner city, American context. However, the exhibit clearly
did prompt people to see and comment on the environment and how simple, common materials
(black and white paper) or structural items (columns) whether it be for infants and/or
preschoolers, can provoke and support the breadth and depth of learning.
Following is an example of one educator’s comments about the impact of the exhibit.
The impact of the Wonder of Learning for me as an educator is multifaceted. Some of these, I
can identify, and find focus and expression, and others I believe, are beneath the surface,
impacting me in ways I cannot consciously anticipate. I visited the exhibit no less than a dozen
times, because I wanted to look at individual sections of the works in portions I could digest!
Several areas I visited 2-5 times to provide deeper encounters with the stories. And a number of
my visits were to introduce different sets of people to the exhibits. These visits included one with
the teachers that I work with, one with the parents and teachers from our school together, one
with consultants that work with children at our school, and one with my own parents! Each of
these opportunities were so very meaningful to me. In my visits, to the exhibit in other locations
away from home, I was never able to have the opportunity to deeply study the documentation
with so many different eyes and hearts, so important to me.
Because of all these encounters, I have a better sense of the power of documentation and its
role in learning. I witnessed parents making connections with studies within the exhibit, and then
transform their own approach to their children in every day encounters. Some stated that it truly
helped them to see how important listening deeply to their children is. This was reinforced in a
parent meeting where parents who had visited the exhibit, modeled a wire ear connected to a
cone, with sound waves entering, some reaching inside the ear, and others falling away. This
inspiration extended into their classroom volunteering to explore materials with small groups of
young children in our classrooms. Parents in our school became integral contributors to materials
studies in the classrooms, having been inspired by their encounters with the exhibit.
As for me I found myself drawn especially strongly to the sections of the exhibit focusing on
toddler encounters, in the exploration of "Black is Made up of All Colors", and in the "echos of
light" and "turnsole" segments. My excitement with these stories, led me to encourage with great
excitement our toddler coordinator to visit these areas, and when she came back, she literally
transformed the space where toddlers and parents work once each week. Where once the
materials and projects were the focal point, now the whole of the environment came into play.
She shared with me that she has looked at Reggio exhibits in the past and has been very much
drawn to them but for the first time now she felt inspired to apply ideas inspired from this
documentation.
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As for me, I have begun this year by focusing my work with parents, on helping them to use the
documentation within our school as a starting point for their relationship with our program. I have
been sending them out in small groups to search for a story or place within the school, and to
come back and share in the form of a discussion or an image they create, to interpret and
understand better the possibilities that children such as theirs have to offer. In addition, I am
looking constantly for opportunities for teachers to encourage their children to look at the work
and ideas of their schoolmates and to share their impressions and interpretations of it.
And on a personal level, the visits with my Mother to the exhibit and her subsequent visits, with
her friends and colleagues has enriched the dialogue that we have with each other around my
work, and my own life. I remember as a child in the Philippines, exploring outdoor spaces she
had enriched and encouraged with water, mud, growing things, animals, etc. The children
experimenting with sound using rocks and stones in one of the videos, tapped into my
experiences with my brothers and sisters and truly helped me make the connection for why I am
so drawn to the focus and philosophy of Reggio Early Childhood programs.
Peter
Brown,
Lead
Teacher
Velma
Thomas
Early
Childhood
Center
7. Were the educators in your community able to organize an exhibit of documents of the
learning and relationships of children, teachers and parents to be shared with community
members in a public context during your hosting period? If so, where was the exhibit and how did
your community respond? If not, what plans do you have for such an annual exhibit?
Educators did share some work during some of the professional development series, but there
has been no exhibit of children’s work in the Chicago Area. Some Chicago Public Schools have
begun to have major meetings all together where teachers share studies/projects being done
with children.
There could be a possibility of creating an exhibit of Chicago Area children’s work for others to
view, however it would have to vary from the recent Chicago Metro AEYC Project where projects
were exhibited and displayed in a less collaborative manner. Also there would be many logistics
to address for any kind of Chicago area exhibit and financing would be the greatest challenge.
• Please note the term “studies” is used rather than "projects", as in Illinois there has been great
confusion between the Project Approach and Projects in the Reggio Approach. Therefore we
often refer to studies so there will not be so much confusion with the projects in the Project
Approach.
8. How did the presence of the exhibit and professional development series contribute to
educators’, parents’ and community members’ abilities to advocate for the rights of children in
the community? In what ways did their abilities develop? Did educators and parents develop a
better understanding of current policies regarding early childhood education and issues being
addressed by school and government officials, the disposition to communicate with school and
government officials through e-mail and phone and/or attendance at meetings and rallies?
This area seems to have had the weakest impact. While some educators, parents,
administrators, and government members did view he exhibit, more could have and more could
be done to question and discuss our approaches and values within education.
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There have been major changes in government positions as there are newly elected or
appointed officials who are unfamiliar with principles, practices, and values of the Reggio
Approach and how they could apply to the Chicago Context. There is a new Mayor, a new
superintendent of Chicago Public Schools, and a new Commissioner of Family Support Services.
New initiatives will need to be created to attempt to invite and involve new leaders or their
representatives to better understand key principles and practices of the Reggio Approach and
how they can be applied and valued within a Chicago area context. This is a huge challenge.
Furthermore, private funders do not seem to be so interested in recognition of this approach and
its application in Chicago area contexts. This continues to be a challenge.
Final Comments:
One final remark is that while there still seem to be great challenges within this work, Columbia
College Chicago and The City of Chicago’s Department of Family Support Services plan to begin
a professional development project where 10 Head Start programs will begin to explore and
adapt Reggio principles within their own contexts. This is a pilot project and very limited in terms
of funds and time but it is a great beginning which is being by the City of Chicago’s Head Start
program.
Lastly, the need for a more coordinated, organized effort to share experiences and work together
in exploring and adapting Reggio ideals and practices in the Chicago area is needed. This has
become a priority as a result of the exhibit being in Chicago. However, there have been drastic
funding cuts within the city government and from private funders. So while there is a major goal
to create some kind of Chicago Area network for Reggio inspired educators, it is also great
challenge.
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