Reggio Emilia Aotearoa New Zealand (REANZ)
REANZ is a charitable trust that has been in existence since June 2009. There are ten trustees of REANZ, each of whom bring a considerable breadth of expertise and experience: practitioners working in the early childhood and primary sector, tertiary educators and those in other roles related to ECE. REANZ is committed to providing opportunities for teachers to critically engage with the pedagogy of Reggio Emilia within the cultural content of Aotearoa. One of the main aims of REANZ is that the knots and complexities that can emerge from these encounters with Reggio pedagogy and practice will cause educators to look more closely at their own ideas about education.
REANZ invites you to join Bridgette Towle and Diti Hill-Denee to explore the interface between the concept of intra-active pedagogy (Lenz Taguchi 2010), the principles and philosophy of Reggio Emilia, and the bicultural context of early learning in Aotearoa New Zealand.
The two conversation evenings will be of particular interest to teachers who are wanting to deepen their understanding of the Reggio Emilia approach and to expand their philosophical thinking in the context of their practice.
Dates: Wednesday 8th August Wednesday 12th September
Venue: Kohia Education Centre, The University of Auckland,
78 Epsom Avenue, Auckland.
PARKING : Gate 2, level 2.
REID’s two-part symposium, Winter 2018
Process vs product
in early learning visual arts
A statement made by teachers in early childhood visual arts education contexts in both Australia and New Zealand is that ‘the process is more important than the product’. This presentation aims to generate dialogue and debate about this statement, drawing on John Dewey’s ideas about art education and considering Reggio Emilia approaches to visual arts. The two-part symposium will challenge you to think about how to be an intentional teacher in the visual arts for young children in the context of Te Whāriki2017.
Presenters: Dr Gai Lindsay, NSW, and Dr Lisa Terreni and
Rachel Denee, Victoria University of Wellington
Dates: Part 1: Saturday, 30 June, 9.00am to 1.00pm.
Part2: Thursday, 16 August, 5.45 kai. Seminar: 6.15 to 8.15pm
Venue: for both parts: Te Rito Maioha/ Early Childhood NZ,
191A Thorndon Quay, Thorndon.
Cost: $125 (incl GST), for both seminars and delicious kai at both.
When your dance and my dance are entwined
Clare Battersby, TAPAC, Auckland, New Zealand Contact: firstname.lastname@example.org
Elizabeth Battersby, Education Consultant, Auckland, New Zealand Contact: email@example.com
This project dialogue examined how an emerging sense of dance identity might enhance a child’s awareness of and feeling of belonging in the world. It presented interviews with children that explored Clare Battersby’s long-held belief that children’s evolving sense of self develops and is empowered through their experience of an inclusive approach to dance. Here they are challenged and experience joy and success. This approach is rooted in contemporary dance theory, educational pedagogy, and theatre performance. It has no syllabus or examinations, but, rather, a co-constructed emergent curriculum. Every child is welcome in the class, which caters to their interests and abilities through collaboration between the teacher and participating children.
Primary Provocations Seminar
Re-imagining Power, Intent and Practice in the Primary Years of School- Jill McLachlan
The Compass Not the Road - One School’s Journey Towards Emergent Curriculum Andrew Morrall and Jade Bell
Reflection by Liz Battersby, April 2017
It has been intriguing to reflect on this thought-provoking day with Jill, Andrew, and Jade. They have each found ways to embrace Reggio-inspired practice in their different educational roles. Jill is an early childhood teacher and education consultant in NSW. Andrew is principal at Rolleston School in Christchurch. Jade is one of the early “pioneer” teachers involved in implementing a Reggio-inspired approach at Rolleston. I know from personal experience how powerfully encounters with the Reggio Emilia project can shake up teachers’ thinking, capture the imagination, offer tantalising glimpses of what could be, and reward us with children’s deep involvement in learning. Jill, Andrew, and Jade have experienced this shaking up, while taking their own Reggio journeys. Their ultimate joy in what they have discovered and their transformed practice would encourage any motivated educator who is seriously considering travelling this road. The benefits to children’s learning are profound.
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