Reggio Emilia Approach in a South African Context :

1. About me, my centre, staff, children, mission and goals

I am Mathapelo Maureen Mathibela, The principal or pedagogista of Mother goose Corner Day care Centre in South Africa, Gauteng province, on the east rand of Johannesburg, Ekurhuleni metropolitan municipality. I am  currently  studying, second year of diploma in grade R, currently a title holder of the best ECD practitioner in Ekurhuleni municipality, and 1st prize winner as Best ECD practitioner in Gauteng, awaiting for final announcement as best ECD practitioner in South Africa,   First AREA ,study tour award prize-winner at Centre Loris Malaguzzi foundation in Italy, Reggio Emilia.

Mother goose corner day care centre was established by Mrs NJ Selolo in the year 2000 to 2009. The centre that began from humble beginnings to a fully fledged  ECD centre, succeeded by myself, from year 2009 to date.  The centre caters for children from the age of 3 months to 6years, operating from Monday to Friday, and 06h 00 in the morning to 18h00 evenings. Mother Goose children are from the surrounding areas of Germiston, informal settlements and local townships viz Katlehong ,Vosloorus, Thokoza. The centre is a fully registered ECD site with the following government departments, department of environmental health, department of Social Services and department of education. We are registered as Non profit organization company meaning that  we are semi private and semi public, relying mostly on fundraising from the corporate world .We receive funding from department of social services meanwhile department of education focuses on training and curriculum, supplying the centre with learning teaching support material.

Our centre caters for 217 children.  We operate on a 991 Sqm yard, that has two houses  on the residential site and the property is zoned as a place of instruction with the department of city planning  .Children are divided into different age groups junior phase  constituting of 0-4 years old and senior phase  consisting of 5-6 years which is called Grade R , The preschool group.

We have six classrooms with a minimum of 4 * 4 m2 each. Each classroom is supervised by two practitioners, one practitioner to guide and assistant for documentation. The kitchen consists of two cooks, to

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prepare two meals and two snacks per day, they are assisted by practitioners and children in serving the meals.  The centre is maintained by two capable cleaning staff members. 

The 217 children are guided by a team of National qualification framework (NQF Level 4) qualified 12 practitioners. Several of these practitioners have completed the Introductory course of Reggio Emilia Approach, which helps them in their implementation. They are still continuing with professional development on the Reggio approach during meetings at Mother Goose and at events arranged by the Africa Reggio Emilia Alliance.Vision

To holistically develop children from infant stage to become confident thereby allowing them to have bright start to the future, no matter the background

MissionEnsure:

that children 's rights are observed and respected  that children are active participants and constructors of their own

learning that they grow through curiosity and their researchers of their

own pedagogy. that the  learning environment is conducive to learning.

Goals

Promote health ,physical growth and motor development Increase independence instead of dependency. Strengthen inner emotional controls  Recognize reasonable limits and self discipline Instil the culture of caring and sharing Help children to critically think ,observe,investigate,seek and

acquire valuable information. Express themselves freely in art,music and dance. Promote multicultural diversity.

2. About my award

When the Reggio Children – Loris Malaguzzi Centre Foundation selected the Africa Reggio Emilia Alliance (AREA) as the international network member to identify a SA teacher for the grant of the project Learning teachers: ‘Education is a right … Let’s make it possible”,

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AREA had no hesitation in selecting me as the winner of this award. This was the first of its nature and I felt blessed to be the first recipient.

It is an award that is intended to give an opportunity to previously disadvantaged individuals that embrace the Reggio Emilia approach. This came after our dramatic transformation from a conventional ECD centre to embracing the Reggio Emilia Approach in a South African context.

3. School as part AREA

AREA has played is a big part in the professional development of the practitioners from Mother Goose. Practitioners have attended AREA conferences on the Reggio approach where various international speakers have shared their experiences and implementation of Malaguzzi’s pedagogy. They have also attended various AREA workshops and these, together with guidance from the AREA coordinator have contributed to their understanding of the Reggio approach.

4. LocalCommunity,Socio-economicstatus,Languages,Cultural diversities

Germiston is an urban area in the east rand of Gauteng province, South Africa. The city is an industrial centre with steel manufacture and distribution being largest industries. It has large railway workshops, a large glassworks, engineering companies, gas distribution firms and many other heavy and light industries.

In 2001, the population of Germiston consisted of 139719 population 48% described themselves as white 48% as African 1.9% as coloured and Indians as 1.5 %. Germiston is the seat of the Ekurhuleni Metropolitan Municipality (population of over 2.5 million) that forms the local government of the East Rand region of the province of Gauteng in South Africa

Germiston’s socioeconomic status consists of about 40% unemployment rate and with an average income of R3500.00 per month. Mostly being self employed as hawkers and street vendors if not employed by the surrounding companies.

It is a City consisting of different cultural groups from different states and mostly from neighbouring countries viz. Zimbabwe, Nigeria,

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Maputo, Ghana, Somalia ,Pakistan etc most of them being refugees.With the local languages being (Sepedi, IsiZulu, Isi Xhosa ,Shona, Setswana, Isindebele, Afrikaans, English,Xivenda,Xitsonga, Isiswati,Sesotho. Though the language that is used in the centre is English and also is the dominating language locally.

5.   Family needs,alignment with teacher preparation To be addresed in   7

6. I read that you love Reggio

My entire journey in early childhood education I have never experienced such an innovative, interesting, challenging and unique approach to early childhood education.

Reggio Emilia approach shifts and changes the mindsets of parents, teachers, and community.

Children learn through play with joy and pride. The teachers’ confidence is on another level and they enjoy their work without supervision but rely on and collaborate with each other.

The teachers’ participation, parents’ participation is remarkably amazing in a sense that parents don't want to miss any school event.

Parents come to the centre to play with their children. This is something that we initiated many years ago but it was never successful. However with the implementation of the Reggio Emilia approach it is now happening voluntarily and automatically.

Because of Reggio Emilia approach being a philosophy and not a curriculum it is easy to turn it into a conversation. It leads you to live it, sleep it, eat it and ensure that like you everyone around you is inspired by it and start living it and becoming curious to find out more, - "it's contagious you know!"

For example:

When my husband had an assignment about what methods can you use as an individual to help the South African education system contribute to the country’s economic growth?He chose to do a presentation about early childhood education, Reggio Emilia and he excelled and got 96 % without my assistance.

7. Benefits of Reggio Emillia approach

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a. Students

The Children have become more independent The can do problem solving without relying on an adult. They started asking more questions of both practitioners and

parents. They have started exploring their surroundings more. They have developed a culture of caring and sharing. They are more willing to helping each other and help practitioners

with meal servings. They have become more organized and constructive with their

resources. They reflect on their own work. They are more confident and take pride in what they do. They ensure parents participation due to their achievement and

progress.

b. Families

The children have become more helpful at home. They are more willing to volunteer in school projects Their fully involved in their children's active learning. They have developed interest in their children's early childhood

education. They apply their minds in communicating to their children.They

have initiated play programmes with their children and schedule. They have learnt to listen to the child. They have allowed children to take risks. They have realized that to be disadvantaged cannot sideline you

with a philosophy like Reggio Emilia approach because, it allows you to use natural resources and recyclable materials which makes them to take care of their environment.

C1. Pedagogista

My role as a pedagogista

My role is to support teachers, families, community, and professional development of teachers and help educators develop constructive learning environment. I am a mentor or coach.

Reggio Emilia approach has made me realize my inner most strength.

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It has increased my confidence level tremendously. It has taught me the exploration of resources It has helped me with the planning to guide the practitioners and

support their activities. It has made me realize that the practitioners’ continued

development is important. It has made team work very easy due to clear expected

outcomes. It’s implementation is very easy and unambiguous. It has automatically forged relationships with the Families and

communities. It has given our school recognition in our Municipality It has made it easy for me to analyse and interpret the rights and

the needs of the children. It has guided us to strive for best practices in teaching and

learning

C 2. The atelieristas/ practitioner/ teacher( addresses 13)

Our centre does not have an atelierista. The practitioners themselves take the role of the atelieristas as follows:

Children work in small groups in an environment that is setup for children to explore experiment, express themselves, and make mistakes, share ideas with peers.

The environment is setup in an organized manner that helps children develop valuable lifelong learning.

Children interact and explore without limit. The classroom arrangement allows children to use their hundred

languages.

D. School

The children have become active constructors of their own knowledge, with the environment encouraging them to be researchers.

This approach has changed our educational experience from a theme based Daily programme to one which encourages projects and gives children the opportunities to actively participate, explore and question things and build their own understanding of the world around them in relationship with others.

Children have the freedom to follow their own schedules and can

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choose to spend longer periods involved in activities instead of having to be strictly bound by a conventional time table. There is a rhythm and flow of the day as opposed to strict observance of a Daily Programme.(Mathapelo I am not too sure whether I am conveying your actual meaning here)

This approach has encouraged a very strong emphasis on the social development of children as part of a community and their relationships with other children, their families and teachers

It has made Practitioners realise that they have to maintain a relationship with Parents instead of forming friendships with them which can lead to favouritism.

Our image of the child means that we no longer consider them as isolated and egocentric, that we do not only see them as engaged in action with objects, that we do not emphasize only cognitive aspects, that we do not belittle their feelings,  but instead,in our South African context, we hold an image of the child as rich in potential, strong, powerful, competent and connected to adults and children.

Parents now see the centre with a sense of belonging, having developed an interest in every activity, no longer considering the centre as a place of safekeeping children but as a living organism.

The centre is no longer an island but has become an integral part of the community.

e. Community (Also addresses question 9&12)

Our students are mostly within a walking distance, which makes our parents part of the local community that is involved in the centre’s activities.

Parent’s participation is encouraged in a manner that advocates for their children’s learning.

They have a clear understanding of early childhood education as many of parents were not exposed to early childhood education

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in their infant stage.

Parents collect recycled materials for the school.

They have developed interest in their children’s daily event at school.

Parents are not just dropping off their children or collecting their children without engaging in a dialogue with teachers.

Parents have developed an interest in the centre’s project work to prepare the environment since they understand that the environment is the third teacher and are involved in painting tyres, building a mud kitchen, sand pits for sand play, being involved in equipment and building maintenance. While they are involved in this process they engage in constructive dialogue.

Parents’ work closely with teachers in sharing and developing the children's learning in order to ensure a consistent approach between home and school.

Parents meetings have undergone a paradigm shift whereby, we no longer discuss money and school management issues but now children development takes priority.

f&g Government,City,Ekurhuleni Metropolitan.

With our country’s new democracy, at the moment early childhood education is their priority in principle but unfortunately the progress is very slow.

The Ekurhuleni municipality have been to the City of Reggio Emilia and recently had an entourage to study the approach. Though they have not yet given us a “buy in” into the approach.

Accordingly, Mother goose was supposed to be allocated a site to construct an appropriate centre following architectural model of the Reggio Emilia approach, but so far this has not materialised. The centre is struggling to fundraise for this adventure.

The South African governmental model is different from other countries. We have the national government that is autonomous,

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the provinces that reports to the national, with metropolitans and the municipalities implementing. Meaning every province is trying to practise their own model in a bid to have the best approach approved.

A couple of presentations on the Reggio Emilia Approach were requested by and done at the Ekurhuleni Metropolitan Municipality ECD summit and at the Stakeholder meetings. Metropolitan officials also attended AREA conferences at which pedagogistas from Reggio Emilia and other countries around the world presented on the Reggio approach.

8. Reggio Emilia Application (also addreses 10,11,12,

2013 I attended the Africa Reggio Emilia alliance conference at St Marys I was indeed inspired by the philosophy of Loris Malaguzzi, the Reggio Emilia approach.

As I was watching a video of Reggio Diana preschool during the presentation of how 18 months old were preparing an environment for lunch, I was truly taken and decided there and then, that this is what we need at our centre and in our country as a whole.

I was looking at the integration of the so called literacy, Mathematics, Life skills in our SA curriculum and comparing it with the dialogue, the working together, problem solving, “not standing alone” that I saw in saw in the video. I was totally “blown away” by what I saw happening in Reggio Emilia.

I did a presentation to my school board of directors for and they were totally impressed and encouraged that we must be working on embracing the approach.

Then I engaged in a dialogue with my teachers. At first I could not get through to them, because of the usual fear of the unknown. It was completely new approach to them (transition from curriculum to philosophy) and the fact that they were still in training for ECD level 4 qualifications did not do any justice to my cause.

With my young and inquisitive mind and energy driven by

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passion, to them it seemed I was throwing them into the deep end.

2014, we agreed to send one staff member to the AREA conference. I knew that she was the most reluctant person on the staff. If she could see and hear what I heard, she would definitely support me and influence other staff members buy in.

After the conference she could not close her mouth! In my heart I was filled with so much joy, I knew that we were now ready for transformation.

We then engaged with our board for launching the Reggio Emilia approach to Parents, and as already explained, they were indeed behind us.

We then prepared Grade R (schooling going children) to recite the “hundred languages” poem as if they were telling a story to their parents.

After that I gave a presentation of how as parents sitting here today, grew up learning everywhere and discovering things on their own in their environments without anyone stopping them.

For example, when they as children, did not have a ball, they would became creative and use, papers and plastic to make a ball.

How their traditional play used to involve creativity and they had to be innovative due to limited resources and affordability.

How the games of diketo (throw and catch) , hopscotch , kgathi(Skipping rope),  mud play art, using wires to make cars , river swimming, water stone throwing which created patterns, marble play using roll-ons marbles, Black mampatile(hide and Seek). Mantlwantlwane (Fantasy play), Ditshomo (story-telling and rhymes) and many more developed their independence and encouraged them to explore and build their own concepts.

All the above games were played with natural resources , or recyclable materials, which brought back the memories that we have adopted the western culture and often neglected the learning which comes with our abundant rich African culture which was cost effective and was rich in value.

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A very critical question was asked:

How our grandmothers who had never even been to school nor attended ECD ,knew that if they poured 3 cups of 250ml water in a 3 litre pot using maize meal it will turn out as stiff pap?

When they produced such creative and innovative artwork of the Ndebele houses as decoration for their houses, how did they manage all without formal education?

When my presentation to the parents was completed, many heads nodded with a sign of approval. In my mind, heart and soul, this was like a dream come true.

After the presentation it was now time for parents to voice out their opinion on the approach.

The Parents’ Comments: One parent stood up, and as she was speaking, she became

very emotional about how we often do things not because we understand or like them but just to fulfil our parents’ dreams. She saw Reggio Emilia approach as an opportunity to identify talent or potential at a very early stage of a child’s life.

One parent asked about what resources are required and how much will they cost and how will we overcome the challenges of fundraising?

After every parent bought in, it was time to elaborate on the philosophy.

Parents were challenged to a day of parents’ participation or work day.

During this workday mothers, children and fathers should come on Saturday to work on a project of embracing the approach, 

We then wrote a letter of appeal to a company of one of the parents, who informed us that the company wanted to dispose of wooden pallets. We grabbed the opportunity by writing a proposal to have the pallets donated to us. Fortunately, we got an immediate positive response. Once we had collected the pallets; we planned a parent’s work day.

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Step 1. Work Day (the beginning of Reggio Emilia approach )

The school bought of some of the tools and Parents brought some of the tools.

On the day Families and community turnout was not as satisfactory, but we expected that as it was their first time.

Some families brought their friends and colleagues.

Teachers were very involved as project leaders.

We had a leader for every project.

We had a team working on light tables, on a mirror, on the mud kitchen resources, water walls, sand wall & sand pit music wall.

For most of the mud kitchen resources, we went into a hospice shop in Johannesburg piled up a trolley with pots ,pans, spoons, dishes ,you name it, we had it. And the cashier was shocked he could not attach a price for single items because they were too many and he thought they were useless, not knowing their use to us. Laughingly so, he gave us all those things for R500.00

During the course of the week we collected tree studs, in preparation for the work day. On the day they were used to construct a children’s obstacle course.

We had a braai for entertainment after this long day. During this families were taking pride in their work and sharing more information about the approach. Some were saying how they thought it will be costly and it looked impossible or was meant for the rich. Others attested to the fact that this is the approach that takes their children back to their roots, in a natural and cost effective way.

In this we were still dealing mainly with playground designs.

Step 2: Classroom organisation mostly inspired by research.

Our shelves were above the level of children and we had to cut them to the level of children.

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The classrooms were smaller and congested and we had to break walls to prepare the relationship of space.

We painted the walls with natural white paint converting the walls from the traditional green, yellow, blue, red as we realised in Reggio Emilia approach the children need to discover colour on their own.

We changed from the traditional plastic cup, plastic spoon, and plastic plate and replaced them with crockery and cutlery.

We then had to change our eating arrangements from classroom dining to open dining area to encourage dialogue.

We changed the teacher composition from one teacher per class to two teachers per class.

The teachers started to attend the professional development by AREA.

That was a commitment by Mother Goose Corner Day Care Centre to the implementation of Reggio Emilia Approach.

The Reggio Emilia approach implementation in a South African context – The Mother Goose Version:

We.... just.... started!!!!!!!!!!!!!!!!! As Tessa Browne our Coordinator of AREA usually puts it, “the most important thing is to start.” And our icon Nelson Mandela used to say, “It always seems impossible until it is done.”

With the introduction of the new natural resources and recyclable materials outdoor facilities created a new and resounding children’s interest, our observation was that, they were no longer interested in the traditional jungle gym that we had. The interest shifted to a meaningful play.

While we were observing the children adapting to the new organised and challenging environment, we then had a visit from Tessa, who was taken by surprise by the change and

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achievement in a short space of time.

She was so impressed when she presented our achievement to the board of AREA, they were impressed and believed that if I, as pedagogista, could visit Reggio Emilia to hear about the approach firsthand, I would get even more inspired. Hence the Reggio Emilia approach study tour Award.

My study Tour

It is worth mentioning that, Ekurhuleni municipality contributed spending money for me, that I did not really spend but instead brought it back to the school to buy cameras and overhead projectors for the centre after noticing how important those resources are.

One of the teachers commented that as I, Mathapelo was going to Italy, it would be guaranteed that they themselves would benefit a lot on my return. They are still appreciative of what they have learned from me, how we shared ideas together, how we conferred with each other and we deeply elaborated on the key elements of the Reggio Emilia Approach.

The tour to Italy itself, unveiled a lot room for improvement in our implementation, namely;

The relationship of space and the environment. That there is no space more important than the other. Meaning of the word “Participation”. The significance of listening to children. The relationship of the Teacher, Families and children. The role of the protagonists. Understanding of Documentation and progettazione The importance of research and innovation.

As a result of all the endeavours above, Mathapelo Mathibela won a prize as the best practitioner of the year 2015 in Ekurhuleni Municipality and first prize winner of the best ECD practitioner 2015 in Gauteng province.

14. Key aspects :

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Logistically

Rome was never built in one day. We are coming from an era and education of curriculum and daily programmes; we are currently in a learning curve when it comes to aspects of schedules. What we have learned with the philosophy is that, it is virtually impossible to attach a time frame to finish activities.

Even though we do planning of activities , accumulation of resources, sharing of ideas as teachers ,but at the end of the day we are guided by the interest of children, as to how long the activity should take and what direction should it take as they are the main role players and the teacher author of play.

Financial resources, fundraising, public funding

The centre relies on fees paying parents/families for day to day running and there are children from needy families who are not paying fees and subsidised by department of social services.

The only successful fundraising is the one done at the school like Family fun day(through sales). We are still hoping to secure a donor or a sponsor that will officially and formally adopt us.

We have few organisations that are donating equipment to us like Reddam that contributed, lovely, quality, wooden, round table and chairs.

We managed to secure a donation from First National Bank. When they were renovating, they offered, teachers’ desks and chairs

DG Murray trust contributed towards the construction of documentation boards.

Remida, Recycling

Our Remida is currently our Families, children, Teachers and the community due to the lack of commitment and insight by the municipality and government.

We strive to excel notwithstanding the adverse conditions we are operating in.

Our Families and community around continue to give us their valuable support, in recyclable materials.

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15. Reggio Emilia uniqueness in South African context

Cultural diversity Young democracy Previously disadvantaged (poor background) Space shortage, Affordability Patriotism Municipality Lack of involvement Children ‘s rights to education not a priority Sidelining of home based care centres from the system from the

government. Mushrooming preschools Curriculum hopping.

16. Advice

Uphold the image of the child as per Loris Malaguzzi version of the philosophy

Reggio is a philosophy not a curriculum, therefore it is dependant on continued research and innovation as Loris Malaguzzi states that, “education without research and innovation is education without interest.”

Understand that children are not half humans but the best essence of humanity.

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