“We are and we need to be convinced of this - in an ecosystem... Our organism, our morality, our culture, our feelings are connected to the environment, to the universe, to the world. And therein lies the web of our life”
- Loris Malaguzzi
Dialogue with Place
Dialogue with Place has taken our children, teachers, and school community on a wonderful learning journey of rich deep inquiry and collaboration. What did the teachers as well as the children feel important about ‘Place’?
This was the beginning of our project, and the question that ignited the different pathways classes took. Through observation, listening, being present and slowing down to enable ideas to grow, the children and teachers became researchers together, forming a profound bond with their place, unearthing its hidden treasures, and celebrating its rich stories.
I kept reflecting throughout this year’s project on Tūrangawaewae, one of the most well-known and powerful Māori concepts, tūranga (standing place), and waewae (feet). It is often translated as ‘a place to stand’. Tūrangawaewae are places where we feel especially empowered and connected. They are our foundation, our place in the world, our home. Our outer world and inner world:
During this journey, the children found their place to stand, metaphorically, nurturing a lifelong love for learning and a deep appreciation for the many places we can call home.
Dialogue with Place has not ended; I believe it will continue to evolve and grow with each child throughout their life.
Ms Penny Pedagogista
"The environment is the third teacher. It speaks to the child about beauty, order and relationships. It invites curiosity, discovery and connection. It's a canvas for the dialogue between children and the world."
Vea Vecchi
Dialogue with Place
At the heart of our classroom philosophy lies the belief that every person and place has a story, a spirit, and a lesson to teach us. Whether it’s the garden with its trees older than us, the quiet nooks found in the corners of our quite space or in the countries and cultures we are all from, every discussion around place has invited us to listen, observe, and converse with it.
We believe in the potential of every child to construct their own learning through these dialogues. Our role was to guide and provide them with the tools and the language to engage deeply with their surroundings and those in it. Through observation, inquiry, and creative expression, our Prep family learned to see the familiar in unfamiliar ways, and thus, found the unfamiliar waiting to be discovered in the most familiar places.
Dialogue with Place
Our journey has taken us through projects that were as diverse as the people we are and places we explored. We found a home within our classroom space, created art that reflected our personal and collective experiences, and engaged in discussions that helped us discover our wider community through new eyes. We invited you to join us in this dialogue too. You shared our space, your culture, and your experiences of what 'place' means to you. Together, we have built a tapestry of connections that has enriched our children's learning, and our own.
In our class publication, you will peak into our adventures, imaginations and experiences. You will see the incredible journey of how Prep have rooted themselves in belonging, creativity and acceptance, in our ongoing conversation with who we are and how we connect with our spaces. We look back on this journey with gratitude, celebrating our discoveries, and learning from the surprises along the way. With reflective joy and appreciation, Ms Robyn and Ms Dani
United by Discovery: The Joy of Shared Journeys
We began the year together in a beautiful and spacious new classroom. In the beginning, everything felt fresh but unfamiliar. It took time to learn the new flow of being in Prep, especially which new subjects we had, as well as learning all the names of our new classmates and teachers. From making our Daily Schedule with Prep's wonderful drawings, we were able to work together to remember the flow of our day. Slowly but surely, we eased into our daily rhythm and our sense of belonging grew as we had shared responsibilities and helped each other.
Our classroom has changed throughout the year and has become a place where we feel safe to explore, connect and learn.
Cathy
Family Assembly and Book Week
When the time came for our first Family Assembly, what was immediately remarkable was the sentiment and attachment between us as individuals and the classroom space you had built and inhabited. As well as the shared sense of community between each other, our Family Assembly showcased how both the classroom and the home are intricately connected.
We furthered this connection during Book Week where we invited families in, to share their favourite stories and books. Hearing all about why you chose these beautiful stories and how some books had transcended generations, was beautiful.
Board Games
The simple yet profound act of playing together, be it through playing games, creating together or through dramatic play, has woven a tapestry of close connections among Prep learners. Through the strategic turns of board games, they’ve learned the values of patience and strategy, celebrating each other’s victories and offering support in moments of defeat.
Exploration
The rich explorations undertaken by Prep have been pivotal in knitting a fabric of connections among us, transforming their educational journey into a collective adventure, finding their place within their friends.
Threads of Connection
As children interact, play, and learn together, they forge bonds that teach empathy, trust, and understanding. Through these relationships, children learn to navigate social landscapes, expressing their feelings and listening to others. Friendships offer a safe space for experimenting with social roles, resolving conflicts, and experiencing the joy of shared achievements.
These early friendships lay the groundwork for interpersonal skills that will benefit children throughout their lives, teaching them the value of connection and mutual respect, helping them to truly find their place in the world.
Waiho i te toipoto, kaua i te toiroa. Let us keep close together, not far apart.
Maori Proverb
“Relationships and interactions form the heart of the Reggio approach. It is through these dynamic interactions within their environment that children construct their understanding and co-create their knowledge. Exploration in Reggio is not merely about acquiring facts but about generating new ways of thinking and seeing the world.”
Vea Vecchi
Olo the Tree
Prep then began to extend their dialogue with place outside of the classroom.
This was clear when they all showed a great deal of love and concern for a specific tree.
'Olo' was going to be cut down from our garden and Junie, along with her older sister Ella, was our wonderful guide, making a petition to save our beloved tree. Prep discussed, signed and supported Junie's proposal as their concern for the world around us was so apparent.
Junie and her sister Ella, presented their argument and petition to Ms Penny and Ms Trang. They were confident but concerned too.
Would they listen?
Have we done enough to save Olo? What happens if we don’t save her?
Then sharing that special moment with family and friends. What an achievement!
"We can't breathe without trees." - Dua Hau
"Where will the animals live?" - Sonny
"The animals have no home." - Cathy
Junie
Caring for Ourselves and Others
Prep have continued to develop this beautiful consideration of all living things. Their simple acts of kindness with each other and their deepening emotional intelligence and interest in plants, landscapes and animals, has been wonderful to be part of. They have been intrigued by some wonderful books we have read about conservation, including ‘Luna and Me’ (Jenny Sue-Kostecki-Shaw).
Fumi
Their sense of care moved to the imaginative corner where, as a class, we created an environment that encouraged caring for the self and for others.
“What is wrong with you Sonny?” - Dua Hau
Wonder: Exploring the world through Food and Culture
Isn’t it wonderful to grow up in a space that celebrates our differences? Prep class is a space rich in cultural diversity, with many families coming from different backgrounds, religions and ethnicities. Understanding and appreciating culture has helped us develop empathy and compassion. We have learned to see the world from different viewpoints and especially tastebuds. Learning about each other’s cultures has enabled us to not only learn respect for others’ beliefs and practices but also to celebrate and enjoy them.
What better way to do this than through the sharing of food? Through 'Food Science', we learned all about preparing a range of tasty cuisines from all our countries. Sometimes we learned basic mathematical skills like measuring, other times we talked about nutrition and food as an energy source, but mainly we discovered the cultural aspects of these foods. Food science was a wonderful way to share a little bit about us as individuals, as well as laying the foundation for joyful eating habits later on.
Here are just some of the worlds dishes we discovered, shared and tasted. They were all so delicious. What a beautiful way to share a little of who we are, in a place that holds such fondness in our hearts. We made Bingsu (South Korea), Makizushi (Japan), Bánh Xèo (Vietnam), and Hamantaschen (Israel).
‘Onion’,
Cathy
‘Purple 0nion’, Aaron
‘Onion’, Rije
‘Onion’, Mhairi
‘Onions’,
Minato
Visual description of onions growing underground.
‘Onions’, Moon An
Visual description of onions being cut in half.
Exploring Our Roots: Discovering Our Origins
"Japan flag is so easy! I can just draw a red circle!" - Minato
"Why did the dinosaurs die? Were their dinosaurs in Vietnam?" - Cathy
"I'm drawing the equator. It's in the middle" - Rije
Our weekly Food Science explorations taught us about different cuisines from the countries children in Prep call ‘home’. But where is ‘home’ to each of us? We explored and made maps, discussed how far or close we were from each other and what made us different or similar. We especially loved looking at flags and discussing their colours, shapes and similarities.
As our time together draws to a close, we are filled with immense pride and gratitude. Through laughter, learning, and explorations we've grown together, creating memories that will forever remain in all our hearts. Our connection to 'place' has weaved its way throughout the year. From each individual working out how to find their place within the group, to finding the confidence and passion to share your culture with others, accepting other's ways of life and questioning our impacts on the 'place' we all call home. Though our time in Prep may end, we know that you will continue to connect the love and lessons we've all shared.
Thank you for a beautiful journey together.
Efi and Raya
‘Tomatoes’, Wing Wing
Researchers
Aaron (Nguyen Phuc Gia Hung)
Bo (Nguyen Bo Long)
Cathy Ngoc Nguyen
Dua Hau (Vu Nguyen Uyen Mi)
Efi Goldstein
Emma Kobayashi
Fumi Tanaka
Jessica (To tran Kha Han)
Junie Gaboury
Liam (Vo Phuc Khang)
Macca (Tran Ngoc Binh An)
Mhairi Georgina Burgess Beyerlein
Mimi (Misora Murao)
Minato Sugimoto
Mizuki Kazama
Moon Thy (Nguyen Le An Ty)
Moon An (Nguyen Minh An)
Raya Goldstein
Sonny Wrigley
Sophia (Tran Sophia Nhu)
Wing Wing (Cheung Truong Vinh)
Ziya Mai Nquist
Teachers
Robyn Kinniburgh-Clough (Lead Teacher)
Danielle Andrea (Lead Teacher)
Hạnh Tống (Co-Teacher)
Võ Thị Quỳnh Anh (Co-Teacher)
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AURORA INTERNATIONAL SCHOOL OF THE ARTS
11-11A-13-15 Tran Ngoc Dien, Thao Dien Ward, Thu Duc City, Ho Chi Minh City, Vietnam. +84 (028) 3744 2991 / +84 (0) 982 012 860 info@auroraschool.vn www.auroraschool.vn Scholastic Year 2023/2024
