Thinking in Terms of Principles
The biggest tension in embracing emergent pedagogies, such as the Reggio Emilia Approach, is the freedom and possibility in what can be done living alongside the practical “so what do I do tomorrow?”. When I work with others in cultivating their own practice, I attempt to balance examples of what can be done with invitations to create and act on our own ideas. These invitations are ones to practice thinking first in principles of the approach, and then implementing something in practice. I want to support educators in feeling more confident in thinking in terms of principles. But most of us have not been exposed to this idea let alone invited to practice thinking first in principles.
What does it mean to think in terms of principles?
It means to first define what is the fundamental truth or assumption that you want to drive your work (in terms of what you are aiming to do). For example, a foundational principle of the Reggio Emilia Approach is acting from a strong image of children as strong and competent. When I first read of this principle, I quickly took it on as a principle I wanted to drive my work with children.
The next step is to then do something that aligns with the principle. It requires us to let go of having to find the one best thing to do, but think of what could be done, and then trying things out. It requires us to trust our ability to reflect on our actions, grow, and pull on our knowledge. It requires educators to embrace seeing themselves as intellectuals, people with ideas worth listening to and workshopping.
How do I get started thinking in terms of principles?
Engage in the following : intend, do, reflect, repeat. In other words, set an intention, do something in line with that intention, reflect on what happened, and iterate.
I will use a current project as an example. I am collaborating with children, teachers, and families in our little ones using our words, gestures, and images to communicate our needs and wants instead of biting. Given I want to act from a strong image of children, teachers and families, I assume everyone is doing their best and will be more successful with more support. I also am working from the principle that all behavior is communication. As a result, when a child bites, I frame the behavior as communication, albeit one that is harmful to others and that we wish to redirect. At the moment, I intend to come from curiosity in paying attention to what conditions allow for children to use their words rather than biting. What I am doing is taking ABC notes to support the teachers in finding patterns and not feeling defeated in the face of what may seem to be random incidents. I am also reminding families of how we can show compassion to each other while also holding each other accountable. I reflect on whether children are using other methods to communicate more often (lately they are!) as well as how well educators and families are able to focus on restorative and compassionate practices that serve to develop community in the 2’s classrooms rather than factionalize (i.e. lead to families of children who bite to feel ostracized from other parents). I then repeat by setting a new intention for the next day, which is often times similar to the one before, and build on our successes.
Often, we are prepared as educators to know what to do, what is “best”, rather than integrate what we intend, what we do, what we know, to then reflect and repeat to deepen our practice of thinking in terms of principles.
Thinking in terms of principles is difficult work at first, but something that I believe we all must get better at to be able to hold the complexity that it is to be human in this world of ours.
