There are many treasured values that make the Reggio Emilia philosophy so significant. The 100 Languages is of huge importance to this philosophy as it truly underpins the way children learn, how educators can ignite and foster children’s investigations, and the importance of supporting children in expressing themselves in an abundance of ways.
The 100 languages refer to the “…many, many faceted ways children discover, communicate and learn. Each one of these ways is to be valued and nurtured within the learning environment. It is also believed that learning and playing are not separate but are actually all related and recognised as different ways of learning” (Bear Park, 2017).
Many of the children in the Pepe and Fantail Room are currently using the ‘language’ of graphics to represent their ideas. For some these graphic experiences are their very first opportunities to explore mark-making. Initial encounters can involve simply investigating different mediums which can include felt tip markers, crayons, pencils, pens, and colour pencils. This is a very important process because children enjoy exploring through a sensory lens, as well as begin to develop an understanding that they can communicate and express themselves in a meaningful and creative way.
There are many components to graphics that may intrigue a child and ignite their interest in investigating this ‘language’ further such as enjoying the feeling of a felt tip dragging along the paper, developing the ability to control their chosen art medium, and engaging in sensory rich experiences. Each art medium has a different texture, colour, smell, and taste which provide endless opportunities to stimulate their senses.
Through actively re-visiting these creative experiences, children also develop crucial skills such as their hand-eye co-ordination and fine motor skills. Children combine these skills and engage in research including testing out ways to control a pen or which hand feels more natural to use. Studies have shown that these experiences support children in learning how to grip and hold a pen, which is a big part of their early literacy development.
At home, you can continue to foster children’s rich learning and desire to communicate through the ‘language’ of graphics by providing different mediums such as crayons, chalk, paint, pencils and markers. It is important to also pay attention to the different materials you are offering children to make marks on such as different sized plain paper, coloured paper, cardboard, concrete, lined paper, newspaper or cardboard tubes.
As well as a variety of resources and materials there are several significant ways that you can further support children’s learning. We know that active re-visiting is crucial for developing new skills, so when your child brings home their drawing it is great to talk about what they have drawn whilst celebrating alongside your child by displaying their picture. This is important as it shows that you really value their form of communication.
Role modelling is a great tool too. If you are writing on paper (e.g a shopping list) invite your child to join you. It is important to recognise that marks can be made with all types of materials in many types of media such as when you visit the beach, can you find some sticks to make marks in the sand? Or can you use brushes in water to paint on the pavement? A wide range of experiences is important for nurturing children’s investigations into graphics.
As children become greater experts in graphics, they begin to form an understanding that their marks carry meaning and can be used to represent things. Their purposeful marks are of great importance to the child and must be valued as they use their drawings to communicate and express themselves.
Children will also often make connections in their graphics with what is currently happening in their own lives, as they use marks as a tool to make sense of the world around them. Some examples of these in the Fantail Room include a child who shared with me that that he was drawing a “tree” and another who drew a “circle”. Here, they are using graphics to explore and communicate their thoughts and represent their ideas. This in turn also fosters children’s creativity and imagination as they develop their working theories.
Over this creative journey, children will be enriched to develop their verbal language. Mathematical and scientific learning opportunities will also be supported and interwoven in these learning processes as concepts such as cause and effect, being a researcher, shapes, and colours are naturally explored. Graphics is such a valuable ‘language’ that we will continue to foster and celebrate at Bear Park as the learning potentials are truly endless.
– Courtney Munn, Bear Park Mairangi Bay.
If you’re interested in booking a tour to visit our infant/toddler room, we’d love to show you around. Head to Book a Tour to organise a booking.
