What children learn does not follow as an automatic result from what is taught, rather, it is in large part due to the children’s own doing, as a consequence of their activities and our resources.
—Loris Malaguzzi, The Hundred Languages of Children
The unique LoLi-Fe-TaTo curriculum is founded on “relationships” as we are convinced that real learning happen when we make connections between things, concepts and experiences. To do this, interaction with people and surrounding environment is key.
At LoLi-Fe-TaTo we value the strong potential for development that children have within themselves. And we observe, we go deeper and we seek understanding of children’s thinking, questions, and curiosities.
Learning is an active process, not a transmission of pre-packaged knowledges. We don’t have fixed curriculum as it is built day-by-day, tailored for our children interests. When learning is guided by children rather than the standard “transmission-absorption” methodology, learning becomes interesting, fun and more productive. In other words, learning becomes individualized.
As the curriculum constantly undergoes modification and updates, at LoLi-Fe-TaTo we have a strong teaching organization and routine to make this “Emergent Curriculum” works.
An example of LoLi-Fe-TaTo curriculum
Making connections: from ants to chocolate
During summer, it is known, ants collect foods for the tough winter times. Small, Hardworking and disciplined, ants always drew the attention of children. Such a simple and basic interest can trigger many activities in our school and teachers should catch this will to discover. Teachers may ask children to make drawing of ants or maybe to take photos of them. Even if some kids dislike drawing, the interest sparked by the ants will ignite the learning process; all kids will start drawing because the task is meaningful (FEEL). However, drawing is just the start: children will start to ask themselves about how ants live and how they build their nest; or maybe they will wonder why ants have, apparently, no shadow (LOOK) and why they make, again apparently, no sound (LISTEN). All their observations and comments are recorded in our daily journal by our educators. Also, the interest for ants will be used to explore little literacy and numeracy (how to write the word “ant” or “how many ants did you count yesterday at the park?”). Most probably, the next time children will find a long line of ants in the garden, they will be even happier to observe and TOUCH what they learnt and discussed in the classroom. Teachers shall follow this interest by looking for ants storybooks, for example. As the storybook may tell about the big ant’s nest in Africa, children will start asking themselves about Africa and how big is that continent and how people live there and what do they eat. And they will find out that the chocolate they love so much (TASTE) comes exactly from Africa and they will be eager to know more about chocolate….