Credits Pixabay
I know you are curious by now why am I talking about "provocation" in an educational field?
" Provocation " according to the Reggio Inspired Learning is a proposal, a suggestion, an incipit , that educators set up and place in a corner section, and that invites children to participate, recalls their interest in materials, objects and installations proposed which invites them to exploration or discovery.
In other words, “provocations” provokes !
They provoke thoughts, discussions, questions, interests, creativity and ideas.
What can we consider a provocation?
An object, an image, a book, some shells ... everything that arouses the interest of the child. It does not have to be complicated, sometimes the simplest things are the most inspiring. The starting stimulus can come from an experience or a meeting that the children have made or, sometimes, from a proposal made by the educator.
In each provocation, the different materials are selected based on the needs and interests previously observed in the classroom. These materials are preferably natural or provide different sensory information, which combine with each other, allowing them to express themselves. For example:
An interesting photo, an image or a book
Natural materials
An interest that the children have shown
A particular object (eg magnets, maps)
New means of creative expression
An event (for example a presentation, a holiday)
Credits Pixabay
On a practical level, a provocation consists in preparing a set, setting up an activity, proposing materials.
Setting up a set means preparing a series of elements through which the child can try to explore new techniques, new manipulations and observe changes. The provocations inspire questions, reasoning, thoughts, help to freely express the child.
But how? And based on what purpose?
First of all, we need to pause for a moment on the interest that materials could give rise to. What in the eyes of an adult does not represent much could instead be an inexhaustible source of ideas for a child. Let us not dwell on appearances but we propose according to the attitudes of children.
The adult (the educator) does not explain what to do, does not suggest or direct the game; but it is the children who, with their curiosity, their desire to explore, to discover, decide to approach the material (if this attracts them) and decide the use, the mode of play, based on what they have need at that moment.
The educator observes the game and draws information about each child, about his needs, interests, development and evolution of the process that every child puts into practice while playing: the important thing is not a final result but the process. So the educator, while remaining the figure of reference, does not intervene but makes sure that every child feels safe and free to explore in his particular way.
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