written by Miyuki Manabe
Early Childhood Educator, currently living in Brussels.

On the third day of the REMIDA Conference, we were divided into four groups and were given a chance to explore the Dialogue of Reggio. I chose to participate in the Light Exhibition, which took place in the Atelier, and was lead by “atelierista”, Alba Ferrri.

*What did you see in the Atelier?
*Tell us about your experience using the tools of light in the Atelier.
*How was light used in the local schools?

*What did you see in the Atelier?

In the Centro International Loris Malaguzze, where the conference was held, there was a wide open exhibit space, about 100 square meters. The space was fairly dark and spacious with a calm atmosphere. There were various light activities spread throughout the exhibit space, which were enticing to explore.

Light Tunnel: Upon entering, you see a small tunnel. It is high enough not only for children to go through but for adults also. It has white plastic walls which were lit up with the light from the other side.

Your shadow shows up and it changes depending on your movement. There is a sensor and if you activate it, it makes a short noise. Children can explore themselves here, audibly and visually.

Overhead Projector: An Overhead Projector is used for investigating transparent materials. (ex. plastic, piece of colored tissue and cellophane paper).

These materials are projected upward onto a screen, and children can see and experience the change of the dimension of the materials, being projected, by moving the head of the projector.

Light Table: A light table “consists of a wooden box with two strips of cool fluorescent light tubes, fastened to the bottom, with a sheet of opaque Plexiglas covering the top.” (An exert from the book “Authentic Childhood” by Susan Fraser). There were a few around with various plastics and papers on them.

Light Poles: There were five poles placed on a short table. Each pole is about 1m high with wheels on the bottom, so that it can be moved easily, and a circular mirror at the top. Light comes from a light bulb on the ceiling and the idea of this exhibit is to pass the light from one mirror to the next. Each person has to move their pole to find the best position to receive the light, coming from the former person. The last person must send the light to the final pole which has a sensor on it. If the sensor receives enough light, it will make noise and light up the pole.

*My Experience

After a quick introduction to all of the exhibits, we were divided into small groups and give the chance to explore one activity, in detail. I went with Manipulate Light Poles, which I had never seen in Reggio’s books before. We chose one person as a “document-er” of the activity and five other participated in the task at hand.

First of all, we were all confused with these unfamiliar poles, and it took us a long time to figure out how they worked. The mirrors were placed at a high position of the pole and it was difficult to tell whether they were catching the light or not. To gather the most light and to send it to the next person, we had to think of the positions of all the poles. If one was on the route where they cut off the light, it would affect the amount of light, so it had to be reallocated. We also had to be aware of the positions of first and last pole, because they affected the result.

There were five of us but it took us more than thirty minutes to l get our path of light aligned to reach the sensor, with a string enough light, to activate it. When we did, people in the group gave a big sigh of relief, success!

I asked the person from this center (who did the guide and translation about this activity and how it works) how long it usually takes for children to figure this exhibit out and she replied, “They find out in a very short time.”

*Ray of Light in local schools.

During the conference, we had chance to go and observe one of the local preschools. I went to the Villeta School ( age 3 to 5).

Here, I will write about Reggio’s “Principles of Light Transparency”, which I found in action at this local school.

Mirrors are all over the places. they hang on the ceilings and the classroom walls. They are placed on top of tables, used for collage activities and under children’s art work.

There are mirrors in the activity corner, and placed at children’s eye level so that they can see their own work and other’s work as well. Light reflects in these mirrors and other glass objects, shining around the room.

In one corner of 4 year old’s class, there was a mirror which was formed into a shape of a pyramid. It was about 30 to 40 cm high, for children to look inside, and see as one does in a kaleidoscope.

The top floor of the building is used as an Atelier. There are galleries with light shining on the children’s art work, before the entrance to the atelier. The artwork was hung very nicely and respectfully. I saw a light table in one corner and an overhead projector in another. Some of the children’s artwork was also hung on the projector’s screen. As you walk down, there were rectangle shaped mirrors on the water tank, which reflected lights and shined beautifully.

Educators put children’s comments of their work on their artwork. It tells parents and visitor what was happening in these projects.

“This information is made transparent, such as through the documentation of the children’s work that is displayed in the entrance ways and on the classroom walls. On a deeper level, transparency is seen in the openness of the educators of Reggio Emilia to learning from the ideas of others working in the field of early childhood education and in their willingness to share their approach with visitors from all over the world. ” (an exert from the book “Authentic Childhood” by Susan Fraser)