ReFocus “is the UK network of early childhood educators, arists and others influenced in their practice by the preschools of Reggio Emilia.” Below is a book review I wrote for the Winter 2008 Issue of the Refocus Journal (available in their Bookshop).

There are two people I would like to cross paths with in my journey as an early childhood educator; Vea Vecchi (of Reggio Children) who I have had the pleasure of hearing speak on two occasion and Ursula Kolbe, whom I have just become acquainted with through her latest book, “Rapunzel’s Supermarket: All about young children and their art”.

Ursula Koble is a Sydney-based artist with 30 years of experience in early childhood education as a teacher, university lecturer, writer, and filmmaker. She has a special interest in promoting the Reggio Emilia concept of ‘teachers as researchers’ particularly with respect to the documentation of the social context of children’s drawings. In her writing, she veers away from a “textbook speak” and delivers her thoughts and ideas, research and observations in a practical, inspiring and down-to-earth way. Each chapter in Rapunzel’s Supermarket offers suggestions for ways you can support, challenge and guide children to realize their potential as image makers whilst subtly reminding you to celebrate with them along the way.

‘Learning to See’ is the underlying theme in Rapunzel’s Supermarket. “Being attentive to things, seeing familiar things anew, seeing the extraordinary in the ordinary are aspects of this theme which recur throughout. Why? Because ‘learning to see’ – with all the senses – is the starting point for learning about the world, the starting point for making images.” As adults we have an abundance of experience and knowledge that we have acquired over the years. As teachers and parents sharing time and space with young children, it is important that we apply our experiences and knowledge to the everyday, but it is dually important that we actively continue ‘learning to see’.

Rapunzel’s Supermarket is organized in sections to make it easy for readers to pick this book up, whether they have five minutes or one hour, whether they are looking for inspiration or seeking insight. I have to admit, I read this book from cover to cover in just one sitting, with ease and much enjoyment. If I had you in my living room I would go over each page with you, admiring the photos, poems and art pieces but since I don’t, I have highlighted each chapter below.

In “Magic in Everyday Things”, we are reminded that simply taking the time to look, touch and listen with children will add a depth of experience to their lives that organized art class might not. “If we try to look at things with children. if we value the moments when they stop and stare and wonder at the world, then we probably do more for their creative, aesthetic and artistic development than a host of specific art activities might ever do.” We are guided through the act of looking at marks and lines, discovering shapes and forms, colour, texture, patterns, light and shadow and how to help children give each a visual language.

In “Kinds of Image-making”, the author gives us an overview of the types of image-making of greatest use to young children for exploring, representing and communicating their thoughts. The most prominent are Drawing, Painting, Clay-work, Collage. Building and Constructing which have been broken down into five insightful subheadings; “Appreciating what children do” “Interacting and Guiding” “Further challenges” “Time and Space” and “Materials and Tools”.

“Sharing Interests and Passions” was a very enjoyable chapter for me to read. I spent a few minutes with each project remembering at one time or another that I have had similar projects and ideas emerge in my classroom. The written documentation here supported by images and art work is an excellent example of what goes on in “Reggio inspired” learning environments. “Remarkable things can happen when children share and investigate ideas about a topic over days, weeks and even months. In this chapter are some examples of what can take place. They show how different media, such as drawing and clay-work, influence what children do. By making various kinds of images around a topic, children can reach new understandings of whatever it is that interests them.”

“Other Matters”, highlights the importance of allowing children time and space to create whether it be at home or in the classroom. If children have a reliable space, with reliable materials, they have the freedom to create and express themselves and will do so over and over again. Tips on setting up a studio space, displaying and documenting children’s work as well as answers to the question “Should I Draw for My Child?”, “Colour in books, should I buy them? and Should you be concerned if children copy images?”, “What about Gallery Visits?” can be found here.

“Sunlight and Shadows” is dedicated to bringing together the four headings used above that provoke questions and ideas that may lead to discussions and experiences between both children and adults, a “true exchange of information”.

No teaching resource is complete without a page for “Recipes” and “Further Reading”, Rapunzel’s Supermarket has included both.

I highly recommend this book to anyone who spends time with children, whether at home or in the classroom. It is a great reminder to wonder and imagine what it is like to see something for the first time through the eyes of a child and also to allow oneself the pleasure of seeing something for the first time, over and over again.

Read an Excerpt