Reflecting on Wire and the Power of Gathering
Marty Watson
Marty Watson, an educator since 1977, started exploring the Reggio Emilia Approach in 1993 after completing a Masters degree in Education at Bank Street College, NYC. She had the opportunity to be part of a Bank Street Study Group that visited the Reggio Emilia Schools. After her return from Italy, she used her leadership positions to successfully implement the approach in early childhood and school-age programs. Marty retired from her position as director at Dodge Nature Preschool in 2019 and continues to be active on the RINM Board.      

I was fortunate that my schedule permitted me to attend the first Reggio-Inspired Network of Minnesota (RINM) Gathering of the new 25-26 school year. The September event, “Authentic and Intentional Work with Children and Loose Parts,” was a weeknight gathering at the RINM Loose Parts Lab located at the Lenox Community Center in St. Louis Park, MN.  

At least one person commented that they were surprised to see me there since I am entering my sixth year of retirement from Dodge Nature Preschool. Having worked in the field of education since 1977, learning is part of my DNA. As a director for most of my career, one of my most important responsibilities was to ensure the highest quality of professional development possible for my staff. Well-educated staff leads to well-educated, well-cared for and well-rounded, happy children. 

Sandy Burwell, Heidi Wolf and Ross Thompson facilitated the event. They all have a great deal of education and experience in Early Childhood and are part of the RINM committee that plans Monthly Gatherings. They are the dreamers and workers who made the Loose Parts Lab a reality. They warmly welcomed me to the gathering. I soon joined a table with familiar and unfamiliar faces. There, I encountered different types of wire. There was also an article about the use of wire with children, a document that would be easy to use with staff in any school or center. 

Relationships are central in Reggio schools, woven throughout the Reggio Emilia educational project. The Gathering started with introductions. There were people that I had known for many years, new people from programs that were very familiar to me and new people and new programs that I became familiar with that evening. Names and contexts matter, and networking is an important aspect of each gathering. Once we shared our names, it seemed like we had permission to share ideas. 

Our evening then turned to the wire at each table, all of which was recycled from various sources. This was an evening to experience. We soon realized that we cannot really understand children’s work with a material until we, as teachers, have investigated its possibilities. There was a feeling of exploration and wonder, no sense of right or wrong. There may be some techniques to learn before we can be successful or even creative. Some of these ideas dawned on me after the experience. I must admit that part of me, during the event, was wondering what I was learning.

The facilitators paused us several times – to offer additional loose parts and to pose questions such as “How are you making decisions about the wire you are choosing?" “What new things are you learning about the wire as you use it?” They also invited us to look at each others’ work. There were many opportunities to learn and grow. I wondered, is that what the words “authentic” and “intentional” from the workshop title were referring to? The evening included time to study additional documentation and further network with each other. 

So what did I learn? 

• I learned that these RINM Gatherings continue to be oxygen for me. They continue to invigorate me, much like a spa experience or a workout at the gym invigorates others. These gatherings inspire me to continue my excitement for learning and working in the field of early childhood education, even in retirement.

• I learned through the environment as the third teacher. Prepared workspaces, inviting materials and documentation along with refreshments supported my curiosity.

• I was reminded how powerful it is to have time to work and create. I really do not know the possibilities of a material unless I actually manipulate it and experience it with my own hands and mind. 

• I met new people and learned about their work with children and their interest in the Reggio Emilia Approach.

• I learned from others as I observed their work, reflected on that work and considered comments and questions. Reflection is part of the learning process. Questions about our own ideas and others’ ideas are important to the process of understanding. 

• I learned that the evening was not just about wire. It was about all the things that are connected to learning!

During one of my first visits to the Reggio Emilia schools in Italy, I quickly learned that they prioritize professional development. They gather weekly to study documentation about children in their care. The teacher is thought of as a researcher. They spend most of the month of July on professional development.  

As a director, there were many ways that I planned for professional development with my staff. I do hope that those reading this will take seriously many professional development opportunities. Make it a priority to learn what is offered by the Reggio-Inspired Network of Minnesota and make a plan.

I look forward to seeing you at my next Reggio workout!!