Bambini House

© 2014

 

 Grace 2012

 

PRIVACY STATEMENT  |  WEBSITE BY SASHA WHITE

THE IMAGE OF THE CHILD

"The cornerstone of our experience, based on practice, theory and research, is the image of the children as rich, strong and powerful. The emphasis is placed on seeing the children as unique subjects with rights rather than simply needs. They have potential, plasticity, the desire to grow, curiosity, the ability to be amazed, and the desire to relate to other people and to communicate" - Carlina Rinaldi

Within our philosophy at Bambini House, the notion of the image of the child is central. The image of the child is the lens through which we see and understand children; the views, beliefs and values we hold of them. It is these beliefs which govern the choices and decisions we make on a daily basis, including the ways in which we respond to children. It is always our intention to challenge our professional practice to be aligned with an image of the child that values their rights, that sees children in their highest potential. Considering a personal and professional image of the child also leads to the question of an image of early childhood education as a whole. If we believe that children are strong, capable, resourceful and that they come to us with immense richness and potential then our view of their right to education becomes one that recognises and upholds this image also. Declaring our image of the child means also declaring our image of humanity, and sees children not only as citizens of our future but citizens of today (Daniella Lanzi). 

"Many different images could be possible: highlighting what the child is and has, can be or can do, or on the contrary emphasising what the child is not and does not have, what he or she cannot be or do. The image of the child is above all a cultural (and therefore a social and political) convention that makes it possible to recognise (or not) certain qualities and potentials in children, and to construe expectations and contexts that give value to such qualities and potentials or, on the contrary, negate them. What we believe about children thus becomes a determining factor in defining their social and ethical identity, their rights and the educational contexts offered to them." - Carlina Rinaldi