Chapter 1

THE PROBLEM AND ITS SCOPE

Rationale of the Study

In childhood education, the term provocation is derived directly from the practices of

the Reggio Emilia-inspired approach. It may seem obvious, but it’s an important aspect of

the Reggio Emilia approach to child-centered education. Provocations allow and encourage

children to experience the world for themselves through open-ended activities without being

overtly guided by a teacher. The idea behind provocations is to encourage children to think

independently by encouraging their interests and the exploration of those interests.

Provocations also help drive children to come to their own conclusions about the

things around them, as opposed to being told what exactly something may be. Reggio-

inspired teachers may approach provocations differently from classroom to classroom, and

that is fine. One of the most crucial aspects of a provocation is that there is no “wrong”

outcome of a provocation. Technically, provocations are materials or the way we present

materials to create a context where the child can explore. They are an extension or a

challenge to our children’s current thinking and theories. The simplest way to explain a

provocation is something that provokes and invites learning, interest, creativity and thoughts.

They allow children to freely explore, create and critically think.

This term has recently been circling early years in forums and social media pages.

However, this is actually an old term that originates from the Reggio approach.

Unfortunately, many professional educators in the Philippines specifically the preschool

educators are not aware or have not even encountered such term. Many school communities

in the Philippines are not exposed to the use and implementation of provocations in the

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classroom setting. This is something that the local educational system in the Philippines

should look into in order to develop a better program in preschool education as to provide a

quality education to young learners.

Internationally, provocations used in Reggio Emilia educational system is commonly

recognized as one of the best programs for young children worldwide. Many progressive

countries have been implementing such programs and integrating it into the fabric of their

local educational system, community and its people. Though it cannot be replicated exactly as

how other countries been running the program. Nevertheless, using provocations in Reggio-

inspired classrooms will be an effective way to develop young learners creative thinking and

stimulate better interest.

Loris Malaguzzi (1920-94) was one of the great educationalists of the last century,

helping to create a system of public (or municipal) schools in his home city of Reggio Emilia

in Northern Italy that is the most successful example of radical or progressive education that

has ever been. Malaguzzi and the schools of Reggio Emilia provide both provocation and

hope for a renewed public education. A strong claim, but difficult to deny when today there

are 47 schools in the city’s system (33 managed by the commune (city council) itself, and 14

provided by co-operatives under agreements with the commune); and when Reggio Emilia

has managed to maintain an innovative, dynamic and creative culture of pedagogical work for

more than 50 years.

In a current preschool setting in the Philippines, many Filipino educators are not

familiar with the above-mentioned educationalist or such provocation approach. It is because

he and it are concerned with the education of children below compulsory school age, from

birth to 6 years. In the fragmented and hierarchical world of education, that puts them beyond

the knowledge and awareness of most educators, who are involved with primary, secondary

and higher education, and who may well see early childhood education mainly as a form of

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preparation for what follows, necessary perhaps but not of great interest to education per se.

But in the field of early childhood education Reggio provocation approach has attracted

global attention and a worldwide following and becoming widely recognized as one of the

most important experiences in the sector of preschool education.

In the Philippines, education system has been evolved over hundreds of years of

colonial occupation. Its education sector’s development has mirrored the changes in the

country’s administration. Today the focus is on expanding access and ensuring more Filipinos

receive a decent basic education to reduce poverty and to improve national competitiveness.

Along with the changes is the implementation of K-12 curriculum which was introduced in

2016. Nevertheless, there was an easing concern that due to the limited resources and

funding, the implementation of the new curriculum was hindered. Despite of the successes

and President Duterte’s commitment to socio-economic priorities, the education system

continues to struggle with deep inequalities. Quality also remains a main concern. The

scarcity of resources and the lack of teacher’s trainings and workshops caused the dismal

development of early childhood education. With this, it is empirical to say that the use of

provocations in the teaching and learning process would be challenging. Addressing these

problems will require a continued funding for education, and an efficient mechanism to

ensure the funds are spent well in the most effective manner as much as quality teaching and

education are concerned.

Currently, the provocation approach has been implemented in one of the International

schools in Cebu City. This appears that the use of provocations in teaching and learning

process is not widely recognized by the locals. The awareness and implementation of such

approach in preschool setting is hardly perceived. Even the term ‘provocation’ itself is not

known by many. Regrettably, many have not known the perspectives of provocation approach

and how it benefits the total development of a child.

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 With such depressing issues, it is prudent to stipulate awareness and implementation

of provocations in preschool education as to develop children’s creative thinking. It is

imperative to highlight to all the members of the school community that provocation

approach is considered as an alternative educational approach to early childhood learning that

delivers mainstream outcomes. The developmentally appropriate practices in implementing

provocations in preschool setting should be observed properly to promote holistic

development of a child. It should not be seen that the use of provocations in the classroom

setting as an educational method but rather as a learning process that evolves constantly.

Educators and parents should not be seen as being ‘in charge’ and having all the

answers, but are rather seen as partners, collaborators, advocates for their children and co-

learners, facilitating and supporting the children in the positive learning process. Adults help

the children and children help the adults.

Preschool educators must be aware that it is an engaging and thoughtful philosophy

which places high value on respect, community involvement and responsibility. It promotes

active learning and encourages the child’s social and emotional growth though hands-on

activities and experiences that are meaningful to them.

At first glance, this approach may seem very unstructured and difficult to grasp, and

some people may even wonder whether all this creativity and freedom would manifest in

classroom chaos. But the results speak for themselves.

One must know that the approach benefits children because it respects them. It takes

them seriously. It sees them as strong, capable and resilient, rich with wonder, knowledge

and potential. It breeds greater self-awareness and self-confidence. Children learn about

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collaboration, teamwork and community. They are encouraged to be researchers and

scientific thinkers, questioning the world around them.

Setting up a provocation-based environment inspires children. It is fun, stimulating,

exciting, nurturing and safe and it’s always carefully curated to encourage creative thinking

and expression.

Theoretical-Conceptual Framework of the Study

This study was anchored on the Seven Developmental Domains of the Kindergarten

Curriculum Framework (KCF) which draws from the goals of the K to 12 Philippine Basic

Education Curriculum Framework and adopts the general principles of both Reggio Emilia

and Montessori learning approach. Montessori and Reggio are arguably the most prevalent

progressive approaches in many advanced countries, and they share some similarities while

also contrasting in key areas. Both philosophies grew out of Italy and share a common belief

in the competency of children, the view of children as active participants in their own growth

and development, and the importance of aesthetically pleasing classroom environments as a

catalyst for learning. Here are a few areas of contrast.

The traditional Montessori program is highly individualized, and classroom materials

are designed to introduce particular concepts, with intended scope and sequence to cover

specific learning domains. The Montessori approach recognizes strict developmental stages,

and the teacher serves as an unobtrusive facilitator as children routinely undertake

autonomous and self-directed learning activities. Montessori classrooms are often orderly

and carefully arranged with self-correcting materials that assist children in advancing through

stages of learning, both individually and in small groups.

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 As previously described, the role of the teacher in a Reggio environment is as a “co-

learner,” who observes and documents learning, and guides a negotiated curriculum through

projects that build upon the interests and ideas of the children. Reggio classrooms encourage

learning in a social context, where communication, relationships, cooperation and amicable

disagreement yield exploration and learning. Reading, writing and other important skills are

interwoven through the progression of emergent project work, without predetermined scope

and sequence. The classroom environment is filled with open-ended materials to engage

children in discussion, play and work.

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 ˇ

Values
Development
(Spiritual and
Moral)

Understanding
Physical and
Natural Socio-Emotional
Development Development
(Discovery of the
World)

Language Literacy Mathematics

Physical, Health Aesthetics &

Holistic Approach
a. Methods and Practices
b. Awareness and Implementations
c. Play-based

Provocation-based Learning Centers

Curriculum Development
(Contemporary/Emergent)
a. Child-guided learning experiences
b. Individualized learning
c.Project-based approach

Figure 1. Schematic Presentation of the Theoretical-Conceptual Framework of the Study