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From the Roots the of Reggio Brings Life to Learning

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diana parker

on 30 November 2016

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Transcript of From the Roots the of Reggio Brings Life to Learning

Where is Reggio Emilia?
What is Emergent Curriculum?
What does this mean for educators?

The Reggio Emilia approach provides seeds of thought such as ...
The "Hundred Languages of Children"
Read more about how materials offer children a way to make connections with personal experiences and share a unique voice in
"We noticed the strong parallels between the children's investigations with wire and early gestural drawings. The provocation of experiencing wire as a language with Deborah's kindergarten class was very compelling to us ...The children began their own investigations, experimenting with the wire cutters to make different lengths. They used different gauges of wire, discussing how best to join them. Thin copper was twisted over chrome and bronze shapes. Whimsical circles ans spirals suggested creatures and changing ideas" (p.48).
Children as Protagonists
Read more about how children are accepted as capable constructors of their own learning in
The Environment as a "third" Teacher
Read more about the reasons for and effects of this transformation in
"The conventional public school classroom that we were working with consisted of identical desks and chairs with word and number charts on the walls...We added plants, cushions, and other aesthetic decor around the room, and rearranged furniture to accommodate four learning centers- a sound and paint center, a map center, a construction center, and a light and transparency center. Desks were regrouped, and the once symmetrical organization of the classroom was surrendered" (p. 35).
Education Rooted in
Reggio Brings Life to Learning

Read more about how collaboration and communication are used to foster a continual relationship among schools, families and the community in
"Two children volunteered to monitor the sun every hour throughout the day and report to the class. A different group of five went out to survey the playground for water
taps....everyone wanted a turn
digging up and transplanting
the plants, so teams of diggers
and planters and watering can
helpers were worked out" (p.75).
Read more about how teachers take on a role that is both
a facilitator and partner in learning in
"One afternoon I decided to enter the children's imaginary
world by visiting their store to "purchase" a beautiful shell to put
in the home aquarium. The children welcomed me into their play and after some debate "sold" me the most beautiful shell...days later the seashell store was still open for business and the children's play became more complex as "purchased" shells started to get
incorporated into other areas of play...Later that
week, I filled the empty aquarium with blue-colored
water and the children quickly embraced the
aquarium as part of the new playscape."
Read more about how documentation is used to make children's learning
visible and to guide curriculum in
With Carol Anne Wien's text (2008),
Emergent Curriculum in the Primary Classroom,
we are
given the opportunity to learn
from the experiences of nine
teachers and administrators
who took on the challenge of
bringing Reggio inspired values
and practices to their schools.

Authentic ssesment
eal life
Diana Parker
Brandman University
EDUU 609

is a city in that is
responsible for developing a unique educational philosophy focused on preschool and primary grade learning. It was initiated after World War II by psychologist Loris Malaguzzi and the parents of the community.

This city is recognized worldwide and gives name to its innovative approach to learning. Reggio Emilia now hosts a center for the study of childhood education and through international tours and conferences has shared its principles and practices with over 80 countries, including the United States.

Emergent curriculum develops in an educational environment responsive to genuine and rather than according to prescribed plans.

In emergent curriculum, “teachers plan in response to the group’s interests and concerns, and curriculum expands into genuine inquiry as children and teachers come together as co-learners in attempts to understand some aspect of real life” (Wein, 2012, p.i).
Reggio Emilia
Northern Italy
Emotion & xlopration
here & Why
eacher Research
We add:
Children as protagonists
Children as citizens
Creators of culture

The environment as teacher
Pedagogical documentation
"Hundred languages of learning"
School as a "living organism"

that help cultivate the fruits of child-centered classrooms dedicated to constructivist teaching and learning through emergent curriculum design.
“You know what? The music teacher has a metronome…I have
one just like it at home. I take piano lessons and I use it to play
to the beats. That would be perfect....The children designed
their own experiment modeled on the ramps set out
the previous day. This time they focused on measuring
the speed of the cars traveling down the ramp by
counting the beats of the metronome” (p.29).

“One day, several children suggested they build their
own individual cars…here is an idea to embrace” (p.31).

do we begin?
By reading these real-life
accounts, we take the wisdom
offered in each chapter to help
us understand what
curriculum is and how we
can make it happen in
our classrooms.
"I audiotaped and transcribed all our conversations, and at each session I shared with the children our previous conversation. This revisiting of the documented conversation enabled the children to reflect on what they had said in previous sessions and motivated further questions and interest in the project" (p. 79)
Full transcript