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Reggio Emilia's Approach to Early Care and Education

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Jan Pettersen

on 19 January 2015

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Transcript of Reggio Emilia's Approach to Early Care and Education

Reggio Emilia's Approach
to Early Care
and Education
First let's think of the typical classroom we see
Now let's talk about a classroom following the Reggio Emilia Approach
Diana School,
There is no pre-set curriculum, but a process of inviting and sustaining learning.
Carefully designed learning opportunities
Small city in Northern Italy
Post WWII a group of parents began to build a school
Philosopher- journalist Loris Malaguzzi Joined
Vea Vecchi -art educator joined
Reggio Emilia approach spreading across the world since the 1980's
Theoretical Background
John Dewey
Jean Piaget
Lev Vygotsky
Influencing Theorists
Four Main Principles:
1. Use the environment to promote learning and relationships
"The Third Teacher"
2. Curriculum projects based on inquiry and the
“hundred languages”
of children
3. Documentation as a means of observation, research, and advocacy
4. Partnership with parents that exceeds parent education
View Of Children
Unique, powerful, and full of potential
They have the right be leaders in their own journey
Reggio Emilia In Action
The Hundred Languages
By: Loris Malaguzzi
What does this poem mean to you?
How can you apply this approach into your teaching?
The Third Teacher
The environment should be created with purpose and must reflect the values and goals of the larger community
Reflect the importance of self-image
The appreciation of nature
Fostering relationships
Curriculum Goals
Developing relationships
Developing collaboration skills
Appreciating diversity
Curriculum forms from experiences shared by teachers, children and
Children must learn to utilize their own skills and competence
Reality Based Curriculum
Teacher research
Reflection for the children
Means of connecting with the families and community
Role of the teacher
Role of the Child
Social Being
Parent Involvement
No Supporting Research?!
"Reggio Emilia challenges traditional notions of research by viewing schools as places for documenting human learning and development... Our research is based on the notions that theory can result from as well as contribute to classroom practice, and that documentation of learning processes is critical to the research enterprise, as is the presence of multiple perspectives and languages. Rather than prescriptions, we have tried to provide a set of educational points of reference or orientation”
After learning about Reggio Emilia's phylosophy and beliefs why do you think no research has been done on the effectiveness of this approach?
Do you think this approach can be fully practiced here in Ireland?
Why Not?
Does the model work for children and families?
Yes, Reggio Emilia encourages children to think on a higher level and to engage in activities they are interested in.
It encourages families and the community to be part of the child's learning process.
What are the major limitations?
We will discuss in a moment
What are the major advantages?
Children are thinking on a higher level
Everyone is responsible and involved in the child's learning process with the child taking control at the wheel.

Who Does it Serve?
Borgia, E. (1991). Impressions of Reggio Emilia (Report No. 141). University of Illinois. (ERIC
Document Reproduction Service No. ED 338 386).

Bredekamp, S. (1993). Reflections on Reggio Emilia. Young Children 49 (1), 13-17.

Cadwell, L. (2003). Bringing learning to life. New York: Teachers College Press.

Dahlberg, G., Moss, P., & Pence, A. (1999). Beyond quality in early childhood education and
care: Postmodern perspectives. London: Falmer Press.

Edwards, C. (1998). Partner, nurturer, and guide: The role of the teacher. In C. Edwards, L.
Gandini, & G. Forman (Eds.), The hundred languages of children: The Reggio Emilia approach - Advanced reflections. (pp. 179-198). Greenwich, CT: Ablex Publishing. Malguzzi, L. (1993a). For an education based on relationships. Young Children, 49 (1), 9-17.

Malguzzi, L. (1993b). History, ideas, and basic philosophy. In C. Edwards, L. Gandini, & G.
Forman (Eds.), The hundred languages of children: The Reggio Emilia approach to early childhood education. (pp. 41-89). Norwood, NJ: Ablex Publishing.

Malaguzzi, L. (1993c). No way. The hundred is there. In C. Edwards, L. Gandini, & G. Forman
(Eds.), The hundred languages of children: The Reggio Emilia approach to early childhood education. (p. vi). Norwood, NJ: Ablex Publishing.

Roopnarine, J., & Johnson, J. E. (2009). Reggio emilia's approach to early care and education. In
Approaches to early childhood education (pp. 287-311). New Jersey: Pearson.
By: Loris Malaguzzi
How to Plan Activities with the Reggio Emilia approach:
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