Research into Reggio Emilia which is popular at the moment in primary school, early year classrooms. Looking at her approach to the classroom, the role of the teacher in the learning environment and 100 Languages of Learning.
http://www.aneverydaystory.com/beginners-guide-to-reggio-emilia/main-principles/
Gandini
L. (2003) Values and Principles of the
Emilia Reggio Approach Worcester: Davis Publications
http://www.aneverydaystory.com/beginners-guide-to-reggio-emilia/main-principles/
‘Children are capable of constructing their own learning. They are driven by their interests to understand and know more.’
‘Children form an understanding of themselves and their place in the world through their interactions with others’
‘Children search out the knowledge through their own investigations.’
‘Children are communicators’
‘Communication is a process, a way of discovering things, asking questions, using language as play. Playing with sounds and rhythm and rhyme; delighting in the process of communicating’.
‘An environment filled with natural light, order and beauty.’
‘Open spaces free from clutter, where every material is considered for its purpose, every corner is ever-evolving to encourage children to delve deeper and deeper into their interests.’
The space respects children as capable by providing them with authentic materials & tools.
The projects aren’t planned in advanced, they emerge based on the child’s interests.
Displaying and documenting children’s thoughts and progression of thinking; making their thoughts visible in many different ways: photographs, transcripts of children’s thoughts and explanations, visual representations (drawings, sculptures etc.), all designed to show the child’s learning process.
The belief that children use many many different ways to show their understanding and express their thoughts and creativity.
Through drawing and sculpting, through dance and movement, through painting and pretend play, through modelling and music, and that each one of these Hundred Languages must be valued and nurtured.
Learning and play are not separated.
Emphasises hands-on discovery learning that allows the child to use all their senses and all their languages to learn.
http://learningmaterialswork.com/wp-content/uploads/2016/06/ValuesAndPrinciples.pdf
Parents are not considered consumers but co-responsible partners.
Atelier and Atelierista, teacher with a background in visual arts helps with the display and documentation of work.
Their programme shouldn’t be looked at as a model to be copied in other countries, rather they consider their work as an educational experience that consists of reflection, theory and practice which can constantly be renewed and adjusted.
The environment is intentionally visually appealing and stimulating with close attention paid to space, light, materials, colours, microclimate and furnishings’.
An early childhood education system founded on the perspective of the child.
Children are seen as unique subjects with rights rather than simply needs.
The child is seen as a starting point for an emergent curriculum. (Rinaldi 2005)
Malaguzzi refers to the hundred ways children learn and practitioners and other adults are urged to listen to the many languages through which children communicate.
The teacher documents the children’s work through tape recordings, photographs and written notes.
The artist in residence is closely involved in project work and the visual documentation of children’s work.
The importance of the relationship between adults and children, shows a community of practice.
One criticism of the Reggio Emilia approach is the lack of written curriculum
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