The Reggio Approach - excellent idea
Perceptions of play: a question of priorities Listening and learning The role of the pedagogista Sunniva's extra pocket: a parent's reflections Sam's invisible extra gear: a parent's view Special needs or special rights? Description Early Education, internationally, is the focus of much challenge and debate. Various approaches to teaching young children are being developed and advocated, but the focus is often on curriculum content with the processes of learning as a secondary issue. The most important consideration in early education is the way in which young children learn. Their transferable skills of communication, collaboration and investigation can underpin all aspects of learning. These elements form the main focus of work in a group of pre-schools in an area of Northern Italy which has earned an international reputation for innovative practice and pedagogy. The experience of Reggio Emilia, in providing challenges to accepted approaches to early childhood education in many countries, is widely acknowledged. Since , when the Italian municipality of Reggio Emilia began setting up its network of educational services for year olds, the 'Reggio Approach' has gained worldwide recognition. The Reggio ApproachThe parents, teachers, and community physically built and ran the schools. The schools created jobs and allowed the men and women to go back to work.
This led to the creation of the program based on principles of respect, responsibility, and community through exploration and discovery in a supportive and enriching environment based on the interests of the children through a self-guided curriculum. They felt that it is in the early years of development that children form who they are as individuals. Click Reggio Approach was founded, by Loris Malaguzzi, on the fundamental aspects of the work of Dewey, Piaget, and Vygotsky, founds of early childhood development. About the Reggio Approach: Reggio is not a The Reggio Approach it is an educational experience. Reggio embraces the search for answers to life beginning Reggii birth and sees the full potential in each child.
As educators we are here to help develop the cognitive map within each child.
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The child as an active participant in learning. The Reggio approach sees a child as a very competent protagonist and initiator, who interacts with their environment. Students are allowed to follow their own interests.
The Reggio Approach significance of environment. The environment of the school is seen as the third educator The teacher, parent, and child as collaborators in the process of learning.
Everything About Reggio Emilia Approach You Can’t Skip
To foster community we host a The Reggio Approach of events throughout each school year, including conferences and special lectures for parents. Making learning visible through documentation. Documentation can show learning that occurs in an individual moment, throughout the course of an individual project, or the throughout the history of the school. These portfolios may include photographs, quotes from the The Reggio Approach, teacher observations, artwork, and writing samples. Principles: The Image of the Child Children are viewed as competent, curious, full of knowledge, potential, and interested in connecting to the world around them.
An Emergent Learning Process Ideas are shared, work is exchanged and opportunities are created to extend and build upon theories that are uncovered. In this way of working, projects may occur which last days or months.
The Reggio Approach Role of Parents Parents are an essential component of the school. Many Languages Children act on a variety of materials: clay, wire, drawing media, paper, and so on. The Three Subjects of Education Children, parents and teachers have rights; the right to safety, care and welfare, the right to be involved and the right to grow professionally. Collaboration and Interaction Children, parent and teacher collaboration and interaction at all levels makes everything possible.
Documentation The learning process between children and teachers is captured, made visible and then shared in order to support wondering, researching and learning among teachers and children. Time Time is influenced by the interests and activities that the children bring to hTe within the school. This in turn impacts schedules, groupings and routines.]
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