Theories Of Education : The Regggio EmiliaApproach To Education

The video in which part of this paper will be involved in is about early childhood Education: constructive learning environments. I also initiated a search for additional information on the subject provided in the video and as requested is part of this paper. Both the website and video correspond with the style of learning geared towards Reggio Emilia teachings, putting emphasis on fun. The teachers provide a gentle and easy environment in which the children can learn and have fun while learning. In other words learning while playing.

The Reggio Emilia approach is an emergent curriculum because it is developed and shaped by the interests of the child, through negotiations between the child, parents and teachers. This is done in a Reggio classroom by in large and small group projects in which the children engage. The projects involve planning, hands-on activities, research, and representation through a variety of visual media. The observant teacher collects documentation which is a vital component of the Reggio philosophy in the form of written anecdotes, samples of children's work, photographs and videos. This information is used to reflect on the

In this paper I will show my research on how theories of education have changed thought the years and how teachers and students adapt to these changes. With the changes in multicultural classrooms and how students with disabilities have rights in public education.

Loris Malaguzzi was Born in Corregio, Italy in 1920. He lived in a city called Reggioi Emmilia in Italy, which is recognized worldwide for its approach to education. After years past he then developed preschool and primary education in Italy after World War2. In 1976, the parents and the community confirmed their support for the guiding principles of the Reggio Approach to early childhood education. After his unexpected death, the community of Reggio Emilia carried on, implemented his dreams, and fulfilled the Reggio mission, which enhanced the potential of all children. Soon A foundation was named “The Reggio mission” and was established as the “International Centre for the Defense and Promotion of the Rights and Potential of all

Reggio Emilia is a child driven methodology where children are enriched within their environment as well as communication from their peers. Reggio Emilia schooling is an innovative approach for preschoolers and kindergarteners. Teachers are considered co learners with the children. The classroom environment is considered a “third teacher” while the children are seen as obtaining a “hundred languages”. Reggio Emilia schooling can be viewed as an out of the box and unorganized approach to learning due to excluding a written curriculum. Reggio Emilia has been viewed as highly unstructured with a high chance of bullying to develop. Reggio Emilia is an unconventional way of providing students with a manipulative environment including co-learners

Critically examine the key ideas associated with early years education in Reggio Emilia. What might be learned from such practices?

Reggio Emilia is unique relative to other preschool programs because it urges to ace aptitudes in composing and utilizing instruments that not as a rule is taught to children in other preschools until age 7.

Similarly, in Reggio Emilia the teacher is seen as a “co-constructor of knowledge”, “creator of the environment as a third teacher”, “supporter of the competent child”, “documenter”, “researcher”, “listener”, “provocateur” and “negotiator of meaning” (Edwards, Gandini and Forman, 2012, p.149). In the teacher’s everyday responsibilities of working with children and families, the job role is seen as complex, fluid “responsive to the changing times and needs of children, family and society” (Edwards, Gandini and Forman, 2012,

I am so glad to hear about your passion and your eagerness to implement her philosophy. In an NAEYC article written by Biefmeir (2015), it states “recognizing that at the very core of creativity is our desire to express ourselves; Reggio Emilia schools create environments that inspire and support creative thinking and invention. For instance, when in the classrooms and the playground outside reflect Reggio Emilia’s approach this support a developmentally appropriate approach. It becomes a “part of the culture of learning, a process that is internalized within the group” (Biefmeir, 2015, p. 1). A way that I promote students in my classroom is by following their lead. Then, I base my lesson plan on their interest and needs. Our

“Reggio Emilia is an approach to education that originated in Reggio Emilia, Italy. Children are the emphasis of the program, it is child led and incorporates project based learning. Reggio Emilia is a flexible approach to curriculum, in Italian it is called progettazione. (Cross, 2006). The teachers generalize and wait to see what the children do with the topic and what type of prior knowledge they will used in the project. (Cross, 2006). The teacher may predict that the children will learn about a topic and based on the children’s reaction and prior knowledge. They may learn something else that was not expected by the teacher. Teachers take into consideration the interests of the child, encouraging children and parents to participate to provide provocations. (Cross, 2006). Family is an important role of Reggio Emilia. “Loris Malaguzzi who is the inspiration of Reggio Emilia preschools and founded the first non-Catholic preschool in Italy, strongly believe in connection with parents and believes in parent partnership to help build the whole child.” (Vodopivec, 2012). “The Reggio Emilia Approach was also known for incorporating many different developmentally practices in that were inclusive of early childhood special education” (Vakil, S, Freeman, R., & Swim, T. J,

Teachers in Reggio Emilia classrooms are not seen as the instructors but rather as facilitators that enhance and encourage the child’s learning process. Teachers are seen as partners in this process and are actively observing and assessing the children as well as the learning methods. Children are not seen as lesser citizens and are allowed to lead the direction of their learning. Parents are not only expected to participate and enhance their child’s learning outside of the classroom but are also involved with decision making that typically would be executed by solely the teacher. These collaborations between student, teacher, and family helps shape the Reggio Emilia classroom into a calming, interactive environment.

The educators of Reggio Emilia view the school as a living organism. A place of shared relationships among the children, the teachers, and the parents. The school gives the adults, but above all the children, a feeling of belonging in a world that is alive, welcoming and authentic. The classroom is meant to look natural and comfortable. The walls should be covered by the work of the children. One of the highlights that often first attract educators to the Reggio Approach is its complex, long term exploration of projects. Unlike North American predetermined themes like “Penguins”, the projects undertaken by Reggio educators may derive from both children’s and teacher’s ideas and interests (Worms, Airplanes), thoughts and theories in things worth

Reggio Emilia refers to educators as partners, nurtures, researchers and guides(Edwards, Gandini & Forman, 1998 p35). The curriculum is child led with focus placed on children’s strengths rather than weaknesses and the adult collaborates with creations (Pound, 2006, p52-53). Parents, children, professional staff and the wider community are all seen as partners in education (Edwards, Gandini & Forman, 1998 p35).

The emergent curriculum used is based on being responsive to the children’s interests and creating meaningful learning experiences based on those interests. Because of this, children build upon knowledge they already held about a particular subject. Reggio Emilia teachers believe they cannot simply provide children with information and expect them to learn but instead must provide them with the opportunity to learn for themselves (Biermeier, 2015). It is with this same approach that the teachers place the most importance on working through a problem in the child’s own time instead of focusing on how quickly a problem can be solved. This is a very different outlook on education than we have in the United States educational system. In our schools importance is placed on how fast a child can learn information given to them as well as speed when answering a question (Hall, 2010). Rather than teachers giving standardized tests they document the process of children learning by taking pictures, videos, and writing observations of what the children are doing and how they are progressing. They then use this when communicating with parents to show how well the child is learning and growing. Advocates for this emergent curriculum believe that a standardized curriculum, such as ours, is only designed to teach children to

There are many different views of the world and what is currently happening in society. The educational system has changed so much since the birth of the American educational system and there have been many influential thinkers who have had a hand in the creation in the structuring of the educational institution. Throughout this paper there will be several philosophical leaders whose themes will support the best learning environments and curriculums for students. This paper will also address how to continue to serve God in a secular world without having to ignore the values and rules of leading a Christian life. However, there are people who resist change and who are not religious and this paper will also address how to communicate with the unsaved or nonbelievers and maintain a respectful environment.