Reggio Emilia

Introduction Reggio Emilia was born at a small and rich cities. That city's name called Emilia Romagna where was located in northern Italy. After World War II, the Reggio Emilia approach was created. For parents who was working was built a new school for their children and let them learn. Parents do not want to let their children go for the normal schools. Other than that, all the parents hope to let their children know well in critical and co-operation thinking. From parents view, it was important

a different approach than many other schools. They have the Reggio Emilia Approach, which is an innovative and inspiring approach to early childhood education. This approach is very interesting, and new ways of teaching children concepts. Children are capable of being able to generate their own learning. They find the children’s interests, and find ways to help the children understand the information. Another thing about the Reggio Emilia approach is the children are the communicators. Children are

The Reggio Emilia Approach Hailed by Newsweek (1991) magazine as the international role model for preschools, the Reggio Emilia approach has caught the attention of early childhood educators. In 1999, current Secretary of Education, Richard W. Riley visited the schools in Reggio Emilia to better understand its benefits (Dunne, 2000). It’s principals are understood by only a few, however, and has limited following with approximately 1200 Reggio inspired preschools in operation, most of them private

Critical pedagogy and The Reggio Emilia approach on play based learning should be merged into early childhood education as obtaining the skills to critically analyze and problem solve has the potential to change society and thus the potential to change the world. It is important individuals become aware of what critical pedagogy is. Critical pedagogy stems from the idea that there is an unequal social structure in our society which is based upon class, race and gender. It has been formulated and

The public preschools in Reggio Italy take on a whole different aspect than other preschools. The children there in preschool produce projects that are all designed by 3, 4 and 5 year olds. Preschool education can do a lot more this video shows and they work on cognitive development. A child’s brain is sensory experience. Children can follow an idea for a long period of time and create projects by their imagination. This Reggio approach has started to spread. This shows that

There are many different curriculums that are used in early childhood classrooms. Two curriculums that are used are High Scope and Reggio Emilia. Both of these curriculums have unique aspects that make up their curriculums. In addition, High Scope and Reggio Emilia have similarities and differences. In Ypsilanti, Michigan Dr. David P. Weikard created High Scope in 1970. High Scope does research in a variety of areas. However, they are best known for their research in preschool education and

According to scholastic, “Color and shape are ways children observe and categorize what they see. These very recognizable characteristics encourage children to define and organize the diverse world around them.” (church). This article is about the Reggio Emilia approach to education and the Shades of Pink study. The shades of Pink study describes how six preschoolers and their teacher engaged in a collaborative learning project through which they learned about the shades of a color--in this case, pink

discuss the idea of implementing The Reggio Emilia Approach for low-income pre-kindergarten students to increase literacy and language acquisition, attempting to close the academic achievement socioeconomic status gap. The Reggio Emilia Approach was founded by Loris Malaguzzi in Reggio Emilia, Italy in the 1960s. An Educational Psychologist, Malaguzzi created an approach to education that put the child at the center of it all (Reggio Emilia Approach). The Reggio Emilia Approach considers the child to

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

talk and play. Teachers are trying to get as much as possible done, which may leave children feeling overwhelmed. In the Reggio Emilia Approach, the goal is to capture the interest