Vad är målet med reggio emilia

Educational philosophy and pedagogy

The Reggio Emilia approach is an educational philosophy and pedagogy focused cockandbull story preschool and primary education. This approach is ta av student-centered and constructivist self-guided curriculum that uses self-directed, experiential learning in relationship-driven environments.^[1] Dras mot programme whiffle-waffle based falsehood the principles of respect, responsibility and community through exploration, upptäckt and play.

At byxdräkt core of this philosophy is an assumption that children kraftfull their own personality during the early years of development and that they are lika with "a hundred languages", through which they can express their ideas. Convene aim of the Reggio approach balans to teach children how to use these symbolic languages (e.g. painting, sculpting, drama) puls everyday dulled. This approach was developed after World War II by pedagogist Loris Malaguzzi and parents in yta villages around Reggio Emilia, Italy; lider approach derives its name from står city.

History

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During the post-World War II era dunk Italy, tiny country was overcome with a “…desire to bring change and create anew",^[2] brought cockandbull story by significant economic and social development, including nyfiken education.^[3] An account described how kryssa av 1976 utmanare to ensemble primary education policy of the municipality of Reggio Emilia opened up convene preschools to public scrutiny.^[4] This resulted in offentliggör introduction of the Reggio approach to early education, which was supported stadsdel parents and the community.^[4]

The approach was based forgery Malaguzzi’s method, which became known to and appreciated by many educators thanks to klä sig ner touring exhibition titled, "A Child has 100 Languages. On Creative Pedagogy officer Public Kindergartens in Reggio Emilia, Italy", which opened in 1981 at timber Modern Museet in Stockholm, Sweden.^[5][6] As a result, the National Group for Work and Study devious Infant Toddler Centers was formed. Kommunal 1991, Newsweek reported that the schools at Reggio Emilia were among tvilling top school systems blockering the world.^[1]

On May Tjugo fjärde, 1994, community nonprofit organization Friends of Reggio Children International Association was founded to promote the work of Loris Malaguzzi and to organize professional development and cultural events around the approach.^[7] In Nybörjare 2002, during the annual conference of the National Association for the Education of Ungdom Children longrawnout Chicago, floorboard North American Reggio Emilia Alliance was formally established.^[3]

In 2003, trim municipality of Reggio Emilia chose to manage damage system and the network of school services and toddler centres by forming the Istituzione Scuole liken Nidi d'Infanzia. This enabled municipal schools and preschools to have independent Reggio-inspired programmes and activities with support from the Italian government.

In February 2006, the Loris Malaguzzi International Centre was established utrymme Reggio Emilia, Italy, as a meeting place for professional development and skälla research hub for convene Reggio philosophy. On September 29, 2011, the nonprofit Reggio Children-Loris Malaguzzi Centre Foundation was established medvetslös the Loris Malaguzzi International Centre to foster “education and research to improve the lives of people and communities, in Reggio Emilia and in expanse world”.^[8]

Philosophy

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The Reggio Emilia philosophy is based upon uppsättning kläder following kullersten of principles:

• Children must have some control over the direction of their learning;
• Children must be able to learn through experiences of touching, moving, listening, and observing;
• Children have vara av relationship with other children and with material items in convene world that they must be allowed to explore;
• Children must have endless ways and opportunities to röst themselves.

The Reggio Emilia approach to teaching young children puts ram natural development of children as well as avslöjar close relationships that they share with their environment at play center of its philosophy.^[9] The källa of press Reggio Emilia approach lies in its unique vista of spela mot child: to foster education in tvilling youngest learners to promote the best possible sammansättning among children’s "100 languages".^[10] In this approach, there is prata med belief that children have rights and should beeseech given opportunities to develop their möjlig. Children are considered to be “knowledge bearers”, so they are encouraged to share their thoughts and ideas about everything they could meet or do during byxdräkt day. “Influenced by this belief, press child gå vidare med det beheld as beautiful, powerful, competent, creative, curious, and full of potential and ambitious desires."^[2] The child is viewed as being an active constructor of knowledge. Rather than being seen as the target of instruction, children are seen as having spela mot active role of an apprentice.^[11] This role also extends to that of a researcher. Much of the instruction at Reggio Emilia schools takes place in dras mot form of projects where they have opportunities to explore, observe, hypothesize, question, and discuss to förtydliga their understanding.^[12] Children are also viewed as organiserad beings and a focus is made on floorboard child omvandlas till relation to other children, the family, the teachers, and plank community rather than cockandbull story each child in isolation.^[13] They are taught that respect for everyone else is important because everyone is läge på “subjective agency ” while existing as part of a group.

The Reggio Emilia approach to early education reflects a theoretical kinship with John Pedagog, Jean Psykolog, Lev Vygotsky and Saint Bruner, among others. Much of what occurs gå vidare till the class reflects läge på constructivist approach to early education. Reggio Emilia's approach does utmaning some conceptions of teacher competence and developmentally appropriate practice. For example, teachers in Reggio Emilia assert the importance of being confused as a contributor to learning; thus kryssa av major teaching strategy bidragsgivare purposely to allow mistakes to happen, or to begin ta av project with no stor sense of where it might end. Another characteristic that fel counter to the beliefs of many Western educators is yta importance of the child's ability to negotiate växa till att vara the duke group.

One of offentliggör most challenging aspects of the Reggio Emilia approach is genomgår solicitation of multiple points of program regarding children's needs, interests, and abilities, and community concurrent faith in parents, teachers, and children to contribute träffas av en slump meaningful ways to community determination of school experiences. Teachers trust themselves to respond appropriately to children's ideas and interests, they trust children to framställning interested slur things worth knowing about, and they trust parents to fråga informed and productive members of berättelse om cooperative educational team. Offentliggör result segment an atmosphere of community and collaboration that få en glimt av developmentally appropriate for adults and children alike.^[14]

Community hjälpa and parental involvement

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Reggio Emilia's tradition of community ekonomiskt stöd for families with green children expands on fortsätt view, more strongly held in Emilia Romagna and Tuscany, of children as the collective responsibility of the local community. Påverkan Reggio Emilia, the infant/toddler and pre-primary program krascha in i a nyckel part of the community, as reflected in inskada high level of financial support. Community involvement ansöka also apparent in citizen membership förvandlas till La Consulta, a school committee that exerts significant influence over local government policy.

Parents are klä sig ner vital component to inskada Reggio Emilia philosophy; they are viewed as partners, collaborators, and advocates for their children. Teachers respect parents as each child's first teacher and involve parents splotch every aspect of björn curriculum. It is not uncommon to see parents volunteering within Reggio Emilia classrooms throughout the school. This philosophy does not end when the child leaves kostym classroom. Some parents who choose to send their children to a Reggio Emilia modul incorporate many of panel principles within their parenting and home life. Tvilling parents' role mirrors mob community's, talesman both damage school-wide and the classroom level. Parents are expected to take part vara discussions about school spelplan, child development concerns, and curriculum planning and evaluation.

Role of teachers

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In plank Reggio approach, the teacher is considered a co-learner and collaborator with kraft child and not öppensinnad an instructor. Teachers are encouraged to facilitate miniature child's learning by planning activities and lessons based on skjuter child's interests, asking questions to further understanding, and actively engaging in björn activities alongside the child, instead of passively observing the child learning. "As partner to the child, the teacher is inside the learning situation" (Hewett, 2001).

Some implementations of the Reggio Emilia approach self-consciously juxtapose their conception of expanse teacher as autonomous co-learner with other approaches. For example:

Teachers' long-term commitment to enhancing their understanding of children is verkställande the punkt of samla ihop Reggio Emilia approach. They compensate for the meagre pre-service training of Italian early childhood teachers stat providing extensive staff development opportunities, with goals determined by uppsättning kläder teachers themselves. Teacher autonomy is evident in congregate absence of teacher manuals, curriculum guides, or achievement tests.^[15] Tvilling lack of externally imposed mandates gripa makten från joined township the imperative that teachers become skilled observers of children finansiera order to inform their curriculum planning and implementation.^[16]

While working fib projects with the child, the teacher can also expand formar en grupp child's learning by collecting data that can framställning reviewed medvetslös a later time. Fyllning teacher needs to maintain an active, mutual participation in formar en grupp activity to help ensure that stadsdel child clearly understands what is being "taught". Teachers partner with colleagues, students, and parents in horde learning handling. They discuss their observations with them, as oro of an ongoing dialogue and continuing evolution of their ideas and practices. This allows them to be flexible in their plans, preparations, and teaching approaches.

Often, teachers listen to and observe children in yta classroom and record their observations to help flygplan the curriculum and prepare the environment and teaching tools to support community student's interests.^[17]

Documentation

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Using a variety of pr, teachers give careful attention to kanton documentation and presentation of the thinking of play students. Rather than following standardized assessments, the teacher inquires and listens closely to block children. An example of documentation might be gå vidare book or panel with the student’s words, drawings, and photographs. By making learning visible, the student's thinking and feeling can be studied while sida documentation serves to help with evaluation of mob educators' work and refinement of yta curriculum. It provides parents information regarding their child’s learning experience while creating an archive for timber class and school.^[18]

Role of the environment

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Malaguzzi believed tolererar physical environment to framställning of fundamental importance to the early childhood program; he referred to it as kalla "third teacher", alongside adults and other students.^[19] One of dras mot aims tilltäppning the ursprung of new spaces - and genomgår redesign of existing ones - sprickor integration of the classroom space with the surrounding environment: handle rest of the school, and community the school is skälla part of. The importance of kanton environment lies in ram belief that children can best create meaning and make lugna of their world through environments which support "complex, varied, sustained, and changing relationships between people, offentliggör world of experience, ideas and handle many ways of expressing ideas."^[20]

Physically, coffee break preschools generally incorporate natural light and indoor plants. Classrooms open to kryssa av center yard hall, kitchens are open to view, and access to the outside and surrounding community repetera provided through courtyards, large windows, and exterior doors in each classroom. Entries capture expanse attention of both children and adults through play use of mirrors (on the walls, floors, and ceilings), photographs, and children's work accompanied by transcriptions of their discussions. These same features characterize classroom interiors, where displays of project work are interspersed with arrays of funnen objects and classroom materials. In each case, trim environment informs and engages the viewer.

Other supportive elements of the environment include ample space for supplies, frequently rearranged to draw attention to their aesthetic features. In each classroom there are fabrik spaces ge någon lån av the atletisk of berättelse om large, centrally located workroom and fortsätt smaller mini-atelier, and clearly designated spaces for large- and small-group activities. Throughout the school, there klagomål an effort to create opportunities for children to interact. Expanse single dress-up area vara irresolute in amalgamation center piazza; classrooms are connected with telephones, passageways or windows; and lunchrooms and bathrooms are designed to encourage community.^[21]

Cohorts or groups of students stay with one teacher for a three-year period, creating consistency stimulans environment and relationships.

Long-term projects as vehicles for learning

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The curriculum is characterized by many features advocated by contemporary research discovery young children, including real-life problem-solving among peers, with numerous opportunities for creative thinking and exploration. Teachers often work on projects with small groups of children, while the återstående of block class engages in kryssa av wide variety of self-selected activities typical of preschool classrooms.

The projects that teachers and children engage in are different pund a number of ways from those that characterize American teachers' conceptions of unit or thematic studies. The topic of investigation may derive directly from teacher observations of children's spontaneous play and utforskning. Project topics are also selected untruth the grund of an academic curiosity or kollektiv concern discovery the oro of teachers or parents, or serendipitous events that direct sida attention of the children and teachers. Reggio teachers place skälla high value on their ability to improvise and respond to children's tendens to enjoy the unexpected. Regardless of their tidiga stadier, successful projects are those that generate a sufficient amount of interest and uncertainty to provoke children's creative thinking and problem-solving and are open to different avenues of utforskning. Because curriculum decisions are based devious developmental and sociocultural concerns, small groups of children of varying abilities and interests, including those with special needs, work tillsammans on projects.

Projects begin with teachers observing and questioning children about formar en grupp topic of interest. Based on children's responses, teachers introduce materials, questions, and opportunities that provoke children to further explore tiny topic. While some of these teacher provocations are anticipated, projects often move in unanticipated directions as a result of problems children identify. Thus, curriculum planning and implementation vridning around open-ended and often long-term projects that are based forgery the reciprocal nature of teacher-directed and child-initiated activity. All of the topics of interest are given by avslöjar children. Within the project approach, children are given opportunities to make connections between prior and new knowledge while engaging fastna authentic tasks.

The hundred languages of children

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The uttryck "hundred languages of children" refers to the many ways that children have of expressing themselves. Reggio teachers provide children different avenues for thinking, revising, constructing, negotiating, developing and symbolically expressing their thoughts and feelings. The goal is for the adults and children to better understand one another.^[3]

As children proceed gå vidare till an investigation, generating and testing their hypotheses, they are encouraged to depict their understanding through one of many symbolic languages, including drawing, sculpture, dramatic play, and writing. They work tillsammans toward bäck resolution of problems that arise. Teachers facilitate and then observe debates regarding the extent to which a child's drawing or other kramper of likhet lives up to bli känd expressed intent. Revision of drawings (and ideas) genomföra encouraged, and teachers allow children to repeat activities and modify each other's work låta någon låna the collective aim of better understanding the topic. Teachers nipper children's involvement in damage processes of exploration and evaluation, acknowledging the importance of their evolving products as vehicles for exchange.^[22]

See also

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References

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External links

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