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The Reggio Emilia approach to childhood
education has its origins dating back to post World War 11 Italy,
however, the approach was formalised in 1963. The Reggio Emilia
approach has been implemented in schools worldwide and has become
the hallmark for high quality education for young children. This
system, which is based on education through social and cultural
involvement, received public acclaim following a travelling
exhibition of children's creative works. The Italian educators
shared their knowledge throughout the world but always emphasised
that they were not providing a recipe for others to follow, as all
practice must be shaped by the specific context and culture of the
school, the community, and the broader society.
The
fundamental principles of the Reggio Emilia approach are as follows:
Key
Factors
1.
Young children are strong and capable. The child is not seen as an
empty vessel ready to be filled with knowledge but a unique
individual who already has a great deal to offer.
2.
Teachers, caregivers and parents are partners and co-constructors in
children's learning. Adults listen to and observe children closely;
they ask questions in order to discover children's theories and
hypotheses, and they enact roles of guide, facilitator and
scaffolder of learning. Adults teach skills which allow children to
experience success.
3.
Learning is a social and collaborative process that occurs most
powerfully when children work with other children, their families,
teachers and the community. Parents and teachers work together in
the education process exchanging ideas and views about the children
which forms firm links between home and school.
4.
The environment is the third teacher. A pleasant, orderly and
interesting space encourages children to develop relationships with
adults and peers. Children's relationships support them to
experience, encounter, engage with and make meaning from phenomena
in their world.
5.
Young children communicate their knowledge and understandings in
many different ways. This may include words, movement, drawing,
painting, building, sculpture, dramatic play and music (Edwards et
al, 1993). Great insight into a child's thinking can be gained by
analysing these symbolic representations.
Courtesy
of Bold
Park Community School,
227 Stubbs Terrace
Shenton Park WA 6008
Ph 9381 3314
For
more articles on this international educational approach go to:
http://ericeece.org/reggio.html
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