- Italy
- In Reggio the word teacher is used for the staff who work with the children in the same way as the term “practitioner” is used in the UK. Teachers work in pairs.
- The key values of the Reggio Approach
- Relationships
- Two- way relationships
- Involving parents
- Relationships with the community
- Having a shared image of the child
- Creativity
- Open ended sources
- A rich variety of experiences
- Space to explore materials
- Time to develop ideas
- Freedom to solve problems and try things out
- Adults as role models of creativity
- Using high quality art materials
- Fewer choices of color
- Less vibranyt colors and more pastel shades
- Several shades of the same color
- Environment
- A typical Reggio school:
- Classrooms and sections, piazza(large space in the middle of building where children of different ages meet and play together, atelier (groups of children take part in creative activity with the atelierista on a daily basis. A wide range of creative sources including clay, art materials, natural materials., kitchen and dinning areas, courtyard (am open air space next to the piazza which children can access all the time
- The environment as the third teacher
- Time
- Learning and Teaching
- Reflective Practive
- https://www.youtube.com/watch?v=7n2hCebmT4c
- Principles of the Reggio Emilia Approach:
- Relationships
- The Reggio approach follows four major principles. These are:
- Emergent Curriculum. A classroom’s curriculum stems from the particular interests of children. Curriculum topics are derived from talking with children and their families, as well as from things that are known to be interesting to children (puddles, dinosaurs, and so on). Teachers compare notes and observations in team planning sessions to decide which projects would be best suited to children in their classes, what materials will be needed, and how they can encourage parents and the community to become involved.
- In-Depth Projects. These projects are thorough studies of concepts and ideas based on the information gathered about children’s interests. Projects are often introduced to children as adventures, and can last anywhere from a week or two to the entire school year. Teachers act as advisors on these projects, helping children decide in which direction they would like to take their research, how they can represent what they learn, and what materials would be best suited for their representations.
- Representational Development. This principal takes into account Howard Gardner’s concept of multiple intelligences. The Reggio Emilia approach calls for the presentation of new ideas and concepts in multiple forms, such as print, art, drama, music, puppetry, and so on. Varied presentations ensure that all children have the chance to understand and connect with the concepts being explored.
- Collaboration. The idea of collaboration is seen as necessary to further a child’s cognitive development. Groups both large and small are encouraged to work together to problem-solve using dialogue, comparisons, negotiations, and other important interpersonal skills. Each child’s voice is heard in order to promote a balance between a sense of belonging to the group and a sense of self.
Makaleskop 