Principles of Reggio Emilia Approach to Early Childhood Powerpoint 2011

8/13/2019 Principles of Reggio Emilia Approach to Early Childhood Powerpoint 2011

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RE Provocations19 March 2011

Cheryl Greenfield


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The city received the highestmilitary decoration for therole its citizens the partisanmovement in W.W.2


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Reggio Emilia was liberated on April 24th 1945


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Reggio citizens fight for democracy until 7thJuly 1960


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The April 1960 uprising showed to the worldthat not all Italians agreed with the fascist

rule proved that Italians were even prepared to

fight against Fascist rule at great cost tothemselves.

Casualties from the uprising amounted to: Approximately 44,700 Italian partisans killed

Approximately 21,200 Italian partisans wounded ordisabled

Approximately 15,000 Italian civilians killed inretaliations

Approximately 40,000 former Italian soldiers diedin concentration camps


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Beginnings of the republic of Italy and Italiannational flag in 1797

Roman Catholic Church controlling education

Movement for Cooperative Education (1951)led by Bruno Ciari Loris Malaguzzi was a member

Stressed the importance of the physicalenvironment

Two teachers to 20 children in a classroom so theycould collaborate


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1945 in Villa Cella - a small communityoutside of the city

No teacher, a few bricks and beams frombombed dwellings, and an abandoned tankthey sold

Land donated by a farmer

A determined visionary band of volunteers A school created out of the rubble A time of extreme poverty but

Nothing without joy


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Pestalozzi

Rousseau

Montessori

Vygotsky

Piaget

Bruner Gardner

Ferrire


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Administration of the first non-catholic orstate preschool started in 1963

First infant-toddler centre in 1970

Committed to reforming education in the earlyyears

Accepted vision of Loris Malaguzzi Vision of a public system that aims to combine the

childs welfare, education and fundamental rightswith the social needs of families.

Today 36 centres


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Awareness that children needed to be preparedfor a life of democracy

Society needs to acknowledge and respond to theuniqueness of each child

Communication between families, children and

teachers important Collegiality and relationships paramount A child centred philosophy Progressive thinking

Commitment to research and experimentationsustained by ongoing staff training The presence of the atelier Reciprocal relationships with the outside

community


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Thoughts

Reflection

New

thoughts,

new actions

Meta-cognition

Sense of incompleteness

Questions


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Community and Participation


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Welcome to Reggio Emilia


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Children To be recognised as

both source andconstructors of theirown experience

To realise and expandtheir potential, placinggreat value on theirability to socialise,receiving theiraffection and trust,and satisfying theirneeds and desire tolearn


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Parents To participate actively in the education of

their children

Teachers and workers To contribute to the study and preparation

of the conceptual models that defineeducational content, objectives andpractices through open discussion and inharmony with the rights of others


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School To their own environment, their ownarchitecture, their ownconceptualisation and utilisation ofspaces, forms, and functions

To be recognised has being amotivating and animating force increating spaces for relations,

options, and emotional and cognitivesituations that produce a sense ofwellbeing and security


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The pre-schools and infant-toddler centres of ReggioEmilia do not provide a model, but rather theopportunity to reflect on our own educational theories,practices, and methods of organisation Millikan, 2003)


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The aim of the Reggio Approach is to promotechildrens education through the developmentof all their languages: expressive,communicative, symbolic, cognitive, ethical,metaphorical, logical, imaginative andrelational

The environment should act asan aquarium which reflects theideas, ethics, attitudes andculture of the people who live in

it. This is what we are workingtowards( quotes from Loris Malaguzzi)


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Childrens own timing and rhythm demandenormous respect and they need thesupport of adults in order to combat theenormous accelerating pressures and hasteto make them grow up


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We believe the brain is not imprisoned bygenes, that thought can be modifiedinasmuch as it interacts with the environmentand that intelligence is the result of the

synergistic cooperation of various arts of thebrain (Malaguzzi)


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Teachers and parents alike must open themselves to wonder andemotion, staying close to children, sharing joy and the pain,arguing, discussing and then again laughing, playing, searchingtogether.In this way both children and adults acquire together greatersecurity and a deeper sense of identity, learning how to placetheir own thoughts and ideas in confrontation with those ofothers re-child, 1996, p.3)

Pedagogy of ListeningAbility of teacher to hear thosevital and significant events as theyappear, around which the teachersintervention is organised


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Your image of the childdetermines your pedagogicalpractice


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Buzzeli (1996) states that the role of

early childhood educators is to: provide experiences which acknowledge

children as capable, enthusiastic learners

encouraging children to pursue knowledgein creative ways

nurture their excitement for learning

assist them in making connections betweenwhat is known and what could known.


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Fully engaged inexperiencing the

worldFull of curiosity, desireto learn and ability to

communicate

Having the ability torepresent theirunderstanding

through symbols

Competent need toconsider in what, whatresponsibility are youtaking for the child

Producer of culture,values and rights


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Amiable schoolDiscovery, serenity,controversy, joy, belonging,

encounters, authenticity,interrelationships, learning,provocations, creativity,

difference, honouring


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co-explore the learning experience

with the children provoke ideas, problem solving, andconflict

take ideas from the children andreturn them for further exploration

organize the classroom and materials

to be aesthetically pleasing organize materials to help childrenmake thoughtful decisions about the

media


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document children's progress: visual,

videotape, tape recording, portfolios help children see the connections in learning

and experiences

help children express their knowledge

through representational work form a "collective" among other teachers and

parents

have a dialogue about the projects with

parents and other teachers

foster the connection between home, schooland community

Teachers role contd.


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Necessary for children to express, revisit,and construct and reconstruct theirfeelings, ideas and understandings.

An important tool in the learning processfor children, teachers, and parents.

What messages does your documentation

give?

What is its purpose?


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A catalyst and an excuse to dialogue abouteducation

It inspires dreams and hopes for a better way

of educating and living in a space

Where knowledge and action pursue and feedeach other

A place that reflects the ideas, ethics,attitudes and culture of the people who livein it


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Adopting ideas Whose ideas do we adopt and apply to our teaching

and why?

The right to an environment Do we think critically about the influence our

physical environment has on those living in thespace?

Participation Do we understand participation as co-

responsibility in the educational process? Organisation

Does the way our centre is organised support orimpede interconnectedness and interaction?

The research keeps pointing back to the


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The research keeps pointing back to thequality of the relationships among theteachers, parents, management, and children

An atmosphere of adult harmony is essential as aresupportive adult-child relationship. Children are more likely to emulate those adults

with whom they have positive relationships Children need exposure to:

societal values, including the accumulated moral wisdom ofthe adult society opportunities for peer interaction and pro-social action opportunities to think about and discuss all sorts of issues experiences that promote understanding of others and theworld Huitt, 2004).


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Principles of Reggio Emilia Approach to Early Childhood Powerpoint 2011

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