The Reggio Emilia approach is an educational philosophy that focuses on preschool and basic education. It is a pedagogy depicted as student-centered and constructivist that uses self-oriented learning, experience in a relationship-driven environment. The program is based on principles of respect, responsibility, and community through exploration and discovery through self-guided curriculum. In essence is the assumption that children form their own personality during the early years of development and are awarded "a hundred languages", in which they can express their ideas. The purpose of Reggio's approach is to teach how to use this symbolic language (for example, painting, sculpting, drama) in everyday life. It was developed after World War II by psychologist Loris Malaguzzi and parents in the villages around Reggio Emilia, Italy, and gets its name from the city.
Video Reggio Emilia approach
History
During the post-World War II era in Italy, "... the desire to bring about change and create something new" accompanied by great economic and social developments, including in education.
In the 1970s, the Malaguzzi method was well known and appreciated by many educators especially thanks to the first exhibition that opened at Modern Museet in Stockholm, Sweden. In Italy, the National Working Group and Study on Infant Toddler Centers were formed.
On May 24, 1994, the non-profit organization Friends of the Reggio Children International Association was established to promote the work of Loris Malaguzzi and organize professional development and cultural events. In November 2002, during the annual National Association for Children's Education in Chicago conference, the Reggio Emilia Alliance of North America was officially launched as an organization.
In 2003 the municipality of Reggio Emilia chose to manage the school's school systems and services and toddler centers by establishing the Istituzione Scuole e Nidi d'Infanzia . This enables city and pre-school schools to have independent programs and activities with support from the government.
In February 2006, the Loris Malaguzzi International Center opened in Reggio Emilia, Italy, as a meeting place for professional development and philosophy research of Reggio. On September 29, 2011, the non-profit Children's Foundation Malaguzzi Center was officially established at the Loris Malaguzzi International Center with the goal of encouraging "education and research to improve the lives of people and communities, in Reggio Emilia and the world".
Maps Reggio Emilia approach
Philosophy
The philosophy of Reggio Emilia is based on the following set of principles:
- Children should have some control over their learning direction;
- Children must be able to learn through touching, moving, listening, and observing experiences;
- Children have relationships with other children and with material goods in the world that must be allowed to be explored;
- Children must have unlimited ways and opportunities to express themselves.
Reggio Emilia's approach to teaching young people puts the child's natural development as well as the close relationship they share with their environment at the center of his philosophy. The basis of the Reggio Emilia approach lies in its unique view of children: to encourage education in the youngest students to promote the best integration among "100" children. In this approach, there is a belief that children have rights and should be given the opportunity to develop their potential. Children are regarded as "carriers of knowledge," so they are encouraged to share their thoughts and ideas about everything they can meet or do during the day. "Influenced by this belief, the child is seen as beautiful, strong, competent, creative, curious, and full of potential and ambitious desires." Children are seen as active knowledge constructors. Instead of being seen as teaching targets, children are seen to have an active role as apprentices. This role also extends to a researcher. Most of the instruction at the Reggio Emilia school takes place in the form of projects where they have the opportunity to explore, observe, hypothesize, ask questions, and discuss to clarify their understanding. Children are also seen as social beings and the focus is made on children in relation to other children, families, teachers, and society than to each child separately. They are taught that respect for others is important because everyone is a "subjective agent" when there as part of a group.
Reggio Emilia's approach to early education reflects the theoretical kinship with John Dewey, Jean Piaget, Vygotsky, and Jerome Bruner, among others. Much of what happens in the classroom reflects a constructivist approach to early education. The Reggio Emilia approach does challenge some of the conceptions of teacher competence and proper practice of its development. For example, teachers in Reggio Emilia emphasize the importance of confusion as a learning contributor; thus the main teaching strategy is deliberately to allow mistakes to occur, or start a project without a clear sense of where it might end up. Another feature that is contrary to the beliefs of many Western educators is the importance of children's ability to negotiate in peer groups.
One of the most challenging aspects of the Reggio Emilia approach is the invitation of many perspectives on the needs, interests, and abilities of children, and the same faith in parents, teachers, and children to contribute in meaningful ways to determine school experience. Teachers believe in themselves to respond appropriately to the ideas and interests of children, they believe children are interested in what they need to know, and they trust parents to be informed and productive members of the cooperative education team. The result is a community atmosphere and collaboration that fits developments for adults and children.
Community support and parent involvement
The community support tradition of Reggio Emilia for families with young children is growing at sight, stronger held in Emilia Romagna and Tuscany, the children as collective responsibility of the local community. In Reggio Emilia, infant/toddler and pre-primary programs are an important part of the community, as reflected in high levels of financial support. Community involvement was also seen in the membership of residents at La Consulta, a school committee that had a significant influence on local government policies.
Parents are an important component of the philosophy of Reggio Emilia; they are seen as partners, collaborators, and supporters for their children. Teachers honor parents as every child's first teacher and involve parents in every aspect of the curriculum. It is not uncommon to see parents volunteering in the Reggio Emilia classroom throughout the school. This philosophy does not end when the child leaves the class. Some parents who choose to send their children to the Reggio Emilia program include many principles in their home care and life. The role of parents reflects the community, both at the school level and in the classroom. Parents are expected to take part in discussions about school policy, child development issues, and curriculum planning and evaluation.
Teacher role
In the Reggio approach, teachers are regarded as partners of learners and collaborators with children and not just instructors. Teachers are encouraged to facilitate children's learning by planning activities and lessons based on their interests, asking questions for further understanding, and actively engaging in activities with children rather than passively observing children's learning. "As a partner for the child, the teacher is in a learning situation" (Hewett, 2001).
Some applications of the Reggio Emilia approach consciously reconcile their conception of teachers as autonomous cooperative companions with other approaches. As an example:
The long-term commitment of teachers to improve their understanding of children is at the core of the Reggio Emilia approach. They offset very little pre-service training of Italian early childhood teachers by providing extensive staff development opportunities, targeted by the teacher himself. Teacher autonomy is evident in the absence of teacher guidance, curriculum guidance, or achievement tests. The lack of an externally imposed mandate is followed by the necessity that teachers become skilled observers of children to inform the planning and implementation of their curriculum.
While working on projects with children, teachers can also expand children's learning by collecting data that can be reviewed later. Teachers need to maintain active, joint participation in activities to help ensure that children clearly understand what is being "taught". Teachers partner with colleagues, students, and parents in the learning process. They discuss their observations with them, as part of a continuous dialogue and continue the evolution of their ideas and practices. This allows them to be flexible in their plans, preparations, and teaching approaches.
Often, teachers listen and observe children in the classroom and take note of their observations to help plan the curriculum and prepare the environment and teaching tools to support student interest.
Documentation
Using various media, teachers pay careful attention to students 'documentation and students' thought presentation. Rather than following a standard assessment, the teacher asks and listens to the children carefully. Examples of documentation might be books or panels with students' words, pictures, and photos. By making visible learning, students' thoughts and feelings can be learned while documentation serves to assist the evaluation of educator work and curriculum improvements. It provides parents with information about their children's learning experiences while creating archives for classes and schools.
Environmental role
Malaguzzi believes that the physical environment becomes very important for early childhood programs; he called it a "third teacher", along with adults and other students. Static One goal in the design of new spaces - and redesign of existing ones - is the integration of classrooms with the surrounding environment: the rest of the school, and the school community are part of. The importance of the environment lies in the belief that children can create meaning and understand their world through environments that support "complex, diverse, sustainable, and changing relationships among people, the world of experiences, ideas, and many ways of expressing ideas. "
Physically, preschools generally incorporate natural light and indoor plants. The classroom opens to the piazza center, the kitchen is open for viewing, and access to the outside community and beyond is provided through the courtyard, large windows, and exterior doors in every classroom. Entries capture the attention of children and adults through the use of mirrors (on walls, floors, and ceilings), photos, and children's work accompanied by their discussion transcripts. These same features characterize the interior of the classroom, where project displays are interspersed with the array of found objects and classroom materials. In each case, the environment informs and engages the audience.
Other environmental supporting elements include sufficient space for supplies, often rearranged to draw attention to their aesthetic features. In every classroom there are studio spaces in the form of large centralized workshops and smaller mini-atelier, and clear spaces intended for large and small group activities. Throughout school, there are efforts to create opportunities for children to interact. The single-dressing area is in the middle of the piazza; classroom connected with telephone, hallway or window; and the dining room and bathroom are designed to encourage community.
A cohort or group of students lives with one teacher over a three-year period, creating consistency in the environment and relationships.
Long-term project as a vehicle for learning
The curriculum is characterized by many features supported by contemporary research on young people, including real-life problem solving among peers, with many opportunities for creative thinking and exploration. Teachers often work on projects with small groups of children, while the rest of the class is involved in a variety of self-selected activities that are typical of the preschool class.
Projects involving teachers and children differ in ways that characterize the conception of American teachers about units or thematic studies. The topic of investigation may come directly from teachers' observations about children's spontaneous games and explorations. Project topics are also selected on the basis of academic curiosity or social concerns on the part of teachers or parents, or coincidents that direct the attention of children and teachers. Reggio's teachers place a high value on their ability to improvise and respond to children's tendency to enjoy the unexpected. Regardless of its origins, a successful project is a project that generates enough interest and uncertainty to provoke creative thinking and problem solving of children and open to various ways of exploration. Because curriculum decisions are based on developmental and sociocultural issues, small groups of children with different abilities and interests, including those with special needs, work together on the project.
The project begins with the teacher observing and asking the child about an interesting topic. Based on children's responses, teachers introduce materials, questions, and opportunities that encourage children to explore further the topic. While some of these teacher provocations are anticipated, projects often move in unexpected directions as a result of problems identified by children. Thus, the planning and implementation of the curriculum revolves around open and often long-term projects based on the reciprocal nature of teacher-led activities and those initiated by the child. All the interesting topics are given by children. In the project approach, children are given the opportunity to make connections between prior and new knowledge while engaging in authentic tasks...
Hundreds of children's languages ​​
The term "hundreds of children's languages" refers to the many ways children have to express themselves. Master Reggio gives children different ways to think, revise, build, negotiate, develop and symbolically express their thoughts and feelings. The goal is that adults and children better understand each other.
As children continue to investigate, generate and test their hypotheses, they are encouraged to describe their understanding through one of many symbolic languages, including drawing, sculpture, dramatic drama, and writing. They work together towards the solution of problems that arise. The teacher facilitates and then observes the debate over the extent to which the child's image or other representational form lives up to the expressed intent. Image revisions (and ideas) are encouraged, and teachers allow children to repeat activities and modify their individual work in collective goals to better understand the topic. Teachers encourage children's involvement in the exploration and evaluation process, recognizing the importance of their growing products as a vehicle for exchange.
See also
- Alternative education
- Project-based learning
- Kindergarten
- Montessori Education
- Waldorf Education
- Sudbury School
- Summer School
- Charlotte Mason
- Friedrich FrÃÆ'¶bel
- Son of Reggio - Loris Malaguzzi Center Foundation
- Social constructivism
References
External links
- Reggio Children's Home
Source of the article : Wikipedia
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