Reggio Emilia Approach Analysis
Gandini (1993) argues that Reggio is not an experimental philosophy, but instead it very successfully exists in the public schools of Reggio Emilia, Italy. This philosophy spread to the United States and is now implemented in Reggio-inspired North American schools. They “serve both the child's welfare and the social need of families while also supporting the child's fundamental right to grow and learn in a favorable environment with peers and with caring professional adults” (p. 8 ). The goal of a Reggio school is to use the whole-child approach; that is to foster the psychological, social, and cultural facets of child development. The thinking behind the Reggio Approach, by its founder Loris Malaguzzi, supports social constructivism drawing
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The child is seen as having a powerful existence with an eagerness to learn as well as the capability and curiosity to create their own path of knowledge. They have the potential to engage in social interactions and interact with everything the environment offers. Loris Malaguzzi had a vision that children's education is based on relationships that “focuses on each child in relation to others and seeks to activate and support children's reciprocal relationships with other children, family, teachers, society, and the environment” (Malaguzi, 1993, as cited by Edwards, 2002, p. …show more content…
Students are seen as having one hundred languages (Gandini 1993). It is based on the premise that children have infinite numbers of ways they can potentially convey, explore, and correlate thoughts, feelings, and ideas. Each one of these aspects of expression is valued and supported within the learning environment. Learning and play are not separate but are related and recognized as a different way of learning. These languages can include drawing, painting, clay, ribbons, natural and recycled materials, light and shadow, dramatic play, music, and dance. Therefore, Reggio educators provide children with a broad range of loose parts and open-ended materials so that children encounter many paths for thinking, revising, constructing, negotiating, developing, and symbolically expressing their thoughts and feelings (Edwards et al.,
The child is seen as having a powerful existence with an eagerness to learn as well as the capability and curiosity to create their own path of knowledge. They have the potential to engage in social interactions and interact with everything the environment offers. Loris Malaguzzi had a vision that children's education is based on relationships that “focuses on each child in relation to others and seeks to activate and support children's reciprocal relationships with other children, family, teachers, society, and the environment” (Malaguzi, 1993, as cited by Edwards, 2002, p. …show more content…
Students are seen as having one hundred languages (Gandini 1993). It is based on the premise that children have infinite numbers of ways they can potentially convey, explore, and correlate thoughts, feelings, and ideas. Each one of these aspects of expression is valued and supported within the learning environment. Learning and play are not separate but are related and recognized as a different way of learning. These languages can include drawing, painting, clay, ribbons, natural and recycled materials, light and shadow, dramatic play, music, and dance. Therefore, Reggio educators provide children with a broad range of loose parts and open-ended materials so that children encounter many paths for thinking, revising, constructing, negotiating, developing, and symbolically expressing their thoughts and feelings (Edwards et al.,