Reggio Emilia Unit 17 E7 B1
E7 B1
Role of the adult in Reggio Emilia
Within the Reggio Emilia schools, the educators are very concerned about what their school environments teach children. Hence, a great attention is given to the look and feel of the classroom. It is often referring to the environment as the "third teacher".
“Teachers organize environments rich in possibilities and provocations that invite the children to undertake extended exploration and problem solving, often in small groups, where cooperation and disputation mingle pleasurably”. Providing environments that challenge children’s thinking and which encourage them to interact with the resources and materials that are provided.
Teachers act as recorders (documenters) for the children, helping them trace and revisit their words and actions and thereby making the learning visible. They display pictures, patterns and images created by the children. The pictures and paintings are a record and evidence of what the children have done.
Throughout a project, teachers help children make decisions about the direction of study, the ways in which the group will research the topic, the representational medium that will demonstrate and showcase the topic. This means that the teachers are to help with advice and suggestions but they let the children make their own decisions.
The teacher's role within the Reggio Emilia approach is complex. Working as co-teachers, the role of the teacher is first and foremost to be that of a learner alongside the children. The teacher is a teacher-researcher, a resource and guide as she/he lends expertise to children.
“Within such a teacher-researcher role, educators carefully listen, observe, and document children's work and the growth of community in their classroom and are there to provoke and stimulate thinking”.
Teachers are committed to reflection about their own teaching and learning
Role of the adult in Reggio Emilia
Within the Reggio Emilia schools, the educators are very concerned about what their school environments teach children. Hence, a great attention is given to the look and feel of the classroom. It is often referring to the environment as the "third teacher".
“Teachers organize environments rich in possibilities and provocations that invite the children to undertake extended exploration and problem solving, often in small groups, where cooperation and disputation mingle pleasurably”. Providing environments that challenge children’s thinking and which encourage them to interact with the resources and materials that are provided.
Teachers act as recorders (documenters) for the children, helping them trace and revisit their words and actions and thereby making the learning visible. They display pictures, patterns and images created by the children. The pictures and paintings are a record and evidence of what the children have done.
Throughout a project, teachers help children make decisions about the direction of study, the ways in which the group will research the topic, the representational medium that will demonstrate and showcase the topic. This means that the teachers are to help with advice and suggestions but they let the children make their own decisions.
The teacher's role within the Reggio Emilia approach is complex. Working as co-teachers, the role of the teacher is first and foremost to be that of a learner alongside the children. The teacher is a teacher-researcher, a resource and guide as she/he lends expertise to children.
“Within such a teacher-researcher role, educators carefully listen, observe, and document children's work and the growth of community in their classroom and are there to provoke and stimulate thinking”.
Teachers are committed to reflection about their own teaching and learning