The Reggio Emilia Approach to Early Years Education
The Reggio Emilia Approach to Early Years Education
Acknowledgements
I wish to express my sincere thanks to Pat Wharton, Diane Alexander and Eileen Carmichael for their generous contributions to the first and second editions of this document. I would also like to thank all the children, educators and parents of the many Reggio schools who gave so generously of their time and answered my questions with enthusiasm and patience. And finally, a special thankyou to Ruben, Sebastian and Emily … my three Reggio children!
First published 1999 New edition published 2006 © Learning and Teaching Scotland 2006 ISBN-13: 978-184399-136-6 ISBN-10: 1-84399-135-7
CONTENTS
Background General Information What is the ‘Reggio Approach’?
The Image of the Child The Expressive Arts in the Pre-school: ‘The Hundred Languages’ Progettazione Community and Parent–School Relationships Environment Teachers as Learners
What can the Scottish Early Years Education System Learn from the Reggio Approach?
Adaptation of a Pedagogical Approach Reflecting on Current Practice Physical Features Time Collaboration Partnership with Parents Curriculum The Role of the Adult Documentation Initial Teacher Training and Professional Development
Bibliography
Books News Articles Reports Conference Papers
REGGIO EMILIA REGGIO EMILIA
iii
BACKGROUND
BACKGROUND
In educational terms the northern Italian town of Reggio Emilia has a firmly established worldwide reputation for forward thinking and excellence in its approach to early childhood education. North American and Scandinavian educators have long recognised the importance of the continuing educational development that is taking place in the Reggio model, and there is much about the approach that is of interest to educators in Scotland. It is a socio-constructivist model. That is, it is influenced by the theory of Lev Vygotsky, which states that children (and adults) co-construct their theories and knowledge through the
Acknowledgements
I wish to express my sincere thanks to Pat Wharton, Diane Alexander and Eileen Carmichael for their generous contributions to the first and second editions of this document. I would also like to thank all the children, educators and parents of the many Reggio schools who gave so generously of their time and answered my questions with enthusiasm and patience. And finally, a special thankyou to Ruben, Sebastian and Emily … my three Reggio children!
First published 1999 New edition published 2006 © Learning and Teaching Scotland 2006 ISBN-13: 978-184399-136-6 ISBN-10: 1-84399-135-7
CONTENTS
Background General Information What is the ‘Reggio Approach’?
The Image of the Child The Expressive Arts in the Pre-school: ‘The Hundred Languages’ Progettazione Community and Parent–School Relationships Environment Teachers as Learners
What can the Scottish Early Years Education System Learn from the Reggio Approach?
Adaptation of a Pedagogical Approach Reflecting on Current Practice Physical Features Time Collaboration Partnership with Parents Curriculum The Role of the Adult Documentation Initial Teacher Training and Professional Development
Bibliography
Books News Articles Reports Conference Papers
REGGIO EMILIA REGGIO EMILIA
iii
BACKGROUND
BACKGROUND
In educational terms the northern Italian town of Reggio Emilia has a firmly established worldwide reputation for forward thinking and excellence in its approach to early childhood education. North American and Scandinavian educators have long recognised the importance of the continuing educational development that is taking place in the Reggio model, and there is much about the approach that is of interest to educators in Scotland. It is a socio-constructivist model. That is, it is influenced by the theory of Lev Vygotsky, which states that children (and adults) co-construct their theories and knowledge through the
Bibliography: 1 Census figures and population growth figures are cited from Reggio in Cifre published by Comune di Reggio Emilia, 1995. All figures in this secton are extracted from Reggio Children’s mission statement published by Reggio Children, 2005. 3 4 Malaguzzi, L., quoted in Penn, H., Comparing Nurseries: Staff and Children in Italy, Spain and the UK, Paul Chapman Publishing, 1997, p