The Reggio Emilia Approach

Jolie Williams, Thuy Nguyen, Chelsea Lee

History
https://www.youtube.com/watch?v=XVv5ZL9nlg

1945: First Reggio Emilia Schools Built by Working Parents Groundwork was established shortly after World War II, and the end of the Fascist regime in Italy, when a group of working parents built new schools for their young children. These parents wanted schools in which their children could acquire skills of critical thinking and collaboration essential to rebuilding and ensuring a democratic society (New, 2000)

1960 - Association of Elementary School Teachers Founded In the 1950s and early 1960s, there was an association of elementary school teachers active in Italy that wanted to bring innovation to education. These teachers were inspired by the works of John Dewey, Jean Piaget and Lev Vygotsky. They hoped to develop schools that were non-selective and nondiscriminatory. Mr. Loris Malaguzzi became a leader in the movement and helped to bring the schools into city management.

I believe that our schools show the attempt that has been made to integrate the educational program with the organization of work and the environment so as to allow for maximum movement, interdependence, and interaction. (Loris Malaguzzi)

1967 - Original Preschools Transferred to City Management 1970 - Social Policies for Working Families with Young Children Established A series of national laws were passed between 1968 and 1971 that established free preschools for children 3-6 years old, infant-toddler centers for children 3 months to three years, a maternity leave (in part, with full pay) and a new family law more favorable to women.

1981 - Hundred Languages of Children Exhibit Opens in Sweden In 1981, the educators of Reggio Emilia prepared the first exhibit about the work constructed with their children called The Hundred Languages of Children.

1987 - First Presentation on Reggio Emilia at NAEYC Conference

1998 - Revised Second Edition of The Hundred Languages of Children--Advanced Reflections Published

2000 - Image of the Child

Reggio Emilia Philosophy

Reggio Emilia Schools are heavily influenced by social constructivist theory (Lev Vygotsky). This theory believes learning is based on relationships with peers, teachers, family, and community.
Main Principles

Centered around the natural development of children and the relationships they share with their surroundings (peers, materials, environment) Children must be able to learn through sensory experiences (moving, listening, seeing, hearing, and touching) Children must be allowed to explore their environment, through materials and meaningful relationships. Children must have countless opportunities to express themselves in their environment. Children must have some control over the direction of their learning.

Developing Curriculum
Reggio Emilia, like the project approach, doesnt have an organized curriculum. Instead of viewing their program as a curriculum, Reggio educators suggest that the core beliefs and guiding principles be used as a means of generating reflection and dialogue among other educators in their own pursuit of uniquely responsive approach (Follari p. 208) This approach is dynamic and responsive to the uniqueness of the children in the class and open to changes based on observations and reflection. Learning is seen not as a linear process but as a spiraling progression Child Discovery Center

www.stleos.school.nz

Curriculum Continued
The adult is not the giver of knowledge. The children search out the knowledge through their own investigations. Dialogues are supported through the opportunities for multiple representations and modes of communication: painting, drawing, dance, shadow theatre, sculpture, discussion, music, and dramatic play (Follari p. 206) This approach uses creativity to support social and language development.

Teachers create schedules that balance: - individual, small and large group play - child directed and teacher initiated activity - Inside and outdoor experiences - Long-term projects

Creating supportive and respectful relationships with families is crucial in the Reggio Emilia approach. - Teachers, families, and children connect to continually refine the system to supports the school community.

Sample Class Schedule

(Follari p. 198)

8:30 am Arrival and greeting, play 9 am Circle meeting and project discussions 9:20-10:40 am Childs choice, project work, art, play 10:40 am Snack together 11 am Outdoors 11:30 am Prepare for lunch 11:45-12:45 pm Group Meal 12:45-1:30 pm Rest Time 1:30 pm Snack 2-3:20 pm Play, choice, art, project work 3:20 pm Clean up, come together, story 3:45 pm Outdoors 5pm Pick up, goodbyes

Long-Term Projects
Long term projects inspired by childrens interests are the primary medium for classroom learning activities. Because children are the directors of their group projects, they are empowered as negotiators of their own learning with teachers reflectively and thoughtfully supporting and guiding their explorations (Follari p. 206) Projects tend to revolve around their communities. Projects have a high level of personal interest and revolve around the potential for developing relationships with surroundings (peers and materials).

www.tucsonchildrensproject.org

Example Long-Term Project

An Alaskan Eskimo Village preschool using the Reggio Emilia approach decided to investigate how the life in their village had changed over the years. This investigation led them to the tradition of fishing within their village. For their project, the children explored fishing tools, frozen ponds and lakes, and stories from families/community members. They discovered the rich history of their environment through this project.

Reggio Materials
The materials used in the Reggio Emilia approach are carefully selected to enhance the childs learning and discovery. The classroom provides children with real materials (flowers, vases, glass beads, musical instruments) instead of including the kiddy or plastic versions.

A visit to a Reggio infant-toddler center will reveal toddlers sculpting with wire, clay, and small beads. (Follari p. 202)

Types of open-ended materials for toddlers and preschoolers

Open-ended materials refer to items that can be transformed

Simple wooden blocks Natural materials (rocks, leaves, sticks) Fabric scraps (various textures and sizes) Reusable materials (popsicle sticks, pinecones, cardboard tubes) Mosaic glass/ceramic tiles Clay, watercolors, paint (aim for authentic art materials) Yarn Wire

fairydustteaching.com

charlesonatelier.wordpress.com

The TEACHERS ROLE

To help children learn through the natural world around them and through relationships, the teacher will: Act as a guide through learning experiences Act as partners with the students by being present and involved and trying not to interfere unless needed. Provoke childrens thoughts.

The TEACHERS ROLE

Encourage children to look at the world in many different ways and then create art that would reflect it. An example would be: Look at the wings on the baby bird. What does he use them for? Now tell me or rather show me how the bird feels when he flies. Through observation and listening techniques, are able to get an understanding of what their next topic of study will be.

www.nytimes.com

www.halfthesky.org

The STUDENTS ROLE

Are viewed as capable of communicating, collaborating and thinking on complex ideas (Follari, pg. 300) Lead discussions and then are able to expound upon them through various mediums (paint, sculpture, music) that helps to make deep connections to subjects that relate to the world around them Are encouraged to work together in small groups, one on one and as a class

The STUDENTS ROLE

Are encouraged to create the topic that will be studied next. Are valued as unique individuals within a social group. Feel important because others listen to them and value their opinions on all sorts of topics.

www.edweek.com www.memphis.edu

www.greenwhichhouse.org

Families and Community

Family and community involvement are encouraged in the Reggio schools. Parents are asked to volunteer on a regular basis and are viewed as partners, co-participants and advocates for their children. The children explore their community everyday and the community provides the school with art supplies such as recycled broken or unused items (beads, toy parts, etc.).

casamarias.blogspot

www.raeie.org.au

Blogs.jccsf.org

Reggio Emilia Classroom

Classrooms act as the third teacher - Reggio Emilia classrooms are beautifully designed to actively engage children to learn through their surrounding materials. - Classroom must have an open layout, centers clearly defined and organized, and inviting for children. - Materials must be easily accessible, clean, and organized. - Containers, bins, and baskets that hold toys and materials must be neutral so not to distract from the contents.

Layout
Layout of rooms are free flowing, open and appear spacious Art supplies are in numerous quantities and available for children when ready. Rooms are set up for children to gather in groups, one on one or as a class. Every piece of art that is created and treated like a masterpiece, framed appropriately and displayed professionally.

Faithhopeandart.com

Letthechildrenplay.com

Vibrantwanderings.com

Fairydustteaching.com

Neutral colors are necessary in a Reggio Emilia Classroom

-Simple carpets, storage baskets, furniture, and light
window coverings. -No need for distracting posters and borders. It overwhelms the classroom! This allows childrens work, art, and materials to be visible!

Each area/ center should be defined

Children should be given specific space that allows them to achieve optimal learning.

References
Follari, Lissanna M. Foundations and Best Practices In Early Childhood Development- History, Theories, and Approaches to Learning. New Jersey: Pearson Educations, Inc. 2011. Print.

National American Reggio Emilia Alliance. NAREA. 2014. Web. 11 April 2014. What is the Reggio Approach? (2012) Child Discovery Center. Retrieved from http://childdiscoverycenter.org