Reggio Emilia Methodology Analysis

Keywords: reggio emilia teaching, reggio emilia education, reggio emilia theory

Children are explorers and want to investigate what is going on around them. Think about if their complete day was spent in an environment with beauty shaped by their own imagination? Having the possibility to play with natural and open up ended materials of their own hobbies, guidance from educators to construct their learning and thinking on fascinating topics, & most importantly having their families be greatly involved with their day, the learning outcomes of every child would be concrete and long lasting. These are the kinds of opportunities provided by teachers from the Reggio Emilia Approach, found by researcher and teacher Loris Malguzzi. "Creativity seems to emerge from multiple encounters, coupled with a well-supported development of personal resources, including a sense of independence to project beyond the known" (Loris Malaguzzi, The 100 Dialects of Children, ch. 3, by Carolyn Edwards (1993).

This article will be speaking about the particular Reggio Emilia Way is, and which constructivist ideas effect the Reggio Emilia curriculum. It will discover the curriculum elements and key development used in the approach and last but not least how its methodology helps the six key points of the ELECT report found in Ontario. The topics mentioned in this newspaper depends on the research found in the reserve Authentic Youth Experiencing Reggio Emilia in the Class room by Susan Fraser and also online resources.

To begin with, what is the Reggio Emilia Way? This question comes up amongst many people like, experts in child studies, parents looking for childcare, teachers looking to work, the federal government when seeking to see figures to see what curriculum model has a successful final result of quality childcare and many more people who are enthusiastic about what different childcare solutions provide. In relation to this, the Reggio Emilia Procedure was found by an early education specialist from a town in North Italy called Reggio Emilia his name was Loris Malaguzzi (1920-1994). Malaguzzi's perspective attracts the globe through his play and job based curriculum, children play and educators guide their play into assignments that interest them.

The methodology is a blend of concepts that build the child centred environment and curriculum. "Collaboration" is when everyone works collectively and includes parents, educators, communities and the children; "the image of the child-conceptualizing an image of the child as proficient, inventive, and filled with ideas" (Fraser, 2000, Web page 8). The "environment" is known as the third instructor as it is carefully set up by teachers to concern the child's interest and learning. "Documenting" is a display of the particular child's experience are shown through language and ingenuity. "Provocation" is when teachers listen carefully to what the children are saying and additional guide the thoughts and achievements. Programs and investigations are also created by everyone included, which is recognized as "progettazione". A unique principle within the Reggio Emilia approach is the "one hundred dialects of children" which means that the kids use a number of resources and materials to "make symbolic representations of ideas that could happen" (Fraser, 2000, Site 8). The concepts from the Reggio Emilia Procedure also include continuous play. As a whole it can be an fascinating learning environment for the kids, educators and parents all co-learning together.

As a second point, let's discuss which ideas influence the Reggio Emilia curriculum. For example in a Montessori university the viewpoint will be of Maria Montessori and your day will be designed out using didactic materials and sequential steps based on her research on child studies. The Reggio Emilia Procedure is not merely based on one beliefs like the Montessori but it is actually based on a variety of philosophers. including Jean Piaget's theory for the sequences of cognitive development, Lev Vygotsky theory for the social aspects of learning and the value of play, Jean Dewey's theory for the role of play, human dynamics and "observing the child in the framework of the family and population" (Fraser, 2000, Site14), Hugh Gardiner's theory of multiple intelligences, Urie Bronfenbrenner's theory on the environment, Barbara Biber's theory included collaboration and positive do it yourself image, and there may be more. As a result of having so many philosophies mixed in the Reggio Emilia Methodology, it may be a model, concentrating on the complete child, development, environment, play, family involvement, self image controlled by educators really finding out how to guide children expressing their feelings, and how children use their multiple intellect and symbolic terminology.

The third subject matter this paper is addressing, what are the curriculum elements and key programming used in Reggio Emilia Schools? Curriculum is what the children study from and the experience they have when being looked after in a kid care and attention centre. Key programming is the goals and schedules a institution may have.

Traditionally a lot of early childcare centres would plan what gadgets and activities the children would play with and then help and educate the kids how to utilize them or how to do a task and a report may be written to show parents how the child is getting along in line with the child's development level.

In the Reggio Emilia Methodology the curriculum is completely different to traditional educator taught curriculums. It really is planned with what the children are thinking about while participating in and participating in activities of these choice.

Assessment can be used to plan how to proceed in the class based on a child's hobbies. Its role in the job process is to learn the children's behaviours, to discover children's hobbies, to revisit assignments with the kids, to get knowledge on the children's functions and as a tool to study children. The Reggio Strategy suggests that by assessing projects again and again, children understand their own questions. It also stresses that parents, children and teachers are co-learners.

Additionally the rationale for teachers is to examine alongside the children. Educators facilitate alternatively than directing the kids. Educators assess by observing and stepping in or moving back every time they need to. In addition they ask important questions that concern the children to figure things out by their own attention.

Documentation is also used to plan the Reggio Way. Here there are many different methods of paperwork from simple take note of form to "a lot more sophisticated electronic equipment, such as digital cameras, webs, audio recorders, and video tutorial recorders" (Fraser, 2000, Page 83) depending on what kind of observations are being made. The various observational techniques are jogging records which will be the method used more regularly, time sampling, skill displays, event sampling, anecdotal information, tape saving, sequences of photographs, displays of jobs, and video tapes. Within the Reggio Approach paperwork is used when something happens, The diary of Laura a journal taken from a Reggio Centre in Italy areas that teachers work tightly with the children taking notes, documenting observations they think have interpretation toward the learning of that child.

Documentation is done when needed there's not only specific timings, records can be studied at any time, Documentation is performed to further assessment and planning towards jobs that children want to begin or are already working towards.

The Reggio Emilia Methodology does not have an organized organized curriculum it is actually very spontaneous and is made according to specific or group passions of the kids. To highlight that the curriculum is spontaneous and it is planned on the eye of the kids teachers use different methods of observations at any time. There are lots of ways to observe in the Reggio Way. Notice taking is one way to see, in addition they use diaries to create reflections on observations, photography, videos, audio, written, viewing play and careful hearing conversations. Parental observations are taken at home and known. The explanation for the parent assessments are that they know their children best and children are carefully seen on how the environment can be used. The Reggio Emilia Way suggests that children speak a hundred symbolic languages and they use observations to find out and know very well what these dialects are. To clarify, observations are being used for assessment, documents, planning and putting into action the curriculum. With this in mind the educator's role is to steer the natural interest and learning of the children, and the surroundings is recognized as the third tutor. "The kids are little research workers. They are able to and want to talk to the surrounding world" (Reggio Emilia Viewpoint, www. education. com).

There are extensive factors which may have to be taken into account as it pertains to the role of observations and applying. "Your choice to handle observations is usually the result of a question that has arisen about a child or several children and their behaviour or activities at the heart". (Fraser, 2000, Site 81) Likewise, other factors have important roles in implementing the learning process, for example time is important. Children need lots of their time to work on ongoing projects. In the Reggio Emilia Strategy there are no time limits on tasks. Children work on projects as long as they are still interested. Space and layout is carefully set up for remarkable play, normal water play, stop play, physical and manipulation, art and creativeness, outdoor play, and peace and quiet area. This stimulates interpersonal skills, problem fixing skills, making personal options and team work methods. "Teachers carefully plan areas for small and large group assignments and small romantic spaces for just one, two and three children". (About Reggio Emilia idea, www. education. com) The environment is made to look beautiful and welcoming.

Another element in putting into action the curriculum process would be that the resources that are provided by the educator, another important role of the educator. Materials are carefully chosen they can be natural materials, playthings, games, water play, creative materials, wide open finished materials, blocks, puzzles, books, sand toys and games, or even dress up clothes for dramatic play. Children use the materials to allow them to play and additional their learning. To manipulate and start the procedure of projects the educators use positive terms and encouragement to help children understand how to express their emotions.

Educators plan team conferences to discuss the observations and planning. Parents are always pleasant to become listed on or help to make decisions. Meetings are being used to plan what materials need to be taken out, the way the environment should be setup, what is needed for jobs that are appearing and also what things need to be changed.

The Reggio Emilia Approach is nearly the same as the emergent curriculum. Most of the factors used in Reggio are being used in the emergent curriculum, but the emergent curriculum stresses development and interest and Reggio emphasizes on interest.

The final indicate discuss in this paper is about how precisely the Reggio Emilia Procedure uses all six rules of the ELECT record.

In the Reggio Emilia Way there's a connect to the first concept of the ELECT record which is "Early child development sets the building blocks for lifelong learning, patterns and health" A good example of this is the fact that diaries are shown to parents, each job is based on being child centered and play based mostly which means that it should be developmentally appropriate, each assessment is done to figure out the passions of the child and each child is observed to their own developmental level and long-term projects are being used so educators can see how children are growing and are growing their learning. Also there are many philosophies used in the Reggio Procedure one in particular linked to the different stages and sequences of development are the school of thought of Piaget.

The second rule of the ELECT report is "Partnerships with families and communities strengthen the ability of early childhood options to meet up with the needs of children". The link to the Reggio Emilia Method of the second concept are that parents work as co learners with educators and children in the Reggio Emilia strategy and images are displayed throughout the centre for the kids to truly have a reminder of home.

The third rule of the ELECT document is "Respect for variety, equity and inclusion are prerequisites for honoring children's privileges, optimal development and learning:. Another connect to The Reggio Emilia Way is parents are essential, one effect is the beliefs of Bronfenbrenner, "everyone involved -children, parents and professor pay an integral part in what is known as the circle of we" (Fraser, web page. 102) Reggio centre's admiration and support family members, cultures and everything diverse situations, in addition to this, the Approach also brings individuals together, studying the different young families, ethnicities, food and dressing.

The fourth principle of the ELECT record is "A well planned curriculum supports early learning". This rule is achieved by the tasks that take place in the Reggio classes, projects are worked on in depth and detail, the kid centered strategy and children's interest plan the curriculum. "The Reggio Emilia Procedure can be identified therefore as "contextual", that is, it depends upon the dialogue among children, teachers and the environment bordering them" (The Reggio Emilia Methodology - Truly listening to small children, www. oecd. org).

The fifth rule is "Play is a way to early on learning that capitalizes on children's natural attention and exuberance", this basic principle is from the Reggio Emilia Approach The Reggio Way is play founded and gets the same idea to the ELECT and the Emergent which is that children learn and develop through different types of play.

"The term "play" is not really a frequently used word inside the Reggio Strategy, although as seen above, spontaneous play and play appreciated as "important learning" figure among the goals for learning and development. (The Reggio Emilia Methodology - Truly listening to young children, www. oecd. org), in addition to this the Reggio Emilia Approach also declares that play can be used to depict 100 different languages through symbolic languages.

The last rule, concept six is "Knowledgeable, responsive early childhood experts are essential". This process is also linked to Reggio Emilia's Approach, as Reggio Centers have instructors with extensive personnel development; educators make goals on their behalf self and instructors also learn alongside the kids enhancing their knowledge of children. Another example of this principle is usually that the teachers of Reggio schools sometimes are not qualified but study from the other educators and through each daily experience with the children.

In conclusion to the paper it shows that normally it takes lots of philosophy's to create a high quality model, which not merely one philosophy is preferable to another, but each philosophy actually compliments one another, similarly it shows that children don't always have to be taught by way of a educator but can learn by getting the opportunity to build their own learning through a kid centered approach. In addition this newspaper also demonstrates the role of play, culture, parents, teachers, the surroundings, observations, assessment, records, and planning are all very important to apply a child's understanding how to constitute a model like the Reggio Emilia Approach. Finally this paper shows that the Reggio Emilia Procedure employs an emergent curriculum that can link to all six principles of the framework provided by the ELECT doc.

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