Friday, March 29, 2019

Reggio Emilia Approach Analysis

Reggio genus genus genus genus genus genus Emilia come on AnalysisChildren ar explorers and love to investigate what is going on around them. Imagine if their whole day was spent in an environs with beauty formed by their let creativity? Having the luck to symbolise with ingrained and cleargond ended materials of their own engages, guidance from educators to construct their larn and thinking on exciting topics, and most definitively having their families be greatly bear on in their day, the consume disclosecomes of to each iodin child would be concrete and long lasting. These ar the kinds of opportunities provided by educators from the Reggio Emilia ascend, found by inquiryer and takeer Loris Malguzzi. Creativity leavems to emerge from triple experiences, coupled with a well-supported teaching of person-to-person resources, including a sense of freedom to venture beyond the cognize (Loris Malaguzzi, The Hundred Languages of Children, ch. 3, by Carolyn Edwar ds (1993).This essay go away be reasoning what the Reggio Emilia accession is, and which constructivist theories define the Reggio Emilia political platform. It allow for likewise uncover the course of study elements and severalize programming employ in the get down and lastly how its approach supports the sextet principles of the ELECT document utilize in Ontario. The topics discussed in this base will be ground on the research found in the watchword Authentic Childhood Experiencing Reggio Emilia in the Classroom by Susan Fraser and in any case online sources. First of all, what is the Reggio Emilia Approach? This question arises amongst many people like, researchers in child studies, p atomic number 18nts looking for childc ar, educators looking to work, the government when looking to see statistics to see what curriculum model has a successful bycome of quality childc ar and many more persons who are elicit in what different childcare approaches provide. In relation to this, the Reggio Emilia Approach was found by an primal education specialist from a town in North Italy called Reggio Emilia his name was Loris Malaguzzi (1920-1994). Malaguzzis vision attracts the world with his quicken and project ground curriculum, children play and educators guide their play into projects that interest them.The approach is a combination of principles that build the child centred environment and curriculum. Collaboration is when e preciseone works together and includes parents, educators, communities and the children the go for of the child-conceptualizing an escort of the child as competent, inventive, and full of ideas (Fraser, 2000, Page 8). The environment is know as the third teacher as it is conservatively right up by educators to challenge the childs peculiarity and happen uponing. Documenting is a display of what the childs experiences are shown with language and creativity. Provocation is when educators listen carefully to what the children are saying and particularise ahead guide the thoughts and accomplishments. Plans and investigations are excessively do by everyone involved, which is cognise as progettazione. A unique principle found in the Reggio Emilia approach is the one hundred languages of children which means that the children use many different resources and materials to present symbolic representations of ideas that may arise (Fraser, 2000, Page 8). The principles from the Reggio Emilia Approach also include uninterrupted play. As a whole it is an exciting learning environment for the children, educators and parents all co-learning together.As a back point, lets discuss which theories influence the Reggio Emilia curriculum. For instance in a Montessori school the school of thought will be of Maria Montessori and the day will be be after out using didactic materials and sequential steps ground on her research on child studies. The Reggio Emilia Approach is non in force(p) found on one philosophy like the Montessori but it is in truth based on a number of different philosophers. including Jean Piagets theory for the sequences of cognitive developing, Lev Vygotsky theory for the social aspects of learning and the importance of play, Jean Deweys theory for the design of play, human nature and viewing the child in the context of the family and participation (Fraser,2000, Page14), Hugh Gardiners theory of multiple intelligences, Urie Bronfenbrenners theory on the environment, Barbara Bibers theory included coaction and positive self image, and there may be more. As a result of having so many philosophies combined in the Reggio Emilia Approach, it is known to be a model, focusing on the whole child, development, environment, play, family involvement, self image controlled by educators really understanding how to guide children to express their feelings, and how children use their multiple intelligence and symbolic language.The third topic this paper is ad preparat ion, what are the curriculum elements and key programming apply in Reggio Emilia Schools? Curriculum is what the children learn from and the experiences they have when existence cared for in a child care centre. recognize programming is the goals and schedules that a school may have.Traditionally a draw poker of first childcare centres would plan what toys and activities the children would play with and then aid and teach the children how to use them or how to do an activity and then a paper may be written to show parents how the child is getting along check to the childs development stage.In the Reggio Emilia Approach the curriculum is very different to traditional teacher taught curriculums. It is planned by what the children are interested in while playing and engaging in activities of their choice.Assessment is utilise to plan what to do in the classroom based on a childs interests. Its role in the project accomplish is to learn the childrens behaviours, to discover ch ildrens interests, to return projects with the children, to gain knowledge on the childrens capabilities and as a tool to study children. The Reggio Approach suggests that by assessing projects over and over again, children understand their own questions. It also stresses that parents, children and educators are co-learners.Additionally the rationale for educators is to assess alongside the children. Educators facilitate instead than directing the children. Educators assess by observing and stepping in or stepping seat whenever they need to. They also ask important questions that challenge the children to figure things out by their own curiosity.Documentation is also utilize to plan the Reggio Approach. here there are many different methods of documentation from simple acknowledge form to the more sophisticated electronic equipment, such as digital cameras, webs, audio recorders, and characterisation recorders (Fraser, 2000, Page 83) depending on what kind of observations ar e being made. The different observational techniques are running records which are the method used more often, sentence sampling, art displays, event sampling, anecdotal records, tape recording, sequences of photographs, displays of projects, and video tapes. In the Reggio Approach documentation is used as soon as something happens, The diary of Laura a diary taken from a Reggio Centre in Italy states that teachers work closely with the children taking notes, recording observations they think have means toward the learning of that child.Documentation is pay back when needed theres not only ad hoc timings, notes can be taken at any time, Documentation is do to further assessment and planning towards projects that children want to start or are already working towards.The Reggio Emilia Approach does not have an create planned curriculum it is actually very spontaneous and is built according to individual or host interests of the children. To emphasize that the curriculum is sp ontaneous and is planned on the interest of the children educators use different methods of observations at any time. at that place are many ways to observe in the Reggio Approach. Note taking is one way to observe, they also use diaries to write reflections on observations, photography, videos, audio, written, ceremonial occasion play and careful listening to conversations. Parental observations are taken at home and noted. The rationale for the parent assessments are that they know their children best and children are carefully observed on how the environment is used. The Reggio Emilia Approach suggests that children say one hundred symbolic languages and they use observations to determine and understand what these languages are. To clarify, observations are used for assessment, documentation, planning and implementing the curriculum. With this in mind the educators role is to guide the natural curiosity and learning of the children, and the environment is known as the third te acher. The children are little researchers. They can and want to communicate with the surrounding world (Reggio Emilia Philosophy, www.education.com).There are many factors that have to be taken into musical score when it comes to the role of observations and implementing. The decision to carry out observations is usually the result of a question that has arisen about a child or a conclave of children and their behaviour or activities in the centre. (Fraser, 2000, Page 81) Similarly, other factors have important roles in implementing the learning process, for example time is important. Children need lots of time to work on ongoing projects. In the Reggio Emilia Approach there are no time limits on projects. Children work on projects as long as they are still interested. Space and layout is carefully set up for dramatic play, water play, block play, physical and manipulation, art and creativity, outdoor(prenominal) play, and quiet time area. This encourages social skills, problem solving skills, making personal choices and team work methods. Teachers carefully organize spaces for small and large group projects and small intimate spaces for one, two and three children. (About Reggio Emilia philosophy, www.education.com) The environment is made to look beautiful and inviting.Another factor in implementing the curriculum process is that the resources that are provided by the educator, another important role of the educator. Materials are carefully chosen they can be natural materials, toys, games, water play, creative materials, open ended materials, blocks, puzzles, books, sand toys, or even dress up fit out for dramatic play. Children use the materials so they can play and further their learning. To circumvent and start the process of projects the educators use positive language and encouragement to help children learn how to express their emotions.Educators plan team meetings to discuss the observations and planning. Parents are incessantly welcome to joi n or help make decisions. Meetings are used to plan what materials need to be taken out, how the environment should be set up, what is needed for projects that are emerging and also what things need to be changed.The Reggio Emilia Approach is very similar to the emergent curriculum. A lot of the factors used in Reggio are used in the emergent curriculum, but the emergent curriculum emphasizes development and interest and Reggio emphasizes on interest.The final point to discuss in this paper is about how the Reggio Emilia Approach uses all cardinal principles of the ELECT document.In the Reggio Emilia Approach there is a sleeper to the first principle of the ELECT document which is Early child development sets the foundation for lifelong learning, behavior and health An example of this is that diaries are shown to parents, each project is based on being child refer and play based which means that it has to be developmentally appropriate, each assessment is done to figure out the interests of the child and each child is observed to their own developmental stage and long term projects are used so educators can see how children are growing and are developing their learning. likewise there are various philosophies used in the Reggio Approach one in particular data linked to the different stages and sequences of development are the philosophy of Piaget.The second principle of the ELECT document is Partnerships with families and communities strengthen the ability of early childishness settings to meet the needs of children. The link to the Reggio Emilia Approach to the second principle are that parents work as co learners with educators and children in the Reggio Emilia approach and photographs are displayed around the centre for the children to have a varan of home.The third principle of the ELECT document is Respect for diversity, equity and comprehension are prerequisites for honoring childrens rights, optimal development and learning. The next link to Th e Reggio Emilia Approach is parents are important, one influence is the philosophy of Bronfenbrenner, everyone involved -children, parents and teacher pay an integral part in what is known as the circle of we (Fraser, page.102) Reggio centres respect and support families, cultures and all diverse situations, in rise to power to this, the Approach also brings families together, learning about the different families, cultures, food and dressing up.The fourth principle of the ELECT document is A planned curriculum supports early learning. This principle is met by the projects that take place in the Reggio schools, projects are worked on in depth and detail, the child centered approach and childrens interest plan the curriculum. The Reggio Emilia Approach can be defined thence as contextual, that is, it is determined by the dialogue among children, teachers and the environment surrounding them (The Reggio Emilia Approach Truly listening to young children, www.oecd.org).The fifth prin ciple is range is a means to early learning that capitalizes on childrens natural curiosity and exuberance, this principle is linked to the Reggio Emilia Approach The Reggio Approach is play based and has the same philosophy to the ELECT and the Emergent which is that children learn and grow by different types of play.The word play is not a frequently used word in The Reggio Approach, although as seen above, spontaneous play and play valued as meaningful learning figure among the goals for learning and development. (The Reggio Emilia Approach Truly listening to young children, www.oecd.org), in addition to this the Reggio Emilia Approach also states that play is used to depict 100 different languages through symbolic languages.The last principle, principle six is Knowledgeable, responsive early childhood professionals are essential. This principle is also linked to Reggio Emilias Approach, as Reggio Centers have teachers with ample staff development teachers make goals for them self and teachers also learn alongside the children enhancing their understanding of children. Another example of this principle is that the educators of Reggio schools sometimes are not qualified but learn from the other teachers and through each effortless experience with the children.In conclusion to this paper it shows that it can take a number of philosophys to create a high quality model, and that not just one philosophy is better than another, but each philosophy actually compliments one another, similarly it proves that children dont necessarily need to be taught by a teacher but can learn by having the opportunity to construct their own learning through a child centered approach. In addition this paper also shows that the role of play, culture, parents, educators, the environment, observations, assessment, documentation, and planning are all very important to implement a childs learning to make up a model like the Reggio Emilia Approach. Finally this paper proves that the Reggio Emilia Approach follows an emergent curriculum that can link to all six principles of the framework provided by the ELECT document.

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