Reggio Emilia approach - Wikipedia, the free encyclopedia - 4 views
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Children must have some control over the direction of their learning; Children must be able to learn through experiences of touching, moving, listening, seeing, and hearing; Children have a relationship with other children and with material items in the world that children must be allowed to explore and Children must have endless ways and opportunities to express themselves.
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David Warlick on 02 Feb 11This is all very familiar yet rarely expressed so succinctly.
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In the Reggio approach, the teacher is considered a co-learner and collaborator with the child and not just an instructor.
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Teacher autonomy is evident in the absence of teacher manuals, curriculum guides, or achievement tests
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integration of each classroom with the rest of the school, and the school with the surrounding community
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children can best create meaning and make sense of their world through environments which support "complex, varied, sustained, and changing relationships between people, the world of experience, ideas and the many ways of expressing ideas."
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In each classroom there are studio spaces in the form of a large, centrally located atelier and a smaller mini-atelier, and clearly designated spaces for large- and small-group activities.
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A workshop or studio especially for an artist, designer or fashion house.
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Reggio teachers place a high value on their ability to improvise and respond to children's predisposition to enjoy the unexpected.
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Regardless of their origins, successful projects are those that generate a sufficient amount of interest and uncertainty to provoke children's creative thinking and problem-solving and are open to different avenues of exploration
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teachers in Reggio Emilia assert the importance of being confused as a contributor to learning; thus a major teaching strategy is purposely to allow mistakes to happen, or to begin a project with no clear sense of where it might end.
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The Reggio Emilia Approach is an educational philosophy focused on preschool and primary education. It was started by Loris Malaguzzi and the parents of the villages around Reggio Emilia in Italy after World War II. The destruction from the war, parents believed, necessitated a new, quick approach to teaching their children. They felt that it is in the early years of development that children are forming who they are as an individual. This led to creation of a program based on the principles of respect, responsibility, and community through exploration and discovery in a supportive and enriching environment based on the interests of the children through a self-guided curriculum.