Created by: Marisa Chapa, Antonette Gregory, and Brittany Moorman

Reggio Emilia Approach

Theory is based on constructivism, Piaget, Dewey, and Vygotsky.

Curriculum is not planned but built on children’s interests.

A special teacher called an Atelierista works closely with teachers and children.

Environment is used to provide a “third party” teaching approach.

Learning is active and project oriented. Programs are provided for 3 months to 6 years of

age. The Hundred Languages of Children

Main Features of Reggio Emilia

Emergent Curriculum Short and long term projects Cooperation in both small and large groups Documentation Education is a relationship between three

protagonists: child, parent, and teacher

Goals of Reggio Emilia

Transcriptions of children’s remark and discussions.

Photographs of activities around the classroom

Art and media representations of experiences. (Group murals, sculptures, painting, and drawings.)

What teachers want children to learn

Characterized by contemporary knowledge and research of children.

This research includes topics such as problem solving among classmates.

The curriculum leaves many opportunities for creative thinking as well as exploration by students.

Activities vary greatly from units or thematic studies of the American child

The projects are taken directly from the basis of academic concern or that of teachers or parents

Curriculum and learning Activities

The teacher is considered a co- learner with the child.

Teachers plan learning based on children’s interests, helping the child further understand by asking questions and engaging with the child as opposed to sitting back and watching the child learn.

The teacher is expected to mutually take part with the child in their learning.

The environment is considered a 3rd teacher in the program model.

Role of the Teacher

Reggio is a process not a set curriculum to be implemented.

Reggio approach is constructivism and sharing ideas.

Projects are the backbone of learning experiences for the teacher and child.

Compatible with Piaget, Dewey, Vygotsky, and Gardner

Training

Students stay with the same peers and teacher for a three year period allowing educators to become aware of personal rhythms and learning styles of each child.

Children are in control of their own learning and must have endless ways to express themselves.

Additional Information

The Hundred LanguagesNo way. The hundred is there.The childis made of one hundred.The child hasa hundred languagesa hundred handsa hundred thoughtsa hundred ways of thinkingof playing, of speaking.A hundred always a hundredways of listeningof marveling, of lovinga hundred joysfor singing and understandinga hundred worldsto discovera hundred worlds to inventa hundred worldsto dream.The child hasa hundred languages(and a hundred hundred hundred more)but they steal ninety-nine.The school and the cultureseparate the head from the body.

They tell the child:to think without handsto do without headto listen and not to speakto understand without joyto love and to marvelonly at Easter and at Christmas.They tell the child:to discover the world already thereand of the hundredthey steal ninety-nine.They tell the child:that work and playreality and fantasyscience and imaginationsky and earthreason and dreamare thingsthat do not belong together.And thus they tell the childthat the hundred is not there.The child says:No way. The hundred is there.-Loris Malaguzzi (translated by Lella Gandini)Founder of the Reggio Emilia Approach

Values of the Reggio Emilia Approach to Childhood Education. (2006-2012). Retrieved October 26, 2012, from education.com.

Slide 3,5,8 JP Moser Hotel and Chateau. (2012). Retrieved October 27, 2012, from

jpmoser.com: .htmlSlide 1 Early Childhood News. (n.d.). Retrieved October 26, 2012, from

earlychildnews.com.Slide 3 Edwards, C. (2011). Table 4.1, Comparing Early Childhood Programs. In G. S.

Morrison, Fundamentals of Early Childhood Education, 5/E (pp. 93-94). Upper Saddle River, New Jersey: Pearson.

Slides 2,3 Kennedy, R. (n.d.). privateschool.about.com. Retrieved October 25, 2012, from

About.com.Slide 3 Loh, A. (2006, December). Brainy Child:All about Brain Development. Retrieved

October 25, 2012, from www.brainy-child.com.Slide 2,5,8

Works Cited

Morrison, G. S. (2011). Chapter 4. In G. S. Morrison, Fundamentals of Early Childhood Education, 5/E (pp. 109 - 112). Upper Saddle River, New Jersey: Pearson.

Slide 1,2,3,5,8 Myers, D. (n.d.). Ideas for the Classroom. Retrieved October 27, 2012, from

pinterest.com.Slide 3 Scholastic. (n.d.). Retrieved October 26, 2012, from scholastic.com.Slide 3 Tarr, P. (2001). Design Share. Retrieved October 27, 2012, from designshare.com.Slide 4 Wikipedia: The free encyclopedia. (n.d.). Retrieved October 25, 2012, from

www.wikipedia.org.Slide 2,7,8  Hindustan Times. (2012, August 4). Retrieved from hindustantimes.com:

http://www.hindustanttimes.com/news-feed/beyondbooks/educational-philosophy-und

Slide 5,7 The Innovative Teacher Project. (2012). Retrieved from innovativeteacherproject.org.Slide 11

Works Cited