Reggio Emilia Research Paper
Reading 7
Hertzog, N. B. (2001). Reflections and impressions from Reggio Emilia: “It’s not about art!”. Early
Childhood Research & Practice, 3(1). Retrieved from http://ecrp.uiuc.edu/v3n1/hertzog.html ECRP. Spring 2001. Reflections and Impressions from Reggio Emilia: "It's Not about ... Page 1 of 9
Reflections and Impressions from Reggio Emilia:
"It's Not about Art!"
Nancy B. Hertzog
University of Illinois at Urbana-Champaign
Abstract
This article discusses an early childhood program administrator's reflections on her visit to the preschools of
Reggio Emilia, Italy. The following six themes are discussed: (1) teachers' respect for each child; (2) teachers' emphasis on relationships; (3) the importance of art as the medium chosen to represent …show more content…
Because children are working in small groups, teachers have time to record what children are saying and to reflect on these conversations at a later date. Teachers have time to talk with small groups of children.
Theme 5: Children and Adults Are Not Hurried
At no time did anyone appear to be in a hurry during my trip to Italy. It may be a part of U.S. culture to be constantly hurried. Most American teachers feel the pressure to cover required content. Time is fragmented in most American schools. Teachers rush from one activity to another, especially within the structure of American elementary schools, where children's activities are dictated by schoolwide master schedules that fit classes of children into music,
P.E., lunch, art, and so forth.
Schools in Reggio Emilia are small enough for all of the children to eat together. All of the children may go out to play at the same time (and without teacher monitors!) because the outside play area is within view of the teachers in the classroom. Children that I observed flowed from one activity to the next. I did not see a schedule posted on the wall. I was told that they have a group meeting in the morning, a work period, a play period, a lunch time …show more content…
She explained several things that they examine at the Documentation Center: z What topics are more frequently used for children?
z
How do we cover 100 languages?
z
Are some schools keener on some topics than others?
z
Have we increased our ability to communicate?
z
Is the documentation just a record or is there an interpretation?
z
Is the documentation just description or does it go to another cognitive level?
z
How does the documentation reflect each school?
I am intrigued by these questions and want to continue my study of Reggio Emilia.
Reference
Fullan, Michael. (1993). Change forces. Probing the depths of educational reform. London:
Falmer Press. ED 373 391.
Author Information
Nancy B. Hertzog is an assistant professor in the Department of Special Education and the director of University
Primary School at the University of Illinois at Urbana-Champaign. Her research focuses on curricular approaches and teaching strategies designed to differentiate instruction and challenge children with diverse abilities.
Specifically, she has studied teachers' implementation of the Project Approach in classrooms with both highachieving and low-achieving children. She has been the chair of the Early
Hertzog, N. B. (2001). Reflections and impressions from Reggio Emilia: “It’s not about art!”. Early
Childhood Research & Practice, 3(1). Retrieved from http://ecrp.uiuc.edu/v3n1/hertzog.html ECRP. Spring 2001. Reflections and Impressions from Reggio Emilia: "It's Not about ... Page 1 of 9
Reflections and Impressions from Reggio Emilia:
"It's Not about Art!"
Nancy B. Hertzog
University of Illinois at Urbana-Champaign
Abstract
This article discusses an early childhood program administrator's reflections on her visit to the preschools of
Reggio Emilia, Italy. The following six themes are discussed: (1) teachers' respect for each child; (2) teachers' emphasis on relationships; (3) the importance of art as the medium chosen to represent …show more content…
Because children are working in small groups, teachers have time to record what children are saying and to reflect on these conversations at a later date. Teachers have time to talk with small groups of children.
Theme 5: Children and Adults Are Not Hurried
At no time did anyone appear to be in a hurry during my trip to Italy. It may be a part of U.S. culture to be constantly hurried. Most American teachers feel the pressure to cover required content. Time is fragmented in most American schools. Teachers rush from one activity to another, especially within the structure of American elementary schools, where children's activities are dictated by schoolwide master schedules that fit classes of children into music,
P.E., lunch, art, and so forth.
Schools in Reggio Emilia are small enough for all of the children to eat together. All of the children may go out to play at the same time (and without teacher monitors!) because the outside play area is within view of the teachers in the classroom. Children that I observed flowed from one activity to the next. I did not see a schedule posted on the wall. I was told that they have a group meeting in the morning, a work period, a play period, a lunch time …show more content…
She explained several things that they examine at the Documentation Center: z What topics are more frequently used for children?
z
How do we cover 100 languages?
z
Are some schools keener on some topics than others?
z
Have we increased our ability to communicate?
z
Is the documentation just a record or is there an interpretation?
z
Is the documentation just description or does it go to another cognitive level?
z
How does the documentation reflect each school?
I am intrigued by these questions and want to continue my study of Reggio Emilia.
Reference
Fullan, Michael. (1993). Change forces. Probing the depths of educational reform. London:
Falmer Press. ED 373 391.
Author Information
Nancy B. Hertzog is an assistant professor in the Department of Special Education and the director of University
Primary School at the University of Illinois at Urbana-Champaign. Her research focuses on curricular approaches and teaching strategies designed to differentiate instruction and challenge children with diverse abilities.
Specifically, she has studied teachers' implementation of the Project Approach in classrooms with both highachieving and low-achieving children. She has been the chair of the Early