Why I Wanna Be a Teacher
Reggio Emilia Running Head: REGGIO EMILIA
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A description and critique of the Reggio Emilia Approach.
EDT 660-Introduction to Educational Research Professor Biddle
November 16, 2004 Reggio Emilia Approach
Reggio Emilia Dramatic forces of change have altered the culture of Italy since its unification in 1870. As a culture changes, its institutions, if they are to continue to serve those who
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created them, must inevitably change too. Consolidation, war, fascism, poverty, and more war, combined with the breakdown of the national government, realignment with the Church, new interpersonal relationships, and new work relationships forced into question fundamental assumptions of the function, relationships, and effectiveness of the “old order” institutions. Educational institutions, devastated by World War II, were being reborn. Not only reborn, but in the Northern Regions of Italy, where a long history of child activism prevailed, rethought. Children—especially vulnerable to the effects of war and social disorder—grow and flourish in a stable environment. A peaceful society must be able to educate their children to avoid repeating the mistakes of their ancestors. An educational institutional framework to achieve these goals would have to be flexible enough to adapt to constant change and function without specifics on how best to educate and nurture children. One framework, created nearly 40 years ago, attempts this. It is in operation in the northern region of Italy near the city of Reggio Emilia. The purpose of this study is to explore the Reggio Emilia Early Childhood Center experiment and describe the ongoing collaboration between children, educators, parents, and the community as they constantly collect data, question, analyze, and reflect upon how to best support and nurture young children’s developmental needs. Philosophical Underpinnings The best way to view the Reggio Emilia approach is by analysis of the tenets of their philosophy and
1
A description and critique of the Reggio Emilia Approach.
EDT 660-Introduction to Educational Research Professor Biddle
November 16, 2004 Reggio Emilia Approach
Reggio Emilia Dramatic forces of change have altered the culture of Italy since its unification in 1870. As a culture changes, its institutions, if they are to continue to serve those who
2
created them, must inevitably change too. Consolidation, war, fascism, poverty, and more war, combined with the breakdown of the national government, realignment with the Church, new interpersonal relationships, and new work relationships forced into question fundamental assumptions of the function, relationships, and effectiveness of the “old order” institutions. Educational institutions, devastated by World War II, were being reborn. Not only reborn, but in the Northern Regions of Italy, where a long history of child activism prevailed, rethought. Children—especially vulnerable to the effects of war and social disorder—grow and flourish in a stable environment. A peaceful society must be able to educate their children to avoid repeating the mistakes of their ancestors. An educational institutional framework to achieve these goals would have to be flexible enough to adapt to constant change and function without specifics on how best to educate and nurture children. One framework, created nearly 40 years ago, attempts this. It is in operation in the northern region of Italy near the city of Reggio Emilia. The purpose of this study is to explore the Reggio Emilia Early Childhood Center experiment and describe the ongoing collaboration between children, educators, parents, and the community as they constantly collect data, question, analyze, and reflect upon how to best support and nurture young children’s developmental needs. Philosophical Underpinnings The best way to view the Reggio Emilia approach is by analysis of the tenets of their philosophy and
References: Edwards, Carolyn. (1998). Partner, nurturer, and guide: The role of the teacher. In Carolyn Edwards, Lella Gandini, & George Forman (Eds.), The hundred languages of children: The Reggio Emilia approach—Advanced reflections (2nd ed., pp. 179-198). Westport, CT: Ablex Publishing. Filippini, Tiziana. (1998). The role of the Pedagogista. In Carolyn Edwards, Lella Gandini, & George Forman (Eds.), The hundred languages of children: The 21 Reggio Emilia approach—Advanced reflections (2nd ed., pp. 127-137). Westport, CT: Ablex Publishing. Forman, G. & Fyfe, B. (1998). Negotiated learning through design, documentation, and discourse. In Carolyn Edwards, Lella Gandini, & George Forman (Eds.), The hundred languages of children: The Reggio Emilia approach—Advanced reflections (2nd ed., pp. 239.260). Westport, CT: Ablex Publishing. Gandini, Lella. (1998). Educational and Caring Spaces. In Carolyn Edwards, Lella Gandini, & George Forman (Eds.), The hundred languages of children: The Reggio Emilia approach—Advanced reflections (2nd ed., pp. 161-178). Westport, CT: Ablex Publishing. Hock, D. (1999). Birth of the chaordic age. San Francisco, CA: Berrett-Koehler Publishers Katz, Lilian G. (1998). What can we learn from Reggio Emilia? In Carolyn Edwards, Lella Gandini, & George Forman (Eds.), The hundred languages of children: The Reggio Emilia approach—Advanced reflections (2nd ed., pp. 27-45). Westport, CT: Ablex Publishing. Reggio Emilia 22 Malaguzzi, Loris. (1998). History, ideas, and basic philosophy: An interview with Lella Gandini. In Carolyn Edwards, Lella Gandini, & George Forman (Eds.), The hundred languages of children: The Reggio Emilia approach—Advanced reflections (2nd ed., pp. 49-97). Westport, CT: Ablex Publishing. New, Rebecca S. (1998). Theory and Praxis in Reggio Emilia: They know what they are doing, and why. In Carolyn Edwards, Lella Gandini, & George Forman (Eds.), The hundred languages of children: The Reggio Emilia approach—Advanced reflections (2nd ed., pp. 261-284). Westport, CT: Ablex Publishing. Rinaldi, C. (2003). Teacher as researcher. Innovations in early education, unknown edition, 4 pages. Unknown (Producer), & Unknown (Director). (unknown year). Not just anyplace [Motion Picture]. Unknown