Reggio Emilia A Progressive Approach

Birth of a philosophy  Began in Reggio Emilia, Italy, after WWII.  Parents in the community needed to facilitate learning amidst the destruction of the war.  Focus is on preschool and primary education.

Major Tenets  The child has considerable control over the direction of their learning.  The role of the teacher should be to facilitate learning alongside the child.  The community should be involved in the learning process.  The child must have multiple opportunities to express himself/herself.  Learning should be facilitated through exploration and discovery.  Learning takes place through projects.  Children are given the chance to problem solve within peer groups.

Major Tenets  The child must be given the opportunity to experience learning through the five senses.  Teachers must have a long-term commitment to understanding children.  In order for curriculum development to occur, teachers must become skilled observers of children.  100 languages of children: Children must be given the opportunity to express learning through painting, sculpture, dramatic play, and writing.

Example  yr1nYpM yr1nYpM  8ZwRXoU&feature=related

Reggio Emilia Co-Theorists  John Dewey  Jean Piaget  Vygotsky  Jerome Bruner  Further Readings: Edwards, C., Gandini, L., and Forman, G. (Eds.)(1993) The Hundred Languages of Children: The Reggio Emilia Approach to Early Childhood Education. Norwood, NJ: Ablex. Wurm, J.(2005) Working in the Reggio Way: A Beginner's guide for American Teachers. St. Paul, MN: Redleaf Press.