1. KORCOS CONFERENCE FOR INTERNATIONAL EDUCATORS Dr. Nkechy Ekere Ezeh Faculty, School of Education Aquinas College

2. Workshop Description ■The Reggio Emilia Approach focuses on fostering relationships among children, teachers, parents, and the community. In this introductory course, you will become familiar with the philosophical and theoretical foundations of the Reggio Emilia approach and learn how the principles and practices are implemented in the early years classroom and overall school environment. This course is ideal for early childhood educators who are new to the Reggio Emilia Approach.

3. Presenter ■Dr. Nkechy Ekere Ezeh, an international scholar, is a tenured Professor of Education at Aquinas College Faculty of Education and Lead Facilitator for PONA Consulting L3C. She has been involved in teaching and learning about the Reggio Emilia approach for many years in her work with pre-service teachers, training of teachers of young children and parents. For the past 15 years, she has conducted many professional development courses for teachers and parents throughout United States, Australia, Thailand, China, Dubai, India, Japan, Malaysia, Nigeria, Singapore, South Korea and Zambia. Ezeh completed her M.Ed from Grand Valley State and Ed.D in Child and Youth Studies with specialization in Curriculum Development and Systemic Change from Nova Southeastern University. She was one of the US delegates to Reggio Emilia, Italy and a panelist on the Oxford University Early Literacy Round Table. Her research interests include curriculum development, teachers’ professional development, culture and literacy development.

4. Integrating the Reggio Emilia Principles and Philosophy in the Early Years Classroom

5. Session #1: Friday ■The Reggio Emilia Approach focuses on fostering relationships among children, teachers, parents, and the community. In this introductory course, You will become familiar with the philosophical and theoretical foundations of the Reggio Emilia approach and learn how the principles and practices are implemented in the early years classroom and overall school environment. This course is ideal for early childhood educators who are new to the Reggio Emilia Approach.

6. Workshop Objectives ■At the end of the workshop, you will: ■Begin to understand the philosophy and theories behind the REA ■Gain some knowledge and practical strategies on how to begin to adapt the REA ■Understand the need to continuously reflect on your own philosophy of ECE ■Analyze cultural variation and ways to use that as a bridge in adapting the REA ■Increase your confidence level in adapting the REA in your setting ■Generate action plan for both continued learning and development of skills for adapting the REA

7. What is the Reggio Emilia Approach?

8. History of Reggio Emilia ■The town of Reggio Emilia is located in a wealthy region of Northern Italy that is well known for its agricultural, industrial production, art and architecture. ■The 1965 national law instituted funding of preschool for all children ages 3 to 6 years old evidence of Italy’s nationwide interest its children (New, 1990) ■Child welfare is a major priority for Reggio Emilia as evidenced by the community’s response to child care needs of dual-earner families since the end of World War II Rankin (1993).

9. ■As part of the city’s postwar reconstruction, the first school for young children in Reggio Emilia was built literally by the hands of parents ■With proceeds gained from the sale of a war tank, three trucks, and six horses left behind by retreating Germans (Gandini, 1993; Malaguzzi, 1993b). ■Today the city of Reggio Emilia devotes 10% of its budget to the early childhood education and runs 22 schools for children ages 3-6 years as well as 13 infant toddler centers.

10. The schools in Reggio Emilia have grown out of three main features: ■A culture that values children, ■An intense commitment of a group of parents, ■The leadership of a visionary man – Loris Malaguzzi (Gandini; New, 1990).

11. Philosophical Foundation ■Reggio Emilia Philosophy centers around the philosophy progressive educators like John Dewey and cognitive constructivist and social constructivist theorists like Jean Piaget and Lev Vygotsky. ■John Dewey a philosopher, advocated for progressive education and the democratic school with emphasis on project based curriculum that followed student interests (Epstein 1999). ■Dewey viewed teaching and learning as a process of continual reorganization, reconstruction and transformation of understandings (Epstein 1999).

12. ■Dewey saw education as an active and constructive process (not product) enhanced through social direction and through joint activity, where people consciously refer to each other’s use of material, tools, ideas, capabilities and applications. ■Learning is a reciprocal and collaborative process.

13. Theoretical Foundations ■Jean Piaget and Lev Vygotsky both constructivists, have provided insight about the way children think. ■Piaget a cognitive constructivist argues that the child is competent and education merely refines the child’s cognitive skills that already emerged. ■Vygotsky a social constructivist states that while the child is competent, education plays a central role through the process of the Zone of Proximal Development (ZPD). ■Language and dialogue are crucial in helping the child learn the tools of the culture. ■Examination of the Key elements of Reggio Emilia approach reveals recognition of Piaget’s preoperational stages of development, specifically intuitive thought and symbolic function sub-stages.

14. ■Children in the second sub-stage of preoperational thought (approximately 4-7 years of age) want to know the answers to many questions. ■They seem to know many things intuitively, but often are unaware of what they know. ■Children at this stage reconstruct their thought that involve a transition from primitive to a more sophisticated use of symbols to express their ideas (Santrock, 2000). ■Teachers inspired by the Reggio Emilia approach, are facilitators, as both Piaget and Vygotsky suggested. They are guides, (not directors), who provide support for children to explore and discover knowledge through a topic of their interest. This supports Vygotsky’s idea of scaffolding.

15. ■Two co-teachers are present to serve as a guide for the children. This fosters a sense of community respect for diversity, and a collaborative approach to problem solving. ■Reggio Emilia inspired educators use scaffolding to: help children with self initiated learning activities (Elicker 1996), ■Offer just enough assistance, to help a child move to a higher level of skill and knowledge, use more skilled peers as teachers, assess the child’s ZPD not IQ (Gandini, 1993). ■Reggio Emilia approach, just as Piaget and Vygotsky suggested, emphasizes authentic assessment for example, use of portfolios as opposed to formal standardized tests to assess children’s learning.

16. ■Although, both Piaget and Vygotsky’s theories are constructivists, Vygotsky’s social constructivist theory emphasizes the social contexts of learning and the fact that knowledge is mutually built and co-constructed which is the cornerstone of the Reggio Emilia approach. ■The implication of Piaget’s and Vygotsky’s theory for teaching is that children need support to explore their world and discover knowledge as well as many opportunities to learn with teachers and more skilled peers. ■Reggio Emilia approach carefully blended the key elements from Piaget’s cognitive, Vygotsky’s, and other socio-cultural constructivist theories for the theoretical foundation of their approach.

17. Putting it ALL Together ■The philosophy of Dewey and the theories of Piaget, Vygotsky and others constructivists have assisted in the creation of central operating principles and the core aspects of the Reggio Emilia philosophy. ■These central operating principles lead to an integrated approach to education that effectively engages the creativity of young children (Rankin, 1997).

18. Principles of Reggio Emilia Approach ■The Image of the Child ■Collaboration and Interaction ■The Environment ■Emergent Curriculum ■Power of Documentation ■Hundred Languages of Children ■Role of Teachers ■Role of Parents ■Projects ■Role of Time and importance of continuity

19. Image of the Child ■Children are viewed as competent, curious, full of knowledge, potential, and interested in connecting to the world around them. Teachers are deeply aware of children’s potentials and construct all of their work and environment of the children’s experience to respond appropriately.

20. Collaboration and Interaction ■Collaboration and cooperation are intentional in a school inspired by the Reggio Emilia approach to education. The entire system is designed to be connected and in relationship. Nothing is left to sit in isolation. Everything is alive and connected. Children, teachers and families join together to continually improve the system that supports our school community.

21. The Environment ■The space within the school or the environment is considered the third teacher. Teachers intentionally organize, support and plan for various spaces for children. ■The daily schedules are planned to ensure that there is a balance between individual, small and large group activities, child directed and teacher initiated activity and inside as well as outside experiences.

22. The Three Subjects of Education: Children, Families and Teachers ■For children to learn, their well-being has to be guaranteed; such well-being is connected with the well being of parents and teachers. Children, parents and teachers have rights; the right to safety, care and welfare, the right to be involved and the right to grow professionally.

23. Emergent Curriculum ■Emergent Curriculum is a way of teaching and learning that requires teachers to observe and listen to the children. Teachers ask questions and listen for the children’s ideas, hypotheses and theories. After observing children in action, the teachers compare, discuss, and interpret their observations. ■Teachers plan activities, studies and long term projects in the classroom based on their observations. Teachers partner with children and the exchange of theories are referred to as the Cycle of Inquiry. ■Teachers use their interpretations, intentions and goals (social, emotional and academic) to make choices that they share with children. Learning is seen not as a linear process but as a spiraling progression.

24. The Power of Documentation ■Documentation is a means to collect information, observations and learning. ■It can be in the form of observations, photography, video, conversation transcripts and/or visual mediums like paint, wire, clay or drawing materials. ■Teachers use documentation to identify strengths, ideas, and next steps to support learning.

25. The Hundred Languages of Children ■The Studio teacher (or Atelierista) works closely with other teachers and the children through the Studio, an intentional space containing materials and tools to pursue thinking and concepts. In addition to the larger Studio, Mini-studios are found in every classroom. ■What is done with the materials is not art per se, because in the view of Reggio educators the children’s use of media is not a separate part of the curriculum but an integral part of the whole cognitive symbolic expression process of learning.

26. ■Educators in Reggio Emilia believe that children have the right and the ability to express their thinking, theories, ideas, learning and emotions in many ways. ■Therefore, Reggio Emilia educators provide children with a wide range of materials and media, and welcome a diversity of experiences, so that children encounter many avenues for thinking, revising, constructing, negotiating, developing and symbolically expressing their thoughts and feelings.

27. The Role of Teachers ■The image of the child shapes the role of the teacher and involves four major components. Teachers are: ■Co-constructors: partners, guides, nurtures, solves problems, learns, hypothesizes ■Researchers: learns, observes, revisits ■Documenters: listens, records, displays, revisits ■Advocates for children: involved in the community, politics relating to children, speaks for children and presents work to other educators and community members.

28. The Role of Parents ■Parents are an essential component of the school. They are an active part of their children’s learning experiences and help to ensure the welfare of all the children in the school. All families are members of the Family Team. ■What role do parents currently play in your school? ■What would your parents say their role is? ■What should their role be? ■How can we blend it all?

29. Projects ■Projects provide the backbone of the children’s and teachers’ learning experiences. They are based on the strong convictions that learning by doing is of great importance and that to discuss in group and to revisit ideas and experiences is the premier way of learning. ■Project ideas come from experiences of the children and teachers, a chance event or problem posed. They can last from a few days to several months.

30. The Role of Time and the Importance of Continuity ■Time is influenced by the interests and activities that the children bring to life within the school. This in turn impacts schedules, groupings and routines. Teachers get to know children (strengths, needs and personality) because children stay with the same teacher and the same peer group for two years.

31. Reflections Three major points that I have learnt today: 1. 2. 3 Two things that benefitted me most: 1. 2. One learning point that I would like to implement in my workplace 1.

32. Further Reading ■Bruner, J. (1996) The Culture of Education, Cambridge, Mass.: Harvard University Press. 224 + xvi pages. ■Bruner, J. S. (1966) Toward a Theory of Instruction, Cambridge, Mass.: Belkapp Press. 176 + x pages. ■Bruner, J (1960) The Process of Education, Cambridge, Mass.: Harvard University Press. 97 + xxvi pages. The second edition, 1977, has a a new preface that reassesses the book. ■Edwards, C., Gandini, L., and Forman, G. (Eds.) The Hundred Languages of Children: The Reggio Emilia Approach to Early Childhood Education. Norwood, NJ: Ablex, 1993. ■Forman, G. "Helping Children Ask Good Questions." In B. Neugebauer (Ed.), The Wonder of it: Exploring how the World Works. Redmond, Washington: Exchange Press, 1989.

33. ■Gandini, L. "Not Just Anywhere: Making Child Care Centers into 'Particular' Places." innings (Spring, 1984): 17-20. ■Katz, L. "Impressions of Reggio Emilia Preschools." Young Children 45, 6 (1990): 11-12. EJ 415 420. ■New, R. "Excellent Early Education: A City in Italy Has It." Young Children 45, 6 (1990): 4-10. EJ 415 419. ■New, R. "Early Childhood Teacher Education in Italy: Reggio Emilia's Master Plan for 'Master' Teachers." The Journal of Early Childhood Teacher Education 12 (1991): 3. ■New, R. "Projects and Provocations: Preschool Curriculum Ideas from Reggio Emilia." Montessori Life (Winter, 1991): 26-28. ■New, R. "Italian Child Care and Early Education: Amor Maternus and Other Cultural Contributions." In M. Cochran (Ed.), International Handbook on Child Care Policies and Programs. Westport, CT: Greenwood Press, 1993. Further Reading

34. ■New, R. "The Integrated Early Childhood Curriculum: New Perspectives from Research and Practice." In C. Seefeldt (Ed.), The Early Childhood Curriculum: A Review of Current Research. Revised edition. New York: Teachers College Press, Columbia University, 1992 ■http://www.latelier.org/usefullinks/