The Reggio Emilia Approach is an educational philosophy focused on preschool and primary education. It was started by Loris Malaguzzi and the parents of the villages around Reggio Emilia in Italy after World War II. The destruction from the war, parents believed, necessitated a new, quick approach to teaching their children. They felt that it is in the early years of development that childrenform who they are as individuals. This led to creation of a program based on the principles of respect, responsibility, and community through exploration and discovery in a supportive and enriching environment based on the interests of the children through a self-guided curriculum.
The city of Reggio Emilia in Italy is recognized worldwide for its innovative approach to education. Itssignature educational philosophy has become known as the Reggio Emilia Approach, one which many preschool programs around the world have adopted. The Reggio Emilia philosophy is based upon the following set of principles:
Children must have some control over the direction of their learning;
Children must be able to learn through experiences of touching, moving, listening, seeing, and hearing;Children have a relationship with other children and with material items in the world that children must be allowed to explore and
Children must have endless ways and opportunities to express themselves.
The Reggio Emilia approach to teaching young children puts the natural development of children as well as the close relationships that they share with their environment at the center of itsphilosophy. Early childhood programs that have successfully adapted to this educational philosophy share that they are attracted to Reggio because of the way it views and respects the child.
Parents are a vital component to the Reggio Emilia philosophy. Parents are viewed as partners, collaborators and advocates for their children. Teachers respect parents as each child's first teacher and involveparents in every aspect of the curriculum. It is not uncommon to see parents volunteering within Reggio Emilia classrooms throughout the school. This philosophy does not end when the child leaves the classroom. Most parents who choose to send their children to a Reggio Emilia program incorporate many of the principles within their parenting and home life. Even with this bridge between school andhome, many people wonder what happens to Reggio children when they make the transition from this style of education to a non Reggio Emilia school. The answer is that there is some adjustment that must take place. In most school environments, intellectual curiosity is rewarded, so students continue to reap the benefits of Reggio after they've left the program.
Community supportand parental involvement
Reggio Emilia's tradition of community support for families with young children expands on a view, more strongly held in Emilia Romagna and Tuscany, of children as the collective responsibility of the local community. In Reggio Emilia, the infant/toddler and pre-primary program is a vital part of the community, as reflected in the high level of financial support.Community involvement is also apparent in citizen membership in La Consulta, a school committee that exerts significant influence over local government policy.
The parents' role mirrors the community's, at both the schoolwide and the classroom level. Parents are expected to take part in discussions about school policy, child development concerns, and curriculum planning and evaluation. Because amajority of parents—including mothers—are employed, meetings are held in the evenings so that all who wish to participate can do so.
The role of teachers
In the Reggio approach, the teacher is considered a co-learner and collaborator with the child and not just an instructor. Teachers are encouraged to facilitate the child's learning by planning activities and lessons based on the child's...
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