A study of the Reggio Emilia early childhood education system.
Written in 2008; 3,175 words; 14 sources; APA; $ 91.95
Paper Summary:
This paper examines the infant-toddler centers and preschools established in Reggio Emilia, Italy, which have drawn much interest for their view of the teacher as fellow learner. In the Reggio Emilia system, parents are also encouraged to join in school activities in a democratic and dynamic environment. The paper points out that this system has raised helpful questions as to how the child is regarded, the teacher's role and pedagogy before the age of 6. The paper also points out that Reggio Emilia ideas are now fairly popular in North America, where early childhood education has been a major concern due to the postmodern condition of altered family life, daycare as a mass need, and the failing American educational system. Since the 1980s, varying investment in facilities for early childhood education has helped a flowering of scholarship and some experimentation. The paper concludes that the generation of Reggio Emilia's remarkable early childhood education system occurred under conditions that North American educators might see as ideal for promoting a strong community with supportive and participating parents who value education.
Outline:
Introduction
Reggio Emilia Education
The Unexpected
Adapting for Other Children?
Concluding Discussion
From the Paper:
"A paper by John Nimmo supplies an Australian reflection on the Reggio Emilia model. (1998) All its points considered, Reggio Emilia education may be most useful in its questions asked of teachers which Nimmo commends in terms of why teachers should ask themselves how they view the child, expectations of children and beliefs about child development. (1998:295-296) Teachers, parents and others engaged with children should ponder where a child's identity originates and the child's goals, needs and wishes, as may differ from those of the adult or be shaped by parent's ideas; there may be hope for a new generation or beliefs to do with better child preparation. (Nimmo:1998:296) In other words, Reggio Emilia education's contribution may lie in its fundamental questions to do with the child in relationship to adults. Other questions involve what a surrounding society is like now and as a product of a public past. (Nimmo:1998:297-298) One finds obvious new questions, too, on whether children are the same as they once were, or really develop as any theories now in use say that they do. One is put in a postmodern void of uncertainty, non-knowledge and relativism. It seems important to examine what one admires in Reggio Emilia practices and models and ask when one first experienced or saw them, in the course of one's own education."
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