ERIC Number: ED450869
Record Type: Non-Journal
Publication Date: 1999
Reference Count: N/A
The Reggio Emilia Approach to Early Years Education. Early Education Support Series.
Noting that the approach to early childhood education from the northern Italian town of Reggio Emilia has become renowned worldwide, this report explains the approach and explores the possible translation or adaptation of aspects of this pedagogical approach to Scotland. Following an introduction, the report is presented in three parts. Part 1 provides information on the organization of the system of preschools and infant-toddler centers in Reggio Emilia and compares it to the British system. Part 2 describes the Reggio Emilia approach, focusing on the image of the child; the role of expressive arts in preschool; "progettazione" (loosely, the relationship between teacher and child), including the teacher's role in documenting learning; community and parent-school relationships; the educational environment; and teachers as learners. Part 3 discusses how the Scottish early years education system might adapt parts of the Reggio Emilia approach for its use. This part begins with reflections on current practice in Scotland and then discusses how the following issues integral to the Reggio approach are of particular interest to the Scottish system: physical features of the school environment, the use of time, collaboration, partnerships with parents, curriculum, the role of the adult, documentation, and initial teacher training and professional development. This part also delineates questions for reflection by early childhood professionals. Includes a 26-item bibliography. (KB)
Descriptors: Constructivism (Learning), Educational Environment, Educational Philosophy, Educational Practices, Foreign Countries, Parent School Relationship, Preschool Children, Preschool Curriculum, Preschool Education, Program Descriptions, Reggio Emilia Approach, School Community Relationship, Student Centered Curriculum, Teacher Role, Teacher Student Relationship, Teaching Methods
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Publication Type: Reports - Descriptive
Education Level: N/A
Authoring Institution: Learning and Teaching Scotland, Dundee.
Identifiers - Location: United Kingdom (Scotland)