NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ740171
Record Type: Journal
Publication Date: 2004-Nov
Pages: 7
Abstractor: ERIC
ISBN: N/A
ISSN: ISSN-0004-3125
A Theory for Living: Walking with Reggio Emilia
Wexler, Alice
Art Education, v57 n6 p13-19 Nov 2004
In the past decade, the Reggio Emilia preschools and toddler centers have emerged from Italy as a significant international influence in early childhood education and a challenging presence to the notions held about young children in the United States. The Reggio Emilia approach raises questions about the inherent limitations of the teacher-directed curriculum (Tarr, 2001, 2003). The ubiquitous question, "Is this what you want?", asked by students in classrooms throughout the United States, is heard not only in preschools, but also in high schools and colleges. Intellectual dependency is testimony to the negative effects of a monodirectional curriculum. The importance of the child's participation in his or her learning is at the heart of Reggio's theory and practice. Giving the child the central position in the curriculum often means challenging the cultural paradigms that prevent educators from being fully engaged in the world of children. In this article, the author describes what she witnessed at the Reggio Emilia schools and asks how art educators might reverse a trend that limits the possibilities of childhood, and thus help to preserve the curious and searching minds of children beyond childhood. (Contains 3 notes.)
National Art Education Association, 1916 Association Drive, Reston, VA 20191. Tel: 703-860-8000; Fax: 703-860-2960; Web site: http://www.NAEA-Reston.org.
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Italy; United States