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Turner, Terri; Wilson, Daniel Gray – Theory Into Practice, 2010
This article presents the voices of three central thinkers in the documentation movement in a round-table discussion that explores the key questions regarding the definition of documentation, common misunderstandings of the strategy, lessons that have emerged over decades of documenting in various contexts, and puzzles that are emerging for the…
Descriptors: Foreign Countries, Reggio Emilia Approach, Teaching Styles, Documentation
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Fiore, Lisa; Rosenquest, Barbara – Theory Into Practice, 2010
This article identifies a critical tension within the traditional higher education setting--specifically teacher education classrooms. Using the metaphor of a journey, the authors describe pedagogy and practice using inspirations from the Reggio Emilia approach to early childhood education. Participation in a monthly inquiry group is the catalyst…
Descriptors: Higher Education, Figurative Language, Reggio Emilia Approach, Teacher Education
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Strong-Wilson, Teresa; Ellis, Julia – Theory Into Practice, 2007
Education is often understood as the sole responsibility of parents and teachers. Reggio Emilia identifies a 3rd teacher between child, teacher, and parent: the environment. In its attention to how space can be thoughtfully arranged, Reggio Emilia has reconceptualized space as a key source of educational provocation and insight. In what ways does…
Descriptors: Early Childhood Education, Young Children, Reggio Emilia Approach, Environmental Influences
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Haigh, Karen M. – Theory Into Practice, 2007
This article involved a series of investigations influenced by the Reggio Emilia approach to early education as well as ideas of Paulo Freire. Within a Reggio-influenced classroom, teacher professional development is seen as essential, whereas for Paulo Freire, both teacher and the student are learners. These 2 ideas were brought together in a…
Descriptors: Investigations, Early Childhood Education, Disadvantaged Youth, Action Research
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Hughes, Eileen – Theory Into Practice, 2007
Principles of the Reggio Emilia approach are a catalyst for thinking about practices in early childhood education. Teachers in the child care system of Reggio Emilia encourage us to think about our image of childhood and the ways we interact with children, plan curriculum, and design environments. This article examines experiences in a rural…
Descriptors: Disadvantaged Youth, Early Childhood Education, Cultural Context, Children
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Fraser, Susan – Theory Into Practice, 2007
How do children from different cultural backgrounds who are learning to speak English respond to the Reggio Emilia approach? This article builds on the author's research into Reggio Emilia and children from diverse cultural backgrounds. She describes the strategies the teachers used to enable the children to express their ideas verbally and…
Descriptors: Cultural Background, Play, English, Reggio Emilia Approach
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New, Rebecca S. – Theory Into Practice, 2007
This article situates Reggio Emilia's municipally funded early childhood program within the city's cultural traditions of resistance and collaboration and considers what it is about this highly localized program that is appealing and useful to contemporary school reform initiatives. Five features of Reggio Emilia's approach to early education are…
Descriptors: Educational Change, Teacher Researchers, School Restructuring, Child Development