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Reggio Emilia Philosophy
Presented by The Compass School, Cincinnati 2011
Reggio Emilia Philosophy
The Philosophy and schools bearing this city’s name were developed after WWII by a gentleman named Loris Malaguzzi.
The idea behind the philosophy was to create an environment of peace, communication, collaboration and respect for young children so that they may build a community of respect for the future generations and war would no longer be a part of the city. The government, community and people are all an integral part of the success of the schools in Reggio Emilia.
The Reggio Inspired Approach8 Principles
1. The image of the child: all children have potential, construct their own learning, and are capable. 2. Community and system: children, family, teachers, parents, and community are interactive and work together. 3. Interest in environment and beauty: school and classrooms are beautiful places 4. Collaboration by teachers: team, partners, working together, sharing information, sharing in projects. 5. Time not set by clock: respect for children's pace, time table, stay with teachers for several years, and relationships remain constant. 6. Emergent curriculum/projects: child-centered, following their interest, returning again and again to add new insights. 7. Environmental stimulation: encourages activity, involvement, discovery, and using a variety of media. 8. Documentation: observing, recording, thinking and showing children's learning.
Reggio Emilia, Italy
Teatro Municipale(Concerts, Operas, Ballet and dramatic
performances )
Piazza San Prospero
Community and system: children, family, teachers, parents, and community are interactive and work together.
Infant and Toddler CenterReggio Emilia, Italy
Interest in environment and beauty: school and classrooms are beautiful
places.
The image of the child: all children have potential, construct their own learning, and are capable.
PreschoolReggio Emilia, Italy
Environmental stimulation: encourages activity, involvement, discovery, and using a variety of media.
Time not set by clock: respect for children's pace, time table, stay with teachers for several years, and relationships remain constant.
Emergent curriculum/projects: child-centered, following their interest, returning again and again to add new insights.
Documentation: observing, recording, thinking and showing children's learning.
Collaboration by teachers: team, partners, working together, sharing information, sharing in projects.
Loris Malaguzzi International Center Reggio Emilia, Italy (Professional
Development)
International study groups of educators from around the globe journey to Italy annually to get a first hand glimpse of this exceptional philosophy in action.
The Compass School of CincinnatiA Reggio Inspired School for Young Children
What does it mean to be “Reggio Inspired?”
Because in Italy this approach is integrated into the fabric of the local government, community, and its people, it cannot be exactly replicated in the United States.To be “Reggio-Inspired” is to adopt the core values and beliefs of this approach to educating young children.
Such principles include:
The Image of the Child Emergent Curriculum Project Work Role of the Teacher Documentation Parent and Community Involvement Environment
The Image of the Child
We view every child as strong, capable, independent, curious, and full of imagination. We empower children to think, question, investigate, explore, and help navigate the journey of learning.
We empower children to think, question, investigate, explore, and help navigate the journey of learning.
Curious
Helpful
Nurturing
Inquisitive
Imaginative
Creative
Capable
Creative
Capable
Nurturing
Creative
Industrious
Emergent Curriculum
Teachers observe and document the interactions, discussions, and fascinations of children. By developing learning opportunities from these observations, the curriculum “emerges” from children’s interests and ideas.
Project Work
Our educators deliver this emergent curriculum through project work, which allows children to explore these areas of interest in detail. Projects may last a day, a week, a month, or even longer, depending on the interests of the group. Teachers are thoughtful about introducing a broad range of opportunities, from art to music to early language, math, science and nature experiences, in support of the project. By exploring projects of children’s interest in great detail, children are excited by the learning process. This enthusiasm for knowledge, combined with the ability to experience project work in detail, will foster a predisposition for “life-long” learning.
Vet Project
Circus Project
Preschool Bird Project
Toddler Castle Project
Painting
Sketching
Sketching
Constructing
Field Work
Field Work
Real Materials to support project work.
Reflection
Sensorial Experiences
Working Together
Discussion
Observation and Sketching
Beautiful Junk Construction
Open-ended Art Experiences
Hypothesizing & Experimenting
Touching and Manipulating
Construction and Art
Art and Sculpting
Collaborating
Building Community
Art and Construction
Visitors from the Community
Current Kindergarten Project
Weather Project Inspired Fashion Show
By Allison Greer
Think, Pair and Share Ideas
Gaining Background Knowledge
Reflections on video
Fashion inspiration with paper dolls
Sharing ideas…
Project Boards
Problem solving
Collaboration
Respect for one another's ideas
Project Board Conversations
Runway Ideas
Problem Solving
Negotiating
Reflection
Runway design ideas…
Runway production…
Fashion Ideas…
Painting the backdrops…
The Role of the Teacher
The teacher is viewed as a partner in learning, with the children. By listening, observing, and documenting children’s work, the teacher is equipped to guide children’s learning experiences, and “co-construct” knowledge.
Observation
Facilitating Conversation
Providing Sensorial Experiences
Being actively involved.
Sharing and working together.
Exposure
Encouragement
Working together
Providing opportunities in the natural world.
The Role of Environment
The environment of the school (its classrooms, common spaces, and playground) is viewed as the “third teacher.” The environment should be a reflection of the children, teachers, and parents who live and learn there. It should be thoughtful, imaginative, enticing, and respect the image of the child.
Light and Shadow Studio
Infant Classroom
Infant Classroom
Infant Wing
Parent Meeting Area
Documentation
Toddler Wing
Toddler Classrooms
Preschool Classrooms
Kindergarten Meeting Area
Materials
Light and Shadow Studio
Family Meeting Area
Collaborative Project with Families
Materials
Building Community…Earth Day Celebration on the Playground
Outdoor Environment
Utilizing the Natural World
Community Meeting Area
Parental Involvement
Learning takes place not just within the school, but also at home and throughout the community. We encourage parents to participate in project work, special events, and the daily life of the school. We seek an integrated learning community, where teachers, parents, and administrators work together to meet the needs of the children.
Parents engaging young minds
Community Celebrations
Working with families to contribute to the broader community.
Earth Day Celebration
Parents contribute to classroom experiences.
Documentation
By documenting the children’s work through photographs, video, written word, displays, etc, teachers tell the story of the children’s early childhood experiences. Every child has their own portfolio, consisting of art work, photographs, information related to developmental milestones, and more. Lesson plans, project boards, and Daily Highlights explain the work of the children, and communicate the life of the school to the community at-large.
Journaling (private communication between the parent and classroom teacher regarding the individual child.)
Child Portfolio
Documentation Panels
Individual Portfolios
Children’s work is displayed throughout the school.
Thank you for allowing us to share! The end