Transcript Dolch Sight Words Pre-Primer

Reggio Children &
the Reggio Emilia
Approach
Michelle Woo
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About Reggio Emilia
The Reggio Emilia school has an infant-toddler center for
children 4-9 month-olds to 36 months. The preprimary
school has classrooms for 3-5 year olds.
Children & teachers remain together for 3 year cycles.
Key players: teachers, staff, cook, families & community
advisory board
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Goal of the Reggio Emilia program
“ To promote children’s education through the
development of all their languages: expressive,
communicative, symbolic, cognitive, ethical,
metaphorical, logical, imaginative, and relational”
(Municipality of Reggio Emilia, 1996a, p. 19)
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100 Languages of Children
The child
is made of one hundred.
The child has
a hundred languages
a hundred hands
a hundred thoughts
a hundred ways of thinking
of playing, of speaking
A hundred always a hundred
ways of listening
of marveling of loving
a hundred joys
for singing and understanding
a hundred worlds
to discover
a hundred worlds
to invent
a hundred worlds
to dream.
The child has
a hundred languages
(and a hundred hundred hundred more)
but they steal ninety-nine.
The school and the culture
separate the head from the body.
They tell the child:
to think without hands
to do without head
to listen and not to speak
to understand without joy
to love and to marvel
only at Easter and Christmas.
They tell the child:
to discover the world already there
and of the hundred
they steal ninety-nive.
They tell the child:
that work and play
reality and fantasy
science and imagination
sky and earth
reason and dream
are things
that do not belong together.
And thus they tell the child
that the hundred is not there.
The child says:
No way. The hundred is there.
Loris Malaguzzi
(translated by Lella Gandini)
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“Learning and teaching should not stand on
opposite banks and just watch the river flow by;
instead, they should embark together on a
journey down the water. Through an active,
reciprocal exchange, teaching can strengthen
learning how to learn.”
~ Loris Malaguzzi
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Teachers
Atelierista
Pedagogista
a teacher with special training in
visual arts
Supervises 3-4 schools and
follows the progression on
student projects, supports the
continuing professional
development of teachers, and
serves as a liaison among
teachers, families, and the
municipal system
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Creativity seems to emerge
from multiple experiences,
coupled with a wellsupported development of
personal resources,
including a sense of
freedom to venture beyond
the known.
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The city of Reggio Emilia believes that by
recognizing the rights of children the conditions
for citizenship and an atmosphere of civil
cohabitation are established. In other words, by
investing in the children and families during
childhood, theses children will grow up to be the
kinds of citizens that allow for a peaceful and
productive society
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“They [children] are autonomously capable of
making meaning from their daily life experiences
through mental acts involving planning,
coordination of ideas, and abstraction…The
central acts of adults, therefore, is to activate,
especially indirectly, the meaning-making
competencies of children as a basis of all
learning. They must try to capture the right
moments, and then find the right approaches, for
bringing together, into a fruitful dialogue, their
meanings and interpretations with those children.”
~Loris Malaguzzi
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The wider range of possibilities we offer
children, the more intense will be their
motivations and richer their experiences. We
must widen the range of topics and goals, the
types of situations we offer and their degree of
structure, the kinds and combinations of
resources and materials, and the possible
interactions with things, peers, and adults.
~Loris Malaguzzi
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Project Work
- Projects come from the interests of
students
- Child-centered
- Together teachers and children construct
these projects
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Importance of Documentation
A way for teachers to understand children.
Helps teachers evaluate their own
teaching practice.
Allows teachers to communicate to other
adults the complexity and depth of
projects.
Allows children to see their ideas are
valued.
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No one in Reggio wants to teach others how to
“do school.” What we want to do rather is to try
and deepen our understanding, together with
others, of why it was possible in Reggio Emilia for
an (educational) experiences founded after the
war, to grow and consolidate with time…What we
want to do is look together for the values we
might have in common, in order to build a better
tomorrow.
~ Amelia Gambetti
(from “Rechild” no. 2 April, 1998)
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Resources
Hundred languages of Children Exhibit
Rechild – Reggio Children Newsletter
Innovations Newsletter
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Books
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More Books
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