Relevant bibliographies by topics / Reggio Emilia approach

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Reggio Emilia approach'

Author: Grafiati
Published: 4 June 2021
Last updated: 10 March 2023

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Journal articles on the topic "Reggio Emilia approach"

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Alharbi, Rawan Saad, and Mona Alsani. "Reggio Emilia Approach to kindergarten in Italy and the possibility of benefiting from it in the Kingdom of Saudi Arabia - Comparative analytical study." International Journal of research in Educational Sciences 4, no. 2 (March 20, 2021): 169–94. http://dx.doi.org/10.29009/ijres.4.2.5.

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Reggio Emilia Approach is one of the contemporary trends in child raising, which has spread widely around the world, and in light of this the study aimed to develop the Reggio Emilia Approach in the Kingdom of Saudi Arabia in light of the Reggio Emilia Approach in Italy, by studying the Reggio Emilia Approach in Italy and the Kingdom Saudi Arabia in terms of (philosophy, its educational content), and the study used the comparative approach to George Bereday’s Approach. After that, the study made suggested recommendations for developing the Reggio Emilia Approach in the Kingdom of Saudi Arabia.
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Stone, Jake E. "A Vygotskian Commentary on the Reggio Emilia Approach." Contemporary Issues in Early Childhood 13, no. 4 (January 1, 2012): 276–89. http://dx.doi.org/10.2304/ciec.2012.13.4.276.

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This article provides a commentary on the Reggio Emilia approach from a Vygotskian perspective. In particular, the article considers how Vygotskian rationalism and Vygotsky's theory of concept development cohere with the Reggio Emilia approach. The article argues that these aspects of Vygotskian theory are applicable to, and can strengthen the practices of, schools influenced by the Reggio Emilia approach.
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O’Donoghue, Linda A. "Moving Onward: Reflections and Re-interpretations of the Reggio Approach." Journal of Childhood Studies 36, no. 1 (April 30, 2011): 20–25. http://dx.doi.org/10.18357/jcs.v36i1.15135.

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This article offers an insight into teaching and learning from various interviews I conducted with educators about their journey with the philosophy of Reggio Emilia. Many early childhood educators in North America are captivated by the philosophical fundamentals of Reggio Emilia. Emerging from Reggio Emilia, Italy after the destruction of WWII, this approach embraces several key principles that guide the educator. These include: the importance of teachers as researchers, documenters, observers and listeners; the environment as the "third educator," and the image of the capable, competent child (Edwards, Gandini & Forman, 1998).
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Foerch, Daniela Fenu, and Flavia Iuspa. "THE INTERNATIONALIZATION OF THE REGGIO EMILIA PHILOSOPHY." Revista Contrapontos 16, no. 2 (July 8, 2016): 321. http://dx.doi.org/10.14210/contrapontos.v16n2.p321-350.

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This article presents the history and framework of the Reggio Emilia philosophy, an educational approach to early childhood education that places children as the main participants and protagonists of the curriculum. It also showcases the growing influence of the Reggio Emilia philosophy around the world, through key regional and national organizations. The association of the Emilia fundamental values of the Reggio Emilia with the globally competent soft skills helps this philosophy to overcome the growing need worldwide. Ultimately, the internationalization of this approach has inspired teaching practices all over the world. Within different nations, organizations that advocate the application of Reggio Emilia principles in various schools has grown, prompting a need to educate children to that they will develop emotionally and cognitively, in making thinking visible.
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Hickey, Katherine. "Adapting the Reggio Emilia Approach in Libraries." Children and Libraries 17, no. 3 (September 3, 2019): 13. http://dx.doi.org/10.5860/cal.17.3.13.

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After the devastation of World War II, the parents of the Italian city of Reggio Emilia came together with a plan to build early childhood schools that would foster rich learning environments and critical thinking for their children.That philosophy, known as the Reggio Emilia Approach (REA), was developed in the mid-1940s and was groundbreaking due to its participative and collaborative nature among children, parents, and educators.
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Bond, Vanessa L. "Sounds to Share." Journal of Research in Music Education 62, no. 4 (December 17, 2014): 462–84. http://dx.doi.org/10.1177/0022429414555017.

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Renowned around the world, schools within the municipality of Reggio Emilia, Italy, have inspired North American early childhood educators for over 25 years. Despite the popularity and usage of the Reggio Emilia approach in the United States, music educators may find it unfamiliar. There is a lack of research that has discussed the use of music or application of music education in Reggio-inspired schools. The purpose of this multiple case study was to examine the state of music education in three North American preschools inspired by the Reggio Emilia approach to early childhood education. The research was guided by three questions: (1) How is music socially constructed and integrated into a Reggio Emilia–inspired preschool classroom’s daily life curriculum? (2) How does music education in Reggio-inspired classrooms compare to the national preK music standards? and (3) What aspects of Reggio Emilia–inspired preschools may be transferable to early childhood music classroom contexts? The researcher asserted that music was prevalent in these schools and that several models of the music teacher role existed; however, more work needs to be done to realize the full potential of this organic, synergistic relationship.
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Tijnagel-Schoenaker, Bernadet. "The Reggio Emilia Approach… The Hundred Languages." Prima Educatione 1 (January 31, 2018): 139. http://dx.doi.org/10.17951/pe.2017.1.139.

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Smith-Gilman, Sheryl. "Culture Matters: The Arts, the Classroom Environment, and a Pedagogy of Entewate`Nikonri:Sake : A Study in a First Nations Pre-School." Canadian Review of Art Education: Research and Issues / Revue canadienne de recherches et enjeux en éducation artistique 42, no. 2 (May 27, 2016): 53. http://dx.doi.org/10.26443/crae.v42i2.1.

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This article brings to light the close relationship between culture, learning and the arts. It recounts the quest of a First Nations (Mohawk) early childhood center in their development of a culturally relevant curriculum whereby culture and Indigenous ways of learning would be seamlessly woven into daily practice. Step by Step Child and Family Center embraced the Reggio Emilia approach. The educators acknowledged how Reggio Emilia’s major tenets resonated with Indigenous values as well as seeing congruence in ways of teaching, learning and how relationships are intrinsically interwoven into practice. This research shows how the provocation of the Reggio Emilia approach, and a focus on the arts, provided meaning-making for this community. The study has implications for teacher development, early childhood pedagogy, and may be useful for other Indigenous communities who seek to maintain cultural traditions and identity in educational practices.
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Arseven, Ayla. "The Reggio Emilia approach and curriculum development process." International Journal of Academic Research 6, no. 1 (January 30, 2014): 166–71. http://dx.doi.org/10.7813/2075-4124.2014/6-1/b.23.

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Massimelli, Massimiliano, Roberta Mineo, and Giulia Tucci. "Listening and Documenting in The Reggio Approach: The Challenge And The Vision Stemming From Bruner’s Contribution." Encounters in Theory and History of Education 23 (December 19, 2022): 184–99. http://dx.doi.org/10.24908/encounters.v23i0.15537.

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The pedagogy of listening was born and developed in Reggio Emilia’s schools in northern Italy. This article analyses the pedagogy of listening in the light of the fundamental texts of the Reggio Approach literature. The aim is to explore some key concepts such as language, context, relationship, and evaluation, and also to link them to Jerome Bruner’s work and contributions. Moreover, the authors attempt to offer an in-depth view of “documentation” as the crucial tool to ground listening into the dynamics among the many educational actors involved. In the last part of the article, we underline the importance of democratic values in the Reggio Approach and in its socio-constructivist approach to active citizenship and children’s rights. Keywords: pedagogy of listening, Reggio Emilia, Bruner, psychodynamic relation, narrative, documentation
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Dissertations / Theses on the topic "Reggio Emilia approach"

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Claesson, Jenny, and Marlén Holgersson. "En förändrad yrkesutövning : En kvalitativ studie om hur pedagoger anser sig ha förändrats av att starta upp en Reggio Emiliainspirerad förskola." Thesis, University of Skövde, School of Humanities and Informatics, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-3674.

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Studien är en kvalitativ intervjustudie som baseras på fyra intervjuer med pedagoger som arbetar på en nyöppnad Reggio Emiliainspirerad förskola. Studien har ett fenomenologiskt perspektiv där människors upplevelser sätts i centrum för att kunna urskilja gemensamma drag och mönster.  Efter andra världskriget växte Reggio Emiliafilosofin fram i norra Italien under ledning av Loris Malaguzzi. Denna filosofi introducerades i Sverige i början av 1980-talet av Anna Barsotti och Karin Wallin. Reggio Emiliafilosofin talar om de tre pedagogerna – de vuxna, barnen och miljön, som alla samspelar och påverkar varandra. Syftet med studien är att ta reda på hur pedagoger upplever sin förändring i sin yrkesutövning efter att ha börjat arbeta Reggio Emiliainspirerat. I litteraturgenomgången redogörs det för Reggio Emiliafilosofins ursprung, grundtankar och intåg i Sverige. Våra slutsatser är att pedagogerna är positiva till de förändringar filosofin har medfört inom fem områden: samarbetet i arbetslaget, den gemensamma synen på barns lärande, pedagogisk dokumentation, projektbaserat lärande samt synen på miljöns påverkan i lärandet.


This is a qualitative examination based upon four interviews with educationalists who is working on a recently opened preschool inspired by the philosophy of Reggio Emilia. The study has a phenomenologist perspective where people’s experiences are in focus to discern common aspects and patterns. After the Second World War the Reggio Emilia philosophy grew in northern Italy under the management of Loris Malaguzzi. This philosophy was introduced in Sweden in the beginning of 1980 by Anna Barsotti and Karin Wallin. The philosophy of Reggio Emilia speaks about the three pedagogues – the preschools teachers, the children and the environment, and how they all interplay and affect one another. The purpose of this study is to find out how educationalists have experienced change working Reggio Emilia-inspired. In the literary part of the study we describe the origin of the Reggio Emilia’s philosophy, the fundamental ideas and the emergence in Sweden. Our conclusions are that the attitude of the educationalists has changed positively within five occupational areas: cooperation within the workgroup, the common perspective of children’s capabilities, the educationalist documents, the project-based learning and the vision of the environment role in learning.

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Alsedrani, Ghadah. "Reforming Saudi Early Childhood Education| Saudi Educators' Perspectives on the Reggio Emilia Approach." Thesis, University of Rochester, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10815771.

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The purpose of this dissertation study is to describe, explain, and analyze teachers’, supervisors’, and educational administrators’ perspectives, or self-reported opinions, regarding their current practices and policies of Early Childhood Education (ECE) in Saudi Arabia (SA), and the challenges and the benefits of adopting the Reggio Emilia approach (REA) into early childhood institutions in SA. ECE faces many challenges in SA, such as: the traditional role of the teachers, a standard curriculum that is planned in advance, lack of collaboration with families, centralized education management, and the image of the child as passive learner (Metwaly, 2007). With these in mind, I argued that implementing the REA in Saudi kindergartens in a way that suits the social, culture, and religious context may help overcome some of the challenges that are confronting ECE in SA today.

Three theoretical frameworks guided this study: social constructivist theory, the community of collaboration perspective, and the theoretical foundation of ECE in SA. The social constructivist theory and community of collaboration perspective offered a comprehensive understanding of the RE philosophy and its core principles by explaining how children learn and the critical importance of community collaboration. In addition, examining the theoretical foundations of ECE in SA guided my understanding of current Saudi ECE practices and policies.

This study used in-depth interviews to explore and analyze ECE teachers’, supervisors’, and educational provincial administrators’ perspectives in Riyadh about the potential benefits and challenges of implementing the REA into the Saudi ECE context. Audiotapes and transcriptions from individual interviews with participants were used as data sources, along with documents and analytic memos. Data were analyzed using the constant comparative analysis approach; this can provide opportunities to explore the participants’ opinions about the likelihood of implementing the REA, what it would take to adopt it if possible, and how it could be modified to fit the social, cultural, and religious context in SA.

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Hartman, Julie. "Diffusion of the Reggio Emilia approach among early childhood teacher educators in South Carolina." Connect to this title online, 2007. http://etd.lib.clemson.edu/documents/1202498803/.

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Porat, Anat. "Conflict resolution among children in a kindergarten class inspired by the Reggio Emilia approach." Thesis, Anglia Ruskin University, 2011. http://arro.anglia.ac.uk/276333/.

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This study investigated the conflict resolution abilities employed by 3-4 year old children within an Israeli kindergarten that was inspired by the Reggio Emilia approach in Italy. Conflict resolution is a significant phenomenon worldwide and the subject of considerable research, due to potential negative outcomes from involvement in conflict, and escalation of the conflict to a stage of violence. Nevertheless, a gap in knowledge was identified, regarding the Reggio Emilia educational approach, as an intervention to support the development of children‘s social-emotional competence to enable them to resolve interpersonal conflicts using pro-social strategies. An in-depth case study was conducted using grounded theory principles to develop a model to answer the question: To what extent might a Reggio Emilia inspired approach support resolution of interpersonal conflicts between 3-4 year old children in an Israeli kindergarten class? The rich qualitative data were gathered through video filmed observations, teacher's semi-structured interviews, children's interviews, documents, and field notes. A four-phase content analysis of the data enabled conceptualisation of the characteristics of the educational setting and the children's conflict resolution strategies. The findings allowed the emergence of a model evidencing that both direct and indirect intervention strategies were used to support the conflict resolution among the children. Teachers responded in a range of ways to children's request for direct intervention, and most especially used a clarification-mediation conversation. Indirectly, they promoted democratic pedagogy with children through participation, listening and dialogue. The findings reveal the children's development in their conflict resolution, which indicate a significant advancement in their pro-social negotiation abilities. Additionally, the findings show a significant increase in the children's spontaneous intervention as peer observers of the conflict and a decrease in their request of teacher intervention. The research suggests that over time, no extra-curricular intervention is needed within a supportive and democratic educational approach, such as the Reggio Emilia inspired approach provides. It illuminates strategies to support teachers, teacher trainers and policy makers for enabling children resolving conflicts independently using pro-social strategies. The research contributes to knowledge regarding selecting an intervention for improving kindergarten children's conflict resolution strategies.
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Porat, Anat. "Conflict resolution among children in a kindergarten class inspired by the Reggio Emilia approach." Thesis, Anglia Ruskin University, 2011. https://arro.anglia.ac.uk/id/eprint/276333/1/Conflict%20resolution%20Anat%20Porat%20Doctoral%20Thesis.pdf.

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This study investigated the conflict resolution abilities employed by 3-4 year old children within an Israeli kindergarten that was inspired by the Reggio Emilia approach in Italy. Conflict resolution is a significant phenomenon worldwide and the subject of considerable research, due to potential negative outcomes from involvement in conflict, and escalation of the conflict to a stage of violence. Nevertheless, a gap in knowledge was identified, regarding the Reggio Emilia educational approach, as an intervention to support the development of children‘s social-emotional competence to enable them to resolve interpersonal conflicts using pro-social strategies. An in-depth case study was conducted using grounded theory principles to develop a model to answer the question: To what extent might a Reggio Emilia inspired approach support resolution of interpersonal conflicts between 3-4 year old children in an Israeli kindergarten class? The rich qualitative data were gathered through video filmed observations, teacher's semi-structured interviews, children's interviews, documents, and field notes. A four-phase content analysis of the data enabled conceptualisation of the characteristics of the educational setting and the children's conflict resolution strategies. The findings allowed the emergence of a model evidencing that both direct and indirect intervention strategies were used to support the conflict resolution among the children. Teachers responded in a range of ways to children's request for direct intervention, and most especially used a clarification-mediation conversation. Indirectly, they promoted democratic pedagogy with children through participation, listening and dialogue. The findings reveal the children's development in their conflict resolution, which indicate a significant advancement in their pro-social negotiation abilities. Additionally, the findings show a significant increase in the children's spontaneous intervention as peer observers of the conflict and a decrease in their request of teacher intervention. The research suggests that over time, no extra-curricular intervention is needed within a supportive and democratic educational approach, such as the Reggio Emilia inspired approach provides. It illuminates strategies to support teachers, teacher trainers and policy makers for enabling children resolving conflicts independently using pro-social strategies. The research contributes to knowledge regarding selecting an intervention for improving kindergarten children's conflict resolution strategies.
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Prasertsintanah, Ladda. "Teachers' understandings and beliefs about the role of the learning environment." Thesis, University of British Columbia, 2008. http://hdl.handle.net/2429/1241.

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The purpose of the study was to investigate early childhood educators' understandings and beliefs about the role of the early childhood learning environment. In particular, this study was conducted in four Reggio Emilia inspired Canadian childcare and preschool classrooms in order to examine how the fundamental principles of the Reggio Emilia approach were interpreted within a Canadian context. Semi-structured interviews were employed with ten educators to investigate their knowledge, experiences, and beliefs about the learning environment. The data sources included interview notes, audiotapes, and photos of the classroom environment without any child/adult present. The teachers’ beliefs about the role of the learning environment were reflected in materials, aesthetics, and documentation. First, the participants believed that children need to have access to a wide range of materials to stimulate and support their play. Second, several participants stressed the importance of creating the sense of well-being that an aesthetically-pleasing and well-kept classroom provides. Finally, the concept of making learning visible requires a number of participants to collect the children’s works and experiences in as many types of media as possible. The findings suggest that such an interpretation of environment is highly dependent on teachers’ and other adults’ views of development; that variations in practices may reflect cultural differences in both beliefs about, and expectations for, their children. In order to move beyond traditional rituals and responsibilities associated with the early childhood setting, more extensive research in early childhood environments is needed.
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Westlake, Emily Ann. "Co-Constructing Music in a Reggio-Inspired Preschool." Master's thesis, Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/328358.

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Music Education
M.M.
The purpose of this qualitative research was to understand the process of co-constructing music in a Reggio-inspired preschool. Although both adults and children facilitate musical processes in co-constructed settings, in this study I focused on processes that emerged from children. One question guided this study: In this preschool, what processes do children use to make their music learning visible and audible? From September 16 to December 16, 2014, I visited Project P.L.A.Y. School--a play- and relationship-based, Reggio-inspired preschool--once weekly for one and a half hours during the children's free play time. The participants were 13 children between the ages of two and a half and five years old, as well as six adults. During my visits, I acted as a musical play partner with the children, following the children's leads. Data emerged from child and adult musickers as musical interactions, which I documented using Reggio-inspired documentation techniques--audio recording, video recording, and photographing during musical interactions as long as the interaction lasted. In addition, I kept a researcher's journal consisting of same-day reflections after each visit. The documentation resulted in five hours and 42 minutes of video and audio recordings, 115 photographs, and an 80 page researcher's journal. Because my data collection were modeled on Reggio-inspired documentation techniques, I did not run continuous video but only recorded during musical interactions as long as the interaction lasted. Thus, the audio and video recordings were in 215 separate files, ranging from four seconds to 19 minutes in duration. I interpreted the data using qualitative strategies, coding data from documentation and my journal. Codes gave rise to categories which became salient themes. I labeled those themes processes, and employed narrative tenets to present the findings, restorying experiences into vignettes and using photographs and notation to support the themes. At Project P.L.A.Y. School, children made their music learning audible and visible by engaging in seven music processes: vocal exploration, singing, instrument exploration, expressive movement, notation exploration, staging shows, and musical conversations. These processes emerged as part of larger social processes, such as discussion and social play. Some processes emerged within others, as children sang during their musical conversations and danced while they staged shows. Thus, co-constructed musicking was part of the whole experiences of the children. Musickers at Project P.L.A.Y. School made their learning audible and visible through musical processes that were fundamentally social and creative. The co-constructed musicking was social and creative, as adults and children developed musical thinking and skills through listening and responding to one another. Through the emergent social and musical process, adults were able to scaffold and extend children's musicking. Through these processes, musickers developed skills that may help them become thoughtful, independent, and intentional musicians. Due to the rich musicking that emerged in this context, I recommend that music teachers and early childhood teachers embrace the role of musical play partner; dedicate time to music exploration and play; design children's musicking spaces in a way that emphasizes agency and accessibility; and provide opportunities for musical choice in all music education settings. I conclude by recommending that future researchers consider studying co-constructed musicking in other environments, as well as musical project work, as projects are important to the emergent curriculum of the Reggio approach.
Temple University--Theses
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Kjell, Jenny, and Maria Karlsson. "Ett syfte bakom målandet? : En kvalitativ studie om bildskapande aktiviteter på två Reggio Emilia-inspirerade förskolor." Thesis, Högskolan i Skövde, Institutionen för kommunikation och information, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-4719.

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Bildskapande är något som nämns inom bildkonsten och innefattar konstarterna skulptur, måleri, teckning och grafik. Ett argument för vikten av bildskapande aktiviteter är utvecklandet av visuell ”läs- och skrivkunnighet”. I det här arbetet kommer vi att lyfta bildskapandet ur ett förskoleperspektiv. Syftet med vår studie är att ta reda på hur två pedagoger använder bildskapande som pedagogiskt verktyg och hur de kopplar detta till läroplanen för förskolan. Läroplanen för förskolan skriver om de olika uttrycksformerna; bild, sång och musik, rytmik, dans och rörelse som ska vara till hjälp för att skapa och kommunicera. Vi har använt oss av kvalitativ metod med hjälp av observationer och intervjuer. Resultatet lyfter undersökningsdeltagarnas svar i deavslutande intervjuerna och i diskussionen dras paralleller mellan svaren och läroplanen.
Image-building includes the art forms sculpture, painting, drawing and graphics. One argument for the importance of image-building is the development of visual “readingand writing skills”. In this study we’re going to illuminate image-building within the early childhood perspective. The purpose of our study is to find out how two preschool teachers work with image-building and how they link this to the preschool curriculum.The preschool curriculum writes about the different forms of expression; art, singing and music, dance and movement as a tool to create and communicate. We have used qualitative approach with observation and interviews. The result shows the study’s participants answers in the final interviews and in the discussion we draw parallels between the answers and the curriculum.
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Bond, Vanessa LeBlanc. "Sounds to Share: The State of Music Education in Three Reggio Emilia-Inspired North American Preschools." Case Western Reserve University School of Graduate Studies / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=case1333739293.

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Inan, Hatice Zeynep. "An interpretivist approach to understanding how natural sciences are represented in a Reggio Emilia-Inspired preschool classroom." The Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=osu1180464578.

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Books on the topic "Reggio Emilia approach"

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G, Katz Lilian, and Cesarone Bernard, eds. Reflections on the Reggio Emilia approach. Urbana, Ill: ERIC Clearinghouse on Elementary and Early Childhood Education, 1994.

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1952-, Hall Kathy, ed. Loris Malaguzzi and the Reggio Emilia approach. New York: Continuum International Pub. Group, 2010.

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Giamminuti, Stefania. Dancing with Reggio Emilia: Metaphors for quality. Mt Victoria, New South Wales: Pademelon Press, 2013.

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Valentine, Marianne. The Reggio Emilia approach to early years education. Dundee: Learning and Teaching Scotland, 2001.

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Millikan, Jan. Reflections: Reggio Emilia principles within Australian contexts. Castle Hill, N.S.W: Pademelon Press, 2003.

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Reggio Emilia encounters: Children and adults in collaboration. London: Routledge, 2015.

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In dialogue with Reggio Emilia: Listening, researching, and learning. London: Routledge, 2005.

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Reggio Emilia (Italy). Nidi e Scuole dell'Infanzia, ed. Indications: Preschools and infant-toddler centres of the municipality of Reggio Emilia. Reggio Emilia, Italy: Reggio Children, 2010.

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P, Edwards Carolyn, Gandini Lella, and Forman George E. 1942-, eds. The hundred languages of children: The Reggio Emilia approach--advanced reflections. 2nd ed. Greenwich, Conn: Ablex Pub. Corp., 1998.

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Bringing Reggio Emilia home: An innovative approach to early childhood education. New York: Teachers College Press, 1997.

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Book chapters on the topic "Reggio Emilia approach"

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Lingenauber, Sabine. "Der Reggio Emilia Approach." In Handbuch Bildungsreform und Reformpädagogik, 535–41. Wiesbaden: Springer Fachmedien Wiesbaden, 2017. http://dx.doi.org/10.1007/978-3-658-07491-3_51.

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Rinaldi, Carlina. "The Reggio Emilia Approach system." In In Dialogue with Reggio Emilia, 192–96. 2nd ed. London: Routledge, 2021. http://dx.doi.org/10.4324/9780367854539-101.

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Edwards, Carolyn Pope, and Lella Gandini. "The Reggio Emilia Approach to Early Childhood Education." In Handbook of International Perspectives on Early Childhood Education, 365–78. New York, NY: Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315562193-26.

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Chen, Jennifer J., and Philip Hui Li. "The Reggio Emilia Approach Interpreted or Misinterpreted in Other Societies." In The Glocalization of Early Childhood Curriculum, 131–51. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003274865-8.

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Manera, Lorenzo. "The Reggio Emilia Approach to Early Childhood Education. An Analysis to Its Inclusive Perspectives and Their Relationships to Aesthetic Aspects." In Fostering Inclusion in Education, 145–53. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-07492-9_7.

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"The Reggio Emilia Approach to education, and Loris Malaguzzi." In Understanding the Reggio Approach, 7–27. Routledge, 2015. http://dx.doi.org/10.4324/9781315744018-2.

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"Why the documentation approach to early learning?" In An Encounter with Reggio Emilia, 1–5. Routledge, 2015. http://dx.doi.org/10.4324/9781315750309-1.

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"What do we mean by the documentation approach?" In An Encounter with Reggio Emilia, 6–13. Routledge, 2015. http://dx.doi.org/10.4324/9781315750309-2.

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"What does the documentation approach look like in practice?" In An Encounter with Reggio Emilia, 14–59. Routledge, 2015. http://dx.doi.org/10.4324/9781315750309-3.

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Aleksandra, Maj. "Rozwój zawodowy nauczycieli żłobków i przedszkoli w Reggio Emilia we Włoszech." In Bośnia i Hercegowina. 15 lat po Dayton. Przeszłość – teraźniejszość – perspektywy. Studia i szkice. Wydawnictwo Uniwersytetu Łódzkiego, 2011. http://dx.doi.org/10.18778/7525-559-1.07.

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One of the key aspects of educational experience of infant-toddler centers and preschools in Reggio Emilia in Italy is the unique approach to the professional development of all educators. Staff development in Reggio Emilia is considered as ongoing, evolutionary process that is intrinsic part of teachers’ daily life. In such a view development of educators is connected with educational research based on collegiality, interaction and participation. The article presents the idea of staff development in the context of the specific role of teachers and the whole experience of Reggio Emilia.
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Conference papers on the topic "Reggio Emilia approach"

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Madyawati, Lilis, Dwi Prihati, and Syakilla Fathia Rizki. "Unused Goods: Science Learning Through Reggio Emilia Approach." In Proceedings of the 2nd Borobudur International Symposium on Humanities and Social Sciences, BIS-HSS 2020, 18 November 2020, Magelang, Central Java, Indonesia. EAI, 2021. http://dx.doi.org/10.4108/eai.18-11-2020.2311715.

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Tanasković, Marija. "REGGIO EMILIA APPROACH – THE POSSIBILITY OF INTEGRATION IN PRESCHOOL MUSIC EDUCATION." In SCIENCE AND TEACHING IN EDUCATIONAL CONTEXT. FACULTY OF EDUCATION IN UŽICE, UNIVERSITY OF KRAGUJEVAC, 2020. http://dx.doi.org/10.46793/stec20.407t.

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The essence of the educational process is precisely in providing favorable conditions, as well as encouraging and supporting the optimal development of children. It should contain a certain sequence of operations and contents to accelerate and enhance development, but at the same time to be flexible, adaptable and open to children’s needs, interests and opportunities. Preschool education is the first, the most important step in forming a relationship to the general culture of an environment, to music and art in general. Accordingly, an important goal in planning any music program for children is to recognize their interests and attitudes toward different musical activities. One of the goals of Basis of the Program – Years of Ascent, for children to develop dispositions for lifelong learning such as openness, curiosity, resilience, reflexivity, perseverance, self-confidence and a positive personal and social identity, is similar to the goal of Reggio Emilia’s approach in which children are viewed as active authors of their own development, i.e. that they will learn everything they need to learn, at the moment they are ready for it. Learning is focused on children – on their competencies, not on their shortcomings. The approach is based on the idea that each child has “a hundred languages” to express the characteristics of the world around him/her. Children are developing and are encouraged to symbolically represent ideas and feelings through any of their hundred languages (expressive, communicative and cognitive), words, movements, drawings, painting, creativity, sculpture, play, collage, drama, music, etc. Approach Reggio Emilia emphasizes the importance of the process of researching and using art in the social environment. Children acquire knowledge and abilities to express their thoughts and ideas through creation. Therefore, the paper discusses the possibility of integration of contents and activities from the Reggio Emilia approach in preschool music education, with aim to improve it.
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Asy’ari, Sherin Maudri, and Yeni Rachmawati. "Discovering the Properties of Light through the Ray of Light Learning in the Reggio Emilia Approach in Early Childhood Education." In 6th International Conference of Early Childhood Education (ICECE-6 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220602.015.

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Kurnia, Dian Sudaryuni, Yeti Mulyati, Andoyo Sastromiharjo, and Vismaia S. Damayanti. "Implementation of Reggio Emilia Approach in the Mastery of Indonesian Language Vocabulary in Early Childhood in an Islamic School in Bandung." In 3rd International Conference on Language, Literature, Culture, and Education (ICOLLITE 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200325.086.

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Mincolelli, Giuseppe, Gian Andrea Giacobone, and Michele Marchi. "PLEINAIR project: participatory methodologies to validate and integrate product concepts with young users." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1001868.

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This contribution describes the final part of the development process of PLEINAIR (Free and Inclusive Parks in Networks for Recreational and Physical Intergenerational Activity), a two-years multidisciplinary research project financed by the POR FESR 2014-2020 program regulated by Emilia Romagna Region in Italy.The PLEINAIR project aims to develop a smart outdoor park, specifically designed for encouraging positive socio-recreational interactions among different generations and for promoting the adoption of active lifestyles for all and at any stage of their life.This is because, according to WHO, sedentary lifestyle is increasing worldwide and it risks to produce more cardiovascular diseases compared to the past, but also because most of the urban parks nowadays are composed of arbitrary and selective areas that do not stimulate interaction between different generations.The purpose of PLEINAIR is to provide real solutions through operational products called OSOs (Outdoor Smart Objects). Monitoring a series of parameters ­– through an IoMT (Internet of Medical Things) infrastructure – related to people’s motor or ludic activities, the OSOs aim to find the most suitable and customizable motivational strategies to stimulate a positive health lifestyle for any user at any age.PLEINAIR is based on a Human-Centered Design approach and it utilizes participative Co-Design techniques to discover and satisfy the real needs of people.Due to the COVID-19, the first part of the needs analysis was conducted remotely. Despite there were no chances to interact with users in person, the on-line activities collected many insights to develop the early concepts of the OSOs.When the Italians lockdown restrictions in public education were temporally less severe, two Co-Design workshops were organized involving two schools in Province of Bologna, Italy, to collaboratively validate and refine the concept ideas with young users.Considering this, the paper describes two Co-Design activities performed in both schools.The first workshop collaborated with an elementary school and it was divided in two parts: the first stage collected the children’s and expectations about the OSOs’ early concepts through a visual questionnaire; the second stage used free drawing to collect children’s ideas, dreams and expectations about their personal concepts of PLEINAIR outdoor park.The second workshop involved an high school and it was divided in three main round tables, each one focused on a specific aspect of the PLAINAIR IoTM system: the first table co-designed the graphical interface and the navigation system of PLAINAIR application; the second table co-designed and co-validated the motivational strategies that the app uses to encourage people to improve their health conditions; the third table co-designed digital and analogic interactions for dialoguing with the OSOs. The activities were based on an open debate and free drawing session because they let young users free to express themselves around the three themes of the workshop. The final results produced qualitative data that were difficult to collect during the remote activities and they were used, as guidelines, to improve many aspects of the User Experience of the PLEINAIR IoTM system.
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