Relevant bibliographies by topics / Reggio Emilia approach (Early childhood education)

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Academic literature on the topic 'Reggio Emilia approach (Early childhood education)'

Author: Grafiati
Published: 4 June 2021
Last updated: 28 July 2024

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Journal articles on the topic "Reggio Emilia approach (Early childhood education)"

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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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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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Omidvar, Nazanin, Tarah Wright, Karen Beazley, and Daniel Seguin. "Examining Children’s Indoor and Outdoor Nature Exposures and Nature-related Pedagogic Approaches of Teachers at Two Reggio-Emilia Preschools in Halifax, Canada." Journal of Education for Sustainable Development 13, no. 2 (September 2019): 215–41. http://dx.doi.org/10.1177/0973408219872066.

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Early childhood environmental education focusses on expanding children’s bio-affinity, developing their environmental attitudes and encouraging them to behave in a more environmentally friendly manner. One example of the educational method that is based on high-quality practices of both early childhood education and environmental education is the Reggio-Emilia pedagogical approach, which provides children with various nature-related experiences. This study examines the frequency and variety of indoor and outdoor nature experiences for children and the preschool teachers’ educational approaches and goals for children’s development in nature in two Reggio-Emilia preschools located in Halifax, Canada. To do this, first-hand observations and semi-structured teacher interviews were used. Results suggest that the Reggio-Emilia curriculum followed at the preschools provided various opportunities for children to be exposed to nature. However, the teachers have emphasized more on anthropocentric than nature-related educational goals.
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Park, Seohyun, and Kyoungjin Lee. ""Consideration of Reggio Emilia Approach to Early Childhood Education"." Journal of Humanities and Social sciences 21 13, no. 3 (June 30, 2022): 1157–72. http://dx.doi.org/10.22143/hss21.13.3.81.

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Sani, Aisyah Nurul Hurriyah, Safariyatul Mahmudah, and Ali Akbar Muhammad. "The Concept of Merdeka Belajar in Early Childhood: Comparative Study of Reggio Emilia and Ki Hajar Dewantara's Thoughts." JOYCED: Journal of Early Childhood Education 2, no. 2 (December 16, 2022): 156–75. http://dx.doi.org/10.14421/joyced.2022.22-06.

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This study aims to examine the concept of independent learning for early childhood according to Reggio Emilia and Ki Hajar Dewantara, to find out the implications of independent thinking of learning for early childhood on current education, to find similarities and differences in the concept of independent learning to learn in early childhood education according to Reggio Emilia and Ki Hajar Dewantara. This is important considering that Ki Hajar Dewantara is a figure known as the Father of National Education and Reggio Emilia, who was once named one of the best early childhood education schools in the world. The two elements of the educational approach can be collaborated and investigated with comparative qualitative research methods to compare or find similarities from concepts or data drawn to new conclusions using historical, pedagogical, and comparative approaches. In this study, the stages of data analysis are data reduction, data display, focus group discussion, verification, and conclusion drawing. The results show that the concept of independent learning for early childhood is intended to reduce the impact of the decline in student learning performance after COVID-19, with the contextual nature of the independent learning curriculum that can be applied according to different environmental conditions in each school. The implications of the concept of independent learning Reggio Emilia and Ki Hajar Dewantara use the philosophy of constructivism, which assumes that an individual builds learning knowledge based on objects, phenomena, experiences, and their environment. The opportunity to learn both approaches is made through games and art. Both approaches have similarities and strengths with the arts and the philosophical agreement that children learn through play by providing an engaging environment. While Reggio Emila's approach uses the term image of the child, which believes that children are individuals who are capable of doing things independently and with minimal interruptions from adults, Ki Hajar Dewantara uses the Among system through this, the teacher has a significant role to be a role model for children. Both figures have their respective points of view, but it does not become an inequality in the education system. Both views can be alternative considerations for the development of education.
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Chiwamba, Sarah Vincent. "Investigation on the Applicability of Reggio Emilia Approach in Teaching Early Childhood Education: An Intensive Comparison between China and Tanzania." Journal of Educational and Developmental Psychology 6, no. 2 (July 7, 2016): 29. http://dx.doi.org/10.5539/jedp.v6n2p29.

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<p>There have been rapid economic and social demands that have continued to challenge the traditional teacher, child and parent interactions in early child education programs. Many developed countries have strategized several approaches to counter these challenges. However, third world countries are still formulating policies which can be sustainable in their present economic statuses. The Reggio Emilia (RE) Early Childhood Education (ECE) approaches has been instrumental in increasing the levels of interactions between teacher, child and the parent in developed countries. Nevertheless, a more dynamic and comprehensive approach is needed to cater for the economic and multiethnic social needs of early childhood education in developing countries. This study investigated the level of teacher, child and parent interaction in China and Tanzania with the aim of establishing the workability of Reggio Emilia (RE) in these two diverse countries. Carefully designed questionnaires based on the core values of Reggio Emilia approach has been used to obtain data from a sample of 60 early childhood teachers from China and 60 early child hood teachers from Tanzania making total of 120 early childhood teachers. Both private and public early childhood schools of China and Tanzania were involved in this study whereby from China a total of 8 schools were involved and Tanzania a total of 12 schools were involved. Both quantitative and qualitative design has been employed in this study with the use of questionnaire and interview methods in data collection from the field while social statistical software (SPSS 15) and Origin 7.0 has been used to analyze data and making of charts and graphs for visualization of the results. Result obtained from this study revealed that, Reggio Emilia interactive approach was applicable and welcomed by significant number of teachers and policy approaches; However on the other side, the findings revealed poor relationship between parents and the role of emergent curriculum to its fully meaning was not well fulfilled as most of early childhood schools in China and Tanzania found to practising the whole class teaching where by teacher knows everything. It was concluded that, the way children’s are being taught in one country will be totally different from another country although the basic outcome of the learners should be similar. The important aspect to put into consideration is people’s culture, environment, and their economic status accordingly. Hence there is a need for both countries of study to review their early childhood education policies in order to create better learning opportunities for all children.</p>
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González Serrano, Daniel. "La Escuela Reggio Emilia aplicada a las clases de natación en Educación Física con niños y niñas de hasta dos años de edad (The Reggio Emilia Approach applied to swimming classes in Physical Education with boys and girls up to two years old)." Retos 56 (April 23, 2024): 200–207. http://dx.doi.org/10.47197/retos.v56.102973.

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El panorama educativo actual contempla el auge de las metodologías educativas alternativas, como la propuesta Reggio Emilia. Este artículo realiza un estudio comparativo entre dos cursos consecutivos de clases de piscina en la infancia temprana, dentro del área de Educación Física de un colegio. Los niños y niñas participantes tienen hasta dos años de edad y no han tenido contacto previo con el medio acuático o el deporte de la natación. En el primer curso se siguió una metodología tradicional basada en el juego. En el segundo curso se implantó la Escuela Reggio Emilia, a pesar de que lo usual es emplearla en contextos no deportivos. Se trata pues de una situación innovadora, que traslada los ateliers del Reggio Emilia a la piscina. Se han comparado los resultados en sendos cursos relativos al grado de comodidad hacia el medio acuático alcanzado por el alumnado durante el primer trimestre de curso. Se ha comprobado que la propuesta Reggio ha permitido alcanzar mayores cotas de éxito, basadas en la autonomía del alumnado, la curiosidad generada en ellos y los componentes motivacionales que esta metodología incorpora al ambiente educativo. Palabras clave: Natación para bebés, Reggio Emilia, métodos de enseñanza, innovación docente, educación física, educación en la primera infancia. Abstract. The current educational situation contemplates the rise of alternative educational methodologies, such as the Reggio Emilia proposal. This article carries out a comparative study between two consecutive courses of pool classes in early childhood, within the Physical Education area of a school. The participating boys and girls are up to two years old and have not had previous contact neither with the aquatic environment nor with the sport of swimming. In the first course, a traditional methodology based on games was followed. In the second year, the Reggio Emilia Approach was applied, despite the fact that it is usually used in non-sports contexts. It is therefore an innovative situation, which moves the Reggio Emilia ateliers to the swimming pool. A comparison has been made between the results of both courses relative to the degree of comfort towards the aquatic environment achieved during the first three months. It has been proved that the Reggio proposal has allowed us to achieve greater levels of success, based on the student's autonomy, the curiosity generated in them and the motivational components that this methodology incorporates into the educational environment. Keywords: Baby swimming, Reggio Emilia, teaching methods, teaching innovation, physical education, early childhood education.
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Butterworth, Susan, and Ana Maria Lo Cicero. "Early Childhood Corner: March 2001." Teaching Children Mathematics 7, no. 7 (March 2001): 396–99. http://dx.doi.org/10.5951/tcm.7.7.0396.

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As teachers of young children, we perceive a tension between the demands of parents and elementary schools—that young children be academically prepared to enter increasingly challenging kindergarten programs—and our philosophy of early childhood education—that fourand five-year-old children should experience creative nurturing in a setting that encourages free expression of childhood through spontaneous play. In the early childhood education community, we have embraced the Reggio Emilia approach, the idea that a successful curriculum grows from the children's own interests and that effective projects encompass multiple disciplines and may develop and change over an extended period.
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Elliott, Elizabeth M. "Changing perspectives in early childhood education: Recasting the Reggio Emilia approach." Journal of Early Childhood Teacher Education 25, no. 2 (January 2005): 153–63. http://dx.doi.org/10.1080/1090102050250208.

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Feliu-Torruella, Maria, Mercè Fernández-Santín, and Javiera Atenas. "Building Relationships between Museums and Schools: Reggio Emilia as a Bridge to Educate Children about Heritage." Sustainability 13, no. 7 (March 26, 2021): 3713. http://dx.doi.org/10.3390/su13073713.

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Schools and museums represent essential spaces for the development of learning and understanding of the world surrounding us through the arts and heritage. One of the things learned in the COVID crisis is that it is key to build bridges between schools and museums to support their educational activities, regardless of the possibility to access these spaces in person. School teachers and museum educators have the opportunity to develop a critical and creative citizenry by collaborating in the design of learning activities that can bring the museums to schools and schools to the museum by adopting the Reggio Emilia approach. The results of the study arise from a triangulation of data, as we contrasted the literature about the Reggio Emilia approach with the practices of museums that use such a philosophy and with the analysis of a series of interviews with experts in early childhood education and Reggio Emilia in order to identify a series of good practices, which we used to delineate recommendations to foster the adoption of this model and establish relationships between schools and museums, enhancing the opportunities to develop critical and creative thinking throughout activities and to understand the heritage and the arts, thus fostering citizenship from an early childhood.
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Dissertations / Theses on the topic "Reggio Emilia approach (Early childhood education)"

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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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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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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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Arbizzi, Daniela. "Implementation of the Reggio Emilia approach| A multi-site action research case study of transitional kindergarten (TK) programs in southern California." Thesis, California State University, Long Beach, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10096080.

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The purpose of this action research study was to evaluate the effectiveness of a year-long implementation of the Reggio Emilia approach on transitional kindergarten (TK) programs of a large public school district in southern California. Teachers in 3 TK classrooms had received training from the trainer (researcher for this study) on Reggio approach prior to the onset of the school year and the beginning of this research study. The study used a multi-site case study design involving three teachers, three principals, and three parents drawn from three schools. Data was collected through interviews, an observational checklist, field notes, and reflective journal entries in three phases of the study: before, during, and after the school year.

Relevant documents were also collected during each phase. Results of the year-long research documented some improvements in teaching strategies and classrooms managements as well as factors that pose challenges to implementing the Reggio approach in TK programs: (a) teachers’ lack of in-depth knowledge of the Reggio approach, (b) high teacher-child ratio of TK classrooms, and (c) utilization of a hybrid curriculum that unsuccessfully attempted to merge California preschool learning foundation and the kindergarten common core standards. Other important challenges included lack of family involvement, high demand on academics that ignored inquiry-based learning, focus on imagination, and the whole child approach, which were the hallmarks of the Reggio philosophy. Children’s formal assessment based on school district’s benchmarks and mandates also contradicted Reggio’s emphasis on authentic assessment through documentation.

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Millan, Jenifer Marie. "Exploring Reggio-Inspired Documentation: Lived Experiences of Elementary Teachers and Children." PDXScholar, 2014. http://pdxscholar.library.pdx.edu/open_access_etds/1820.

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In this interpretive phenomenological research study, making meaning of teachers and children's experiences of Reggio-inspired documentation takes center stage. Reggio-inspired documentation is a way of visually stabilizing and bringing meaning to experiences, ideas, thoughts and the daily interactions of children and adults (Bonilauri & Rubizzi, 2010; Filippini, Trancossi & Vecchi, 2009; Guidici et al, 2001; Rinaldi, 2006). Collecting research in The School of Inspiration elementary program brings to light the many experiences and possible meanings of Reggio-inspired documentation. The study's participants consist of 2 teachers, 45 children, and me, as a participant researcher, all developing the meaning over time. Utilizing observations, photographs, field notes, journal writing and interviews, I documented this research study over a number of months. During this time, I spent hours in the environment listening, observing and taking photographs and then reflecting back on the experiences. The many experiences developed into three essential themes, transformation and growth, noble lives, and connections. The documentation experiences and the beautiful representations of learning and relationships built layers and moments that scaffold upon each other. A deeper look inside these experiences revealed how each child and teacher fostered a relationship with documentation carefully considering their daily reflection. Reflection led to implications for possible futures in elementary education such as maintaining intentional reflection, developing an academic journey and designing and fostering group identity.
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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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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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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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Primavera, Angela Helene. "The Life of a Website: An Inquiry into Parent-Teacher Communication." Thesis, Virginia Tech, 2002. http://hdl.handle.net/10919/32136.

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The purpose of this study was to document and examine the use of technology to facilitate communication among the three protagonists of learning â parents, teachers, and children in an early childhood education classroom. Specifically, the process of the co-construction of a website, by parents and teachers and subsequent use of the website for information exchange and parent involvement was documented and examined by the researcher using ethnographic methodologies. The study provides a description of the process of co-constructing the website. Through this description, the researcher came to better understanding of developing a website, parent-teacher communication, children and their learning, and herself as a teacher-researcher. The study includes examples of the website pages as well as recommendations and implications for future use of a classroom website.
Master of Science
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Books on the topic "Reggio Emilia approach (Early childhood education)"

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

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

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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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Kinney, Linda. An encounter with Reggio Emilia: Children's early learning made visible. London: Routledge, 2008.

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Millikan, Jan. Documentation and the Early Years Learning Framework: Researching in Reggio Emilia and Australia. Mt Victoria, New South Wales: Pademelon Press, 2014.

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Fraser, Susan. Authentic childhood: Exploring Reggio Emilia in the classroom. Albany, NY: Delmar/Thomson Learning, 2002.

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P, Edwards Carolyn, and Rinaldi Carlina, eds. The diary of Laura: Perspectives on the Reggio Educational Diary. St. Paul, MN: Redleaf Press, 2008.

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Powerful children: Understanding how to teach and learn using the Reggio approach. New York: Teachers College, Columbia University, 2008.

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Brunton, Pat. Bringing the Reggio Approach to your Early Years Practice. London: Taylor & Francis Inc, 2007.

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Book chapters on the topic "Reggio Emilia approach (Early childhood education)"

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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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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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Senent, Isabela Garcia, Kendra Kelley, and Mona M. Abo-Zena. "Sustaining curiosity: Reggio-Emilia inspired learning." In The Influence of Theorists and Pioneers on Early Childhood Education, 262–73. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003120216-23.

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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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Giudici, Claudia, and Paola Cagliari. "Pedagogy Has Children’s Voice: The Educational Experience of the Reggio Emilia Municipal Infant-Toddler Centres and Preschools." In International Handbook of Early Childhood Education, 1457–67. Dordrecht: Springer Netherlands, 2018. http://dx.doi.org/10.1007/978-94-024-0927-7_75.

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Westerberg, Lauren, and Maureen Vandermaas-Peeler. "How teachers, peers, and classroom materials support children's inquiry in a Reggio Emilia-inspired preschool." In The Influence of Theorists and Pioneers on Early Childhood Education, 274–91. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003120216-24.

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Lino, Dalila Maria, and Cristina Parente. "Play and Learning in Early Childhood Education." In Advances in Early Childhood and K-12 Education, 147–63. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-5167-6.ch010.

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The key role of toys and play in early years education has been highlighted by several childhood pedagogues such as Froebel, Montessori, Weikart, and Malaguzzi, among many others. It is consensual among the international educational community that children now spend far more time being instructed and tested in literacy and math than they do learning through play and exploration exercising their bodies and using their imagination. This chapter aims to reflect on the power of play for children's learning and development and to analyze how three pedagogical models—the High Scope, Reggio Emilia, and Montessori—integrate play through their curriculum development. The chapter is organized in several topics, namely (1) the role of play in early childhood education (0 to 6 years); (2) the High Scope curriculum and opportunities given to children to engage in free play and play with purposes; (3) the Reggio Emilia approach: play through 100 languages; (4) the Montessori method, from hands-on activity and self-directed activity to collaborative play; (5) final remarks.
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Mechler, Hannah Mills. "The Instructional Context of Critical Thinking Development in Early Childhood Education." In Handbook of Research on Critical Thinking and Teacher Education Pedagogy, 331–45. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7829-1.ch018.

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This chapter will outline the roles of teachers within early childhood learning environments and how they may promote children's critical thinking skills. Further discussions about how children's cognitive development may be fostered is also addressed. Theoretical frameworks are integrated as well to further decipher and understand how children's critical thinking skills may be promoted within early childhood learning environments. In addition, several curriculum models in early childhood education that are focused on the Montessori, Reggio Emilia, Tools of the Mind, High Scope, and Waldorf approaches are presented and applied to how they may enhance children's critical thinking skills as well as their overall development.
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Mechler, Hannah Mills. "The Instructional Context of Critical Thinking Development in Early Childhood Education." In Research Anthology on Developing Critical Thinking Skills in Students, 892–906. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-3022-1.ch046.

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This chapter will outline the roles of teachers within early childhood learning environments and how they may promote children's critical thinking skills. Further discussions about how children's cognitive development may be fostered is also addressed. Theoretical frameworks are integrated as well to further decipher and understand how children's critical thinking skills may be promoted within early childhood learning environments. In addition, several curriculum models in early childhood education that are focused on the Montessori, Reggio Emilia, Tools of the Mind, High Scope, and Waldorf approaches are presented and applied to how they may enhance children's critical thinking skills as well as their overall development.
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"Learning from Learning Environments: The Effects of the Reggio Emilia Approach in Early Childhood Education Centres." In Creativity in Educational Research and Practice, 95–109. BRILL, 2014. http://dx.doi.org/10.1163/9781848883086_010.

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Conference papers on the topic "Reggio Emilia approach (Early childhood education)"

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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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Palomba, Elisa. "DESIGNING LEARNING ENVIRONMENTS IN EARLY CHILDHOOD: EDUCATIONAL PRINCIPLES AND PEDAGOGICAL CRITERIA IN REGGIO CHILDREN APPROACH." In 14th International Conference on Education and New Learning Technologies. IATED, 2022. http://dx.doi.org/10.21125/edulearn.2022.2143.

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