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
  6. Reports

Academic literature on the topic 'Reggio Emilia approach'

Author: Grafiati
Published: 4 June 2021
Last updated: 25 July 2025

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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 (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 (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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Sartika, Indah Dwi, Desvi Wahyuni, Anisa 'A Agustini, Aryanti Aryanti, Lia Dian Sari, and Woro Endah Larasati. "Desain Pembelajaran Kecerdasan Kinestetik Berbasis Pendekatan Reggio Emillia pada Anak Usia Dini." PAUDIA : Jurnal Penelitian dalam Bidang Pendidikan Anak Usia Dini 12, no. 2 (2023): 188–202. http://dx.doi.org/10.26877/paudia.v12i2.15640.

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AbstractThis article aims to describe the use of the Reggio Emilia approach in learning based on kinesthetic intelligence. This research is based on the lack of a learning approach in schools so that kinesthetic intelligence stimulation is only done with simple activities such as gymnastics. The method used in this article uses the library research method or the library method with data collection techniques based on sources such as books, articles and others that are inseparable from the context of the core problem. In this study, the kinesthetic intelligence-based Reggio Emilia learning appr
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Hasanah, Lathipah, Falliza Aristy Intan, Fina Hayati, Nurul Saputri, and Shinta Amalia Hediyanti. "PERENCANAAN METODE PEMBELAJARAN REGGIO EMILIA DALAM MEMBENTUK KREATIVITAS ANAK USIA DINI." Al-Hikmah : Indonesian Journal of Early Childhood Islamic Education 7, no. 1 (2023): 51–69. http://dx.doi.org/10.35896/ijecie.v7i1.535.

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Abstrak
 Tujuan dari penelitian ini adalah untuk menganalisis perencanaan metode pembelejaran Reggio Emilia pada anak usial dini dalam membentuk kreativitas. Metode pembelajaran Reggio Emilia ini merupakan salah satu metode untuk mengembangan kreativitas anak pada bakat serta minat yang anak miliki. Penelitian ini merancangan studi kepustakaan (literature study). Adapun metode yang digunakan adalah studi literature. Hasil penelitian ini menunjukkan pada perencanaan pembelajaran metode Reggio Emilia dikenal sebagai kurikulum emergen, pada penyusunan metode pemebelajaran ini dilihat melalui
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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 (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 chil
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Foerch, Daniela Fenu, and Flavia Iuspa. "THE INTERNATIONALIZATION OF THE REGGIO EMILIA PHILOSOPHY." Revista Contrapontos 16, no. 2 (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 teachi
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Atabey, Derya. "An alternative application for team spirit: Reggio Emilia." Southeast Asia Early Childhood Journal 9, no. 2 (2020): 181–90. http://dx.doi.org/10.37134/saecj.vol9.no2.13.2020.

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In the current research, Reggio Emilia, an alternative application model based on the problems experienced within the content of communication and cooperation in preschool education, was studied. In this purpose, the history, values and principles of Reggio Emilia, its curriculum, teacher-child, teacher-parent, child-child, teacher-teacher communication and cooperation and a sample Reggio Emilia project were explained. In the quest of an alternative application model to provide necessary communication and cooperation and work with all factors comprising education in the sense of a team spirit,
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Fabbi, C., and V. Viunnyk. "Reggio Emilia approach in interaction with young children." Pedagogical education: theory and practice. Psychology. Pedagogy 2, no. 40 (2024): 26–31. http://dx.doi.org/10.28925/2311-2409.2023.404.

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The article highlights the unique Reggio-Emilia approach, familiarity with which is important in terms of changes in preschool education in Ukraine in accordance with global educational trends formulated in accordance with general changes in the world (pandemic, war, environmental problems, etc.). The importance of creating conditions for self-expression of children in the educational environment of a preschool education institution with the help of a specially created environment is described. An analytical review of the environmental approach proposed by the Reggio-Emilia approach and the im
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Bond, Vanessa L. "Sounds to Share." Journal of Research in Music Education 62, no. 4 (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
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Hickey, Katherine. "Adapting the Reggio Emilia Approach in Libraries." Children and Libraries 17, no. 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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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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<p>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
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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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<p> The purpose of this dissertation study is to describe, explain, and analyze teachers&rsquo;, supervisors&rsquo;, and educational administrators&rsquo; 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
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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 th
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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 th
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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
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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<br>M.M.<br>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
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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 a
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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. ERIC Clearinghouse on Elementary and Early Childhood Education, 1994.

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

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Giamminuti, Stefania. Dancing with Reggio Emilia: Metaphors for quality. Pademelon Press, 2013.

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

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Millikan, Jan. Reflections: Reggio Emilia principles within Australian contexts. Pademelon Press, 2003.

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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. Ablex Pub. Corp., 1998.

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

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

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

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Hendrick, Joanne. First steps toward teaching the Reggio way. Merrill, 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. 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, 2nd ed. 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. 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. Routledge, 2022. http://dx.doi.org/10.4324/9781003274865-8.

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Kaiser, DJ. "Multimodal translanguaging and assisted intersemiotic translation in the Reggio Emilia Approach." In Affirming the Rights of Emergent Bilingual and Multilingual Children and Families. Routledge, 2023. http://dx.doi.org/10.4324/9781003294405-6.

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Parwoto, Parwoto, Sitti Nurhidayah Ilyas, and Dedy Aswan. "Enhancing Cognitive Development In Kindergarten Children Through A Computer-Based Model With The Reggio Emilia Approach." In Advances in Social Science, Education and Humanities Research. Atlantis Press SARL, 2024. http://dx.doi.org/10.2991/978-2-38476-301-6_19.

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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. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-07492-9_7.

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Zotti, Valeria. "Traduire en français le lexique du patrimoine artistique de la ville de Bologne : le sous-corpus comparable BER du projet LBC." In Nuove strategie per la traduzione del lessico artistico. Firenze University Press, 2023. http://dx.doi.org/10.36253/979-12-215-0061-5.14.

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This chapter presents a new tun in the research project Multilingual Cultural Heritage Lexicon that consists in extending the LBC French corpus through a sub-corpus on Bologna and the Emilia-Romagna region (BER). After presenting the two projects connected with the LBC corpus (UniCittà 2019-2021 and UniVOCittà – ongoing), Zotti presents the BER sub-corpus from a quantitative and qualitative point of view reflecting on its role ans its complementarity for the description of the artistic terminology in the LBC comparable monolingual corpus. Zotti concludes by showcasing the applications and resu
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"The Reggio Emilia Approach to education, and Loris Malaguzzi." In Understanding the Reggio Approach. 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. Routledge, 2015. http://dx.doi.org/10.4324/9781315750309-1.

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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
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Chen, Chen, and Mohd Nazri Bin Abdul Rahman. "ADAPTING THE REGGIO EMILIA APPROACH IN SINGAPORE: ADDRESSING PROFESSIONAL DEVELOPMENT AND TRAINING NEEDS OF PRESCHOOL TEACHERS." In Singapore International Conference on Teaching, Education & Learning, 03-04 March 2025. Global Research & Development Services Publishing, 2025. https://doi.org/10.20319/ictel.2025.262274.

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With the ongoing reform of early childhood education in Singapore, the Reggio Emilia Approach (REA) has attracted more attention in the field. This qualitative study explores the practical challenges and professional development needs of preschool teachers in Singapore in implementing the REA. Despite the increasing popularity of the REA, which emphasizes child-centered pedagogy. Research findings from semi-structured interviews with three preschool teachers indicate that teachers face barriers. Challenges include inadequate resources, insufficient training, and cultural differences between th
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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). 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). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200325.086.

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Lapėnienė, Asta, and Ligita Neverauskienė. "Teacher Creator: Practices of Creating Educational Contexts." In ATEE 2022 Annual Conference. University of Latvia Press, 2023. http://dx.doi.org/10.22364/atee.2022.06.

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By exploring certain perspectives, it is hoped that teachers can be helped to create inclusive educational contexts by transforming the learning environment into a third educator. Based on the Reggio Emilia approach, we hope to reveal the ways and means by which the spaces of the educational institution can be interpreted, prepared and in some cases created, in order to encourage children to explore and express themselves. This study presents the concept of context as a modern educational space and draws attention to several essential aspects for the creation of educational contexts: education
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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
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Reports on the topic "Reggio Emilia approach"

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Hancox, Donna, Sandra Gattenhof, Helen Klaebe, Freya Wright-Brough, Morgan Batch, and Imogen Smith. Social Impact Framework for Puuya Foundation. Queensland University of Technology, 2024. http://dx.doi.org/10.5204/rep.eprints.227726.

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This is the final report on a three-year QUT-led research project that was conducted for The Puuya Foundation (2019-2023). Our brief was to: Assist the Puuya Foundation to develop and implement a Social Impact Evaluation Strategy (the Strategy) to strengthen the Foundation’s evaluation approach and build on the outcomes of the Foundation’s education and health projects in the Lockhart River region. The strategy will develop a robust approach with practical tools to measure the social impact of the Foundation’s programs, and the outcomes and learnings that emerge from these findings will inform
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