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Dissertations / Theses on the topic 'Reggio Emilia approach'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

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’, 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

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3

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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Rudge, Lucila T. "Holistic Education: An Analysis of its Pedagogical Application." Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1213289333.

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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

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Mehta, Sonia R. "Multiple Intelligences and how Children Learn: An Investigation in one Preschool Classroom." Thesis, Virginia Tech, 2002. http://hdl.handle.net/10919/32137.

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The purpose of this study was to gain understanding of how children learn when they are engaged in child initiated, teacher guided activities. Specifically, children's learning processes were documented and interpreted based on how they use their multiple intelligences. Multiple Intelligences refers to Howard Gardner's model of multiple intelligences and his view of how children have many cognitive strengths. Ethnographic methodologies were used to observe, document, and interpret children's behaviors and interactions in the classroom. Seven children were chosen to be focused on for this st

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Hall, Claire. "Implementing a Reggio Emilia inspired approach in a mainstream Western Australian context: The impact on early childhood teachers' professional role." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2013. https://ro.ecu.edu.au/theses/1082.

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Reggio Emilia, an approach to early childhood that was developed in a Northern Italian city of the same name, is highly regarded as acknowledged by educators and researchers world-wide (Gandini, 1993). The Reggio Emilia philosophy is distinguished by the presentation of an image of children as being strong, rich and powerful learners (Hendricks, 2004; Millikan, 2003). This approach is marked as being adopted and adapted to suit particular cultural and educational settings. These situation sensitive approaches are noted as being Reggio Emilia inspired. This qualitative case study investigated h

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Sillanpää, Linda, and Sofia Skogsberg. "Ett förändrat förhållningssätt : En kvalitativ intervjustudie av pedagogers syn på att arbeta Reggio Emilia-inspirerat i förskolan." Thesis, University of Skövde, School of Humanities and Informatics, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-1076.

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<p>Studien är en kvalitativ, empirisk undersökning som baseras på intervjuer med sex pedagoger som arbetar på Reggio Emilia-inspirerade förskolor. Reggio Emilia-filosofin växte fram i norra Italien efter andra världskriget och introducerades i Sverige under början av 1980-talet. Inom Reggio Emilia anser man att barn är rika och kompetenta och man arbetar kontinuerligt med att utvärdera och utveckla verksamheten genom att bland annat använda pedagogisk dokumentation som arbetsredskap. Syftet med studien är att undersöka om och i sådana fall på vilka sätt pedagoger på två Reggio Emilia-inspirera

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16

Kedzlie, Mary Frances. "Parental understandings and perceptions of the Reggio Emilia approach in a small New Zealand Catholic primary school : a research project." Thesis, University of Canterbury. School of Educational Studies and Human Development, 2007. http://hdl.handle.net/10092/2831.

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A significant area of education research has been dedicated towards increasing parental involvement in schools. Parental and family involvement is considered crucial in the education of children and is associated with stronger educational outcomes. In New Zealand it is expected that schools work closely with members of their school community to design their own school curriculum responsive to their local needs. Supporting and encouraging strong home school partnerships is a feature of this. In this broader context this research examined parental perceptions and understandings of a small Cathol

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Miller, Vanessa E. "Teachers creating the "third teacher": An action research approach to learning environment design." Thesis, Queensland University of Technology, 2017. https://eprints.qut.edu.au/114061/1/Vanessa_Miller_Thesis.pdf.

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While learning environment is thought to play a significant role as 'third teacher', little research exists to guide schools in the design of space for contemporary learners. Through participatory action research (PAR) and Clark's Mosaic designing approach this qualitative study explored three teachers' experience of transformative learning space design. The findings reveal the complexity of teachers' experience; that disruption of participation fosters transformative thinking and practice; the need for a design framework and professional learning to increase teachers' designing capacity; and

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Hill, Lynn Thomas. "TeacherWork: A Journey to Recast the Reggio Emilia Approach for a Middle School Within the Context of Power, Politics, and Personalities." Diss., Virginia Tech, 1999. http://hdl.handle.net/10919/29475.

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The purpose of this study was to focus on a teacher-led school reform initiative. Inspired by the Reggio Emilia Approach for Early Childhood Education and committed to constructivist teaching and learning, a group of Middle School teachers embarked on a journey to plan a new way of thinking and being in a Middle School. This ethnographic study utilized observations, interviews, participant action research, and a variety of field texts to capture the story of these remarkable teachers. This case study chronicles the life and work of thirteen teachers, three administrators and two universit

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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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<p> 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 inte

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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'

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Audrey, Morrissey Furehed, and Nada Raouf. "Det kompetenta barnet : En essä om olika sätt att uppfatta vad barns ”kompetens” är." Thesis, Södertörns högskola, Lärarutbildningen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-30486.

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In this essay, we have investigated the concept of the “competent child”. Our dilemma is grounded in the fact that we adults have different opinions regarding what a “competent child” is. By this we, Audrey and Nada, mean that the term “competens” means different things depending on the context in which it occurs. Using Montessori pedagogy and Reggio Emilia educational philosophy, we have analyzed how adults view children's “skills”. We have investigated how the concept of the “competent child” can be explained by the concepts of influence and participation. By using two different stories we h

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Simon, Junior José Cavalhero. "Cartografias para uma educação inventiva." Pontifícia Universidade Católica de São Paulo, 2017. https://tede2.pucsp.br/handle/handle/20549.

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Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2017-10-26T13:03:24Z No. of bitstreams: 1 José Cavalhero Simon Junior.pdf: 6301666 bytes, checksum: 57035f57086493c49b19a117b79b2821 (MD5)<br>Made available in DSpace on 2017-10-26T13:03:24Z (GMT). No. of bitstreams: 1 José Cavalhero Simon Junior.pdf: 6301666 bytes, checksum: 57035f57086493c49b19a117b79b2821 (MD5) Previous issue date: 2017-09-22<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES<br>Fundação São Paulo - FUNDASP<br>This research project has been moved by the desire to cartographize different processes

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Benassi, Paolo. "Stima della portata di progetto in bacini appenninici non strumentati: approcci regionali a confronto." Master's thesis, Alma Mater Studiorum - Università di Bologna, 2017. http://amslaurea.unibo.it/12614/.

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Il presente lavoro di Tesi si propone di confrontare le capacità predittive di due metodi di analisi regionale di frequenza delle piene: il Progetto Speciale Valutazione delle Piene (VA.PI.) e il metodo dell'area d'influenza (Region Of Influence, ROI). Il confronto fra i due metodi è stato condotto facendo riferimento a stazioni con lunghe serie storiche di massimi annuali di portate al colmo di piena, dalle quali sono state tratte le distribuzioni di probabilità teoriche, con cui è stato possibile mettere a confronto i risultati ottenuti dai metodi regionali. L’area di studio a cui si è fatto

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Dhlamini, Mookho Emily. "Guidelines towards an ecosystemic support programme for HIV and AIDS orphans in the Fezile Dabi region / Mookho Emily Dhlamini." Thesis, North-West University, 2011. http://hdl.handle.net/10394/10277.

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In the absence of support programmes for HIV and Aids orphans in the Fezile Dabi Region this research set out to design guidelines towards an ecosystemic support programme to support HIV and Aids orphans in the Fezile Dabi Region. The literature review revealed that HIV and Aids orphans experience a wide range of support needs. Their psychosocial needs impair normal development due to unhappiness, stress, stigma, discrimination and a lack of care, love and support. In addition to this, emotional needs, which emanate from a lack of security and safety manifest in sadness, disruptive behaviour,

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Guyevskey, Victoria. "Interpreting the Reggio Emilia approach : documentation and emergent curriculum in a preschool setting /." 2005. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:MR11807.

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Thesis (M.Ed.)--York University, 2005. Graduate Programme in Education.<br>Typescript. Includes bibliographical references (leaves 136-143). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:MR11807

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Clarke, Susan. "Interpreting the Reggio Emilia approach : implications for reducing violence and aggression in early childhood /." 2005. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:MR11769.

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Thesis (M.Ed.)--York University, 2005. Graduate Programme in Education.<br>Typescript. Includes bibliographical references (leaves 76-85). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:MR11769

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Porcelli, Franca. "The play garden : encounters with aspects of the Reggio Emilia approach to early childhood education /." 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:MR29301.

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Thesis (M.Ed.)--York University, 2007. Graduate Programme in Education.<br>Typescript. Includes bibliographical references (leaves 98-100). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:MR29301

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Jones-Branch, Julie A. "Reflective practice in an early childhood teacher education program a study of the components of learning about and implementing reflective practice /." 2009. http://proquest.umi.com/pqdweb?did=1694329121&sid=7&Fmt=2&clientId=14215&RQT=309&VName=PQD.

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Thesis (Ph.D.)--University of Nebraska-Lincoln, 2009.<br>Title from title screen (site viewed June 26, 2009). PDF text: 233 p. : col. ill. ; 5 Mb. UMI publication number: AAT 3350449. Includes bibliographical references. Also available in microfilm and microfiche formats.

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Berdoussis, Noula Lambrine. "Spiraling relationships : the teacher's role in the development of children's theories through documentation and the use of graphic languages /." 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:NR30876.

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Thesis (M.Ed.)--York University, 2006. Graduate Programme in Education.<br>Typescript. Includes bibliographical references (leaves 130-133). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:NR30876

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frosini, valentina. "Mondiale!: un caso studio esplorativo fra design, antropologia e pedagogia per un contributo all'educazione interculturale." Doctoral thesis, 2019. http://hdl.handle.net/2158/1155813.

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La mia ricerca è il risultato di un percorso interdisciplinare fra design, antropologia e pedagogia, allo scopo di verificare il contributo del design nel processo di educazione interculturale, parte della più ampia educazione alla cittadinanza. Per verificarne il contributo, ho costruito un caso-studio esplorativo con un metodo pedagogico di riferimento (il Reggio- Emilia approach) e rivolto a uno specifico target di riferimento (la scuola dell’infanzia, 3-6 anni). La struttura della tesi è suddivisa in tre parti consecutive, che muovono dal generale al particolare: - MACRO: gli scenari

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Wong, Alice. "Dialogue engagements : a space for early childhood educators to talk, listen, and study documentation /." 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:MR19664.

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Thesis (M.Ed.)--York University, 2006. Graduate Programme in Education.<br>Typescript. Includes bibliographical references (leaves 120-123). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:MR19664

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Wong, Alice Cho Yee. "Teacher Learning Made Visible: Collaboration and the Study of Pedagogical Documentation in Two Childcare Centres." Thesis, 2010. http://hdl.handle.net/1807/26438.

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Pedagogical documentation inspired by the early childhood schools of Reggio Emilia, Italy is a tool for teacher inquiry, learning, and development. Teachers systematically reflect upon artifacts that make visible children’s thinking, using for instance, digital photographs, quotations of children’s verbal thoughts, and teachers’ field notes. In two Reggio-inspired childcare centres in Toronto, Ontario, Canada, early childhood educators formed two teacher learning groups to study pedagogical documentation. As participants studied these artifacts (i.e. documentation), an underlying question eme

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