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Journal articles on the topic 'Reggio Emilia approach'

Author: Grafiati

Published: 4 June 2021

Last updated: 10 March 2023

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1

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

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Reggio Emilia Approach is one of the contemporary trends in child raising, which has spread widely around the world, and in light of this the study aimed to develop the Reggio Emilia Approach in the Kingdom of Saudi Arabia in light of the Reggio Emilia Approach in Italy, by studying the Reggio Emilia Approach in Italy and the Kingdom Saudi Arabia in terms of (philosophy, its educational content), and the study used the comparative approach to George Bereday’s Approach. After that, the study made suggested recommendations for developing the Reggio Emilia Approach in the Kingdom of Saudi Arabia.

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2

Stone, Jake E. "A Vygotskian Commentary on the Reggio Emilia Approach." Contemporary Issues in Early Childhood 13, no. 4 (January 1, 2012): 276–89. http://dx.doi.org/10.2304/ciec.2012.13.4.276.

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This article provides a commentary on the Reggio Emilia approach from a Vygotskian perspective. In particular, the article considers how Vygotskian rationalism and Vygotsky's theory of concept development cohere with the Reggio Emilia approach. The article argues that these aspects of Vygotskian theory are applicable to, and can strengthen the practices of, schools influenced by the Reggio Emilia approach.

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O’Donoghue, Linda A. "Moving Onward: Reflections and Re-interpretations of the Reggio Approach." Journal of Childhood Studies 36, no. 1 (April 30, 2011): 20–25. http://dx.doi.org/10.18357/jcs.v36i1.15135.

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This article offers an insight into teaching and learning from various interviews I conducted with educators about their journey with the philosophy of Reggio Emilia. Many early childhood educators in North America are captivated by the philosophical fundamentals of Reggio Emilia. Emerging from Reggio Emilia, Italy after the destruction of WWII, this approach embraces several key principles that guide the educator. These include: the importance of teachers as researchers, documenters, observers and listeners; the environment as the "third educator," and the image of the capable, competent child (Edwards, Gandini & Forman, 1998).

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Foerch, Daniela Fenu, and Flavia Iuspa. "THE INTERNATIONALIZATION OF THE REGGIO EMILIA PHILOSOPHY." Revista Contrapontos 16, no. 2 (July 8, 2016): 321. http://dx.doi.org/10.14210/contrapontos.v16n2.p321-350.

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This article presents the history and framework of the Reggio Emilia philosophy, an educational approach to early childhood education that places children as the main participants and protagonists of the curriculum. It also showcases the growing influence of the Reggio Emilia philosophy around the world, through key regional and national organizations. The association of the Emilia fundamental values of the Reggio Emilia with the globally competent soft skills helps this philosophy to overcome the growing need worldwide. Ultimately, the internationalization of this approach has inspired teaching practices all over the world. Within different nations, organizations that advocate the application of Reggio Emilia principles in various schools has grown, prompting a need to educate children to that they will develop emotionally and cognitively, in making thinking visible.

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Hickey, Katherine. "Adapting the Reggio Emilia Approach in Libraries." Children and Libraries 17, no. 3 (September 3, 2019): 13. http://dx.doi.org/10.5860/cal.17.3.13.

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After the devastation of World War II, the parents of the Italian city of Reggio Emilia came together with a plan to build early childhood schools that would foster rich learning environments and critical thinking for their children.That philosophy, known as the Reggio Emilia Approach (REA), was developed in the mid-1940s and was groundbreaking due to its participative and collaborative nature among children, parents, and educators.

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6

Bond, Vanessa L. "Sounds to Share." Journal of Research in Music Education 62, no. 4 (December 17, 2014): 462–84. http://dx.doi.org/10.1177/0022429414555017.

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

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Tijnagel-Schoenaker, Bernadet. "The Reggio Emilia Approach… The Hundred Languages." Prima Educatione 1 (January 31, 2018): 139. http://dx.doi.org/10.17951/pe.2017.1.139.

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

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This article brings to light the close relationship between culture, learning and the arts. It recounts the quest of a First Nations (Mohawk) early childhood center in their development of a culturally relevant curriculum whereby culture and Indigenous ways of learning would be seamlessly woven into daily practice. Step by Step Child and Family Center embraced the Reggio Emilia approach. The educators acknowledged how Reggio Emilia’s major tenets resonated with Indigenous values as well as seeing congruence in ways of teaching, learning and how relationships are intrinsically interwoven into practice. This research shows how the provocation of the Reggio Emilia approach, and a focus on the arts, provided meaning-making for this community. The study has implications for teacher development, early childhood pedagogy, and may be useful for other Indigenous communities who seek to maintain cultural traditions and identity in educational practices.

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Arseven, Ayla. "The Reggio Emilia approach and curriculum development process." International Journal of Academic Research 6, no. 1 (January 30, 2014): 166–71. http://dx.doi.org/10.7813/2075-4124.2014/6-1/b.23.

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10

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

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

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11

Ramsay Greenberg, Anne. "Dance and the Reggio Emilia Approach." Dance Education in Practice 3, no. 1 (January 2, 2017): 20–24. http://dx.doi.org/10.1080/23734833.2017.1268018.

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Marton, Vera, Ivett Judit Kovács, and Erzsébet Czachesz. "Inclusive bilingual early years education by means of the Reggio Emilia Approach." Gyermeknevelés 10, no. 2–3 (May 6, 2022): 114–31. http://dx.doi.org/10.31074/gyntf.2022.2.114.131.

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In diverse classrooms, bilingual early years education demands an inclusive approach for effective language acquisition. In the Reggio Emilia Approach, all children are viewed to be genuine and unique with individual ways and special rights. This paper aims to identify the aspects of the Reggio Emilia Approach that supports inclusive education. The research was conducted in a mixed-age group within a bilingual setting located in Budapest. Different qualitative research methods were used as data sources, including document analysis, participant observation, and unstructured interviews. The data analysis revealed a broader concept of inclusion in the setting. Through the project- based and experience-based learning fostered by an emergent curriculum, children can discover the world at their own pace. Children can work in micro and macro groups on meaning-making and understanding in activities tailored to their individual needs. The teachers scaffold their learning as facilitators supporting independence, cooperation, and peer-assistance while emphasising community-based learning. In the Reggio Emilia Approach, diversity is celebrated, and each child can be connected to differently. By filling the environment with variables, teachers allow for the inclusion of all children into activities, problems, and thinking.

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Madyawati, Lilis, and Maemonah Maemonah. "The Effect of Reggio Emilia Approach on Children's Creativity from the Islamic Psychology Review." Jurnal Tarbiyatuna 12, no. 2 (December 29, 2021): 98–107. http://dx.doi.org/10.31603/tarbiyatuna.v12i2.4235.

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The development of self-creativity in children needs to be performed because they possess the interests and talents that are expected to be honed or developed. Therefore, this study aims to test the effect of the Reggio Emilia approach on children's creativity from the Islamic Psychology review. A total of 36 students aged 5-6 years were selected as participants using purposive sampling. Data were collected using the pre-experiment with One Group Pretest-Posttest Design. The result showed that children's creativity increased through aptitude and non-aptitude. This study indicates that 22 and 14 students had Islamic verbal creativity in the average and above-average category respectively. Therefore, the Reggio Emilia approach positively affects children's creativity.

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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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Silva, Aretha Belize Mendes da, and Andréa Alessandra Da Rocha Lédo. "A Abordagem Reggio Emilia e suas Contribuições para a Psicopedagogia Clínica / The Reggio Emilia Approach and its Contributions to Clinical Psychopedagogy." ID on line REVISTA DE PSICOLOGIA 14, no. 50 (May 30, 2020): 1239–54. http://dx.doi.org/10.14295/idonline.v14i50.2532.

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O presente artigo propõe uma reflexão teórica e exploratória sobre como a abordagem Reggio Emillia, presente nas escolas da Itália, pode trazer impactos positivos na prática dos psicopedagogos durante a fase das intervenções clinícas. Utilizou-se como metodologia a pesquisa bibliográfica para reunir informações sobre a psicopedagogia e sua atuação assim como o surgimento de Reggio e sua ascensão como a melhor educação infantil do mundo. Constatou-se através dos dados obtidos, que a pedagogia da escuta utilizada por Reggio desenvolve a motivação, intermedia relações interpessoais e estimula o prazer em aprender nos cérebros aprendentes. Concluiu-se que essa abordagem surge para preencher lacunas deixadas pelas antigas teorias psicopedagógicas, pois contempla a necessidade de cada indivíduo, personalizando o ensino e respeitando a diversidade de valores, culturas e opiniões.

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Wolfe, H. Ellie. "Examining Elementary General Music Teaching Practices Through a Reggio Emilia Lens." Bulletin of the Council for Research in Music Education, no. 229 (July 1, 2021): 47–70. http://dx.doi.org/10.5406/bulcouresmusedu.229.0047.

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Abstract Elementary general music teachers (N = 280) from Colorado, Idaho, Montana, Utah, and Wyoming completed the Characteristics of Elementary General Music Teaching questionnaire. Responses were analyzed for congruence between current teaching practices and three components of the Reggio Emilia Approach (REA) to education: child as protagonist, documentation of learning, and the hundred languages. Overall, respondents described teaching practices that reflect some, but limited, congruence with the REA. Teachers collect some types of student artifacts, display evidence of student learning in certain forms, adapt instruction based on observation of students, provide students opportunities to translate between symbolic systems, and demonstrate a student-centered approach to music education by modifying their teaching practices at the student, class, grade, or developmental level. Variance in the congruence between teaching practice and the concepts of documentation and symbolic translations could not be explained by education level or general music pedagogical influence. Suggestions are shared for elementary general music teachers to engage in critical self-reflection of their teaching practice through a Reggio Emilia-inspired lens. The review of literature and this study demonstrate a need for further research on Reggio Emilia-inspired music education; suggestions are included.

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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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Hart, Karen. "Freedom and discovery." Early Years Educator 21, no. 5 (September 2, 2019): 22–24. http://dx.doi.org/10.12968/eyed.2019.21.5.22.

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김미숙. "Reggio Emilia Approach in Italy and Special Education." Journal of Eurasian Studies 6, no. 1 (March 2009): 89–104. http://dx.doi.org/10.31203/aepa.2009.6.1.006.

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Pamuk, Akif. "REGGIO EMILIA APPROACH IN HISTORY CLASS ACTION RESEARCH." International Journal of Eurasian Education and Culture 5, no. 11 (January 1, 2020): 1862–915. http://dx.doi.org/10.35826/ijoecc.282.

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Frampton, Ashley. "Provocation to Reflect: An Educator’s Exploration of Engaging Students Through Documentation." Journal of Childhood Studies 41, no. 3 (December 22, 2016): 47. http://dx.doi.org/10.18357/jcs.v41i3.16306.

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<div class="page" title="Page 1"><div class="section"><div class="layoutArea"><div class="column"><p><span>This article is a personal narrative of how the author struggled to articulate her own philosophy of education while incorporating Reggio Emilia ideas into her teaching practice. The author found pedagogical documentation, an important component of the Reggio Emilia approach, to facilitate student self-assessment and intellectual engagement in Calgary schools. Her independent inquiry drew from her </span><span>master’s research, her re ections on her teaching philosophy, and her examination of the links between the Reggio approach and her school board’s pedagogical goals. She identi es </span><span>some challenges in using pedagogical documentation, and looks forward to future provocations that will deepen her understanding of what it means to be an educator. </span></p></div></div></div></div>

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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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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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Manera, Lorenzo. "Art and aesthetic education in the Reggio Emilia Approach." Education 3-13 50, no. 4 (April 18, 2022): 483–93. http://dx.doi.org/10.1080/03004279.2022.2052230.

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Schroeder-Yu, Gigi. "Documentation: Ideas and Applications from the Reggio Emilia Approach." Teaching Artist Journal 6, no. 2 (April 9, 2008): 126–34. http://dx.doi.org/10.1080/15411790801910735.

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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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Bassi, Andrea, Giulia Ganugi, and Riccardo Prandini. "Co-Design and Co-Production of Public Service. The Prevention of Childhood Obesity in Reggio Emilia — Italy." Polish Political Science Review 9, no. 2 (December 1, 2021): 71–88. http://dx.doi.org/10.2478/ppsr-2021-0013.

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Abstract The paper illustrates an empirical research project concerning the co-creation process in Reggio Emilia’s public services and their efforts to reduce childhood obesity. The research is based on a participative evaluation research methodology. The project has been implemented within the framework of the CoSIE project, funded by the Horizon 2020 Research Program — Innovation Action. It has been led by the Local Health Unit (LHU) of Reggio Emilia, a mid-size town in north-eastern Italy, and Cup2000/Lepida, a public/private corporation delivering ICT for health service in the Emilia-Romagna Region. The empirical research has been conducted by the University of Bologna, using a mixed method multi-dimensional strategy and combining the Action-Research tradition with the approach of the Theory of Change. The theoretical framework reflects on the co-creation process, distinguishing between its different phases. In particular, it defines the co-production and the co-design phase, operationalising them with the concepts of System Integration and Social Integration. This linkage allows the analysis of the involvement of institutional stakeholders and final users in the co-creation process. Many factors including the actors’ identity, the participation modalities and the impact of each stakeholder on the service, contribute to the model of co-creation in “the shadow of institutions”, characterised by a low level of Social Integration and a high level of System Integration.

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Skubic, Darija. "Jezikovno in nejezikovno izražanje v pedagoškem pristopu Reggio Emilia." Slavia Meridionalis 10 (August 31, 2015): 275–97. http://dx.doi.org/10.11649/sm.2010.020.

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Language and non-language expression in Reggio Emilia pedagogical approachIn the first part of the article the author describes the importance of language awareness and non-language expression in the pre-school period. The author points out the importance of the usage of all the senses (visual, aural, kinethestic etc.), space and time, and picture images in all 100 languages which are not current only in Reggio Emilia pedagogical approach but also successfully implemented in the Slovenian Preschool Curriculum.All these elements are part of communicative skills (i.e. speaking, listening, writing and reading) and are prerequisites for developing themes (describing, narrating, explaining, argumenting).In addition, the author mentions questioning strategies as one of the most important factors in developing children’s thaughts. She continues with the Slovene language as a second/foreign language which has become an unavoidable and valuable constant in our globally influenced life. The above mentioned elements have been included in the research study which are discussed in the second part of the article.In the conclusion the author discusses the research findings and some other considerations which may lead to the further research and are derived from the existing knowledge and the current cognition.

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السدرانی, غادة صالح. "نهج ریجیو إمیلیا حول العالم Reggio Emilia Approach Around the World." التربیة (الأزهر): مجلة علمیة محکمة للبحوث التربویة والنفسیة والاجتماعیة) 39, no. 4 (October 1, 2020): 608–36. http://dx.doi.org/10.21608/jsrep.2020.148105.

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Swann, Annette C. "Children, Objects, and Relations: Constructivist Foundations in the Reggio Emilia Approach." Studies in Art Education 50, no. 1 (October 2008): 36–50. http://dx.doi.org/10.1080/00393541.2008.11518754.

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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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Paggi, Marco. "An Analysis of the Italian Lockdown in Retrospective Using Particle Swarm Optimization in Machine Learning Applied to an Epidemiological Model." Physics 2, no. 3 (August 1, 2020): 368–82. http://dx.doi.org/10.3390/physics2030020.

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A critical analysis of the open data provided by the Italian Civil Protection Centre during phase 1 of Covid-19 epidemic—the so-called Italian lockdown—is herein proposed in relation to four of the most affected Italian regions, namely Lombardy, Reggio Emilia, Valle d’Aosta, and Veneto. A possible bias in the data induced by the extent in the use of medical swabs is found in relation to Valle d’Aosta and Veneto. Observed data are then interpreted using a Susceptible-Infectious-Recovered (SIR) epidemiological model enhanced with asymptomatic (infected and recovered) compartments, including lockdown effects through time-dependent model parameters. The initial number of susceptible individuals for each region is also considered as a parameter to be identified. The issue of parameters identification is herein addressed by a robust machine learning approach based on particle swarm optimization. Model predictions provide relevant information for policymakers in terms of the effect of lockdown measures in the different regions. The number of susceptible individuals involved in the epidemic, important for a safe release of lockdown during the next phases, is predicted to be around 10% of the population for Lombardy, 16% for Reggio Emilia, 18% for Veneto, and 40% for Valle d’Aosta.

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Charette, Natalie, Evelyn Delgado, and Jaclyn Kozak. "Stop, collaborate and listen: Reimagining & Rebuilding the Royal Alberta Museum." Museum and Society 16, no. 3 (November 21, 2018): 383–97. http://dx.doi.org/10.29311/mas.v16i3.2796.

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The field of museum education is continually examining and reconsidering how best to engage child audiences, offering child-centered experiences to complement knowledge-rich environments. The implementation of Reggio Emilia approach-based programs and activities, which embrace children’s multiple literacies and provide opportunities for free, unstructured play, are best served when complemented by documentation in order to render learning visible to all audiences. It is through documentation that we can actively demonstrate our respect and value for children’s learning and play. Play has to be honoured and celebrated in its own right, and the act of documentation needs to be incorporated into daily operations so it becomes a natural part of the museum experience, and a natural part of evaluation practices. The Royal Alberta Museum has recently undergone a large-scale renewal project; staff sought inspiration from these Reggio Emilia-based philosophies in designing a space that will welcome play and value it as learning, reframing the museum educator’s role as one that documents, collects and curates children’s learning experiences on the gallery floor. In this way, our museum will continue to shape the visitor experience in a ways that place children’s contributions at the forefront – in the way that Elee Kirk imagined.

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Paolella, Francesco. "La pedagogia di Loris Malaguzzi. Per una storia del Reggio Emilia approach." RIVISTA SPERIMENTALE DI FRENIATRIA, no. 1 (March 2013): 95–112. http://dx.doi.org/10.3280/rsf2013-001006.

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Gardner, Alexa Fraley, and Brett D. Jones. "Examining the Reggio Emilia Approach: Keys to Understanding Why it Motivates Students." Electronic Journal of Research in Educational Psychology 14, no. 3 (December 1, 2016): 602–25. http://dx.doi.org/10.14204/ejrep.40.16046.

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Cline, Keely D., Meghan Sheil, and Cindy Rouner. "Paths, Maps, and Pirates: How a Preschool Class Overcame Limits of the Pandemic Through Drama." LEARNing Landscapes 15, no. 1 (June 23, 2022): 109–27. http://dx.doi.org/10.36510/learnland.v15i1.1067.

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This article spotlights the power of pushing limits and boundaries through emergent curriculum and process drama as told through the story of a preschool class’s exploration of the topics of paths, maps, and pirates. The story is framed in terms of the three phases of the class’s project adapted from the Project Approach (Katz et al., 2014), which started prior to the Coronavirus pandemic, but continued and concluded in the midst of it. Reflections and insight are provided by the classroom teacher including as she drew inspiration from the Reggio Emilia Approach and other professional development and experience.

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Pedrazzi, Simone, Filippo Ottani, Massimiliano Parenti, Davide Parmeggiani, Aurora De Luca, Martina Grasso Silvestro, Anna Spartà, et al. "A student-driven multilevel approach for increasing energy sustainability of remote areas in the Emilia Romagna Apennines." IOP Conference Series: Earth and Environmental Science 1106, no. 1 (November 1, 2022): 012015. http://dx.doi.org/10.1088/1755-1315/1106/1/012015.

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Abstract This paper is aimed at discussing a series of energy sustainability solutions proposed by a master class of students in environmental engineering using analytical and visual collaborative tools. The activities described are part of the class “Sustainability and renewable sources” at the University of Modena and Reggio Emilia. Six groups of 3-4 students worked on six energy efficiency and sustainability projects chosen from a remote area of the Apennines in Emilia Romagna. The specificity of the case-study framework allowed the implementation of projects where different sustainability aspects are integrated using tools of transitional thinking: agro-food production, use of renewable energy sources, waste management and social integration were considered. Each group identified the key actors for each project, allowing them to approach sustainability from a multilevel perspective. Net Present Value analyses were applied to evaluate economic viability of each project. Photovoltaic power plants and boilers fueled with local wood are the main renewable energy source identified to promote energy sustainability in each project. As result, the combination of the six works creates a powerful tool to demonstrate possible best practices for remote mountain areas.

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Eo Hye Jin, 백승경, and Joo Yun Kim. "A Study on the theme space for children applied 'Reggio Emilia Spatial approach'." Journal of Korea Intitute of Spatial Design 6, no. 2 (June 2011): 61–68. http://dx.doi.org/10.35216/kisd.2011.6.2.61.

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Abramson, Shareen, Roxanne Robinson, and Katie Ankenman. "Project Work with Diverse Students: Adapting Curriculum Based on the Reggio Emilia Approach." Childhood Education 71, no. 4 (June 1995): 197–202. http://dx.doi.org/10.1080/00094056.1995.10522597.

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Hočevar, Andreja, Mojca Kovač Šebart, and Damijan Štefanc. "Curriculum planning and the concept of participation in the Reggio Emilia pedagogical approach." European Early Childhood Education Research Journal 21, no. 4 (December 2013): 476–88. http://dx.doi.org/10.1080/1350293x.2013.845437.

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Mitchiner, Julie, Christi Batamula, and Bobbie Jo Kite. "Hundred Languages of Deaf Children: Exploring the Reggio Emilia Approach in Deaf Education." American Annals of the Deaf 163, no. 3 (2018): 294–327. http://dx.doi.org/10.1353/aad.2018.0021.

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42

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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Kołodziejski, Maciej, and Tomas Butvilas. "Creativity and Parental Involvement in Early Childhood Education in the Reggio Emilia Approach and Philosophy." Edukacja Elementarna w Teorii i Praktyce 16, no. 3(61) (July 23, 2021): 103–12. http://dx.doi.org/10.35765/eetp.2021.1661.07.

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In the article the authors discuss the importance of parental creativity and involvement in early institutional education of a child on the example of Reggio Emilia educational method. Among the main aspects of this involvement are the quality of education, child support, cooperation between teachers and parents as well as a positive feedback. The authors of this paper also deal with one of the main aspects of early education—creativity and its importance for a child’s psychosocial development. The preschool curriculum has been designed for children of the preschool educational institutions to provide them with a rich learning experience and to help them to develop properly. Creative education starts at an early age, therefore kindergartens and families play a very important role in supporting and developing creativity in child’s everyday routine. It is stressed that being creative is primarily about taking initiatives and innovative behavior. These are the qualities required in contemporary society, especially by employers in private and public sectors. However, the process of involving parents in their child’s education starts at the preschool stage and plays the most important role in child’s socialization. It is also emphasized that if children feel the support of both educational subjects (teacher and parents) in the process of preschool education, they feel safer, more comfortable, and much more confident.

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Eckhoff, Angela, and Mindy Spearman. "Rethink, Reimagine, Reinvent: The Reggio Emilia Approach to Incorporating Reclaimed Materials in Children’s Artworks." Art Education 62, no. 2 (March 2009): 10–16. http://dx.doi.org/10.1080/00043125.2009.11519007.

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Aden, Fadumo, and Evgenia Theodotou. "Reggio Emilia and the arts approach: Two exceptional examples of multimodal learning in early years." Journal of Global Education and Research 3, no. 2 (November 2019): 158–67. http://dx.doi.org/10.5038/2577-509x.3.2.1050.

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Kauffman, Natalie. "Blank Canvases Art Program: Altering the Landscape of Visual Arts Education in the Elementary School Classroom." Journal of Childhood Studies 41, no. 4 (February 21, 2017): 19. http://dx.doi.org/10.18357/jcs.v41i4.16716.

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<div class="page" title="Page 1"><div class="section"><div class="layoutArea"><div class="column"><p><span>The author reflects on her experience of developing and </span><span>managing a visual arts-in-the-school program, Blank Canvases, in Toronto. Borrowing heavily from the author’s thesis research inspired by Reggio Emilia ateliers, the program </span><span>provides art encounters that reflect the artistic process through emphasizing materials explorations and infusing the spirit of </span><span>the studio as an elemental aspect of the program’s pedagogy and classroom approach. </span></p></div></div></div></div>

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Ashelman, Polly. "The Importance of Open Ended Creative Materials in Teacher Education: Applications of the Reggio Emilia Approach." International Journal of the Arts in Society: Annual Review 4, no. 3 (2009): 345–56. http://dx.doi.org/10.18848/1833-1866/cgp/v04i03/35654.

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Christensen, Lois McFadyen, Ellen Stubblefield, and Glenda Watson. "Building a Sense of History: Folk Art for Early Childhood Learners." Social Studies Research and Practice 3, no. 1 (March 1, 2008): 153–63. http://dx.doi.org/10.1108/ssrp-01-2008-b0013.

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This study is a result of working with a first-grade teacher, Ellen Stubblefield, who plans, implements, and evaluates a modified Reggio Emilia approach. She documents students’ learning through visual means. In tandem with a kindergarten teacher, Glenda Watson, early childhood learners question and reflect about their community history and that of Harlem primarily through folk art but also in music, poetry, literature, and architecture. Students inquire about historical events in the Harlem Renaissance and connected it to Hoover, Alabama. They deconstruct art works, replicate their favorites, learn the history of the Harlem Renaissance, map Harlem, write about artists, visit the local museum’s exhibit of folk art and make comparisons to their community. Ultimately, they educated peers and parents about the diversity of the people who made Harlem such a wonderful community. As educators, we learn the most. We see young children can begin historical understanding with an active learning/research approach.

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Yu, Geralyn (Gigi). "Re(Searching) Meaning: An Aesthetic Approach to Teaching and Learning Outside of the Box." Visual Arts Research 47, no. 2 (December 1, 2021): 1–21. http://dx.doi.org/10.5406/visuartsrese.47.2.0001.

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Abstract This paper describes the collective aesthetic practices of an early childhood art educator and teachers in a public school context, inspired by the principles of the Reggio Emilia approach. A related purpose here is to reflect on and re-examine the educators’ professional growth while developing these practices. This study begins with the author’s personal experiences as an early childhood art educator. The other educators in the study also reflect on their aesthetic approaches toward teaching and learning prior to the adoption of a district-wide, prescribed “boxed” early childhood curriculum. The purpose of this article is to make visible what was lost with the shift to a boxed curriculum, including the aesthetic practices and negotiated learning experiences co-constructed with the children. In contrast to the boxed, prescribed curriculum, an aesthetic approach toward teaching and learning brought a heightened awareness of everyday school experiences through an engagement of the senses, imagination, and feelings. What was lost in the shift was the value of aesthetics as an integral part of educational experiences for both the children and the educators, including the freedom to wonder, to sustain curiosity, and to imagine alternate ways of being and learning together.

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Dev, Dipti A., Anna Burton, Brent A. McBride, Carolyn Pope Edwards, and Aileen S. Garcia. "An Innovative, Cross-Disciplinary Approach to Promoting Child Health: The Reggio Emilia Approach and the Ecological Approach to Family Style Dining Program." Childhood Education 95, no. 1 (January 2, 2019): 57–63. http://dx.doi.org/10.1080/00094056.2019.1565811.

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