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Journal articles on the topic 'Reggio Emilia approach'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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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 (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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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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Yerdembekova, Dinara, Assem Bulshekbayeva, Sholpan Oryngaliyeva, Marzhan Iskakova, Rauken Mukhmetova, and Nazym Kulmysheva. "Perceptions of the Reggio Emilia Approach to social and emotional skills of Preschool Physical Education." Retos 66 (April 17, 2025): 1206–040. https://doi.org/10.47197/retos.v66.113363.

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Introduction: This study explored the application of the Reggio Emilia approach in preschool physical education, focusing on its effects on motor skills development, interaction types, emotional engagement, and teamwork and sportsmanship. the approach emphasizes child-centered and exploratory learning, aiming to foster holistic development. Objective: the objective was to evaluate the effectiveness of the Reggio Emilia approach in enhancing physical, social, and emotional skills compared to traditional teaching methods in preschool physical education settings. Methodology: a mixed-methods desi

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

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

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DOBRIN, Mihaela. "The educational environment in the Reggio Emilia approach." Acta et commentationes: Științe ale Educației 33, no. 3 (2023): 166–74. http://dx.doi.org/10.36120/2587-3636.v33i3.166-174.

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The Reggio Emilia approach was initiated by Loris Malaguzzi and is described as one of the best alternative pedagogies due to the that it proposes a system cantered around the child, in which he constructs and consolidates his learning booth by exploring the environment and by interacting with the people around him. The educational environment directly and concretely characterizes the school organization. It includes all the factors, conditions that determine the educational process and influence the information/ development of the child s personality.

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DOBRIN, Mihaela. "Innovation and applicability of the Reggio Emilia approach in early education." Acta et commentationes: Științe ale Educației 34, no. 4 (2023): 76–82. http://dx.doi.org/10.36120/2587-3636.v34i4.76-82.

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The material discusses the Reggio Emilia approach in early education, its origins, and its implementation in Romanian preschools. It emphasizes the focus on individuality, sensory integration, and the use of diverse materials, including "loose parts" and digital technology. Specific examples include activities involving clay modeling, self-serving meal preparation, and exploration of the invisible spectrum of light. The approach encourages independence, multisensory learning, and the integration of digital tools. The text concludes by highlighting workshops and demonstrations to promote the Re

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González Serrano, Daniel. "La Escuela Reggio Emilia aplicada a las clases de natación en Educación Física con niños y niñas de hasta dos años de edad (The Reggio Emilia Approach applied to swimming classes in Physical Education with boys and girls up to two years old)." Retos 56 (April 23, 2024): 200–207. http://dx.doi.org/10.47197/retos.v56.102973.

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El panorama educativo actual contempla el auge de las metodologías educativas alternativas, como la propuesta Reggio Emilia. Este artículo realiza un estudio comparativo entre dos cursos consecutivos de clases de piscina en la infancia temprana, dentro del área de Educación Física de un colegio. Los niños y niñas participantes tienen hasta dos años de edad y no han tenido contacto previo con el medio acuático o el deporte de la natación. En el primer curso se siguió una metodología tradicional basada en el juego. En el segundo curso se implantó la Escuela Reggio Emilia, a pesar de que lo usual

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Nurhayati, Puput, Hibana, and Adelia Tsamrotul Fikriyah. "Pendekatan pembelajaran reggio emilia berbasis stimulasi kreativitas anak usia dini." Jurnal Warna : Pendidikan dan Pembelajaran Anak Usia Dini 9, no. 1 (2024): 66–77. http://dx.doi.org/10.24903/jw.v9i1.1506.

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The Reggio Emilia learning model is a model that is currently rife in the world of education and is used by educators in the process of learning activities. In the Reggio Emilia approach emphasizes making projects as a result of learning so as to stimulate or encourage children to create ideas that they think of, because this learning is oriented to children, so that it can increase children's creative abilities based on their talents. However, the phenomenon that occurs today at the education level, especially at the pre-school level, is often found that learning activities tend to be centere

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Nguyen, Thi Thanh, Thi Hoang Yen Duong, and Thi Duong Nghiem. "Developing an Aesthetic Education Program Based on the Reggio Emilia Approach for Preschool Children in Early Childhood Education Settings: A Quantitative Study in Urban Vietnam." Journal of Education, Learning, and Management 2, no. 1 (2025): 212–25. https://doi.org/10.69739/jelm.v2i1.557.

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Vietnam’s early childhood education is undergoing a transformative phase, with an increasing emphasis on children’s holistic development. Among emerging pedagogical approaches, the Reggio Emilia philosophy has garnered attention for its potential to nurture children’s aesthetic perception and creative expressive capabilities. Although this approach offers significant possibilities, its success heavily relies on the preparedness of preschool teachers, who play a pivotal role in shaping meaningful aesthetic experiences in the classroom. This study investigates the readiness and implementation ca

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Jafar, Amelia, Herlina Hasan, Muhammad Akil Musi, and Bonita Mahmud. "Pengaruh Pendekatan Reggio Emilia Terhadap Kecerdasan Interpersonal Anak Usia Dini Di Taman Kanak-Kanak." Ihya Ulum: Early Childhood Education Journal 1, no. 2 (2023): 83–100. https://doi.org/10.59638/ihyaulum.v1i2.86.

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The core components of interpersonal intelligence are the ability to understand oneself and one's limitations, intelligence of mood, motivation, temperament and desire, as well as the ability to self-discipline, understand and respect oneself. This study aims to determine whether there is an effect of using the application of the reggio emilia approach to early childhood interpersonal intelligence in kindergarten. This type of research is quantitative experiment using pretest-posttest nonequivalent control group design. The sample was determined using purposive sampling, the sample in this stu

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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 (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

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김미숙. "Reggio Emilia Approach in Italy and Special Education." Journal of Eurasian Studies 6, no. 1 (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 (2020): 1862–915. http://dx.doi.org/10.35826/ijoecc.282.

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Yerdembekova, D., А. Bulshekbayeva, and A. Ural. "Development of the game activity of children of the adult group based on Reggio pedagogy." Gumilyov Journal of Pedagogy 150, no. 1 (2025): 173–92. https://doi.org/10.32523/3080-1710-2025-150-1-173-192.

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The research is dedicated to the issue of developing play activities among senior group children in preschool organizations based on the Reggio Emilia approach. Reggio pedagogy is an innovative educational system aimed at the personal development of children by supporting their natural curiosity and creative abilities. This pedagogical method allows children to explore their environment, enhance creative skills, and acquire social competencies. Play activity is considered a key tool for children’s cognitive, emotional, and social development. In the course of the study, senior group children f

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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 (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

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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 (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 1

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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 (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 p

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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 (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 p

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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 i

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Clyde, Jean Anne, Carol Miller, Stacy Sauer, Karen Liebert, Susan Parker, and Sarah Runyan. "Teachers and Children Inquire into Reggio Emilia." Language Arts 83, no. 3 (2006): 215–26. http://dx.doi.org/10.58680/la20064865.

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“Reggio Emilia” is a remarkable, interdisciplinary inquiry-based approach typically found in preschools. What happens when elementary teachers confined by curricular mandates embrace key features of this learner-centered philosophy? This article provides compelling evidence that when multiple literacies are harnessed in support of inquiry, the benefits are noteworthy for children and teachers alike.

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Jeong, Hwang-soon, and Hye-jeong Suh. "A pre-service early childhood teacher’s experience of school practicum in a Reggio Emilia approach kindergarten." Korean Association For Learner-Centered Curriculum And Instruction 25, no. 11 (2025): 877–900. https://doi.org/10.22251/jlcci.2025.25.11.877.

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Objectives This study explores the narrative inquiry of a pre-service early childhood teacher from B University who experienced a school practicum in a Reggio Emilia approach kindergarten. Methods The research participant is a second-year pre-service early childhood teacher at B University who completed a school practicum at a Reggio Emilia approach kindergarten. Data were collected from the participant’s practicum journal, written during the practicum period from June 24, 2024, to August 2, 2024, and in-depth interviews conducted from October 4, 2024, to February 18, 2025. Immediately after e

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DOBRIN, Mihaela. "Continuous training program: integrated activity in alternative education Reggio Emilia." Univers Pedagogic 81, no. 1 (2024): 103–7. http://dx.doi.org/10.52387/1811-5470.2024.1.13.

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The implementation of alternative educational approaches in the general education system is a particu- larly important and current issue for the educational management and educational technologies perspective at the European level.The Reggio Emilia approach is an alternative pedagogy that suggests child-centered activity, where the child builds and reinforces learning through exploring the surrounding environment and interacting with the adults around them. The Reggio Emilia curriculum area is formed from the child’s natural interests and those of the educator, making the learning process natu

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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 (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 (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 (2008): 126–34. http://dx.doi.org/10.1080/15411790801910735.

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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 (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 adopti

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

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

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

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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 (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 ectio

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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 (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 school

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Sriarun, Autaiwan, Sarit Srikao, and Nirat Jantharajit. "An Experiential Learning Management Model (ELMM) for Early Childhood Based on the Reggio Emilia Approach and Constructivist Theory." Journal of Education and Learning 14, no. 4 (2025): 298. https://doi.org/10.5539/jel.v14n4p298.

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The study creates the development of the Experiential Learning Management Model (ELMM) for early childhood education, rooted in the Reggio Emilia approach. The Reggio Emilia approach, established in the 1960s in northern Italy, emphasizes collaborative learning among children, educators, and parents. This educational philosophy cultivates an environment where children&rsquo;s innate curiosity, critical thinking, and creativity are fostered. This approach challenges traditional teacher-centered models and promotes experiential learning, where children actively interact with their environmen

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Faroughi, Fatemeh, Foroozan Hajian, and Ilona Fekete Dabney. "The Theory of Multiple Intelligences and the Reggio Emilia Approach®’s Effectiveness in International Institutions of Early Childhood Education in Dubai." Különleges Bánásmód - Interdiszciplináris folyóirat 10, no. 3 (2024): 115–25. http://dx.doi.org/10.18458/kb.2024.3.115.

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This paper investigates the theory of Multiple Intelligence and the Reggio Emilia’s effectiveness in international institutions of Early Childhood Education in Dubai. The goal is to see if the combination of the two groundbreaking hypothesis can indeed help educators implement and use the combination of the two assist with the very sensitive topic of education at early stages. This paper assumes if used in a proper and careful manner the implementation of the multiple intelligence and Reggio Emilia can indeed be effective and assist children and educators alike.

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Stager, Gary. "Microworlds and Programming, Microworlds as Vehicles for Learning." Constructionism Conference Proceedings 8 (June 24, 2025): 593–94. https://doi.org/10.21240/constr/2025/99.x.

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Come learn how to create microworlds which customize programming environments as a form of scaffolding for learners of specific needs, ages, or ability levels. Along the way, you will bring powerful ideas from Bruner, Perkins, and the Reggio Emilia approach to life in your teaching while developing your own computing fluency.

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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, № 4 (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 (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 (2005): 153–63. http://dx.doi.org/10.1080/1090102050250208.

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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 (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,

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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, writin

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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 (2016): 602–25. http://dx.doi.org/10.14204/ejrep.40.16046.

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