Artículos de revistas sobre el tema "Reggio Emilia approach (Early childhood education)"

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.

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.

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.

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.

<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>

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

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.

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.

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 centered on educators. Learning activities that occur are not fully child-centered and make the learning system unattractive to children, as a result children will experience saturation in learning activities, children also have no room to develop their abilities in imagining, exploring, and innovating their ideas and ideas. The purpose of this study was to determine the Reggio Emilia learning approach based on stimulation of early childhood creativity. The method used in this research is a literature study based on theories related to the case or problem found. While the data collection technique in this study uses primary data obtained from several national and international journals and articles. The results showed that the Reggio Emilia approach can encourage children's creativity with several aspects, namely the personal aspects that children have, the driving aspects that are programmed and well coordinated, aspects of the creative process from the preparation stage to improvement, and finally the product aspect as a result of the form of creativity which is the advantage or characteristic of the Reggio Emilia approach system so as to produce learning products. The findings in this study, through the Reggio Emilia approach, children are given the freedom to learn according to their abilities, interests, with child-oriented learning so that educators only serve as facilitators who facilitate children and children to work on their own products directed by educators.

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.

This article aims to conduct a comparative analysis between early childhood traditional education and alternatives in primary education, such as the Maria Montessori method and Reggio Emilia approach. This article will be relevant and advisable for educators and parents to understand the key differences between each approach. There is no doubt that early childhood education plays an essential role in educating young minds. The question is how to find the best way to educate young children, what to choose: teacher-centered or child-centered models of teaching? Furthermore, from a parental view, the question is not only which method works the best, but also which one is more beneficial for “My Child”. Parents have difficulty choosing the right teaching option specifically for their children, which would help them become successful members of modern society in the future. Taking into consideration our teaching experience of more than twenty-five years, along with researching many pedagogical and educational books and articles, we came to an interesting conclusion about both – traditional and alternatives in teaching young minds. Alongside, we discovered that no matter how beneficial is the true idea of any teaching method, unfortunately, not every school is a true barrier to the philosophy, theory, and teaching approach behind the school’s name brand.

In this article, the authors problematize the dichotomization of play and learning that often shapes the agenda of early childhood education research and practice. This dichotomization is driven in part by the tendency to define learning in terms of formal learning (i.e. learning as an outcome of direct instruction and school-based approaches that focus on teacher-led, goal-directed activities and declarative knowledge). The authors argue for a reconceptualization of early childhood education that understands learning and development not as an outcome, primarily, of instruction and teaching, but as an outcome of play and exploration. They develop this argument by drawing on Vygotsky’s theories of play, imagination, realistic thinking and creativity. These theories challenge another dichotomy – that between imagination and reality – by arguing that imagination is implicated in the meaning-making of both play and exploration. Instead of relating play to learning where play is characterized by imagination and learning by reality, the authors’ reconceptualization relates play to exploration and proposes that learning, defined as leading to human development, is an outcome of both of these activities. The authors further develop their argument by presenting ethnographic material from a qualitative research project implemented in three Swedish preschools whose practices are influenced by the Reggio Emilia pedagogical approach. The research conducted in this study contributes to new perspectives on the relationship between play and learning by introducing exploration as a counterpart to play, and this new perspective has implications for the design and practice of early childhood education, as well as for early childhood education research.

The development of creative playful methods in the process of encouraging reading in virtual environments is a priority process that benefits and contributes to the acquisition of skills and abilities of children in initial education from the representative theoretical aspects of Montessori. , Reggio Emilia, Condemarín among others. In the present study, the objective was to analyze the benefits of creative playful methods of encouraging reading in the virtual environments of children from initial education centers in the canton of Portoviejo, Ecuador. Through reliable theoretical sources, which enriched the study of the variables. The research design was based on a quantitative, bibliographical, exploratory approach, applying the survey instrument aimed at teachers and parents; in addition to an interview with an expert in encouraging reading in early childhood. The research population was made up of parents or representatives, directors and teachers of initial education centers. When identifying the application of creative playful methods in virtual environments that teachers have, it was possible to determine that the vast majority know and apply them, but work should be done so that a significant achievement is reached in the application of said methods in the classroom. virtual context of initial education posing an important challenge in the development of skills and abilities of boys and girls.

In this colloquia the author responds to Richard Johnson's ‘Colonialism and Cargo Cults in Early Childhood Education: does Reggio Emilia really exist?’ ( Contemporary Issues in Early Childhood, 1, pp. 61–77). The colloquia paraphrases Richard Johnson's article, examining the metaphor of power and prestige and extending it in this textual interaction. The author argues that while Richard Johnson makes many valid points about ‘cargo cultism’ in early childhood education, he may have misread the literature on Reggio Emilia, and has failed to adequately deconstruct his own perceptions of Reggio Emilia programmes, and his own position as a member of a professional elite.

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).

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.

The Reggio Emilia, preschools in Italy, have been called one of the best preschool education systems in the world. This is witnessed by the proliferation of people who have made a pilgrimage to Reggio to study this system and bring it to the USA. This article uses Reggio as a now familiar cultural icon in an attempt to problematize larger issues in the field of early childhood education. Beginning with a brief overview of some of recent Reggio discourse the author interprets this phenomenon using Foucault in an attempt to illustrate the extent to which “power reaches into the very grain of individuals … inserts itself into their actions and attitudes, their discourses, learning processes and everyday lives' (1980, p. 39). Assisting with this interpretation, the popularity of Reggio is positioned against cargo cult theory and the normative, hegemonic practices of colonization.

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 Reggio Emilia approach in educational circles.

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 minat dan bakat anak. Dalam pelaksanaan pembelajaran metode Reggio Emilia ini dikenal sebagai istilah proyek dan episode, dimana anak dapat melakukan individual ataupun berkelompok. Maksud dari episode ini adalah pertemuan jangan pendek maupun pertemuan jangka panjang yang disebut dengan proyek. Metode pembelajaran ini dianggap anak pada masa awal perkembangan diperlukan pendekatan yang kompeten untuk memenuhi pontensi pada anak usia dini. Penataan sumber belajar Reggio Emilia dipenuhi dengan bermacam-macam materi yang di gunakan untuk mengeksplorasi dan mempresentasikan kreativitas anak pada ide-ide yang dimilikinya. Pada Reggio Emilia ini anak bisa belajar melalui pengalaman serta memiliki peluang untuk mengekspresikan diri dengan kreativitas yang anak miliki dan dapat dikembangan dengan baik. Dengan metode pembelajaran Reggio Emilia ini kreativitas anak diharapkan dapat terus berekmbangan serta dapat meningkatkan kualitas dalam diri anak. Kata Kunci: Metode Pembelajaran, Reggio Emilia, Kreativitas Abstract The purpose of this study was to analyze the planning of the Reggio Emilia learning method in early childhood in forming creativity. The Reggio Emilia learning method is one method to develop children's creativity in their talents and interests. This study designed a literature study (literaturel study). Thel method usedl is a literaturel study. Thel results ofl this studyl indicate thatl the Reggiol Emilia method of learningl planning is knownl as an emergentl curriculum, in the preparationl of this learning method it is seen through the interests and talents of children. In the implementation of learning the Reggio Emilia method is known as the term project and episode, where children can do individually or in groups. The purpose of this episode is neither a short meeting nor a long term meeting called a project. This learning method is considered a child in the early stages of development, a competent approach is needed to fulfill the potential of early childhood. The arrangement of Reggio Emilia learning resources is filled with a variety of materials that are used to explore and present children's creativity in the ideas they have. In Reggio Emilia, children can learn through experience and have the opportunity to express themselves with the creativity that children have and can be developed properly. With this Reggio Emilia learning method, children's creativity is expected to continue to develop and can improve the quality in children. Keywords: Learning Methods, Reggio Emilia, Creativity

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.

This article engages with the notions of locality and community in early childhood settings. Locality is conceptualized as a ‘value’ in the context of the experience of the municipal infant-toddler centers and ‘schools of childhood’ (scuole d’infanzia) of Reggio Emilia, Italy. The article is drawn from a recent study (Giamminuti, 2009) which engages with questions of quality, values and relationships in early childhood education and care. Participants in the study include educators, families, and children that were part of the learning communities of Arcobaleno Infant-Toddler Center and Pablo Neruda School. This article focuses on the value of locality as experienced in Reggio Emilia, and offers an invitation to early childhood settings internationally to consider: the importance of positioning oneself in time, history, and place; the significance of constructing a collective sense of locality; and the value of conceptualizing and living early childhood settings as places that belong to children.

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.

In this response, Rofrano argues that Johnson ( Contemporary Issues in Early Childhood, 1, pp. 61–77) positioned himself implicitly within academic rationalist discourse by using formal academic language, and positioned those who support Reggio as existing outside that frame. Rofrano shows that Johnson used more informal, emotional language in his description of early childhood educators who support Reggio and in so doing perpetuated one of the discourses which he set out to critique.

Naturalist intelligence of early childhood has a very big role in today's modern age as the basis for children to have environmental-loving behaviour. The purpose of this study was to determine the effect of Loose Parts learning media on the naturalist intelligence. This study uses a quasi-experimental method with data collection techniques through multiple intelligence tests of children's intelligence instruments. The subjects of this study were 17 children aged 5-6 years. The results showed that there was a significant effect of giving Loose Parts media to the naturalist intelligence of early childhood after seeing a difference between pre-test and post-test. The use of natural-based Loose Parts media can be a means for teachers to increase children's naturalist intelligence in kindergarten and be a development of conventional media made from manufacturers in the learning cycle so far. 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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 approach was designed using two class models, namely the ateliarista class and the clay class. The atelierista class is an art class to provide opportunities for children to carry out creative activities as freely as possible according to imagination or it can also be ordered by the educator. While the clay class is a clay class where children can form a work based on the learning theme that is being carried out. With the Reggio Emilia approach, this research might be used as a learning option in developing kinesthetic intelligence in early childhood. Keywords: Kinesthetic intelligence; reggio emillia approach.AbstrakArtikel ini bertujuan untuk mendeskripsikan penggunaan pendekatan Reggio Emilia dalam pembelajaran berbasis kecerdasan kinestetik. Penelitian ini didasarkan oleh kurangnya pendekatan pembelajaran di sekolah sehingga stimulasi kecerdasan kinestetik hanya dilakukan dengan kegiatan sederhana seperti senam. Metode yang digunakan dalam artikel ini menggunakan metode library research atau metode kepustakaan dengan teknik pengumpulan data berdasarkan sumber seperti buku, artikel dan lain-lain yang tidak terlepas dari konteks inti masalah. Pada penelitian ini pendekatan pembelajaran Reggio Emilia berbasis kecerdasan kinestetik dirancang dengan menggunakan dua model kelas yaitu kelas ateliarista dan kelas lempung. Kelas ateliarista merupakan kelas seni untuk memberikan kesempatan kepada anak untuk melakukan kegiatan kreatif sebebas mungkin sesuai imajinasi atau bisa juga atas perintah pendidik. Sedangkan kelas clay adalah kelas clay dimana anak dapat membentuk sebuah karya berdasarkan tema pembelajaran yang sedang dilaksanakan. Dengan pendekatan Reggio Emilia, penelitian ini mungkin dapat dijadikan salah satu pilihan pembelajaran dalam mengembangkan kecerdasan kinestetik pada anak usia dini.Kata kunci: Kecerdasan kinestetik; pendekatan reggio emillia.

We seem to have a problem in arts education at pre-school level: the lack of specific training for teachers teaching this subject to very young children. The future preschool teachers’ training seems to be focused on the teaching and learning aspects of artistic education however they receive little training on methodologies and philosophies. Therefore, when teachers have to face the classroom, the methodologies they use are usually quite traditional and do not favour the development of critical thinking skills in the students. There are different philosophies of arts education that might embed opportunities for reflection, art interpretation, experimentation, expression of emotions and feelings that if, in the case these philosophies, reach the classroom, may doubtlessly enrich the student’s artistic training. Thus a conceptual framework based on one of these philosophies, named Reggio Emilia, arises. A systematic review of the literature which has been developed by categorising criteria from research papers and from examples of good practices. This categorisation might allow us to establish a framework that can be useful in the classrooms and can establish parameters of action that may have an impact on students, teachers and teachers’ practice in general.

El artículo muestra los resultados de la investigación realizada por maestras licenciadas en educación preescolar de la Fundación Universitaria Monserrate en Bogotá, Colombia. Se pretendió buscar rutas metodológicas y didácticas adecuadas en la educación infantil, con el fin de potenciar de las dimensiones del desarrollo de los infantes, con base en enfoques pedagógicos de María Montessori y Reggio Emilia, vinculando perspectivas del desarrollo infantil, la pedagogía y la didáctica pertinentes en contextos urbanos vulnerables. Se muestra una concepción de currículo emergente, proporcionando así una nueva mirada al rol de maestro y el papel del niño en la educación infantil. The article shows the results of the research carried out by teachers in pre-school education at the Fundación Universitaria Monserrate, in Bogotá, Colombia. The aim was to search for appropriate methodological and didactic routes in early childhood education, in order to enhance the developmental dimensions of infants, based on pedagogical approaches of Maria Montessori and Reggio Emilia, linking perspectives of child development, pedagogy and didactics relevant in vulnerable urban contexts. It shows a conception of emergent curriculum, thus providing a new look at the role of the teacher and the role of the child in early childhood education.

The quality of early childhood education and care fundamentally depends on teachers’ wise practice. However, the environments in which that education and care occur can influence, inform, and shape teachers’ practice, and children’s and families’ experiences. This article draws on a written “portrait” of the learning environment created at one New Zealand early childhood education (ECE) centre, capturing both physical and non-physical aspects of the environment and highlighting the affordances the environment offered to children and families/whānau. A Reggio Emilia lens is used to inform analysis of the learning environment and the associated affordances. The portrait (McChesney, 2020) and this article may support practitioners by providing a vision of what can be in terms of early childhood learning environments, and by providing a possible framework for self-review and inquiry.

Family involvement, an important element of effective early childhood education programs, is crucial for children's learning processes and development. With family involvement, while families have the opportunity of participating and contributing to their children's development and learning processes schools gain unique information about children's interests, needs and experiences. A positive cooperation to be developed between families and schools helps children to integrate home and school lives. The aim of this study is to present the current situation by reviewing the literature in terms of family involvement and discuss and compare the family involvement dimension of the Primary Years Program (PYP), Montessori, Reggio Emilia, Creative Curriculum and Te Whāriki programs, which are early childhood education programs and approaches around the world. For this purpose, a review study has been conducted.

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.

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.

Children’s life experiences can position their exploration of global cultural communities within early childhood classrooms. Some early childhood educators, however, are concerned that many young children do not have direct experience of global cultures and thus believe that differences between cultural practices will be confusing to young children and global knowledge beyond their capacity. This study, conducted in a Reggio Emilia inspired preschool classroom in the Southwest United States, analysed young children’s enquiries and intercultural understanding as they interacted and responded to an enquiry-based global curriculum. As a resource teacher conducting action research, I implemented the global curriculum and collected field notes, videos from children’s play, artefacts that the children created as they engaged with the global curriculum and a teaching journal. I analysed the data, beginning with deductive categories from the professional literature, approaching intercultural understanding as knowledge, perspective and action. These broad categories were adapted and subcategories created to represent young children’s intercultural understanding as evidenced through their play, enquiries and language. The findings of this study provide evidence to suggest that global exploration can enhance the lives of children when it: (1) builds on children’s curiosity about the world and, through play, (2) highlights the development of knowledge, perspectives and action for a more just world.

Experiential learning is a critical, dynamic and powerful element of learning in Higher Education. Often named international and domestic study trips or study tours, this educational strategy has the potential to transform the lives of students through engagement with another community or culture. This qualitative study explored the effects of experiential learning during a two-week study tour to Italy, involving two groups of students from an Australian University during 2017 and 2018. Students enrolled in the Bachelor of Education (Early Childhood/Primary) degree, who were in their third year of studies, could enrol in the elective course entitled ‘Intercultural Understandings’ which offered four international destinations. The aim of this study tour was to immerse students in the social-cultural facets of life in Italy as well as gain first-hand experience from educators in early childhood centres in Reggio Emilia. Dewey’s (1938) philosophy of education that enabled the learner to not only learn from teachers and texts, but to learn through experience, underpins this study. In addition, a conceptual framework offered by Kolb (2014) provides a tool for analysing and demonstrating the potential of incorporating experiential learning through higher education. Findings from this study, revealing both intentional and incidental learning, support the philosophy that education is to not only educate the mind, but to develop more complex types of intellectual development necessary for effective citizenship.

There is global progress toward gender equality with 68% of the countries in the World Economic Forum Gender Gap Report of 2019. Despite the progress, education and income are among areas in which gender is still not equally enabled in developing regions. As the world is progressing in reaching gender-equal access to education and income some programs appeared in gender equity to wipe out some obstacles faced by girls and women in education and income which may invariably improve the socio-economic status. The quantitative- exploratory-Correlational design was used in a gender-disaggregated form on the parents with children in the Reggio Emilia Early Childhood Development (REA-ECD) centres. The sample size of 405 with 204 females and 201 males was used through multistage-systematic random sampling. The instrument for data collection was adapted, data collection with the aids of trained enumerators and analysed in descriptive and binary logistic regression. The results show a significant improve (44.9%) with tertiary education, mean income N34,572. 840, [USD138.291]and 28.5 times (odds=29.46) more likelihood of high REA-ECD acceptance for girls and boys to attend schools. These revealed the need for more programs involving more women as well as laws and policies that enable girls and young women to attend school. More studies in future especially longitudinal to ascertain any dynamism in development over time. Hence, in developing countries, there are still barriers limiting women and girls opportunity.

Having daughters, not sons to predict accepting education although for children may be controversial in a patriarchal society, whiles in the actual sense is merit. This is so, as society first, perceived daughter and son from traditional gender ideology instead of the human capital view. Patriarchal society feels guilty when daughters turn out as determined, assertive, and competent than sons. This paper explores predictors of Reggio Emilia Early Childhood development (REA-ECD) acceptance, as a paradigm shift to educating daughters and sons equally in rural households basis for gender development. A paradigm shift is a changing thought from a traditional belief to a reality of life in society. The paper draws analysis on collected data from 216 households in Binary Logistic Regression (BLR). It identified daughters as a predictor of high REA-ECD acceptance in rural northern Nigeria. The paper constructed a household background Models with the conclusion that breakthrough may be through curtailing traditional gender-based stratification as daughters instead of sons predicted RAE-ECD acceptance. Therefore, the patriarchal system may erode through gender development education, and future mothers might have increased in human capital quality. This may be easier with the provision of policies, studies, and indigenous knowledge and skills improvement.

Context The standards-based movement in U.S. public education has reached as far as kindergarten. Early primary teachers are increasingly required to teach academic standards in core subject areas, while engaging in increased levels of student assessment. In kindergarten, this growing emphasis on academic standards and student assessment is expected to operate alongside longstanding social and personal developmental expectations. However, recent research has identified a significant tension as teachers endeavor to negotiate a balance between traditional developmental programming and new standards-based academic curricula. Purpose The purpose of this scoping review is to synthesize research related to three kindergarten traditions—Reggio Emilia, Waldorf, and Montessori—to develop a common understanding of key tenets for kindergarten assessment that can inform policy and practice in public education contexts. Research Design A scoping review methodology was used to analyze research on assessment practices native to three kindergarten traditions—Reggio Emilia, Waldorf, and Montessori. This methodology followed a five-stage framework: (a) identifying the research question, (b) identifying relevant studies, (c) study selection, (d) charting the data, and (e) summarizing and reporting the results. Guiding the collection of articles was the following research question: “What does the extant literature on practices native to the three focal kindergarten traditions tell us about the assessment of kindergarten (4–6-year-olds) students’ learning?” In total, 80 texts satisfied the inclusion criteria across all traditions and were included in this study. Conclusions Empirical and non-empirical literature pertaining to each tradition were analyzed and considered in relation to their potential contribution to public education. In comparing across traditions, differences were evident based on their (a) assessment discourses and purposes, (b) reference systems, (c) assessment methods, and (d) uses of assessment information. However, the three traditions also maintained key commonalities leading to the identification of core tenets for kindergarten assessment. Specifically, three core priorities for kindergarten assessment were identified: (a) a commitment to child-centered and developmentally appropriate teaching, (b) a continuous embedded formative assessment approach, and (c) the use of multiple methods for gaining assessment information. In addition to core priority areas, results from this study suggest consistent processes that facilitate assessment practices at the kindergarten level. These four iterative processes are: (a) participation in teaching and learning, (b) reconstruction of teaching and learning, (c) engagement in assessment dialogues, and (d) integration of feedback for enhanced teaching and learning.