Untitled

Vakil, Shernavaz; Freeman, Roger K.; Swim, Terry Jo

doi:10.1023/a:1022022107610

Cited by 37 publications

(7 citation statements)

References 6 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The most effective inclusive early years programs are family-centred since the child is embedded in the family context (Vakil et al, 2003). In the Reggio Emilia Approach, community-based learning, including the parents, is essential to learning.…”

Section: The Reggio Emilia Approach (Rea)mentioning

confidence: 99%

Inclusive bilingual early years education by means of the Reggio Emilia Approach

Marton¹,

Kovács

Czachesz

2022

GYNTF

View full text Add to dashboard Cite

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.

show abstract

Section: The Reggio Emilia Approach (Rea)mentioning

confidence: 99%

Inclusive bilingual early years education by means of the Reggio Emilia Approach

Marton¹,

Kovács

Czachesz

2022

GYNTF

View full text Add to dashboard Cite

show abstract

“…The educational projects that museums and schools co-develop, according to the RE model, must be focused on the image of the child, who is considered per se as creative, curious, full of potential and ambition. According to Malaguzzi [1], from an early age, people are capable of constructing their own learning, as they learn through curiosity, research, exploration and experimentation, as well as through communication and socialization [3,93]. Therefore, children learn together, collaborating with each other while also creating an image of themselves by developing cognitive, physical, social and linguistic skills, which allows them to acquire independence and confidence by making their own decisions and responding to their own problems [6,[94][95][96][97][98][99].…”

Section: Literature Reviewmentioning

confidence: 99%

Building Relationships between Museums and Schools: Reggio Emilia as a Bridge to Educate Children about Heritage

2021

View full text Add to dashboard Cite

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.

show abstract

“…Reggio Emiliaideene har satt barneperspektivet i sentrum (Dahlberg et al, 1999) og inspirert mange typer pedagogisk praksis (Carlsen, 2015;Eneflo, 2014;Kjaer, 2018;Rinaldi, 2006;Vakil et al, 2003). Et kjent utslag av dette er begrepet lyttende pedagogikk (Taguchi, 2000;Åberg & Taguchi, 2006).…”

Section: Kunnskapsstatus Omkring Prosjektarbeid I Barnehagenunclassified

Prosjektarbeid i barnehagen – mellom bekvemmelighet og medvirkning

Nome

Olsen

Skreland

et al. 2021

NTPK

View full text Add to dashboard Cite

I denne artikkelen analyseres samtaler fra personalmøter i to barnehager som arbeider prosjekt basert inspirert av Reggio Emiliapedagogikk. Observasjoner av møter er supplert med intervju med de pedagogiske lederne. Målet med undersøkelsen har vaert å studere hvordan personalet snakker sammen om arbeid med prosjekt i møtene og hvordan dette kan ha betydning for barns mulighet for medvirkning. Vi viser hvordan samtalene arter seg gjennom et prosjektforløp. Under veis i denne prosessen identifiserte vi fire ulike diskurser som på ulike måter legger føringer for barnas medvirkning i arbeidet med prosjektene. Vi har kalt disse for henholdsvis en medvirkningsdiskurs, en undringsdiskurs, en bekvemmelighetsdiskurs og en resultatdiskurs. Vi konkluderer med at høye faglige ambisjoner kombinert med lite møtetid svekker muligheten for barns medvirkning i prosjektarbeid.

show abstract

Untitled

Cited by 37 publications

References 6 publications

Inclusive bilingual early years education by means of the Reggio Emilia Approach

Inclusive bilingual early years education by means of the Reggio Emilia Approach

Building Relationships between Museums and Schools: Reggio Emilia as a Bridge to Educate Children about Heritage

Prosjektarbeid i barnehagen – mellom bekvemmelighet og medvirkning

Contact Info

Product

Resources

About