The move: Reggio Emilia‐inspired teaching

Wood, Jeffrey; Thall, Tara; Parnell, Emily Caruso

doi:10.29173/cmplct24241

Cited by 3 publications

(3 citation statements)

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“…Schools that carry the REA philosophy recommend a participatory and democratic education system, and emphasize research and experimentation. Wood, Thall, & Parnell (2015) explained that REA has a perspective that shifts the focus of events in the classroom far from before, the teacher views students more as children who are capable, independent, intelligent, curious, and creative. Edwards et al (2007) explained that in the implementation of learning that uses REA there are 3 important components of learning implementation.…”

Section: Discussionmentioning

confidence: 99%

Implementation of EoREA’S Model for Child Independence Development:

Rolina¹

2023

Proceedings of the Unima International Conference on Social Sciences and Humanities (UNICSSH 2022)

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The purpose of this study was to describe the implementation of the Ergonomic of Reggio Emilia Approach (EoREA)'s Model in developing the child independence in the post-covid-19 era. This research is a qualitative descriptive study. Sources of data used in this study are informants (teachers and principals), places/events (preschool institutions), and documents/archives (results of child development assessment). Data collection techniques using observation, interviews, and documents/archives. The informant retrieval technique used was purposive random sampling. For the validity of the data using source triangulation and method triangulation. The data analysis technique uses an interactive analysis model. Based on the results of the study, it was found that not all preschool institutions in the Bantul DI.Yogyakarta (Indonesia) implemented EoREA's model in the development of child independence in the post-covid-19 era. Although the learning models used are varied, there are three learning models commonly used in preschool institutions in the Bantul DI.Yogyakarta (Indonesia) province in the post-covid-19 era, namely the learning model with "area" settings, the learning model with "corner" settings, and the Beyond Center and Circle Time (BCCT). The three learning models implemented did not pay attention to ergonomics as in the Reggio Emilia approach with its atelierista. The development of independence has not utilized ergonomics so that it is not optimal, especially by using the Reggio Emilia Approach. Looking at the results of assessments of child development in preschool institutions and interviews with teachers and principals, it was found that the child independence was not in accordance with the goals to be achieved (not as expected). Thus, it can be concluded that further research needs to be carried out to determine the application of the EoREA's model which develops child independence.

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Section: Discussionmentioning

confidence: 99%

Implementation of EoREA’S Model for Child Independence Development:

Rolina¹

2023

Proceedings of the Unima International Conference on Social Sciences and Humanities (UNICSSH 2022)

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“…They contest standardized designs based on stable learning centers and advocate for what Malaguzzi called the third teacher (Hoyuelos, 2005;Rinaldi, 2012). This understanding of the learning environment rises from relational pedagogies (Dahlberg et al, 2013) and on-going place-making that listens to children's voices in everyday life (Miller, 2019;Robson & Mastrangelo, 2018;Strong-Wilson & Ellis, 2007;Wood et al, 2015). Though this view developed in the Italian preschools of Reggio Emilia, it accomplished great recognition worldwide, becoming the postmodern paradigm of learning environments in ECE (Biroli et al, 2017;Cortés et al, 2020).…”

Section: Place and Place-makingmentioning

confidence: 99%

“…We argue that its understanding bases on a human-rights notion of citizenship (Sounoglou & Michalopoulou, 2016) that approaches space and place politics of children acknowledging kindergarten's right to designing its own environment (Hoyuelos, 2005) and children's right to grow, learn and inhabit aesthetically beautiful and provoking spaces. Though Reggio Emilia aims for deep responsiveness to children's multimodal expressiveness -the 100 languages of children- (Wood et al, 2015), it presumes human-centered environments where children flow and dwell thought-provoking designed spaces and relational pedagogies (Edwards et al, 1998;Gandini, 2011). In our opinion, from a Foucauldian politics of space, the third teacher is a robust pedagogical utopia.…”

Section: Larkins' Inspiring Work On Citizenship Draws On Critical Realist Theorymentioning

confidence: 99%

Heterotopic Place-Making in Learning Environments: Children Living as Creative Citizens

Grimberg

Bralic-Echeverría

2021

magis

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This paper reconceptualizes children as already-being- citizens within kindergarten learning environments. It draws on Foucauldian heterotopology to show what type of heterotopias entangle two and three-year-old in everyday place-making practices and how they empower themselves to inhabit learning environments as creative citizens. After a collaborative ethnographic immersion in 16 Chilean public kindergartens during the academic year 2019, findings show three types of heterotopic place-making that enact children’s citizenship: Unpredictable movements and wanderings, new ruling artifacts, and serendipitous spatial transgressions. We discuss how these unsettle ECE learning environment utopias and invite teachers’ improvisatory practices for alternative spatialities and children’s creative citizenship.

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