RESEARCH
The view of the child
The understanding of the child and the purpose of education is what influences the choices made when considering the Reggio approach and the classroom. "In Reggio the child is viewed as strong, powerful, rich in potential, driven by the power of wanting to grow, and nurtured by adults who take this drive towards growth seriously (Wurm, 2005, p.16). Children are born with many resources and extraordinary potentials they have capacities for contracting their own thoughts, questions, and the attempt to answer (Gandini et al., 2015, p.15). Teachers have to open to observation and experimentation with children creating a new culture of education. Children are competent, curious, knowledgable, and have the potential to make connections in the world around them. Having only love for children is not enough to drive their learning; however, when adults respect children they are more open with themselves, as actual artisans of their own learnings and doings, lives, and contributions (Gandini et al., 2015, p.79). This concept of considering the child is more than recognizing their potential but seek out and value their accomplishments.
hundred languages of children
In Reggio, students are encouraged to explore their environment and express their understanding through many modes of expression or "languages" which can include: verbal, movement, drawing, painting, sculpture, play, and music.
Children need to develop the skills to investigate and make sense of an object about what they are exploring or are curious. They are given the opportunity and the resources of expressing themselveves through a variety of languages besides the traditionally emphasized spoken and written language. These different languages are born and developed through experience and all languages are considered equal in dignity and value. Teachers learn to listen to the “100 Languages” that children use to express themselves as individual learners and as “teachers” in their own right (http://www.stcuthberts.school.nz/wp-content/uploads/2013/07/Reggio-Emilia-Approach1.pdf). Children have the capacity to represent ideas in many ways and they are able to approach knowledge with multiple paths of expression when they receive support from adults and the environment (Abramson, Robinson, & Ankenman, 1995, p.198).
Children need to develop the skills to investigate and make sense of an object about what they are exploring or are curious. They are given the opportunity and the resources of expressing themselveves through a variety of languages besides the traditionally emphasized spoken and written language. These different languages are born and developed through experience and all languages are considered equal in dignity and value. Teachers learn to listen to the “100 Languages” that children use to express themselves as individual learners and as “teachers” in their own right (http://www.stcuthberts.school.nz/wp-content/uploads/2013/07/Reggio-Emilia-Approach1.pdf). Children have the capacity to represent ideas in many ways and they are able to approach knowledge with multiple paths of expression when they receive support from adults and the environment (Abramson, Robinson, & Ankenman, 1995, p.198).
space, time, and the environment
Time
Students are viewed as competent and must be given time to make their own connection in the world in their own time. Time is influenced by the interests and the activities that the children bring light to. In Reggio, time is continuous and students are not supposed to "work against the clock." Creativity may take long and it is important for the teacher to allow continuity, change, extending or re-exploring activities. Investigations and activities are built upon one another over time, as experiences, activities and forms of expression. Children must be given the time and guidance to use the same materials repeatedly until they are pleased with their own results or end goal. Time is not set by the clock, and continuity is not interrupted by the calendar. Children’s own sense of time and their personal interests are considered in planning and carrying out activities and investigations.
Environment and Space
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The space within the school or the environment is considered the third teacher. Teachers intentionally organize, support and plan for various spaces for children. In Reggio, students are supported by the environment to pursue their interests and exploration, set up so teachers or an adult does not need to manage time or space. Materials are also carefully selected to enhance learning, discovery, and curiosity within children emphasizing the natural environment. The use of simple materials and natural manipulatives such as seashells, rocks, sticks, sand, string, clay, mirrors, leaves, are intended to encourage engagement , stimulation and creativity (Gandini et al., 2015, p.79) This is to deepen both exploration when students are using their talents in their practice and their thought. Education should bring the world to children that is safe without losing its natural richness.
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the role of the teacher
In Reggio, the role of the teacher is to stimulate learning by making activities and exploration more complex and engaging.Teachers review and assist children in their own learning by arranging new experiences, providing resources, facilitating discussions, reflecting children’s ideas, and helping the development of new skills. Teachers use different ways to mediate between children’s current understanding and what they are exploring to understand. The way the Reggio teachers facilitate the learning is by asking questions that lead children to other thoughts and actions. How the teacher views the child is what shapes the teachers role in four main components which are:
- Co-constructors: partners, guides, nurtures
- Researchers: learns, observes, revisits
- Documenters: listens, records, displays
- Advocates for children: involved in the community, speaks for children and presents work to other educators and community members, teachers facilitate children’s ability to represent what they know and imagine (Wurm, 2005, p.115).
Three educators
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The Reggio approach emphasizes the three educators in the classroom: the teacher, the child and the environment (Strong_Wilson &Ellis, 2007, p.40). The first teacher—the parent—takes on the role of active partner and guide in the education of the child. The second teacher is the classroom teacher. The classroom teacher has the role of advisor and intentionally engages children, the second educator in meaningful work and conversations. The third educator is the environment which is designed to be functional and beautiful to reflect the child's learning. It is the child’s relationship with parent, teacher, and environment that ignites learning.
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Power of parents
Parents are an essential component of the school. They are an active part of their children’s learning experiences and help to ensure the well-being of the child. Children whose parents are involved are more likely than others to have positive educational outcomes such as improved academic performance, better school attendance higher aspirations, reduced dropout rates, increcreased graduation rates (Wurm, p.124) In Reggio, parents are emerged in the school experience as well as being well informed about about their childs development (social skills, self-reliance, interests and excitement about school). This relationship between child, teacher, and parent nurtures growth in the child and by sharing information and advice helps contribute to the child's learning and experience.
documentation
Teachers as listeners in the process of documentation Teachers use documentation to identify strengths, ideas, and next steps to support learning. Documentation begins with observation and focusing on the process. Documentation shows the child's knowledge, a change in thinking, what was learned or not learned, the evolution of behaviour, questions, responses, and opinions (Wurm, 2005, p.99). Documentation can reveal patterns about students and offers vital information to teachers about their practice and professional growth, their students, and gives parents a better view of their childs life at school. Documentation is an evolving experience. Documentation is an integral process of observing, reflecting, and communicating. Documentation is a means to collect information, observations, learning, and communication and above all, it makes children aware that their efforts are valued.
Making Learning Visible |