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Art and Creativity in Reggio Emilia
This book explores the contribution of and art and creativity to early education, and examines the role of the atelier (an arts workshop in a school) and atelierista (an educator with an arts background) in the pioneering pre-schools of Reggio Emilia. It does so through the unique experience of Vea Vecchi, one of the first atelieristas to be appointed in Reggio Emilia in 1970.
Part memoir, part conversation and part reflection, the book provides a unique insider perspective on the pedagogical work of this extraordinary local project, which continues to be a source of inspiration to early childhood practitioners and policy makers worldwide.
Vea’s writing, full of beautiful examples, draws the reader in as she explains the history of the atelier and the evolving role of the atelierista. Key themes of the book include:
• processes of learning and knowledge construction
• the theory of the hundred languages of childhood and the role of poetic languages
• the importance of organisation, ways of working and tools, in particular pedagogical documentation
• the vital contribution of the physical environment
• the relationship between the atelier, the atelierista, the school and its teachers
This enlightening book is essential reading for students, practitioners, policy makers and researchers in early childhood education, and also for all those in other fields of education interested in the relationship between the arts and learning.
Series Editors' Introduction: Invitation to the Dance 1. Introduction 2. Aesthetics/Poetics 3. A General Overview 4. The Bicycle Metaphor 5. The Long View of Organisation 6. An Ethic Community 7. Environments 8. Professional Marvellers 9. Visible Learning 10. We Take Up the Walk Again 11. The Loris Malaguzzi International Centre 12. Blue Flowers, Bitter Leaves
Vea Vecchi worked as an atelierista at the Diana municipal preschool in Reggio Emilia for over thirty years, doing pedagogical research and documentation in the area of children’s many languages. She now acts as a consultant to 'Reggio Children'.
eBook
The hundred languages of children : the Reggio Emilia experience in transformation
\"Why does the city of Reggio Emilia in northern Italy feature one of the best public systems of early education in the world? This book documents the comprehensive and innovative approach that utilizes the \"hundred languages of children\" to support their well-being and foster their intellectual development\"-- Provided by publisher.
Book
Glocalization of early childhood curriculum: an ethnographic study on the integration of the Reggio Emilia approach into the Chinese Kindergarten curriculum
In the globalized age, Chinese kindergartens are exposed to numerous western curriculum perspectives and practices. To construct a kindergarten-based curriculum (KBC), Chinese kindergartens tend to borrow western ideas. Using the Reggio Emilia approach (REA) as an example, this focused ethnographic study conducts an empirical investigation into such a borrowing process. The sample included 15 kindergartens located in seven cities in Jiangsu Province, China. Data were collected through interviews, site visit, and pedagogical documentation, and were analyzed using a combination of thematic and content analyses. The study found that the process of borrowing the REA constituted the glocalization of the kindergarten curriculum, which included four phases. Specifically, the kindergarten was attracted by a certain practice of the REA (Phase 1), decided to borrow a preferred practice of the REA (Phase 2), implemented the selected practice (Phase 3), and internalized the implemented practice (Phase 4). Instead of copying or imitating, Chinese kindergartens integrated the REA into their KBCs by experimenting, recontextualizing, and hybridizing with varying proportions. Further, the glocalization of the early childhood curriculum in China was greatly influenced by the social, political, and cultural contexts in China’s new era. In particular, the major melody of being confident in the Chinese path and culture effectively prevented any importation of a western curriculum model as a whole. Lastly, the study discussed the implications of the findings.
Journal Article
Childhood Geographies and Spatial Justice: Making Sense of Place and Space-Making as Political Acts in Education
This post-qualitative research analyzes the spatialized practices of young people within a working-class community and how those guided the opening and facilitating of a local community center. Seeing place-making as a social and political act, the authors were inspired by Heath's classic study and argument that children's education might be better served if educators understood and built on their community-based language practices. Writing through theories of new materialism, spatiality, and children's geographies, we build an argument for spatial justice by considering the ways educational scholars and educators might understand and build on children's community-based spatial practices.
Journal Article
Getting to Know Young Children: Alternative Assessments in Early Childhood Education
Assessments provide teachers with essential information regarding children’s learning. Alternative education systems offer insight into ways that assessments can be redesigned to be developmentally appropriate to particular ages, including unique stances on what defines assessment, who should assess, and what should be assessed. We examined themes of early childhood assessment through a review of Reggio Emilia, Montessori, and Waldorf (also called Steiner). Each of these three alternative systems emphasize assessments designed to understand every child’s learning as unique. Many of the practices used align with the National Association for the Education of Young Children’s (NAEYC) current recommendations regarding developmentally appropriate assessment. There is a clear acknowledgement that engagement, not just specific knowledge, is particularly important to assess. To assess engagement, classrooms must be carefully constructed learning environments that implement individualized assessment techniques, such as observation. As children engage in developmentally appropriate experiences, teachers assess their individual learning patterns. Specific components of each system contribute to effective and informative assessment, for example collected artifacts and documentation from children’s work (Reggio), activities and materials designed to show children when an error is made (Montessori), and participation in classic stories (Waldorf). The increased focus these systems place on assessing during interactive learning experiences answered NAEYC’s current recommendations regarding assessment as well as on-going calls in education reform for a child-centered approach to learning.
Journal Article