Reggio Emilia approach to education is a teaching philosophy based on Developmentally Appropriate Approach to teaching and learning. It is an approached founded on theories of child development, an observation and assessment of the child’s interest and curiosity about the world around him and his cultural background. A Developmentally Appropriate Practice ensures the wholesome growth of the child and nurtures his socio-emotional, physical and cognitive development. The Reggio approach to education respects the individuality of the child, his strength and capability and innate curiosity about the world around him. The Reggio Emilia curriculum is generated based on the interests of the child, ...view middle of the document...
The child becomes the creator of his own learning and initiates the curriculum.
The fundamental principles of Reggio Approach adopts developmentally appropriate practices of teaching and learning, inculcating values in children more lead by examples from adults and peers than by direct instruction. Children work best working cooperatively and collaboratively with family, teachers, peers and community. The community and society, in which the child works, is valued and respected. In fact the child is always considered in conjunction with and as a part of his community and society. His visibility to his community and society is ensured. The child is considered strong, rich and competent and the ability of the child to teach himself and construct his own knowledge is of paramount importance in this philosophy of teaching.
The child is considered to have rights of his own and is valued as a social being. His explorations into the realms of his environment, his existing knowledge and his interactions with other individuals in his sphere of influence, make him a researcher in search of expanding his own knowledge. While working on a project, the child is given an opportunity to explore, observe, analyze and diagnose, revisit and review existing knowledge, hypothesize, discuss and consolidate new findings expanding his knowledge.
The children are thought to have a hundred languages to express themselves - they move, dance, draw, paint, build, sculpt; they make collages, act, sing, play music and more. The children are encouraged to develop symbolic languages. Their art room is called the ‘Atelier’ or the ‘Art center’ where children express themselves through symbolic representations. There are multiple forms of knowing and the child is given a chance to explore in multiple ways of expressing, demonstrating and interpreting his expanding knowledge.
The teachers work in partnership with parents. They are considered to be collaborators, co learners, guides and facilitators, documenters and advocates for children. Since the knowledge of the child is constantly evolving and is dynamic, the teacher has to be a reflective practitioner reconstructing her own knowledge simultaneously with the child’s developing knowledge. The teacher is present to facilitate optimal growth and learning. She listens and observes the children, actively...