Reggio Emillia Essay
‘A Reggio pre-school is known as a special kind of place, one in which small human beings will be invited to grow in brain, in sensibility and in belonging to a broader community. ‘ (Learning and teaching Scotland, 2006) For this case study Let me look at the 4 themes from the Early Years Groundwork Stage, also referred to as the EYFS. The EYFS sets the standards that all early years providers must meet to ensure that children study, develop well, and are stored healthy very safe.
It stimulates teaching and learning to make sure children’s ‘school readiness’ and provide children the broad range of knowledge and expertise that will give you the right foundation for good upcoming progress, during school, and adult existence. (Hutchin, 2012) I will be highlighting links between your EYFS’s several main styles; A Unique Child, Positive Interactions, Enabling Conditions and Learning and Developing, and speaking about how the Reggio Emilia Procedure supports these kinds of themes. The Reggio Emilia Approach is focused on kindergarten and primary education, originally set up in the upper Italian city of Reggio Emilia. Very low reputation pertaining to forward thinking and excellence in its approach to early childhood education.
It is an approach where the expressive arts perform a central role in learning and where a unique reciprocal learning relationship exists between practitioner and child. (Tornton, 2006) Relating to Locke and Rousseau children are delivered as “blank slates” totally free of any kind of predisposition or perhaps vulnerabilities, and that everything the kid would turn into was due to the effects of their environment. (Moyles, 2010) Though within the Reggio Emilia procedure they discover children as slightly different, they believe children are vacant vessels waiting around eagerly to be filled with understanding. Reggio educators believe firmly that a child has endless potential which is eager to connect to, and contribute to the world. (Learning and Instructing Scotland, 2006) The way the Reggio Emilia Strategy views their children is much like the Early Years Foundation Stage.
The EYFS says ever child is a unique child who is continuously learning and is resilient, competent, confident and self-assured. (EYFS, 2012) The EYFS plus the Reggio Emilia Approach discover children as individuals; this is conveyed throughout the EYFS, among its key themes is definitely: A Unique Child. The EYFS states experts should appreciate and observe each child’s development and learning, examine progress, and plan for the next steps. (EYFS, 2012) The Reggio Emilia approach tackles this in a very different way in relation to the united kingdom. Children’s function is recorded throughout the year upon walls to show off a story of the child’s learning; it is not a thing that is made after the child features finished doing work.
Educators see, document and analyse children’s learning journeys, they are able to produce informed hypotheses about how to guide children in their learning. It is obvious after that that documents is far removed from photo taking displays of completed task work. (Learning and Instructing Scotland, 2006) Throughout the Reggio Emilia complexes there are many extended, child level mirrors. This can be designed to support children to help them develop a great sense of their own identity and culture. This is certainly one of the procedures of the Exclusive Child topic in the EYFS.
Another way the Reggio Emilia Approach supports children getting their own id is ‘pedagogy’ this means that artwork is seen as other ways of interacting and revealing ideas. Children are also encouraged to raise their particular questions and answers, which re-enforces the child’s thoughts and opinions that their very own thinking is usually valued. Education is based on relationships.
Reggio Emilia teachers are noticed as partners in learning, (Tornton, 2006) by way of example pupils and teachers interact aiming towards a common purpose: the building of a culture. This kind of respects the child years as a the perfect time to explore, generate and be delighted. Participation begins even before your children have started out school, by using a comprehensive integration programme.
This requires meetings among children, father and mother and educators to build a picture of the kid as a person. This generally involves the child doing a activity such as making a ‘holiday booklet’ of photographs and favourite baby room rhymes; this can be used as stimulus intended for discussion between child and teacher. (Learning and Teaching Scotland, 2006) The teacher`s working with your child links to 1 of the several themes within the EYFS- Confident Relationships. The EYFS states you should be supporting of the child’s own work and independence (EYFS, DATE). By the teacher being a spouse in learning, suggests that children would have the freedom to convey their thoughts and tips more readily.
To give the: The educator strives to aid and inspire the child within the learning voyage, encouraging these to reflect and to question. In this sense, the role of the teacher is usually not to dispense information or simply just to correct. Rather, the educator is like an instrument that the children use when most necessary. (Learning and Teaching Ireland, 2006) This also links to Jerome Bruner’s theory of scaffolding, this is the proven fact that you can offer children help in their learning.
Froebel also stressed the value of building great relationships inside an educational environment; his most critical gift to children was your classroom, figuratively, metaphorically viewed as an extension of a lovely, thriving back garden. This empowered the instructor to take on the role of a loving, encouraging parent. (Bruce, 2012) This kind of shows that via a personal view he thought teachers must be like an empathetic parent. Environment plays a key role in supporting and extending a child’s development.
Vygotsky believed that people learn from the environment and the persons around all of us. (Vygotsky, 1978) His look at is much like the teachings with the Reggio Emilia Approach, for example one of their fundamental concepts says the environment is the third teacher, the planet is accepted for its potential to inspire children. (Tornton, 2006) Kerka (1999) suggests that an environment that nurtures learning supplies the necessary methods and time for investigative play and testing. It is one out of which children are free and motivated for making choices also to explore for answers without sense intimidated. (Cited, Danko-Mcghee, 2009) Within the Reggio Emilia adjustments children have lessons outside the house in the community, producing great use of the Piazza’s, which are pieces within the city, where children can master alongside the community, as well as making the most out of the outdoors.
This also has an effect on great relationships among both the community and the children, which backlinks to the permitting environment in the EYFS. Reggio Emilia buildings and spaces link to the actual EYFS advises practices will need to offer, exciting recourses, tightly related to all the children’s cultures and communities. Reggio Emilia configurations, buildings and spaces indicate their associations and look at of the kid. There are lots of very long windows, this is certainly so that the children can connect to the outside community, and also this reflects the idea that education is not only what you master in the classroom.
It truly is seen as much less restricting to have long home windows, and allows a lot of light into the setting creating a even more natural cut environment. Inside the setting there are a lot of natural elements used, from your children’s toys and games and products to the building and pieces of furniture inside. This really is much like Steiner’s view, in his educational institutions all toys are made from normal materials, the reason is , simple toys stimulate and encourage creativity, as kids can interoperate natural materials to be anything at all they want.
Throughout this evaluation I have been relating the key themes of the EYFS and relating them to the Reggio Emilia Approach, I am at this point going to roundel whether or not the approach can be extracted from Italy and brought to the UK. As I have mentioned above a large aspect of the Reggio Emilia approach is a environment, I believe this may be a problem as many of your English calendar months can be wet, cold, and unhappy. Children spend the majority of time indoors through the winter months, even sometimes upon dry times – largely due to protests from parents that the damp weather is bad for the kids. Though in Italy they cannot have this problem, if it is moist or cool they just see this as a possibility for children to wrap up hotter.
I do believe it is counter-productive to wrap children up in cotton wall, I believe that it is sometimes good for children to be taken out of their ease and comfort zones. This will benefit a child’s emotional development by trying and exploring the euphoric pleasures and attaining self-confidence. Could be we need to look at our cultures upbringing of your children and enable children explore the different periods. Even though the outside the house isn’t an important part of the Reggio Emilia would it be still extremely valued, because they like to motivate a lot of natural materials and bring the outdoors in, whilst exploring the different surroundings.
Also all of us lack in open out door spaces inside the community by way of example in Italy they have plazas Bringing this method to the UK may cause several trouble for children who do not have a protect home environment; this is because going to school produces a secure environment. Whereas, together with the Reggio Emilia approach, children may find their very own education too unstructured. Instead of choosing all their learning strategies, they might prefer a setting with secure guidelines and learning outcomes.
Furthermore I think the transition through the Reggio Emilia Approach to popular higher education may be difficult as the children, because they are so used towards the freedom plus the scaffolding from the teachers, that they might not be in a position to settle in the strict subjects. I believe this kind of quote sums up my estimation perfectly, ‘It is a oversight to take any approach and assume such as a flower you can earn it in one soil and put it in another one. That never functions. We have to figure out what aspects of that are most critical to all of us and what kind of dirt we need to generate those aspects’ (Gardner, 1993)