Origin from a city in the north of Italy, the Reggio Emilia approach in Early Childhood Education is adopted by multi-countries over the past decades. This approach has a core philosophy, that children should play a leading role in education. Children are seen as full of knowledge and intelligence, with full capabilities to express themselves if only given the proper ways to do to so. They are protagonists of their own learning and have a say in what topics and problems they will study and research. Teachers provide resources to assistant children’s learning and developing. The curriculum is emergent, meaning the teachers choose topics and projects based on careful listening and observations of their student’s interests, needs and inquiries. Children are encouraged to use materials and media to demonstrate their learning and understanding of a topic or project. Documentations and environment have direct influences in helping children’s learning. Parents and community also play a supportive role in children education (O.E.C.D, 2004). Te Whᾱriki is the New Zealand’s early childhood curriculum, which was developed in 1996. Compared with Reggio Emilia Approach, they have similarities as focus on children’s interests; develop children’s learning though interacting in relationship with others, emphasise the importance of environment and adults’ active responding. They also differ in many ways, such as teacher’s role, culture background and documentation and Assessment. Community and parent support is considered a valuable and vital part of the Reggio Emilia system. The exchange of ideas between parents and teachers is essential and favours the development of a new way of educating. The approach encourages interaction and communic... ... middle of paper ... ...both approach emphasis on Family and Community. The wider world of family and community is an integral part of the early childhood curriculum Te Whᾱriki (1996). It also states that inclusion and support of parents and the connections with the community is important to the children’s learning process. Moreover Te Whᾱriki states that “Parents and caregivers have a wealth of valuable information and understandings regarding their children” (30). Thirdly both approach focus on educators to provide encouragement, warmth, and acceptance. They also provide challenges for creative and complex learning and thinking, helping children to extend their ideas and actions through sensitive, informed, well-judged interventions and support. Te Whᾱriki principles points out “children learn through responsive and reciprocal relationships with people, places and things” (p. 14).
The Early Years Foundation Stage (EYFS) curriculum in England differs greatly in structure and content to the Te Whariki curriculum in New Zealand; this therefore makes for an interesting comparison. The EYFS was introduced in England, in 2008, by the DfE as a framework that ‘sets the standards for learning, development and care of children from birth to five’ (DfE, 2012). Alternatively, Te Whariki was founded in New Zealand, in 1996, based on the aspirations for children ‘to grow up as competent and confident learners and communicators, healthy in mind, body, and spirit, secure in their sense of belonging and in the knowledge that they make a valued contribution to society’ (Ministry of Education, 1996). Throughout this essay, the EYFS and Te Whariki curriculums will be compared and contrasted to give a greater understanding of the similarities and differences between England and New Zealand regarding their beliefs about young children’s needs.
Decades of research proves partnerships between schools and families not only enhance children’s learning and achievement, it is also mutually beneficial to the families and educators. As an early childhood educator, my philosophy is rooted in establishing and maintaining a strong and effective partnership with families and communities that can help children and their families thrive. My approach focuses on effective communication between family and school, respect for diversity, and promoting learning at home.
Early childhood education, although constantly evolving, was actually established and practiced as early on as the times of Ancient Greece and Rome. The foundation that early childhood education is based upon is to instill in children the skills needed to succeed later on in life, while making sure young children enjoy their time in schooling. Throughout chapter 3 in the textbook Who Am I in the Lives of Children, the reader is capable of evaluating just how greatly the methods for teaching today’s youth have evolved and changed for the better.
The teacher’s role within Reggio Emilia consists of working as a collaborator and facilitator in the process of learning. Reflection and documentation on the practice is needed along with the impact it has on the learning. Inclusive practice is maintained and embedded within Reggio Emilia approach of learning. Parents are viewed as valuable partners, rightful to contribution in the learning. The input from parents includes the participation on curriculum, planning and evaluation of the child and learning which is then used for decision making (Freeman, Swim & Vakil,
The Reggio Emilia is an approach originated in Italy, specifically from a city that has the same name. (DaCosta & Seok, January 2014). After, the Second World War, a small group of parents began to be concerned about the rising deficiency of services in early childhood settings. Based on that matter, they opened the first model preschools and infant-toddler center in 1970, under the leadership of Loris Malaguzzi (Edwards, 2007). Currently this education system is being applied in Australia, Asia, North America, and other parts of the world (Mercilliott, 2001). This approach tackles four main areas related to the role of the children, the role of the teachers, documentation and negotiated learning (Kin& Farr, 2009).
Throughout this paper you will learn about Early Childhood Education in a Foreign country. The background of the country, their culture, their government, and education system. While on the journey of getting ready to become an Early Child Educator it is important to learn more about the diversity and different teaching styles that some of your students or parents might come from. Learning about different cultures and teaching styles will help you better understand and communicate with you students and parents.
SCHWEINHART, L.J. and WEIKART, D.P. (1998). ‘Why curriculum matters in early childhood education’, Educational Leadership, 55, 6, 57-60.
...on. (1996). Te whāriki early childhood curriculum: He whāriki mātauranga mō ngā mokopuna o Aotearoa: Early childhood curriculum.Wellington, New Zealand: Learning Media.
The Reggio Emilia approach best support a quality learning environment because children get experiences though all five senses. They will be touching, seeing, hearing, moving, speaking and listening. Children have control over their own learning through exploration and discovery. Children participate in many different projects where they can observe, hypothesize, question and clarify to create their understanding. Children to gain a deep understanding of materials in their classrooms and the world around them. They look at materials from a variety of ways, and participate in long term projects designed to let them view things from many angles.
This approach is complementary to the ‘The Reggio Emilia’ approach which ‘sees the environment as being the ‘third teacher’ (Edwards et al 1998.p.256). In this manner, the word enabling indicates the importance that the environment plays in supporting and developing children 's learning. This point corresponds with the theoretical preparative of Piaget, who identified that “the child 's active exploration and movement thought the process of assimilation and accommodation can be seen in the emphasises that practitioners place on providing resource- rich play environments’ (Palaiologou 2013.p.75). This results, in giving children the confidence to explore and learn in secure and safe, yet challenging spaces where they can investigate using all their senses. Thus, the learning environment provides children with opportunities to be active and to take the initiative to learn (Iram Siraj‐Blatchford & Kathy Sylva
To conclude, I have discussed the current trends and policies that have impacted on the curriculum development n early years settings. I have examined the learning story and identified the relevant principles, themes and learning opportunities outlined in Aistear. I have also reflected on the learning story and identified ways of extending the activity shown in the learning story.
Maria Montessori was born in Italy in 1870 and influenced childcare massively in the 20th century. Montessori believed that children learn best through using their hands. She felt that one of the main factors that contributed to the child’s development was the ‘prepared’ environment. Children learn through exploration and the adult’s role is to create an environment where they can do
In contrast, Reggio Emilia curriculum offers a social constructivist, whereby students construct their own meaning and thinking within a social domain. The Reggio Emilia curriculum believe children as self-learner of their culture. Consequently, what works in Reggio teacher teaching in one learning center will not necessarily work at any other learning center. Reggio Emilia teachers documented and record both social progress and academic change in children. They record everything from paper, pencil, games, observations, the changes on the child. (Edwards, Gandini and Forman, 1998)
In the area of early childhood education there are many theorist who have contributed their ideas and philosophical view point to the field. Our text however chooses to focus on four of which it has declared some of the most influential.
“Family involvement and engagement should be built into early childhood program curriculum and pedagogy. Early childhood educators can complement and influences home environments and families”. (C. Gestwicki, J. Ber...