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Criticisms of the reggio emilia approach
Criticisms of the reggio emilia approach
Reggio emilia approach critique
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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. The Reggio approach has been called one of the best approaches in the world by many different
Loris Malaguzzi was the founder of Reggio Emilia schools; he had the thought that all children are capable of learning and construct their own learning. He also thought that family and community are very important in our learning abilities. The Reggio Emilia approach is based on the belief, children are powerful people, there full of desire and ability to grow and construct their own knowledge. He also thought that children have the right to interact and communicate with each other along with respecting each other as well, which I highly agree with him on that! The child is also viewed as being an active constructor of knowledge rather than being seen as the target of instructions. He has this other belief that the child is beheld as beautiful, powerful, competent, creative, curious and full of potential and ambitious desires.
The Reggio Emilia Approach was found by Loris Malaguizzi, an early education individual from a town in North Italy called Reggio Emilia. His vision of the Reggio Emilia approach interests the world through his play and project based curriculum, children play and educators guide their play into projects that interest the children. The Reggio Emilia approach is an educational philosophy focused on preschool and primary education of children. It is a education described as student-centered and constructivist that utilizes self-directed, practical learning in social-relations in environments. This program is based on the values of respect, responsibility, and community through exploration and discovery with a self-guided curriculum for students. At the core this program can be the assumption that children form their own personality during early years of development and are able to do so they can express their own thoughts and ideas.
According to Kin and Farr (2009) children in Reggio Emilia approach are perceived as skilled, original, inquisitive, and full of capabilities. Mercilliott (2001) enclosed this definition by alluding that children are “natural researchers”. By this, the author meant that children have a real interest to formulate questions, to investigate, and to anticipate consequences. Besides that, under this approach children have “100 languages’’ or ways of expression to display whatever they know (Edward, 2007). Moreover, Reggio Emilia teachers take the role of collaborator, co-learner, guide, and facilitator. It is indispensable that that teachers continuously reflect about what is teaching and what is learning in order to execute these convoluted responsibilities. In addition, Reggio educators follow an emergent curriculum. Edward, (2007) pointed out that documentation is also essential in Reggio Emilia practice. Through documentation, teachers are involved in reasoning the observed information, and us...
Here students learn for five years basic skills such as reading and writing and they study a wide range of subjects, including science, geography, “maths”, literature, Italian, and English. Because of the mandatory nature of primary schooling and other factors, Italy’s literacy rate is well known as high-- at 99% of the population. Upon completion, students move on to Scuola Media, or Middle Schools. Here students between the ages of 11 and 14 study 30 hours of formal lessons in a range of subjects with additional activities such as sports and music in the afternoon. The Ministero della Pubblica Istruzione or MPI (Ministry of Public Education) sets the curriculum for the formal lessons, and students are tested at the end of their third year in both a written and oral exam, and if successful, they earn Licenza di Scuola Media. This graduation signifies the end of Italian children’s mandatory
I am pursuing a Masters degree in Instructional Design and Technology. With this degree, I hope to gain the skills to help revolutionize education with the use of technology. In 1907 Maria Montessori, embarked on such a journey (American Montessori Society, 2013). She was invited to open a center for children living in the poor, inner-city of Rome (American Montessori Society, 2013). While working there, Maria began using approaches to educate the children that would find great success and become world-renown. Because Maria Montessori revolutionized education in a way that I hope to do, I chose her as the focus of my hero in Mastery research paper.
Montessori approach, she made the school beautiful and careful environment for the children. Didactic materials, so she could meet the needs of each child at their level of development. The teacher has to prepare instructions that get the children interested in the activity. I believe that they should not force it upon the child, it is better for the child to choose his or her activity as they will become more comfortable around their surroundings. Maria’s education is a model of human development and an educational approach. There are two principles, first the adult and child must participate in psychological self-construction this means interacting with their environments. Second principle, children under the age of six have a psychological development. Montessori believed that the children can act freely in their environment.
We must provide an environment that provides new leaning experiences that help the students to reach the maximum cognitive development of the stage. Our classroom is one of the tools that we going to use throughout the school year, in which we have to provide our students we visual information about the topics that we are talking, continuously renovate it and post works done by them. This way we are encouraging them to continue learning and getting involve in their learning path.
The environment allows all seven learning styles (visual, aural, verbal, kinesthetic, logical, social, and solitary) to help the students excel with various activities. The class setting is informal, and accepts interaction among students. The socialization between the children encourages them to work with partners, and go to each other for help. Students determine what they want to work on, which benefits them in the way that they shall never be left without a task to complete. The classroom is obviously child-centered, and by the nature of the setting, it builds a close community among the children. By working together they learn to respect each other and help one another. The teachers lead by example, so anything they do must not be done in convenience for them, but rather how the students should actually behave, and how to properly complete classroom chores. The children are taught to be independent in almost all that they do from the start of the day, and as said by Anu Karna in her article, “Why Montessori?” “We ideally would not shelter our children forever, but instead raise them so they can survive independently of us” (4). The class is extremely organized, and everything has a place where it belongs. Children are taught to put everything back the way they found it when they are done after using an item for part of a lesson. Teaching the
Pedagogical documentation was developed in the 1970 and 80’s by the teachers of infant centers and preschools of the municipality of Reggio Emilia in Italy which later spread in other parts of the world (Anne Wien, 2013). Pedagogical documentation is a kind of a record which gives complete information about children and their thought process. This record is presented in terms of the behaviours as captured in images, video, artifacts, written and audio records (Anne Wien, 2013). A collection of the documented material serves as a great tool for a combined thought when others get to share these experiences. It is not just a picture of an action but also a deeper understanding of what is going on in the minds of these children, the emotional battle going on in their minds and the learning experience they get from such moves and behaviours (Dahlberg, 2013).
The immediate and proximal culture of the school focuses on education and end products rather than the experience of learning, participation, and engagement. The activities in the classroom mainly include writing and reading. In addition, Julia’s educational goals stress on decreasing her maladaptive behaviors.
According to Maria Montessori, 'In the special environment prepared?in our schools, the children themselves found a sentence that expresses their inner need, 'Help me to help myself.' ? (Standing, 1957). The ?prepared environment?, according to Montessori, consists of clean, bright, multi-sensory stimulating materials that are engaging for the child and that are placed in at their level so they can be accessed freely. There is a concentration on ?discovery moments?, defined as when a child learns new information through personal exploration (Fisher, 1964), in reading, math, social skills, and other subjects. The guided discovery approach means careful planning and direction for the child and that adults must know the purpose and meaning of each activity the child chooses in the classroom. Montessori teachers attempt to instill an internal drive into the children using this child-centered approach to teaching. An example of this is the use of mats or rugs in the classroom. Each child has a mat or rug to spread their materials out on. Every other child is respectful of this child?s space and he/she, in turn, is respectful of others. The result of this approach is a classroom full of self-monitoring students.
The third point that Maria Montessori observed in children through her research was that children should be able to choose their own materials and learn at their own pace. If children choose their own materials they get a sense of independence. It also shows that children are able to choose an activity that they feel competent to succeed in. When children show that they are competent to chose an activity it shows that, that child has a healthy mind.
Walking into a classroom in which the student can become inspired as a result of a teacher’s excitement and knowledge of their subject is an amazing and unique experience. This desire to learn and delve into the deep corners of a subject is a result of both the teacher and the student playing their part. The teacher, however, (very much like a parent) sets the tone for the interaction. As students become older, they are expected to play a larger role in their education and have to be more adamant about fulfilling their desire for knowledge. When children are younger, however, the teacher greatly impacts the child’s outlook on learning and, if the student is lucky, will inspire a sense of curiosity in the student. What's more, teachers have the job of imparting knowledge into minds of all ages. Teachers and students have the possibility to form tight connections based on ...
111). Evidence of this theory is found within the Montessori practices where children problem solve through reason. Maria Montessori (19870-1952) was an educational philosopher who’s well known for her contributions, such as child-sized furniture and specially designed learning materials. The American Montessori Society explains the Montessori approach, “ The teacher, child, and environment create a learning triangle” (amshq.org). Today, you can visit Montessori schools and witness her theories first-hand. The student guides himself or herself through an activity, while a teacher monitors their learning through modeling and observations. The classroom design welcomes children to explore in centers such as science, sensory play, and writing. Present materials and tools in centers allow children to explore and create. Children should actively engage in their schoolwork through problem solving experiences. Their classroom environment should not only meet the needs of the students, but engaging in their own learning. I present hands-on materials such as fine motor toys (manipulatives), puzzles and science experiments. The philosophy of progressivism aligns with Maria’s beliefs by presenting the children with a problem and then
Aistear uses relevant and meaningful experiences, through which the practitioner guides the child. These experiences are accomplished by active learning through a hands-on approach. Activities encourage the child to participate, becoming active in their own learning. In Aistear’s intro...