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).
Soler, J., & Miller, L., 2010. The Struggle for Early Childhood Curricula: A comparison of the English Foundation Stage Curriculum, Te Whariki and Reggio Emilia. International Journal of Early Years Education. London: Routledge.
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)
From the perspective I have at this stage in my journey in the early childhood education field, I would like to share what I have come to value and believe in regards to early learning and care by looking at my philosophy statement. To begin we will look at the statement and highlight three key features and find out why they are important to me, then we will see what they will look like in my practice, and lastly we will examine these ideas closely by looking at where they originated. By taking an in-depth look at my philosophy statement we will better understand the motivation behind my practice which I hope to continue to refine and refresh as I gain more knowledge and experience.
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.
...on. (1996). Te whāriki early childhood curriculum: He whāriki mātauranga mō ngā mokopuna o Aotearoa: Early childhood curriculum.Wellington, New Zealand: Learning Media.
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,
SCHWEINHART, L.J. and WEIKART, D.P. (1998). ‘Why curriculum matters in early childhood education’, Educational Leadership, 55, 6, 57-60.
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.
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.
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
The role s Reggio educators is to act as ‘a guide and an arranger of the environment, rather than an instructor. Reggio Emilia educators believe that the school is not a place of transmission of knowledge, rather, it is an environment that allows the child to be a producer and be a pathway to later stages of formal education, in difference to school readiness. (Theresa Dodd-Nufrio 2011). In addition, Reggio educators believe that reciprocity, exchange and dialog lie at the heart of successful education. (Edwards et al 1998.p.) Education is seen as a communal activity and sharing of culture through joint exploration among children and adults. Again stressing, Vygotsky 's theories that social interaction is fundamental. Undoubtedly, the task of those who educate is not only to allow the differences to be expressed but to make it possible for them to be negotiated and nurtured through exchange and comparison of ideas. (learning and teaching Scottland 2006.) Teachers find ways of making space for work in progress rather than simply telling children to clear up at the end of the day like the EYFS. Having considered the role of the adult, It highlights a criticism within the EYFS. Keating 2002 argues that the overemphasis of formal literacy and numeracy skills, above all other areas of learning could potentially be detrimental to children’s
Ministry of Education. (1996). Te whāriki early childhood curriculum: He whāriki mātauranga mō ngā mokopuna o Aotearoa: Early childhood curriculum.Wellington, New Zealand: Learning Media.
The Te Tiriti o Waitangi was a contract that Maori people believe to be an acknowledgement of their existence and their prior occupation to the land, give respect to their language, culture and belief and “it established the regime not for uni-culturalism, but for bi-culturalism” (Sorrenson, 2004 p. 162). This essay discusses the historical events, attitudes and beliefs regarding Te reo Maori, its relationship to the Te Tiriti o Waitangi and the significance of bicultural practice in early childhood education.