Projects can last anywhere from a few days to several months at a time. The Role of the Teacher: In a Reggio Emilia-inspired curriculum, teachers are viewed as more than just a partner in education. They play several different roles, in addition to that of a teacher. They are the guides that take children through the journey of learning.
They are the scribes who listen, record and display classroom experiences. They are advocates for the children, and they work closely with colleagues and parents to foster an inviting, interesting, community-based learning environment. The Role of the Environment: The environment of the school, classrooms, and common spaces play a critical role in the Reggio-Inspired approach.
The environment is viewed as the third teacher and should be considered a reflection of not just the children, teachers, or parents but a reflection of the image of the child. The classrooms in a Reggio-inspired school should be viewed as a living organism and are thoughtfully arranged to foster creative exploration while encouraging interaction and communication. Reggio-Inspired classrooms are often open, inviting spaces filled with natural furnishings, real-life materials, mirrors, windows, and natural lighting.
Classrooms should display project work, both completed and in-progress, to tell the story of those that share the space. PreK—K , 1—2. Loris Malaguzzi was born in Corregio, Italy in He grew up in Fascist Italy and remembered six years of war that "gobbled up my youth. In , Malaguzzi enrolled in the first postwar psychology course in Rome - and this marked the beginning of the Reggio Emilia adventure.
It started in a little town called Villa Cella in the northern region of Italy known as Reggio Romana. In the political and economic chaos that followed the fall of Fascism and the German retreat from Italy, the villagers, including children and parents, had collected stone, sand, and timber to build a school.
Loris Malaguzzi rode his bicycle to the town to have a look and was so impressed by what he saw that he stayed. The first school was financed by selling a German tank, nine horses, and two military trucks. According to Malaguzzi, "It was the women's first victory after the war because the decision was theirs.
The men might have used the money differently. The Reggio Emilia approach to early education is based on the belief that children are powerful people, full of the desire and ability to grow up and construct their own knowledge. Children have not just the need, but the right to interact and communicate with one another and with caring, respectful adults. Although Malaguzzi's ideas about education affected many aspects of the environment and curriculum, a major focus of the Reggio program is observation and documentation.
Teachers routinely take notes and photographs and make tape recordings of group discussions and children's play. While he was obtaining his degrees, Malaguzzi also taught elementary school in Sologno and then both elementary and middle school in Reggio Emilia.
Each of his influences left a different impact, as each of their educational philosophies had unique approaches. What grew to be one of the most influential educational philosophies throughout the world started with very humble beginnings in the northern region of Italy, in a town called Villa Cella, a borough of Reggio Emilia.
Five days after the war ended, rumors began to circulate of a group of women who had decided to build a school from the rubble left after the Germans retreated from Italy. The group of women sold an abandoned German tank, nine horses, and two military trucks and began to construct a school within the countryside with the intent to ensure the next generation of children would grow up intolerant to injustice or inequality. After seeing and speaking to the mothers involved, Malaguzzi was so impressed that he stayed in Reggio to assist.
The men might have used the money differently. This first school still exists just 20 minutes outside the city of Reggio Emilia, and it became a labor of love for all involved. In the beginning, parents would contribute whatever they could to ensure the school could survive and continue running. Over the course of the next 15 years, the philosophy behind the Reggio Emilia approach began to flourish with several new schools opening, though all struggling to survive; however, by responding to popular demand, the city of Reggio Emilia established the first municipal preschools in , securing the future of Reggio Emilia in doing so.
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