Reggio children e Reggio Emilia Approach

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Realtà di Reggio Children e la loro filosofia pedagogica

Education

Reggio children e Reggio Emilia Approach

This document discusses creativity as a quality of thought from the perspective of Carla Rinaldi, President of Reggio Children and Reggio Children – Centre Loris Malaguzzi Foundation. It references stories told by children, including "Laura and the watch", poems about the sea and weather, and questions around death and rebirth. The document also mentions children's work making curtains for a theater and how the city of Reggio Emilia belongs to its children.

ReggioEmeliaApproach_DeRosa_Slidesl

Susan DeRosa

1. The study examined the impact of Reggio Emilia transition practices on children moving from preschool to elementary school across multiple metrics like academic achievement, school liking, cooperativeness, and problem behaviors. 2. Results found higher implementation of Reggio Emilia practices were associated with better adjustment, while lower implementation correlated with increased problem behaviors. 3. The degree to which schools facilitated transitions influenced student outcomes, emphasizing the importance of systematic transition procedures.

ResearchED Sydney presentation

Cameron Paterson

The document describes a classroom activity called "Throwing Your Money Away" where students work in groups to design paper airplanes that can fly 3 meters while carrying coins. It involves students documenting their observations of group learning processes. The key steps are: 1) Students design airplanes in groups while others document; 2) Documenters share observations with groups who reflect on learning; 3) Groups report what they learned about aerodynamics and learning processes to the whole class. The document then discusses features of documentation including selectively sharing artifacts to provoke new understandings and shape future learning. It emphasizes involving students in the documentation process so they can identify important learning moments.

Una citta’ senza violenza e’ una città migliore

Gruppo Pari opportunità M5S

This document discusses the importance of early childhood development and education. It argues that early childhood should be viewed as a distinct and important developmental phase, rather than solely a preparation for school. It also stresses that children should be allowed the freedom to learn and develop at their own pace, through play and exploration, without adult expectations or pressures. The document advocates for recognizing each child's individuality and uniqueness, and ensuring children feel safe to take risks and see failures as learning opportunities, not judgments of their worth.

Reggio emilia study tour 2012

Ellen Dietrick

This document summarizes the principles of the Reggio Emilia educational philosophy. It outlines six key principles: (1) having an image of the child as strong, curious, and driven to learn; (2) viewing the environment as a third teacher to communicate values through space, aesthetics, and materials; (3) allowing for large blocks of flexible time for learning; (4) using long-term, open-ended projects emerging from children's interests as the curriculum; (5) recognizing the importance of family and community involvement; and (6) employing close observation and documentation of children's learning. The philosophy emphasizes respecting children's innate potential and right to interact and communicate.

Child care

keesho88

The Reggio Emilia approach to early childhood education originated in Italy and is characterized by several key aspects. It views the child as competent and encourages learning through in-depth projects based on their interests. Teachers act as facilitators rather than instructors, and there is strong collaboration between teachers, parents, and children. The Italian system splits responsibility between the Ministry of Education for ages 3-6 and municipalities for infants/toddlers, with most 3-6 year olds attending Scuola Materna preschools that are typically free. The philosophy is influenced by constructivism and sees the environment as a third teacher.

A Visit to Reggio Emilia's Centro Internazionale Loris Malaguzzi

lascuola

This document provides notes from a visit to the Centro Internazionale Loris Malaguzzi (CILM) in Reggio Emilia, Italy. It describes several classrooms and spaces at the CILM and Scuola dell'Infanzia (pre-k through 5th grade school). Key points include: the CILM is housed in an old cheese factory and has a resource center; the Piazza is used for independent work; the 2s and 3s classroom explores real world and fantasy; the 4s have a multimedia lab; the 5s use technology to learn science; the mensa has different seating options; the kitchen is central; 4th grade studied rivers;

A reggio atelier at work in sf

lascuola

Meggiato: Reggio Emilia e istituzione del mobility manager scolastico

Comune di Reggio nell'Emilia

Les Escoles

Lali Font Fuset

Play and pedagogical_documentation

lucystabb

This document discusses the importance of observation and documentation in early childhood education. It emphasizes moving away from traditional methods of observing children in isolation and comparing them to developmental norms, and instead focusing on observing children within relationships and social contexts to understand their interests and abilities. This allows educators to design child-initiated programs that respect each child's unique skills and knowledge and view children in a positive light. The document also stresses the importance of viewing one's role as supporting children's active learning and development rather than focusing on perceived deficits.

Eyfs policy

wazimba

The document outlines Coleham Primary School's foundation stage policy. It discusses admissions procedures, the induction process for new students, staffing, the early years curriculum, assessment, transition to year 1, parental involvement, special educational needs support, English as an additional language support, and liaison with local pre-school providers. The goal is to provide high-quality early education and ensure a smooth transition to primary school.

Kath Murdoch Parent Coffee ISM Sep 2013

sntcook

This document discusses inquiry learning and the characteristics of an inquiring school. It describes inquiry learning as an active approach where students investigate meaningful questions to develop skills and deep understanding. An inquiring school is characterized by students actively involved in driving their own learning through rich questions. Teachers see themselves as learners and build students' capabilities. Planning is collaborative and ongoing to meet students' evolving needs and interests. The curriculum is integrated through inquiry to help students see connections across learning areas.

Inquiry models

pobrien2

1. The document outlines the inquiry cycle which involves building from prior knowledge, questioning, observing, exploring, gaining new perspectives, sharing learning, and taking new action. 2. It also discusses different forms of inquiry including teacher-directed structured learning, guided inquiry with more student initiative, and open inquiry with high student control and low teacher control. 3. Key aspects of the inquiry cycle are reflection, questioning, researching, and drawing conclusions to share new learning.

Presentazione Tesi LEGO Group

Ilenia Mancini ッ

Our Journey into Pedagogical Documentation: A BCTF Inquiry Project

Elisa M.S. Carlson, Ed. D.

Insegnare Agile

Marcello Missiroli

Reinventing spaces

Brandi Davis

Birth of hashtag

lisa domeier de suarez

Reggio Emilia Presentation-COETAIL

elainepoff

An Overview of Montessori Education

Blue School

The Blue School in New York City currently educates 250 children from pre-primary to 5th grade using the Montessori method, and plans to expand to 6th grade next year and 8th grade by 2017. Montessori education believes that children have a natural desire to learn when presented with an encouraging environment, and values independent learning as well as holistic development. One key feature is facilitating independent study, as Montessori educators believe children can concentrate intensely when pursuing self-directed interests at their own pace.

Running Record

Luchi Cuison

The document discusses taking running records to assess a child's reading level. It explains that a running record involves recording both accurate and inaccurate words read by the child, and then analyzing error patterns to determine the child's reading abilities and areas for growth. The document provides guidance on administering and analyzing running records, including calculating accuracy rates, identifying cueing systems used, and determining appropriate reading levels.