1. Reggio Emilia- Inspired Programs Tracy Doughtie West Chester University M.Ed. Program

2. Background/History Reggio Emilia is an educational philosophy focused on early childhood education Philosophy believes children construct their own knowledge, have a desire to learn and create; children need interactions with peers and adults Originated from Northern Italy, established shortly after World War II in 1945 Schools started out in disadvantaged areas of Reggio Emilia city Loris Malaguzzi was instrumental in the movement; started as a volunteer teacher and eventually stayed until his death Took courses in Psychology in Rome, and brought back ideas based on Vygotsky, Bruner, and Dewey; specifically concepts about children’s problem solving abilities and the role of culture

3. Background/History Continued Has always been a fluid curriculum Reggio preschools and infant-toddler centers are available to all children regardless of SES status or physical abilities The infant toddler-centers have been publicly mandated since the 1970s. Can be found worldwide now “Our task, regarding creativity, is to help children climb their own mountains, as high as possible.” - Loris Malaguzzi

4. What does a Reggio Emilia Inspired classroom look like? Environment is considered the “third teacher” Children construct knowledge through their environment Classroom physical layout includes a central-gathering area, “piazza” that: o Promotes collaboration and partnerships o Social interactions and communication o Constructive learning and exploration

5. Reggio Emilia Environment, con’t Art studio, “atelier,” helps children to use materials in a hands-on way and includes: o Clay o Paint o Writing implements

6. Reggio Emilia Environment, con’t Aesthetically pleasing: Beautiful and functional space for children to work and play o Brings outdoor environment inside with plants and natural elements o Mirrors and natural lighting o Materials arranged on opening shelving that are accessible to children Materials-rich: Authentic materials and tools based on children’s interests o High quality art materials o Recycled materials o Natural objects

7. Reggio Emilia Environment, con’t Child and family-directed: o Art work and child portfolios displayed throughout classroom o Materials and contributions including “props” from home and parents’ workplaces

8. Role of Child Children are viewed as competent, interested and capable Curiosity and potential drives interest to learn and understand the world Children capable of constructing own learning Children learn about themselves through social interactions

9. Role of Teachers Teachers have numerous roles in the classroom to help support student learning o Researchers o Partners in learning o Collaborators

10. Researchers Goal: better understand the child and assist with individualized curriculum planning based on a child’s interest and strengths Teachers constantly observe and document the child’s experience and work

11. Observation/Documentation Facilitates a learning environment that best suits the child’s strengths and interests Documentation is used to guide next steps for learning Portfolios to document work, conversations, photographs Maintaining parental involvement

12. Partners in learning Teachers viewed as ‘partners in learning’ Resources of the natural environment are utilized for learning Children encouraged to express themselves through “hundred languages” Curriculum is often spontaneously created based on children’s interests, intellectual curiosity and social interactions

13. Collaborators The child, family and teacher are collaborators in the child’s education and development Frequent meetings are held to discuss child’s emotional, social and learning development

14. What does the research say? Has received many awards for their work Community based project Considers early infancy to be a distinct developmental stage Develop all areas of learning not just linguistic and logical o Expressive arts

15. What can we learn from this approach? Is not a teaching method but rather an approach that differs from school to school. Reggio Emilia schools have evolved over 40 years - we cannot duplicate this immediately. The importance of time. Slow down and listen to the children. The importance of the environment.

16. Conclusion

17. Resources Achtner, W. (1994, April 1). Obituary: Loris Malaguzzi. Retrieved September 11, 2015, from http://www.independent.co.uk/news/people/obituary-loris-malaguzzi-1367204.html Edwards, C., Gandini, L. & Forman, G. (2012). The Hundred Languages of Children: The Reggio Emilia Experience in Transformation, 3 rd Edition. Santa Barbara, CA: Praego-An Imprint of ABC-CLIO, LLC. Garrett, R. (2013, July 15). What is Reggio Emilia? Retrieved September 10, 2015, from http://www.education.com/magazine/article/Reggio_Emilia/ LeBlanc, M. (2015). Reggio Emilia. Retrieved September 11, 2015, from http://www.communityplaythings.co.uk/learning- library/articles/reggio-emilia# Pioneers In Our Field: Loris Malaguzzi - Founder of The Reggio Emilia Approach | Scholastic.com. (n.d.). Retrieved September 14, 2015, from http://www.scholastic.com/teachers/article/pioneers-our-field-loris-malaguzzi-founder-reggio-emilia-approach Reggio Emilia Approach To Early Years Education. (2006). Learning and Teaching Scotland. Resources - North American Reggio Emilia Alliance. (2015). Retrieved September 9, 2015, from http://reggioalliance.org/resources/ What is the Reggio Emilia Approach? | An Everyday Story. (2015). Retrieved September 12, 2015, from http://www.aneverydaystory.com/beginners-guide-to-reggio-emilia/main-principles/ What is the Reggio Emilia Approach? (n.d.). Retrieved September 14, 2015, from http://childdiscoverycenter.org/non-traditional- classroom/what-is-the-reggio-emilia-approach/ Wurm, J. (2005). Working in the Reggio Way: A Beginner’s Guide for American Teachers. St. Paul, MN: Redleaf Press.