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What is Reggio Emilia Approach

Chapter 19
Handbook of Research on Critical Thinking and Teacher Education Pedagogy
An approach to teaching young children with roots in post-World War II Italy. It is student-centered, and open-ended projects form the core of the method.
Published in Chapter:
Strategies for Fostering Critical Thinking in Early Childhood Education
Katrina Woolsey Jordan (Northwestern State University, USA), Michelle Fazio-Brunson (Northwestern State University, USA), and Shawn Marise Butler (St. Vincent and the Grenadines Community College, Saint Vincent and the Grenadines)
Copyright: © 2019 |Pages: 21
DOI: 10.4018/978-1-5225-7829-1.ch019
Abstract
Critical thinking is not a new concept in the world of education. However, teaching it to university students in teacher education programs can be difficult. Teaching these skills to students in grade school, especially in the early childhood classroom, comes with its own set of challenges. This chapter outlines strategies for teaching critical thinking skills in interesting and innovative ways, both at the university and early childhood level. Of particular interest is the project approach. During the three phases of this approach, children act as young investigators and apply critical thinking skills in their daily work. Future trends in both teacher education and the education of young children are also identified.
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Chapter 29
Using Theory-Based Research in Supporting Creative Learning Environment for Young Children
An early childhood educational philosophy developed by Loris Malaguzzi in the area of Reggio Emilia, Italy. The objective is teaching through exploration and discovery in a classroom.
Published in Chapter: Using Theory-Based Research in Supporting Creative Learning Environment for Young Children; From: Handbook of Research on Applied Learning Theory and Design in Modern Education
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Chapter 8
This Work Isn't Ready: Lessons From an Early Childhood Intentional Learning Community
The Reggio Emilia Approach is an early childhood educational pedagogy and philosophy that has developed in the city of Reggio Emilia, Italy - a city invested in the potential of its youngest citizens since the end of WWII. This approach is rooted in a powerful image of the child, respect for the child’s languages and contributions, appreciation of the keen observations and inquiry of educators, belief in collective and collaborative inquiry with all members of the community, and the use of documentation as a tool for looking deeply at teaching, learning and the potential to co-construct learning across multiple settings and moments with young children. The Reggio Emilia Approach has inspired many early childhood educators and programs throughout the world.
Published in Chapter: This Work Isn't Ready: Lessons From an Early Childhood Intentional Learning Community; From: Exploring Meaningful and Sustainable Intentional Learning Communities for P-20 Educators
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