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Finding Inspiration from Reggio Emilia: Integrating a New Approach for AAC’s Young Learners
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Finding Inspiration from Reggio Emilia in AAC's Exploratorium
What are the characteristics of an outstanding school? How do you foster a love of learning? Can children’s creative and intellectual potentials be maximized without sacrificing their need for play and exploration? How can we use space to support our curriculum goals? Over the past several decades, these questions have been part of discussions among parents, educators and community members of Reggio Emilia, Italy. There, the early childhood programs illustrate the potential of schools that are truly responsive to young children’s interests and capabilities. Respectably, their aim is to foster a culture of lifelong learning.
After the debilitating experience of WWll and the rise of fascism in Italy, the Reggio Emilia approach to learning was developed through a collaboration between parents of the Northern Italian region and educators such as renowned teacher Loris Malaguzzi. They unified around their goal to develop schools where children could acquire the skills of critical thinking and collaboration essential to rebuilding and ensuring a democratic society.
Generally, the philosophy is based on the principles of respect, responsibility, capability and community. Exploration is encouraged in a supportive and enriching environment. Teachers aim to model how to learn rather than instruct what to learn. Curriculum is child-directed and emergent. When there is so much knowledge to acquire, why not begin by addressing the children’s interests?
Image of the Child
At the foundation of the Reggio Emilia approach are the following beliefs about children:
Children have rights! Children are capable and powerful people able to construct their own knowledge rather than be a target of instruction. Thus, they deserve to have some control over the direction of their learning and have ample opportunity and avenues to express themselves
Children must be able to learn through experiences of touching, moving, listening and observing
Children are social beings and must have relationships with other children, families and teachers
In Italy, groups of children will stay with one particular teacher and classroom for a three-year period, creating consistency and an environment where there are no added pressures from having to form new relationships. Children build confidence to express themselves and develop their social problem-solving skills within the framework of these long-lasting and trusted relationships.
The Hundred Languages of Children
The term “hundred languages of children” refers to the many ways that children have of expressing themselves. These symbolic languages include drawing, sculpture, dramatic play, dancing and writing. Reggio teachers provide children different avenues for constructing, revising, negotiating and symbolically expressing their thoughts and feelings. The goal of abundant expression being for the adults and children to better understand one another.
Environment as “Third Teacher”
Reggio schools pay close attention to the presentation and organization of the environment. Classrooms are designed to support the problem-solving approach to learning with extensive reliance on the arts as a natural form of expression and exploration. The preschools are generally filled with indoor plants and awash with light, fresh air and found materials from nature. Entryways capture the attention of both children and adults through the use of mirrors, photographs and children’s work accompanied by transcriptions of their discussions.
There is ample space for supplies, frequently rearranged and refreshed. Ideally, certain spaces should allow for projects to be left out for continued development. An art studio is considered a vital space for exploration.
Teachers as Researchers
The teacher is considered a co-learner and collaborator with the child and not just an instructor. Teachers are encouraged to plan activities and lessons based on the child’s interests and actively engage in the activities alongside students. Reggio teachers place a high value on their ability to improvise and respond to children’s predisposition to enjoy the unexpected.