Early childhood education and care have become an important aspect of society and the well-being of people. A proper early childhood education can build a solid foundation for lifelong learning ...achievement and reduce the cost of lost talent and spending on social, health, and even justice systems. Within early childhood education, the Reggio Emilia approach has gained popularity around the world and a number of countries in the West employ this approach in their early childhood educational system. In the young and prosperous country of the United Arab Emirates with its famous city of Dubai, this child-centered approach is also famous amongst affluent families with young children. This paper looks into early childhood education and the Reggio Emilia approach in the city of Dubai and how this is presented in the educational system of the UAE.
In "Creating a Reggio-Inspired STEM Environment for Young Children," the newest addition in the Redleaf Press Quick Guide series, award-winning educator Vicki Carper Bartolini offers practical ...suggestions and resources for rethinking your early learning environment with a focus on STEM, using the Reggio Emilia approach lens honoring a student-centered, self-guided curriculum based on principles of respect, responsibility, and community through exploration and play. "Creating a Reggio-Inspired STEM Environment for Young Children" will inspire teachers and give them steps that they can take tomorrow after reading the book. Includes snapshot case studies of three programs that have brought their STEM environments to life.
Now in a second edition, this popular resource shows teachers and childcare providers how to work with young children based on current neuroscience research. Revised and expanded, it contains a ...wealth of practical and specific activities and materials to use with infants and toddlers to enhance growth and development. For each activity presented, the text examines its relation to the rapid brain growth that characterizes the 0 to 3 years, including major developments in sensory reception, movement, language, cognition, memory, vision, and motivation. Featured materials, with guidance for their use and where to find them, include paint, mark-makers, man-made found objects, natural objects, clay, paper, and light and shadow. This edition features many full color images and two new chapters on using electronic technology with infants and toddlers written by outstanding early educators. This is an essential guide for trainers and professionals who work with very young children, as well as parents and other caregivers. This book features: (1) The interpretation of current neuroscience as a supplement to the wisdom of excellent early childhood educators; (2) Numerous vignettes of teachers at work with young children inspired by the experiences of lifelong early educator Ann Lewin-Benham; (3) New ideas regarding the responsible introduction of electronic technology to young children; (4) Original color photos of children learning with traditional materials such as paint, clay, and fabric, as well as with electronic devices such as cameras and computers; and (5) Insights and practices of renowned cognitive psychologists, including Stanislas Dehaene. Foreword written by Mihaly Csikszentmihalyi. For the first edition, see ED525593.
Although the term “culture” is a controversial term and there is no unified meaning that is accepted by all, societies deal with culture in every aspect of day-to-day life and interactions. The ...dilemma of how to introduce or accept a culture or cultural norm in a society, especially a society that is regarded as multicultural, is felt more intensely. Within international schools and specifically, in the multicultural society of countries such as the United Arab Emirates, this cultural diversity is clearly visible. On the other hand, the world-known and famous Reggio Emilia approach which has been successful in numerous Western countries has found its way to pre-primary education in the UAE. This paper will look into the implementation of the Reggio Emilia approach in the culturally diverse society of the UAE compared to Italy and other Western countries. The aim is to see if the important aspects of the Reggio Emilia approach such as teachers as researchers, children as citizens with rights, the role of the environment, curricula as long-term projects, and finally, parents as partners in education enterprise, are indeed implemented in the Reggio Emilia nurseries in the UAE. Or could it be the case that due to the cultural diversity of the UAE this implementation in its full and exact sense is not possible and nurseries in the UAE are only inspired by the approach?
The purpose of this paper is to discover the way Reggio Emilia addresses special needs children. This research will discuss several theories from educational psychologists such as Vygotsky, Gardner, ...Piaget, Bronfenbrenner, Bruner, and Dewey that are used in the Reggio Emilia approach. The Reggio Emilia approach can help special needs children optimize their learning ability, facilitate learning through experience, and give them the opportunity and courage to try something new. Thus, the purpose of this article is to investigate the extent to which the Reggio Emilia approach can aid in the development of special needs children's creativity, as well as to inform the community about the form of early Reggio Emilia education for special needs children.
Li sta insieme alla piu antica "scuola serena" di Lombardo Radice o delle scuole della Montessori.Sta accanto, gia ieri, all'Asilo italo-svizzero di Rimini o della Rinnovata di Milano, alle scuole ...per l'infanzia di Reggio Emilia (oggi canone diffuso in Italia, ufficializzato coi Programmi, e ormai studiato in tutto il mondo), anche le scuole steineriane pur piu discusse e altre ancora.Cosi tale istituzione ha svolto un ruolo di accompagnamento della scuola italiana nel suo sviluppo sociale e culturale, testandone i nuovi bisogni e i modelli di risposta piu avanzati, restando cosi tra le scuole-pilota un caso típico e singolare: di costante trasformazione agita tra gli stimoli sociali e pedagogici e di una ferma fedelta agli ideali laico-progressisti, connessi al suo di esser laboratorio aperto e democrazia vissuta insieme. 2.Sulle sue metamorfosi Le tappe della lunga e complessa metamorfosi della "Pestalozzi" sono state, possiamo dire, quella della Ricostruzione, quella del Cognitivismo via via sempre piu avanzato; quella delle Nuove Emergenze Educative.
This article aims at presenting the origins and the evolution of the disciplinary field of history of pedagogy in Italy. It is a process to which the Centro Italiano per la Ricerca Storico-Educativa ...(CIRSE), founded in 1980, contributed and which continues to this day. After an introduction describing the scientific changes occurred in the two decades preceding the foundation of CIRSE - similar in some ways to what happened in France - this paper consists of four parts describing the definition process of the study of history of pedagogy initiated in the cultural context of the 1968 revolution; the methodological and epistemological renewal established on the basis of the scientific activities carried out by CIRSE; the different legislation steps that led to the development of an independent field history of pedagogy at university level; finally, the current potential of CIRSE in the promotion of networks and scientific collaboration among Italian universities.
Hablar de las escuelas de Reggio Emilia es hablar de un proyecto educativo, político, ético y estético que continúa con plena vigencia más de medio siglo después de su nacimiento. Bajo una concepción ...del espacio como "tercer educador", este proyecto ha repensado desde sus inicios el diseño de lugares bellos y promotores de aprendizajes creativos, críticos y relevantes. ¿Qué principios sustentan el diseño de estos lugares?, ¿qué se entiende por un espacio bello?, ¿de qué manera la investigación sobre el espacio puede transformar la realidad cotidiana en las escuelas? Este artículo recoge el diálogo contrastado de tres pensadoras referentes en el “Reggio Emilia Approach”: Vea Vecchi, Maddalena Tedeschi y Carlotta Ferrozzi. Sus testimonios ayudan a comprender la relevancia de un proyecto educativo vinculado a la comunidad y a una imagen de infancia como ciudadanía, donde la calidad del espacio se define por la calidad de las relaciones que este permite y activa. Relaciones que se promueven desde la reflexión compartida entre docentes y otros profesionales a través de procesos de documentación pedagógica que, a su vez, estimulan el desarrollo profesional de maestras y maestros.
This paper sets out to demonstrate how the work Art as experience (1934) by the American philosopher and pedagogist John Dewey, who was an advocate for the pedagogical activism, was significant to ...shape Loris Malaguzzi’s thought (1920-1994) and the Reggio Emilia Approach. Reggio’s pedagogical approach is addressed to kindergartens and is characterized by a pedagogy open to all expressive languages, that sees in the artistic experience a new way of living school. According to its experiential and educational context, the Reggio Emilia Approach takes inspiration from Art as experience and reinterprets it configuring its different and important suggestions. Through philosophical-pedagogical investigations, the article reflects on the meaning of the aesthetic experience, of creativity, and of the artistic experience interconnected with relationships. Both Art as experience and Reggio Emilia Approach conceive art as a powerful heuristic tool for human experience and reality.
The article aims to demonstrate to what extent the work Art as Experience (1934) by the American philosopher and pedagogist John Dewey, a proponent of pedagogical activism, may have contributed to ...Loris Malaguzzi’s thought (1920-1994) and the Reggio Emilia Approach. Starting from the idea of an aesthetic experience as a privileged means of knowledge, the comparison between the two authors continues through reflections on the relationship between art-community and art-ethics. The dialogue between these important educational approaches is proposed in order to highlight their relevance and the role they could play in today’s schools thanks to the concept of knowledge based on the senses and on doing, contributing to the sensitisation of educational action towards the social aspect of art, both as an opening towards the community, and as a reflection on the values of the human being. The dialogue between these two important educational approaches is proposed in order to highlight their relevance and the role they could play in today's schools thanks to the concept of knowledge based on the senses and on doing, contributing to the sensitisation of educational action towards the social aspect of art, both as an opening towards the community, and as a reflection on the values of the human being.
