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Deb Curtis, Margie Carter
Many curricula treat teaching as something teachers do to children. Deb Curtis and Margie Carter, best-selling authors in the early learning field, believe teaching is a collaborative process in which teachers reexamine their philosophies and practices as they facilitate learning…
The early childhood programme of Reggio Emilia, Italy, has become recognized and acclaimed as one of the best systems of education in the world. Carlina Rinaldi, former Director of the municipal early childhood centers in Reggio Emilia, and successor to Loris Malaguzzie (one of the leading pedagogical thinkers of the 20th century), has an international reputation to early years education, and has spoken on the topic around the globe…
This beautiful book describes the revolution that the Reggio Emilia atelier (art studio) brought to the education of young children in Italy, and follows that revolution across the ocean to North America. It explores how the experiences of children interacting with rich materials in the atelier affect an entire school’s approach to the construction and expression of thought and learning…
Carolyn P. Edwards, Lella Gandini, George E. Forman
The city-run early childhood program of Reggio Emilia, Italy, has become recognized and acclaimed as one of the best systems of education in the world. Over the past forty years, educators there have evolved a distinctive innovative approach that supports children’s well-being and fosters their intellectual development through a systematic focus on symbolic representation…
Gunilla Dahlberg, Peter Moss
By drawing upon the ‘Reggio approach’, other post-structural theories and new thinking about democratic politics and power, this book sets out to explore the ethical and political dimensions of early childhood services. With governments worldwide looking for ‘returns’ through their ‘investment’ in services for children, the authors argue that the importance of these services are reduced to technical and managerial matters, without informed consideration for what is best for the child.
Lella Gandini, Carolyn P. Edwards
This volume is a timely contribution to the burgeoning dialogue on the Reggio Emilia approach, and features the work of prominent scholars, policymakers, researchers, administrators, and practicing teachers who have created and directed the infant-toddler care systems in four cities in Italy.
Children, Art, Artists - The Expressive Languages of Children, The Artistic Language of Alberto Burri
Reggio Children (Edited by Vea Vecchi and Claudia Giudici)
This book is designed to offer a "guided tour" of the exhibit entitled "The Expressive Languages of Children, the Artistic Language of Alberto Burri", which included works by children ranging in age from the infant-toddler centre to the elementary school.
Reggio Children Domus Academy Research Centre (Edited by Giulio Ceppi and Michele Zini)
The municipal infant-toddler centres and preschools of Reggio Emilia are internationally recognised as an experience of particular cultural interest and constitute a model of "relational space" dedicated to young children...
This large exhibition, conceived as international and already travelling the world, recounts the developments and innovative energy of Reggio Emilia's educational work.
One City, Many Children recounts the story of the birth and development of Reggio Emilia's early years services, the nido and cuola d'infanzia, a research project bringing together the voices and thoughts of many 'protagonists' and which refers to many sources.
What is a learning group? To what extent is individual learning reinforced and enhanced or, on the contrary, stifled and inhibited, in a learning group? Can a group construct its own way of learning? To what extent can documentation foster new ways of learning? what is the relationship between documentation and assessment? To what extent can a relational group really be a learning group?
These are some of the questions that have been examined in the research project "Making Learning Visible: Children as Individual and Group Learners", carried out from 1997 to 1999 by Project Zero at the Harvard Graduate School of Education and by Reggio Children, which involves teachers and pedagogistas from the Municipal Infant-Toddler Centres and Preschools of Reggio Emilia and researchers at Project Zero.
Exploring shadows is one of the many projects that the children and teachers of the Reggio Emilia Infant-Toddler Centres and Preschools may be involved in each year as a basis for play, interafiton, and linguistic exchange, and a catalyst for the learning and knowledge-building processes.
Part One: Identity and aims of the Infant-Toddler Centres and Preschools
Part Two: Principles of the Educational Project
Part Three: Essential elements for the operation of the Infant-Toddler Centres and Preschool
Exchanging ideas, creating projects, establishing collaboration: these are events that often take place around a table during a meal and in moments of conviviality, whre the quality of the conversation becomes warmer and more empathetic.