The Reggio Emilia approach is an educational philosophy focusing on preschool and primary education. After the war, educators and families believed that children needed new ways of learning, to cultivate young minds as an investment in the future. The Reggio Emilia approach was developed to help children learn in this new framework.
Using a self-guided curriculum, children are allowed to express themselves in different ways as they develop their personality. By allowing children to engage in meaningful learning experiences, the Reggio Emilia approach helps to instill a love of learning, enhances early education and prepares children for the transition into school.
Under the Reggio Emilia approach, children are viewed as active, capable and valuable members of the community. They are encouraged to explore, question, and interpret the world during the first five years of life, as creating a solid foundation of experiences during these early years helps each child reach their full potential.
Educators using the Reggio Emilia approach believe that children should have some control over their learning. Children have many languages in art, music, and drama, and they should be encouraged to learn through experiences like listening, moving, touching and observing. The teacher is seen as someone who collaborates with students, rather than just instructing them.
Today the Reggio Emilia Approach is used by them and over 5, other schools worldwide. The Reggio Emilia Approach is an educational philosophy centered around preschool and primary school children. It allows young students the chance to participate in decisions regarding their own education, places an emphasis upon self-expression, cooperation within the community, creativity, and a respect for the natural world. Our environmental approach to integrating subject matter into the curriculum aides in a true understanding and teaches children respect for our earth.
As a result, the Reggio Emilia approach provides the following value:. What is the value of Reggio philosophy The Reggio Emilia Approach is an educational philosophy centered around preschool and primary school children. As a result, the Reggio Emilia approach provides the following value: Reinforces critical thinking and true comprehension so that the children actually understand what they are learning, and can apply it to the real world. Students learn best through hands on approach, therefore, it enables students to explore their environment and express themselves through movement, drawing, painting, reading, writing, building, sculpting, shadow play, collage, drama play, and music among many other communicative and cognitive means.
Children are not rushed from one activity to the next, instead encouraged to repeat key experiences, delve further into subject matter, continue multiple observations, consider and reconsider, represent and re-represent.
Allows for a more gradual pace and more comprehensive approach enabling children to remember what they learn and form a firm knowledge base that facilitates learning in later schooling. Ensures students work at their appropriate developmental levels which Increases pace of learning Decreases frustration Promotes higher level thinking that is essential to mastering mandated core curriculum standards.
Our main objective is to present a framework that can support the adoption of the atelier of Reggio Emilia as a key element to develop critical thinking since early childhood from pre-school, by supporting teachers to develop strategies that can lead to establish an arts related pedagogical model. Ergo, for us is key —via this research— to be able to present a model that can be used at schools and also for teacher training.
Our research is focused on understanding if by adopting the Reggio Emilia approaches and model it is possible to support an effective method to develop creative thinking skills for the early childhood, to achieve this, we aim to conceptualise the benefits and challenges of using the aforementioned pedagogical approach in the curricular development of arts teaching This paper conceptualises and defines the key approaches and methods for arts education, presenting a scope to understand different methodologies towards developing creative thinking through arts.
Through rigorously analysing the literature we aim to systematise a pedagogical approach towards developing a conceptual framework to support the implementation of Reggio Emilia methodologies at pre-school and primary school levels, leading towards good practices in arts teaching and learning. This conceptual framework can be useful in the arts education classrooms, as it establishes parameters that can have an impact on students, teachers and in the methodology in general.
With regards to the concept of arts education, this has changed its focus and trends over the time and is constantly evolving. The trends relating to arts education in schools, have been modified, extended, corrected and reinvented.
The DBAE as model focuses on arts teaching through the visual art and aims at four objectives: to create; to appreciate the qualities; to relate art to its socio-cultural context, and to explain and justify their own judgments. The concept of Bauhaus , which is related to the field of design and, at the school framework, seeks to help students to become aware of a variety of considerations of the economic, structural and aesthetic aspects in the design process, which has to be the result of a personal creative expression.
One of the pioneers in analysing visual thinking is Rudolph Arnheim , who was influenced by the Gestalt and Hermeneutics movements, in his book Visual Thinking he suggests that there are other ways of learning based on the senses, such as through vision.
Therefore, following this line of thought we can find Elliot W. Eisner and Howard Gardner amongst other theorists, both of whom developed their own approaches with regards to arts and creativity. Eisner considers artistic thinking as a dynamic, relational, constructive and poetic construct that provides a particular way of conceiving reality. He describes an active subject that participates in symbolic interpretations. Gardner , suggests that the artistic abilities are mind activities that involve the use and transformation of symbols and, due to its complexity, it is necessary to train teachers because they have to design and evaluate the experiences of their students.
He argues that art is the product of spontaneity, creativity and individual talent, which have as a starting point aesthetical sensibility. On the same path, Lowenfeld publishes the book Creative and Mental Growth where he describes the characteristics of the artistic productions of children at each stage as: scrawl, pre-schematic, schematic, early realism, pseudo-naturalism and decision.
To ensure that the review was systematic, we followed the following EPPI-Centre recommendations:. We believe that, if during pre-school, teacher and schools adopt into their curricular development approaches and methods such as Reggio Emilia to enhance arts education with their students, it can potentially allow the development of creative thinking by facilitating spaces to develop creativity. The main objective of this study is to develop, through the literature review, a conceptual framework that can enable the implementation and embedding of the Reggio Emilia conceptualisation model and philosophy at schools to become a guide for educators and schools than can effectively be established.
The literature reviewed relates to the philosophy of Reggio Emilia and adjacent theories. During the research, the articles have been classified according to key three areas:. Therefore, it is possible to assume that the model used to teach art in schools may inhibit the full potential of the creative process of children by restricting them Gonzalez, ; Bartel, Manipulatives included but were not limited to such objects as sea glass, buttons, beads, and wire.
Areas were established in the large space for small group work, dramatic play, and dress up. The walls within the environment were adorned with photographs, and the quotations of children alongside their work describing the process. This experience allowed me to take what I had seen and incorporate elements into my own classroom. These were only a few of the many elements of the Reggio Emilia approach that have been profound to me and have stayed with me as an educator.
Upon returning to the United States, I sought out a school in my local area that supported and had elements of this approach. For those parents that have access to this type of education for their primary aged children, I highly recommend it!
0コメント