Early Childhood Educator
Emergent Curriculum Essay
Rebeeca
ECE217
Tuesday July 2nd, 2013
The inspiration for the Reggio Emilia approach came from Reggio Emilia, Italy. In Italy, all the preschools are centered on this approach. It is a city run program for children from birth to the age of six (Cyert Center, 2004). The philosophy is that, “children’s interactions and relationships with other children and adults are a vital component of their learning” (Schiller, 1995). Reggio Emilia schools in the United States, Italy, and other countries around the world differ greatly from standard preschools here in the United States. Some of the key differences and components of the Reggio Emilia program is its role in the community, attention to the environment, and its emergent curriculum which functions as a part of the teachers and the children.
Role of the Community
The community is a big part of the Reggio Emilia schools. There are regularly scheduled meetings for parents to take part in. These meetings are scheduled in the evening so that working parents are able to attend. The parents and teachers discuss issues regarding school policies, child development concerns, and curriculum planning and evaluations (Wikipedia, 2007). The parents are involved in the whole process of the education of their children. Teachers send home journals of children’s thoughts and ideas expressed in class. This kind of cooperation among teachers and parents make learning on the children’s part much easier and complete.
Attention to the Environment
According to Lilian G. Katz, “The physical environment of a preschool center is considered a ‘teacher’ in and of itself!” (Katz, 1990). This holds true in a Reggio Emilia school. The environment is considered the “third” teacher to the students attending this kind of program. The building itself and classrooms are filled with indoor plants, vines, and lots of natural light. Natural light enters the classrooms through wall-sized windows letting the children
Rebeeca
ECE217
Tuesday July 2nd, 2013
The inspiration for the Reggio Emilia approach came from Reggio Emilia, Italy. In Italy, all the preschools are centered on this approach. It is a city run program for children from birth to the age of six (Cyert Center, 2004). The philosophy is that, “children’s interactions and relationships with other children and adults are a vital component of their learning” (Schiller, 1995). Reggio Emilia schools in the United States, Italy, and other countries around the world differ greatly from standard preschools here in the United States. Some of the key differences and components of the Reggio Emilia program is its role in the community, attention to the environment, and its emergent curriculum which functions as a part of the teachers and the children.
Role of the Community
The community is a big part of the Reggio Emilia schools. There are regularly scheduled meetings for parents to take part in. These meetings are scheduled in the evening so that working parents are able to attend. The parents and teachers discuss issues regarding school policies, child development concerns, and curriculum planning and evaluations (Wikipedia, 2007). The parents are involved in the whole process of the education of their children. Teachers send home journals of children’s thoughts and ideas expressed in class. This kind of cooperation among teachers and parents make learning on the children’s part much easier and complete.
Attention to the Environment
According to Lilian G. Katz, “The physical environment of a preschool center is considered a ‘teacher’ in and of itself!” (Katz, 1990). This holds true in a Reggio Emilia school. The environment is considered the “third” teacher to the students attending this kind of program. The building itself and classrooms are filled with indoor plants, vines, and lots of natural light. Natural light enters the classrooms through wall-sized windows letting the children
References: Cyert Center for Early Education. (2004). The Reggio Emilia Approach. Retrieved March 10, 2007, from http://www.cmu.edu/cyert-center/rea.html. Gandini, Lella (1993, November). Fundamentals of the Reggio Emilia Approach to Early Childhood Education. Young Children, 4-8. Hertzog, Nancy B. (2001). Reflections and Impressions from Reggio Emilia: “Its Not About Art!” Early Childhood Research and Practice, 3 (1). Retrieved March 10, 2007, from http://ecrp.uiuc.edu/v3n1/hertzog.html. Katz, Lillian G (1990, September). Impressions of Reggio Emilia Preschools. Young Children, 11-12. Schiller, Marjorie (1995). Reggio Emilia: A Focus on Emergent Curriculum and Art. Art Education, 48, 45-50. Retrieved March 10, 2007, from http://liks.jstor.org/sici?sici=0004-3125%28199505%2948%3A3%3C45%3AREAFOE%3E2.0.co%3B2-3. Wkikipedia. (2007, January). Reggio Emilia Approach. Retrieved March 10, 2007, from http://en.wikipedia.org/wiki/Reggio_Emilia_Aproach.