Kennesaw State University. Our University has grown. We are over 3. Souths most innovative institutions by U. S. News and World Report. Our students are especially talented, dedicated and proud attending over 1. Kennesaw and Marietta Campuses. Welcome to KSU enjoy our Hooty. Hoo. video that was designed, directed and produced by a few of our bright students. The Reggio Emilia approach is an educational philosophy focused on preschool and primary education. It is a pedagogy described as studentcentered and constructivist. BibMe Free Bibliography Citation Maker MLA, APA, Chicago, Harvard. Reggio Emilia approach Wikipedia. The Reggio Emilia approach is an educational philosophy focused on preschool and primary education. It is a pedagogy described as student centered and constructivist that utilizes self directed, experiential learning in relationship driven environments. C An Active Learning Approach Pdf Viewer' title='C An Active Learning Approach Pdf Viewer' />The program is based on the principles of respect, responsibility, and community through exploration and discovery through a self guided curriculum. At its core is an assumption that children form their own personality during early years of development and are endowed with a hundred languages, through which they can express their ideas. The aim of the Reggio approach is to teach how to use these symbolic languages e. It was developed after World War II by psychologist Loris Malaguzzi and parents in the villages around Reggio Emilia, Italy, and derives its name from the city. HistoryeditDuring the post World War II era in Italy, the desire to bring change and create anew1 accompanied great economic and social development, including in education. By the 1. Malaguzzis method was known and appreciated by many educators especially thanks to the first exhibit opened at the Modern Museet in Stockholm, Sweden. In Italy, the National Group for Work and Study on Infant Toddler Centers was formed. On May 2. 4, 1. 99. Friends of Reggio Children International Association was founded to promote the work of Loris Malaguzzi and organize professional development and cultural events. In November 2. National Association for the Education of Young Children in Chicago, the North American Reggio Emilia Alliance was formally launched as an organization. In 2. Reggio Emilia chose to manage the system and the network of school services and toddler centers by forming the Istituzione Scuole e Nidi dInfanzia. This allowed municipal schools and preschools to have independent programs and activities with support from the government. Can I Install Windows 7 On Dell Inspiron 8600 Laptop. In February 2. 00. Loris Malaguzzi International Centre opened in Reggio Emilia, Italy, as a meeting place for professional development and research of the Reggio philosophy. On September 2. 9, 2. Reggio Children Loris Malaguzzi Centre Foundation was officially established at the Loris Malaguzzi International Centre with the aim of fostering education and research to improve the lives of people and communities, in Reggio Emilia and in the world. PhilosophyeditThe Reggio Emilia philosophy is based upon the following set of principles Children must have some control over the direction of their learning Children must be able to learn through experiences of touching, moving, listening, and observing Children have a relationship with other children and with material items in the world that they must be allowed to explore Children must have endless ways and opportunities to express themselves. The Reggio Emilia approach to teaching young children puts the natural development of children as well as the close relationships that they share with their environment at the center of its philosophy. The foundation of the Reggio Emilia approach lies in its unique view of the child to foster education in the youngest learners to promote the best possible integration among childrens 1. In this approach, there is a belief that children have rights and should be given opportunities to develop their potential. Children are considered to be knowledge bearers, so they are encouraged to share their thoughts and ideas about everything they could meet or do during the day. Influenced by this belief, the child is beheld as beautiful, powerful, competent, creative, curious, and full of potential and ambitious desires. The child is viewed as being an active constructor of knowledge. Rather than being seen as the target of instruction, children are seen as having the active role of an apprentice. This role also extends to that of a researcher. Much of the instruction at Reggio Emilia schools takes place in the form of projects where they have opportunities to explore, observe, hypothesize, question, and discuss to clarify their understanding. Children are also viewed as social beings and a focus is made on the child in relation to other children, the family, the teachers, and the community rather than on each child in isolation. They are taught that respect for everyone else is important because everyone is a subjective agency while existing as part of a group. Reggio Emilias approach to early education reflects a theoretical kinship with John Dewey, Jean Piaget, Vygotsky and Jerome Bruner, among others. Much of what occurs in the class reflects a constructivist approach to early education. Reggio Emilias approach does challenge some conceptions of teacher competence and developmentally appropriate practice. For example, teachers in Reggio Emilia assert the importance of being confused as a contributor to learning thus a major teaching strategy is purposely to allow mistakes to happen, or to begin a project with no clear sense of where it might end. Another characteristic that is counter to the beliefs of many Western educators is the importance of the childs ability to negotiate in the peer group. One of the most challenging aspects of the Reggio Emilia approach is the solicitation of multiple points of view regarding childrens needs, interests, and abilities, and the concurrent faith in parents, teachers, and children to contribute in meaningful ways to the determination of school experiences. C An Active Learning Approach Pdf Viewer' title='C An Active Learning Approach Pdf Viewer' />Teachers trust themselves to respond appropriately to childrens ideas and interests, they trust children to be interested in things worth knowing about, and they trust parents to be informed and productive members of a cooperative educational team. The result is an atmosphere of community and collaboration that is developmentally appropriate for adults and children alike. Community support and parental involvementeditReggio Emilias tradition of community support for families with young children expands on a view, more strongly held in Emilia Romagna and Tuscany, of children as the collective responsibility of the local community. In Reggio Emilia, the infanttoddler and pre primary program is a vital part of the community, as reflected in the high level of financial support. Community involvement is also apparent in citizen membership in La Consulta, a school committee that exerts significant influence over local government policy. Parents are a vital component to the Reggio Emilia philosophy they are viewed as partners, collaborators, and advocates for their children. Teachers respect parents as each childs first teacher and involve parents in every aspect of the curriculum. It is not uncommon to see parents volunteering within Reggio Emilia classrooms throughout the school. C An Active Learning Approach Pdf Viewer' title='C An Active Learning Approach Pdf Viewer' />This philosophy does not end when the child leaves the classroom. Some parents who choose to send their children to a Reggio Emilia program incorporate many of the principles within their parenting and home life. The parents role mirrors the communitys, at both the school wide and the classroom level. Parents are expected to take part in discussions about school policy, child development concerns, and curriculum planning and evaluation. The role of teachersedit. Teachers and children in an italian nursery school. In the Reggio approach, the teacher is considered a co learner and collaborator with the child and not just an instructor.