The Hundred Languages of Children: The Reggio Emilia Approach--advanced Reflections

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Carolyn P. Edwards, Lella Gandini, George E. Forman
Greenwood Publishing Group, 1998 - Education - 488 pages
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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. Young children (from birth to age six) are encouraged to explore their environment and express themselves through many languages, or modes of expression, including words, movement, drawing, painting, sculpture, shadow play, collage, and music. Leading children to surprising levels of symbolic skill and creativity, the system is not private and elite but rather involves full-day child care open to all, including children with disabilities.

This new Second Edition reflects the growing interest and deepening reflection upon the Reggio approach, as well as increasing sophistication in adaptation to the American context. Included are many entirely new chapters and an updated list of resources, along with original chapters revised and extended. The book represents a dialogue between Italian educators who founded and developed the system and North Americans who have considered its implications for their own settings and issues. The book is a comprehensive introduction covering history and philosophy, the parent perspective, curriculum and methods of teaching, school and system organization, the use of space and physical environments, and adult professional roles including special education. The final section describes implications for American policy and professional development and adaptations in United States primary, preschool, and child care classrooms.


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Introduction Background and Starting Points
What Can We Learn from Reggio Emilia?
History Ideas and Basic Philosophy An Interview with Leila Gandini
The CommunityTeacher Partnership in the Governance of the Schools An Interview with Leila Gandini
Projected Curriculum Constructed Through Documentation Progettazione An Interview with Leila Gandini
The Role of the Pedagogista An Interview with Leila Gandini
The Role of the Atelierista An Interview with Leila Gandini
The Voice of Parents An Interview with Leila Gandini
The Child in Community Constraints From the Early Childhood Lore
Existing Frameworks and New Ideas From Our Reggio Emilia Experience Learning at a Lab School With 2 to 4YearOld Children
Bridge to Another Culture The Journey of the Model Early Learning Center
The City in the Snow Applying the Multisymbolic Approach in Massachusetts
Looking in the Mirror A Reflection of Reggio Practice in Winnetka
The Project Approach Framework for Teacher Education A Case for Collaborative Learning and Reflective Practice
Stories of Change from the St LouisReggio Collaborative
Reconsidering Early Childhood Education in the United States Reflections From Our Encounters With Reggio Emilia

Educational and Caring Spaces
Partner Nurturer and Guide The Role of the Teacher
Children With Special Rights in the Preprimary Schools and InfantToddler Centers of Reggio Emilia
Curriculum Development in Reggio Emilia A LongTerm Curriculum Project About Dinosaurs
Negotiated Learning Through Design Documentation and Discourse
Theory and Praxis in Reggio Emilia They Know What They Are Doing and Why
Poppies and the Dance of World Making
Conclusion Final Reflections
Glossary of Terms Used by Educators in Reggio Emilia
Additional Resources
Author Index
Subject Index

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Page 3 - A hundred always a hundred ways of listening of marvelling, of loving a hundred joys for singing and understanding a hundred worlds to discover a hundred worlds to invent a hundred worlds to dream. The child has a hundred languages (and a hundred hundred hundred more) but they steal ninety-nine. The school and the culture separate the head from...
Page 3 - The school and the culture separate the head from the body. They tell the child: to think without hands to do without head to listen and not to speak to understand without joy to love and to marvel only at Easter and Christmas. They tell the child: to discover the world already there and of the hundred they steal ninety-nine. They tell the child: that work and play reality and fantasy science and imagination sky and earth reason and dream are things that do not belong together and thus they tell...

About the author (1998)

CAROLYN EDWARDS is Professor of Psychology and Family and Consumer Sciences at the University of Nebraska./e

LELLA GANDINI is United States Liaison for the Reggio Emilia Program in the United States and Adjunct Professor at the University of Massachusetts, Amherst./e

GEORGE FORMAN is Professor of Education at the University of Massachusetts, Amherst./e

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