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

Front Cover
Carolyn P. Edwards, Lella Gandini, George E. Forman
Greenwood Publishing Group, 1998 - Education - 488 pages

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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Contents

Introduction Background and Starting Points
5
What Can We Learn from Reggio Emilia?
27
History Ideas and Basic Philosophy An Interview with Leila Gandini
49
The CommunityTeacher Partnership in the Governance of the Schools An Interview with Leila Gandini
99
Projected Curriculum Constructed Through Documentation Progettazione An Interview with Leila Gandini
113
The Role of the Pedagogista An Interview with Leila Gandini
127
The Role of the Atelierista An Interview with Leila Gandini
139
The Voice of Parents An Interview with Leila Gandini
149
The Child in Community Constraints From the Early Childhood Lore
295
Existing Frameworks and New Ideas From Our Reggio Emilia Experience Learning at a Lab School With 2 to 4YearOld Children
313
Bridge to Another Culture The Journey of the Model Early Learning Center
335
The City in the Snow Applying the Multisymbolic Approach in Massachusetts
359
Looking in the Mirror A Reflection of Reggio Practice in Winnetka
375
The Project Approach Framework for Teacher Education A Case for Collaborative Learning and Reflective Practice
405
Stories of Change from the St LouisReggio Collaborative
419
Reconsidering Early Childhood Education in the United States Reflections From Our Encounters With Reggio Emilia
439

Educational and Caring Spaces
161
Partner Nurturer and Guide The Role of the Teacher
179
Children With Special Rights in the Preprimary Schools and InfantToddler Centers of Reggio Emilia
199
Curriculum Development in Reggio Emilia A LongTerm Curriculum Project About Dinosaurs
215
Negotiated Learning Through Design Documentation and Discourse
239
Theory and Praxis in Reggio Emilia They Know What They Are Doing and Why
261
Poppies and the Dance of World Making
285
Conclusion Final Reflections
457
Glossary of Terms Used by Educators in Reggio Emilia
467
Additional Resources
468
Author Index
475
Subject Index
479
Copyright

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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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