General Principles of Intellectual Property: Concepts of Intellectual Proper...
Reggio Emilia tony coloma
1. ActivityActivity
Create a toy or diorama (of different theme:Create a toy or diorama (of different theme:
sports, nature, classroom, etc) from thesports, nature, classroom, etc) from the
following materialsfollowing materials
2 pcs Oslo Paper2 pcs Oslo Paper
Rubber bandsRubber bands
Paper clipsPaper clips
3. Founder of Reggio Emilia SchoolsFounder of Reggio Emilia Schools
Loris Malaguzzi was born inLoris Malaguzzi was born in
Correggio,Correggio, in the province ofin the province of
Reggio Emilia,Reggio Emilia, inin ItalyItaly , on February, on February
23,23, 1920.1920.
He graduated withHe graduated with degreesdegrees inin
PedagogyPedagogy from the University offrom the University of
Urbino and a degreeUrbino and a degree inin Psychology,Psychology,
from the Italian National Researchfrom the Italian National Research
Center in RomeCenter in Rome..
4. *He began his career as an*He began his career as an
elementary school teacher.elementary school teacher.
*In 1950 he founded the*In 1950 he founded the
Municipal Psycho-Municipal Psycho-
Pedagogical MedicalPedagogical Medical
centercenter, where he worked as, where he worked as
a psychologist for overa psychologist for over
twenty years.twenty years.
*During that time he dedicated*During that time he dedicated
himself to traveling aroundhimself to traveling around
Europe and the US,Europe and the US,
promoting creativepromoting creative
philosophies in education.philosophies in education.
*Loris Malaguzzi died in 1994*Loris Malaguzzi died in 1994
from a sudden heart attackfrom a sudden heart attack..
5. The Reggio Emilia ApproachThe Reggio Emilia Approach
““Embedded in theEmbedded in the
Reggio EmiliaReggio Emilia
philosophy is thephilosophy is the
notion that children’snotion that children’s
interaction andinteraction and
relationships withrelationships with
other children andother children and
adults are vitaladults are vital
components of theircomponents of their
learning.”learning.”
6. 'Reggio' approach was developed for serving children'Reggio' approach was developed for serving children
below six. The approach requires children to be seen asbelow six. The approach requires children to be seen as
competent, resourceful, curious, imaginative, inventivecompetent, resourceful, curious, imaginative, inventive
and possess a desire to interact and communicate withand possess a desire to interact and communicate with
othersothers..
8. The Curriculum in Reggio EmiliaThe Curriculum in Reggio Emilia
ClassroomClassroom
The Reggio Emilia teachers provide a curriculumThe Reggio Emilia teachers provide a curriculum
that is both child-centered and emergent,that is both child-centered and emergent,
meaning that the teachers may have somemeaning that the teachers may have some
broad curriculum goals but may also follow thebroad curriculum goals but may also follow the
lead and interest of the children.lead and interest of the children.
Consistent with Dr. Howard Gardner's notion ofConsistent with Dr. Howard Gardner's notion of
schooling for multiple intelligences, the Reggioschooling for multiple intelligences, the Reggio
approach calls for the integration of the graphicapproach calls for the integration of the graphic
arts as tools for cognitive, linguistic, and socialarts as tools for cognitive, linguistic, and social
development.development.
9. The Teacher’s Role in a ReggioThe Teacher’s Role in a Reggio
Emilia focused ClassroomEmilia focused Classroom
The teacher’s role in ReggioThe teacher’s role in Reggio
schools is a complex one.schools is a complex one.
Their first role is: be a guideTheir first role is: be a guide
alongside to the children.alongside to the children.
10. The Teacher’s Role in a ReggioThe Teacher’s Role in a Reggio
Emilia focused ClassroomEmilia focused Classroom
Also, teachers listen carefullyAlso, teachers listen carefully
to students, observe andto students, observe and
document their work anddocument their work and
growth in the classroomgrowth in the classroom
community.community.
11. The Teacher’s Role in a ReggioThe Teacher’s Role in a Reggio
Emilia focused ClassroomEmilia focused Classroom
Teachers organizeTeachers organize
environments that areenvironments that are
rich in possibilities andrich in possibilities and
that invite the children tothat invite the children to
explore and problemexplore and problem
solve, often in smallsolve, often in small
groups.groups.
Often, classroomOften, classroom
teachers work in pairsteachers work in pairs
and collaboration, sharingand collaboration, sharing
information andinformation and
mentoring between othermentoring between other
educators.educators.
12. Community and ParentalCommunity and Parental
Participation in a Reggio EmiliaParticipation in a Reggio Emilia
focused Classroomfocused Classroom
Though the foundation of Reggio Emilia schools areThough the foundation of Reggio Emilia schools are
based off of the theories and philosophy of Lorisbased off of the theories and philosophy of Loris
Malaguzzi, the first school was actually constructed byMalaguzzi, the first school was actually constructed by
parents after WW II.parents after WW II.
Parents are involved in every facet of the studentsParents are involved in every facet of the students
activities.activities.
13. Community and ParentalCommunity and Parental
Participation in a Reggio EmiliaParticipation in a Reggio Emilia
focused Classroomfocused Classroom
““Each site has classroom parent groups and a schoolEach site has classroom parent groups and a school
parent group, while the entire system is run by aparent group, while the entire system is run by a
management council composed of parents, staff, andmanagement council composed of parents, staff, and
community members.”community members.”
In Reggio schools teachers, children, parents, and theIn Reggio schools teachers, children, parents, and the
community work together to build firm relationships, socommunity work together to build firm relationships, so
that students feel comfortable seeking advice andthat students feel comfortable seeking advice and
support from adults.support from adults.
14. The Environment as a ThirdThe Environment as a Third
TeacherTeacher
In the Reggio approach,In the Reggio approach,
the environment is seen asthe environment is seen as
the third teacher.the third teacher.
The environment is seenThe environment is seen
as a significant element ofas a significant element of
the education.the education.
The focus on theThe focus on the
environment represents theenvironment represents the
value placed on aesthetics,value placed on aesthetics,
organization,organization,
thoughtfulness,thoughtfulness,
provocation,provocation,
communication andcommunication and
interaction.interaction.
15. The Environment as a ThirdThe Environment as a Third
TeacherTeacher
The environment is made to create an atmosphere that isThe environment is made to create an atmosphere that is
pleasant where children, teachers, and families feelpleasant where children, teachers, and families feel
understood and at ease.understood and at ease.
Documentation of children's work and collections thatDocumentation of children's work and collections that
children have made from former outings are displayed bothchildren have made from former outings are displayed both
at the children's and adult eye level. The Reggio methodat the children's and adult eye level. The Reggio method
thinks it is necessary for children to express, revisit, andthinks it is necessary for children to express, revisit, and
construct and reconstruct their feelings, ideas andconstruct and reconstruct their feelings, ideas and
understandings. This helps students to cement what theyunderstandings. This helps students to cement what they
have learned.have learned.
24. Reggio Emilia Schools in the NewsReggio Emilia Schools in the News
““Hailed as the best pre-schools in the world byHailed as the best pre-schools in the world by
Newsweek magazine in 1991, the Reggio EmiliaNewsweek magazine in 1991, the Reggio Emilia
approach to early childhood education hasapproach to early childhood education has
attracted the worldwide attention of educators,attracted the worldwide attention of educators,
researchers and just about anyone interested inresearchers and just about anyone interested in
early childhood education best practices.early childhood education best practices.
Even the National Association for the EducationEven the National Association for the Education
of Young Children (NAEYC)'s revised version ofof Young Children (NAEYC)'s revised version of
developmentally appropriate practices (DAP)developmentally appropriate practices (DAP)
guidelines also included examples from Reggioguidelines also included examples from Reggio
approach. Today, Reggio approach has beenapproach. Today, Reggio approach has been
adopted in USA, UK, New Zealand, Australiaadopted in USA, UK, New Zealand, Australia
and many other countries.”and many other countries.”
