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Reggio Emilia (page 2)

By — Pearson Allyn Bacon Prentice Hall
Updated on Jul 20, 2010

The Teacher

Teachers observe and listen closely to children to know how to plan or proceed with their work. They ask questions and discover children’s ideas, hypotheses, and theories. They collaboratively discuss what they have observed and recorded, and they make flexible plans and preparations. Teachers then enter into dialogues with the children and offer them occasions for discovering and also revisiting and reflecting on experiences, since they consider learning an ongoing process. Teachers are partners with children in a continual process of research and learning.

The Atelierista

An atelierista, a teacher trained in the visual arts, works closely with teachers and children in every preprimary school and makes visits to the infant/toddler centers.

Parents

Parents are an essential component of the program and are included in the advisory committee that runs each school. Parents’ participation is expected and supported and takes many forms: day-to-day interaction, work in the schools, discussion of educational and psychological issues, special events, excursions, and celebrations.

The Environment

The infant/toddler centers and school programs are the most visible aspect of the work done by teachers and parents in Reggio Emilia. They convey many messages, of which the most immediate is that this is a place where adults have thought about the quality and the instructive power of space.

The Physical Space

The layout of physical space, in addition to welcoming whoever enters, fosters encounters, communication, and relationships. The arrangement of structures, objects, and activities encourages choices, problem solving, and discoveries in the process of learning.

The centers and schools of Reggio Emilia are beautiful. Their beauty comes from the message the whole school conveys about children and teachers engaged together in the pleasure of learning. There is attention to detail everywhere: in the color of the walls, the shape of the furniture, the arrangement of simple objects on shelves and tables. Light from the windows and doors shines through transparent collages and weavings made by children. Healthy green plants are everywhere. Behind the shelves displaying shells or other found or made objects are mirrors that reflect the patterns that children and teachers have created.

The environment is also highly personal. For example, a series of small boxes made of white cardboard creates a grid on the wall of a school. On each box the name of a child or a teacher is printed with rubber-stamp letters. These boxes are used for leaving little surprises or messages for one another. Communication is valued and favored at all levels.

The space in the centers and schools of Reggio Emilia is personal in still another way: it is full of children’s own work. Everywhere there are paintings, drawings, paper sculptures, wire constructions, transparent collages coloring the light, and mobiles moving gently overhead. Such things turn up even in unexpected spaces like stairways and bathrooms. Although the work of the children is pleasing to the eye, it is not intended as decoration, but rather to show and document the competence of children, the beauty of their ideas, and the complexity of their learning processes.

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