ED354988 PS021008
Title: Reggio Emilia: Some Lessons for U.S. Educators. ERIC Digest.
Author(s): New, Rebecca S.
Author Affiliation: ERIC Clearinghouse on Elementary and Early Childhood
Education, Urbana, IL.(BBB16656)
Pages: 3
Publication Date: 1993
Sponsoring Agency: Office of Educational Research and Improvement
(ED), Washington, DC. (EDD00036)
Contract No: RI88062012
Report No: EDO-PS-93-3
Available from: EDRS Price MF01/PC01 Plus Postage.
Language: English
Document Type: ERIC product (071); ERIC digests in full text (073)
Geographic Source: U.S.; Illinois
Journal Announcement: RIEJUL1993
An internationally
acclaimed program that challenges American notions of appropriate
early education is the municipal early childhood program in Reggio
Emilia, Italy. The town's liberal financial support of child care
and citizen membership in school committees indicate strong community
support. Parents are involved in school policy discussions, child
development concerns, and curriculum planning. The administration
of the early childhood program consists of a head administrator,
team leaders, and teachers. There is no hierarchical relationship
among teachers. Teacher in-service education is provided through
extensive staff development opportunities. The organization of the
physical environment of the school is crucial to the program. Spaces
are designed so that classrooms are integrated with the school and
schools with the surrounding community. Class activities include
projects that teachers work on with small groups of children. Project
topics are chosen based on teacher observations of children's play,
or teachers' or parents' academic curiosity. As they proceed in
their investigation of a topic, children are encouraged to depict
their understanding through drawing, sculpture, dramatic play, and
writing. Several characteristics of the Reggio Emilia approach that
challenge American conceptions of developmentally appropriate practice
include teachers' beliefs in the importance of being confused as
a contributor to learning and the importance of children's ability
to negotiate in peer groups. (Contains nine references.) (BC)
Descriptors: *Class Activities; *Community Support; Educational
Environment; Foreign Countries; Inservice Teacher Education; Parent
Participation; *Physical Environment; *Preschool Education; *Program
Administration; Program Descriptions; *Reggio Emilia Approach; *Symbolic
Language; Teacher Student Relationship
Identifiers: ERIC Digests; *Italy (Reggio Emilia)
