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ED355034 PS021222
Title: The Hundred Languages of Children: The Reggio Emilia Approach to Early Childhood Education.
Author(s): Edwards, Carolyn, Ed.; And Others
Pages: 324
Publication Date: 1993
ISBN: 0-89391-933-0
Available from: Document Not Available from EDRS.
Availability: Ablex Publishing Corporation, 355 Chestnut Street, Norwood, NJ 07648 (hardcopy: ISBN-0-89391-927-6, $54.95; paperback: ISBN-0-89391-933-0, $24.95).
Language: English
Document Type: Collected works--General (020); Reports--Descriptive (141)
Geographic Source: U.S.; New Jersey
Journal Announcement: RIEJUL1993
This collection
of 18 essays and interviews documents the unique approach to early
childhood education taken by schools in the Reggio Emilia region
of Northern Italy
for the last 30 years. The book is divided into four major parts.
Part I includes an introduction by Carolyn Edwards and others, and
the essay, "What Can We Learn From
Reggio Emilia?" by Lillian G. Katz, Part II consists of five
interviews conducted by Lella Gandini with Reggio Emilia educators:
"History, Ideas, and Basic Philosophy,"
with Loris Malaguzzi; "The Community-Teacher Partnership in
the Governance of the Schools," with Sergio Spaggiari; "The
Emergent Curriculum and Social Constructivism," with Carlina
Rinaldi; "The Role of the Pedagogista," with Tiziana Filippini;
and "The Role of the Atelierista," with Vea Vecchi. Part
III examines the theory and practice of the Reggio Emilia approach
through four essays: "Educational and Caring Spaces,"
by Lella Gandini; "Partner, Nurturer, and Guide: The Roles
of the Reggio Teacher in Action," by Carolyn Edwards; "Multiple
Symbolization in the Long Jump Project," by George Forman;
and "Curriculum Development in Reggio Emilia: A Long-Term Curriculum
Project About Dinosaurs," by Baji Rankin. Part IV examines
the extension of the Reggio Emilia approach to American classrooms
in six essays: "Cultural Variations on Developmentally Appropriate
Practice: Challenges to Theory and Practice," by Rebecca New;
"The City in the Snow: Applying the Multisymbolic Approach
in Massachusetts," by George Forman and others; "Connections:
Using the Project Approach with 2- and 3-Year-Olds in a University
Laboratory School," by Debbie LeeKeenan and John Nimmo; "Another
Way of Seeing Things: We're Still Learning," by Baji Rankin
and others; "A Backward Look: From Reggio Emilia to Progressive
Education," by Meg Barden; and "Poppies and the Dance
of World Making," by Paul Kaufman. A closing essay, "Conclusion:
Where Do
We Go From Here?" by Carolyn Edwards and George Forman; a glossary
of terms used by Reggio Emilia educators; and a list of published
resources about the Reggio Emilia approach conclude the volume.
(MDM)
Descriptors: *Art Education; Community Role; Creative Development;
*Curriculum Development; Educational Innovation; *Educational Methods;
*Educational Theories;
Foreign Countries; Preschool Education; Progressive Education; Student
Projects; Teacher Role; *Young Children
Identifiers: *Italy (Reggio Emilia); *Massachusetts (Amherst); United
States
