Early Childhood Research & Practice is in the process of moving to the early childhood special education program at Loyola University Chicago after 17 years at the University of Illinois at Urbana-Champaign. We are delighted by the opportunity to “pass the torch” to our Loyola early childhood colleagues.

We suggest you visit ECRP’s Facebook page for future updates.

HomeJournal ContentsIssue Contents
Volume 3 Number 1
©The Author(s) 2001

Reggio Emilia
Recent Citations from the ERIC Database

ERIC Documents

ED447971 PS029100
Title: Reggio Emilia: Catalyst for Change and Conversation. ERIC Digest.
Author(s): New, Rebecca S.
Source: ERIC Clearinghouse on Elementary and Early Childhood Education, Champaign, IL
Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC. (EDD00036)
Publication Date: 2000
Available from: EDRS Price MF01/PC01 Plus Postage.
Document Type: ERIC product (071); ERIC digests in full text (073)
International perspectives on the care and education of preschool children that seem to be of greatest interest in the United States are those directly linked to prevailing concerns in American early childhood education. In this context, many early childhood specialists have explored the implications of Reggio Emilia's work for the theory, practice, and improvement of U.S. early childhood education. This digest outlines the history of Reggio Emilia's early childhood programs in order to provide insights to educators in the United States; the digest highlights some of Reggio Emilia's less visible contributions, particularly its role in promoting discourse among communities of adults in the United States, as they debate the meaning and significance of their work with young children. Also discussed is Loris Malaguzzi's influence in bringing together Italian early childhood educators to share and debate the merits of their diverse approaches to creating environments for young children. The digest concludes by noting that while it is premature to make claims about the influence of Reggio Emilia's example on children's lives, there is little question that the field of early childhood education, including teacher education, has been altered by the exchanges taking place with Italian colleagues. As a result of these cross-cultural conversations, some educators have begun to use Reggio Emilia as illustrative of how nations might best respond to children's development and learning potentials-in particular, Reggio Emilia's emphasis on local processes of knowledge construction. (LPP)
Descriptors: *Early Childhood Education; Educational Environment; Educational Philosophy; Educational Practices; Foreign Countries; *International Communication; International Educational Exchange; Preschool Curriculum; *Reggio Emilia Approach; *Young Children
Identifiers: ERIC Digests; Italy (Reggio Emilia)

ED439853 PS028525
Title: Dynamic Aims: The Use of Long-Term Projects in Early Childhood Classrooms in Light of Dewey's Educational Philosophy.
Author(s): Glassman, Michael; Whaley, Kimberlee
Source: Early Childhood Research & Practice, v2 n1 Spr 2000 Pages: 19
Publication Date: 2000
Notes: In: ECRP, Volume 2, Number 1; see PS 028 521.
ISSN: 1524-5039
Available from: EDRS Price MF01/PC01 Plus Postage.
Availability: For full text: http://ecrp.illinois.edu/v2n1/print/glassman.html.
Document Type: Journal articles (080); Opinion papers (120)
Geographic Source: U.S.; Ohio
This paper explores the use of the long-term project as an educational tool in early childhood classrooms. In particular, it focuses on the way in which long-term projects can reflect John Dewey's notion of the "dynamic aim" as a primary force in education. In "Democracy and Education," Dewey suggests that when teaching is dominated by specific goals, the educational process becomes static, and there is an unnatural separation between the activity the student engages in to reach the goal and the goal itself. Thus, the activity has no educational purpose beyond reaching this goal and does not teach the student how to learn beyond this very specific situation. Dewey suggests instead that education be based on a series of dynamic aims. The aims of the activity emerge from the activity itself, and they serve only as temporary beacons for the activity. As soon as an aim is achieved, that achievement creates activity leading to another aim. Long-term projects can be perfect vehicles for this type of approach to education. In particular, the paper focuses on the Reggio Emilia approach to long-term projects, which includes some important attributes such as documentation and "progettazione" (i.e., a discussion of the possible directions that the project might take based on observations of the children and past experience). The paper concludes with examples of long-term projects partially based on the Reggio Emilia approach from two American classrooms-one infant/toddler and one preschool. (Author/LPP)
Descriptors: Active Learning; Discovery Learning; Educational Objectives; Educational Philosophy; Experiential Learning; Preschool Education; *Reggio Emilia Approach; Student Centered Curriculum; *Student Projects; Teacher Role; Teaching Methods; *Young Children
Identifiers: *Dewey (John); *Project Approach (Katz and Chard)

ED429685 PS027441
Title: The Hundred Languages of Children Exhibition: A Unique Early Childhood Education Professional Development Program. Final Evaluation Report (September 15 to December 15, 1998).
Author(s): Abramson, Shareen; Huggins, Joyce M.
Author Affiliation: California State Univ., Fresno. Early Education Center.(BBB35483)
Pages: 119
Publication Date: February 25, 1999
Notes: Contains many pages of color photographs that may not reproduce well.
Available from: EDRS Price MF01/PC05 Plus Postage.
Document Type: Reports-Evaluative (142)
Geographic Source: U.S.; California
The "Exhibition of the Hundred Languages of Children" (HLC) was organized in the early 1980s by the early childhood schools in Reggio Emilia, Italy to promote the study of their educational methods and to reveal the potential of young children for learning and creative expression. This report details an evaluation of the exhibition and continuing education program held during the exhibition in 1998 at California State University in Fresno, California, "Making Connections to Reggio Emilia and Beyond: An Educational Institute." The institute consisted of four weekend courses taught by leading authorities in early childhood education. Attendees were also able to observe in the Huggins Center, a model training, demonstration, and research center in early childhood education using an exemplary curriculum influenced by the study of the Reggio Approach. The evaluation findings indicated that the HLC exhibition and the program generated an intense and a positive public response throughout the state. Feedback on the exhibit, institute, and tours was exceptionally positive and enthusiastic. The report notes that the program was successful because it provided early childhood education (ECE) training aligned to the mission and goals for ECE in the county offices of education, school districts, and other early childhood education agencies and organizations. The resulting collaboration provided needed financial resources, assisted in publicity efforts, encouraged greater participation of those interested in ECE, and led to greater public awareness of the importance and benefits of ECE. Included in the report are numerous photographs from the exhibit and institute, attendee information, and media information related to the event. (KB)
Descriptors: *Continuing Education; Early Childhood Education; *Faculty Development; *Preschool Teachers; Program Evaluation; Teaching Methods
Identifiers: Project Approach (Katz and Chard); *Reggio Emilia Approach

ED442664 SE063793
Title: Early Childhood Science: Adopting the Reggio Emilia Approach.
Author(s): Desouza, Josephine M. Shireen
Pages: 10
Publication Date: 1999
Available from: EDRS Price MF01/PC01 Plus Postage.
Document Type: Opinion papers (120); Reports-Descriptive (141)
Geographic Source: U.S.; Indiana
This paper describes the Reggio Emilia Approach and recommends adopting the curriculum for teaching science in U.S. schools. The underlying philosophy of this approach is its uniqueness within the constructivist paradigm and its potential as an exemplary early childhood program that can be adapted to teach young children science. The educators and parents at Reggio, through a strong commitment and cooperation, have developed an excellent program over the years that has been exemplary not only for educators in Italy and Europe, but has also made a tremendous impact on early childhood education in the United States. The Reggio school uses an integrated curriculum that combines cognitive/symbolic processes in learning. (YDS)
Descriptors: Community Role; *Constructivism (Learning); Early Childhood Education; Educational Environment; Inservice Teacher Education; Integrated Curriculum; Learning Processes; Parents; *Reggio Emilia Approach; *Science Education; Teachers
Identifiers: Dewey (John); Italy; Piaget (Jean); Vygotsky (Lev S)

ED428890 PS027474
Title: Editing: Permission To Start Wrong.
Author(s): Clemens, Sydney Gurewitz
Source: Early Childhood Research & Practice, v1 n1 Spr 1999 Pages: 11
Publication Date: 1999
Notes: Contained in PS 027 470.
Available from: EDRS Price MF01/PC01 Plus Postage.
Document Type: Journal articles (080); Opinion papers (120)
Geographic Source: U.S.; California
This article asserts that young children and their teachers benefit when they learn a work style that includes successive approximations before reaching a final product. These successive attempts can be thought of as editing, and the article describes how the Reggio Emilia approach offers patterns to help children achieve this style of work. The article discusses how a drawing done by a group of children offers an example of a task that can incorporate editing-through revisiting of what has been drawn, translation into other media or "languages," and development of consensus among the children on how to improve it. The article concludes that teachers should strive to free children from the burden of instant perfectionism so that they can instead develop skills in investigation, communication, and creativity. Contains 11 references. (Author/EV)
Descriptors: Childhood Needs; Early Childhood Education; *Editing; Instructional Innovation; Learning Processes; Teaching Methods
Identifiers: *Reggio Emilia Approach

ED432362 PS027532
Title: Unpacking Educational Environments: Visions from Reggio Emilia, Australia, Sweden, Denmark and the United States. A Selection of Papers Presented at the Conference (Institute of Early Childhood, Macquarie University, North Ryde, New South Wales, Australia, May 16, 1998).
Author(s): Fleet, Alma, Ed.; Robertson, Janet, Ed.
Author Affiliation: Macquarie Univ., North Ryde (Australia). Inst. of Early Childhood.(BBB33102)
Pages: 37
Publication Date: May 16, 1998
Available from: EDRS Price MF01/PC02 Plus Postage.
Document Type: Collected works-General (020)
Geographic Source: Australia; New South Wales
These four early childhood education conference papers discuss ideas and themes to create healthy educational environments inspired by preschool sites in Reggio Emilia, Italy. The first paper, "Environmental Visions: Daisies and the Possible" (Alma Fleet and Janet Robertson), discusses the influences of Reggio Emilia. The paper notes how the environment of a center should fit its image of children: as learners and researchers; in constant relationship with their surroundings; as being capable of long investigation of media; as being able to solve important problems; as social beings; as entitled to beauty; as welcome; and as engaged in learning. The second paper, "Melbourne via Reggio Emilia" (Kerrie Trebilcock), concerns the culture of a private early childhood center in Melbourne, Australia. The paper notes how the center's culture was presented through its physical environment such as interior and exterior architecture and design, and suggests that the design of early childhood centers should: create a conducive environment for learning; provide children with a sense of achievement and ownership in the environment; and allow children a degree of freedom. The third paper, "Packing the Suitcase: What To Pack?" (Margo Hobba and Tony Hobba), presents the authors' experiences designing an early child care center in Geelong, Australia, inspired by their Reggio Emilia experience. The fourth paper, also titled "Melbourne via Reggio Emilia" ( Diane Bourke), concerns refurbishment of the Junior School of Melbourne Girls Grammar in Australia. Includes a profile of conference speakers. (LBT)
Descriptors: Classroom Design; *Early Childhood Education; *Educational Environment; *Educational Facilities Design; Foreign Countries; Program Design; Young Children
Identifiers: Australia (Melbourne); Early Childhood Centers; *Italy (Reggio Emilia); *Reggio Emilia Approach

ED425855 PS027226
Title: The Hundred Languages of Children: The Reggio Emilia Approach-Advanced Reflections. Second Edition.
Author(s): Edwards, Carolyn, Ed.; Gandini, Lella, Ed.; Forman, George, Ed.
Pages: 500
Publication Date: 1998
ISBN: 1-56750-311-X
Available from: EDRS Price MF2 Plus Postage. PC Not Available from EDRS.
Availability: Ablex Publishing Corporation, P.O. Box 5297, 55 Old Post Road #2, Greenwich, CT 06831; Tel: 203-323-9606; Fax: 203-357-8446 (Cloth: ISBN-1-56750-310-1, $73.25; Paper: ISBN-1-56750-311-X, $39.50).
Document Type: Collected works-General (020); Reports-Descriptive (141)
Geographic Source: U.S.; Connecticut
This collection of essays and interviews documents the unique approach to early childhood education taken by schools in the Reggio Emilia region of Italy. Howard Gardner and David Hawkins provide reflections in chapters that begin the book. The book is then 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?" (Katz). Part II contains six 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; "Projected Curriculum Constructed through Documentation-'Progettazione,'" with Carlina Rinaldi; "The Role of the 'Pedagogista,'" with Tiziana Filippini; "The Role of the 'Atelierista,'" with Vea Vecchi; and "The Voice of Parents," with Gianna Fontanesi and others. Part III examines the theory and practice of the Reggio Emilia approach through seven essays: "Educational and Caring Spaces" (Gandini); "Partner, Nurturer, and Guide: The Role of the Teacher" (Edwards); "Children with 'Special Rights' in the Preprimary Schools and Infant-Toddler Centers of Reggio Emilia" (Smith); "Curriculum Development in Reggio Emilia: A Long-Term Curriculum Project about Dinosaurs" (Rankin); "Negotiated Learning through Design, Documentation, and Discourse" (Forman and Fyfe); "Theory and Praxis in Reggio Emilia: They Know What They Are Doing, and Why" (New); and "Poppies and the Dance of World Making" (Kaufman). Part IV examines the extension of the Reggio Emilia approach to American classrooms through eight essays: "The Child in Community: Constraints from the Early Childhood Lore" (Nimmo); "Existing Frameworks and New Ideas from Our Reggio Emilia Experience: Learning at a Lab School with 2- to 4-Year-Old Children" (Kantor and Whaley); (3) "Bridge to Another Culture: The Journey of the Model Early Learning Center" (Lewin and others); "The City in the Snow: Applying the Multisymbolic Approach in Massachusetts" (Forman and others); "Looking in the Mirror: A Reflection of Reggio Practice in Winnetka" (Tarini and White); "The Project Approach Framework for Teacher Education: A Case for Collaborative Learning and Reflective Practice" (Moran); "Adapting the Reggio Emilia Approach: Becoming Reference Points for Study and Practice" (Fyfe and others); and "Reconsidering Early Childhood Education in the United States: Reflections from Our Encounters with Reggio Emilia" (Phillips and Bredekamp). The book concludes with reflections by Edwards, Gandini, and Forman; a glossary of terms used by Reggio Emilia educators; and a list of published resources about the Reggio Emilia approach. (LPP)
Descriptors: *Art Education; Community Role; Creative Development; *Curriculum Development; Educational Innovation; Educational Theories; Foreign Countries; *Preschool Children; Preschool Education; Progressive Education; Student Projects; Teacher Role; Teaching Methods
Identifiers: *Italy (Reggio Emilia); *Reggio Emilia Approach; United States

ED426755 PS026316
Title: Innovations in Detroit Head Start. {Videotape}.
Author Affiliation: Merrill-Palmer Inst., Detroit, MI.(MVK48525)
Pages: 0
Publication Date: 1997
Available from: Document Not Available from EDRS.
Availability: Merrill-Palmer Institute, Wayne State University, 71-A East Ferry Avenue, Detroit, MI 48202; Tel: 313-872-1790; Fax: 313-577-0995 (16-minute VHS video, $35, includes shipping and handling).
Document Type: Non-print media (100)
Geographic Source: U.S.; Michigan
The Reggio Emilia approach to early childhood teaching is based on curriculum and teaching practices developed in the preschools of Reggio Emilia, Italy. This video highlights an ongoing Detroit, Michigan Head Start staff development project, inspired by the Reggio Emilia approach. The staff development program was launched in consultation with Reggio Children, and is sponsored by the Merrill-Palmer Institute of Wayne State University and the Head Start Division of the Detroit Human Services Department. The 16-minute video is organized around the principles of the Reggio Emilia approach, including focus on children's self expression through graphic representation, language, movement and music; teachers as partners in learning through children's interest and curiosity; expanding the environment to allow children to pursue interests, and the project approach, whereby children explore a topic over an extended period of time. The video focuses largely on the impact of the program on the teachers, and features their reflections concerning the Reggio principles and the teachers' experiences in adapting them to the Head Start program. The importance of time in children's learning, the role of the parent, and collaboration of the program's teachers are also highlighted. Also featured are vignettes of the children engaged in a variety of interesting classroom situations and the impressions of some of the parents with children in the program. (HTH)
Descriptors: Childhood Needs; Classroom Environment; *Educational Change; Parent School Relationship; Preschool Education; Preschool Teachers; *Staff Development; Teaching Methods; Time Factors (Learning)
Identifiers: Michigan (Detroit); *Project Head Start; *Reggio Emilia Approach

ED413036 PS023951
Title: Bringing Reggio Emilia Home: An Innovative Approach to Early Childhood Education.
Author(s): Cadwell, Louise Boyd
Pages: 160
Publication Date: 1997
Notes: Foreword by Lella Gandini.
ISBN: 0-8077-3660-00-8077-3661-9
Available from: Document Not Available from EDRS.
Availability: Teacher's College Press, 1234 Amsterdam Avenue, New York, NY 10027; phone: 800-575-6566 (Cloth: ISBN-0-8077-3661-9, $43; Paper: ISBN-0-8077-3660-0, $19.95).
Document Type: Opinion papers (120); Reports-Descriptive (141)
Geographic Source: U.S.; New York
This book is a collection of stories describing the Reggio Emilia approach to early childhood education, based on the author's internship in the Italian preschools and a 4-year adaptation effort in one American school. The book's prologue describes the author's work before using the Reggio Emilia approach, the history of Reggio Emilia, the fundamentals of the approach, and the College School of Webster Groves, Missouri where the approach was adapted to a U.S. setting. Chapter 1, "The Journey," details the initial exposure to the Reggio approach, securing an internship, and typical days in the Diana School in Italy. Chapter 2, "The Pleasures and Power of Playing with Materials," discusses the variety of materials available to students and tells stories describing projects children use to build an expanding awareness and understanding of the natural world. Chapter 3, "The Children and the Trees," describes how Reggio Emilia educators define and develop projects, and conveys the story of the children's study of trees and plants. Chapter 4, "Returning Home to St. Louis," describes the move to St. Louis to adapt the Reggio Approach for use in the College School, the importance of spoken language and conversations with children, and the use of visual arts. Chapter 5, "Transforming Space, Time, and Relations," deals with structural and other changes in the preschool space and working with colleagues and parents. Chapter 6, "The Children and the Garden," describes a project on plants which extended from preschool through kindergarten, conversations around the project and grow table designs, children's journals, and sculptures. (Contains 46 references.) (KB)
Descriptors: Childrens Art; Childrens Writing; Classroom Design; *Early Childhood Education; Educational Environment; *Educational Innovation; Foreign Countries; Instructional Materials; Journal Writing; Language Skills; Learning Activities; Personal Narratives; Plants (Botany); Teacher Student Relationship; *Teaching Methods; Visual Arts; Young Children
Identifiers: Italy (Reggio Emilia); Project Approach (Katz and Chard); *Reggio Emilia Approach

Journal Articles

EJ603940 PS530500
Title: Six Head Start Classrooms Begin To Explore the Reggio Emilia Approach.
Author(s): Gillespie, Catherine Wilson
Source: Young Children, v55 n1 p21-27 Jan 2000
Publication Date: 2000
ISSN: 0044-0728
Document Type: Journal articles (080); Reports-Descriptive (141); Reports-Evaluative (142)
Documents the process of exploring the Reggio Emilia approach in Head Start classrooms in Iowa. Describes areas of exploration, including revising the classroom environments and daily schedules, using more documentation, instituting child-initiated projects, and collaborating on a deeper level with colleagues. Includes excerpts from children's project discussions and a list of resources. (KB)
Descriptors: Classroom Environment; Cooperation; Documentation; *Early Childhood Education; Educational Change; Interprofessional Relationship; *Preschool Curriculum; Program Descriptions; Program Implementation; *Reggio Emilia Approach; Resources; Scheduling; Student Projects; *Young Children
Identifiers: *Project Head Start

EJ603901 PS530450
Title: "The Hundred Languages of Children: The Reggio Emilia Approach-Advanced Reflections, 2nd Edition." Book Review.
Author(s): Krechevsky, Mara; Stork, Janet
Source: Early Childhood Research Quarterly, v14 n2 p275-79 1999
Publication Date: 1999
Notes: Reviews book edited by Carolyn Edwards, Lella Gandini, and George Forman.
ISSN: 0885-2006
Document Type: Book/product reviews (072); Journal articles (080)
Notes that second edition of "The Hundred Languages of Children" emphasizes rethinking images of adults as teachers, parents, and citizens; highlights the role of documentation; and adds chapters offering reflections related to negotiated learning, professional development and policy, and cultural assumptions about children and society. Identifies redundancies related to the storytelling format and the need for more careful editing. (KB)
Descriptors: Book Reviews; *Early Childhood Education; Personal Narratives; *Preschool Education; Program Descriptions; *Reggio Emilia Approach; *Young Children

EJ608564 PS530522
Title: The Rabbit Habitat-Documenting a Kindergarten Project.
Author(s): Kocher, Laurie
Source: Canadian Children, v24 n2 p15-22 Fall 1999
Publication Date: 1999
ISSN: 0833-7519
Document Type: Journal articles (080); Reports-Descriptive (141)
Describes effort to restructure instructional design for a kindergarten class to reflect principles of Reggio Emilia approach by listening to children and following their expressed interest to launch class project. Discusses capturing activities and student thinking using photography and tape recording. Notes the value of documentation to parents, students, and teachers. (DLH)
Descriptors: Action Research; Classroom Research; Documentation; Early Childhood Education; Instructional Design; *Kindergarten; Observation; *Participant Observation; *Reggio Emilia Approach; *Student Projects; Theory Practice
Relationship; Young Children

EJ606969 PS530519
Title: Come, Join the Journey: Bringing Reggio Emilia to the College Community.
Author(s): Higgins, Mabel F.
Source: Canadian Children, v24 n1 p33-40 Spr 1999
Publication Date: 1999
ISSN: 0833-7519
Document Type: Journal articles (080); Opinion papers (120); Reports-Descriptive
Discusses how the Reggio Emilia approach was introduced to college students and faculty, laboratory schools, and the community. Describes field experience courses and curriculum design courses. Discusses the concept of building curriculum from the interests, questions, and problems posed by students. (DLH)
Descriptors: College Students; Curriculum Design; *Curriculum Development; *Reggio Emilia Approach; *Student Centered Curriculum; Student Projects; *Teacher Education

EJ606966 PS530516
Title: Prepare, Act, Reflect: Intentional Decision Making.
Author(s): Wainwright, Judy
Source: Canadian Children, v24 n1 p9-19 Spr 1999
Publication Date: 1999
ISSN: 0833-7519
Document Type: Guides-Classroom-Teacher (052); Journal articles (080); Opinion papers (120)
Notes that teachers make intentional decisions during interaction with children and reflect on what occurs in the environment. Focuses on teacher behavior along several continua: soft-hard, simple-complex, open-closed, intrusion-seclusion, and high versus low mobility. Illustrates theory with a transcribed observation. Adapts Jones and Prescott's five dimensions of teaching and learning environments as a rating scale. (DLH)
Descriptors: *Decision Making; Early Childhood Education; *Educational Environment; Environmental Influences; Evaluation Methods; Protocol Analysis; Reflective Teaching; *Reggio Emilia Approach; *Teacher Behavior; Teacher Student Relationship

EJ606965 PS530515
Title: Beyond the Attentive Eye: The Importance of Theory for the Practice of Documentation.
Author(s): Forman, George
Source: Canadian Children, v24 n1 p4-8 Spr 1999
Publication Date: 1999
ISSN: 0833-7519
Document Type: Journal articles (080); Opinion papers (120)
Addresses the documentation of children's work to build reflective practice, aid memory, and support teachers' discourse. Identifies favorite sources for theory, illustrates moving from data to theory, notes that knowledge needs to be indexed for accessibility, recommends combining technique and knowledge, and calls for knowledge exchange among educators in Italy and North America. (DLH)
Descriptors: *Documentation; Early Childhood Education; International Educational Exchange; Reflective Teaching; *Reggio Emilia Approach; Teaching Methods; *Theory Practice Relationship; *Young Children

EJ605471 PS530441
Title: Further Reflections upon the Applications of the Reggio View in a Kindergarten Classroom.
Author(s): Gerst, Barbara
Source: Canadian Children, v23 n2 p43-48 Fall 1998
Publication Date: 1998
ISSN: 0833-7519
Document Type: Journal articles (080); Opinion papers (120)
Reflects on the author's role as kindergarten teacher in the classroom and the impact of a session on the Reggio Emilia preschools. Focuses on changes in the author's perspectives regarding the roles of teacher, student, and parent and their relationships. Discusses struggles with implementing Reggio inspired projects and the increasing use of large group discussions. (KB)
Descriptors: *Attitude Change; Change Strategies; Group Discussion; *Kindergarten; Kindergarten Children; Parent Role; Parent School Relationship; Parent Student Relationship; Parent Teacher Cooperation; Personal Narratives; *Reggio Emilia Approach; Student Role; *Teacher Attitudes; *Teacher Role; Teacher Student
Relationship; *Teaching Methods

EJ605466 PS530436
Title: Reggio Emilia-An Impossible Dream?
Author(s): Reynolds, Gretchen
Source: Canadian Children, v23 n2 p4-10 Fall 1998
Publication Date: 1998
ISSN: 0833-7519
Document Type: Journal articles (080); Opinion papers (120); Reports-Descriptive (141)
Recounts experiences during a study tour of three preschools in Reggio Emilia, Italy. Describes the environment, activities, and children's interactions at the Allende Infant-Toddler Center and the Neruda and the Diana Schools for 3- to 6-year-olds. Focuses on teachers' observational and pedagogical methods. Concludes that quality education depends on communication, dialogue, and reciprocity. (KB)
Descriptors: Educational Quality; Learning Activities; Peer Relationship;
*Preschool Education; Program Descriptions; *Reggio Emilia Approach; *Teacher
Student Relationship; *Young Children
Identifiers: Scaffolding

EJ602534 SO532158
Title: Early Childhood: Where's the Music in "The Hundred Languages of Children?"
Author(s): Andres, Barbara
Source: General Music Today, v11 n3 p14-17 Spr 1998
Publication Date: 1998
ISSN: 1048-3713
Document Type: Journal articles (080); Reports-Descriptive (141)
Describes the Reggio Emilia program in Italy that encourages children to explore their environments through different modes of expression. Addresses why music is not a central aspect of the program and offers a music activity that accords with the Reggio Emilia philosophy emphasizing the need for music in the program. (CMK)
Descriptors: Early Childhood Education; *Educational Philosophy; Foreign Countries; Freehand Drawing; *Music Education; *Parent Role; Program Descriptions; Program Effectiveness; *Reggio Emilia Approach; *Student Centered Curriculum; Teacher Student Relationship; *Visual Arts
Identifiers: Italy (Reggio Emilia)

EJ602081 PS529811
Title: Questions for Collaboration: Lessons from Reggio Emilia.
Author(s): Fyfe, Brenda
Source: Canadian Children, v23 n1 p20-24 Spr 1998
Publication Date: 1998
ISSN: 0833-7519
Document Type: Journal articles (080); Reports-Research (143)
Identifies questions teachers are learning to ask themselves and each other as they move toward a negotiated, co-constructed and systematic approach that places documentation at the heart of an emergent curriculum. Discusses these questions in terms of documentation, discourse, and design, three components that define a dynamic system of learning seen in the schools of Reggio Emilia, Italy. (TJQ)
Descriptors: *Action Research; *Cooperation; Diffusion (Communication); Discussion; Early Childhood Education; Educational Research; *Evaluation Methods; *Reggio Emilia Approach; *Teacher Researchers; *Theory Practice Relationship
Identifiers: *Collaborative Research; Emergent Curriculum

EJ602080 PS529810
Title: Towards a Pedagogy of Listening: Impressions of the Centre for Early Childhood Education, Loyalist College, Belleville, Ontario.
Author(s): Wien, Carol Anne
Source: Canadian Children, v23 n1 p12-19 Spr 1998
Publication Date: 1998
ISSN: 0833-7519
Document Type: Journal articles (080); Reports-Descriptive (141)
Highlights impressions of the Centre for Early Childhood Education, the Centre's recent work to interpret the philosophy of the Reggio Emilia approach, and examples of how the centre has transformed its practice within a Canadian context. Relates impressions of their environment, traces several examples in the development of the environment, and describes the staff's ongoing experience with documentation. (TJQ)
Descriptors: *Classroom Environment; Early Childhood Education; Foreign Countries; *Interior Space; Program Development; *Reggio Emilia Approach; *Space Utilization; Teaching Methods
Identifiers: Canada; Child Centered Education; *Learning Environment; Ontario; Transparency Theory

EJ564357 PS527766
Title: Nurturing the Language of Art in Children.
Author(s): Dighe, Judith; Calomiris, Zoy; Van Zutphen, Carmen
Source: Young Children, v53 n1 p4-9 Jan 1998
Publication Date: 1998
ISSN: 0044-0728
Document Type: Guides-Non-classroom (055); Journal articles (080)
Describes art as a symbolic language as implemented in Reggio Emilia, Italy, preschools and adapted in U.S. schools. Considers the beauty of the classroom environment, use of materials and tools, use of observation of the child as the source of the curriculum, child-centered planning, teacher-child interaction to guide development of graphic representation, scaffolding, and modeling. (KB)
Descriptors: *Art Activities; *Art Education; Art Expression; Art Materials; Modeling (Psychology); Preschool Curriculum; Preschool Education; *Reggio Emilia Approach; Student Centered Curriculum; Teaching Methods; *Young Children
Identifiers: Graphic Representation; Scaffolding

EJ592275 SO531553
Title: Bringing the Reggio Concept to American Educators.
Author(s): Davilla, Donna E.; Koenig, Susan M.
Source: Art Education, v51 n4 p18-24 Jul 1998
Publication Date: 1998
ISSN: 0004-3125
Document Type: Journal articles (080); Reports-Descriptive (141)
Discusses the Reggio Emilia (Italy) approach to elementary education that uses the child's artwork as a guide to what the child knows, while the teacher acts as a facilitator. Describes a series of workshops that taught elementary educators in Des Moines (Iowa) how to implement this approach into their classrooms. (CMK)
Descriptors: Art Education; *Childrens Art; Community Involvement; Cultural Pluralism; Elementary Education; *Learning Processes; *Reggio Emilia Approach; *Student Evaluation; *Teacher Workshops
Identifiers: *Facilitator Styles

EJ578139 PS528820
Title: Parental Reactions to the Introduction of the Reggio Emilia Approach in Head Start Classrooms.
Author(s): McClow, Caitlin Secrest; Gillespie, Catherine Wilson
Source: Early Childhood Education Journal, v26 n2 p131-35 Win 1998
Publication Date: 1998
ISSN: 1082-3301
Document Type: Journal articles (080); Reports-Research (143)
Examined through focus groups the feelings and reflections of Head Start parents regarding their initial experiences with the Reggio Emilia approach in their children's classrooms. Findings indicated that (1) parents did not feel comfortable in their knowledge of the Reggio Emilia approach; (2) although parents generally supported the approach, they had concerns-for example, about kindergarten readiness. (EV)
Descriptors: Early Childhood Education; Instructional Innovation; *Parent Attitudes; Teaching Methods
Identifiers: *Project Head Start; *Reggio Emilia Approach

EJ577425 EC620346
Title: Gifted Education Meets Reggio Emilia: Visions for Curriculum in Gifted Education for Young Children.
Author(s): Barbour, Nancy E.; Shaklee, Beverly D.
Source: Gifted Child Quarterly, v42 n4 p228-37 Fall 1998
Publication Date: 1998
ISSN: 0016-9862
Document Type: Journal articles (080); Reports-Descriptive (141)
Reviews and focuses on a comparison of current curriculum models used in gifted-child education and early childhood education. The Reggio Emilia approach to early childhood education, which emphasizes the child's needs, interests, and abilities as the focus of curriculum development, is described. (CR)
Descriptors: *Curriculum Design; *Curriculum Development; Early Childhood Education; *Gifted; Models; *Student Centered Curriculum; Student Interests; Teaching Methods
Identifiers: *Reggio Emilia Approach

EJ570792 PS528353
Title: Beginning to Implement the Reggio Philosophy.
Author(s): Staley, Lynn
Source: Young Children, v53 n5 p20-25 Sep 1998
Publication Date: 1998
ISSN: 0044-0728
Document Type: Journal articles (080); Reports-Descriptive (141)
Describes implementation of the Reggio Approach in a university preschool. Summarizes the learning assumptions and teaching methods used. Examines the parent-teacher, teacher-teacher, and teacher-child partnerships; and describes and reflects on student projects related to dinosaurs, kites, castles, princes, and princesses. Discusses the impact on children's learning, topic selection, documentation, and supportive collaboration; and offers suggestions for future implementation. (KB)
Descriptors: Educational Philosophy; *Experiential Learning; Parent School Relationship; *Preschool Curriculum; Preschool Education; Program Descriptions; Program Implementation; Student Projects; Teacher Collaboration; Teacher Student Relationship; *Teaching Methods
Identifiers: Project Approach (Katz and Chard); *Reggio Emilia Approach

EJ567839 PS528011
Title: The Language of Lines.
Author(s): Breig-Allen, Cheryl; Hill, Janet; Geismar-Ryan, Lori; Cadwell, Louise Boyd
Source: Young Children, v53 n4 p64-66 Jul 1998
Publication Date: 1998
ISSN: 0044-0728
Document Type: Journal articles (080); Reports-Descriptive (141)
Describes a project about lines in the environment used with 2- and 3-year olds and based on the Reggio Emilia approach. Activities included making tracks with riding toys, drawing lines on papers, seeing cloud lines, and making lines with yarn and Cuisenaire rods. Shows how young children's observations and ongoing discoveries can uncover their emerging understanding of the world. (KB)
Descriptors: *Class Activities; *Learning Activities; *Preschool Children; Preschool Education; Program Descriptions; Student Projects
Identifiers: *Reggio Emilia Approach

EJ561686 PS527688
Title: Jimmy's Journey: Building a Sense of Community and Self-Worth through Small-Group Work.
Author(s): Elgas, Peggy M.; Peltier, Marla Barber
Source: Young Children, v53 n2 p17-21 Mar 1998
Publication Date: 1998
ISSN: 0044-0728
Document Type: Journal articles (080); Reports-Descriptive (141)
Chronicles and reflects on an attempt to implement the Reggio Emilia project approach in an all-day Head Start program. Uses the example of one child, "Jimmy," to discuss how the addition of small group time and project work to the program's curriculum taught children the value of relationships and collaboration. (EV)
Descriptors: Cooperation; Cooperative Learning; Early Childhood Education; *Group Instruction; *Peer Relationship; *Student Projects; Teacher Student Relationship; Teaching Methods
Identifiers: Project Head Start; *Reggio Emilia Approach