By Linda Thornton
A much-needed resource of data for these wishing to increase and consolidate their knowing of the Reggio method and philosophy, this ebook: offers an summary of the historic and social historical past of the Reggio strategy encourages practitioners to examine their person settings and latest perform relating to the method focuses upon key rules that practitioners can think of whilst reviewing and remodeling their perform comprises sections entitled "Things to consider" which may function an time table for education periods can be utilized as a coaching framework for these venture carrying on with specialist improvement.
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Extra info for Understanding the Reggio Approach Early Years Education in Practice
Gandini, L. and Forman, G. (eds). The Hundred Languages of Children: The Reggio Emilia Approach – Advanced Reflections (2nd edn). Stamford, CT: Albex, pp. 139–47. Vecchi, V. (2000) ‘The curtain of the Ariosto Theatre’. Seminar presentation to UK Study Group, October. Vecchi, V. (2004) ‘Poetic languages as a means to counter violence’, in Vecchi, V. and Guidici, C. (eds). Children, Art, Artists: The Expressive Languages of Children. The Artistic Language of Alberto Burri. , pp. 137–43. 30 Understanding the Reggio Approach Key points 1.
While spaces have been created in keeping with the same pedagogical influence as the purpose-built preschools, there is an added dimension of the challenges and possibilities posed by the impressive staircases. These are used as pathways, delineated by stories and visual narratives that draw the visitor upward. As the buildings are old, modifications are made to ensure the architectural context is in keeping with the educational philosophy. Floors have been raised next to windows to ensure the required degree of visibility for the children.
The team is composed of the Director of Education, the Director of the Infant-Toddler Centres and a group of pedagogistas (Filippini 1998: 127). The pedagogical team operate at both a local and a strategic level and play a pivotal role in maintaining the coherence and quality of the overall network. Each pedagogista has direct responsibility for a small group of infant-toddler centres and preschools, as well taking a lead on a specific aspect of the system – for example the Documentation and Research Centre, or ReMida, the recycling centre.