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Year 2022, Volume: 4 Issue: 1, 74 - 86, 19.01.2022

Lütfiye Coşkun

Abstract

References

  • Danko Mcghee, K., & Slutsky, L. (2003). Preparing early childhood teachers to use art in classroom. Art Education, 12-18.
  • Dipti, A. D., Burton, A., McBride, B. A., Edwards, C. P., & Garcia, A. S. (2019). An innovative cross-disciplinary approach to promoting child health. Childhood Education, 95 (1), 57-63.
  • Edwards, C., Gandini, L., & Forman, G. (1998). The hundred languages of children. The Reggio Emilia approach to early childhood education. Norwood, NJ: Ablex.
  • Gandini, L. (2005). From the beginning of the atelier to materials as languages: Conversations from Reggio Emilia. In L. Gandini, L. Hill, L. Cadwell, & C. Schwall (Eds.), In the spirit of the studio: Learning from the atelier of Reggio Emilia (pp. 6–15). New York: Teachers College.
  • Gandini, L. (1997). Foundations of the Reggio Emilia approach. In J. Hendrick (Eds), First Steps toward teaching the Reggio way (pp. 14-23). Merril Prentice Hall: Upper Saddle River, New Jersey, Columbus, Ohiao.
  • Griebling, S. (2011). Discoveries from a Reggio-inspired classroom: Meeting developmental needs through the visual arts. Art Education, March, 6-11.
  • Hendrick, J. (1997). Reggio Emilia and American schools: Telling them apart and putting them together. In. Hendrick (Eds), First steps toward teaching the Reggio way (pp. 41-55). Merril Prentice Hall: Upper Saddle River, New Jersey, Columbus, Ohio.
  • Henniger, M. L. (2005). Teaching young children (and introduction). Pearson Merril Prentice Hall.
  • Hertzog, N. B. (2001). Reflection and impressions from Reggio Emilia: it’s not about art! Early Childhood Research & Practice, 3(1),1-10.
  • Houk, P. (1997). Lesson from an exhibition: Reflection of an art educator. In J. Hendrick (Ed.), First steps toward teaching the Reggio way (pp. 26-37). Merril Prentice Hall: Upper Saddle River, New jersey, Columbus, Ohio.
  • Kang, J. (2007). How many languages can Reggio children speak? Many more than hundred! Gifted Child Today, 30(3), 45-65.
  • Kim, H., Park, E., & Lee, J. (2001). “All done! take it home.” Then into a trash can?: Displaying and using children’s art projects. Early Childhood Education Journal, 29(1), 41-49.
  • Malaguzzi, L. (1996). The right to environment. In T. Filippini and V. Vecchi (Eds), The hundred languages of children: The Exhibit. Reggio Emilia: Reggio Children.
  • Malagguzzi, L. (1997). History, ideas, and basic philosophy (An interview with Lella Gandini). In C. Edwards, L. Gandini, & G. Forman (Eds.), The hundred languages of children (The Reggio Emilia Approach: Advanced reflection (pp. 49-99). Norwood, NJ: Ablex.
  • Merce, F. S., & Maria, F. T. (2017). Reggio Emilia: An essential tool to develop critical thinking in early childhood. Journal of New Approaches in Educational Research, 6(1), 50-56.
  • Mitchell, L. M. (2007). Using technology in Reggio Emilia-inspired programs. Theory Into Practice, 46(1), 32–39.
  • Nutbrown, C. (2006). Key concept in early childhood education & care. London, Thousand Oaks, New Delhi: Sage Publications.
  • Philips, S. (2001). Special needs or special rights? In L. Abbott and C. Nutbrown (Eds.), Experiencing Reggio Emilia: Implications for preschool provision. Philadelphia: Open University Press.
  • Rankin, B. (1997). Curriculum development in Reggio Emilia: A long term curriculum project about dinosaurs. In C. Edwards, L. Gandini and G. Forman (Eds.), The hundred languages of children (The Reggio Emilia Approach: Advanced reflection) (pp. 215-237). Norwood, NJ: Ablex.
  • Schroeder Yu, G. (2008). Documentation: Ideas and applications from the Reggio Emilia Approach teaching. Artist Journal, 6(2), 126-134.
  • Strong Wilson, T., & Ellis, J. (2007). Children and place: Reggio Emilia’s environment as third teacher. Theory Into Practice, 46(1), 40-47.
  • Sun Kim, B., & Farr Darling, L. (2009). Monet, Malaguzzi, and the constructive conversations of preschoolers in a Reggio-Inspired classroom. Early Childhood Education Journal, 37, 137–145.
  • Tarr, P. (2001). Aesthetic codes in early childhood classrooms: What art educators can learn from Reggio Emilia. Art Education, 54, 33-39.
  • Yeun Lim, B. (2004). The arts in early childhood the magic of the brush and the power of color: Integrating theory into practice of painting in early childhood settings. Early Childhood Education Journal, 32(2), 113-119.

The Reggio Emilia Approach in Early Childhood Education

Year 2022, Volume: 4 Issue: 1, 74 - 86, 19.01.2022

Lütfiye Coşkun

Abstract

This study presents a discussion of the Reggio Emilia approach, one of the unique approaches applied in early childhood education. Information was given about the physical structure, art, teacher, atelierista, documentation and projects conducted in the school implementing this approach. In the paper, examples of observational studies to examine the Reggio Emilia approach are presented. It was suggested that making necessary physical arrangements by examining the Reggio Emilia approach's features and the principles of these features, a richer educational environment in preschool education institutions could be created. It was also suggested that preschool education could be more effective and qualified if these features were recognized by the program developers, educators and teachers. Finally, based on the analysis of this approach, some suggestions for teachers and program administrators are made.

Keywords

Reggio Emilia Approach Early Childhood Education Education Programs

References

  • Danko Mcghee, K., & Slutsky, L. (2003). Preparing early childhood teachers to use art in classroom. Art Education, 12-18.
  • Dipti, A. D., Burton, A., McBride, B. A., Edwards, C. P., & Garcia, A. S. (2019). An innovative cross-disciplinary approach to promoting child health. Childhood Education, 95 (1), 57-63.
  • Edwards, C., Gandini, L., & Forman, G. (1998). The hundred languages of children. The Reggio Emilia approach to early childhood education. Norwood, NJ: Ablex.
  • Gandini, L. (2005). From the beginning of the atelier to materials as languages: Conversations from Reggio Emilia. In L. Gandini, L. Hill, L. Cadwell, & C. Schwall (Eds.), In the spirit of the studio: Learning from the atelier of Reggio Emilia (pp. 6–15). New York: Teachers College.
  • Gandini, L. (1997). Foundations of the Reggio Emilia approach. In J. Hendrick (Eds), First Steps toward teaching the Reggio way (pp. 14-23). Merril Prentice Hall: Upper Saddle River, New Jersey, Columbus, Ohiao.
  • Griebling, S. (2011). Discoveries from a Reggio-inspired classroom: Meeting developmental needs through the visual arts. Art Education, March, 6-11.
  • Hendrick, J. (1997). Reggio Emilia and American schools: Telling them apart and putting them together. In. Hendrick (Eds), First steps toward teaching the Reggio way (pp. 41-55). Merril Prentice Hall: Upper Saddle River, New Jersey, Columbus, Ohio.
  • Henniger, M. L. (2005). Teaching young children (and introduction). Pearson Merril Prentice Hall.
  • Hertzog, N. B. (2001). Reflection and impressions from Reggio Emilia: it’s not about art! Early Childhood Research & Practice, 3(1),1-10.
  • Houk, P. (1997). Lesson from an exhibition: Reflection of an art educator. In J. Hendrick (Ed.), First steps toward teaching the Reggio way (pp. 26-37). Merril Prentice Hall: Upper Saddle River, New jersey, Columbus, Ohio.
  • Kang, J. (2007). How many languages can Reggio children speak? Many more than hundred! Gifted Child Today, 30(3), 45-65.
  • Kim, H., Park, E., & Lee, J. (2001). “All done! take it home.” Then into a trash can?: Displaying and using children’s art projects. Early Childhood Education Journal, 29(1), 41-49.
  • Malaguzzi, L. (1996). The right to environment. In T. Filippini and V. Vecchi (Eds), The hundred languages of children: The Exhibit. Reggio Emilia: Reggio Children.
  • Malagguzzi, L. (1997). History, ideas, and basic philosophy (An interview with Lella Gandini). In C. Edwards, L. Gandini, & G. Forman (Eds.), The hundred languages of children (The Reggio Emilia Approach: Advanced reflection (pp. 49-99). Norwood, NJ: Ablex.
  • Merce, F. S., & Maria, F. T. (2017). Reggio Emilia: An essential tool to develop critical thinking in early childhood. Journal of New Approaches in Educational Research, 6(1), 50-56.
  • Mitchell, L. M. (2007). Using technology in Reggio Emilia-inspired programs. Theory Into Practice, 46(1), 32–39.
  • Nutbrown, C. (2006). Key concept in early childhood education & care. London, Thousand Oaks, New Delhi: Sage Publications.
  • Philips, S. (2001). Special needs or special rights? In L. Abbott and C. Nutbrown (Eds.), Experiencing Reggio Emilia: Implications for preschool provision. Philadelphia: Open University Press.
  • Rankin, B. (1997). Curriculum development in Reggio Emilia: A long term curriculum project about dinosaurs. In C. Edwards, L. Gandini and G. Forman (Eds.), The hundred languages of children (The Reggio Emilia Approach: Advanced reflection) (pp. 215-237). Norwood, NJ: Ablex.
  • Schroeder Yu, G. (2008). Documentation: Ideas and applications from the Reggio Emilia Approach teaching. Artist Journal, 6(2), 126-134.
  • Strong Wilson, T., & Ellis, J. (2007). Children and place: Reggio Emilia’s environment as third teacher. Theory Into Practice, 46(1), 40-47.
  • Sun Kim, B., & Farr Darling, L. (2009). Monet, Malaguzzi, and the constructive conversations of preschoolers in a Reggio-Inspired classroom. Early Childhood Education Journal, 37, 137–145.
  • Tarr, P. (2001). Aesthetic codes in early childhood classrooms: What art educators can learn from Reggio Emilia. Art Education, 54, 33-39.
  • Yeun Lim, B. (2004). The arts in early childhood the magic of the brush and the power of color: Integrating theory into practice of painting in early childhood settings. Early Childhood Education Journal, 32(2), 113-119.
There are 24 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Articles
Authors

Lütfiye Coşkun

Publication Date January 19, 2022
Submission Date December 3, 2021
Acceptance Date January 10, 2022
Published in Issue Year 2022 Volume: 4 Issue: 1

Cite

APA Coşkun, L. (2022). The Reggio Emilia Approach in Early Childhood Education. Muallim Rıfat Eğitim Fakültesi Dergisi, 4(1), 74-86.






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