After World War 2 people from
the town Reggio Emilia in Italy led by Loris Malaguzzi (a teacher – graduated in
pedagogy and studied educational psychology) came up with a
new model of education. It has been termed the Reggio Emilia approach. The idea was to enhance a child's learning through real experiences instead of a fixed curriculum
so child would gain a love from discovery, form a personality of their own and
learn respect for those around them. He believed children have endless imagination and an
innate curiosity – they are full of potential.
The poem by
Malaguzzi ‘100 Languages’ describes the many ways Malaguzzi believed a child
could express themselves and how a traditional school environment hinders them –(Below)
How the children
learn:
Children direct their own learning and follow their interests. The Reggio Emilio approach does not go by the standard ‘One size
fits all’ and focuses on child centered learning and project-based work.
Projects can arise from play and be nurtured and followed up by opening new
environments that stimulate the children’s thoughts to ask questions and then
they lead the way. The project-based work allows children to research,
question, investigate, design new things and play.
The children
learn from the teachers, other children and the environment (which is supposed
to be rich and stimulate curiosity).
Teachers Role:
The teachers are to provide a rich environment for the children. Teachers tend to step back and observe allowing the children
to do things for themselves. They are there to guide and maybe introduce things when appropriate but are to be mindful to allow the children to make discoveries. They are the
children’s companions and go on the learning journey with them. The teachers
document the learning with pictures, observations and transcript. Documentation
is a important aspect of this approach. It makes the learning of the children
visible. They can see their progress, evaluate what they have achieved.
My Thoughts:
I like the principles in this approach and think a child
centered education is the way forward in creating a love of learning that will
continue through life. The aspect of project-based learning is compatible with
home schooling and one that we do. From experience when a child is doing a
project on something that interests them, the results are fantastic. They take
themselves in directions that we would not think of and our role as parents and
educators is to facilitate and guide where needed.
100 languages
NO WAY. THE HUNDRED IS THERE
The
child
is made of
one hundred.
The child
has
a hundred
languages
a hundred
hands
a hundred
thoughts
a hundred
ways of thinking
of playing,
of speaking.
A hundred
always a hundred
ways of
listening
of marveling
of loving
a hundred
joys
for singing
and understanding
a hundred
worlds
to discover
a hundred
worlds
to invent
a hundred
worlds
to dream.
The child
has
a hundred
languages
(and a
hundred hundred hundred more)
but they
steal ninety-nine.
The school
and the culture
separate the
head from the body.
They tell
the child:
to think
without hands
to do
without head
to listen
and not to speak
to
understand without joy
to love and
to marvel
only at
Easter and Christmas.
They tell
the child:
to discover
the world already there
and of the
hundred
they steal
ninety-nine.
They tell
the child:
that work
and play
reality and
fantasy
science and
imagination
sky and
earth
reason and
dream
are things
that do not
belong together.
And thus
they tell the child
that the
hundred is not there.
The child
says:
No way. The
hundred is there.
Loris
Malaguzzi (translated by Lella Gandini)
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