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Dergiler / Muallim Rıfat Eğitim Fakültesi Dergisi / 2022 / Cilt: 4 - Sayı: 1

The Reggio Emilia Approach in Early Childhood Education

Lütfiye COŞKUN
Sayfa
74–86
Yayın Tarihi
2022-01-19
DOI
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Yapay Zeka Hızlı Bakış & Çıkarımlar

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⚡ TL;DR(1 Cümlede Hızlı Çıkarım)

Finally, based on the analysis of this approach, some suggestions for teachers and program administrators are made.

📌 3 Maddede Bu Makale

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Amaç & Hipotez:This study presents a discussion of the Reggio Emilia approach, one of the unique approaches applied in early childhood education.
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Temel Bulgular & Veri:Information was given about the physical structure, art, teacher, atelierista, documentation and projects conducted in the school implementing this approach.
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Sonuç & Katkı:Finally, based on the analysis of this approach, some suggestions for teachers and program administrators are made.
🔬Tür:Araştırma Makalesi
📍Kapsam:Genişletilmiş Akademik Örneklem
⚙️Değişkenler:Reggio Emilia Approach · Early Childhood Education · Education Programs

Özet

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.

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Bu Makaleye Atıf Yap

COŞKUN, L. (2022). The Reggio Emilia Approach in Early Childhood Education. Muallim Rıfat Eğitim Fakültesi Dergisi, Cilt: 4 - Sayı: 1, 74–86. https://ajindex.com/articles/791994

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Kaynakça (7)

  1. Danko Mcghee, K., & Slutsky, L. (2003). Preparing early childhood teachers to use art in classroom. Art Education, 12-18.
  2. 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.
  3. 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.
  4. 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.
  5. 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.
  6. 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.
  7. 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: Advanc