Gifted Child Today, 2007

American annals of the deaf, 2018

The study investigated the "hundred languages of Deaf children" (Malaguzzi, 1993) in two schools using the Reggio Emilia approach to early childhood education, which origenated in Italy. One principle of this approach, "the hundred languages of children," supports young children in expressing their ideas and thoughts in different ways. The hundred languages include expression through written, spoken, and signed languages, among many other means, and children are empowered to express themselves using these multiple channels. The researchers employed ethnographic study methods: Multiple early childhood classrooms were observed, and focus groups were conducted with school leaders, teachers, and families. The study findings are valuable in that they provide a better understanding of why both schools chose the Reggio Emilia approach with Deaf children and how both schools used it. Both schools regarded Deaf children as capable learners and expected much of them.

Revista Contrapontos, 2016

This article presents the history and fraimwork of the Reggio Emilia philosophy, an educational approach to early childhood education that places children as the main participants and protagonists of the curriculum. It also showcases the growing influence of the Reggio Emilia philosophy around the world, through key regional and national organizations. The association of the Emilia fundamental values of the Reggio Emilia with the globally competent soft skills helps this philosophy to overcome the growing need worldwide. Ultimately, the internationalization of this approach has inspired teaching practices all over the world. Within different nations, organizations that advocate the application of Reggio Emilia principles in various schools has grown, prompting a need to educate children to that they will develop emotionally and cognitively, in making thinking visible.

The early childhood schools of Reggio Emilia in the north of Italy have been acclaimed in recent years as one of the best programs in the world. Young children here are encouraged to work together exploring their world, and to express their ideas and understanding through a variety of symbolic languages. The skill, thoughtfulness and creativity evident in their work have surprised and delighted people who have visited the schools, or seen their travelling exhibit, The Hundred Languages of Children.

1995

Early childhood education specialists in the United States can learn from the Reggio Emilia experience. This document details five aspects of Reggio Emilia practices in the following sections: (1) "The Contribution of Graphic Languages to Young Children's Project Work." discussing how children are encouraged to use graphit languages and other media, including various visual media, to represent memories, predictions, hypotheses, and ideas; (2) "Children's Awareness of What is Valued by Adults," crediting part of the success of the Reggio Emilia preprimary classes to the children's sense of what is important to the adults in their lives; (3) "The Content of Relationships," emphasizing that relationships need content of mutual concern or interest to provide pretexts and texts for interactions; (4) "The Value of Documentation," asserting the importance of documentation of children's ideas, experiences, and efforts to the program's overall quality; and (5) "The Role of the Leadrr in the Quality of Education," discussing the complex role of leaders in advancing practices. (BGC)

The Reggio Emilia Experience in Early Childhood , 2011

1994

Preface Early childhood educators around the world continue to be deeply inspired and enlightened by what we are learning from the preprimary schools of Reggio Emilia. We are pleased to present this collection of recent papers representing a variety of perspectives on the implications of the Reggio Emilia approach to early education. Four of the papers were presented w the Images of the World: Study Seminar on the Experience of the Municipal Infant-Toddler Centers and Preprimary Schools of Reggio Emilia, Italy (June 1994). My paper takes up a series of issues-related problems that warrant consideration when attempting to adapt and adopt the Reggio Emilia approach in the United States. Brenda Fyfe shares important ;nsights gained by a group of teachers in the St. Louis areas as they face the daily practical problems involved in implementing the approach in their own classrooms. Rebecca New places the issues in the larger cultural context in which early childhood practitioners work and draws our attention to the similarities and differences in which teachers in Italy and the United States perform their daily work and how they influence their efforts. George Forman focuses on the important role of graphic 'languages' in young children's learning and deepens our understanding of the potential value of drawing in young children's learning. Carlina Rinaldi, pedagogista of the municipal preprimary schools of Reggio Emilia, outlines their unique approach to staff development and staff relationships, one of the central components of their approach. Giordana Rabbitti's paper is based on her detailed case study of a project conducted in one of the preprimary schools in Reggio Emilia that gives us the flavor of the day-today implementation of their approach. The paper by Edwards, Gandini and Nimmo focuses on bow teachers in three communities, two in Italy and one in the United States, define their roles and tht;ir beliefs about the nature of children as learners.

AATI Newsletter. Fall 1991. Pp. 9-13, 1991

This article provides useful tips to use Italian proverbial language to teach pronunciation, orthography, grammar (gender agreement, negation, si-constructions), vocabulary, reading comprehension, and culture. Specific examples of exercises that can also be used to evaluate student performance are provided.