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Reggio pedagogy was developed in the 1960s by Loris Malaguzzi in Reggio Emilia, Italy. This experience was the fruit of work initiated in the same town in the 1940s, and is based on the knowledge and theories of child development according to Piaget, Bruner and Watzlawick. This educational approach is the result of a strong collaboration between children, teachers, families, the environment and citizens who form a unique community. <\/p>\n
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The child is the first actor in his or her education, as a seeker who wants to understand the world. The teacher creates an environment rich in opportunities, observes and makes suggestions. The teacher is a partner in the child’s learning process. In other words, he learns from the child, and the child learns from him, through collaboration and exchange. The child’s knowledge and skills are built up through everyday experiences and explorations, which can take the form of projects. <\/p>\n
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The link to art in the Reggio approach is supported by Loris Malaguzzi’s notion of the 100 languages of the child. At Les Petits Plus, children are encouraged to express themselves through their \u201chundred languages\u201d (drawing, painting, collage, sculpture, shadow theater, cooking, construction, photography, gardening, music, dance, singing, modeling, land art, mime, writing…).
Children have a great need to communicate, which is why the Reggio approach focuses on providing them with a variety of media to encourage expression in different forms (language, music, body, etc.).
The adult’s role is to nurture the child’s expression and creativity, paying particular attention to the environment and the materials used, the vast majority of which are based on natural materials and recycled objects. Times for expression, sharing and exchange are organized daily to encourage the child’s active participation. <\/p>\n
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Children, whatever their age, are considered full-fledged citizens, with rights and the right to participate in the life of the city through civic education. Symbolically, the child is not only linked to his or her family, but also to the whole city, as a citizen (participation in a retirement home, participation in the community, a shared garden, etc.). <\/p>\n
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At the heart of the Reggio approach is the child’s relationship with nature, which is used as a real mediator and educational support for experimentation and knowledge of the world. A large part of the Reggio approach is based on the observation of nature. The children’s living environment allows them to “feel” daily what is happening in the immediate natural environment: changes in weather, light, seasonal rhythms, plant growth, etc. <\/p>\n
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Reggio pedagogy was developed in the 1960s by Loris Malaguzzi in Reggio Emilia, Italy. This experience was the fruit of work initiated in the same town in the 1940s, and is based on the knowledge and theories of child development according to Piaget, Bruner and Watzlawick. This educational approach is the result of a strong […]<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_et_pb_use_builder":"on","_et_pb_old_content":"","_et_gb_content_width":"","footnotes":""},"class_list":["post-251089","page","type-page","status-publish","hentry"],"yoast_head":"\n