Bringing the Reggio Approach to your Early Years Practice

Thornton, Linda; Brunton, Pat

doi:10.4324/9780203935378

Cited by 18 publications

(7 citation statements)

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“…We now understand that children would make their own material choices for representing and creating, as this choice would be integral to the intentional listening and research a teacher conducts. Philosophically, this intentional design to watch children choose their materials for representation and creation resides in what Thornton and Brunton's (2007) describe as 'intelligent materials . .…”

Section: Discussionmentioning

confidence: 99%

Revealing the experience of children and teachers even in their absence: Documenting in the early childhood studio

Parnell

2011

Journal of Early Childhood Research

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Inspired by the educational approach in the municipal pre-primary schools and infant-toddler centers of Reggio Emilia, Italy, two studio teachers and a researcher participant in Portland, Oregon capture classroom work, make investigations and interpretations in the studio as a laboratory space of learning, help children represent thinking, and collaboratively share their ideas with colleagues, parents, and their local community. Through their work of documenting young children’s learning, a researcher-participant aims to liberate the studio teachers’ narrative-episodes with a fundamental question: what meaning can be found in the studio experiences of documenting young children’s learning? The research results are phenomenological in nature and cascade into three narrative-episodes and discussions. Conclusions and implications for future research follow. In the end, the team finds the importance in their studio practice as a way to create meaning in everyday experiences.

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Section: Discussionmentioning

confidence: 99%

Revealing the experience of children and teachers even in their absence: Documenting in the early childhood studio

Parnell

2011

Journal of Early Childhood Research

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“…One of the teachers enthusiastically described what is called the Reggio-Emilia philosophy cf. (Thornton and Brunton 2015) and describes the room as a "third teacher," which stimulates children's possibilities for play and learning. They facilitated play with reusable items, nature items, art materials, and other open-ended and not-defined play materials.…”

Section: Teachers' Pedagogical Intentions-practical Considerations Override Pedagogical Intentionsmentioning

confidence: 99%

Pedagogical intentions or practical considerations when facilitating children's play? Teachers’ beliefs about the availability of play materials in the indoor ECEC environment

Nilsen

2021

ICEP

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This qualitative study investigated teachers' beliefs about the availability of play materials in the physical indoor environment of early childhood education and care (ECEC). The empirical data were gathered from fieldwork in eight child groups in ECEC institutions across Norway and comprised 13 semistructured interviews with teachers. The findings indicate a common ideological understanding among teachers that play materials should be available in children's play, enhancing play, learning, and development possibilities. However, many teachers described putting play materials out of children's reach during times of play. There are variations, but practical considerations often override pedagogical intentions when teachers plan and facilitate children's play. This study aims to enhance the indoor ECEC environment's quality by stimulating teachers' consciousness about play materials' availability, ensuring equal possibilities for children's play in ECEC. Implications for policy and practice are discussed.

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“…Pemikir Barat seperti Rousseau, Froebel, Dewey (Cahan, 1992) dan Montessori (Thornton & Brunton, 2014) telah menjadi pelopor dalam gerakan pendidikan anak usia dini. Dewey menekankan pada pembelajaran yang melibatkan pengalaman sehari-hari yang berasal dari naluri anak itu sendiri, kegiatan, dan minat harus menjadi titik awal pendidikan.…”

Section: Pendahuluanunclassified

Pengembangan Program Pembelajaran Tematik Berbasis Nilai-Nilai Keislaman untuk TK/RA

Hayati

2021

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Program pembelajaran yang baik harus menentukan tujuan yang akan dicapai. Dibutuhkan perencanaan yang jelas sehingga anak tidak diperlakukan dengan pendekatan yang tidak tepat atau bahkan pendekatan yang merugikan. Penelitian ini berupaya untuk menciptakan satu desain program stimulasi anak yang sesuai dengan perkembangannya, menciptakan program pembelajaran yang ramah anak berbasis nilai-nilai keislaman. Sehingga Taman Kanak-Kanak (TK) berbasis Islam dan Raudhatul Athfal (RA) yang diselenggarakan dapat dijalankan dengan baik dan menjadikannya sebagai taman bermain anak yang konstruktif, edukatif, dan ramah anak. Model peneitian yang digunakan adalah Research and Development (RnD) model Borg and Gall yang dimodifikasi dengan model instruksional Dick and Carey. Fokus penelitian mengacu kepada upaya pengembangan: identifikasi tujuan pembelajaran (2) melakukan analisis materi ajar (3) melakukan analisis peserta didik dan konteks pembelajaran, (4) menetukan target pembelajaran (5) mengembangkan instrumen penilaian (6) mengembangkan strategi belajar (7) menyeleksi bahan ajar untuk diterapkan. Penelitian ini diharapkan menjadi acuan pengembangan program pembelajaran tematik berbasis nilai-nilai keislaman di TK dan RA. Hasil penelitian ini berbentuk program pembelajaran yang memuat tema-tema pembelajaran tematik yang disesuaikan dengan tahap perkembangan dan kebutuhan belajar anak berbasis nilai-nilai keislaman.

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Bringing the Reggio Approach to your Early Years Practice

Cited by 18 publications

References 0 publications

Revealing the experience of children and teachers even in their absence: Documenting in the early childhood studio

Revealing the experience of children and teachers even in their absence: Documenting in the early childhood studio

Pedagogical intentions or practical considerations when facilitating children's play? Teachers’ beliefs about the availability of play materials in the indoor ECEC environment

Pengembangan Program Pembelajaran Tematik Berbasis Nilai-Nilai Keislaman untuk TK/RA

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