Building Relationships between Museums and Schools: Reggio Emilia as a Bridge to Educate Children about Heritage

Abstract

Schools and museums represent essential spaces for the development of learning and understanding of the world surrounding us through the arts and heritage. One of the things learned in the COVID crisis is that it is key to build bridges between schools and museums to support their educational activities, regardless of the possibility to access these spaces in person. School teachers and museum educators have the opportunity to develop a critical and creative citizenry by collaborating in the design of learning activities that can bring the museums to schools and schools to the museum by adopting the Reggio Emilia approach. The results of the study arise from a triangulation of data, as we contrasted the literature about the Reggio Emilia approach with the practices of museums that use such a philosophy and with the analysis of a series of interviews with experts in early childhood education and Reggio Emilia in order to identify a series of good practices, which we used to delineate recommendations to foster the adoption of this model and establish relationships between schools and museums, enhancing the opportunities to develop critical and creative thinking throughout activities and to understand the heritage and the arts, thus fostering citizenship from an early childhood.

Arts Education for Children with Disabilities: A Systematic Literature Review

“…These programmes may be designed to provide additional opportunities for students with disabilities to engage in arts education, or to provide access to resources and expertise that may not be available within the school setting. (Kamenets et al, 2021), (Theodotou, 2019), (Blaisdell et al, 2019), (Flowers et al, 2015) (Flowers et al, 2015), (Craw, 2015), (Rihter & Potočnik, 2022), (Theodotou, 2019), (Santos & Lima-Rodrigues, 2016), (Cole et al, 2021), (Haerani et al, 2020), (Petsilas et al, 2019), (Kantor & Lei, 2020), (Mehr et al, 2013) (Feliu-Torruella et al, 2021), (Martinec et al, 2022), (Theodotou, 2020), (Blaisdell et al, 2019), (Lian et al, 2020), (Erina et al, 2019) 6…”

Saudi Vision 2030: Applying a Sustainable Smart Techno-cultural Assessment method to Evaluate Museums’ performance post-COVID-19

“…[22] approached the research by suggesting online public services such as lectures, conferences, and forums using digital technologies. [23] approached this research by suggesting teaching and learning in museums, but during COVID-19 this service can only be provided online. Agostino (2020) approached this research by suggesting online social and cultural activities, but these activities need to be developed and sustained into the future.…”

Kesahan Kandungan Modul Pendekatan Projek Menggunakan Ecocampus UMS Untuk Pencapaian Awal Matematik Kanak-Kanak Prasekolah

“…Pendekatan Projek sudah lama digunakan dalam PdP kanak-kanak sejak ia diperkenalkan melalui program Reggio Emilia. Program ini menyarankan agar kanakkanak diberi peluang untuk meneroka kehidupan sebenar dan pengetahuan baru yang terdapat di alam sekeliling mereka (Arseven, 2013;Feliu-Torruella, Fernandez-Santin & Atenas, 2021). Dalam negara Malaysia sendiri, kajian berkaitan pembelajaran berasaskan pendekatan projek semakin mendapat perhatian.…”