Understanding the Reggio Approach

Thornton, Linda; Brunton, Pat

doi:10.4324/9781315744018

Cited by 24 publications

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“…A large and growing body of literature has investigated Malaguzzi's HLC approach, with some studies such as Thornton and Brunton (2015) and Gandini (2004) describing HLC as a theory linking language with developing thinking because it is believed that language determines thought. Supporting this statement, Olsson (2009) verifies that, when using different languages, our thoughts are put into a state of continual movement and evolvement.…”

Section: Introductionmentioning

confidence: 99%

Exploring the role of Malaguzzi’s ‘Hundred Languages of Children’ in early childhood education

Mphahlele

2019

SAJCE

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Background: In the history of early childhood education (ECE), language is viewed as key in teaching and learning. Children in the ECE are mostly confined to verbal communication which, to a certain extent, restricts their imagination and inventive ability. Loris Malaguzzi, the founder of the Reggio Emilia educational philosophy, initiated the Hundred Languages of Children (HLC) as a pedagogical approach to enable children to interact and communicate.Aim: This study aims to explore the role of HLC through the experiences and views of the four ECE practitioners in the Gauteng province. Drawing on Gardner’s theory of multiple intelligences, the author argues that ECE children possess different kinds of minds, and therefore they learn in different ways.Setting: Two Early Childhood centres in the Gauteng Province of South Africa were selected for this study because they had adopted Malaguzzi’s HLC approach to constructing concepts to help children structure knowledge and organise learning.Methods: The author used one-on-one interviews to get ECE practitioners’ experiences on using Malaguzzi’s HLC. To corroborate the interviews’ data, the author conducted classroom observations and document analysis.Results: The participants viewed Malaguzzi’s HLC as an enabler to meet the requirement of the two sets of curricula from the Department of Social Development (the National Curriculum Framework for children from 0 to 4 years) and from the Department of Basic Education (the Curriculum Assessment and Policy Statement for 5-year-old children).Conclusion: The findings show a paradigm shift, as children become active constructors of their own knowledge.

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Section: Introductionmentioning

confidence: 99%

Exploring the role of Malaguzzi’s ‘Hundred Languages of Children’ in early childhood education

Mphahlele

2019

SAJCE

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“…Thornton and Bruton ( 2015 ) point to this kind of early-years inquiry as the ‘Reggio Emilio approach’, where children are encouraged to develop their own theories about the world and to explore these collaboratively in great depth. Strong value is placed on different experiences, ideas and opinions so that when a child stands at the centre of a paved playground after a heavy spate of rain and asks, ‘Where does all the water go?’ the child’s ideas are respected and taken seriously, and are used as the start point of investigations.…”

Section: Introductionmentioning

confidence: 99%

“…Strong value is placed on different experiences, ideas and opinions so that when a child stands at the centre of a paved playground after a heavy spate of rain and asks, ‘Where does all the water go?’ the child’s ideas are respected and taken seriously, and are used as the start point of investigations. Thornton and Bruton say it is important to create an environment in which ‘children are unafraid of making mistakes or of reconstructing their ideas’ ( 2015 , p. 17). The adult intervenes as little as possible but observes, listens, interprets and facilitates the child’s inquiry by providing interesting experiences and resources.…”

Section: Introductionmentioning

confidence: 99%

“…Nothing, but nothing, is ‘off the science table’. As Thornton and Bruton ( 2015 ) say about the ‘Reggio Approach’, ‘In Reggio there is no pre-determined curriculum. Children’s learning is developed through their involvement in long- and short-term projects which develop out of first-hand experiences and their theories about the world’ (p. 17).…”

Section: Introductionmentioning

confidence: 99%

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But is it science?

Watts

Salehjee

Essex

2016

Early Child Development and Care

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Early years science education is not science, but a curricular construction designed to induct young children into a range of ideas and practices related to the natural world. While inquiry-based learning is an important approach to this, it is not of itself unique to science and there are a range of logico-mathematical constructions that come closer to the essence of science. In this paper we discuss just three: empirical question-asking, transgressive play, and good thinking. The challenge, of course is to induct early years practitioners to a different way of shaping early science.

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Learning and Teaching in Early Childhood

Boyd

Green

Jovanovic

2021

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Learning and Teaching in Early Childhood: Pedagogies of Inquiry and Relationships is an introduction for early childhood educators beginning their studies. Reflecting the fact that there is no single correct approach to the challenges of teaching, this book explores teaching through two lenses: teaching as inquiry and teaching as relating. The first part of the book focuses on inquiry, covering early childhood learning environments, learning theories, play pedagogies, approaches to teaching and learning, documentation and assessment, and the policy, curriculum and regulatory requirements in Australia. The second part explores relationships in early childhood contexts and covers topics such as fostering meaningful and respectful relationships with children, and working with families, staff and the wider community. Written by well-respected academics in the field, Learning and Teaching in Early Childhood is a vital resource for those entering the early childhood education and care profession.

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Understanding the Reggio Approach

Cited by 24 publications

References 0 publications

Exploring the role of Malaguzzi’s ‘Hundred Languages of Children’ in early childhood education

Exploring the role of Malaguzzi’s ‘Hundred Languages of Children’ in early childhood education

But is it science?

Learning and Teaching in Early Childhood

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