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The Reggio Emilia approach is an educational philosophy and pedagogy focused on preschool and primary education.This approach is a student-centered and constructivist self-guided curriculum that uses self-directed, experiential learning in relationship-driven environments. [1]
Fondazione Reggio Children was established in 2011 in Reggio Emilia, the city that, immediately after the Second World War, has given birth to the Reggio Emilia Approach®, the educational approach based on the idea of children and human beings as holders of rights and potentials.
Sociocracy is a theory of governance that seeks to create psychologically safe environments and productive organizations. It draws on the use of consent, rather than majority voting, in discussion and decision-making by people who have a shared goal or work process.
Today, they mostly serve the purpose of general education and social interaction. In Italy, much effort has been spent on developing a pedagogical approach to children's care: well known is the so-called Reggio Emilia approach, named after the city of Reggio Emilia, in Emilia-Romagna.
Learning through play is a term used in education and psychology to describe how a child can learn to make sense of the world around them. Through play children can develop social and cognitive skills, mature emotionally, and gain the self-confidence required to engage in new experiences and environments.
Social emotional development represents a specific domain of child development.It is a gradual, integrative process through which children acquire the capacity to understand, experience, express, and manage emotions and to develop meaningful relationships with others. [1]
Germ theory of disease (as a scientific theory): [84] physician Girolamo Fracastoro, scholar and poet, in 1546 was the first proposing that epidemic diseases are caused by transferable tiny particles or "spores" that could transmit infection by direct or indirect contact or even without contact over long distances. In his idea the "spores" of ...
Her scholarly work focused on the developmental stages of a teacher, child social development, and she has been a proponent of the project-based learning approach to childhood education, believing children learn best in informal and interactive situations. [2] She was born and raised in England, moving to the United States in 1947. [3]