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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]
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.
Knowledge results from the combinations of grasping and transforming experience." The experimental learning theory is distinctive in that children are seen and taught as individuals. As a child explores and observes, teachers ask the child probing questions. The child can then adapt prior knowledge to learning new information.
Whole Child's model is based on the theories of Hungarian pediatrician Emmi Pikler (1902–1984), the Reggio Emilia approach to Early Childhood Education, and other sources. The Pikler Institute, in Budapest, Hungary, was founded in 1946 to care for children orphaned and abandoned during the Second World War.
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.
Preschool education is important and beneficial for any child attending nursery school because it gives the child a head start through social interactions. Through cognitive, psychosocial and physical development-based learning a child in preschool will learn about their environment and how to verbally communicate with others.
Influenced by constructivist theories and the progressive-education movement, it is committed to uphold the rights of individuals. [24] Key concepts in a Reggio Emilia school include a child's right to education, the importance of interpersonal relationships amongst children, teachers and parents, and children's interactions in work and play.
Emergent curriculum is child-initiated, collaborative and responsive to the children's needs. Proponents state that knowledge of the children is the key to success in any emergent curriculum (Cassidy, Mims, Rucker, & Boone, 2003; Crowther, 2005). Planning an emergent curriculum requires: observation; documentation