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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.
Edwards, Carolyn. Gandini, Lella, Forman, George. The Hundred Languages of Children: The Reggio Emilia Approach to Early Childhood Education. New Jersey: Ablex Publishing Corp. 1993. Gonzalez-Mena, Janet (2011). Foundations of Early Childhood Education (Fifth Edition). New York: McGraw-Hi; Hart, Linda. “The Dance of Emergent Curriculum”.
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. [25] [26] Its curriculum emerges from the children's interest, and is developed through projects and inquiry. [27]
Interest in early childhood education worldwide led her to the Schools of Reggio Emilia, Italy in 1993, and to the U.S./South Africa Joint Conference on Early Childhood Education in 1996. She has presented in a seminar sponsored by the Department of Early Childhood Education at the University of Athens, Greece, and took part in a literacy ...
Reggio nell'Emilia [a] (Emilian: Rèz; Latin: Regium Lepidi), usually referred to as Reggio Emilia, or simply Reggio by its inhabitants, and known until 1861 as Reggio di Lombardia, [b] is a city in northern Italy, in the Emilia-Romagna region. It has about 171,944 inhabitants [1] and is the main comune (municipality) of the province of Reggio ...
Manzini’s research falls under the umbrella of generative syntax. [7] Her early work focused particularly on the theory of non-finite complementation and control.In the 1980s she published a number of works on parameter setting, and in 1992 an influential monograph on locality. [8]
Ernesto Caffo (born 16 May 1950, Modena) is the founder and President of SOS Il Telefono Azzurro Onlus and Fondazione Child.He is a Chair Professor of Child and Adolescent Psychiatry at the University of Modena and Reggio Emilia, full-time Director of the Department of Paediatrics for the Hospital of University of Modena, and director of the 6th edition of the Master Assessment and ...