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This booklet documents our school district's collaborative inquiry project looking at how Reggio-inspired practices can inform and enhance primary mathematics teaching and learning.
Loris Malaguzzi was one of the most important figures in 20th century early childhood education, achieving world-wide recognition for his educational ideas and his role in the creation of municipal schools for young children in the Italian city of Reggio Emilia, the most successful example ever of progressive, democratic and public education. Despite Malaguzzi’s reputation, very little of what he wrote or said about early childhood education has been available in English. This book helps fill the gap, presenting for the first time in English, writings and speeches spanning 1945 to 1993, selected by a group of his colleagues from an archive established in Reggio Emilia. They range from short poems, letters and newspaper articles to extended pieces about Malaguzzi’s early life, the origins of the municipal schools and his ideas about children, pedagogy and schools. This material is organised into five chronological chapters, starting at the end of World War Two and ending just before his death, with introductions to each chapter providing background, including the historical context, the main events in Malaguzzi’s life and the rationale for the selection of documents. The book provides a unique insight into the background, thinking and work of Malaguzzi, revealing, in his own words, how his thinking developed, how he moved between theory and practice, how he border-crossed many disciplines and subjects, and how he combined many roles ranging from administrator and campaigner to researcher and pedagogue. Academics, students and practitioners alike will find this landmark publication provides rich insights into his life and work.
Why does the city of Reggio Emilia in northern Italy feature one of the best public systems of early education in the world? This book documents the comprehensive and innovative approach that utilizes the "hundred languages of children" to support their well-being and foster their intellectual development. • Contributions from leaders from Reggio Emilia and international scholars from Europe and North America, including Loris Malaguzzi, Carlina Rinaldi, Vea Vecchi, Howard Gardner, Gunilla Dahlberg, and others • Illustrated with photographs of the teachers and children in the Reggio Emilia schools as well as drawings from the children of the Reggio Emilia preschools • A bibliography with references and sources follows each chapter • An index provides access to names, concepts, and themes discussed across many of the different chapters
The Municipal preschools of Reggio Emilia, in Northern Italy, are renowned world-wide for the excellence of their provision. This approach provides a unique collaboration between children, parents, teachers and the wider community. Loris Malaguzzi and the Reggio Emilia Experience brings together the history and context of the Reggio Emilia experience, and explores the principles espoused by Loris Malaguzzi and the Early Years' Educators of the Reggio Emilia Municipality. It critically evaluates the emergent curriculum and quality provision and offers new insights into the powerful and dominant discourses of the Reggio movement. It will provide students and educators with a comprehensive overview of the phenomenon that is Reggio Emilia.
A progressive, research-based approach for making learningvisible Based on the Reggio Emilia approach to learning, VisibleLearners highlights learning through interpreting objects andartifacts, group learning, and documentation to make students'learning evident to teachers. Visible classrooms are committed tofive key principles: that learning is purposeful, social,emotional, empowering, and representational. The book includesvisual essays, key practices, classroom and examples. Show how to make learning happen in relation to others, sparkemotional connections, give students power over their learning, andexpress ideas in multiple ways Illustrate Reggio-inspired principles and approaches viaquotes, photos, student and teacher reflections, and examples ofstudent work Offer a new way to enhance learning using progressive,research-based practices for increasing collaboration and criticalthinking in and outside the classroom Visible Learners asks that teachers look beyondsurface-level to understand who students are, what they come toknow, and how they come to know it.
This project explores how mathematics growth and development can be supported, documented and assessed in an emergent play-based early childhood education environment inspired by the practices and principles of Reggio Emilia. Using the California Preschool Learning Foundations as a framework, Math Play includes developmentally appropriate activities and environments that support cognitive development within the mathematics domain. This curriculum documents how a classroom's emergent themes were interwoven into activities and environments that did not oppose the practices and principles of the approach. Math Play successfully documented each child's mathematic understanding as well as areas needing further growth and development. With the California Preschool Learning Foundations as a framework, teachers can use Math Play to establish a child's level of understanding within this domain that plays one of important roles in assessing a child's school readiness. Math Play provides examples of how teachers can use authentic formative portfolios for assessment of growth and development. Math Play provides an alternative for standardized assessment in an emergent play-based environment that authenticates the experiences that preschool children are having while growing and developing in a Reggio Emilia inspired environment. After implementation of Math Play the following two findings were deduced : 1. Children engaged and demonstrated a range of mathematic growth and development that corresponds with the eighteen sub-strands of the California Preschool Learning Foundations. 2. Authentic formative portfolios provided an effective way to discuss individual child mathematic growth and development with assistant teachers and parents. In addition to these findings the children who were involved in this research continued to grow and develop by engaging in activities that furthered their mathematic foundation after Math Play implementation.
Educators, scholars, and researchers in the United States convened at the Forum on Early Childhood Science, Mathematics, and Technology Education to discuss how, when, and even if science, mathematics, and technology should be taught to pre-kindergarten children. The product of that forum, this book summarizes some of the latest thinking about early childhood science, mathematics, and technology education. Articles are organized into sections covering perspectives; learning context; first experiences in science, mathematics, and technology; and fostering high-quality programs. The articles are as follows: (1) "Early Childhood Education in Science, Mathematics, and Technology: An NSTA Perspective" (Fred Johnson--National Science Teachers Association); (2) "Toward a Research Agenda in Early Childhood Science, Mathematics, and Technology Education" (Alverna M. Champion--National Science Foundation); (3) "Making Sense of the World" (Shirley Malcom--American Association for the Advancement of Science); (4) "The Forum on Early Childhood Science, Mathematics, and Technology Education" (Jacqueline R. Johnson--Grand Valley State University, Allendale, Michigan); (5) "The State of Early Childhood Programs in America; Challenges for the New Millenium" (Barbara Day and Tracie Yarbrough--The University of North Carolina-Chapel Hill; (6) "Policy Implications for Math, Science, and Technology in Early Childhood Education" (Barbara T. Bowman--Erikson Institute); (7) "Concept Development in Preschool Children" (Susan A. Gelman--University of Michigan-Ann Arbor); (8) "Educating Young Children in Math, Science, and Technology" (David Elkind--Tufts University, Medford, Massachusetts); (9) "Science in Early Childhood: Developing and Acquiring Fundamental Concepts and Skills" (Karen K. Lind--University of Louisville, Kentucky); (10) "Early Childhood Mathematics" (Susan Sperry Smith--Cardinal Stritch University, Milwaukee, Wisconsin); (11) "Young Children and Technology" (Douglas Clements--SUNY-Buffalo, New York); (12) "Science Assessment in Early Childhood Programs" (Edward Chittenden and Jacqueline Jones--Educational Testing Service); (13) "Preparing Teachers of Young Learners: Professional Development of Early Childhood Teachers in Mathematics and Science" (Juanita V. Copley and Yolanda Padron--University of Houston, Texas); (14) "Partnerships among Families, Early Childhood Educators, and Communities To Promote Early Learning in Science, Mathematics, and Technology" (Heather B. Weiss--Harvard Family Research Project); and (15) "Playing Fair and Square: Issues of Equity in Preschool Mathematics, Science, and Technology" (Rebecca S. New--University of New Hampshire). Each article contains references. The book concludes with lists of selected resources and of the forum attendees. (HTH)

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