Conclusion
Reggio Emilia's approach to early education reflects a theoretical kinship with John Dewey, Jean Piaget, Vygotsky and Jerome Bruner, among others. Much of what occurs in the class reflects a constructivist approach to early education. Reggio Emilia's approach does challenge some conceptions of teacher competence and developmentally appropriate practice. For example, teachers in Reggio Emilia assert the importance of being confused as a contributor to learning; thus a major teaching strategy is purposely to allow mistakes to happen, or to begin a project with no clear sense of where it might end. Another characteristic that is counter to the beliefs of many Western educators is the importance of the child's ability to negotiate in the peer group.
One of the most challenging aspects of the Reggio Emilia approach is the solicitation of multiple points of view regarding children's needs, interests, and abilities, and the concurrent faith in parents, teachers, and children to contribute in meaningful ways to the determination of school experiences. Teachers trust themselves to respond appropriately to children's ideas and interests, they trust children to be interested in things worth knowing about, and they trust parents to be informed and productive members of a cooperative educational team. The result is an atmosphere of community and collaboration that is developmentally appropriate for adults and children alike.
Read more about this topic: Reggio Emilia Approach
Famous quotes containing the word conclusion:
“No one can write a best seller by trying to. He must write with complete sincerity; the clichés that make you laugh, the hackneyed characters, the well-worn situations, the commonplace story that excites your derision, seem neither hackneyed, well worn nor commonplace to him.... The conclusion is obvious: you cannot write anything that will convince unless you are yourself convinced. The best seller sells because he writes with his heart’s blood.”
—W. Somerset Maugham (1874–1966)
“Human affairs are so obscure and various that nothing can be clearly known. This was the sound conclusion of the Academic sceptics, who were the least surly of philosophers.”
—Desiderius Erasmus (1469–1536)
“We must not leap to the fatalistic conclusion that we are stuck with the conceptual scheme that we grew up in. We can change it, bit by bit, plank by plank, though meanwhile there is nothing to carry us along but the evolving conceptual scheme itself. The philosopher’s task was well compared by Neurath to that of a mariner who must rebuild his ship on the open sea.”
—Willard Van Orman Quine (b. 1908)