I recently returned from the International Work Study in Reggio, Italy. I was immersed in the Reggio pedagogy for early learning ages 0-7. This approach to learning is unique to Italy, indeed they were very clear that you would not want to transplant it as one of the key components is that it reflects the interests and needs of their community, culture and government. Yet this approach yields many elements that can be generalized to educators world wide and that I believe can be adapted to public school. 

Because children begin formal schooling at age 7 their approach is generally for ages 0 - 7. However, they have recently opened a Reggio elementary school for ages 7 - 11 where the approach is being applied successfully.

This teacher framed, child led approach to learning is very appealing to many teachers in BC and we have a growing number of classrooms which offer Reggio inspired programs. It complements the First Nations principles of learning as well as outdoor programs. 

I am still reading, researching and talking with others about this approach. Meanwhile I am continuing to make small shifts in my practice to reflect the elements that fit such as re-examine the indoor learning environment, daily flow and inquiries that we pursue.

I recently read Bringing the Reggio Approach to your Early Years Practice  by authors Linda Thornton and pat Brunton . They provide a history of Reggio Emilia, highlight the key values and then continues to provide practical examples of children at different ages in a variety of settings. 


Liz

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