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Due:  Thurs. class – May 13th by 11:59 PM (90 Points)

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Due:  Thurs. class – May 13th by 11:59 PM (90 Points)

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Cynthia Santibanez - How do you incorporate diverse languages and cultures?

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Cynthia Santibanez - How do you incorporate diverse languages and cultures?

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The Reggio approach centers around the idea that the curriculum should reinforce the natural curiosities and interests of the children. Children are encouraged to work with one another and explore the world around them through social interaction and materials. Co-construction is an important part of the Reggio process, as it emphasizes collaboration and cooperation.

To help develop an interest and understanding of different languages and cultures, children are encouraged to utilize their senses, environment, and the adults around them. By doing so, children learn to become social and respectful of others and their individualities. Children learn to express their environments and personal experiences through different modes of expression, often referred to as “The Hundred Languages of Children” (Feeney et al. 92).

Through these different modes of expression, teachers expose children to the different ways people live and communicate. Through documentation, children can observe their differences in expression and this can lead to an open and natural dialogue about why. Making diverse art allows teachers to maintain the concept of building relationships with the materials and peers, while introducing children to other cultures.

Reading books about different cultures is also a great way to engage children. Allowing children to ask questions and/or make comments during the story gives them some control of the direction of their learning. Teachers can then turn this opportunity into a teaching moment and ask the children questions about how they may or may not relate to the subject.

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Valerie Vivian - Overview of the program's philosophy. 

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Valerie Vivian - Overview of the program's philosophy. 

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-Children have some control over the direction of their learning.
-Each child is able to utilize their sense of touch, feeling, listening, and observing to explore and learn.
-Children learn to build relationships with  other children and with material items in their environment
-Endless ways and opportunities for the children to express themselves
-Learning environment as the third teacher (p. 83).
-Investigate, play, imagine
-Promotes development creativity though mistakes.

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Imgard Roman Gomez - How do you incorporate children with special needs?

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Imgard Roman Gomez - How do you incorporate children with special needs?

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Developing Inclusion programs for children with special rights can be challenging and beneficial for the child at the same time. Reggio ideals can foster new beliefs and attitudes regarding inclusion, the Reggio principle that supports this challenge is the image of the child as strong, competent and appreciated (p. 83).
As educators, we must consider changes in our philosophies and practices regarding inclusion and work to adopt Reggio programs and / or practices that reflect a unique collaborative approach to working with children, families, and the community. (p.86) Each of these practices implies respect and value for children, a carefully prepared learning environment, where children consciously integrate with the support of parents and careful observation of teachers, who make their classroom one where inclusion worked for everyone (Edwards, 2002) (p. 84).
Supportive environments need appropriate adaptations, modifications, and assistance that help children with special rights to be a full active participant, as well as promote social interaction, constructive learning, and ensure children's belonging to the group. The physical environment created in the Reggio classroom respects the child's right to have a meaningful and functional space in which to work, learn and play (p. 83).
It is essential for educators working in inclusive settings to have a strong knowledge of child development as well as various strategies for listening and responding with great sensitivity to children with special rights.

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Juidah Kadri - When the child leaves the program to go to elementary school, what does the philosophy say the child will be able to do?

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Juidah Kadri - When the child leaves the program to go to elementary school, what does the philosophy say the child will be able to do?

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The Reggio Emilia educational approach believes that, through its guiding principles, children are better able to solve problems, engage with their community and environment, welcome new experiences, build social skills, express themselves with confidence, and enjoy learning (p. 86).

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Brenda Cano - What might be a sample curriculum or lesson plan?

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Brenda Cano - What might be a sample curriculum or lesson plan?

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Brenda Cano - How might the daily schedule look like for your program?

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Brenda Cano - How might the daily schedule look like for your program?

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Joseph Sheue - What is the role of the learner?

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Joseph Sheue - What is the role of the learner?

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The Reggio approach promotes the intellectual development of children through a systematic focus on symbolic representation. The children are encouraged to represent their environment and their experiences through many “natural languages,” or modes of expression, often referred to as “The Hundred Languages of Children” (Edwards, Gandini, & Forman, 1998). These modes of expression may include drawing, painting, working in clay, sculpting, building, conversing, and dramatic play (p. 84).

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Joseph Sheue - What is the role of the teacher?

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Joseph Sheue - What is the role of the teacher?

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Teachers are responsible for day-to-day administration of the schools with support from a team of educational coordinators, called pedagogistas, who work to create a continual exchange of information among teachers, children, and families. Each school also has an art teacher, or atelierista, who helps teachers support children in expressing their knowledge through creative representation. The art teacher works with small groups of children as they investigate and explore topics through a variety of creative media.
Teachers in Reggio programs regard themselves as researchers who conduct systematic study of children’s learning by documenting their work and sharing it with families and communities (p. 84).

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Joseph Sheue - What is the role of the environment?

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Joseph Sheue - What is the role of the environment?

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Educators in Reggio schools often refer to the learning environment as the “third teacher.” They provide an environment that promotes partnerships, social interaction, and constructive learning. The physical environment created at Reggio Emilia schools honors the child’s right to have a beautiful, functional space in which to work and play. Important elements of school design are the art studio, called the atelier, and a large central gathering area, called the piazza, where children can gather and play independently. Schools are designed with the idea of “transparency” so that children can see from one area of the school to another. There are skylights and floor-to-ceiling windows so that the classrooms are flooded with natural light. Mirrors, plants, and windows combine to create a bright, cheerful, and visually pleasing environment. High-quality art supplies, including paints and clay as well as recycled materials and natural objects, are attractively arranged, often by color, on open shelves and children’s work is prominently displayed (p. 84).

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Joseph Sheue - Curriculum Documentation Panel

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Joseph Sheue - Curriculum Documentation Panel

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Before displaying documentation panels and presentations, it is crucial that you obtain written permission from children’s families. As described in the section on confidentiality, you have a legal and ethical responsibility to get the written permission of families before any sharing of documentation. Figure 5.15 shows an example of a curriculum documentation panel (p. 165).