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Article
Projects and Provocations: Preschool Curriculum Ideas from Reggio Emilia
Publication: Montessori Life, vol. 3, no. 1
Date: 1991
Pages: 26–28
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Language: English
ISSN: 1054-0040
Article
The Reggio Emilia Project
Publication: Montessori Courier, vol. 4, no. 1
Date: Apr 1992
Pages: 24–25
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Language: English
ISSN: 0959-4108
Article
Reggio Emilia, Maria Montessori, and John Dewey: Dispelling Teachers’ Misconceptions and Understanding Theoretical Foundations
Available from: Springer Link
Publication: Early Childhood Education Journal, vol. 39, no. 4
Date: 2011
Pages: 235-237
Comparative education, John Dewey - Biographic sources, John Dewey - Philosophy, Maria Montessori - Biographic sources, Maria Montessori - Philosophy, Montessori method of education - Criticism, interpretation, etc., Progressive education - Criticism, interpretation, etc., Reggio Emilia approach (Early childhood education)
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Abstract/Notes: During the past century Loris Malaguzzi (1920–1994), a principal figure in the establishment and creation of the preschools of Reggio Emilia, Italy, was one of the seminal thinkers in early childhood education. The influence of John Dewey, one of the most important American philosophers, is visible in contemporary early childhood classrooms of Reggio Emilia. However, as this editorial contends, in the author’s experience, many pre-service teachers have the misconception that the two programs that originated in Italy—Maria Montessoir and Reggio Emilia—are synonymous. This editorial discusses another connection; namely, the relationship between John Dewey’s philosophy of education and the pedagogy of Reggio Emilia preschools. Pre-service teachers’ understanding of Dewey’s theory and the Reggio Emilia experience makes an important contribution to the development of their personal teaching philosophy and understanding of best practices in the field.
Language: English
DOI: 10.1007/s10643-011-0451-3
ISSN: 1082-3301, 1573-1707
Article
Individual Development Plans From a Critical Didactic Perspective: Focusing on Montessori- and Reggio Emilia-Profiled Preschools in Sweden
Available from: SAGE Journals
Publication: Journal of Early Childhood Research, vol. 9, no. 3
Date: 2011
Pages: 247-261
Comparative education, Europe, Nordic countries, Scandinavia, Scandinavia, Sweden
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Abstract/Notes: Individual development plans, which are sometimes designed as ‘agreements — contracts’, can be considered the most rigid type of regulation on the individual level in the history of preschool in Sweden. Today we speak about a deregulated school. This regulation seems to have changed its character, gradually drifting from school regulation to individual and self-regulation. The study aims to map and discuss the variation of content and positions for children in the documentation from all preschools in a municipality in the south of Sweden. Documentation and individual development plans (IDP) are studied from preschools with different pedagogical profiles. Materials from Montessori- and Reggio Emilia-inspired preschools are focused on. A critical didactic perspective refers to a discussion and critical scrutiny of the structure of contents, assessment and position of children in different types of documentation. The perspective leads to questions such as: how is content constructed, and what governs the choice of content in IDPs and documentation at the institutional and individual levels? How is content related to pedagogical profile? What identities and positions are formulated for children in relation to various contents and profiles? The empirical data in the study were gathered in 2008 and comprises text in the form of governing documents on different levels: as municipal guidelines, profile descriptions on the municipality’s websites and IDP forms. Tentative results show a variation with both similar and diverse constructions of contents and positions related to pedagogical profiles.
Language: English
ISSN: 1476-718X
Article
Increasing Interest in Reggio Emilia
Publication: Montessori International, vol. 9, no. 2
Date: 1999
Pages: 23–25, 39
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Abstract/Notes: Includes sidebar, The Hundred
Language: English
ISSN: 1470-8647
Article
The Best Kindergarten in the World [Diana kindergarten, Reggio Emilia, Italy]
Publication: Montessori Education, vol. 6, no. 3
Date: Sep 1994
Pages: 20–21
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Language: English
ISSN: 1354-1498
Article
Compare Montessori to Reggio Emilia on the Net
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 11, no. 4
Date: Summer 1999
Pages: 24
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Abstract/Notes: Also: child care listings online
Language: English
ISSN: 1071-6246
Article
The Art of Observation [Visits to Reggio Emilia schools]
Publication: Montessori International, vol. 65
Date: Oct 2002
Pages: 37–39
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Language: English
ISSN: 1470-8647
Blog Post
Reggio Emilia vs. Montessori: Which is Right for Your Child?
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Abstract/Notes: Reggio Emilia vs. Montessori schools: what’s the difference? Learn the benefits of each educational model and discover which school is best for your child.
Language: English
Published: Feb 16, 2017
Conference Paper
Exploring the Social Logic of Preschool Environments Structured with Waldorf, Montessori, and Reggio Emilia: A Semantic and Syntactic Study on Preschool Environments
Available from: ResearchGate
Space Syntax Symposium (13th, 20-24 June 2022)
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Abstract/Notes: Kindergartens are socio-spatial organizations with their social and cultural as well as their spatial structures which prepare children to be responsible members of the society. In the ear ly years of the twentieth century, the issue of how to raise new generations was one of the primary research areas of many educational scientists, especially in Europe, and therefore different progressive pedagogical methods were generated. Among these views, the Waldorf pedagogical approach developed by Rudolf Steiner, Montessori pedagogical approach developed by Maria Montessori, and Reggio Emilia pedagogical approach developed by Loris Malaguzzi became prominent. Although these three pedagogical approaches have a common view that the child should be accepted as an individual with his/her rights, each of them involved different physical environment requirements in the context of their educational philosophies. The projects obtained in an architectural design studio course constitute the focus of this paper and it aims to decipher the semantic and syntactic characteristics based on twelve student projects. The semantic dimension of the study was revealed by coding the related themes through students' project reports while the syntactic dimension of the study demonstrated the prioritized social interaction area through isovist area and variance values. Considering the semantic results, it was revealed that the students not only comprehended the spatial requirements of a specific educational pedagogy but also grasped the transformative power of the methods, in terms of physical, social, and natural characteristics. Considering the syntactic results, the fact that the mean isovist area value was higher in Reggio Emilia schools showed that the piazza dominates the physical setting. The fact that the school cluster with the highest variance value emerged in Montessori draws attention to the changeability of isovist perimeter value within the interiors to orientate the individuals to the classroom units.
Language: English
Published: Bergen, Norway: Western Norway University of Applied Sciences, 2022
Pages: 25 p.