Open AccessMoving Onward: Reflections and Re-interpretations of the Reggio Approach
Author(s) -
Linda A. O’Donoghue
Publication year - 2011
Publication title -
journal of childhood studies
Language(s) - English
Resource type - Journals
eISSN - 2371-4115
pISSN - 2371-4107
DOI - 10.18357/jcs.v36i1.15135
Subject(s) - early childhood education , sociology , pedagogy , key (lock) , early childhood , psychology , computer science , developmental psychology , computer security
This article offers an insight into teaching and learning from various interviews I conducted with educators about their journey with the philosophy of Reggio Emilia. Many early childhood educators in North America are captivated by the philosophical fundamentals of Reggio Emilia. Emerging from Reggio Emilia, Italy after the destruction of WWII, this approach embraces several key principles that guide the educator. These include: the importance of teachers as researchers, documenters, observers and listeners; the environment as the "third educator," and the image of the capable, competent child (Edwards, Gandini & Forman, 1998).