Early Child Development and Care ( IF 1.206 ) Pub Date : 2021-07-19 , DOI: 10.1080/03004430.2021.1900835 Isabela Garcia Senent 1 , Kendra Kelley 1 , Mona M. Abo-Zena 1
ABSTRACT
In many contexts, early educators are pressured to adopt narrow, skill-based curricular approaches and accompanying standards and measures of accountability. Alternatively, other educators infuse holistic learning and development through the play and guided inquiry of young children. For decades, passionate educators and caregivers have studied and implemented the Reggio Emilia approach, articulated by Loris Malaguzzi and ‘inspiring’ practices across the globe. This manuscript seeks to narrow the schism between quests for accountability and standardized notions of rigour in developmentally robust early childhood settings where educators build on the curiosity, agency, and creativity of young children. In particular, it explores the historical context and rationale of the Reggio Emilia approach, spotlights the thinking of and influences on Malaguzzi, and outlines how the focus on the agency and inclusion of all children and the documentation by and intentionality of adults contributes to the longstanding appeal of Reggio-inspired approaches.
中文翻译:
保持好奇心:Reggio-Emilia 启发式学习
摘要
在许多情况下,早期教育者被迫采用狭隘的、以技能为基础的课程方法以及相应的问责标准和措施。或者,其他教育工作者通过幼儿的游戏和引导式探究来注入整体学习和发展。几十年来,充满激情的教育工作者和护理人员研究并实施了由 Loris Malaguzzi 阐述的 Reggio Emilia 方法,并在全球范围内“鼓舞人心”的实践。这份手稿旨在缩小在发展稳健的早期儿童环境中对问责制的追求与严格的标准化概念之间的分歧,在这些环境中,教育工作者建立在幼儿的好奇心、能动性和创造力之上。特别是,它探讨了雷焦艾米利亚方法的历史背景和基本原理,