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    Working in the Reggio Way: A Beginner's Guide for American Teachers
    Working in the Reggio Way: A Beginner's Guide for American Teachers
    Working in the Reggio Way: A Beginner's Guide for American Teachers
    Ebook241 pages3 hours

    Working in the Reggio Way: A Beginner's Guide for American Teachers

    By Julianne Wurm

    4.5/5

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    About this ebook

    Working in the Reggio Way helps teachers of young children bring the innovative practices of the schools in Reggio Emilia, Italy, to American classrooms. Written by an educator who observed and worked in the world-famous schools, this groundbreaking resource presents the key tools that will allow American teachers to transform their classrooms, including these:

    Organization of time and space
    Documentation of children’s work
    Observation and questioning
    Attention to children’s environments

    This workbook also contains interactive activities for individual or group reflection.

    Julianne Wurm works as an instructional reform facilitator in the San Francisco Unified School District. She lives in San Francisco, California.

    LanguageEnglish
    PublisherRedleaf Press
    Release dateJun 1, 2005
    ISBN9781605543277
    Working in the Reggio Way: A Beginner's Guide for American Teachers

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    Reviews for Working in the Reggio Way

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    • 5/5
      This is a great intro book on what Reggio is all about. I liked the organization and learned a lot about this philosophy of education that’s taken over major US cities in the last decades.

    Book preview

    Working in the Reggio Way - Julianne Wurm

    Chapter 1

    1

    Vision

    The view we have of children is present in all that we do as educators. It can be seen in the way we present materials, the way we maintain our spaces, and even the food we serve. For example, do students eat reheated lunch on paper plates? What does this say about the view of the child as competent or valuable? What does it say about the value the program places on food or eating together or the sense of community? Is the bathroom door always closed, so children do not go without supervision? What does this say about the program’s understanding of children as independent or, again, competent? Are materials creatively displayed at a child’s level for easy access and inspection, or in a closed cabinet that only teachers are supposed to open? Each choice springs from a different understanding of the child’s place in the classroom and the teacher’s role.

    In any educational project a vision underlies the work and is tied directly to your view of the child. Opinions about the place of children in society and the role that the education of children plays in their development are also influential. Carla Rinaldi, one of the best-known voices associated with Reggio Emilia, was a pedagogical coordinator or pedagogista in the Reggio Emilia programs. Eventually she became the director of Early Childhood Education in Reggio Emilia. Ms. Rinaldi is now the executive consultant to Reggio Children, the international institution devoted to research and the dissemination of the Reggio Emilia Approach to Early Childhood Education. In The Thoughts That Support the Educational Action (I pensieri che sostengono l’azione educativa) (Reggio Emilia, Italy: Comune di Reggio Emilia, 1994), she shares some fundamental questions that can begin to give shape to your view of the child and create a foundation for the vision upon which your school will

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