The Hundred Languages Of Children / Edition 2

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The city-run early childhood program of Reggio Emilia, Italy, has become recognized and acclaimed as one of the best systems of education in the world. Over the past forty years, educators there have evolved a distinctive innovative approach that supports children's well-being and fosters their intellectual development through a systematic focus on symbolic representation. Young children (from birth to age six) are encouraged to explore their environment and express themselves through many languages, or modes of expression, including words, movement, drawing, painting, sculpture, shadow play, collage, and music. Leading children to surprising levels of symbolic skill and creativity, the system is not private and elite but rather involves full-day child care open to all, including children with disabilities.

This new Second Edition reflects the growing interest and deepening reflection upon the Reggio approach, as well as increasing sophistication in adaptation to the American context. Included are many entirely new chapters and an updated list of resources, along with original chapters revised and extended. The book represents a dialogue between Italian educators who founded and developed the system and North Americans who have considered its implications for their own settings and issues. The book is a comprehensive introduction covering history and philosophy, the parent perspective, curriculum and methods of teaching, school and system organization, the use of space and physical environments, and adult professional roles including special education. The final section describes implications for American policy and professional development and adaptations in United States primary, preschool, and child care classrooms.

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Editorial Reviews

From the Publisher

"Advanced Reflections contributes valuable new perspectives to our ongoing dialogue about the Reggio Emilia experience." - Early Childhood Research Quarterly

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Product Details

  • ISBN-13: 9781567503104
  • Publisher: ABC-Clio, LLC
  • Publication date: 9/5/2000
  • Edition description: Subsequent
  • Edition number: 2
  • Pages: 520
  • Product dimensions: 6.14 (w) x 9.21 (h) x 1.13 (d)

Meet the Author

CAROLYN EDWARDS is Professor of Psychology and Family and Consumer Sciences at the University of Nebraska.

LELLA GANDINI is United States Liaison for the Reggio Emilia Program in the United States and Adjunct Professor at the University of Massachusetts, Amherst.

GEORGE FORMAN is Professor of Education at the University of Massachusetts, Amherst.

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Table of Contents

About the Contributors
Foreword: Complementary Perspectives on Reggio Emilia
Remarks: Malaguzzi's Story, Other Stories
1 Introduction: Background and Starting Points 5
2 What Can We Learn from Reggio Emilia? 27
3 History, Ideas, and Basic Philosophy: An Interview with Lella Gandini 49
4 The Community-Teacher Partnership in the Governance of the Schools: An Interview with Lella Gandini 99
5 Projected Curriculum Constructed Through Documentation - Progettazione: An Interview with Lella Gandini 113
6 The Role of the Pedagogista: An Interview with Lella Gandini 127
7 The Role of the Atelierista: An Interview with Lella Gandini 139
8 The Voice of Parents: An Interview with Lella Gandini 149
9 Educational and Caring Spaces 161
10 Partner, Nurturer, and Guide: The Role of the Teacher 179
11 Children With "Special Rights" in the Preprimary Schools and Infant-Toddler Centers of Reggio Emilia 199
12 Curriculum Development in Reggio Emilia: A Long-Term Curriculum Project About Dinosaurs 215
13 Negotiated Learning Through Design, Documentation, and Discourse 239
14 Theory and Praxis in Reggio Emilia: They Know What They Are Doing, and Why 261
15 Poppies and the Dance of World Making 285
16 The Child in Community: Constraints From the Early Childhood Lore 295
17 Existing Frameworks and New Ideas From Our Reggio Emilia Experience: Learning at a Lab School With 2- to 4-Year-Old Children 313
18 Bridge to Another Culture: The Journey of the Model Early Learning Center 335
19 The City in the Snow: Applying the Multisymbolic Approach in Massachusetts 359
20 Looking in the Mirror: A Reflection of Reggio Practice in Winnetka 375
21 The Project Approach Framework for Teacher Education: A Case for Collaborative Learning and Reflective Practice 405
22 Stories of Change from the St. Louis-Reggio Collaborative 419
23 Reconsidering Early Childhood Education in the United States: Reflections From Our Encounters With Reggio Emilia 439
24 Conclusion: Final Reflections 457
Glossary of Terms Used by Educators in Reggio Emilia 467
Additional Resources 468
Author Index 475
Subject Index 479
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