'Early Childhood Educator Essay\r'

'The inspiration for the Reggio Emilia turn up came from Reggio Emilia, Italy. In Italy, tout ensemble(prenominal) the preschools atomic number 18 touch on this approach. It is a city onslaught class for chel arn from birth to the age of sextet (Cyert Center, 2004). The philosophy is that, â€Å"children’s interactions and relationships with different children and adults are a vital comp acent of their schooling” (Schiller, 1995). Reggio Emilia schools in the coupled States, Italy, and other countries nigh the world differ greatly from standard preschools here in the United States.\r\nSome of the key differences and components of the Reggio Emilia program is its role in the community, attention to the purlieu, and its sudden curriculum which functions as a neighborhood of the t for each oneers and the children. Role of the Community The community is a big naval division of the Reggio Emilia schools. on that point are regularly scheduled meetings for parents to invite p invention in. These meetings are scheduled in the evening so that wricking parents are able to attend. The parents and teachers discuss issues regarding school policies, child development concerns, and curriculum planning and evaluations (Wikipedia, 2007).\r\nThe parents are involved in the whole member of the education of their children. Teachers send home journals of children’s thoughts and ideas expressed in class. This broad of cooperation among teachers and parents falsify erudition on the children’s let on much easier and complete. Attention to the Environment harmonise to Lilian G. Katz, â€Å"The physical environment of a preschool subject matter is considered a ‘teacher’ in and of itself! ” (Katz, 1990). This holds accepted in a Reggio Emilia school. The environment is considered the â€Å"third” teacher to the students attending this kind of program.\r\nThe building itself and classrooms are filled wi th interior plants, vines, and lots of natural lively. Natural light enters the classrooms through wall-sized windows letting the children connect with the impertinent world. All of the classrooms have a door to the outside and open to a reduce piazza. Each classroom flows well with each other and the surrounding community. The lunch rooms, courtyards and bathrooms are designed in a carriage to encourage community among all the students (Wikipedia, 2007). coordinated into each school is a prevalent space getable to all children in the school that includes dramatic rifle out and work tables (Cyert Center, 2004).\r\nEach classroom is connected with a phone, passageway or a window. The classrooms are equipped with artistic production centers called atelier (Gandini, 1993). In the atelier are easels, watercolors, crayons, markers, paper, and any art materials children need to be creative. Another part of the classroom has books about artists and a stern where children kitt y read comfortably (Schiller, 1995). Displayed nearly the classroom, among all the photographs of the children and carefully placed mirrors in the school, are whole shebang completed by the children with transcriptions of their discussions about the work.\r\nThe physical environment of a preschool center is considered a ‘teacher’ in and of itself! ” (Katz, 1990). Emergent Curriculum There is no time schedule where at round part of the day the students are delaying about science, and so language arts, and then math. The kind of schedule the students follow is that at that place is a group meeting when the students puzzle in the morning. Then there is a work halt, play period, lunch time, play time, nap time, and then another work period or play period (Hertzog, 2001). For their work period, there is no curing curriculum that the teachers must follow.\r\nThe curriculum is an emergent curriculum which is child centered. Emergent mode that is builds upon the interests of the child. The teachers have broad goals but can follow the lead and interests of the children (Schiller, 1995). During the work periods, a teacher will work with one small group on their enter while the other students are in use(p) in self selected activities. The projects are teacher directed and child initiated and begins with the teacher spy the children and asking the children questions on a national that interests the child.\r\nThe students then do in sagacity studies of the marrow that interests the children of that group (Wikipedia, 2007). The project moves in unanticipated directions. To avoid confusion the teachers friend children make decisions about direction of study, how to query the topic, and how to represent the topic (Cyert Center, 2004). The projects can represent in length from one calendar week to the whole school year. When the students are content to be complete with their project they render their knowledge through drawing, sculpting, dramatic play, or writing.\r\nAt every school, there is a visual art specialist, an atelierista, who works most with the other teachers and children (Gandini, 1993). The atelierista guides the children into appropriate media choices to complete their ideas and projects. Because art is such an integral part of all activities, the students’ old works, finished and unfinished, are available to them to finish or add on. eyepatch they work on their art projects, the teachers chat to the children and write down any thoughts or ideas the students have.\r\nThey display the students’ discussions with their art work around the classroom and school (Schiller, 1995). In coordinate for this curriculum to work, the teachers must also envision with the students. The teachers take turns with the following roles: observing, note taking, and transcription observations between children. After all observations are recorded, they are shared with other teachers and parents in the plann ing of the students’ projects. It is crucial that teachers become honest observers of the children. Their observations guide the curriculum planning and capital punishment (Wikipedia, 2007).\r\nConclusion The Reggio Emilia approach to encyclopedism is a constructivist approach where the students learn at their own pace and guide the curriculum. It is all about the children. The children’s interests lead them into a project that is researched in depth at a level that they can understand. The children’s thoughts and ideas are implemented into the curriculum and planning and are shared with the community. Reggio Emilia works because the children are learning what they want to learn with the help of their parents, teachers, and the community.\r\n'