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<br /> powerful results and generated The image of the child Reggio Emilia Is viewed as a sys-
<br /> much interest,as evidenced by the tern in which all of these rela-
<br /> number of international visitors,the The educators in Reggio Emilia tionships, which are all inter-
<br /> number of articles and conference speak first and foremost about the connected and reciprocal, are
<br /> presentations describing the work, image they have of the child. All activated and supported.
<br /> and the large number of people The three subjects of
<br /> viewing the Reggio Emilia exhibits
<br /> that are touring Europe and North - education
<br /> America ,.i�... A For children to learn,their
<br /> Educators in Reggio Emilia have — 1, well-being has to be guaran
<br /> no intention of suggesting that ,l�J •' '-�, teed; the well-being of chil-
<br /> Ss 4'
<br /> their program should be looked at ,. ; `'t; dren is connec'ed with the
<br /> as a model to be copied in another - �_ ,, well-being of parents and
<br /> country;rather,their work should '� ' ?' teachers. Chilc:ren's rights
<br /> be considered as an educational rl -- ` should be recognized, not
<br /> experience that consists of prac- only children's needs. Chil
<br /> lice and careful reflection that is S dren have a right to high
<br /> •continuously readjusted. Never ..
<br /> s ,�;, r quality care and education.
<br /> theless, the Reggio educators are a-' By recognizing that children
<br /> pleased to share their experience Child, parent, and teacher—the three sub- have rights to the best that a
<br /> with other educators in the hope jects of the learning experience:a three-year- society can offer,parents and
<br /> that knowledge of the Reggio old arrives for her first day of school,accom teachers gain recognition of
<br /> Emilia schools' experience will panied by her father. The teacher welcomes their teachers gain in as recognition
<br /> stimulate reflections on teaching, them in front of the school.
<br /> helpful exchange of ideas, and -
<br /> novel initiatives in other schools. children have preparedness, po- The role of parents
<br /> An examination of some of the tential, curiosity, and interest in
<br /> basic principles that have inspired constructing their learning, in en- Parent participation is consid-
<br /> the experience in Reggio Emilia gaging in social interaction, and ered essential and takes many
<br /> immediately reveals that these in negotiating with everything the forms: day-to-day interaction dur-
<br /> concepts are not new to American environment brings to them. ing work in the schools; discus-
<br /> audiences. Indeed, many of the Teachers are deeply aware of sions of educational and psycho-
<br /> basic ideas that inspired the work children's potentials and con- logical issues; and special events,
<br /> of educators in Reggio Emilia origi- struct all their work and
<br /> nated in the United States and are, the environment of the -
<br /> in a sense,returning to their point children's experience to
<br /> of origin. From the beginning of respond appropriately. _, _ `'
<br /> 4
<br /> their unique school program, the
<br /> educators in Reggio Emilia have
<br /> been avid readers of John Dewey, Children's 4
<br /> and over the ears, in addition to , -
<br /> y relationships and 4,; ......,. �' _ _
<br /> studying Piaget, Vygotsky, and interactions i A
<br /> other European scientists, they
<br /> have continued to keep abreast of Education has to focus 1 l i"a
<br /> the latest research in child devel- on each child—not each lc ,
<br /> opment and education in the child considered in Isola-
<br /> United States. The following prin- lion but each child seen I / ( . ,
<br /> ciples, or fundamental ideas, are in relation with other
<br /> presented one by one for the sake children,with the family, ` l
<br /> of clarity, but they must be con- with the teachers, with \ / ,
<br /> sidered as a tightly connected,co- the environment of the 1 •sA
<br /> herent philosophy, in which each school, with the commu A comfortable place to meet with their chil-
<br /> point influences and is influenced nity, and with the wider dren in the entrance of the school is setup to
<br /> by all the others. society. Each school in welcome parents.
<br /> Young Children•November 1993 5
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