Literaturnachweis - Detailanzeige
| Autor/in | Katz, Lilian G. |
|---|---|
| Titel | Lessons from Reggio Emilia: An American Perspective. |
| Quelle | (1995), (9 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Stellungnahme; Communication Skills; Documentation; Early Childhood Education; Educational Practices; Educational Theories; Language Skills; Languages; Observation; Observational Learning; Progressive Education; Reggio Emilia Approach; Teacher Student Relationship Kommunikationsstil; Dokumentation; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Bildungspraxis; Educational theory; Theory of education; Bildungstheorie; Language skill; Sprachkompetenz; Language; Sprache; Beobachtung; Imitationslernen; Reformpädagogik; Progressive Erziehung; Reggio-Pädagogik; Teacher student relationships; Lehrer-Schüler-Beziehung |
| Abstract | Early childhood education specialists in the United States can learn from the Reggio Emilia experience. This document details five aspects of Reggio Emilia practices in the following sections: (1) "The Contribution of Graphic Languages to Young Children's Project Work," discussing how children are encouraged to use graphic languages and other media, including various visual media, to represent memories, predictions, hypotheses, and ideas; (2) "Children's Awareness of What is Valued by Adults," crediting part of the success of the Reggio Emilia preprimary classes to the children's sense of what is important to the adults in their lives; (3) "The Content of Relationships," emphasizing that relationships need content of mutual concern or interest to provide pretexts and texts for interactions; (4) "The Value of Documentation," asserting the importance of documentation of children's ideas, experiences, and efforts to the program's overall quality; and (5) "The Role of the Leader in the Quality of Education," discussing the complex role of leaders in advancing practices. (BGC) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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