Understanding the Reggio Emilia-Inspired Literacy Education: A Meta-Ethnographic Study

Autor/in	Inan, Hatice Zeynep
Titel	Understanding the Reggio Emilia-Inspired Literacy Education: A Meta-Ethnographic Study
Quelle	In: International Journal of Curriculum and Instruction, 13 (2021) 1, S.68-92 (25 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1562-0506
Schlagwörter	Reggio Emilia Approach; Teaching Methods; Preschool Education; Literacy Education; Ethnography; Play; Emergent Literacy; Comparative Analysis; Research Reports; Educational Philosophy; Educational Practices; Child Development; Correlation; Multiple Literacies; Parent Child Relationship; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Reggio-Pädagogik; Teaching method; Lehrmethode; Unterrichtsmethode; Pre-school education; Vorschulerziehung; Ethnografie; Spiel; Frühleseunterricht; Research report; Forschungsbericht; Bildungsphilosophie; Erziehungsphilosophie; Bildungspraxis; Kindesentwicklung; Korrelation; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	The Reggio Emilia pedagogy is compatible with literacy education goals. However, just a few detailed accounts have been published about how literacy instruction is integrated into the Reggio Emilia-inspired preschools. The study adopted qualitative research design and aimed to fill this gap by conducting a metaethnographic study by examining and synthesizing various studies done on play-based emergent literacy education in Reggio Emilia inspired-preschools. The study adopted Noblit and Hare's 7 steps metaethnography method, including interpretations and syntheses of various studies. Since the meta-ethnography method involves cumulative synthesis through induction, the current research employed synthesis of 24 studies by analysing in-depth, and then synthesizing the studies comparatively and cumulatively, maintaining links among the synthesis and then creating hypotheses and implications for teachers and parents accordingly. The emerged theme was discussed along with the sub-themes, namely philosophy, practices, and evidence. Each sub-theme was scrutinized in detail during the data analysis. It was found that play-based education in Reggio Emilia-inspired preschools successfully accomplished healthy literacy development covering all the links (cognitive, psychological, ecological, social and sociocultural perspectives) between play and literacy. Early childhood educators and parents were advised to take children's interests and needs into consideration to provoke literacy-related plays and to set up the literacy-enriched climate, where children could reach materials easily, had time and space to interact with them, and had adult and peer assistance to enrich their literacy-play activities. By using multiple literacies (100 Languages) and making literacy learning enjoyable and fun, play guarantees young children's early attempts at literacy to be successful. In short, the study illustrated that literacy was reconceptualised in a new and effective way in Reggio-inspired preschools compared to traditional literacy education in other preschools and it was found that what makes the Reggio Emilia-inspired experiences special was the whole approach to literacy instruction. (As Provided).
Anmerkungen	World Council for Curriculum and Instruction. California School of Education, Alliant International University, 10455 Pomerado Road, San Diego, CA 92131. Web site: http://ijci.wcci-international.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01