Reggio Emilia as Cultural Activity Theory in Practice

Autor/in	New, Rebecca S.
Titel	Reggio Emilia as Cultural Activity Theory in Practice
Quelle	In: Theory Into Practice, 46 (2007) 1, S.5-13 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-5841
DOI	10.1207/s15430421tip4601_2
Schlagwörter	Educational Change; Teacher Researchers; School Restructuring; Child Development; Reggio Emilia Approach; Young Children; Early Childhood Education; Change Strategies; Curriculum Development; Environmental Influences; Parent Participation; Partnerships in Education; Parent Teacher Cooperation; Italy + Suchen Sie Ihr Suchwort? Bildungsreform; Lehrerforschung; Schulreformplan; Schulumwandlung; Kindesentwicklung; Reggio-Pädagogik; Frühe Kindheit; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Lösungsstrategie; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Environmental influence; Umwelteinfluss; Elternmitwirkung; Hochschulpartnerschaft; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Italien
Abstract	This article situates Reggio Emilia's municipally funded early childhood program within the city's cultural traditions of resistance and collaboration and considers what it is about this highly localized program that is appealing and useful to contemporary school reform initiatives. Five features of Reggio Emilia's approach to early education are described: an interpretation of teachers as researchers, curriculum as long-term projects, the role of symbolic languages in child development and advocacy, the role of the environment, and an interpretation of parents as partners in the educational enterprise. Other features of the city's hard work--specifically, its capacity to make ideas visible and its emphasis on relations among adults as well as children--are identified as central to Reggio Emilia's continued influence on the field. The article concludes with a proposal to consider schools as cites where reform initiatives can be informed by principles and practices from Reggio Emilia. (Author).
Anmerkungen	Lawrence Erlbaum Associates, Inc. 10 Industrial Avenue, Mahwah, NJ 07430-2262. Tel: 800-926-6579; Tel: 201-258-2200; Fax: 201-236-0072; e-mail: journals@erlbaum.com; Web site: https://www.LEAonline.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10