Reggio approach in pedagogy. Philosophical methodology of Reggio Emilia. Reggio Emilia kindergarten in practice
The Reggio approach originated in the small town of Reggio Emilia in northern Italy. And currently it is considered one of the most promising areas in pedagogy early development. It has dominated municipal kindergartens in Italy, Germany and other European countries for more than 20 years.
“Letidor” figured out what made the technique so popular and why it helps children think freely.
How did the Reggio approach come about?
After World War II, significant changes occurred in all areas of Italian life. The general economic and social upswing has not spared education.
In the 1950s, in a town in northern Italy, regular kindergartens began experimenting with a new pedagogical approach called "Reggio". Psychologist Loris Malaguzzi is considered its creator. He believed that every child is born strong, capable and very curious, and the task of an adult is to inspire him to activity, develop curiosity, help him understand the world and find his place in it.
The program that Malaguzzi implemented in municipal kindergartens is based on the education of democracy and social justice in a person.
Reggio pedagogy is based on the assumption that the baby forms his personality in the first years of life.
Malaguzzi was sure that a child at the initial stage of development is endowed with a hundred “languages”, thanks to which he can express himself. The adult’s goal is not to take away these “languages” from the child and give him only one (speech), but to teach him to use all the symbolic languages of self-expression (painting, sculpture, theater, etc.) using the abilities that nature has endowed him with.
In the 1970s, Malaguzzi's approach was appreciated by the world pedagogical community at the international education exhibition in Stockholm.
Teachers from different countries listened with interest to how the Italian psychologist managed to put together in practice different worlds where the child lives: family and kindergarten.
The essence of Reggio pedagogy
One of the main ideas that underlies the approach is that children themselves choose what they like to do. They take on projects whose topics they themselves have come up with through games and conversations.
Adults act here as assistants so that children can fully realize their plans.
For creativity without boundaries, in children's Reggio gardens the space (environment) in which children spend most of the day is organized in a special way.
The space is divided into different zones:
from secluded corners where children can isolate themselves from the group, to large halls where large-scale events take place.
In addition, there are absolutely magical fairy tale rooms, costume rooms, and creative workshops. Children should feel as comfortable in kindergarten as at home.
Teachers monitor children and try to intervene in their conversations only when necessary.
Among the pedagogical Reggio community, it is customary to document the conversations and actions of children, and then discuss them in a professional circle in order to offer children even more interesting ways leisure
Preschool education in Reggio Emilia deserves its own chapter in a pedagogy textbook. Reggio Emilia is a small town in Italy. It was here that, through the joint efforts of parents and the municipality, a whole pedagogical system, which in 1991 was recognized by international experts as the best for working in children's educational institutions. Today preschool education, which originated in Reggio Emilia, can be found in many advanced countries of the world: Israel, USA, Great Britain.
The birth of the Reggio Emilia technique
The name of the technique comes from the name of the Italian city of Reggio Emilia, and it owes its appearance to the post-war period: in the early sixties, the issue of educating a new generation that survived the loss of relatives and the horrors of war became most pressing.
Italians, having once “been ill” with fascism, begin to think: how can they avoid totalitarianism? How can you raise free individuals who are not afraid to think, explore, and create? There is only one way out, according to advanced educators: to make children legal members of society.
The new approach was spearheaded by the city's director of educational programs, Loris Malaguzzi. In his ideas he relied on great thinkers preschool pedagogy, including Maria Montessori.
Loris Malagutsi called himself “a provocateur in matters of childhood.” At the same time, he said: “provocateurs deprive citizens of peace, stir up trouble and point out shortcomings. Likewise, children haunt us with their problems, but above all with their abilities and their poetry.”
In raising a child, in addition to the usual participants in the process: the parent/educator and the child himself, the environment is added. The environment is essentially the “third educator.”
The fundamental idea is the right of all children, regardless of physical characteristics and social origin, to upbringing and education.
Philosophy of Reggio Emilia
The philosophy of Reggio Emilia is based on the following postulates:
- A child is a person, and every person deserves respect.
- Children can take control of their learning and development.
- Children learn by touching objects, moving in space, listening, and looking closely at the environment.
- Children build relationships with other children in spaces where they can explore.
- Children should have many ways and means to express themselves (dramatization, music, singing, photography, dancing, construction, conversation, etc.)
Reggio Emilia kindergarten in practice
One of the priority areas in Reggio education is project activity. Children are not fed ready-made knowledge; the authors and initiators of projects are mostly children themselves. It is their opinions and interests that are taken into account when developing the training program.
All projects that result from the child’s activities or his interaction with adults (parents and teachers) are documented: recorded on files, photographed. Subsequently, the work is discussed. Documentation and project reports allow both children and adults to reflect later on what they did and why it was important to tackle this topic and not another. The project can last as long as you like: it’s not important final product, but the process of working on it. Reggio Emilia is a place of shared experiences and open.
Reggio Emilia are unlike anything else, their design is unique. The architecture of the building is at the forefront of communication between all participants educational process: parents, children and educators. The main principles are comfort and openness. The atmosphere here is far from preschool-institutional. It rather resembles a house with its specific smells and cute finds in the interior - collages on the walls, photographs and drawings made by the children themselves.
The key place is the open space of the piazza, where children can sit on the floor and discuss with teachers new project. The kitchen is also “open”. The chef prepares the food in front of everyone: parents can come in and ask for the recipe. Children often run into the kitchen and take a direct part in preparing lunch.
There are sofas in the hallway where parents can discuss issues that concern them with teachers.
In every garden in Reggio Emilia, part of the space is reserved for the “atelier” - a place where children can express their creativity. To do this, various brushes, paints, crayons are freely available - everything you need to create crafts.
There is also a “quiet room” in the garden - children do not necessarily sleep here. They can just lie down with a book and relax.
Characteristic of Reggio Gardens are mirrors of various shapes, mailboxes, lightboxes, and wardrobes. All these attributes are designed to help children get to know their “I”, try on other roles, and feel the essence of things and phenomena. The toys collected in the group are, rather, materials and tools for the child’s self-realization: brushes, scissors, screws, cogs, paper.
Teachers in kindergartens are not senior mentors, but co-authors, co-creators. Adults do not give ready-made answers to children. All they can do is stimulate their interest. In the process of communicating with children, they also learn, discover something new, and develop. This is also facilitated by constant professional development by teachers: attending seminars, courses in art and ceramics, music, etc.
Parents take an active part in raising their children. They are told the program in detail, they are aware of all projects and adhere to the methods of education and at home.
Dina Dianova is an expert in adapting the Reggio approach; for 12 years she has been developing the free development studio Green Apple. It was this approach that was chosen for, and we found it so interesting that we wanted to tell others about it. This topic is not related to food products, which we usually write about, but is very close to the philosophy of “VkusVill”. We hope our readers will find it interesting.
“At the center of the Reggio approach is a child, an empty vessel that is not familiar to us, which must be filled with something unusual from our, adult, point of view, some kind of scientific picture of the world and the right things, - says Dina Dianova, - We treat a child as a chest of treasures that must be revealed to the world. And adults need to create conditions in which these treasures will appear.”
For this, a special rich environment is created, filled with various materials, special devices and opportunities that provoke the child’s interest, and adults are a kind of facilitators who help the child in this environment realize this interest and build his own world.
“This allows us to see the child’s real interests: how he builds relationships with other children, other objects, how he manifests himself in this interaction. Because Reggio is truly a pedagogy of freedom, but it is the freedom of a community in which the child finds a balance between his interests and the interests of the group in which he is located,” explains Dina.
The approach was created by citizens, it is not a system invented in offices, but a pedagogy that grew out of real story the small town of Reggio Emilia in northern Italy, from where it got its name. In the post-war years, residents decided that their future would depend on the present of their children and wanted to create schools and kindergartens in which the individual would develop as a free, creative, critical thinker, that is, would acquire all the invaluable skills for the 21st century - soft skills , as we would call them now.
Then the young teacher Loris Malaguzzi joined the enthusiasts. He was so inspired by the civic feat ordinary people, that he began to actively study, attract and process everything new in psychology and pedagogy of that time, including the system of Maria Montessori, Waldorf pedagogy, the ideas of the founders of cognitive psychology Lev Vygotsky and Jean Piaget, as well as other practical thinkers.
As a result, by the 60s, a whole system of preschool institutions arose in Reggio Emilia, which included nurseries and kindergartens with a completely unique approach - in the center of the garden, Loris Malaguzzi placed the figure of an “artist” who works with children, and an “atelier” - We would call it a “creative workshop”, filled with different possibilities.
A lot of interesting things happen in this workshop - there is no program, but design - a constantly emerging program based on the tasks facing a child, a group of children, or a community. And there is always an answer to the challenge of the time: some interesting phenomena arise in the city, and this phenomenon can become the subject of a project in the group.
There is no, in our understanding, training program or rigid plan, but there is an open creative environment. Children's exploratory behavior and children's putting forward their own hypotheses are strongly encouraged. Errors and time are considered as a personal and group resource.
There are no clear boundaries in the project: it can start, slow down, and resume again. It can involve the whole group, or be the subject of interest of one or two children. The adult does not indicate what to do, but is included in the process together with the children. He does not impose help, does not dictate, does not set a vector. But it can provoke.
For example, a child brings a toy, small starfish, places it on the surface of an overhead projector, which, in an enlarged version, projects it onto a large white sheet on the wall, then he traces this already grown star. And this magical action provokes interest in other children and becomes the beginning of a large Sea project, in which a whole world is created, inhabited by various underwater inhabitants, real and fantastic.
So, we have created the space, now it must be filled with the right adults. In its pure form, the approach exists only in Reggio Emilia. Over the past 50 years, around the world, specialists and parents inspired by Reggio pedagogy have adapted and developed it to suit their tasks and environment. But the main thing everywhere is an environment rich in various offers and cooperation between children and adults. Moreover, an adult does not give a ready-made scientific picture of the world, does not criticize “imperfect” children's hypotheses, he, first of all, creates opportunities, fills the environment with them and, together with children, supports and fills it.
Reggio pedagogy develops in a growing person a creative approach to any activity, critical thinking, self-regulation, and the ability to work in a team.
The Reggio approach has enormous potential for the development of democracy - rules do not come down from above, but are born from precedents and situations. They are freely discussed, supported and broadcast by the children themselves. The approach, first of all, respects the child’s right to his own path of development and construction of his own knowledge about the world and about himself. Children are open to learning, they happily unite in groups around common interests. And every child should have the opportunity to do something themselves or hide in a cozy hole-in-the-wall house and spy on the world.
“A child is made up of hundreds.
The child has
hundred languages,
hundred hands,
a hundred thoughts,
a hundred ways to think
play and talk.
A hundred ways to listen
admire,
be in love.
One hundred joyful feelings,
to sing and understand
hundred worlds,
to make discoveries.
The child has
a hundred (and another hundred, hundred, hundred) languages,
but they steal from him
ninety-nine of them.
School and culture
separate the head from the body.
They teach:
think without hands
do without a head,
listen silently
understand without joy,
and love and admire
only for Easter and Christmas.
They teach:
discover an already existing world,
and ninety-nine out of a hundred worlds are stolen.
They teach:
play and work
reality and fantasy,
science and imagination
heaven and earth,
mind and dreams -
things that are incompatible with each other.
In general, they teach
that there is no hundred.
The child says: there are a hundred."
Loris Malaguzzi, founder of the Reggio approach
Reggio Garden class in Italy
Surely many are interested in how life and activities are organized in the “real” Reggio Garden in the city of Reggio Emilia. I am constantly collecting information about and about gardens in different countries, including in Italy. And based on it, I prepared a short review about the key features of Reggio gardens and nurseries. In Italy there are kindergartens for children 3-5 years old and nurseries for children 1-3 years old; in some institutions they are united under one roof, in others they exist separately from each other.
Space and environment
First of all, it is worth noting that gardens and nurseries are much larger in area than we are used to. The space of the kindergarten is full of tactile, visual and even olfactory information useful for the child. Here are objects that are interesting to pick up, understand their structure, and use in the game: this is a huge amount natural materials(leaves, seeds, branches, flowers, fruits, etc.) and objects for studying them (magnifying glasses, microscopes, clear tables, carpentry tools, etc.), various construction sets and toys, beads, buttons and paints , waste materials. In furniture, preference is given to antique and unique ones (chests of drawers, chests, drawers, baskets and shelves), which have an “individual face” and are gradually filled with materials and works of children. The room has several levels: you can retire to the house with a book, sit comfortably on pillows, climb into the attic or gallery. For role playing game there is a special place where you can change clothes: they collect different clothes, hats, ribbons, lace, shoes and accessories. An atelier artist is constantly working in the kindergarten, who comes up with ways to help children discover the world. Children draw and depict a lot using different materials. At first, the first impressions are usually conveyed with a felt-tip pen, then the technique becomes more complex, and in the end a large overall panel can be created. Interest in each individual child leads to the creation of a collection of his works during his stay in kindergarten.
Layout preschool designed to arouse children's curiosity and inquisitiveness. In the center of each garden, according to Italian tradition, there is a “piazza” - a meeting place for all children; there is a courtyard or winter Garden with green plants. So that everyone can see what is happening and where - there are a lot of transparent walls and glass. Out of habit, this makes it difficult to navigate, since too much is happening everywhere at the same time, but over time it becomes a convenient tool for the development and interaction of children. In the nursery, the doors in the upper part are glass, in the lower part there are windows, so that even crawling children can keep an eye on others, and they themselves can be seen. There are mirrors in all rooms, including on the floor. It is fundamentally important that children observe themselves all the time, compare themselves with others, analyze movements and actions. In the hall there are large play elements such as pyramids, houses, cars, sports equipment (slide, Fuba, stairs, etc.), toys, as well as a winter garden behind a glass wall without a roof or with a transparent roof, so that green emanates from it light. There is one entrance to the kindergarten, but there are exits to the street from different rooms. When making items for children's use materials are taken that differ in touch and in their other properties: soft, light, heavy, rough, inclined, dark, light, etc. This is especially important for toddlers.
The kitchen is located next to the entrance, the common dining room is part of the hall. The cook is an active participant in the life of the kindergarten. All the children take turns helping him cook (they really participate in cooking: cutting, stirring, sculpting, etc.), setting the table, cleaning. They can bring their own recipes and cook them themselves. The menu for each day is written in large letters, and next to the name there is a photograph of the dish, so that even kids can understand what they will be fed today. Parents love to talk to the cook. They often discuss what and how much their child can and will eat, and in a kindergarten or nursery they try to take into account the children’s tastes, while at the same time teaching them new things.
Each age group has one large classroom, library or corner where you can read, listen to music or a fairy tale, watch pictures, as well as a mini-workshop, a toilet with washbasins. The shower room has an area for playing with water. In addition, there is one general workshop, which is called the "atelier". An atelier artist constantly works there. At first, Loris Malaguzzi, the founder of the Reggio approach, invited narrow specialists (potters, sculptors, artists, etc.) to work part-time. Over time, it became clear to him that creativity is an important and integral part of the daily process. child development and expressions, so the atelier began to work constantly. Moreover, gradually everyone taught each other different techniques and techniques and became generalists. Both in large and small workshops there are many different different materials accessible to children. Natural materials (cones, stones, leaves, etc.) are specially selected and placed in certain containers, which can be used in creativity if desired.
IN nursery groups There are bedrooms designed in different ways: a special room with fabrics hanging from the ceiling, mattresses, bunk beds. In kindergartens they rest in their rooms; whoever wants to, sleeps.
Interior of the Reggio Garden, Diana school, Reggio Emilia, Italy
Documentation
Particular attention and importance in Reggio gardens and nurseries is given to documenting the process, as a separate tool for the development and planning of children's activities. All conversations and actions of children, if possible, are photographed, recorded on a voice recorder, recorded or recorded on video. All stages of work are recorded, and the results of the activities of children with detailed description process and achievements are displayed on stands and simply in the room. To store such materials, each kindergarten has its own archive. Each child has his own folder with documents (photos, drawings, written stories, souvenirs, etc.), which parents can buy when the child enters school. Blank pages are left in the folder so that parents and child continue to fill it out.
Daily regime
Reggio Emilia kindergartens are open from the beginning of September to the end of June. Each kindergarten has 3-4 groups of 25 children, in nursery groups infancy up to 15 people in a group, older ones - 20. Each group has two teachers. There is no manager at all: cases are distributed among everyone; In addition, there is a council of the preschool institution that controls its activities. Support staff responsibilities include cleaning, helping to dress children, etc. (approximately one assistant per group). Assistants participate in all group activities, projects, and staff training. There are conflicts and disputes, but here they believe that as a result of discussions, new ideas are born, dangerous stereotypes are destroyed and fresh ideas pave the way for themselves.
Everyone (adults and children) is required to start their activities at 8.00 and finish at 16.00. Since there are children who arrive at 7.30 and stay until 18.20, special people working part-time come to look after them. All children gather together once for a morning circle in the “piazza” at 9.00. Here children and adults discuss what is happening in kindergarten and outside the kindergarten, what is interesting to do and how existing and new projects can develop. They discuss what things children are interested in now, what needs to be done today, what projects are ongoing, what’s new, basic decisions are made about the day’s activities, and current problems are discussed. Then everyone goes about their business. This ritual is very important, it sets the tone and plan for the whole day, allows you to exchange ideas and findings, and teaches attention and respect for each other. So that teachers always know who is in their garden, the child brings a sign with his photo, which he takes away in the evening. In Reggio Garden, an internal children's mail is organized in the form of boxes with names for everyone, where everyone puts letters and drawings for each other.
Children, parents and educators
Important component Reggio pedagogy. Joint planning and discussion, collective decision-making, stories about what is happening, what the pupils have achieved, take up most of the time and serve to further develop the professionalism of educators. Joint events also take place on weekends, which further brings adults and children together. Parents participate in numerous trips and excursions, in documenting and processing material, collecting money through various bazaars and in other activities with children. A charter of rights for children, educators and parents is drawn up and enforced. Parents can work with their children. If there are people among parents and grandparents who are ready to show what they can do, then they come to kindergarten and do their favorite thing (for example, knitting baskets), and the children, asking questions, observe their actions. Parent meetings, sometimes in the form of lectures by invited specialists, are held every 1-2 months. Teachers talk with parents every day, at least for a few minutes. It is important that the latter share the ideology of the kindergarten and do not oppose their demands to the requirements of the staff.
The composition of the group is determined by the age of the children. It is expected that all children will be together from beginning to end and with the same teachers. New children never come within school year. Before arriving, the child, together with his parents, gets acquainted with the teachers, the premises, etc. If a child moves to another city, separation becomes a big event for the other children in the group. If a child is sick, they call him on the phone, send him a postcard, or bring him a gift.
Lots of creativity
The Reggio approach gained worldwide fame after an international exhibition of children's works by pupils of the Reggio Emilia gardens was organized. Originality, thoughtfulness and artistry of crafts made in the most various techniques, arouses the admiration of almost all visitors to Reggio Emilia. The symbol of pedagogy was a huge zebra drawn by children. It is worth saying that art, which is given a lot of time and attention, is not the goal of the work, and no more graduates become artists than in a regular kindergarten. It is considered as one of the hundred languages in which a child talks about the world around him. In addition to art, a variety of other activities are offered - computer classes, games, construction, reading, etc.
Atelier, Reggio Emilia, Italy
Project activities
The pedagogy of Reggio Emilia is based on project activities. Children's interest, encouraged by adults and developed together, develops into real projects that can last from one day to a whole year. One of these projects was born out of childhood needs, and later received the name “How to draw a lion.” To answer this question, children not only got acquainted with the life of the animal, but studied the stone statue of a lion in the square and made it from different materials. The final drawing - a lion - is huge and striking in its beauty, but behind this there is a long journey of understanding.
Another project, born from a child’s story that in the fall he always sees yellow daisies at his grandmother’s village, turned out to be devoted to studying the life of these flowers. Not everyone found this interesting at first: for example, one boy wanted to draw trucks, and another - astronauts. At first, the children (those who wanted to) drew flowers according to their internal representation, so that the well-known symbol of a flower with straightened petals was obtained, although real flowers stood in front of them on the table. When it turned out that the image did not match the original, the teacher decided that more time should be devoted to this simple phenomenon, which is so easy to ignore. Having thought about what you can learn about and what you can do when you come to visit the daisies in the meadow, six children and two adults (the rest knew that their turn would come and took part in the discussion) went to the daisies and began to study their life, greet and talk to them (the heads of the flowers were at the level of the children's heads). We noticed that different living beings live in them (insects, whose lives obey their own laws): this means that they treat daisies not like we do, but as their home. It turned out that daisies of different ages, different shades yellow color(their children tried to formulate verbally: yellow-yellow, smooth yellow, bright yellow, etc.). The color also changes depending on the lighting. The shape changes from the point from which you look at the flower. Maybe there are boys and girls among the flowers? We wondered what the connection is between flowers and butterflies, flowers and cobwebs.
Returning to the kindergarten, the children told the others about what they saw and what they thought. Now, when they painted, they created individual portraits of flowers. Having become more attentive and fantasizing about how the interior space of flowers works, the children depicted them in different ways, trying not to miss a single detail. For example, among them there are buds that are ugly and withered. Dead daisies - did they die themselves or did only their hair die? How closely can you look at a flower? An adult only creates conditions for looking, tries to extend this process over time, but he should not give his own ready-made scheme. Children must walk the path themselves, and it is unknown where they will end up. Sometimes you need to pause so that the accumulated information takes on a new quality.
Sometimes children explore how to walk through long grass; organize a concert in the park; douse yourself with water; make a rainbow; what types of shadows are there? what water flows through; how does a leaf grow? how to measure time. Children often watch the work of adults and help them, for example, in caring for horses and picking grapes.
This is not a method of education, but a way of thinking about life, about a child, about knowledge and ways to assimilate it, something that can be created together, but cannot be finished form hand over. They cite a completely Italian parable for comparison: when several artists paint a fresco, you need to have the patience to wait for the fragments to form a whole in order to understand what it is about and what it is all about.
This is, in general terms, how life goes in the Italian Reggio Garden. Which features did you like most, please share in the comments.
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Based on materials from articles and the textbook “Preschool and primary education abroad: History and modernity.”
Description of the presentation by individual slides:
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Pedagogy of Reggio Emilia (“reggio emilia”) Reggio (“reggio emilia”) is not a theory of raising a child, not a methodology, not a model. It is rather an experience of attitude towards childhood and raising children, which Italians today share with educators and teachers from other countries.
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Reggio pedagogy is an optimistic pedagogy. The child, with his energy, his curiosity, his imagination, is the creator of himself, the constructor of his personality - this is what Reggio pedagogy believes. A child is strong, rich, powerful and knowledgeable, so say Reggio educators. And how can self-education be anything other than the art of preserving and promoting this strength and wealth? The philosophy and methodology for this new type of kindergarten were developed by a group of teachers led by Loris Malaguzzi in the city of Reggio Emilia. Pedagogy was based on the principles of respect for the child’s personality, instilling personal responsibility and creating a developmental environment adapted to the implementation of the vector of development that is set by the child himself.
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In Reggio Emilia preschool education 94% of children are covered. The Reggio Emilia system, the Loris Malaguzzi system, was born from practical work, and not from some special pedagogical research. At the beginning of a new pedagogical path lay the desire to educate a “new” person. Not without communist ideas: equal opportunities for all children, not strictly religious education. The first attempt at a new method dates back to 1963. It was a kindergarten called “Robinson”: they tried to repeat with children the content of the life of the hero of Defoe’s book, to build an entire functioning economy from scratch. Since the public attitude was wary, every pedagogical decision had to be documented so that it could always be proven that nothing bad was being done to the children.
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“A child consists of a hundred,” wrote L. Malaguzzi in one of his poems. – A child has a hundred languages, a hundred hands, a hundred thoughts, a hundred ways to think, play and speak. A hundred, always a hundred ways to listen, admire, love. A hundred joyful feelings to sing and understand, a hundred worlds to discover, a hundred worlds to invent, a hundred worlds to dream. The child has a hundred (and another hundred, hundred, hundred) languages, but ninety-nine of them are stolen from him. School and culture separate the head from the body. They teach to think without hands, to do without a head, to listen in silence, to understand without joy, and to love and admire only at Easter and Christmas. They teach to open an already existing world, and ninety-nine out of a hundred worlds are stolen. They teach: play and work, reality and fantasy, science and imagination, heaven and earth, reason and dreams. - things that are incompatible with each other. In general, they teach that there is no hundred. The child says: there are a hundred here.”
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The basic idea is that a child expresses himself in many ways that go unnoticed by adults. Children's abilities will remain undiscovered if perception is not encouraged and time and opportunity to think about their surroundings are not given. The child’s perception is unique, his interpretations and interpretations are valuable in themselves, he learns from himself, from other children and adults, but not directly, but indirectly, including his impressions in the context of his activity and processing them. Children with developmental disabilities can be raised together with normally developed children. Children are given the opportunity to look at the different time(day, week, year, under different lighting and weather) for the same phenomenon, photograph what is happening. The topic of the work is determined spontaneously, from the children’s questions and interests, from guesses that randomly arose during children’s conversations. Discussion occurs every morning during the group meeting and throughout the work. Literifying what is happening is the most important principle of Reggio Emilia. Children learn from each other to ask questions, pose and discuss problems, and put forward explanatory hypotheses. In the field of training, the most important principle is the following: what children learn does not automatically follow from what they are taught; rather, it emerges largely from their own activities as a consequence of their adult activities and resources.
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Among the psychologists who most strongly influenced the formation of the method, in addition to Piaget and Vygotsky, Ferriere, Dewey, Bruner, Bronfenbrenner and others are also listed. Speaking about children's creativity, Malaguzzi did not consider it “sacred”: arising from everyday experience, it is an integral characteristic of the human way thinking, knowledge and choice. It includes the freedom to explore beyond the known, the ability to predict and make unexpected decisions.
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The space of the kindergarten is oversaturated with visual and tactile information useful for the child, objects that are interesting to pick up, understand their structure, and use in play: this is a huge amount of natural materials (leaves, seeds, branches, etc.) and objects for. their study (magnifying glasses, microscopes, illumination tables, carpentry tools, etc.), various construction sets and toys, beads and paints, waste materials. Preferably antique furniture (chests of drawers, chests, drawers, baskets and shelves), which have an “individual face” and are gradually filled with materials and works of children. There are several levels in the room: you can climb onto the floor, retire to a corner house with a book, bury yourself in pillows, or go into a doll’s hut. There is a place to change clothes for role-play: they collect different clothes, hats, ribbons, lace, and shoes there. An atelier artist is constantly working in the kindergarten, who comes up with ways to help children discover the world. Creativity and imagination are what develop to the maximum in such a preschool institution.
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Preschools are designed to stimulate children's curiosity and inquisitiveness. In the center of each preschool institution there is, according to Italian tradition, a “piazza” - a meeting place for all children; there is also a courtyard or winter garden with green plants. Almost all walls are transparent or have a lot of windows. There are a lot of transparent walls and glass, so everyone can see what happened where; At first, out of habit, it’s a little difficult to navigate, since there’s too much going on everywhere at the same time. In the nursery, the doors in the upper part are glass, in the lower part there are windows, so that even crawling children can keep an eye on others, and they themselves can be seen. There are mirrors everywhere, including on the floor, and this is fundamental: it is important that children observe themselves all the time, compare themselves with others, analyze movements and actions.
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The interaction between parents and educators is an important part of pedagogy. Joint planning and discussion, collective decision-making, stories about what is happening, what the pupils have achieved, take up most of the time and serve to further develop the professionalism of educators. Joint events also take place on weekends, which further brings adults and children together. Parents participate in numerous trips and excursions, in documenting and processing material, collecting money through various bazaars and in other activities with children. Charters of rights for children, educators and parents are drawn up and enforced. Parents can work with their children. If there are people among parents and grandparents who are ready to show what they can do, then they come to kindergarten and do their favorite thing (for example, knitting baskets), and the children, asking questions, observe their actions.
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What are the key techniques of Reggio Emilia pedagogy? 1. Working with children begins with careful observation of them. In kindergartens, teachers carefully observe children's free play, talk with children about what interests them, and record all the child's actions, statements, and questions. This material is then subjected to careful analysis, as a result of which conclusions are drawn about the main issues that interest the this moment baby. Perhaps, a mother knows better than any teacher what worries her baby and can easily compile for herself a list of problems that are important for the child, and then formulate on the basis of their tasks and the skills necessary to solve these problems.
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2. Once the child’s interests have been identified, you can help him develop in the direction that is relevant to him. The key to such development in Reggio Emilia pedagogy is project activity. A well-chosen project topic will become a catalyst for a child’s development, helping him to express himself in all areas, from creativity to the development of basic skills. mathematical representations. It is very important to take into account the specifics of project activities with preschoolers. It is as follows: The basis of the project should be the strongest, most stable interest of the child. Each kid has his own: some are interested in cars, others cannot imagine life without yellow fluffy chickens. All moments and stages of the project are carefully documented. The duration of one project is not limited in any way, distinctive feature Reggio Emilia approach - long-term projects. On average, a project for an ordinary preschooler lasts three weeks, but if the child is very passionate about his topic, then he can work on it for a whole year. Adults work on a project together with children, but not instead of them; they play the role of one of the performers, but they do not always have to supervise the children’s activities, but only when required. In a preschooler's project, it is not the result that is important, but the process.
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3. A special place in this system is given to the creation of a developmental environment (it is considered the “third teacher” of the child). The environment should be organized in such a way that it is possible to create, experiment, and gain a wide variety of sensory experiences. This means that the child should have a work desk for projects, a place for outdoor play, and a stage for performances. The developmental environment of Reggio Emilia pedagogy does not involve ready-made toys, but it has all kinds of tools convenient for the child (hammers, jigsaws, files), all kinds of materials (even stones, bricks and cement), and devices for creativity. A lot of time is devoted to creating game material from old things. Much attention is paid to the beauty of the environment surrounding the child. It is believed that beautiful things and order in these things contribute not only to aesthetic, but also general development child.
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The life of a preschool institution is subject to certain principles affecting the rights of children and adults. Starting point: a child is a product of both heredity and environment. It does not develop continuously in a straight line, automatically repeating everything after others. The direction of development is influenced not only by the immediate environment, but also by the whole world. It's never too late to change. Every child must be the creator of his own life. A child’s communication with others begins with his birth. A child's curiosity is insatiable, he never asks stupid or vain questions, and an adult should take them seriously and respectfully. We must do our best to help create favorable conditions for the growth and development of the child, actively listen and observe what is happening in the lives of children, and try to extract from this thoughts and questions that will serve further development. A child is not a box that needs to be filled as tightly as possible, but a box from which you need to extract as much as possible.
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Kindergarten is a place where children's rights can be exercised. He should not be accountable to parents for what is done for the children, but it is very important that parents have as much full information about everything their child is involved in and how he behaves in kindergarten. It is not enough to carry out an activity to say that a child has learned something. What is important is his reasoning about the activity itself, the awareness of what is happening to him. Both adults and children should have a creative and individual study of reality. Children learn not only from us, but also through many other influences. In Reggio Emilia they believe that you can teach a child only what he himself wants to learn. There are thousands of hypotheses about reality, thousands of ways to carry out a project; discussion of the project takes place as if on sand, and the project itself seems to be carved into the rock; but while we choose one (out of a thousand) option, we are flexible in choosing each subsequent step.
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Perhaps the main advantage of this early development method is that adults and children act in it as equal researchers and colleagues in a common cause. This is a very important experience that is necessary to foster solidarity and the ability to work in a team.
