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  • In response to the tragedy of World War II, people from the town Reggio Emilia

  • developed a new model of education. War ought to never happened again.

  • Led by Loris Malaguzzi, a teacher, their idea was to enhance a child's learning

  • through real-life experiences instead of a fixed curriculum so that each child

  • develops a love for discovery, forms a personality of their own and learns to

  • respect others. Land, money, food and skills for the first preschool were

  • provided by the community. The Reggio Emilia

  • approach is based on the philosophy of an image of a child. All children are

  • viewed full of potential, with an innate sense of curiosity and endless

  • imagination. They are creative, capable of constructing their own learning and they

  • have a natural interest to explore while they follow their own interests they

  • also stay connected with others. Adults nurture their learning by providing a

  • rich environment and support. Instead of a one-size-fits-all curriculum Reggio

  • Emilia uses a child centered approach and project-based learning projects can

  • emerge anytime, for example during play. Teachers can observe and create

  • opportunities for new learning at a specific instance for example by opening

  • up new environments, letting children raise thought-provoking questions or by

  • inviting others to collaborate after an intervention. The children take control

  • and progress independently until the project is finished and can be shared

  • with others. Throughout a project children naturally embody the spirit of

  • researchers, risk takers, designers and explorers. They make hypotheses, try new

  • things, investigate, play and imagine. To progress

  • the explorers raise the questions, the researchers give feedback and the

  • designers demonstrate ideas and prototypes.

  • Lastly they all turn their theories into reality and construct experiments

  • together. The learning becomes social with endless ways to solve specific

  • problems. To promote the development of creativity teaches step aside and let

  • mistakes happen. The conflicts that can follow nurture their social skills.

  • Because conflicts teach children to speak, to listen, to argue and to discuss,

  • then learn to accept different opinions and to respect others for who they are.

  • If two kids discuss a problem a third can have an idea and the entire group

  • learns the value of teamwork. Teachers document projects through pictures,

  • videos or written observations. The learnings become visible in photographs,

  • drawings or sculptures, ideas, quotes and transcripts of conversations are put

  • onto the walls. The children can later revisit their achievements, see projects

  • that were left unfinished and learn that failure is part of the path to

  • progress. They built confidence in their own abilities. But teachers aren't

  • instructors, instead they are companions in the child's own journey of discovery.

  • They can introduce books, show new tools or offer entirely new perspectives.

  • However they always remain mindful not to take over the constructive learning

  • process knowing that this limits a child's endless imaginations and

  • motivation. The children are fully in charge and develop a sense of ownership

  • of their own progress, the foundation for a love for lifelong learning. Malaguzzi

  • believed that there are 100 languages children can use to express themselves:

  • they paint, sculpt, drum, whisper and hark they build, listen, speak or sing and

  • dance and they play, which Einstein allegedly said, is the highest form of

  • research. Children learn from adults, other

  • students, the environment which is regarded as the third teacher. Rich in

  • materials the space is designed to spark curiosity, creation and discovery.

  • Ideally there is an open kitchen and big windows so the children can see what's

  • happening outside, just like at an Italian town square, a piazza, where

  • we can observe the lives of other members of our community. Parents are

  • regarded is the last part of this education. To deepen their knowledge of a

  • child centered education they are encouraged to learn from and with the

  • teachers and children so when the children come home after school they can

  • continue to be researchers, risk takers and explorers. Malaguzzi once said: "stand

  • aside for a while and leave room for learners, observe carefully what children

  • do and then if you have understood well, perhaps teaching will be different from

  • before". Maybe one day our small researchers and explorers will grow into

  • the big inventors and great explorers.

  • Millions of students from all around the globe have watched our sprouts videos

  • for better learning, thousands of teachers play them in their classrooms

  • to start projects, volunteers on YouTube have translated them to over 25

  • languages. Our mission is to promote learning by doing in classrooms around

  • the world if you are a great explainer and a passionate teacher and you want to

  • help us develop outstanding content contact us, to support our channel with a

  • donation visit patreon.com/sprouts.

In response to the tragedy of World War II, people from the town Reggio Emilia

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Reggio Emilia Education

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    Summer posted on 2020/11/30
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