Macro and Micro Innovations. TCS: 6936 Enriching the Curriculum. By Roseanne Pickering – AS1/Year three. Reggio Emilia – Macro Innovation.
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Enriching the Curriculum
By Roseanne Pickering – AS1/Year three
“Reggio Emilia offers us a way of thinking about how we educate young children in relation to the context in which they live and adults with whom they engage” (Edwards, 2009, p. 24). Edwards goes on to explain we need to have an understanding of potential developmental abilities of young children and not to focusing on the current developmental abilities of children.
Active agents & go researchers
Rich in experiences
Competent & Capable
Desires to gain knowledge
Protagonist of their own learning
‘lo chi siamo’ (I am who we are)
On going reflection
Teacher as researcher & Collaborator
To be very open
To document & capture conversation
To question and extend
To reflect & support
To observe & listen
To gather with the children
Apart of a team
Respecting children’s work & the process
To know each child individually,
Act as a resource for the children &
Partners to the process of learning.
to Children’s Learning
Environment As The Third Teacher
We enrich this learning by looking at the areas within The Sand Box and see where there is a need for development.
Video on Projects in Reggio: http://www.youtube.com/watch?v=KCU775GpK3A&feature=youtube_gdata_player
- Giving children the control to learn what they want to, to go more in-depth in their interests
Uses all types of media: Pictures, video, wall display, CD’s, websites etc
Form of Communication
Considers the process
To Share and Review
Testimony of Thinking
To be Done Together
Improve our Teaching
Used as a Tool
To be Shared
Adds to the Learning process of the child.
Memory or Spring Board to children, parents, families and teachers.
For more information in Documentation cheek out:
Support for Familiesin Early Childhood Centre's –
Why is Citizen Preschool and NurseryA Centre of Innovation.
Teaching & Teaching Practices
Family Support Worker.
Teachers and Teaching Practices.
Where to start at The Sand Box Preschool.
Clyde, J. A., Miller, C., Sauer, S,. Liebert, K., Parker, S., & Runyon, S. (2006). Teacher and children inquire into Reggio Emilia. Language Arts, 83(3), 215-226.
Duncan, J., Darker, D., McLean, T., Parata, B., Preedy, K,. & Gaffney, M. (2007). What counts as support for familes? In Meade, A (Ed.), Riding the waves: innovation in early childhood education (pp.31-38). Wellington, New Zealand: NZCER Press
Edwards, C. P., Gandini, L,. Forman, G. E,. (1998). The hundred languages of children: the Reggio Emilia approach. Greenwhich, CT: Greenwood Publishing Group.
Edwards, S. (2009) Early childhood education and care: social cultural approach. Castle Hill, New South Wales: Pademolen Press.
Gandini, L. (2004). Foundations of the Reggio Emilia approach. In Hendrick (Ed.), Next steps towards teaching in the Reggio Way: Accepting the Challenges to change (pp. 13-36). Upper Saddle River, NJ: Peason.
Hendrick, J, (1997). First steps towards teaching the Reggio Way. Upper Saddle River: NJ: Prentice Hall.
Lee, D. (2002). Passion, participation and pedagogy: reflection on teh Reggio Emilia approach to infant and toddler care and education. The First Years: Nga Tau Tuatahin: New Zealand Journal of Infant and Toddler Education, 4(1), 13-16.
Mawson, B. (2010). Finding our way: interpreting Reggio in a New Zealand context. Early Childhood Folio, 14(1), 18-22.
Ministry of Education. (2006). Te Whaariki: He Whaarikimaatauranga mo nga mokopuna o Aotearoa/Early childhood curriculum. Wellington: Learning Media.
Reggio Emilia Aotearoa New Zealand: Video on documentation. (2012). Retrieved from: www.reanz.org/2012/03/15/video-on-documentation/
Support for families in early childhood centres. (2010). Retrieved from: www.educate.ece.govt.nz/Programmes/CentreofInnovation/D ocumentandResources/ServiceSpecific/SupportforFamiliesinEa rlyChildhoodCentres.aspx