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ED425855 PS027226


Title: The Hundred Languages of Children: The Reggio Emilia Approach--Advanced Reflections. Second Edition.
Author(s): Edwards, Carolyn, Ed.; Gandini, Lella, Ed.; Forman, George, Ed.
Pages: 500
Publication Date: 1998
ISBN: 1-56750-311-X
Available from: EDRS Price MF2 Plus Postage. PC Not Available from EDRS.
Availability: Ablex Publishing Corporation, P.O. Box 5297, 55 Old Post Road #2, Greenwich, CT 06831; Tel: 203-323-9606; Fax: 203-357-8446 (Cloth: ISBN-1-56750-310-1, $73.25; Paper: ISBN-1-56750-311-X, $39.50).
Language: English
Document Type: Collected works--General (020); Reports--Descriptive (141)
Geographic Source: U.S.; Connecticut
Journal Announcement: RIEMAY1999

This collection of essays and interviews documents the unique approach to early childhood education taken by schools in the Reggio Emilia region of Italy. Howard Gardner and David Hawkins provide reflections in chapters that begin the book. The book is then divided into four major parts. Part I includes an introduction by Carolyn Edwards and others, and the essay "What Can We Learn from Reggio Emilia?" (Katz). Part II contains six interviews conducted by Lella Gandini with Reggio Emilia educators: "History, Ideas, and Basic Philosophy," with Loris Malaguzzi; "The Community-Teacher Partnership in the Governance of the Schools," with Sergio Spaggiari; "Projected Curriculum Constructed through Documentation--'Progettazione,'" with Carlina Rinaldi; "The Role of the 'Pedagogista,'" with Tiziana Filippini; "The Role of the 'Atelierista,'" with Vea Vecchi; and "The Voice of Parents," with Gianna Fontanesi and others. Part III examines the theory and practice of the Reggio Emilia approach through seven essays: "Educational and Caring Spaces" (Gandini); "Partner, Nurturer, and Guide: The Role of the Teacher" (Edwards); "Children with 'Special Rights' in the Preprimary Schools and Infant-Toddler Centers of Reggio Emilia" (Smith); "Curriculum Development in Reggio Emilia: A Long-Term Curriculum Project about Dinosaurs" (Rankin); "Negotiated Learning through Design, Documentation, and Discourse" (Forman and Fyfe); "Theory and Praxis in Reggio Emilia: They Know What They Are Doing, and Why" (New); and "Poppies and the Dance of World Making" (Kaufman). Part IV examines the extension of the Reggio Emilia approach to American classrooms through eight essays: "The Child in Community: Constraints from the Early Childhood Lore" (Nimmo); "Existing Frameworks and New Ideas from Our Reggio Emilia Experience: Learning at a Lab School with 2- to 4-Year-Old Children" (Kantor and Whaley); (3) "Bridge to Another Culture: The Journey of the Model Early Learning Center" (Lewin and others); "The City in the Snow: Applying the Multisymbolic Approach in Massachusetts" (Forman and others); "Looking in the Mirror: A Reflection of Reggio Practice in Winnetka" (Tarini and White); "The Project Approach Framework for Teacher Education: A Case for Collaborative Learning and Reflective Practice" (Moran); "Adapting the Reggio Emilia Approach: Becoming Reference Points for Study and Practice" (Fyfe and others); and "Reconsidering Early Childhood Education in the United States: Reflections from Our Encounters with Reggio Emilia" (Phillips and Bredekamp). The book concludes with reflections by Edwards, Gandini, and Forman; a glossary of terms used by Reggio Emilia educators; and a list of published resources about the Reggio Emilia approach. (LPP)

Descriptors: *Art Education; Community Role; Creative Development; *Curriculum Development; Educational Innovation; Educational Theories; Foreign Countries; *Preschool Children; Preschool Education; Progressive Education; Student Projects; Teacher Role; Teaching Methods
Identifiers: *Italy (Reggio Emilia); *Reggio Emilia Approach; United States