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.
Publication Date: 1998
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).
Document Type: Collected works--General (020); Reports--Descriptive (141)
Geographic Source: U.S.; Connecticut
Journal Announcement: RIEMAY1999
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