An alternative application for team spirit: Reggio Emilia
DOI:
https://doi.org/10.37134/saecj.vol9.no2.13.2020%20Keywords:
Reggio Emilia, cooperation, communication, early childhood education, teacher, parentAbstract
In the current research, Reggio Emilia, an alternative application model based on the problems experienced within the content of communication and cooperation in preschool education, was studied. In this purpose, the history, values and principles of Reggio Emilia, its curriculum, teacher-child, teacher-parent, child-child, teacher-teacher communication and cooperation and a sample Reggio Emilia project were explained. In the quest of an alternative application model to provide necessary communication and cooperation and work with all factors comprising education in the sense of a team spirit, it is likely to say that Reggio Emilia is a striking approach. Understanding the philosophy and process of communication and cooperation realized in Reggio Emilia approach would make teachers, parents and administrators attain a different point of view and in this way, would help form a strong and effective communication and cooperation between all the factors comprising preschool education.
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References
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Bang, Y. S. (2018). Parents’ perspectives on how their behaviors impede parent-teacher collaboration. Social Behavior and Personality, 46(11), 1787–1800. https://doi.org/10.2224/sbp.7270
Bartlett, S., & Gandini, L. (1993). Amiable space in the schools of Reggio Emilia: An interview with Leila Gandini. Children's Environments, 10(2), 113-125.
Bartolome, M. T., Mamat, N., & Masnan, A. H. (2017). Parental involvement in the Philippines: A review of literatures. International Journal of Early Childhood Education Care, 6, 41-50.
Bartolome, M. T., Mamat, N., & Masnan, A. H. (2020). Exploring kindergarten teachers’ perspectives in parental involvement in the Philippines. Southeast Asia Early Childhood Journal, 9(1), 44-58.
Berčnik, S., & Devjak, T. (2017). Cooperation between parents and preschool institutions through different concepts of preschool education, Center for Educational Policy Studies Journal, 7(4), 207-226.
Bicaj, A., Bytyqi, A., Azizi, T., & Xhemajli, A. (2018). Cooperation of preschool institutions with parents toward early childhood education. Thesis. 7(2), 75-101.
Cadwell, L. B. (1997). Bringing Reggio Emilia home: An innovative approach to early childhood education. Teachers College Press.
Can, E., & Kılıç, Ş. (2019). Okul öncesi eğitim: Temel sorunlar ve çözüm önerileri [Pre-school education: Basic problems and solution suggestions]. Milli Eğitim, 48(1), 483-519.
Demir Yıldız, C. (2018). Okul öncesi eğitim kurumlarının yönetiminde yaşanan zorlukların değerlendirilmesi [Evaluating the difficulties in managing preschool educational institutions]. Journal of Social Sciences of Mus Alparslan University, 6, 95-102. http://dx.doi.org/10.18506/anemon.465821
Einarsdottir, J., & Jónsdóttir, A. H. (2019). Parent-preschool partnership: Many levels of power. Early Years, 39 (2), 175-189. https://doi.org/10.1080/09575146.2017.1358700
Gandini, L. (1993). Fundamentals of the Reggio Emilia approach to early childhood education. Young Children, 49(1), 4-8.
Gandini, L. (2003). Values and principles of Reggio Emilia approach. In L. Gardini, S. Etheridge, & L. Hill. (Eds.), Insights and inspirations from Reggio Emilia: Stories of teachers and children from North America (pp. 25-27). Davis Publications.
Gandini, L. (2011). Play and the hundred languages of children: An interview with Lena Gandini. American Journal of Play, 4(1), 11-18.
Goldhaber, J. (2007). The development of an early childhood teacher research collaborative. Theory into Practice, 46(1), 74-80. https://doi.org/10.1080/00405840709336551
Günay Bilaloğlu, R., & Aktaş Arnas, Y. (2019). Okul öncesi eğitimde aile katılımı engelleri ve süreçte karşılaşılan sorunlar [Barriers to parental involvement in preschool education and problems encountered in process]. Hacettepe University Journal of Education, 34(3), 804-823. http://dx.doi.org/10.16986/HUJE.2018043536
Hewett, V. M. (2001). Examining the Reggio Emilia approach to early childhood education. Early Childhood Education Journal, 29(2), 95–100. https://doi.org/10.1590/1982-43272664201611
Köyceğiz, M., Ağaçdan, M., Akaydın, D., Yorgun, E., & Tezel Şahin, F. (2016). Milli Eğitim Bakanlığı okul öncesi eğitim programlarında aile katılımının dünü ve bugünü [The present and past of parent involvement in preschool education programs of Ministry of Education]. The Journal of International Social Research, 9(45), 619-625.
Kurtulmuş, Z. (2016). Analyzing parental involvement dimensions in early childhood education. Educational Research and Reviews, 11(12), 1149-1153. http://dx.doi.org/10.5897/ERR2016.2757
Lau, E. Y. H., & Ng, M. L. (2019). Are they ready for home-school partnership? Perspectives of kindergarten principals, teachers and parents. Children and Youth Services Review, 99, 10-17. https://doi.org/10.1016/j.childyouth.2019.01.019
Mahmood, S. (2013). First-year preschool and kindergarten teachers: Challenges of working with parents. School Community Journal, 23(2), 55-85.
Malaguzzi, L. (1994). Your image of the child: Where teaching begins. Exchange, 3(94).
Malaguzzi, L., & Gandini, L. (1993). For an education based on relationships. Young Children, 49(1), 9-12.
Mitchell, L. M., & Furness, J. (2015). Importance of collaboration among parents, early years professionals and communities. Wilf Malcolm Institute of Educational Research.
Moon, M. (2001). Teacher perspectives on peer relation problems of young children. Asia Pacific Education Review, 2(1), 22-31.
Ok, S. (2016). Öğretmen ve ailelere göre okul öncesi eğitimde okul-aile işbirliğinin önemi [Teachers’ and parents’ perceptions on the importance of parent-school collaboration in pre-school education]. Journal of Istanbul Aydın University, 32, 61-79.
Öztürk, Y., & Gangal, M. (2016). Okul öncesi eğitim öğretmenlerinin disiplin, sınıf yönetimi ve istenmeyen davranışlar hakkındaki inançları [Preschool teachers’ beliefs about discipline, classroom management, and disruptive behaviors]. Hacettepe University Journal of Education, 31(3), 593-608. https://doi.org/10.16986/HUJE.2016015869
Parbucu, N., Yıldırım Polat, A., & Akman, B. (2018). Okul öncesi öğretmenlerinin sınıf yönetiminde ilişkiler ve iletişime yönelik görüşleri [Preschool teachers’ views on relationship and communication in classroom management]. Journal of Theory and Practice in Education, 14(4), 417-433. https://doi.org/10.17244/eku.397174
Pepito, G. M. (2019). Home-school partnership in kindergarten. International Journal for Innovative Research in Multidisciplinary Field, 5(6), 171-175.
Priolo Filho, S. R., Pompermaier, H. M., Almeida, N. V. F., & Souza, D. H. (2016). Aggressive behavior of children in a day care center. Paidéia (Ribeirão Preto), 26(64), 235-243.
Rankin, B. (1998). Curriculum development in Reggio Emilia: A long term curriculum project about dinosaurs. In C. Edwards, L. Gandini, & G. Forman (Eds.), The hundred languages of children: The Reggio Emilia approach advanced reflections (2nd ed.). Ablex.
Schroeder Yu, G. (2008). Documentation: Ideas and applications from the Reggio Emilia approach. Teaching Artist Journal, 6(2), 126-134. https://doi.org/10.1080/15411790801910735
Tezel Şahin, F., & Yıldırım, A. (2018). Amasya ili örnekleminde okul öncesi dönemde öğretmen ve aile görüşlerine göre aile katılım çalışmalarının incelenmesi [Investigation of family participation studies according to teachers and family views in the presenta tion of Amasya]. TURAN-CSR International Scientific Peer-Reviewed, Refereed Journal, 10(40). http://dx.doi.org/10.15189/1308-8041
Uysal, H., Akbaba Altun, S., & Akgün, E. (2010). Okulöncesi öğretmenlerinin çocukların istenmeyen davranışları karşısında uyguladıkları stratejiler [The strategies preschool teachers use when confronted with children’s undesired behaviors]. Elementary Education Online, 9(3), 971-979.
Visković, I., & Višnjić Jevtić, A. (2017). Teachers’ opinions on the possibilities of collaboration with parents. Croatian Journal of Education, 19(1), 117-146. https://doi.org/10.15516/cje.v19i1.2049
Yılmaz Ünal, D., & Deniz, Ü. (2016). Anne ve öğretmen görüşlerine göre uyum sorunu olan ve olmayan çocukların anne tutumlarının incelenmesi [Examination of the mother attitudes of children who have or who do not have compliance problems according to the views of mothers and teachers]. Turkish Scientific Research Journal, 1(1), 50-63.
Zayimoğlu Öztürk, F., Kaya, N., & Durmaz, E. (2015). Okul öncesi öğretmenlerinin görev sürecinde yaşadıkları eğitimsel sorunlar ve çözüm önerileri [Educational problems encountered by pre-school teachers and solution offers]. The Black Sea Journal of Social Sciences, 7(3), 68-94.
Zembat, R. (2012). Okul öncesi öğretmenlerinin okul yöneticisi, meslektaşları ve aileler bağlamında algıladıkları çatışma durumlarının incelenmesi [A study on preschool teachers’ perceived conflict with school administrators, colleagues and parents]. Education and Science, 37(163), 203-215.
Atış Akyol, N., Yıldız, C., & Akman, B. (2018). Öğretmenlerin akran zorbalığına ilişkin görüşleri ve zorbalıkla baş etme stratejileri [Teachers’ views of peer bullying and their coping strategies with bullying]. Hacettepe University Journal of Education, 33(2), 439-459. https://doi.org/10.16986/HUJE.2017032926
Bahçıvan, E., Kalay, B., & Bay, D. N. (2018). Okul öncesinde okul aile işbirliğine yönelik ailelerin ve öğretmenlerin beklentileri [Expectations of parents and teachers for school-family collaboration at pre-school]. Uşak University Journal of Educational Research, 4(3), 58- 82.
Bang, Y. S. (2018). Parents’ perspectives on how their behaviors impede parent-teacher collaboration. Social Behavior and Personality, 46(11), 1787–1800. https://doi.org/10.2224/sbp.7270
Bartlett, S., & Gandini, L. (1993). Amiable space in the schools of Reggio Emilia: An interview with Leila Gandini. Children's Environments, 10(2), 113-125.
Bartolome, M. T., Mamat, N., & Masnan, A. H. (2017). Parental involvement in the Philippines: A review of literatures. International Journal of Early Childhood Education Care, 6, 41-50.
Bartolome, M. T., Mamat, N., & Masnan, A. H. (2020). Exploring kindergarten teachers’ perspectives in parental involvement in the Philippines. Southeast Asia Early Childhood Journal, 9(1), 44-58.
Berčnik, S., & Devjak, T. (2017). Cooperation between parents and preschool institutions through different concepts of preschool education, Center for Educational Policy Studies Journal, 7(4), 207-226.
Bicaj, A., Bytyqi, A., Azizi, T., & Xhemajli, A. (2018). Cooperation of preschool institutions with parents toward early childhood education. Thesis. 7(2), 75-101.
Cadwell, L. B. (1997). Bringing Reggio Emilia home: An innovative approach to early childhood education. Teachers College Press.
Can, E., & Kılıç, Ş. (2019). Okul öncesi eğitim: Temel sorunlar ve çözüm önerileri [Pre-school education: Basic problems and solution suggestions]. Milli Eğitim, 48(1), 483-519.
Demir Yıldız, C. (2018). Okul öncesi eğitim kurumlarının yönetiminde yaşanan zorlukların değerlendirilmesi [Evaluating the difficulties in managing preschool educational institutions]. Journal of Social Sciences of Mus Alparslan University, 6, 95-102. http://dx.doi.org/10.18506/anemon.465821
Einarsdottir, J., & Jónsdóttir, A. H. (2019). Parent-preschool partnership: Many levels of power. Early Years, 39 (2), 175-189. https://doi.org/10.1080/09575146.2017.1358700
Gandini, L. (1993). Fundamentals of the Reggio Emilia approach to early childhood education. Young Children, 49(1), 4-8.
Gandini, L. (2003). Values and principles of Reggio Emilia approach. In L. Gardini, S. Etheridge, & L. Hill. (Eds.), Insights and inspirations from Reggio Emilia: Stories of teachers and children from North America (pp. 25-27). Davis Publications.
Gandini, L. (2011). Play and the hundred languages of children: An interview with Lena Gandini. American Journal of Play, 4(1), 11-18.
Goldhaber, J. (2007). The development of an early childhood teacher research collaborative. Theory into Practice, 46(1), 74-80. https://doi.org/10.1080/00405840709336551
Günay Bilaloğlu, R., & Aktaş Arnas, Y. (2019). Okul öncesi eğitimde aile katılımı engelleri ve süreçte karşılaşılan sorunlar [Barriers to parental involvement in preschool education and problems encountered in process]. Hacettepe University Journal of Education, 34(3), 804-823. http://dx.doi.org/10.16986/HUJE.2018043536
Hewett, V. M. (2001). Examining the Reggio Emilia approach to early childhood education. Early Childhood Education Journal, 29(2), 95–100. https://doi.org/10.1590/1982-43272664201611
Köyceğiz, M., Ağaçdan, M., Akaydın, D., Yorgun, E., & Tezel Şahin, F. (2016). Milli Eğitim Bakanlığı okul öncesi eğitim programlarında aile katılımının dünü ve bugünü [The present and past of parent involvement in preschool education programs of Ministry of Education]. The Journal of International Social Research, 9(45), 619-625.
Kurtulmuş, Z. (2016). Analyzing parental involvement dimensions in early childhood education. Educational Research and Reviews, 11(12), 1149-1153. http://dx.doi.org/10.5897/ERR2016.2757
Lau, E. Y. H., & Ng, M. L. (2019). Are they ready for home-school partnership? Perspectives of kindergarten principals, teachers and parents. Children and Youth Services Review, 99, 10-17. https://doi.org/10.1016/j.childyouth.2019.01.019
Mahmood, S. (2013). First-year preschool and kindergarten teachers: Challenges of working with parents. School Community Journal, 23(2), 55-85.
Malaguzzi, L. (1994). Your image of the child: Where teaching begins. Exchange, 3(94).
Malaguzzi, L., & Gandini, L. (1993). For an education based on relationships. Young Children, 49(1), 9-12.
Mitchell, L. M., & Furness, J. (2015). Importance of collaboration among parents, early years professionals and communities. Wilf Malcolm Institute of Educational Research.
Moon, M. (2001). Teacher perspectives on peer relation problems of young children. Asia Pacific Education Review, 2(1), 22-31.
Ok, S. (2016). Öğretmen ve ailelere göre okul öncesi eğitimde okul-aile işbirliğinin önemi [Teachers’ and parents’ perceptions on the importance of parent-school collaboration in pre-school education]. Journal of Istanbul Aydın University, 32, 61-79.
Öztürk, Y., & Gangal, M. (2016). Okul öncesi eğitim öğretmenlerinin disiplin, sınıf yönetimi ve istenmeyen davranışlar hakkındaki inançları [Preschool teachers’ beliefs about discipline, classroom management, and disruptive behaviors]. Hacettepe University Journal of Education, 31(3), 593-608. https://doi.org/10.16986/HUJE.2016015869
Parbucu, N., Yıldırım Polat, A., & Akman, B. (2018). Okul öncesi öğretmenlerinin sınıf yönetiminde ilişkiler ve iletişime yönelik görüşleri [Preschool teachers’ views on relationship and communication in classroom management]. Journal of Theory and Practice in Education, 14(4), 417-433. https://doi.org/10.17244/eku.397174
Pepito, G. M. (2019). Home-school partnership in kindergarten. International Journal for Innovative Research in Multidisciplinary Field, 5(6), 171-175.
Priolo Filho, S. R., Pompermaier, H. M., Almeida, N. V. F., & Souza, D. H. (2016). Aggressive behavior of children in a day care center. Paidéia (Ribeirão Preto), 26(64), 235-243.
Rankin, B. (1998). Curriculum development in Reggio Emilia: A long term curriculum project about dinosaurs. In C. Edwards, L. Gandini, & G. Forman (Eds.), The hundred languages of children: The Reggio Emilia approach advanced reflections (2nd ed.). Ablex.
Schroeder Yu, G. (2008). Documentation: Ideas and applications from the Reggio Emilia approach. Teaching Artist Journal, 6(2), 126-134. https://doi.org/10.1080/15411790801910735
Tezel Şahin, F., & Yıldırım, A. (2018). Amasya ili örnekleminde okul öncesi dönemde öğretmen ve aile görüşlerine göre aile katılım çalışmalarının incelenmesi [Investigation of family participation studies according to teachers and family views in the presenta tion of Amasya]. TURAN-CSR International Scientific Peer-Reviewed, Refereed Journal, 10(40). http://dx.doi.org/10.15189/1308-8041
Uysal, H., Akbaba Altun, S., & Akgün, E. (2010). Okulöncesi öğretmenlerinin çocukların istenmeyen davranışları karşısında uyguladıkları stratejiler [The strategies preschool teachers use when confronted with children’s undesired behaviors]. Elementary Education Online, 9(3), 971-979.
Visković, I., & Višnjić Jevtić, A. (2017). Teachers’ opinions on the possibilities of collaboration with parents. Croatian Journal of Education, 19(1), 117-146. https://doi.org/10.15516/cje.v19i1.2049
Yılmaz Ünal, D., & Deniz, Ü. (2016). Anne ve öğretmen görüşlerine göre uyum sorunu olan ve olmayan çocukların anne tutumlarının incelenmesi [Examination of the mother attitudes of children who have or who do not have compliance problems according to the views of mothers and teachers]. Turkish Scientific Research Journal, 1(1), 50-63.
Zayimoğlu Öztürk, F., Kaya, N., & Durmaz, E. (2015). Okul öncesi öğretmenlerinin görev sürecinde yaşadıkları eğitimsel sorunlar ve çözüm önerileri [Educational problems encountered by pre-school teachers and solution offers]. The Black Sea Journal of Social Sciences, 7(3), 68-94.
Zembat, R. (2012). Okul öncesi öğretmenlerinin okul yöneticisi, meslektaşları ve aileler bağlamında algıladıkları çatışma durumlarının incelenmesi [A study on preschool teachers’ perceived conflict with school administrators, colleagues and parents]. Education and Science, 37(163), 203-215.
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Published
2020-12-28
How to Cite
Atabey, D. (2020). An alternative application for team spirit: Reggio Emilia. Southeast Asia Early Childhood Journal, 9(2), 181–190. https://doi.org/10.37134/saecj.vol9.no2.13.2020
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