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The Hundred Languages of Children: The Reggio Emilia Approach-Advanced Reflections » (2nd Edition)
Authors: Carolyn Edwards
ISBN-13: 9781567503111, ISBN-10: 156750311X
Format: Paperback
Publisher: Greenwood Publishing Group, Incorporated
Date Published: September 2000
Edition: 2nd Edition
Author Biography: Carolyn Edwards
CAROLYN EDWARDS is Professor of Psychology and Family and Consumer Sciences at the University of Nebraska.
LELLA GANDINI is United States Liaison for the Reggio Emilia Program in the United States and Adjunct Professor at the University of Massachusetts, Amherst.
GEORGE FORMAN is Professor of Education at the University of Massachusetts, Amherst.
Book Synopsis
Reflects the growing interest and deepening reflection upon the Reggio approach, as well as increasing sophistication in adaptation to the American context
Table of Contents
| Acknowledgments | ||
| About the Contributors | ||
| Foreword: Complementary Perspectives on Reggio Emilia | ||
| Remarks: Malaguzzi's Story, Other Stories | ||
| 1 | Introduction: Background and Starting Points | 5 |
| 2 | What Can We Learn from Reggio Emilia? | 27 |
| 3 | History, Ideas, and Basic Philosophy: An Interview with Lella Gandini | 49 |
| 4 | The Community-Teacher Partnership in the Governance of the Schools: An Interview with Lella Gandini | 99 |
| 5 | Projected Curriculum Constructed Through Documentation - Progettazione: An Interview with Lella Gandini | 113 |
| 6 | The Role of the Pedagogista: An Interview with Lella Gandini | 127 |
| 7 | The Role of the Atelierista: An Interview with Lella Gandini | 139 |
| 8 | The Voice of Parents: An Interview with Lella Gandini | 149 |
| 9 | Educational and Caring Spaces | 161 |
| 10 | Partner, Nurturer, and Guide: The Role of the Teacher | 179 |
| 11 | Children With "Special Rights" in the Preprimary Schools and Infant-Toddler Centers of Reggio Emilia | 199 |
| 12 | Curriculum Development in Reggio Emilia: A Long-Term Curriculum Project About Dinosaurs | 215 |
| 13 | Negotiated Learning Through Design, Documentation, and Discourse | 239 |
| 14 | Theory and Praxis in Reggio Emilia: They Know What They Are Doing, and Why | 261 |
| 15 | Poppies and the Dance of World Making | 285 |
| 16 | The Child in Community: Constraints From the Early Childhood Lore | 295 |
| 17 | Existing Frameworks and New Ideas From Our Reggio Emilia Experience: Learning at a Lab School With 2- to 4-Year-Old Children | 313 |
| 18 | Bridge to Another Culture: The Journey of the Model Early Learning Center | 335 |
| 19 | The City in the Snow: Applying the Multisymbolic Approach in Massachusetts | 359 |
| 20 | Looking in the Mirror: A Reflection of Reggio Practice in Winnetka | 375 |
| 21 | The Project Approach Framework for Teacher Education: A Case for Collaborative Learning and Reflective Practice | 405 |
| 22 | Stories of Change from the St. Louis-Reggio Collaborative | 419 |
| 23 | Reconsidering Early Childhood Education in the United States: Reflections From Our Encounters With Reggio Emilia | 439 |
| 24 | Conclusion: Final Reflections | 457 |
| Glossary of Terms Used by Educators in Reggio Emilia | 467 | |
| Additional Resources | 468 | |
| Author Index | 475 | |
| Subject Index | 479 |
Subjects
Education & Teaching
Educational Levels & Settings Alternative Educational Methods
Education & Teaching Educational Levels & Settings Early Childhood Education
Education & Teaching Educational Theory, Research & History Alternative Educational Methods
Educational Levels & Settings Alternative Educational MethodsEducation & Teaching
Educational Levels & Settings Early Childhood EducationEducation & Teaching
Educational Theory, Research & History Alternative Educational Methods