Critical Reflection: Reggio Emilia Aproach And Forest School Approach

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Critical reflection on two approaches – Reggio Emilia Approach and Forest School Approach
Reggio Emilia Approach
Reggio Emilia Approach is an educational philosophy which considers children as capable, innovative and curious learners with intrinsic motivations in learning about the unknowns surrounding them (Mitchell and Carroll, 2003). It aimed to promote children’s learning through the development of “the hundred languages” of children (Edwards, Gandini and Forma, 2012).
Features
Learning spaces, social exchanges, projects, art materials, documentation and collaborative teaching style are the core values of the Approach (Mitchell and Carroll, 2003). In this approach, spaces involved in students’ daily lives were considered as extensions of classrooms where learning takes place in (Mitchell and Carroll, 2003). Social exchanges such as interactive activities, conflicts and communications were encouraged (Gandini, 1993). Projects were child-initiated, thorough and ongoing investigations which aimed at addressing a topic (Mitchell and Carroll, 2003). Art materials included the creative use of space and materials (Mitchell and Carroll, 2003). Acting as learning companions, teachers evaluate students’ developmental pace and levels through various forms of records like anecdotal records, photographs and children’s art work (Mitchell and Carroll, 2003). Under the approach, teachers, parents and child were collaborative components in learning (Mitchell and Carroll, 2003).

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