Reggio Emilia Essays

The Reggio Emilia Theory and Philosophy is an approach to early childhood education based on the belief that children are capable and competent, and that they are naturally driven to explore, create and learn. It was developed in the 1940s in the town of Reggio Emilia, Italy, and is based on the educational principles of the Italian educator and philosopher Loris Malaguzzi. Reggio Emilia's philosophy of education is based on the idea that children learn best in a stimulating and supportive environment

In Reggio Emilia approach, there are many strengths as it supports children that a child’s image is viewed as having rights and not just needs and child has been viewed as beautiful, competent, powerful, curious, creative as well as full of ambitious desires and potentials. In addition, it supports children’s individual differences and needs, documentation that Reggio teachers collect about their students and a mix of long- and short term projects which provide students with a deeper understanding

Observation and Documentation are key elements in the Reggio Emilia Approach. Play is the work of the child, and teachers take on many roles within the classroom in the Reggio Emilia project approach. Teachers serve as observers, facilitators, they also document and plan new curriculum based on observations. The teacher and child are partners in learning. The relationship between the teacher and child last over a three year span; this longevity is great for building social and emotional development

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

Based in the NAEYC standers: Reggio Emilia approach supports a Child Approach in that a child’s image is viewed as having rights and not just needs, child has been viewed as beautiful, competent, powerful, curious, creative as well as full of ambitious desires and potentials, supports children’s individual differences and needs, documentation that Reggio teachers collect about their students, and mix of long- and short term projects which provide students with a deeper understanding of the subject

Reggio Emilia links into my key issues because the Reggio Emilia approach focuses on the child learning through doing. For example, a child might paint a picture for their mums or dads. Also, it links into my key issues with the environment as the practitioners would set up the environment which will encourage children to communicate between children and adults. The practitioner will also create different areas to stimulate the child’s imagination. This is important for young children as they are

The current framework is the EYFS (Early Years Foundation Stage) which states that working with parents and other professional is essential and has an impact on a practitioners practice. The parents know their child the best therefore it is important to communicate with them in order to find out the child’s interest and dislikes. As he EYFS states in the article 3.68, “Providers must maintain records and obtain and share information to ensure the safe and efficient management of the setting, and

Preschool curriculums are programmed to help children achieve formal school readiness in all areas of academic and social learning. This includes exploration and discovery to encourage active participation among children, which broadens their horizons and expands their skills and knowledge. The meaningful experiences gained will empower young learners to grow confidently and successfully to prepare them mentally for the next phase of education. It is critical as a drastic transition can affect one’s

Introduction Age itself cannot cause development. Indeed, developmental change runs parallel with chorological age due to genetic factors and environmental factors. Genetic factors play a vital role of overall growth such as changes in proportion of body and brain parts. Environmental factors could be diet and disease exposure, social, emotional and cognitive experiences. Development may not be constant, it might be different from person to person. In this assignment, I have selected for major developmental

The questions posted in the article with the interview with Brenda Fyfe, were catered towards the Reggio-Emilio Approach, based on parts of an essay by Carlina Rinaldi, ‘Documentation and Assessment: What is the Relationship?’, from Making Learning Visible: Children as Individual and Group Learners. Fyfe shed light on many points and processes that were enlightening to me. The process of Reggio-Emilio has always intrigued me but has since eluded my observations, in that for a practice embraced by

Introduction: Theatre of the Oppressed was first elaborated in the 1960’s by a Brazilian named Augusto Boal, he was raised in Rio de Janeiro and then attended a Colombian university. Upon completion of his studies he returned to Brazil, he abandoned his studied academic career and began working in the Arena Theatre near his new home in São Paulo. Boal and his team initially began in Brazil and transferred later across to Europe where they used theatre as a medium to overcome oppression in people’s

Everyone sees the play Hamlet as this great tragedy and a quest for revenge, and it is one, but it’s all filled with so much deception and lies. The characters lie to each other, they spy and create plans to find out information. This use of hidden yet obvious deception just shows how rotton human beings can be with each other and how easily they can turn on one another to further themselves to get what they want. It eventually shows that by using all your energy towards a plan of revenge, can cause

frequently, the play is focused on Iago trying to plot his plan as the play goes on, his intentions are to get revenge on Othello for one not promoting him to lieutenant and believing that Othello slept with his wife Emilia. For that Iago manipulates Othello 's wife Desdemona, Roderigo, Emilia and Cassio. Iago commits the greater wrong, for being manipulative, deceivious, and betraying. Iago and Othello are both main characters who have their way of making trouble, some would say Othello commits more wrong

betrayal acts as impetus for the play, ultimately leading to the downfall of Othello and everyone he holds dearest to him. Though there are many characters in the play, it is only necessary to hone in on five: Othello, Iago, Desdemona, Cassio, and Emilia. As mentioned before, Othello is the black army general, and he starts off the play being the undisputable protagonist.

The story of Hamlet by William Shakespeare is a story of betrayal, revenge, and intrigue. Hamlet, the title character discovers that his uncle killed his father and married his mother effectively stealing the throne. Hamlet decides he must kill his uncle Claudius as revenge for what he had done. However, as the new king, Hamlet isn't sure how to get to him, so he decides to fake madness, but his plan backfires as Claudius doesn't trust him and makes sure he is always watched. In his fumbled plan

In the play, Romeo and Juliet, written by William Shakespeare, the notion that hatred is stronger than love could be evidenced by the ancient grudge that exists between two feuding families in the city of Verona. Many have fallen prey to this vicious feud as it flourished through generations passed; children turn to bullies and men to killers as the vendetta draws the darkness from within them all; even the love between the star-crossed teens is tainted with the hatred and rage of their parents.

Vol. 4(8), pp. 398-403, October, 2013 DOI: 10.5897/IJEL2013.0479 ISSN 2141-2626 ©2013 Academic Journals http://www.academicjournals.org/IJEL International Journal of English and Literature Full Length Research Paper Aesthetics in William Shakespeare's Sonnets Maryam Ebrahimi* and Bahman Zarrinjooee Department of English Literature and Language, Islamic Azad University of Boroujerd, Iran. Accepted 30 August, 2013 This study focuses on aesthetics in William Shakespeare's sonnets. It shows the dominant

Deceit and deception are not the only themes in the story of The Tragedy of Hamlet, Prince of Denmark, but it is also a way certain characters, mainly Hamlet himself, use to carry out their own personal gain. The focus will mainly be on the main character as he is the best example for a character using deception to his own ends. Hamlet is a very odd and curious character. He does not seem very ambitious, but actually, he is. He uses the tool of deception, under the disguise of moral justice, to seek

A Definition of Justice Equality is the well-known problem faced by women. It is the issue of how women have been treated differently from men who act as if they have a higher social position. Besides the equality issue, there is another problem faced by many women: mental abuse at home. The husbands are not literally abuse their wife, but how they act have made their wives live in agony. Subsequently, when the women as the oppressed party who have been treated unequally cannot demand such abuse

Throughout history every writer has his own style and his own way of thinking, but they are all have one thing in common which is some of their themes. No one exactly knows the real number of the themes but the most common ones are; “The Great Journey, The great battle, the noble sacrifice, and love and friendship. The classical mythology played an important role in forming the ideology of thinking according to the 16th century poets for example Shakespeare, as many of his plays are full of these