THE ROLE OF REGGIO EMILIA APPROACH IN PRESCHOOL PERIOD


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Karabulut R. , Ekici Taysi İ.

in: Bridging Theory and Practice for Early Years Education, Prof. Dr. Abdülkadir Kabadayı, Editor, Livre de Lyon, Lyon, pp.179-189, 2021

  • Publication Type: Book Chapter / Chapter Research Book
  • Publication Date: 2021
  • Publisher: Livre de Lyon
  • City: Lyon
  • Page Numbers: pp.179-189
  • Editors: Prof. Dr. Abdülkadir Kabadayı, Editor

Abstract

The Reggio Emilia Approach takes its name from a town located in Italy. This approach originated in Reggio Emilia town with the efforts of an educator whose name was Loris Malaguzzi and the townspeople (Malaguzzi, 1998). Reggio Emilia includes 33 schools accepting different age groups, from infants a few months old to children aged 6 years (Dalhberg and Moss, 2010). The Reggio Emilia Approach that leaves its mark on early childhood education and sets an example for community-based education models, regenerates in many countries of the world. As researchers, educators, and those working in preschool education institutions witness the activities and achievements of children in Reggio Emilia schools, they endeavor to comprehend the principles of this approach and its implications in practice and to ensure that it regenerates in their schools