ELCC 220: Childcare Planning and the Reggio Emilia Approach

This report provides a comprehensive overview of the Reggio Emilia approach, an educational philosophy focused on preschool and primary education. Developed by Loris Malaguzzi, the approach emphasizes a constructivist pedagogy and views children as capable individuals who construct their own knowledge. The report details the history, philosophy, and key elements of the approach, including the roles of parents, teachers, and the environment. It highlights the beliefs that underpin the model, such as children's inherent abilities and rights, and discusses the benefits of the approach in fostering innovation, problem-solving, and confidence in children. References to key research and publications related to the Reggio Emilia approach are also included.

CHILD CARE
PLANNING
The Reggio Emilia Approach

THE REGGIO EMILIA APPROACH
• An educational philosophy.
• Focused on pre-school and
primary education.
• A constructivist type of
pedagogy (McNally, &
Slutsky, 2017).

HISTORY:
• The care plan was developed during World War II.
• Pedagogist Loris Malaguzzi had developed this.
• The pedagogy was based on Reggio Emilia village and hence the name.
• Sweden had first included this (McNally, & Slutsky, 2017).

LORIS MALAGUZZI
• Born in Corregio, Italy.
• Grew up in a Fascist
environment.
• Had enrollment I the war
fare.
• Amidst Economic chaos,
Fascism and German, he
identified the need to
educate the children.

Reality, as always happens in children's hands, reveals once again its infinite potential for
transformation." - Loris Malaguzzi (1920-1994)

ROLE OF WOMEN
• According to Malaguzzi, his aim
was successful because of the
women of the society.
• The women remained at home,
and had seen more the practical
aspects of war and the
sociological implications of the
same.
• He stated, "It was the women's
first victory after the war
because the decision was theirs.
The men might have used the
money differently.”

DEVELOPMENT:
• The primary aim of the
pedagogy was to bring
about change within the
educational system.
• It was developed upon the
creative aspects of the
children.
• The non- profit
organization, Friends of
Reggio Children
International Association
was first to promote the
care plan (McNally, &
Slutsky, 2017).

AIM:
• The pedagogical planning was
most widely used by the
Friends of Reggio Children
International Association.
• The aim was to improve the
lives of the people and the
communities.
• Another aim was to improve
the quality of education and
continue the research.
• In 2011 with the establishment
of Loris Malaguzzi International
Centre the formal practice of
the model was initiated
(McNally, & Slutsky, 2017).

PHILOSOPHY:
• Enabling the children to exercise
control.
• Learning through sensations and
observation.
• Establishing relationship with
other children.
• Enabling the children to express
themselves (Stoudt, 2018).

ROLE OF PARENTS:
• Parents are viewed as
partners and collaborators.
• Promotes respecting the
parents as teachers.
• Parents are the teachers at
home.
• Parents are to teach the
philosophy of life (Stoudt,
2018).

ROLE OF TEACHERS:
• Teachers is the co-
learner.
• Teachers are to plan
activities.
• Teachers are to
observe the growth
pattern and to
evaluate the same
(Stoudt, 2018).

ROLE OF ENVIRONMENT:
• First ever pedagogy to identify the role of environment.
• It is the third teacher.
• Designing new spaces and modifying the existing is important.
• Learnings of the nature and growing up amongst the nature is important and promoted
and practiced (Stoudt, 2018).