Introduction
In early childhood education, future programs are projections by futurists who develop new and exciting ideas that go against the old concepts. These programs not only rely on traditional methods but also promote the learning standards that work best for the needs and characteristics of young children. The present study analyzes a unique kindergarten from another state in the United States of America except Utah to determine who the program serves, its philosophy, method, position of strength and weaknesses, and possible future development.
Summarize Program
The program to be reviewed is a Reggio Emilia Approach, one of the emerging worldwide early childhood education models that originated in Reggio Emilia, Italy. This method aims to develop kids from birth to six years and focuses on learner-centered teaching, inquiry-based discoveries, and nurturing creativity. The Reggio Emilia approach can be applied to children from various socio-economic backgrounds whose school fees are often paid by the state or the community (Fernández-Santín 13).
The core idea of Reggio Emilia’s philosophy is a child education philosophy based on the idea that children are capable, curious, and competent learners. Learning is project-centered and investigative, in which pupils pose questions through collaborative undertakings with teachers who perform more as facilitators than instructors. Centers in which the environment is focused on the Reggio approach interrelate children’s interests with natural things, playing spaces, and stories about their learning on the wall (Fernández-Santín 21).
In Reggio Emilia schools, the aim is more than usual in academic aims; one pursues an attitude of learning, social-emotional growth, and critical thinking. Families in these schools prefer them to the others because children are always at the heart of the system, being put first, cooperative and creative learning being the order of the day, and children are treated as learning partners rather than just passengers. However, there is a drawback in monitoring Reggio Emilia-inspired A programs, which is the non-existence of the academic curriculum. This could encourage anxiety in some parents who might believe that education should follow a more systematized learning program.
Reflect on Program
The very core concept of Reggio Emilia has many features worth highlighting and contemplating. Setting priority on child-initiated inquiry is also a beautiful feature of this proposal. Children are the central figures involved in the learning process in this technique, and hence, they develop their self-efficacy and self-responsibility as they grow (73, Weissman). In addition, the emphasis on cooperative learning, a tool for socializing, communication skills, and the development of empathy and cooperation among the children, is also noteworthy. More to this, the purposeful arranging of the learning conditions that promote the application of the learners’ documentation and the use of materials inspired by nature draws learners into the cognition, exploration, and assimilation of new ideas and concepts.
In addition, this approach also has its weak points, which will concern or worry you. A disadvantage is that no formulated and well-structured academic curriculum would make it difficult for parents or other educators to know where children are ready for formal schooling(Fernández-Santín 21). This, however, densely points to the covered topic of teaching design teaching of inquiry-based lessons, which can be both costly and difficult to staff, asking for steep investments into educator professional development and recurrent support.
One thing to consider if you want to take the Reggio approach to the next level is some aspects of moving. Furthermore, increased transparency and clarity on program educational objectives and student success would eventually remove academic standards and accountability concerns. Professional development opportunities involving mentorship architecture are available for the teachers to equip them with skills in using the approach correctly and adjusting it for different students (Weissman 74). Moreover, strong partnerships with families and communities could also positively impact the learning environment and support children’s development. The Reggio Emilia education, thus, remains at the center of our attention and can further develop and offer many fruits to early childhood education.
Conclusion
At its heart, the Reggio Emilia preschool educational approach and similar “innovative” program types give something to consider regarding other teaching and learning methods. By examining the intended population, the philosophical background of education, the purpose, the strengths, the flaws, and the areas for improvement of education programs at this level, we understand how early childhood education is a complex and dynamic process. We must keep dreaming of discovering newer and better ways while remaining open to new possibilities and unchanging values. Parents and Guardians must also continue to offer a healthy and enabling environment where every child can soar.
Work Cited
Fernández-Santín, Mercè, and Maria Feliu-Torruella. “Developing critical thinking in early childhood through the philosophy of Reggio Emilia.” Thinking Skills and Creativity 37 (2020): 100686. https://diposit.ub.edu/dspace/bitstream/2445/171805/1/703396.pdf
Weissman, Patricia, and Joanne Hendrick. The whole child: Developmental education for the early years. Pearson Higher Ed, 2013.
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