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Ways of seeing: using the Mosaic approach to listen to ...
The Mosaic approach was developed in the context of research. But subsequent discussions with practitioners through conferences and workshops have led to its use by early years practitioners. This illustrates how the distinctions between research and teaching can blur. The distinction is also questioned in Reggio Emilia1.
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Ways of seeing: using the Mosaic approach to listen to ...
learningaway.org.ukThird, and most importantly, the theoretical perspectives explored in the munici-pal preschools2 of Reggio Emilia have inspired the Mosaic approach. These have hinged around the notion of the competent child and of the pedagogy of listening and the pedagogy of relationships. Malaguzzi, the first pedagogical director of the preschools,
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www.hookedonscience.orgapproach has been used for decades in Reggio Emilia schools in Italy, now world-renowned for their highly purposeful and in-depth approach to young children’s learning. Lewin-Benham (2011) describes the teacher’s role, integrating the Reggio Emilia approach with what she refers to as “other inspired approaches” such as Montessori
レッジョ・エミリアの視点から読み解く 日本の幼児教育
ir.lib.hiroshima-u.ac.jpChildhood Education and Care (ECEC) from the viewpoint of Reggio Emilia in terms of young children’s subjectivity and teachers’ involvement. Specifically, I will discuss the characteristics of Japanese ECEC and the Reggio Emilia Approach relative to the children’s subjectivity and teachers’ involvement and examine their similarities.