Paramonova L. A., Protasova E.

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Pedagogy of Reggio Emilia (“reggio emilia”) Reggio (“reggio emilia”) is not a theory of raising a child, not a method, not a model. It is rather an experience of attitude towards childhood and raising children, which Italians today share with educators and teachers from other countries.

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Reggio pedagogy is an optimistic pedagogy. The child, with his energy, his curiosity, his imagination, is the creator of himself, the designer of his personality - this is what Reggio pedagogy believes. A child is strong, rich, powerful and knowledgeable, so say Reggio educators. And how can self-education be anything other than the art of preserving and promoting this strength and wealth? The philosophy and methodology for this new type of kindergarten was developed by a group of teachers led by Loris Malaguzzi in the city of Reggio Emilia. Pedagogy was based on the principles of respect for the child’s personality, instilling personal responsibility and creating a developmental environment adapted to the implementation of the vector of development that is set by the child himself.

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In Reggio Emilia, 94% of children are covered by preschool education. The Reggio Emilia system, the system of Loris Malaguzzi, was born from practical work, and not from any special pedagogical research. At the beginning of a new pedagogical path lay the desire to educate a “new” person. Not without communist ideas: equal opportunities for all children, not strictly religious education. The first attempt at a new method dates back to 1963. It was a kindergarten called “Robinson”: they tried to repeat with children the content of the life of the hero of Defoe’s book, to build an entire functioning economy from scratch. Since the public attitude was wary, every pedagogical decision had to be documented so that it could always be proven that nothing bad was being done to the children.

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“A child consists of a hundred,” wrote L. Malaguzzi in one of his poems. – A child has a hundred languages, a hundred hands, a hundred thoughts, a hundred ways to think, play and speak. A hundred, always a hundred ways to listen, admire, love. A hundred joyful feelings to sing and understand, a hundred worlds to discover, a hundred worlds to invent, a hundred worlds to dream. The child has a hundred (and another hundred, hundred, hundred) languages, but ninety-nine of them are stolen from him. School and culture separate the head from the body. They teach to think without hands, to do without a head, to listen in silence, to understand without joy, and to love and admire only at Easter and Christmas. They teach to open an already existing world, and ninety-nine out of a hundred worlds are stolen. They teach: play and work, reality and fantasy, science and imagination, heaven and earth, reason and dreams. - things that are incompatible with each other. In general, they teach that there is no hundred. The child says: there are a hundred here.”

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The basic idea is that a child expresses himself in many ways that go unnoticed by adults. Children's abilities will remain undiscovered if perception is not encouraged and time and opportunity to think about their surroundings are not given. The child’s perception is unique, his interpretations and interpretations are valuable in themselves, he learns from himself, from other children and adults, but not directly, but indirectly, including his impressions in the context of his activity and processing them. Children with developmental disabilities can be raised together with normally developed children. Children are given the opportunity to look several times at different times (days, weeks, years, under different lighting and weather) at the same phenomenon and photograph what is happening. The topic of the work is determined spontaneously, from the children’s questions and interests, from guesses that randomly arose during children’s conversations. Discussion occurs every morning during the group meeting and throughout the work. Literifying what is happening is the most important principle of Reggio Emilia. Children learn from each other to ask questions, pose and discuss problems, and put forward explanatory hypotheses. In the field of training, the most important principle is the following: what children learn does not automatically follow from what they are taught; rather, it emerges largely from their own activities as a consequence of their adult activities and resources.

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Among the psychologists who most strongly influenced the formation of the method, in addition to Piaget and Vygotsky, Ferriere, Dewey, Bruner, Bronfenbrenner and others are also listed. Speaking about children's creativity, Malaguzzi did not consider it “sacred”: arising from everyday experience, it is an integral characteristic of the human way thinking, knowledge and choice. It includes the freedom to explore beyond the known, the ability to predict and make unexpected decisions.

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The space of the kindergarten is oversaturated with visual and tactile information useful for the child, objects that are interesting to pick up, understand their structure, and use in play: this is a huge amount of natural materials (leaves, seeds, branches, etc.) and objects for. their study (magnifying glasses, microscopes, illumination tables, carpentry tools, etc.), various construction sets and toys, beads and paints, waste materials. Preferably antique furniture (chests of drawers, chests, drawers, baskets and shelves), which have an “individual face” and are gradually filled with materials and works of children. There are several levels in the room: you can climb onto the floor, retire to a corner house with a book, bury yourself in pillows, or go into a doll’s hut. There is a place to change clothes for role-play: they collect different clothes, hats, ribbons, lace, and shoes there. An atelier artist is constantly working in the kindergarten, who comes up with ways to help children discover the world. Creativity and imagination are what develop to the maximum in such a preschool institution.

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Preschools are designed to stimulate children's curiosity and inquisitiveness. In the center of each preschool institution there is, according to Italian tradition, a “piazza” - a meeting place for all children; there is also a courtyard or winter garden with green plants. Almost all walls are transparent or have a lot of windows. There are a lot of transparent walls and glass, so everyone can see what happened where; At first, out of habit, it’s a little difficult to navigate, since there’s too much going on everywhere at the same time. In the nursery, the doors in the upper part are glass, and there are windows in the lower part, so that even crawling children can keep an eye on others, and they themselves can be seen. There are mirrors everywhere, including on the floor, and this is fundamental: it is important that children observe themselves all the time, compare themselves with others, analyze movements and actions.

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The interaction between parents and educators is an important part of pedagogy. Joint planning and discussion, collective decision-making, stories about what is happening, what the students have achieved, take up most of the time and serve to further develop the professionalism of educators. Joint events also take place on weekends, which further brings adults and children together. Parents participate in numerous trips and excursions, in documenting and processing material, collecting money through various bazaars and in other activities with children. Charters of rights for children, educators and parents are drawn up and enforced. Parents can work with their children. If there are people among parents and grandparents who are ready to show what they can do, then they come to kindergarten and do their favorite thing (for example, knitting baskets), and the children, asking questions, observe their actions.

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What are the key techniques of Reggio Emilia pedagogy? 1. Working with children begins with careful observation of them. In kindergartens, teachers carefully observe children's free play, talk with children about what interests them, and record all the child's actions, statements, and questions. Then this material is subjected to a thorough analysis, as a result of which conclusions are drawn about the main issues that currently interest the child. Perhaps, a mother knows better than any teacher what worries her baby and can easily compile for herself a list of problems that are important for the child, and then formulate on the basis of their tasks and the skills necessary to solve these problems.

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2. Once the child’s interests have been identified, you can help him develop in the direction that is relevant to him. The key to such development in Reggio Emilia pedagogy is project activity. A well-chosen project topic will become a catalyst for a child’s development and will help him express himself in all areas, from creativity to the development of elementary mathematical concepts. It is very important to take into account the specifics of project activities with preschoolers. It is as follows: The basis of the project should be the strongest, most stable interest of the child. Each kid has his own: some are interested in cars, others cannot imagine life without yellow fluffy chickens. All moments and stages of the project are carefully documented. The duration of one project is not limited in any way; a distinctive feature of the Reggio Emilia approach is long-term projects. On average, a project for an ordinary preschooler lasts three weeks, but if the child is very passionate about his topic, then he can work on it for a whole year. Adults work on a project together with children, but not instead of them; they play the role of one of the performers, but they do not always have to supervise the children’s activities, but only when required. In a preschooler's project, it is not the result that is important, but the process.

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3. A special place in this system is given to the creation of a developmental environment (it is considered the “third teacher” of the child). The environment should be organized in such a way that it is possible to create, experiment, and gain a wide variety of sensory experiences. This means that the child should have a work desk for projects, a place for outdoor play, and a stage for performances. The developmental environment of Reggio Emilia pedagogy does not involve ready-made toys, but it has all kinds of tools convenient for the child (hammers, jigsaws, files), all kinds of materials (even stones, bricks and cement), and devices for creativity. A lot of time is devoted to creating game material from old things. Much attention is paid to the beauty of the environment surrounding the child. It is believed that beautiful things and order in these things contribute not only to the aesthetic, but also to the general development of the child.

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The life of a preschool institution is subject to certain principles affecting the rights of children and adults. Starting point: a child is a product of both heredity and environment. It does not develop continuously in a straight line, automatically repeating everything after others. The direction of development is influenced not only by the immediate environment, but also by the whole world. It's never too late to change. Every child must be the creator of his own life. A child’s communication with others begins with his birth. A child's curiosity is insatiable, he never asks stupid or vain questions, and an adult should take them seriously and respectfully. We must do our best to help create favorable conditions for the growth and development of the child, actively listen and observe what is happening in the lives of children, and try to extract from this thoughts and questions that will serve further development. A child is not a box that needs to be filled as tightly as possible, but a box from which you need to extract as much as possible.

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A kindergarten is a place where children's rights can be exercised. He does not have to answer to parents for what is done for children, but it is very important that parents have as much information as possible about everything their child is involved in and how he behaves in kindergarten. It is not enough to carry out an activity to say that a child has learned something. What is important is his reasoning about the activity itself, the awareness of what is happening to him. Both adults and children should have a creative and individual study of reality. Children learn not only from us, but also through many other influences. In Reggio Emilia they believe that you can teach a child only what he himself wants to learn. There are thousands of hypotheses about reality, thousands of ways to carry out a project; discussion of the project takes place as if on sand, and the project itself seems to be carved into the rock; but while we choose one (out of a thousand) option, we are flexible in choosing each subsequent step.

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Perhaps the main advantage of this early development method is that adults and children act in it as equal researchers and colleagues in a common cause. This is a very important experience that is necessary to foster solidarity and the ability to work in a team.

Hello, dear readers of the site! Today we will talk about another completely unique method of child development - Reggio Emilia. Whether sooner or later, every conscious person will definitely ask himself one secret question - how to properly raise his child? In searching for this answer, it is very useful to familiarize yourself with the principles of the Reggio Emilia methodology.

First of all, it is worth saying that the Reggio Emilia technique is not a newfangled model or a forgotten theory. It would be more correct to describe it as the experience of a completely different attitude towards children and their upbringing. The founder and theorist of this approach was the Italian Loris Malaguzzi, who later developed the educational programs of Reggio Emilia. He based his idea on the developments of the great teachers of the world - Piaget, Dewey, Vygotsky, Steiner, Bruner.

The name of this technique comes from the name of the Italian city Reggio Emilia, and it appeared in the post-war years, around 1963. Italy, exhausted by fascism, longed for the beginning of a new life, completely different from its previous life. Therefore, the issue of raising a new generation that is not susceptible to negative influence and is capable of thinking independently was especially acute. Discussing all possible ways of upbringing, participants in numerous discussions came to the consensus that children must be perceived as equal members of society. This not only contributes to the development of cognitive (i.e. higher brain) abilities in children - memory, thinking, creativity, logic, attention, etc., but also helps them in adaptation and reasonable understanding of the social structure as a whole.

According to this technique, the environment plays the role of a third educator, and maximum attention is paid to the feelings and emotions of children. In such a kindergarten, children are not only accomplices of teaching moments, but are also partly their co-authors. When writing a curriculum, the interests of children are taken into account, and everything that is the result of the child’s creativity or his interaction with others is recorded in photos, video and audio. According to the Reggio Emilia method, children are perceived as the rarest and most unique entities whose learning potential is incredibly high. After all, it is intellectual and creative initiative in early childhood that is invaluable for the formation of personality. In a kindergarten that implements the principles of Reggio Emilia, children are not given ready-made knowledge, but are allowed to learn independently, only being guided in the right direction. According to the methodology, communication in a team is placed at the forefront, which is why premises are organized with conditions for unhindered communication between children and others. This is the most important difference between this technique.

In accordance with the philosophical principles of the Reggio Emilia methodology, a child must be treated with respect as any adult, and given many opportunities for self-expression and realization. In such developmental groups there are always places with free access to materials for crafts, with the help of which any child can express something inner, intimate, very personal. In other words, Reggio Emilia is a whole world of emotions and feelings, a completely new philosophy that makes you think about the issue of raising children in their interaction with adults and, first of all, with parents. It helps you realize how equal and unique this interaction is and teaches you to treat any achievements in this area with special awe and respect.

At the heart of the Reggio approach is a belief in the strength and capabilities of the child and the belief that any activity can be useful and meaningful for the development of children. It is a humanistic, optimistic approach to children's development and education. The main goal in implementing the Reggio approach is to provide a person with as many tools and opportunities as possible that he can use throughout his life. These can be the skills of a creative approach to knowledge and life in general, the ability to ask questions and look for answers to them, the ability to express one’s opinion and the ability to hear and accept the position of another, the ability to argue one’s position, etc.

“Give your child opportunities to develop, and you will be surprised how much potential lies within him.”

LORIS MALAGUZZI

The Reggio Emilia approach (Reggio approach) originated in the post-war years of the last century in a small village in northern Italy near the city of Reggio Emilia, after which it received its name. After the war, the residents of this village invested all their strength and resources into the creation and development of a new kindergarten in order to provide their children with a free and decent future. Inspired by the ideas of this community, the teacher and psychologist led the creation of kindergartens with a new approach. He became the ideological inspirer and founder of the Reggio Emilia approach, later Loris Malaguzzi opened the Municipal Psychological and Pedagogical Medical Center in Reggio Emilia, became a consultant to the Italian Ministry of Education, founded the National Early Childhood Group and became the creator of the concept of “100 languages ​​of children”. In Italy, Reggio Gardens are municipal and supported at the state level. Loris Malaguzi's goal was to create “a friendly, hard-working, inventive, comfortable, welcoming school, with the possibility of documenting work, a place of research, knowledge, recognition, reflection, where children, teachers and parents will be happy.”

The concept of "100 languages ​​of children" assumes that every child has hundreds and thousands of ways and opportunities to learn, explore the world and express himself. The approach and concept have spread throughout the world - from the Old to the New World, from the Middle East to Japan. Only those located directly in the Reggio Emilia region are called Reggio gardens and centers. All other gardens and centers in the world are considered "Reggio Inspired". The approach is based on several key postulates that define its essence and adherence to which allows us to consider ourselves “Reggio inspired”.

“Children are capable of developing their own intelligence. The adult’s task is to provide the child with opportunities for development.”

LORIS MALAGUZZI

The child is treated as a strong, knowledgeable, capable person who deserves respect, recognition and attention. Children are born with a tireless desire to learn and explore the world and themselves in it, but adults must provide a safe psychological atmosphere, provide opportunities and a rich environment, and support the child.

An adult is an ally, co-author, co-researcher, guide, one who is on the same side with children, supporting and respecting their independence and awareness. This position allows you to establish trusting relationships, achieve a high level of involvement of both children and adults in the process of learning and creativity, and obtain greater impact and effectiveness. “An adult for a child is not a watchman or a magician, but a reliable friend who knows how to disappear and appear at the right time,” wrote Malaguzzi.

The child develops and adjusts his understanding of the world through communication with other children, parents, adults and his community. Interpersonal and group communication is very important for the formation of correct knowledge and ideas about the world and oneself. Moreover, communication allows children to develop and establish relationships with each other, adjust their behavior, values, etc.

The Reggio approach requires a rich and open environment, rich in aesthetic materials with an open purpose. Wednesday is the third teacher. The richness of our experience depends directly on the amount of materials with which we interact. The Reggio environment is dominated by natural, high-quality materials such as wood, cardboard, glass, flowers, wire, fabric, paper, pine cones, acorns, shells, etc. Children are offered a variety of high-quality materials for creativity: clay, dough, watercolors, pastels, tampers, oil paints, crayons, mosaics, canvases. Preference is given to materials with an open purpose, interaction with which requires children to use their own imagination and develop their inner world.

The educational process is built on the basis of a spontaneous schedule. Teachers, observing children, follow their interest, developing topics that are relevant to children into real projects with in-depth research and expansion of knowledge through the study of related topics. This way, children can control their own development and learning.

Children should have many ways and means to express themselves (drawing, modeling, experimentation, dramatization, music, singing, photography, dance, construction, conversation, etc.). Each person is unique, each person has one or another type of intelligence, which means each person needs their own way of expressing and understanding the world.

The creators and followers of the Reggio approach in their works and ideas relied, among other things, on the theories of famous scientists and teachers, such as:

theory of the zone of proximal development by L. S. Vygotsky;

theory of sensitive periods, the principle “Help me do it myself” and “Environment is the third teacher” by Maria Montessori;

J. Piaget's theory of cognitive development

G. Gardner's theory of multiple intelligences and others.

It is also worth noting that the development of the approach was greatly influenced by the local community, the peculiarities of the life position and mentality of the inhabitants of Reggio Emilia, therefore the Reggio approach cannot be considered a method. There are no universities or courses that formally train Reggio teachers. You can only come to Reggio, see everything with your own eyes, get inspired and become a follower of this amazing approach, which treats children and adults so honestly and kindly.