COURSE MOTIVATION

This method conceives the child as a subject “with rights”. His learning takes place in a spontaneous process that is created in the network of communication and relationship that the child has with his family and with the educators.

According to the Reggio Emilia method, each child is the builder of his own knowledge and is guided by his unique and peculiar interests.

Furthermore, knowledge comes about through contact and relationship with others.

TEACHING METHOD

In the Reggio Emilia Approach the child is seen in its individuality: each of them, in fact, has different needs and, therefore, deserves a development path that adapts to them. Educators have the task of following and supporting these needs, helping each child in his personal development. The approach, therefore, is very different from the standardized one that today still dominates in the educational and scholastic system. Here the learning takes place because there is a teacher who, frontally, teaches young people and they, on the other hand, must remain immobile to listen. Learning, according to the Reggio Emilia Approach, is instead the result of a personal commitment by children. This commitment is the fruit of their “unique” activity that makes its way following personal inclinations, without impositions from above and without standards.

Day 1

• Welcome Meeting.
• Rules applicable in Italy, information about Milano and general information about the Programme.
• Managing participant’s expectations about the program.
• Needs analysis, presentation of the program, bibliographic and study material indications, question time
• Social activities

Day 2

• I ACTIVATION: study case, workshop, presentation and discussion about results, critical approach to the case, question time
• Preprimary in Italian educational system, European framework of preprimary data, question time.

Day 3

• The Loris Malaguzzi personal history, first step of a new idea of nursery and preprimary, introducing Reggio Emilia approach, question time.

Day 4

• II ACTIVATION: workshop new activities, presentation and discussion about results, question time.

Day 5

• Reggio Emilia theory and practice, the experience of the 100 languages of the kids, cross activities, question time.

Day 6

• From traditional educational method to Reggio Emilia approaches, phases, perspectives, goals, improvements, question time.
• III ACTIVATION: Study case, workshop about science activities, critical approach, question time

Day 7

• Final evaluation, providing course materials and the certificate of participation.

OUTCOMES

The training of the educators is based not only on technical knowledge, but also on relational experiences in the field: they are therefore required to learn not to teach children more than they are able to learn by themselves and not to make hasty judgments. The educator, therefore, finds himself together with the child “within the learning situation” and for this reason enjoys a privileged point of view that allows him to observe, ask questions, observe and guide through suggestions. In this situation, the educator is also a researcher: the experiences carried out by the children become part of the collected documentation. This collection process has three functions: it helps children keep a “visual memory” of what they have done, helps teachers keep track of the development of the learning process to improve and expand project ideas and constantly updates parents on that that happens inside the school.