Reggio-Emilio Approach Case Study

The questions posted in the article with the interview with Brenda Fyfe, were catered towards the Reggio-Emilio Approach, based on parts of an essay by Carlina Rinaldi, ‘Documentation and Assessment: What is the Relationship?’, from Making Learning Visible: Children as Individual and Group Learners. Fyfe shed light on many points and processes that were enlightening to me. The process of Reggio-Emilio has always intrigued me but has since eluded my observations, in that for a practice embraced by so many educators I simply don’t see it. As an aspiring educator, I hope to overcome the obstacles of the past and be an advocate for this approach as it is so natural to learning for all. Most educators, I believe, have tried to incorporate the Reggio-Emilio Approach and have left their mark in bits across the last decade as the push for a higher quality in

“Through documentation the teacher can make it possible for others to “see” the learning that takes place when developmentally appropriate teaching occurs.”(Helm, Beneke, & Steinheimer, 2007, p 8) Not only do others see the learning but this strategy offers teachers a basis for reflecting and fueling the students further into their questioning and analysis. Fyfe explains further that activities and plain time itself needs to be added into the daily schedule for these sparks of learning to be born and grow, “to formulate hypotheses” (Gandini & Kiminsky, 2004, p 7) With this addition to the teachers and students moment of space, there must be a new attention to planning and organization in lessons and prospected outcomes. Flexibility must be apparent to give the child room to grow intellectually. “It requires a search for a new pattern of organization and communication with fellow teachers, children, and parents.” (Gandini & Kiminsky, 2004, p