The Reggio Emilia Approach to Early Childhood Education: An Introduction
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early childhood education, Reggio Emilia approach, Indonesia
Abstract
In the last decade, the Indonesian government has become more aware of the importance of the development and education of the early years of children’s lives. Long before Indonesia started its journey in providing quality Early Childhood Education (ECE) for all young children, the people of Reggio Emilia city had developed sound practice in ECE that was well-known all over the world for its quality. This paper presented a literature review and described the Reggio Emilia Approach to ECE. Several suggestions as to how to adapt this approach in Indonesia’s early childhood services were also discussed.
Dalam dekade terakhir, pemerintah Indonesia makin menyadari akan pentingnya pendidikan pada tahun-tahun awal kehidupan anak-anak. Jauh sebelum Indonesia memulai perjalanannya dalam memberikan Pendidikan Anak Usia Dini (PAUD) yang berkualitas untuk semua anak- anak, penduduk kota Reggio Emilia telah mengembangkan praktek PAUD yang terkenal berkualitas di seluruh dunia. Makalah ini menyajikan tinjauan literatur dan mendeskripsikan pendekatan PAUD Reggio Emilia. Beberapa saran mengenai bagaimana menyesuaikan pendekatan ini di Indonesia juga dibahas.
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References
Abramson, S., Ankenman, K., & Robinson, R. (1995). Project work with diverse students: Adapting curriculum based on the Reggio Emilia Approach. Childhood Education, 71(4).
Bruner, J. (2012). Preface: Reggio: A city of courtesy, curiosity, and imagination. In C. Edwards, L.
Gandini & G. Forman (Eds.), The hundred languages of children: The Reggio Emilia experience in transformation (3rd ed ed., pp. xvii-xviii). California: Praeger.
Buldu, M. (2010). Making learning visible in kindergarten classrooms: Pedagogical documentation as a formative assessment technique. Teaching and Teacher Education, 26, 1439-1449. doi: 10.1016/j.tate.2010.05.003
Cadwell, L. B. (1997). Bringing Reggio Emilia home: An innovative approach to early childhood education. New York: Teachers College Press.
Ceppi, G., & Zini, M. (1998). Children, spaces, relations: metaproject for an environment for young children. Reggio Emilia, Italy: Reggio Children.
Dahlberg, G. (2012). Pedagogical documentation: A practice for negotiation and democracy. In C. Edwards, L. Gandini & G. Forman (Eds.), The hundred languages of children: The Reggio Emilia experience in transformation (3rd ed., pp. 225-231). Santa Barbara, California: Praeger.
Dahlberg, G., & Moss, P. (2006). Introduction: Our Reggio Emilia. In G. Dahlberg & P. Moss (Eds.), In dialogue with Reggio Emilia: Listening, researching, and learning (pp. 1-22). New York: Routledge.
Dahlberg, G., Moss, P., & Pence, A. (1999). Beyond quality in early childhood education and care: Postmodern perspectives. London: Falmer Press.
Dahlberg, G., Moss, P., & Pence, A. (2007). Beyond quality in early childhood education and care: Languages of evaluation (2nd ed.). Oxon: Routledge.
Direktorat Pembinaan Pendidikan Anak Usia Dini (2013). Petunjuk teknis penyelenggaraan taman kanak-kanak: Norma, standard, prosedur, dan kriteria. Jakarta, Indonesia: Kementerian Pendidikan dan Kebudayaan.
Directorate General of Out of School Education and Youth. (2004). The UNESCO/OECD Early Childhood Policy Review Project: The Background Report of Indonesia. Jakarta, Indonesia: The Ministry of National Education.
Dodd-Nufrio, A. T. (2011). Reggio Emilia, Maria Montessori, and John Dewey: Dispelling Teachers' Misconceptions and Understanding Theoretical Foundation. Early Childhood Education Journal, 39(4), 235-237.
Edwards, C. (1998). Partner, teacher and guide: Example of teacher behavior in Reggio Emilia. Faculty Publications, Department of Psychology, University of Nebraska - Lincoln, Paper 503.
Edwards, C. (2012). Teacher and learner, partner and guide: the role of the teacher. In C. Edwards, L. Gandini & G. Forman (Eds.), The hundred languages of children: The Reggio Emilia experience in transformation (3rd ed., pp. 147-171). Santa Barbara, California: Praeger.
Edwards, C., Gandini, L., & Forman, G. (2012). Introduction: Background and starting points. In C. Edwards, L. Gandini & G. Forman (Eds.), The hundred languages of children: The Reggio Emilia experience in transformation (3rd ed., pp. 5-25). Santa Barbara, California: Praeger.
Forman, G., & Fyfe, B. (1998). Negotiated learning through design, documentation, and discourse. In C. Edwards, L. Gandini & G. Forman (Eds.), The hundred languages of children: The Reggio Emilia approach--advanced reflections (2nd ed., pp. 239-260). Westport, Connecticut: Ablex.
Fraser, S., & Gestwicki, C. (2002). Authentic childhood: Exploring Reggio Emilia in the classroom. Albany, NY: Delmar/Thomson Learning.
Gandini, L. (2012a). History, ideas, and basic principles: An interview with Loris Malaguzzi. In C. P. Edwards, L. Gandini & G. E. Forman (Eds.), The hundred languages of children: The Reggio Emilia experience in transformation (3rd ed., pp. 27-72). Santa Barbara, California: Praeger.
Gandini, L. (2012b). Connecting through caring and learning spaces In C. Edwards, L. Gandini & G. Forman (Eds.), The hundred languages of children: The Reggio Emilia experience in transformation (3rd ed., pp. 317-341). Santa Barbara, California: Praeger.
Gandini, L. (2012c). The Atelier: A conversation with Vea Vecchi. In C. Edwards, L. Gandini & G. Forman (Eds.), The hundred languages of children: The Reggio Emilia experience in transformation (3rd ed., pp. 303-315). Santa Barbara, California: Praeger.
Gandini, L., & Goldhaber, J. (2001). Two reflections about documentation. In L. Gandini & C. P. Edwards (Eds.), Bambini: The Italian approach to infant/toddler care (pp. 124-145). New York: Teachers College Press.
Gandini, L., & Kaminsky, J. (2006). The construction of the educational project: An interview with Carlina Rinaldi by Lella Gandini and Judith Kaminsky. In G. Dahlberg & P. Moss (Eds.), In dialogue with Reggio Emilia: Listening, researching, and learning. New York: Routledge.
Gardner, H. (1998). Foreword: Complementary perspectives on Reggio Emilia. In C. Edwards, L. Gandini & G. Forman (Eds.), The hundred languages of children: The Reggio Emilia approach – advanced reflections (2nd ed., pp. xv-xviii). Westport, Connecticut: Ablex.
Hasan, A., Hyson, M., & Chang, M. C. (2013). Early Childhood Education and Development in Poor Villages of Indonesia. Washington DC: The World Bank.
Hewett, V. M. (2001). Examining the Reggio Emilia Approach to Early Childhood Education. Early Childhood Education Journal, 29(2), 95-100.
Jalongo, M. R., Fennimore, B. S., Pattnaik, J., Laverick, D. M., Brewster, J., & Mutuku, M. (2004). Blended Perspectives: A Global Vision for High-Quality Early Childhood Education. Early Childhood Education Journal, 32(3), 143-155.
Kroeger, J., & Cardy, T. (2006). Documentation: A hard to reach place. Early Childhood Education Journal, 33(6), 389-398. doi: 10.1007/s10643-006-0062-6
MacDonald, M. (2007). Toward formative assessment: The use of pedagogical documentation in early elementary classrooms. Early Childhood Research Quarterly, 22, 232-242. doi: 10.1016/j.ecresq.2006.12.001
Malaguzzi, L. (1993). A charter of rights (L. Morrow, Trans.). In R. Children (Ed.), I cento linguaggi dei bambini: Narrativa del possible = The hundred languages of children: Narrative of the possible (pp. 212-215). Reggio Emilia, Italy: Reggio Children.
Malaguzzi, L. (1996). Puddle intelligence (L. Morrow, Trans.) I cento linguaggi dei bambini: Narrativa del possible = The hundred languages of children: Narrative of the possible (pp. 88-89). Reggio Emilia, Italy: Reggio Children.
Malaguzzi, L. (1998). History, ideas, and basic philosophy: An interview with Lella Gandini. In C. Edwards, L. Gandini & G. Forman (Eds.), The hundred languages of children: The Reggio Emilia approach--advanced reflections (2nd ed., pp. 49-97). Westport, Connecticut: Ablex.
Mardell, B., & Krechevsky, M. (2003). Making teaching visible: Documenting individual and group learning as professional development: A Making Learning Visible monograph. Cambridge, Massachusetts: Project Zero, Harvard University Graduate School of Education.
Mawson, B. (2010). Finding our way: Interpreting Reggio in a New Zealand context. Early Childhood Folio, 14(1), 18-22.
McLellan, S. (2010). Pedagogical documentation as research in Early Mathematics. The Alberta Journal of Educational Research, 56(1), 99-101.
Millikan, J. (2003). Reflections: Reggio Emilia principles within Australian contexts. Castle Hill, New South Wales: Pademelon.
Moss, P., & Dahlberg, G. (2008). Beyond quality in early childhood education and care - Languages of evaluation. New Zealand Journal of Teachers' Work, 5(1), 3-12.
Rankin, B. (1998). Curriculum development in Reggio Emilia: A long-term curriculum project about dinosaurs. In C. Edwards, L. Gandini & G. Forman (Eds.), The hundred languages of children: The Reggio Emilia approach-advanced reflections (2nd ed., pp. 215-237). Westport, Connecticut: Ablex.
Rinaldi, C. (1998a). Projected curriculum constructed through documentation--Progettazione: An interview with Lella Gandini. In C. Edwards, L. Gandini & G. Forman (Eds.), The hundred languages of children: The Reggio Emilia approach-advanced reflections (2nd ed., pp. 113-126). Westport, Connecticut: Ablex.
Rinaldi, C. (1998b). The space of childhood. In G. Ceppi & M. Zini (Eds.), Children, spaces, relations: Metaproject for an environment for young children (pp. 114-120). Reggio Emilia, Italy: Reggio Children.
Rinaldi, C. (2003). The teacher as researcher. Innovations in early education: The international Reggio exchange, 10(2), 1-4.
Rinaldi, C. (2006). In dialogue with Reggio Emilia: Listening, researching, and learning. New York: Routledge.
Rinaldi, C. (2012). The pedagogy of listening: The listening perspective from Reggio Emilia. In C. Edwards, L. Gandini & G. Forman (Eds.), The hundred languages of children: The Reggio Emilia experience in transformation (3rd ed., pp. 233-246). Santa Barbara, California: Praeger.
Samuelsson, I. P., Sheridan, S., & Williams, P. (2006). Five Preschool Curricula – Comparative Perspective. International Journal of Early Childhood, 38(1), 11-30.
Soler, J., & Miller, L. (2003). The struggle for early childhood curricula: A comparison of the English Foundation Stage Curriculum, Te Whariki and Reggio Emilia. International Journal of Early Years Education, 11(1), 57-67. doi: 10.1080/0966976032000066091
Strong-wilson, T., & Ellis, J. (2007). Children and Place: Reggio Emilia's Environment as Third Teacher. Theory into Practice, 46(1), 40-47.
Strozzi, P. (2001). Daily life at school: Seeing the extraordinary in the ordinary. In C. Giudici, C. Rinaldi & M. Krechevsky (Eds.), Making learning visible: Children as individual and group learners. (pp. 58-77). Reggio Emilia, Italy: Reggio Children.
Sturloni, S., & Vecchi, V. (2006). Everything has a shadow, except ants. Reggio Emilia, Italy: Reggio Children. Tarini, E., & White, L. (1998). Looking in the mirror: A reflection of Reggio practice in Winnetka. In C. Edwards, L. Gandini & G. Forman (Eds.), The hundred languages of children: The Reggio Emilia approach--advanced reflections (2nd ed., pp. 375-403). Westport, Connecticut: Ablex.
Thornton, L., & Brunton, P. (2009). Understanding the Reggio approach: Early years education in practice (2nd ed.). New York: Routledge.
Turner, T., & Wilson, D. G. (2010). Reflections of documentation: A discussion with thought leaders from Reggio Emilia. Theory into Practice, 49, 5-13. doi: 10.1080/00405840903435493
Vecchi, V. (1996). Crowds (L. Morrow, Trans.) I cento linguaggi dei bambini: Narrativa del possible = The hundred languages of children: Narrative of the possible (pp. 142). Reggio Emilia, Italy: Reggio Children.
Walsh, B. A., & Petty, K. (2007). Frequency of Six Early Childhood Education Approaches: A 10- Year Content Analysis of Early Childhood Education Journal. Early Childhood EducationJournal, 34(5), 301-305. doi: 10.1007/s10643-006-0080-4
Wexler, A. (2004). A Theory for Living: Walking with Reggio Emilia. Art Education, 57(6), 13-19.
Bruner, J. (2012). Preface: Reggio: A city of courtesy, curiosity, and imagination. In C. Edwards, L.
Gandini & G. Forman (Eds.), The hundred languages of children: The Reggio Emilia experience in transformation (3rd ed ed., pp. xvii-xviii). California: Praeger.
Buldu, M. (2010). Making learning visible in kindergarten classrooms: Pedagogical documentation as a formative assessment technique. Teaching and Teacher Education, 26, 1439-1449. doi: 10.1016/j.tate.2010.05.003
Cadwell, L. B. (1997). Bringing Reggio Emilia home: An innovative approach to early childhood education. New York: Teachers College Press.
Ceppi, G., & Zini, M. (1998). Children, spaces, relations: metaproject for an environment for young children. Reggio Emilia, Italy: Reggio Children.
Dahlberg, G. (2012). Pedagogical documentation: A practice for negotiation and democracy. In C. Edwards, L. Gandini & G. Forman (Eds.), The hundred languages of children: The Reggio Emilia experience in transformation (3rd ed., pp. 225-231). Santa Barbara, California: Praeger.
Dahlberg, G., & Moss, P. (2006). Introduction: Our Reggio Emilia. In G. Dahlberg & P. Moss (Eds.), In dialogue with Reggio Emilia: Listening, researching, and learning (pp. 1-22). New York: Routledge.
Dahlberg, G., Moss, P., & Pence, A. (1999). Beyond quality in early childhood education and care: Postmodern perspectives. London: Falmer Press.
Dahlberg, G., Moss, P., & Pence, A. (2007). Beyond quality in early childhood education and care: Languages of evaluation (2nd ed.). Oxon: Routledge.
Direktorat Pembinaan Pendidikan Anak Usia Dini (2013). Petunjuk teknis penyelenggaraan taman kanak-kanak: Norma, standard, prosedur, dan kriteria. Jakarta, Indonesia: Kementerian Pendidikan dan Kebudayaan.
Directorate General of Out of School Education and Youth. (2004). The UNESCO/OECD Early Childhood Policy Review Project: The Background Report of Indonesia. Jakarta, Indonesia: The Ministry of National Education.
Dodd-Nufrio, A. T. (2011). Reggio Emilia, Maria Montessori, and John Dewey: Dispelling Teachers' Misconceptions and Understanding Theoretical Foundation. Early Childhood Education Journal, 39(4), 235-237.
Edwards, C. (1998). Partner, teacher and guide: Example of teacher behavior in Reggio Emilia. Faculty Publications, Department of Psychology, University of Nebraska - Lincoln, Paper 503.
Edwards, C. (2012). Teacher and learner, partner and guide: the role of the teacher. In C. Edwards, L. Gandini & G. Forman (Eds.), The hundred languages of children: The Reggio Emilia experience in transformation (3rd ed., pp. 147-171). Santa Barbara, California: Praeger.
Edwards, C., Gandini, L., & Forman, G. (2012). Introduction: Background and starting points. In C. Edwards, L. Gandini & G. Forman (Eds.), The hundred languages of children: The Reggio Emilia experience in transformation (3rd ed., pp. 5-25). Santa Barbara, California: Praeger.
Forman, G., & Fyfe, B. (1998). Negotiated learning through design, documentation, and discourse. In C. Edwards, L. Gandini & G. Forman (Eds.), The hundred languages of children: The Reggio Emilia approach--advanced reflections (2nd ed., pp. 239-260). Westport, Connecticut: Ablex.
Fraser, S., & Gestwicki, C. (2002). Authentic childhood: Exploring Reggio Emilia in the classroom. Albany, NY: Delmar/Thomson Learning.
Gandini, L. (2012a). History, ideas, and basic principles: An interview with Loris Malaguzzi. In C. P. Edwards, L. Gandini & G. E. Forman (Eds.), The hundred languages of children: The Reggio Emilia experience in transformation (3rd ed., pp. 27-72). Santa Barbara, California: Praeger.
Gandini, L. (2012b). Connecting through caring and learning spaces In C. Edwards, L. Gandini & G. Forman (Eds.), The hundred languages of children: The Reggio Emilia experience in transformation (3rd ed., pp. 317-341). Santa Barbara, California: Praeger.
Gandini, L. (2012c). The Atelier: A conversation with Vea Vecchi. In C. Edwards, L. Gandini & G. Forman (Eds.), The hundred languages of children: The Reggio Emilia experience in transformation (3rd ed., pp. 303-315). Santa Barbara, California: Praeger.
Gandini, L., & Goldhaber, J. (2001). Two reflections about documentation. In L. Gandini & C. P. Edwards (Eds.), Bambini: The Italian approach to infant/toddler care (pp. 124-145). New York: Teachers College Press.
Gandini, L., & Kaminsky, J. (2006). The construction of the educational project: An interview with Carlina Rinaldi by Lella Gandini and Judith Kaminsky. In G. Dahlberg & P. Moss (Eds.), In dialogue with Reggio Emilia: Listening, researching, and learning. New York: Routledge.
Gardner, H. (1998). Foreword: Complementary perspectives on Reggio Emilia. In C. Edwards, L. Gandini & G. Forman (Eds.), The hundred languages of children: The Reggio Emilia approach – advanced reflections (2nd ed., pp. xv-xviii). Westport, Connecticut: Ablex.
Hasan, A., Hyson, M., & Chang, M. C. (2013). Early Childhood Education and Development in Poor Villages of Indonesia. Washington DC: The World Bank.
Hewett, V. M. (2001). Examining the Reggio Emilia Approach to Early Childhood Education. Early Childhood Education Journal, 29(2), 95-100.
Jalongo, M. R., Fennimore, B. S., Pattnaik, J., Laverick, D. M., Brewster, J., & Mutuku, M. (2004). Blended Perspectives: A Global Vision for High-Quality Early Childhood Education. Early Childhood Education Journal, 32(3), 143-155.
Kroeger, J., & Cardy, T. (2006). Documentation: A hard to reach place. Early Childhood Education Journal, 33(6), 389-398. doi: 10.1007/s10643-006-0062-6
MacDonald, M. (2007). Toward formative assessment: The use of pedagogical documentation in early elementary classrooms. Early Childhood Research Quarterly, 22, 232-242. doi: 10.1016/j.ecresq.2006.12.001
Malaguzzi, L. (1993). A charter of rights (L. Morrow, Trans.). In R. Children (Ed.), I cento linguaggi dei bambini: Narrativa del possible = The hundred languages of children: Narrative of the possible (pp. 212-215). Reggio Emilia, Italy: Reggio Children.
Malaguzzi, L. (1996). Puddle intelligence (L. Morrow, Trans.) I cento linguaggi dei bambini: Narrativa del possible = The hundred languages of children: Narrative of the possible (pp. 88-89). Reggio Emilia, Italy: Reggio Children.
Malaguzzi, L. (1998). History, ideas, and basic philosophy: An interview with Lella Gandini. In C. Edwards, L. Gandini & G. Forman (Eds.), The hundred languages of children: The Reggio Emilia approach--advanced reflections (2nd ed., pp. 49-97). Westport, Connecticut: Ablex.
Mardell, B., & Krechevsky, M. (2003). Making teaching visible: Documenting individual and group learning as professional development: A Making Learning Visible monograph. Cambridge, Massachusetts: Project Zero, Harvard University Graduate School of Education.
Mawson, B. (2010). Finding our way: Interpreting Reggio in a New Zealand context. Early Childhood Folio, 14(1), 18-22.
McLellan, S. (2010). Pedagogical documentation as research in Early Mathematics. The Alberta Journal of Educational Research, 56(1), 99-101.
Millikan, J. (2003). Reflections: Reggio Emilia principles within Australian contexts. Castle Hill, New South Wales: Pademelon.
Moss, P., & Dahlberg, G. (2008). Beyond quality in early childhood education and care - Languages of evaluation. New Zealand Journal of Teachers' Work, 5(1), 3-12.
Rankin, B. (1998). Curriculum development in Reggio Emilia: A long-term curriculum project about dinosaurs. In C. Edwards, L. Gandini & G. Forman (Eds.), The hundred languages of children: The Reggio Emilia approach-advanced reflections (2nd ed., pp. 215-237). Westport, Connecticut: Ablex.
Rinaldi, C. (1998a). Projected curriculum constructed through documentation--Progettazione: An interview with Lella Gandini. In C. Edwards, L. Gandini & G. Forman (Eds.), The hundred languages of children: The Reggio Emilia approach-advanced reflections (2nd ed., pp. 113-126). Westport, Connecticut: Ablex.
Rinaldi, C. (1998b). The space of childhood. In G. Ceppi & M. Zini (Eds.), Children, spaces, relations: Metaproject for an environment for young children (pp. 114-120). Reggio Emilia, Italy: Reggio Children.
Rinaldi, C. (2003). The teacher as researcher. Innovations in early education: The international Reggio exchange, 10(2), 1-4.
Rinaldi, C. (2006). In dialogue with Reggio Emilia: Listening, researching, and learning. New York: Routledge.
Rinaldi, C. (2012). The pedagogy of listening: The listening perspective from Reggio Emilia. In C. Edwards, L. Gandini & G. Forman (Eds.), The hundred languages of children: The Reggio Emilia experience in transformation (3rd ed., pp. 233-246). Santa Barbara, California: Praeger.
Samuelsson, I. P., Sheridan, S., & Williams, P. (2006). Five Preschool Curricula – Comparative Perspective. International Journal of Early Childhood, 38(1), 11-30.
Soler, J., & Miller, L. (2003). The struggle for early childhood curricula: A comparison of the English Foundation Stage Curriculum, Te Whariki and Reggio Emilia. International Journal of Early Years Education, 11(1), 57-67. doi: 10.1080/0966976032000066091
Strong-wilson, T., & Ellis, J. (2007). Children and Place: Reggio Emilia's Environment as Third Teacher. Theory into Practice, 46(1), 40-47.
Strozzi, P. (2001). Daily life at school: Seeing the extraordinary in the ordinary. In C. Giudici, C. Rinaldi & M. Krechevsky (Eds.), Making learning visible: Children as individual and group learners. (pp. 58-77). Reggio Emilia, Italy: Reggio Children.
Sturloni, S., & Vecchi, V. (2006). Everything has a shadow, except ants. Reggio Emilia, Italy: Reggio Children. Tarini, E., & White, L. (1998). Looking in the mirror: A reflection of Reggio practice in Winnetka. In C. Edwards, L. Gandini & G. Forman (Eds.), The hundred languages of children: The Reggio Emilia approach--advanced reflections (2nd ed., pp. 375-403). Westport, Connecticut: Ablex.
Thornton, L., & Brunton, P. (2009). Understanding the Reggio approach: Early years education in practice (2nd ed.). New York: Routledge.
Turner, T., & Wilson, D. G. (2010). Reflections of documentation: A discussion with thought leaders from Reggio Emilia. Theory into Practice, 49, 5-13. doi: 10.1080/00405840903435493
Vecchi, V. (1996). Crowds (L. Morrow, Trans.) I cento linguaggi dei bambini: Narrativa del possible = The hundred languages of children: Narrative of the possible (pp. 142). Reggio Emilia, Italy: Reggio Children.
Walsh, B. A., & Petty, K. (2007). Frequency of Six Early Childhood Education Approaches: A 10- Year Content Analysis of Early Childhood Education Journal. Early Childhood EducationJournal, 34(5), 301-305. doi: 10.1007/s10643-006-0080-4
Wexler, A. (2004). A Theory for Living: Walking with Reggio Emilia. Art Education, 57(6), 13-19.
Published
2014-01-01
How to Cite
Liunardi, J. (2014). The Reggio Emilia Approach to Early Childhood Education: An Introduction. ANIMA Indonesian Psychological Journal, 29(2), 108-120. Retrieved from https://journal.ubaya.ac.id/index.php/jpa/article/view/4266
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