Through a different lens: Exploring Reggio Emilia in a Welsh context

Maynard, T. and Chicken, S. (2010) Through a different lens: Exploring Reggio Emilia in a Welsh context. Early Years, 30 (1). pp. 29-39. ISSN 0957-5146

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Publisher's URL: http://dx.doi.org/10.1080/09575140903443000

Abstract

In Wales, concerns about the perceived over-formalisation of young children’s educational experiences led to the introduction of a Foundation Phase Framework for children aged three to seven years that advocates a more holistic, play-based approach. Following the staging of the Reggio Emilia travelling exhibition, funding was secured for a project in which teachers explored Reggio philosophy and practices as a means of gaining insight into their thinking and pedagogy. Given the introduction of the Foundation Phase, the project also intended to support teachers’ explorations of child-led learning. Looking at their practice ‘through another lens’ exposed teachers’ commitment to an approach dominated by prescribed, subject-related outcomes. This approach influenced the way in which the teachers interpreted key aspects of Reggio philosophy and contributed to their difficulties with ‘supporting’ child-led learning. The paper concludes that moving away from a ‘subject-centred’ approach, particularly when the Framework includes prescribed learning outcomes, may be extremely challenging for teachers. Keywords: Foundation Phase; Reggio Emilia; child-led learning; learning outcomes

Item Type:	Article
Uncontrolled Keywords:	foundation phase, Reggio Emilia, child‐led learning, learning outcomes
Faculty/Department:	Faculty of Arts, Creative Industries and Education ~Pre-2012 Faculty Structure > Faculty of Creative Arts, Humanities and Education
ID Code:	17319
Deposited By:	S. Chicken
Deposited On:	20 Sep 2012 16:51
Last Modified:	22 Nov 2012 15:53