Theoretical approaches
Reggio Emilia centres are based around social constructivist framework. With a strong emphasis, maintained around the work of, John Dewey, Jean Piaget, Lev Vygotsky and Jerome Bruner (Gandini, 1993). The key component of this approach is built around the ideas that individual’s best learn and construct knowledge when interacting with others. Additionally, interactions within the environment assists in knowledge development, and hence the emphasis put on the learning environment, acting as the third teacher.
‘In Dewey’s philosophy of education, children collaborate to learn as members of a community, actively pursuing interests in cooperation with others.’ (Hill, 2014, P. 4). This idea is identified in Reggio Emilia learning environments, demonstrated through the importance of interaction extending to a community level. With a focus on the idea that children learn literacy as they participate in a range of activities, within home and beyond.
Vygotsky, held numerous theories towards the way in which children construct their knowledge. One being, the idea that children develop their knowledge constructively. ‘A place that is laid out thoughtfully, inspiring learners to engage in exploration and discovery.’ (Longaridis. L., Tranter. Siegris.L. 2012, P. 3). Jerome Bruner, had a different theory again, yet is also demonstrated, in a Reggio Emilia context. 'The outcome of cognitive development is thinking. The intelligent mind creates from experience generic coding systems that permit one to go beyond the data to new and possibly fruitful predictions.' (Bruner, 1957, p, 234).
‘In Dewey’s philosophy of education, children collaborate to learn as members of a community, actively pursuing interests in cooperation with others.’ (Hill, 2014, P. 4). This idea is identified in Reggio Emilia learning environments, demonstrated through the importance of interaction extending to a community level. With a focus on the idea that children learn literacy as they participate in a range of activities, within home and beyond.
Vygotsky, held numerous theories towards the way in which children construct their knowledge. One being, the idea that children develop their knowledge constructively. ‘A place that is laid out thoughtfully, inspiring learners to engage in exploration and discovery.’ (Longaridis. L., Tranter. Siegris.L. 2012, P. 3). Jerome Bruner, had a different theory again, yet is also demonstrated, in a Reggio Emilia context. 'The outcome of cognitive development is thinking. The intelligent mind creates from experience generic coding systems that permit one to go beyond the data to new and possibly fruitful predictions.' (Bruner, 1957, p, 234).