A comparative study on the early childhood education of the reggio emilia approach and waldof education : focusing on implications for educational innovation

2020 ◽  
Vol 5 (2) ◽  
pp. 43-67
Author(s):  
Yun Kyoung Chung
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Comparative Study ◽  
Educational Innovation ◽  
Reggio Emilia ◽  
Childhood Education ◽  
Reggio Emilia Approach

scholarly journals Investigation on the Applicability of Reggio Emilia Approach in Teaching Early Childhood Education: An Intensive Comparison between China and Tanzania

2016 ◽  
Vol 6 (2) ◽  
pp. 29
Author(s):  
Sarah Vincent Chiwamba
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Early Childhood Teachers ◽  
Developed Countries ◽  
Reggio Emilia ◽  
Social Needs ◽  
Interactive Approach ◽  
Early Child ◽  
Childhood Education ◽  
Reggio Emilia Approach

<p>There have been rapid economic and social demands that have continued to challenge the traditional teacher, child and parent interactions in early child education programs. Many developed countries have strategized several approaches to counter these challenges. However, third world countries are still formulating policies which can be sustainable in their present economic statuses. The Reggio Emilia (RE) Early Childhood Education (ECE) approaches has been instrumental in increasing the levels of interactions between teacher, child and the parent in developed countries. Nevertheless, a more dynamic and comprehensive approach is needed to cater for the economic and multiethnic social needs of early childhood education in developing countries. This study investigated the level of teacher, child and parent interaction in China and Tanzania with the aim of establishing the workability of Reggio Emilia (RE) in these two diverse countries. Carefully designed questionnaires based on the core values of Reggio Emilia approach has been used to obtain data from a sample of 60 early childhood teachers from China and 60 early child hood teachers from Tanzania making total of 120 early childhood teachers. Both private and public early childhood schools of China and Tanzania were involved in this study whereby from China a total of 8 schools were involved and Tanzania a total of 12 schools were involved. Both quantitative and qualitative design has been employed in this study with the use of questionnaire and interview methods in data collection from the field while social statistical software (SPSS 15) and Origin 7.0 has been used to analyze data and making of charts and graphs for visualization of the results. Result obtained from this study revealed that, Reggio Emilia interactive approach was applicable and welcomed by significant number of teachers and policy approaches; However on the other side, the findings revealed poor relationship between parents and the role of emergent curriculum to its fully meaning was not well fulfilled as most of early childhood schools in China and Tanzania found to practising the whole class teaching where by teacher knows everything. It was concluded that, the way children’s are being taught in one country will be totally different from another country although the basic outcome of the learners should be similar. The important aspect to put into consideration is people’s culture, environment, and their economic status accordingly. Hence there is a need for both countries of study to review their early childhood education policies in order to create better learning opportunities for all children.</p>

Early Childhood Corner: March 2001

2001 ◽  
Vol 7 (7) ◽  
pp. 396-399
Author(s):  
Susan Butterworth ◽  
Ana Maria Lo Cicero
Keyword(s):  
Early Childhood ◽  
Elementary Schools ◽  
Early Childhood Education ◽  
Young Children ◽  
Extended Period ◽  
Reggio Emilia ◽  
Free Expression ◽  
Childhood Education ◽  
Reggio Emilia Approach ◽  
Education Community

As teachers of young children, we perceive a tension between the demands of parents and elementary schools—that young children be academically prepared to enter increasingly challenging kindergarten programs—and our philosophy of early childhood education—that fourand five-year-old children should experience creative nurturing in a setting that encourages free expression of childhood through spontaneous play. In the early childhood education community, we have embraced the Reggio Emilia approach, the idea that a successful curriculum grows from the children's own interests and that effective projects encompass multiple disciplines and may develop and change over an extended period.

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