In the “Reggio Emilia Approach,” the teacher elicits ideas from children and channels the curriculum through long-term projects. The children’s predictions lay the foundation for many observations, discussions, and explorations that take place during the course of the project. The teacher then scaffolds ideas to sustain the interest and learning, perpetuating a continuous dialogue among teachers and children (Gandim, 1997). This article illustrates how one teacher used this approach allowing the process to take the direction chosen by the children.
Type Journal ArticlePub Date 4/1/2000Stock # sc00_037_07_26Volume 037Issue 07