Project work with diverse students: Adapting curriculum based on the Reggio Emilia approach

Childhood Education, Summer 1995 by Abramson, Shareen, Robinson, Roxanne, Ankenman, Katie

The preschools of Reggio Emilia, Italy, have generated excitement among early childhood educators in the U.S. and throughout the rest of the world. Presentations at professional conferences concerning these Italian schools draw standing-room-only crowds (Weissman, Saltz & Saltz, 1993). Visitors to Reggio Emilia schools marvel at the exceptional quality of the programs; the dedication, sensitivity and intelligence of the teachers and staff; the depth and sophistication of the project work; and the remarkable evidence of learning that is taking place (Bredekamp, 1993; Katz, 1990; New, 1990; Rankin, 1992).

Some educators in the United States are now attempting to adapt the Reggio Emilia approach (Forman, Moonja, Wrisley & Langley, 1993; Fyfe & Caldwell, 1993; LeeKeenan & Nimmo, 1993). The community of Reggio, however, tends to be culturally homogeneous. Although all socioeconomic levels exist in the area, the comprehensive social services limit the effects of poverty. Could Reggio Emilia principles and practices be translated into a community that, like so many in the U.S., is culturally, economically and linguistically diverse? Could it be implemented successfully with older elementary students as a means for promoting their development? Could student teachers apply the Reggio Emilia approach as they develop curriculum for diverse students?

These are the questions that the authors sought to address during a course on integrated curriculum in the Early Childhood Education Program at California State University, Fresno.

Reggio Emilia Approach

Preschools in Reggio Emilia demonstrate a number of exemplary and innovative education practices. The approach is discussed in detail in The Hundred Languages of Children (Edwards, Gandini & Forman, 1993). Key features of this approach include:

Community Commitment. Over the last 30 years, Reggio Emilia has created a publicly supported system of early childhood education centers that serve 35 percent of infants/toddlers and 47 percent of preschoolers in the community (Gandini, 1993b).

Supportive Relationships. Parents founded the Reggio Emilia schools at the end of World War II (Gandini, 1993b). Loris Malaguzzi, the director of these schools for 40 years, engaged staff, parents, children and the community in the continuing development and management of programs (Malaguzzi, 1993b; Rinaldi, 1993; Spaggiari, 1993). Reciprocity and interaction characterize relationships among these participants. "Our goal is to create an amiable school--that is, a school that is active, inventive, livable, documentable and communicative ...a place of research, learning, revisiting, reconsideration and reflection...where children, teachers and families feel a sense of well-being..." (Malaguzzi, 1993c, p. 9). Staff members collectively participate in decision making and teachers work in pairs. In addition, schools have an "atelierista" (artist) and a "pedagogista" (curriculum specialist) who work with teachers on curriculum development. A parent advisory council at each school helps facilitate an active home/school partnership. Because children stay with the same teacher for three years, these relationships are further enhanced.

A Unique Philosophy. The Reggio Emilia philosophy draws upon a number of constructivist theories, including those of Vygotsky and Piaget, but is most often described in terms of the "image of the child" (Gandini, 1993b; Malaguzzi, 1993b; Rinaldi, 1993). Reggio educators view each child as an individual with rights and potentials. They reject a portrayal of children as dependent or needy.

Preparation of the Environment. Reggio teachers recognize that the environment has teaching functions. The environment can be both a "container" for experiences and "content" for study and exploration (Gandini, 1993a). Teachers pay careful attention to all aspects of the environment, looking for ways to increase children's educational, aesthetic and social opportunities (Candini, 1993b). All of the schools have unusual, open-ended, creative play structures and spaces that are often related to projects. School interiors and grounds are beautiful and a source of pride for children, teachers, parents and the community.

Atelier (Studio/Resource Room Each school has a large atelier staffed by an artist who works with teachers and parents in planning, implementing and documenting project work (Vecchi, 1993). The atelier offers an incredible variety of supplies for children's use. Each classroom has a "mini-atelier" for additional experiences.

Project-based Curriculum. Much of the curriculum in Reggio Emilia schools centers around projects, which are unique in several important ways. Their distinguishing aspects include:

* the teacher role of both facilitator and partner in learning

* topic selection based on student interests and experiences

* collaboration among students, teachers and parents

* project content emerging from students' evolving understanding and not from a set of prepackaged activities

* multiple experiences with media to represent understandings