Reggio Emillia and the Approach Essay -- Education, Te Whariki

Origin from a city in the north of Italy, the Reggio genus Emilia salute in Early Childhood study is adopted by multi-countries over the past decades. This approach has a internality philosophy, that children should play a leading role in education. Children are seen as full of knowledge and intelligence, with full capabilities to express themselves if only given the prudish ways to do to so. They are protagonists of their own learning and have a say in what topics and problems they will study and research. Teachers provide resources to assistant childrens learning and developing. The curriculum is emergent, meaning the teachers choose topics and projects based on on the look erupt listening and observations of their students interests, needs and inquiries. Children are encouraged to commit materials and media to demonstrate their learning and understanding of a topic or project. Documentations and surround have direct influences in helping childrens learning. Parents and comm unity withal play a supportive role in children education (O.E.C.D, 2004).Te Whriki is the New Zealands early childhood curriculum, which was developed in 1996. Compared with Reggio Emilia Approach, they have similarities as focus on childrens interests develop childrens learning though interacting in relationship with others, emphasise the importance of environment and adults active responding. They also differ in many ways, such as teachers role, culture background and documentation and Assessment.Community and resurrect support is considered a valuable and vital part of the Reggio Emilia system. The rally of ideas between parents and teachers is essential and favours the development of a new way of educating. The approach encourages interaction and communic... ... twain approach emphasis on Family and Community. The wider world of family and community is an inherent part of the early childhood curriculum Te Whriki (1996). It also states that comprehension and support of pa rents and the connections with the community is important to the childrens learning process. Moreover Te Whriki states that Parents and caregivers have a wealth of valuable information and understandings regarding their children (30).Thirdly both approach focus on educators to provide encouragement, warmth, and acceptance. They also provide challenges for fanciful and complex learning and thinking, helping children to extend their ideas and actions through sensitive, informed, well-judged interventions and support. Te Whriki principles points out children learn through responsive and reciprocal relationships with people, places and things (p. 14).