Through a different lens: Exploring Reggio Emilia in a Welsh context

Maynard, Trisha; Chicken, Sarah

Abstract

In Wales, concerns about the perceived over-formalisation of young children's educational experiences led to the introduction of a Foundation Phase Framework for children aged three to seven years that advocates a more holistic, play-based approach. Following the staging of the Reggio Emilia travelling exhibition, funding was secured for a project in which teachers explored Reggio philosophy and practices as a means of gaining insight into their thinking and pedagogy. Given the introduction of the Foundation Phase, the project also intended to support teachers' explorations of child-led learning. Looking at their practice 'through another lens' exposed teachers' commitment to an approach dominated by prescribed, subject-related outcomes. This approach influenced the way in which the teachers interpreted key aspects of Reggio philosophy and contributed to their difficulties with 'supporting' child-led learning. The paper concludes that moving away from a 'subject-centred' approach, particularly when the Framework includes prescribed learning outcomes, may be extremely challenging for teachers. © 2010 TACTYC.

• Journal Article Type: Article
• Publication Date: Mar 1, 2010
• Journal: Early Years
• Print ISSN: 0957-5146
• Electronic ISSN: 1472-4421
• Publisher: Taylor & Francis (Routledge)
• Peer Reviewed: Peer Reviewed
• Volume: 30
• Issue: 1
• Pages: 29-39
• DOI: https://doi.org/10.1080/09575140903443000
• Keywords: foundation phase, Reggio Emilia, child‐led learning, learning outcomes
• Public URL: https://uwe-repository.worktribe.com/output/986867
• Publisher URL: http://dx.doi.org/10.1080/09575140903443000