Through a different lens: Exploring Reggio Emilia in a Welsh context
Maynard, Trisha; Chicken, Sarah
Sarah Chicken Sarah.Chicken@uwe.ac.uk
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|
|Publisher||Taylor & Francis (Routledge)|
|Peer Reviewed||Peer Reviewed|
|APA6 Citation||Maynard, T., & Chicken, S. (2010). Through a different lens: Exploring Reggio Emilia in a Welsh context. Early Years, 30(1), 29-39. https://doi.org/10.1080/09575140903443000|
|Keywords||foundation phase, Reggio Emilia, child‐led learning, learning outcomes|
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