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2011 | 7 | 14(2) | 48-72
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Reggio Emilia – pożądana filozofia i praktyka dla edukacji przedszkolnej

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PL
In this article, the author discusses two main traditions in the ECE for children from birth to 6 years as mentioned in Starting Strong II (2006) : the first is called the social pedagogy tradition, and the second the readiness for school tradition. The first is reflected in the Reggio Emilia approach, since it is directed to the education of the whole child, not only to the areas useful for school readiness. The author describes the social and political roots of the Reggio Emilia approach, characterizes its main components, such as social interdependency among children, parents and teachers, and the social community. It is a project method approach, and uses the role of the documentation of children and teachers` activities as a basis for an emergent curriculum. She ends with descriptions of the spatial considerations «the third teacher» as the teachers in Reggio Emilia describe the educational space. Generally, the author gives an insight into the Reggio Emilia approach. However she does not cover the ground, but encourages the deepening of knowledge.
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7
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48-72
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bwmeta1.element.ceon.element-0e1aad28-45dd-3bd9-bb71-c0ad1d3d2cd5
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