Koncepcja stu języków dziecka w przedszkolach Reggio Emilia. O przełamaniu hegemonii języka werbalnego w dziecięcym procesie uczenia się

• Authors: Maj Aleksandra

Title variants

EN

The Hundred Languages of Children in preschools in Reggio Emilia. Overcoming the hegemony of verbal language in children’s learning process

• Languages of publication: PL

Abstracts

EN

The paper presents the idea of the hundred languages of children interpreted by Reggio Emilia educators as “the different ways used by human beings to express themselves” (Vecchi 2010: 9). It also discusses the role of different languages (verbal, visual, mathematical, scientific language, etc.) in children’s learning. By using various symbolic representations, children have the opportunities to show the same concept in different media. This process is described on the basis of short description of project conducted in Reggio Emilia preschools.

• Publisher: Uniwersytet Gdański
• Journal: Problemy Wczesnej Edukacji
• Year: 2017
• Volume: 13
• Issue: 1(36)
• Pages: 112-120

Dates

published

2017-03-31

Contributors

author

Maj Aleksandra

• Uniwersytet Łódzki

References

• 1. Cagliari P., Castagnetti M., Giudici C., Rinaldi C., Vecchi V., Moss P. (red.) (2016), Loris Malaguzzi and the Schools of Reggio Emilia. A selection of his writings and speeches, 1945–1993. London, Routledge.
• 2. Filipini T., Vecchi V. (red.) (2006), The Hundred Languages of Children. Reggio Emilia, Reggio Children S.r.l.
• 3. Forman G. (1994), Different Media, Different Languages. W: L. Katz, B. Cesarone (red.), Reflections on the Reggio Emilia Approach. Urbana, ERIC Clearinghouse on Elementaryand Early Childhood Education.
• 4. Forman G. (2005), The Project Approach in Reggio Emilia. W: C.T. Fosnot (red.), Constructivism:Theory, Perspectives, and Practice. New York, Teachers College Press.
• 5. Forman G. (2012), The Use of Digital Media in Reggio Emilia. W: C. Edwards, G. Forman, L. Gandini (red.), The Hundred Languages of Children. The Reggio Emilia Experience in Transformation. Santa Barbara, Praeger.
• 6. Forman G., Gandini L. (1994), The amusement park for birds [kaseta VIDEO], Performanetics, 19 The Hollow, Amherst, MA01002.
• 7. Gandini L. (2005), From the Beginning of the Atelier to Materials as Languages. Conversations from Reggio Emilia. W: Gandini L., Hill L., Cadwell L., Schwall Ch. (red.), In the Spirit of Studio. Learning from the Atelier of Reggio Emilia. New York, Teacher Collage Press.
• 8. Gandini L. (2012), History, Ideas, and Basic Principles: An Interview with Loris Malaguzzi. W: C. Edwards, G. Forman, L. Gandini (red.), The Hundred Languages of Children. The Reggio Emilia Experience in Transformation. Santa Barbara, Praeger.
• 9. Lubiszewski D. (2012), Odnaleźć się w gąszczu ofert. Psychologia ekologiczna dla bardzo początkujących.http://avant.edu.pl/wp-content/uploads/DL-Odnalezc-sie-w-gaszczu-ofert.pdf,09.03.2017.
• 10. Maj A. (2014), Metoda projektów we wczesnej edukacji szansą demokratyzacji przestrzeni edukacyjnej dziecka. W: K. Gawlicz, P. Rudnicki, M. Starnawski, T. Tokarz (red.), Demokracja i edukacja: dylematy, diagnozy, doświadczenia. Wrocław, Wydawnictwo Naukowe Dolnośląskiej Szkoły Wyższej.
• 11. Piazza G. (2007), On the wave of creativity: Children, expressive languages and technology. “International Journal of Education through Art” 2 (3).
• 12. Rinaldi C. (2006), In Dialogue with Reggio Emilia. Listening, Researching and Learning. London, Routledge.
• 13. Vecchi V. (2010), Art and Creativity in Reggio Emilia. London, Routledge.

Identifiers

ISSN

1734-1582; e-ISSN 2451-2230

DOI

10.5604/01.3001.0010.2003