Keywords

Reggio Emilia; United States; U.S.; USA; Reggio-inspired; Early Childhood Education

Abstract

This thesis investigated how United States (U.S.) educators apply a Reggio-inspired approach in U.S. early childhood settings. The Reggio Emilia Approach is a specific early childhood strategy that sees children as capable humans with extraordinary potential. This study’s purpose was to research further and better understand how early childhood educators in U.S. classrooms implement Reggio-inspired practices. Through analyzing four selected articles that identified as implementing Reggio-inspired practices into U.S. early childhood settings, the thesis examined how each program implemented each of the seven components of the Reggio Emilia early childhood philosophy [the Image of the Child, The Hundred Languages of Children, Teachers as Learners, Progettazione, the Environment as a Third Teacher, Parent Involvement, and Documentation]. The analysis revealed that the Image of the Child served as the foundational element in the implementation of the approach by U.S. early childhood educators. Three additional components—Environment as the Third Teacher, Parent Involvement, and Documentation—were also closely linked in their implementation. The findings indicate the need for a shift in teaching strategies that prioritize child-centered learning, collaboration, and active participation from children, teachers, and families. Additionally, they call for the development of reflective practices through constructive dialogue among teachers, educational leaders, and parents of young children.

Thesis Completion Year

2024

Thesis Completion Semester

Fall

Thesis Chair

Catapano, Susan

College

College of Community Innovation and Education

Department

Early Childhood Education and Development

Thesis Discipline

Early Childhood Education

Language

English

Access Status

Open Access

Length of Campus Access

None

Campus Location

Orlando (Main) Campus

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Rights Statement

In Copyright