REGGIO EMILIA PROJECT의 이론적 고찰 = A Study of Reggio Emilia Project

다국어 초록 (Multilingual Abstract)

Beginning with shared assumptions about the nature of the child and of schooling as a "system of relations and communications embedded in the wider social system", the educatoers in Reggio Emilia have developed over the past thirty years a distinctive approach to early education. The concrete features of this approach include, as key components, small group collaborative learning; continuity over time of child-child and child-teacher relations; a focus on problem solving and long-term projects involving mastery of many symbolic medea; fostering of the connections between home, school, and the wider community; and awareness and appreciation of cultural heritage (city, region, and nation). Accompanying these concrete organizational features is a shared discourse or language of education that allows the Reggio teachers to collaborate, that is, in their own terms, to exchange ideas, listen to one another, and engage in meaningful conflict over ideas. Their language of education in readily apparent in their statements in the collaboration interviews, as well as the subsequent group video-reflection discussions. It is based on a theory of knowledge that defines thinking and learning as social and communicative events co-constructive experiences for both children and adults.
The Amherst educators, members of a school community founded in the 1960s and based on Deweyian principles of progressive education, likewise have developed on a shared language of education. Central to their goals are promoting the development of each unique individual, within a strong community stretching backward and forward in time and containing children, their families, and all the staff at the school--director, librarian, teachers, assistant teachers, and others. This community is conceived as democratic, diverse, and drawing strength from the ties of cross -age relationships. Their language of education, very different from that heard in Reggio Emiliam, is based on a theory of knowledge that sees thinking and learning as a matter of each child gaining knowledge of self, others, and the wider world through social interaction, research, and discussion--processes that stimulate the development of mature autonomy and self-realization. Placing the two perspectives in juxtaposition, it is easy to see how each language of education constrains or directs the thinking of its teachers, but at the same time packages ideas, economically. To make communication and dialogue possible for community. The language of education preferred in Amherst focuses teachers' attintion on individuals and how they develop and change over time. The preferred discourse makes it difficult for them to regard groups as the always desirable context for intellectual work and supports the view that teachers should closely in short, one-on-one or one-on-two spurts, with children engaged in intellectual workm, so that children have opportunities for both guided and independent learning. In contrast, the language of education preferrde in Reggio Emilia focuses teachers' attention on children always in relation to the group, and makes it difficult for them to speak systematically about the value of their program in terms of what the children gain from it, year by across specific domains.

목차 (Table of Contents)

• ABSTRACT
• Ⅰ. 서론
• 1. 연구의 필요성 밎 목적
• 2. 최근 유아교육 동향과의 연계
• Ⅱ. 이론적 배경
• 1. 역사문화적 배경
• 2. 철학적 기본가정
• 3. 교수-학습의 이론적 기초
• 4. 교육과정 운영특성
• 5. 교사
• Ⅲ. 결론
• 참고문헌