Dialog dzieci i nauczycieli w żłobkach Reggio Emilia

Aleksandra Maj

doi:10.18778/2450-4491.05.04

Authors

Aleksandra Maj Uniwersytet Łódzki, Wydział Nauk o Wychowaniu, Katedra Pedagogiki Wieku Dziecięcego, Zakład Badań nad Dzieckiem i Dzieciństwem

DOI:

https://doi.org/10.18778/2450-4491.05.04

Keywords:

infant-toddler center, Reggio Emilia, project approach, infant/toddler teacher’s profile

Abstract

The article presents the Reggio Emilia approach in the context of educational experiences of the youngest children attending infant-toddler centers. From the very beginning, these institutions have been seen as a place of education, where children construct their own knowledge along with adults. From this point of view, the role of the teacher is crucial and his main task is above all listening, observing and understanding the strategy that the children use in learning situations. The relationship between children and teachers has been illustrated with excerpts of documentation of projects carried out in infant-toddler centers in Reggio Emilia.

Author Biography

Aleksandra Maj, Uniwersytet Łódzki, Wydział Nauk o Wychowaniu, Katedra Pedagogiki Wieku Dziecięcego, Zakład Badań nad Dzieckiem i Dzieciństwem

M.A., Assistant at the Chair of Child and Childhood Research at the Department of Early Childhood Pedagogy at the Faculty of Educational Sciences of the University of Lodz. Research interests: early childhood education, including Reggio Emilia approach and project approach, participatory research with children.

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