Save to. Save to:. Save Create a List. Create a list. Save Back. The Reggio Emilia Approach. Grades PreK—K.
The Reggio Emilia approach to early childhood education views young children as individuals who are curious about their world and have the powerful potential to learn from all that surrounds them.
Educational, psychological, and sociological influences are important factors to consider in understanding children and working to stimulate learning in appropriate ways. Language skills also continue to improve during early childhood. Language is an outgrowth of a child's ability to use symbols. Thus, as their brains develop and acquire the capacity for representational thinking, children also acquire and refine language skills.
Some researchers, like Roger Brown, have measured language development by the average number of words in a child's sentences. The more words a child uses in sentences, the more sophisticated the child's language development. Brown suggested that language develops in sequential stages: utterances, phrases with inflections, simple sentences, and complex sentences.
Basic syntax, according to Brown, is not fully realized until about age Preschoolers learn many new words. Parents, siblings, peers, teachers, and the media provide opportunities for preschoolers to increase their vocabulary.
Consequently, the acquisition of language occurs within a social and cultural context. Socializing agents provide more than just words and their meanings, however. These agents teach children how to think and act in socially acceptable ways. Children learn about society as they learn about language. Society's values, norms, folkways informal rules of acceptable behavior , and mores formal rules of acceptable behavior are transmitted by how parents and others demonstrate the use of words.
Around the world and in the United States, some young children are bilingual, or able to speak more than one language. These children learn two languages simultaneously, usually as a result of growing up with bilingual parents who speak both languages at home.
Many of these bilingual children may fluently speak both languages by age 4. Some ethnic children learn to speak a dialect, or variations of a language, before they learn to speak standard English. A debate rages today over whether or not ethnic dialects should be considered equal in value to conventional languages. Bruner argues that language can code stimuli and free an individual from the constraints of dealing only with appearances, to provide a more complex yet flexible cognition.
For Bruner , the purpose of education is not to impart knowledge, but instead to facilitate a child's thinking and problem-solving skills which can then be transferred to a range of situations. Specifically, education should also develop symbolic thinking in children. In Bruner's text, The Process of Education was published. The main premise of Bruner's text was that students are active learners who construct their own knowledge. Bruner opposed Piaget's notion of readiness.
He argued that schools waste time trying to match the complexity of subject material to a child's cognitive stage of development. This means students are held back by teachers as certain topics are deemed too difficult to understand and must be taught when the teacher believes the child has reached the appropriate stage of cognitive maturity. Bruner adopts a different view and believes a child of any age is capable of understanding complex information:.
Bruner explained how this was possible through the concept of the spiral curriculum. This involved information being structured so that complex ideas can be taught at a simplified level first, and then re-visited at more complex levels later on. Therefore, subjects would be taught at levels of gradually increasing difficultly hence the spiral analogy.
Ideally, teaching his way should lead to children being able to solve problems by themselves. Bruner proposes that learners construct their own knowledge and do this by organizing and categorizing information using a coding system.
Bruner believed that the most effective way to develop a coding system is to discover it rather than being told by the teacher. The concept of discovery learning implies that students construct their own knowledge for themselves also known as a constructivist approach. The role of the teacher should not be to teach information by rote learning, but instead to facilitate the learning process. This means that a good teacher will design lessons that help students discover the relationship between bits of information.
Encourage Phonological Awareness. Name objects, actions, and people. Target Speech Sounds. Utilize Facilitative Talk Strategies. Helpful Links.
What is the importance of engaging a child in representational or symbolic play? Research reveals that a child's use of symbolic or representational play, such as pretending a block is a cup or that a relative is talking on the play telephone, is related to the development of language skills Casby, Encouraging and promoting a child's use of representational play could have a positive impact on their future language development.
In addition, a child who engages in representational play demonstrates growth in cognitive function. A child's use of symbolic play is a prelingustic skill that contributes to the foundation of future language abilities Lyytinen et al.
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