The Hundred Languages of Children: The Reggio Emilia Approach Advanced Reflections, Second Edition (Paperback)

~ C. Edwards (Editor), L. Gandini (Editor), G. Forman (Editor) "Reggio Emilia is a small city in northern Italy that shines with a bright light for what it has accomplished and what it stands for..." (more)
Key Phrases: preprimary schools, municipal early childhood system, linguaggi dei bambini, Reggio Emilia, United States, Loris Malaguzzi (more...)

Editorial Reviews

Book Description

Reflects the growing interest and deepening reflection upon the Reggio approach, as well as increasing sophistication in adaptation to the American context

Product Description

The city-run early childhood program of Reggio Emilia, Italy, has become recognized and acclaimed as one of the best systems of education in the world. Over the past forty years, educators there have evolved a distinctive innovative approach that supports children's well-being and fosters their intellectual development through a systematic focus on symbolic representation. Young children (from birth to age six) are encouraged to explore their environment and express themselves through many "languages," or modes of expression, including words, movement, drawing, painting, sculpture, shadow play, collage, and music. Leading children to surprising levels of symbolic skill and creativity, the system is not private and elite but rather involves full-day child care open to all, including children with disabilities.

This new Second Edition reflects the growing interest and deepening reflection upon the Reggio approach, as well as increasing sophistication in adaptation to the American context. Included are many entirely new chapters and an updated list of resources, along with original chapters revised and extended. The book represents a dialogue between Italian educators who founded and developed the system and North Americans who have considered its implications for their own settings and issues. The book is a comprehensive introduction covering history and philosophy, the parent perspective, curriculum and methods of teaching, school and system organization, the use of space and physical environments, and adult professional roles including special education. The final section describes implications for American policy and professional development and adaptations in United States primary, preschool, and child care classrooms.

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Product Details

• Paperback: 488 pages
• Publisher: Elsevier Science; 2 edition (April 21, 1998)
• Language: English
• ISBN-10: 156750311X
• ISBN-13: 978-1567503111
• Product Dimensions: 8.9 x 5.9 x 1.1 inches
• Shipping Weight: 1.6 pounds (View shipping rates and policies)
• Average Customer Review: 4.0 out of 5 stars  See all reviews (8 customer reviews)
• Amazon.com Sales Rank: #112,637 in Books (See Bestsellers in Books)

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  #22 in	Books > Reference > Foreign Languages > Instruction > English as a Foreign Language > English for Children
  #79 in	Books > Nonfiction > Education > Education Theory > Contemporary Methods > Experimental

Customer Reviews

Most Helpful Customer Reviews

38 of 43 people found the following review helpful:

3.0 out of 5 stars Languages Children Enjoy, but Readers May Not, April 17, 2001

By A Customer

This book was assigned to me to read by a masters program professor. Before reading the book, we were prompted by stories of the Reggio Emilia Approach. It sounds phenomenal! The professor liked it so much, his own children took part in the school here in the United States.

The approach itself is an amazing idea for educators. This early childhood program encourages hands-on learning. The teachings behind the children exploring through "languages" or modes of exploration. These languages include drawing, painting, sculpture, physical play, words, and music. It is an approach far from that of traditional schooling. However, it is known for it's amazing results. It binds together the world of teaching, children, and parents exceptionally well.

While the book supports a wonderful approach to schooling, the book itself is one that does not hold the reader's attention. I found myself rereading paragraphs because I was unable to pay attention to the words. The book is a dialog between educators and philosophers from Italy and the United States. While some of the questions posed are thought provoking and interesting, the reader is left bored after pages upon pages of questions.

If you are interested in early childhood development, this book is definitely one that you should read for ideas. However, if you are looking for a light and easy read this book is not for you. This book deserves careful attention, that only the truly patient and interested can give it.

I am glad I was asked to read it because of it's enlightening approach to child development. As an educator, I will take away with me the approach's distinct style of exploration to adapt to my classroom and even think of sending my children there someday. I just wish I would have been able to pay closer attention to it and fight my urge to put the book down.

23 of 25 people found the following review helpful:

5.0 out of 5 stars Learning From the Interests of Children, April 19, 2001

By	"pickusp" (Lancaster, CA United States) - See all my reviews

The Hundred Languages of Children presents a fascinating and comprehensive overview of the remarkable schools of Reggio Emilia, Italy. It can also serves as an example of what learning can be like for children when it is focused on their interests and needs. One of the essays, an interview with founder Loris Malaguzzi, offers insight into the history, ideas and philosophy behind the approach. Discussing the environment of the RE schools, Malaguzzi states, "Our objective, which we always will pursue, is to create an amiable environment, where children, families and teachers feel at ease." This comment provides a stark contrast to the lip service many American schools pay to families and teachers. It signifies a deep abiding respect for the developmental nature of children and for childhood itself. Comparing the curriculum of the RE schools to American schools and early childhood programs also reveals fundamental differences. Two things are notable as the curriculum of the RE schools is described: the development of the curriculum project grows out of the teachers' observations of students, "The teachers took note, valuing the interest in dinosaurs as an opportunity to learn more about the children." Another important difference is the role reciprocity plays in curriculum building in RE. "... the teachers decided to begin a journey together with the children and study dinosaurs in depth." "...learn more about children" and "journey together" aren't phrases common to American education. Small phrases that reflect a world of difference. This excellent book offers inspiration to educators starved for a more creative and just approach to teaching and learning. To paraphrase an essay title from the book, what we can learn from Reggio Emilia is how to value the learning experiences of our children.

11 of 13 people found the following review helpful:

5.0 out of 5 stars A necessary read for all educators and parents, April 18, 2003

By	T. Cohen (Miami, FL) - See all my reviews (REAL NAME)

For educators and parents truly interested in school reform, this book is a must read. Educators in the United States have been captivated by the "Reggio Emilia approach" to education since the late 1980s. The extensive documentation of Reggio children's work has toured the world as The Hundred Languages of Children exhibit. This book will allow anyone to see what is truly possible in early education if we are willing to let go of our long-held beliefs about how children learn. The Reggio Emilia approach is much more than "hands-on learning." It is a community effort that involves administrators, teachers, parents, children, and government. Although not a light read, the book is a fascinating dialog among the varied members of the Reggio Emilia community and American researchers and teachers.