Research On Italian Reggio Group Learning

The Reggio early-childhood educational pattern is the most influential pattern of early-childhood education in the 20th century and has made a notable impact worldwide. The U.S. magazine Newsweek recognized Reggio's preschool as one of the ten best in the world. Reggio group learning is one of the most important features of the Reggio early-childhood educational experience, which emphasizes the creation of"the community of knowledge"and"the community of democracy". In Reggio group learning, group members are engaged in the emotional and aesthetic as well as the intellectual dimensions of learning. Groups are likely well formed because the rules for the formation of each group are negotiated by both teachers and children. Documenting the group learning process which focuses on the development of both the individual and the collective is used as the most important assessment tool. In Reggio group learning, children not only can challenge their own learning abilities, regulate their own learning conditions, operate all kinds of studying materials and gain knowledge, but also can learn to communicate, discuss, cooperate and share with other group mates and teachers. The whole learning process offers students chances to harmoniously develop their overall capabilities, including their cognitive, emotional and socio-communicative abilities. The theories and practice of Reggio group learning have given many helpful revelations to the development of group learning in Chinese preschools.This paper consists of three parts. The first part is an introduction of the topic. The reason for this research, the goal and purport of the research, the research approaches, the research content and the previous relevant researches are briefly discussed in order to state the theories of the Reggio educational system and Reggio group learning. The second part is the key regarding case research of Reggio group learning. Several relevant issues are discussed. Here, the developing process of Reggio group learning and the analysis of the lively cases are introduced. Then based on the previous analysis, the author states the conclusion of this research and abstaracts the characteristics of Reggio group learning. In the third part the status quo of group learning in Chinese preschools is first discussed. Then, based on this discussion, the author makes suggestions and revelations of how Reggio group learning may influence the learning goal/content, organization and assessment of group learning at Chinese preschools.