Reggio Emilia and the Arts Approach: Two Exceptional Examples of Multimodal Learning in Early Years

Autor/inn/en	Aden, Fadumo; Theodotou, Evgenia
Titel	Reggio Emilia and the Arts Approach: Two Exceptional Examples of Multimodal Learning in Early Years
Quelle	In: Journal of Global Education and Research, 3 (2019) 2, S.158-167, Artikel 4 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2577-5081
Schlagwörter	Reggio Emilia Approach; Multimedia Instruction; Art Education; Freehand Drawing; Drama; Play; Nonverbal Communication; Music; Speech Communication; Student Centered Learning; Cognitive Style; Early Childhood Education + Suchen Sie Ihr Suchwort? Reggio-Pädagogik; Multimediales Lernen; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Drawing; Zeichnen; Schauspiel; Spiel; Non-verbal communication; Nonverbale Kommunikation; Musik; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Cognitive styles; Kognitiver Stil; Early childhood; Frühkindliche Bildung; Frühpädagogik
Abstract	The Reggio Emilia approach offers children a unique experience of self-exploration embedded in the arts. This has strong links with multimodal teaching and learning. This is based on the argument that they both offer children the opportunity to communicate in multimodal ways such as drawing, drama play, gestures, music and speaking whilst placing children at the centre of their learning. This paper focuses on the concept of multimodal learning and discusses the Reggio Emilia approach and the arts approach in an effort to create links with the contents of multimodal learning. Furthermore, it compares and contrasts both approaches and identifies similarities and differences. (As Provided).
Anmerkungen	University of South Florida M3 Center. 8350 North Tamiami Trail, Sarasota, FL 34243. Tel: 941-359-4563; Fax: 610-500-5092; e-mail: info@jger.us; Web site: https://scholarcommons.usf.edu/jger/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01