Date of this Version
Edwards, C. P., & Gandini, L. (2016). Teacher Research in Reggio Emilia: Essence of a Dynamic, Evolving Role (Chinese translated version). You Er Jiao Yu [Early Childhood Education], v.5, pp. 1-10.
The Reggio Emilia approach to early childhood education has been studied for more than 50 years. Today, following the influx of new families, tighter financial situation in local government and a generational turnover of educators, there are changes seen in the role and practice of teachers, but also continuities with the past. Teachers are seen as researchers, where research is not only an attitude and approach in everyday living in and outside early childhood programs, but also a questioning attitude and inquiry process. Besides, as colleagues within a network and organization, teachers, with mutual collaboration, and observing and documenting child’s behaviors together, share experience on promoting child learning. For this purpose they establish a “diffuse pedagogical system” to make interactions and innovations, and to exchange knowledge and experience among schools. Furthermore, as curriculum designers and executors, teachers help children find meaning in what they do, what they encounter, and what they experience by applying “flexible planning” project approach and “pedagogy of listening” to listen inner voices of children. Moreover, as creators of the environment, teachers strongly believe that environment as a third teacher can guide children to pay attention to nature, animals and plants, and emotional and physical nourishment of human beings. Additionally, as guiders in fostering exchange and community, teachers endeavor to make educational institution more inclusive of all children. Last but not least, as partners with families, teachers focus more on parent participation, support and collaboration, such as hiring cultural mediators to instruct the participation of special children families (e.g. immigrant families)
意大利瑞吉欧·艾米利亚幼儿教育体系已经历30 余年的研究历程。近年来， 随着移民家庭的不断涌入、当地政府财务状况的不断紧缩、教育工作者的世代更替等，关于 教师角色定位及其教育实践都发生了许多新的变化。今天，作为儿童研究者，研究是教师 在园内园外的一种日常生活及工作方式，一种质疑和探究的态度和过程；作为工作网络和 组织机构中的同僚，教师需要通过团队合作，共同观察、记录儿童的表现，分享有关促进儿 童发展的经验，为此，他们还建立了一种“拓展性教学体系”，让许多学校开展互动，创新和 交换知识经验；作为课程设计和实施者，教师坚持“灵活计划”的方案教学，并运用“倾听教 学法”，倾听儿童的声音，引导儿童发现他们各种经历和体验的意义；作为环境创造者，教师 更强调让环境成为第三老师，以引导儿童关注自然以及动植物和人自身的生理、情绪等；作 为促进交流和形成社区归属感的指导者，教师须努力促使教育机构对全体幼儿更具包容 性；作为家庭的合作伙伴，教师更关注家长的参与、支持和合作，例如，通过雇佣文化调解员 为特别儿童家庭（如移民家庭）的“参与”提供指导。