Through a different lens: exploring Reggio Emilia in a Welsh context |
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| Authors: | Trisha Maynard Sarah Chicken |
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| Institution: | 1. Centre for Child Research , Swansea University , Swansea, UK;2. University of the West of England , Bristol, UK |
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| Abstract: | In Wales, concerns about the perceived over‐formalisation of young children’s educational experiences led to the introduction of a Foundation Phase Framework for children aged three to seven years that advocates a more holistic, play‐based approach. Following the staging of the Reggio Emilia travelling exhibition, funding was secured for a project in which teachers explored Reggio philosophy and practices as a means of gaining insight into their thinking and pedagogy. Given the introduction of the Foundation Phase, the project also intended to support teachers’ explorations of child‐led learning. Looking at their practice ‘through another lens’ exposed teachers’ commitment to an approach dominated by prescribed, subject‐related outcomes. This approach influenced the way in which the teachers interpreted key aspects of Reggio philosophy and contributed to their difficulties with ‘supporting’ child‐led learning. The paper concludes that moving away from a ‘subject‐centred’ approach, particularly when the Framework includes prescribed learning outcomes, may be extremely challenging for teachers. |
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| Keywords: | Foundation Phase Reggio Emilia child‐led learning learning outcomes |
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