Studies on the Reggio Emilia Approach
The Impact of Documentation on Children's Memory
A study conducted by Flek et al. (2013) examined the effects of documentation on children's memory. The research, involving 63 children, observed their experiences in various activities over three weeks. Initially, children recalled fewer details about their activities, but as documentation practices increased, they retained significantly more details and information. This study highlighted that documentation is a crucial tool for making learning processes permanent and helping children structure knowledge. In contemporary educational approaches such as Reggio Emilia, Montessori, and Waldorf, documentation is frequently emphasized for making children's learning processes visible and long-lasting.
Smith (2010) conducted a study on how the music curriculum in two North American preschools was integrated with Reggio Emilia principles. Using video recordings, children's compositions, and field notes, the research revealed that light and shadow play encouraged independent and creative learning experiences. Group composition activities provided meaningful and effective communication opportunities, similar to visual arts projects. Reflective video documentation positioned children as co-researchers in their learning processes. The study concluded that the core principles of the Reggio approach were applied in music activities in an age-appropriate manner.
İnan (2009a), in his research "Integrated Disciplines: Understanding the Role of Art in Science Education in Early Childhood," shared participant observations from an American preschool inspired by the Reggio Emilia approach. Conducted in an experimental school in the Midwest, the study included classroom observations, interviews with teachers and administrators, and document analysis. The research identified five key elements for developing art-science projects in alignment with the Reggio Emilia approach. Teachers and students adapted these elements to their cultural and educational contexts, creating unique interdisciplinary projects.
İnan (2009b), in his study "How Can Reggio Emilia Pedagogy Be Integrated into a Turkish Preschool?", examined how teachers adopting the Reggio Emilia approach interpreted and applied it within their cultural context. Teachers developed their own understanding of Reggio Emilia, enriching their teaching with innovation and individuality. This research emphasized that Reggio Emilia is not meant to be directly replicated in other countries but rather serves as an adaptable philosophy. The study also provided recommendations for teachers:
✔ Draw inspiration from Reggio Emilia
✔ Set high goals
✔ Consider individual needs
✔ Listen to children
✔ Encourage shared interests
✔ Implement documentation
✔ Balance school culture with peer culture
✔ Support hands-on, intellectual, and emotional experiences
✔ Maintain flexibility
✔ Adapt to Turkish National Education Standards appropriately
Haigh (2009), in his study "Professional Development in Early Childhood Education Inspired by Reggio Emilia," examined professional development systems influenced by the Reggio Emilia approach. The research discussed how professional development impacts education quality. It evaluated professional development methods through documentation and teacher collaboration. Findings showed that professional development enhances program quality, with relationships, collaboration, leadership, and listening playing significant roles in program success.
Darlin and Kim (2009), in their study "Constructive Conversations from Preschool Teachers Inspired by Monet, Malaguzzi, and Reggio Emilia," explored how Reggio Emilia principles were interpreted from a Canadian perspective in a classroom setting. They analyzed the role of social communication in children's learning processes. The study found that children played active roles in their learning and that small group interactions supported their theories, thoughts, and meaning-making processes. It also emphasized that theories were collaboratively constructed through small group discussions, allowing children to learn from one another and interpret reality collectively.
İnan (2007), in his research "Implementing Natural Sciences in a Reggio Emilia-Inspired Preschool Classroom," investigated how natural sciences were integrated into classrooms following Reggio Emilia principles. Using ethnographic research methods, the study examined classroom culture and core Reggio Emilia principles. Findings indicated that the Reggio Emilia approach creates an environment where children actively engage with science, ask questions, and explore through hands-on experiences.
