The Program in Reggio Emilia
The Italian term "progettazione" refers to a collaborative and dynamic design process in which educators anticipate emerging situations, ensuring originality and diversity. This process goes beyond curriculum planning and includes lesson structuring, time management, space and material usage, school practices, and goal setting.
Rather than following a rigid curriculum plan, teachers generate possible scenarios based on children's past experiences. This approach allows roles and responsibilities to shift, new ideas and questions to emerge, and adaptable strategies to be developed according to children's needs and abilities. Consequently, unexpected curriculum directions may sometimes arise (Cavicchi, Desrochers, Moran, 2007; Rinaldi, 1998).
Progettazione is a collaborative process that supports teachers' flexible planning while also shaping and being restructured through documentation (Gandini, 1997).
Flexible Curriculum Approach in Reggio Emilia
In Reggio Emilia early childhood centers, there is no rigid curriculum or pre-determined themes.
✔ Activities are not confined to specific time slots.
✔ Various activities such as storytelling, singing, pre-literacy and math activities, clay and collage work, shadow play, and computer-based learning are incorporated.
✔ Projects are often conducted in small groups and can last for several weeks or months.
✔ Projects are shaped by children's interests and are based on topics that spark their curiosity.
For instance, topics like puddles, shadows, dinosaurs, daisies, the lion statue in the town square, or a scent-capturing machine can become the focus of a project.
Teachers develop projects by carefully listening to children and identifying key themes in their conversations. Feedback from families can also influence project development. The projects developed through progettazione are flexible and can be adjusted throughout the process (Amus, 2006).
Flexibility in Planning and Continuous Observation
✔ Planning focuses on resources, methods, materials, and learning environments rather than specific subject headings (Temel & Dere, 1999).
✔ The term "project" is used instead of "art."
✔ In Reggio Emilia, art is not an end goal but a tool that helps children express themselves (Rabitti, 1994; Kalıpçı, 2008).
The Impact of Projects on Students
This approach aims to prepare children not only with academic knowledge but also for real-life challenges.
✔ Develops problem-solving skills by exposing children to real-world problems.
✔ Encourages critical and creative thinking.
✔ Promotes communication skills and social interaction (Çiftçi & Sünbül, 2005).
Burr (2001) states that children should learn through experience and hands-on exploration of their surroundings. Field trips play a crucial role in providing real-world experiences.
✔ During field trips, children gather information and express what they have learned in various ways back at school (Çiftçi & Sünbül, 2005).
Trepanier (2001) highlights that as children engage in research, they perceive themselves as independent learners, encouraging inquiry, investigation, and critical thinking.
✔ Project topics should include tangible objects that children can directly experience (Kandır & Kurt, 2010).
Types of Projects in Reggio Emilia
Forman (1998) categorizes projects in Reggio Emilia into four main types:
1. Thematic Projects
Children develop projects each year within these four key learning areas:
✔ Individual and social relationships
✔ Color theory
✔ Communication and self-expression
✔ Literature and books
2. Environmental Projects
These projects stem from children's surroundings and classroom materials. Examples include:
✔ Structured spaces with light tables, mirrors, and mailboxes
✔ Observing nature and changes in the environment
3. Everyday Life Projects
Projects inspired by children's play or daily experiences, such as:
✔ Discovering different sounds made by wind chimes
✔ Capturing and imitating nature's sounds using musical instruments
4. Spontaneous Projects
These projects emerge from children's own exploration processes.
✔ When children encounter an event in nature, they begin an in-depth investigation.
✔ This process supports their observation, questioning, and hypothesis-building skills.
Creativity and Critical Thinking
✔ Children's creativity flourishes when they explore their environment (Thornton & Brunton, 2010).
✔ They construct new knowledge by making connections.
✔ In Reggio Emilia, art and science are intertwined.
Lella Gandini (1993) describes artistic endeavors as a means of exploring life, sensory experiences, and meaning.
✔ Activities such as painting and drawing help children develop hypotheses, reorganize their thoughts, and create innovative solutions (İnan, 2009).
The Role of Teachers and Families
✔ Teachers provide materials and resources that capture children's interest.
✔ The learning process involves continuous interaction between students and teachers.
✔ Families can observe their children's individual and group learning processes.
