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dc.contributor.authorSorzio, P
dc.contributor.authorCampbell Barr, V
dc.date.accessioned2019-10-22T10:03:08Z
dc.date.issued2019
dc.identifier.issn2371-4107
dc.identifier.issn2371-4115
dc.identifier.urihttp://hdl.handle.net/10026.1/15005
dc.description.abstract

<jats:p>This article offers a cultural analysis of the materialization into cultural texts of a variety of educational experiences, political visions, and pedagogical approaches in order to understand the symbolic construction of the Reggio Emilia approach, highlighting its singularity and the motives of its dissemination. The analysis considers selected texts that refer to specific methods of documenting children’s activities to highlight the symbolic strategies that select, organize, and materialize a constellation of local experiences into a unified educational perspective. Through the innovative analysis of text composition, new dimensions of professionalism have emerged, challenging conventional approaches and promotinga valid alternative to the standardization of early childhood education. The dissemination of the Reggio approach through texts opens up new opportunities for early years practitioners to critically consider participation with families and calls on policymakers to reform the sector. The potential is created for cultural dialogue between families and professionals with different models of children’s growth, thereby enriching the “funds of knowledge” at communities’ disposal to promote children’s approaches to language and symbolism.</jats:p>

dc.format.extent1-12
dc.language.isoen
dc.publisherUniversity of Victoria Libraries
dc.subjectReggio approach
dc.subjectcultural objects
dc.subjectnarratives of learning
dc.subjectparticipation structures
dc.subjectcultural dissonance
dc.titleThe Reggio Approach in Motion. Documenting Experiences, Reflecting upon Practice and Disseminating the Ideas.
dc.typejournal-article
dc.typeArticle
plymouth.issue5
plymouth.volume44
plymouth.publisher-urlhttp://dx.doi.org/10.18357/jcs00019328
plymouth.publication-statusPublished online
plymouth.journalJournal of Childhood Studies
dc.identifier.doi10.18357/jcs00019328
plymouth.organisational-group/Plymouth
plymouth.organisational-group/Plymouth/Admin Group - REF
plymouth.organisational-group/Plymouth/Admin Group - REF/REF Admin Group - FoAH
plymouth.organisational-group/Plymouth/Faculty of Arts, Humanities and Business
plymouth.organisational-group/Plymouth/REF 2021 Researchers by UoA
plymouth.organisational-group/Plymouth/REF 2021 Researchers by UoA/UoA23 Education
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plymouth.organisational-group/Plymouth/Research Groups/Institute of Health and Community
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dcterms.dateAccepted2019-08-12
dc.rights.embargodate2020-1-21
dc.identifier.eissn2371-4115
dc.rights.embargoperiodNot known
rioxxterms.versionofrecord10.18357/jcs00019328
rioxxterms.licenseref.urihttp://www.rioxx.net/licenses/all-rights-reserved
rioxxterms.typeJournal Article/Review


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