OKUL ÖNCESİ EĞİTİMDE FELSEFİ YAKLAŞIMLAR:REGGIO EM..
OKUL ÖNCESİ EĞİTİMDE FELSEFİ YAKLAŞIMLAR:REGGIO EMILIA
Start date: Jun 1, 2015,
End date: May 31, 2016
The project is intended for the kindergarten teachers working in 6. There are 25 participants in total in the project. There aren't any persons with special needs and/or disabilities among the participants. It is planned that the participants will get practical Reggio Emilia training in Germany and Czech Republic in kindergarten respectively for one week within the project.
Our teachers will have the opportunity to examine Reggio Emilia approach, one of the pre-school education approaches with its different dimensions. In this regard, the participant teachers will observe the educational environments, programs and project works of Reggio Emilia approach on-site; there will be meetings held , in which the experts will deliver their theoretical and practical experiences to our teachers.
The overall goal of the project: to contribute the proliferation of school types offering philosophical alternatives to our children, educators and families in the pre-school education, the value of which is getting understood better and for which significant investments are made, the specific goal of the project; to provide that the theoretical and practical implementation phases used by the child development branch teachers of our school will complete each other, our teachers will familiarize with an approach commonly used in the modern education systems and adapt an approach corresponding to the current education theories in accordance with the learning-teaching process.
The justification of the project: A qualified early childhood education in the modern world is accepted as the prerequisite for a sustainable national development and a sustainable competitiveness in the international arena.
The pre-school educational institutions and educators offering the pre-school education as a professional service are required to have knowledge about the various theoretical views and the various practices of them related to the field they work. Because they intensely need this knowledge to be able to prefer one or a few of these theoretical approaches they approve most. The teachers and education programs determining the nature of pre-school education and affecting the education quality have the largest share in the development of pre-school education.
The teachers must consider the relations between the theory and practices; otherwise they take the risk of reducing the exercise quality of the person (student). The teachers behave according to the philosophical preferences consciously or unconsciously, so according to the philosophy of education while taking decisions about the education.
From this point of view, the teachers’ attitudes and different education approaches and programs have an important effect to the child's development. Each approach resemble in some ways, although they don't fully match up with our education system.
It can't be given importance to different education programs in the process of expanding pre-school education in our country. Both the conditions of the schools and the field knowledge of the teachers hinder these works. There aren't school types offering philosophical alternatives to the children, educators and parents yet in our country, since the philosophical discussions aren't made.
The approach of Reggio Emilia is one of the important approaches that have been discussed for the last 20 years.This approach adapting the modern education approach is based on the children and aims to develop their creativity by providing opportunities for them. The children educated in line with the Reggio system improve their self-confidence, creativity and are in solidarity. To have knowledge about this approach integrated into the current education system will help our educators generate more efficient learning environments.
The expected impacts of the project on the participants: The participants will recognize and have the skill to implement the following concepts related to "the student learning";
- active learnıng through experıence,
- conceptual learnıng that allows the students to develop "meanıng" as well as the acquisition of basıc skills,
- meanıngful contextual learnıng,
- interactionist learning and learning together,
- implementing the activities in the curriculum and related to the traditional subjects.
The long-term impacts of the project: Investing in the care and education of the children in the early childhood provide economic benefits to a society through the increasing manufacture and cost saving. This investment is necessary in terms of long-term social benefits in the societies such as Turkey, the socio-cultural and economic features of which are rapidly and continuously changing. In scientific studies researching the lives of the children in the early childhood, it is seen that the early support provides many benefits such as schooling duration, employment, financial and social gains.
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