Children, Objects, and Relations: Constructivist Foundations in the Reggio Emilia Approach

Autor/in	Swann, Annette C.
Titel	Children, Objects, and Relations: Constructivist Foundations in the Reggio Emilia Approach
Quelle	In: Studies in Art Education: A Journal of Issues and Research in Art Education, 50 (2008) 1, S.36-50 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0039-3541
Schlagwörter	Constructivism (Learning); Preschool Children; Reggio Emilia Approach; Art Education; Learning Processes; Preschool Evaluation; Art Materials; Paper (Material); Instructional Effectiveness; Discovery Learning; Developmental Psychology; Cognitive Development; Perceptual Development; Teaching Methods + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Reggio-Pädagogik; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Learning process; Lernprozess; Papier; Unterrichtserfolg; Entdeckendes Lernen; Entwicklungspsychologie; Kognitive Entwicklung; Wahrnehmungsentwicklung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This article examines how children's construction of relationships in exploring materials helps to explain the constructivist foundations of the Reggio Emilia approach. A quasi-naturalistic study of 12 preschool children, ages 3 and 4 years, individually exploring different kinds of collage papers reveals a range of constructivist categories including physical knowledge responses, mental relationships, and symbolic representation responses. The results show that as children explore the physical properties of media, they become more familiar with the affordances, or capacities of materials. Development across the ages of the group progresses from the children's exploratory actions on the objects to their increasingly more complex relationships to support a range of emerging representations--props of symbolic play, letters of the alphabet, and stand-alone artistic representation. These constructivist underpinnings emphasize the origins of Reggio Emilia's relational pedagogy and support today's playful relationships with all of the elements of art. (Contains 2 tables, 1 figure and 4 footnotes.) (As Provided).
Anmerkungen	National Art Education Association. 1916 Association Drive, Reston, VA 20191. Tel: 703-860-8000; Fax: 703-860-2960; Web site: http://www.NAEA-Reston.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10