This study outlines essential frameworks of Reggio inspiration based on literature from the Educational Project of Reggio Emilia. The purpose of this study was to determine which Reggio inspired frameworks were valued and applied by teachers and instructional assistants (IAs) in the Early Childhood Center (ECC) at the Progressive Academy of Southeast Asia (PASA). The study also sought to provide feedback for educators in the ECC, now four years into the adoption of Reggio inspired values, as they work towards PASA’s 2020 strategic goals of excellence, opportunities, and holistic care. Focus groups, observations, and interviews were conducted with ECC teachers and IAs as a part of a qualitative research design. Transcripts were coded for key words and phrases. Four themes emerged from the study: (1) there are six areas of alignment between participant perceptions of the Reggio inspired frameworks in the ECC at PASA, and their day-to-day practices of that work; (2) concept-based learning is one potential area for growth for the teacher and IA Reggio inspired practice in the ECC; (3) instructional assistants (IAs) experience limitations in their work environment that affect their capacity as Reggio inspired educators; and (4) inclusive education is a potential area for policy reform at PASA. This study highlights areas for further consideration and growth as the ECC works towards the 2020 goals of excellence, opportunities, and holistic care. The study also proposes frameworks that can be used by educators in other settings to examine their Reggio inspired practices.
|Advisor:||Picus, Lawrence O.|
|Commitee:||Chung, Ruth H., Green, Alan G.|
|School:||University of Southern California|
|School Location:||United States -- California|
|Source:||DAI-A 80/03(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Education, Early childhood education|
|Keywords:||Early childhood education, Education reform, Program evaluation, Progressive education, Reggio Emilia, Reggio inspired|
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