Abstract
This study was conducted in a Reggio inspired child care classroom of 4-year olds where the fundamental principles of Reggio Emilia preschools are interpreted for a Canadian context. Qualitative case study methodology was employed to investigate how social interaction plays a role in young children’s learning processes. Drawing on social constructivist views of children’s learning and socialization, children’s discussions and interactions within a preschool learning group were examined. Examination of children’s discourse is valuable not only for understanding individual and group learning experiences but also for illuminating children’s agency and their active roles in their own learning. The study focused on the in-depth study of six children’s activities during a ‘Shades of Pink’ project. As the project, ‘Shades of Pink’ unfolded, the children faced cognitive conflict while they were talking about the details of Monet’s painting, but worked toward building common understandings. In this study, children are considered to be meaning makers and active participants in their own learning processes. In addition, the relationships between children became a context in which the co-construction of theories, interpretations and various understandings of reality took place. Small group work became a basis for creating unity, a space in which thoughts took shape as well as a way to compare interpretations; with the result that new thoughts and meanings were produced.
Similar content being viewed by others
References
Corsaro, W. A. (1997). The sociology of childhood. Thousand Oaks, CA: Pine Forge Press.
Edwards, C., Gandini, L., & Forman, G. (1998). The hundred languages of children. The Reggio Emilia approach to early childhood education. Norwood, NJ: Ablex.
Forman, G., & Fyfe, B. (1998). Negotiated learning through design, documentation, and discourse. In C. P. Edwards, L. Gandini, & G. Forman (Eds.), The hundred languages of children: The Reggio Emilia approach-advanced reflections (2nd ed., pp. 239–259). Westport, CT: Ablex.
Gandini, L. (1993). Educational and caring spaces. In C. Edwards, L. Gandini, & G. Forman (Eds.), The hundred languages of children: The Reggio Emilia approach to early childhood education (pp. 135–149). Norwood, NJ: Ablex.
Gandini, L. (2005). From the beginning of the atelier to materials as languages: Conversations from Reggio Emilia. In L. Gandini, L. Hill, L. Cadwell, & C. Schwall (Eds.), In the spirit of the studio: Learning from the atelier of Reggio Emilia (pp. 6–15). New York: Teachers College.
Giovanni, P. (2001). The city of Reggio Emilia. In C. Giudici, C. Rinaldi, & M. Krechevsky (Eds.), Making learning visible: Children as individual and group learners. Cambridge, MA: Project Zero and Reggio Emilia: Reggio Children.
Goldhaber, J., & Smith, D. (1997). “You look at things differently”: The role of documentation in the professional development of a campus child care center staff. Early Childhood Education Journal, 25(1), 3–10.
Green, S., & Hogan, D. M. (2005). Researching children’s experience: Approaches and methods. Thousand Oaks, CA: Sage.
Hendrick, J. (1997). Reggio Emilia and American schools: Telling them apart and putting them together. In J. Hendrick (Ed.), First steps toward teaching the Reggio way (pp. 45–53). Upper Saddle River, NJ: Merrill Prentice Hall.
Hogan, D. M. (1998). Valuing the child in research: Historical and current influences on research methodology with children. In D. M. Hogan & R. Gilligan (Eds.), Researching children’s experiences: Qualitative approach (pp. 1–11). Dublin: The children’s research center, Trinity College Dubin.
James, A., & Prout, A. (Eds.). (1997). Constructing and reconstructing childhood (4th ed.). London: Falmer Press.
Kim, B. (2006). Art as a representation of children’s learning experiences. Unpublished Master’s Thesis, The University of British Columbia, Vancouver, BC.
Malaguzzi, L. (1993). For an education based on relationships. Young Children, 49(1), 9–12.
Malguzzi, L. (1998). History, ideas, and basic philosophy: An interview with Lella Gandini. In C. P. Edwards, L. Gandini, & G. Forman (Eds.), The hundred languages of children: The Reggio Emilia approach-advanced reflections (2nd ed., pp. 48–98). Westport, CT: Ablex.
Rankin, B. (1992). Inviting children’s creativity: A Story of Reggio Emilia. Italy. Exchange (pp. 31–35).
Reggio Children. (2001). Making learning visible: Children as individual and group learner. Reggio Emilia, Italy: Reggio Children.
Rinaldi, C. (2005). In dialogue with Reggio Emilia: Listening, researching and learning. New York: Routledge Falmer.
Rinaldi, C. (2001). Documentation and assessment: What is the relationship? In C. Giudici, C. Rinaldi, & M. Krechevsky (Eds.), Making learning visible: Children as individual and group learners (pp. 61–73). Cambridge, MA: Project Zero and Reggio Emilia: Reggio Children.
Rogoff, B. (1990). Apprenticeship in thinking: Cognitive development in social context. New York: Oxford University Press.
Tudge, J., & Caruso, D. (1998). Cooperative problem solving in the classroom: Enhancing young children’s cognitive development. Young Children, 44(1), 46–52.
Vecchi, V. (1998). The role of the atelierista. In C. P. Edwards, L. Gandini, & G. Forman (Eds.), The hundred languages of children: The Reggio Emilia approach-advanced reflections (2nd ed., pp. 139–147). Greenwich, CT: Ablex.
Vygotsky, L. S. (1978). In M. Cole, V. John-Steiner, S. Scribner & E. Souberman (Eds.), Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
Vygotsky, S. L. (1987). Thinking and speech. In R. W. Riber & A. S. Carton (Eds.), The collected works of S. L. Vygotsky, Volume 1: Problems of general psychology. New York: Plenum.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
Kim, B.S., Darling, L.F. Monet, Malaguzzi, and the Constructive Conversations of Preschoolers in a Reggio-Inspired Classroom. Early Childhood Educ J 37, 137–145 (2009). https://doi.org/10.1007/s10643-009-0323-2
Received:
Accepted:
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10643-009-0323-2