Reggio Emilia Approach Documented
and environment examples
The Mosaic approach is a platform for consulting children through a flexible set of methods; it is an approach which hopes to discover different ways for young children to express their views and experiences.
Allison Clarke (2010. pp.65-68) provides six tools for understanding and utilizing the Mosaic approach in learning environments, such as:
1) Observation: we are able to build strong traditions of using observation in early childhood research and practice.
2) Child conferencing: talking to young children is an important part of the Mosaic approach.
3) The use of cameras: The use of cameras by children has great poetential and provides opportunities for children to express 'voices'.
4) Tours and mapping: the Mosaic approach was adapted to include a process of tours and mapping.
5) Listening about living: The Mosaic approach in use in an educational setting also extends consultation beyond a learning discourse.
6) Experts in their own lives: the Mosaic approach can also be used as a reflect on their own lives. This way of working is an attempt to move children's evaluation beyond a like/dislike model to one which allows children and adults to reflect on children's everyday experiences.
Children will learn by involving their social world and their individual understandings. "Gura (1996) descirbed what she called the two contexts of lerning, commenting that curriculum arrangements must asknowledge both the inner, or individual context , and the outer, or social context of lerning: They interprentate and togherth make up the human experience of learning (Robson, 2004. p.206). Utelising the wide range of resources that represent cultures, race, gender, class and disability ensures the quality for recognising the importance of supporting gender and sexual diversity within the contexts of the early childhood years learning framework.
"Children come to care for their sourroundings as well as see them in unexpected ways, whcih becomes of a planned approach to curriculum and evaluation that is organised around "expecting the unexpected" a faviourite Reggio Emilia saying. This approach to curriculum planning is called the negotiated curriculum" (Strong-Wilson & Ellis, 2007. p.42). During play children will often use objects in different ways not planned or intended by educators or the curriculum. This active learning through experimenting is implimenting the hidden curriculum, by learning without the educator knowing; experimenting beyond the reccomended use instructed by educators is viewed as active learning.
Curriculum and early childhood years learning framework