Professional Development and the Reggio Emilia Approach: The British Columbia Context

Date

2022-01-04

Authors

Jensen, Emma

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Abstract

The theories and pedagogies that constitute the Reggio Emilia approach to early childhood education have been the focus of research and inspiring change in the field for over forty years; however, much remains unknown about Reggio Emilia’s system of professional development and support facilitated by a team of pedagogistas. As these theories and pedagogies begin to be embraced and adopted within British Columbian early learning contexts, it has become evident that there is a need to reconsider traditional models for professional development. This project reviews existing literature on the role of educators within both British Columbia and Reggio Emilia early learning contexts, Reggio Emilia’s approach to professional learning and its impact on educator practice. Research to date suggests that Reggio Emilia’s system of professional development and support, aids professionals in evolving and transforming their practice. Furthermore, current Canadian research on this model indicates its capacity to generate new knowledge and understanding with/in professional communities of practice. This project includes a link to a short film, informed by research, which briefly expands on Reggio Emilia professional development and British Columbia’s newly established Early Childhood Pedagogy Network.

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Keywords

Early Childhood Education, Reggio Emilia Approach, Pedagogista, Pedagogists, Early Childhood Pedagogy Network, Professional Learning and Development, Pedagogical Coordination, British Columbia

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