The Development of Learner Competencies and Personalized Learning in the Early Years: A Reggio-inspired Approach as Pedagogy




Reid Lincoln, Margaret

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The purpose of this project is to examine the shift to a competency-based approach to education as identified globally in educational reform and as outlined in the redesigned British Columbia curriculum. A constructivist Reggio-inspired approach is proposed as a pedagogy which supports the development of learner competencies. This Capstone project reviews literature that connects to both the foundational principles of the Reggio Emilia approach and core competencies that are reflected in the practice of this approach. Social constructivism provides the theoretical framework for examining the connections of the principles of the Reggio Emilia approach to the facilitation of 21st century competencies. Educator experiences and challenges of a learner-centered focus are explored within mandated curriculum contexts. The environment as the third teacher is presented to consider a conceptual model for a Reggio-inspired innovation space, aligned with 21st century competency development and personalized learning. A guide describing the components of the model, linking the elements of materials, creative technologies and pedagogical documentation, is presented for educators to consider in creating innovative learning spaces.



Reggio-inspired, competencies, personalized learning, innovative learning spaces