The Main Ideas of Regio Amelia's Education System

Children's learning is not independently constructed, but under many conditions, mainly in the process of interaction with parents, teachers and peers; It constructs knowledge, emotion and personality in a specific cultural background. In the process of interaction, children are both beneficiaries and contributors.

All aspects of interactive existence

(1) exists between development and learning;

② It exists between the environment and children;

③ Occurred between different symbolic languages;

④ Occurring between thought and behavior;

(5) Between individuals and people (the most important).

This view of interaction and cooperation among parents, teachers and children not only puts children in the position of active learning, but also strengthens their sense of identity with family and group, so that every child can feel a sense of belonging and self-confidence when participating in activities. Reggio's pragmatic experience for many years has confirmed the importance of theoretical concepts such as social and cultural environment, social cognitive conflict, and the zone of recent development. We can also see the development process from Piaget's constructivism to social constructivism based on Vygotsky's social and cultural development theory. Some people think that Reggio's curriculum orientation is that there is an inseparable relationship between the theory of human development and the values, beliefs and goals of the social and cultural environment, and it is the basis for the in-depth theme project activities jointly constructed by adults and children.

The concept of "interactive cooperation" is also reflected in the management of preschool education institutions, which holds that education is the activity and cultural sharing of the whole town. The concept of "community should participate in schools" has formed a specific management feature, which is manifested in the community management mode of nurseries and kindergartens. At the same time, kindergartens have "advisory committees" to convey the needs of parents and educators. The board of directors of urban nurseries and kindergartens consists of representatives of nursery advisory committees, local preschool education administrators, teaching coordinators and elected education officials.

The interaction and cooperation between family and school helps to develop new educational methods and regards them as elements of different wisdom. The responsibility for children's education is shared by schools and families. They are convinced that only the participation of teachers and parents can bring the best experience to children.