Doing Reggio?’ Exploring the complexity of ‘curriculum’ migration through a comparison of Reggio Emilia, Italy and the Eyfs, England
Bibliographic Data
| ID | 13005443 |
|---|---|
| Authors | Sarah Chicken (0000-0001-6428-1102, University of the West of England, corresponding author) |
| Year | 2022 |
| Volume | 13 |
| Issue | 4 |
| Pages | 322-340 |
| Publication date | 2022-01-19 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Global Studies of Childhood (JOURNAL) |
| Journal identifiers | ISSN: 2043-6106 • E-ISSN: 2043-6106 |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/20436106211068041 |
| OpenAlex | W4206400030 |
| Language | EN |
| Citations received | 2 |
| References cited | 37 |
This paper begins a quarter of a century ago with the first visit to the UK of the Reggio Emilia exhibition ‘The Hundred Languages of Children’ and initial interest by some of the early education community in ‘doing Reggio’. Within the same period, the move to introduce a formal curriculum for young children in England and Wales began, initially with the Desirable Outcomes documents in 1996 (SCAA) and more recently with the latest incarnation of the Early Years Foundation Stage. This paper first explores key aspects of the Reggio Emilia approach before turning to the development of the curriculum for young children within England, making visible key differences between these two ways of working. Drawing on Foucauldian discourses, I aim to demonstrate that curricula models are underpinned by socially constructed discourses and that as the discourse of ‘school readiness’ has tightened its stranglehold on early years policy within England, the likelihood of ‘doing Reggio’ has been eroded significantly
Aesthetics · Archaeology · Art · Curriculum · Early childhood · Early childhood education · Exhibition · Foundation Stage · Pedagogy · Period (music · Quarter (Canadian coin · Sociology · Visual arts · Early Childhood Education and Development · Global Education and Multiculturalism · Global Educational Policies and Reforms · History · Psychology
Education reform
The Curriculum of the Future
In Dialogue with Reggio Emilia
Beyond Quality in Early Childhood Education and Care
Beyond Quality in Early Childhood Education and Care
Neoliberalism and early childhood
The Scientific Discourse of Education
Foucault's Discipline
Understanding Foucault
Doing Foucault in Early Childhood Studies
Ethics and Politics in Early Childhood Education
Deconstructing Professionalism in Early Childhood Education
Ideology and Curriculum
Foucault and Education
Foucault's Challenge
Developing Multiprofessional Teamwork for Integrated Children's Services
Emancipatory Aspirations in a Postmodern Era
A new paradigm war? The impact of national curriculum policies on early childhood teachers’ thinking and classroom practice
The ‘child in need’ and ‘the rich child’
Power, Meaning and Identity
The archaeology of knowledge
Discipline and Punish
| Unique citing works | 2 |
|---|---|
| Citations per year | 1 |
| Citation span | 2024 - 2025 (2) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 2 |