Abstract
A key aspect of the Reggio Emilia inspired curriculum is a learning group approach that fosters social and cognitive development. The purpose of this paper is to investigate how a Reggio Emilia inspired learning group approach works for children with and without disabilities. This study gives insight into how to form an appropriate learning group including the effective ratio between children with and without disabilities, the teacher expertise required and other supporting strategies for children with special needs to function more positively in a learning group approach. This study employed both qualitative and quantitative data analysis to code selected videotaped learning group sessions. Findings indicated that across the five children, four children developed in the areas of relationship, communication, and play skills. Children within the learning group exhibited increased interest, inclusion, friendship, and empathy toward both children with special needs. In addition, facilitating high quality learning groups requires intentional planning, reflection, and engagement from children and teachers.
Similar content being viewed by others
References
Beneke, S., & Ostrosky, M. M. (2015). Effects of the project approach on preschoolers with diverse abilities. Infants and Young Children, 28(4), 355–369.
Broderick, J. T. & Hong, S. B. (2011). Introducing the cycle of inquiry system: A reflective inquiry practice for early childhood development. Early Childhood Research & Practice, 13(2). http://files.eric.ed.gov/fulltext/EJ956375.pdf.
Cohen, J. (1960). A coefficient of agreement for nominal scales. Educational and Psychological Measurement, 20, 37–46.
Donegan, M., Hong, S. B., Trepanier-Street, M., & Finkelstein, C. (2005). Exploring how project work enhances student teachers’ understanding of children with special needs. Journal of Early Childhood Teacher Education, 26, 37–46.
Edmiaston, R. K. & Fitzgerald, L. M. (2000). How Reggio Emilia encourages inclusion. Educational Leadership, 58(1), 66–69.
Edwards, C., Gandini, L., & Forman, G. (Eds.). (2012). The hundred languages of children: The Reggio Emilia experience in transformation. Santa Barbara, CA: Praeger.
Giudici, C., Rinaldi, C., & Krechevsky, M. (2001). Making learning visible: Children as individual and group learners. Cambridge, MA: Reggio Children.
Graue, M. E., & Walsh, D. J. (1998). Studying children in context: Theories, methods, and ethics. Thousand Oaks, CA: Sage Publications.
Griebling, S. (2011). Discoveries from a Reggio-inspired classroom: Meeting developmental needs through the visual arts. Art Education, 64(2), 6–11.
Harris, K. I., & Gleim, L. (2008). The light fantastic: Making learning visible for all children through the project approach. Young Exceptional Children. doi:10.1177/1096250608314591.
Harte, H. A. (2010). The project approach: A strategy for inclusive classrooms. Young Exceptional Children, 13(3), 15–27.
Katz, L., & Galbraith, J. (2006). Making the social visible with inclusive classrooms. Journal of Research in Childhood Education, 21(1), 5–21.
Krechevsky, M. (2001). Form, function, and understanding in learning groups: Propositions from the Reggio classrooms. In Project Zero & Reggio Children (Eds.), Making learning visible: Children as individual and group learners (pp. 246–269). Cambridge, MA: Reggio Children.
Krechevsky, M., & Mardell, B. (2001). Four features of learning in groups. In Project Zero & Reggio Children (Eds.), Making learning visible: Children as individual and group learners (pp. 284–295). Cambridge, MA: Reggio Children.
Mcwayne, C., Sekino, Y., Hampton, G., & Fantuzzo, J. (2002). Penn interactive peer play scale: Teacher and parent rating scales for preschool and kindergarten children. Philadelphia, PA: University of Pennsylvania.
ReggioChildren. (2010). The infant-toddler centers and preschools of Reggio Emilia: Historical notes and general information. Reggio Emilia, Italy: Municipal Infant-Toddler Centers and Preschools of Reggio Emilia.
Soncini, I. (2012). The inclusive community. In C. Edwards, L. Gandini, & G. Forman (Eds.), The hundred languages of children: The Reggio Emilia experience in transformation (pp. 187–211). Greenwich, CT: Ablex.
Vakil, S., Freeman, R., & Swim, T. J. (2003). The Reggio Emilia approach and inclusive early childhood programs. Early Childhood Education Journal, 30(3), 187–192.
Viera, A. J., & Garrett, J. M. (2005). Understanding interobserver agreement: The Kappa statistic. Family Medicine, 37(5), 360–363.
Author information
Authors and Affiliations
Corresponding author
Appendix: Reggio Emilia Inspired Learning Group Coding Instrument
Appendix: Reggio Emilia Inspired Learning Group Coding Instrument
See Table 1.
Rights and permissions
About this article
Cite this article
Hong, S.B., Shaffer, L. & Han, J. Reggio Emilia Inspired Learning Groups: Relationships, Communication, Cognition, and Play. Early Childhood Educ J 45, 629–639 (2017). https://doi.org/10.1007/s10643-016-0811-0
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10643-016-0811-0