Science education in preschool: How to assimilate the Reggio Emilia pedagogy in a Turkish preschool

Science education in preschool contributes to children’s learning and development (Conezio & French, 2002; French, 2004; Eshach & Fried, 2005; Gelman & Brenneman, 2004; Harlen, 2000; National Research Council [NRC], 2001), supports children’s strong and prolonged interest and curiosity in science (Conezio & French, 2002; Cummings, 2003; French, 2004; NRC, 2001) and encourages children’s competency in science learning (Gelman & Brenneman, 2004; MSEB/CFE, 2005; NRC, 2001). The Reggio Emilia philosophy is very compatible with preschool natural sciences education in terms of both science content and skills. However, there are very few studies about the integration of natural sciences in Reggio Emilia classrooms. One of the most comprehensive research studies on Reggio science education was conducted by Inan in 2007. This commentary manuscript and demonstrations for preschool science teachers are derived from Inan’s dissertation research on natural sciences education in a Reggio Emilia-inspired preschool classroom and re-examined considering Turkish preschool education system and Turkish national education standards.

Before stating how to assimilate the Reggio Emilia approach, it is essential to understand this pedagogy and the background of the emergence of the approach in Italy. The history of the Reggio Emilia schools in Italy goes back to the mid-twentieth century, just after the end of the Second World War (Malaguzzi, 1998). Malaguzzi indicates that citizens and parents in the town called Reggio Emilia volunteered to build the first Reggio Emilia school. Malaguzzi states that it was a great community action with the strong desire of citizens for new educational system for their children after 20 years under the fascist regime. He continues, “The municipal government was increasingly determined to institute more schools to satisfy the emerging needs of children and families” (p. 53). Malaguzzi states that while the Reggio Emilia teachers were benefiting from the ideas of distinguished theorists (e.g., John Dewey, Jean Piaget, Lev Vygotsky, Erik Erikson, Urie Bronfenbrenner, Henri Wallon, Edward Chaparede, Ovide Decroly, Anton Makarenko, Pierre Bovet, Adolfe Ferriere, and Celestine Freinet), they were also strengthening their belief in an active education, pluralism among children, and an education free from the dominance of the Fascist regime.

What makes the Reggio Emilia approach special and unique among other preschool curricula is its cultural and historical background, as discussed above, and its principles as follows:

The child’s image: The child is intelligent, strong, beautiful and ambitious (Malaguzzi, 1994);

The teacher’s role: The teacher plays a wide variety of roles, namely observer, listener, learner, nurturer, partner and provocateur (Rinaldi, 1993), which is different than traditional teacher roles, such as being an expert;

The projected curriculum: The new idea of curriculum, called progettazione,stresses importance of long term and in-depth projects developed by the classroom community including teachers and children (Rinaldi, 1998);

The Documentation: It supports rich documentation of children’s work and progress (Gandini, 2004), which is very different from traditional collections of children’s work in terms of its educative function;

The environment: The well-planned environment and intelligent materials are considered as another teacher in the classroom (Gandini, 1998).

Moreover, the Reggio Emilia approach, which is based on strong relationships among children, teachers, parents and the community (Rinaldi, 1998), supports social-constructivist education differing from individualist approaches in early childhood education.

Since the Reggio Emilia approach encourages young children to engage with natural sciences, it was worth examining and exploring it in more detail. Since more preschools are integrating natural sciences and related standards into the classroom life of preschools, the study could contribute to educators’ understanding of how to integrate natural sciences into preschool curricula in a Reggio way and help inform the practices of science teacher educators and science educators in general. Accordingly, this manuscript aimed to show how teachers can help preschoolers construct their knowledge of science and meet pre-K science standards successfully in a Reggio Emilia way.

Next, the Reggio Emilia pedagogy is discussed in terms of its appropriateness for different contexts and how to assimilate it into a preschool. The Reggio Emilia approach has its roots in the unique culture and history of its origin (the city of Reggio Emilia, Italy). It does not provide a packet program or curricula, but instead an authentic perspective to early childhood education. Accordingly, the preschools in different cities/countries are recognized as being inspired by the approach.