In Dialogue with Reggio Emilia: Listening, Researching and Learning

By Carlina Rinaldi. 2004

691 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/43bf019308d459abea4d5d321d5871cbabf61b0a

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C. Tayler
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Citations in the corpus

Semiotic Mediation, Dialogue and the Construction of Knowledge (2007, background): “Space does not allow an exhaustive account of all these projects, but particularly worthy of mention are: the Knowledge-Building Communities developed by Marlene Scardamalia and Carl Bereiter in Canada [Scardamalia, 2001; Scardamalia, Bereiter, & Lamon, 1994]; in the United States, the Communities o”
‘The playing-exploring child’: Reconceptualizing the relationship between play and learning in early childhood education (2018, methodology): “This increased attention to exploration in the Nordic countries is in part rooted in the increased influence in these countries of the Reggio Emilia approach (Richter, 2011), which itself emphasizes exploration (Rinaldi, 2006).”
Continuing professional development – why bother? Perceptions and motivations of teachers in Ireland (2016, background): “However, Rinaldi (2006) supports the view that professional development is a personal journey and she calls the process whereby this is brought about ‘formazione’ – a combination of professional and personal development.”
Heutagogy: spirals of reflection to empower learners in higher education (2010, background): “Whilst this is linked specifically to continuous quality improvement in England, other approaches such as Te Whariki in New Zealand (Pound, 2005) and Reggio Emilia in a region of Italy (Rinaldi, 2005) show that reflective practice also informs community development as it engages with all adults part”
Starting Strong II: Early Childhood Education and Care (2006, background): “Assessment is understood as reflection and research – a shared experience concerned more with understanding learning and creating new knowledge than measuring whether children have achieved some education goal or developmental norm” (Rinaldi, 2006).”
Research into the connection between built learning spaces and student outcomes (2011, background): “Teacher practice 21 Students 22 Quality learning 23 Spaces 24 Gaps in the consolidation phase 32 Contents Research into the connection between built learning spaces and student outcomesii”