After the end of World War II, he participated in the founding activities of citizen schools with great enthusiasm. Mr. malagu has been devoted to the research of preschool education, and his outstanding contribution has been recognized and appreciated all over the world.
The formation of Reggio's education system is influenced by Italy's own preschool education tradition and post-war left-wing political reform, as well as the mainstream progressive education trend in Europe and America and the constructivist psychology of Piaget, Vygotsky and other psychologists.
1, mainstream progressive education in Europe and America
Maraguchi, the founder of Reggio's education system, believes that the establishment of this system has been influenced by many thinkers and educators, mainly by European and American progressive thinkers such as Dewey, Ke Qubo and Ai Shaq. Dewey is a representative figure of progressivism, and his influence on Reggio is mainly reflected in three aspects:
(1) Child-centered educational concept. The founder of Reggio, Maragucci, said: "In our education system, the most basic thing is to take children as the center ...". Education should respect the characteristics of children's physical and mental development, children should have their own space, adults can not exert authority on children, adults are the guidance and support of children's life.
(2) Education should encourage democracy and cooperation. This is fully reflected in the concept of children, education and community management promoted by Reggio School. Teachers educate and learn children according to their interests and needs. Teachers, parents and community representatives of the school participate in the decision-making and management of the school, and the spirit and attitude of democratic cooperation are very obvious.
(3) The idea of "learning by doing". This provides a cornerstone for the development of Reggio's "project activities", and advocates that children decide their own activities, make their own plans, carry out their own activities and evaluate themselves.
2. Piaget and Vygotsky's Constructive Psychology.
Piaget's genetic epistemology pointed out that knowledge comes from the interaction between subject and object, and activity is the basis of promoting children's active learning. This interactive view of activities is naturally reflected in Reggio's educational system. Vygotsky believes that interpersonal communication is the source and motive force for the development of advanced psychology. Therefore, he emphasized the important role of social communication in children's psychological development.
Reggio Education attaches great importance to the relationship and interaction between each child and other children, teachers, parents and the surrounding social and cultural environment. Vygotsky's theory of "zone of proximal development" has also had a far-reaching impact on Reggio's diversified educational ideas, scientific goal orientation, optimized educational environment and reasonable evaluation methods.