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Perceptions of the Reggio Emilia Approach to Early Childhood Education Walden University ScholarWorks Walden Dissertations and Doctoral Studies Walden Dissertations and Doctoral Studies Collection 2021 Perceptions of the Reggio Emilia Approach to Early Childhood Education Brandon Harris Gantt Walden University Follow this and additional works at: https://scholarworks.waldenu.edu/dissertations Part of the Curriculum and Instruction Commons, and the Pre-Elementary, Early Childhood, Kindergarten Teacher Education Commons This Dissertation is brought to you for free and open access by the Walden Dissertations and Doctoral Studies Collection at ScholarWorks. It has been accepted for inclusion in Walden Dissertations and Doctoral Studies by an authorized administrator of ScholarWorks. For more information, please contact [email protected]. Walden University College of Education This is to certify that the doctoral study by Brandon Gantt has been found to be complete and satisfactory in all respects, and that any and all revisions required by the review committee have been made. Review Committee Dr. Amy White, Committee Chairperson, Education Faculty Dr. Suzanne Wesson, Committee Member, Education Faculty Dr. Donald Yarosz, University Reviewer, Education Faculty Chief Academic Officer and Provost Sue Subocz, Ph.D. Walden University 2021 Abstract Perceptions of the Reggio Emilia Approach to Early Childhood Education by Brandon Gantt MEd, Southern Wesleyan, 2016 MBA, Walden University, 2012 BS, Newberry College, 2010 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University January 2021 Abstract Preschools provide a method of early intervention to prepare children for school. Reggio Emilia (RE) curricular approach widely used for early childhood education that has not consistently shown a positive influence on cognitive, social, and emotional development of young children. It is also unknown whether those who participate in the RE curricular approach perceive it to foster cognitive, social, and emotional development in early childhood. The purpose of this qualitative, exploratory case study was to investigate participant-perceived benefits of RE as a curricular approach. The conceptual grounding of the study was social constructivism because the RE curricular approach emphasizes the importance of the environment to the growth and development of children. The research questions explored the cognitive, social, and emotional benefits that parents, teachers, and school leaders perceived with the RE approach, as well as the experiences within the RE curricular approach that may prepare children for primary and elementary schooling. Interviews with twenty-one participants and observations at 3 childcare centers in a southern state helped to determine whether participants perceived the RE approach as preparing children for elementary school. The open coding process yielded themes of benefits of the RE approach, social and emotional benefits, the acquisition of essential skills for schools, and collaboration and indicated that parents, educators, and school leaders felt that the RE approach was beneficial for the cognitive, social, and emotional development of children. The findings may provide a shift in early childhood pedagogy that incorporates areas of the social constructivist approach found to have perceived positive effects on the cognitive, social, and emotional benefits of children, leading to social change. Perceptions of the Reggio Emilia Approach to Early Childhood Education by Brandon Gantt MEd, Southern Wesleyan, 2016 MBA, Walden University, 2012 BS, Newberry College, 2010 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University January 2021 Dedication This dissertation is dedicated to my family, who believed in me and encouraged me to reach for the stars. To my mother, Cynthia Gantt, who taught me to believe in myself. To my father, Thomas Roberts, who taught me strength, determination, and hard work. To my children, Lola, Ava, Nora, and Eliza, who I wake up every morning for. Nothing is greater than the works that we do for each other. To my brother, Tony, and my sister, Sharina, for supporting me in all circumstances. To my family, including nieces, nephews, uncles, aunts, and grandparents, for raising me up through prayers and love. Lastly, I dedicate this work to my wife, Beatriz Christina Gantt, who, in her own way, inspires me to be the best man I can be, to stand up for our family. She has been with me every step of this journey, and I love her dearly. Acknowledgments In my second year in undergrad, I sat across from Dr. Cindy Van Buran, and we spoke about the influence that educators can have on the lives of children. That conversation propelled me to dedicate my life to education. Dr. Glenna Zeak and Dr. Cathy Mitchell both helped continue to nurture my love for education and my love for children as they mentored me to be an educator of children and not simply a teacher. Thank you to all the professors at Walden who helped me develop into the researcher that I have become. To my chair, Dr. Amy White, who was willing to fight for me and motivate me to do the best work that I could do. To my second chair, Dr. Suzanne Wesson, thank you for your guidance and support. To all my friends who have encouraged me throughout this entire process, thank you. Thank you to all the parents, teachers, and school leaders who participated in this study and were willing to give me their time to tell me about their experiences with regards to Reggio Emilia. And to Loris Malaguzzi and the community of educators who developed the social constructivist approach of Reggio Emilia. Table of Contents List of Tables ..................................................................................................................... vi Chapter 1: Introduction to the Study ....................................................................................1 Background ....................................................................................................................3 Problem Statement .........................................................................................................5 Purpose of the Study ......................................................................................................9 Research Questions ......................................................................................................10 Conceptual Framework ................................................................................................10 Nature of the Study ......................................................................................................11 Definitions....................................................................................................................12 Assumptions .................................................................................................................14 Scope and Delimitations ..............................................................................................15 Limitations ...................................................................................................................17 Significance..................................................................................................................18 Summary ......................................................................................................................19 Chapter 2: Literature Review .............................................................................................21 Introduction ..................................................................................................................21 Literature Search Strategies .........................................................................................22 Conceptual Framework ................................................................................................24 Social Constructivism ........................................................................................... 25 Bruner ................................................................................................................... 27 Gardner ................................................................................................................. 27 Vygotsky ............................................................................................................... 28 i Social Constructivist Educational Philosophy .............................................................29 Review of Current Literature .......................................................................................31 Early Childhood Programming Options ............................................................... 31 Cognitive, Social, and Emotional Benefits of the Reggio Emilia Approach ........ 32 Brief History of Reggio Emilia ............................................................................. 33 Fundamental Principles of the Reggio Emilia Approach ..................................... 34 Perceived Benefits of the Reggio Emilia Approach ............................................. 46 The Reggio Emilia Approach in the United States ............................................... 52 Perceived Limitations of the Reggio Emilia Approach ........................................ 54 Explanation of Related Past Research .................................................................. 56 Seminal Works .....................................................................................................
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