Sancho Gil, J. M. & Padilla Petry, P. (2016). Promoting digital competence in secondary education: are schools there? Insights from a case study. Journal of New Approaches in Educational Research, 5(1), 57-63. doi: 10.7821/naer.2016.1.157

INTRODUCtioN

METHODOLOGY

STUDY DELIMITATION

LITERATURE REVIEW. OUTCOMES

CONCLUSIONS

Conceptual frameworkCONCEPT applied to the ATELIER

Environment asthe 3rd Teacher

Hundred Languagesof the children

Projects

Teacher-Researcher

Image ofthe child

NegotiatedLearning

Documentation

Family-schoolRelationships

IMPACT ON STUDENTS IMPACT ON TEACHERS

The training of artistic education teachers in early childhood lackssuitable academic programs.

Lack of training in art Artistic education contributes to the development of critical thinking amongst infants

A systematic literature review following the guidelines provided by Grant & Booth, the EPPI Centre, and Jesson, Matheson & Lacey

Search for studies

Describing and mapping

58 24 27

Review analysis

To present a theoretical framework which can support the adoption ofReggio Emilia’s atelier as an essential element in the development of critical thinking

Lack of training in pedagogy

Evaluation quality and relevance – peer review

1

1

2 3

Summary of results obtained in the study5 Conclusions64

Main aim

classification

Solution

of Articles Philosophy 2 Lessons 3 Applications In the classroom

articles carried out according to casestudies and theoretical papers

did not contain enoughinformation about Reggio Emilia

The main aim of this study consists in using a literature review as a means to present a conceptual framework able to promote the implementation of Reggio Emilia’s model and philosophy conceptualization at schools.

In Infant Education, during their pupils’ artistic process, teachers can limit infants’ creativity with activities oriented towards the copy or reinterpretation of a specific art work created by a particular artist.

Reggio Emilia can help students represent and communicate their thinking through a variety of means and symbolic systems.

(Teachers andresearchers)

of ReggioEmilia schools

A possibility exists to establish a conceptual framework able to help in the implementation of Reggio Emilia’s approach at schools, which can addi-

tionally serve as a guide to present a new perspective and encourage innovation in teachers’ professional development.

They invite students to explore, investigate, experiment and ask questions about the world around them.

Sensitivity to the appearance of the school and its surroundings.

Integration of graphic arts as a cognitive tool, linguistic and social.

Presentation of concepts and hy-potheses in differ-ent ways: painting, theatre, writing, shadow theatre, etc.

Role of the teacher-researcher: to listen, to observe and to document their students’ work.

Little researcher.

Commitment towards educational practice and learning.

Propose projects focused on the interests of children.

Generate strategies that help students to interact with each other (debates, problem resolution, teamwork, etc.).

Cooperative work with other teachers to share information.

To help students to make decisions about which direc-tion to take in their studies.

Common areas that allow students from other classes to meet.

Use of the arts as a symbolic language to express their knowledge in projects

Co-construction of learning through social relationships.

Based on the interest of students.

Provoke and stimulate their students thoughts

Acquisition of autonomy, independence and confidence.

Opportunities to share with the educational community (teachers, families, researchers) working class.

The opportunity to express, build and validate their ideas, knowledge and emotions.

The teacher collects information on the students work (with photos, videos, audio, collection of written notes taken from observations).

Teamwork between students, teachers and families.

Help students to keep track of their learning and make it visible.

Facilitate learning about the world around us.

Education based on social relationships.

Making decisions and solving difficulties.

Create an environment rich in possibilities and challenges that invites to teamwork, to explore and to solve problems.

Journal of New Approachesin Educational Researchhttp://naerjournal.ua.es

doi:10.7821/naer.2017.1.207.01

Reggio Emilia: an Essential Tool toDevelop Critical Thinking in Early ChildhoodSantín, M. F., & Torruella, M. F. (2017). Reggio Emilia: An Essential Tool to Develop Critical Thinking in Early Childhood. New Approaches in Educational Research, 6(1), 50-56. doi:10.7821/naer.2017.1.207

Editors: Dra. Rosabel Roig Vila and Dr. Santiago Mengual AndrésPaper design and adaptation: Àngel Vilaplana Camús

Graphic content: Freepik.es