COURSE UNIT TITLE

: REGGIO EMILIA APPROACH CURIOSITY, DISCOVERY AND SCIENCE

DEGREE PROGRAMMES

Description of Individual Course Units

Course Unit Code Course Unit Title Type Of Course D U L ECTS
MBD 5090 REGGIO EMILIA APPROACH CURIOSITY, DISCOVERY AND SCIENCE ELECTIVE 2 0 0 4

Offered By

Buca Faculty Of Education

Level of Course Unit

First Cycle Programmes (Bachelor's Degree)

Course Coordinator

ASSISTANT PROFESSOR BERNA ÇÖKER

Offered to

Music Teacher Education
Turkish Language Teacher Education
Computer and Instructional Technologies Teacher Education
Chemistry Teacher Education
Biology Teacher Education
Turkish Language and Literature Teacher Education
Geography Teacher Education
Physics Teacher Education
Special Teacher Education
ELEMENTARY MATHEMATICS TEACHER EDUCATION
PRE - SCHOOL TEACHER EDUCATION
Mathematics Teacher Education
Elementary Teacher Education
FINE ARTS TEACHER EDUCATION
Guidance and Psychological Counseling
Social Studies Teacher Education
History Teacher Education
Science Teacher Education

Course Objective

This course aims to introduce prospective early childhood teachers to the pedagogical philosophy, principles, and practices of the Reggio Emilia approach, with a specific focus on fostering children's natural curiosity through project-based scientific exploration. The course equips students with the theoretical understanding and practical tools to design learning environments, guide inquiry-based projects, and apply documentation and evaluation strategies that make learning visible and meaningful.

Learning Outcomes of the Course Unit

1   Explain the philosophy and key principles of the Reggio Emilia approach.
2   Design child-led, curiosity-driven learning processes based on scientific and creative thinking
3   Apply the "Three Teachers" concept (child, adult, environment) in educational design.
4   Integrate the concept of The Hundred Languages of Children to support diverse modes of expression.
5   Use observation, documentation, and portfolio-based assessment to track and interpret learning.
6   Utilize digital tools to support documentation and make children s learning visible

Mode of Delivery

Face -to- Face

Prerequisites and Co-requisites

None

Recomended Optional Programme Components

None

Course Contents

Week Subject Description
1 Introduction to the Reggio Emilia approach: historical background, philosophical roots, and Loris Malaguzzi s vision.
2 The image of the child: seeing the child as competent, curious, and co-constructing knowledge.
3 The Three Teachers: Understanding the interactive roles of the child, the adult, and the environment.
4 Designing the learning environment: aesthetics, light, organization, and the environment as the third teacher.
5 The Hundred Languages of Children: Multiple modes of expression and communication in early learning.
6 Scientific thinking and curiosity: Question generation, observation, forming hypotheses, and exploration.
7 Mid-term
8 Introduction to project-based learning: How projects emerge from children s ideas and unfold over time.
9 Planning project work: Following children's interests, organizing materials, and facilitating inquiry.
10 Atelier culture: Thinking through materials, creative experimentation, and expressive scientific learning.
11 Observation, documentation, and assessment: Anecdotal records, visual data, reflection, and portfolio use.
12 Digital tools for documentation: Using photography, video, digital panels, e-portfolios, and digital storytelling
13 Student project development: Structuring child-led project ideas and planning documentation strategies.
14 Student presentations I: Sharing documentation and project designs with peer feedback.
15 Final

Recomended or Required Reading

Edwards, C., Gandini, L., & Forman, G. (1998 / 2011). The Hundred Languages of Children: The Reggio Emilia Experience in Transformation. Santa Barbara, CA: Praeger.

Rinaldi, C. (2006). In Dialogue with Reggio Emilia: Listening, Researching and Learning. London: Routledge

Vecchi, V. (2010). Art and Creativity in Reggio Emilia: Exploring the Role and Potential of Ateliers in Early Childhood Education. London: Routledge

Fraser, S. (2012). Authentic Childhood: Experiencing Reggio Emilia in the Classroom. Belmont, CA: Wadsworth/Cengage Learning.

Giudici, C., Rinaldi, C., & Krechevsky, M. (2001). Making Learning Visible: Children as Individual and Group Learners. Reggio Emilia, Italy: Reggio Children.

Planned Learning Activities and Teaching Methods

Lecture, Discussion, Collaborative learning

Assessment Methods

SORTING NUMBER SHORT CODE LONG CODE FORMULA
1 VZ Midterm
2 FN Semester final exam
3 BNS BNS Student examVZ * 0.40 + Student examFN * 0.60
4 BUT Make-up note
5 BBN End of make-up grade Student examVZ * 0.40 + Student examBUT * 0.60


Further Notes About Assessment Methods

None

Assessment Criteria

To be announced.

Language of Instruction

Turkish

Course Policies and Rules

To be announced.

Contact Details for the Lecturer(s)

bernacoker@gmail.com

Office Hours

to be announced

Work Placement(s)

None

Workload Calculation

Activities Number Time (hours) Total Work Load (hours)
Lectures 13 2 26
Preparations before/after weekly lectures 13 2 26
Preparation for midterm exam 1 7 7
Preparation for final exam 1 10 10
Design Project 1 20 20
Final 1 1 1
Midterm 1 1 1
TOTAL WORKLOAD (hours) 91

Contribution of Learning Outcomes to Programme Outcomes

PO/LOPO.1PO.2PO.3PO.4PO.5PO.6PO.7PO.8PO.9PO.10PO.11PO.12PO.13PO.14PO.15PO.16PO.17PO.18PO.19PO.20
LO.11
LO.21
LO.31
LO.41
LO.51
LO.61

CONTACT INFORMATION
Dokuz Eylül Üniversitesi Cumhuriyet Bulvarı No: 144 35210 Alsancak / İZMİR
Phone: +90(232) 412 12 12 - Fax: +90 (232) 464 81 35

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