ADAPTING TO CHANGE: CAN THE REGGIO EMILIA APPROACH HELP WITH THE IMPLEMENTATION OF THE NEW QUEBEC CURRICULUM?
Bibliographic record
Abstract
ABSTRACT. Educators in Quebec are faced with implementation of a curriculum reform, which places particular emphasis on young children's learning. One of the most highly regarded approaches to early childhood education is the Reggio Emilia approach, which began in Italy after the Second World War. Documentation of the success of this approach reveals imaginative and creative work produced by three-, four- and five-year-old children. The Reggio Emilia approach has significant similarities to the new Quebec curriculum. These include building on children's previous experiences; allowing children to set goals for themselves and decide on choice of projects; and drawing on a variety of 'languages' to represent children's ideas (e.g. artistic, verbal, or symbolic). In this article, we explore three relevant components of the Reggio Emilia approach which could assist in the implementation of the new Quebec curriculum: 1) the environment, 2) project-based learning, and 3) documentation. AJUSTEMENT AU CHANGEMENT: LA DEMARCHE DE REGGIO EMILIA PEUT-ELLE CONTRIBUER A LA MISE EN OEUVRE DU NOUVEAU CURSUS DU QUEBEC? RESUME. Les educateurs du Quebec sont tenus de mettre en oeuvre une reforme du programme scolaire qui attache plus d'importance a l'apprentissage des jeunes enfants. L'une des methodes d'enseignement prescolaire particulierement prisees est la methode de Reggio Emilia, qui a debute en Italie apres la Deuxieme guerre mondiale. Le succes de cette methode est atteste par des oeuvres imaginatives et creatives concues par des enfants de trois, quatre et cinq ans. Il existe des similitudes entre la methode de Reggio Emilia et le nouveau programme du Quebec. Entre autres, les deux s'inspirent des experiences prealables des enfants; elles permettent aux enfants de se fixer des objectifs pour eux-memes et de decider des projets qu'ils entendent realiser; et elles s'inspirent d'une diversite de «langages» pour representer les idees des enfants (par ex. le langage artistique, verbal ou symbolique). Dans cet article, nous etudions trois composantes de la methode de Reggio Emilia susceptibles d'aider a la mise en oeuvre du nouveau cursus du Quebec: 1) l'environnement; 2) l'apprentissage axe sur des projets; et 3) la documentation.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.009 | 0.015 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.010 | 0.005 |
| Scholarly communication | 0.006 | 0.003 |
| Open science | 0.004 | 0.005 |
| Research integrity | 0.003 | 0.003 |
| Insufficient payload (model declined to judge) | 0.007 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".