The aspect of Reggio Emilia approach has been published on various magazines and articles as one of the best and popular model of childhood education in the world whereby it is referred as an international and pioneering model which most have tried to replicate (Eckhoff " Spearman, 2009). Reggio schools were well known for employing a democratic setting of education where children, teachers, and stakeholders collaborated in the learning process to achieve positive outcomes. The model has been used as the gold standard which is utilized for the reflection of the effectiveness of the current models of childhood education. It was grounded in a cultural setting which others used to come up with similar models (Swann, 2008). An ideal methodology is applied in characterizing social phenomena regarding cultural ideals that provide them with meaning and purpose.
The Reggio Emilia approach is unique and can achieve the method of an ideal type of a learning method because it is grounded in a long-standing tradition of politics, a local Italian culture as well as diverse demographic and geographic environments. Although it cannot be adopted in any other part of the world, it gives insight about the main ideas of inclusion by embracing unique aspects such as people with special needs by encouraging the sharing of their achievements by parents and teachers (Schroeder, 2008). The image of the child, as well as the idea of inclusion, would be positively affected if schools employed the Reggio model in the school curriculum through expansion of attitudes, beliefs, and values about children.
Enhancing competency and self-drive in children instead of having weak and spoon fed learners would change the mode of education and bring positive outcomes in the children (Wien, 2015). In conclusion, it is vital to understand the dynamic role of culture in enhancing relationships between religion and education. In the current multicultural community, people need to adapt and celebrate this role in the classroom and apply effective methods to support and motivate children to be self-independent learners by making the class a desirable place for the teacher and the student.
References
Eckhoff, A., " Spearman, M. (2009). Rethink, reimagine, and reinvent The Reggio Emilia approach to incorporating reclaimed materials in children's artworks. Art Education, 62(2), 10-16.
Schroeder-Yu, G. (2008). Documentation: Ideas and applications from the Reggio Emilia approach. Teaching Artist Journal, 6(2), 126-134.
Swann, A.C. (2008). Children, objects, and relations: Constructivist foundations in the Reggio Emilia approach. Studies in Art Education, 50(1), 36-50.
Wien, C.A. (2015). Emergent curriculum in the primary classroom: Interpreting the Reggio Emilia approach in schools. Teachers College Press.
