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Samenvatting Sporen van Reggio
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samenvatting op basis van het boek 'sporen van Reggio'
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Sporen van ReggioZita Basteleus
Labo: van rammelaar tot raket
1ste bachelor pedagogie van het jonge kind
2024
,Labo: van rammelaar tot raket
Samenvatting
INLEIDING ........................................................................................................................................................ 3
H1: WAT IS SPOREN, WAT IS HET NIET? ......................................................................................... 4
Sporen ......................................................................................................................................... 4
Geen Reggio in Nederland ........................................................................................................... 4
H2: HET VERHAAL VAN REGGIO EMILIA..................................................................................... 5
Oorsprong in Italië ........................................................................................................................ 5
Na de Tweede Wereldoorlog .......................................................................................................... 6
Betrokkenheid bij het ontstaan van de Reggio Emilia-benadering ..................................................... 6
Een brede maatschappelijke beweging .......................................................................................... 6
Geschiedenis oprichting kindercentra .......................................................................................... 6
De zoektocht naar inhoud ............................................................................................................. 7
H3: VAN REGGIO NAAR SPOREN ........................................................................................................ 8
Centrale concepten van Sporen .................................................................................................... 9
Het krachtige kind ...................................................................................................................... 9
De drie pedagogen .................................................................................................................... 10
Honderd talen ........................................................................................................................... 11
De co-constructie van de identiteit.............................................................................................. 11
De drie participanten ................................................................................................................. 12
H4: WERKEN MET SPOREN .................................................................................................................. 13
De pedagogische cyclus .............................................................................................................. 13
De pedagogische systematiek ...................................................................................................... 14
Werken in kleine groepjes ........................................................................................................... 14
Veiligheid & respect ............................................................................................................... 15
Kijken & luisteren....................................................................................................................... 15
Onderzoeken & documenteren ................................................................................................... 15
Reflecteren & plannen maken ..................................................................................................... 16
De betekenis van documentatie voor de 3 participanten................................................................ 16
Onderwerpwerken ....................................................................................................................... 17
De pedagogische begeleiders van een Sporen-kindercentrum ....................................................... 18
Een pedagogisch team............................................................................................................... 19
De ruimte als derde pedagoog ...................................................................................................... 19
Documentatiemiddelen ............................................................................................................... 20
Documentatiewanden ............................................................................................................... 20
1
, Labo: van rammelaar tot raket
Verwerking van documentatiemiddelen ....................................................................................... 21
Ruimtes & materialen .................................................................................................................. 21
Een eigen ruimte ....................................................................................................................... 21
Gemeenschappelijke ruimtes ..................................................................................................... 23
H5: SPOREN ONTWIKKELEN .............................................................................................................. 24
Sporen maken ............................................................................................................................. 24
De 4 fasen van het veranderingsproces ........................................................................................ 24
Rollen & taken van de groepsleiding en leerkrachten ..................................................................... 25
SYNTHESE ...................................................................................................................................................... 26
Reggiaanse pedagogiek gaat uit van/impliceert ........................................................................... 26
Het verhaal van Reggio Emilia ...................................................................................................... 26
Centrale concepten ................................................................................................................... 27
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