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Extending Reggio Emilia Principles in the Middle School Context: A Western Australian Case Study

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Abstract:

In partnership with a small Western Australian independent community school, this research investigated how the Reggio Emilia philosophy was extended into the Middle School context. The Reggio approach, recognised as a model of excellence for early childhood education, has remained largely unexplored in secondary education. This research, is therefore, highly significant to the educational community as it presents an alternative model with fresh insight for delivering mainstream Middle Schooling consistent with post-modern sensibilities. The case study, conducted over a six-month period, and employing ethnographic inquiry methodology, documented the experiences of those involved in this innovative programme during a time of ongoing tension between the school’s promotion of a curriculum responsive to the “complex ecology” of young adolescents’ lives and fulfilling government registration requirements. Implications for educational practice and theory are that extending Reggio Emilia educational principles in the Middle School context promotes students’ learning, well-being and happiness.

Keywords: Middle Schooling; Reggio Emilia; adolescence; efficacy; happiness; well-being

Document Type: Research Article

DOI: https://doi.org/10.7459/ept/33.1.05

Publication date: 2011-01-01

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  • Educational Practice and Theory is a bi-annual, independent, refereed journal which, since its launch in 1978, has become an important independent forum for original ideas in education. It publishes innovative and original research in the area. Its focus is both applied and theoretical and it seeks articles from a diverse range of themes and countries.
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