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Descripción
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| For many years, the Reggio Emilia approach has been in the spotlight of the international debate on early childhood education. This philosophy, originated after World War II in a handful of villages around the Italian town of Reggio Emilia, today attracts countless devoted followers in preschool centres all over the world and inspires an ever-increasing amount of pedagogical research. Within this academic work, however, not many in-depth studies have been carried out to comprehend Reggio?s educational success in direct relation to the built environment ?except for Ceppi and Zini?s project Children, Spaces, Relations (1998) and some of Vea Vecchi?s publications. That being so, this paper focuses on Reggio?s ultimate links between pedagogy and architecture, trying to go beyond superficial descriptions of ?amiable environments? ?as these schools are usually depicted. More specifically, the work was triggered by Alfredo Hoyuelos? interpretation of Loris Malaguzzi?s famous statement: ?building pedagogy means dreaming the beauty of the unusual? (Hoyuelos, 2006, p.120). Simply by replacing the term ?pedagogy? for ?architecture? in that sentence, a compelling hypothesis emerged around the possibility of giving these schools the right to dream the beauty of the unusual, too. | |
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Internacional
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Si |
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JCR del ISI
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No |
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Título de la revista
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Edinburgh Architecture Research |
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ISSN
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0140-5039 |
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Factor de impacto JCR
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Información de impacto
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Volumen
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DOI
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Número de revista
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35 |
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