References for Why Use Reggio Emilia Video

Flow Research Collective. (2023, March 20). IntraConnected: Exploring Chaos and Rigidity in the Self with Dr. Dan Siegel [Video]. YouTube. https://www.youtube.com/watch?v=WQn9gcFcFIg

Gobbel, R. (2023). Raising Kids with Big, Baffling Behaviors: Brain-Body-Sensory Strategies That Really Work. Jessica Kingsley Publishers.

Miller, L. (2022). Tabular Summary of Studies about Token Economy.  

https://docs.google.com/document/d/1efew1C-pQn0l7NvEFvuKfzbJQARfYZ-FfGOD4kiC4ZQ/edit?tab=t.0

Rauktis, M. E. (2016). "When you first get there, you wear red": Youth perceptions of point and level systems in group home care: C & A. Child & Adolescent Social Work Journal, 33(1), 91-102. doi:https://doi.org/10.1007/s10560-015-0406-4

Riel, J., & Martin, R. L. (2017). Creating great choices: A Leader’s Guide to Integrative Thinking. Harvard Business Press.

Sherrington, T. (2017, April 28). The Progressive-Traditional Pedagogy Tree. Teacherhead. https://teacherhead.com/2014/03/15/the-progressive-traditional-pedagogy-tree/

Vernberg, E. M., Jacobs, A. K., Nyre, J. E., Puddy, R. W., & Roberts, M. C. (2004). Innovative Treatment for Children With Serious Emotional Disturbance: Preliminary Outcomes for a School-Based Intensive Mental Health Program. Journal of Clinical Child & Adolescent Psychology, 33(2), 359–365. https://doi-org.libproxy.boisestate.edu/10.1207/s15374424jccp3302_17

Winfrey, O., & Perry, B. (2021). What happened to you?: Conversations on Trauma, Resilience, and Healing. Boxtree.

Advancing Comprehensive School Mental Health: Guidance from the field. (2019). In National Center for School Mental Health. https://www.schoolmentalhealth.org/media/som/microsites/ncsmh/documents/bainum/Advancing-CSMHS_September-2019.pdf

The educational and therapeutic model is inspired by Reggio Emilia philosophy. This model was developed in an Italian post-World War II town, interestingly an area affected by extreme trauma. It embraces the idea that all children in their diversity have something to offer the community.  (https://www.reggiochildren.it/en/reggio-emilia-approach/)

Learning happens when people interact, communicate and share ideas with one another. When they are surrounded by people they trust, children feel empowered to observe, experiment, express ideas, test theories, watch others and collaborate. Through interaction with caring adults, children feel secure and confident to take risks in their learning. Through interaction with peers, children challenge each other and expand their own thinking. (reggiochildren)

Adults, too, learn best through interaction with each other. Parents and teachers learn from each other. Collaboration is the vehicle for enriched learning.  An essential goal of a Reggio-inspired program is to build and maintain supportive relationships between children, parents, and teachers in every direction that lead to genuine, mutually empowering learning. 

Components of the model include: 

1. Mixed-age classes are supported by two teachers, one with an education background and one *with a therapeutic background.  

2. A ratio of 4/1 kids to adults is maintained, including parents, paras, interns, or other volunteers.  *(Ratio can be adjusted more or less depending on the needs. Students first entering may have a 1/1 ratio depending on their behaviors, especially those who act out against other students. Higher level classes can be formed with more students in response to student growth.) 

3. A highly structured environment is created by the teacher and collaboratively altered by the students.  It invites learning through a combination of interesting spaces and regulating spaces or centers  Everything in the space, including the natural elements, is purposeful and beautiful.  Play-based learning is supported by cues in the environment.  *(This component is so useful for the traumatized brain, which is looking intently for cues of safety in the environment.  This ties those safe cues with learning.  Learning is safe.)

4. Large blocks of time are planned in which students can make choices in partnership with adults who are trained to draw out and respond to children’s creativity.  This gives space for the invitation to be received.  *This also allows for therapeutic elements to be integrated into the curriculum. Time is a difficult construct for children with trauma to understand.  Less adult-created divisions allow for smoother transitions and allow for this gap in learning to be filled naturally.  It also gives space for invitations.

5. Large blocks of small group and individual time is balanced by a just right amount of time with the whole class.  *Therapeutic elements can be integrated into group time as well.  

6. Curriculums are unit-based, allowing for mixed ages and abilities.  Students can take learning as far as they can. The reading program is literature based, with an *emphasis on literature that supports therapeutic elements. 

7. Parental involvement encourages parent-child relationships and gives parents the opportunity to observe the teacher’s positive interactions with students. 

8. The sensory needs of this population are met with multiple opportunities for movement, even collaborative movement with parents, peers, and teachers. This is part of the choice time as well as the specific time for Physical Education. *Our school would also include space for Occupational Therapy and specific therapies for trauma, music and dance. 

9. The Reggio Emilia assessment process (grades) is extensive but is a radical departure from tradition. It involves documenting in writing and also with photography, developmental steps as they are achieved. It is a mastery-based assessment.  Improvements are shared with parents in student-led conferences. *Traditional assessments can also be used as they become more tolerated by the student. Improvements in mental and behavioral health are also documented.

*(italicized items are unique to this proposal for a therapeutic school and local classrooms)