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Ström, Kristina and Ström, Cecilia (2009) Projekt Reggio. Other thesis, UNSPECIFIED.

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Abstract

A preschool with the Reggio Emilia approach to education is a grateful model for cross-border cooperation. The approach is based on a strong belief in human possibilities, a deep respect for the child and a conviction that everybody is born rich and intelligent, with a strong force to explore the world. The environment is seen as the third pedagogue to stimulate and inspire children. (Wallin, 1986) We've contacted Hakefjordsgatans preschool, working with the Reggio Emilia approach. They have invested a lot in the indoor environment, and are now ready to take the approach out to the preschool yard. Our ambition has been to cooperate landscape architect, industrial designer and pedagogues. This has led to both setbacks and successes. In particular, it has brought width and depth to this project. This project starts in workshops, observations and litterature studies. After that, the sketch process and concept formulation takes part. Towards the end, you will take part in our suggestions for renewal. One section is about playful plant material. It all ends with a reflection. Here are a few small glimpses. Karin Wallin* (Wallin, 1986) called the pedagogy of Reggio Emilia, the creative pedagogy. As an outside observer you first notice that the pedagogy is very creative. Loris Malaguzzi, the founder of the Reggio Emilia pedagogy, refused to write down thoughts or laws to follow. But you quickly understand his argument, not wanting to freeze ideas with the risk of them becoming rigid and not further developed. Malaguzzis desire is to inspire, but every situation requires new custom ideas. An important part in creating places for children is to not loosing your imagination. So children can understand that the amazing and almost incomprehensible usually exists in nature. That there is a tree, that smells like newly baked cookies in the autumn and that there is a shrub, having eatable fruit that resembles blue reptiles, that some trees live for hundreds of years and others live only for about a human lifetime. Trying to work outside the box and not use templates is sometimes difficult and time consuming but much more fun. We have in our cooperation understood that we can build environments using plant material and artifacts in a combination. "What is covered under the snow comes in daylight when it melts" is a saying that we want to use but modify. "What is hidden in the greenery in summer will emerge from oblivion during winter" We want to create unexpected experiences, hiding interesting art in the lush vegetation that doesn't show until autumn and winter. This provides a tranquil environment when there is a lot that attracts your attention. * Karin Wallin has written a lot of book about the Reggio Emilia pedagogy, she is recogniced for her work in this subject in Sweden.

Item Type: Thesis (Other)
Keywords: reggio emilia, pedagogik, barns lek, utemiljö, landskapsarkitektur, industridesign, design, sinnligt, förskolegård
Subject (faculty): Faculty of Veterinary Medicine and Animal Science > Dept. Landscape Architecture
Divisions: SLU > Faculty of Landscape Planning, Horticulture and Agricultural Science
Depositing User: Kristina Ström
Date Deposited: 12 May 2009
Last Modified: 18 Aug 2015 10:13
URI: http://ex-epsilon.slu.se/id/eprint/3248

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