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Abstract
This article invites reflection on the features of environments that can enable children’s sense of self, well-being and self-esteem. Environments that enable refer to contexts that acknowledge children’s capability to construct their own social worlds. The dimensions of practice that contribute towards the development of environments that enable are considered.
The article argues that the quality of learning is related to access to, and quality of, experiences and opportunities to explore and reflect upon, developing ideas from the Montessori approach and Malaguzzi’s Reggio Model.
The article argues that the quality of learning is related to access to, and quality of, experiences and opportunities to explore and reflect upon, developing ideas from the Montessori approach and Malaguzzi’s Reggio Model.
| Original language | English |
|---|---|
| Pages (from-to) | 20-39 |
| Number of pages | 20 |
| Journal | An Leanbh Óg: The OMEP Ireland Journal of Early Childhood Studies |
| Volume | 14 |
| Early online date | 31 Oct 2021 |
| Publication status | Published - 6 Nov 2021 |
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Dive into the research topics of 'From enabling environments to environments that enable: Notes for theoretical innovation at the intersection between environments, learning and children’s agency'. Together they form a unique fingerprint.Activities
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The outcomes of an international Research Project. Horizon2020 Child-UP international conference. University of Modena and Reggio Emilia, 27 May
Federico Farini (Author)
27 May 2022Activity: Academic Talks or Presentations › Invited talk › Research
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Institute for Educational Technology of the National Research Council of Italy (CNR - ITD). Scientific Advisor, Project “Playful Environment for Inclusive leArning Design in Europe (PLEAIDE)
Federico Farini (Consultant)
8 Sept 2022 → 31 Dec 2025Activity: Knowledge Exchange & Consultancy › Work on advisory panel to industry or government or non-governmental organisation › Enterprise