This paper examines the current state of the Korean adaptation of the Reggio Approach in order to reveal the hidden assumptions and perspectives on which we can reflect to make changes for better education. Korean classrooms were examined and analyzed...
This paper examines the current state of the Korean adaptation of the Reggio Approach in order to reveal the hidden assumptions and perspectives on which we can reflect to make changes for better education. Korean classrooms were examined and analyzed around four major features: project works as a part of curriculum, collaboration through communication, multi-symbolic approach using a variety of representational media, and documentation. Despite the common symbols shared by both settings, many differences were found in practice. Korean teachers tend to believe in objectivity, single interpretations of reality, and reducing cognitive conflicts, white the socio-constructivistic Reggio educators believe in intersubjectivity, multiple interpretations of reality and fostering cognitive conflicts. The successful adaptation of the Reggio principles would require us a $quot;paradigm shift$quot;. Reinterpretation of the familiar symbols from a new paradigm and perspective can help us reconstruct an early educational framework and practice of our own context and time.