How we view children depends on our place in time and our culture. Children have been variously viewed as a source of labour, as the wide-eyed innocent, as creatures to manage or control, and as beings that need to be trained properly to become the “right” kind of adult.
The Reggio teacher is unique because she offers herself to the process of co-construction of knowledge, she releases the traditional roles of a teacher and opens doors to new possibilities. She starts with the use of the child’s own theories, promotes disequilibrium, and helps the child to think about their thinking to facilitate new learning. (Seong Bock Hong 1998).
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