The specificity of the child's development continuing in an explicitly comprehensive
manner in all the areas at the same time (in the area of physical, motor, cognitive,
emotional and social development) demands a planned and harmonious approach
towards all the mentioned areas, as the change in one area accounts for the changes in
all the other remaining areas. In the Reggio Emilia pedagogical concept none of the area
of movement is explicitly exposed; therefore the purpose of this article is to place
movement in the mentioned pedagogical concept, because without the appropriate
intervention in the mentioned area the fundamental principles of the concept, deriving
from the competent child, cannot be used. Only the comprehensive approach enables a balanced and harmonious development of the child, who will be able to become an
active (co)creator of his own competences.
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