The Reggio Emilia and the Mosaic approach: Opponents or allies in multimodal teaching and learning? A discussion of their contribution to multimodal learning in early years education

Article


Brandao, N. and Theodotou, E. 2020. The Reggio Emilia and the Mosaic approach: Opponents or allies in multimodal teaching and learning? A discussion of their contribution to multimodal learning in early years education. Journal of Global Education and Research. 4 (1), pp. 1-13.
AuthorsBrandao, N. and Theodotou, E.
Abstract

Multimodality is an important element of teaching and learning in early years settings. It provides opportunities for young children to communicate using different resources they feel comfortable with. This paper focuses on multimodality and multimodal learning in early years education and the different approaches, which can be used to create a multimodal learning environment. The purpose of this paper is to discuss how two powerful approaches, such as the Reggio Emilia and the Mosaic allow multimodal learning, which is crucial for children’s holistic development. The Reggio Emilia approach and the Mosaic approach are discussed, focusing on the strategies used to support children in their development using their multimodal ways of communication. The Reggio Emilia approach is analysed as an example that appreciates the artistic work of children (i.e., drawings to express their way of thinking) while on the other hand, the Mosaic approach is analysed as an example that supports children to have a leading role in their learning journey. This paper can be used as a starting point in raising awareness of practical multimodal teaching practices in early years education.

JournalJournal of Global Education and Research
Journal citation4 (1), pp. 1-13
ISSN2577-509X
Year2020
PublisherScholar Commons
Publisher's version
License
File Access Level
Anyone
Digital Object Identifier (DOI)doi:10.5038/2577-509X.4.1.1047
Web address (URL)https://www.doi.org/10.5038/2577-509X.4.1.1047
Publication dates
PrintJun 2020
Online23 Mar 2020
Publication process dates
Accepted23 Mar 2020
Deposited08 Apr 2020
Copyright holder© 2020 The Authors
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