{"id":3034,"date":"2023-10-02T06:50:18","date_gmt":"2023-10-02T06:50:18","guid":{"rendered":"https:\/\/emmaison.edu.vn\/cs1\/?page_id=3034"},"modified":"2023-10-09T10:58:54","modified_gmt":"2023-10-09T10:58:54","slug":"our-home","status":"publish","type":"page","link":"https:\/\/emmaison.edu.vn\/cs4\/en\/our-home\/","title":{"rendered":"Our home"},"content":{"rendered":"\t\t
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REGGIO EMILIA APPROACH\u00ae<\/h2>\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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The Reggio Emilia Approach\u00ae was founded in the mid-19th century. The Reggio Emilia Approach\u00ae is an educational philosophy based on the image of a child with strong potential, able to learn hundreds of languages and develop relationships with those around them. Rooted in a child’s unlimited potential since birth, this approach covers each aspect of each child’s integral development. The Reggio Emilia\u00ae approach values the holistic development of each child by exploring their unlimited potential and 100 Languages. The Philosophy of the Reggio Emilia Approach\u00ae:<\/p>

  1. Has taken root in more than 145 countries and territories around the world.<\/span><\/li>
  2. Values a child’s integral development by exploring their unlimited potential.<\/li>
  3. Contains in its philosophy ways of educating children that cover a variety of subjects and fields of study such as: science, mathematics, art, emotional development, community communication, imagination, personality, aesthetics, independence and many other necessary skills so that a child can mature with the full range of skills and abilities necessary for facing the future.<\/li><\/ol>\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t
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    The Philosophy of the Reggio Emilia Approach\u00ae<\/h2>\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t
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    1. The image of the child.<\/h3>\n
    All children have preparedness, potential, curiosity; they have interest in relationship, in constructing their own learning, and in negotiating with everything the environment brings to them. Children should be considered as active citizens with rights, as contributing members, with their families, of their local community. Children with special rights (rather than using the term special needs) have precedence in becoming part of an infant\/toddler center or a preschool.<\/div>\n\n <\/div>\n\n<\/div>\n \n \n \n \n \n
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    2. Children\u2019s relationships and interactions within a system.<\/h3>\n
    Education has to focus on each child, not considered in isolation, but seen in relation with the family, with other children, with the teachers, with the environment of the school, with the community, and with the wider society. Each school is viewed as a system in which all these relationships, which are all interconnected and reciprocal, are activated and supported.<\/div>\n\n <\/div>\n\n<\/div>\n \n \n \n \n \n
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    3. The role of parents<\/h3>\n
    Parents are an essential component of the program-a competent and active part of their children\u2019s learning experience. They are not considered consumers but co-responsible partners. Their right to participation is expected and supported; it takes many forms and can help ensure the welfare of all children in the program.<\/div>\n\n <\/div>\n\n<\/div>\n \n \n \n \n \n
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    4. The role of space: amiable schools. <\/h3>\n
    The infant\/toddler centers and preschools convey many messages, of which the most immediate is: this is a place where adults have thought about the quality and the instructive power of space. The layout of physical space fosters encounters, communication, and relationships. Children learn a great deal in exchanges and negotiations with their peers; therefore teachers organize spaces that support the engagement of small groups<\/div>\n\n <\/div>\n\n<\/div>\n \n \n \n \n \n
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    5. Teachers and children as partners in learning<\/h3>\n
    A strong image of the child has to correspond to a strong image of the teacher. Teachers are not considered protective babysitters, teaching basic skills to children but, rather, they are seen as learners along with the children. They are supported, valued for their experience and their ideas, and seen as researchers. Cooperation at all levels in the schools is the powerful mode of working that makes possible the achievement of the complex goals that Reggio educators have set for themselves.<\/div>\n\n <\/div>\n\n<\/div>\n \n \n \n \n \n
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    6. Not a pre-set curriculum but a process of inviting and sustaining learning.<\/h3>\n

    Once teachers have prepared an environment rich in materials and possibilities, they observe and listen to the children in order to know how to proceed with their work. Teachers use the understanding they gain thereby to act as a resource for them. They ask questions and thus discover the children\u2019s ideas, hypotheses, and theories.<\/p><\/div>\n\n <\/div>\n\n<\/div>\n \n \n \n \n \n

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    7. The power of documentation<\/h3>\n

    Transcriptions of children\u2019s remarks and discussions, photographs of their activity, and representations of their thinking and learning are carefully studied. These documents have several functions. Most importantly, they help to determine the direction in which the work and experiences with the children will go.<\/p><\/div>\n\n <\/div>\n\n<\/div>\n \n \n \n \n \n

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    8. The many languages of children<\/h3>\n

    Atelierista and atelier. A teacher with a background in the visual arts works closely with the other teachers and the children in every preprimary school and visits the infant\/toddler centers. This teacher, who works in a special workshop or studio known as an atelier, is called an atelierista.<\/p><\/div>\n\n <\/div>\n\n<\/div>\n \n \n \n \n \n

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    9. Projects<\/h3>\n

    Projects provide the narrative and structure to the children\u2019s and teachers\u2019 learning experiences. They are based on the strong conviction that learning by doing is of great importance and that to discuss in groups and to revisit ideas and experiences is essential to gain better understanding and to learn.<\/p><\/div>\n\n <\/div>\n\n<\/div>\n \n \n<\/div>\n\n\n\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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    Em Maison takes the new Preschool Education Program of the Ministry of Education and Training of Vietnam as a learning goal for our children. The entire teaching implementation process will be especially integrated with the Reggio Emilia Approach\u00ae.<\/p>

    The Department of Preschool Education has assessed the Reggio Emilia Approach\u00ae as a progressive and creative approach, in line with Vietnamese educational conditions, especially in line with the view of “”building child-centered preschools”” that are being implemented in Vietnamese educational institutions.<\/p>

    The compatibility of the Reggio Emilia Approach\u00ae creates unique value in its localization that is appropriate and compatible with the culture of the school and its children. Our children will be brought up in education in an international environment, which helps them to approach the changes of our times, in the natural world, and in the high demands on creative thinking that are required to respond to an ever-evolving future society.<\/p>\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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    English Program<\/h2>\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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    Em Maison’s bilingual program is developed under the “”English Immersion”” method.<\/p>

    Each English lesson follows the monthly and weekly learning topics in the Vietnamese program and is integrated into fun activities that include lessons with native teachers.<\/p>

    In this way, our children absorb new languages naturally to become pro-active language learners which promotes their reflex skills. They will use English as a second language and easily absorb knowledge of other cultures at the same time.<\/p>\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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    DEVELOPMENT CREATIVE SUPPORT PROGRAM\nCOMPREHENSIVE SOFT SKILLS<\/h2>\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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    With the desire to build a learning environment that promotes the development of creative thinking and lifelong learning skills for preschoolers from the first level of education, the Embassy Education ecosystem has completed innovative educational projects. Create positive values and spread them to the most children and parents. The supplementary programs are part of the main curriculum and revolve around Em Maison’s monthly learning topics including: Yoga Storytelling, U OA Music, Visual Arts<\/p>\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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    1. Yoga Storytelling <\/h3><\/a>\n
    The Children’s Storytelling Yoga classes with Yoga Planet are built by psychologists, development experts and masters of children’s yoga, along with a team of teachers trained and licening sed by the Yoga Alliance. For the first time in Vietnam, the child yoga curriculum system is created and individually designed according to each level and age group, helping the children maximize their creativity, while experiencing a colorful environment that stimulates the senses.<\/div>
    Each Yoga class will consist of<\/div>
    – A warm up: Warming up the body and getting ready with the music;<\/div>
    – Adventure: Applying each pose and yoga exercise to the children one by one through each thematic narrative;<\/div>
    – Discovery: Confidently and creatively participating in connected activities, expanding awareness and thinking;<\/div>
    – Relaxation: Enjoying time recharge and feeling one’s emotions.<\/div><\/div><\/div>\n\n <\/div>\n\n<\/div>\n \n \n \n \n \n
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    2. U Oa Music<\/h3><\/a>\n
    “\u00da O\u00e0 Music is a music education program for Vietnamese children from 3 to 6 years of age. Based on international education methods, U OA Music integrates Vietnamese identity through music and poetry while nurturing children’s love of music and building a comprehensive educational foundation for them.”<\/div>
    Musical activities enhance listening skills, expressive and receptive language skills, and social interaction skills, helping children build the future.<\/div>
    SEED LEVEL: Children from 3-4 years of age<\/div>
    BUDS LEVEL: Children aged 4-5 years of age<\/div>
    LEAF LEVEL: Children from 5-6 years of age<\/div>
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    3. Visual Arts<\/h3><\/a>\n
    The Visual Arts program at Em Maison gives children a new<\/div>
    “language” to express their feelings, thoughts and ideas through colors, brushstrokes, lines, shapes and countless unique materials. The Visual Arts give children have the opportunity to observe and learn about such topics as nature, people, history, culture and society, helping them to develop strong creative thinking. Through the learning process, the children will learn how to express their personal identity and connect with their community and the world around them.<\/div><\/div>\n\n <\/div>\n\n<\/div>\n \n \n<\/div>\n\n\n\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t","protected":false},"excerpt":{"rendered":"REGGIO EMILIA APPROACH\u00ae The Reggio Emilia Approach\u00ae was founded in the mid-19th century. The Reggio Emilia Approach\u00ae is an educational philosophy based on the image of a child with strong potential, able to learn hundreds of languages and develop relationships with those around them. Rooted in a child’s unlimited potential since birth, this approach covers […]","protected":false},"author":3,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":[],"yoast_head":"\n\n\n\n\n\n\n\n\n\n\n\n\n\t\n