The 2nd International Conference on Elementary Education
Volume 2 Nomor 1, ISBN 978-623-7776-07-9
ICEE-2
Global Perspective on 21st Elementary Education Page 785
The Ray of Light: An Activity Approach of Reggio Emilia
Zulma Aimmatul Mahshulah1, Ernawulan Syaodih2, Yeni Rachmawati3
1,2,3 Department of Early Childhood Education, Universitas Pendidikan Indonesia, Jl. Setiabudhi
No. 229, Bandung, Indonesia
[email protected]
Abstract. The article entitled The Ray of Light: An Activity Approach of Reggio Emilia is a
literature review. This article aims to reveal how light can play a role in early childhood
education. Exploration activities using light can stimulate critical thinking skills in children. The
use of light in the realm of early childhood education was introduced Loris Malaguzzi who
was named reggio emilia approach. The reggio emilia approach uses the Vigotsky theory,
Piaget theory and uses the philosophy of John Dewey. This approach gives freedom to
children to choose their own learning activities, solve a problem, cooperate with others so
that children can build their own critical thinking skills and social abilities. The use of light in
early childhood education is known as the ray of light atelier, which is a place for children to
conduct research and experiments using light. Children who are given the freedom to
experiment with light, can provide opportunities to teach children about the concepts of
science, namely reflection, refraction, as well as introducing the concept of size and color.
Keywords: Light, Reggio Emilia, Early Childhood Education
INTRODUCTION ~ There have been several
studies regarding the light that has been
done (Chen & Chen, 2009; Gelman &
Brenneman, 2004; Mcnally & Slutsky, 2016;
Mitchell, 2009; Santin & Maria, 2017).
However, research that focuses on
discussing about The Ray of Light Atelier in
Indonesia is still rare. Some research more
often focus on discussing the introduction
of light in general and for children aged
above 8 years (Andersson & Kärrqvist,
2007; Bendall & Goldberg, 1993; Blackwell,
Lauricella, & Wartella, 2014; Boyes &
Stanisstreet, 1991; Brickhouse, 1994). The
application of learning activities using
light, including new ways of teaching
activities, through this activity many
aspects can be developed including
science in early childhood and this is very
necessary to be applied early on. Boyes &
Stanisstreet (1991) reveals that more than
a fifth of children aged 15-16 years who
are the subject of his research think that
vision occurs because light travels from
the eye to the object. Therefore, it is
necessary to provide an understanding of
the concept of light correctly in the early
age of the child so that it will not cause
misconceptions until they became adult.
Learning activities using light have been
developed by Loris Malaguzzi, an
approach in learning activities that is
named Reggio Emilia approach.
Reggio Emilia prioritizes participatory,
democratic education, construct
children’s knowledge through flexible
long-term project activities including play
activities and discussions between
themselves and between students and
teachers (Santin & Maria, 2017). Other
research about using the light in early
childhood education by Mitchell (2009)
trying to find out innovative programs for
technology use including the use of light
in Reggio Emilia. Based on this, there is no
specific research discussed about the ray
The 2nd International Conference on Elementary Education
Volume 2 Nomor 1, ISBN 978-623-7776-07-9
ICEE-2
Global Perspective on 21st Elementary Education Page 786
of light an activity approach of Reggio
Emilia.
This paper is a literature review that
discusses what is the ray of light and
Reggio Emilia approach. The purpose of
this paper in general is about to explain
the importance of introduce the light in
early childhood education.
METHOD
This paper uses meta analysis
methodology. It analyses previous
research about the light and Reggio
Emilia approach in early childhood
education. Meta analysis methodology is
a process of learning and researching by
analysing and reviewing various papers
from previous research pertaining to the
light and Reggio Emilia approach to
young children (Mages, 2016; Mitchell,
2009).
RESULTS
Researcher first perform the analyzing to
several articles found that rarely of light
use in early childhood education. This is
due to the lack of teacher’s awareness to
use light in learning activities.
DISCUSSION
After studying several articles to analysis,
the researcher found two major themes
related to the ray of light and Reggio
Emilia. This sections discuss about the two
themes contained in the analysed
articles.
Reggio Emilia
Reggio Emilia approach adopt
philosophies on thinking Howard Gardner,
John Dewey, dan Lev Vygotsky. The
similarity of the Reggio Emilia approach
with vygotsky theory is that there is a
parent’s or adult’s attention in their
children’s education, parents have a role
to manage learning activities for children
and stimulate children’s development
(Freeman, 2011). Reggio Emilia approach
agrees with John Dewey’s ideas about
democracy, social, education and
aesthetics in early childhood education
(Lindsay, 2015). Loris Malaguzzi believes
that children have 100 expressive
languages and styles to convey what they
think about (Abramson, Robinson,
Ankenman, & Emilia, 2012; Freeman,
2011).
Reggio Emilia regard that children need
the freedom to explore and experiment
so that they can develop their
intellectuals. The Reggio Emilia teacher
believes that learning activities must be
flexible that connects things that exist in
the past, present and future and regard
children as creatures who have various
ideas and are competent (Freeman,
2011; Martin & Evaldsson, 2012). the
priority meaning of learning according to
preschool teachers in Italy is as a process
of thinking, socializing, proving theory,
experimenting, imagining (Freeman, 2011;
Mcnally & Slutsky, 2016). Children are free
to choose the activities they are
interested in, they need to follow the rules
The 2nd International Conference on Elementary Education
Volume 2 Nomor 1, ISBN 978-623-7776-07-9
ICEE-2
Global Perspective on 21st Elementary Education Page 787
that have been set. This is in line with the
results of the research Martin & Evaldsson
(2012) which states that young children 6
to 7 years old can participate in a longterm project with the rules and active in
their own learning at a Reggio Emilia
elementary school in Sweden. A long-term
project is one of the characteristics of the
Reggio Emilia approach, because this
approach focuses on appraise and pay
attention to children with all the potential
they have, they can reformulate, critical
thinking, conduct their idea, and do
everyday projects (Mitchell, 2009; Santin &
Maria, 2017).
In implementing learning activities, the
Reggio Emilia approach is more often
used learning media made from natural
materials, unused items or loose part
(Freeman, 2011). Among the tools which
used to encourage learning and
explorating in the programs Reggio Emilia
in Italy and other countries that follow the
Reggio Emilia philosophy, technology is
part of learning activities for young
children like the light. Some of the
technological tools used in Reggio Emilia
includes light tables, computers, internet,
projected shadows, overhead projectors,
digital cameras, color printers, scanners,
camcorders, audiorecorders, CD players
etc (Blackwell et al., 2014; Mitchell, 2009).
The Ray of Light
There is no one of a place or something
that is not touched by the light.
Characteristics of light according to
Kepler are that light is flowing, light is
emitted to a distant and infinite place
(Andersson & Kärrqvist, 2007). The light is a
physical object that exists and spread in
the space (Andersson & Kärrqvist, 2007).
The existence of light not always
maximally utilized in learning activities and
sometimes is not appropriate delivery of
the concept of light. The research results
Boyes & Stanisstreet (1991) found that
there was a misconception in the
understanding of children under the age
of 10 so they experienced confusion and
assumed that light was a lamp and some
other electronic objects such as
televisions, LCDs and other artificial light
sources. If they do not give children an
understanding of the concept correctly,
they will have difficulty understanding the
concept of light even in its basic aspects
(Boyes & Stanisstreet, 1991).
Loris Malaguzzi has an idea about how to
introduce light and use light as a tool to
supporting interesting and fun learning
activities. Ray of Light Atelier is a place to
investigate the use of light in various forms,
stimulate children’s creativity and is a
characteristic for schools that apply the
Reggio Emilia approach (Mcnally &
Slutsky, 2016). One example found in
Reggio Emilia is the use of light tables on
Ray of Light Atelier, is a table that has light
underneath to illuminate objects placed
on the table (Kang, 2007; Mitchell, 2009).
Through the use of this light table, can
develop their thinking skills, creativity and
develop their social skills. Similarly, Mages
(2016) mentions that through the use of
light tables from the Reggio Emilia
The 2nd International Conference on Elementary Education
Volume 2 Nomor 1, ISBN 978-623-7776-07-9
ICEE-2
Global Perspective on 21st Elementary Education Page 788
approach, children can explore collages,
to apply developing critical thinking skills,
conducting experiment activities in
groups or themselves, investigate the
silhouettes and patterns of various shapes.
CONCLUSION
The importance of conveying the
concept correctly to children at the basic
education level will determine the
achievement of children at the next level
of education. Learning activities using
light is an innovation in early childhood
learning activities that can attract
children’s attention to explore, think
creatively and critical thinking early on.
When children feel happy, they will find it
easier to interpret, understand and
interested to exploring new things.
Utilization of light as a tools in learning
activities in early childhood education is
still rare to do, this is because it is
considered inadequate in terms of
facilities, lack of teacher understanding
the benefits of its application, there is still a
lack of teacher innovation in the
implementation of learning activities in
schools.
ACKNOWLEDGMENTS
Acknowledgments are conveyed to all of
my lecturer of postgraduate early
childhood education Universitas
Pendidikan Indonesia which has
facilitated and supported to write this
article.
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