Exploring the Efficacy of the Reggio Emilia Approach as a Transformative Learning Strategy to Enhance Preschool Children's Cognitive Development and its Challenges

Abstract

Malaysian preschools often prioritise teacher-centered rote learning focusing on outcomes, although cognitive development among children should be the priority at the preschool level. Moreover, RE-based research is commonly applied in the Western context. Hence, this study aimed to explore the RE approach in terms of its efficacy and the possible challenges of implementing this approach in a Malaysian preschool case study. This study employed a qualitative case study design and the data was collected using semi-structured interviews and non-participant classroom observations, indicating a triangulation qualitative approach. Purposive sampling was used for sample selection in this study. The sample consists of one RE-inspired center, one principal, one teacher (atelierista), and eleven children aged 18 months to four years in Johor Bahru. The findings showed that RE approach has improved the cognitive development of preschoolers as child-centered learning, project-based activities, and teachers as facilitators provided a dynamic learning environment. The results also showed that the key factors that influence the feasible implementation of the RE approach were the RE curriculum, the RE materials and environment, the relationship between atelierista (teacher) and children, social interaction, and parents’ perceptions and collaboration. The findings showed the realistic challenges faced by the preschool setting while implementing the RE approach. . This study sheds light on the implementation of the RE approach in non-Western contexts, emphasizes the importance of applying context-sensitive inquiry-based pedagogy strategies in Malaysian early childhood education.