Transforming the Invisible: A Reggio Emilia-Inspired Art Education Model for Disadvantaged Preschoolers
International Journal of Progressive Education, cilt.22, sa.3, ss.17-27, 2026 (Hakemli Dergi)
- Yayın Türü: Makale / Tam Makale
- Cilt numarası: 22 Sayı: 3
- Basım Tarihi: 2026
- Dergi Adı: International Journal of Progressive Education
- Derginin Tarandığı İndeksler: EBSCO Education Source
- Sayfa Sayıları: ss.17-27
- Açık Arşiv Koleksiyonu: AVESİS Açık Erişim Koleksiyonu
- Çanakkale Onsekiz Mart Üniversitesi Adresli: Evet
Özet
This action research study investigates the transformative potential of a Reggio Emilia-inspired art education model for disadvantaged preschool children in the Marmara Region of Türkiye. Conducted with a cohort of 22 children aged 4–6—including refugees, children with special educational needs (SEN), and those from low socioeconomic backgrounds—the study sought to dismantle rigid, traditional educational practices that hinder developmental autonomy. Over an 11 week intervention titled “Knowing Artists”, participants engaged with the works of Vincent van Gogh, Frida Kahlo, and Osman Hamdi Bey through inquiry-based studios. Drawing on Wright’s (2020) application of ‘dreamkeeping’ and Cutcher and Boyd’s (2016) framework of collaborative pedagogy, the study llustrates how replacing deficit-based instruction with the “hundred languages” of expression enhanced participants’ visual literacy, communication skills, and social-emotional regulation. The findings suggest that culturally responsive, intentional art education acts as a counter-narrative to the ‘symbolic violence’ often experienced by marginalized children in formal schooling.