Reggio Emilia is an ancient city of art. Reggio emilia, italy

The city of Reggio Emilia in Italy is located in the northern region of Emilia-Romagna, between Parma and Modena. In this cozy and small town (its population is just over 160 thousand people), history and modernity are strikingly combined. Above the medieval basilicas and palaces, the futuristic constructions of the Calatrava bridges rise, which, despite their young age (they were erected in 2007), are the "calling card" of Reggio Emilia.

Business card

History and modernity

The settlement of Reggio Emilia was founded in 187 BC. on the Via Emilia, which was part of transport system Ancient Rome. Its history is the history of wars and revolutions. After the collapse of the Roman Empire, the settlement was repeatedly raided by barbarian tribes - Lombards, Magyars, etc. In the 11th century. the era of confrontations between influential count families began. And only in the XV century. power over the city passed to the d'Este dynasty, which ruled here until the invasion of Napoleon's troops. This period is marked by the rapid flowering of culture and arts.

Under Napoleon, the city became part of the Cispadan Republic, and in 1860 joined the United Italy. In the twentieth century Reggio Emilia in Italy acted as one of the main centers of the communist movement.

All these upheavals could not but affect the development of the city: it became a stronghold of free thinking and the struggle for justice. In Reggio Emilia, the national flag of modern Italy was raised for the first time; the revolutionary "Dombrovsky March" was also composed here. And even the central square of the city, Piazza Prampolini, is not named after a saint, as is customary in Catholic countries, but after the socialist Camillo Prampolini, a native of Reggio Emilia.

What to see, where to visit

The aforementioned Prampolini Square is the heart of the city, and it is worth starting your tour from here. It embodies the classics of Italian urban architecture - small, but at the same time strict and elegant. It is surrounded by the most important buildings of the city: the main Cathedral, the Municipal Palace, the Baptistery and the central bell tower. Here is the Bordello tower, at the base of which a brothel was once located.

In the neighboring square is the Palazzo del Capitano del Popolo, built for the Captain of the People - such a position for the city manager was introduced in the 12th century. In the 30s. of the last century, it survived a global restoration, and today a hotel operates within its walls.

Another attraction of Reggio Emilia is the Basilica of St. Prospero, the patron saint of the city. It was founded in the X century. on the square of the same name, where today the city market is located (it works on Tuesdays and Fridays).

Italy will never tire of surprising tourists with its unusual culture and beauty of the latitudes. There are few countries in the world where two completely different cities are located, but with the same names.

These are the cities of Reggio. These settlements are located in the south and in the north of the peninsula. You can distinguish them by the prefix-region in which they are located - Reggio Emilia and Reggio di Calabria.

The following will describe Reggio Emilia located between Parma and Modema.
It is noteworthy that tourists who like to rent in Italy expensive cars, for example, Ferrari, can not always sit behind the wheel. IN Italian city Piedmont introduced special restrictions for tourists: they must take a personal accompanying curator and follow the rules established by the authorities - do not drive sports cars after 19 and between 12:30 and 15:00 in the afternoon. The same restrictions apply in the commune of Maranello, but so far these rules have not been touched by Reggio Emilia. In the same way, complete freedom regarding rental cars is valid in Moscow. The Moscow car rental company "Rif" offers to take a car without a driver and personally drive, and you can find out the details of ordering a car at the link http://auto-177.ru/. The service offers comfortable foreign cars that are completely at your service - a full tank and delivery of the car to the specified place will pleasantly surprise you.

Reggio Emilia - a colony that was called Regium Lepidi, appeared thanks to the Romans on the Emilian Way in 187 BC. The then ruler of the land was the consul Mark Aemilius Lepidus, after whom the city was named. The location of the city in itself provoked constant raids by barbarian tribes in the 4th century, although the city was ruled by a bishop.
However, this did not prevent the city from becoming the heart and industrial center of the Lombard kingdom thanks to Alboin. In the XI century. the Tuscan dynasty, who lived nearby, on the territory of the Canosan castle, stably holds power here.

Two hundred years later, Reggio gains the long-awaited independence and is part of the Lombard League as an independent player. However, it was not possible to resolve the issue of the struggle for power between the clans of the city. Representatives of the clergy and the Visconti, Gonzaga and d'Este clans enter into a fierce struggle for the city. The victory was won by the d'Este clan, they successfully managed to maintain dominance over the territory until the very invasion of Napoleon. But there was a period when Pope Julius II ruled the city.

During the rule of the city by the d'Este family, the region reaches an unprecedented flourishing in industrial and economic terms. Cultural life is also thriving - a particular flourishing is observed in the field of architecture. Memories of the city of this period are closely connected with the activities of the poets Ariosto and Boiardo.

The main value and favorite of tourists is the City Cathedral, made in the Romanesque style. Under it, archaeologists found a mosaic dating back to the period of the ancient Roman era.

The Basilica of the Madonna della Giara is a no less interesting historical and cultural monument; it originally combined Baroque with Mannerism.

In the 10th century, the Basilica of San Prospero was built here, which is decorated with stunning paintings by Ludovico Carracci and Camillo Procaccini. Both masters are from Bologna.

Remembering the films of Italian neo-realism, one can imagine the conditions in which kindergartens and nurseries, today recognized as the best in the world, arose in the first post-war years in the city of Reggio Emilia in Italy. The parents themselves built the premises for the children, and the young teacher Loris Malaguzzi, who came in 1946 on a bicycle to see how things were going in the commune and decided to make the children's childhood meaningful and happy, remained here until his death in 1995 and founded a new pedagogy for younger age. Without references to his name, not a single article on preschool education in an international journal is now possible. Now the province of Emilia Romagna is a fairly prosperous region in which agriculture and large-scale industry are developed, but above all small and medium-sized industry.

The name "Regio Emilia" should be familiar to fans of Gianni Rodari's "Grammar of Fantasy": it was here that he conducted his experiments in inventing fairy tales with children. And other celebrities did not bypass these places: professors of mathematics, philology, history, publishers, poets, architects, directors (Yuri Lyubimov among the latter) come here to play with the students of Reggio Emilia. Exhibitions of children's work traveled all over the world. A special service was organized to receive everyone who wanted to get acquainted with pedagogy. There are now short and long-term training courses in the province, and seminars are being held to allow adherents to exchange experiences. Sergio Spagiari and Wea Vecchi continue the work of Loris Malaguzzi. The experience of Reggio Emilia cannot be literally transferred to another culture, to other conditions, to other people. Growing and developing gradually into certain time and under the sign of the personality of L. Malaguzzi, it can be assimilated and processed, but it can be repeated only by changing it, adapting it to your needs and creating a creative, permanent, well-coordinated team of adults interested in this type of work with children.

To better understand the significance of this pedagogy, you should know that there are many preschool institutions in Reggio Emilia: 47% of them are communal, 34% are Catholic (in Italy as a whole -30%), 13% are public (in Italy as a whole - 50 %) (os-

ilny private or joint stock). The traditional Italian family, where many generations coexist, is an anachronism in its purest form. The most common families are father, mother and one, rarely two children. In the region of Emilia Romagna (capital - Bo-yunya) there is no unemployment (both parents work), no migration, no population growth. The influence of the Communist Party is strong. The birth rate in Italy in general is now the lowest in comparison with all previous times. Women (they make up the majority of the staff of preschool institutions) in Italy are entitled to a pension after 20 years of work. Children live with their parents up to 30 years, the connection between generations is strong ", conflicts between generations are not observed. Officially, marriages are often not concluded. The ceremony according to Catholic law, if it occurs, is quite late, when people have lived together for many years, and then in rare cases. This does not interfere with the fact that, in fact, i traveling families are included in a dense and strong network of family relations, old people live close to young people, communicate with each other often and actively, and grandmothers look after babies. they dress beautifully, with which they are amused, but they do not provide him with a child's life proper (in the system of preschool education created by L. Ma-"kpuzzi and his followers and, it is not). In Italy, there is a very short postpartum leave for the mother, after which the women go to work, and the children are sent to a nursery that accepts pupils from 0 to 3 years old. In general, in Italy the school system depends on the economic possibilities of the commune. Private schools are often organized by spiritual brotherhoods, such as monastic brothers or nuns. There is no special preparation for school, but there are many kindergartens for children aged 3-5, where elements of the Montessori method are used. In elementary school, children study from 6 to 16 years of age.

In Reggio Emilia, 94% of children are covered by pre-school education. The system of Reggio Emilia, the system of Loris Malaguzzi, was born from practical work, and not from any special pedagogical research. At the beginning of a new pedagogical path lay the desire to educate a "new" person. Not without

communist ideas: equal opportunities for all children, not purely religious education. The first attempt at a new method dates back to 1963. It was a kindergarten called "Robinson": they tried to repeat with children the content of the life of the hero of Defoe's book, on empty place build a whole functioning economy. Since the attitude of the public was wary, every pedagogical decision had to be documented so that it could always be proved that nothing bad was being done to the children. Once during the week the teacher

The training was carried out right in the center of the city, in the colonnade of the theater and in the park, in order to make the method open to everyone. The following year, the story of Pinocchio was taken as the basis for the work. Inspired by Piaget's ideas, Malaguzzi and his colleagues began experimenting with teaching mathematics and abstract concepts, which was new in Italy. At the end of the 60s, kindergartens, established on the initiative of parents, became municipal and thus received financial support from the commune. Gradually, recognition came, although it was necessary to fight for the right to exist with church circles. Today, kindergartens are a place where educators, children and parents interact, and their connections are diverse, extensive, supported by information that is transmitted, as it were, “in a hundred languages” - all possible ways. The spirit of cooperation, the combination of individual and collective efforts, the relationship of growth, development and learning, various types of relationships with the outside world and within the kindergarten are the essence of the philosophy of Reggio Emilia. Over the years, it has been influenced by various psychological and pedagogical theories, as well as the exchange of experience with other kindergartens and the public reaction to the work of Reggio Emilia.

“A child consists of a hundred,” L. Malaguzzi wrote in one of his poems. - A child has a hundred languages, a hundred hands, a hundred thoughts, a hundred ways to think, play and speak. A hundred, always a hundred ways to listen, to admire, to love. A hundred joyful feelings to sing and understand, a hundred worlds to discover, a hundred worlds to invent, a hundred worlds to dream. A child has a hundred (and a hundred, a hundred, a hundred) languages, but ninety-nine of them are stolen from him. School and culture separate the head from the body. They teach to think without hands, to do without a head, to listen in silence, to understand without joy, and to love and admire only at Easter and Christmas. They teach to open an already existing world, and ninety-nine out of a hundred worlds steal. They teach: play and work, reality and fantasy, science and imagination, heaven and earth, reason and dreams - things that are incompatible with each other. In general, they teach that there is no hundred. The child says: a hundred are here.

In the 60s, kindergartens were mostly Catholic and private, now there are also many communal ones. It was necessary to prove quite reasonably that the chosen pedagogical path not only has the right to exist, but is also a good alternative to traditional, primarily religious education. In particular, this is where the idea of "documenting" was born: recording everything that children do and say. The material accumulated over more than 50 years is a unique collection of childhood documents. At the moment when kindergartens began to be established in Reggio Emilia, the area was experiencing an increase in population.

singing, there was a surge in the women's movement, and the construction of public preschool education caused general enthusiasm and a desire to work for free. In general, all adults participated, and not just the parents of children, because they had hopes for the future generation.

Most of the preschools in Reggio Emilia were built in the mid-70s, and now in the ancient city of 130 thousand inhabitants there are 22 kindergartens (for children 3 - 5 years old) and 13 nurseries (for children 0 - 3 years old), working with this method. There are too many who want to enter, and they must endure the ek-chamen. Without an exam, only children with developmental disabilities and children from single-parent families are taken. Fee for staying in kindergarten the same as in ordinary kindergartens (calculated depending on from household income and expenses). Educators receive the usual salary for Italy.

The main idea is that the child expresses himself in many ways that go unnoticed by adults. Children's abilities will remain undeveloped if perception is not encouraged and time and opportunity are not given to reflect on the environment. The eye sleeps until the mind wakes it with a question. The perception of the child is peculiar, his interpretations and interpretations are valuable in themselves, he learns from himself, from other children and adults, but not directly indirectly, including their impressions in the context of the activity and processing them. Children with developmental disabilities can be brought up together with normally developed children. Such natural phenomena as water and wind, light and shadow, the refraction of a beam in a prism, the growth and development of plants, the life and modes of movement of animals (snails, for example) are studied in as much detail as works human hands(table, shoes, well, lion statue), fairy tales, public relations (post office, transport, printing house, supermarket). Children are given the opportunity to look several times at different times (days, weeks, years, under different lighting and weather) at the same phenomenon, to photograph what is happening. The theme of the work is determined spontaneously, from the questions and interests of children, from guesses that accidentally arose during children's conversations. The discussion takes place every morning during the gathering of the whole group and throughout the work. Verbalization of what is happening is the most important principle Reggio Emilia. Children learn from each other to ask questions, to pose and discuss problems, to put forward explanatory hypotheses. In the field of education, the most important principle is the following provision: what children learn does not automatically follow from what they are taught; rather, it largely stems from their own activities as a consequence of their adult activities and resources. Among the psychologists who most strongly influenced the formation of the method, in addition to Piaget and Vygotsky, there are also Ferriere,

Dewey, Bruner, Bronfenbrenner, etc. Speaking about children's creativity Malaguzzi did not consider it "sacred": arising from everyday experience, it is an integral characteristic of the human way of thinking, knowing and choosing. It includes freedom to explore beyond the known, the ability to predict and make unexpected decisions. Creativity can be stimulated by supporting cognitive, affective, imaginative (associated with the imagination) processes and interpersonal (interpersonal) communication.

The space of the kindergarten is supersaturated with visual and tactile information that is useful for the child, objects that are interesting to pick up, understand their device, apply in the game: this great amount natural materials (leaves, seeds, branches, etc.) and objects for their study (loupes, microscopes, translucent tables, carpentry tools, etc.), various constructors and toys, beads and paints, waste materials. Preferably antique furniture (chest of drawers, chests, drawers, baskets and whatnots), which has an "individual face" and is gradually filled with materials and children's work. There are several levels in the room: you can climb on the floor, retire in a corner-house with a book, bury yourself in pillows or go to the doll's hut. There is a place to change role play: different clothes, hats, ribbons, laces, shoes are collected there. An atelier artist is constantly working in the kindergarten, who comes up with ideas on how to help children discover the world. Creativity, fantasy- this is what develops as much as possible in such a preschool institution. Children draw and draw a lot using different materials. At first, the first impressions are usually conveyed with a felt-tip pen, then the technique becomes more complicated, and at the end a large general panel can be created. Interest in each individual child leads to the creation of a collection of his works during his stay in kindergarten. In kindergarten, children are fed breakfast, lunch and dinner. For different age groups, this is an opportunity to meet together in the same dining room. A common place for games is both an indoor courtyard and a walking area.

Preschools are built to stimulate children's curiosity and curiosity. At the center of each preschool is Italian tradition, "piazza" - a meeting place for all children; there is also a courtyard or winter garden with green plants. Almost all walls are transparent or have lots of windows. Many transparent walls and glass, so that everyone can see what happened where; at first, out of habit, it is a little difficult to navigate, since there is too much going on at the same time everywhere. In the nursery, the doors are glass in the upper part, there are windows in the lower part, so that even crawling children

can follow others, and they themselves can be seen. Everywhere, including on the floor, there are mirrors, and this is important: it is important that children observe themselves, compare themselves with others, analyze movements and actions. In the hall there are large game elements like pyramids, houses, cars, sports equipment (slide, Fuba, stairs, etc.), toys, as well as a winter garden behind a glass wall without a roof or with a transparent roof, so that green comes from it light. There is only one entrance to the kindergarten, but there are exits to the street from different rooms. In the manufacture of items for Yutsk use, materials are taken that differ in touch and in other properties: soft, light, heavy, scurf-in.ie, sloping, dark, light, etc. This is especially important for and: gay toddlers.

The kitchen is next to the entrance, the common dining room is part of the walk. The cook is an active participant in the life of the kindergarten. All the children take turns helping him cook (they really participate in cooking: they cut, interfere, mold, etc.), cover the ggol, and clean it up. They can bring their own recipes and cook their own meals. The menu for each day is written in large letters, and a photograph of the dish is placed next to the name, so that even the little ones can understand what they will be fed today. Parents love to talk to the chef. They often discuss what and how much their child can and will eat, and in kindergarten or nursery they try to take into account the tastes of children, at the same time accustoming them to no-one.

Each age group has one large classroom; a library or a corner where you can read, listen to music or a fairy tale, look at pictures; mini workshop; toilet with wash basins. Part of the shower room is equipped for water games. In addition, there is one large workshop for the entire kindergarten, where an atelier artist works every day. Initially, each artist had his own specialization (clay, dolls, etc.), but gradually everyone taught each other different techniques and techniques and became generalists. Both large and small workshops have a wide variety of materials available to children. Natural materials (cones, stones, leaves, etc.) are specially selected and put into certain containers, which can be used in creativity if desired.

In nursery groups there are bedrooms designed in different ways: a special room with fabrics hanging from the ceiling; mattresses; two-> hardwood beds. In kindergartens, they rest in rooms, whoever wants - sleeps.

If possible, all conversations and actions of children are recorded on a tape recorder or recorded, photographed, filmed on video. All stages of work are recorded, and the results of the children's activities are posted on stands and simply indoors.

research institutes. The archive has been maintained from the very foundation, only the fixation methods themselves are being improved. To store such materials, each kindergarten has its own archive. Each child has their own folder with documents (photos, drawings, story records, souvenirs, etc.), which parents can buy when the child enters school. Blank pages are left in the folder so that parents and the child continue to fill it out.

In addition, there is a common pedagogical center where teachers work, each of which supervises 4-5 institutions. They do not participate in work with children, but work with staff, visiting kindergartens or nurseries at least once a week. They also organize advanced training courses for their teachers and seminars for strangers. Constant communication, listening to special lectures, analysis of documentation are factors that make it possible to form professional teachers.

Kindergartens in Reggio Emilia are open from the beginning of September to the end of June. The staff goes to work earlier than the children and leaves later, the vacation is one and a half months. In each kindergarten there are 3-4 groups of 25 children, in toddler groups up to 15 people per group, older ones - 20 each. All teachers have higher university education (6 years of study) in contrast to the usual practice that does not require special training from preschool staff. Each group has two teachers. There is no manager at all: things are distributed among everyone; in addition, there is a council of the preschool institution that controls its activities. Support staff duties include cleaning, helping with dressing children, etc. (approximately one assistant per group). Assistants are involved in all the affairs of the group, in projects, in staff training. It does not do without conflicts and disputes, but here they believe that as a result of discussions new ideas are born, dangerous stereotypes are destroyed and fresh ideas make their way.

All (adults and children) are required to start their activities at 8.00 and finish at 16.00. Since there are children who come in at 7.30 and stay until 18.20, special people who work part-time come to look after them. All children are together only once a day: at a morning conversation at 9.00 - an assembly or forum, when children and adults discuss what is happening in kindergarten, what is interesting to do and how new and started projects can develop. It discusses what things are of interest to children now, what is to be done today, what projects are ongoing, what's new, major decisions are made about the affairs of the day, current problems are discussed. Then everyone goes about their business. All children are brought almost at the same time, and the moment of the meeting is very important. Each child brings a sign with his photograph, which he takes away in the evening, so that the teacher

Who knows who is here and who has already been taken away by their parents. In kindergarten

there is an internal children's mail: boxes for everyone, where everyone puts letters and drawings to each other.

The most important condition for success is the efficient work of all participants in the pedagogical process. So, none of the educators is distracted by extraneous matters during the time that they are with the children: 31 hours a week in a group; 4.5 hours for documentation processing, conversations, planning, meetings; 0.5 hours for preparing materials and organizational issues(only 36 hours per week). True, many educators stay at work more than their prescribed working time: this requires a thoughtful understanding of what is happening in kindergarten.

Interaction between parents and educators an important part of pedagogy. Joint planning and discussion, collective decision-making, stories about what is happening, what the pupils have achieved, take up most of the time and serve to further develop the professionalism of educators. Joint events also take place on weekends, what else

more unites adults and children. Parents participate in numerous trips and excursions, in documenting and processing material, collecting money through various bazaars and in other activities with children. Har-111I of the rights of children, educators and parents are drawn up and observed. Parents can work with children. If there are people among parents, grandparents who are ready to show what they can do, then they come to kindergarten and do their favorite thing (for example, knitting baskets), and the children, asking questions, observe their actions. Parent meetings, sometimes in the form of lectures by invited experts, are held every 1-2 months. Educators talk to parents every day, at least for a few minutes. It is important that the latter share the ideology of the baby boy and do not oppose their demands to the requirements of the staff.

Composition of the group determined by the age of the children. It is assumed that all children will be together from beginning to end and with the same caregivers. New children never arrive during the school year. Before arrival, the child, together with his parents, gets acquainted in advance with the educators, with the premises, etc. If the child moves to another city, the separation becomes a big event for the rest of the children in the group. If a child is sick, they call him on the phone, send a postcard, bring a gift.

Start the new school year is not easy. To make it easier for the child to return to the rhythm of the work of a preschool institution, everyone is given a box that during the holidays they need to fill with memories of the days of rest: put stones, shells and sand in it. from seashores, beautiful branches, etc. In the first days after summer, children work with the contents of the boxes.

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The life of a preschool institution is subject to certain principles affecting the area the rights of the child and the adult. Starting point: the child is a product of both heredity and the environment. It does not develop continuously in a straight line, automatically repeating everything after others. The direction of development is influenced not only by the immediate environment, but also by the whole world. It's never too late to change. Each child must be the creator of his own life. Communication of the child with others begins with his birth. The curiosity of a child is insatiable, he never asks stupid or vain questions, and an adult should take them seriously and respectfully. We must help in every possible way to create favorable conditions for the growth and development of the child, actively listen and observe what is happening in the lives of children, try to extract from this thoughts and questions that serve further development. Child- not a box to be filled as tightly as possible, but a box from which to extract as much as possible.

In Reggio Emilia, they believe in the abilities of every child and trust him. Asked by an adult- to help the child express his, certainly valuable, ideas about the world and remember what he experienced. Therefore, you need to be able to talk to children in such a way as to interest them in the content of the activity, to raise questions. Children are given so much time to engage in the same topic until their interest fades. In addition, the child should be given the opportunity to compare himself with himself and with the world around him. adult for child- not a watchman or a magician, but a reliable friend who knows how to appear in time and remove himself in time. It does not provide direct answers to questions, but opens the way to answers. It creates conditions for work, but does not directly affect the quality of the result. To understand the developing child, caregivers and other staff have to constantly develop themselves.

Most visitors to Reggio Emilia admire the extraordinary handicrafts and children's drawings, made in a variety of techniques and materials. So, eyes can be molded from clay, houses from wire, etc. A huge zebra drawn by children has become a symbol of pedagogy. Despite outward abundance, art, which everyone and always does, is not the purpose of the work, and no more graduates become artists than in an ordinary kindergarten. This is just one of those hundred languages in which the child talks about the world around him. In addition to art, a variety of other activities are offered - computer classes, games, construction, etc. Adults try to fix what is broken, and not throw it away.

We can say that in Reggio Emilia the work is going on in the form of projects. One of these projects related to the measurement

peak because the table in the room broke, and when the children determined that it could not be fixed, they asked for a new one. The teachers offered to send an order to the carpenter, who at that time worked in one of the kindergartens. The children had to measure the old table and describe it so that the carpenter would make the new table exactly the same. To do this, they needed to find measures of length, a way to display the features of the form on paper, a scale, guess that the carpenter needs to have the same guidelines as them, so as not to confuse. The finished drawing (measured by the slipper that was attached to the picture) was sent to the worker, and the children received a new table. Along the way, they found out: everyone's hands are of different sizes; shoe length corresponds to the number; things in profile do not look the same as in a turn, etc. In conclusion, the adults explained how to make a measuring tape. With the help of homemade tapes, they began to measure and compare everything around, and much turned out to be completely different from what they thought at first.

Another project, also born from children's needs, was then called "How to draw a lion." To answer this question, the children not only got acquainted with the life of the animal, but studied the stone statue of a lion in the square, made it from different materials. The final drawing - the lion - is huge and striking in its beauty, but there is a long way of understanding behind this.

Sometimes children explore how to walk in tall grass; arrange a concert in the park; pour water; make a rainbow what are the shadows; through which water flows; how the leaf grows; how to measure time. Children often watch the work of adults and help them, for example, in caring for horses, in harvesting grapes.

This is not a parenting method. but a way of thinking about life, about a child, about knowledge and about ways to assimilate it, something that can be created together, but not in ready-made hand over. They cite a completely Italian parable for comparison: when several artists paint a fresco, you need to have the patience to wait until the whole is formed from the fragments in order to understand what it is about and what it is in general.

The child is initially a subject entering into relations with other subjects. In the very essence of humanity there is a need for communication. With adults, children have a mutual connection. Each child is constantly in a variety of relationships, relationships. In the kindergarten, the work does not focus on the individual, but on her connections with society, with the kindergarten staff, with the family, with other children, as well as on the relationship of all these subjects with each other. Therefore, everything that is done in kindergartens from an organizational point of view (daily contacts with parents, documentation, notification) serves this purpose. The way of organizing work (with all the differences in the device of each separate

preschool institution) is basically the same. Thus, the daily routine takes into account the distribution and environment of the premises of the kindergarten, general didactic principles, nutrition, work with parents and staff. When planning work, take into account self-learning opportunities(they consist of the contacts of the teacher with the children and the children among themselves), connections between teachers, connection between teacher and parents, context of space, availability and properties of materials, as well as daily routine. Each individual project is born from all the elements of this system, from their interaction.

Some projects last a short time (a few hours, one day, a week), others - months or a whole year. Ideas are drawn from random remarks, ideas, incidents that aroused interest in children: this is a sign that it is important for children to get acquainted with a topic. Up to five small groups of 2-4 people work in one room, while other children go to different rooms. Not everyone has to be on the same project; but different children can support each other's endeavors. Everything that is in the stage of development and implementation cannot be interrupted, and you can return to classes when you want. Educators make sure that all children participate in different types of activities, and they believe that kindergarten teachers should constantly remember why everything is being done.

Human life is measured by the subjective perception of space and time. Acquaintance with space, the ability to navigate and exist in it, a way to build your worldview depending on the ongoing changes- one of the main factors in the development of a child's personality. Therefore, all architectural solutions, the entire internal organization of the kindergarten are thought out. In the space that sets the direction of communication, the problems of energy distribution, placement of contacts, interconnections and interdependencies are solved in a complex, the child's attention is directed to certain aspects of reality, his curiosity is stimulated, and a reason is given to formulate and express his opinion to both the adult and the child. The daily routine takes into account the movement of the child inside and outside the premises, all types of his activities alone, together with children and adults. It is impossible to foresee everything in advance, but different types activities: plastic movements, dramatization, dance, music, walks, sensory tasks, etc. - as if communication in different "languages", between different children. At the same time, safety is ensured for the child, who can, if he wants, modify and explore the space created for him by adults. In addition, the child must be able to create his own space, relating to it dialogically and dialectically.

In reality, this is organized with the help of interior details. As already mentioned, in the kindergarten there are many corners, nooks and crannies, closets, places where you can retire, hide from others, stay with a friend. The child decides when he wants to be alone, and this desire is respected. Drawers, bedside tables, cubes in which materials are stored (they have one transparent wall, so you can see what’s inside even without an inscription) can be used as seat place, even arrange them in an amphitheater, for example, during the obligatory general morning assembly of the group. All nurseries and kindergartens are different, they are not similar to each other, they reflect the spirit and ideas of the time in which they were built, but they necessarily provide for different opportunities for movement and activities for children, different ways to divide the space: furniture, greenery, screens , roofs, special flooring, large game cubes. In addition to special children's furniture, there are real large chairs and tables that were brought by parents ("home" type, not corresponding to the general interior design). A circle can be drawn on the floor where the children are seated in the morning. Many inclined planes on which you can place, for example, children's work. Everywhere hang products of children's creativity, dry bouquets, interesting objects: almost every fragment of space is meaningful and filled.

There are many objects, surfaces, materials, forms, mirrors, ledges, etc. in the premises, so that all this can be explored, touched, felt, played, understanding how you yourself move and how you act in this space. Places for rest are organized, for example, in the form of soft baskets, mattresses, folding beds, canopies, bunks with curtains. Lighting shapes a space with different effects; mirror surfaces create additional nuances; obstacles in the flow of natural light are eliminated. Quite often, shadows, projections, reflections, refraction of light when passing through water or a prism, multi-colored transparent films and glasses are studied. Children can use binoculars, microscopes; there are translucent tables, flashlights, overhead projectors that children work with; there is a mobile periscope, a giant kaleidoscope, mirror-glass houses and other devices for visual games made by adults. Information is posted on the walls, fixing all current projects, so that children, parents, and other adults can get acquainted with what is happening. If work is underway on a topic that was once already explored by children, then it is extracted from the archives (this is, if the room allows, a separate room) and documentation on the previous project is shown. A lot of materials are selected and located within the reach of children, and they get them themselves.

Educators often return to old projects in order to understand what children remember, how their worldview and worldview have changed since then, how they can tell in words what happened. The development of a child's memory, aimed at storing, classifying, associative reactions, extracting information, is one of the pedagogical tasks. The ability to find amazing, admirable things in everyday life, the training of observation, curiosity and the ability to describe what is happening is another task. The ability to communicate with nature, with people, to enter into a dialogue with the objective, material world, often fantasizing at the same time, is the third task. By drawing, children learn better what they depict, because with a drawing they can tell what they know. Image is a powerful intellectual and emotional process. This simple idea underlies the organization of an artist's work. To explore, you need to compare, find similarities and differences, seek to obtain as much information about the object as possible in different ways. The higher the waiting voltage, the better quality collected information.

One project, born from the story of a child that in autumn he always sees yellow daisies at his grandmother in the village, turned out to be devoted to the study of the life of these flowers. Not everyone found it interesting at first: for example, one boy wanted to draw trucks, and the other wanted to draw astronauts. At first, the children (those who wanted to) drew flowers according to their inner imagination, so that the well-known symbol of a flower with straightened petals was obtained, although real flowers stood in front of them on the table. When it turned out that the image did not match the original, the teacher decided that this simple phenomenon, which is so easy to pass by, should be given more time. Thinking about what you can learn about and what you can do when you come to visit the daisies in the meadow, six children and two adults (the rest knew that their turn would come and took part in the discussion) went to the daisies, began to study their life, to greet and talk to them (flower heads were at the level of children's heads). We noticed that they are inhabited by various living creatures (insects whose life obeys its own laws): it means that they treat daisies not like we do, but like their home. It turned out that daisies of different ages, different shades of yellow (their children tried to formulate verbally: yellow-yellow, smooth yellow, bright yellow, etc.). The color also changes with lighting. The form changes from the point from which you look at the flower. Maybe there are boys and girls among the flowers? We thought about the connection between flowers and butterflies, flowers and cobwebs.

Returning to the kindergarten, the children told the others about what they saw, what they thought. Now, when they painted, they created individual portraits of flowers. Becoming more attentive

After fantasizing about how the inner space of flowers is arranged, the children depicted them in different ways, trying not to miss a single detail. For example, among them there are buds, and ugly, and wilted. Dead daisies - did they die themselves or only their hair died? How closely can you look at a flower? An adult only creates conditions for looking at, tries to stretch this process in time, but he should not give his finished scheme. Children must go the way themselves, and it is not known where they will come. Sometimes you need to pause for the accumulated information to take on a new quality.

Children draw every day, some of their ideas are hidden behind the drawing, which are more important than the external image. They make assumptions about what chamomile smells like, how they listen and what they hear. Studying and depicting the internal structure of the flower enriches the drawing. They discuss what daisies are, what internal organs they have, what are brains, how they think (maybe roots?), where their heart is. Families were created from daisies and similar plants. Daisies were photographed, and the reality divided into frames made us see the already familiar from a different angle. Children paid attention to small nuances. It turned out that daisies close at night - as if they are sleeping like children. Maybe their life is arranged in the same way as the life of children? Maybe they bloom every year in October because they do not like either heat or cold? Or maybe because there are no other flowers and they want to decorate everything with themselves? How is it that daisies come back every year? How is a seed arranged? Each new image (these were not only drawings, but also mosaics made of different materials, sculptures, etc.) reflected the ideas received.

After all the discussions and research, the children moved on to painting with paints. To choose a background for the flower, they painted paper and applied natural chamomile to it, considering what suits it best. For example, the idea was expressed that a camomile breathes easier on a blue background: it loves the sky. But how will the picture change if it rains? Do daisies like rain? Each drawing gets a name (“Daisies at night”, “Daisies talking to the stars”). When a month later the children went to the same meadow, it turned out that the daisies had died. Or maybe these gray and old twigs still live? Where did the daisies go and at what point will they return?

Seven months later, they returned to this topic again, revised their drawings and documents. At first, they tried to verbally restore what happened. Then they drew from memory, composing a fresco on the themes of life and death of plants from individual drawings. The compilation of the overall composition took place empirically, by trial and error. In children's work, it is clearly carried out

there was a transfer of the baton of ideas and images from one child to another. Thus, as a result, a series of pictures was collected from each project participant, and everyone looked and compared what they got.

The ideologues of Reggio Emilia believe that observation, listening and the creative act are essential sources of knowledge. Gaining knowledge is a constant process of enriching a person with sensations and information. A look, one's own point of view is always subjective, incomplete. The accumulation of different views and the exchange of views makes it possible to objectify knowledge. An adult who looks at the world anew with children is engaged in self-education, self-knowledge, and self-education. If what has been lived leaves “traces”, then you can return to this, rethink the past in a new way, and if you discuss it with others, you can learn even more.

Another project was about birds and involved all kindergarten adults, parents, and even some businesses and conservation organizations. The project lasted four months. Noticing that the birds were drinking water in the yard, the children made a pond for them. It was decided that something pleasant should be done for them, so that they would feel friendly, so that they would have fun. Birds were observed from a special point on a tree, their life was examined and recorded, and then an amusement park was built for small birds. It contained, for example, a fountain of umbrellas with a motor and a wheel - like a mill; elevator for old birds. All ideas at the stage of sketches were actively discussed. It was necessary to explore how various attractions, fountains are arranged, and for this purpose, excursions were held. One of the ways to work is to project the slide onto a light surface, tracing papers are superimposed on it, and the children draw on top of the cripples. Then it was necessary to build models, to understand how something functions. We studied the movement of water, its properties, structures that allow you to direct the flow and regulate its course. Among the ideas born are methods of measuring water, methods of constructing a motor. In this project, children of different ages collaborated, united in small groups, who carried out separate parts of the idea. The final version of the amusement park was made by adults. Children brought their pets to the opening; the puppeteer showed a performance and gave the kindergarten a doll - a crane with chicks. Based on the results of the work of children and adults, a book was published in America.

There was also a project that was born out of interest in underground communications, dedicated to caves: the children went to the speleologists' society, found out where the caves are, what is included in the equipment for visiting and exploring them; the artist, parents and children planned a trip to a real cave, and the children exposed

they cut bones there and decided to whom they belonged. Design is not programming, not planning with a rigid reference to time; an adult can participate in the discussion of future activities with the children. Other interesting projects carried out in Reggio Emilia include: "Long Jump" (held in the park after the children watched the Olympic Games; jumping technique was studied - how to achieve the longest jump, ways to measure distance, determine the rules of the competition, device competitions and their advertising, organization of competitions of the entire kindergarten, determination of winners, etc.); "Dinosaurs" (got acquainted with the concept of "ancestor", studied the life of prehistoric animals; tried to find a correspondence to their natural size, etc.); "Symbols", "Snow", "Water", "House", "Let's look at each other."

Reading, writing and counting are not specifically taught, but the use of letters and numbers, computer, iconography, various methods of measurement is encouraged in every possible way, and children are not corrected. Adults help children to explore the world, giving them the opportunity to move from one level of understanding to another; for example, in one weight-measuring project, adults built a giant outdoor scale for children. A special project was devoted to mathematical concepts, because in Italy they believe that mathematical abstractions should be close to popular knowledge, because they are based on social mental operations: on choice, analysis, reflection, systematization, establishing links between objects. Mathematics is born from ordinary everyday needs. It contains the idea of rhythm inherent in any dimension at all. The surrounding world can be measured in units commensurate with the human body. Educators should support the child's interest in coding the world. Knowing the words for mathematical quantities allows you to go to infinity in dimensions. Various experiments are carried out with quantities (more or less - by pieces? By volume? By eye? By area?), And then the ideas obtained are put into practice (measure the object in different ways), after which the children can again generalize what they have lived.

The high quality of children's drawings and paintings is associated with an ever-deepening study of some fragment of reality. The children's interest in research, their attitude towards their kindergarten, their readiness to clean, set the table, work in the kitchen, keep the premises in order, protect the materials is influenced by the atmosphere of stability and benevolence created by the conscientious and serious attitude of adults to their work.

The main results of studying the Reggio Emilia method, according to experts, are the following.

In the field of design: preference should be given to the development of ideas that have arisen, rather than rigid adherence to an abstract plan. A small group of 2 children is working on the project. It is good at covering topics that are not directly related to everyday experience. Children are encouraged to do something big and challenging. Emotionally difficult topics should not be abandoned. The project should be presented to the child as an opportunity to express themselves and communicate. Any problems can be solved by brainstorming. Educators should provide for the opportunity to include learning content at certain points that arise during the course of the project.

In the field of visual activity: children can copy images made by adults, such as maps; try to imitate sounds, feelings, etc. Children are shown their own photographs at work. More complex images begin with drawings. The first sketches should be done quickly. On their basis, children develop their "naive" theories. Copies of children's symbols should be made and used in a variety of contexts. Children must learn to link symbols and descriptions together. From one symbolic area another must develop. One should not concentrate on the fact that art is an aesthetic exploration of the world; it must be treated as an instrument of thought. Observation and imagination must be integrated in the drawing. One and the same object or system must be drawn from different points of view (perspectives). The same object should be depicted in an extended time, for example, lengthening shadows, living plants.

In the field of relationships in a group (in a team): adults should demonstrate the type of relationship that children should strive for (democratic participation, learning through cooperation, overcoming conflict situations). Children should compare their work with each other and criticize them. From the difference in opinion, children should move on to solving problems. Intra-group relations are a means of learning. Teams with different numbers of participants should be involved in the design. Different styles of task performance should be encouraged and children should be allowed to discuss on their own. The social plan of work is encouraged by bringing to the fore the notion of "we". Through social conflict, the construction of social ideas occurs. Children are interested in making rules and this can be a learning tool. The culmination of the project becomes an event for the wider public.

In the field of education: you need to build situations that provoke the child intellectually and emotionally; write down what the children say; to give remarks that stimulate discussion; let the children discuss the most interesting of the images,

means of communication. Techniques are taught during work, for example, with clay. At the same time, the work itself should be commented, and not the level of skills of children. When working on improving specific skills, you should move on to understanding them on an intellectual level (it is convenient to use photographs for this). Objects and materials can be used in unexpected ways (for example, what is used indoors is taken outside, and vice versa). Educators should learn from children in the same way that children learn from adults. Children should be allowed to act slowly, without haste, for as long as they need.

In the cognitive area: children should be encouraged to think about what something is not; what it could be; about the mutual influence of one on the other. It is necessary to help distinguish holidays from everyday life; emphasize the importance of in-depth knowledge of integral systems; make it clear that the work is not completed, and discuss it.

In the field of interpretation of children's creativity: the main thing is to document everything that children do. Documents are shown to parents, children, colleagues, and the public. We must try to look at everything from the standpoint of a researcher. In yesterday's entries, you can find tasks that should be set for children today. Recordings of children's stories and photographs of children should be discussed with the children themselves. Children should try to come back to the image they made, constantly reworking it. All answers are considered as options, which lead to a certain logical reasoning; the challenge is to understand this logic.

In Reggio Emilia they say that everyone has his own idea of reality, unlike others; hypotheses about reality arise individually, and then they are rechecked, discarded or refined. Children's clothing stores, popular magazines, the image of the Christ child, psychoanalytic ideas about the influence of childhood experiences on the formation of personality, the role of a woman as a mother - all this affects public opinion, adults' expectations regarding their child and other people's children. The family makes a political, economic and social choice, but in fact it would be necessary to deal with the real problems of the child. Child, according to Reggio Emilia experts, from the very beginning - rich, strong, competent, not necessarily fitting into the scheme that is set by public expectations. The child is open to the new, which he wants to know, unlike an adult. The child does not require an answer to all questions at once, he is able to constantly complete the picture of the world. The child constructs for himself a unique system of his own rights.

Kindergarten- it is a place where children's rights can be exercised. He should not be held accountable to his parents for what he has done.

given for children, but it is very important that parents have as much information as possible about everything their child is involved in and how he behaves in kindergarten. It is not enough to carry out activities to say that the child has learned something. His reasoning about the activity itself, the awareness of what is happening to him are important. Creative and individual study of reality should be in both adults and children. Children learn not only from us, but also through many other influences. The educator must create a context in which the child can be listened to, so that he knows that it is important for adults to know his hypothesis. Based on a certain point of view, the recorded observations are interpreted. In Reggio Emilia, they believe that a child can only be taught what he himself wants to learn. There are a thousand hypotheses about reality, a thousand ways to carry out a project; the discussion of the project takes place, as it were, on the sand, and the project itself, as it were, is cut into the rock; but as long as we choose one (out of a thousand) options, we are flexible in choosing each subsequent step.

Initial the idea of cooperation of all in the name of children, in the name of the future The commune has survived to this day. Theorists who worked directly with children also participated in the creation of pedagogy. Until now, such preschool institutions as in Reggio Emilia are rare for Italy (and indeed for the whole world). True, an institute for the study of this experience arose in the United States, and they also tried to transfer this pedagogical method to school (so far quite successfully). In Reggio Emilia, children and teachers mutually encounter difficulties when moving to school, and although much has already been done to overcome them, the school is still not ready to accept children of the “new type”: those who are aware of their rights, who talk on an equal footing with adults, questions and discuss future activities with peers before starting tasks.

The ideas of L. Malaguzzi, embodied in the American elementary school pedagogy, working according to his method, are aimed at the free solution of various mental and artistic tasks by children using their own methods. All stages of the search thinking of children are fixed, which allows you to understand how their ideas about the world actually develop. An important aspect of this work is its characteristic, as the maximum length in time. This aspect - the protracted living of the student, the appeal to the problems posed by the children themselves - is opposed to the methods of intensive teaching. If the former involve thoughtful work with each student, an in-depth comprehension of the universal laws of the universe in a small area of the environment, then the latter are aimed at a concentrated short-term mobilization of the body's forces. Intensive Pedagogy, appealing to the simultaneous activation

visual and auditory perception, combined with movement, achieves a good memorization of the prepared material (the domestic coryphaeus of preschool psychology and pedagogy A. V. Zaporozhets warned against the intensification of preschool education). This approach uses many games with rules that allow you to repeat the same material so that fatigue does not set in. An important component is holding discussions in the children's team, developing common positions, reasoning about the structure of one's own activities and the experience gained. Time-dense learning of what belongs to certain areas of knowledge, as a rule, is combined with an extensive expansion of these areas of study.

Review questions

1. Why should the statements and works of children be treated
serious and respectful? What hundred languages do children speak? Which members
society is supposed to educate according to the Reggio Emilia system?

2. What developmental effect does the constant participation of the artist have?
an atelier in the work of a preschool institution? How do interests relate
sy adults and children in joint activities?

3. What are the features of project work?

4. Why is it important to document children's activities? What gives us
knowledge about how children played among themselves 50 years ago? Why is it important
know what is the logic of the actions of children?

5. In what ways can an adult and a child jointly comprehend and
reflect reality? What is the relationship between reality and fantasy
in the world of a child and an adult?

6. How do the principles of pedagogy of L. Malaguzzi work at school?

Human life takes place in many relationships. Relationships family - school - kindergarten - society - work (that is, each of these connections and all of them together) depend on politics and economics, on social laws and living standards. Well-being and stability of society in in general, do not necessarily guarantee the happiness of each individual, but give him more opportunities for self-realization. The question arises about secondary, public public education and private, elite, privileged education. Many methods are used only in private educational institutions or under a special agreement with parents and city authorities. The initiative to create something new can belong to any person - come from the teacher, and from the family, and from the official. The absolute priority is for every child to be well. Many believe that only at the end of the gymnasium does it matter how and what is taught; before that, it is only important that educators

and the teachers treated the child well. Some representatives of the upper strata of society believe that their children should know life well, so they should be taught along with children from other classes. Other parents, trying to break the bad ties in which their child is entangled in the place of residence, transfer him to study away from home, in a more relaxed environment.

Parents want the best for their children - often what they themselves were deprived of in childhood, while forgetting to give what they had: warmth, love, play, care, communication. What one child can easily do at age two, another will never be able to do. There is more and more evidence of diverging developmental paths. In Europe and America, they learned very well: no matter how hard the teachers try, each pupil will be happy or unhappy in his own way. Society can take care of the quality of education by distributing thousands of methods and recommendations of psychologists, psychiatrists, doctors, but everything always rests on those who will actually participate in the pedagogical process and how they can agree with each other.

Stories and reviews about hotels Reggio nell Emilia 3 *, 4 and 5 stars

Questions for experts and advice All questions Ask

Which hotel to choose
What to choose 3 stars. room not far from the sea
rimini-maranello (Ferrari Museum)-imola (Enzo and Dino Ferrari circuit)-rimini in 1 day. Is it real?
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about pre-booked tickets
Please tell me, if you buy a train ticket in advance through the website, do you need this e-ticket
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Can the following affect your visa application?
Kindly answer the question please. Is it possible that in a visa to Europe or somewhere else (?)

History
In 187 BC e. Regium Lepidi was founded on the Via Aemilia, named after the consul Marcus Aemilius Lepidus.

The city, which had its own bishop back in the 4th century, suffered greatly from the barbarian invasions. Alboin made it one of the centers of the Lombard state. In 899 he was raided by the Magyars. In 1002 he went to the margraves of Tuscany, who settled in the nearby Canossian castle.

From the 12th century, Reggio was a member of the Lombard League as an independent city republic. The commune was torn apart by a bloody confrontation between the best families. In the XIV century. the noble families of d'Este, Gonzaga and Visconti, as well as the popes, joined the struggle for Reggio.

In 1409, the possession of Reggio passed to the d'Este family, who kept it in their hands until the Napoleonic wars. In fact, it was part of the Duchy of Modena, although de jure it was allocated to the Duchy of Reggio. With the reign of d'Este, the rise of trade and architecture begins. The names of two great Quattrocento poets, Boiardo and Ariosto, are inextricably linked with Reggio.

In 1513, Pope Julius II took possession of Reggio, but papal rule in this part of Emilia lasted no more than 10 years. In 1796, Napoleon entered Reggio, proclaiming the creation of the Cispadan Republic here. It was in Reggio that the modern flag of Italy was first flown, and it was here that Dombrowski's march was then composed. Marshal Oudinot held the title of Duke of Reggio from 1810.

The Congress of Vienna returned Reggio to the dukes of Modena, but the citizens, who had tasted the taste of freedom, more than once rose up against their rulers. In 1860, the city became part of the united Italy. The political life of the 20th century was dominated by the socialists and (in the post-war years) by the communists. In the 1980s, the rock band CCCP Fedeli alla linea recorded in the city.

Attractions
Duomo (collegiate church) - built mainly in the Romanesque style, it has been renovated many times; ancient Roman mosaics were found under the medieval temple.
The Basilica of the Madonna della Giara (1597-1619) is a milestone on the way from Mannerism to Baroque, one of the main shrines of Emilia.
The Basilica of San Prospero was founded in the 10th century, subsequently rebuilt more than once, the Bolognese Camillo Procaccini and Lodovico Carracci worked on its decoration.
Valley Theater (1852-57).
Ariosto's house.
Renaissance palazzo.

Buy air tickets for a plane to Reggio nel Emilia: Reggio Emilia, Reggio Emilia, Reggio nel Emilia, Reggio Emilia, Reggio nell "Emilia, Rèz

Review of Castrocaro Terme e Terra del Sole A very nice town, quiet and peaceful, few emigrants and annoying beggars. It is very good to relax and recuperate after a noisy city. Views from the hills are simply mesmerizing at any time of the year. You can talk a lot about wine from local cantins (local private wineries), this is pure grape juice, a little fermented. February 20, 2016
Review of Hotel Imperial Beach The hotel is clearly not 4*. At best, three. There is no "homestead" plot at all. Entrance from the street and opposite the exit to the paid beach. There is Wi-Fi, but it works "sadly". The rooms are not big. A cramped sanitary room with a tiny shower. There are not even enough hooks for ordinary towels for two. Not a small balcony (the best thing in the room). Minimal furniture in the room. Even the bedside table was 1, and more will not fit there. All the furniture was falling apart. By the bed... August 22, 2014
Review of Donau Hotel The owners of the hotel are Svetlana Travyanko-Ukrainian and her husband Antonio-Italian. I stayed at their hotel and the only thing I didn't like was the narrow beds. With the owners of the hotel, my mother and I developed good, friendly relations. Since my mother and I are not the first time in Italy, we have a desire to live and work here. Sveta and Antonio promised us to make an invitation to work for a certain amount. By that time we were already in Russia and were able to get a loan at 47% and for 5 years, because we needed money ... August 8, 2014
Review of Appartamenti Astoria Nice apartment, 10 minutes walk from the train station. The hotel has three buildings, for breakfast you need to go to the main building, but it's only three minutes. By the way, the breakfasts are worthy :) Very spacious, the windows of our apartment overlooked the courtyard. There is a big balcony. Modern bathroom, nice even just to look at. There was no microwave in the kitchen, not very convenient. Also there is no kettle, no. Boiling water in a saucepan is not very convenient. The rest of the dishes are enough. There was an exercise bike... July 9, 2014
Review of Hotel Residence T2 The hotel is located very close to the airport - if you wish, in 20-30 minutes you can stomp on foot and not get involved with impudent taxi drivers! The rooms are very pleasant, a lot of furniture, on request we were provided with a playpen for free. The kitchen must be paid for if you arrive for less than 3 days. With a child, they didn’t take money from us, they turned on the stove so simply. There are few dishes, but you can manage. There is a microwave and a small refrigerator. Large balcony with plastic furniture, we had a view of the Adriatic - great :) Room... July 9, 2014
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Reggio nel Emilia, Reggio Emilia(Italian Reggio nell "Emilia, emil.-rom. Rèz, lat. Regium Lepidi listen)) is a city in the Italian region of Emilia-Romagna, the center of the province of Reggio nel Emilia, halfway between Modena and Parma. It should not be confused with the city of the same name in Calabria. The population is 165503 people (2008), the population density is 715 people/km². It occupies an area of 232 km². The postal code is 42100. Telephone code - 0522.

patron saint locality considered to be Saint Prosper.

History

In 187 BC e. a colony was founded on the Via Emilia Regium Lepidi named after the consul Marcus Aemilius Lepidus.

From the 12th century, Reggio was a member of the Lombard League as an independent city republic. The commune was torn apart by a bloody confrontation between the strongest families. In the XIV century, the noble families of d'Este, Gonzaga and Visconti, as well as the popes, joined the fight for Reggio.

In 1409, the possession of Reggio passed to the d'Este family, who kept it in their hands until the Napoleonic wars. In fact, he was part of the Duchy of Modena, although de jure was allocated to the Duchy of Reggio. With the reign of d'Este, the rise of trade and architecture begins. The names of two great Quattrocento poets, Boiardo and Ariosto, are inextricably linked with Reggio.

In 1513, Pope Julius II took possession of the city, but papal rule in this part of Emilia lasted no more than 10 years. In 1796, Napoleon entered Reggio, proclaiming the creation of the Cispadan Republic here. It was in Reggio that the modern flag of Italy was first flown, and it was here that Dombrowski's march was then composed. Marshal Oudinot held the title of Duke of Reggio from 1810.

Attractions

Duomo (collegiate church) - built mainly in the Romanesque style, it has been updated many times; ancient Roman mosaics were found under the medieval temple.
The Basilica of the Madonna della Giara (1597-1619) is an important milestone on the way from Mannerism to Baroque, one of the main shrines of Emilia.
Basilica of San Prospero - founded in the 10th century, subsequently rebuilt more than once, the Bolognese Camillo Procaccini and Lodovico Carracci worked on its decoration.
Valley Theater (1852-1857).
Ariosto's house.
Renaissance palazzo.
Art Museum Parmegiani Gallery.