اثربخشی رویکرد آموزشی رجیو امیلیا بر تفکر خلاق و کارآفرینی دانش آموزان دختر اول دبستان

The aim of the current research was the effect of education with the Reggio Emilia approach on the creative thinking and entrepreneurship of primary school students in Gorgan city. The research is applied in terms of purpose and quasi-experimental in terms of method with control and experimental groups. The statistical population of the research is made up of female students of the first elementary school in the academic year of 2023. The statistical population of 30 students was selected by the available sampling method and randomly divided into two groups: 15 in the experimental group and 15 in the control group. Data collection tools include the standard questionnaires of the entrepreneurial spirit of Behramzadeh et al. (2009) and the standard questionnaire of Torrance (1996). The intervention tool also included training with the Reggio Emilia approach in 10 sessions of 60 minutes. Data analysis was done through multivariate analysis of covariance (MANCO) using SPSS software. The findings showed that using the Reggio Emilia approach had a significant impact on the creative thinking and entrepreneurship of the first grade students of Gorgan city Primary School.
 
 
Keywords: Reggio Emilia approach, creative thinking, entrepreneurship, education and students
 
 
Introduction
Millions of students study in schools every year and almost every student spends about 6 hours of his life during the day with teachers, classmates and officials. In fact, every society that plans to develop must invest in these future builders of the society, and this important task is the responsibility of the country's education system and schools. Because with proper and efficient training regarding their motivations, an important role in preventing some disorders and creating a healthy environment is removed. On the other hand, effective approaches in education play a vital role. One of these approaches is Reggio Emilia It is an educational method that is completely child-centered and all child educational programs in this system are formed according to children's reaction and interest in a subject and over time. In this educational system, the child is seen as an independent and capable person who can make decisions for his own learning area. For this reason, the educational environment of Reggio Emilia is designed in such a way that the child can do things on his own.
 
Materials & Methods
The research method is quasi-experimental with a pre-test-post-test design with control and experimental groups. The statistical population of the research includes female students of the first grade of primary school in the academic year of 1401. From the statistical population, 30 students were first randomly selected using the available sampling method in two groups: 15 students in the experimental group and 15 students in the control group. After taking the pre-test from both groups, the experimental group was trained for 10 sessions of 60 minutes, and no training was provided to the control group. After finishing the work, a post-test was taken from both groups. The data collection tools include the standard questionnaires of Behramzadeh et al.'s entrepreneurial spirit (2009) and the Torrance standard questionnaire (1996). Multivariate analysis of covariance (MANCO) with spss program was used to analyze the research data. The criteria for entering the research include gender, educational level, ability to communicate, the ability to read and write and understand concepts, and the criteria for exit include; The inability to read and write was the inability to understand the concepts and the educational foundation. In order to carry out this research, the researcher, after receiving permission from the General Department of Education of Golestan province and coordinating with the school and the relevant teacher, before distributing the questionnaires, the necessary explanations were first given to familiarize with the type of questions, and from the knowledge Students were asked to answer the questions carefully. After randomly identifying the experimental and control groups and conducting a pre-test on them and receiving consent from 15 people in the experimental group, the Reggio Emilia training program was conducted as an experimental factor or independent variable for 10 sessions of 60 minutes. There is no pre-planned curriculum in the approach of Rajaviamilia. In the emerging curriculum, all work begins with the teacher's careful observations and listening to the children. Individual and group issues and concerns of children are considered important. The teacher's observation of children's interests and motivations and thinking together with other teachers helps to expand topics and interests and slowly turn into an individual or group project. In the meantime, students conduct research, make hypotheses and test their hypotheses and present their results and findings in different languages ​​and in different formats. The curriculum is not only driven by the students' wishes and the teachers' designs, but also by the interaction between teachers, children, parents and society.
 
Discussion & Result
The results showed that, with the pre-test control, there is a significant difference in the mean of creative thinking and entrepreneurship in the students of the experimental group in the post-test stage, at the error level of 0.05. In another part of the results and in the examination of entrepreneurship components including knowledge, attitude and skill, the results showed that the Reggio Emilia approach has an effect on the entrepreneurship components of students. Therefore, considering that children who learn in line with such approaches because they fill their free time with artistic works and making crafts, they have creative thinking and entrepreneurs and producers of new ideas. Because these children are exposed to effective activities during the curriculum with the educational approach of Reggio Emilia. Education of Reggio Emilia's approach on children's knowledge, which lays the groundwork for getting to know different occupations, knowledge of rules and regulations, customs, etc., which is accompanied by discussions and scientific trips, storytelling, performances, and games, and on the attitude of knowledge Students and creating a creative attitude, an attitude of knowing and being able to do, which is associated with games and storytelling and showing, observing and modeling, and acquiring communication skills with peers, cooperation skills and accepting responsibility, which is done by using the game method and Observation, children learning from each other and practical methods based on gaining experience from real life situations have been very effective.
 
Conclusion
Education of Reggio Emilia's approach has an effect on creative thinking and entrepreneurship in general and separately on the components in primary school students.