The Reggio Emilia approach is an educational philosophy and pedagogy focused on preschool and primary education. This approach is a student-centered and constructivist self-guided curriculum that uses self-directed, experiential learning in relationship-driven environments.[1] The programme is based on the principles of respect, responsibility and community through exploration, discovery and play.
At the core of this philosophy is an assumption that children form their own personality during the early years of development and that they are endowed with "a hundred languages", through which they can express their ideas. The aim of the Reggio approach is to teach children how to use these symbolic languages (e.g. painting, sculpting, drama, kinesthetic learning) in everyday life. This approach was developed after World War II by pedagogist Loris Malaguzzi and parents in the villages around Reggio Emilia, Italy; the approach derives its name from the city.
History
During the post-World War II era in Italy, the country was overcome with a “…desire to bring change and create anew",[2] brought on by significant economic and social development, including in education.[3]
The Reggio Emilia approach to early childhood education emerged in the aftermath of World War II, in a region of northern Italy deeply affected by the collapse of the fascist regime under Benito Mussolini. In the wake of the war, a group of local parents primarily the woman's union —many of them farmers—sought to create a new model of education that would foster critical thinking, civic engagement, and democratic values in their children. Having witnessed the consequences of authoritarianism and propaganda, these parents wanted to ensure that future generations would be better equipped to question authority and resist manipulation.[4]
This grassroots educational movement was also shaped by a growing skepticism toward traditional institutions, including both the Catholic Church and the centralized public school system. Schools were and still are largely structured around conformity and obedience, designed in part to support the transition from agrarian life to industrial labor. Critics of this model argued that it prioritized compliance over creativity, producing students who were able to follow instructions but discouraged from thinking independently or critically.
The founding visionaries of the Reggio Emilia schools rejected this top-down approach to education. Instead, they emphasized a child-centered pedagogy grounded in collaboration, exploration, and expressive learning—an approach they believed was essential to building a more just and resilient society.
An account described how a 1976 opposition to the primary education policy of the municipality of Reggio Emilia opened up the preschools to public scrutiny.[5] This resulted in the introduction of the Reggio approach to early education, which was supported by parents and the community.[5]
The approach was based on Malaguzzi’s method, which became known to and appreciated by many educators thanks to a touring exhibition titled, "A Child has 100 Languages. On Creative Pedagogy at Public Kindergartens in Reggio Emilia, Italy", which opened in 1981 at the Modern Museet in Stockholm, Sweden.[6][7] As a result, the National Group for Work and Study on Infant Toddler Centers was formed. By 1991, Newsweek reported that the schools at Reggio Emilia were among the top school systems in the world.[1]
On May 24, 1994, the nonprofit organization Friends of Reggio Children International Association was founded to promote the work of Loris Malaguzzi and to organize professional development and cultural events around the approach.[8] In November 2002, during the annual conference of the National Association for the Education of Young Children in Chicago, the North American Reggio Emilia Alliance was formally established.[3]
In 2003, the municipality of Reggio Emilia chose to manage the system and the network of school services and toddler centres by forming the Istituzione Scuole e Nidi d'Infanzia. This enabled municipal schools and preschools to have independent Reggio-inspired programmes and activities with support from the Italian government.
In February 2006, the Loris Malaguzzi International Centre was established in Reggio Emilia, Italy, as a meeting place for professional development and a research hub for the Reggio philosophy. On September 29, 2011, the nonprofit Reggio Children-Loris Malaguzzi Centre Foundation was established at the Loris Malaguzzi International Centre to foster “education and research to improve the lives of people and communities, in Reggio Emilia and in the world”.[9]
Philosophy
The Reggio Emilia philosophy is based upon the following set of principles:
Children must have some control over the direction of their learning;
Children must be able to learn through experiences of touching, moving, listening, and observing;
Children have a relationship with other children and with material items in the world that they must be allowed to explore;
Children must have endless ways and opportunities to express themselves.
The Reggio Emilia approach to teaching young children puts the natural development of children as well as the close relationships that they share with their environment at the center of its philosophy.[10] The foundation of the Reggio Emilia approach lies in its unique view of the child: to foster education in the youngest learners to promote the best possible integration among children’s "100 languages".[11] In this approach, there is a belief that children have rights and should be given opportunities to develop their potential. Children are considered to be “knowledge bearers”, so they are encouraged to share their thoughts and ideas about everything they could meet or do during the day. “Influenced by this belief, the child is beheld as beautiful, powerful, competent, creative, curious, and full of potential and ambitious desires."[2] The child is viewed as being an active constructor of knowledge. Rather than being seen as the target of instruction, children are seen as having the active role of an apprentice.[12] This role also extends to that of a researcher. Much of the instruction at Reggio Emilia schools takes place in the form of projects where they have opportunities to explore, observe, hypothesize, question, and discuss to clarify their understanding.[13] Children are also viewed as social beings and a focus is made on the child in relation to other children, the family, the teachers, and the community rather than on each child in isolation.[14] They are taught that respect for everyone else is important because everyone is a “subjective agency ” while existing as part of a group.
The Reggio Emilia approach to early education reflects a theoretical kinship with John Dewey, Jean Piaget, Lev Vygotsky and Jerome Bruner, among others. Much of what occurs in the class reflects a constructivist approach to early education. Reggio Emilia's approach does challenge some conceptions of teacher competence and developmentally appropriate practice. For example, teachers in Reggio Emilia assert the importance of being confused as a contributor to learning; thus a major teaching strategy is purposely to allow mistakes to happen, or to begin a project with no clear sense of where it might end. Another characteristic that is counter to the beliefs of many Western educators is the importance of the child's ability to negotiate in the peer group.
One of the most challenging aspects of the Reggio Emilia approach is the solicitation of multiple points of view regarding children's needs, interests, and abilities, and the concurrent faith in parents, teachers, and children to contribute in meaningful ways to the determination of school experiences. Teachers trust themselves to respond appropriately to children's ideas and interests, they trust children to be interested in things worth knowing about, and they trust parents to be informed and productive members of a cooperative educational team. The result is an atmosphere of community and collaboration that is developmentally appropriate for adults and children alike.[15]
Community support and parental involvement
Reggio Emilia's tradition of community support for families with young children expands on a view, more strongly held in Emilia Romagna and Tuscany, of children as the collective responsibility of the local community. In Reggio Emilia, the infant/toddler and pre-primary program is a vital part of the community, as reflected in the high level of financial support. Community involvement is also apparent in citizen membership in La Consulta, a school committee that exerts significant influence over local government policy.
Parents are a vital component to the Reggio Emilia philosophy; they are viewed as partners, collaborators, and advocates for their children. Teachers respect parents as each child's first teacher and involve parents in every aspect of the curriculum. It is not uncommon to see parents volunteering within Reggio Emilia classrooms throughout the school. This philosophy does not end when the child leaves the classroom. Some parents who choose to send their children to a Reggio Emilia program incorporate many of the principles within their parenting and home life. The parents' role mirrors the community's, at both the school-wide and the classroom level. Parents are expected to take part in discussions about school policy, child development concerns, and curriculum planning and evaluation.
Role of teachers
Teachers and children in an Italian nursery school
In the Reggio approach, the teacher is considered a co-learner and collaborator with the child and not just an instructor. Teachers are encouraged to facilitate the child's learning by planning activities and lessons based on the child's interests, asking questions to further understanding, and actively engaging in the activities alongside the child, instead of passively observing the child learning. "As partner to the child, the teacher is inside the learning situation" (Hewett, 2001).
Some implementations of the Reggio Emilia approach self-consciously juxtapose their conception of the teacher as autonomous co-learner with other approaches. For example:
Teachers' long-term commitment to enhancing their understanding of children is at the crux of the Reggio Emilia approach. They compensate for the meagre pre-service training of Italian early childhood teachers by providing extensive staff development opportunities, with goals determined by the teachers themselves. Teacher autonomy is evident in the absence of teacher manuals, curriculum guides, or achievement tests.[16] The lack of externally imposed mandates is joined by the imperative that teachers become skilled observers of children in order to inform their curriculum planning and implementation.[17]
While working on projects with the child, the teacher can also expand the child's learning by collecting data that can be reviewed at a later time. The teacher needs to maintain an active, mutual participation in the activity to help ensure that the child clearly understands what is being "taught". Teachers partner with colleagues, students, and parents in the learning process. They discuss their observations with them, as part of an ongoing dialogue and continuing evolution of their ideas and practices. This allows them to be flexible in their plans, preparations, and teaching approaches.
Often, teachers listen to and observe children in the classroom and record their observations to help plan the curriculum and prepare the environment and teaching tools to support the student's interests.[18]
Documentation
Using a variety of media, teachers give careful attention to the documentation and presentation of the thinking of the students. Rather than following standardized assessments, the teacher inquires and listens closely to the children. An example of documentation might be a book or panel with the student’s words, drawings, and photographs. By making learning visible, the student's thinking and feeling can be studied while the documentation serves to help with evaluation of the educators' work and refinement of the curriculum. It provides parents information regarding their child’s learning experience while creating an archive for the class and school.[19]
Role of the environment
The "piazza": common space in a preschool
Malaguzzi believed the physical environment to be of fundamental importance to the early childhood program; he referred to it as the "third teacher", alongside adults and other students.[20] One of the aims in the design of new spaces - and the redesign of existing ones - is integration of the classroom space with the surrounding environment: the rest of the school, and community the school is a part of. The importance of the environment lies in the belief that children can best create meaning and make sense of their world through environments which support "complex, varied, sustained, and changing relationships between people, the world of experience, ideas and the many ways of expressing ideas."[21]
Physically, the preschools generally incorporate natural light and indoor plants. Classrooms open to a center piazza, kitchens are open to view, and access to the outside and surrounding community is provided through courtyards, large windows, and exterior doors in each classroom. Entries capture the attention of both children and adults through the use of mirrors (on the walls, floors, and ceilings), photographs, and children's work accompanied by transcriptions of their discussions. These same features characterize classroom interiors, where displays of project work are interspersed with arrays of found objects and classroom materials. In each case, the environment informs and engages the viewer.
Other supportive elements of the environment include ample space for supplies, frequently rearranged to draw attention to their aesthetic features. In each classroom there are studio spaces in the form of a large, centrally located atelier and a smaller mini-atelier, and clearly designated spaces for large- and small-group activities. Throughout the school, there is an effort to create opportunities for children to interact. The single dress-up area is in the center piazza; classrooms are connected with telephones, passageways or windows; and lunchrooms and bathrooms are designed to encourage community.[22]
Cohorts or groups of students stay with one teacher for a three-year period, creating consistency in environment and relationships.
Long-term projects as vehicles for learning
The curriculum is characterized by many features advocated by contemporary research on young children, including real-life problem-solving among peers, with numerous opportunities for creative thinking and exploration. Teachers often work on projects with small groups of children, while the rest of the class engages in a wide variety of self-selected activities typical of preschool classrooms.
The projects that teachers and children engage in are different in a number of ways from those that characterize American teachers' conceptions of unit or thematic studies. The topic of investigation may derive directly from teacher observations of children's spontaneous play and exploration. Project topics are also selected on the basis of an academic curiosity or social concern on the part of teachers or parents, or serendipitous events that direct the attention of the children and teachers. Reggio teachers place a high value on their ability to improvise and respond to children's predisposition to enjoy the unexpected. Regardless of their origins, successful projects are those that generate a sufficient amount of interest and uncertainty to provoke children's creative thinking and problem-solving and are open to different avenues of exploration. Because curriculum decisions are based on developmental and sociocultural concerns, small groups of children of varying abilities and interests, including those with special needs, work together on projects.
Projects begin with teachers observing and questioning children about the topic of interest. Based on children's responses, teachers introduce materials, questions, and opportunities that provoke children to further explore the topic. While some of these teacher provocations are anticipated, projects often move in unanticipated directions as a result of problems children identify. Thus, curriculum planning and implementation revolve around open-ended and often long-term projects that are based on the reciprocal nature of teacher-directed and child-initiated activity. All of the topics of interest are given by the children. Within the project approach, children are given opportunities to make connections between prior and new knowledge while engaging in authentic tasks.
The hundred languages of children
The term "hundred languages of children" refers to the many ways that children have of expressing themselves. Reggio teachers provide children different avenues for thinking, revising, constructing, negotiating, developing and symbolically expressing their thoughts and feelings. The goal is for the adults and children to better understand one another.[3]
As children proceed in an investigation, generating and testing their hypotheses, they are encouraged to depict their understanding through one of many symbolic languages, including drawing, sculpture, dramatic play, and writing. They work together toward the resolution of problems that arise. Teachers facilitate and then observe debates regarding the extent to which a child's drawing or other form of representation lives up to the expressed intent. Revision of drawings (and ideas) is encouraged, and teachers allow children to repeat activities and modify each other's work in the collective aim of better understanding the topic. Teachers foster children's involvement in the processes of exploration and evaluation, acknowledging the importance of their evolving products as vehicles for exchange.[23]
REMIDA (IREN Emilia) – The Creative Recycling Centre
REMIDA, the Creative Recycling Centre, was established in 1996 in Reggio Emilia as a joint initiative of the Municipality of Reggio Emilia and AGAC (now IREN Emilia). It is currently managed by the Reggio Children – Loris Malaguzzi Centre Foundation (formerly the International Association Friends of Reggio Children).[24]
REMIDA promotes the reuse of discarded industrial and commercial materials for educational and artistic purposes. The project is grounded in ecological, ethical, and aesthetic values, encouraging sustainable practices and creative exploration within the context of early childhood education. The centre collects clean, unused waste materials from local industries and redistributes them to schools, educators, and artists.
In addition to its material reuse initiatives, REMIDA has developed a series of publications documenting its projects and pedagogical reflections. These works explore themes related to environmental responsibility, imaginative reuse, and the role of aesthetics in education.
Global Expansion of the Reggio Emilia Approach
Summary
The Reggio Emilia approach, originally developed in the northern Italian city of Reggio Emilia following World War II, has since influenced early childhood education around the world. Unlike the Montessori or Waldorf method, which is a trademarked and certifiable educational system, the Reggio Emilia approach is not copyrighted or franchised. As a result, programs inspired by Reggio Emilia vary widely in form and structure and are often described as “Reggio-inspired” rather than standardized[25].
This lack of formal systemization is seen by many educators as a strength, as it allows each learning environment to adapt the approach to its local culture, community values, and the specific interests of children within that setting. Core principles—such as child-led project work, the environment as the “third teacher,” the role of educators as co-researchers, and documentation of learning—are typically retained, but how they are applied can differ substantially.
United States
Reggio-inspired programs have become increasingly prevalent across the United States, particularly in progressive early childhood institutions. In Boulder, Colorado, for example, several private and public programs have adopted Reggio Emilia principles. These schools often emphasize natural materials, open-ended inquiry, and close family-educator collaboration. Institutions such as Boulder Journey School[26] have gained national recognition for adapting Reggio principles to the North American educational landscape. There is also an association called NAREA - The North American Reggio Emilia Alliance which helps to connect educators and offer continued inspiration for those that practice Reggio Emilia.[27]
Notable Reggio-Inspired Schools in the USA
The Reggio Emilia approach has flourished across the United States, particularly in independent preschools and early learning centres that value creativity, inquiry, and child-led exploration. Notable schools include the Sabot School at Stony Point in Richmond, Virginia, which has become a national leader in Reggio-inspired education with a strong emphasis on research, documentation, and community learning. The Blue School in New York City, co-founded by the creators of the Blue Man Group, blends Reggio principles with innovation and arts-based learning. Opal School in Portland, Oregon—affiliated with the Portland Children's Museum—has gained international recognition for its pioneering work in Reggio-inspired practice and educator training. In Chicago, Francis W. Parker School integrates Reggio principles within a progressive K–12 framework, while the Presidio Knolls School in San Francisco weaves Reggio into a bilingual Mandarin-English curriculum. These schools exemplify the diverse and thoughtful ways Reggio Emilia pedagogy has been adapted to American contexts, enriching early education through creativity, connection, and reflective practice.
Canada
The Reggio Emilia approach has gained widespread respect and influence across Canada, particularly in early childhood education settings that value inquiry, creativity, and child-led learning. Rooted in the educational philosophy developed in Reggio Emilia, Italy, this approach sees children as capable, curious, and active participants in their own learning journeys.
In Canadian Reggio-inspired programs, educators act as co-learners and guides, creating environments that foster exploration, dialogue, and collaboration. Learning is often project-based and deeply connected to the interests of the children, with strong emphasis placed on documentation, the environment as the “third teacher,” and active family engagement. This philosophy aligns closely with Canada's provincial early learning frameworks, such as How Does Learning Happen? in Ontario.
In Ontario, their exists the ORA -- the Ontario Reggio Emilia Associations, which facilitates professional development opportunities for educators based on the Reggio Emilia philosophy, which views children as capable and competent learners with "100 languages" of expression. ORA also organizes study weeks in Reggio Emilia, Italy, where the approach originated.[28]
Notable Reggio-Inspired Schools and Centres in Canada:
The Bishop Strachan School Early Years (Toronto, ON): An independent girls' school with a Reggio-inspired early learning program that integrates inquiry-based learning with strong academic foundations. They also provide many professional development opportunities for the Reggio community across Ontario.
Atelier Kids (Toronto, ON): Standout Reggio-inspired daycare centres serving families with a strong emphasis on high educator engagement, outdoor focus, community connection, and personalized documentation. Their programs often appeal to urban families looking for an alternative to rote learning and creating resilient children.
CEFA (Core Education & Fine Arts) Schools (BC and beyond): While CEFA blends multiple philosophies, many of its schools adopt Reggio-inspired principles in their approach to creativity and exploration.
Garderie Pomme D’Api (Montreal, QC): A well-regarded Reggio-inspired childcare centre in Quebec with a focus on bilingual learning and documentation-based practice. This centre appeals to French- Canadian families looking for a less academic approach to early childhood.
Across Canada, interest in the Reggio Emilia philosophy continues to grow, with educators and families drawn to its emphasis on relationships, wonder, and meaningful learning.
Europe
Across France and the United Kingdom, the Reggio Emilia approach has influenced both public and private early years settings. In France, elements of Reggio philosophy have been incorporated into écoles maternelles (preschools), especially where educators are trained in child-centered methodologies. In the UK, several nurseries and independent schools have adopted Reggio-inspired practices, particularly those emphasizing the arts and environmental design.
Notable Reggio-Inspired Schools in Europe
Across Europe, the Reggio Emilia approach has been embraced by a wide range of early childhood education settings, especially in countries that value progressive, child-centred learning. Of course, the most notable programs are in Reggio Emilia, Italy, where the philosophy originated and where the Loris Malaguzzi International Centre serves as a global hub for professional development and research.
In the United Kingdom, schools such as Reflections Nursery and Forest School in Worthing and Acorn Early Years Foundation across several locations have garnered attention for their deep integration of Reggio principles, especially around child agency, natural materials, and documentation. The Mulberry House School in London is another standout, known for combining academic excellence with creative, Reggio-inspired early years programming.
In Scandinavia, where early childhood education already aligns closely with Reggio values, many municipal and independent preschools incorporate elements of the approach. In Sweden, Reggio Emilia Institutet in Stockholm supports a network of Reggio-inspired schools and offers professional development across the Nordic countries.
In Germany, schools such as Internationaler Kindergarten Frankfurt and Berlin Cosmopolitan School integrate Reggio principles into multilingual, inquiry-based programs. Meanwhile, in Spain, Escuela Infantil Gran Vía in Madrid and several schools in Barcelona draw from Reggio Emilia to create warm, reflective learning environments with strong community ties.
These schools across Europe exemplify the adaptability and global resonance of the Reggio Emilia philosophy—grounded in the belief that children are capable, curious citizens from the very beginning.
Asia
Reggio Emilia’s influence has also expanded into parts of Asia, including China, Singapore, South Korea, and Japan. In these contexts, the approach is often introduced in private or international schools serving expatriate communities or in progressive institutions seeking to shift from rote learning to child-led inquiry. Adaptations are made to align with local cultural norms and parental expectations.
Notable Reggio-Inspired Schools in Asia
Across Asia, the Reggio Emilia philosophy has been gaining momentum in progressive early childhood education circles, particularly in international and bilingual schools that value inquiry-based, holistic learning.
In Singapore, a regional leader in education, several schools have adopted Reggio principles. EtonHouse International Pre-Schools are among the most prominent, offering Reggio-inspired programs across multiple campuses, blending the philosophy with a strong multilingual and multicultural framework. Similarly, Blue House Nursery & International Preschool in Singapore is widely recognized for its deep commitment to Reggio values, including its thoughtfully designed learning environments and emphasis on the “hundred languages of children.”
In China, particularly in major cities like Beijing and Shanghai, schools such as The Little Urban Center (LUC) Kindergarten and Fortune Kindergarten offer Reggio-inspired programs that emphasize creativity, collaboration, and exploration. These are often favored by internationally-minded families seeking a more child-led, reflective approach than traditional models.
In India, The Atelier School in Bangalore and Reggio Emilia Inspired Pre-Schools like Intellitots in Gurgaon are at the forefront of adapting Reggio within the Indian context—emphasizing local culture, open-ended play, and strong community engagement. These programs often appeal to urban families looking for an alternative to rote learning.
In Japan, The British School in Tokyo and Tokyo International Kindercare incorporate Reggio elements, particularly in their early years programs, balancing structure with creativity and inquiry.
Across Asia, while cultural contexts vary widely, the Reggio Emilia approach continues to inspire educators who see children as capable, expressive, and full of potential—shaping a new wave of early learning across the continent.
Africa
Reggio-inspired practices have begun to emerge in parts of Africa, particularly through NGO-run or community-based early childhood programs. In countries such as South Africa and Kenya, educators have incorporated aspects of Reggio Emilia’s principles—such as the use of recycled materials, emphasis on the arts, and respect for children’s agency—into local curriculum models. These efforts are often supported through international collaborations, teacher training initiatives, or research partnerships.
Notable Reggio-Inspired Schools in Africa
While the Reggio Emilia approach is less widespread in Africa than in other regions, it has begun to take root in select early childhood education centres—particularly in urban areas and international schools that are committed to progressive, child-centred learning.
In South Africa, the philosophy has gained traction among forward-thinking educators. The Vine School in Cape Town and Bluebird Preschool in Johannesburg have adopted elements of Reggio Emilia, focusing on child-led inquiry, rich environments, and strong relationships between children, educators, and families. Little Forest Centre in Johannesburg is another standout, known for integrating Reggio-inspired practices with nature-based learning.
In Kenya, Montessori Learning Centre and International School of Kenya in Nairobi incorporate Reggio principles within their early years programs, offering a blend of open-ended exploration and multicultural education. These schools are particularly appealing to globally minded families and educators who value reflective practice and the child’s voice in learning.
In Morocco, The Casablanca American School and British International School of Casablanca incorporate Reggio elements into their early childhood frameworks, often combining them with IB Primary Years Programme philosophies.
Across the continent, access to high-quality early childhood education varies widely, but where Reggio-inspired practice is emerging, it often brings a refreshing alternative to more traditional models. These schools champion creativity, collaboration, and a deep respect for the child—principles that resonate universally, regardless of geography. As professional development and awareness continue to grow, Reggio Emilia’s influence in Africa is slowly expanding, planting seeds for a more holistic approach to early learning.
Australia
The Reggio Emilia approach has found a strong and growing presence in Australia, particularly within early childhood education. Rooted in the philosophy developed in Reggio Emilia, Italy, this approach views children as capable, curious, and full of potential. In Australia, it has been embraced by many independent childcare centres and kindergartens that value inquiry-based learning, strong relationships, and environments that act as a "third teacher."
Educators in Reggio-inspired Australian settings prioritize collaborative projects, open-ended materials, child-led exploration, and deep parental involvement. Documentation, reflection, and the expressive arts are central to the learning process, aligning closely with Australia's Early Years Learning Framework (EYLF), which values play-based and holistic learning.
Notable Reggio-Inspired Schools in Australia
Australia has warmly embraced the Reggio Emilia approach, with many early learning centres and independent schools drawing inspiration from its child-led, inquiry-based philosophy. The approach aligns naturally with Australia’s Early Years Learning Framework (EYLF), which emphasizes play-based learning, holistic development, and the importance of relationships.
One of the most recognized Reggio-inspired institutions in Australia is The Hills Grammar Early Childhood Education Centre in New South Wales, which integrates Reggio principles into its learning environment, focusing on creativity, exploration, and collaboration. Guardian Early Learning Group, with centres across the country, is also known for adopting Reggio-inspired practices—emphasizing open-ended play, natural materials, and deep documentation of children’s learning.
In Victoria, Cornish College Early Learning Centre and Clifton Hill Kindergarten are highly regarded for their Reggio-inspired pedagogy, placing the child at the centre of the curriculum and encouraging strong family involvement. Bold Park Community School in Perth, Western Australia, is another standout, blending Reggio Emilia with a community-based, nature-rich curriculum that reflects the local landscape and culture.
Australia also benefits from strong professional networks supporting Reggio-inspired education, particularly the Reggio Emilia Australia Information Exchange (REAIE), which offers study tours, training, and resources for educators across the country.
Across Australia, Reggio Emilia’s influence continues to shape thoughtful, responsive early learning environments where children are seen as capable citizens with powerful ideas and voices.
Key Reggio Emilia Associations in Australia:
The Reggio Emilia Australia Information Exchange (REAIE)[29]: The leading national organisation supporting Reggio-inspired practice in Australia. REAIE offers professional learning, networking, publications, and study tours to Reggio Emilia, Italy.
Early Childhood Australia (ECA):[30] While not solely focused on Reggio, ECA often promotes professional development and discourse aligned with Reggio principles, particularly around child agency and emergent curriculum.
Overall, Australia has cultivated a rich community of Reggio-inspired educators who are committed to fostering meaningful, reflective, and child-centred education.
1 2 Moss, Archie (2019). Curriculum Development in Elementary Education. Waltham Abbey Essex: ED-Trch Press. p.253. ISBN978-1-83947-218-3.
1 2 Hewitt, Valarie (2001). "Examining the Reggio Emilia Approach to Early Childhood Education". Early Childhood Education Journal. 29 (2): 95–100. doi:10.1023/A:1012520828095. S2CID32477867.
1 2 Thornton, Linda; Brunton, Pat (2009). Understanding the Reggio Approach: Early Years Education in Practice. Oxon: Routledge. p.11. ISBN978-0-415-55771-9.
↑ Arce, Eve-Marie; Ferguson, Susan (2012). Curriculum for Young Children: An Introduction, Second Edition. Cengage Learning. p.11. ISBN978-1-111-83799-0.
↑ Katz, Lilian (1993). Edwards, C.; Gandini, L.; Forman, G. (eds.). The Hundred Languages of Children: The Reggio Emilia Approach to Early Childhood Education. Norwood, NJ: Ablex Publishing Corporation. pp.19–37.
↑ Cadwell, Louise Boyd (1997). Bringing Reggio Emilia Home: An Innovative Approach to Early Childhood Education. Teachers College Press. ISBN978-0-8077-3661-6.[pageneeded]
↑ Tarr, Patricia (1 May 2001). "Aesthetic Codes in Early Childhood Classrooms: What Art Educators Can Learn from Reggio Emilia". Art Education. 54 (3): 33–39. doi:10.2307/3193922. JSTOR3193922.
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