Experiencing Reggio Emilia: Implications for Pre-School Provision

Experiencing Reggio Emilia: Implications for Pre-School Provision

Experiencing Reggio Emilia: Implications for Pre-School Provision

Experiencing Reggio Emilia: Implications for Pre-School Provision


Since 1963, when the Italian municipality of Reggio Emilia began setting up its network of educational services for 0-6 year olds, the 'Reggio Approach' has gained worldwide recognition. Numerous visitors have been impressed by the acknowledgement given to the potential of children, the organisation and quality of the environments created, the promotion of collegiality and a climate of co-participation of families in the educational project. This book reflects the impressions and experiences of the Reggio Emilia approach gained by a range of early childhood educators following a study visit to the region. It focusses on key issues such as staffing, training, working with parents, play, learning, the culture of early childhood, and special educational needs, from a variety of perspectives and will provide a welcome challenge to thinking for both practitioners and policy makers.


Lesley Abbott and Cathy Nutbrown

‘The Hundred Languages of Children’ exhibition will be, for many, the nearest they get to experiencing the provision of Reggio Emilia. Though the documentation which supports the exhibition is extremely helpful in explaining the process of teaching and learning in which children and their educators engage, there is no substitute for observing the settings and the town for oneself, and for face-to-face dialogue with the people who work within the Reggio system. in April 1999, over 100 early childhood educators from the uk visited Reggio Emilia. the study tour included: visits to infant–toddler centres and preschools; lectures from leading educationalists in Reggio; workshops run by Reggio staff; and the opportunity to talk with some staff and parents.

This book is not an account of the first uk study tour experience, but an attempt to consider the pedagogic and philosophical implications of the Reggio approach for early childhood education and care in various parts of the uk. We have compiled this collection in order to contribute to the development of understanding something of the Reggio approach for those working in the uk. As such, it adds to the growing literature written about the Reggio Emilia experience (Edwards et al. 1993; Gura 1997; Johnson 1999) as well as that written by those who work within the Reggio Emilia system.

The contributors to this book include people with a variety of experiences and many different professional roles, including: local authority advisory services, architecture, art education, children’s rights, inspection, nursery teaching, play, research, special educational needs and training. the diversity of contributions is reflected in the style of the individual chapters which represent these varied experiences and perspectives. What all the chapters have in common is the fact that they derive from a . . .

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